| The relationship among motivation, interaction, and the development of second language oral proficiency in a study‐abroad context TA Hernández The Modern Language Journal 94 (4), 600-617, 2010 | 386 | 2010 |
| Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers TA Hernández Language Teaching Research 15 (2), 159-182, 2011 | 157 | 2011 |
| Integrative motivation as a predictorof success in the intermediate foreign language classroom T Hernández Foreign Language Annals 39 (4), 605-617, 2006 | 150 | 2006 |
| Promoting speaking proficiency through motivation and interaction: The study abroad and classroom learning contexts TA Hernández Foreign Language Annals 43 (4), 650-670, 2010 | 123 | 2010 |
| The effect of explicit instruction and input flood on students' use of Spanish discourse markers on a simulated oral proficiency interview T Hernández Hispania, 665-675, 2008 | 90 | 2008 |
| Integrative motivation as a predictor of achievement in the foreign language classroom TA Hernandez Applied Language Learning, 2008 | 77 | 2008 |
| Explicit intervention for Spanish pragmatic development during short‐term study abroad: An examination of learner request production and cognition TA Hernández, P Boero Foreign Language Annals 51 (2), 389-410, 2018 | 43 | 2018 |
| Impact of instruction on the use of L2 discourse markers TA Hernández, E Rodríguez-González Journal of Second Language Teaching & Research, 2013 | 36 | 2013 |
| Short-term study abroad: Perspectives on speaking gains and language contact TA Hernández Applied Language Learning, 2016 | 35 | 2016 |
| Explicit instruction for request strategy development during short-term study abroad TA Hernández, P Boero Journal of Spanish Language Teaching 5 (1), 35-49, 2018 | 26 | 2018 |
| Acquisition of L2 Spanish requests in short-term study abroad TA Hernández Study Abroad Research in Second Language Acquisition and International …, 2016 | 24 | 2016 |
| L2 Spanish apologies development during short-term study abroad TA Hernández Studies in Second Language Learning and Teaching 8 (3), 599-620, 2018 | 14 | 2018 |
| Explicit instruction for the development of L2 Spanish pragmatic ability during study abroad TA Hernández System 96, 102395, 2021 | 12 | 2021 |
| Input flooding TA Hernández The TESOL encyclopedia of English language teaching, 1-7, 2018 | 12 | 2018 |
| Preparing tomorrow’s world language teacher today: The case for seamless induction PA García, TA Hernández, P Davis-Wiley NECTFL Review, 2009 | 12 | 2009 |
| A survey of world language cooperating teachers: Implications for teacher development KM Moser, PA García, P Davis‐Wiley, TA Hernández Foreign Language Annals 52 (4), 873-890, 2019 | 11 | 2019 |
| Language practice and study abroad TA Hernández Practice in second language learning, 197-227, 2018 | 6 | 2018 |
| Using integrative motivation, instrumental motivation, and foreign language requirement to predict three different measures of second language achievement TA Hernandez University of Kansas, 2004 | 6 | 2004 |
| Information gap activities: A standards-based strategy for promoting oral proficiency in a thematic context PA Garcia, TA Hernandez Florida Foreign Language Journal, 2007 | 3 | 2007 |
| Rediscovering sponge activities: A strategic approach to time on task TA Hernandez, PA Garcia Vida Hispánica, 2006 | 3 | 2006 |
