The impact of planning time on children’s task-based interactions
Bibliographic Data
| ID | 11990302 |
|---|---|
| Authors | Jenefer Philp (0000-0002-3464-9778, University of Auckland, corresponding author), Rhonda Oliver (0000-0001-6233-8750, Edith Cowan University), Alison Mackey (0000-0002-1387-7835, Georgetown University) |
| Year | 2006 |
| Volume | 34 |
| Issue | 4 |
| Pages | 547-565 |
| Publication date | 2006-11-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2006.08.004 |
| OpenAlex | W2137624598 |
| Language | EN |
| Citations received | 15 |
| References cited | 24 |
Cognitive psychology · Constructive · Fluency · Mathematics education · Pedagogy · Process (computing · Publishing · Quality (philosophy · Task (project management · Task Analysis · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Second Language Learning and Teaching
Task-Based Language Teaching
Using automated written corrective feedback in the writing classrooms
Procedural repetition in task-based interaction among young EFL learners
EFL learners’ corrective feedback decision-making in task-based peer interaction
Task-Based Interactions in Classroom and Laboratory Settings
Exploring the Role of Modality
The impact of pre-task planning on speaking test performance for English-medium university admission
Children working it out together
The effects of task complexity on learner–learner interaction
Developing English learners' transcultural skills through content- and task-based lessons
The role of task repetition in L2 performance development
Replication research in computer-assisted language learning
Effects of Pretask Modeling on Attention to Form and Question Development
Enhancing young EFL learners’ written skills
Task-Based Interactions in Classroom and Laboratory Settings
Handbook of second language acquisition
The Handbook of Second Language Acquisition
Context of Learning and Second Language Fluency in French
Input and Interaction
Task type and task processing conditions as influences on foreign language performance
Input, Interaction, and Second Language Development
The Effects of Different Lengths of Time for Planning on Second Language Performance
Planning and Interlanguage Variation
The Influence of Planning and Task Type on Second Language Performance
Planning and Focus on Form in L2 Oral Performance
The Role of the Linguistic Environment in Second Language Acquisition
Interlanguage Variability in Narrative Discourse
A Framework for the Implementation of Task-based Instruction
A Classroom Perspective on the Negotiation of Meaning
An investigation of planning time and proficiency level on oral test discourse
Language Play, a Collaborative Resource in Children's L2 learning
The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production
Grammatical Errors as a Function of Processing Constraints and Explicit Knowledge
Age Differences in Negotiation and Feedback in Classroom and Pairwork
Reexamining the Role of Recasts in Native-Speaker/Nonnative-Speaker Interactions
Interactional Input and The Incorporation of Feedback
Task-Based Interactions in Classroom and Laboratory Settings
| Unique citing works | 15 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2005 - 2025 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 15 |