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Bio

Hossein Nassaji is Professor of Applied Linguistics in the School of Languages, Linguistics, and Cultures. He specializes in second language acquisition, with a focus on corrective feedback, form-focused instruction, task-based teaching, classroom discourse, and the application of sociocultural theories to language pedagogy. He also maintains active research interests in L2 reading processes, lexical inferencing, and the acquisition of L2 vocabulary. His current research focuses on the role of interactional feedback and instructed second language acquisition, involving both experimental/quantitative and descriptive/qualitative research.

He has an extensive record of scholarly contributions, including numerous articles in top-tier journals, several books and edited volumes, and many keynote and invited talks at national and international conferences. He currently serves as Co-Editor of Language Teaching Research (SAGE) and Editor-in-Chief of The TESOL Encyclopedia of English Language Teaching (Wiley). His recent books include Corrective Feedback in Second Language Teaching and Learning (with E. Kartchava, Routledge, 2017), The Cambridge Handbook of Corrective Feedback in Language Learning and Teaching (with E. Kartchava, Cambridge University Press, 2021), and Applied Linguistics Research: A Comprehensive Guide to Methodology, Design, Analysis, and Evaluation (Cambridge University Press, 2025).

Throughout his career, he has received multiple prestigious awards, including the Kenneth W. Mildenberger Prize from the Modern Language Association of America, the Faculty of Humanities Award for Research Excellence at the University of Victoria, and the 50 at 50 BC TEAL award. Most recently, he was elected as a Fellow of the Royal Society of Canada, the highest academic honor for distinguished scholars in the country.

Courses

• LING 274: How to Learn a Language
• LING 374: Approaches and Methods in Language Teaching
• LING 476: Seminar and Practicum in Applied Linguistics
• LING 575: Research Methods in Applied Linguistics
• LING 576: Form-Focused Instruction and Second Language Development

Selected Publications

Selected Thematic volumes

Abrar-ul-Hassan, & Shahid, & Nassaji, H. (2024). L2 Teachers’ assessment literacy, Thematic issue. System.

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

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 of Studies in Second Language Learning and Teaching.

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

Selected Journal articles

Lira-Gonzales, M. L., Nassaji, H., & Chao Chao, K. W. (2024). Les facteurs influençant la profondeur de traitement de la rétroaction corrective écrite des apprenants de français langue étrangère. La Revue de l’AQEFLS, 37(1).

Sarandi, H., & Nassaji, H. (2024). Recast frequency and the acquisition of English articles in a computer-mediated context. Studies in Second Language Learning and Teaching, 14, 571–602.

Kushki, A. & Nassaji, H. (2024). L2 Reading Assessment from a Sociocultural Theory Perspective: Contributions of Dynamic Assessment. Special issue, “The Science of Second Language Reading: Ecological, Educational, Neurolinguistic.” Education Sciences, 14, 342. https://doi.org/10.3390/educsci14040342

Abrar-ul-Hassan, S., & Nassaji, H. (2024). Rescoping language assessment literacy: An expanded perspective. System, 120, 1-6. https://doi.org/10.1016/j.system.2023.103195

Yousefi, M. & Nassaji, H. (2024). Special issue. Language Teaching Research Quarterly, 39,  305-328. 

Nassaji, H., Bozorgian, H., & Golbabazadeh, E. (2023). System. System, 113, 102993. 

Lira-Gonzales, M.-L., & Nassaji, H. (2023). The Differential Effects of Focused and Comprehensive Corrective Feedback on Accuracy of Revision and New Writing. Canadian Modern Language Review. 79, 38–58.

Kushki, A., Nassaji, H., & Rahimi, M. (2022). Interventionist and interactionist dynamic assessment of argumentative writing in an EFL program. System, 107, 1–13.

Yousefi, M., & Nassaji, H. (2021). Corrective feedback in second language pragmatics: A review of research. Teaching English as a Second Language Electronic Journal (TESL-EJ), 25. 1-14. https://tesl-ej.org/pdf/ej97/a6.pdf

Liu, Y., Nassaji, H., &Tseng, W. (2021). Language Teaching Research, 1–41. 

Shankar Sinha, T., & , H. (2021). ESL learners' perception and its relationship with the efficacy of written corrective feedback. International Journal of Applied Linguistics, 32, 41–56.

Abrar-ul-Hassan S, & Nassaji H. (2021). Extending the L2 Motivational Self System to the global EAL classroom. 54, 241 – 251. RELC Journal. doi:.

Lira-Gonzales, M.-L., & Nassaji, H., Chao, K. W. (2021). Student Engagement with

Teacher Written Corrective Feedback in a French as a Foreign Language Classroom. Journal of Response to Writing, 7, 37–73.

Lira-Gonzales, M.-L., & Nassaji, H. (2020). TESL Canada Journal, 37, 1–22. 

Nassaji, H., Kushki, A., Rahimi, M., (2020). Language and Sociocultural Theory, 7, 1–25.

Nassaji, H. (2020). Statistical significance tests in language teaching research. Language Teaching Research, 24, 739–742.

Nassaji, H. (2020). Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges. Language Teaching, 53, 3–28. 

Karim, K., & Nassaji, H. (2020). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing, Language Teaching Research, 24, 519–539.

