Daniel O Jackson
Biographic Data
| ID | 737765 |
|---|---|
| NAME | Daniel O Jackson |
| GIVEN NAMES | Daniel |
| FAMILY NAME | O Jackson |
| SIGNATURE | JACKSON D O |
| AFFILIATIONS | Kanda University of International Studies |
| ORCID | 0000-0002-1102-0379 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Cognitive Task Complexity and Learner Engagement: Evidence From Direction‐Giving Map Tasks
Task‐based language teaching (TBLT), a pedagogy focused on learner needs and communicative abilities, influences language education in many locales. TBLT researchers have independently pursued, and yielded valuable insights concerning, the roles of cognitive task complexity (CTC) and learner engagement, although less work has been carried out to weave these strands together. Based on a thorough review of the literature, this study aimed to contri…
The longitudinal development of argumentative writing in an English for academic purposes course in Japan
Self-regulation and personality among L2 writers: Integrating trait, state, and learner perspectives
The Potential Relationship Between Openness and Explicit Versus Implicit L2 Knowledge
Complementary Theoretical Perspectives on Task‐Based Classroom Realities
Tasks are viewed as a principled foundation for classroom teaching, social interaction, and language development. This special issue sheds new light on how task‐based classroom practices are supported by a diverse range of principles. This introduction describes current trends in classroom practice and pedagogic research in relation to task‐based language teaching (TBLT), offering a rationale for revisiting the TESOL profession’s understandings o…
The Cognition Hypothesis: A Synthesis and Meta-Analysis of Research on Second Language Task Complexity
This study employed synthetic and meta-analytic techniques to review the literature on the Cognition Hypothesis, which predicts that increasing task complexity influences the quality of second language production. Based on 8 inclusion criteria, 17 published studies were synthesized according to key features. A subset of these studies (k = 9) was also meta-analyzed to investigate the overall effects of raising resource-directing task demands on le…
Second Language Acquisition and the Critical Period Hypothesis
The Cognition Hypothesis: A Synthesis and Meta-Analysis of Research on Second Language Task Complexity
This study employed synthetic and meta-analytic techniques to review the literature on the Cognition Hypothesis, which predicts that increasing task complexity influences the quality of second language production. Based on 8 inclusion criteria, 17 published studies were synthesized according to key features. A subset of these studies (k = 9) was also meta-analyzed to investigate the overall effects of raising resource-directing task demands on le…
Cognitive Task Complexity and Learner Engagement: Evidence From Direction‐Giving Map Tasks
Task‐based language teaching (TBLT), a pedagogy focused on learner needs and communicative abilities, influences language education in many locales. TBLT researchers have independently pursued, and yielded valuable insights concerning, the roles of cognitive task complexity (CTC) and learner engagement, although less work has been carried out to weave these strands together. Based on a thorough review of the literature, this study aimed to contri…
The longitudinal development of argumentative writing in an English for academic purposes course in Japan
Complementary Theoretical Perspectives on Task‐Based Classroom Realities
Tasks are viewed as a principled foundation for classroom teaching, social interaction, and language development. This special issue sheds new light on how task‐based classroom practices are supported by a diverse range of principles. This introduction describes current trends in classroom practice and pedagogic research in relation to task‐based language teaching (TBLT), offering a rationale for revisiting the TESOL profession’s understandings o…
Second Language Acquisition and the Critical Period Hypothesis
Second Language Acquisition and the Critical Period Hypothesis
The Cognition Hypothesis: A Synthesis and Meta-Analysis of Research on Second Language Task Complexity
This study employed synthetic and meta-analytic techniques to review the literature on the Cognition Hypothesis, which predicts that increasing task complexity influences the quality of second language production. Based on 8 inclusion criteria, 17 published studies were synthesized according to key features. A subset of these studies (k = 9) was also meta-analyzed to investigate the overall effects of raising resource-directing task demands on le…
Complementary Theoretical Perspectives on Task‐Based Classroom Realities
Tasks are viewed as a principled foundation for classroom teaching, social interaction, and language development. This special issue sheds new light on how task‐based classroom practices are supported by a diverse range of principles. This introduction describes current trends in classroom practice and pedagogic research in relation to task‐based language teaching (TBLT), offering a rationale for revisiting the TESOL profession’s understandings o…
The Potential Relationship Between Openness and Explicit Versus Implicit L2 Knowledge
Self-regulation and personality among L2 writers: Integrating trait, state, and learner perspectives
The longitudinal development of argumentative writing in an English for academic purposes course in Japan
Cognitive Task Complexity and Learner Engagement: Evidence From Direction‐Giving Map Tasks
Task‐based language teaching (TBLT), a pedagogy focused on learner needs and communicative abilities, influences language education in many locales. TBLT researchers have independently pursued, and yielded valuable insights concerning, the roles of cognitive task complexity (CTC) and learner engagement, although less work has been carried out to weave these strands together. Based on a thorough review of the literature, this study aimed to contri…
Psychology (7 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (4 works) · Second Language Learning and Teaching (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Linguistics (3 works) · Second Language Acquisition and Learning (3 works) · Task Analysis (3 works)