2008. Content-based Instruction in Further Education in China.
Supervisor(s): Blue, G.
Awarding institution: University of Southampton
Summary: This was an action research study of the introduction of content based English language instruction in an advanced vocational setting in China (legal education)
Thesis type: PhD
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
Supervisor(s): Blue, G.
Awarding institution: University of Southampton
Summary: This was an action research study of the introduction of content based English language instruction in an advanced vocational setting in China (legal education)
Thesis type: PhD
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
2008-2010. ‘A Study of Lecturing Styles in Malaysia and the UK’.
Funding body: British Council
Summary: The project aims to identify and describe typical lecture discourse features, compare English-medium lecturing styles in Malaysia and the UK, and explore the current role of English-medium instruction in Malaysian HE. This entails developing a small corpus of engineering lectures for use in staff development, lecturer training and EAP instruction.
URL: http://www.coventry.ac.uk/elc
Institutional level: tertiary
Entered by: Coventry University
Funding body: British Council
Summary: The project aims to identify and describe typical lecture discourse features, compare English-medium lecturing styles in Malaysia and the UK, and explore the current role of English-medium instruction in Malaysian HE. This entails developing a small corpus of engineering lectures for use in staff development, lecturer training and EAP instruction.
URL: http://www.coventry.ac.uk/elc
Institutional level: tertiary
Entered by: Coventry University
2008. ‘Teacher and trainer training via videoconferencing in ESP, EAP and EFL’.
Professional and Academic English: Journal of the English for Specific Purposes Special Interest Group (IATEFL) 33: 19-28
Summary: The paper demonstrates how video-conferencing can be successfully exploited as an online tool for teaching and teacher training in EFL, ESP and EAP. The author describes in detail the delivery of a teacher training project to Al-Quds Open University in Palestinian Territories, and recommends video-conferencing for similar projects in low-income countries.
Entered by: University of Westminster (Centre for English Learning and Teaching)
Summary: The paper demonstrates how video-conferencing can be successfully exploited as an online tool for teaching and teacher training in EFL, ESP and EAP. The author describes in detail the delivery of a teacher training project to Al-Quds Open University in Palestinian Territories, and recommends video-conferencing for similar projects in low-income countries.
Entered by: University of Westminster (Centre for English Learning and Teaching)
2008. ‘Beyond the accusation of plagiarism: A case study of mainland Chinese students in UK HE’.
System 36: 337-352
Summary: The paper explores the complexity of the notion of plagiarism from sociocultural and psychological perspectives. A longitudinal study, it investigates 10 Chinese students’ changing perceptions of plagiarism during their UK-based Masters courses and compares these perceptions with those of their pre-sessional EAP tutors.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Sussex (The Sussex Language Institute)
Summary: The paper explores the complexity of the notion of plagiarism from sociocultural and psychological perspectives. A longitudinal study, it investigates 10 Chinese students’ changing perceptions of plagiarism during their UK-based Masters courses and compares these perceptions with those of their pre-sessional EAP tutors.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Sussex (The Sussex Language Institute)
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)
2008. ‘Publication outlets and their effect on academic writers' citations.’.
Scientometrics 77/2: 253-265
Country of research: United Kingdom
Entered by: University of Essex (Department of Language and Linguistics)
Country of research: United Kingdom
Entered by: University of Essex (Department of Language and Linguistics)
2008. ‘As can be seen: Lexical bundles and disciplinary variation’.
English for Specific Purposes. 27/1: 4-21
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. ‘Persuasion, interaction and the construction of knowledge: Representing self and others in research writing’.
International Journal of English Studies 8/2: 8-18
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. ‘Disciplinary voices: Interactions in research writing’.
English Text Construction 1/1: 5-22
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2008. ‘Small bits of textual material: Voice and engagement in Swales' writing’.
English for Specific Purposes 27/2: 143-160
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
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