| Effects of repeated practice in pre-task planning on the acquisition of English personal pronouns by Chinese EFL learners J Qin System 81, 100-109, 2019 | 13 | 2019 |
| Potential contribution of SFL to task-based research: An examination of planning effects using genre-based theme analysis J Qin System 104, 102695, 2022 | 10 | 2022 |
| Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives J Qin, Y Zhang Language Teaching Research 26 (1), 60-78, 2022 | 10 | 2022 |
| Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020 J Qin, L Lei Studies in second language learning and teaching 12 (3), 381-404, 2022 | 6 | 2022 |
| When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out J Qin, Z Wu, S Zhong International Review of Applied Linguistics in Language Teaching 61 (4 …, 2023 | 4 | 2023 |
| Research in foreign language teaching and learning in China (2012–2021) L Lei, J Qin Language Teaching 55 (4), 506-532, 2022 | 3 | 2022 |
| Introducing/Testing New SFL-Inspired Communication/Content/Function-Focused Measures for Assessing L2 Narrative Task Performance J Qin, D Liu Applied Linguistics, amae030, 2024 | | 2024 |
| 反复任务与教师指导：对准备行为的进一步探究 秦洁 语言教育 32 (1), 33-39, 2021 | | 2021 |
| 《任务型语言教学：理论与实践》评介 秦洁 现代外语 44 (6), 870-874, 2021 | | 2021 |
| 《语言使用观启发的二语教学：实证依据》评介 秦洁 现代外语 43, 143-147, 2020 | | 2020 |
