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Individual and Collaborative Planning Conditions: Effects on Fluency, Complexity and Accuracy in L2 Argumentative Writing
16 references·2 citing·39 second hop
Individual and Collaborative Planning Conditions: Effects on Fluency, Complexity and Accuracy in L2 Argumentative Writing (2014)Individual and Collaborative Planning Con…Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity (2009)Towards an Organic Approach t…Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis (2009)Modelling Second Language Per…The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English (2006)The Emergence of Complexity, …Collaborative writing: Product, process, and students’ reflections (2005)Collaborative writing: Produc…Task-based Language Learning and Teaching (2003)Task-based Language Learning …Task-based instruction (2003)Task-based instructionSecond Language Development in Writing: Measures of Fluency, Accuracy and Complexity (2001)Second Language Development i…The Influence of Planning and Task Type on Second Language Performance (1996)The Influence of Planning and…A new framework for understanding cognition and affect in writing. (1996)A new framework for understan…A Framework for the Implementation of Task-based Instruction (1996)A Framework for the Implement…Three functions of output in second language learning (1995)Three functions of output in …Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning (1995)Problems in Output and the Co…Cognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…The Psychology of Written Composition (1989)The Psychology of Written Com…A Cognitive Process Theory of Writing (1981)A Cognitive Process Theory of…Thought and language (1962)Thought and languageFeedback-Mediated Individual And Collaborative Planning: Effects On Structural Organization And Clarity Of Argumentative Essays (2018)Feedback-Mediated Individual …The Effect of Collaborative Writing on Iranian EFL Learners’ L2 Writing Anxiety and Attitudes (2017)The Effect of Collaborative W…Writer-Based Prose: A Cognitive Basis for Problems in Writing (1979)The Cognition of Discovery: Defining a Rhetorical Problem (1980)SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE (2003)Inventing the University (2005)The nature of feedback: how different types of peer feedback affect writing performance (2008)The developmental psychology of Jean Piaget. (1963)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)The Role of Consciousness in Second Language Learning1 (1990)The Study of Second Language Acquisition (1996)Vocabulary in Language Teaching (2002)An Introduction to Second Language Acquisition Research (2014)Vocabulary in Language Teaching (2020)Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis (2000)Should We Use Characteristics of Conversation to Measure Grammatical Complexity in L2 Writing Development? (2011)Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work (2012)Conceptualizing and measuring short-term changes in L2 writing complexity (2014)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Cognitive Apprenticeship (1988)Enhancing the quality of argumentation in school science (2004)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together (1998)Content-and-Language Integrated Learning: From Practice to Principles? (2011)Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings? (1998)AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE (2005)Introducing Second Language Acquisition (2012)The Effects of School-Based Writing-to-Learn Interventions on Academic Achievement: A Meta-Analysis (2004)A meta-analysis of writing instruction for adolescent students. (2007)Modeling and Remodeling Writing (2012)The Ecology and Semiotics of Language Learning (2004)IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006)Review article: Instructed second language vocabulary learning (2008)
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References

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  • 2003Task-based instruction

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890 cited
  • 2006The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English803 cited
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    • 2018Feedback-Mediated Individual And Collaborative Planning: Effects On Structural Organization And Clarity Of Argumentative Essays19 cited
    • 2017The Effect of Collaborative Writing on Iranian EFL Learners’ L2 Writing Anxiety and Attitudes17 cited