2010. ‘Student views on learning grammar with web and book-based materials’.
English Language Teaching Journal 64/1: 32-44
Summary: This paper reports on a study which examined students’ attitudes to learning grammar in autonomous contexts and their preferences for the materials with which to do so. The paper concludes with a discussion of the implications of this for materials that LRCs stock and for the changing role of computers.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
Summary: This paper reports on a study which examined students’ attitudes to learning grammar in autonomous contexts and their preferences for the materials with which to do so. The paper concludes with a discussion of the implications of this for materials that LRCs stock and for the changing role of computers.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
2010. ‘Speaking in social contexts: issues for pre-sessional EAP students’.
TESL-EJ 14/3: 1-14
URL: http://www.tesl-ej.org/wordpress/issues/volume14/ej55/ej55a1/
Summary: This paper reports on a qualitative study into the kind of contact that such NNS have with native speakers in the community. Particularly, we argue that we need to recognise the importance of English as a local language (ELL) if we are going to adequately equip our learners.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
URL: http://www.tesl-ej.org/wordpress/issues/volume14/ej55/ej55a1/
Summary: This paper reports on a qualitative study into the kind of contact that such NNS have with native speakers in the community. Particularly, we argue that we need to recognise the importance of English as a local language (ELL) if we are going to adequately equip our learners.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
2009-2010. ‘Computers and learner autonomy: trends and issues’.
Funding body: The British Council (ELTRA Award)
Summary: This project examines the practices and perceptions of non-native adult student speakers working on computer-based materials (CbMs) in self-study contexts in their own countries. The project addresses a number of key issues regarding CALL, digital natives and globalisation.
URL: http://www.languages.salford.ac.uk/research/centre_applied_linguistics/jarvis_project.php
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: University of Salford (School of Languages)
Funding body: The British Council (ELTRA Award)
Summary: This project examines the practices and perceptions of non-native adult student speakers working on computer-based materials (CbMs) in self-study contexts in their own countries. The project addresses a number of key issues regarding CALL, digital natives and globalisation.
URL: http://www.languages.salford.ac.uk/research/centre_applied_linguistics/jarvis_project.php
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: University of Salford (School of Languages)
2009. ‘Computers in EAP: change, issues and challenges’.
Modern English Teacher 18/2: 51-54
Summary: This paper looks at how computers can be used in projects in an EAP environment to develop students’ language and e-literacy skills.
Entered by: University of Salford (School of Languages)
Summary: This paper looks at how computers can be used in projects in an EAP environment to develop students’ language and e-literacy skills.
Entered by: University of Salford (School of Languages)
2008. ‘Resource centres and self-study: Issues in computer assisted language learning’ in
The Fourth Education in a Changing Environment Conference Book 2007. Santa Rosa, California: Informing Science Press, pp. 137-154
Book editor(s): O'Doherty, E.
ISBN: 978-1-932886-13-9
Summary: This paper reports on a languages-based study, which employs a combination of quantitative and qualitative research methodologies in order to examine a number of issues related to the title above.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Salford (School of Languages)
Book editor(s): O'Doherty, E.
ISBN: 978-1-932886-13-9
Summary: This paper reports on a languages-based study, which employs a combination of quantitative and qualitative research methodologies in order to examine a number of issues related to the title above.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Salford (School of Languages)
2008. ‘Computers and independent study: Practices and perceptions of students’ in
Handbook of Research on E-Learning Methodologies for Language Acquisition. Hershey: Information Science Reference, pp. 367-386
Book editor(s): Torres, P. and R. Marriot.
ISBN: 9781599049946
Summary: This study considers established Computer Assisted Language Learning frameworks in relation to learner actions and perceptions of computer-based materials in less controlled self-study contexts where there is free choice regarding the range of materials to use, the place in which to use them and the time to spend on them
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
Book editor(s): Torres, P. and R. Marriot.
ISBN: 9781599049946
Summary: This study considers established Computer Assisted Language Learning frameworks in relation to learner actions and perceptions of computer-based materials in less controlled self-study contexts where there is free choice regarding the range of materials to use, the place in which to use them and the time to spend on them
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
2008. ‘Electronic literacy, reading skills and non-native speakers: Issues for EAP’.
CALL-EJ Online 10/1: n/a
URL: http://www.tell.is.ritsumei.ac.jp/callejonline/journal/10-1/jarvis.html
Summary: This paper reports on a study which investigates electronic literacy reading skills amongst Non Native Speakers studying a range of academic subjects and levels in English at two British universities. The findings are considered in relation to implications for English for Academic Purposes (EAP) programmes.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
URL: http://www.tell.is.ritsumei.ac.jp/callejonline/journal/10-1/jarvis.html
Summary: This paper reports on a study which investigates electronic literacy reading skills amongst Non Native Speakers studying a range of academic subjects and levels in English at two British universities. The findings are considered in relation to implications for English for Academic Purposes (EAP) programmes.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
2007. ‘Computer-based materials: A study of learner autonomy and strategies’.
System 35/4: 448-468
Summary: This is a study of learner autonomy and specified cognitive, social, and metacognitive strategies across a range of Computer-based materials. The work suggests a need for more social interaction in the target language and recognition that learner choices in a digitalised age may not match established practitioner beliefs.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
Summary: This is a study of learner autonomy and specified cognitive, social, and metacognitive strategies across a range of Computer-based materials. The work suggests a need for more social interaction in the target language and recognition that learner choices in a digitalised age may not match established practitioner beliefs.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)
2006. ‘Issues of computer-mediated communication for English language teaching’.
British Journal of Education Technology 37/4: 643-645
Summary: This paper discusses the implications of computer-mediated-communication (CMC) for English Language Teaching (ELT).
Country of research: United Kingdom
Entered by: University of Salford (School of Languages)
Summary: This paper discusses the implications of computer-mediated-communication (CMC) for English Language Teaching (ELT).
Country of research: United Kingdom
Entered by: University of Salford (School of Languages)
2005. ‘Technology and change in English language teaching (ELT)’.
Asian EFL Journal 7/4: 213-227
URL: http://www.asian-efl-journal.com/December_05_hj.php
Summary: This state-of-the-art discussion paper considers the impact of technology on long established notions of English as a foreign or second language. It goes on to argues and illustrate a role for computers in shifting away from traditional notions of curriculum and syllabus towards task-based approaches.
Entered by: University of Salford (School of Languages)
URL: http://www.asian-efl-journal.com/December_05_hj.php
Summary: This state-of-the-art discussion paper considers the impact of technology on long established notions of English as a foreign or second language. It goes on to argues and illustrate a role for computers in shifting away from traditional notions of curriculum and syllabus towards task-based approaches.
Entered by: University of Salford (School of Languages)
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