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Cited by 128 other publications

Abdi Tabari, Mahmoud
2023. Unpacking the effects of different lengths of pre-task planning time: L2 writing outcomes and learners’ perceptions. The Language Learning Journal  pp. 1 ff. DOI logo
Abdi Tabari, Mahmoud, Gavin Bui & Yizhou Wang
2021. The effects of topic familiarity on emotionality and linguistic complexity in EAP writing. Language Teaching Research  pp. 136216882110335 ff. DOI logo
Abdi Tabari, Mahmoud & Bronson Hui
2024. Exploring the associations among task complexity, task motivation, task engagement, and linguistic complexity in L2 writing. The Modern Language Journal 108:2  pp. 446 ff. DOI logo
Abdi Tabari, Mahmoud, Sima Khezrlou & Yu Tian
2024. Verb argument construction complexity indices and L2 written production: effects of task complexity and task repetition. Innovation in Language Learning and Teaching 18:1  pp. 1 ff. DOI logo
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Albert, Ágnes
2022. Empirical Research on Emotions, Motivation, Self-Efficacy, and Flow with the Help of Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ],  pp. 51 ff. DOI logo
Albert, Ágnes
2022. Language Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ],  pp. 31 ff. DOI logo
Albert, Ágnes
2022. The Interview-Based Study: Exploring Teachers’ Views Concerning Language Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ],  pp. 127 ff. DOI logo
An, Hyejin & Shaofeng Li
2024. Chapter 6. The effects of planning type, working memory, and anxiety on L2 writing performance. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 161 ff. DOI logo
An, Hyejin & Shaofeng Li
2024. Chapter 2. Anxiety in task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 52 ff. DOI logo
Azkarai, Agurtzane & María del Pilar García Mayo
2015. Task-modality and L1 use in EFL oral interaction. Language Teaching Research 19:5  pp. 550 ff. DOI logo
Baralt, Melissa
2013. THE IMPACT OF COGNITIVE COMPLEXITY ON FEEDBACK EFFICACY DURING ONLINE VERSUS FACE-TO-FACE INTERACTIVE TASKS. Studies in Second Language Acquisition 35:4  pp. 689 ff. DOI logo
Brown Nielson, Katharine & Robert DeKeyser
2019. Working memory and planning time as predictors of fluency and accuracy. Journal of Second Language Studies 2:2  pp. 281 ff. DOI logo
Brown Nielson, Katharine & Robert M. DeKeyser
2021. Working memory and planning time as predictors of fluency and accuracy. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116],  pp. 117 ff. DOI logo
Bryfonski, Lara, Yunjung (Yunie) Ku & Alison Mackey
2024. Research Methods for IDs and TBLT: A Substantive and Methodological Review. Studies in Second Language Acquisition  pp. 1 ff. DOI logo
Bui, Gavin & Peter Skehan
2018. Complexity, Accuracy, and Fluency. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Bui, Gavin, Peter Skehan & Zhan Wang
2018. Task Condition Effects on Advanced‐Level Foreign Language Performance. In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 219 ff. DOI logo
Burton, J. Dylan
2023. Gazing into Cognition: Eye Behavior in Online L2 Speaking Tests. Language Assessment Quarterly 20:2  pp. 190 ff. DOI logo
Byrnes, Heidi
2014. Theorizing language development at the intersection of ‘task’ and L2 writing. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 79 ff. DOI logo
Byrnes, Heidi
2018. Advanced‐Level Grammatical Development in Instructed SLA. In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 131 ff. DOI logo
Byrnes, Heidi & Rosa M. Manchón
2014. Task, task performance, and writing development. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 267 ff. DOI logo
Byrnes, Heidi & Rosa M. Manchón
2014. Task-based language learning. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 1 ff. DOI logo
Cerezo, Luis, Melissa Baralt, Bo-Ram Suh & Ronald P. Leow
2014. Does the medium really matter in L2 development? The validity of CALL research designs. Computer Assisted Language Learning 27:4  pp. 294 ff. DOI logo
Chen, Chin-Yu, Shao-Chen Chang, Gwo-Jen Hwang & Di Zou
2023. Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments 31:4  pp. 2268 ff. DOI logo
CHO, MINYOUNG
2018. Task Complexity and Modality: Exploring Learners’ Experience From the Perspective of Flow. The Modern Language Journal 102:1  pp. 162 ff. DOI logo
Crowther, Dustin & Daniel R. Isbell
2023. Second language speech comprehensibility: A research agenda. Language Teaching  pp. 1 ff. DOI logo
de Jong, Nel & Mary Lou Vercellotti
2016. Similar prompts may not be similar in the performance they elicit: Examining fluency, complexity, accuracy, and lexis in narratives from five picture prompts. Language Teaching Research 20:3  pp. 387 ff. DOI logo
Dobrić, Nikola, Günther Sigott, Gašper Ilc, Vesna Lazović, Hermann Cesnik & Andrej Stopar
2021. Errors as indicators of writing task difficulty at the Slovene general matura in English. International Journal of Applied Linguistics 31:3  pp. 475 ff. DOI logo
Doughty, Catherine J.
