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      Gallagher, K. 2007. An Exploration Within a Sociocultural Approach to Language Education: A Reflexive Case Study.
      Supervisor(s): Holliday, A.R. and R. Cullen
      Awarding institution: University of Kent
      Summary: A study of Emirati women trainee teachers in a College of Higher Technology in the UAE.
      Thesis type: PhD
      Country of research: United Arab Emirates
      Institutional level: tertiary
      Entered by: Canterbury Christ Church University (Department of English and Language Studies)
      Stark, P. 2007. Social Cohesion in Workplace Meetings.
      Supervisor(s): Kennedy, C.
      Awarding institution: CELS University of Birmingham
      Thesis type: PhD
      Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
      Narvaez, O.M. 2007. An Exploration into Student Early Leaving at a University Language Department in Mexico: Voicing Students' Critical Insights on Institutional Practices.
      Supervisor(s): Kullman, J.
      Awarding institution: University of Kent
      Thesis type: PhD
      Country of research: Mexico
      Institutional level: tertiary
      Entered by: Canterbury Christ Church University (Department of English and Language Studies)
      Makdid, L. 2007. An Investigation into the Appropriacy and Feasibility of Communicative Grammar Teaching in the Syrian University Context.
      Supervisor(s): Ferguson, G.
      Awarding institution: University of Sheffield
      Thesis type: PhD
      Entered by: University of Sheffield (School of English)
      Carlson, A. 2007. Computers, Literacy and the Bilingual/Bicultural Child.
      Supervisor(s): Bax, S.
      Awarding institution: University of Kent
      Summary: A study of children from Japanese and English language homes using specially created internet sites
      Thesis type: PhD
      Entered by: Canterbury Christ Church University (Department of English and Language Studies)
      Brooks, K. 2007. The Significance of Culture in Language Learning: Working with Adult EFL Learners in Mexico.
      Supervisor(s): Kullman, J. and M. Hyde
      Awarding institution: University of Kent
      Thesis type: PhD
      Country of research: Mexico
      Institutional level: tertiary
      Entered by: Canterbury Christ Church University (Department of English and Language Studies)
      Lee, D.J. 2007. Corpora and the Classroom: A Computer-aided Error Analysis of Korean Students’ Writing and the Design and Evaluation of Data-driven Learning Materials .
      Supervisor(s): Harwood, N.
      Awarding institution: University of Essex
      Thesis type: PhD
      Country of research: Korea, Republic of (South Korea)
      Institutional level: secondary
      Entered by: University of Essex (Department of Language and Linguistics)
      Kojima, H. 2007. Autonomy, Collaboration and Reflection in EFL Teacher Education in Japan: To What Extent Can Collaboration and Reflection Serve as Strategies to Develop EFL Teacher Trainees’ Autonomy in Japan.
      Supervisor(s): Littlemore, J.
      Awarding institution: University of Birmingham
      Summary: This thesis explored the role of teacher autonomy in teacher training contexts in Japan.
      Thesis type: PhD
      Country of research: Japan
      Learners' background: Japan
      Institutional level: tertiary
      Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
      Carmel, R. 2007. The Trend for Engish for Young Learners (EYL) in Grades 1 and 2 in Israel: A Critical Discourse Analysis.
      Supervisor(s): Gieve, S.
      Awarding institution: University of Leicester
      Thesis type: PhD
      Country of research: Israel
      Learners' background: Israel
      Institutional level: primary
      Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)
      Whong, M. and J. Hanks. 2007-2008. ‘An Active Awareness Approach to In-sessional English Teaching’.
      Funding body: Languages, Linguistics and Area Studies in Higher Education
      Summary: This project developed an In-Sessional English programme based on existing theories of language learning and linguistics. Active awareness develops the intuition underlying Focus on Form through the discovery of constructions appropriate for academic writing in a course called Reading for Writing.
      URL: http://www.llas.ac.uk/resourcedownloads/2631/Whong.pdf
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Leeds (Department of Linguistics and Phonetics)