1. D R .
PA U L
G R E G O R Y
paul.quinn@utoronto.ca
Q U I N N
paulgquinn.wordpress.com
ACADEMIC BACKGROUND
PhD in Second Language Education
November, 2013
Ontario Institute for Studies in Education, University of Toronto
Committee: Dr. Nina Spada (Supervisor), Dr. Alister Cumming, Dr. Julie Kerekes
Internal-external examiner: Dr. Eunice Jang; External Examiner: Dr. Roy Lyster
Thesis title: Delayed vs. immediate corrective feedback on orally produced passive errors
in English
Area of interest: Instructed second language acquisition and corrective feedback
Courses taken:
Role of instruction in second language education
(Dr. Nina Spada)
Task-based language teaching
(Dr. Peter Robinson)
Doctoral colloquium in second language education
(Dr. Alister Cumming)
Second language vocabulary acquisition
(Dr. Rhena Helms-Park)
Pragmatics and second language acquisition
(Dr. Julie Kerekes)
Introduction to applied statistics
(Dr. Olesya Falenchuk)
MA in Second Language Education
June, 2008
Ontario Institute for Studies in Education, University of Toronto
Committee: Dr. Eunice Jang (Supervisor), Dr. Nina Spada
Thesis title: Two Japanese language tourists’ ESL experiences of the functions of the
comprehensible output hypothesis: The potential for learning through speaking
Area of interest: Instructed second language acquisition
Courses taken:
Seminar in second language literacy education
(Dr. Jim Cummins)
Master’s colloquium in second language education
(Dr. M. Swain & Dr. S. Lapkin)
Aspects of second language acquisition
(Dr. Nina Spada)
Processing second language data
(Dr. Alister Cumming)
Second language learning
(Dr. Nina Spada)
Method and organization of second language teaching (Dr. A. Gagne & Dr. K. Rehner)
Seminar in language and communication
(Dr. Julie Kerekes)
Bachelor of Arts (with distinction in Philosophy and English Literature)
July, 1995
University of Toronto

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ACADEMIC HONOURS
(2013) Merit-based Teacher Education Program Assistantship, OISE/UofT
(2013) Merit-based Summer Graduate Assistantship, OISE/UofT
(2012) Merit-based Full-year Graduate Assistantship, OISE/UofT
(2012) Merit-based Summer Graduate Assistantship, OISE/UofT
(2012) School of Graduate Studies Conference Travel Grant, UofT
(2011) Shinki Kai Platinum Scholarship, Shinki Kai Association
(2011) Language Learning Dissertation Grant, Language Learning Journal
(2011) Research Fellowship/Graduate Assistantship, OISE/UofT
(2010) Ontario Graduate Scholarship, Government of Ontario
(2010) OISE Academic Excellence Award, OISE/UofT
(2008) AAAL Student Award, American Association for Applied Linguistics
(2008 – 2011) OISE Funding Grant, OISE/UofT
(2005) Merit-based Full-year Graduate Assistantship, OISE/UofT
($4,422)
($5,938)
($11,333)
($5,611)
($140)
($2,000)
($2,000)
($24,489)
($15,000)
($2,000)
($800)
($55,551)
($11,069)
RESEARCH EXPERIENCE
Research assistant
2009 – Present
Project: Interactions between type of L2 instruction, type of language feature and type of
knowledge. (Primary researcher: Dr. Nina Spada), OISE/University of Toronto
Summary: Participating with research group in all aspects of a Social Science and
Humanities Research Council-funded project investigating the effects of two types of
form-focused instruction on L2 grammatical development. Currently working on two
strands of the project: 1) a manuscript for a study on harnessing the effects of priming for
use in diagnostic assessment, and 2) creation of a past progressive elicited imitation test
Primary researcher
2010 – 2013
Project: Delayed versus immediate corrective feedback on orally produced passive errors
in English (Doctoral dissertation research), OISE/University of Toronto
Summary: Designed experimental study to address gap in literature about timing of
corrective feedback, recruited 90 participants; conducted instructional treatments,
statistically and thematically analyzed data, and wrote dissertation on findings. (Currently
preparing related manuscripts for journal submission)
Research assistant
2013 – 2013
Project: Diversity in Teaching.
(Primary researcher: Dr. Antoinette Gagne), OISE/University of Toronto
Summary: Created a data base for research project on extracurricular clubs that support
diverse learners in Toronto District School Board schools. Also, assisted in construction
and administration of the Diversity in Teaching Website, a website designed to assist
teachers teaching learners from diverse linguistic and cultural backgrounds

