TESL Canada Journal最新文献

{"title":"Recurring Topics in English Language Teachers' Written Teaching Philosophy Statements","authors":"Caroline Payant, Eliana Hirano","doi":"10.18806/tesl.v35i1.1283","DOIUrl":"https://doi.org/10.18806/tesl.v35i1.1283","url":null,"abstract":"The present study analyzed in-service English as an additional language (EAL) teachers’ written teaching philosophy (TP) statements in order to identify the dominant topics that comprise this supporting genre, as well as the use of personal pronouns and possessive adjectives. The sample included 27 in-service EAL teachers’ TPs who were currently teaching, primarily, in the context of higher education and intensive English programs in North American settings. Each sentence was coded for a dominant topic, leading to the creation of 24 categories. To capture the unique characteristics of this genre, we created three success groups (i.e., Most successful, Successful, and Least successful) and compared their contents. Moreover, the first and last five topics for each TP for the three groups were compared, thus, establishing a pattern of opening and closing topics. Finally, we drew on corpus tools to uncover the manipulation of specific lexical features of this genre: the use of personal pronouns and possessive adjectives. The most prominent topics across the three groups included Teaching beliefs, Learning beliefs, Beliefs about learners, and Teacher growth. Differences were identified between the three groups in terms of both topics and organization. \u0000La présente étude a analysé des énoncés écrits de professeurs d’anglais langue additionnelle (ALA) en poste décrivant leur philosophie pédagogique (PP) en vue d’identifier les thèmes dominants qui composent ce genre complémentaire ainsi que l’utilisation de pronoms personnels et d’adjectifs possessifs. L’échantillon portait sur la philosophie pédagogique de 27 professeurs d’ALA en poste présentement actifs, et ce, principalement dans le contexte de l’enseignement supérieur et des programmes d’anglais intensif dans des milieux nord-américains. Chaque phrase a été codifiée en fonction de son thème dominant, ce qui a amené la création de 24 catégories. Afin de saisir les caractéristiques particulières de ce genre, nous avons créé trois catégories de succès (c.-à-d. Succès supérieur, Succès, et Succès inférieur) et en avons comparé les contenus. De plus, les premiers et cinq derniers thèmes des trois groupes portant sur chaque PP ont été comparés, ce qui a permis d’établir un schéma de thèmes d’ouverture et de fermeture. Enfin, nous avons recouru à des outils de corpus textuel pour découvrir la manipulation des caractéristiques linguistiques particulières de ce genre : l’utilisation de pronoms personnels et d’adjectifs possessifs. Les thèmes les plus importants dans les trois groupes étaient les Croyances sur l’enseignement, les Croyances sur l’apprentissage, les Croyances sur les apprenants, et le Perfectionnement professionnel des professeurs. Des différences ont été identifiées entre les trois groupes tant au niveau des thèmes qu’à celui de l’organisation.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85101818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students","authors":"L. Lum, Mahmoud Alqazli, K. Englander","doi":"10.18806/tesl.v35i1.1282","DOIUrl":"https://doi.org/10.18806/tesl.v35i1.1282","url":null,"abstract":"To succeed in Canadian health professions, university education programs students must initially meet a variety of program-specific and English-language admission requirements. For non-native English-speaking (NNES) students, a major challenge can be the demonstration of profession-specific academic literacy and, in particular, adequate language competency prior to admission and throughout the program. Despite the increased numbers in the adult NNES student population in Canada, the current academic literacy requirements within these programs have received minimal research focus. This study explores thecongruency of program requirements and learning supports within three major health professions programs across six Canadian universities. The data analyzed for this qualitative study include program documents on publicly accessible websites and a focused literature review. Findings suggest that in medicine, nursing, and pharmacy programs, discipline-specific academic literacy manifests itself in a wide variety of specialized written genres, ranging from reflections to theoretical analysis. Academic literacy is essential to the socialization of new students into these specialized programs and into the professions. Suggestions are offered to enhance universities’ support of the development of academic literacy of NNES students. \u0000Pour