| The task is not enough: Processing approaches to task-based performance P Skehan, X Bei, L Qian, Z Wang Language Teaching Research 16 (2), 170-187, 2012 | 139 | 2012 |
| Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels G Bui Processing Perspectives on Task Performance 5, 63-93, 2014 | 104 | 2014 |
| L2 fluency as influenced by content familiarity and planning: Performance, measurement, and pedagogy G Bui, Z Huang Language Teaching Research 22 (1), 94-114, 2018 | 97 | 2018 |
| Spacing effects on repeated L2 task performance G Bui, M Ahmadian, AM Hunter System 81, 1-13, 2019 | 80 | 2019 |
| 写作任务的练习效应和教师反馈对不同外语水平学生写作质量和流利度的影响 贝晓越 现代外语, 389-398, 2009 | 57* | 2009 |
| Complexity, accuracy, and fluency G Bui, P Skehan The TESOL Encyclopedia of English Language Teaching, 1-7, 2018 | 55* | 2018 |
| Effects of immediate repetition in L2 speaking tasks: A focused study GX Bei English language teaching 6 (1), 11-19, 2013 | 43 | 2013 |
| Metacognitive instruction for peer review interaction in L2 writing G Bui, A Kong Journal of Writing Research 11 (2), 299-333, 2019 | 41 | 2019 |
| Thai university students studying in China: Identity, imagined communities, and communities of practice FM Teng, G Bui Applied Linguistics Review 11 (2), 341–368, 2020 | 29 | 2020 |
| Task condition effects on advanced level foreign language performance G Bui, P Skehan, Z Wang The handbook of advanced proficiency in second language acquisition, 219-237, 2018 | 29 | 2018 |
| From second language to third language learning: Exploring a dual-motivation system among multilinguals L Man, G Bui, F Teng Australian Review of Applied Linguistics 41 (1), 61-90, 2018 | 23 | 2018 |
| Exploring complexity in L2 and L3 motivational systems: A dynamic systems theory perspective G Bui, F Teng The Language Learning Journal 49 (3), 302-317, 2021 | 21 | 2021 |
| Influence of learners’ prior knowledge, L2 proficiency and pre-task planning on L2 lexical complexity G Bui International Review of Applied Linguistics in Language Teaching 59 (4), 543-567, 2021 | 20 | 2021 |
| Exploring learners' self-reported behavioral patterns in two task-readiness conditions: A qualitative study G Bui, FM Teng Chinese Journal of Applied Linguistics 41 (2), 129-149, 2018 | 19 | 2018 |
| Revisiting functional adequacy and task-based language teaching in the GBA: insights from translanguaging G Bui, KWH Tai Asian-Pacific Journal of Second and Foreign Language Education 7 (1), 40, 2022 | 13 | 2022 |
| Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks G Bui, X Luo Studies in Second Language Learning and Teaching 11 (3), 377-400, 2021 | 13 | 2021 |
| Total physical response G Bui TESOL Encyclopedia of English Language Teaching, 2018 | 13 | 2018 |
| The effects of topic familiarity on emotionality and linguistic complexity in EAP writing MA Tabari, G Bui, Y Wang Language Teaching Research, 2021 | 12 | 2021 |
| Task-readiness and L2 task performance across proficiency levels G Bui Researching L2 task performance and pedagogy: In honour of Peter Skehan, 253-277, 2019 | 12 | 2019 |
| Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study J Ma, G Bui Studies in Second Language Learning and Teaching 11 (3), 445-472, 2021 | 10 | 2021 |
Mark Feng TengTenured Associate Professor, Macao Polytechnic UniversityEmail yang diverifikasi di mpu.edu.mo
