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Part VIII - Research Needs and Future Prospects

Published online by Cambridge University Press:  19 November 2021

Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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The Cambridge Handbook of Task-Based Language Teaching , pp. 603 - 675
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

DeCosta, P. I., Valmori, L., and Choi, I. (2017). Qualitative research methods. In Loewen, S. and Sato, M., eds. The Routledge handbook of second language acquisition. New York: Routledge, pp. 522–40.Google Scholar
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Mackey, A. (2017). Classroom-based research. In Loewen, S. and Sato, M., eds. The Routledge handbook of second language acquisition. New York: Routledge, pp. 541–61.Google Scholar
Mackey, A. and Gass, S. M. (2015). Second language research: Methodology and design 2nd ed. New York: Routledge.Google Scholar
McKinley, J. and Rose, H. (2020), eds. The Routledge handbook of research methods in applied linguistics. New York: Routledge.Google Scholar
Plonsky, L. and Kim, Y. (2016). Task-based learner production: A substantive and methodological review. Annual Review of Applied Linguistics, 36, 73–97.Google Scholar
Révész, A. (2014). Towards a fuller assessment of cognitive models of task-based learning: Investigating task-generated cognitive demands and processes. Applied Linguistics, 35, 87–92.Google Scholar
Révész, A., Michel, M., and Gilabert, R. (2016). Measuring cognitive task demands using dual task methodology, subjective self-ratings, and expert judgments: A Validation Study. Studies in Second Language Acquisition, 38, 703–37.CrossRefGoogle Scholar

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Ahmadian, M. and Mayo, M. d. P. G. (2017). Recent perspectives on task-based language learning and teaching. Vol. 27. Berlin: Walter de Gruyter.Google Scholar
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