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The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL learners’ oral production: The case of English articles

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References

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2009Complexity, Accuracy, and Fluency in Second Language Acquisition861 cited

Cited by

2015Repeating a Monologue Under Increasing Time Pressure: Effects on Fluency, Complexity, and Accuracy131 cited
2021The Cambridge Handbook of Task-Based Language Teaching128 cited
2012The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task‐Based Careful Online Planning Condition122 cited
2017Research into practice: The task-based approach to instructed second language acquisition119 cited
2021Foundational Principles ofTask-Based Language Teaching104 cited
2011The effect of ‘massed’ task repetitions on complexity, accuracy and fluency: does it transfer to a new task?103 cited
2013Task-Based Language Teaching102 cited
2018The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing101 cited
2017Is fluency being ‘neglected’ in the classroom? Teacher understanding of fluency and related classroom practices96 cited
2016Shaping a score: Complexity, accuracy, and fluency in integrated writing performances91 cited
2015The use of computer-delivered structured tasks in pragmatic instruction: An exploratory study88 cited
2015The Effect of Task Planning on L2 Performance and L2 Development in Text-Based Synchronous Computer-Mediated Communication84 cited
2013Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions75 cited
2012The combined effects of online planning and task structure on complexity, accuracy and fluency of L2 speech60 cited
2016Strategic and unpressured within-task planning and their associations with working memory60 cited
2016The effects of planning time on complexity, accuracy, fluency, and lexical variety in L2 descriptive writing53 cited