Biographical statement

Eva Kartchava’s main research interest is to explore the processes involved in the acquisition of a second language (L2) in the classroom setting. Specifically, she is interested in the relationship between corrective feedback and L2 learning, noticeability of feedback, and the role of individual differences in the language learning process. She has also conducted research on novice teacher cognition and the social aspects of bilingualism. Dr. Kartchava received her PhD in didactics of English as a Second Language from University of Montreal (2012). She holds a bachelor’s degree in theoretical linguistics (1999), a certificate in Teaching English as a Second Language (2002), and a master’s degree in applied linguistics (2006) from Concordia University. She has taught courses in applied linguistics and teacher education at various universities, including McGill University, Concordia University, University of Montreal, and University of Sherbrooke. Her teaching career also includes extensive experience teaching English as a second (ESL) and foreign language (EFL), English for academic purposes (EAP) as well as English for specific purposes (ESP) to learners of various levels of ability in a variety of settings.

Education

• PhD (Didactics) – University of Montreal
• MA (Applied Linguistics) – Concordia University
• BA (Linguistics) – Concordia University
• TESL Certificate – Concordia University

Research interests

• Instructed second language acquisition
• Corrective feedback
• Individual differences in second-language learning
• Teacher education and cognition

Publications (peer reviewed)

Kartchava, E. (under review). Le pouvoir de la rétroaction corrective à l’oral. Québec français.

Kartchava, E. (2013). The place of corrective feedback within the major SLA theories. US-China Foreign Language, 11(2), 136-151.

Kartchava, E. and Ammar, A. (in press, 2014). The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research.

Kartchava, E. and Ammar, A. (in press, available online 2013). Learners’ beliefs as mediators of what is noticed and learned in the language classroom. TESOL Quarterly.

Kartchava, E. and Ammar, A. (2013). Noticing and learning: Relationship patterns. Study in English Language Teaching, 1(1), 8-25.

Kartchava, E. and Ammar, A. (under review). Learners’ beliefs about corrective feedback in the second language classroom. System.

Paper Presentations (peer reviewed)

Kartchava, E. and Gatbonton, E. (2013, October). The impact of task on adult ESL learners’ noticing of corrective feedback in a classroom. Paper to be presented at the Task-Based Language Teaching Research Symposium as part of TESL Ontario annual conference, Toronto, Ontario, Canada.

Kartchava, E. and Ammar, A. (2012, July). Noticing in language learning. Paper presented at the 11th International Conference of the Association for Language Awareness (ALA), Montreal, Québec, Canada.

Kartchava, E. and Ammar, A. (2012, June). Do beliefs mediate noticing of corrective feedback in an ESL classroom? Paper presented at the Society for Teaching and Learning in Higher Education (STLHE) 2012 conference, Montreal, Québec, Canada.

Kartchava, E. and Ammar, A. (2012, March). Relationship patterns of noticing and learning. Paper presented at the annual conference of American Association of Applied Linguistics (AAAL), Boston, Massachusetts, U.S.A.

Kartchava, E. and Ammar, A. (2011, June). Do individual differences mediate adult ESL learners’ ability to notice corrective feedback? Paper presented at the 8th International Symposium on Bilingualism (ISB8), Oslo, Norway.

Kartchava, E. and Ammar, A. (2011, June). Noticing of corrective feedback among college ESL learners. Paper presented at the annual Rascals colloquium, Magog, Québec, Canada.

Kartchava, E. and Ammar, A. (2011, March). The impact of adult ESL learners’ cognitive differences on their noticing of corrective feedback in a second language classroom. Paper presented at the annual conference of American Association of Applied Linguistics (AAAL), Chicago, Illinois, U.S.A.

Kartchava, E. and Ammar, A. (2010, November). Effects of beliefs on learner noticing of oral corrective feedback. Paper presented at the annual Société pour la promotion de l’enseignement de l’anglais au Québec (SPEAQ) Convention, Québec City, Québec, Canada

Ammar, A., Sato, M., and Kartchava, E. (2010, March). How should noticing be measured? Evidence from classroom research on corrective feedback. Paper presented at the annual conference of American Association of Applied Linguistics, Atlanta, Georgia, U.S.A.

Kartchava, E., Gatbonton, E., Trofimovich, P., and Ammar, A. (2007, March). Novice teachers’ perspective on corrective feedback. Paper presented at the annual Teachers of English to Speakers of Other Languages, Inc. (TESOL) Convention, Seattle, Washington, U.S.A.

Kartchava, E., Trofimovich, P., Gatbonton, E., and Ammar, A. (2005, November). To correct or not to correct? Paper presented at the annual Société pour la promotion de l’enseignement de l’anglais au Québec (SPEAQ) Convention, Montréal, Québec, Canada.

Kartchava, E., Gatbonton, E., and Trofimovich, P. (2005, May). Corrective feedback: Novice ESL teachers’ beliefs and practices. Paper presented at the annual conference of the Canadian Association of Applied Linguistics (CAAL), London, Ontario, Canada.

Poster Presentations (peer reviewed)

Kartchava, E. (2013, October). Learner beliefs about corrective feedback and learning contexts. Poster to be presented at the Second Language Research Forum (SLRF), Provo, Utah, U.S.A.

Kartchava, E. and Gatbonton, E. (2005, November). Corrective feedback: Novice ESL teachers’ beliefs and practices. Poster presented at the biennial research fair of the Centre for the Study of Learning and Performance (CSLP), Concordia University, Montréal, Québec, Canada.

Grants and Awards

• Language Learning Research Grant, sponsored by Wiley-Blackwell Publishers (Principal Investigator), 2013-2014
• Bourse de fin d’études doctorales, Faculté des études supérieures et postdoctorales, Université de Montréal, 2010-2011
• Graduate Student Travel Grant, Department of Education, Concordia University, 2005
• Student Exchange Program Award, American Field Service (AFS) Intercultural Programs, 1991

Memberships (past and present)

• American Association of Applied Linguistics (AAAL)
• Canadian Association of Applied Linguistics (CAAL/ ACLA)
• Association of Language Awareness (ALA)
• Teachers of English to Speakers of Other Languages, Inc. (TESOL)
• TESL Ontario
• Société pour la promotion de l’enseignement de l’anglais langue seconde au Québec (SPEAQ)
• Association francophone pour le savoir (ACFAS)