Norton, J.E. 2005. ‘The paired format in the Cambridge Speaking Tests’. ELT Journal 59/4: 287-297.
Type of entry: Journal article
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Galaczi, E.D. 2010. ‘Paired speaking tests: an approach grounded in theory and practice’ in Recent Approaches to Teaching and Assessing Speaking, IATEFL TEA SIG Famagusta Conference Proceedings. Canterbury, UK: IATEFL.
Type of entry: Paper in conference proceedings
Editor(s): Mader, J. Urkun, Z.
Principal format: CD-ROM
Descriptor(s): Assessment, ESOL/EAL, Learner cognition, Speaking
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Troudi, S. 2010. ‘Paradigmatic nature and theoretical framework in educational research’ in Proceedings of the 15th TESOL Arabia Conference: English in Learning: Learning in English. Dubai: TESOL Arabia Publications, pp. 315-323.
Type of entry: Book chapter
Book editor(s): Al-Hamly, M., C. Coombe, P. Davidson and A. Shehada.
ISBN: 978-9948-8558-2-8
Entered by: University of Exeter (School of Education and Lifelong Learning)

Wisniewska, I. 2006. Parallel Process in Language Teacher Education.
Type of entry: Doctoral thesis
Supervisor(s): Brumfit, C. and M. Grenfell
Awarding institution: University of Southampton
Summary: This thesis was a case study of an ESL teacher education programme in a North American setting which explored the contribution of trainer modelling of instructional processes to trainee development.
Thesis type: PhD
Descriptor(s): ESOL/EAL, Methodology, Teacher education
Country of research: United States of America
Learners' background: United States of America
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)

Lamb, M. 2010. ‘Participant motivation on the BA programme: a self-determination perspective’ in International Collaboration for Educational Change: The BA Project. Muscat, Sultanate of Oman: Ministry of Education, pp. 35-47.
Type of entry: Book chapter
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
ISBN: 978-9948-15-342-9
Summary: Self-determination theory posits that learners who have internalized motives for studying will tend to make better progress. This chapter reports on research testing this hypothesis with Omani students taking a BA degree in TESOL at the University of Leeds, UK.
Descriptor(s): Learner autonomy/strategies, Teacher education
Country of research: United Kingdom
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Leeds (School of Education)

Xu, G. 2009. Participant Structure in Task-Based Language Teaching.
Type of entry: Doctoral thesis
Supervisor(s): Ferguson, G.
Awarding institution: University of Sheffield
Thesis type: PhD
Descriptor(s): Curriculum/syllabus, Methodology
Entered by: University of Sheffield (School of English)

Wallace, C. 2009. ‘Participatory approaches to literacy with bilingual adult learners’ in Key Language Issues: a Compilation Volume of Selected Articles from 1986-2006. London: London South Bank University, pp. 420-431.
Type of entry: Book chapter
Book editor(s): Bhanot, R. and E. Illes.
ISBN: 1 872972 853
Summary: The chapter elaborates on the meaning of participatory and sets out key principles which can allow ESOL learners to take more control of their classroom learning through being encouraged to create their own learning and their own texts and through a pedagogy in which teachers and learners share experience.
Descriptor(s): Curriculum/syllabus, ESOL/EAL, Methodology
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Green, A. 2010-2011. ‘Password Intro: Testing the English language ability of lower level learners - A1 to B1’.
Type of entry: Externally funded project
Funding body: English Language Testing
Summary: Review of the needs of lower level learners and development of suitable instruments for testing their language knowledge.
URL: http://www.beds.ac.uk/research/bmri/crella/projects/Password_intro
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Mahlberg, M. 2009. ‘Patterns in news stories: a corpus approach to teaching discourse analysis’ in Using Corpora to Learn about Language and Discourse. Bern: Peter Lang, pp. 99-132.
Type of entry: Book chapter
Book editor(s): Lombardo, L.
ISBN: 978-3-03911-522-8
Descriptor(s): English language, Reading
Entered by: University of Nottingham (School of English Studies)

Archibald, A. 2010. ‘Patterns of revision in first language and second language writing’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 195-210.
Type of entry: Book chapter
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Descriptor(s): Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)

Hughes, A. 2006. ‘Patterns, problems and passions in YL action research’ in Teachers and Young Learners: Research in Our Classrooms. YLSIG Anniversary Publication. Canterbury, Kent: IATEFL.
Type of entry: Book chapter
Book editor(s): Mitchell-Schuitevoerder, R. and S. Mourao.
Summary: This article highlights the reasons for carrying out action research in the young language learner classroom and then reports on an investigation into the patterns, problems and passions found in a number of YL action reseach reports. This will aid those about to take part in YL action research
Descriptor(s): Management/Innovation, Methodology, Teacher cognition, Teacher education
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: University of York (Department of Educational Studies)

Ong'Ondo, C. 2009. Pedagogical Practice and Support of English Language Student Teachers During the Practicum in Kenya.
Type of entry: Doctoral thesis
Supervisor(s): Wedell, M., A. Malderez and S. Borg
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Kenya
Entered by: University of Leeds (School of Education)

Galaczi, E. 2008. ‘Peer-peer interaction in a speaking test: The case of the First Certificate in English examination’. Language Assessment Quarterly 5/2: 89-119.
Type of entry: Journal article
Descriptor(s): Assessment, ESOL/EAL, Speaking
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: University of Cambridge ESOL Examinations

