Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

THE IMPACT OF COGNITIVE COMPLEXITY ON FEEDBACK EFFICACY DURING ONLINE VERSUS FACE-TO-FACE INTERACTIVE TASKS

16 references·16 citing·38 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1990The Role of Consciousness in Second Language Learning14,927 cited
1998Focus on form in classroom second language acquisition2,572 cited
2003Cognitive Load Measurement as a Means to Advance Cognitive Load Theory2,525 cited
1997CORRECTIVE FEEDBACK AND LEARNER UPTAKE2,269 cited
1998Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together1,640 cited
2005The Handbook of Second Language Acquisition1,382 cited
2001Task complexity, task difficulty, and task production: exploring interactions in a componential framework1,271 cited
2009Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity1,256 cited
2009Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis1,159 cited
2003The Handbook of Second Language Acquisition863 cited
2006The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English803 cited
2008Tasks in Second Language Learning802 cited
2001Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA627 cited
2000Computer mediated communication: A window on L2 Spanish interlanguage573 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

2001Cognitive underpinnings of focus on form522 cited

2006Investigating Tasks in Formal Language Learning494 cited

Cited by

2018Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets195 cited
2015The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing192 cited
2015MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS181 cited
2015THE INTERSECTION OF TASK-BASED INTERACTION, TASK COMPLEXITY, AND WORKING MEMORY171 cited
2015Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity154 cited
20168. Engagement with the language152 cited
2013EXPLORING LEARNER PERCEPTION AND USE OF TASK-BASED INTERACTIONAL FEEDBACK IN FTF AND CMC MODES147 cited
2017‘One Task Fits All’? The Roles of Task Complexity, Modality, and Working Memory Capacity in L2 Performance144 cited
2016TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS128 cited
2021The Cambridge Handbook of Task-Based Language Teaching128 cited
2014The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction Through Recasts121 cited
2021Foundational Principles ofTask-Based Language Teaching104 cited
2013Task-Based Language Teaching102 cited
2018An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication101 cited
2018The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing101 cited
2014Pedagogical Grammar96 cited