Daller, M.H. and D. Phelan. 2006. ‘The C-test and TOEIC? as measures of students’ progress in Intensive short courses in EFL’ in The C-test. Theoretical basis and practical applications (Vol. 4). Frankfurt/New York: Lang Verlag, pp. 101-119.
Type of entry: Book chapter
Book editor(s): Grotjahn, R.
ISBN: 3-631-55304-8
Summary: This paper investigates whether the C-test can partially replace the Test of English for International Communication (TOEIC). It is is argued that the C-test is the more suitable test for large numbers when measuring students' progress.
Descriptor(s): Assessment, English language, ESOL/EAL, ESP
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)

Bax, S. 2009. ‘CALL - past, present and future’ in Computer Assisted Language Learning: Critical Concepts in Linguistics, Volume I: Foundations of CALL. New York and London: Routledge, pp. 117-133.
Type of entry: Book chapter
Book editor(s): Howard, P.
ISBN: 978-0415465397
Descriptor(s): Learning technologies
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Cook, G. 2005. ‘Calm seas or troubled waters? Transitions, definitions and disagreements in applied linguistics’. International Journal of Applied Linguistics 15/3: 282-302.
Type of entry: Journal article
Descriptor(s): Cultural issues, English language, ESOL/EAL, Methodology
Institutional level: adult
Entered by: The Open University (Faculty of Education and Languages)

Taylor, L. 2010. ‘The Cambridge Colloquium on using the preliminary pilot version of the Manual for relating language examinations to the CEFR - summary of discussion’ in Aligning Tests with the CEFR: Reflections on Using the Council of Europe’s draft Manual, Studies in Language Testing (33). Cambridge: UCLES/Cambridge University Press, pp. 18-29.
Type of entry: Book chapter
Book editor(s): Martyniuk, W.
ISBN: 978-0-521-17684-2
Summary: In December 2007 a 2-day Invited Colloquium was held at the Carvonius Centre, in the University of Cambridge, UK. The event was intended as a forum for language testers from across Europe to reflect upon and share their experiences of using the preliminary pilot version of the Manual for relating language examinations to the CEFR.
Descriptor(s): Assessment, Methodology
Country of research: various
Entered by: University of Cambridge ESOL Examinations

Thighe, D. 2007. ‘Cambridge ESOL and tests of English for specific purposes’. Cambridge ESOL: Research Notes 27: 2-4.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts27.pdf
Summary: David Thighe discusses Cambridge ESOL’s response to the changing assessment requirements that are resulting from globalisation and migration. He describes the growing demand for English language tests that are tailored to the needs of populations in various work-oriented contexts, outlining some of the principles that underpin the domain-related tests we offer, such as BEC, BULATS, ILEC and ICFE.
Entered by: University of Cambridge ESOL Examinations

Milanovic, M. 2009. ‘Cambridge ESOL and the CEFR’. Cambridge ESOL: Research Notes 37: 2-5.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts37.pdf
Summary: The author, who has been involved with the CEFR since its inception, outlines his own stance on the CEFR and describes its influence on his own work and that of Cambridge ESOL.
Descriptor(s): Assessment, ESOL/EAL
Entered by: University of Cambridge ESOL Examinations

Ingham, K. 2008. ‘The Cambridge ESOL approach to Item Writer training: The case of ICFE Listening’. Cambridge ESOL: Research Notes 32: 5-9.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts32.pdf
Summary: Kate Ingham describes Cambridge ESOL’s training program for new item writers. All item writers undergo both general and paper-specific training; training activities for new and established item writers for the Listening component of the new International Certificate in Financial English (ICFE) are described.
Entered by: University of Cambridge ESOL Examinations

Taylor, L. and N. Jones. 2006. ‘Cambridge ESOL exams and the Common European Framework of Reference (CEFR)’. Cambridge ESOL: Research Notes 24: 2-5.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts24.pdf
Summary: Lynda Taylor and Neil Jones discuss the relationship of Cambridge ESOL’s exams with the Council of Europe’s CEFR along four perspectives: historical, conceptual, empirical and evolutionary.
Entered by: University of Cambridge ESOL Examinations

