Hossein Nassaji
Biographic Data
| ID | 1691865 |
|---|---|
| NAME | Hossein Nassaji |
| GIVEN NAMES | Hossein |
| FAMILY NAME | Nassaji |
| SIGNATURE | NASSAJI H |
| AFFILIATIONS | University of Victoria |
| ORCID | 0000-0002-5936-3901 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 101 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Language Education as a Complex System: Insights from Current Research
Learner characteristics and task-related factors in L2 research
Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analysis
Reflective teaching (RT) is influenced by a range of cognitive, pedagogical, and psycho‐affective factors in second/foreign language (L2) education. However, empirical evidence on the influence of psycho‐affective variables on teachers' reflectivity remains limited. To address this gap, this study examined the serial mediating effects of teaching enjoyment and vitality on the relationship between cognitive flexibility (CF) and RT. It employed seq…
Self-regulated learning and its impact on scaffolded feedback effectiveness in EFL learning
Although the efficacy of scaffolded feedback (SF) is premised on its role in pushing learners toward self-regulated performance, its relationship with self-regulated learning (SRL) has remained underexplored. This study examines how SRL predicts the effectiveness of SF. Sixty-two intermediate English as a Foreign Language learners were randomly assigned to an experimental group and a control condition. The experimental group received SF in respon…
ChatGPT-generated versus human direct corrective feedback on L2 writing
L2 Reading Assessment from a Sociocultural Theory Perspective: The Contributions of Dynamic Assessment
Our understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that reading comprehension involves multiple skills and subskills. Classroom-based assessment practices reflecting such conceptualizations have also become widely utilized. This article explores the Vygotskyan sociocultural theory (SCT) and its implications for L2 reading assessment, …
Teachers’ stated cognition and its relationship with oral corrective feedback practices in EFL classrooms
Rescoping language assessment literacy: An expanded perspective
Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program
The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing
Taking a case study approach, this study investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for the investigation of the difficulties faced by five Farsi-speaking learners of English argumentative writing. The study was conducted as part of an EFL academic writing course which aimed to improve learners’ ability to present strong arguments based on a revised version of Toulmin…
L’impact de la rétroaction par les pairs entraînés au moyen d’un blogue pour améliorer l’écriture en français langue seconde (FLS)
Formation et profession 29(1), 2021 1 sum La prsente tude vise comparer la nature et l' efficacit de la rtroaction par les pairs au moyen d'un blogue auprs de 35 tudiants universitaires de FLS. Ces derniers taient diviss en trois groupes : un groupe contrle faisant l'autocorrection, deux groupes exprimentaux, dont un ayant une rtroaction par les pairs sans entranement et un autre ayant reu un entranement. Les rsultats collects dans les production…
ESL learners’ perception and its relationship with the efficacy of written corrective feedback
This study investigated the effects of direct and indirect WCF on learners’ accuracy in revision and new pieces of writing and also examined the relationship between learners’ perception of WCF and the effectiveness of each feedback type. Data were collected from 56 learners divided into three groups: direct WCF group ( n = 18), indirect WCF group ( n = 18) and control group ( n = 20). All groups produced a narrative text based on picture prompts…
Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges
How to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and over the years a considerable body of research has ex…
The role of task repetition and learner self-assessment in technology-mediated task performance
This study examines the impact of task repetition on second language learners’ task performance and the mediating role of teacher feedback and learner self-assessment on oral performance. The study was conducted in a university-based English for Academic Purposes (EAP) program, where, as part of a course, intermediate proficiency learners ( n = 52) were tasked with preparing and delivering a technology-mediated oral presentation (i.e., task) on a…
Technology-mediated feedback and instruction
A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables: Face-to-face vs. computer-mediated instruction
This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study meta-analyzed the effects of instruction in terms of several moderator variables including mode of instruction, type of instruction, outcome measures, length of instruction, language proficiency, and durability of …
The provision and efficacy of peer feedback in blogs versus paper-based writing
While the use of blogs has gained increasing popularity among second language (L2) writers, research into their role in developing L2 writing ability is yet underdeveloped. In particular, investigations into the use and effectiveness of peer feedback on L2 blogs are limited. The current study sought to fill this gap by comparing the provision of peer feedback in blogs versus on paper. Participants were a class of ESL students in a TESL university…
The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing
Focus on form and corrective feedback research at the University of Victoria, Canada
The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies conce…
Research Timeline: Form-focused instruction and second language acquisition
This article provides a timeline of research on form-focused instruction (FFI). Over the past 40 years, research on the role of instruction has undergone many changes. Much of the early research concentrated on determining whether formal instruction makes any difference in the development of learner language. This question was motivated in part by a theoretical discussion in the field of cognitive psychology over the role of explicit versus impli…
