About us

This website was developed as part of an inaugural graduate course on corrective feedback taught by Dr. Eva Kartchava at Carleton University (Ottawa, Canada) in the winter of 2021. The students engaged in a number of assignments (e.g., interviewing a CF scholar for a podcast, becoming experts on a CF theme of their choice to first teach their peers about it and then to blog about it), all of which were designed to promote learning and sharing of knowledge with anyone interested in CF. This website is the result of this work, and the people listed below are its integral contributors.

Shrouk Abdelgafar is a passionate EAP instructor with over ten years’ experience in developing and delivering online and in person instruction. She holds a MA in International Human Rights Law from The American University in Cairo, and is currently based in Ottawa, working towards completing an MA in Applied Linguistics with a specialization in Digital Humanities at Carleton University. Her research interests include written corrective feedback, as well as linguistic human rights. In her spare time, she rescues animals and bakes for several charities in the city.

Zahra Azizi is a graduate student in Applied Linguistics and Discourse Studies at Carleton University, a CTESL graduate by degree and an EFL/ ESL teacher by heart! She is thankful to have the great pleasure to be a part of ALDS and CTESL community at Carleton University and to have the chance to learn about CF from knowledgeable and successful scholars like Dr. Eva Kartchava.

Eva Kartchava is Associate Professor in the School of Linguistics and Language Studies at Carleton University, Canada. Her main research interest is to explore the processes involved in the acquisition and teaching of second/additional languages (L2) in the classroom setting. Her research has focused on Form-Focused Instruction, corrective feedback, the role of noticing in L2 learning, individual differences, as well as teacher cognition and education.

Leo Liu is a second year MA student in Applied Linguistics and Discourse Analysis from Carleton University. He taught English in China for four years and has been interested in the corrective feedback provided to students in a classroom setting. He wishes to learn more on the provision of corrective feedback in the context of foreign language learning.

Heather Shugart is a graduate student at Carleton University in the department of Applied Linguistics and Discourse Studies. Before her studies at Carleton, she graduated from the CTESL program at Algonquin College and taught EFL in China. In her spare time, she enjoys music, cooking, being outside, and chatting with family and friends.

Meghana Akavoor is a graduate student in Applied Linguistics and Discourse Studies program at Carleton University, Ottawa. Before joining this program, she completed her MA in English Language and Literature. She aspires to become a researcher and teacher in the field of second language acquisition. She never misses a chance to be around nature and her favorite activities include photography, hiking, and skiing.

Jean Charlebois is a first-year student of the Applied Linguistics and Discourse Studies MA program at Carleton University. He received my CTESL in 2017, and has since taught LINC and ESL in a variety of locations across Ottawa. As a teacher, he’s often shied away from using explicit feedback – but as a graduate student, he has learned the importance of corrective feedback on second language acquisition. He is excited to incorporate an array of feedback tools when we all return to the classroom.

Sarah Langridge is an EdTech Development Coordinator with Carleton University with a Master of Education. Sarah also holds the TES/FL certification and teaches evenings at a non-profit organization in Ottawa. Sarah has been an ESL teacher for 9 years and continues to be passionately obsessed with it, alongside her interests in psychology and adult linguistic acquisition.

Neal Power received his BA in Applied Linguistics, specialising in TESL, from Brock University. 

He taught abroad for several years in Asia before returning to complete his Masters. 

He enjoys reading traveling and scuba diving. 

Kelsey Ulrich-Verslycken is a PhD student in the ALDS program at Carleton University. Her doctoral research focuses on the interrelationship between oral corrective feedback and willingness to communicate. She has taught ES/FL for the past eight years, and loves meeting people from all over the world. In addition to her work and studies, she is a passionate public speaker with Toastmasters International.

Fereshteh Kaffafi Azar is a second-year Applied Linguistics student with TESL specialization at Carleton University. She is a CAEL examiner and an ESL instructor. Prior to joining the ALDS program at Carleton, she was an EFL instructor in her home country, Iran. Teaching is her passion! Besides teaching, she enjoys travelling, exploring, and learning new languages. She has published research on EFL learners’ beliefs about language learning and their language learning strategies.

Lana HajHamid is a graduate student in Applied Linguistics and Discourse Studies program at Carleton University. She holds a TESFL certificate and has experienced teaching English as a second and foreign language. Lana is passionate about the science of second language learning and teaching and is invested in making language learning process an enjoyable and fruitful experience for both students and teachers.

Jewel Little is a graduate student in the Applied Linguistics and Discourse Studies program at Carleton University. She loves to travel and has taught English in South Korea and Poland. She enjoys drinking coffee and baking and going on hikes with her dog, Nawi.

Aria Rubinoff is a graduate student in Applied Linguistics and Discourse Studies. Specializing in Digital Humanities, Aria's research interests center around heritage language learning and how video games can be specially designed to facilitate language acquisition.

Pengcheng (Marcel) Zhang is a graduate student pursuing a master’s degree in Applied Linguistics and Discourse Studies at Carleton University with a TESL specialization. In his teaching EFL experience in Beijing and interning in ESL programs offered by the Ottawa-Carleton District School Board, Marcel developed a passionate interest in Corrective Feedback (CF). He firmly believes that blogging can help bridge the gap between academia and classrooms. By consulting relevant research findings in a less daunting manner, TESL/TEFL instructors could gain fresh insights into CF, thus facilitating language learners more effectively.