] Filters: First Letter Of Title is M [Clear All Filters]
2005. ‘More English than England itself: The simulation of authenticity in foreign language practice in Japan’.
International Journal of Applied Linguistics 15/3: 326-345.
Type of entry: Journal article
Descriptor(s): Cultural issues, English language
Institutional level: adult
Entered by: The Open University (Faculty of Education and Languages)
Type of entry: Journal article
Descriptor(s): Cultural issues, English language
Institutional level: adult
Entered by: The Open University (Faculty of Education and Languages)
2009. A Mixed Methods Study of Learning Styles and Adaptation Issues of Thai Postgraduate Students in England.
Type of entry: Doctoral thesis
Supervisor(s): Schweisfurth, M.
Awarding institution: The University of Birmingham
Thesis type: PhD
Entered by: University of Birmingham (School of Education)
Type of entry: Doctoral thesis
Supervisor(s): Schweisfurth, M.
Awarding institution: The University of Birmingham
Thesis type: PhD
Entered by: University of Birmingham (School of Education)
2010. ‘Mobile technologies for (English) language learning: an exploration in the context of Bangladesh’ in
IADIS International Conference: Mobile Learning 2010. Portugal: IADIS Press, pp. 61 - 68.
Type of entry: Paper in conference proceedings
Editor(s): Sanchez, I.A. and P. Isaias.
Principal format: CD-ROM
Summary: This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers.
Descriptor(s): Learning technologies, Teacher education
Country of research: Bangladesh
Entered by: The Open University (Faculty of Education and Languages)
Type of entry: Paper in conference proceedings
Editor(s): Sanchez, I.A. and P. Isaias.
Principal format: CD-ROM
Summary: This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers.
Descriptor(s): Learning technologies, Teacher education
Country of research: Bangladesh
Entered by: The Open University (Faculty of Education and Languages)
2008. Mediation in Second Language Learning in an Asynchronous Computer-Mediated Communication Environment: A Case Study of ESL Learners’ and Teachers’ perceptions.
Type of entry: Doctoral thesis
Supervisor(s): Rea-Dickins, P.
Awarding institution: University of Bristol
Thesis type: PhD
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Doctoral thesis
Supervisor(s): Rea-Dickins, P.
Awarding institution: University of Bristol
Thesis type: PhD
Entered by: University of Bristol (Graduate School of Education)
2008. The Malaysian ESL Syllabus Document: A Case Study of its Specifications and Implementation in the Classrooms.
Type of entry: Doctoral thesis
Supervisor(s): Rea-Dickins, P. and H. Woodfield
Awarding institution: University of Bristol
Thesis type: EdD
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Doctoral thesis
Supervisor(s): Rea-Dickins, P. and H. Woodfield
Awarding institution: University of Bristol
Thesis type: EdD
Entered by: University of Bristol (Graduate School of Education)
2010. ‘Metaphoric competence in the first and second language: similarities and differences’ in
Cognitive Processing in Second Language Acquisition (Series Converging Evidence in Language and Communication Research). Amsterdam: John Benjamins, pp. 295-316.
Type of entry: Book chapter
Book editor(s): Putz, M. and L. Sicola.
ISBN: 9789027239020
Summary: This chapter explores the relationship between a learner's ability to understand and produce metaphor in their first and second language.
Descriptor(s): English language, Learner autonomy/strategies, Learner cognition
Country of research: Belgium
Learners' background: Belgium
Institutional level: tertiary
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
Type of entry: Book chapter
Book editor(s): Putz, M. and L. Sicola.
ISBN: 9789027239020
Summary: This chapter explores the relationship between a learner's ability to understand and produce metaphor in their first and second language.
Descriptor(s): English language, Learner autonomy/strategies, Learner cognition
Country of research: Belgium
Learners' background: Belgium
Institutional level: tertiary
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
2010. ‘Multilingual identities in higher education: negotiating the 'mother tongue', 'posh' and 'slang'’.
Language and Education 24/1: 21-40.
Type of entry: Journal article
Summary: This paper takes spoken interaction from the language classroom and examines it to see how a group of minority ethnic students negotiate multilingual identities in the context of higher education.
