| Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form M Baralt, L Gurzynski-Weiss, YJ Kim Peer Interaction and Second Language Learning, 209-239, 2016 | 200* | 2016 |
| The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks M Baralt Studies in Second Language Acquisition 35 (4), 689-725, 2013 | 197 | 2013 |
| Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication M Baralt, L Gurzynski-Weiss Language Teaching Research 15 (2), 201-229, 2011 | 184 | 2011 |
| Coding Qualitative Data M Baralt Research methods in second language acquisition, 222, 2012 | 172 | 2012 |
| A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds AL Larson, LM Cycyk, JJ Carta, CS Hammer, M Baralt, Y Uchikoshi, ... Early Childhood Research Quarterly 50, 157-178, 2020 | 123 | 2020 |
| Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes L Gurzynski-Weiss, M Baralt Studies in Second Language Acquisition 36 (1), 1-37, 2014 | 115 | 2014 |
| Task-based language teaching online: A guide for teachers M Baralt, J Morcillo Gomez University of Hawaii National Foreign Language Resource Center, 2017 | 108 | 2017 |
| Using wordles to teach foreign language writing M Baralt, S Pennestri, M Selvandin University of Hawaii National Foreign Language Resource Center, 2011 | 95 | 2011 |
| Task sequencing and instructed second language learning M Baralt, R Gilabert, P Robinson A&C Black, 2014 | 93 | 2014 |
| Task complexity, the Cognition Hypothesis, and interaction in CMC and FTF environments ML Baralt Georgetown University, 2010 | 79 | 2010 |
| Does type of modified output correspond to learner noticing of feedback? A closer look in face-to-face and computer-mediated task-based interaction L Gurzynski-Weiss, M Baralt Applied Psycholinguistics 36 (6), 1393-1420, 2015 | 69 | 2015 |
| Task complexity and task sequencing in traditional versus online language classes M Baralt Task sequencing and instructed second language learning, 95-122, 2014 | 54* | 2014 |
| Does the medium really matter in L2 development? The validity of CALL research designs L Cerezo, M Baralt, BR Suh, RP Leow Computer Assisted Language Learning 27 (4), 294-310, 2014 | 51 | 2014 |
| An introduction to theory and research in task sequencing and instructed second language learning M Baralt, R Gilabert, P Robinson Task sequencing and instructed second language learning, 1-34, 2014 | 42 | 2014 |
| The effects of task complexity and classroom environment on learners’ engagement with the language M Baralt, L Gurzynski-Weiss, Y Kim Peer interaction and second language learning: Pedagogical potential and …, 2016 | 35 | 2016 |
| Háblame Bebé: A phone application intervention to support Hispanic children’s early language environments and bilingualism M Baralt, A Darcy Mahoney, N Brito Child Language Teaching and Therapy 36 (1), 33-57, 2020 | 21 | 2020 |
| Bilingualism as a potential strategy to improve executive function in preterm infants: a review LM Head, M Baralt, AED Mahoney Journal of Pediatric Health Care 29 (2), 126-136, 2015 | 20 | 2015 |
| A psycholinguistic approach to technology and language learning R Leow, L Cerezo, M Baralt Walter de Gruyter GmbH & Co KG, 2015 | 16 | 2015 |
| Working memory capacity, cognitive complexity and L2 recasts in online language teaching M Baralt Working memory in second language acquisition and processing, 248-269, 2015 | 15 | 2015 |
| The use of social networking sites for language practice and learning M Baralt Ilha do Desterro A Journal of English Language, Literatures in English and …, 2011 | 14 | 2011 |
Ashley Darcy Mahoney, PhD, NNP-BC...George Washington University - School of NursingVerified email at gwu.edu
