| Task-based language teaching: Theory and practice R Ellis, P Skehan, S Li, N Shintani, C Lambert Cambridge University Press, 2020 | 405 | 2020 |
| Task repetition and second language speech processing C Lambert, J Kormos, D Minn Studies in Second Language Acquisition 39 (1), 167-196, 2017 | 248 | 2017 |
| Learner-generated content and engagement in second language task performance C Lambert, J Philp, S Nakamura Language Teaching Research 21 (6), 665-680, 2017 | 241 | 2017 |
| Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition C Lambert, J Kormos Applied linguistics 35 (5), 607-614, 2014 | 190 | 2014 |
| A task-based needs analysis: Putting principles into practice C Lambert Language Teaching Research 14 (1), 99-112, 2010 | 129 | 2010 |
| Engagement in the use of English and Chinese as foreign languages: The role of learner‐generated content in instructional task design C Lambert, G Zhang The Modern Language Journal 103 (2), 391-411, 2019 | 79 | 2019 |
| Task preparation and second language speech production C Lambert, S Aubrey, P Leeming Tesol Quarterly 55 (2), 331-365, 2021 | 53 | 2021 |
| Information distribution and goal orientation in second language task design C Lambert, S Engler Investigating tasks in formal language learning, 27-43, 2007 | 47 | 2007 |
| Tasks, affect and second language performance C Lambert Language teaching research 21 (6), 657-664, 2017 | 45 | 2017 |
| Learning to perform narrative tasks: A semester-long classroom study of L2 task sequencing effects C Lambert, P Robinson Task sequencing and instructed second language learning, 207-230, 2014 | 44 | 2014 |
| Reverse-engineering communication tasks C Lambert ELT Journal 58 (1), 18-27, 2004 | 31 | 2004 |
| The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance S Aubrey, C Lambert, P Leeming Language Teaching Research 26 (5), 867-892, 2022 | 28* | 2022 |
| Using tasks in second language teaching: Practice in diverse contexts C Lambert, R Oliver Multilingual Matters, 2020 | 24* | 2020 |
| Proficiency‐related variation in syntactic complexity: A study of English L1 and L2 oral descriptive discourse C Lambert, S Nakamura International Journal of Applied Linguistics 29 (2), 248-264, 2019 | 24* | 2019 |
| Referent similarity and nominal syntax in task-based language teaching C Lambert Springer, 2019 | 24 | 2019 |
| Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language C Lambert, Q Gong, G Zhang Language Teaching Research 27 (4), 800-819, 2023 | 23 | 2023 |
| The Role of the Learner in Task-based Language Teaching: Theory and Research Methods C Lambert, S Aubrey, G Bui Taylor & Francis, 2023 | 23* | 2023 |
| Tasks Versus Exercises C Lambert The TESOL Encyclopedia of English Language Teaching, DOI: 10.1002/9781118784235, 2018 | 23* | 2018 |
| Personal investment in L2 task design and learning: A case study of two Japanese learners of English C Lambert, D Minn ELIA, 7, 127-148, 2007 | 21* | 2007 |
| The viability of learners' beliefs and opinions as input for second language course design CP Lambert RELC Journal 32 (1), 1-15, 2001 | 12 | 2001 |
Scott AubreyThe Chinese University of Hong KongEmail yang diverifikasi di cuhk.edu.hk
