Part of
Task-Based Language Teaching in Foreign Language Contexts: Research and implementation
Edited by Ali Shehadeh and Christine A. Coombe
[Task-Based Language Teaching 4] 2012
► pp. 2342
Cited by (11)

Cited by 11 other publications

Santos, Sara
2023. Aumento das exigências de raciocínio de uma tarefa e sequenciação na produção oral de aprendizes chineses de português como língua estrangeira. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 39:4 DOI logo
Farahanynia, Mahsa & Mohammad Khatib
2022. Participatory structure of planning and cognitive task complexity in L2 oral performance: a processing perspective. The Language Learning Journal 50:6  pp. 777 ff. DOI logo
Moore, Paul J.
2022. Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. In International Handbook on Education Development in Asia-Pacific,  pp. 1 ff. DOI logo
Moore, Paul J.
2023. Task-Based Language Teaching (TBLT) in Japanese EFL Contexts. In International Handbook on Education Development in the Asia-Pacific,  pp. 661 ff. DOI logo
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Márquez, Daniel & Júlia Barón
2021. Effects of task complexity on L2 suggestions. TASK. Journal on Task-Based Language Teaching and Learning 1:2  pp. 227 ff. DOI logo
Newton, Jonathan
2021. The Adoption of Task-Based Language Teaching in Diverse Contexts. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 649 ff. DOI logo
Lee, Jiyong
2020. Task closure and task complexity effects on L2 written performance. Journal of Second Language Writing 50  pp. 100777 ff. DOI logo
O’Grady, Stefan
2019. The impact of pre-task planning on speaking test performance for English-medium university admission. Language Testing 36:4  pp. 505 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
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

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