| Three languages, one ECHO: Cognate effects in trilingual word recognition K Lemhöfer, T Dijkstra, M Michel Language and Cognitive Processes 19 (5), 585-611, 2004 | 314 | 2004 |
| The influence of complexity in monologic versus dialogic tasks in Dutch L2 MC Michel, F Kuiken, I Vedder Walter de Gruyter 45 (3), 241-259, 2007 | 271 | 2007 |
| Task effects on linguistic complexity and accuracy: A large‐scale learner corpus analysis employing natural language processing techniques T Alexopoulou, M Michel, A Murakami, D Meurers Language Learning 67 (S1), 180-208, 2017 | 171 | 2017 |
| Complexity, accuracy, and fluency in L2 production M Michel The Routledge handbook of instructed second language acquisition, 50-68, 2017 | 166 | 2017 |
| Effects of task complexity and interaction on L2 performance MC Michel, P Robinson Second language task complexity, 141-173, 2011 | 125 | 2011 |
| Measuring cognitive task demands using dual-task methodology, subjective self-ratings, and expert judgments: A validation study A Révész, M Michel, R Gilabert Studies in Second Language Acquisition 38 (4), 703-737, 2016 | 115 | 2016 |
| An Exploratory Study into Trade-off Effects of Complexity, Accuracy, and Fluency in Young Learners’ Oral Task Repetition E Sample, M Michel TESL Canada Journal 31 (8), 23-46, 2014 | 108 | 2014 |
| EXPLORING SECOND LANGUAGE WRITERS’PAUSING AND REVISION BEHAVIORS: A MIXED-METHODS STUDY A Révész, M Michel, M Lee Studies in Second Language Acquisition 41 (3), 605-631, 2019 | 98 | 2019 |
| The role of working memory in young second language learners’ written performances M Michel, J Kormos, T Brunfaut, M Ratajczak Journal of Second Language Writing 45, 31-45, 2019 | 73 | 2019 |
| Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study M Michel, A Révész, X Lu, NE Kourtali, M Lee, L Borges Second Language Research 36 (3), 307-334, 2020 | 70 | 2020 |
| Investigating IELTS Academic Writing Task 2: Relationships between cognitive writing processes, text quality, and working memory A Révész, M Michel, MJ Lee IELTS Partners: British Council, Cambridge English Language Assessment and …, 2017 | 63 | 2017 |
| The use of conjunctions in cognitively simple versus complex oral L2 tasks MC Michel The Modern Language Journal 97 (1), 178-195, 2013 | 42* | 2013 |
| Alignment during synchronous video versus written chat L2 interactions: A methodological exploration M Michel, M Cappellini Annual Review of Applied Linguistics 39, 189-216, 2019 | 38 | 2019 |
| Measuring Lexical Alignment During L2 Chat Interaction: An Eye-Tracking Study M Michel, B Smith Salience in Second Language Acquisition, 168, 2018 | 35 | 2018 |
| Effects of task type on morphosyntactic complexity across proficiency: Evidence from a large learner corpus of A1 to C2 writings M Michel, A Murakami, T Alexopoulou, D Meurers Journal of Instructed Second Language Acquisition 3 (2), 124-152, 2019 | 33 | 2019 |
| Task complexity and interaction:(Combined) effects on task-based performance in Dutch as a second language MC Michel, F Kuiken, I Vedder EUROSLA yearbook 12 (1), 164-190, 2012 | 33 | 2012 |
| Language at preschool in Europe: Early years professionals in the spotlight MC Michel, F Kuiken European Journal of Applied Linguistics 2 (1), 1-26, 2014 | 31 | 2014 |
| Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task T Brunfaut, J Kormos, M Michel, M Ratajczak Language testing 38 (3), 356-377, 2021 | 29 | 2021 |
| What drives alignment during text chat with a peer vs. a tutor? Insights from cued interviews and eye-tracking M Michel, B O'Rourke System 83, 50-63, 2019 | 29 | 2019 |
| Early childhood educators’ competences for supporting children's academic language skills in Germany M Michel, D Ofner, D Thoma Language Awareness 23 (1-2), 138-156, 2014 | 24 | 2014 |
Andrea ReveszInstitute of Education, University of LondonVerified email at ucl.ac.uk
