Furneaux, C.L., A. Paran and B. Fairfax. 2007. ‘Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries’. International Review of Applied Linguistics and Language Teaching 45/1: 69-94.
Type of entry: Journal article
Summary: This study examines the feedback practices of 110 EFL teachers from five different countries (Cyprus, France, Korea, Spain, and Thailand), working in secondary school contexts. All provided feedback on the same student essay. Most teachers reacted as language teachers, rather than as readers of communication.
Descriptor(s): English language, Methodology, Writing
Country of research: various
Institutional level: secondary
Entered by: University of Reading (Department of Applied Linguistics)

Furneaux, C.L., A. Paran and B. Fairfax. 2007. ‘Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries’. International Review of Applied Linguistics and Language Teaching 45/1: 69-94.
Type of entry: Journal article
Summary: 110 teachers from 5 countries provided feedback on the same student essay. Teachers overwhelmingly focused on grammar and assumed what was termed a Provider role, providing the correct forms for the student. Some teachers assumed an Initiator role, indicating errors and issues and expecting the learner to work on them.
Descriptor(s): Writing
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Fulcher, G. 2010. ‘Language Testing Review of the Year 2010’.
Type of entry: Unpublished
Summary: Language Testing stories in the news during 2010.
URL: http://languagetesting.info/features/2010/review.html
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2009. ‘Rating Scales and the Halo Effect’.
Type of entry: Unpublished
Summary: An introduction to the halo effect and its impact on research using rating scales and judges.
URL: http://languagetesting.info/features/halorating/rating.html
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. and F. Davidson. 2009. ‘Test architecture, test retrofit’. Language Testing 26/1: 123-144.
Type of entry: Journal article
Summary: An investigation into the "re-use" of tests for use with populations and for purposes for which they were not designed.
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. and F. Davidson. 2007. ‘Tests in life and learning: A deathly dialogue’. Educational Philosophy and Theory 40/3: 407-417.
Type of entry: Journal article
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2010. ‘Language Testing Scenarios’.
Type of entry: Unpublished
Summary: Six Language Testing Scenarios for Group Study. Each scenario presents the assessment issues in a high stakes context (e.g. air traffic control) and leads students to consider test design and decision issues that they may face in these applied settings.
URL: http://languagetesting.info/whatis/scenarios/list.php
Descriptor(s): Assessment, Teacher education
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2010. ‘Testing for Political Harmonization’.
Type of entry: Unpublished
Summary: Testing of all kinds is frequently used by governments and politicians to achieve policy aims. This article looks at the earliest known attempt of a political body to use a test to achieve political harmonization, and compares the historical example to the use of the Common European Framework for similar purposes.
URL: http://languagetesting.info/features/politics/harmonization.html
Descriptor(s): Assessment, Cultural issues
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2009. ‘High Stakes Testing’.
Type of entry: Unpublished
Summary: An introduction to the concepts of 'high stakes' in language testing.
URL: http://languagetesting.info/features/hst/hst.html
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2010. Practical Language Testing. London: Hodder Education.
ISBN: 987-0340984482
Type of entry: Authored book
Summary: Practical Language Testing equips you with the skills, knowledge, and principles necessary to understand and construct language tests.
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2009. ‘The commercialization of EAP provision in Higher Education’ in The Politics of Language Education: Individuals and Institutions. London: Multilingual Matters, pp. 125-146.
Type of entry: Book chapter
Book editor(s): Alderson, C.
ISBN: 1847691420
Summary: An empirical investigation into the impact of universities outsourcing EAP provision in the United Kingdom.
Descriptor(s): ESP, Management/Innovation
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2006. ‘Test architecture’. Foreign Language Education Research 9/1: 1-22.
Type of entry: Journal article
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. and M. Lamb. 2009. ‘Motivation and Language Testing’.
Type of entry: Unpublished
Summary: A consideration of the role played by motivation as a test taker characteristic in language testing. This is accompanied by a video of Martin Lamb discussing recent approaches to researching motivation.
URL: http://languagetesting.info/features/motivation/mil.html
Descriptor(s): Assessment, Learner autonomy/strategies
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2010. ‘Assessment for Learning’.
Type of entry: Unpublished
Summary: An introduction to classroom-based and formative assessment.
URL: http://languagetesting.info/features/afl/formative.html
Descriptor(s): Assessment, Methodology
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2009. ‘When is test preparation questionable?’.
Type of entry: Unpublished
Summary: A consideration of test preparation practices in the light of media reports regarding GCSE modern language preparation in the United Kingdom.
URL: http://languagetesting.info/features/testprep/testprep.html
Descriptor(s): Assessment, Curriculum/syllabus
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2009-2009. ‘Practical Language Testing’.
Type of entry: Externally funded project
Funding body: Leverhulme Trust
Summary: An investigation into the learning needs of language teachers with regard to language testing and assessment. This involved the construction and delivery of an online survey. The results were used to design innovative learning materials for a blended course in language testing involving new text-based materials and online multimedia information and activities.
URL: http://www.le.ac.uk/education/research/completedprojects/plt.html
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2009. ‘Language Testing Review of the Year 2009’.
Type of entry: Unpublished
Summary: Language testing stories in the news during 2009.
URL: http://languagetesting.info/features/2009/review09.html
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2010. ‘The reification of the Common European Framework of Reference (CEFR) and effect-driven testing.’ in Advances in Research on Language Acquisition and Teaching. Thessaloniki: Greek Association of Applied Linguistics, pp. 15-26.
Type of entry: Book chapter
Book editor(s): Psaltou-Joycey, A. and M. Matthaidoudakis.
ISBN: 978-960-98105-1
Summary: An investigation into the reification of the illustrative levels of the CEFR in European language teaching and assessment, showing that the level descriptors do not reflect actual communication.
Descriptor(s): Assessment, Curriculum/syllabus, ESOL/EAL
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2009. ‘Test use and political philosophy’. Annual Review of Applied Linguistics 29: 3-20.
Type of entry: Journal article
URL: http://languagetesting.info/features/politics/tupp09.pdf
Summary: An investigation into the ways governments use tests, and how this reflects the political philosophy of the parties in power with a particular emphasis on the degree to which state control comes before the interests of individuals.
Descriptor(s): Assessment
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fulcher, G. 2010. ‘Open book - open web tests’.
Type of entry: Unpublished
Summary: An introduction to conducting tests where learners have access to books or other resource materials, including the internet. On the one hand these are claimed to be more 'authentic' in terms of what learners normally do outside test conditions. On the other, there is the fear of construct irrelevant variance.
URL: http://languagetesting.info/features/open/book.html
Descriptor(s): Assessment, Learning technologies
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fritz, T. 2006. The Acquisition of Stress by Adult Learners of English.
Type of entry: Doctoral thesis
Supervisor(s): Beaumont, M.
Awarding institution: University of Manchester
Summary: A study of the aquisition of stress patterns in adult learners of English.
Thesis type: PhD
Descriptor(s): Pronunciation, Speaking
Country of research: Austria
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)

