2010. ‘A case study: developing learning objects with an explicit learning design’.
Electronic Journal of E-Learning 8/1: 41-50
URL: http://www.ejel.org/volume8/issue1
Summary: This case study presents a model for designing an online EAP toolkit comprising 'learning objects' in study skills and English language development. Using an explicit pedagogic approach, they share design features which facilitate their use by students for self-access, and in teaching contexts. The paper also presents research findings about how the learning objects are received by students and teachers.
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
URL: http://www.ejel.org/volume8/issue1
Summary: This case study presents a model for designing an online EAP toolkit comprising 'learning objects' in study skills and English language development. Using an explicit pedagogic approach, they share design features which facilitate their use by students for self-access, and in teaching contexts. The paper also presents research findings about how the learning objects are received by students and teachers.
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
2010. ‘The BYU-BNC corpus interface’.
IATEFL CALL Review Winter 2010-2011: 32-34
Summary: A review of an online application, the BYU-BNC corpus interface, which offers users a simple interface to the British National Corpus. The article provides a summary of the website's features, and the author explains some strategies for in-class use that have been effective with learners.
Entered by: University of Warwick (Centre for Applied Linguistics)
Summary: A review of an online application, the BYU-BNC corpus interface, which offers users a simple interface to the British National Corpus. The article provides a summary of the website's features, and the author explains some strategies for in-class use that have been effective with learners.
Entered by: University of Warwick (Centre for Applied Linguistics)
2010. ‘The English Profile Programme: background, current issues and future prospects’.
Language Teaching Journal 43/2: 238-244
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2010. ‘Déjà vu? A decade of research on language laboratories, television and video in language learning’.
Language Teaching 43/1: 1-37
Summary: Article surveys research using DVD, streaming video, video on demand, interactive television and digital language laboratories since 1999, mapping out pointers for future research. Evidence suggests that research on DVD and other recent technologies is well-established but research-led implementation of enhanced functionality of digital labs is hardly in its infancy; much language lab use is marginal at best.
Country of research: various
Learners' background: various
Entered by: University of Oxford (Language Centre)
Summary: Article surveys research using DVD, streaming video, video on demand, interactive television and digital language laboratories since 1999, mapping out pointers for future research. Evidence suggests that research on DVD and other recent technologies is well-established but research-led implementation of enhanced functionality of digital labs is hardly in its infancy; much language lab use is marginal at best.
Country of research: various
Learners' background: various
Entered by: University of Oxford (Language Centre)
2010. ‘From lexical database to intelligent vocabulary trainers’ in
eLexicography in the 21st Century: New Challenges, New Applications Proceedings of eLex 2009. Louvain: Cahiers du CENTAL, pp. 445-450
Editor(s): Granger, S. and M. Paquot.
Summary: Computer-assisted language learning needs better lexical databases in order to produce better software for vocabulary learning. This paper attempts to give some guidelines for the construction of a dedicated lexical database for vocabulary learning purposes.
Country of research: United Kingdom
Entered by: Swansea University (Department of Applied Linguistics)
Editor(s): Granger, S. and M. Paquot.
Summary: Computer-assisted language learning needs better lexical databases in order to produce better software for vocabulary learning. This paper attempts to give some guidelines for the construction of a dedicated lexical database for vocabulary learning purposes.
Country of research: United Kingdom
Entered by: Swansea University (Department of Applied Linguistics)
2010. ‘Mobile technologies for (English) language learning: an exploration in the context of Bangladesh’ in
IADIS International Conference: Mobile Learning 2010. Portugal: IADIS Press, pp. 61 - 68
Editor(s): Sanchez, I.A. and P. Isaias.
Summary: This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers.
Country of research: Bangladesh
Entered by: The Open University (Faculty of Education and Languages)
Editor(s): Sanchez, I.A. and P. Isaias.
Summary: This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers.
Country of research: Bangladesh
Entered by: The Open University (Faculty of Education and Languages)
2010. ‘Effective blended learning for languages: learners’ experiences and perceptions’ in
TC Istanbul Kültür University Publication No: 125. Istanbul, Turkey: Istanbul Kültür University, pp. 340-350
Summary: The paper explores students' experiences of a blended learning model consisting of an extensive e-learning component supported by a reduced number of in-class revision sessions. The paper also analyses students’ perceptions regarding the effectiveness of the module’s blended model and the appropriateness and quality of the materials and tools.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Coventry University
Summary: The paper explores students' experiences of a blended learning model consisting of an extensive e-learning component supported by a reduced number of in-class revision sessions. The paper also analyses students’ perceptions regarding the effectiveness of the module’s blended model and the appropriateness and quality of the materials and tools.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Coventry University
2010. ‘Face-to-face and computer-based assessment of speaking: challenges and opportunities’ in
Computer-based Assessment (CBA) of Foreign Language Speaking Skills, European Commission Conference Proceedings. Luxembourg: Publications Office of the European Union, pp. 29-51
Editor(s): Araújo, L.
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
Editor(s): Araújo, L.
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2010. ‘Computer-based and paper-based writing assessment: a comparative text analysis’ in
Language, Learning & Context: Proceedings of the 42nd Annual Meeting of the British Association for Applied Linguistics. London, UK: Scitsiugnil Press, pp. 27-31
Editor(s): Harris, A. and A. Brandt.
Country of research: United Kingdom
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
Editor(s): Harris, A. and A. Brandt.
Country of research: United Kingdom
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2010. ‘Open book - open web tests’.
Summary: An introduction to conducting tests where learners have access to books or other resource materials, including the internet. On the one hand these are claimed to be more 'authentic' in terms of what learners normally do outside test conditions. On the other, there is the fear of construct irrelevant variance.
URL: http://languagetesting.info/features/open/book.html
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)
Summary: An introduction to conducting tests where learners have access to books or other resource materials, including the internet. On the one hand these are claimed to be more 'authentic' in terms of what learners normally do outside test conditions. On the other, there is the fear of construct irrelevant variance.
URL: http://languagetesting.info/features/open/book.html
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)
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