Hewings, A., C. Coffin and S. North. 2009. ‘E-conferencing: corpus and discourse insights’ in Academic Writing: At the Interface of Corpus and Discourse. London: Continuum, pp. 129-151.
Type of entry: Book chapter
Book editor(s): Charles, M., D. Pecorari and S. Hunston.
ISBN: 978-1-84706-436-3
Summary: Examines writing at tertiary level in computer-mediated contexts.
Descriptor(s): Teacher education, Writing
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)

McLaughlin, S.A. 2006. Each One of Us Owns a Story Childhood in the Second Intifada: A Linguistic Analysis of Conflict and Hope.
Type of entry: Doctoral thesis
Supervisor(s): Thompson, G. and S. Thompson
Awarding institution: University of Liverpool
Summary: A linguistic exploration of the ways in which a group of schoolchildren from the West Bank construe their experiences living under Israeli military occupation, and their resulting ideologies. The study analyses the evaluative choices in 160 texts, written and spoken in English by Palestinian males and females, ages 12 – 18.
Thesis type: PhD
Descriptor(s): Cultural issues
Country of research: Israel
Learners' background: Palestinian Territories
Institutional level: secondary
Entered by: University of Liverpool (School of English)

Purewal, S. and J. Simpson. 2010. ‘EAL reading: research and policy’. NALDIC Occasional Papers 23: 1-23.
Type of entry: Journal article
Entered by: University of Leeds (School of Education)

Mallows, D. and D. Mehmedbegovic.. 2008-2010. ‘EAL Workforce development strategy’.
Type of entry: Externally funded project
Funding body: Training and Development Agency for Schools
Summary: The Institute of Education carried out primary research (12 case studies, a series of policy interviews and a review of research) in order to write a strategy for the development of the EAL workforce in primary and secondary schools in England.
URL: http://www.teachingeal.org.uk/consultation.html
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Nesi, H. 2009. ‘EAP in the information age: what should we start teaching, and what can we stop teaching?’ in Emerging Issues in TEFL: Challenges for South Asia. Karachi, Pakistan: OUP Pakistan.
Type of entry: Book chapter
Book editor(s): Mansoor, S., A. Sikander, N. Hussain and N. Ahsan.
ISBN: 978-0-19-547651-4
Summary: This chapter discusses how the language needs of EAP students are changing in response to the use of new technologies.
Descriptor(s): Curriculum/syllabus, Learning technologies
Institutional level: tertiary
Entered by: Coventry University

Green, A.B. 2005. ‘EAP study recommendations and score gains on the IELTS Academic Writing test’. Assessing Writing 10/1: 44-60.
Type of entry: Journal article
Descriptor(s): Assessment, Curriculum/syllabus, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Jones, P. 2010. Early Beginnings: Early Stages of Ab Initio FL Learning in a US University.
Type of entry: Doctoral thesis
Supervisor(s): Kiely, R.
Awarding institution: University of Bristol
Thesis type: PhD
Entered by: University of Bristol (Graduate School of Education)

