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Cited by

• 2013The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity250 cited
• 2016Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production228 cited
• 2018Towards a modular language curriculum for using tasks211 cited
• 2013THE IMPACT OF COGNITIVE COMPLEXITY ON FEEDBACK EFFICACY DURING ONLINE VERSUS FACE-TO-FACE INTERACTIVE TASKS195 cited
• 2015The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing192 cited
• 2019Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner‐Generated Content in Instructional Task Design191 cited
• 2015THE INTERSECTION OF TASK-BASED INTERACTION, TASK COMPLEXITY, AND WORKING MEMORY171 cited
• 2016Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy162 cited
• 2015Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity154 cited
• 2018Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language138 cited
• 2014Chapter 4. Self-reported planning behaviour and second language performance in narrative retelling129 cited
• 2021The Cambridge Handbook of Task-Based Language Teaching128 cited
• 2017Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production