Photo of Eva Kartchava

Eva Kartchava

Assistant Professor (Applied Linguistics & Discourse Studies); CTESL Coordinator

Degrees:PhD (University of Montreal); MA (Concordia); BA Linguistics (Concordia); TESL Certificate (Concordia)
Phone:613-520-2600 x 3932
Email:eva.kartchava@carleton.ca
Office:PA 241

Biography

Eva Kartchava’s 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. Dr. Kartchava received her PhD in didactics of English as a Second Language from University of Montreal (2012). She holds a bachelor’s degree in theoretical linguistics (1999), a certificate in Teaching English as a Second Language (2002), and a master’s degree in applied linguistics (2006) from Concordia University. She has taught courses in applied linguistics and teacher education at various universities, including McGill University, Concordia University, University of Montreal, and University of Sherbrooke. Her teaching career also includes extensive experience teaching English as a second (ESL) and foreign language (EFL), English for academic purposes (EAP) as well as English for specific purposes (ESP) to learners of various levels of ability in a variety of settings. Kartchava’s research has been published in various journals, including TESOL Quarterly, Language Teaching Research, and Studies in English Language Teaching. Her forthcoming books are Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications. (Routledge, with Hossein Nassaji) and Noticing Oral Corrective Feedback in the Second Language Classroom: Evidence and Classroom Applications (Lexington Books).

Research interests

  • Second Language Acquisition
  • Form-Focused Instruction
  • Corrective feedback
  • Individual differences
  • Teacher education and cognition

Winner: Faculty of Arts and Social Sciences Teaching Award, 2016; Excellence in Teaching with Technology Award, 2015; New Faculty Excellence in Teaching Award, 2015

Nominee: Capital Educators Award, 2015

Publications

  • Books

Kartchava, E. (under contract). Noticing Oral Corrective Feedback in the Second-Language Classroom: Evidence and Classroom Applications. Lexington Books.

Nassaji, H. & Kartchava, E. (Eds.) (in press). Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications. Routledge.

  • Articles in refereed journals

Kartchava, E. (in press). Learner beliefs about corrective feedback in the language classroom: Perspectives from two international contexts. TESL Canada Journal.

Kartchava, E. & Chung, S. (2015). Pre-service and in-service ESL teachers’ beliefs about the use of digital technology in the classroom. Studies in English Language Teaching, 3(4), 355-383.

Kartchava, E. & Ammar, A. (2014a). The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research, 18(4), 428-452.  DOI: 10.1177/1362168813519373.

Kartchava, E. & Ammar, A. (2014b). Learners’ beliefs as mediators of what is noticed and learned in the language classroom. TESOL Quarterly, 48(1), 86-109.  DOI: 10.1002/tesq.101.

Kartchava, E. (2013). The place of corrective feedback within the major SLA theories. US-China Foreign Language, 11(2), 136-151.

Kartchava, E. & Ammar, A. (2013). Noticing and learning: Relationship patterns. Study in English Language Teaching, 1(1), 8-25. 

  • Chapters in edited volumes

Nassaji, H., & Kartchava, E. (in press-a). The role of corrective feedback: Theoretical and pedagogical perspectives. In H. Nassaji & E. Kartchava (Eds.), Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications. Routledge.

Nassaji, H., & Kartchava, E. (in press-b). Conclusion, reflections, and final remarks. In H. Nassaji & E. Kartchava (Eds.), Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications. Routledge. 

  • Conference proceedings

Kartchava, E. & Meier, S. (in press). Learners’ beliefs about corrective feedback before and after training in feedback provision to peers. Refereed Proceedings of the 5th Annual Meeting on Language Teaching (MeLT 2016).

Kartchava, E. & Gatbonton, E. (2014). ACCESS-TBLT and adult ESL learners’ noticing of corrective feedback. In H. M. McGarrell & D. Wood (Eds.), CONTACT- Refereed Proceedings of TESL Ontario Research Symposium, 40 (2), 32-50. Available at: http://www.teslontario.net/publication/research-symposium 

  • Encyclopedia entries

Kartchava, E. (in press). Planned versus incidental focus on form. In H. Nassaji (Ed.), The TESOL Encyclopedia of English Language Teaching, Grammar Teaching Volume. Wiley-Blackwell.

