Principal Investigator: Khaled Barkaoui, York University
Co-Investigator: Antonella Valeo, York University
This five-year, mixed-methods study combines a cross-sectional and a retrospective longitudinal approach to investigate and compare the characteristics and development of the beliefs and practices of ESL teachers concerning writing assessment in three language teaching contexts for adults: immigrant settlement programs, university academic preparation programs, and undergraduate credit-bearing ESL programs.
Principal Investigator: Maria-Lourdes Lira Gonzales, Université de Québec en Abitibi-Témiscamingue
The present research objectives are:
(1) Describe and compare the different written corrective feedback techniques used by English L2 teachers in elementary, secondary school and college;
(2) Explore if corrective feedback varies according to the category of error, the student’s profile (primary, secondary, college) and the student’s proficiency level (high proficiency, low proficiency);
(3) Determine students’ ability to integrate received corrective feedback while revising their texts;
(4) Determine if the revision depends on the error category and the student profile and this in all contexts and proficiency levels
This project (Funded by the TOEFL Board Grant Program) enabled our team to conduct a series of professional development workshops for approximately 120 high school teachers and Education Ministry personnel in the northern region of Haiti (le Département du nord). This is the third visit of this team to the Northern Department of Haiti since 2011. Participants came from over 50 different high schools in the region, where they return to share their materials and discoveries with their colleagues.
Co-Principal Investigators: Beverly Baker (University of Ottawa); Caroline Riches (McGill University)