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Research assistant
2011 – 2012
Project: Comparing TOEFL iBT speaking tasks with performance on real-life academic
speaking tasks (Primary researcher: Dr. Merrill Swain), OISE/University of Toronto
Summary: Worked for Education Testing Service-funded project with research group;
Transcribed international graduate students’ performances on TOEFL iBT speaking tasks
and real-life academic tasks, then compared the performances by coding the
transcriptions into analysis of speech (AS) units for comparison in terms of grammatical
accuracy and complexity
Research assistant
2006 – 2009
Project: Isolated and integrated form-focused instruction: Effects on second language
learning (Primary researcher: Dr. Nina Spada), OISE/University of Toronto
Summary: Participated with research group in Social Science and Humanities Research
Council-funded project investigating the timing of grammatical instruction. Contributed
to the development and piloting of oral production, error correction, and elicited imitation
tests designed to assess knowledge of a grammar structure. Also, contributed to the
development of treatment materials in the form of lesson plans specially designed to
either integrate or isolate form-focused instruction, and provided feedback on seminal
paper introducing the integrated and isolated form-focused instruction conceptual
framework, (Spada & Lightbown, 2008)
Primary researcher
2006 – 2007
Project: Two Japanese language tourists’ ESL experiences of the functions of the
comprehensible output hypothesis: The potential for learning through speaking versus
immediate corrective feedback on orally produced passive errors in English (Master
thesis research), OISE/University of Toronto
Conducted a descriptive study of the extent two Japanese learners studying abroad
produced spoken output in classrooms and informal learning contexts that served the
functions of the ‘comprehensible output hypothesis’ Conducted videotaped observations
which were coded into language related episodes (LREs) and quantitatively analyzed.
Also conducted stimulated recalls, and semi-structured interviews for complementary
qualitative data
Research assistant
2005 – 2006
Project: Integrating formative diagnostic assessment into ESL literacy instruction
(Primary Researcher: Dr. Eunice Jang) OISE/University of Toronto
Assisted Dr. Jang with grant proposals for study of an interventionist application of
reading strategies to improve literacy levels of immigrant students; Analyzed and
summarized core skills of ESL students in the Ontario ESL curriculum to formulate
profiles of Toronto District School Board schools in terms of their ESL populations and
Ontario Education Quality and Accountability Office test results; Aided in completing
research for a presentation on mixed method research including a review of the research

4. Dr. Paul Gregory Quinn, Curriculum Vitae, Page 4 of 8
designs used in all studies which appeared in TESOL Quarterly from 2000 to 2005, which
was cited in Robinson’s (2012) Encyclopedia of Second Language Acquisition
REFEREED PRESENTATIONS
Quinn P., Spada, N. (2014, Scheduled for March). Incorporating structural priming into
an oral production task to elicit the English passive construction. Paper
presentation at the American Association for Applied Linguistics Conference,
Portland, U.S.A.
Quinn, P. (2014). Second language learner and teacher beliefs about corrective feedback.
Paper presentation at the 3rd International Conference on Second Language
Pedagogies, University of Toronto, Mississauga, Canada.
Quinn, P. (2013). The effects of altering the timing of corrective feedback. Paper
presentation at the American Association for Applied Linguistics Conference,
Dallas, U.S.A.
Quinn, P. (2013). The timing of corrective feedback: Language learners’ development and
impressions. Paper presentation at the OISE/UT Dean's Graduate Student
Research Conference, Toronto, Canada
Quinn, P. (2012). The effects of differential timing of corrective feedback on spoken
grammar errors. Poster presentation at the American Association for
Applied Linguistics Conference, Boston, U.S.A.
Quinn, P., Spada, N., Shiu, J., Yalcin, S. (2011). The effects of form-focused instruction
on explicit and implicit L2 knowledge. Paper presentation at the American
Association for Applied Linguistics Conference, Chicago, U.S.A.
Quinn, P. (2010). Intra versus inter-task oral corrective feedback. Poster presentation at
the American Association for Applied Linguistics Conference, Atlanta, U.S.A.
Quinn, P. (2009). The effects of delayed versus immediate oral corrective feedback. Poster
presentation at the Second Language Research Forum, Michigan State University,
U.S.A.
Jessop, L., Quinn, P., Spada, N., & Valeo, A, (2009). The contributions of isolated and
integrated form-focused instruction on different aspects of L2 knowledge and use.
Paper presentation at the American Association for Applied Linguistics
Conference, Denver, U.S.A.
Quinn, P. (2008). Two Japanese language tourists’ ESL experience of the functions of the
comprehensible output hypothesis: The potential for learning through speaking.
Paper presentation at the American Association for Applied Linguistics

