Chapter published in:
Planning and Task Performance in a Second Language
Edited by Rod Ellis
[Language Learning & Language Teaching 11] 2005
► pp. 167192
Cited by

Cited by 34 other publications

Aubrey, Scott, Craig Lambert & Paul Leeming
2020. The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance. Language Teaching Research  pp. 136216882091784 ff. Crossref logo
Awwad, Anas & Rashed Alhamad
2021. Online task planning and L2 oral fluency: does manipulating time pressure affect fluency in L2 monologic oral narratives? . International Review of Applied Linguistics in Language Teaching 0:0 Crossref logo
Behyar, Marjan & Mahmoud Nabilou
2019. The Combined Effects of Pre-task and Careful Online Planning on EFL Learners' Written Discourse. International Journal of Research in English Education 4:4  pp. 1 ff. Crossref logo
Biber, Douglas, Bethany Gray & Shelley Staples
2016. Predicting Patterns of Grammatical Complexity Across Language Exam Task Types and Proficiency Levels. Applied Linguistics 37:5  pp. 639 ff. Crossref logo
Brezina, Vaclav & Gabriele Pallotti
2019. Morphological complexity in written L2 texts. Second Language Research 35:1  pp. 99 ff. Crossref logo
Bui, Gavin
2019.  In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 253 ff. Crossref logo
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4  pp. 381 ff. Crossref logo
Byrnes, Heidi & Rosa M. Manchón
2014.  In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 1 ff. Crossref logo
Foster, Pauline & Parvaneh Tavakoli
2009. Native Speakers and Task Performance: Comparing Effects on Complexity, Fluency, and Lexical Diversity. Language Learning 59:4  pp. 866 ff. Crossref logo
Gan, Zhengdong
2012. Complexity Measures, Task Type, and Analytic Evaluations of Speaking Proficiency in a School-Based Assessment Context. Language Assessment Quarterly 9:2  pp. 133 ff. Crossref logo
Gavin, Bei Xiaoyue
2014.  In Processing Perspectives on Task Performance [Task-Based Language Teaching, 5],  pp. 63 ff. Crossref logo
Hu, Xingchao
2018.  In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 143 ff. Crossref logo
Lewandowski, Wojciech & Şeyda Özçalışkan
Manchón, Rosa M. & Julio Roca de Larios
2007. On the Temporal Nature of Planning in L1 and L2 Composing. Language Learning 57:4  pp. 549 ff. Crossref logo
Manchón, Rosa M. & Olena Vasylets
2019.  In The Cambridge Handbook of Language Learning,  pp. 341 ff. Crossref logo
Mohammad Javad Ahmadian & Mansoor Tavakoli
2011. The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research 15:1  pp. 35 ff. Crossref logo
Muñoz-Luna, Rosa & Lidia Taillefer
2014. A mathematical model for academic genre awareness. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27:2  pp. 469 ff. Crossref logo
Rolin-Ianziti, Jeanne Claire & Carl Ord
2018. Variations on the IRE pattern in a French beginner task-based classroom. The Language Learning Journal 46:4  pp. 343 ff. Crossref logo
Rostamian, Morteza, Ali Mohammad Fazilatfar & Ali Akbar Jabbari
2018. The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research 22:4  pp. 418 ff. Crossref logo
Sadri Mirdamadi, Farhad & Nivja H. De Jong
2015. The effect of syntactic complexity on fluency: Comparing actives and passives in L1 and L2 speech. Second Language Research 31:1  pp. 105 ff. Crossref logo
Saeedi, Masoud & Shirin Rahimi Kazerooni
2014. The influence of task repetition and task structure on EFL learners' oral narrative retellings. Innovation in Language Learning and Teaching 8:2  pp. 116 ff. Crossref logo
Sauro, Shannon & Bryan Smith
2010. Investigating L2 Performance in Text Chat. Applied Linguistics 31:4  pp. 554 ff. Crossref logo
Seifoori, Zohreh & Zahra Vahidi
2012. The impact of fluency strategy training on Iranian EFL learners’ speech under online planning conditions. Language Awareness 21:1-2  pp. 101 ff. Crossref logo
Shabani, Karim & Somayeh Hosseinzadeh
2019. A comparative study of the effects of teacher-initiated planned preemptive and reactive focus on form on L2 learners’ accuracy in narrative writing. Innovation in Language Learning and Teaching 13:1  pp. 76 ff. Crossref logo
Skehan, Peter
2016. Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy. Annual Review of Applied Linguistics 36  pp. 34 ff. Crossref logo
Sánchez, Alberto J., Rosa M. Manchón & Roger Gilabert
2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 121 ff. Crossref logo
Tavakoli, Parvaneh
2014.  In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 217 ff. Crossref logo
Tavakoli, Parvaneh, Colin Campbell & Joan McCormack
2016. Development of Speech Fluency Over a Short Period of Time: Effects of Pedagogic Intervention. TESOL Quarterly 50:2  pp. 447 ff. Crossref logo
Tracy-Ventura, Nicole, Rosamond Mitchell & Kevin McManus
2016.  In Spanish Learner Corpus Research [Studies in Corpus Linguistics, 78],  pp. 117 ff. Crossref logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2  pp. 394 ff. Crossref logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 183 ff. Crossref logo
2013. Specific Syntactic Complexity: Developmental Profiling of Individuals Based on an Annotated Learner Corpus. The Modern Language Journal 97:S1  pp. 11 ff. Crossref logo
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1  pp. 53 ff. Crossref logo
Wigglesworth, Gillian & Neomy Storch
2009. Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing 26:3  pp. 445 ff. Crossref logo

This list is based on CrossRef data as of 23 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.