| “I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices L Junqueira, C Payant Journal of Second Language Writing 27, 19-36, 2015 | 178 | 2015 |
| The intersection of task-based interaction, task complexity, and working memory: L2 question development through recasts in a laboratory setting YJ Kim, C Payant, P Pearson Studies in Second Language Acquisition 37 (3), 549-581, 2015 | 117 | 2015 |
| Impact of task modality on collaborative dialogue among plurilingual learners: A classroom-based study C Payant, YJ Kim International Journal of Bilingual Education and Bilingualism, 2017 | 51 | 2017 |
| Cooperating teachers’ roles and responsibilities in a MATESOL practicum C Payant, J Murphy TESL Canada Journal, 1-1, 2012 | 43 | 2012 |
| Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences C Payant, K McDonough, P Uludag, R Lindberg Journal of English for Academic Purposes 40, 87-97, 2019 | 38 | 2019 |
| Experienced teachers’ beliefs and practices toward communicative approaches in teaching English as a foreign language in rural Ukraine A Mason, C Payant Tesol Journal 10 (1), e00377, 2019 | 34 | 2019 |
| A pedagogical proposal for task sequencing: An exploration of task repetition and task complexity on learning opportunities Y Kim, C Payant Task sequencing and instructed second language learning, 151-177, 2014 | 32 | 2014 |
| Exploring L2 writers’ source-text use in an integrated writing assessment P Uludag, R Lindberg, K McDonough, C Payant Journal of Second Language Writing 46, 100670, 2019 | 30 | 2019 |
| Manipulating task implementation variables with incipient Spanish language learners: A classroom-based study C Payant, D Reagan Language Teaching Research 22 (2), 169-188, 2018 | 30 | 2018 |
| Plurilingual learners’ beliefs and practices toward native and nonnative language mediation during learner-learner interaction C Payant Canadian Modern Language Review 71 (2), 105-129, 2015 | 30 | 2015 |
| Incorporating video-mediated reflective tasks in MATESOL programs C Payant TESL Canada Journal, 1-1, 2014 | 29 | 2014 |
| Language mediation in an L3 classroom: The role of task modalities and task types C Payant, YJ Kim Foreign Language Annals 48 (4), 706-729, 2015 | 28 | 2015 |
| Learners' flow experience during peer revision in a virtual writing course during the global pandemic C Payant, M Zuniga System 105, 102715, 2022 | 27 | 2022 |
| A word from the guest editors: Plurilingualism and translanguaging: Pedagogical approaches for empowerment and validation—An introduction C Payant, A Galante TESL Canada Journal 38 (2), i-xxii, 2022 | 21 | 2022 |
| Exploring multilingual learners’ writing practices during an L2 and an L3 individual writing task C Payant Canadian Modern Language Review 76 (4), 313-334, 2020 | 20 | 2020 |
| Teaching philosophy statements: In‐service ESL teachers’ practices and beliefs C Payant TESOL Journal 8 (3), 636-656, 2017 | 19 | 2017 |
| Task modality effects on Spanish learners’ interlanguage pragmatic development D Reagan, C Payant Task-based approaches to teaching and assessing pragmatics, 113-136, 2018 | 17 | 2018 |
| Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives C Payant, R Bright TESOL Journal 8 (4), 791-810, 2017 | 17 | 2017 |
| In flow with task repetition during collaborative oral and writing tasks M Zuniga, C Payant Canadian Journal of Applied Linguistics 24 (2), 48-69, 2021 | 15 | 2021 |
| Collaborative writing in a third language: How writers use and view their plurilingual repertoire during collaborative writing tasks C Payant, Z Maatouk Canadian Journal of Applied Linguistics 25 (1), 127-151, 2022 | 14 | 2022 |
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