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McNaughton, Stephanie; McDonough, Kim – TESL Canada Journal, 2015
This exploratory study investigated second language (L2) French speakers' service encounters in the multilingual setting of Montreal, specifically whether switches to English during French service encounters were related to L2 speakers' willingness to communicate or motivation. Over a two-week period, 17 French L2 speakers in Montreal submitted…
Descriptors: Second Language Learning, French, Multilingualism, Foreign Countries
Lavallée, Maxime; McDonough, Kim – TESL Canada Journal, 2015
Previous research has shown that high frequency lexical items, such as AWL words and formulaic expressions, may differentiate between texts written by expert and novice writers (Chen & Baker, 2010; Hancioglu, 2009), and that lexical features related to breadth, depth, and accessibility differentiate among texts from L2 writers of different…
Descriptors: Word Frequency, English for Academic Purposes, English (Second Language), Second Language Learning
McDonough, Kim; Neumann, Heike – TESL Canada Journal, 2014
Even though collaborative prewriting tasks are frequently used in second language (L2) writing classes (Fernández Dobao, 2012; Storch, 2005), they have not been as widely researched as other tasks, such as collaborative writing and peer review. This article examines the effectiveness of collaborative prewriting tasks at encouraging English for…
Descriptors: Prewriting, Second Language Learning, Second Language Instruction, English (Second Language)
Di Loreto, Sabrina; McDonough, Kim – TESL Canada Journal, 2013
This correlational study, conducted in intermediate English as a second language (ESL) high school classes in Quebec, investigated the relationship between instructor feedback and student anxiety. The participants were 53 ESL students in their last year of secondary school who were required to take an integrative-writing exam as part of their…
Descriptors: Feedback (Response), Correlation, English (Second Language), Second Language Learning