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      Orsini-Jones, M. 2010. ‘Troublesome grammar knowledge and action-research-led assessment design: learning from liminality’ in Threshold Concepts and Transformational Learning. Rotterdam: Sense, pp. 281-299
      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.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: tertiary
      Entered by: Coventry University
      Orsini-Jones, M. 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
      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.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: tertiary
      Entered by: Coventry University
      Orsini-Jones, M., M. Cribb, D. Jones, R. Graham, R. Lund and F. Lee. 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
      Editor(s): iPED Network, R.
      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.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: tertiary
      Entered by: Coventry University
      Orsini-Jones, M. 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
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Coventry University
      Orsini-Jones, M. 2008. ‘Troublesome language knowledge: Identifying threshold concepts in grammar learning’ in Threshold Concepts within the Disciplines. Rotterdam: Sense, pp. 213-226
      Book editor(s): Land, R., H.F. Meyer and J. Smith.
      ISBN: 978-90-8790-267-4
      Summary: This chapter focuses on the troublesome knowledged experienced by students in the first year undergraduate module Academic and Professional Skills for Language Learning when carrying out a socio-collaborative grammar project
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Related project: Grammar, Researching Activities for Student Progress
      Entered by: Coventry University
      Orsini-Jones, M. and C. Sinclair. 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
      Editor(s): Rust, C.
      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.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Related project: Grammar, Researching Activities for Student Progress
      Entered by: Coventry University
      Orsini-Jones, M., D. Jones and C. Sinclair. 2007-2008. ‘Grammar, Researching Activities for Student Progress’.
      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
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Coventry University
      Orsini-Jones, M. and D. Jones. 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
      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
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Related project: Grammar, Researching Activities for Student Progress
      Entered by: Coventry University