réussir comme professionnels de la santé au Canada, les étudiants inscrits aux programmes d’enseignement universitaire doivent d’abord satisfaire à une variété de conditions d’admission relatives au programme qu’ils ont choisi et à leur connaissance de l’anglais. Pour les étudiants dont la langue maternelle n’est pas l’anglais (NNES, pour « non-native English speakers »), la nécessité de faire preuve de littératie académique dans la profession de leur choix et, en particulier, celle d’une compétence langagière suffisante avant leur admission et tout au long du programme choisi peuvent constituer un défi de taille. Bien que la population des étudiants adultes de type NNES ait augmenté au Canada, les exigences actuelles de littératie académique liées à ces programmes n’ont fait l’objet que de travaux de recherche rudimentaires. La présente étude explore la concordance entre les exigences des programmes d’études et les soutiens pédagogiques au sein de trois importants programmes de formation de professionnels de la santé dans six universités canadiennes. Les données analysées pour cette étude qualitative comprennent la documentation sur les programmes concernés disponible sur des sites Web accessibles au grand public ainsi qu’une analyse documentaire ciblée. Les constatations suggèrent que, dans les programmes d’études médicales, infirmières, et pharmaceutiques, la littératie académique liée à une discipline particulière se manifeste dans une grande variété de genres d’écriture spécialisés allant de réflexions à l’analyse théorique. La littératie académique est essentielle à l’insertion des nouveaux étudiants dans ces progr","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87002774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Blended Learning Adoption in an ESL Context: Obstacles and Guidelines","authors":"William J. Shebansky","doi":"10.18806/tesl.v35i1.1284","DOIUrl":"https://doi.org/10.18806/tesl.v35i1.1284","url":null,"abstract":"The integration of blended learning is well underway across diverse educational settings. Along with this shift in instructional method are obstacles and accompanying research. There has been less interest, however, in examining the adoption of blended learning in English as a second language (ESL) contexts. This study investigates what factors most influence instructors to adopt blended learning in different ESL settings. This research is informed by the work of Porter, Graham, Bodily, and Sandberg (2015) in a university context. Utilizing the same frameworks in a mixed methods exploratory research design, I surveyed 48 ESL instructors from three different ESL settings, then followed up with interviews of nine Language Instruction for Newcomers to Canada (LINC) instructors. Quantitative data point to similarities in the factors that most influence the technology-adoption decisions of instructors across different ESL settings, primarily the ability to quickly upload and download materials and the availability of professional development. Qualitative data suggest that adoption is primarily hampered by required time commitments and the lack of technical supports. This research contributes to the discussion on blended learning adoption, specifically in relation to government-funded LINC programs. Lessons learned will facilitate instructor implementation and program policies. \u0000L’intégration de l’apprentissage hybride avance bien dans bon nombre de milieux pédagogiques. Cette méthode pédagogique alternative s’accompagne d’obstacles et de recherches pertinentes. On s’est toutefois moins intéressé à l’examen de l’adoption de l’apprentissage hybride dans les contextes de l’apprentissage de l’anglais langue seconde (ALS). La présente étude examine les facteurs les plus susceptibles d’encourager les professeurs de langue à adopter l’apprentissage hybride dans divers milieux ALS. Cette recherche s’inspire des travaux de Porter, Graham, Bodily, et Sandberg (2015) dans un contexte universitaire. À l’aide des mêmes cadres à l’intérieur d’un plan de recherche exploratoire regroupant diverses méthodes, j’ai étudié 48 professeurs d’ALS œuvrant dans trois milieux ALS différents, et j’ai ensuite réalisé des entrevues avec neuf professeurs de Cours de langues pour les immigrants au Canada (CLIC). Les données quantitatives font ressortir des ressemblances entre les facteurs ayant la plus grande influence sur les décisions prises par les professeurs de divers milieux ALS relativement à l’adoption des technologies, principalement la possibilité de téléverser et de télécharger rapidement le matériel et la disponibilité de perfectionnement professionnel. Les données qualitatives suggèrent que l’adoption est surtout entravée par l’importance du temps nécessaire et le manque de soutiens techniques. Cette recherche contribue à la discussion sur l’adoption de l’apprentissage hybride, particulièrement en rapport avec les CLIC financés par le gouvernement.