2021. The Long TBLT Journey. TASK. Journal on Task-Based Language Teaching and Learning 1:2  pp. 155 ff. DOI logo
Ellis, Rod
2017. Position paper: Moving task-based language teaching forward. Language Teaching 50:4  pp. 507 ff. DOI logo
Ellis, Rod
2019. Towards a modular language curriculum for using tasks. Language Teaching Research 23:4  pp. 454 ff. DOI logo
Ellis, Rod
2020. Task-based language teaching for beginner-level young learners. Language Teaching for Young Learners 2:1  pp. 4 ff. DOI logo
Ellis, Rod
2021. The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies. Chinese Journal of Applied Linguistics 44:2  pp. 131 ff. DOI logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019. Task-Based Language Teaching, DOI logo
Entezari, Mahnaz & Mojtaba Tadayonifar
2023. Task complexity and task type. TASK. Journal on Task-Based Language Teaching and Learning 3:2  pp. 336 ff. DOI logo
Faravani, Akram & Mitra Zeraatpishe
2016. Selection and Gradation in Materials Development. In Issues in Materials Development,  pp. 43 ff. DOI logo
Fu, Mengxia & Shaofeng Li
2024. The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback. Foreign Language Annals 57:1  pp. 201 ff. DOI logo
Fukunaga, Tatsushi
2023. L2 writing development through two types of writing task repetition. International Review of Applied Linguistics in Language Teaching 61:3  pp. 1109 ff. DOI logo
Fukuta, Junya, Yoshito Nishimura & Yu Tamura
2023. Pitfalls of production data analysis for investigating L2 cognitive mechanism. Journal of Second Language Studies 6:1  pp. 95 ff. DOI logo
Gokool, Roshni & Marianna Visser
2021. IsiZulu task-based syllabus for medical students: Grading and sequencing doctor-patient communication tasks. South African Journal of African Languages 41:2  pp. 149 ff. DOI logo
Golparvar, Seyyed Ehsan & Mahsa Azizsahra
2023. The effect of graph complexity and planning on graph writing performance and descriptive strategies. Foreign Language Annals 56:1  pp. 117 ff. DOI logo
Gomez-Laich, Maria Pia & Naoko Taguchi
2018. Chapter 4. Task complexity effects on interaction during a collaborative persuasive writing task. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 84 ff. DOI logo
González-Lloret, Marta
2022. Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research 26:2  pp. 173 ff. DOI logo
González-Lloret, Marta
2022. The present and future of functional adequacy. TASK. Journal on Task-Based Language Teaching and Learning 2:1  pp. 146 ff. DOI logo
Goo, Jaemyung
2019. Interaction in L2 Learning. In The Cambridge Handbook of Language Learning,  pp. 233 ff. DOI logo
Han, ZhaoHong
2018. Task-Based Learning in Task-Based Teaching: Training Teachers of Chinese as a Foreign Language. Annual Review of Applied Linguistics 38  pp. 162 ff. DOI logo
Han, ZhaoHong & Eun Young Kang
2018. Revisiting the Cognition Hypothesis: Bridging a gap between the conceptual and the empirical. International Journal of Applied Linguistics 28:3  pp. 391 ff. DOI logo
Hardini, Isriani, Bruno Di Biase, Satomi Kawaguchi & Carol Reid
Jackson, Daniel O.