  • Book reviews

Kartchava, E., McMonagle, M., & Romancio, J. (2014). Review of Christopher J. Hall, Patrick H. Smith & Rachel Wicaksono. (2011). Mapping Applied Linguistics: A Guide for Students and Practitioners. McGill Journal of Education, 49(2), 513-515. DOI: 10.7202/1029433ar.

  • Non-refereed journals and miscellaneous scholarly publications

Kartchava, E. (2014). Le pouvoir de la rétroaction corrective à l’oral. Québec français, 171, 91-92.

  • Blog entries

Kartchava, E. & Wood, D. (2016, January 25). A career in teaching English: Here to discover at Carleton. F.A.S.S. blog, accessible at http://carleton.ca/fass/2016/fass-blog-a-career-in-teaching-english-here-to-discover-at-carleton-by-eva-kartchava-and-david-wood/

Presentations

  • Paper Presentations (peer reviewed)

Kartchava, E. & Nassaji, H. (2017, July). The impact of context on the noticeability of corrective feedback in second language learning. Paper to be presented at the 18th AILA World Congress, Rio de Janeiro, Brazil.

Kartchava, E. & Nassaji, H. (2016, September). Noticeability of corrective feedback in a three dimensional virtual environment: Does context matter? Paper presented at the Second Language Research Forum (SLRF), Teachers College, Columbia University, New York, NY, U.S.A.

Davidson, A., Hartwick, P., Hugues, B., Kartchava, E., Sabra, S. & Thibodeau, R. (2016, June). ePortfolio rubrics: A multidisciplinary, student-centered, faculty developed, open education resource (whew!) Paper presented at the Society for Teaching and Learning in Higher Education (STLHE) 2016 conference, London, ON, Canada.

Severenuk, P. & Kartchava, E. (2016, May). What makes you think that? Examining the role of learning materials and resources on teacher cognition. Paper presented at the annual conference of Canadian Association of Applied Linguistics (CAAL), Calgary, Alberta, Canada.

Kartchava, E. (2016, May). Does instructional setting affect the noticeability of corrective feedback? Paper presented at the annual conference of Canadian Association of Applied Linguistics (CAAL), Calgary, Alberta, Canada.

Kartchava, E. & Meier, S. (2015, October). Training learners to provide corrective feedback to peers.  Paper presented at the TESL Canada Conference, Lake Louise, Alberta, Canada.

Kartchava, E., Hartwick, P., Sheyholislami, J., Kozlova, I., Polovina-Vukovic, D., & Davies, K. (2015, June). Designing and teaching our first fully online undergraduate course as a team: Successes and challenges. Paper presented at the Society for Teaching and Learning in Higher Education (STLHE) 2015 conference, Vancouver, BC, Canada.

Kartchava, E. (2015, March). Training to notice corrective feedback in the language classroom. Paper  presented at the annual Teachers of English to Speakers of Other Languages, Inc. (TESOL) Convention, Toronto, Ontario, Canada.

Kartchava, E. (2015, March). Importance and expectation of corrective feedback across learning contexts.  Paper presented at the annual Second Language Acquisition and Teaching (SLAT) Roundtable, University of Arizona, Tucson, AZ, U.S.A.

Kartchava, E., Walker, N., & Shantz, M. (2014, August). The impact of in-class training in corrective feedback on L2 learning. Paper presented at 2014 AILA World Congress, Brisbane, Australia.

Hugues, B., Cech, M., Davies, K., Dawson, J. W., Kartchava, E., Kazmierski, V., Mugford, R., Polovina-Vukovic, D., Salinas-Pacheco, J., Sabra, S., & Uras, D. (2014, June). ePedagogy and Our Faculty Learning Community: Designing Innovative and Effective Online Modules for University Courses. Paper presented at the Society for Teaching and Learning in Higher Education (STLHE) 2014 conference, Kingston, Ontario, Canada.