Enever, J., C. Munoz, M. Szpotowicz, L. Lopriore, E. Lindgren, R. Damhuis and J M. Djigunovic. 2007-2010. ‘Early Language Learning in Europe (ELLiE)’.
Type of entry: Externally funded project
Funding body: European Commission, Lifelong Learning Programme
Summary: The research aims to clarify what can realistically be achieved through making an early start to foreign/second language learning in state schools where relatively limited amounts of class time are available for foreign language learning. See website for further details.
URL: http://www.ellieresearch.eu
Descriptor(s): Assessment, Classroom interaction, Cultural issues, Curriculum/syllabus, Learner autonomy/strategies, Learner cognition, Learning technologies, Listening, Management/Innovation, Materials, Methodology, Pronunciation, Reading, Speaking, Teacher education
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Enever, J., C. Munoz, M. Szpotowicz, L. Lopriore, E. Lindgren, E. Krikhaar, J.M. Djigunovic, G. Lundberg and E. Tragant.. 2007-2010. ‘Early Language Learning in Europe (ELLiE)’.
Type of entry: Externally funded project
Funding body: European Commission, Lifelong Learning Project
Summary: This large scale longitudinal study has drawn on data from over 1400 primary school children, parents, teachers and school principals across seven European country contexts to clarify what is achievable through making an early start to foreign language learning in contexts where only limited amounts of curriculum time are available.
URL: http://www.ellieresearch.eu
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Enever, J. 2008. ‘Early language learning in Europe, first interim report’.
Type of entry: Unpublished
Summary: This report summarises key findings of the first year of the longitudinal, transnational study, highlighting attitudinal and linguistic progress; indicating the importance of in-school and out-of-school support (FL contexts: 6 English, 1 French/Spanish).
URL: http://www.ellieresearch.eu/docs/ELLiE_1st_Interim_Report_Dec_08.pdf
Descriptor(s): Curriculum/syllabus, English language, Management/Innovation, Methodology
Country of research: various
Institutional level: primary
Related project: Early Language Learning in Europe (ELLiE)
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Szpotowicz, M., J.M. Djigunovic and J. Enever. 2009. ‘Early language learning in Europe: a multinational longitudinal study’ in Young Learner English Language Policy and Implementation: International Perspectives. Reading, UK: Garnet Education, pp. 141-148.
Type of entry: Book chapter
Book editor(s): Enever, J., J. Moon and U. Raman.
ISBN: 978 1 90109 523 4
Summary: This paper presents an outline of the research framework for a longitudinal, comparative study of early language learning (ELL) across seven European country contexts (Croatia, England, Italy, Netherlands, Poland, Spain and Sweden). Initial evidence from the one year scoping study is discussed, giving an indication of future study outcomes.
Descriptor(s): Classroom interaction, Cultural issues, Curriculum/syllabus, English language, Teacher education
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Walsh, S. and A. O'Keeffe. 2007. ‘Editorial: Raising language awareness through analysing discourse in context’. Language Awareness 16/3: 151-152.
Type of entry: Journal article
Descriptor(s): Classroom interaction, Teacher education
Entered by: Newcastle University (School of Education, Communication and Language Sciences)

Pérez-Llantada, C. and G. Ferguson. 2006. ‘Editors' introduction’ in English as a GloCalization Phenomenon: Observations from a Linguistic Microcosm. Valencia: University of Valencia Press.
Type of entry: Book chapter
Book editor(s): Pérez-Llantada, C. and G. Ferguson.
ISBN: 978-84-370-6445-1
Descriptor(s): English language, ESP
Entered by: University of Sheffield (School of English)

Wyatt, M. and J. Atkins. 2009. ‘Editors' Introduction’ in Research Perspectives on Education in Oman. Muscat, Oman: Ministry of Education.
Type of entry: Book chapter
Book editor(s): Wyatt, M. Atkins, J.
ISBN: 978-9948-15-244-6
Summary: This is the editors' introduction to a collection of 16 dissertations, produced by Omani graduates of the University of Leeds MA in Education programme. The majority of these dissertations relate to TESOL. Topics include mentoring, supervision, reflective practice, teacher training and school management.
Descriptor(s): Teacher cognition, Teacher education
Entered by: University of Portsmouth (School of Languages and Area Studies)

Daller, H. and J. Milton J./Treffers-Daller. 2007. ‘Editors' introduction: Conventions, terminology and overview of the book’ in Testing and Modelling Lexical Knowledge. Cambridge: Cambridge University Press, pp. 1-32.
Type of entry: Book chapter
Book editor(s): Daller, H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-70327-7
Summary: Introduction to a volume which presents and evaluates cutting edge research into the way vocabulary knowledge is stored, learned and tested.
Descriptor(s): Assessment
Entered by: Swansea University (Department of Applied Linguistics)

Daller, M.H., J. Milton and J. Treffers-Daller. 2007. ‘Editors' introduction: Conventions, terminology and overview of the book’ in Testing and Modelling Lexical Knowledge. Cambridge: Cambridge University Press, pp. 1-32.
Type of entry: Book chapter
Book editor(s): Daller, M.H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-87851-7
Summary: Vocabulary is now considered integral to just about every aspect of language knowledge. This volume brings together contributions from internationally renowned researchers in this field to explain much of the background to study in this area. It introduces to a wider audience the concerns, the new approaches and developments in the field of vocabulary research and testing.
Descriptor(s): Assessment, Curriculum/syllabus, English language
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)

