The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction

References

1. Ahmadian, M. J. & Tavakoli, M.
   (2011) The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35–59. 10.1177/1362168810383329
   https://doi.org/10.1177/1362168810383329 [Google Scholar]
2. Anderson, J.
   (2016) Why practice makes perfect sense: the past, present and potential future of the PPP paradigm in language teacher education. Practice, 19, 14–22.
   [Google Scholar]
3. Bejarano, Y., Levine, T., Olshtain, E., & Steiner, J.
   (1997) The skilled use of interaction strategies: Creating a framework for improved small-group communicative interaction in the language classroom. System, 25(2), 203–214. 10.1016/S0346‑251X(97)00009‑2
   https://doi.org/10.1016/S0346-251X(97)00009-2 [Google Scholar]
4. Benson, S. D.
   (2016) Task-based language teaching: An empirical study of task transfer. Language Teaching Research, 20(3), 341–365. 10.1177/1362168815569829
   https://doi.org/10.1177/1362168815569829 [Google Scholar]
5. Bitchener, J.
   (2004) The relationship between the negotiation of meaning and language learning: A longitudinal study. Language Awareness, 13(2), 81–95. 10.1080/09658410408667088
   https://doi.org/10.1080/09658410408667088 [Google Scholar]
6. Bueno-Alastuey, M., & Luque Agulló, G.
   (2015) Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books. International Journal of English Studies, 15(2), 17–39. 10.6018/ijes/2015/2/218581
   https://doi.org/10.6018/ijes/2015/2/218581 [Google Scholar]
7. Bygate, M.
   (1987) Speaking. Oxford, UK: Oxford University Press.
   [Google Scholar]
8. Bygate, M.
   (2001) Effects of task repetition on the structure and control of oral language. InM. Bygate, P. Skehan, & M. Swain (2001), Researching Pedagogic Tasks. Second Language Learning, Teaching and Testing (pp.23–48). Harlow, UK: Pearson Education Limited.
   [Google Scholar]
9. Bygate, M.
   (Ed.) (2015) Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference (Vol.8). Philadelphia: John Benjamins. 10.1075/tblt.8
   https://doi.org/10.1075/tblt.8 [Google Scholar]
10. Bygate, M.
    (2018) Learning Language through Task Repetition. Amsterdam: John Benjamins. 10.1075/tblt.11
    https://doi.org/10.1075/tblt.11 [Google Scholar]
11. Canale, M.
    (1983) From communicative competence to communicative language pedagogy. InRichards, C. and Schmidt, R. W. (Eds). Language and Communication (pp.2–27). London, UK: Longman.
    [Google Scholar]
12. Celce-Murcia, M.
    (2007) Rethinking the role of communicative competence in language teaching. InSoler, E. A. & P. S. Jorda (Eds.), Intercultural language use and language learning (pp.41–57). Dordrecht, the Netherlands: Springer. 10.1007/978‑1‑4020‑5639‑0_3
    https://doi.org/10.1007/978-1-4020-5639-0_3 [Google Scholar]
13. Cohen, A. D., Weaver, S. J., & Li, T. Y.
    (1996) The impact of strategies-based instruction on speaking a foreign language. University of Minnesota, the Center for Advanced Research on Language Acquisition.
    [Google Scholar]
14. De Bot, K.
    (1992) A bilingual production model: Levelt’s speaking model adapted. Applied Linguistics, 13, 1–25.
    [Google Scholar]
15. De Jong, N. H., Steinel, M. P., Florijn, A. F., Schoonen, R., & Hulstijn, J. H.
    (2012) Facets of speaking proficiency. Studies in Second Language Acquisition, 34, 4–34. 10.1017/S0272263111000489
    https://doi.org/10.1017/S0272263111000489 [Google Scholar]
16. De Jong, N. & Perfetti, C. A.
    (2011) Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533–568. 10.1111/j.1467‑9922.2010.00620.x
    https://doi.org/10.1111/j.1467-9922.2010.00620.x [Google Scholar]
17. DeKeyser, R. M.
    (1997) Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19(2), 195–221. 10.1017/S0272263197002040
    https://doi.org/10.1017/S0272263197002040 [Google Scholar]
18. Dörnyei, Z.
    (1995) On the Teachability of Communication Strategies. TESOL Quarterly, 29(1), 55–85. 10.2307/3587805
    https://doi.org/10.2307/3587805 [Google Scholar]
19. Dörnyei, Z., & Scott, M.
    (1995) Communication strategies: An empirical analysis with retrospection. InJ. S. Turley & K. Lusby (Eds.), Selected papers from the proceedings of the 21st Annual Symposium of the Deseret Language and Linguistics Society (pp.155–168). Provo, US: Brighham Young University.
