Between 2002 and 2007, the Foundation provided support for established researchers through the Priority Research Grants program. Successful applicants in the Priority Research Grants competitions submitted proposals involving researchers in two or more countries. Studies were funded on TIRF’s stated research priorities and proposals involving mixed methods studies were given preference in the rating process.
TIRF is not currently offering Priority Research Grants. To learn about the findings of the studies that have been funded, please click below.
2002
Muñoz, Collins, White, Blaya, Cherta, Navés and Celaya
Age, Intensity of Instruction, and Metalinguistic Awareness in EFL Learning
2003
Inbar and Gagné
Language proficiency development of non-native English-speaking teacher candidates: A comparative case study of two teacher preparation programs in Canada and Israel
Kamhi-Stein and Mahboob
The relationship between teachers’ English proficiency and curriculum delivery in EFL settings and settings where English is an institutionalized language
2004
Horst, Schmitt and Cobb
A comparison of computerized and traditional techniques for learning academic vocabulary
Jamieson and Chapelle
Empirical evaluation of CALL use for ESL students’ learning processes and outcomes
McDonough and Sunitham
Exploring teachers’ use of computer-based activities in ESL/EFL contexts and their impact on L2 learning
2005
Burns and Borg
Teachers’ Beliefs & Practices about the Effective Integration of Grammar Instruction
Liu and Jiang
Examining the use of a corpus-assisted and contextualized lexicogrammatical approach to grammar instruction in ESL/EFL contexts
Ware and O’Dowd
E-partners and E-tutors: Telecollaboration as an Effective Means of Grammar Instruction
2006
Ellis, Sheen, Takashima and Murakami
The Effect of Written Corrective Feedback on ESL and EFL Learners’ Acquisition of Grammatical Forms
Spada and Lima
The isolation and integration of form-focused instruction: Views from ESL and EFL teachers and learners
2007
Mackey and Fujii
Designing and testing effective grammar-focused communicative tasks