Répertoire du personnel administratif et enseignant

Shahrzad Saif, professeure au Département de langues, linguistique et traduction, Université Laval

Shahrzad Saif

Professeure titulaire

Département de langues, linguistique et traduction

shahrzad.saif@lli.ulaval.ca

418 656-2131, poste 407137

Pavillon Charles-De Koninck Local 3275

Vice-Présidente, l'Association Canadienne pour l'évaluation des langues/Canadian Association of Language Assessment (CALA/ACÉL) http://www.cala-acel.org/

Membre, Conseil d’administration, Centre des niveaux de compétence linguistique canadiens/Centre for canadian language benchmarks,
Membre, Comité consultatif de CELBAN (canadian English Language Benchmark Assessment for Nurses)

Directrice, Équipe de recherche en mesure et évaluation de langue/Language testing & Assessment Research Team

Rédactrice adjointe, Newsletter, International Language Testing Association (ILTA)

Enseignement

  • Linguistique appliquée
  • Mesure et évaluation de langue seconde/étrangère
  • Méthodologie d’enseignement de langue seconde/étrangère
  • Acquisition de l’anglais langue seconde

Recherche

Projets de recherche subventionnés

  • 2015-2017: chercheure principale, Santé Canada, 40 000$, English language demands of the university nursing programs in Quebec and their relationship to nurses’ preparedness for the ‘Practice of the Profession’.
  • 2011-2015: co-chercheure (avec CP Liying Cheng, Queens University, et co-chercheurs; Lynette May, Queensland University of Technology; et Hong Wang, Mount St-Vincent University); CRSH/SSHRC Partnership Development Grant, 200 005 $, Test preparation: Does it enhance test performance and English language proficiency?
  • 2004-2008: chercheure principale; FQRSC Établissement de nouveaux professeurs chercheurs, 26 000$, L'effet de la combinaison d'un enseignement axé sur le contenu et d'une évaluation directe sur le développement de la compétence stratégique en rédaction en L2.
  • 2002-2004: chercheure principale; Université Laval - BDR, Développement de la recherche en sciences humaines, 5 000$, The impact of direct tests on learning outcomes.

Projets de recherche externes

  • 2017: Chercheur participant; Pearson Canada, Toronto, Standard Setting: Aligning Pearson Academic test scores to the Canadian Language Benchmarks.
  • 2013: Chercheur participant; Educational Testing Services (ETS), États-Unis, TOEIC Standard - Setting study.
  • 2012-2013: Chercheur participant; Centre Internationale d’Études Pédagogiques (CIEP), France, Définition des correspondances entre les NCLC et les scores de césure du Test de connaissance du français (TCF).
  • 2011-2012: Centre for Canadian Language Benchmarks/Centre des Niveaux de compétence linguistique canadiens:
    • Membre du panel de validation des Canadian Language Benchmarks (CLB) et Niveaux de compétence linguistique canadiens (NCLC).
    • Membre du panel d’élaborations du Cadre Théorique Commun (PDF, 1,3 Mo) CLB/NCLC.
    • Révision et validation de contenu du NCLC par rapport au Cadre Théorique Commun CLB/NCLC.

Projets de recherche non subventionnés

  • 2011- : The language proficiency of International Teaching Assistants in Canadian universities.
  • 2008-2011: Communication strategies in instructional contexts: The washback effect of a task-based test of spoken language on learners' use of communication strategies.

Subventions BDR (Développement de la recherche en sciences humaines) pour presentation aux congrès et colloques

