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• 2015Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study198 cited
• 2012The relationship between SLA research and language pedagogy: Teachers’ perspectives169 cited
• 2016EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China156 cited
• 2014Pedagogical Grammar96 cited
• 2014Towards a Pedagogy of Grammar Instruction82 cited
• 2023Integrating intercultural communicative competence into an online EFL classroom: an empirical study of a secondary school in Thailand59 cited
• 2013Teacher Cognition and Grammar Teaching in a Japanese High School54 cited
• 2016ATTENTIONAL PROCESSING OF INPUT IN EXPLICIT AND IMPLICIT CONDITIONS54 cited
• 2016The Sociocognitive Imperative of L2 Pedagogy52 cited
• 2021Teaching foreign language grammar: New solutions, old problems52 cited
• 2018A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students52 cited
• 2014The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish51 cited
• 2020Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges45 cited