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75374069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Word from the Editors","authors":"F. Faez, Antonella Valeo","doi":"10.18806/TESL.V34I2.1263","DOIUrl":"https://doi.org/10.18806/TESL.V34I2.1263","url":null,"abstract":"With this issue, we are privileged to begin our term as Co-editors of the TESL Canada Journal. We are grateful to Dr. Marian Rossiter for her expertise and dedication as Editor for the past six years. She has been a great support as we transition into our new roles. We thank her for soliciting the articles presented in this issue and for providing a strong foundation for us to move forward. We would also like to thank the interim executive board of the TESL Canada Federation for their continued support of the journal. This has been a year of transition for the journal’s sponsoring organization, TESL Canada, as it undergoes a period of restructuring in order to respond to members’ needs and broader developments in the field of language teaching in Canada.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80571072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"To Whom it May Concern\": A Study on the Use of Lexical Bundles in Email Writing Tasks in an English Proficiency Test","authors":"Zhi Li, Alexandr E. Volkov","doi":"10.18806/tesl.v34i3.1273","DOIUrl":"https://doi.org/10.18806/tesl.v34i3.1273","url":null,"abstract":"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 bundles could help characterize the written responses of the test-takers of different English proficiency levels. Three subcorpora of email writing responses were created based on test-takers’ proficiency levels. AntConc 3.4.4 was used to identify 2- to 6-word lexical bundles, which were then manually coded for their discourse functions. The results showed that test-takers of higher proficiency levels used more lexical bundles in terms of both bundle types and tokens compared with test-takers of lower proficiency level. The writing samples of different proficiency levels shared some lexical bundles, and overall they had similar proportional distributions of lexical bundle functions. Nevertheless, noticeable differences among the proficiency levels were observed in the proportional distributions of the subfunctions of stance bundles, discourse organizing bundles, and bundles of other functions. The identification of differential use of lexical bundles can contribute to a better understanding of English learners’ email writing performance. Les expressions figees meritent notre attention tant en enseignement qu’en evaluation de l’ecrit puisqu’elles jouent le role de composantes de base du discours. Cette etude basee sur des corpus porte sur des reponses ecrites par courriel a des tâches et evalue la mesure dans laquelle les expressions figees pourraient aider a caracteriser les reponses ecrites des participants de differentes competences en anglais. Trois sous corpus de reponses ecrites par courriel ont ete crees en fonction des niveaux de competence des participants. AntConc 3.4.4 a servi dans l’identification d’expressions figees composees de 2 a 6 mots qui ont ensuite ete codees manuellement selon leurs fonctions discursives. Les resultats indiquent que les participants de niveaux de competence plus eleves employaient plus d’expressions figees et de types plus varies comparativement aux participants de niveaux de competence plus bas. Les echantillons de textes de differents niveaux de competence partageaient quelques expressions figees et, globalement, avaient des distributions proportionnelles d’expressions figees similaires. Toutefois, des differences notables entre les niveaux de competence ont ete observees dans la distribution proportionnelle des sous fonctions discursives. L’identification des differences dans l’emploi des expressions figees peut contribuer a une meilleure comprehension du rendement des apprenants d’anglais quand ils ecrivent des courriels.