Dr. Hossein Nassaji

Publications

BOOKS

Haneda, M. & Nassaji, H. (Eds.) (2019). Perspectives on Language as Action. Multilingual Matters.

Nassaji, H. & Kartchava, E. (Eds.) (2017). Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications. New York: Routledge, Taylor & Francis Group.

Nassaji, H. (Ed.) (2017). The TESOL Encyclopedia of English Language Teaching, Grammar Teaching Volume, Wiley-Blackwell.

Nassaji, H. (Ed.) (2016). Current Advances in Instructed SLA, Special Issue. Studies in Second Language Learning and Teaching.

Nassaji, H. (2015). Interactional Feedback Dimension in Instructed Second Language Learning. London: Bloomsbury Publishing.

Nassaji, H. & Fotos, S. (2010). Teaching Grammar in Second Language Classrooms: Integrating Form-Focused Instruction in Communicative Context. New York: Routledge, Taylor & Francis Group.

Nassaji, H. & Simard, D. (Eds.) (2010). Current Developments in Form-Focused Interaction and Second Language Development. Canadian Modern Language Review. Thematic Issue.

Fotos, S. & Nassaji, H. (Eds.) (2007). Form-Focused Instruction and Teacher Education: Studies in Honour of Rod Ellis. Oxford: Oxford University Press.

Nassaji, H. & Kartchava, E. (Eds.) (forthcoming). The Cambridge Handbook of Corrective Feedback in Language Learning and Teaching. Cambridge: Cambridge University Press.

Nassaji, H. (Contracted). Applied linguistics research: A comprehensive guide to design, analysis, and evaluation. Cambridge: Cambridge University Press. 

ARTICLES IN REFEREED JOURNALS

Yousefi, M. & Nassaji, H. (2019) meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables: Face-to-face vs. computer-mediated instruction. International Journal of Applied Linguistics. https://doi.org/10.1075/itl.19012.you

Lira Gonzales, M. L. & Nassaji, H. (2019). The provision and efficacy of peer feedback in blogs versus paper-based writing. International Journal of Applied Linguistics. http://doi.org/10.1075/itl.19011.lir

Kartchava, E. & Nassaji, H. (2019). The role of task repetition and learner self-assessment in technology-mediated task performance, International Journal of Applied Linguistics. http://doi.org/10.1075/itl.19013.kar

Kartchava, E. & Nassaji, H. (2019). Technology-mediated feedback and Instruction, Editorial. International Journal of Applied Linguistics.

Karim, K., & Nassaji, H. (2019). The effects of written corrective feedback: A critical synthesis of past and present research. Instructed Second Language Acquisition, 3, 28-52.

Suzuki, W., Nassaji, H., & Sato, K. (2019). The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing. System, 81, 135-145.

Nassaji, H. (2019). Good research questions. Language Teaching Research, 23, 283–286

Karim, K. & Nassaji, H. (2018). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing, Language Teaching Research. https://doi.org/10.1177/1362168818802469.

Han, Z., & Nassaji, H. (2018). Introduction: A snapshot of thirty-five years of instructed second language acquisition. Language Teaching Research. https://doi.org/10.1177/1362168818776992

Yousefi, M., & Nassaji, H. (2018). The Effect of Computer-Mediated vs. Face-to- Face Instruction on L2 Pragmatics: A Meta-Analysis. International Journal of Cognitive and Language Sciences, 12, 620-624.

Nassaj, H. (2018). Personality traits and learner success. Language Teaching Research, 22, 653-656.

Nassaji, H. (2018). How to add to knowledge. Language Teaching Research, 22, 143–147.

Chen, S. & Nassaji, H. (2018). Focus on form and corrective feedback at the University of Victoria. Language Teaching, 51, 278-283.

Nassaji, H. (2017). The effectiveness of extensive versus intensive recasts for learning L2 grammar. The Modern Language Journal, 101, 353–368.

Nassaji, H. (2017). Com integrar un focus en la gramàtica a les classes comunicatives de llengua: How to integrate a focus on grammar into communicative language classrooms. Caplletra, 63, 165-188.

Kim, J. & Nassaji, H. (2017). Incidental focus on form and the role of learner extraversion. Language Teaching Research.

Nassaji, H. (2016). Anniversary article: Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20, 535-562.

Hawkes, L. & Nassaji, H. (2016). The role of extensive recasts in error detection and correction by adult ESL students. Studies in Second Language Learning and Teaching, 6, 19-41.

Chen, S., Nassaji, H., & Liu, Q. (2016). EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1:5.

Nassaji, H. (2016). Introduction: Recent advances in instructed second language acquisition Studies in Second Language Learning and Teaching, 6, 13-18.

Fu, T.  & Nassaji. H. (2016). Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom. Studies in Second Language Learning and Teaching, 6  159-181.

