TESL Ontario is pleased to support research initiatives by giving members a chance to participate. All research initiatives posted here are submitted to an ethics review before they are made available. The final reports will also be made available on this site.
Research Project: Hiring Criteria and Employability of ESL/EFL Teachers in the TESOL Job Market in Canada and the United Arab Emirates (UAE)
You are being invited to participate in a study conducted by Dr. Shelley Taylor, Principal Investigator, and Shaden Attia, co-investigator, about the Hiring Criteria and Employability of ESL/EFL Instructors in the TESOL Job Market in Canada and the United Arab Emirates (UAE). Your participation in this study will help us to better understand the main hiring criteria expected from ESL/EFL teachers, the employability of teachers in today’s global market, and the effect of globalization on the TESOL field.
We are recruiting participants from three different groups:
- ESL/EFL instructors who speak English as a second or additional language, with experience in a higher education institute (university or college) in Canada and/or the UAE.
- Recruiters with experience hiring ESL/EFL instructors in a higher education institute in Canada and/or the UAE
- Program administrators with experience managing an ESL/EFL program in a higher education institute in Canada and/or the UAE
For instructors, if you volunteer to participate in the study, you will first fill out a questionnaire, which takes approximately 10 minutes. Then, you will complete a journal reflection, which should take approximately 15-20 minutes, and finally you will be invited to attend an online interview session. The interview will be one-on-one, approximately 30 minutes, and conducted via Zoom.
For Recruiters, if you volunteer to participate in the study, you will first fill out a questionnaire, which takes approximately 10 minutes. Then, you will be invited to attend an online interview session. The interview will be one-on-one, approximately 30 minutes, and conducted via Zoom.
For program administrators, if you volunteer to participate in the study, you will be invited to attend an online interview session. The interview will be one-on-one, approximately 30 minutes, and conducted via Zoom.
Compensation: If you participate in the questionnaire, you will be offered the opportunity to enter a draw to win a 15-dollar e-gift card (Amazon or Tim Hortons). Also, each interview and journal reflection participant will receive a 15-dollar e-gift card each (Amazon or Tim Hortons).
Study Details for ESL/EFL instructor participants: ESLEFL Instructor Participants' Invitation.pdf
Study Details for Recruiter participants: Recruiter Participants' Invitation.pdf
Study Details for Program Administrator participants: Program Administrators' Invitation.pdf
If you would like more information on this study and if you are interested in participating, please contact the co-investigator, Shaden Attia, at email@example.com, or the principal investigator, Shelley Taylor, at firstname.lastname@example.org.
Research Project: Technology-mediated language teaching: A study investigating language teacher knowledge and competencies
Many of us now agree that technology is an integral aspect of language teaching. Yet we may not always be confident about our use of technology in ways that increase student learning and engagement. This study examines teachers’ technological knowledge and skills to help us understand how technology is being used in the language classroom, and what types of support and training would benefit language teachers.
In this study, you will be asked to complete a 20-minute online questionnaire asking about your knowledge and abilities teaching and using technology, and you will be invited for a follow-up interview if you would like to share more information. All data collected are confidential and no personal information will be shared. In appreciation of your time, we offer a draw for a $50 gift card after completing the survey and an individual $25 gift card in thanks for participating in a follow up interview.
Please begin the survey at this link: https://tinyurl.com/2022TPACKsurvey
If you’d like more information, don’t hesitate to contact me at email@example.com .
Dr. Antonella Valeo
Associate Professor, ESL & Applied Linguistics
Research Project: Second Call for Participating in Doctoral Research Study
Have you taught ESOL online in synchronous environments? Are you currently teaching ESOL adult learners CLB1_CLB6 synchronously (fully online or in the synchrounous part of blended mode)? If yes, your expertise is needed!
My name is Chadia Mansour, and I am a doctoral candidate in Distance Education at Athabasca University. This is a second call to participate in my doctoral dissertation research on the use of instructional conversations in multimodal synchronous environments. I am looking for ESOL instructors who are willing to reflect on their beliefs and practices as well as share their expertise with fellow language educators and benefit the field and online language pedagogy. The research study involves the following phases:
1- A selection criteria questionnaire that will take about 3 min of your time
2- Based on the selection questionnaire, the researcher will contact you to:
a. Conduct a virtual semi-structured interview (60 -90 min)
b. Access a recorded session of your synchronous class (the researcher will not be present but rather needs access to a recording after the session is conducted for an analysis of the use of instructional conversations and the influence of the synchronous environment.
c. A virtual follow up interview (60 -90 min)
Please note that this a second call for freely and voluntarily participating in the selection criteria questionnaire. Once selected, I will contact you via email. If you would like to know more about this study, please follow this page. If you are interested in participating, please review the consent form to freely take the criteria selection questionnaire. Upon notification of your selection, you will freely and voluntarily sign the consent form for both interviews and provide a recording of your synchronous session and send it to me via email.
Providing me with a recording of your synchronous session will require full consent that I will obtain from your institution. All data in this study are strictly confidential and identities and personal information will be protected.