Qualitative and descriptive research: Data type versus data analysis
Qualitative and descriptive research methods have been very common procedures for conducting research in many disciplines, including education, psychology, and social sciences. These types of research have also begun to be increasingly used in the field of second language teaching and learning. The interest in such methods, particularly in qualitative research, is motivated in part by the recognition that L2 teaching and learning is complex. To u…
Diagnostic and Developmental Potentials of Dynamic Assessment for L2 writing
Many theoretical claims have been made about the role and effectiveness of Dynamic assessment (DA) in L2 learning. It has, for example, been suggested that this kind of approach provides learners with appropriate and timely feedback in a supportive and interactive environment and in ways that can maximize L2 development (Poehner & Lantolf, 2013). However, issues remain about how to measure the effects of DA and how these effects compare with thos…
Effective vocabulary learning tasks: Involvement Load Hypothesis versus Technique Feature Analysis
Lexical inferencing strategies: The case of successful versus less successful inferencers
The role and importance of lower-level processes in second language reading
This article examines current research on the role and importance of lower-level processes in second language (L2) reading. The focus is on word recognition and its subcomponent processes, including various phonological and orthographic processes. Issues related to syntactic and semantic processes and their relationship with word recognition are also discussed. When examining the role of these processes, an important focus is also on cross-lingui…
L2 Vocabulary Learning from Context: Strategies, Knowledge Sources, and Their Relationship with Success in L2 Lexical Inferencing
Hossein Nassaji, L2 Vocabulary Learning from Context: Strategies, Knowledge Sources, and Their Relationship with Success in L2 Lexical Inferencing, TESOL Quarterly, Vol. 37, No. 4 (Winter, 2003), pp. 645-670
Schema Theory and Knowledge-Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives
How is knowledge represented and organized in the mind? What role does it play in discourse comprehension and interpretation? What are the exact mechanisms whereby knowledge-based processes are utilised in comprehension? These are questions that have puzzled psycholinguists and cognitive psychologists for years. Despite major developments in the field of second language (L2) reading over the last two decades, many attempts at explaining the role …
Effective vocabulary learning tasks: Involvement Load Hypothesis versus Technique Feature Analysis
The role and importance of lower-level processes in second language reading
This article examines current research on the role and importance of lower-level processes in second language (L2) reading. The focus is on word recognition and its subcomponent processes, including various phonological and orthographic processes. Issues related to syntactic and semantic processes and their relationship with word recognition are also discussed. When examining the role of these processes, an important focus is also on cross-lingui…
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms
This study examined the amount, the purposes, and the reasons why L1 is used in L2 classrooms. Data consist of video and audio recording of samples of two instructors' L2 classes over the course of a 12‐week semester in two second‐year German conversation university courses, instructor interviews, and stimulated recall sessions. Results revealed that the instructors used L1 quite frequently in their classrooms and that they did it for many reason…
Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness
The present study investigated the effects of two categories of interactional feedback-recasts and elicitations-on learning linguistic forms that arose incidentally in dyadic interaction. The study also identified implicit and explicit forms of each feedback type and examined their subsequent effects immediately after interaction and after 2 weeks. Data came from 42 adult English as a second language learners who participated in task-based intera…
Elicitation and Reformulation and Their Relationship With Learner Repair in Dyadic Interaction
This research investigates the usefulness of two major types of interactional feedback (elicitation and reformulation) in dyadic interaction. The focus is on the different ways in which each feedback type is provided and their relationship with learner repair. The participants were 42 adult intermediate English as a second language learners and two native English teachers performing dyadic task-based interactions. Six different reformulation subt…
The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing
Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program
Immediate learner repair and its relationship with learning targeted forms in dyadic interaction
ESL learners’ perception and its relationship with the efficacy of written corrective feedback
This study investigated the effects of direct and indirect WCF on learners’ accuracy in revision and new pieces of writing and also examined the relationship between learners’ perception of WCF and the effectiveness of each feedback type. Data were collected from 56 learners divided into three groups: direct WCF group ( n = 18), indirect WCF group ( n = 18) and control group ( n = 20). All groups produced a narrative text based on picture prompts…
Participation Structure and Incidental Focus on Form in Adult ESL Classrooms
This study examined the role of incidental focus on form (FonF) in adult English-as-a-second-language classrooms. Specifically, it explored the extent to which the amount, type, and effectiveness of FonF were related to differences in classroom participation structure, that is, the organization of classroom talk within which FonF may occur. The data consisted of 54 hours of audio- and video-recorded classroom interaction collected over two 12-wee…
Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges
How to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and over the years a considerable body of research has ex…
