| The task is not enough: Processing approaches to task-based performance P Skehan, B Xiaoyue, L Qian, Z Wang Language Teaching Research 16 (2), 170-187, 2012 | 142 | 2012 |
| Task readiness: Theoretical framework and empirical evidence from topic familiarity, strategic planning, and proficiency levels BHY Gavin Processing perspectives on task performance, 63-94, 2014 | 124 | 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 | 113 | 2018 |
| Spacing effects on repeated L2 task performance G Bui, MJ Ahmadian, AM Hunter System 81, 1-13, 2019 | 89 | 2019 |
| Complexity, accuracy, and fluency G Bui, P Skehan The TESOL encyclopedia of English language teaching, 1-7, 2018 | 71* | 2018 |
| 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 | 52 | 2009 |
| Metacognitive instruction for peer review interaction in L2 writing G Bui, A Kong Journal of Writing Research 11 (2), 357-392, 2019 | 47 | 2019 |
| Effects of Immediate Repetition in L2 Speaking Tasks: A Focused Study. GX Bei English language teaching 6 (1), 11-19, 2013 | 43 | 2013 |
| Thai university students studying in China: Identity, imagined communities, and communities of practice F Teng, G Bui Applied Linguistics Review 11 (2), 341-368, 2020 | 36 | 2020 |
| The role of the learner in task-based language teaching C Lambert, S Aubrey, G Bui The role of the learner in task-based language teaching, 1-15, 2023 | 34 | 2023 |
| 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 | 34 | 2018 |
| 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 | 31 | 2021 |
| From second language to third language learning: Exploring a dual-motivation system among multilinguals G Bui, L Man, MF Teng Australian Review of Applied Linguistics 41 (1), 61-90, 2018 | 31 | 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 | 26 | 2021 |
| Exploring learners’ self-reported behavioral patterns in two task-readiness conditions: A qualitative study G Bui, F Teng Chinese Journal of Applied Linguistics 41 (2), 129-149, 2018 | 25 | 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 | 23 | 2022 |
| The effects of topic familiarity on emotionality and linguistic complexity in EAP writing M Abdi Tabari, G Bui, Y Wang Language Teaching Research 28 (4), 1616-1634, 2024 | 21 | 2024 |
| 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 | 20 | 2021 |
| Total physical response G Bui The TESOL encyclopedia of English language teaching, 927-932, 2018 | 18 | 2018 |
| Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication X Qiu, G Bui Language Teaching Research, 13621688221135280, 2022 | 16 | 2022 |