  • 2016: Congrès de l’Association pour l’évaluation des langues de l’Australie et de la Nouvelle-Zélande (ALTAANZ), Auckland University, Novembre 2016, Subvention, Université Laval - BDR, Développement de la recherche en sciences humaines/Collaboration de recherche
  • 2012: Congrès de l’Association pour l’évaluation des langues de l’Australie et de la Nouvelle-Zélande (ALTAANZ), University of Sydney, Novembre 2012, Subvention, Université Laval - BDR, Développement de la recherche en sciences humaines/Collaboration de recherche
  • 2004: Congrès de l'Association canadienne de linguistique appliquée, University of Manitoba, Mai 2004, Subvention, Université Laval - BDR, Développement de la recherche en sciences humaines/Collaboration de recherche, du 2004-12-01 au 2005-08-31
  • 2003: Congrès de l'Association canadienne de linguistique appliquée; Université Dalhousie, Halifax, 1er-4 juin 2003, Subvention, Université Laval - BDR, Développement de la recherche en sciences humaines - Coût de la recherche, du 2003-01-01 au 2003-08-31
  • 2003: TESL Canada/BC TEAL 2003 Conference (Theme: Connecting Communities: Inspirations and Aspirations) (Vancouver, B.C.), 13 au 15 novembre 2003, Subvention, Université Laval - BDR, Développement de la recherche en sciences humaines/Collaboration de recherche, du 2003-06-01 au 2004-05-3

Étudiants dirigés

Doctorat
Direction
  • Reza Monfared. Dynamic Assessment and EFL teachers: An investigation of teachers' perspectives and challenges
  • Parisa Safaei. Investigating the role of interactive tasks in IELTS Academic writing tests and its impact on EFL candidates' preparation for study contexts
  • Faramarz Amin-Lari. The washback of IELTS on English language training activities: the case of Persian EFL learners
  • Zahra Mahdavi. L'évaluation de compétences langagières axée sur les besoins académiques des programmes d'études supérieures: le cas des étudiants étrangers en Sciences et Génie dans les universités francophones
  • Déogratias Nizonkiza
  • Romain Schmitt. Analyse de la validité et de l’impact du Test de certification en français écrit pour l’enseignement: le TECFÉE
Co-direction
  • Adeleh Sadat Mahdavi. Le rôle de la connaissance du vocabulaire, de la conscience syntaxique et de la conscience métacognitive dans la compréhension en lecture des textes académiques en français langue seconde chez des étudiants iraniens à l’Université Laval
  • Rivka Rosenberg. Computer-supported concept mapping for reading comprehension in a second language: A design-based research study
  • Sondes Hamdi. Metaphors of time in English and in Arabic: A comparative cognitive study (2008)
Maîtrise
  • Schmitt, Romain. Analyse de la validité prédictive d'une épreuve standardisée de langue française chez des étudiants locuteurs natifs francophones inscrits dans des programmes de formation en enseignement: le cas du TFLM (2015)
  • Liliana Garcia. L'impact d'un test de grand enjeu sur l'apprentissage et l'enseignement des langues: le cas de l'examen final de fin du programme d'Arts et Lettres au Cégep
  • Dana Lewis. L'effet de «washback» des tests de langue: Une étude de l'influence du test de français du CXC sur des enseignants dans des écoles secondaires de Ste-Lucie (2006)
Membre du jury
  • Rabab Ahmed Hashem. Fluent or non-fluent? That is the question: Uncovering the cognition of L2 learners whose L2 academic fluency exceeds their L2 everyday fluency. Macquarie University, Australia (Membre externe de thèse, 2015)