Descriptor(s): Classroom interaction, Cultural issues, English language, ESOL/EAL, ESP
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Type of entry: Journal article
Summary: This paper takes spoken interaction from the language classroom and examines it to see how a group of minority ethnic students negotiate multilingual identities in the context of higher education.
Descriptor(s): Classroom interaction, Cultural issues, English language, ESOL/EAL, ESP
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Mobile technologies for (English) language learning: an exploration in the context of Bangladesh’ in
IADIS International Conference: Mobile Learning 2010. Portugal: IADIS Press, pp. 61 - 68.
Type of entry: Paper in conference proceedings
Editor(s): Sanchez, I.A. and P. Isaias.
Principal format: CD-ROM
Summary: This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers.
Descriptor(s): Learning technologies, Teacher education
Country of research: Bangladesh
Entered by: The Open University (Faculty of Education and Languages)
Type of entry: Paper in conference proceedings
Editor(s): Sanchez, I.A. and P. Isaias.
Principal format: CD-ROM
Summary: This paper examines the opportunities for mobile language learning in the context of Bangladesh, where mobile devices are becoming increasingly affordable and ubiquitous. It is hoped that this paper also provides some insights into mobile learning for language education policy makers, distance education institutions and language teachers.
Descriptor(s): Learning technologies, Teacher education
Country of research: Bangladesh
Entered by: The Open University (Faculty of Education and Languages)
2009. ‘Maintaining control: an introduction’ in
Maintaining Control: Autonomy and Language Learning. Hong Kong: Hong Kong University Press, pp. 3-10.
Type of entry: Book chapter
Book editor(s): Pemberton, R., S. Toogood and A. Barfield.
ISBN: 978962209923
Descriptor(s): Learner autonomy/strategies
Entered by: University of Nottingham (School of Education)
Type of entry: Book chapter
Book editor(s): Pemberton, R., S. Toogood and A. Barfield.
ISBN: 978962209923
Descriptor(s): Learner autonomy/strategies
Entered by: University of Nottingham (School of Education)
2010. ‘More than language: the additional faces of testing and assessment in language learning and teaching’ in
Testing the Untestable in Language Education. Bristol: Multilingual Matters, pp. 1-13.
Type of entry: Book chapter
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: This chapter looks at the way in which critical approaches to testing and assessment have emerged in the EFL world. It examines issues such as the tension between assessment of learning and assessment for learning, the use of multiple sources of data, and the focus on classroom assessment.
Descriptor(s): Assessment
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Type of entry: Book chapter
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: This chapter looks at the way in which critical approaches to testing and assessment have emerged in the EFL world. It examines issues such as the tension between assessment of learning and assessment for learning, the use of multiple sources of data, and the focus on classroom assessment.
Descriptor(s): Assessment
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. ‘A multidimensional analysis of student writing across levels and disciplines’ in
Taking the Measure of Applied Linguistics: Proceedings of the BAAL Annual Conference. London: BAAL/Scitsiugnil Press.
Type of entry: Paper in conference proceedings
Editor(s): Edwardes, M.
Principal format: CD-ROM
URL: http://wwwm.coventry.ac.uk/researchnet/elphe/Documents/Nesi-BAAL0-abstract-formatted.pdf
Summary: This paper describes the outcomes of multidimensional analysis of the BAWE corpus, and the linguistic differences such analysis reveals between genres, levels and disciplinary groupings.
Descriptor(s): English language, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
Type of entry: Paper in conference proceedings
Editor(s): Edwardes, M.
Principal format: CD-ROM
URL: http://wwwm.coventry.ac.uk/researchnet/elphe/Documents/Nesi-BAAL0-abstract-formatted.pdf
Summary: This paper describes the outcomes of multidimensional analysis of the BAWE corpus, and the linguistic differences such analysis reveals between genres, levels and disciplinary groupings.
Descriptor(s): English language, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: Coventry University
2008. ‘The mediating role of talk-in-interaction in guided lesson planning in a pre-service TESOL training course: An ethnomethodological and activity-theoretic perspective’.
