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Cited by

• 2004Can learners use concordance feedback for writing errors?348 cited
• 2008Discourse conditions on subject pronoun realization: Testing the linguistic intuitions of older bilingual children334 cited
• 2004Gradience in linguistic data313 cited
• 2009The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning298 cited
• 2014Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction285 cited
• 2010Cross-linguistic evidence for the nature of age effects in second language acquisition271 cited
• 2008Novel second-language words and asymmetric lexical access266 cited
• 2005Does instruction work for learning pragmatics in the EFL context?249 cited
• 2008Pragmatic deficits with syntactic consequences?: L2 pronominal subjects and the syntax–pragmatics interface225 cited
• 2012The relevance of second language acquisition theory to the written error correction debate209 cited
• 2005“Task” as Research Construct202 cited
• 2009Maturational Constraints and First Language Attrition197 cited
• 2013The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction?196 cited
• 2015