Canadian Journal of Applied Linguistics

Announcements

2021-05-06

REMINDER: Call for Papers - 2022 Special Issue

Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée

Call for Papers - 2022 Special Issue

Writing Pedagogy with Linguistically Diverse Learners: The Nexus of Multilingualism, Multiliteracies, and Multimodalities

Deadline to submit abstracts: May 31, 2021

Caroline Payant, Université du Québec à Montréal, payant.caroline@uqam.ca

YouJin Kim, Georgia State University, ykim39@gsu.edu
2021-03-02

In Memory of Michael Long

We were deeply saddened to hear about the passing of Dr. Michael Long, who had a profound impact on the field of SLA and TBLT more specifically. He served as a great inspiration to both researchers and practitioners alike. To honour his memory, our colleagues at IATBLT have created a website where people can submit and read stories about him: https://iatblt.wixsite.com/mikelong.

Eva Kartchava, Michael Rodgers

Editorial
- PDF

Mahmoud Abdi Tabari, Michol Miller

Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production
- PDF
Bo Sun, Andrea Révész

The Effects of Task Repetition on Child EFL Learners’ Oral Performance
- PDF
Michael Zuniga, Caroline Payant

In Flow with Task Repetition During Collaborative Oral and Writing Tasks
- PDF
Renée Bourgoin, Josée Le Bouthillier

Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion
- PDF
Hao Dao, Jonathan Newton

TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University
- PDF
Ed Griffiths, Nikolay Slavkov

Linguistic Risk-Taking: A Bridge Between the Classroom and the Outside World
- PDF
Hoa T. V. Le

Exploring L2 learners' Task-related Identities in a Reading Circle Task Through Conversation Analysis
- PDF
Celestine Caruso, Judith Hofmann, Andreas Rohde

Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools
- PDF
Gillian McLellan, Eva Kartchava, Michael Rodgers

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers
- PDF
Julio Torres, Íñigo Yanguas

Levels of Engagement in Task-based Synchronous Computer Mediated Interaction
- PDF
Marilyn L. Abbott, Kent K. Lee, Sabine Ricioppo

Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors
- PDF

Gabriel Michaud

Review of Ellis, R., Skehan, P., Li, A., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.
- PDF

Announcements

REMINDER: Call for Papers - 2022 Special Issue

In Memory of Michael Long

Volume 24, No. 2 Special Issue: Insight, Instruction, and Outcomes: Reflections from the TBLT 2019 conference

Editorial

Editorial

Articles

Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production

The Effects of Task Repetition on Child EFL Learners’ Oral Performance

In Flow with Task Repetition During Collaborative Oral and Writing Tasks

Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion

TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

Linguistic Risk-Taking: A Bridge Between the Classroom and the Outside World

Exploring L2 learners' Task-related Identities in a Reading Circle Task Through Conversation Analysis

Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

Levels of Engagement in Task-based Synchronous Computer Mediated Interaction

Does Portfolio-Based Language Assessment Align with Learning-Oriented Assessment? Evidence from Literacy Learners and their Instructors

Book Reviews

Review of Ellis, R., Skehan, P., Li, A., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.