2025. Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing. Language Teaching Research 29:3 ► pp. 1235 ff.
Abdi Tabari, Mahmoud & Zhiyun Huang
2025. Investigating the impacts of task types on the CALF of L2 written production: the moderating role of L2 writing selves. Reading and Writing
Abdi Tabari, Mahmoud & Zhiyun Huang
2025. Examining task type effects on L2 writing complexity: understanding the moderating roles of goal orientation and flow. Innovation in Language Learning and Teaching► pp. 1 ff.
Abdi Tabari, Mahmoud, Mark D. Johnson & Mahsa Farahanynia
2025. Task Sequencing and L2 Production: A Research Synthesis and Meta‐Analysis. International Journal of Applied Linguistics 35:2 ► pp. 899 ff.
Abdi Tabari, Mahmoud & Hansol Lee
2025. Examining the Effects of Task Type, Task Order, and Their Interaction on L2 Writing Performance: Insights From Independent and Integrated. International Journal of Applied Linguistics
Abdi Tabari, Mahmoud, Hansol Lee & Mahsa Farahanynia
2025. Impact of methodological differences in task sequencing on second language learning: a multi-level meta-analysis. International Review of Applied Linguistics in Language Teaching
Abdi Tabari, Mahmoud & Yizhou Wang
2025. Comparing the effect of task sequencing, text modeling, and task repetition in the development of L2 writing complexity. Reading and Writing
Jin, Chaoyang & Jing Yan
2025. The effects of task complexity and task sequencing on L2 performance: a systematic review. The Language Learning Journal 53:1 ► pp. 114 ff.
Rincón Herce, Leticia & Madeline Critchfield
2025. Task‐based needs analysis for a Medical Spanish course. Foreign Language Annals 58:3 ► pp. 723 ff.
Tabari, Mahmoud Abdi, Xiaofei Lu & Yizhou Wang
2025. Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing. Language Awareness 34:2 ► pp. 345 ff.
2025. Practice Report: On the development of medical English ESP learning model via VR space in collaboration with Finland. Proceedings of the AsiaCALL International Conference 6 ► pp. 365 ff.
Yu, Qiaona
2025. Chinese Syntactic Complexity and Task Effects. In Defining and Assessing Chinese Syntactic Complexity via TC-Units [Frontiers in Chinese Linguistics, 13], ► pp. 53 ff.
Yu, Qiaona
2025. Introduction. In Defining and Assessing Chinese Syntactic Complexity via TC-Units [Frontiers in Chinese Linguistics, 13], ► pp. 1 ff.
Yu, Qiaona
2025. Teaching Chinese Syntactic Complexity. In Defining and Assessing Chinese Syntactic Complexity via TC-Units [Frontiers in Chinese Linguistics, 13], ► pp. 123 ff.
Abdi Tabari, Mahmoud & Julia Goetze
2024. Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics 34:4 ► pp. 1533 ff.
2023. Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks. Studies in Second Language Learning and Teaching 13:3 ► pp. 627 ff.
Gettliffe, Nathalie
2023. La boucle de la littéracie de l’ANL permet‑elle d’équilibrer le développement de l’aisance à communiquer et de la précision linguistique à l’oral comme à l’écrit ? Une étude de cas de deux apprenants dans un centre d’enseignement du FLS. Lidil 68
Kim, Nayoung
2023. The effects of different task sequences on novice L2 learners’ oral performance in the classroom. Language Teaching Research 27:2 ► pp. 415 ff.
Morales Ruiz, Jenny
2023. Los reclamos por correo electrónico: efectos de la instrucción pragmática con enfoque por tareas en el español L2 Emails of complaints: the effects of task-based pragmatic instruction in L2 Spanish. Journal of Spanish Language Teaching 10:1 ► pp. 14 ff.
Ren, Wei, Yiman Wu & Yuchen Peng
2023. Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction. Language Teaching Research
2023. L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT. Language Teaching Research
Xu, Ting Sophia & Lawrence Jun Zhang
2023. Effects of cognitive task complexity and online planning on second language learners’ argumentative writing. Frontiers in Psychology 14
Zhang, Weiwei & Aaron Wilson
2023. From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?. Frontiers in Psychology 14
Allaw, Elissa
2021. A learner corpus analysis: Effects of task complexity, task type, and L1 & L2 similarity on propositional and linguistic complexity. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 569 ff.
Gokool, Roshni & Marianna Visser
2021. IsiZulu task-based syllabus for medical students: Grading and sequencing doctor-patient communication tasks. South African Journal of African Languages 41:2 ► pp. 149 ff.
Lambert, Craig, Scott Aubrey & Paul Leeming
2021. Task Preparation and Second Language Speech Production. TESOL Quarterly 55:2 ► pp. 331 ff.
Abdi Tabari, Mahmoud
2020. Differential Effects of Strategic Planning and Task Structure on L2 Writing Outcomes. Reading & Writing Quarterly 36:4 ► pp. 320 ff.
2020. Research with implications for pedagogy and language policy. Language Teaching Research 24:5 ► pp. 559 ff.
Li, Shaopeng & Lianrui Yang
2020. N.Taguchi | Y.KimTask‐based approaches to teaching and assessing pragmatics. Amsterdam & Philadelphia: John Benjamins Publishing Company. x + 312 pp. ISBN: 978–9–027‐20091‐4. International Journal of Applied Linguistics 30:1 ► pp. 179 ff.
Malicka, Aleksandra
2020. The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research 24:5 ► pp. 642 ff.
Yang, Weiwei & YouJin Kim
2020. The effect of topic familiarity on the complexity, accuracy, and fluency of second language writing
. Applied Linguistics Review 11:1 ► pp. 79 ff.
Lambert, Craig
2019. Tasks in L2 Syllabus Design. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching, ► pp. 31 ff.
LAMBERT, CRAIG & GRACE ZHANG
2019. Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner‐Generated Content in Instructional Task Design. The Modern Language Journal 103:2 ► pp. 391 ff.
Andersen, Mette Skovgaard
2018. Grenzen und Möglichkeiten von Tasks im universitären Fremdsprachenunterricht. In Kommunikation und Technik, ► pp. 341 ff.
2016. Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas. Annual Review of Applied Linguistics 36 ► pp. 117 ff.
Gurzynski-Weiss, Laura
2016. Spanish instructors’ operationalisation of task complexity and task sequencing in foreign language lessons. The Language Learning Journal 44:4 ► pp. 467 ff.
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36 ► pp. 136 ff.
KIM, YOUJIN & NAOKO TAGUCHI
2015. Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity. The Modern Language Journal 99:4 ► pp. 656 ff.
Serafini, Ellen J. & Julio Torres
2015. The Utility of Needs Analysis for Nondomain Expert Instructors in Designing Task‐Based Spanish for the Professions Curricula. Foreign Language Annals 48:3 ► pp. 447 ff.
Ishikawa, Tomohito
2014. The Influence of Intentional Reasoning on EFL Fluency Using Tasks. In Exploring EFL Fluency in Asia, ► pp. 143 ff.
Mislevy, Robert J. & Richard P. Durán
2014. A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards. TESOL Quarterly 48:3 ► pp. 560 ff.
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2 ► pp. 330 ff.
Robinson, Peter
2011. Task‐Based Language Learning: A Review of Issues. Language Learning 61:s1 ► pp. 1 ff.
This list is based on CrossRef data as of 5 december 2025. 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.
