2010. ‘Magic wand or museum piece? The future of the interactive whiteboard in education’ in
Interactive Whiteboards for Education: Theory, Research and Practice. Pennsylvania: IGI Global
Book editor(s): Thomas, M. and E. Cutrim Schmid.
ISBN: 978-1615207152
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
Book editor(s): Thomas, M. and E. Cutrim Schmid.
ISBN: 978-1615207152
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
2010. ‘Future directions in TBLT and Technology’ in
Task-Based Language Teaching and Technology. London & New York: Continuum
Book editor(s): Thomas, M. and H. Reinders.
ISBN: 978-1441101532
Summary: Looks at the future for the theoretical perspectives of Task-Based Learning in relation to technology in language classes.
Country of research: various
Learners' background: various
Entered by: University of Manchester (School of Education)
Book editor(s): Thomas, M. and H. Reinders.
ISBN: 978-1441101532
Summary: Looks at the future for the theoretical perspectives of Task-Based Learning in relation to technology in language classes.
Country of research: various
Learners' background: various
Entered by: University of Manchester (School of Education)
2010. ‘Exemplifying the CEFR: criterial features of written learner English from the English Profile Programme’ in
Communicative Proficiency and Linguistic Development: Intersections between SLA and Language Testing Research. eurosla.org: Eurosla, pp. 101-132
Book editor(s): Bartning, I., M. Martin and I. Vedder.
URL: http://eurosla.org/monographs/EM01/101-132Salamoura_Saville.pdf
ISBN: 9781446669938
Summary: This chapter summarises work and outcomes to date from one of the English Profile strands which focuses on corpus linguistics, second language acquisition, psycholinguistics and computational linguistics.
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
Book editor(s): Bartning, I., M. Martin and I. Vedder.
URL: http://eurosla.org/monographs/EM01/101-132Salamoura_Saville.pdf
ISBN: 9781446669938
Summary: This chapter summarises work and outcomes to date from one of the English Profile strands which focuses on corpus linguistics, second language acquisition, psycholinguistics and computational linguistics.
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2010. ‘English learner corpus: global perspectives with an Asian focus’ in
A New Look at Language Teaching and Testing: English as Subject and Vehicle. Taipei: Language Training and Testing Center, pp. 85-117
Book editor(s): Kao, T.-E. and Y. Lin.
ISBN: 9-789572-876428
Summary: This paper provides a survey of the current state of second language learner corpora in East Asia. Four types of learner corpus from four regions in East Asia are introduced together with details on the design and compilation of each corpus. Research projects and applications based on each corpus are also summarised. The paper ends with recommendations on best practices in implementing learner corpus data in language teaching and learning.
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: secondary
Entered by: University of Essex (Department of Language and Linguistics)
Book editor(s): Kao, T.-E. and Y. Lin.
ISBN: 9-789572-876428
Summary: This paper provides a survey of the current state of second language learner corpora in East Asia. Four types of learner corpus from four regions in East Asia are introduced together with details on the design and compilation of each corpus. Research projects and applications based on each corpus are also summarised. The paper ends with recommendations on best practices in implementing learner corpus data in language teaching and learning.
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: secondary
Entered by: University of Essex (Department of Language and Linguistics)
2010. ‘How can corpora be used in language testing?’ in
The Routledge Handbook of Corpus Linguistics. Abingdon, UK: Routledge, pp. 633-645
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Summary: This chapter considers how corpora can be used in the field of language testing. Referred to as Language Testing and Assessment (LTA), this field is concerned with measuring the language proficiency of individuals in a variety of contexts and for a range of purposes, assessing language knowledge, performance or application.
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Summary: This chapter considers how corpora can be used in the field of language testing. Referred to as Language Testing and Assessment (LTA), this field is concerned with measuring the language proficiency of individuals in a variety of contexts and for a range of purposes, assessing language knowledge, performance or application.
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
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
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
2010. ‘Making academic publishing practices visible: designing research-based heuristics to support English-medium text production’ in
ELT Materials Development. Cambridge: Cambridge University Press, pp. 321-345
Book editor(s): Harwood, N.
ISBN: 9780521121583
Summary: This chapter proposes the use of heuristics for use by academic writers and teachers of academic writing for publication. The heuristics are presented as a type of teaching and thinking tool drawing on research data and findings from a study exploring the experiences of multilingual scholars.
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
Book editor(s): Harwood, N.
ISBN: 9780521121583
Summary: This chapter proposes the use of heuristics for use by academic writers and teachers of academic writing for publication. The heuristics are presented as a type of teaching and thinking tool drawing on research data and findings from a study exploring the experiences of multilingual scholars.
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
2010. ‘The virtual vocabulary notebook: the electronic dictionary as vocabulary learning tool’ in
Developing Academic Literacy. Oxford: Peter Lang, pp. 213-226
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: This chapter discusses the way Chinese students use electronic dictionaries to learn vocabulary whilst studying at a British university.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: Coventry University
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: This chapter discusses the way Chinese students use electronic dictionaries to learn vocabulary whilst studying at a British university.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: Coventry University
2010. ‘Localizing ICC assessment: a case in China’ in
New Approaches to Assessing Language and (Inter-)Cultural Competences in Higher Education. Frankfurt am Main: Peter Lang GmbH, pp. 175-206
Book editor(s): Dervin, F. and E. Suomela-Salmi.
ISBN: 978-3-631-58946-5
Summary: This paper reports a case of applying portfolio assessment to an intercultural language program called 'CoffeeTea' in a Chinese university. Based on interview and learning journal data, the author finds that in an examination-oriented context, it is necessary to localise assessment with regard to national-institutional policy and instructional design.
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
Book editor(s): Dervin, F. and E. Suomela-Salmi.
ISBN: 978-3-631-58946-5
Summary: This paper reports a case of applying portfolio assessment to an intercultural language program called 'CoffeeTea' in a Chinese university. Based on interview and learning journal data, the author finds that in an examination-oriented context, it is necessary to localise assessment with regard to national-institutional policy and instructional design.
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
2010. ‘Researching growth in autonomy through I-statement analysis’ in
Language Learner Autonomy: Policy, Curriculum, Classroom. Bern: Peter Lang, pp. 45-62
Book editor(s): O'Rourke, B. and L. Carson.
ISBN: 978-3-03911-980-6
Entered by: University of Warwick (Centre for Applied Linguistics)
Book editor(s): O'Rourke, B. and L. Carson.
ISBN: 978-3-03911-980-6
Entered by: University of Warwick (Centre for Applied Linguistics)
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