Petersen, C. & Nassaji, H. (2016). Project-based learning through the eyes of teachers and students in adult ESL classrooms. Canadian Modern Language Review, 72, 13-39.

Nassaji, H. (2016). Research Timeline: Form-focused instruction and second language acquisition. Language Teaching, 49, 35-62.

Hu, M. & Nassaji, H. (2016). Effective vocabulary learning tasks: Involvement Load Hypothesis versus Technique Feature Analysis. System, 56, 28-39.

Rahimi, M., Kushki, A., & Nassaji, H. (2015). Diagnostic and Developmental Potentials of Dynamic Assessment for L2 writing. Language and Sociocultural Theory, 2, 185–208.

Nassaji, H. (2015). How to draw learners' attention to form in communicative contexts: The use of interactional feedback. TESL Ontario, 41, 6-11.

Chen, S. & Nassaji, H. (2015). Politeness strategies in personal statements: A comparative analysis between Native and Non-Native English writers. CASDW (Canadian Association for the Study of Discourse and Writing) annual conference proceedings, 62-81.

Chen, S. & Nassaji, H. (2015). Self-mention and identity construction in statement of purpose. Turkish Online Journal of Education Technology, Special issue 3 for INTE 2015, 472-476.

Hu, M. & Nassaji, H. (2015). Involvement load hypothesis revisited: Task effectiveness on L2 vocabulary learning. Turkish Online Journal of Education Technology, Special issue 2 for INTE 2015, 342-347.

Karim, K. & Nassaji, H. (2015). ESL students’ perceptions towards written corrective feedback: What type of feedback do they prefer and why? The European Journal of Applied Linguistics and TEFL, 4, 5-25.

Nassaji, H. (2014). State-of-the-Art Article: The role and importance of lower-level processes in second language reading. Language Teaching, 47, 1–37.

Nassaji, H. & Tian, J. (2014). The role of language coproduction in learning English vocabulary. Procedia - Social and Behavioral Sciences, DOI: 10.1016/j.sbspro.2014.07.478

Hu, M. & Nassaji, H. (2014). Lexical inferencing strategies: The case of successful versus less successful inferencers. System, 45, 27-38.

Nassaji, H. (2013). Participation structure and incidental focus on form in adult ESL classrooms. Language Learning, 63, 835–869.

Valipouri, L. & Nassaji, H. (2013). A corpus-based study of academic vocabulary in chemistry research articles, Journal of English for Academic Purposes, 2,  248–263

Karim, K. & Nassaji, H. (2013). First language transfer in second language writing: an examination of current research. Iranian Journal of Language Teaching Research, 1, 117-134.

Nassaji, H., & Simard, D. (2012). Interaction centrée sur la forme et acquisition d’une langue seconde : de nouvelles avancées. Le français dans le monde – Recherches et applications, 52, 169- (article sélectionné pour une republication, Revue canadienne des langues vivantes, 66, 6, 779-785).

Nassaji, H. & Hu, M. (2012). The relationship between task-induced involvement load and learning words from context. International Review of Applied Linguistics in Language Teaching (IRAL), 5, 69-86.

Nassaji, H. (2012). The relationship between SLA research and Language Pedagogy: Teachers’ perspectives. Language Teaching Research, 16, 337-365.

Hu, M. & Nassaji, H. (2012). Ease of inferencing, learner inferential strategies, and their relationship with retention of word meanings inferred from context. Canadian Modern Language Review, 68, 54-77.

Nassaji, H. (2011). Correcting student’s written grammatical errors: The effects of negotiated versus non-negotiated feedback. Studies in Second Language Learning and Teaching, 1, 315-334.

Nassaji, H. (2011). Immediate learner repair and its relationship with learning targeted forms. System: An International Journal of Educational Technology and Applied Linguistics, 39, 17-29.

Nassaji, H. (2011). Issues in second language reading: Implications for acquisition and instruction. Reading Research Quarterly, 46, 173–184.

Nassaji, H. (2010). The occurrence and effectiveness of spontaneous focus on form in adult ESL classrooms. Canadian Modern Language Review, 6, 907-933.

Nassaji, H. & Simard, D. (2010). Introduction: Current developments in Form-focused interaction and L2 Acquisitions. Canadian Modern Language Review, 6, 773-778.

Amrhein, H. R. & Nassaji, H. (2010). Written corrective feedback: What do students and teachers prefer and why? Canadian Journal of Applied Linguistics, 13, 95-127.

Nassaji, H. & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14, 397–419.

de la Campa, J. & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 4, 742-759.

Nassaji, H. (2009). The Effects of Recasts and Elicitations in Dyadic Interaction and the Role of Feedback Explicitness. Language Learning, 59, 411-452.