Research Timeline: Form-focused instruction and second language acquisition
This article provides a timeline of research on form-focused instruction (FFI). Over the past 40 years, research on the role of instruction has undergone many changes. Much of the early research concentrated on determining whether formal instruction makes any difference in the development of learner language. This question was motivated in part by a theoretical discussion in the field of cognitive psychology over the role of explicit versus impli…
Issues in Second‐Language Reading: Implications for Acquisition and Instruction
The study of second‐language (L2) reading comprehension and instruction has become the focus of increasing attention in the past few decades. Two recent publications, Reading in a Second Language: Moving From Theory to Practice by William Grabe and Second Language Reading Research and Instruction: Crossing the Boundaries edited by ZhaoHong Han and Neil J. Anderson, have each explored and provided up‐to‐date analyses of current theory and research…
ChatGPT-generated versus human direct corrective feedback on L2 writing
Rescoping language assessment literacy: An expanded perspective
Lexical inferencing strategies: The case of successful versus less successful inferencers
What's the use of 'triadic dialogue'?: An investigation of teacher-student interaction
The fact that the spoken texts of classroom interaction- particularly those involving teacher with whole class- are co-constructed relatively smoothly, despite the number of participants involved, suggests that they are organized in terms of standard strategies, embodied in typical forms of discourse that have evolved for responding to recurring types of rhetorical situation (Miller, 1984; Kamberelis, 1995). That is to say that, like written text…
A Vygotskian Perspective on Corrective Feedback in L2: The Effect of Random Versus Negotiated Help on the Learning of English Articles
This study examined whether negotiated help provided within the learner's zone of proximal development (ZPD) is more effective than help provided randomly and irrespective of the learner's ZPD. Data were collected during tutorial sessions on writing English compositions by two Korean learners of English. Qualitative and quantitative components of the data analysis provided support to the hypothesis. In addition, it was found that when provided ra…
Schema Theory and Knowledge-Based Processes in Second Language Reading Comprehension: A Need for Alternative Perspectives
How is knowledge represented and organized in the mind? What role does it play in discourse comprehension and interpretation? What are the exact mechanisms whereby knowledge-based processes are utilised in comprehension? These are questions that have puzzled psycholinguists and cognitive psychologists for years. Despite major developments in the field of second language (L2) reading over the last two decades, many attempts at explaining the role …
L2 Vocabulary Learning from Context: Strategies, Knowledge Sources, and Their Relationship with Success in L2 Lexical Inferencing
Hossein Nassaji, L2 Vocabulary Learning from Context: Strategies, Knowledge Sources, and Their Relationship with Success in L2 Lexical Inferencing, TESOL Quarterly, Vol. 37, No. 4 (Winter, 2003), pp. 645-670
Elicitation and Reformulation and Their Relationship With Learner Repair in Dyadic Interaction
This research investigates the usefulness of two major types of interactional feedback (elicitation and reformulation) in dyadic interaction. The focus is on the different ways in which each feedback type is provided and their relationship with learner repair. The participants were 42 adult intermediate English as a second language learners and two native English teachers performing dyadic task-based interactions. Six different reformulation subt…
The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms
This study examined the amount, the purposes, and the reasons why L1 is used in L2 classrooms. Data consist of video and audio recording of samples of two instructors' L2 classes over the course of a 12‐week semester in two second‐year German conversation university courses, instructor interviews, and stimulated recall sessions. Results revealed that the instructors used L1 quite frequently in their classrooms and that they did it for many reason…
Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness
The present study investigated the effects of two categories of interactional feedback-recasts and elicitations-on learning linguistic forms that arose incidentally in dyadic interaction. The study also identified implicit and explicit forms of each feedback type and examined their subsequent effects immediately after interaction and after 2 weeks. Data came from 42 adult English as a second language learners who participated in task-based intera…
Immediate learner repair and its relationship with learning targeted forms in dyadic interaction
Issues in Second‐Language Reading: Implications for Acquisition and Instruction
The study of second‐language (L2) reading comprehension and instruction has become the focus of increasing attention in the past few decades. Two recent publications, Reading in a Second Language: Moving From Theory to Practice by William Grabe and Second Language Reading Research and Instruction: Crossing the Boundaries edited by ZhaoHong Han and Neil J. Anderson, have each explored and provided up‐to‐date analyses of current theory and research…
Participation Structure and Incidental Focus on Form in Adult ESL Classrooms
This study examined the role of incidental focus on form (FonF) in adult English-as-a-second-language classrooms. Specifically, it explored the extent to which the amount, type, and effectiveness of FonF were related to differences in classroom participation structure, that is, the organization of classroom talk within which FonF may occur. The data consisted of 54 hours of audio- and video-recorded classroom interaction collected over two 12-wee…
Lexical inferencing strategies: The case of successful versus less successful inferencers
The role and importance of lower-level processes in second language reading
