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Cited by

• 2011Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom‐Based Study234 cited
• 2021The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language191 cited
• 2006Corrective feedback in the chatroom: An experimental study158 cited
• 2016TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS128 cited
• 2023Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers120 cited
• 2009Language acquisition in foreign language contexts and the differential benefits of interaction114 cited
• 2012Vocabulary and Reading113 cited
• 2006Short-term plasticity in children's speech motor systems92 cited
• 2021Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability91 cited
• 2021Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study86 cited
• 2021Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours83 cited
• 2007Consciousness, context, and know-how74 cited
• 2023The predictors of L2 grit and their complex interactions in online foreign language learning: motivation, self-directed learning, autonomy, curiosity, and language mindsets