Kiely, R. 2009. ‘Observing, noticing and understanding: two case studies in language awareness in the development of academic literacy’. Language Awareness 18/3-4: 329-44.
Type of entry: Journal article
Summary: A paper based on the SAIL project (2006-08)which explored the processes of academic literacy development of L2 international students in the context of a 1-years masters programme.
Descriptor(s): Learner autonomy/strategies, Management/Innovation, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University College Plymouth St Mark & St John (Department of International Education)

Seedhouse, P. 2007. ‘On ethnomethodological CA and "Linguistic CA": A reply to hall’. Modern Language Journal 91/4: 526-532.
Type of entry: Journal article
URL: http://eprints.ncl.ac.uk/deposit_details.php?deposit_id=5774
Descriptor(s): Classroom interaction, Methodology
Country of research: various
Learners' background: various
Entered by: Newcastle University (School of Education, Communication and Language Sciences)

Block, D. 2008. ‘On the appropriateness of the metaphor of LOSS’ in Language as Commodity: Global Structures, Local Marketplaces. London: Continuum, pp. 187-203..
Type of entry: Book chapter
Book editor(s): Rubdy, R. and P. Tan.
ISBN: 184706423X
Summary: This chapter explores the extent to which the metaphor of LOSS (MoL) is always appropriate as a way of framing discussions of language maintenance and shift in the lives of individuals. It concludes with call for a more nuanced approach to this area of research.
Descriptor(s): Cultural issues, ESOL/EAL
Country of research: United Kingdom
Institutional level: primary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Clark, R. and S. Gieve. 2005. ‘On the discursive construction of the Chinese learner’. Language, Culture and Curriculum 19/1: 54-73.
Type of entry: Journal article
Descriptor(s): Cultural issues
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

González-Diaz, V. 2007. ‘On the nature and distribution of English double periphrastic comparison’. The Review of English Studies 57: 623-664.
Type of entry: Journal article
Descriptor(s): English language
Entered by: University of Liverpool (School of English)

González-Diaz, V. 2006. ‘On the origin of English periphrastic comparison’. English Studies 8: 707-734.
Type of entry: Journal article
Descriptor(s): English language
Entered by: University of Liverpool (School of English)

Siyanova, A. 2010. On-line Processing of Multi-word Sequences in a First and Second Language: Evidence from Eye-tracking and ERP.
Type of entry: Doctoral thesis
Supervisor(s): Conklin, K. and N. Schmitt
Awarding institution: University of Nottingham
Thesis type: PhD
Descriptor(s): English language, Learner cognition
Entered by: University of Nottingham (School of English Studies)

Wyatt, M. 2010. ‘One teacher’s development as a reflective practitioner’. Asian EFL Journal 12/2: 235-261.
Type of entry: Journal article
URL: http://www.asian-efl-journal.com/PDF/June-2010.pdf
Summary: Using qualitative case study methodology, this article explores a language teacher’s development as a reflective practitioner, while she was engaged on a three-year in-service BA (TESOL) programme in the Middle East. Evidence of growth in her reflective qualities, skills and capacity to reflect critically is reported.
Descriptor(s): Teacher cognition, Teacher education
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Portsmouth (School of Languages and Area Studies)

Al Ebaikan, R. and S. Troudi. 2010. ‘Online discussion in blended courses at Saudi Universities’. Procedia - Social and Behavioral Sciences 2/2: 507–514.
Type of entry: Journal article
Entered by: University of Exeter (School of Education and Lifelong Learning)

Baynham, M. and J. Simpson. 2010. ‘Onwards and upwards: space, placement and liminality in adult ESOL classes’. TESOL Quarterly 44/3: 420-440.
Type of entry: Journal article
Descriptor(s): Cultural issues, ESOL/EAL
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Leeds (School of Education)