Type of entry: Unpublished
Summary: This paper locates guided lesson planning within the context of wider issues in teacher education, and the move away from a 'technical-rational' model towards a more sociocultural orientation. The case study data are initially analysed using applied conversation analysis methodology and then explored from the perspective of activity theory
URL: http://ora.ouls.ox.ac.uk/objects/uuid%3Ae3fa6c0b-c065-4c1a-a701-9f39ce684099
Descriptor(s): Teacher cognition, Teacher education
Entered by: University of East London (Cass School of Education)
Type of entry: Unpublished
Summary: This paper locates guided lesson planning within the context of wider issues in teacher education, and the move away from a 'technical-rational' model towards a more sociocultural orientation. The case study data are initially analysed using applied conversation analysis methodology and then explored from the perspective of activity theory
URL: http://ora.ouls.ox.ac.uk/objects/uuid%3Ae3fa6c0b-c065-4c1a-a701-9f39ce684099
Descriptor(s): Teacher cognition, Teacher education
Entered by: University of East London (Cass School of Education)
2009. Measuring Second Language Vocabulary Acquisition. Bristol: Multilingual Matters.
ISBN: 978-0-230-20668-7
Type of entry: Authored book
Summary: This book provides a background to the testing of vocabulary knowledge. It examines the tools which are used for testing and provides normalised figures for vocabulary growth under various conditions, and for the vocabulary sizes which are associated with language levels.
Descriptor(s): Assessment
Entered by: Swansea University (Department of Applied Linguistics)
ISBN: 978-0-230-20668-7
Type of entry: Authored book
Summary: This book provides a background to the testing of vocabulary knowledge. It examines the tools which are used for testing and provides normalised figures for vocabulary growth under various conditions, and for the vocabulary sizes which are associated with language levels.
Descriptor(s): Assessment
Entered by: Swansea University (Department of Applied Linguistics)
2009. ‘Multilingual researcher identities: interpreting linguistically and culturally diverse classrooms’ in
Linguistically and Culturally Diverse Classrooms: New Dilemmas for Teachers. Clevedon: Multilingual Matters, pp. 215-233.
Type of entry: Book chapter
Book editor(s): Miller, J., M. Gearon and A. Kostogriz.
ISBN: 978 1 84769 216 0
Entered by: University of Birmingham (School of Education)
Type of entry: Book chapter
Book editor(s): Miller, J., M. Gearon and A. Kostogriz.
ISBN: 978 1 84769 216 0
Entered by: University of Birmingham (School of Education)
2007. ‘"Miss, who needs the languages of immigrants?": London’s multilingual schools’ in
Education in a Global City: Essays from London. London: Institute of Education, pp. 221-252.
Type of entry: Book chapter
Book editor(s): Brighouse, T. and L. Fullick.
ISBN: 9780854737925
Summary: This chapter explores London's linguistic wealth and the way education policies and practices have impacted on this wealth and on its many multilingual pupils. The chapter makes recommendations for a more inclusive model of engaging with multilingualism in London schools than the one that currently prevails.
Descriptor(s): Classroom interaction, Cultural issues, ESOL/EAL, Teacher education
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Type of entry: Book chapter
Book editor(s): Brighouse, T. and L. Fullick.
ISBN: 9780854737925
Summary: This chapter explores London's linguistic wealth and the way education policies and practices have impacted on this wealth and on its many multilingual pupils. The chapter makes recommendations for a more inclusive model of engaging with multilingualism in London schools than the one that currently prevails.
Descriptor(s): Classroom interaction, Cultural issues, ESOL/EAL, Teacher education
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Methodologies for stylistic analysis: practices and pedagogies’ in
Language and Style. Basingtoke: Palgrave Macmillan, pp. 34-46.
Type of entry: Book chapter
Book editor(s): McIntyre, D. and B. Busse.
ISBN: 9780230231573
Descriptor(s): English language, Reading
Entered by: University of Nottingham (School of English Studies)
Type of entry: Book chapter
Book editor(s): McIntyre, D. and B. Busse.
