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Magda Tigchelaar is a PhD Candidate in Second Language Studies in the Department of Linguistics and Languages at Michigan State University. She participates actively in second language teaching. At MSU she has taught language and culture classes with the English Language Center, CeLTA's French for Kids program and Global Studies in the Arts and Humanities, in addition to teaching methods courses. She currently works as an editorial assistant for Studies in Second Language Acquisition.

Her research interests include: 
  • Second language writing 
  • Assessing writing 
  • Second language testing and assessment
  • Task-based language teaching and assessment 

Publications: 

Tigchelaar, M., Bowles, R. P., Winke, P., & Gass, S. (2017). Assessing the Validity of ACTFL Can-Do Statements for Spoken Proficiency: A Rasch Analysis. Foreign Language Annals, 50(3), DOI: 10.1111/flan.12286 

Tigchelaar, M. & Polio, C. (2017). Language-focused peer corrective feedback in second language writing. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (97-113). New York: Routledge.

Tigchelaar, M. (2016). The impact of peer and self review on writing development in French as a foreign language. Journal of Response to Writing, 2(2), 6-36.

De Costa, P., Tigchelaar, M, & Cui, Y. (2016). Reflexivity and transnational habitus: The case of a ‘poor’ affluent Chinese international student. AILA Review, 29, 173-198.

Fox, J. & Tigchelaar, M. (2015). Creating an engineering academic formulas list. Journal of Teaching English for Specific and Academic Purposes, 3(1), 295-304.

Tigchelaar, M. (2015). La conception d’un manuel de langue: quelle(s) entrées? Revista Non Plus, 5, 8-19.