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Cited by

• 2020Collaborative tasks for online language teaching155 cited
• 2016Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas105 cited
• 2019Technology and L2 Pragmatics Learning103 cited
• 2016THE IMPACT OF RECASTS ON THE DEVELOPMENT OF PRIMARY STRESS IN A SYNCHRONOUS COMPUTER-MEDIATED ENVIRONMENT58 cited
• 2018STATISTICAL SENSITIVITY, COGNITIVE APTITUDES, AND PROCESSING OF COLLOCATIONS55 cited
• 2018“Just treat me as a teacher!” Mapping language teacher agency through gender, race, and professional discourses51 cited
• 2019Lower English proficiency means poorer feedback performance? A mixed-methods study47 cited
• 2019EFFECTS OF IMPLICIT VERSUS EXPLICIT CORRECTIVE FEEDBACK ON MANDARIN TONE ACQUISITION IN A SCMC LEARNING ENVIRONMENT43 cited
• 2015Discussion: How Different Can Perspectives on L2 Development Be?42 cited
• 2016Classroom Dynamic Assessment: A Critical Examination of Constructs and Practices37 cited
• 2015The Detection and Primed Production of Novel Constructions34 cited
• 2015El potencial de la enseñanza del vocabulario basada en corpus: optimismo con precaución29 cited
• 2019Cognitive Individual Differences as Predictors of Improvement and Awareness Under Implicit and Explicit Feedback Conditions26 cited