2022. Task-Based Language Teaching, DOI logo
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2  pp. 330 ff. DOI logo
Jia, Shijiao & Madhubala Bava Harji
2023. Themes, knowledge evolution, and emerging trends in task-based teaching and learning: A scientometric analysis in CiteSpace. Education and Information Technologies 28:8  pp. 9783 ff. DOI logo
Johnson, Mark D. & Christine L. Nicodemus
2016. Testing a threshold: an approximate replication of Johnson, Mercado & Acevedo 2012. Language Teaching 49:2  pp. 251 ff. DOI logo
Karges, Katharina, Thomas Studer & Nina Selina Hicks
2022. Lernersprache, Aufgabe und Modalität: Beobachtungen zu Texten aus dem Schweizer Lernerkorpus SWIKO. Zeitschrift für germanistische Linguistik 50:1  pp. 104 ff. DOI logo
Keck, Casey & YouJin Kim
Kim, Nayoung
2023. The effects of different task sequences on novice L2 learners’ oral performance in the classroom. Language Teaching Research 27:2  pp. 415 ff. DOI logo
Kim, YouJin, Caroline Payant & Pamela Pearson
2015. THE INTERSECTION OF TASK-BASED INTERACTION, TASK COMPLEXITY, AND WORKING MEMORY. Studies in Second Language Acquisition 37:3  pp. 549 ff. DOI logo
KIM, YOUJIN & NAOKO TAGUCHI
2015. Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity. The Modern Language Journal 99:4  pp. 656 ff. DOI logo
Kourtali, Nektaria‐Efstathia & Andrea Révész
2020. The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development. Language Learning 70:1  pp. 179 ff. DOI logo
Lambert, Craig
2019. Referential Communication and L2 Production. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 21 ff. DOI logo
Lambert, Craig
2019. Referent Similarity and TBLT. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 117 ff. DOI logo
Lambert, Craig
2019. Referent Similarity. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 47 ff. DOI logo
Lambert, Craig
2019. Methods. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 71 ff. DOI logo
Lambert, Craig
2019. Tasks in L2 Syllabus Design. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 31 ff. DOI logo
Lambert, Craig
2019. Introduction. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching,  pp. 1 ff. DOI logo
LAMBERT, CRAIG & GRACE ZHANG
2019. Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner‐Generated Content in Instructional Task Design. The Modern Language Journal 103:2  pp. 391 ff. DOI logo
Li, Shaofeng & Mengxia Fu
2018. Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research 22:2  pp. 230 ff. DOI logo
Liao, Jianling
2023. Disfluency and self‐repair in presentational and interpersonal speech modalities. Foreign Language Annals 56:2  pp. 401 ff. DOI logo
Long, Michael H.
2016. In Defense of Tasks and TBLT: Nonissues and Real Issues. Annual Review of Applied Linguistics 36  pp. 5 ff. DOI logo
Long, Michael H., Jiyong Lee & Kyoko Kobayashi Hillman
2019. Task-Based Language Learning. In The Cambridge Handbook of Language Learning,  pp. 500 ff. DOI logo
Lyster, Roy, Kazuya Saito & Masatoshi Sato
2013. Oral corrective feedback in second language classrooms. Language Teaching 46:1  pp. 1 ff. DOI logo
Manchón, Rosa M.
2014. The internal dimension of tasks. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 27 ff. DOI logo
Manchón, Rosa M. & Olena Vasylets
2019. Language Learning Through Writing: Theoretical Perspectives and Empirical Evidence. In The Cambridge Handbook of Language Learning,  pp. 341 ff. DOI logo
Mavrou, Irini & Javier Chao
2023. What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?. Written Communication 40:3  pp. 943 ff. DOI logo
Mayo, María del Pilar García
2019. Pedagogical approaches and the role of the teacher. Language Teaching Research 23:5  pp. 537 ff. DOI logo
Minas, Edith Christina
2020. The affordances theory in teaching and learning African first additional languages: A case for task-based language teaching. Southern African Linguistics and Applied Language Studies 38:1  pp. 1 ff. DOI logo
Norris, John M.
