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Cited by

• 2021The Cambridge Handbook of Task-Based Language Teaching128 cited
• 2019The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English126 cited
• 2018Language development for English-medium instruction: Teachers’ perceptions, reflections and learning111 cited
• 2018Current Perspectives on Teachers as Materials Developers: Why, What, and How?63 cited
• 2019Global Englishes Language Teaching57 cited
• 2015Analysis of Taiwanese elementary school English teachers’ perceptions of, designs of, and knowledge constructed about differentiated instruction in content35 cited
• 2016Developing a CLIL textbook evaluation checklist34 cited
• 2022Mediating Innovation through Language Teacher Education34 cited
• 2021The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model31 cited
• 2021From Needs Analysis to Task Selection, Design, and Sequencing29 cited
• 2021‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia26 cited
• 2021Language Learning Strategies Used by Form 4 Esl Learners to Develop Speaking Skills26 cited
• 2021Task-Based Language Teaching as an Innovation24 cited
• 2021Why Task? Task as a Unit of Analysis for Language Education