2) teachers' written corrective feedback and students' revision


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.

1) Writing Assessment in the ESL Classroom: Teachers’ Beliefs and Practices


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.



3) Cultivating Partnerships with Haitian Teachers: Foundations, EFL, and Assessment


Co-Principal Investigators: Beverly Baker (University of Ottawa); Caroline Riches (McGill University)
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4) Test Preparation Research

Principal Investigator: Dr. Liying Cheng, Queen's University

Together with three co-investigators and two partners, Dr. Cheng is examining the effects of test preparation on test performance and English language proficiency among test-takers whose predominant language is not English.This study is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Development Grant. This international research team will conduct research with 6 test-taker groups – Chinese, Punjabi, Korean, Arabic, Persian and Spanish - in four countries.
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The study will be conducted in potential partnership with the four largest international English language testing agencies, the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS), the Pearson Test of English Academic (PTE Academic), and the College English Test (CET).The study findings will provide both test-designers and test users with empirical evidence regarding the predominant phenomenon of test preparation and the validity of test scores.

For more information, consult the project webpage here.

Research Profiles/Profils de recherches

 

Canadian Association of Language Assessment / Association canadienne pour l'évaluation des langues