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      Lamb, M. and S. Borg. 2010. ‘The design and evolution of the BA Educational Studies (TESOL) programme: perspectives from Leeds’ in International Collaboration for Educational Change: The BA Project. Muscat, Sultanate of Oman: Ministry of Education, pp. 22-34
      Book editor(s): Atkins, J., M. Lamb and M. Wedell.
      ISBN: 978-9948-15-342-9
      Summary: The BA TESOL programme was an innovative large-scale degree programme taken by nearly 1000 Omani teachers of English in the period 1999-2009. This chapter describes how the programme was designed, and how the initial design evolved over the 10 years.
      Learners' background: Oman
      Entered by: University of Leeds (School of Education)
      Lamb, M. 2010. ‘Participant motivation on the BA programme: a self-determination perspective’ in International Collaboration for Educational Change: The BA Project. Muscat, Sultanate of Oman: Ministry of Education, pp. 35-47
      Book editor(s): Atkins, J., M. Lamb and M. Wedell.
      ISBN: 978-9948-15-342-9
      Summary: Self-determination theory posits that learners who have internalized motives for studying will tend to make better progress. This chapter reports on research testing this hypothesis with Omani students taking a BA degree in TESOL at the University of Leeds, UK.
      Country of research: United Kingdom
      Learners' background: Oman
      Institutional level: tertiary
      Entered by: University of Leeds (School of Education)
      Wyatt, M. 2009. ‘Supporting change in teachers’ ideas and practices: the influence of the BA Educational Studies (TESOL) Programme on classroom teaching’ in International Collaboration for Educational Change: The BA project. Muscat, Oman: Ministry of Education, pp. 82-94
      Book editor(s): Atkins, J., M. Lamb and M. Wedell.
      URL: http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/4/Supporting%20change%20in%20teachers%E2%80%99%20ideas%20and%20practices%20The%20influ.pdf
      ISBN: 978-9948-15-342-9
      Summary: This chapter presents evidence of a BA Educational Studies (TESOL) Programme in Oman influencing the way that teachers taught, as well as thought about their work: both cognitive and behavioural change seemed to occur. The programme appeared to be constructivist in various ways.
      Country of research: Oman
      Learners' background: Oman
      Institutional level: tertiary
      Entered by: University of Portsmouth (School of Languages and Area Studies)
      Lamb, M. 2009. ‘Situating the L2 self: two Indonesian school learners of English’ in Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, pp. 229-247.
      Book editor(s): Dörnyei, Z. and E. Ushioda.
      ISBN: 978-1-84769-128-6
      Summary: The chapter draws on qualitative data from Indonesia to explore the social origins and motivational potency of 'future self-guides' - the 'ideal L2 self' and the 'Ought-to L2 self' - in the learning of English as a foreign language.
      Country of research: United Kingdom
      Learners' background: Indonesia
      Institutional level: secondary
      Entered by: University of Leeds (School of Education)
      Balakrishnan, S. 2009. The Role of Multiple Intelligence Theory in Malaysian Curriculum.
      Supervisor(s): Lamb, M. and P. Robinson
      Awarding institution: University of Leeds
      Thesis type: PhD
      Country of research: Malaysia
      Entered by: University of Leeds (School of Education)
      Fulcher, G. and M. Lamb. 2009. ‘Motivation and Language Testing’.
      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
      Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)
      Lamb, M. 2007. ‘The impact of school on EFL learning motivation: An Indonesian case-study’. TESOL Quarterly 41/4: 757-780
      Entered by: University of Leeds (School of Education)
      Sataporn, S. and M. Lamb. 2005. ‘Accommodation zone: Two learners' struggle to complete a distance learning English course’ in Learners' Stories: Difference and Diversity in Language Learning. Cambridge: Cambridge University Press, pp. 119-133
      Book editor(s): Benson, P. and D. Nunan.
      ISBN: 9780521614146
      Entered by: University of Leeds (School of Education)