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Qin, J., & Lei, L. (accepted). Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020. Studies of Second Language Learning and Teaching.
Lei, L., & Qin, J. (2022). Research in foreign language teaching and learning in China (2012–2021). Language Teaching, First View, 1-27. https://doi.org/10.1017/S0261444822000155
Qin, J., Wu, Z., & Zhong, S. (2022). When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out. International Review of Applied Linguistics in Language Teaching. First View. doi: 10.1515/iral-2021-0164.
Qin, J., & Zhang, Y. (2022). Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners' referential use in oral narratives. Language Teaching Research, 26(1), 60-78. doi: 10.1177/1362168819883896.
Qin, J. (2022). Potential contribution of SFL to task-based research: An examination of planning effects using genre-based theme analysis. System. 104(1), 100-109. doi: 10.1016/j.system.2021.102695.
Qin, J. (2021). Book Review on “Task ⁃ based Language Teaching: Theory and Practice”. Xiandai Waiyu (Modern Foreign Languages), 44(6), 870-874.
Qin, J. (2021). Repeated Tasks and Teacher Guidance: A Further Study on Planning Behavior. Yuyan Jiaoyu (Language Education), 32(1), 33-39.
Qin, J. (2020). Book Review on “Usage-inspired L2 instruction: Researched pedagogy”. Xiandai Waiyu (Modern Foreign Languages), 43(1), 143-147. http://kns.cnki.net/kcms/detail/44.1165.H.20191105.2226.002.html
Qin, J. (2019). Effects of repeated practice in pre-task planning on the acquisition of English personal pronouns by Chinese EFL learners. System, 81, 100-109. doi: 10.1016/j.system.2019.01.01
Potential Contribution of SFL to Task-Based Research: An Examination of Planning Effects Using Genre-Based Theme Analysis. American Association of Applied Linguistics (AAAL) Virtual, March 19-23, 2021.
Cognitive Linguistics and Sociocultural Theory in China: Appropriate and effective. Georgetown University Round Table (GURT) Virtual, Georgetown University, Washington DC, U.S., March 13-15, 2020.
Pre-Task Planning and Discourse Cohesion: Analysis of Chinese EFL Learners’ Referential Use in Oral Narratives. Second Language Research Forum (SLRF), Michigan State University, Michigan, U.S., September 20-22, 2019.
Planning Behavior of Intermediate and Advanced EFL Learners. The 8thInternational Symposium on SLA in China, Ocean University of China, Qingdao, China, November 2-4, 2018.
A model for the role of pre-task planning on L2 acquisition and development in task-based classroom context. The 6thInternational Symposium on SLA in China, Zhejiang University, Hangzhou, China, October 16-19, 2014.