Nassaji, H. (2008). Replication studies in language learning and teaching: Questions and answers'. (with Rebecca Abbuhl, Rebecca Adams, Melissa Bowles, Jeff Connor-Linton, Paul Doyle, Mike Grenfell, Alison Mackey, Lourdes Ortega, Graeme Porte and Latricia Trites) (2008). Language Teaching, 41, 1-14.

Nassaji, H. (2007). Elicitation and Reformulation and their Relationship with Learner Repair in Dyadic Interaction, Language Learning, 57, 4, 511-548.

Nassaji, H. (2007). The development of spelling and orthographic knowledge in English as an L2: A longitudinal case study. The Canadian Journal of Applied Linguistics, 10, 77-98.

Nassaji, H. (2007). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 57, supplement 1, 79-113.

Nassaji, H. (2006) The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success (exchange article), Modern Language Journal, 90, 387-401.

Nassaji, H. (2004). The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success, Canadian Modern Language Review, 61, 1, 107-134.

Nassaji, H. & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24, 126-145.

Nassaji, H. (2004). Input modality and remembering name-referent associations in vocabulary learning. Canadian Journal of Applied Linguistics, 7, 39-55.

Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly, 37, 645-670.

Nassaji, H. (2003). Higher-level and lower-level text processing skills in advanced ESL reading comprehension. The Modern Language Journal, 87, 261-276.

Nassaji, H. (2002) Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives, Language Learning, 52, 439-481.

Nassaji, H. (2000). Towards integrating form-focussed instruction and communicative interaction in the second Language classroom: Some pedagogical possibilities (Exchange article). The Modern Language Journal, 84, 241-250.

Nassaji, H. (2000). A reply to Sheen. The Canadian Modern Language Review, 56, 507-513.

Nassaji, H. & Cumming, A. (2000). What is in ZPD: A case study of a young ESL student and teacher interacting through dialogue journals. Language Teaching Research, 4, 95-121.

Nassaji, H. & Swain, M. (2000). A Vygotskian perspective on corrective feedback: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 34-51.

Nassaji H. & Wells, G. (2000). What's the use of 'triadic dialogue'?: An investigation of teacher-student interaction. Applied Linguistics, 21, 376-406.

Nassaji, H. (1999). Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities. The Canadian Modern Language Review, 55, 385-402.

Nassaji, H. & Geva, E (1999). The contribution of phonological and orthographic processing skills to adult ESL reading: Evidence from native speakers of Farsi. Applied Psycholinguistics, 20, 241-267.

BOOK CHAPTERS

Nassaji, H. & Kartchava, E. (forthcoming). Content-Based second language teaching. In Schwieter & Benati (Eds). The Cambridge handbook of language learning. Cambridge University Press.

Nassaji, H. (forthcoming). Collaborative output: A review of theory and research. In Haneda, M.  & Nassaji, H. (Eds.). Perspectives on Language as Action: Essays in Honor of Merrill Swain. Multilingual Matters.

Kartchava, E. & Nassaji, H. (forthcoming).  Noticeability of corrective feedback in three-dimensional virtual environments and face-to-face classroom contexts. In Leow, R. (Ed.). SLR handbook of classroom learning: Processing and processes. Routledge.

Nassaji, H. & Tian, J. (in press). Constructivism. Issues in Applying SLA Theories toward Creative Teaching. In Zeraatpishe,  Faravani, Kargozari, & Azarnoosh (Eds). Issues in applying SLA theories toward creative teaching. The Netherlands: Sense Publishers.

Nassaji, H. & Kartchava, E. (forthcoming). Corrective feedback and the good language teacher. In Griffiths, Tajeddin & Brown (Eds.). Lessons from good language teachers. Cambridge: Cambridge University Press.

Nassaji, H. (2017). The TESOL Encyclopedia of English Language Teaching: Introduction to Grammar Volume. Wiley-Blackwell. 

Nassaji, H. (2017). Errors versus mistakes. In Nassaji, H. (Ed). The TESOL Encyclopedia of English Language Teaching, Grammar Teaching Volume, Wiley-Blackwell. 

Nassaji, H. (2017). Corrective feedback. In Nassaji, H. (Ed). The TESOL Encyclopedia of English Language Teaching, Grammar Teaching Volume, Wiley-Blackwell. 

Nassaji, H. & Kartchava, E. (2017). The role of corrective feedback: Theoretical and pedagogical perspectives. In Nassaji, H. & Kartchava, E. (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications. New York: Routledge, Taylor & Francis Group.

Nassaji, H. (2017). Negotiated oral feedback in response to written errors. In Nassaji, H. & Kartchava, E. (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications. New York: Routledge, Taylor & Francis Group.

Nassaji, H. & Kartchava, E. (2017). Conclusion, reflections, and final remarks. In Nassaji, H. & Kartchava, E. (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications. New York: Routledge, Taylor & Francis Group.

