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Cited by

• 2005Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice297 cited
• 1992Learning to Communicate in the Classroom266 cited
• 2002Chinese students' perceptions of communicative and non-communicative activities in EFL classroom264 cited
• 2007Investigating the merits of pair work on a text editing task in ESL classes217 cited
• 1991Learner Use of Strategies in Interaction: Typology and Teachability*215 cited
• 1985The Social Context for Language Learning—A Neglected Situation?196 cited
• 1998Discovering Learners' Perceptions of ESL Classroom Teaching/Learning Activities in a South African Context179 cited
• 1999Quality of language and purpose of task: patterns of learners’ language on two oral communication tasks178 cited
• 2005From Teaching Points to Learning Opportunities and beyond166 cited
• 2019Classroom Interaction Research: The State of the Art165 cited
• 2009Chacun à son gout? Task‐based L2 pedagogy from the teacher's point of view164 cited
• 2009The Role of Input, Interaction and Output in the Development of Oral Fluency157 cited
• 1996Reconciling Communicative Approaches to the Teaching of English with Traditional Chinese Methods128 cited
• 2002The effectiveness of two form‐focused tasks in advanced EFL pedagogy