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      Waters, A. and M.L.C. Vilches.. 2010-2011. ‘Identifying 'Best Practice' in ELT INSET’.
      Funding body: British Council
      Summary: This study sets out to gather a representative cross-section of perceptions from a typical ELT setting about what constitutes optimal ways of preparing for, implementing and following up on INSET training, as a guide to developing good practice in this area in other similar situations.
      URL: http://www.ling.lancs.ac.uk/activities/850/
      Country of research: Philippines
      Institutional level: adult
      Entered by: Lancaster University (Linguistics and English Language)
      Waters, A. 2009. ‘Advances in materials design’ in The Handbook of Language Teaching. Oxford: Blackwell, pp. 311-326
      Book editor(s): Long, M.H. and C.J. Doughty.
      ISBN: 9781405154895
      Summary: Using a database of relevant examples, this chapter analyses and critically evaluates trends in ELT textbook design over the last 20 years or so. It also calls for much greater involvement by applied linguistics research in this area, and proposes a number of ways in which this might occur.
      Country of research: United Kingdom
      Entered by: Lancaster University (Linguistics and English Language)
      Waters, A. 2009-2010. ‘Developing a Revised Teaching Practice Lesson Assessment Schedule’.
      Funding body: Trinity College, London
      Summary: This projects examined a cross-section of end-user perspectives and experiences concerning the desirability and feasibility of a range of proposals for re-vamping an ELT teaching practice assessment schedule.
      URL: http://www.ling.lancs.ac.uk/activities/851/
      Country of research: United Kingdom
      Institutional level: adult
      Entered by: Lancaster University (Linguistics and English Language)
      Waters, A. 2009. ‘Managing innovation in English language education: state-of-the-art review’. Language Teaching 42/4: 421-458
      URL: http://eprints.lancs.ac.uk/33324/1/download.pdf
      Summary: This article surveys the main literature on theory, research and practice in the management of change in English language education over the last 20 years or so, using Fullan's three-stage conceptualisation of the educational innovation process as a basic 'heuristic'.
      Entered by: Lancaster University (Linguistics and English Language)
      Green, W. 2008. The Cognitions and Practices of Tertiary-Level Japanese Teachers of EFL.
      Supervisor(s): Waters, A.
      Awarding institution: Lancaster University
      Summary: Study of teaching methods of several Japanese teachers of EFL in a college setting in Japan, in terms of rationales for and influence on them of a number of factors. Uses and extends Borg's model of teacher cognition.
      Thesis type: PhD
      Country of research: Japan
      Learners' background: Japan
      Institutional level: tertiary
      Entered by: Lancaster University (Linguistics and English Language)
      Mercer, S. 2008. Investigating Learner Self-Concept.
      Supervisor(s): Waters, A.
      Awarding institution: Lancaster University
      Summary: Using data generated by a number of groups of BA TEFL students at an Austrian university, a case is made for paying a good deal more attention to the notion of self-concept in applied linguistics/ELT, and a new, more organic and less hierarchical model for the investigation of language learner self-concept is proposed.
      Thesis type: PhD
      Country of research: Austria
      Learners' background: Austria
      Institutional level: tertiary
      Entered by: Lancaster University (Linguistics and English Language)
      Keranen, N. 2008. A Multi-Theoretical Approach to Investigating Research Engagement by University ELT Staff.
      Supervisor(s): Waters, A.
      Awarding institution: Lancaster University
      Summary: Uses Ajzen's 'Theory of Planned Behaviour and the concept of the 'Matthew effect' to throw light on why some among the sample of tertiary level language teachers in Mexico who were studied were research active while others were not.
      Thesis type: PhD
      Country of research: Mexico
      Institutional level: tertiary
      Entered by: Lancaster University (Linguistics and English Language)
      Waters, A. and M.L.C. Vilches. 2008. ‘Factors affecting ELT reforms: The case of the Philippines basic education curriculum’. RELC Journal 39/1: 5-24
      Summary: Study of problems associated with implementation of ELT component of Philippines BEC, and discussion of reasons why the issues identified have occurred in both this and a wide range of other similar projects.
      Country of research: Philippines
      Entered by: Lancaster University (Linguistics and English Language)
      Lee, K.W. 2007. ESL Teacher Development and Curriculum Innovation: The Case of the Malaysian SMART School Project.
      Supervisor(s): Waters, A.
      Awarding institution: Lancaster University
      Summary: Investigation into implementation problems associated with the Malaysian SMART school curriculum, especially its teacher development component, informed by Hall and Hord's 'Levels of Implementation' and Adey's 'professional development' models.
      Thesis type: PhD
      Country of research: Malaysia
      Institutional level: secondary
      Entered by: Lancaster University (Linguistics and English Language)
      Waters, A. 2007. ‘Native-speakerism in ELT: Plus ça change?’. System 35/3: 281-292
      Summary: Argues that 'critical theory' based attempts to counter native-speakerism in ELT are as much a cause of as a solution to the problem. The use of cultural generalisations is taken as a case in point, and, via a review of the literature on stereotyping, a less poltically-biased approach argued for.
      Entered by: Lancaster University (Linguistics and English Language)