This article examines current research on the role and importance of lower-level processes in second language (L2) reading. The focus is on word recognition and its subcomponent processes, including various phonological and orthographic processes. Issues related to syntactic and semantic processes and their relationship with word recognition are also discussed. When examining the role of these processes, an important focus is also on cross-lingui…
Qualitative and descriptive research: Data type versus data analysis
Qualitative and descriptive research methods have been very common procedures for conducting research in many disciplines, including education, psychology, and social sciences. These types of research have also begun to be increasingly used in the field of second language teaching and learning. The interest in such methods, particularly in qualitative research, is motivated in part by the recognition that L2 teaching and learning is complex. To u…
Diagnostic and Developmental Potentials of Dynamic Assessment for L2 writing
Many theoretical claims have been made about the role and effectiveness of Dynamic assessment (DA) in L2 learning. It has, for example, been suggested that this kind of approach provides learners with appropriate and timely feedback in a supportive and interactive environment and in ways that can maximize L2 development (Poehner & Lantolf, 2013). However, issues remain about how to measure the effects of DA and how these effects compare with thos…
Effective vocabulary learning tasks: Involvement Load Hypothesis versus Technique Feature Analysis
Research Timeline: Form-focused instruction and second language acquisition
This article provides a timeline of research on form-focused instruction (FFI). Over the past 40 years, research on the role of instruction has undergone many changes. Much of the early research concentrated on determining whether formal instruction makes any difference in the development of learner language. This question was motivated in part by a theoretical discussion in the field of cognitive psychology over the role of explicit versus impli…
Focus on form and corrective feedback research at the University of Victoria, Canada
The Department of Linguistics at University of Victoria (UVic) in Canada has a long-standing tradition of empirical approaches to the study of theoretical and applied linguistics. As part of the Faculty of Humanities, the department caters to students with a wide range of backgrounds and interests, and provides crucial language teaching support in collaboration with other teaching units at UVic. Accordingly, some applied linguistics studies conce…
The role of task repetition and learner self-assessment in technology-mediated task performance
This study examines the impact of task repetition on second language learners’ task performance and the mediating role of teacher feedback and learner self-assessment on oral performance. The study was conducted in a university-based English for Academic Purposes (EAP) program, where, as part of a course, intermediate proficiency learners ( n = 52) were tasked with preparing and delivering a technology-mediated oral presentation (i.e., task) on a…
Technology-mediated feedback and instruction
A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables: Face-to-face vs. computer-mediated instruction
This paper reports the results of a meta-analysis of 39 published studies conducted during the last decade (from 2006 to 2016) on the effects of instruction and corrective feedback on learning second language (L2) pragmatics. The study meta-analyzed the effects of instruction in terms of several moderator variables including mode of instruction, type of instruction, outcome measures, length of instruction, language proficiency, and durability of …
The provision and efficacy of peer feedback in blogs versus paper-based writing
While the use of blogs has gained increasing popularity among second language (L2) writers, research into their role in developing L2 writing ability is yet underdeveloped. In particular, investigations into the use and effectiveness of peer feedback on L2 blogs are limited. The current study sought to fill this gap by comparing the provision of peer feedback in blogs versus on paper. Participants were a class of ESL students in a TESL university…
The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing
Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges
How to correct learner errors has long been of interest to both language teachers and second language acquisition (SLA) researchers. One way of doing so is through interactional feedback, which refers to feedback provided on learners' erroneous utterances during conversational interaction. Various theoretical claims have been made regarding the beneficial effects of interactional feedback, and over the years a considerable body of research has ex…
The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing
Taking a case study approach, this study investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for the investigation of the difficulties faced by five Farsi-speaking learners of English argumentative writing. The study was conducted as part of an EFL academic writing course which aimed to improve learners’ ability to present strong arguments based on a revised version of Toulmin…
L’impact de la rétroaction par les pairs entraînés au moyen d’un blogue pour améliorer l’écriture en français langue seconde (FLS)
Formation et profession 29(1), 2021 1 sum La prsente tude vise comparer la nature et l' efficacit de la rtroaction par les pairs au moyen d'un blogue auprs de 35 tudiants universitaires de FLS. Ces derniers taient diviss en trois groupes : un groupe contrle faisant l'autocorrection, deux groupes exprimentaux, dont un ayant une rtroaction par les pairs sans entranement et un autre ayant reu un entranement. Les rsultats collects dans les production…
Psychology (30 works) · Linguistics (27 works) · EFL/ESL Teaching and Learning (24 works) · Mathematics education (24 works) · Computer Science (18 works) · Second Language Learning and Teaching (14 works) · Second Language Acquisition and Learning (12 works) · Corrective Feedback (11 works) · Cognitive psychology (10 works) · Educational and Psychological Assessments (7 works)