Kartchava, E. (2014, May). Is expectation of corrective feedback in the language classroom universal? Paper presented at the annual conference of Canadian Association of Applied Linguistics (CAAL), St. Catharines, Ontario, Canada.

Chung, S. & Kartchava, E. (2014, May). Pre-service and in-service elementary ESL teachers’ beliefs about the use of digital technology in the L2 classroom. Paper presented at the annual conference of Canadian Association of Applied Linguistics (CAAL), St. Catharines, Ontario, Canada.

Kartchava, E. (2014, March). Is training in corrective feedback necessary: Insights from the second language classroom. Paper presented at the annual conference of American Association of Applied Linguistics (AAAL), Portland, Oregon, U.S.A.

Kartchava, E. (2013, November). Learner beliefs about corrective feedback: An international perspective. Paper presented at the annual Société pour la Promotion de l’Enseignement de l’Anglais au Québec (SPEAQ) Convention, Montreal, Québec, Canada.

Kartchava, E. & Gatbonton, E. (2013, October). The impact of task on adult ESL learners’ noticing of corrective feedback in a classroom. Paper presented at the Task-Based Language Teaching Research Symposium as part of TESL Ontario annual conference, Toronto, Ontario, Canada.

Kartchava, E. & Ammar, A. (2012, July). Noticing in language learning. Paper presented at the 11th International Conference of the Association for Language Awareness (ALA), Montreal, Québec, Canada.

Kartchava, E. & Ammar, A. (2012, June). Do beliefs mediate noticing of corrective feedback in an ESL classroom? Paper presented at the Society for Teaching and Learning in Higher Education (STLHE) 2012 conference, Montreal, Québec, Canada.

Kartchava, E. & Ammar, A. (2012, March). Relationship patterns of noticing and learning. Paper presented at the annual conference of American Association of Applied Linguistics (AAAL), Boston, Massachusetts, U.S.A.

Kartchava, E. & Ammar, A. (2011, June). Do individual differences mediate adult ESL learners’ ability to notice corrective feedback? Paper presented at the 8th International Symposium on Bilingualism (ISB8), Oslo, Norway.

Kartchava, E. & Ammar, A. (2011, June). Noticing of corrective feedback among college ESL learners. Paper presented at the annual Rascals colloquium, Magog, Québec, Canada.

Kartchava, E. & Ammar, A. (2011, March). The impact of adult ESL learners’ cognitive differences on their noticing of corrective feedback in a second language classroom. Paper presented at the annual conference of American Association of Applied Linguistics (AAAL), Chicago, Illinois, U.S.A.

Kartchava, E. & Ammar, A. (2010, November). Effects of beliefs on learner noticing of oral corrective feedback. Paper presented at the annual Société pour la promotion de l’enseignement de l’anglais au Québec (SPEAQ) Convention, Québec City, Québec, Canada.

Ammar, A., Sato, M., & Kartchava, E. (2010, March). How should noticing be measured? Evidence from classroom research on corrective feedback. Paper presented at the annual conference of American Association of Applied Linguistics, Atlanta, Georgia, U.S.A.

Kartchava, E., Gatbonton, E., Trofimovich, P., & Ammar, A. (2007, March). Novice teachers’ perspective on corrective feedback. Paper presented at the annual Teachers of English to Speakers of Other Languages, Inc. (TESOL) Convention, Seattle, Washington, U.S.A.

Kartchava, E., Trofimovich, P., Gatbonton, E., & Ammar, A. (2005, November). To correct or not to correct? Paper presented at the annual Société pour la promotion de l’enseignement de l’anglais au Québec (SPEAQ) Convention, Montréal, Québec, Canada.

Kartchava, E., Gatbonton, E., & Trofimovich, P. (2005, May). Corrective feedback: Novice ESL teachers’ beliefs and practices. Paper presented at the annual conference of the Canadian Association of Applied Linguistics (CAAL), London, Ontario, Canada.

