from [log in to unmask]<mailto:[log in to unmask]> Now available at Canadian Modern Language Review Advance Online! http://utpjournals.metapress.com/content/120329/?Content+Status=Accepted Written Corrective Feedback and Its Challenges for Pre-Service ESL Teachers Danielle Guénette and Roy Lyster The authors explored the emerging corrective feedback (CF) practices of a group of 18 pre-service English as a second language (ESL) teachers. Serving as tutors to a group of 61 high school ESL learners during a school semester, the pre-service teachers provided CF on texts written by the learners and exchanged via e-mail. The authors analyzed the types of CF they used and the types of errors they chose to focus on, along with the factors that explained their choices. Quantitative analyses of the frequency distribution of CF types relative to error types and qualitative analyses of data collected through journals and interviews confirmed that, similar to their in-service colleagues, pre-service teachers overused direct corrections at the expense of more indirect CF strategies. Drawing on the challenges faced by the pre-service teachers, the authors highlight the importance of implementing such opportunities for pre-service teachers to engage with and reflect on their emerging CF practices. http://utpjournals.metapress.com/content/l351567h0r18t6x8/?p=db43149d048142c 2aaecfd64063a7971 <http://utpjournals.metapress.com/content/l351567h0r18t6x8/?p=db43149d048142 c2aaecfd64063a7971&pi=1> &pi=1 Task Motivation in Process: A Complex Systems Perspective Glen Poupore While many studies into task-based interaction have been conducted within a cognitive-linguistic perspective, few have been conducted with the aim of investigating learners’ task motivation. Framed within a complex systems approach, the principle objectives of this classroom-based study were to provide a complexity description of task motivation and to identify how various socio-affective and task condition-related elements interact together to influence learner motivation during different types of tasks. The elements include task enjoyment, effort, success expectancy, relevance, emotional state, perceived difficulty, perceived group work dynamic, and specific aspects related to the structure and content of tasks. Participants for the study consisted of 38 Korean intermediate learners of English in a conversation course as part of a TESOL certificate program. Data were collected through questionnaires during the course, at pre- and post-task, and as well, through post-task interviews. Supporting the notion that task motivation functions as a complex system, learners’ motivation decreased as a result of different combinations of socio-affective variables acting together rather than in isolation. Task conditions related to cognitive complexity and topic, furthermore, were shown to function as important control parameters in the shaping of the motivational patterns. http://utpjournals.metapress.com/content/g1621300gt87x0w5/?p=db43149d048142c 2aaecfd64063a7971 <http://utpjournals.metapress.com/content/g1621300gt87x0w5/?p=db43149d048142 c2aaecfd64063a7971&pi=0> &pi=0 Target-Language Community Involvement: Second-Language Linguistic Self-Confidence and Other Perceived Benefits Kirsten M. Hummel French native-speaking students (N = 20) enrolled in a university TESL program were asked to participate in a community service-learning project in an English-speaking minority community in Québec. Results from this qualitative study indicated that active community involvement led to strong perceptions of positive effects. The principal effects reported by participants included greater linguistic self-confidence along with the perception of having improved their second language (L2) skills, increased knowledge about their field of study (L2 teaching), and confirmation of their professional goals, personal satisfaction from helping young children and other community members, and to some extent, greater knowledge about the local English-speaking community. The results suggest that community service learning may have been an effective way to enhance L2 learning for the participants in this study, with particular effects on linguistic self-confidence, and might be appropriate in similar contexts in which opportunities for intergroup contact are not readily available. http://utpjournals.metapress.com/content/x75868l208p0g282/?p=1c972ecbe8c949a 7b76eefcb3fe0355d <http://utpjournals.metapress.com/content/x75868l208p0g282/?p=1c972ecbe8c949 a7b76eefcb3fe0355d&pi=0> &pi=0 To receive alerts as new advance articles go online, sign up for our email alerts at http://visitor.r20.constantcontact.com/d.jsp?llr=p7tpm5cab <http://visitor.r20.constantcontact.com/d.jsp?llr=p7tpm5cab&p=oi&m=1 102678839183> &p=oi&m=1102678839183 University of Toronto Press Journals Advance Online... Early access to the latest research Articles published online ahead of print issue publication have become a staple in many fields where new research is being published at a fast rate. To meet the challenges of the current academic publishing world, articles accepted for publication can now be copy-edited, typeset, and posted online immediately through UTP Journals Advance Online. With this new initiative, advance versions of articles will be available online within weeks rather than months of final manuscript submission. We are excited to now offer this service to our contributors and readers of Canadian Modern Language Review. _____ The Canadian Modern Language Review ONLINE http://www.utpjournals.com/cmlr Hundreds of peer-reviewed articles, insightful book and software reviews, calendars of forthcoming events and research-based articles, in all areas of second language teaching and acquisition, from 1997 to the present await you at this comprehensive resource. CMLR Online features a comprehensive archive of past and current issues and includes features that address the research needs of today’s second language teachers, administrators and researchers, worldwide. Almost 70 years of support to researchers, language educators and policy makers … The Canadian Modern Language Review publishes peer-reviewed articles on second language learning and teaching. It is a bilingual (French and English) journal of international repute, serving researchers and language teaching professionals interested in the learning and teaching of English and French as second languages, as well as other modern, indigenous, heritage, and community languages. Contributors to the quarterly issues include authors from Canada and around the world. CMLR publishes 4 issues a year, offering its readership peer-reviewed research articles that inspire debate and question contemporary approaches in all areas of second language teaching and acquisition, including - Applied Linguistics - FSL and ESL studies - Bilingual education - L2 teacher education - L2 research methodology - International and indigenous languages - Cultural contexts of L2 learning - L2 pedagogy - L2 assessment - Multiple literacies - Language policy - Language learning For more information about CMLR/ RCLV (in print or online) or for submissions information, please contact University of Toronto Press — Journals Division 5201 Dufferin St., Toronto, ON, Canada M3H 5T8 tel: (416) 667-7810 fax: (416) 667-7881 Fax Toll Free in North America 1-800-221-9985 email: <mailto:[log in to unmask]> [log in to unmask] <http://www.utpjournals.com/cmlr> www.utpjournals.com/cmlr UTP Journals on Facebook www.facebook.com/utpjournals Join us for advance notice of tables of contents of forthcoming issues, author and editor commentaries and insights, calls for papers and advice on publishing in our journals. Become a fan and receive free access to articles weekly through UTPJournals focus. Posted by T Hawkins, UTP Journals ************************************************************************** LLTI is a service of IALLT, the International Association for Language Learning Technologies (http://iallt.org/), and The Consortium for Language Teaching and Learning (http://www.languageconsortium.org/). Join IALLT at http://iallt.org. Subscribe, unsubscribe, search the archives at http://listserv.dartmouth.edu/scripts/wa.exe?A0=LLTI Otmar Foelsche, LLTI-Editor ([log in to unmask]) **************************************************************************