Revisiting the Cognition Hypothesis: The Impact of Task Complexity on L2 Learner Engagement in Task Performance in Computer-Mediated and Face-to-Face Communication

MLA

Xuyan Qiu. “Revisiting the Cognition Hypothesis: The Impact of Task Complexity on L2 Learner Engagement in Task Performance in Computer-Mediated and Face-to-Face Communication.” Computer Assisted Language Learning, vol. 37, no. 7, Jan. 2024, pp. 2028–50. EBSCOhost, https://doi.org/10.1080/09588221.2022.2142245.

APA

Xuyan Qiu. (2024). Revisiting the Cognition Hypothesis: The Impact of Task Complexity on L2 Learner Engagement in Task Performance in Computer-Mediated and Face-to-Face Communication. Computer Assisted Language Learning, 37(7), 2028–2050. https://doi.org/10.1080/09588221.2022.2142245

Chicago

Xuyan Qiu. 2024. “Revisiting the Cognition Hypothesis: The Impact of Task Complexity on L2 Learner Engagement in Task Performance in Computer-Mediated and Face-to-Face Communication.” Computer Assisted Language Learning 37 (7): 2028–50. doi:10.1080/09588221.2022.2142245.