<html><body><span style="font-family:Verdana; color:#000; font-size:10pt;"><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><span lang="EN" style="">TESL CANADA JOURNAL<o:p style=""></o:p></span></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><span lang="EN" style="">Call for Papers - 2020 Special Issue <o:p style=""></o:p></span></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><span lang="EN" style=""> </span></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><i style=""><span lang="EN" style="">Corrective
Feedback in Language Teaching and Learning: <o:p style=""></o:p></span></i></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><i style=""><span lang="EN" style="">Connecting
Research and Practice <o:p style=""></o:p></span></i></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><span lang="EN" style=""> </span></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><span lang="EN" style="">Guest Editors: <o:p style=""></o:p></span></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><span lang="EN" style="">Antonella Valeo, York University<o:p style=""></o:p></span></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><b style=""><span lang="EN" style="">Eva Kartchava, Carleton University <o:p style=""></o:p></span></b></div><div class="MsoNormal" align="center" style="font-size:12pt;"><span lang="EN" style=""> </span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style="">Corrective
feedback remains in focus in large part because, for many teachers, it
exemplifies the role of the teacher and the relationship between teaching and
learning (e.g., Ellis, 2017). Teachers make decisions about how and when to
provide corrective feedback on a daily basis in the classroom. For learners,
the teacher’s role is often defined by feedback, and corrective feedback
remains a distinguishing feature of instructed language learning over natural
language learning outside the classroom. Embedded in classroom interaction,
corrective feedback has been the source of both pedagogical innovation and
theoretical development. It is also a quickly growing area of research with
publications that are both practitioner- and research- oriented. As a
pedagogical practice, it cuts across contexts, occurring in higher education,
child education, virtual classrooms, and community-based contexts. Empirical
studies have largely been concerned with investigating the effect and effectiveness
of different strategies in the provision of corrective feedback in various
modes (oral, written, computer-mediated), with more recent research expanding
the focus to examinations of peer feedback, gesture use, as well as such
processes as noticing, timing, and explicitness involved in corrective feedback
(for an overview see Nassaji & Kartchava, 2017). <o:p style=""></o:p></span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style=""> </span></div><div class="MsoNormalCxSpLast" style="font-size:12pt;"><span lang="EN" style="">Despite
the wealth of literature, however, what has been missing is a direct
examination of contextual features that characterize the language classroom
experience. </span><span lang="EN" style="">Contextual features and
dimensions of teaching and learning have emerged as critical considerations for
both researchers and teachers (e.g., Gass & Loewen, forthcoming; Heift
& Hegelheimer, 2017; Storch, 2017; Valeo, forthcoming; Ziegler &
Mackey, 2017). Hence, </span><span lang="EN" style="">there is a growing need to foreground the mediating
role of contextual factors in a range of contexts, including virtual
classrooms, higher education, and settlement programming. The goal of this
Special Issue is to examine how features of the macro and micro context
continue to play a role in the questions we ask, the ways in which we examine
corrective feedback, and how these features influence the findings and
conclusions we draw. <o:p style=""></o:p></span></div><div style=""><o:p style=""> </o:p></div><div style="">In an effort to
draw on the expansive work of graduate students as emerging scholars and
teacher researchers, many of whom are drawing from recent experiences in the
classroom and contribute to the agenda for future research in ways that are
relevant to the classroom, we invite co-authored submissions that bring
together established scholars and emerging researchers, including graduate
students and classroom teachers. By engaging with these communities, this
Special Issue will speak to the complexity of instructional contexts across
Canada while acknowledging the growth and development of new scholars and the
contributions of practitioners. In this way, it will also address the continued
disconnect that plagues research in general, and in academic journals in particular.</div><div style=""><br></div><div class="MsoNormalCxSpFirst" style="font-size:12pt;"><span lang="EN" style="">This Special Issue will examine research that
investigates corrective feedback in a range of instructional contexts and
theoretical perspectives situated in classroom practice. We invite submissions
that report on and discuss empirical research as well as theoretical perspectives
relevant to multiple dimensions of corrective feedback, including, but not
limited to, oral and written feedback, technology-mediated corrective feedback,
teacher-directed feedback, and peer-feedback. <o:p style=""></o:p></span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style=""> </span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style="">Primary consideration will be given to
manuscripts which are aligned with the goals of this issue: a) highlight the
role of context in empirical studies and theoretical discussions; and b) contribute
co-authored texts that include the work of graduate students, teachers, and
other partners, in collaboration with established scholars and researchers. In
line with the mandate of <i style="">The TESL Canada
Journal,</i> we invite submissions from international authors whose work and discussion
are relevant to the Canadian context and meaningful to practitioners in Canada.
