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Type of entry: Unpublished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)

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

Gardner, S.F. 2009. ‘Evaluation across disciplinary groups in university student writing: the critique genre family as texts and text’ in Proceedings of the BAAL Annual Conference 2008 - Taking the Measure of Applied Linguistics. Swansea: Swansea University, pp. 47-50.
Type of entry: Paper in conference proceedings
Editor(s): Edwardes, M.
Principal format: Printed
Summary: Evaluation in student assignments is compared across the disciplinary groups of Arts & Humanities, Social Sciences, Life Sciences, and Physical Science through a genre analysis of the BAWE1 corpus as texts, a multidimensional register analysis of the corpus as text and a frequency analysis of specific amplifiers and attributive adjectives.
Descriptor(s): English language, ESP, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Birmingham (School of Education)

Hobbs, V. 2007. ‘Examining the effectiveness of the four-week ELT training course: Change or no change?’ in IATEFL 2006: Harrogate Conference Selections. Canterbury: IATEFL.
Type of entry: Paper in conference proceedings
Editor(s): Beaven, B.
Principal format: Printed
Descriptor(s): Teacher cognition, Teacher education
Country of research: United Kingdom
Institutional level: adult
Entered by: University of Sheffield (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)

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)

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)

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

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)

Dörnyei Z. Csizér, K. 2005. ‘The effects of intercultural contact and tourism on language attitudes and language learning motivation’. Journal of Language and Social Psychology 24/4: 327-357.
Type of entry: Journal article
Descriptor(s): Cultural issues, Learner cognition
Country of research: Hungary
Institutional level: secondary
Entered by: University of Nottingham (School of English Studies)

Yu, G. 2010. ‘Effects of presentation mode and computer familiarity on summarization of extended texts’. Language Assessment Quarterly 7/2: 119-136.
Type of entry: Journal article
Summary: This paper reports the effects of presentation mode of source texts for summarization tasks and the computer familiarity of test takers on their summarization performance.
Descriptor(s): Assessment, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)

Maycock, L. and A.B. Green. 2005. ‘The effects on performance of computer familiarity and attitudes towards CBIELTS’. Research Notes, Cambridge ESOL 20: 3-9.
Type of entry: Journal article
Descriptor(s): Assessment
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Cogo, A. and M. Dewey. 2006. ‘Efficiency in ELF communication: From pragmatic motives to lexico-grammatical innovation’. Nordic Journal of English Studies 5/2: 58-93.
Type of entry: Journal article
Summary: This article provides a detailed investigation into pragmatic and interactive aspects of lingua franca talk, and considers the impact these have on the lexicogrammar of speakers engaged in ELF communication.
Descriptor(s): Cultural issues, English language, Speaking, Teacher education
Country of research: United Kingdom
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)

Cogo, A. and M. Dewey. 2006. ‘Efficiency in ELF communication: from pragmatic motives to lexico-grammatical innovation’. Nordic Journal of English Studies 5/2: 59-93.
Type of entry: Journal article
URL: http://ojs.ub.gu.se/ojs/index.php/njes/article/view/65/69
Descriptor(s): Cultural issues, English language, ESOL/EAL, ESP, Methodology, Speaking
Country of research: United Kingdom
Entered by: University of Southampton (Modern Languages, School of Humanities)

Troudi, S., C. Coombe and M. Al-Hamly. 2009. ‘EFL teachers’ views of English language assessment in higher education in the United Arab Emirates and Kuwait’. TESOL Quarterly 43/3: 546-555.
Type of entry: Journal article
Entered by: University of Exeter (School of Education and Lifelong Learning)

González-Diaz, V. and A. Auer. 2005. ‘Eighteenth-century prescriptivism in English: A re-evaluation of its effects on actual language usage’. Multilingua 24: 317-341.
Type of entry: Journal article
Descriptor(s): English language
Entered by: University of Liverpool (School of English)

Jarvis, H. and L. Pastuszka. 2008. ‘Electronic literacy, reading skills and non-native speakers: Issues for EAP’. CALL-EJ Online 10/1: n/a.
Type of entry: Journal article
URL: http://www.tell.is.ritsumei.ac.jp/callejonline/journal/10-1/jarvis.html
Summary: This paper reports on a study which investigates electronic literacy reading skills amongst Non Native Speakers studying a range of academic subjects and levels in English at two British universities. The findings are considered in relation to implications for English for Academic Purposes (EAP) programmes.
Descriptor(s): ESP, Learning technologies
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Salford (School of Languages)

Peim, N.A. 2009. ‘The elusive object of transformation: English, theory and Bernstein's sociology of education’. Changing English 16/2: 149-164.
Type of entry: Journal article
Entered by: University of Birmingham (School of Education)

Cameron, L. and A. Deignan. 2006. ‘The emergence of metaphor in discourse’. Applied Linguistics 27/4: 671-690.
Type of entry: Journal article
Entered by: University of Leeds (School of Education)

Field, J. 2008. ‘Emergent and divergent: A view of second language listening research’. System 36/1: 2-9.
Type of entry: Journal article
Summary: Overview of current issues and recent developments in L2 listening research
Descriptor(s): Listening
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Reading (Department of Applied Linguistics)

Green, A., A. Unaldi and C.J. Weir. 2010. ‘Empiricism versus connoisseurship: establishing the appropriacy of texts for testing reading for academic purposes’. Language Testing 27/3: 1-21.
Type of entry: Journal article
Descriptor(s): Assessment, Reading
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Clark, E.L. and A. Paran. 2007. ‘The employability of non-native-speaker teachers of EFL: A UK survey’. System 35/4: 407-430.
Type of entry: Journal article
Summary: This study surveyed 90 UK ELT institutions to investigate the extent to which the Native Speaker criterion played a part in employing EFL teachers. This was found to be a pre-interview criterion which often excludes competent EFL teachers from consideration in the recruitment process. This was true of the sample as a whole as well as of subsamples
Descriptor(s): Management/Innovation
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Darasawang, P. and H. Reinders. 2010. ‘Encouraging autonomy with an online language support system’. CALL-EJ 11/2: n/a.
Type of entry: Journal article
URL: http://callej.org/journal/11-2/darasawang_reinders.html
Descriptor(s): Classroom interaction, Learner autonomy/strategies, Learning technologies, Methodology
Entered by: Middlesex University (Learner Development Unit)

Svalberg, A.M.-L. 2009. ‘Engagement with language: developing a construct’. Language Awareness 18/3-4: 242-258.
Type of entry: Journal article
Summary: The multidisciplinary field of language awareness (LA) is given coherence by its focus on engagement with language (Svalberg 2007). This paper asks what engagement with language is and what facilitates or hinders it. Cognitive, social, and affective factors are discussed. Some aspects of engagement are illustrated by ESOL student interviews.
Descriptor(s): English language, ESOL/EAL, Learner cognition
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Block, D. 2010. ‘Engaging with human sociality: thoughts on communication and embodiment’. Applied Linguistics Review 1/1: 45-56.
Type of entry: Journal article
Summary: This paper examines ‘human sociality’ in terms of how communicative resources are embodied in the people’s interactions in physical and social spaces over a lifetime, and how a theory of mind, individuals’ theories about how minds work, is essential to the ongoing cooperative activity of human beings.
Descriptor(s): ESOL/EAL
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)