  • Rouhollah Rezapour. Le Bilinguisme français-persan en Linguistique-didactique; Syntaxe et Sémantique. Université Paris-Sorbonne-IV, France (Membre externe de thèse, 2015)
  • Jing Wang. A study of the role of the teacher factor in washback. McGill University (Membre externe de thèse, 2010).
  • Sara Downs, Computer-mediated feedback in L2 writing classroom. (Thèse)
  • Andrée Lepage. The contribution of lexical stress and vowel reduction to the intelligibility of the speech of French Canadian L2 learners of English. (Thèse, 2015)
  • Terri-Ann Barrett. An analysis of the Language Needs of students entering the University of the West Indies. (Thèse)
  • Ashrafiqin Ahmad. L’acquisition des déterminants en français langue maternelle chez les jeunes enfants au Québec. (Thèse)
  • Olga Mireya Garcia Cortes. Teachers’ Perceptions and Use of Code-Switching in ESL Classes in Quebec elementary schools. (Thèse)
  • Gisele Simoes. La formation des enseignants: Domaine secondaire l’apprentissage coopératif. (Thèse)
  • Kenny Castillo. L’acquisition des distinctions modales dans des propositions complétives de prédicats épistémiques en espagnol par des apprenants francophones et des apprenants anglophones de niveaux intermédiaire, intermédiaire-supérieur et avancé (Mémoire)
  • Shirley Vir. Collaborative Writing: A classroom-based study investigating ESL learners’ interactions in a Quebec public high school. (Mémoire)
  • Christine Giguère. Child-to-child interaction and corrective feedback during a tandem chat exchange project. (Mémoire, 2015)
  • Diethild Starkmeth. Teaching in a synchronous learning management system: A case study of ESL teachers and their students. (Mémoire, 2012)
  • Marie-Pier Bilodeau. Talking it through: ESL high school students' interaction during a collaborative writing task. (Mémoire)
  • Nathalie Gagné. Cooperative learning and oral interaction activities in an intensive ESL elementary classroom in Quebec. (Mémoire, 2009)
  • Diane Brochu. Québec ESL high school teachers' conceptualization and implementation of interdisciplinary teaching practices: A sociocultural perspective. (Thèse, 2008)
  • Cindy Pelletier. Séjour d’immersion en République Dominicaine par des élèves francophones de 5e secondaire: apprentissages en contexte de communication interculturelle. (Mémoire)
  • Qian Qian Li. Analyse du TFS4 du point de vue de l’utilité du test. (Essai, 2015)
  • Michael Jornlin. The Relationship Between L2 Fluency and Perceptions of Knowledgeability (Essai, 2014)
  • Diane Poisson. Specifically Teaching Word Stress To French Canadian Adult Learners Of English As A Second Language Is A Vital Component Of An Esl Program. (Essai, 2013)
  • Étienne Guay. Les échanges par courriel: Le travail en tandem. (Essai, 2007)
  • Mohammad Rahimi. An Investigation into the Factors Affecting the Use of Language Learning Strategies by Iranian EFL Learners: A Causal Comparative Study, Department of Foreign Languages and Linguistics, Shiraz University (Iran). (Membre externe de thèse, 2004)
  • Farideh Taherpour Kalantari. The role of literature in the language classroom. (Essai, 2003)
  • Jacqueline Lay. Second Language Writing: Preparation for the Communications 12 Provincial Exam, Department of Curriculum and Instruction, Faculty of Education, University of Victoria. (Mémoire, 2001) 