20. Doughty, C., & Pica, T.
    (1986) “Information gap” tasks: Do they facilitate second language acquisition?. TESOL quarterly, 20(2), 305–325. 10.2307/3586546
    https://doi.org/10.2307/3586546 [Google Scholar]
21. Dunn, L. L., & Dunn, D. M.
    (2007) The Peabody Picture Vocabulary Test (4th. ed.). Bloomington, US: NCS Pearson.
    [Google Scholar]
22. Inspectie van het Onderwijs
    Inspectie van het Onderwijs (2004) Werk aan de basis. Evaluatie van de basisvorming na vijf jaar [Building the foundation. Evaluation of the foundation curriculum after five years]. De Meern, the Netherlands: Inspectie van het onderwijs.
    [Google Scholar]
23. Eckerth, J.
    (2009) Negotiated interaction in the L2 classroom. Language Teaching, 42(1), 109–130. 10.1017/S0261444808005442
    https://doi.org/10.1017/S0261444808005442 [Google Scholar]
24. Ellis, R.
    (2003) Task-Based Language Learning and Teaching. Oxford, UK: Oxford University Press.
    [Google Scholar]
25. Ellis, R.
    (2006) Current issues in the teaching of grammar: An SLA perspective. Tesol Quarterly, 40(1), 83–107. 10.2307/40264512
    https://doi.org/10.2307/40264512 [Google Scholar]
26. Ellis, R.
    (2009) Task-based research and language pedagogy. InK. van de Branden, M. Bygate, & J. Norris (Eds.), Task-Based Language Teaching. A reader (pp.109–129). Amsterdam/Philadelphia, the Netherlands: John Benjamins.
    [Google Scholar]
27. Færch, C., & Kasper, G.
    (1983) Strategies in interlanguage communication. London, UK: Longman.
    [Google Scholar]
28. Foster, P.
    (1998) A classroom perspective on the negotiation of meaning. Applied linguistics, 19(1), 1–23. 10.1093/applin/19.1.1
    https://doi.org/10.1093/applin/19.1.1 [Google Scholar]
29. Foster, P., & Ohta, A. S.
    (2005) Negotiation for meaning and peer assistance in second language classrooms. Applied linguistics, 26(3), 402–430. doi:  10.1093/applin/ami014
    https://doi.org/10.1093/applin/ami014 [Google Scholar]
30. Fukuta, J.
    (2016) Effects of task repetition on learners’ attention orientation in L2 oral production. Language Teaching Research, 20(3), 321–340. 10.1177/1362168815570142
    https://doi.org/10.1177/1362168815570142 [Google Scholar]
31. Gallagher-Brett, A.
    (2001) Teaching communication strategies to beginners. The Language Learning Journal24(1), 53–61. 10.1080/09571730185200251
    https://doi.org/10.1080/09571730185200251 [Google Scholar]
32. Goh, C. C. M.
    (2007) Teaching speaking in the language classroom. Singapore: SEAMEO Regional Language Centre.
    [Google Scholar]
33. Goh, C. C. M., & Burns, A.
    (2012) Teaching Speaking. Stuttgart, Germany: Ernst Klett Sprachen.
    [Google Scholar]
34. Griggs, P.
    (2005) Assessment of the role of communicative tasks in the development of second language oral production skills. InA. Housen & M. Pierrard (Eds), Investigations in Instructed Second Language Acquisition (pp.407–433). New York: Mouton de Gruyter.
    [Google Scholar]
35. Hughes, R.
    (2002) Teaching and Researching Speaking. Harlow, UK: Pearson Education.