5. Dr. Paul Gregory Quinn, Curriculum Vitae, Page 5 of 8
Conference, Washington D.C., U.S.A.
Quinn, P. (2008). Two Japanese language tourists’ ESL experience of the functions of the
comprehensible output hypothesis: The potential for learning through speaking.
Paper presentation at the OISE/UT Dean's Graduate Student Research Conference,
Toronto, Canada
Jang, E., & Quinn, P. (2006). Merits of practical reasoning for validating mixed-method
research. Paper presentation at the American Association for Applied
Linguistics/Canadian Association of Applied Linguistics Joint Conference,
Montréal, Canada
INVITED TALKS
Quinn, P. (2013). The timing of corrective feedback. Paper presentation at the Centre for
Educational Research on Languages and Literacies Informal Seminar,
Toronto, Canada
Brooks, L., Jun, S.W., Malcolm, A., Quinn, P., Swain, M. (2012). A Comparison of
TOEFL iBT Speaking Tasks with Performance on Real-Life Academic Speaking
Tasks. Paper presentation at the Centre for Educational Research on Languages
and Literacies Research Colloquium, Toronto, Canada
Quinn, P. (2008). Two Japanese language tourists’ ESL experience of the functions of the
comprehensible output hypothesis: The potential for learning through speaking.
Paper presentation at the Modern Language Centre Informal Seminar, Toronto,
Canada
Quinn, P. (2007). Japanese ESL learners’ experiences of spoken output. Paper
presentation at the Modern Language Centre Informal Seminar, Toronto, Canada
TEACHING EXPERIENCE
TESOL
Consultant
January 6, 2014, September 13, 2013, January 27, February 10, 2012.
Created and delivered corrective feedback workshops for ESL teachers at the request of
school administrators from Centennial College, Global Village English Centres, the
International Language School of Canada, and the English School of Canada
University of Toronto Pre-service Teacher Program Course Teaching Assistant
September 2013 – December 2013
Employed by the University of Toronto in the Consecutive Bachelor of Education
Program as a teacher education program assistant, helping Dr. Nina Spada teach 75

6. Dr. Paul Gregory Quinn, Curriculum Vitae, Page 6 of 8
teacher candidates a course entitled An Introduction to Second Language Acquisition
Processes (EDU 5513)
University of Toronto Pre-service Teacher Program Course Co-instructor
January 2011 – April 2011
Voluntarily co-taught a University of Toronto Consecutive Bachelor of Education
Program course entitled An Introduction to Second Language Acquisition Processes
(EDU 5513) with Dr. Julie Kerekes
English as a Foreign Language Teacher-trainer
1997 – 2000; 2002 – 2005
Provided initial and regular developmental training and assessment to over 50
international EFL instructors in schools in Kagoshima and Kumamoto, Japan for NOVA
(a private Japanese EFL company). Also, conducted TOEFL/TOEIC preparation course
training seminars for teachers and liaised with Japanese-speaking administrative staff.
(Between 2000 -2002, I fulfilled life-long dream of traveling to all 7 continents)
English for Academic Purposes
College ESL Teacher
September, 2013 – Present
Currently teaching intensive English courses in the English Language Learning Program
at Centennial College for ESL learners aspiring to enter college
College ESL Teacher
July, 2008 – August, 2008
Taught intensive English course (ELI 330) in the English Language Institute at Seneca
College for ESL learners aspiring to enter college
College ESL Teacher
May, 2007 – August, 2011
Taught essay writing course (ESL 9027) in the Continuing Education Program at George
Brown College for advanced-level ESL learners aspiring to enter college
English as a Second Language
Interview Instructor
December, 2010 – January, 2011
Provided sociolinguistic training to internationally-trained medical professionals for medicalresidency interviews, for the Healthforce Ontario initiative from the Ontario Ministry of
Health and Long-Term Care, and the Ontario Ministry of Training, Colleges and Universities
ESL Teacher
November 2007 – August 2008
Taught communicative English and grammar courses to adult ESL learners at Cornerstone
Academic College

7. Dr. Paul Gregory Quinn, Curriculum Vitae, Page 7 of 8
English as a Foreign Language
EFL Teacher
April 2004 – September 2005
Taught Saturday classes in communicative English to a high school class at Shin Ai Catholic
High School in Kumamoto, Japan
EFL Teacher
October 1995 – December 2000; January 2002 – September 2005
Taught over 10,000 hours to adult and children EFL learners at NOVA EFL schools in Osaka,
Kagoshima, and Kumamoto, Japan. Pedagogy included communicative English (face-to-face
and online classes), English for specific purposes, and preparation for TOEFL, TOEIC, and
Eiken English-proficiency tests
PROFESSIONAL SERVICE
2014

Scheduled to volunteer at the American Association for Applied Linguistics 2014
Conference
2013

Volunteered at the American Association for Applied Linguistics 2013 Conference

Provided feedback on and contributed supplementary online material to Lightbown
and Spada’s TESOL textbook, How Languages are Learned, 4th edition (Thanked in
the Acknowledgements)

Served as an anonymous reviewer for a manuscript submitted to the journal The
Canadian Modern Language Review
2012

Served as an abstract reviewer for the 14th Annual International Conference of the
Japanese Society for Language Sciences
2011

Served as an abstract reviewer for the 13th Annual International Conference of the
Japanese Society for Language Sciences
2008

Served as a member of the organizing committee for the American Association for
Applied Linguistics 2008 Conference
PROFESSIONAL MEMBERSHIPS
American Association for Applied Linguistics
2008 – Present

8. Dr. Paul Gregory Quinn, Curriculum Vitae, Page 8 of 8
TESL Canada
2008 – Present
RELEVANT SKILLS
Languages
English is my first language, and I speak Japanese at an intermediate level of proficiency
Software
Experienced in using Audacity, BlackBoard, Excel, Express Scribe, Pepper, PowerPoint,
SPSS, Word, and WordPress (Please visit my WordPress blog on a myriad of issues that
are related to language teaching and learning at paulgquinn.wordpress.com)