| The role of task‐induced involvement and learner proficiency in L2 vocabulary acquisition YJ Kim Language learning 58 (2), 285-325, 2008 | 417 | 2008 |
| The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners YJ Kim, K McDonough Language teaching research 12 (2), 211-234, 2008 | 412 | 2008 |
| The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary Y Kim The Modern Language Journal 92 (1), 114-130, 2008 | 396 | 2008 |
| The effects of task complexity on learner–learner interaction YJ Kim System 37 (2), 254-268, 2009 | 204 | 2009 |
| Engagement with the language M Baralt, L Gurzynski-Weiss, Y Kim Language Learning & Language Teaching; John Benjamins Publishing Company …, 2016 | 200 | 2016 |
| Using pretask modelling to encourage collaborative learning opportunities YJ Kim, K McDonough Language Teaching Research 15 (2), 183-199, 2011 | 198 | 2011 |
| Dynamics of complexity and accuracy: A longitudinal case study of advanced untutored development B Polat, Y Kim Applied linguistics 35 (2), 184-207, 2014 | 159 | 2014 |
| The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? YJ Kim, N Tracy-Ventura System 41 (3), 829-840, 2013 | 158 | 2013 |
| Task-based learner production: A substantive and methodological review L Plonsky, YJ Kim Annual Review of Applied Linguistics 36, 73-97, 2016 | 142 | 2016 |
| Learners' production of passives during syntactic priming activities Y Kim, K McDonough Applied Linguistics 29 (1), 149-154, 2008 | 142 | 2008 |
| Syntactic Priming, Type Frequency, and EFL Learners' Production of Wh‐Questions K McDonough, Y Kim The Modern Language Journal 93 (3), 386-398, 2009 | 138 | 2009 |
| Pedagogical grammar C Keck John Benjamins Publishing Company, 2014 | 137 | 2014 |
| The role of task‐induced involvement and learner proficiency in L2 vocabulary acquisition YJ Kim Language learning 61, 100-140, 2011 | 133 | 2011 |
| The intersection of task-based interaction, task complexity, and working memory: L2 question development through recasts in a laboratory setting YJ Kim, C Payant, P Pearson Studies in Second Language Acquisition 37 (3), 549-581, 2015 | 116 | 2015 |
| Exploring the relationship between training, beliefs, and teachers’ corrective feedback practices: A case study of a novice and an experienced ESL teacher L Junqueira, YJ Kim Canadian modern language review 69 (2), 181-206, 2013 | 113 | 2013 |
| Promoting task‐based pragmatics instruction in EFL classroom contexts: The role of task complexity YJ Kim, N Taguchi The Modern Language Journal 99 (4), 656-677, 2015 | 106 | 2015 |
| Task-based approaches to teaching and assessing pragmatics YJ Kim, N Taguchi John Benjamins Publishing Company, 2018 | 105 | 2018 |
| Collaborative dialogue in learning pragmatics: Pragmatic-related episodes as an opportunity for learning request-making N Taguchi, Y Kim Applied Linguistics 37 (3), 416-437, 2016 | 104 | 2016 |
| TASK COMPLEXITY, LEARNING OPPORTUNITIES, AND KOREAN EFL LEARNERS’QUESTION DEVELOPMENT YJ Kim Studies in Second Language Acquisition 34 (4), 627-658, 2012 | 103 | 2012 |
| Effects of pretask modeling on attention to form and question development YJ Kim Tesol Quarterly 47 (1), 8-35, 2013 | 99 | 2013 |
