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2010. ‘Building a spoken corpus: what are the basics?’ in
Routledge Handbook of Applied Linguistics. Oxford: Routledge.
Type of entry: Book chapter
Book editor(s): O’Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-49067-2
Descriptor(s): English language, Methodology
Entered by: University of Nottingham (School of English Studies)
Type of entry: Book chapter
Book editor(s): O’Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-49067-2
Descriptor(s): English language, Methodology
Entered by: University of Nottingham (School of English Studies)
2010. ‘Shared spaces and ‘secret gardens’: the troublesome journey from undergraduate students to undergraduate scholars via PebblePad’ in
Technology-supported Environments for Personalized Learning: Methods and Case Studies. Hershey, PA: IGI Global, pp. 341-363.
Type of entry: Book chapter
Book editor(s): O’Donoghue, J.
ISBN: 9781605668840
Summary: This chapter describes the strengths and weaknesses of PebblePad as a tool for undergraduate language learners, and discusses the issues that need to be considered when planning to implement new personalised learning environments.
Descriptor(s): Learning technologies, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
Type of entry: Book chapter
Book editor(s): O’Donoghue, J.
ISBN: 9781605668840
Summary: This chapter describes the strengths and weaknesses of PebblePad as a tool for undergraduate language learners, and discusses the issues that need to be considered when planning to implement new personalised learning environments.
Descriptor(s): Learning technologies, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
2010. ‘Shared spaces and ‘secret gardens’: the troublesome journey from undergraduate students to undergraduate scholars via PebblePad’ in
Technology-supported Environments for Personalized Learning: Methods and Case Studies. Hershey, PA: IGI Global, pp. 341-363.
Type of entry: Book chapter
Book editor(s): O’Donoghue, J.
ISBN: 9781605668840
Summary: This chapter describes the strengths and weaknesses of PebblePad as a tool for undergraduate language learners, and discusses the issues that need to be considered when planning to implement new personalised learning environments.
Descriptor(s): Learning technologies, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
Type of entry: Book chapter
Book editor(s): O’Donoghue, J.
ISBN: 9781605668840
Summary: This chapter describes the strengths and weaknesses of PebblePad as a tool for undergraduate language learners, and discusses the issues that need to be considered when planning to implement new personalised learning environments.
Descriptor(s): Learning technologies, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
2010. ‘Student-driven and threshold-concept-informed curricular change’ in
Conceptualising Impact: Exploring the Effectiveness of Practice through Pedagogic Research. Coventry: Coventry University, pp. 77-83.
Type of entry: Paper in conference proceedings
Editor(s): iPED Network, R.
Principal format: Online
URL: http://curve.coventry.ac.uk/open/items/b719e069-ed88-d701-1348-bd4a3450f2d2/1/iPED2010Proc(2).pdf
Summary: This paper reports on a student’s threshold-concept-related dissertation, based upon previous studies on troublesome grammar knowledge by Orsini-Jones and Jones (2007), Orsini-Jones and Sinclair (2008) and Orsini-Jones (2009). The student implemented an experimental curricular intervention aimed at making formal grammar learning less troublesome for first year students.
Descriptor(s): Curriculum/syllabus, Methodology
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
Type of entry: Paper in conference proceedings
Editor(s): iPED Network, R.
Principal format: Online
URL: http://curve.coventry.ac.uk/open/items/b719e069-ed88-d701-1348-bd4a3450f2d2/1/iPED2010Proc(2).pdf
Summary: This paper reports on a student’s threshold-concept-related dissertation, based upon previous studies on troublesome grammar knowledge by Orsini-Jones and Jones (2007), Orsini-Jones and Sinclair (2008) and Orsini-Jones (2009). The student implemented an experimental curricular intervention aimed at making formal grammar learning less troublesome for first year students.
Descriptor(s): Curriculum/syllabus, Methodology
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
2007. ‘Supporting grammar learning via a virtual learning environment: A case study from Coventry University’.
