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Cited by

• 1998Scaling descriptors for language proficiency scales233 cited
• 2004The Role of Literacy Level in Second Language Acquisition: Doesn't Who We Study Determine What We Know?138 cited
• 2015An Outline of Processability Theory and Its Relationship to Other Approaches to SLA133 cited
• 1991Methods in Second Language Classroom-Oriented Research123 cited
• 2011Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner–Learner Interactions?108 cited
• 2005Interactional tasks and English L2 learning by immigrant children in Singapore103 cited
• 1998Teaching grammar in context98 cited
• 2013Trends in Language Acquisition Research96 cited
• 2012The Rasch wars: The emergence of Rasch measurement in language testing92 cited
• 2004Effects of Recasts on the Acquisition of the Aspectual Form ‐te i‐(ru) by Learners of Japanese as a Foreign Language81 cited
• 2015Natural or Artificial: Is the Route of L2 Development Teachable?79 cited
• 2009Syntactic Priming, Type Frequency, and EFL Learners' Production of Wh‐ Questions79 cited
• 2008An analysis of Japanese university students’ oral performance in English using processability theory67 cited
• 2013