UN-UDOM, S.; PATANASORN, C. Effects of Task Sequencing in the Cognition Hypothesis on EFL Learner Perception of Task Difficulty. Journal of Studies in the English Language, [S. l.], v. 15, n. 2, p. 1–26, 2020. Disponível em: https://so04.tci-thaijo.org/index.php/jsel/article/view/220211. Acesso em: 19 may. 2024.