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• 2016Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy162 cited
• 2014The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos138 cited
• 2021The Cambridge Handbook of Task-Based Language Teaching128 cited
• 2018Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts123 cited
• 2016Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas105 cited
• 2019How Deeply Do Second Language Learners Process Written Corrective Feedback? Insights Gained From Think‐Alouds74 cited
• 2020PROMOTING GRAMMATICAL DEVELOPMENT THROUGH CAPTIONS AND TEXTUAL ENHANCEMENT IN MULTIMODAL INPUT-BASED TASKS71 cited
• 2017On the benefits of multimodal annotations for vocabulary uptake from reading70 cited
• 2016Foreign language aptitude, acquisitional sequences, and psycholinguistic processes65 cited
• 2018ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues56 cited
• 2016ATTENTIONAL PROCESSING OF INPUT IN EXPLICIT AND IMPLICIT CONDITIONS54 cited
• 2015L2 learners' interpretation and understanding of written corrective feedback: insights from their metalinguistic reflections52 cited
• 2018