Nassaji, H. (forthcoming). The effects of recasts versus prompts on learning a complex target structure. In DeKeyser, R. & Botana, G. P. (Eds). (Doing) SLA research with implications for the classroom (Reconciling methodological demands and pedagogical applicability). John Benjamins.

Nassaji, H. (2017). Grammar acquisition. In Loewen, S. & Sato, M. Routledge handbook of instructed SLA. Routledge.

Nassaji, H. (2013). Interactional feedback: Insights from theory and research. In C. Laval (Ed.). The Grammar dimension in instructed second Language learning: Theory, research and practice (103-123). London: Bloomsbury.

Nassaji, H. & Tian, J. (2013). Coproduction of language forms and its effects on L2 learning, In C. Laval (Ed.). The Grammar dimension in instructed second Language learning: Theory, research and practice (pp. 164-184). Continuum.

Al-Rubai’ey, F. & Nassaji, H. (2013). Direct and indirect metalinguistic feedback: A matter of suitability rather than superiority. In Mahmoud, M. & Al Mahrooqi, R. (Eds.), Issues in TEFL in the Arab World. Muscat, Oman: Sultan Qaboos University Press.

Tian, J. & Nassaji, H. (2013). Verbal interaction in L2 writers’ peer editing activities: A meta-synthesis of selected research. In Baleghizadeh, S. & Zahedi, K. (Ed.). The handbook of current research in teaching second language skills (pp. 166-180). Tehran. Shahid Beheshti University Press.

Nassaji, H. (2012). Schemata. In P. Robinson (Ed.). The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge.

Nassaji, H. (2012). Significance level. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge.

Nassaji, H. (2012). Significance tests and their relation to generalizability of research results: A case for replication. In G., Porte (Ed.). Replication research in applied linguistics and second language research: A practical guide. Cambridge: Cambridge University Press.

Nassaji H. & Fotos, S. (2007) Current issues in form-focused instruction. In. S. Fotos & H. Nassaji (Eds.). Form-focused instruction and teacher education: Studies in honour of Rod Ellis (pp. 7-15). Oxford: Oxford University Press.

Nassaji, H. (2007). Reactive focus on form through negotiation on learners’ written errors, In. S. Fotos & H. Nassaji (Eds.). Form-focused instruction and teacher education: Studies in honour of Rod Ellis (pp. 117-129). Oxford: Oxford University Press.

Nassaji, H. (2007) focus on from through recasts in dyadic student-teacher interaction: A case for recast enhancement. In C. Gascoigne (Ed.), Assessing the impact of input enhancement in second Language Education (pp. 53-69). Stillwater, OK: New Forums Press.

BOOK REVIEWS

Nassaji, H. (2010). Review of Young, Richard, Discursive practice in language learning and teaching. Malden MA, & Oxford, UK: Wiley-Blackwell. (2009), Modern Language Journal, 94, 663-664.

Nassaji, H. (2010). Review of Byrnes, Heidi, Advanced language learning: The contribution of Halliday and Vygotsky. London/New York: Continuum, 2007, Canadian Journal of Applied Linguistics.

Nassaji, H. (2009). Review of Bruce, Ian, Academic writing and genre: A systematic analysis. London/New York: Continuum, 2008, Modern Language Journal, 93, 441-443.

Nassaji, H. (2008) Review of Ädel, Annelie. Metadiscourse in L1 and L2 English: Studies in Corpus Linguistics. Amsterdam/Philadelphia: John Benjamins, 2006, Modern Language Journal, 92, 332-333.

Nassaji, H. (2007). Review of “Task-based language education: From theory to practice” by K. Van den Branden, K. (Ed.), 2006. Cambridge: Cambridge University Press, Modern Language Journal, 91, 707–708.

Nassaji, H. (2007). Review of “The Annual Review of Applied Linguistics (Vol 25). A Survey of Applied Linguistics, M. McGroarty (Ed.), New York: Cambridge University Press, 2005.” Modern Language Journal, 91,130-132.

Nassaji. H. (2006). Review of “Vygotsky's and A.A. Leontiev's semiotics and psycholinguistics: Applications for education, second language acquisition, and theories of language” by D. Robbins, 2003. Westport, CT: Praeger Publishers. Modern Language Journal, 90, 133-134.

Nassaji, H. (2004) Book Review, “Second language acquisition and universal grammar,” by L. White, 2003. Cambridge: Cambridge University Press. The Canadian Journal of Applied Linguistics, 7, 160-163.

Nassaji, H. (2004) Review of “Words count: Effective vocabulary instruction in action,” by S. C. Greenwood, 2004. Portsmouth, NH: Heinemann, Education Review, http://edrev.asu.edu/brief/oct04.html#5.

Nassaji, H. (1999). "Content-based instruction in foreign language education" by S. B. Stryker and B. L. Leaver (Eds.), book review. The Canadian Modern Language Review, 55, 416-420.