Caroline Payant
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“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
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
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
Cooperating teachers’ roles and responsibilities in a MATESOL practicum
C Payant, J Murphy
TESL Canada Journal, 1-1, 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
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
Incorporating video-mediated reflective tasks in MATESOL programs
C Payant
TESL Canada Journal, 1-1, 2014
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
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
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
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
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
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
Learners' flow experience during peer revision in a virtual writing course during the global pandemic
C Payant, M Zuniga
System 105, 102715, 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
Task modality effects on Spanish learners’ interlanguage pragmatic development
D Reagan, C Payant
Task-based approaches to teaching and assessing pragmatics, 113-136, 2018
Teaching philosophy statements: In‐service ESL teachers’ practices and beliefs
C Payant
TESOL Journal 8 (3), 636-656, 2017
Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives
C Payant, R Bright
TESOL Journal 8 (4), 791-810, 2017
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
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
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