Task-Based Language Teaching Professors and Supervisors in Canada

Eva KartchavaView profile

Professor

Carleton UniversityCanada

Eva Kartchava is a Professor in the School of Linguistics and Language Studies at Carleton University, where she also serves as Co-chair of the Research Ethics Board and Co-editor-in-chief of the Canadian Journal of Applied Linguistics . She holds a PhD in didactics of English as a Second Language from the University of Montreal and advanced degrees from Concordia University. Her research focuses on instructed second language acquisition, corrective feedback, and teacher education, with significant contributions to understanding form-focused instruction and learner cognition. Affiliations: Carleton University (current), McGill University, Concordia University, University of Montreal, and University of Sherbrooke (teaching roles) Editorial Roles: Co-editor of Canadian Journal of Applied Linguistics (2019–present) Grants: SSHRC Aid to Scholarly Journals ($102,450 CDN, 2022–2025) Her research interests include corrective feedback mechanisms, individual learner differences, and workplace language training. She has authored/co-authored over 30 refereed articles, 7 books, and multiple edited volumes, including landmark works like The Cambridge Handbook of Corrective Feedback in Language Learning and Teaching (2021). Dr. Kartchava has been recognized for her teaching excellence with awards such as the 2020 Faculty of Arts and Social Sciences Teaching Development Award and the 2017 Raving Raven Award. Her recent work explores podcasting as an educational tool and the efficacy of technology-mediated language training. She actively bridges SLA research with pedagogical practice through workshops, plenaries, and initiatives like the Corrective Feedback For Teachers website—a free resource hub for language practitioners. Dr. Kartchava’s teaching spans ESL/EFL, TESL certification, and applied linguistics, with a focus on preparing educators for diverse classroom contexts. She has presented at over 50 conferences globally and supervises graduate students in applied linguistics and discourse studies.

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Reid HolmesView profile

Professor

University of British ColumbiaCanada

Reid Holmes is a Professor in the Department of Computer Science at the University of British Columbia , part of the Faculty of Science . His research focuses on improving software engineering practices, particularly in end-user programming, developer tool design, and empirical software engineering. He leads the Software Practices Lab and has contributed extensively to understanding developer workflows, testing methodologies, and educational tools for programming. Education: PhD in Computer Science, University of Calgary (2008) MSc in Computer Science, University of British Columbia (2004) BSc in Computer Science, University of British Columbia (2002) Research Interests: End-user programming environments, software testing, developer productivity tools, human-centered AI, educational technology, and empirical studies on software development practices. His work emphasizes bridging the gap between theoretical advancements and practical usability for both professional developers and novice programmers. Recent Article Trends: Focus on hybrid programming environments (e.g., block-based and graph-based systems), human-AI collaboration in testing/assertion generation, and age-inclusive IDE design. His research often involves empirical evaluations of tool effectiveness and developer workflows. Awards: FSE Most Influential Paper Award ICSE Most Influential Paper Award UBC Computer Science Teaching Award CS-Can/Info-Can Outstanding Research Prize Advising & Grants: Supervised over 30 graduate students and postdocs. Noted for collaborative projects with industry partners (e.g., Mozilla, Microsoft). Active in curriculum development for software engineering education. Labs/Teams: Leader of the Software Practices Lab , collaborating with industry and academic partners on tools like CodeShovel , AutoAssert , and Devy (conversational developer assistant).

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François DurandView profile

Professor

University of OttawaCanada

François Durand , Full Professor at the University of Ottawa's Telfer School of Management, holds the Montfort Research Chair on the Organization of Health Services and coordinates the Marketing/CO-HR section. With a Ph.D. in Psychology from Université de Montréal (2002), he has mentored over 20 graduate students and earned the Minister of Education Award for teaching excellence. Project Management Professional (PMP)® Certified Human Resources Professional (CHRP) in Quebec Certified Human Resources Leader (CHRL) in Ontario Dr. Durand's research focuses on teamwork , interprofessional collaboration , and implementation/change management in healthcare settings. His work examines team effectiveness, newcomer socialization, and conflict resolution across diverse organizational contexts. Recent publications highlight trends in mental healthcare team dynamics , innovation support in African healthcare, and hybrid education collaboration . Key journals include BMC Health Services Research and Journal of Interprofessional Care. Scientific awards include: Minister of Education Award His funded research (2016–2025) spans CAD $34,386 to $1,000,000 from SSHRC, FRQS, and international foundations, addressing topics like Francophone healthcare access and project team management . Current projects include co-developing interventions for two-way learning in collaborative health teams.

