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Cited by

• 2009Differential effects of textual enhancement formats on intake97 cited
• 2011Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers92 cited
• 2010A Cognitive Perspective77 cited
• 2008The effects of output task types on noticing and learning of the English past counterfactual conditional67 cited
• 2010Task complexity, the cognition hypothesis, and interaction in CMC and FTF environments66 cited
• 2016ATTENTIONAL PROCESSING OF INPUT IN EXPLICIT AND IMPLICIT CONDITIONS54 cited
• 2010Learned Attention Effects in L2 Temporal Reference: The First Hour and the Next Eight Semesters52 cited
• 2014The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish51 cited
• 2004Verbal Reports, Noticing, and SLA Research48 cited
• 2022The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect46 cited
• 2017Factors in language learning after 40: Insights from a longitudinal study44 cited
• 2015EXPLORING THE INTERFACE43 cited
• 2014Cross‐Language Similarity Modulates Effectiveness of Second Language Grammar Instruction43 cited
• 2016