  • Poster Presentations (peer reviewed)

Chung, S. & Kartchava, E. (2014, October). How do ESL teachers perceive digital technology? Poster presented at the TESL Ontario annual conference, Toronto, Ontario, Canada.

Kartchava, E. (2013, October). Learner beliefs about corrective feedback and learning contexts. Poster presented at the Second Language Research Forum (SLRF), Provo, Utah, U.S.A.

Kartchava, E. & Gatbonton, E. (2005, November). Corrective feedback: Novice ESL teachers’ beliefs and practices. Poster presented at the biennial research fair of the Centre for the Study of Learning and Performance (CSLP), Concordia University, Montréal, Québec, Canada.

  • Invited Presentations

Kartchava, E. (2016, March). Form-focused instruction and SLA. Invited talk delivered to Second/Foreign Language Skills course taught by Dr. Nikolay Slavkov, University of Ottawa, Ottawa, Canada.

Kartchava, E. & Hartwick, P. (2015, July). Oral and written feedback in digital environments. Invited by Vanessa Reyes to deliver a workshop to Mexican English as a Foreign Language teachers, National Autonomous University of Mexico (Gatineau campus), Gatineau, Québec, Canada. Event sponsored by UNAM-Canada.

Kartchava, E., Hartwick, P, & Lepine, J. (2015, April). Two sides of the coin: Using ePortfolios to learn and teach languages. Invited talk to the “Teaching and Learning in Community” teaching event organized by Educational Development Centre, Carleton University, Ottawa, Canada. *Two CTESL students co-presented.

Kartchava, E. (2015, February). Treatment of error in second language learning. Invited talk to Faculty of Arts and Social Sciences (FASS) as part of the “FASSinating Research/ers” Lecture Series. Invited by Pauline Rankin, Associate Dean – Research and Graduate Affairs, FASS, Carleton University, Ottawa, Canada.

Kartchava, E. (2015, February). Corrective feedback in second language classrooms: What every teacher needs to know. Invited by Ibtisaam Abboud (TESL Ottawa PD Chair) to deliver a paper at the TESL Ottawa’s Winter Professional Development Conference. Sponsored by TESL Ottawa, Ottawa, Canada.

Kartchava, E. (2014, June). The role of corrective feedback in second/foreign language learning. Invited by Vanessa Reyes to deliver a workshop to Mexican English as a Foreign Language teachers, National Autonomous University of Mexico (Gatineau campus), Gatineau, Québec, Canada. Event sponsored by UNAM-Canada.

Kartchava, E. (2014, June). Speaker at expert panel. What should every CEGEP ESL teacher know about corrective feedback? Invited by Nicholas Walker to participate in the expert panel at the annual Rascals colloquium, Montreal, Québec, Canada. Event co-sponsored by Collège Ahuntsic and RASCALS, Montreal, Canada.

Kartchava, E. (2014, May). Plenary speaker. Second Language Acquisition and Corrective Feedback. Invited by Ibtisaam Abboud (TESL Ottawa PD Chair) to deliver plenary address at the TESL Ottawa Annual General Meeting. Event sponsored by TESL Ottawa, Ottawa, Canada.

Kartchava, E. (2014, February). The power of corrective feedback. Invited by Evan Lavoie to lecture at English Intensive Program Professional Development Day, University of Ottawa, Ottawa, Canada. Event sponsored by Second Language Intensive Programs Official Languages and Bilingualism Institute (OLBI).

Kartchava, E. (2013, November). Opening address at the 9th Annual SLaLS Graduate Student Symposium: Language: Connected, Broadening Perspectives, Carleton University, Ottawa, Canada.

Kartchava, E. (2012, October). Does noticing of corrective feedback matter: Insights from an ESL classroom. Invited talk at the general meeting of ESL teachers, Collège Ahuntsic, Montréal, Québec, Canada.

Kartchava, E. & Ammar, A. (2010, December). L’impact des croyances des étudiants adultes d’anglais langue seconde quant à la rétroaction corrective sur la prise en compte. Invited talk at a training seminar held for the Faculté de l’éducation permanente (Continuing Education Faculty) of Université de Montréal, Montréal, Québec, Canada.