| The status of metalinguistic knowledge in instructed adult L2 learning K Roehr, GA Gánem-Gutiérrez Language Awareness 18 (2), 165-181, 2009 | 99 | 2009 |
| Verbalisation as a mediational tool for understanding tense-aspect marking in English: an application of Concept-Based Instruction GA Gánem-Gutiérrez, H Harun Language Awareness 20 (2), 99-119, 2011 | 83 | 2011 |
| Sociocultural theory and its application to CALL: A study of the computer and its relevance as a mediational tool in the process of collaborative activity GAG Gutiérrez ReCALL 18 (2), 230-251, 2006 | 74 | 2006 |
| Tracking the real‐time evolution of a writing event: Second language writers at different proficiency levels GA Gánem‐Gutiérrez, A Gilmore Language Learning 68 (2), 469-506, 2018 | 61 | 2018 |
| Use of L1, metalanguage, and discourse markers: L2 learners' regulation during individual task performance GA Gánem‐Gutiérrez, K Roehr International Journal of Applied Linguistics 21 (3), 297-318, 2011 | 57 | 2011 |
| Beyond interaction: The study of collaborative activity in computer-mediated tasks GAG GUTIÉRREZ ReCALL 15 (1), 94-112, 2003 | 56 | 2003 |
| Sociocultural theory and second language development GA Gánem-Gutiérrez Contemporary approaches to second language acquisition 9, 129, 2013 | 46 | 2013 |
| Metalinguistic knowledge: A stepping stone towards L2 proficiency K Roehr, GA Gánem-Gutiérrez Issues in second language proficiency, 79-94, 2009 | 38 | 2009 |
| Repetition, use of L1 and reading aloud as mediational mechanism during collaborative activity at the computer GA Gánem-Gutiérrez Computer Assisted Language Learning 22 (4), 323-348, 2009 | 35 | 2009 |
| The third dimension: A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks GA Gánem-Gutiérrez Technology-mediated TBLT, 213-238, 2014 | 33 | 2014 |
| The metalinguistic dimension in instructed second language learning K Roehr, GA Gánem-Gutiérrez The Metalinguistic Dimension in Instructed Second Language Learning 1, 1, 2013 | 24 | 2013 |
| Developing a measure of metalinguistic awareness for children aged 8–11 A Tellier, K Roehr, GA Gánem-Gutiérrez The metalinguistic dimension in instructed second language learning, 15-43, 2013 | 19 | 2013 |
| Enhancing metalinguistic knowledge: Preterite and imperfect in L2 Spanish GA Ganem-Gutierrez Language and Sociocultural Theory 3 (1), 27-54, 2016 | 16 | 2016 |
| Collaborative activity in the digital world GA Gánem-Gutiérrez The Routledge handbook of sociocultural theory and second language …, 2018 | 13 | 2018 |
| A mixed methods case study on the use and impact of web-based lexicographic tools on L2 writing GA Gánem-Gutiérrez, A Gilmore Computer Assisted Language Learning, 1-27, 2021 | 9 | 2021 |
| Metalinguistic knowledge in instructed L2 learning: An individual difference variable? K Roehr, GA Gánem-Gutiérrez Essex Research Reports in Linguistics, 2008 | 8 | 2008 |
| Expert-novice interaction as the basis for L2 developmental activity: A SCT perspective GA Ganem Gutierrez, A Gilmore Language and Sociocultural Theory 5 (1), 21-45, 2018 | 7 | 2018 |
| Designing and building immersive education spaces using project Wonderland: From pedagogy through to practice M Gardner, GA Gánem-Gutiérrez, J Scott, C Fowler | 7 | 2009 |
| The processes of collaborative activity in computer-mediated tasks: In search of microgenesis GA Gánem Gutiérrez University of Southampton, 2004 | 7 | 2004 |
| Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions? K Roehr-Brackin, GA Gánem-Gutiérrez, L Olivera-Smith, MT Torres-Marín Language awareness 30 (4), 391-412, 2021 | 4 | 2021 |