    [Google Scholar]
36. Housen, A., Kuiken, F., & Vedder, I.
    (2012) Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (Vol.32). Herndon, VA: John Benjamins Publishing. 10.1075/lllt.32
    https://doi.org/10.1075/lllt.32 [Google Scholar]
37. Jansma, N., & Pennewaard, L.
    (2014) Aansluiting Engels tussen vmbo-tl en mbo. Ervaringen vanuit de onderwijspraktijk [Aligning English in pre-vocational and vocational education. Experiences from the field]. Enschede, the Netherlands: Stichting Leerplan Ontwikkeling.
    [Google Scholar]
38. Johnson, K.
    (1996) Language Teaching and Skill Learning. Oxford, UK: Blackwell.
    [Google Scholar]
39. Keck, C., Iberri-Shea, G., Tracy-Ventura, N., & Wa-Mbaleka, S.
    (2006) Investigating the empirical link between task-based interaction and acquisition. InJ. Norris & L. Ortega (Eds.), Synthesizing Research on Language Learning and Teaching (pp.91–131). Herndon, VA: John Benjamins. 10.1075/lllt.13.08kec
    https://doi.org/10.1075/lllt.13.08kec [Google Scholar]
40. Kellerman, E.
    (1991) Compensatory strategies in second language research: A critique, a revision, and some (non-)implications for the classroom. InR. Phillipson, E. Kellerman, L. Selinker, M. Sharwood-Smith & M. Swain (Eds.), Foreign/Second Language Pedagogy Research, 142–160. Clevedon, UK: Multilingual Matters.
    [Google Scholar]
41. Kim, Y., & McDonough, K.
    (2008) The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. 10.1177/1362168807086288
    https://doi.org/10.1177/1362168807086288 [Google Scholar]
42. Konishi, K., & Tarone, E.
    (2004) English constructions used in compensatory strategies: Baseline data for communicative EFL instruction. InBoxer, D. & Cohen, A. D. (Eds). Studying Speaking to Inform Second Language Learning, 174–198. Clevedon, UK: Multilingual Matters.
    [Google Scholar]
43. Kormos, J.
    (2006) Speech production and second language acquisition. London, UK: Routledge.
    [Google Scholar]
44. Kouwenhoven, H., Ernestus, M., & van Mulken, M.
    (2016) Communication strategy used by Spanish speakers of English in formal and informal speech. International Journal of Bilingualism, 20(5), 1–20.
    [Google Scholar]
45. Kuiken, F., & Vedder, I.
    (2017) Functional adequacy in L2 writing: Towards a new rating scale. Language Testing, 34(3), 321–336. 10.1177/0265532216663991
    https://doi.org/10.1177/0265532216663991 [Google Scholar]
46. Kurtz, J.
    (2011) Breaking through the communicative cocoon: Improvisation in secondary school foreign language classrooms. InR. K. Sawyer (Ed.), Structure and improvisation in creative teaching (pp.133–161). Cambridge, UK: Cambridge University Press. 10.1017/CBO9780511997105.008
    https://doi.org/10.1017/CBO9780511997105.008 [Google Scholar]
47. Lam, W. Y. K.
    (2004) Teaching strategy use for oral communication tasks to ESL learners. Leeds, UK: University of Leeds.
    [Google Scholar]
48. Lam, W. Y. K.
    (2006) Gauging the effects of ESL oral communication strategy teaching: A multi-method approach. Electronic Journal of Foreign Language Teaching, 3(2), 142–157.
    [Google Scholar]
49. Lam, W., & Wong, J.
    (2000) The effects of strategy training on developing discussion skills in an ESL classroom. ELT Journal, 54(3), 245–255. 10.1093/elt/54.3.245
    https://doi.org/10.1093/elt/54.3.245 [Google Scholar]
50. Lambert, C., Kormos, J., & Minn, D.
    (2017) Task repetition and second language speech processing. Studies in Second Language Acquisition, 39(1), 167–196. 10.1017/S0272263116000085
    https://doi.org/10.1017/S0272263116000085 [Google Scholar]
51. Levelt, W. J. M.
    (1999) Producing spoken language: A blueprint of the speaker. InC. M. Brown & P. Hagoort (Eds.), The neurocognition of language (pp.83–122). Oxford, UK: Oxford University Press.
