Joyes, G., S. Banks and T. Grimshaw. 2003-2008. ‘V-Resort: Virtual Resources for Online Research Training’.
Type of entry: Externally funded project
Funding body: HEFCE
Summary: The V-ResORT (Virtual Resources for Online Research Training) project team have worked with the Higher Education research training community to develop online resources for training in research methodology and methods for use by scholars at Masters level, Doctoral level and beyond. The core materials are a set of video interviews in which researchers describe and discuss projects they have conducted
URL: http://www.V-resort.ac.uk
Descriptor(s): Learner autonomy/strategies, Learning technologies, Teacher cognition, Teacher education
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Bath (Department of Education)

Jong, Y.O. 2009. An Investigation into the Benefits of Collaborative Writing for the Development of EFL Children's Communication Skills.
Type of entry: Doctoral thesis
Supervisor(s): Rixon, S.
Awarding institution: University of Warwick
Thesis type: EdD
Entered by: University of Warwick (Centre for Applied Linguistics)

Jones, M. and P. Durrant. 2010. ‘What can a corpus tell us about vocabulary teaching materials?’ in The Routledge Handbook of Corpus Linguistics. London: Routledge.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Descriptor(s): Assessment, English language, Materials, Methodology
Entered by: University of Nottingham (School of Education)

Jones, N. 2006. ‘Assessment systems: Conceptual, human, technological’. Cambridge ESOL: Research Notes 23: 2-3.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts23.pdf
Summary: Neil Jones gives a unique view of assessment systems, describing the complex system of language assessment in terms of its conceptual, human and technological facets that have evolved over the last decade at Cambridge ESOL.
Entered by: University of Cambridge ESOL Examinations

Jones, N. 2008. ‘SurveyLang: A European survey of language competences’ in IAEA: Re-interpreting Assessment: Society, Measurement and Meaning. Cambridge: Cambridge Assessment.
Type of entry: Paper in conference proceedings
Principal format: Online
URL: http://www.iaea2008.cambridgeassessment.org.uk/ca/digitalAssets/180411_Jones.pdf
Descriptor(s): Assessment
Entered by: University of Cambridge ESOL Examinations

Jones, N. 2005. ‘Raising the languages ladder: Constructing a new framework for accrediting foreign language skills’. Cambridge ESOL: Research Notes 19: 15-19.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts19.pdf
Summary: Neil Jones describes how tests for 26 different languages are being related to the Languages Ladder framework, focusing on how objectively marked components (reading and listening) can be linked to it.
Entered by: University of Cambridge ESOL Examinations

Jones, N., K. Ashton and T. Walker. 2010. ‘Asset Languages: a case study of piloting the CEFR Manual’ in Aligning Tests with the CEFR, Studies in Language Testing Series (33). Cambridge: UCLES/Cambridge University Press, pp. 227-244.
Type of entry: Book chapter
Book editor(s): Martyniuk, W.
ISBN: 978-0-521-17684-2
Descriptor(s): Assessment, Curriculum/syllabus, ESOL/EAL
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Jones, N. and L. Maycock. 2007. ‘The comparability of computer-based and paper-based tests: Goals, approaches, and a review of research’. Cambridge ESOL: Research Notes 27: 11-14.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts27.pdf
Summary: Neil Jones and Louise Maycock address the issue of comparability between the computer based mode and paper based mode of tests such as BEC and BULATS.
Entered by: University of Cambridge ESOL Examinations

Jones, M. and N. Schmitt. 2010. ‘Developing materials for discipline-specific vocabulary and phrases in academic seminars’ in English Language Teaching Materials. New York: Cambridge University Press.
Type of entry: Book chapter
Book editor(s): Harwood, N.
ISBN: 978-0-521-12158-3
Descriptor(s): English language, Materials, Reading, Writing
Entered by: University of Nottingham (School of Education)