2021. The Long road to TBLT. TASK. Journal on Task-Based Language Teaching and Learning 1:2  pp. 162 ff. DOI logo
Osborne, John
2021. Chapitre 9. La production orale en langue étrangère. In Introduction à l'acquisition des langues étrangères [Pratiques pédagogiques, ],  pp. 163 ff. DOI logo
Pang, Francine & Peter Skehan
Pang, May
2019. Developing Core Practices for EFL/ESL Teaching: A Framework for Methodology Course Design. TESOL Quarterly 53:1  pp. 258 ff. DOI logo
Park, Yujong
2023. Task type completion in lower level EFL classes: A conversation analytic study. Language Teaching Research 27:6  pp. 1352 ff. DOI logo
Payant, Caroline & Derek Reagan
2018. Manipulating task implementation variables with incipient Spanish language learners: A classroom-based study. Language Teaching Research 22:2  pp. 169 ff. DOI logo
Payant, Caroline & Derek Reagan
2023. Engaging lower proficiency learners of Spanish in collaborative writing tasks. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36:2  pp. 643 ff. DOI logo
Préfontaine, Yvonne & Judit Kormos
2015. The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach. The Modern Language Journal 99:1  pp. 96 ff. DOI logo
Qian, Leyi, Yan Cheng & Yali Zhao
2021. Use of Linguistic Complexity in Writing Among Chinese EFL Learners in High-Stakes Tests: Insights From a Corpus of TOEFL iBT. Frontiers in Psychology 12 DOI logo
Qian, Leyi, Yong Yang & Yali Zhao
2021. Syntactic complexity revisited: sensitivity of China’s AES-generated scores to syntactic measures, effects of discourse-mode and topic. Reading and Writing 34:3  pp. 681 ff. DOI logo
Qian, Leyi, Yali Zhao & Yan Cheng
2020. Evaluating China’s Automated Essay Scoring System iWrite. Journal of Educational Computing Research 58:4  pp. 771 ff. DOI logo
Rahimi, Muhammad
2019. Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing. Language Teaching Research 23:5  pp. 633 ff. DOI logo
Rahimi, Muhammad & Lawrence Jun Zhang
2018. Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production. Discourse Processes 55:8  pp. 726 ff. DOI logo
Rahimi, Muhammad & Lawrence Jun Zhang
2019. Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing 32:3  pp. 761 ff. DOI logo
Reagan, Derek & Caroline Payant
2018. Chapter 5. Task modality effects on Spanish learners’ interlanguage pragmatic development. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 114 ff. DOI logo
Robinson, Peter
2021. The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 205 ff. DOI logo
Révész, Andrea & Laura Gurzynski-Weiss
2016. Teachers’ Perspectives on Second Language Task Difficulty: Insights From Think-Alouds and Eye Tracking. Annual Review of Applied Linguistics 36  pp. 182 ff. DOI logo
Schoonen, Rob
2022. Chapter 4. L2 writing. In Understanding L2 Proficiency [Bilingual Processing and Acquisition, 13],  pp. 87 ff. DOI logo
Simard, Daphnée, Tatiana Molokopeeva & Yan Qing Zhang
2020. The Contribution of Working Memory to L2 French Pronunciation among Adult Language Learners. The Canadian Modern Language Review 76:1  pp. 50 ff. DOI logo
Skehan, Peter
2014. Chapter 1. The context for researching a processing perspective on task performance. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 1 ff. DOI logo
Skehan, Peter
2014. Chapter 8. Limited attentional capacity, second language performance, and task-based pedagogy. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 211 ff. DOI logo
Skehan, Peter
2016. Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy. Annual Review of Applied Linguistics 36  pp. 34 ff. DOI logo
Skehan, Peter
2016. Sidesteps towards applied linguistics. In Becoming and Being an Applied Linguist,  pp. 89 ff. DOI logo
Skehan, Peter
2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 3 ff. DOI logo
Skehan, Peter
2022. Chapter 11. Performance on second language speaking tasks. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14],  pp. 211 ff. DOI logo
Skehan, Peter & Sabrina Shum
2014. Chapter 7. Structure and processing condition in video-based narrative retelling. In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 187 ff. DOI logo
Teng, Mark Feng & Jing Huang
2023. The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency. Asia Pacific Journal of Education 43:4  pp. 1071 ff. DOI logo
Torres, Julio