<o:p style=""></o:p></span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style=""> </span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style="">To review Author
Guidelines, for Full-Length and Perspectives Articles, please refer to: </span><span lang="EN" style=""><a href="https://teslcanadajournal.ca/index.php/tesl/about/submissions#authorGuidelines" style=""><span style="">https://teslcanadajournal.ca/index.php/tesl/about/submissions#authorGuidelines</span></a></span><span lang="EN" style=""> <o:p style=""></o:p></span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style=""> </span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><b style=""><span lang="EN" style="">Interested authors should submit an
initial 300-word (maximum) abstract to </span></b><span lang="EN" style=""><a href="mailto:teslcanadajournal@tesl.ca" style=""><b style=""><span style="">teslcanadajournal@tesl.ca</span></b></a></span><b style=""><span lang="EN" style=""> along with a 50-word (maximum) bio and
the TESL Canada Journal Submission Form by <u style="">December 31<sup style="">st</sup>, 2019</u>. </span></b><span lang="EN" style="">This initial abstract will be
vetted to ensure applicability to the Special Issue’s focus. Authors of accepted abstracts will be invited
to submit a full manuscript for peer review by <b style=""><u style="">March 31<sup style="">st</sup>, 2020.</u></b> Publication is expected for
September 2020. <o:p style=""></o:p></span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style=""> </span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style="">As part of
the submission process, authors must download the TESL Canada Journal
Submission Form and send it to: </span><span lang="EN" style=""><a href="mailto:teslcanadajournal@tesl.ca" style=""><span style="">teslcanadajournal@tesl.ca</span></a></span><span lang="EN" style=""> as an
attachment, along with their manuscript.<o:p style=""></o:p></span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style=""> </span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><span lang="EN" style="">Questions
regarding this special issue should be directed to: </span><span lang="EN" style=""><a href="mailto:teslcanadajournal@tesl.ca" style=""><span style="">teslcanadajournal@tesl.ca</span></a></span><span lang="EN" style="">.<o:p style=""></o:p></span></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><b style=""><span lang="EN" style=""> </span></b></div><div class="MsoNormalCxSpMiddle" style="font-size:12pt;"><b style=""><span lang="EN" style="">Abstracts
are due December 31<sup style="">st</sup>, 2019.</span></b><span lang="EN" style=""><o:p style=""></o:p></span></div><div>
</div><div class="MsoNormal" style="font-size:12pt;"><span lang="EN" style=""> </span></div><div><br></div><div><span style="color: #ff0000;" mce_style="color: #ff0000;"><span style="font-size: 12pt;" mce_style="font-size: 12pt;">TESL Canada Journal </span></span></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><br></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><span style="text-decoration: underline;" mce_style="text-decoration: underline;"><span mce_name="strong" mce_style="font-weight: bold;" style="font-weight: bold;" class="Apple-style-span">EDITORS</span></span></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><span style="font-size: 10pt;" mce_style="font-size: 10pt;">Dr. Farahnaz Faez </span></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><span mce_name="em" mce_style="font-style: italic;" style="font-style: italic;" class="Apple-style-span">Western University</span> </div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><br></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><br></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;">Dr. Antonella Valeo </div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><span mce_name="em" mce_style="font-style: italic;" style="font-style: italic;" class="Apple-style-span">York University </span></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><span mce_name="strong" mce_style="font-weight: bold;" style="font-weight: bold;" class="Apple-style-span"><span style="text-decoration: underline;" mce_style="text-decoration: underline;"><br></span></span></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><span mce_name="strong" mce_style="font-weight: bold;" style="font-weight: bold;" class="Apple-style-span"><span style="text-decoration: underline;" mce_style="text-decoration: underline;">EDITORIAL ASSISTANTS</span></span></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;">Michael Karas & Niousha Pavia </div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><span mce_name="em" mce_style="font-style: italic;" style="font-style: italic;" class="Apple-style-span">Western University </span></div><div style="font-family: verdana, geneva;" mce_style="font-family: verdana, geneva;"><br></div></span></body></html>