ISBN: 9780230231573
Descriptor(s): English language, Reading
Entered by: University of Nottingham (School of English Studies)
2010. ‘Maintaining alignment to the CEFR: the FCE case study’ in
Aligning tests with the CEFR, Studies in Language Testing Series (33). Cambridge: UCLES/Cambridge University Press, pp. 80-101.
Type of entry: Book chapter
Book editor(s): Martyniuk, W.
ISBN: 978-0-521-17684-2
Summary: In this chapter, Khalifa, ffrench and Salamoura focus on the relationship between the Common European Framework of Reference for Languages (CEFR) and a well-established examination which pre-dates it, the First Certificate in English (FCE).
Descriptor(s): Assessment
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
Type of entry: Book chapter
Book editor(s): Martyniuk, W.
ISBN: 978-0-521-17684-2
Summary: In this chapter, Khalifa, ffrench and Salamoura focus on the relationship between the Common European Framework of Reference for Languages (CEFR) and a well-established examination which pre-dates it, the First Certificate in English (FCE).
Descriptor(s): Assessment
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2010. ‘Metaphoric competence in the first and second language: similarities and differences’ in
Cognitive Processing in Second Language Acquisition (Series Converging Evidence in Language and Communication Research). Amsterdam: John Benjamins, pp. 295-316.
Type of entry: Book chapter
Book editor(s): Putz, M. and L. Sicola.
ISBN: 9789027239020
Summary: This chapter explores the relationship between a learner's ability to understand and produce metaphor in their first and second language.
Descriptor(s): English language, Learner autonomy/strategies, Learner cognition
Country of research: Belgium
Learners' background: Belgium
Institutional level: tertiary
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
Type of entry: Book chapter
Book editor(s): Putz, M. and L. Sicola.
ISBN: 9789027239020
Summary: This chapter explores the relationship between a learner's ability to understand and produce metaphor in their first and second language.
Descriptor(s): English language, Learner autonomy/strategies, Learner cognition
Country of research: Belgium
Learners' background: Belgium
Institutional level: tertiary
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
2006. ‘Metaphoric competence and communicative language ability’.
Applied Linguistics 27/2: 268-294.
Type of entry: Journal article
Summary: THis article looks at how an ability to understand and produce metaphor can contribute to various aspects of communicative competence.
Descriptor(s): English language, Learner cognition
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
Type of entry: Journal article
Summary: THis article looks at how an ability to understand and produce metaphor can contribute to various aspects of communicative competence.
Descriptor(s): English language, Learner cognition
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
2009-2010. ‘Multiple Assessment in Primary and Middle School Classrooms’.
Type of entry: Externally funded project
Funding body: British Council, Taiwan
Summary: The purpose of this action research project was to investigate assessment taking place in Taiwan primary and middle school ELT classrooms as well as assessment practices which can be integrated into instruction.
URL: http://www.britishcouncil.org/accessenglish-news-multiple-assessment-research-project-taiwan.htm
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: primary
Entered by: Queen's University, Belfast (School of Education)
Type of entry: Externally funded project
Funding body: British Council, Taiwan
Summary: The purpose of this action research project was to investigate assessment taking place in Taiwan primary and middle school ELT classrooms as well as assessment practices which can be integrated into instruction.
URL: http://www.britishcouncil.org/accessenglish-news-multiple-assessment-research-project-taiwan.htm
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: primary
Entered by: Queen's University, Belfast (School of Education)
2008. ‘Meet the parents’.
English Teaching Professional 60: 23-25.
Type of entry: Journal article
Summary: This article addresses strategies that teachers can utilize to foster positive relationships with parents' of children learning English as a Foreign and/or additional language.
Descriptor(s): Learner autonomy/strategies, Teacher education
Entered by: Queen's University, Belfast (School of Education)
Type of entry: Journal article
Summary: This article addresses strategies that teachers can utilize to foster positive relationships with parents' of children learning English as a Foreign and/or additional language.