Marshall, H. 2006. ‘The Cambridge ESOL item banking system’. Cambridge ESOL: Research Notes 23: 3-5.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts23.pdf
Summary: Helen Marshall then describes key aspects of our Item Banking System, the database of test items which are used to construct all of our examinations and tests. Helen describes how this system maintains quality assurance through a number of different stages that all test material goes through, drawing on current technology to do so.
Entered by: University of Cambridge ESOL Examinations

Poulter, M. 2007. ‘Cambridge ESOL teacher training and development - Future directions’. Cambridge ESOL: Research Notes 29: 2-4.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts29.pdf
Summary: Article describes the origins and evolution of the various teaching qualifications, as well as current trends and future directions; Cambridge ESOL’s aspiration that those who opt for a Cambridge ESOL product will be engaged in a high quality, positive learning experience and will, as a result, be better equipped to help learners of English succeed in their own language learning endeavours.
Entered by: University of Cambridge ESOL Examinations

Rixon, S. 2007. ‘Cambridge ESOL YLE tests and children's first steps in reading and writing in English’. Cambridge ESOL Research Notes 28: 7-14.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts28.pdf
Summary: An analysis of the word lists for the syllabuses of the 'Starters', 'Movers' and 'Flyers' tests, for orthographic depth, and a comparison with the National Literacy Strategy sight word lists
Descriptor(s): Assessment, English language
Learners' background: various
Institutional level: primary
Entered by: University of Warwick (Centre for Applied Linguistics)

Galaczi, E. and H. Khalifa. 2009. ‘Cambridge ESOL's CEFR DVD of speaking performances: what's the story?’. Cambridge ESOL: Research Notes 37: 23-29.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts37.pdf
Summary: The authors describe the methodology behind Cambridge ESOL’s DVD of oral performances which contains a set of speaking test performances that exemplify a range of CEFR levels. Their article is of use to readers who may want to compile their own set of exemplar materials.
Descriptor(s): Assessment, ESOL/EAL, Speaking
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Randall, S. 2010. ‘Cambridge ESOL's growing impact on English language teaching and learning in national education projects’. Cambridge ESOL: Research Notes 40: 2-3.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts40.pdf
Descriptor(s): Assessment, ESOL/EAL, Teacher education
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Carter, R.A. and M.J. McCarthy. 2006. Cambridge Grammar of English: A Comprehensive Guide to Spoken and Written Grammar and Usage. Cambridge: Cambridge University Press.
ISBN: 978-0521674393
Type of entry: Authored book
Summary: Book and CD Rom Versions
Descriptor(s): Curriculum/syllabus, English language, Learning technologies, Listening, Speaking
Entered by: University of Nottingham (School of English Studies)

Wright, T. 2009. ‘The Cambridge Guide to Second Language Teacher Education’ in Trainer Development: Professional Development for Teacher Educators. Cambridge: Cambridge University Press, pp. 102-112.
Type of entry: Book chapter
Book editor(s): Burns, A. and J. Richards.
ISBN: 978-0-521-75684-6
Descriptor(s): Teacher education
Entered by: University College Plymouth St Mark & St John (Department of International Education)

Macaro, E., T. Chen and L. Tian. 2009. ‘Can differential processing of L2 vocabulary inform the debate on teacher codeswitching behaviour: the case of Chinese learners of English’ in Vocabulary Studies in First and Second Language Acquisition: The Interface between Theory and Application. Basingstoke: Palgrave Macmillan, pp. 125-146.
Type of entry: Book chapter
Book editor(s): Richards, B., H.M. Daller, D.D. Malvern, P. Meara, J. Milton and J. Treffers-Daller.
ISBN: 9780230206687
Descriptor(s): Classroom interaction, English language, Learner autonomy/strategies
Learners' background: China
Entered by: University of Oxford (Department of Education)

Ashton, K. 2006. ‘Can do self-assessment: Investigating cross-language comparability in reading’. Cambridge ESOL: Research Notes 24: 10-14.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts24.pdf
Summary: Karen Ashton reports on the development of a Can Do self-assessment tool for learners of German, Japanese and Urdu which aims to ensure that the difficulty of tasks and ability of learners taking tests in different languages are comparable.
Entered by: University of Cambridge ESOL Examinations