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Heike NeumannView profile

Senior Lecturer

Concordia UniversityCanada

Dr. Heike Neumann is a Senior Lecturer in the Department of Education at Concordia University. Her research focuses on second language writing, language assessment, and English for academic purposes (EAP). She supervises graduate students in Applied Linguistics (MA) and Education (PhD) and teaches courses in language acquisition, testing, and pedagogical grammar. Education: PhD in Second Language Education from McGill University (2011), MA in Applied Linguistics from Concordia University (2002), MA in German and Hispanic Studies from the University of Edinburgh (1999), Certificate in French Language from Concordia University (2008), and studies in English Philology and Chemistry at the University of Heidelberg (1991-1993). Neumann's research investigates academic language socialization, multilingual student identity, and the predictive validity of language proficiency tests. Current projects include developing an academic language self-assessment tool (2025-2030) and examining digital literacy in secondary education. Past work explored source integration strategies and collaborative prewriting tasks, often in partnership with institutions like York, UBC, and McGill Universities. Her publications span journals such as the Journal of Second Language Writing and TESOL Quarterly , focusing on morphological development, academic acculturation, and critical engagement with sources. She actively presents at conferences like the Symposium on Second Language Writing and AAAL, addressing topics from justice-oriented EAP instruction to assessment extrapolation in language testing.

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Suzanne BonnView profile

Assistant Professor

Concordia UniversityCanada

Suzanne Bonn is an Assistant Professor at Concordia University's Department of Education since 2015, specializing in narrative analysis and EFL pedagogy. She earned a PhD in Applied Linguistics from Aston University (2015) and a MATESOL from Middlebury Institute (2001), with BA in French and German from University of Wisconsin-Madison (1998). Education: PhD (Applied Linguistics), Aston University (2015) MATESOL (Teaching English to Speakers of Other Languages), Middlebury Institute (2001) BA (French and German), University of Wisconsin-Madison (1998) Her research focuses on narrative analysis, conversation analysis, and portfolios as alternative assessment methods in EFL classrooms. Her publications span topics from qualitative research methodology to task-based learning and digital education adaptation. Scientific recognition includes the 2014 JALT Nagoya Speaker of the Year award and multiple grants (Aston University Conference Grant, JALT Research Grants) supporting her PhD research and conference participation. She has taught EFL in Japan for over 12 years and contributed to professional organizations like TESOL International Association and JALT.

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Gabriel MichaudView profile

Associate Professor

University of MontrealCanada

Gabriel Michaud serves as Associate Professor in the Department of Didactics at the University of Montreal's Faculty of Education. His teaching spans multiple programs including Bachelor's in Teaching French as a Second Language, Master's in Educational Sciences, Doctorate in Educational Sciences, and specialized language teaching microprograms. Professor Michaud's research centers on French as a Second Language pedagogy, with emphasis on written corrective feedback mechanisms and task-based language teaching. He investigates real-time/synchronous feedback efficacy, grammar and vocabulary instruction techniques, and technology-enhanced approaches like emoji-based emotion vocabulary acquisition for allophone students. His work bridges theoretical frameworks with classroom applications in francization contexts. No scientific awards were documented in the provided materials. He currently supervises graduate research including Mariem Ammar's 2023 Master's thesis on emotion vocabulary learning through emojis. His active research portfolio includes SSHRC-funded projects 'Written corrective feedback: when and for whom?' (2022-2025), 'Synchronous written corrective feedback in second language classrooms' (2020-2023), and FRQSC-supported 'Real-time written corrective feedback for language learning' (2022-2026), plus co-investigation on the SSHRC project 'Crosslinguistic-Communicative Teaching Model for TBLT engagement' (2024-2027).

