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Lou, Yingling – TESL Canada Journal, 2020
Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate…
Descriptors: Vocabulary Development, Content Area Reading, English Language Learners, Teaching Methods
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Neumann, Heike; Leu, Sarah; McDonough, Kim; Gil, Leslie; Crawford, Bonnie – TESL Canada Journal, 2020
Integrated writing tasks have increased in popularity in second language writing classrooms. Extensive research on these tasks has examined the challenges that students face when completing such tasks. One significant challenge is the transformation of source language use when students integrate source information into their own essays. However,…
Descriptors: Information Sources, Prewriting, Notetaking, Writing Skills
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Roessingh, Hetty – TESL Canada Journal, 2020
Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on…
Descriptors: Culturally Relevant Education, Academic Language, Vocabulary Development, Second Language Learning
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LaScotte, Darren – TESL Canada Journal, 2020
To date, the vast majority of research in second language (L2) vocabulary acquisition has looked at reading, but relatively few studies have explored the potential for vocabulary acquisition through listening. As for participants involved, studies concerning first language (L1) acquisition have mainly focused on pre- and emergent-reading children,…
Descriptors: Listening Comprehension, Aural Learning, Second Language Learning, Second Language Instruction
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Beynen, Tina – TESL Canada Journal, 2020
One of the challenges that students face during the transition from high school to university is mastering discipline-specific academic expectations and norms. From a language perspective, they may encounter new academic and disciplinary vocabulary, some of which will be metaphoric in nature. However, some students whose first language is not…
Descriptors: Figurative Language, Reading Comprehension, Reading Materials, Textbook Content
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Nikouee, Majid – TESL Canada Journal, 2020
The issue of whether, when, and how to respond to learners' oral errors is something every teacher has to consider. Early studies of teachers' feedback practices consisted of observations of how they managed this complex process (e.g., Lyster & Ranta, 1997). Beginning with these descriptions, a large body of research on types of oral…
Descriptors: Oral Language, Error Correction, Teaching Methods, Teacher Student Relationship
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Eckstein, Grant; Sims, Maureen; Rohm, Lisa – TESL Canada Journal, 2020
Dynamic written corrective feedback (DWCF) is a pedagogical approach that offers meaningful, manageable, constant, and timely corrective feedback on student writing (Hartshorn et al., 2010). It emphasizes indirect and comprehensive written error correction on short, daily writing assignments. Numerous studies have demonstrated that its use can…
Descriptors: Feedback (Response), Written Language, Error Correction, Time Factors (Learning)
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Freschi, Ana; Cavalari, Suzi – TESL Canada Journal, 2020
Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other's languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however,…
Descriptors: Error Correction, Feedback (Response), Second Language Learning, Second Language Instruction
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Kartchava, Eva; Mohamed, Abdizalon – TESL Canada Journal, 2020
This exploratory study examined the spontaneous use of gestures occurring in general as well as the corrective behaviour of two English for academic purposes (EAP) teachers at a Canadian university. Data were collected by way of an interview, lesson observation, and a stimulated recall session. Prior to the observation, each teacher was…
Descriptors: English for Academic Purposes, Second Language Learning, Second Language Instruction, Teacher Attitudes
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Lemak, Alina; Valeo, Antonella – TESL Canada Journal, 2020
Corrective feedback (CF) is an important part of effective instruction, and a rich body of research has investigated how best to implement various CF strategies and approaches. Researchers have increasingly become aware of individual differences that have an impact on the effect and effectiveness of CF. One area of individual difference that has…
Descriptors: Correlation, Personality Traits, Error Correction, Class Activities
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Ziegler, Nicole; Moranski, Kara; Smith, George; Phung, Huy – TESL Canada Journal, 2020
Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have…
Descriptors: Metacognition, Training Methods, Workshops, Video Technology
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Woodworth, Johanathan; Barkaoui, Khaled – TESL Canada Journal, 2020
While feedback is widely considered essential for second language (L2) writing development (Bitchener & Ferris, 2012), teachers may not always be able to provide their learners with immediate and frequent corrective feedback. Automated writing evaluation (AWE) systems can help respond to this challenge by providing L2 learners with written…
Descriptors: Writing Evaluation, Feedback (Response), Error Correction, Second Language Instruction
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Canals, Laia; Granena, Gisela; Yilmaz, Yucel; Malicka, Aleksandra – TESL Canada Journal, 2020
Online language courses that rely on asynchronous teacher-learner communication face a practical problem when it comes to the provision of immediate corrective feedback by the teacher in oral interaction tasks. In this learning context, learners can still communicate synchronously and record their interaction without the teacher being present, but…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Teachers
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Britton, Emma R.; Austin, Theresa Y. – TESL Canada Journal, 2020
According to sociocultural theory (SCT), corrective feedback (CF) entails a negotiation process whereby writing instructors support second language (L2) writers in self-correction and provide a level of guidance needed for writers to actively engage in revision tasks (Aljaafreh & Lantolf, 1994). Drawing on SCT, this collaborative self-study…
Descriptors: Written Language, Error Correction, Feedback (Response), Critical Incidents Method
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Lira-Gonzales, Maria-Lourdes; Nassaji, Hossein – TESL Canada Journal, 2020
This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree…
Descriptors: Comparative Analysis, Feedback (Response), Second Language Learning, Second Language Instruction
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