Fulcher, G. 2010. ‘Open book - open web tests’.
Type of entry: Unpublished
Summary: An introduction to conducting tests where learners have access to books or other resource materials, including the internet. On the one hand these are claimed to be more 'authentic' in terms of what learners normally do outside test conditions. On the other, there is the fear of construct irrelevant variance.
URL: http://languagetesting.info/features/open/book.html
Descriptor(s): Assessment, Learning technologies
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Ashton, M. and H. Khalifa. 2005. ‘Opening a new door for teachers of English: Cambridge ESOL teaching Knowledge Test’. Cambridge ESOL: Research Notes 19: 5-7.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts19.pdf
Summary: Mick Ashton and Hanan Khalifa outline the Teaching Knowledge Test (TKT), an award for teachers of English at any stage in their career which was developed in response to stakeholder needs.
Entered by: University of Cambridge ESOL Examinations

Ashton, M. and H. Khalifa. 2007. ‘Opening a new door for teachers: Cambridge ESOL teaching knowledge test’ in TESOL Arabia: Teacher Education and Continuing Professional Development: Insights from the Arabian Gulf. Dubai: TESOL Arabia.
Type of entry: Paper in conference proceedings
Principal format: Printed
Descriptor(s): Assessment
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Cambridge ESOL Examinations

Conteh, J. 2007. ‘Opening doors to success in multilingual classrooms: Bilingualism, codeswitching and the professional identities of "ethnic minority" primary teachers’. Language and Education 21/6: 457-472.
Type of entry: Journal article
Entered by: University of Leeds (School of Education)

Blackledge, A. and A. Creese. 2010. ‘Opening up flexible spaces: ideology and practice in complementary schools’ in Sites of Multilingualism. Stoke-on-Trent: Trentham Books, pp. 3-18.
Type of entry: Book chapter
Book editor(s): Lytra, V. and P. Martin.
ISBN: 9781858564548
Entered by: University of Birmingham (School of Education)

Sundrarajun, C. and R. Kiely. 2009. ‘The oral presentation as a context for learning and assessment’. Innovation in Language Learning and Teaching 3/1: 1-17.
Type of entry: Journal article
Summary: A paper partly based on doctoral research (Sundrarajun) which examines the validity issues of oral presentations as a form of assessment in university programmes.
Descriptor(s): Assessment, Classroom interaction, Cultural issues, Methodology, Speaking
Country of research: Thailand
Learners' background: Thailand
Institutional level: tertiary
Entered by: University College Plymouth St Mark & St John (Department of International Education)

Bygate, M. 2005. ‘Oral second language abilities as expertise’ in Expertise in Second Language Teaching. Basingstoke: Palgrave Macmillan.
Type of entry: Book chapter
Book editor(s): Johnson, K.
ISBN: 978-1-4039-2096-6
Descriptor(s): Curriculum/syllabus, ESOL/EAL, Materials, Methodology, Speaking
Entered by: Lancaster University (Linguistics and English Language)

Smith, R.C. 2007. ‘The origins of ELT Journal’.
Type of entry: Unpublished
Summary: Commissioned paper for the English Language Teaching Journal (ELTJ) 'About this journal' web-page. Describes the origins of the journal (in A.S. Hornby's work, and Hornby's and Palmer's work in Japan).
URL: http://www.oxfordjournals.org/our_journals/eltj/resource/the%20origins%20of%20elt%20journal2.pdf
Descriptor(s): Cultural issues
Related project: Enhancement of the Warwick ELT Archive, with a Particular Focus on the Work of A.S. Hornby
Entered by: University of Warwick (Centre for Applied Linguistics)

Su, Y.-L. 2008. Overcoming Barriers to Reach Nativelikeness in Adult Second Language Acquisition.
Type of entry: Doctoral thesis
Supervisor(s): Wray, A.
Awarding institution: Cardiff University
Thesis type: PhD
Descriptor(s): Learner autonomy/strategies, Speaking
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Cardiff University (School of English, Communication and Philosophy)

Barker, F., S. McKenna, S. Murray and I. Vidakovic. 2007. ‘Overview of FCE and CAE review project research’. Cambridge ESOL: Research Notes 30: 31-34.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts30.pdf
Summary: Fiona Barker, Steve Murray, Stephen McKenna and Ivana Vidakovic outline a range of other research and stakeholder projects undertaken within the FCE and CAE Review Project.
Entered by: University of Cambridge ESOL Examinations