RUEGG, Rachael; BROWN, Cherie. "Digging Deep": Using the Task Involvement Load Hypothesis to analyse textbooks for vocabulary learning potential. Lingua Pedagogia, [S. l.], v. 1, n. 1, p. 17–28, 2019. DOI: 10.21831/lingped.v1i1.18481. Disponível em: https://jurnal.uny.ac.id/index.php/lingua-pedagogia/article/view/18481. Acesso em: 8 jun. 2025.