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"11 1","pages":"54-75"},"PeriodicalIF":0.0,"publicationDate":"2017-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78755312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Formulaic Sequences in an English- Language Class: The Effects of Explicit Instruction Versus Coursebook Instruction","authors":"Duyen Le-Thi, M. Rodgers, A. Pellicer‐Sánchez","doi":"10.18806/TESL.V34I3.1276","DOIUrl":"https://doi.org/10.18806/TESL.V34I3.1276","url":null,"abstract":"This study investigates the relative effectiveness of different teaching approacheson the learning of formulaic sequences. Three comparisons were made in thisstudy: the effects of explicit teaching of formulaic sequences versus teaching embeddedin traditional coursebook instruction, the effects of the degree of salienceof the sequences in the coursebook on learning, and the effects of explicit teachingof formulaic sequences with context versus teaching without context. Sixtynineformulaic sequences occurring in an English as a Foreign Language (EFL)coursebook were selected for the study. The participants were 60 low-proficiencyuniversity students majoring in technology in Vietnam. Participants were quasirandomlyassigned to one of three groups: control, no-context learning, andsentence-context learning. Learning was measured by two multiple-choice testsof receptive knowledge of form and meaning. Findings indicated that althoughexplicit instruction was effective, the degree of salience in traditional coursebookinstruction had no significant effects on learning formulaic sequences. Explicitteaching combined with incidental exposure to formulaic sequences in thecoursebook was superior to the traditional coursebook instruction approach in theclassroom setting. Furthermore, the results from explicit instruction with contextsentences did not differ significantly from those of instruction without context.Explanations for the findings and pedagogical applications are offered.Cette etude porte sur l’efficacite relative de differentes approches pedagogiquesvisant l’enseignement de formules. Trois comparaisons ont ete effectuees: les effetsde l’enseignement explicit de formules comparativement a l’enseignementtraditionnel dans le cadre de cours bases sur un manuel de classe; les effets surl’apprentissage du degre de pertinence des formules du manuel; et les effets de l’enseignement explicit de formules avec un contexte comparativement a l’enseignementsans contexte. D’un manuel d’anglais langue etrangere, on a tire soixanteneuf formules pour notre etude. Soixante etudiants a l’universite, avec un basniveau de competence et poursuivant une majeur en technologie au Vietnam, ontparticipe a l’etude. Les participants ont ete assignes, de facon quasi-aleatoire, aun de trois groupes: temoin, apprentissage sans contexte et apprentissage aveccontexte. L’apprentissage a ete mesure avec deux tests a choix multiples portantsur les connaissances receptives de la forme et du sens. Les resultats indiquentque si l’enseignement explicit est efficace, le degre de pertinence de l’enseignementtraditionnel avec un manuel n’a eu aucun effet significatif sur l’apprentissage desformules. L’enseignement explicit combine a l’exposition accidentelle aux formules dans le manuel de classe etait superieur a l’enseignement traditionnel base sur un manuel de classe. De plus, il n’y a pas eu de differences marquees entre les resultats de l’enseignement explicit avec un contexte et ceux de l’e","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"43 1","pages":"111-139"},"PeriodicalIF":0.0,"publicationDate":"2017-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80198255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Emerging Pedagogical Approach to Teaching Pragmatic Formulas","authors":"Alisa Zavialova","doi":"10.18806/tesl.v34i3.1279","DOIUrl":"https://doi.org/10.18806/tesl.v34i3.1279","url":null,"abstract":"A good mastery of a range of formulaic sequences appears to be an important component of successful language learning (Wood, 2015; Wray, 2002). Certain formulaic sequences, known as pragmatic formulas, play a vital role in developing second language pragmatic competence, as they are crucial for successful speech act realization (Bardovi-Harlig, 2012). However, this category of formulaic language has been rather neglected in ESL pedagogy. To date, approaches to teaching formulaic language and pragmatics mainly use awareness-raising techniques; this approach, however, lacks potential for retention of formulaic sequences in learners’ long-term memory (Boers & Lindstromberg, 2009). This article reports on a 6-hour course that was taught to 4 intermediate ESL students enrolled in one of the Language Instruction for Newcomers to Canada (LINC) programs in Ontario. The course followed a refined approach to teaching pragmatic formulas that went beyond awareness-raising and consisted of three teaching phases: awarenessraising, deep cognitive engagement, and practice. Results of the final assessment showed that 2 participants expanded their repertoires of both refusal and thanking pragmatic formulas, while the other 2 participants improved their performance in the thanking speech acts. Une bonne maitrise d’une gamme de formules semble etre une