Auxiliaires d’enseignement et de recherche

Auxiliaires de recherche (Santé Canada)

  • Parisa Safaei
  • Reza Monfared
  • Déogratias Nizonkiza

Auxiliaires de recherche (subvention FRQSC)

  • Faramarz Amin-Lari
  • Diane Brochu
  • Andy Van Drom

Auxiliaires de recherche (subvention CRSH)

  • Parisa Safaei
  • Zahra Mahdavi
  • Mohammad Rahimi
  • Adeleh Sadat Mahdavi
  • Reza Monfared

Auxiliaires d’enseignement

  • Reza Monfared
  • Parisa Safaei
  • Faramarz Amin-Lari
  • Zahra Mahdavi
  • Mark Lepitre
  • Andy Van Drom
  • Daniel Stoltzfus
  • José Ramirez

Publications

  • Saif, S. Forthcoming 2020. High-Stakes Test Preparation in Iran: The Interplay of Pedagogy, Test Content, and Context. In B. Lanteigne, C. Coombe, & Brown, J. D. (Eds.), Issues in Language Testing Around the World: Insights for Language Test Users. Springer Education and Language.
  • Saif, S., ElAtia, S (Eds.). Forthcoming 2020. Numéro spécial de la Revue canadienne de linguistique appliquée (thème: Niveaux de compétence linguistique canadiens pour la compétence langagière en français et en anglais: Impact, application et implication)
  • Schmitt, R., and Saif, S. To appear, 2020. L’utilisation du TFLM comme mesure de compétence langagière des candidats aux programmes de formation initiale en enseignement au Québec est-elle justifiée? Un argumentaire d’utilisation des             évaluations. In Nadine Talbot (Ed.), Le défi de l’évaluation des compétences, Éditions JFD.
  • Saif, S., Ma, J., May, L., & Cheng, L. 2019. Complexity of test preparation across three contexts: Case studies from Australia, Iran and China. Assessment in Education: Principles, Policy, and Practice, 26(6), 1-18.
  • Schmitt, R., and Saif, S. Submitted 2019. Analyse de la validité prédictive d’une épreuve de langue française chez des étudiants locuteurs natifs francophones inscrits dans des programmes de formation en enseignement : Le cas du TFLM.
  • Haghbayan, H., Saif, S., and Bayoumi, M. Submitted 2019. Temporal trends in the complexity of novel drug nomenclature.
  • Saif, S., & Rahimi, M., 2018. The Persian adaptation of Metalinguistic Ability Test N. 3 (MAT-3). Project carried out in collaboration with MATEL Project (Metalinguistic Awareness Tests in European Languages; 543277-LLP-1-2013-1-IT-KA2-KA2MP), www.pintomatel.com/follow-ups/
  • Schmitt, R., & Saif, S. 2015. Test de Français Laval-Montreal: Does it measure what it should measure? TESL Canada Journal, Vol 32, Special Issue 9.
  • Collective work contribution: Theoretical Framework for the Canadian Language Benchmarks and Niveaux de compétence linguistique canadiens. 2013. http://www.language.ca/documents/Theoretical_Framework_e-version.pdf
  • Collective work: Canadian Language Benchmarks: English as a Second Language for Adults. 2012. http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf
  • Saif, Shahrzad. 2012. The washback of a task-based test of spoken language on the development of International Teaching Assistants’ strategic competence. In G. Gorsuch (Ed.), Working Theories for Teaching Assistant and International Teaching Assistant Development. Stillwater, OK: New Forums Press (pp. 575-608).
  • Saif, Shahrzad. 2012. On the need for a new model of language proficiency and its implications for language testing. Iranian Journal of Language Testing, 2(2), 120-126.
  • Collective work: Niveaux de compétence linguistique canadiens Français langue seconde pour adultes. 2011. http://www.cic.gc.ca/francais/pdf/pub/competence-linguistique.pdf
  • Rahimi, M., Riazi, A., and Saif, S. 2008. An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. Canadian Journal of Applied Linguistics (CJAL), 11(2), 31-60.
  • Saif, Shahrzad. 2006. Aiming for positive washback: A case study of International Teaching Assistants. Journal of Language Testing, 23 (1), 1-34.
  • Saif, Shahrzad. 2002. A needs-based approach to the evaluation of ITA’s spoken language ability. Canadian Journal of Applied Linguistics (CJAL), 5, 145-167.
  • Saif, Shahrzad. 2000. ITAs' spoken language needs: Implications for test development. Speak Out! Newsletter of the IATEFL Pronunciation Special Interest Group, No. 25, pp. 50-58.
  • Saif, Shahrzad. 1999. Language Study Skills (2nd Ed.). Tehran: Payam-e-Nour University Press
  • Saif, Shahrzad. 1997. Interactional/ability authenticity and the development of a criterion referenced performance test for evaluating the oral proficiency of teaching assistants. Working Papers of the Linguistics Circle of the University of Victoria, Vol. 14, pp. 73-79.
  • Yarmohammadi, L. and Saif, S. 1992. More on communicative strategies: Classification, resources, frequency and underlying processes. International Review of Applied Linguistics, Vol. 30, No. 3, pp. 223-32.