Jones, N. 2009. ‘The classroom and the Common European Framework: towards a model for formative assessment’. Cambridge ESOL: Research Notes 36: 2-8.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts36.pdf
Summary: The author considers the potential role of a language testing body with respect to language learning, and how this role might be fulfilled. He suggests that bringing assessment-for-learning techniques into the classroom depends on teacher development, which is something that the language tester could do.
Descriptor(s): Assessment, Classroom interaction, ESOL/EAL, ESP, Methodology, Teacher education
Entered by: University of Cambridge ESOL Examinations

Jones, N., K. Ashton and A.S.-Y. Chen. 2005. ‘Rising to the challenge of asset languages’. Cambridge ESOL: Research Notes 19: 2-4.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts19.pdf
Summary: Neil Jones, Karen Ashton and Ann Shih-yi Chen introduce Asset languages, an assessment system being developed by UCLES to implement the Languages Ladder, a voluntary recognition system in the UK which seeks to give people credit for their language skills across 26 languages.
Entered by: University of Cambridge ESOL Examinations

Jones, P. 2010. Early Beginnings: Early Stages of Ab Initio FL Learning in a US University.
Type of entry: Doctoral thesis
Supervisor(s): Kiely, R.
Awarding institution: University of Bristol
Thesis type: PhD
Entered by: University of Bristol (Graduate School of Education)

Jones, M. and P. Durrant. 2010. ‘What can a corpus tell us about vocabulary teaching materials?’ in The Routledge Handbook of Corpus Linguistics. London: Routledge.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Descriptor(s): Assessment, English language, Materials, Methodology
Entered by: University of Nottingham (School of English Studies)

Jones, N. 2009. ‘A comparative approach to constructing a multilingual proficiency framework: constraining the role of standard setting’. Cambridge ESOL: Research Notes 37: 6-10.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts37.pdf
Summary: The author provides his own perspective on the use of standard setting when constructing a multilingual proficiency framework. He explores issues related to absolute and comparative judgement and discusses in detail a ranking approach to align different languages and tests to a common scale as a pre-cursor to standard setting.
Descriptor(s): Assessment, ESOL/EAL, Listening, Methodology, Reading
Country of research: United Kingdom
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Thunnithet, P. 2010. Approaches to Criticality Development in English Literature Education: A Second Language Case Study in a Thai University.
Type of entry: Doctoral thesis
Supervisor(s): Johnston, B.H.M.
Awarding institution: University of Southampton
Summary: This research was an in-depth case study to explore the approaches Thai teachers of English literature in higher education utilise to foster criticality development in their students; the nature of students’ criticality development; and the influence of the teaching and learning context on such development.
Thesis type: PhD
Descriptor(s): Classroom interaction, Cultural issues, Curriculum/syllabus, Learner cognition, Writing
Country of research: Thailand
Learners' background: Thailand
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)

Johnson, K. 2005. ‘The "general" study of expertise’ in Expertise in Second Language Learning and Teaching. Basingstoke: Palgrave Macmillan, pp. 11-34.
Type of entry: Book chapter
Book editor(s): Johnson, K.
ISBN: 978-0-230-55436-8
Summary: Considering expertise studies in non-language-teaching areas and discussing ways in which similar research might be done in the language teaching area.
Descriptor(s): Methodology, Teacher cognition
Entered by: Lancaster University (Linguistics and English Language)

Johnson, J.S. and G.S. Lim. 2009. ‘The influence of rater language background on writing performance assessment’. Language Testing 26/4: 485-505.
Type of entry: Journal article
Summary: This study investigated the performance of writing examiners in an English proficiency exam, in particular, raters whose first language is not English. The study showed that these raters' performance could not be told apart from that of English L1 raters, and that they were not biased for or against examinees who shared their L1.
Descriptor(s): Assessment, ESOL/EAL, Methodology, Writing
Country of research: United States of America
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Johnson, K. 2008. An Introduction to Foreign Language Learning and Teaching; second edition. London: Pearson Education.
ISBN: 978-1-4058-3617-3
Type of entry: Authored book
Summary: Describing research and developments in the fields of language learning and teaching.
Descriptor(s): Assessment, Classroom interaction, Cultural issues, Curriculum/syllabus, English language, ESOL/EAL, ESP, Learner autonomy/strategies, Learner cognition, Learning technologies, Listening, Materials, Methodology, Pronunciation, Reading, Speaking, Teacher cognition, Teacher education, Writing
Entered by: Lancaster University (Linguistics and English Language)