    [Google Scholar]
52. Liemberg, E., & van Kleunen, E.
    (1998) Talen in actie. Eindrapport van een onderzoek naar de rol van de moderne vreemde talen in de BVE-sector [Languages in action. Final report on research into the role of modern foreign languages in vocational and adult education]. Den Bosch, the Netherlands: CINOP/SLO.
    [Google Scholar]
53. Lightbown, P. M.
    (2000) Anniversary article. Classroom SLA research and second language teaching. Applied linguistics, 21(4), 431–462. 10.1093/applin/21.4.431
    https://doi.org/10.1093/applin/21.4.431 [Google Scholar]
54. Lightbown, P. M.
    (2008) Transfer appropriate processing as a model for classroom second language acquisition. InZ. Han (Ed.). Understanding Second Language Process (pp.27–44). Clevedon, UK: Multilingual Matters.
    [Google Scholar]
55. Lightbown, P. M., & Spada, N.
    (1990) Focus-on-form and corrective feedback in communicative language teaching. Studies in second language acquisition, 12(4), 429–448. 10.1017/S0272263100009517
    https://doi.org/10.1017/S0272263100009517 [Google Scholar]
56. Loewen, S.
    (2005) Incidental focus on form and second language learning. Studies in Second Language Acquisition, 27(3), 361–386. 10.1017/S0272263105050163
    https://doi.org/10.1017/S0272263105050163 [Google Scholar]
57. Long, M.
    (1991) Focus on form: A design feature in methodology. InK. de Bot, R. Ginsberg & C. Kramsch (Eds), Foreign Language Research in Cross-Cultural Perspective (pp.39–52). Amsterdam: John Benjamins. 10.1075/sibil.2.07lon
    https://doi.org/10.1075/sibil.2.07lon [Google Scholar]
58. Long, M. H.
    (2007) Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
    [Google Scholar]
59. Long, M.
    (2015) Second Language Acquisition and Task-Based Language Teaching. Chichester, UK: Wiley Blackwell.
    [Google Scholar]
60. Lourdunathan, J., & Menon, S.
    (2005) Developing speaking skills through interaction strategy training. The English Teacher, 34, 1–18.
    [Google Scholar]
61. Lowie, W., Verspoor, M., & van Dijk, M.
    (2018) The acquisition of L2 speaking. InR. Alonso Alonso (Ed.) Speaking in a Second Language. AILA Applied Linguistics Series 17. Philadelphia: John Benjamins. 10.1075/aals.17.05low
    https://doi.org/10.1075/aals.17.05low [Google Scholar]
62. Lynch, T., & Maclean, J.
    (2001) A case of exercising: Effects of immediate task repetition on learners’ performance. InM. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp.141–162). Harlow, UK: Pearson Education Limited.
    [Google Scholar]
63. Lyster, R., & Saito, K.
    (2010) Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2), 265–302. 10.1017/S0272263109990520
    https://doi.org/10.1017/S0272263109990520 [Google Scholar]
64. Mackey, A., & Goo, J.
    (2007) Interaction research in SLA: A meta-analysis and research synthesis. InA. Mackey (Ed.), Conversational Interaction in Second Language Acquisition: A series of empirical studies (pp.407–452). Oxford, UK: Oxford University Press.
    [Google Scholar]
65. McDonough, S. H.
    (1999) Learner strategies. Language Teaching, 32(1), 1–18. 10.1017/S0261444800013574
    https://doi.org/10.1017/S0261444800013574 [Google Scholar]
66. McNamara, T. F.
    (1997) ‘Interaction’ in second language performance assessment: Whose performance?Applied Linguistics, 18(4), 446–466. 10.1093/applin/18.4.446
    https://doi.org/10.1093/applin/18.4.446 [Google Scholar]
67. Meara, P., & Fitzpatrick, T.
    (2000) Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19–30. 10.1016/S0346‑251X(99)00058‑5
    https://doi.org/10.1016/S0346-251X(99)00058-5 [Google Scholar]