2018. The Effects of Task Complexity on Heritage and L2 Spanish Development. The Canadian Modern Language Review 74:1  pp. 128 ff. DOI logo
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1  pp. 148 ff. DOI logo
Tsushima, Rika & Martin Guardado
2015. Processing Perspectives on Task Performance. The Canadian Modern Language Review 71:4  pp. 504 ff. DOI logo
Udaya, Muthyala & Chada Ramamuni Reddy
2023. Strategien zum Lehren und Lernen von Wortschatz. In Strategien zum Wortschatzerwerb und Korpus,  pp. 43 ff. DOI logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2  pp. 394 ff. DOI logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2020. Chapter 8. Task modality, communicative adequacy and CAF measures. In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 183 ff. DOI logo
Vedder, Ineke
2020. La valutazione della complessità sintattica nella classe di lingua Un’analisi delle riflessioni di insegnanti di italiano L2 . EL.LE :3 DOI logo
Wang, Cong, Sida Zhu & Haijing Zhang
2023. Interaction between CSL students’ motivation and anxiety under different L2 writing tasks: evidence from Vietnamese university students. Frontiers in Psychology 14 DOI logo
Wang, Liping & Lawrence Jun Zhang
2019. Chapter 8. Peter Skehan’s influence in research on task difficulty. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 183 ff. DOI logo
Wang, Qiong & Shaofeng Li
2019. Chapter 4. The relationship between task motivation and L2 motivation. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 67 ff. DOI logo
Wang, Qiong, Shaofeng Li & Martin East
2024. Measuring L1 Chinese speakers’ anxiety when completing an English as L2 video narration task. Journal of Second Language Studies 7:1  pp. 99 ff. DOI logo
Wang, Yixin, Jiang Jingyang & Heba El-Fiqi
2023. Task-based explanation for genre effects: Evidence from a dependency treebank. PLOS ONE 18:8  pp. e0290381 ff. DOI logo
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1  pp. 53 ff. DOI logo
Wen, Zhisheng (Edward) & Shaofeng Li
2019. Working Memory in L2 Learning and Processing. In The Cambridge Handbook of Language Learning,  pp. 365 ff. DOI logo
Wen, Zhisheng (Edward) & Peter Skehan
2021. Stages of Acquisition and the P/E Model of Working Memory: Complementary or contrasting approaches to foreign language aptitude?. Annual Review of Applied Linguistics 41  pp. 6 ff. DOI logo
Wu, Jingwen & Rod Ellis
2023. The effect of pre-task planning on computer-based second language writing. Language Teaching Research DOI logo
Wu, Libo & Hasliza Binti Abdul Halim
2024. Task complexity and foreign language writing emotions as predictors of EFL writing performance. Frontiers in Education 9 DOI logo
Wu, Xiaoli, Joost Lowyck, Lies Sercu & Jan Elen
2013. Vocabulary learning from reading: examining interactions between task and learner related variables. European Journal of Psychology of Education 28:2  pp. 255 ff. DOI logo
Xu, Jinfen & Yumei Fan
2024. Task complexity, L2 proficiency and EFL learners’ L1 use in task-based peer interaction. Language Teaching Research 28:2  pp. 346 ff. DOI logo
Xu, Ting Sophia, Lawrence Jun Zhang & Janet S. Gaffney
2022. EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE. Studies in Second Language Acquisition 44:2  pp. 483 ff. DOI logo
Yang, Aoran & Qinxue Li
2023. Effect of task type on the use of discourse markers in L2 Portuguese by L1 Chinese learners. Diacrítica 36:2  pp. 121 ff. DOI logo
York, James, Koichi Shibata, Hayato Tokutake & Hiroshi Nakayama
2021. Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction. ReCALL 33:1  pp. 49 ff. DOI logo
Zarrabi, Forooq, Mohammad Hossein Fadavi Amiri & Hossein Bozorgian
2022. Effects of the longest pause, its location, and pause variance on successful EFL writing performance across writing tasks with diverse degrees of complexity. System 110  pp. 102929 ff. DOI logo
Zhan, Ju, Qiyu Sun & Lawrence Jun Zhang
2024. Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks. Language Teaching Research 28:3  pp. 1011 ff. DOI logo
Zhou, Xiangyan, Xiangling Wang & Xiaodong Liu
2022. The impact of task complexity and translating self-efficacy belief on students’ translation performance: Evidence from process and product data. Frontiers in Psychology 13 DOI logo
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36  pp. 136 ff. DOI logo

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