Magda Tigchelaar

I am a second language writing professor, researcher, and teacher educator. As a professor, I work to prepare second language learners to write for diverse purposes and I prepare future educators to teach, evaluate, and advocate for language learners. I conduct research in the following areas: 

• Genre-based second language pedagogy

• Second language writing development, assessment and instruction

  • Corpus-assisted second language writing and teaching

• Task-based language teaching, assessment, and needs analysis

• Second language proficiency standards and their intersection with language instruction and assessment

• Self-assessment of functional language skills

SELECTED PUBLICATIONS

Tigchelaar, M. & Forget, G. (2024). French writing tasks for undergraduate learners: A task-based needs analysis. TASK Journal on Task-Based Language Teaching and Learning, 4(1), 49-77. https://doi.org/10.1075/task.00027.tig

Tigchelaar, M. et al. (2023). K-12 content teachers designing language tasks: A follow-up to Erlam (2016). Language Teaching Research, 0(0), 0-0. https://doi.org/10.1177/13621688221148449 

Tigchelaar, M. (2023). Can-do statements. The TESOL encyclopedia of English language teaching. (Ed. J. Liontas). 

Lim, J., Tigchelaar, M., & Polio, C. (2022). Understanding text-based studies of linguistic development through goals for academic writing. Language Awareness, 31, 117-136. https://doi.org/10.1080/09658416.2021.2002880

David, V., Tigchelaar, M., Protacio, S., & Piazza, S. (2022). Math tasks to promote oral language development with English learners. Kappa Delta Pi, 58(2), 65-69. https://doi.org/10.1080/00228958.2022.2039518

Tigchelaar, M. (2021). “I do the peer review by myself”: A Chinese international student’s approach to process writing. Writing and Pedagogy, 12(2-3), 395–422. https://doi.org/10.1558/wap.20355

Tigchelaar, M. (2019). Exploring the relationship between self-assessments and OPIc ratings of oral proficiency in French. In P. Winke & S. Gass (Eds.), Foreign language proficiency in higher education. New York: Springer. 

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), 584-600. DOI: 10.1111/flan.12286; video abstract: https://www.youtube.com/watch?v=BGTddX0erZI    

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.

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.

INVITED TALKS

“Using self-assessment materials in the second language classroom.” Boston University, October 15, 2020.

“Can-Do Statements for Spoken Proficiency: Factors and Scaling to the ACTFL (2012) Proficiency Model.” WMU Language and Humanities Group, Western Michigan University, November 21, 2019.

“Understanding Your International Students,” CEHD Inclusion and Diversity Committee Book Talks, Western Michigan University, November 21, 2019.

“Interactions with International Students: Tips for Faculty and Staff” (with Virginia David), CEHD Equity Day, Western Michigan University, April 18, 2019.

“Teaching Proficiency and Reading through Storytelling,” Western Michigan University TESOL Conference, April 13, 2019.

“Communicative language teaching: How do families in our class compare to other American families?” Western Michigan University TESOL Conference, May 5, 2018.