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Chantal Mayer-CrittendenView profile

Associate Professor

Laurentian UniversityCanada

Chantal Mayer-Crittenden serves as Associate Professor in Laurentian University's School of Speech-Language Pathology, where she teaches Speech Sciences, Voice Disorders, and Dysphagia in both undergraduate and graduate speech-language pathology programs. Her clinical expertise spans bilingualism, primary language impairments, and dysphagia, with extensive experience serving francophone populations in Northern Ontario's minority-language context. Her educational background includes: B.A. in Psychology and Linguistics from Laurentian University M.Sc.S. in Speech-Language Pathology from University of Ottawa Ph.D. in Human Studies (Communication and Cognition) from Laurentian University (2013) Dr. Mayer-Crittenden's research bridges cognitive science and clinical practice, focusing on bilingual language development in minority contexts, diagnostic differentiation between language impairment and typical second-language acquisition, and non-linguistic cognitive interventions. She actively develops assessment tools for francophone children in English-dominant environments and investigates cross-linguistic influences on language acquisition. Her interdisciplinary approach integrates perspectives from psychology, education, and audiology to address complex communication disorders. Her publication record shows consistent output from 2013-2016 with thematic evolution from foundational bilingualism studies toward specialized assessment tools and intervention protocols. Early work established theoretical frameworks for interdisciplinary practice, while recent publications focus on practical applications including nonword repetition tasks, navigational-cognitive assessments, and morphosyntactic norm development for minority-language children. Research recognition includes: CNFS funding as primary investigator (2012-2013) CNFS co-researcher roles (2011-2013, 2013-2014) She leads active research projects including a twin study on cognitive-linguistic intervention efficacy and francophone morphosyntactic norm development, supported by CNFS grants. Her collaborative approach involves interdisciplinary teams across healthcare and education sectors, with strong community engagement in Northern Ontario francophone communities. Current supervision focuses on graduate students in speech-language pathology programs, particularly those researching bilingual assessment and intervention. Though no formal lab name is specified, her research group conducts studies on bilingual language development, cognitive assessment tools, and minority-language intervention protocols, with particular emphasis on French-English contexts in Ontario's minority settings.

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Sameh Al NatourView profile

Associate Professor

Toronto Metropolitan UniversityCanada

Dr. Sameh Al Natour is an Associate Professor and Director of the Information Technology Management program at the Ted Rogers School of Management, Toronto Metropolitan University. His academic credentials include a PhD and MSc from the University of British Columbia, and an MBA and BS from Simon Fraser University. His research explores: Design of human-computer interfaces and decision support systems Adoption patterns in information systems and e-commerce platforms Trust dynamics in computer-mediated communication Virtual advisor effectiveness and user disclosure behaviors Recent publications (2020-2021) focus on privacy in mobile apps, sentiment analysis applications, and methodologies to enhance decision-aid relevance. His work consistently appears in FT50-listed and A*-rated journals. Major Awards: Dean’s Scholarly Award (2021-2022) TRSM Teaching Innovation Award (2021) Best Reviewer Award, ICIS (2016) Multiple TRSM Research Recognition grants (2020-2021) He oversees undergraduate and graduate courses in information systems foundations, strategy, and global technological trends.

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Alexandre CavalcanteView profile

Assistant Professor

University of TorontoCanada

Alexandre Cavalcante is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the University of Toronto's Ontario Institute for Studies in Education (OISE). His research program examines numeracy education through lenses of financial literacy, citizenship, and equity, with projects funded by SSHRC, Mitacs, and the Connaught Fund. He directs The Mathematizen Lab, which develops innovative pedagogical tools for diverse learners. His educational background includes a Ph.D. in Educational Studies from McGill University, an M.A. in Social and Human Sciences, and multiple bachelor's degrees (Engineering, Education, Science) from Universidade Federal do ABC, Brazil. Fluent in French, Portuguese, English, and Korean, he has taught mathematics in Brazil and Canada. Research Focus: Cavalcante investigates how numeracy education responds to societal transitions, emphasizing financial literacy, STEM integration, and culturally relevant pedagogies. His work addresses inequities in curricula and leverages digital technologies for inclusive learning. Publications: His recent articles analyze financial numeracy in textbooks, teacher knowledge of interest calculations, multilingual STEM tools, and crisis-era mathematics pedagogy. Trends highlight cross-national curriculum comparisons, technology-enhanced reasoning, and equity-driven frameworks. Grants & Projects: SSHRC: Enhancing algebraic thinking in primary grades (2023–2026) Mitacs: Informal entrepreneurship education via online platforms (2023–2025) SSHRC: Financial numeracy in Ontario mathematics (2022–2024) Connaught Fund: Epistemologies of simple/compound interest (2021–2024) Lab & Outreach: The Mathematizen Lab explores digital numeracy and multilingual resources. Cavalcante collaborates with schools to adapt curricula for urban settings and underrepresented youth.

