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Cited by

• 2014A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate193 cited
• 2016Research Methodology in Second Language Studies: Trends, Concerns, and New Directions189 cited
• 2013The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory187 cited
• 2021L2 student engagement with automated feedback on writing: Potential for learning and issues of trust182 cited
• 2018Written corrective feedback from sociocultural theoretical perspectives: A research agenda170 cited
• 2010Peer interaction in the foreign language classroom: what factors foster a focus on form?144 cited
• 2014BRIDGING THE GAP142 cited
• 2018Academic emotions in written corrective feedback situations136 cited
• 2016Capturing Accuracy in Second Language Performance: The Case for a Weighted Clause Ratio132 cited
• 2016Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model132 cited
• 2021The Cambridge Handbook of Task-Based Language Teaching128 cited
• 2018Psychology for language learning: Spare a thought for the teacher116 cited
• 2019A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing103 cited