Student Supervision
Current PhD Students
Dunn, Kristy, Special Education (2020 - present), supervisory committee member
Zhang, Shenli, Studies in Teaching and Learning English as a Second Language (2023 - present), co-supervisor
PhD Students (completed)
Burgos Cando, M. Counselling Psychology (2018 - 2023). Vicarious resilience among ethnic minority coursellors. Counselling Psychology, Department of Educational Psychology, University of Alberta, supervisory committee member
Lee, K. (2012 - 2018). The comparative effects of traditional, vocabulary, and grammar instruction on the reading comprehension and fluency of high school English language learners. Studies in Teaching and Learning English as a Second Language, Department of Educational Psychology, University of Alberta, supervisor
Jang, J. (2015 - 2018). Factors influencing the educational outcomes of North Korean students in South Korean schools. Special Education, Department of Educational Psychology, University of Alberta, supervisory committee member
Hatami, S. (2010 - 2015). Second language incidental vocabulary acquisition through reading and listening. Studies in Teaching and Learning English as a Second Language, Department of Educational Psychology, University of Alberta,), co-supervisor
Lai, S. (2010 - 2015). Many roads to success: How high functioning adults with phonological difficulties achieve word reading success. Special Education, Department of Educational Psychology, University of Alberta, supervisory committee member
Master's Students (completed)
Babalola, G. (2023). Technological Tools and Other Accommodations in the Service of Senior English as a Second Language Learners with Literacy Needs.
Li, M. (2023). Using YouTube Vlog-Based Digital Word Cards to Facilitate the Settlement Language Development of Learners in the Language Instruction for Newcomers to Canada Program.
Sun, T. (2023). Enhancing Social Engagement in Synchronous Online Interaction: Recommendations for Instructors of Language Instruction for Newcomers to Canada.
Yukes, E. (2023). Using Digital Technical Vocabulary Learning Strategies to Teach Medical Vocabulary.
Abdelqader, R. (2022). Strategies for heritage language maintenance and raising bilingual children: A guide for Arabic-speaking parents.
Asif, F. (2022). Reducing students’ ambivalence towards self-assessment in portfolio-based language assessment.
Fernandez, S. (2022). Scaffolding rubrics in argumentative essays to assist first year Hispanic EAP students in developing their academic writing outside the classroom.
Nichols, S. (2022). Assessing the emerging reading skills of adult ESL literacy learners in task-based instruction.
Chen, N. (2020). Increasing willingness to communicate among Mandarin L1 speaking international students via drama
Penner, T. (2020). Self-regulated learning strategies, Portfolio-Based Language Assessment, and literacy learners.
Robinson, J. (2020). Humour stories as pleasure reading for English as a second language emergent readers.
Co, N. (2019). Teaching formulaic sequences through song using online resources.
Nguyen, H. (2019). Building digital skills for intermediate ESL learners through the use of Internet memes.
Staden, B. (2019). Incorporating intercultural communicative competencies into the mainstream elementary social studies classroom.Wells, T. (2019). Teaching listening to adult ESL literacy learners: Best practices for literacy instructors.
Kolot, A. (2018). Learner autonomy and portfolio-based language assessment (PBLA): Bridging the gap between theory and implementation.
Mikkelsen, J. (2018). Approaches to enhancing listening strategy instruction in the English for academic purposes classroom.
Kim, K. (2017). Language assessment practices in LINC Foundations using ESL for Adult Literacy Learners (ALL).
Abbassi, M. (2016). Canadian short stories to teach language and culture to advanced adult
ESL learners.Ghariani, S. (2016). Enhanced vocabulary use in ESL speaking activities.
McFadzean, M. (2016). Supporting ESL literacy students with learning difficulties.
Oleksyn, O. (2016). Using web resources to enhance L2 listening comprehension.
Stop, E. (2016). Analysis of vocabulary frequency in ESL textbooks.
Tham, E. (2016). Incorporating self-assessment into EAP writing instruction.
Atioui, R. (2015). Fluency-enhancing activities in EFL textbooks.
Kwong, J. (2015). Using video excerpts to teach pragmatics in ESL classrooms.
Nguyen, H. (2015). Product versus process approaches to listening instruction.
Rombalskaya, M. (2015). Teaching comprehension of implied meaning.
Chaba, K. (2013). Mentoring for instructors of adult ESL.
Dawson, B. (2013). ESL students’ attitudes towards foreign-accented English in Canada.
Fraser, M. (2013). The use of portable e-readers in an ESL extensive reading program.
Neame, E. (2013). Teaching listening effectively in ESL classrooms.
Schwabl, K. (2013). A case study exploring perceptions of paraphrasing.
Bickley, C. (2012). Instructor’s perceptions of intercultural communicative competence in the ESL classroom.
Kushnir, A. (2012). Teaching vocabulary: ESL instructors’ beliefs and practices.
Wiryadinata, V. (2012). New immigrant children with autism: Classroom strategies for elementary teachers.
Keaschuk, A. (2011). Is there a match between adult ESL literacy instructors' needs and published materials?
Munro, J. (2011). Mentoring teachers: Accommodated science assessment for ELLs.
Brose, A. M. (2010). ESL students' perceptions of what is needed for successful adjustment.
Holtby, A. (2010). The effect of age and exposure in the development of L2 accent perception.
Chrzanowski, B. (2009). The newspaper: A formidable vehicle for ESL learning?
Louw, K. (2009). Pragmatics in the workplace: The job interview.
Nessim, L. (2009). Investigating the role of English language classes for seniors.
Nicholas, B. (2009). Learners’ stories in the ESL classroom.
Amini, R. (2008). Developing learner autonomy in the ESL classroom.
Dumas, J. (2008). The erasure of sexual identity in the LINC classroom.
Lo, D. (2008). Strengthening the form-meaning connection in grammar instruction.
Mansour, L. (2008). The influence of a culturally sensitive workshop on the involvement of Arab mothers in their children’s schooling.
Song, K. (2008). Exploring the relationship between willingness to communicate and students’ perceived oral fluency during studying abroad.