Waters, A. 2005. ‘Expertise in teacher education: Helping teachers to learn’ in Expertise in Second Language Learning and Teaching. Basingstoke: Palgrave Macmillan, pp. 210-229.
Type of entry: Book chapter
Book editor(s): Johnson, K.
ISBN: 9781403920966
Summary: Conceptualises the nature of teacher educator expertise in terms of what can be seen to be involved in attempting to facilitate teacher learning, and outlines programme for further research in area.
Descriptor(s): Teacher education
Entered by: Lancaster University (Linguistics and English Language)

Johnson,(ed.).K. 2005. Expertise in Second Language Learning and Teaching. Basingstoke: Palgrave Macmillan.
ISBN: 978-0-230-55436-8
Type of entry: Authored book
Summary: Describing expertise research undertaken in areas related to language learning and teaching
Descriptor(s): Learner cognition, Teacher cognition, Teacher education
Entered by: Lancaster University (Linguistics and English Language)

Johnson, K. 2006. ‘Forty years of language teaching: The nineteen-seventies’. Language Teaching 40: 8-9.
Type of entry: Journal article
Summary: Describing langauge teaching developments in the nineteen seventies.
Descriptor(s): Curriculum/syllabus, Materials, Methodology, Teacher cognition, Teacher education
Entered by: Lancaster University (Linguistics and English Language)

Johnson, K. 2007. ‘Expertise research in language teaching: Some examples and some issues’. Indonesian Journal of English Language Teaching 3/1: 51-71.
Type of entry: Journal article
Summary: Considering the development of expertise research in the language teaching field and describing some examples of small-scale research undertaken at Lancaster.
Descriptor(s): English language, Teacher cognition, Teacher education
Country of research: United Kingdom
Entered by: Lancaster University (Linguistics and English Language)

Johnson, K. and S. Jackson. 2006. ‘Comparing language teaching and other-skill teaching: Has the language teacher anything to learn?’. System 34: 532-546.
Type of entry: Journal article
Summary: Describing the main findings of the 'Exploring the procedures' project.
Descriptor(s): Classroom interaction, Curriculum/syllabus, English language, Materials, Methodology, Teacher education
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Related project: Exploring the Procedures Used in Non-linguistic Skill Teaching and Assessing their Relevance for Language Teaching
Entered by: Lancaster University (Linguistics and English Language)

Blackledge, A.J. 2010. ‘Doing more harm than good: racialisation of a debate about language in a BBC News item’ in Language Ideologies and Media Discourse: Texts, Practices, Policies. London: Continuum.
Type of entry: Book chapter
Book editor(s): Johnson, S. and T.M. Milani.
ISBN: 9781441155863
Entered by: University of Birmingham (School of Education)

Johnson, K., M. Kim, Y.-F. Liu, A. Nava, D. Perkins, A.-M. Smith, O. Soler-Canela and W. Lu. 2008. ‘A step forward: Investigating expertise in materials evaluation’. ELTJ 62: 157-163.
Type of entry: Journal article
Summary: Describing a research project which observed the way teachers evaluate a textbook for possible classroom use with their students. Uses think-alouds.
Descriptor(s): Curriculum/syllabus, English language, Learner cognition, Materials, Methodology, Teacher cognition, Teacher education
Country of research: United Kingdom
Institutional level: tertiary
Entered by: Lancaster University (Linguistics and English Language)