Communications

  • Safaei, P., Saif, S. 2019. Investigating the interactiveness of IELTS academic writing tasks and their washback on EFL teachers’ test preparation practices. Presented at the 41st Annual Conference of the Language Testing Research Curriculum (LTRC), Atlanta, USA, 4-8 March 2019.
  • ElAtia, S., Saif, S. 2019. Implication and challenges of a national framework for bilingual assessment in Canada. The 12th International Symposium on Bilingualism (ISB12), University of Alberta, Alberta, Canada. 23-28 June.
  • Saif, S. 2019. EFL teachers' and students' perceptions of Highstakes test preparation. Presented at The 9th International Scientific Conference of the University of Holguin, Holguin, Cuba, 24-26 April 2019.
  • Saif, S., Schmitt, R. 2019. L'évaluation formative en classe de langue: Que mesure-t-on? Presented at the 87e Congrès d’Association canadienne-française pour l’avancement des sciences (ACFAS), Université du Québec en Outaouais, Gatineau, 27-31 mai 2019.
  • Schmitt, R., Saif, S. 2019. Analyse de la validité du TFLM comme mesure de compétence langagière des candidats à l’admission aux programmes de formation initiale en enseignement au Québec. Presented at the 87e Congrès d’Association canadienne-française pour l’avancement des sciences (ACFAS), Université du Québec en Outaouais, Gatineau, 27-31 mai 2019.
  • Haghbayan, H., Saif, S., and Bayoumi, M. 2018. Temporal Trends in the Complexity of Novel Drug Nomenclature. Presented at the 30th Annual Higgins Day, St. Michael’s Hospital, University of Toronto. May 22, Toronto. (Winner of the best presentation award
  • Saif, S. 2017. The Learning Outcomes of Test Preparation Courses and the Dynamics of the Test Centers. 39th Annual Conference of the Language Testing Research Curriculum (LTRC). July 17-21. Bogota, Colombia.
  • Saif, S., Safaei, P., and Monfared, R. 2017. Aligning the English language content of Quebec undergraduate nursing programs with the linguistic needs of the prospective nurses in healthcare contexts. Second Science Colloquium: The Health of Canada’s official Language Minority Communities. February 27-28, Ottawa.
  • Saif, S., and Mahdavi, Z. 2016. Language Needs of International Graduate Students Working as Teaching Assistants (ITAs) in Canadian Francophone Universities: Implications for Assessment. Conference of the Association for Language Testing of Australia and New Zealand (ALTAANZ). November 17-19. University of Auckland, Auckland, New Zealand.
  • Schmitt, R., Saif, S. 2016. Investigating the predictive validity of a high-stakes French admission test. 38th Annual Conference of the Language Testing Research Curriculum (LTRC). June 20-24. Palermo, Italy.
  • Safaei, P., Monfared, R., and Saif, S. 2016. The Preparedness of prospective nurses in Quebec for communication in English in healthcare contexts: The role of university nursing programs. Canadian Association of Language Assessment (CALA) Research Event. February 22. York University, Toronto, Canada.
  • Saif, S. Cheng, L. and Rahimi, M. 2015. High Stakes test preparation programs and learning outcomes: A context-specific study of learners' performance on IELTS. Annual Conference of the Language Testing Research Curriculum (LTRC). March 17-20. Toronto, Canada.
  • Schmitt, R., and Saif, S. 2015. When Language Admission Tests Measure Candidates’ L1: The Predictive Validity of a High-Stakes Admission Test for Quebec Teacher Training Programs. Annual Conference of the American Association of Applied Linguistics (AAAL). March 21-24. Toronto, Canada.
  • Saif, S. 2015. Stakeholders’ perceptions of high-stakes test preparation in an EFL context. International Conference on Foreign Languages, Communication and Culture. April 27-29. University of Holguin, Holguin, Cuba.
  • Saif, S., Ma, J., May, L., and Cheng, L. 2014. High-stakes test preparation across different contexts: Australia, China and Iran. Conference of the Association for Language Testing of Australia and New Zealand (ALTAANZ). November 27-29. University of Queensland, Brisbane, Australia.
  • Saif, S. and Lewis, D. 2014. The washback effect of a high-stakes school-leaving exam on teachers’ practices. Annual Conference of the Canadian Association of Applied Linguistics. May 26-28. Brock University, St-Catharines, Canada.