Descriptor(s): Learner autonomy/strategies, Teacher education
Entered by: Queen's University, Belfast (School of Education)
2009. ‘Mainstreaming: language policies and pedagogies’ in
Streitfall Zweisprachigkeit - The Bilingualism Controversy. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 215-231.
Type of entry: Book chapter
Book editor(s): Goglin, I. and U. Neumann.
ISBN: 978-3531158860
Summary: A description and analysis of the English as Additional / Second Language policies in England and California and their impact on curriculum and pedagogy.
Descriptor(s): ESOL/EAL, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: King's College London (Department of Education and Professional Studies)
Type of entry: Book chapter
Book editor(s): Goglin, I. and U. Neumann.
ISBN: 978-3531158860
Summary: A description and analysis of the English as Additional / Second Language policies in England and California and their impact on curriculum and pedagogy.
Descriptor(s): ESOL/EAL, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: King's College London (Department of Education and Professional Studies)
2009-2011. ‘Modelling diversity: Academic Language & Literacies in Schools & University’.
Type of entry: Externally funded project
Funding body: Economic & Social Research Council (ESRC)
Summary: This research focused on the English language and literacy demands experienced by two categories of students at school and university: UK-based 'non-traditional' students from social / familial backgrounds where participation in university education has not been an established norm, and ethnolinguistic minority students including speakers of English as an additional / second language (EAL).
URL: http://www.kcl.ac.uk/schools/sspp/education/research/projects/moddiv.html
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)
Type of entry: Externally funded project
Funding body: Economic & Social Research Council (ESRC)
Summary: This research focused on the English language and literacy demands experienced by two categories of students at school and university: UK-based 'non-traditional' students from social / familial backgrounds where participation in university education has not been an established norm, and ethnolinguistic minority students including speakers of English as an additional / second language (EAL).
URL: http://www.kcl.ac.uk/schools/sspp/education/research/projects/moddiv.html
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)
2008. ‘Multiple voices: Negotiating pathways towards teacher and learner autonomy’ in
Learner and Teacher Autonomy: Concepts, Realities and Responses. Amsterdam: John Benjamins Publishing Company, pp. 237-266.
Type of entry: Book chapter
Book editor(s): Lamb, T.E. and H. Reinders.
ISBN: 978 90 272 05179
Summary: This chapter describes a project to develop negotiated, collaborative teaching and learning in HE as a model for continuing personal and professional development. It explores how the 'voices' of the various participants in the development of autonomy at three interacting levels informed the design and delivery of a Masters level programme in 'Learner Autonomy' for overseas teachers of English at the University of Nottingham.
Descriptor(s): Classroom interaction, Cultural issues, Curriculum/syllabus, Learner autonomy/strategies, Methodology, Teacher education
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)
Type of entry: Book chapter
Book editor(s): Lamb, T.E. and H. Reinders.
ISBN: 978 90 272 05179
Summary: This chapter describes a project to develop negotiated, collaborative teaching and learning in HE as a model for continuing personal and professional development. It explores how the 'voices' of the various participants in the development of autonomy at three interacting levels informed the design and delivery of a Masters level programme in 'Learner Autonomy' for overseas teachers of English at the University of Nottingham.
Descriptor(s): Classroom interaction, Cultural issues, Curriculum/syllabus, Learner autonomy/strategies, Methodology, Teacher education
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)
2008. Monologues and Dialogues in the Language Classroom: A Study of Students’ Experience in Trying to Learn English as a Compulsory Component at a Mexican University.
Type of entry: Doctoral thesis
Supervisor(s): Kullman, J.
Awarding institution: University of Kent
Thesis type: PhD
Descriptor(s): Curriculum/syllabus, Learner autonomy/strategies
Country of research: Mexico
Institutional level: tertiary
Entered by: Canterbury Christ Church University (Department of English and Language Studies)
Type of entry: Doctoral thesis
Supervisor(s): Kullman, J.
Awarding institution: University of Kent
Thesis type: PhD
Descriptor(s): Curriculum/syllabus, Learner autonomy/strategies
Country of research: Mexico
Institutional level: tertiary
Entered by: Canterbury Christ Church University (Department of English and Language Studies)
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