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Michel C. DesmaraisView profile

Professor

Polytechnic School of MontrealCanada

Michel C. Desmarais is a Full Professor in the Department of Computer Engineering and Software Engineering at Polytechnique Montréal, where he has been faculty since 2002. With a PhD in Psychology from Université de Montréal, his research bridges artificial intelligence, educational technology, and human-computer interaction. He holds affiliations with IVADO and LAMA-WeST research groups, and has held visiting positions at Sorbonne University, Eindhoven Technical University, and other European institutions. His research focuses on three interconnected pillars: 1) Cognitive modeling and educational data mining , developing algorithms for student knowledge assessment and adaptive learning systems; 2) AI-driven educational tools , including automated grading systems and peer instruction platforms; and 3) Recommendation systems and user modeling , particularly for personalized learning interfaces. His work consistently applies machine learning to solve practical challenges in technology-enhanced education. Analysis of his 150+ publications reveals strong trends in educational NLP (sentence similarity for short-answer grading), generative AI (LLM-generated code validation), and Bayesian modeling (Q-matrix refinement). Recent work increasingly focuses on transformer architectures and real-world educational datasets. He maintains an active supervision record, having graduated 35+ graduate students. Current PhD candidates work on NLP for educational applications (Bakhtiari, Kamdem) and AI for engineering (Wang). His teaching covers user interface design, recommender systems, and intelligent interfaces. Professional service includes editorial leadership (JEDM journal), conference co-chairing (UMAP 2017, EDM founding), and grant review panels for NSERC, MITACS, and EU programs. Industry experience includes prior roles as R&D Director at MVM Inc. and researcher at Montreal Computer Research Center.

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Ange Adrienne Nyamen TatoView profile

Assistant Professor

Laval UniversityCanada

Ange Adrienne Nyamen Tato serves as an Assistant Professor in the Department of Teaching and Learning Studies at Laval University's Faculty of Education. Her academic journey spans multiple institutions across Canada and Morocco, with a strong interdisciplinary background combining computer science, artificial intelligence, and educational theory. PhD in Computer Science (Artificial Intelligence) from University of Quebec at Montreal (UQAM), 2020 Master's degree in Computer Science from University of Quebec at Montreal (UQAM), 2015 Engineering degree in Information Systems from Mohammedia School of Engineers in Morocco, 2014 DEUST in Mathematics, Computer Science and Physics from Hassan II University, Morocco, 2011 Professor Tato's research focuses on the intersection of artificial intelligence and education, with particular expertise in generative AI applications for educational contexts, machine learning algorithms, intelligent tutoring systems, educational data mining, and serious game design. Her work addresses critical challenges in educational technology including transparency, assessment practices, and engagement issues that have limited the adoption of AI-powered learning tools. She is particularly interested in the ethical implications, environmental impact, and potential biases of AI in educational settings. Her recent publications demonstrate a consistent focus on developing sophisticated models for user behavior prediction, adaptive learning systems, and integrating pedagogical knowledge into AI frameworks. The research spans multiple domains including logical reasoning development, socio-moral reasoning, piloting training, and general educational applications of deep learning and knowledge tracing techniques. Professor Tato has secured significant research funding, including a $192,500 NSERC Discovery Grant for her project 'Optimizing Generative Artificial Intelligence for Education: Towards a Holistic Approach Integrating Teachers and Learners.' This five-year project aims to develop pedagogically aware large language models (PA-LLMs) that better serve educational purposes by integrating educational theories, human learning factors, and bias correction mechanisms. Principal Investigator for NSERC Discovery Grant ($192,500 over 5 years) PC Member for ICCE 2023 and 2024 conferences PC Member for EDM 2024 conference PC Member for AIED 2024 conference Professor Tato teaches graduate courses including TEN-7028 Games and Learning and TEN-7030 Digital Intelligence in Education: Opportunities and Challenges. She is currently accepting Master's students interested in AI applied to education. Her previous professional experience includes work as an Artificial Intelligence Specialist at Beam Me Up Augmented Intelligence (2018-2022) and a postdoctoral fellowship in Deep Learning applied to aeronautics in partnership with Bombardier and CAE (2020-2022).

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