https://teslcanadajournal.ca/index.php/tesl/issue/feed TESL Canada Journal 2021-07-26T09:13:50-07:00 TESL Canada Journal teslcanadajournal@tesl.ca Open Journal Systems <p>TESL Canada Journal, established in 1984, is a refereed journal for practicing teachers, teacher educators, graduate students, and researchers. TESL Canada Journal invites the submission of unpublished manuscripts about the learning and teaching of official languages; second language teacher education; and the maintenance and development of minority, heritage, or Aboriginal languages.</p> <p>This publication is funded by a grant from the Social Sciences and Humanities Research Council of Canada under its program to encourage the dissemination of information on the teaching and learning of English and French as second languages in Canada.&nbsp;</p> <p>This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.</p> https://teslcanadajournal.ca/index.php/tesl/article/view/1457 Essentials for Successful English Language Teaching 2021-07-23T13:14:01-07:00 Vander Tavares teslcanadajournal@tesl.ca 2021-07-26T00:00:00-07:00 Copyright (c) 2021 TESL Canada Journal https://teslcanadajournal.ca/index.php/tesl/article/view/1455 Written Languaging and Engagement with Written Corrective Feedback: The Results of Reflective Teaching 2021-07-23T13:06:31-07:00 Mohammad Falhasiri teslcanadajournal@tesl.ca <p><em>For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to themselves why they have received CF, has been proposed as a technique which can stimulate deep cognitive processing of the written CF. In an effort to improve learners’ writing accuracy, I adopted WL, whereby upon receiving online direct corrections, learners typed their selfexplanations regarding the underlying reasons for their writing mistakes. Then, I engaged in systematic reflection and journaling during a 10-week semester to critically analyze the affordances and limitations of WL. </em><em>The conclusion, drawn from my perceptions of the usefulness of WL originating from my journal writing, is that WL has the potential to not only facilitate learning for students but also can provide teachers with a rich description of learners’ cognitive and affective engagement with CF. Some recommendations are made for better implementation of this instructional technique.&nbsp;&nbsp; </em></p> <p><em>Pour que la rétroaction corrective (RC) contribue au développement de la langue seconde (L2), des processus cognitifs doivent se produire. Les apprenants doivent remarquer et comprendre la RC, y réfléchir, la traiter profondément et pour finir, l’intégrer dans leur interlangue (Gass, 1997). La mise en langue écrite (MLE), qui exige des apprenants qu’ils s’expliquent à eux-mêmes de façon explicite pourquoi ils ont reçu de la RC, a été proposée comme une technique qui peut stimuler le traitement cognitif profond de la RC écrite. Dans le but d’améliorer la précision de la rédaction des apprenants, j’ai adopté la MLE, où, lorsqu’ils recevaient les corrections directes en ligne, les apprenants tapaient leurs propres explications sur les raisons pour lesquelles ils avaient commis des erreurs écrites. Ensuite, je me suis employé à réfléchir systématiquement et à tenir un journal pendant les 10 semaines que durait le semestre, afin d’analyser de façon critique les opportunités et les limitations de la MLE. La conclusion, tirée de mes perceptions de l’utilité de </em><em>la MLE puisées dans mon journal, est que la MLE a non seulement le potentiel de faciliter l’apprentissage des apprenants, mais peut aussi fournir aux enseignants une riche description de l’engagement cognitif et affectif des apprenants eu égard à la RC. Des recommandations sont faites pour une meilleure mise en œuvre de cette technique d’enseignement. </em></p> 2021-07-26T00:00:00-07:00 Copyright (c) 2021 TESL Canada Journal