Frigols, M.J., D. Marsh and J. Naysmith. 2007. ‘Competence building for teachers of CLIL: Vocational education’ in Diverse Contexts - Diverging Goals: CLIL in Europe. Frankfurt AM Main: Peter Lang, pp. 33-46.
Type of entry: Book chapter
Book editor(s): Marsh, D. and D. Wolff.
ISBN: 9783631569054
Summary: The chapter was an outcome from the EU - Funded Clilcom Project, focussing on the development of CLIL teacher competences.
Descriptor(s): Curriculum/syllabus, Management/Innovation
Entered by: University of Portsmouth (School of Languages and Area Studies)

Fried-Booth, D. 2007. ‘Reviewing part 1 of the FCE listening test’. Cambridge ESOL: Research Notes 30: 23-24.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts30.pdf
Summary: A summary by Diana Fried-Booth of research into FCE Listening focusing on changes to the format of Part 1 of the paper.
Entered by: University of Cambridge ESOL Examinations

Franson, C. and A.R. Holliday. 2009. ‘Social and cultural perspectives’ in The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press, pp. 40-46.
Type of entry: Book chapter
Book editor(s): Richards, J. and A. Burns.
ISBN: 9780521756846
Summary: The content of teacher training or education needs to include not only the linguistic features of English and how these may be taught and learnt, but also its social and cultural position in the world, and its subsequent impact on the lives of both teachers and language learners.
Descriptor(s): Cultural issues
Entered by: Canterbury Christ Church University (Department of English and Language Studies)

Franson, C. and E. Vasquez. 2006. ‘Teaching history to EAL learners in the mainstream classroom: Adaptation and contingency’ in Planning and Teaching Creatively Within a Required Curriculum for School Age Learners. Alexandra, Virginia: TESOL, pp. 81-89.
Type of entry: Book chapter
Book editor(s): McKay, P.
ISBN: 1-9311-8530-1
Descriptor(s): ESOL/EAL
Entered by: Canterbury Christ Church University (Department of English and Language Studies)