68. Nakatani, Y.
    (2005) The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal, 89(1), 76–91. 10.1111/j.0026‑7902.2005.00266.x
    https://doi.org/10.1111/j.0026-7902.2005.00266.x [Google Scholar]
69. Naughton, D.
    (2006) Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal, 90(2), 169–184. 10.1111/j.1540‑4781.2006.00391.x
    https://doi.org/10.1111/j.1540-4781.2006.00391.x [Google Scholar]
70. Norris, J. M., & Ortega, L.
    (2000) Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50(3), 417–528. 10.1111/0023‑8333.00136
    https://doi.org/10.1111/0023-8333.00136 [Google Scholar]
71. O’Malley, J. M., & Chamot, A. U.
    (1990) Learning Strategies in Second Language Acquisition. Cambridge, UK: Cambridge University Press. 10.1017/CBO9781139524490
    https://doi.org/10.1017/CBO9781139524490 [Google Scholar]
72. Pica, T., Kanagy, R., & J. Falodun
    (2009) Choosing and using communication tasks for second language instruction. InK. van den Branden, M. Bygate, & J. Norris, (Eds.), Task-Based Language Teaching. A reader (pp.171–192). Amsterdam, the Netherlands: John Benjamins.
    [Google Scholar]
73. Poulisse, N.
    (1993) A theoretical account of lexical communication strategies. InSchreuder, R. & Weltens, B.The Bilingual Lexicon (pp.157–189). Amsterdam, the Netherlands: John Benjamins. 10.1075/sibil.6.09pou
    https://doi.org/10.1075/sibil.6.09pou [Google Scholar]
74. Rabab’ah, G.
    (2016) The effect of communication strategy training on the development of EFL learners’ strategic competence and oral communicative ability. Journal of psycholinguistic research, 45(3), 625–651. 10.1007/s10936‑015‑9365‑3
    https://doi.org/10.1007/s10936-015-9365-3 [Google Scholar]
75. Révész, A., Ekiert, M., & Torgersen, E. N.
    (2014) The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance. Applied Linguistics, 37(6), 828–848.
    [Google Scholar]
76. Rossiter, M.
    (2003) “It’s Like Chicken but Bigger”: Effects of Communication Strategy in the ESL Classroom. Canadian Modern Language Review, 60(2), 105–121. 10.3138/cmlr.60.2.105
    https://doi.org/10.3138/cmlr.60.2.105 [Google Scholar]
77. Saito, K., & Lyster, R.
    (2012) Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning, 62(2), 595–633. 10.1111/j.1467‑9922.2011.00639.x
    https://doi.org/10.1111/j.1467-9922.2011.00639.x [Google Scholar]
78. Sample, E., & Michel, M.
    (2015) An exploratory study into trade-off effects of complexity, accuracy, and fluency on young learners’ oral task repetition. TESL Canada Journal, 31(8), 23–46. 10.18806/tesl.v31i0.1185
    https://doi.org/10.18806/tesl.v31i0.1185 [Google Scholar]
79. Sayer, P.
    (2005) An Intensive Approach to Building Conversational Skills. ELT Journal, 59(1), 14–22. 10.1093/elt/cci002
    https://doi.org/10.1093/elt/cci002 [Google Scholar]
80. Scullen, M. E., & Jourdain, S.
    (2000) The effect of explicit training on successful circumlocution: A classroom study. InJ. F. Lee and A. Valdman (Eds.) Form and meaning: Multiple perspectives (pp.231–253). Boston MA: Heinle & Heinle.
    [Google Scholar]
81. Segalowitz, N., & Lightbown, P. M.
    (1999) Psycholinguistic approaches to SLA. Annual Review of Applied Linguistics, 19, 43–63. 10.1017/S0267190599190032
    https://doi.org/10.1017/S0267190599190032 [Google Scholar]
82. Shehadeh, A., & Coombe, C. A.
    (Eds.) (2012) Task-based language teaching in foreign language contexts: Research and implementation (Vol.4). Herndon, VA: John Benjamins. 10.1075/tblt.4
    https://doi.org/10.1075/tblt.4 [Google Scholar]
83. Skehan, P.
    (1996) Second language acquisition research and task-based instruction. InJ. Willis & D. Willis (Eds.), Challenge and Change in Language Teaching (pp.17–30). Oxford, UK: Heinemann.
