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      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., 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