The impetus for the present study came from Ferris' (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a…

This paper presents a methodology for directly aligning 'can do' frameworks to each other. The methodology, inspired by the manual for relating examinations to the "Common European Framework of Reference for Languages: Learning, teaching, assessment" (CEFR) (Council of Europe, 2009) and Kane's (2004, 2013) interpretative argument, takes…

This paper reports beliefs and preferences of second-language (L2) students regarding effective writing feedback strategies, especially conferences for oral and written feedback. Guiding the study were these questions: (1) Do L2 university students prefer to receive direct or indirect teacher feedback on written-language problems? (2) Do the…

This paper aims to review literature on the impact of using web-based technology such as blogs and social networks to facilitate and promote peer feedback in ESL writing classrooms. It also investigates how giving and receiving comments from peer students can improve students' performance in writing as well as their critical thinking skills. A…

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…

Lexical bundles are worthy of attention in both teaching and testing writing as they function as basic building blocks of discourse. This corpus-based study focuses on the rated writing responses to the email tasks in the Canadian English Language Proficiency Index Program® General test (CELPIP-General) and explores the extent to which lexical…

This article reports on an English for academic purposes course designed following the tenets of content and language integrated learning (CLIL) to address the needs of language minority (LM) high school graduates entering Canadian universities. The language used in and required of post-secondary study is challenging for many LM students,…

A major concern with computer-based (CB) tests of second-language (L2) writing is that performance on such tests may be influenced by test-taker keyboarding skills. Poor keyboarding skills may force test-takers to focus their attention and cognitive resources on motor activities (i.e., keyboarding) and, consequently, other processes and aspects of…

This study aimed to describe the writing activities that test takers engage in when responding to the writing tasks in the "TOEFL iBT"[superscript R] test and to examine the effects of task type and test-taker English language proficiency (ELP) and keyboarding skills on the frequency and distribution of these activities. Each of 22 test…

This guide to Alberta's French 30 standardized test describes the testing program and administration, the test parts, and test scoring for both teachers and students anticipating taking the test. Dates and times of test administration and scoring dates in 1990 are charted. The two parts of the test are described in some detail, including their…

In this Canadian college study, 22 Japanese, English-as-a-Second-Language (ESL) learners' translation processes and writings were examined and contrasted with the same group's first-language (L1) and second-language (L2) writing performance. All subjects (aged 19-23 years) had been educated in Japan in Japanese prior to attending English-language…

Intended to help prepare teachers and students for the January 1987 diploma exams, this bulletin presents useful information about the design, parts and scoring of French language and literature tests by describing and including scoring guides and sample questions. A schedule of administration and scoring dates is included in the bulletin. This…

This guide provides descriptions of standards for assessing students' skills in French as a second language, accompanied by samples of student work in the four language skills (listening comprehension, reading comprehension, writing, and speaking) at each of nine competency levels. An introductory section discusses basic principles in reporting…