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      Kiely, R. and J. Askham. 2008. ‘"Visiting locals' houses" and "English without noticing": The nature and potential of informal language development’ in Proceedings of the BAAL Annual Conference 2007. London, UK: Scitsiugnil Press
      Editor(s): Edwardes, M.
      Summary: Paper presenting finding of the SAIL project, later published as Observing, noticing and understanding: Two case studies in language awareness in the development of academic literacy (Kiely) in the journal Language Awareness 2009.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Related project: SAIL: Socialisation and Identity in Learning in Applied Linguistics
      Entered by: University of Bristol (Graduate School of Education)
      Kiely, R. and J. Askham. 2008. ‘Socialisation and identity in learning in applied linguistics. Report to the Languages, Linguistics and Area Studies (LLAS) Learning and Teaching Support Network (LTSN). HEA/University of Southampton’.
      Summary: Project report, focussing on the pedagogical implications of the findings.
      URL: http://www.llas.ac.uk/resourcedownloads/2631/kiely.pdf
      Country of research: United Kingdom
      Institutional level: tertiary
      Related project: SAIL: Socialisation and Identity in Learning in Applied Linguistics
      Entered by: University of Bristol (Graduate School of Education)
      Kiely, R. 2007. ‘Teachers into researchers: Learning to research in TESOL’ in Language Teacher Research in Europe. Virginia, USA: TESOL Publications, pp. 67-80
      Book editor(s): Borg, S.
      ISBN: 978 1931 1853 7 0
      Summary: A report and discussion of the issues involved in teachers' shift from a professional teacher identity to a researcher identity in the context of a masters programme in the UK. The chapter draws on the Teachers into Researchers project, University of Bristol, 2002-2004
      Entered by: University of Bristol (Graduate School of Education)
      Kiely, R., P. Rea-Dickins and G. Yu. 2007. ‘Student Identity, Learning and Progression (SILP): The affective and academic impact of IELTS on "successful" candidates’ in IELTS Research Reports Volume 7. Canberra, Australia: IELTS Australia Pty and British Council, pp. 59-136
      ISBN: 978 0 977 5875 2 0
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Bristol (Graduate School of Education)
      Sundrarajun, C. 2007. From Interaction to Presentation: Oral English Skills Development in the Thai University Context.
      Supervisor(s): Kiely, R.
      Awarding institution: University of Bristol
      Thesis type: EdD
      Entered by: University of Bristol (Graduate School of Education)
      Rea-Dickins, P., R. Kiely and G. Yu. 2007. ‘Student identity, learning and progression: With specific reference to the affective and academic impact of IELTS on "successful" candidates’. IELTS Impact Studies 7: 59-136
      Entered by: University of Bristol (Graduate School of Education)
      Kiely, R. 2006. ‘In fact I can't really lose: Laure's struggle to become an academic writer’ in Narrative Research on Learning: Comparative and International Perspectives. Oxford, UK: Symposium Books, pp. 183-198
      Book editor(s): Trahar, S.
      ISBN: 187 3927 60 6
      Summary: A single case study of an undergraduate student developing second language writing skills in the context of an EAP programme in a UK university, drawing on ethnographic data examined in the light of narrative theory.
      Entered by: University of Bristol (Graduate School of Education)
      Nesi, H. and S.F. Gardner. 2006. ‘Variation in disciplinary culture: University tutors' views on assessed writing tasks’ in Language, Culture and Identity in Applied Linguistics. London: Equinox Publishing, pp. 99-117
      Book editor(s): Kiely, R., G.M. Clibbon, P. Rea-Dickins and H. Woodfield.
      ISBN: ISBN-10: 1845532198 ISBN-13: 978-1845532192
      Summary: This paper reports on the findings from 55 semi-structured interviews with academic staff, leading to an inventory of genres of assessed student writing, and the identification, from the perspective of the academic, of a number of trends in the assignment of writing tasks.
      Country of research: United Kingdom
      Institutional level: tertiary
      Related project: An Investigation of Genres of Assessed Writing in British Higher Education
      Entered by: Coventry University
      Petric, B. 2006. ‘Interdisciplinarity and writer identity: Students’ views and experiences’ in Language, Culture, and Identity in Applied Linguistics. London: Equinox, pp. 119-131
      Book editor(s): Kiely, R., G. Clibbon, P. Rea-Dickins and H. Woodfield.
      ISBN: 1845532198
      Summary: This study explores disciplinary affiliation as an aspect of writer identity in an interdisciplinary field by focusing on student writers' views and experiences of writing a master's dissertation in an interdisciplinary master's programme.
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Essex (Department of Language and Linguistics)
      Charles, M. 2006. ‘Revealing and obscuring the writer's identity: Evidence from a corpus of theses’ in Language, Culture and Identity in Applied Linguistics. London: BAAL and Equinox, pp. 147-161
      Book editor(s): Kiely, R., P. Rea-Dickins, H. Woodfield and G. Clibbon.
      ISBN: 978-1-84553-219-2
      Summary: This chapter shows how five grammatical patterns are used in two corpora of theses to reveal or obscure the writer’s identity. It is argued that learners need to use different levels of visibility to construct an appropriate academic identity, depending on disciplinary characteristics, professional status and rhetorical purpose.
      Country of research: United Kingdom
      Institutional level: tertiary
      Entered by: University of Oxford (Language Centre)