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice 6/1: 90-106.
Type of entry: Journal article
Summary: This article reports the results of an investigation into the issues encountered by undergraduate language students when engaging in the "grammar project" - a collaborative assessment task for the module Academic and Professional Skills for Language Learning - and shows how encouraging students to take ownership of their learning process with a VLE can increase their motivation
Descriptor(s): Assessment, Learner autonomy/strategies, Learner cognition, Learning technologies, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Related project: Grammar, Researching Activities for Student Progress
Entered by: Coventry University
Type of entry: Journal article
Summary: This article reports the results of an investigation into the issues encountered by undergraduate language students when engaging in the "grammar project" - a collaborative assessment task for the module Academic and Professional Skills for Language Learning - and shows how encouraging students to take ownership of their learning process with a VLE can increase their motivation
Descriptor(s): Assessment, Learner autonomy/strategies, Learner cognition, Learning technologies, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Related project: Grammar, Researching Activities for Student Progress
Entered by: Coventry University
2009. ‘Troublesome grammar knowledge and action-research-led curriculum design: two case studies from the Department of English and Languages at Coventry University’.
Rassegna Italiana di Linguistica Applicata 41/1-2: 197-217.
Type of entry: Journal article
Descriptor(s): Curriculum/syllabus, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Coventry University
Type of entry: Journal article
Descriptor(s): Curriculum/syllabus, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Coventry University
2007-2008. ‘Grammar, Researching Activities for Student Progress’.
Type of entry: Externally funded project
Funding body: Subject Centre for Languages, Linguistics and Area Studies (LLAS)
Summary: A team formed by language lecturers, instructional designers and a lecturer in linguistics aimed at identifying the grammar ‘stumbling blocks’ encountered by students when engaging with learning to learn languages and design a task that would help students with overcoming them. 3
URL: http://www.llas.ac.uk/resourcedownloads/2631/orsinijones.pdf
Descriptor(s): Assessment, Curriculum/syllabus, English language, Learner autonomy/strategies, Learning technologies
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Coventry University
Type of entry: Externally funded project
Funding body: Subject Centre for Languages, Linguistics and Area Studies (LLAS)
Summary: A team formed by language lecturers, instructional designers and a lecturer in linguistics aimed at identifying the grammar ‘stumbling blocks’ encountered by students when engaging with learning to learn languages and design a task that would help students with overcoming them. 3
URL: http://www.llas.ac.uk/resourcedownloads/2631/orsinijones.pdf
Descriptor(s): Assessment, Curriculum/syllabus, English language, Learner autonomy/strategies, Learning technologies
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Coventry University
2010. ‘Troublesome grammar knowledge and action-research-led assessment design: learning from liminality’ in
Threshold Concepts and Transformational Learning. Rotterdam: Sense, pp. 281-299.
Type of entry: Book chapter
Book editor(s): Meyer, J.F.H., R. Land and C. Baille.
ISBN: 978-94-6091-206-1
Summary: The threshold concept of the rank scale requires students to master a number of fundamental grammar ‘milestones’. This chapter investigates this process, finding that many aspiring EFL teachers experience ‘grammar anxiety’ when faced with the task of explaining grammar to their students.
Descriptor(s): Methodology, Teacher cognition, Teacher education
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
Type of entry: Book chapter
Book editor(s): Meyer, J.F.H., R. Land and C. Baille.
ISBN: 978-94-6091-206-1
Summary: The threshold concept of the rank scale requires students to master a number of fundamental grammar ‘milestones’. This chapter investigates this process, finding that many aspiring EFL teachers experience ‘grammar anxiety’ when faced with the task of explaining grammar to their students.
Descriptor(s): Methodology, Teacher cognition, Teacher education
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
2008. ‘Helping students to GRASP (Grammar: Researching Activities for Student Progress) the rules of grammar’ in
Improving Student Learning for What?. Oxford: OCSLD, pp. 72-86.
Type of entry: Paper in conference proceedings
Editor(s): Rust, C.
Principal format: Printed
Summary: Building on previous cycles of action research (Orsini-Jones and Jones 2007), the project illustrated (GRASP) has explored students' understanding of grammar further and has also used grammatical exercises and materials to attempt to support the enhanced understanding of grammar categories.
Descriptor(s): Assessment, Curriculum/syllabus, Learner autonomy/strategies, Learner cognition, Learning technologies, Management/Innovation
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Related project: Grammar, Researching Activities for Student Progress
Entered by: Coventry University
Type of entry: Paper in conference proceedings
Editor(s): Rust, C.
Principal format: Printed
Summary: Building on previous cycles of action research (Orsini-Jones and Jones 2007), the project illustrated (GRASP) has explored students' understanding of grammar further and has also used grammatical exercises and materials to attempt to support the enhanced understanding of grammar categories.
Descriptor(s): Assessment, Curriculum/syllabus, Learner autonomy/strategies, Learner cognition, Learning technologies, Management/Innovation
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Related project: Grammar, Researching Activities for Student Progress
Entered by: Coventry University
2009. ‘Intentions and realities in implementing communicative curriculum reform’.
System 37/2: 243-253.
Type of entry: Journal article
Summary: This paper examines three teachers’ implementation of a new communicative English language curriculum in Libyan secondary schools. The analysis highlighted considerable differences between the intentions of the curriculum and the instruction observed.
Descriptor(s): Curriculum/syllabus, Teacher education
Entered by: University of Leeds (School of Education)
Type of entry: Journal article
Summary: This paper examines three teachers’ implementation of a new communicative English language curriculum in Libyan secondary schools. The analysis highlighted considerable differences between the intentions of the curriculum and the instruction observed.
Descriptor(s): Curriculum/syllabus, Teacher education
Entered by: University of Leeds (School of Education)
2009. Pedagogical Practice and Support of English Language Student Teachers During the Practicum in Kenya.
Type of entry: Doctoral thesis
Supervisor(s): Wedell, M., A. Malderez and S. Borg
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Kenya
Entered by: University of Leeds (School of Education)
Type of entry: Doctoral thesis
Supervisor(s): Wedell, M., A. Malderez and S. Borg
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Kenya
Entered by: University of Leeds (School of Education)
2007. ‘Understanding dynamics supportive of learning in the young learner classroom’ in
IATEFL 2006: Harrogate Conference Selections. Canterbury, Kent: IATEFL.
Type of entry: Paper in conference proceedings
Editor(s): Beaven, B.
Principal format: Printed
Descriptor(s): Classroom interaction, Teacher education
Country of research: Turkey
Learners' background: Turkey
Institutional level: primary
Entered by: University of Manchester (School of Education)
Type of entry: Paper in conference proceedings
Editor(s): Beaven, B.
Principal format: Printed
Descriptor(s): Classroom interaction, Teacher education
Country of research: Turkey
Learners' background: Turkey
Institutional level: primary
Entered by: University of Manchester (School of Education)
2010. ‘The practice and politics of multilingualism’ in
Perspectives in Political Discourse. Amsterdam: John Benjamins.
Type of entry: Book chapter
Book editor(s): Okulska, U. and P. Cap.
ISBN: 978 90 272 0627 5
Entered by: University of Birmingham (School of Education)
Type of entry: Book chapter
Book editor(s): Okulska, U. and P. Cap.
ISBN: 978 90 272 0627 5
Entered by: University of Birmingham (School of Education)
2010. ‘Researching growth in autonomy through I-statement analysis’ in
Language Learner Autonomy: Policy, Curriculum, Classroom. Bern: Peter Lang, pp. 45-62.
Type of entry: Book chapter
Book editor(s): O'Rourke, B. and L. Carson.
ISBN: 978-3-03911-980-6
Descriptor(s): English language, Learner autonomy/strategies, Learner cognition, Learning technologies
Entered by: University of Warwick (Centre for Applied Linguistics)
Type of entry: Book chapter
Book editor(s): O'Rourke, B. and L. Carson.
ISBN: 978-3-03911-980-6
Descriptor(s): English language, Learner autonomy/strategies, Learner cognition, Learning technologies
Entered by: University of Warwick (Centre for Applied Linguistics)
2009. ‘The antinomies of power in critical discourse analysis’ in
Critical Discourse Analysis: An Interdisciplinary Perspective. New York: Nova, pp. 79-90.
Type of entry: Book chapter
Book editor(s): Le, T., Q. Le and M. Short.
ISBN: 9781607413202
Summary: This paper analyses theoretically the concept of power in critical discourse analysis.
Descriptor(s): Cultural issues
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Type of entry: Book chapter
Book editor(s): Le, T., Q. Le and M. Short.
ISBN: 9781607413202
Summary: This paper analyses theoretically the concept of power in critical discourse analysis.
Descriptor(s): Cultural issues
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2007. ‘Cultural relativism and the discourse of intercultural communication: Aporias of praxis in the intercultural public sphere’.
Languages and Intercultural Communication 7/4: 267-278.
Type of entry: Journal article
Descriptor(s): Cultural issues
Entered by: University of Exeter (School of Education and Lifelong Learning)
Type of entry: Journal article
Descriptor(s): Cultural issues
Entered by: University of Exeter (School of Education and Lifelong Learning)
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)
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)
2007. From Corpus to Classroom: Language Use and Language Teaching. Cambridge: Cambridge University Press.
ISBN: 9780521616867
Type of entry: Authored book
Descriptor(s): English language, Learning technologies, Materials, Teacher education
Entered by: University of Nottingham (School of English Studies)
ISBN: 9780521616867
Type of entry: Authored book
Descriptor(s): English language, Learning technologies, Materials, Teacher education
Entered by: University of Nottingham (School of English Studies)
2010. ‘What are the basics of analysing a corpus?’ in
Routledge Handbook of Corpus Linguistics. Oxford: Routledge, pp. 122-135.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-49067-2
Summary: This book is an introduction and reference point to key areas in applied linguistics. The forty-seven chapters connect knowledge about language to decision-making in the real world. This chapter focuses on the basics of corpus analysis and draws on research into a range of data including university interactions.
Descriptor(s): Classroom interaction, English language, Methodology
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-49067-2
Summary: This book is an introduction and reference point to key areas in applied linguistics. The forty-seven chapters connect knowledge about language to decision-making in the real world. This chapter focuses on the basics of corpus analysis and draws on research into a range of data including university interactions.
Descriptor(s): Classroom interaction, English language, Methodology
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)
2010. ‘What can a corpus tell us about creativity?’ in
The Routledge Handbook of Corpus Linguistics. London: Routledge, pp. 302-316.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-46489-5
Descriptor(s): English language
Entered by: University of Nottingham (School of English Studies)
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-46489-5
Descriptor(s): English language
Entered by: University of Nottingham (School of English Studies)
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)
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)
2010. ‘How can corpora be used in language testing?’ in
The Routledge Handbook of Corpus Linguistics. Abingdon, UK: Routledge, pp. 633-645.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Summary: This chapter considers how corpora can be used in the field of language testing. Referred to as Language Testing and Assessment (LTA), this field is concerned with measuring the language proficiency of individuals in a variety of contexts and for a range of purposes, assessing language knowledge, performance or application.
Descriptor(s): Assessment, Learning technologies
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Summary: This chapter considers how corpora can be used in the field of language testing. Referred to as Language Testing and Assessment (LTA), this field is concerned with measuring the language proficiency of individuals in a variety of contexts and for a range of purposes, assessing language knowledge, performance or application.
Descriptor(s): Assessment, Learning technologies
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
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