composante importante de l’apprentissage reussi d’une langue (Wood, 2015; Wray, 2002). Certaines formules, qu’on appelle des formules pragmatiques, jouent un role essentiel dans le developpement de la competence pragmatique en langue seconde puisqu’elles sont cruciales a la realisation des actes de langage (Bardovi-Harlig, 2012).Toutefois, la pedagogie en ALS a plutot neglige cette categorie de formules. Jusqu’a present, les approches en enseignement des formules et de la pragmatique reposent surtout sur des techniques consistant a faire prendre conscience des expressions. Cependant, cette approche n’est pas susceptible d’aider les etudiants a retenir les formules a long terme (Boers & Lindstromberg, 2009). Cet article rend compte d’un cours de 6 heures enseigne a 4 etudiants intermediaires en ALS inscrits a un programme de CLIC (Cours de langue pour les immigrants au Canada) en Ontario. Le cours a adopte une approche plus poussee a l’enseignement des formules pragmatiques qui depassait la conscientisation et qui s’est deroule en trois etapes: la prise de conscience, un engagement cognitif profond et la pratique. Les resultats de l’evaluation finale indiquent que 2 participants ont elargi leur repertoire de formules pragmatiques visant le refus et celles visant le remerciement, alors que les 2 autres ont ameliore leur rendement en matiere de formules de remerciement.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"181 1","pages":"192-204"},"PeriodicalIF":0.0,"publicationDate":"2017-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88032488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning and Teaching L2 Collocations: Insights from Research","authors":"Paweł Szudarski","doi":"10.18806/TESL.V34I3.1280","DOIUrl":"https://doi.org/10.18806/TESL.V34I3.1280","url":null,"abstract":"The aim of this article is to present and summarize the main research findings inthe area of learning and teaching second language (L2) collocations. Being a largepart of naturally occurring language, collocations and other types of multiwordunits (e.g., idioms, phrasal verbs, lexical bundles) have been identified as importantaspects of L2 proficiency that need to be promoted through language instruction.However, while in recent years the field of applied linguistics has witnessedan impressive rise in the number of studies exploring the process of learning andusing L2 collocations, there is still little consensus as to the most effective waysof enhancing this kind of knowledge. The aim of this article is to review the literaturein this area, highlight the main findings pertaining to teaching English as asecond (ESL) and foreign (EFL) learners, and point to future research directions.L’objectif de cet article est de presenter et resumer les resultats principaux derecherche dans le domaine de l’apprentissage et l’enseignement des expressions figeesen L2. Constituant une partie importante d’une langue naturelle, les expressionsfigees et d’autres types d’unites composees (p. ex. expressions idiomatiques,verbes a particule) sont des aspects importants de la competence en L2 que l’enseignementde la langue doit promouvoir. Toutefois, si le nombre d’etudes portantsur l’apprentissage et l’emploi des expressions figees en L2 a augmente de faconimportante dans le domaine de la linguistique appliquee recemment, un faibleconsensus existe quant aux moyens qui sont les plus efficaces pour favoriser cesconnaissances. L’objectif de cet article est d’examiner la litterature de ce domaine,souligner les resultats principaux relatifs a l’enseignement de l’anglais langueseconde et l’anglais langue etrangere, et indiquer des pistes de recherches futures.","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"3 1","pages":"205-216"},"PeriodicalIF":0.0,"publicationDate":"2017-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85360258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond Methodology: English Language Learners K–12 (Myles, 2015)","authors":"Mithila Vidwans","doi":"10.18806/tesl.v34i1.1259","DOIUrl":"https://doi.org/10.18806/tesl.v34i1.1259","url":null,"abstract":"","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"67 1","pages":"117-119"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79542101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Post-Admission Language Assessment of University Students (J. Read (ed.), 2016)","authors":"M. Lewis","doi":"10.18806/TESL.V34I1.1260","DOIUrl":"https://doi.org/10.18806/TESL.V34I1.1260","url":null,"abstract":"","PeriodicalId":45904,"journal":{"name":"TESL Canada Journal","volume":"127 1","pages":"120-121"},"PeriodicalIF":0.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73520368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}