Jin, L. and K. Smith.. 2010-2011. ‘Perceptions and Methods of Learning English as an Additional Language by Singapore Primary School Children with Dyslexia’.
Type of entry: Externally funded project
Funding body: The British Council (English Language Teaching Research Award)
Summary: This project investigates perceptions and practices of learning English and other subjects by young dyslexia learners in Singapore and to know their strategies overcoming their difficulties, using the metaphor analysis method developed by the principal investigator, used successfully for researching English as a foreign language (EFL) learners. Powerpoint presentation of some findings: http://www.das.org.sg/images/stories/Amalina/MetaphorPresentations2011/1.keynote_cortazzijin.pdf
Country of research: Singapore
Learners' background: Singapore
Institutional level: primary
Entered by: De Montfort University (Centre for Intercultural Research on Communication and Learning)

Baynham, M. 2006. ‘Performing self, family and community in Moroccan narratives of migration and settlement’ in Discourse and Identity. Cambridge: Cambridge University Press, pp. 87-95.
Type of entry: Book chapter
Book editor(s): De Fina, A., D. Schiffrin and M. Bamberg.
ISBN: 9780521541916
Entered by: University of Leeds (School of Education)

Sauntson, H.V. and L. Morrish. 2010. ‘Performing sexual identity through spoken discourse’ in Queering Paradigms. Oxford: Peter Lang, pp. 24-47.
Type of entry: Book chapter
Book editor(s): Scherer, B.
ISBN: 9783039119707
Descriptor(s): Cultural issues, English language
Country of research: United Kingdom
Entered by: University of Birmingham (School of Education)

Ushioda, E. 2009. ‘A person-in-context relational view of emergent motivation, self and identity’ in Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, pp. 215-228.
Type of entry: Book chapter
Book editor(s): Dörnyei, Z. and E. Ushioda.
ISBN: 978-1-84769-128-6
Descriptor(s): Learner autonomy/strategies, Learner cognition
Entered by: University of Warwick (Centre for Applied Linguistics)

Turner, J. 2007-2009. ‘Perspectives on Proofreading in Higher Education’.
Type of entry: Externally funded project
Funding body: The British Academy
Summary: This project explored issues around the 'proofreading' of students' academic writing from the perspectives of: students, academic staff and EAP staff. Data was gathered via focus groups and semi-structured interviews. Students revealed affective concerns around writing; academics affirmed the importance of structure and correctness; EAP staff distanced themselves.
URL: http://www.gold.ac.uk/proofreadingawareness/
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Goldsmiths, University of London (Centre for Language, Culture and Learning)

Estradas, M.S. 2007. Perspectives on Teacher Autonomy: An Investigation into Teacher Autonomy and its Relationship with the Development of Learner Autonomy.
Type of entry: Doctoral thesis
Supervisor(s): Sinclair, B.
Awarding institution: University of Nottingham
Thesis type: PhD
Descriptor(s): Learner autonomy/strategies
Country of research: India
Learners' background: various
Institutional level: secondary
Entered by: University of Nottingham (School of Education)

Hyland, K. 2008. ‘Persuasion, interaction and the construction of knowledge: Representing self and others in research writing’. International Journal of English Studies 8/2: 8-18.
Type of entry: Journal article
Descriptor(s): ESP, Writing
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Munyandamutsa, J.-B. 2005. A Phonological Interlanguage Study of Rwandan Learners of English.
Type of entry: Doctoral thesis
Supervisor(s): Tench, P.
Awarding institution: Cardiff University
Thesis type: PhD
Descriptor(s): Speaking
Country of research: Rwanda
Learners' background: Rwanda
Entered by: Cardiff University (School of English, Communication and Philosophy)

Kormos, J. and A. Sáfár. 2008. ‘Phonological short term-memory, working memory and foreign language performance in intensive language learning.’. Bilingualism: Language and Cognition 11: 261-271.
Type of entry: Journal article
Summary: In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test.
Descriptor(s): Assessment, Learner cognition
Country of research: Hungary
Learners' background: Hungary
Institutional level: secondary
Entered by: Lancaster University (Linguistics and English Language)

Walter, C. 2008. ‘Phonology in L2 reading: Not an optional extra’. TESOL Quarterly 42/3: 455-474.
Type of entry: Journal article
Summary: In the reading comprehension 'threshold', lower intermediate learners have problems comprehending texts at their level. These learners have low working memory and, notably, unreliable phonological inventories of English. This corresponds to an explanation where low-level decoding difficulties take up working memory to the detriment of higher-level comprehension activity.
Descriptor(s): Learner cognition, Pronunciation, Reading
Country of research: France
Entered by: University of Oxford (Department of Education)

Charles, M. 2006. ‘Phraseological patterns in reporting clauses used in citation: A corpus-based study of theses in two disciplines’. English for Specific Purposes 25/3: 310-331.
Type of entry: Journal article
Summary: This study investigates the phraseology of reporting verbs in citations. In politics the predominant pattern is a verb of verbal communication in present tense, while in materials science, research action verbs in past tense are frequent. It is argued that working with patterns is beneficial in raising students’ language awareness.
Descriptor(s): English language, ESP, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Oxford (Language Centre)

Groom, N. 2007. Phraseology and Epistemology in Humanities Writing.
Type of entry: Doctoral thesis
Supervisor(s): Hunston, S.
Awarding institution: University of Birmingham
Summary: The thesis uses identification of statistically salient grammar words as the focus for an investigation of recurrent phraseology in two Humanities disciplines (English Literature and History).
Thesis type: PhD
Descriptor(s): ESP, Writing
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)