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• 2009Differential effects of textual enhancement formats on intake97 cited
• 2013EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK94 cited
• 2005REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation92 cited
• 2007On the Temporal Nature of Planning in L1 and L2 Composing87 cited
• 2007Teachers' Intentions and Learners' Perceptions about Corrective Feedback in the L2 Classroom77 cited
• 2005Processing glosses: A qualitative exploration of how form-meaning connections are established and strengthened75 cited
• 2009Concurrent Verbalizations, Pedagogical Conditions, and Reactivity: Two CALL Studies74 cited
• 2010The Use of Models as a Form of Written Feedback to Secondary School Pupils of English68 cited
• 2008TASK TYPE AND REACTIVITY OF VERBAL REPORTS IN SLA: A First Look at a L2 Task Other Than Reading65 cited
• 2003Concurrent and retrospective verbal reports as tools to better understand the role of attention in second language tasks60 cited
• 2010The dynamic nature of motivation during the task: can it be captured?55 cited
• 2010Learned Attention Effects in L2 Temporal Reference: The First Hour and the Next Eight Semesters52 cited
• 2012Reinvestigating the Noticing Function of Output