A report of the findings of this study will be posted on the TESL Ontario website at Research @ TESL Ontario | TESL Ontario. I hope this study will benefit you and the ELT community at large by contributing to the research and praxis of online language pedagogy.
For any questions or more information, please don’t hesitate to contact me: firstname.lastname@example.org
Research Project: ESOL instructors’ beliefs, assumptions, and practices in the synchronous online classroom
This is an invitation to participate in a study about ESOL instructors’ beliefs, assumptions, and practices in the synchronous online classroom. The study is intended for English instructors that have been teaching ESOL for adult novice learners in synchronous (fully online and/or blended/hybrid) mode before and/or during the COVID-19 pandemic, in Canada. I am seeking ESOL instructors who would like to share their experiences and expertise and engage in reflections to inform their practice, contribute to the ELT research and online pedagogy and benefit colleagues around the globe. Click here for more information and to participate.
Research Project: English Language Teacher (ELT) Self-Directed Teacher Learning (SDTL) in Online Spaces: Case Studies of Teacher Explorers
I am a PhD Candidate at York University, who is looking for participants for my dissertation research project English Language Teacher (ELT) Self-Directed Teacher Learning (SDTL) in Online Spaces: Case Studies of Teacher Explorers. Briefly, I am looking for experienced English language teachers (5 years+) who engage in professional development activities online because of their own interest (i.e., not due to their employer’s requirement, or to fulfill re-certification requirements). I am hoping to learn more about your motivations, learning experiences, and reflections on teaching. Participants will be asked to track their activities over a 3-month period, keep a journal, take part in two 60-minute interviews and one 45-minute webinar. If you are interested, please see a fuller description and consent form on the Call for Participants and contact me at email@example.com
Please download and review the consent letters here.
Research Project: English Language Instructor's/Teacher's approaches to teaching Confucian students
My name is Jessica Portelance and I am a master’s student working under the supervision of Dr. Elizabeth Falzone in the Department of Education at Niagara University. As part of my master’s degree, I am conducting a research study on current English Language Instructor's/Teacher's approaches to teaching students who come from Confucian heritage cultures in an online setting. If you have experience as an English language instructor/teacher/professor/professional with students in this demographic, I would like to invite you to participate in this study and offer your insights.
For the purpose of this study, “Confucian heritage culture” will refer to cultures originating in countries categorized as “Confucian Asia'' in the Global Leadership and Organizational Behavior Effectiveness (GLOBE) project (2020), which categorizes countries based on societal values and behaviours deemed desirable in general. These countries include China, Hong Kong, Japan, Singapore, South Korea, and Taiwan. Also included in this definition will be Vietnam, as Vietnam is frequently associated with Confucian heritage culture (Weiming, 2019), despite that it is notably missing from GLOBE’s data. This study will not address the debate on whether Taiwan and Hong Kong are truly individual countries separate from China, and will follow GLOBE’s lead in establishing them as separate entities for cultural consideration.
If you decide to volunteer for this study, your participation will consist of a 1-hour focus group consisting of 3-5 participants, which will take place via videoconference (Zoom and/or GoogleMeet). After participating in a focus group, you may be asked to take part in a one-on-one follow-up interview via video conference (Zoom and/or GoogleMeet), and/or submit a previously used lesson plan and/or sample assignment/task given to students as artifacts for review and analysis. During the focus group interview you will be asked questions about your current practices when working in an online learning environment with students who come from Confucian heritage cultures, as well as your views and opinions around the needs of students from Confucian heritage cultures. With your permission, I would like to record these interviews to ensure accurate transcription and analysis. Any information made public will remain anonymous and only my professor and I will have access to the data collected containing any individually identifiable data. All individually identifiable data will be destroyed upon completion of the study.
This study has been reviewed and received ethics clearance through the Institutional Review Board, Niagara University's research ethics board.
If you would like to participate, or you require additional information to assist you in reaching a decision about participation, please do not hesitate to contact me at firstname.lastname@example.org. You may also contact my supervisor at email@example.com.
Global Leadership and Organizational Behavior Effectiveness. (2020). Confucian Asia. Global Leadership and Organizational Behavior Effectiveness Project. https://globeproject.com/results/clusters/confucian-asia?menu=cluster#cluster
Weiming, T. (2019). Confucianism. Encyclopedia Britannica. https://www.britannica.com/topic/Confucianism
Research Project: What makes a word difficult to learn? Teacher perceptions of word learnability.
Researchers from Western University, Faculty of Education are conducting a study to explore teacher perceptions of word difficulty in a second or foreign language context. If you are a second language teacher or student teacher, you are invited to participate. The questions in this survey may help you reflect on possible reasons why foreign language vocabulary is difficult to learn. The information gathered may help us comprehend how teachers shape their theoretical knowledge, pedagogical decisions, and teaching approaches. We hope our findings will contribute to improve the field of second language teaching and learning.
The online questionnaire will take approximately 20 minutes to be completed. Your responses will be kept completely confidential. Please click on the link below to start the survey: