Eva Kartchava

Carleton University · School of Linguistics and Language Studies

Bringing language learners' attention to the accuracy of their output can be affected by way of planned or incidental focus on form. Planned focus on form includes the use of implicit techniques that increase learners' exposure to particular features in the input. Incidental focus on form employs communicative tasks that elicit the use of features...

Through the lens of Dörnyei’s (2005) Second Language Motivational Self System, this exploratory study focused on two groups of Canadian newcomers learning English in the traditional classroom setting (English as a Second Language [ESL]; n = 37) and the workplace (Workplace Language Training [WLT]; n = 29) to determine the role of motivation in thei...

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The...

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 interviewed...

Book review: Wen, Z. & Ahmadian, M. J. (Eds.). (2019). Researching L2 task performance and pedagogy: In honour of Peter Skehan. Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.13

Lessons from Good Language Teachers - edited by Carol Griffiths April 2020

This study examines the impact of task repetition on second language learners’ task performance and the mediating role of teacher feedback and learner self-assessment on oral performance. The study was conducted in a university-based English for Academic Purposes (EAP) program, where, as part of a course, intermediate proficiency learners ( n = 52)...

The Cambridge Handbook of Language Learning - edited by John W. Schwieter June 2019

This study investigated the relationship between pre-service English-as-a-second-language (ESL) teachers’ pedagogical beliefs and their actual teaching practices. To determine the nature of this relationship, 99 teachers-in-training with little or no teaching experience were asked to complete a questionnaire seeking information about their teaching...

Bringing language learners' attention to the accuracy of their output can be affected by way of planned or incidental focus on form. Planned focus on form includes the use of implicit techniques that increase learners' exposure to particular features in the input. Incidental focus on form employs communicative tasks that elicit the use of features...

Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a ra...

This study compared the beliefs college-level students hold about corrective feedback in different learning contexts: English as a second language (Canada, n = 197) and English as a foreign language (Russia, n = 224). The participants completed a 40-item questionnaire that dealt with various aspects of feedback found in the literature. While the fa...

It has been long accepted that teachers' beliefs guide their classroom practices the current high-tech age and with the push by mainstream education to incorporate technology in language teaching, little is known about what teachers think and feel about technology integration. Using Borg's (2006) framework of language teacher cognition, this study...

This quasi-experimental study investigated the noticeability and effectiveness of three corrective feedback (CF) techniques (recasts, prompts and a combination of the two) delivered in the language classroom. The participants were four groups of high-beginner college level francophone ESL learners (n = 99) and their teachers. Each teacher was assig...

The noticeability of recasts and prompts, corrective feedback (CF) techniques recognized for their efficacy in promoting linguistic accuracy, has been widely investigated but not in genuinely communicative and repetitive tasks. This study examined the noticeability of these CF techniques in tasks designed according to the principles of ACCESS (Gatb...

The goal of this study was to determine whether learner beliefs regarding corrective feedback mediate what is noticed and learned in the language classroom. The participants were four groups of high-beginner college-level francophone English as a second language learners and their teachers. Each teacher was assigned to a treatment condition that fi...

The goal of this study was to empirically investigate the noticeability of three corrective feedback (CF) techniques (recasts, prompts, and a mixture of the two) and to determine whether such noticing predicts second language (L2) development. Four groups of high-beginner college level francophone ESL learners (n = 99) and their teachers participat...

Explaining how people learn second languages (L2) is the central task of the second language acquisition (SLA) field. Many theories have been proposed to account for phenomena particular to L2 acquisition. Corrective feedback—teachers’ feedback in reaction to a student’s ill-formed response (Sheen, 2011)—is such a phenomenon, whose relevance is evi...