  • Mahdavi, Z., and Saif, S. 2013. L'évaluation de compétences langagières axée sur les besoins académiques des programmes d'études supérieures: le cas des étudiants étrangers en Sciences et Génie dans les universités francophones canadiennes. Congrès annuel de l'Association canadienne de linguistique appliquée/Canadian Association of Applied Linguistics. June 3-5. University of Victoria, Canada.
  • Amin-Lari, F., and Saif, S. 2013. IELTS Preparation Courses in the EFL Context of Iran: a Washback Study. Annual Conference of the American Association of Applied Linguistics (AAAL). March 16-19. Dallas, Texas, EU.
  • Lewis, D, and Saif, S. 2012. The Washback effect of the Caribbean Secondary Education Certificate French Exam on high-school teaching practices. Conference of the Association for Language Testing of Australia and New Zealand (ALTAANZ). November 8-10. University of Sydney, Sydney, Australia.
  • Saif, Shahrzad. 2012. Symposium: Current validity issues in second/foreign language assessment. Annual Conference of the Canadian Society for the Study of Education. May 27-30. Wilfrid Laurier University, Waterloo, Canada.
  • Saif, Shahrzad. 2012. Communication strategies: ESL learners’ use of interactional strategies for getting the message across in an assessment context. VIII International Conference on Foreign Languages, Communication and Culture. April 25-27. University of Holguin, Holguin, Cuba.
  • Rosenberg, R., Saif, S. 2010. Computer-based Concept Mapping for Second Language Reading Comprehension: A Design-based research study. CMC 2010: 4th International Conference on Concept Mapping. Vina del Mar, Chile. October, 5-7.
  • Saif, Shahrzad. 2009. Students’ perceptions of their use of writing strategies in content-based writing courses. Canadian Association of Applied Linguistics conference. May 27-29. Ottawa, Canada.
  • Saif, Shahrzad. 2009. Content-based writing instruction: An assessment-based approach. Fifth Annual Research Symposium of the Center for Intercultural Language Studies, University of British Columbia. May 15th. Vancouver, Canada.
  • Saif, Shahrzad. 2009. Content-based language courses and strategy training. Presented at TESOL Arabia conference. March 12-14. Dubai, UAE.
  • Saif, Shahrzad. 2008. Adjunct writing courses: The effect of integrating content and language on the development of learners’ use of communicative strategies. Presented in Language Issues in English-medium Universities: A Global Concern Conference. June 18-20. Hong Kong, China.
  • Saif, Shahrzad. 2008. Content-Based instruction and the development of the strategic competence. Presented in the Conference of the Canadian Association of Applied Linguistics. June 4-6. Vancouver, Canada.
  • Saif, Shahrzad. 2006. Communication strategies in instructional contexts: The washback effect of a task-based test of spoken language on learners’ use of communication strategies. Presented at the American Association of Applied Linguistics (AAAL) Conference. June 17-21. Montreal, Canada.
  • Rahimi, M, Riazi, M, and Saif, S. 2004. Factors Affecting the Use of Language Learning Strategies by EFL Learners: A Causal Comparative Study of Persian Learners. Paper presented at the CAAL Conference, May 2004. Manitoba, Canada.
  • Saif, Shahrzad. 2003. Direct Performance Testing and the Development of Communication Strategies. Paper presented at the TESL Canada/BC TEAL Conference. November 13-15. Vancouver, Canada.
  • Saif, Shahrzad. 2003. Aiming for positive test washback: A case study of International Teaching Assistants in Canada. Presented at the Canadian Association of Applied Linguistics Conference. June 1-4. Halifax, Canada.
  • Saif, Shahrzad. 2002. The Impact of Direct Tests on Students’ Learning. Canadian Association of Applied Linguistics Conference. May, 2002. Toronto, Canada.
  • Saif, Shahrzad. 2001. Investigating test washback: A conceptual framework. Paper presented at the American Association of Applied Linguistics (AAAL) Conference. Feb. 24-27. St. Louis, U.S.A.
  • Saif, Shahrzad. 2000. A needs-based approach to the evaluation of ITAs' spoken language ability. Paper presented at the Second Annual Conference of MidWest Association of Language Testers (MwALT). May 19-20. University of Iowa, USA.
  • Saif, Shahrzad. 1997. Performance testing and ITA training. Paper presented at the TESL Canada/B.C. TEAL Conference. November 7-9. University of Victoria, Canada.
  • Saif, Shahrzad. 1996. Language issues affecting international students. Symposium presented at the 34th Annual Meeting of Canadian Association for Graduate Studies (CAGS). Oct. 30-Nov.2. Calgary, Canada.
     

