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• 2006Comparing Focus on Form and Focus on FormS in Second-Language Vocabulary Learning212 cited
• 2009Some Input on the Easy/Difficult Grammar Question: An Empirical Study158 cited
• 2016TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS128 cited
• 2010Investigating L2 Performance in Text Chat117 cited
• 2016INTRODUCTION: COGNITIVE PERSPECTIVES ON DIFFICULTY AND COMPLEXITY IN L2 ACQUISITION108 cited
• 2016L1 EXPLICIT INSTRUCTION CAN IMPROVE L2 ONLINE AND OFFLINE PERFORMANCE80 cited
• 2008Explicit Form‐Focused Instruction and Second Language Acquisition78 cited
• 2011Effect of Explicit and Implicit Instruction on Free Written Response Task Performance73 cited
• 2013Lexical Thresholds for Reading Comprehension: What They Are and How They Can Be Used for Teaching Purposes71 cited
• 2015Challenges Face Arab Students in Writing Well-Developed Paragraphs in English69 cited
• 2016Age and learning environment: Are children implicit second language learners?63 cited
• 2016LANGUAGE APTITUDE AND GRAMMATICAL DIFFICULTY60 cited
• 2018ISLA: How implicit or how explicit should it be? Theoretical, empirical, and pedagogical/curricular issues56 cited
• 2013Developmental Comparisons of Implicit and Explicit Language Learning