Taylor, F. 2010. A Quadripolar Model of Identity in Adolescent Foreign Language Learners.
Type of entry: Doctoral thesis
Supervisor(s): Mullany, L.J.
Awarding institution: University of Nottingham
Thesis type: PhD
Descriptor(s): English language, Learner cognition
Entered by: University of Nottingham (School of English Studies)

Morgan, S. 2010. ‘Qualification and certainty in L2 writing: a learner corpus study’. Cambridge ESOL: Research Notes 42: 33-38.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts42.pdf
Descriptor(s): Assessment, ESOL/EAL, Writing
Country of research: China
Entered by: University of Cambridge ESOL Examinations

Green, A.B. and D. Jay. 2005. ‘Quality assurance and quality control: Reviewing and pretesting examination material at Cambridge ESOL’. Research Notes, Cambridge ESOL 21: 5-7.
Type of entry: Journal article
Descriptor(s): Assessment, Teacher education
Country of research: United Kingdom
Learners' background: various
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Dörnyei, Z. 2010. Questionnaires in Second Language Research: Construction, Administration, and Processing. Mahwah, NJ: Lawrence Erlbaum Associates.
ISBN: 978-0-8058-3909-8
Type of entry: Authored book
Summary: The purpose of this book is to help researchers to increase the efficiency of their questionnaires and to avoid possible pitfalls. Illustrated by concrete examples, the book offers a thorough but accessible overview of the theory of questionnaire design, and administration and processing, with a special view on SLA applications.
Descriptor(s): Assessment, English language, Methodology
Entered by: University of Nottingham (School of English Studies)

Peim, N.A. and K. Flink. 2009. ‘Questions concerning assessment for school improvement’. Educational Philosophy and Theory 41/3: 342-361.
Type of entry: Journal article
Entered by: University of Birmingham (School of Education)