Slaght, J., S. Brewer, C. Roche, M. Calderwood and D. Schmitt. ‘"Can Do" Project’.
Type of entry: Externally funded project
Funding body: BALEAP
Summary: The aim of the 'Can Do' project is to compile a list of 'can do' statements, validated by subject teachers and EAP teachers, which can be used for, among other things, final assessment of students at the end of their EAP studies at British universities, prior to beginning academic courses.
URL: http://www.baleap.org.uk/bids/index.aspx
Descriptor(s): Assessment, English language, ESP, Learner cognition, Listening, Pronunciation, Reading, Speaking, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Reading (Centre for Applied Language Studies)

Charles, M. 2009. ‘Can I use 'I', should I use 'we', or do I have to use the passive? A pedagogic approach to stance in academic writing’ in Options and Practices of LSP Practitioners Conference Proceedings. Crete, Greece: E-media, University of Crete, pp. 69-93.
Type of entry: Paper in conference proceedings
Editor(s): Katsampoxaki-Hodgetts, K.
Principal format: Printed
Summary: This paper shows that different types of reporting clause occur with specific semantic groups of verbs and perform distinct rhetorical functions. These findings are used in a pedagogical approach which focuses simultaneously on function and lexico-grammatical realisation. Examples of practical activities to raise awareness of stance are given.
Descriptor(s): ESP, Methodology, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Oxford (Language Centre)

Gardner, S.F. and J. Holmes. 2009. ‘Can I use headings in my essay? Section headings, macrostructures and genre families in the BAWE corpus of student writing’ in Academic Writing: At the Interface of Corpus and Discourse. London: Continuum, pp. 251-271.
Type of entry: Book chapter
Book editor(s): Charles, M., S. Hunston and D. Pecorari.
ISBN: 9781847064363
Summary: The interactive / frame markers of section headings and assignment macrostructures in 13 genre families of BAWE (British Academic Written English) corpus are analysed to illustrate corpus–discourse interface; to explore the extent to which macrostructure can be used to expedite genre identification; and to answer pedagogical questions (see title).
Descriptor(s): Assessment, English language, ESP, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Birmingham (School of Education)

Kelly, G. 2005. ‘Can intonation be taught’. English Teaching Professional Issue 39: 11-12.
Type of entry: Journal article
Summary: An argument that intonation can and should be taught, using a discourse model.
Descriptor(s): English language, ESOL/EAL, Methodology, Pronunciation
Entered by: University of Northumbria (Department of Humanities, School of Arts and Social Sciences)

Kelly, G. 2006. ‘Can the DELTA help you to teach EAP?’.
Type of entry: Unpublished
Summary: An article generally in support of the Cambridge ESOL DELTA course, and its appropriacy for EAP teachers
URL: http://www.developingteachers.com/articles_tchtraining/eapdelta1_gerald.htm
Descriptor(s): Assessment, Curriculum/syllabus, English language, ESOL/EAL, ESP, Methodology, Teacher education
Entered by: University of Northumbria (Department of Humanities, School of Arts and Social Sciences)

Al Kamil, I. and S. Troudi. 2008. ‘Can theory help us understand the nature of writing challenges?’ in Teaching Writing Skills in EFL: Theory, Research and Pedagogy. Dubai: TESOL Arabia, pp. 3-15.
Type of entry: Book chapter
Book editor(s): Coombe, C., A. Jendli and P. Davidson.
Descriptor(s): ESOL/EAL, Writing
Entered by: University of Exeter (School of Education and Lifelong Learning)

Enever, J. 2009. ‘Can today's early language learners in England become tomorrow's plurilingual European citizens?’ in Early Learning of Modern Foreign Languages: Processes and Outcomes. Bristol, UK: Multilingual Matters, pp. 15-29.
Type of entry: Book chapter
Book editor(s): Nikolov, M.
ISBN: 978-1-84769-146-0
Summary: This chapter draws on data from two empirical studies (Pathfinder 2003-5; ELLiE 2007-10) to critically examination societal resistance to early foreign language learning in primary schools in England, within the wider European context of early English language learning.
Descriptor(s): Cultural issues, English language, Management/Innovation, Teacher education
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Wedell, M. 2005. ‘Cascading training down into the classroom: the need for parallel planning’. International Journal of Educational Development 25/6: 637-651.
Type of entry: Journal article
Entered by: University of Leeds (School of Education)