Creese, A. 2010. ‘Educational linguistics in multilingual classrooms’ in Directions and Prospects in Educational Linguistics: Theoretical and Methodological Issues. Heidelberg: Springer, pp. 33-48.
Type of entry: Book chapter
Book editor(s): Hult, F.
ISBN: 978-90-481-9135-2
Entered by: University of Birmingham (School of Education)

Leung, C. 2010. ‘Educational linguistics: working at a crossroads’ in Directions and Prospects for Educational Linguistics. Secaucus, NJ: Springer, pp. 1-18.
Type of entry: Book chapter
Book editor(s): Hult, F.M.
ISBN: 978-9048191352
Summary: A reflexive and situated analysis of Educational Linguistics as a field of intellectual enquiry in relation to the wider ideological and political environment.
Entered by: King's College London (Department of Education and Professional Studies)

Abadikhah, S. 2008. The Effect of Collaborative Output Activities on the Learning of English Relative Clauses: An Empirical Study of Mechanical and Meaningful Output.
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and C. Benson
Awarding institution: University of Edinburgh
Summary: A study comparing the learning benefits for Iranian learners of English receiving instruction in different types of classroom activity.
Thesis type: PhD
Descriptor(s): Learner cognition, Methodology
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)

Hughes, G. 2006. ‘The effect of editing on language used in FCE reading texts: A case study’. Cambridge ESOL: Research Notes 26: 19-21.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts26.pdf
Summary: Glyn Hughes compares texts used in the Reading component of FCE and the British National Corpus (BNC) to ascertain what impact edited Reading texts have on candidates, basing his article on a case study of the word people.
Entered by: University of Cambridge ESOL Examinations

Wray, A. and C. Pegg. 2006-2006. ‘The Effect of Memorized Learning on the Writing Scores of Chinese IELTS Test-takers’.
Type of entry: Externally funded project
Funding body: IELTS
Summary: Addressed the assessment of performance in IELTS Academic Writing task 2 when candidates may have reproduced lengthy memorized chunks of text that potentially disguise their true proficiency. Demonstrated a simple technique to assess the impact of memorized material without assuming it is necessarily wrong to memorize. A report is published in IELTS Reports, Volume 9 (2009): 191-216, http://www.ielts.org/researchers/research/volumes.aspx
Descriptor(s): Assessment, Learner autonomy/strategies, Writing
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: Cardiff University (School of English, Communication and Philosophy)

Dewaele, J.-M. and J.P. van Oudenhoven. 2009. ‘The effect of multilingualism / multiculturalism on personality: no gain without pain for third culture kids?’. International Journal of Multilingualism 6/4: 443-459.
Type of entry: Journal article
Summary: Effect of multilingualism/multiculturalism on the Big Five personality traits.
Descriptor(s): Learner cognition
Country of research: United Kingdom
Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)

Furneaux, C.L. and M. Rignall. 2007. ‘The effect of standardisation-training on rater judgements for the IELTS Writing Module’ in IELTS Collected Papers: Research in Speaking and Writing Assessment. Cambridge: University of Cambridge ESOL Examinations and Cambridge University Press, pp. 422-445.
Type of entry: Book chapter
Book editor(s): Taylor, L. and P. Falvey.
ISBN: 126:32:00
Summary: This study investigates the judgements made by twelve trainee examiners (TEs) for the IELTS Writing Module. On successive occasions, before and during training, the TEs rated a set of eight scripts and wrote brief retrospective reports about their rating of four of the scripts.
Descriptor(s): Assessment, English language, Writing
Country of research: United Kingdom
Entered by: University of Reading (Department of Applied Linguistics)

Kane-Iturrioz, R. 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.
Type of entry: Paper in conference proceedings
Principal format: Printed
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.
Descriptor(s): Learner autonomy/strategies, Learning technologies
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Coventry University

Baynham, M., C. Roberts, M. Cooke, J. Simpson, K. Ananiadou, J. Callaghan, J. McGoldrick and C. Wallace. 2005-2007. ‘Effective Teaching and Learning’.
Type of entry: Externally funded project
Funding body: National Research and Development Centre
Summary: The project investigated the manner in which Adult ESOL classrooms interpreted ways of teaching ESOL in UK classrooms, through a series of in-depth studies of classroom interaction.
URL: http://www.nrdc.org.uk/publications_details.asp?ID=89
Descriptor(s): Assessment, Classroom interaction, Curriculum/syllabus, English language, ESOL/EAL
Country of research: United Kingdom
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)