Communications, symposiums et ateliers invités

  • Saif, S. 2019. Targeted Test Preparation in High Stakes Contexts. Keynote speech presented in The Annual Symposium of the Canadian Association of Language Assessment (CALA). April 4th. Toronto.
  • Schmitt, R., and Saif, S. 2017. Comment offrir un QCM valide à mes étudiants? Professional Development Workshop for Language Teachers. October 11. CEGEP Limoilou, Quebec.
  • Saif, Shahrzad. 2016. Washback by design: Definition, Theory, and Methodology. Department of Languages, Literature and Linguistics, Shiraz University. December 26. Shiraz, Iran
  • Saif, Shahrzad. 2014. The impact of a high-stakes test of spoken language on learners’ use of oral production and comprehension strategies. Keynote speech, (Phonetic) Building Blocks of Speech Conference in honor of Professor John Esling. September 18-20. University of Victoria, Canada.
  • Saif, Shahrzad. 2013. The language proficiency of International Teaching Assistants in Canadian Universities: training, assessment, and screening. Invited Symposium, Annual Conference of the Canadian Association of Applied Linguistics. June 3-5. University of Victoria, Canada.
  • Saif, Shahrzad. 2009. High-stakes tests’ impact on language on language training programs: A case of foreign graduate students. Center for Intercultural Language Studies, University of British Columbia. April 23rd. Vancouver, Canada.
  • Saif, Shahrzad. October 2009. Course objectives: The cornerstone of evaluation in language institutes. École des langues d’Université Laval. Université Laval, Québec.
  • Saif, Shahrzad. October 2003. Classroom Test Development. École de langues, Université Laval. Québec.
  • Saif, Shahrzad. December 2000. Writing Second Language Tests. English Language Centre. University of Victoria, Victoria.

Curriculum

Formation

  • 2000: Ph. D., Département de linguistique, Université de Victoria, Canada

Participation et tâches administratives

2015
  • Membre de comité des bourses du CRSH
2002-2010
  • Responsable des cours Written Communication I et II
2003
  • Direction des programmes d’études anglaises et présidence du comité de programme de ces programmes
Depuis 2003
  • Participation à des comités intra-universitaires:
    • Membre de comité des échanges Profil International du programme BEALS
    • Participation au comité de programme du BEALS
    • Participation au comité sur les domaines d’activité du DLLT relativement à l’enseignement des langues
    • Membre de comité de programme d’études anglaises
2005
  • Présidence du sous-comité de BEALS en lien avec l’évaluation des compétences orales et écrites en anglais

Journées de formation 

  • Saif, Shahrzad. Octobre 2009. Course objectives: The cornerstone of evaluation in language institutes. École des langues d'Université Laval. Université Laval, Québec
  • Saif, Shahrzad. Octobre 2003. Classroom test development. École de langues de l'Université Laval. Université Laval. Québec
  • Saif, Shahrzad. Décembre 2000. Writing second language tests. English Language Centre. University of Victoria, Victoria
  • Saif, Shahrzad. Novembre 2000. Testing second language progress and achievement. Second Language Workshop and Seminar Series. University of Victoria, Victoria
  • Saif, Shahrzad. Octobre 1999. Test validity. Second Language Workshop and Seminar Series. University of Victoria, Victoria

Intérêts de recherche

  • Linguistique appliquée
  • Mesure et évaluation de langue seconde/étrangère
  • Conception de la recherche qualitative, quantitative ou mixte
  • Acquisition de l'anglais langue seconde