Selected Presentations

Selected keynote addresses

Nassaji, H. (2025, March). Invited keynote address. Written corrective feedback research: Findings, methodological issues, and future perspectives. presented at the Canadian Association of Language Assessment / Association canadienne pour l’évaluation des langues (CALA/ACÉL), Université du Québec en Abitibi-Témiscamingue (UQAT), Montreal, Canada.

Nassaji, H. (2024, November). Invited keynote address. The AI paradox: Enhancing L2 writing or facilitating L2 learning? presented at the 2024 International Seminar on Interdisciplinary Research in SLA, Ocean University of China, Qingdao, China.

Nassaji, H. (2024, November). Invited keynote address. How AI feedback compares with human feedback. 1er Encuentro Nacional de Investigadores en Feedback Correctivo en L1 y L2, Universidad del Bío-Bío, Chile.

Nassaji, H. (2024, October,). Invited keynote address. Written Corrective Feedback in the Age of AI: Discoveries, Methodological Challenges, and Future Directions. The 8th High-End Forum on Second Language Acquisition Research, Chengdu, China.

Nassaji, H. (2024, February). Invited keynote address. Exploring Written Corrective Feedback: Findings, Methodological Issues, and Future Avenues, TELLSI 20th: Allameh Tabataba'i University, Tehran, Iran.

Nassaji, H. (2023, December). Invited keynote address.  Researching Written Corrective Feedback: Discoveries, Methodological Challenges, and Future Directions. The 2nd International Conference on Educational Technology and Administration（EduTA2023), Guilin, Guangxi Zhuang China.

Nassaji, H. (2023, April). Invited keynote address. Written corrective feedback research: Findings, methodological issues, and how to move forward. 1st International Conference on Written Corrective Feedback in L1 and L2 (WCF23), Vic, Spain.

Nassaji, H. (2023, March). Invited talk. Assessing the Effectiveness of Interactional Feedback and its Washback Effect on Student Learning. TESOL Convention, Portland, USA.

Nassaji, H. (2022, October). Invited keynote address. Interactional feedback in second language classrooms: What we have learned from current research. TESL Ontario.

Nassaji, H. (2022, December). Invited keynote address. Computer-mediated Interactional feedback in second language acquisition: What we know from current research. The 2nd International Conference on Educational Technology and Administration（EduTA2022), Guilin, Guangxi Zhuang, China.

Nassaji, H. (2022, November). Invited keynote address. How to get published in international academic journals. The 19th International TELLSI Conference. Birjand, Iran.

Nassaji, H. (2022, March). Invited keynote address. Current advances in instructed SLA: Issues and challenges. The American Association for Applied Linguistics (AAAL). Pittsburgh, USA.

Nassaji, Hi. (2020, October), Invited keynote address. Task-based instruction in EFL tertiary contexts: Opportunities and challenges. The Second international Instructed Second Language Acquisition (ISLA) Conference, China.

Nassaji, H. (2019, June). Invited plenary address. Current advances in researching instructed second language acquisition (ISLA). The First International ISLA (Instructed second language acquisition conference, Shandong University of Science and Technology, Qingdao China.

Nassaji, H. (2018, October). Invited plenary address. Assessing the effectiveness of interactional feedback for L2 acquisition. First International Conference on Issues in English Language Teaching and Literature, University of Mazandaran, Babolsar, Iran.

Nassaji, H. (2018, February). Invited plenary address. Assessing the effectiveness of interactional feedback for L2 acquisition. Canadian Association of Language Assessment (CALA). Université de Montréal in Laval, Canada.

Nassaji. H. (2017, May). Invited plenary address. Comparing the effects of intensive versus extensive recasts, 4th ELT conference. Allameh Tabataba’I University, Iran.

Nassaji, H. (2016, November). Invited plenary address. Form-focused instruction in L2 classrooms: Current issues and future prospects. The 14th International TELLSI Conference. Kerman Azad University, Kerman, Iran.

Nassaji, H. (2016, May). Invited plenary address. Task-based instruction in EFL/ESP classrooms: A cross-cultural perspective. 2016 NTCUST International Conference, Taichung, Taiwan. 

Nassaji, H. (2016, April). Invited colloquium talk. The Effects of Recasts Versus Prompts on Immediate Uptake and Learning of a Complex Target Structure. American Association for Applied Linguistics (AAAL), Orlando, USA.

Nassaji, H. (2015, April). Invited plenary address. Integrating form-focused instruction and communicative language teaching: Issues and options. The International Academic Symposium, The Overseas Chinese University, Taichung, Taiwan. 

Nassaji, H. (2015, April). Invited talk. Research on form-focused instruction: Issues and challenges. Sophia University, Japan.

Nassaji, H. (2013, October). Invited keynote address. Researching form-focused instruction: Ideas, issues, and challenges. The Japan Association for Language Education, & Technology (LET), Osaka, Japan.

Nassaji, H. (2012, April). Invited keynote address. Focus on grammar through international feedback: Insights from theory and research. University of Greenwich, London.

Nassaji, H. (2012, May). Invited keynote address. Current issues and challenges in research on the role of form-focused instruction in second language acquisition. Lorestan University, Khorramabad, Lorestan, Iran.

Nassaji, H. (2010, October). Invited keynote address. Current advances in Communicative Focus on Grammar in Second Language Classrooms: Issues and Options. The 8th International TELLSI Conference. Al-Zahra University, Tehran, Iran.

Nassaji, H. (2009, October). Invited plenary address. Interactional feedback in SLA research and language pedagogy. The 7th International TELLSI Conference. University of Yazd, Yazd, Iran.