    [Google Scholar]
84. Schmidt, R.
    (1990) The role of consciousness in second language learning. Applied Linguistics, 11, 127–158. 10.1093/applin/11.2.129
    https://doi.org/10.1093/applin/11.2.129 [Google Scholar]
85. Sheen, R.
    (2005) Focus on forms as a means of improving accurate oral production. InA. Housen & M. Pierrard (Eds), Investigations in Instructed Second Language Acquisition (pp.271–310). New York: Mouton de Gruyter.
    [Google Scholar]
86. Spada, N.
    (2011) Beyond form-focused instruction: Reflections on past, present and future research. Language Teaching, 44(2), 225–236. 10.1017/S0261444810000224
    https://doi.org/10.1017/S0261444810000224 [Google Scholar]
87. Spada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A.
    (2014) Isolated and integrated form-focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18(4), 453–473. 10.1177/1362168813519883
    https://doi.org/10.1177/1362168813519883 [Google Scholar]
88. Storch, N., & Aldosari, A.
    (2013) Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48. 10.1177/1362168812457530
    https://doi.org/10.1177/1362168812457530 [Google Scholar]
89. Swain, M.
    (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. InS. M. Gass & C. G. Madden (Eds.). Input in Second Language Acquisition (pp.235–252). Rowley, MA: Newbury House Publishers.
    [Google Scholar]
90. UNESCO
    UNESCO (2012) International Standard Classification of Education. ISCED 2011. Montreal, Canada: UNESCO Institute for Statistics.
    [Google Scholar]
91. Van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., & de Jong, N. H.
    (2016) Measuring L2 speakers’ interactional ability using interactive speech tasks. Language Testing, 35(1), 75–100. doi:  10.1177/0265532216679452
    https://doi.org/10.1177/0265532216679452 [Google Scholar]
92. Van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J., Fukkink, R. G. & de Jong, N. H.
    (2019) Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. Modern Language Journal (first view). doi:  10.1111/modl.12545
    https://doi.org/10.1111/modl.12545 [Google Scholar]
93. Van de Guchte, M., Braaksma, M., Rijlaarsdam, G., & Bimmel, P.
    (2015) Learning new grammatical structures in task-based language learning: The effects of recasts and prompts. The Modern Language Journal, 99(2), 246–262. 10.1111/modl.12211
    https://doi.org/10.1111/modl.12211 [Google Scholar]
94. Van de Guchte, M., & Rijlaarsdam, G.
    (2018) Chatten in taakgericht MVT onderwijs: Effect op doeltaalgebruik en ervaringen van leerlingen. [Chatting in task-based Modern Foreign Language education: effects on target language use and learner experiences]. Levende Talen Tijdschrift, 19 (4), 3–14.
    [Google Scholar]
95. Wang, Z.
    (2014) On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions. InP. Skehan, (Ed.), Processing Perspectives on Task Performance (pp.27–61). Herndon, VA: John Benjamins. 10.1075/tblt.5.02wan
    https://doi.org/10.1075/tblt.5.02wan [Google Scholar]
96. Weir, C. J.
    (2005) Language testing and validation. an evidence-based approach. Houndgrave, UK: Palgrave MacMillan. 10.1057/9780230514577
    https://doi.org/10.1057/9780230514577 [Google Scholar]
97. Widodo, H. P.
    (2016) Teaching English for Specific Purposes (ESP): English for Vocational Purposes (EVP). InW. Renandya & H. P. Widodo (Eds.), English language teaching in Asia: Building a closer link between theory and practice (pp.277–291). New York: Springer.
98. Willis, J.
    (1996) A Framework for Task-based Learning. Harlow, UK: Longman.
    [Google Scholar]
99. Yule, G., & Powers, M.
    (1994) Investigating the communicative outcomes of task-based interaction. System, 22(1), 81–91. 10.1016/0346‑251X(94)90042‑6
    https://doi.org/10.1016/0346-251X(94)90042-6 [Google Scholar]