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Perceived benefits and challenges with the use of collaborative tasks in EFL contexts

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References

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2011The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region

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456 cited

2000Focus on Form in Task-Based Language Teaching440 cited

2004Learner proficiency and focus on form during collaborative dialogue419 cited

Cited by

2017Implementation of a Localized Task‐Based Course in an EFL Context: A Study of Students’ Evolving Perceptions109 cited
2021Foundational Principles ofTask-Based Language Teaching104 cited
2013Task-Based Language Teaching102 cited
2022Pedagogical Realities of Implementing Task-based Language Teaching94 cited
2019Comparing the Same Task in ESL vs. EFL Learning Contexts: An Activity Theory Perspective73 cited
2022Task-Based Language Teaching72 cited
2021Benefits and challenges of doing task-based language teaching in Indonesia: Teachers’ perception34 cited
2021The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model31 cited
2021From Needs Analysis to Task Selection, Design, and Sequencing29 cited
2021Task-Based Language Teaching as an Innovation24 cited
2021Why Task? Task as a Unit of Analysis for Language Education24 cited
2019Methodological strengths, challenges, and joys of classroom-based quasi-experimental research24 cited
2023Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks23 cited