Orsini-Jones, M., M. Cribb, D. Jones, R. Graham, R. Lund and F. Lee. 2010. ‘Student-driven and threshold-concept-informed curricular change’ in Conceptualising Impact: Exploring the Effectiveness of Practice through Pedagogic Research. Coventry: Coventry University, pp. 77-83.
Type of entry: Paper in conference proceedings
Editor(s): iPED Network, R.
Principal format: Online
URL: http://curve.coventry.ac.uk/open/items/b719e069-ed88-d701-1348-bd4a3450f2d2/1/iPED2010Proc(2).pdf
Summary: This paper reports on a student’s threshold-concept-related dissertation, based upon previous studies on troublesome grammar knowledge by Orsini-Jones and Jones (2007), Orsini-Jones and Sinclair (2008) and Orsini-Jones (2009). The student implemented an experimental curricular intervention aimed at making formal grammar learning less troublesome for first year students.
Descriptor(s): Curriculum/syllabus, Methodology
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: Coventry University

Górska, W. 2009. ‘Students' academic literacy practices – insights on the development of academic writing’.
Type of entry: Unpublished
URL: http://www.thinkingwriting.qmul.ac.uk/background9.htm
Descriptor(s): Writing
Institutional level: tertiary
Entered by: Queen Mary, University of London (Language and Learning Unit)

Petric, B. 2010. ‘Students' conceptions of voice in academic writing’ in Constructing Interpersonality: Multiple Perspectives and Applications to Written Academic Genres. Newcastle: Cambridge Scholars Publishing, pp. 325-336.
Type of entry: Book chapter
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Descriptor(s): ESP, Writing
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)

Yu, G. 2007. ‘Students' voices in the evaluation of their written summaries: Empowerment and democracy for test takers?’. Language Testing 24/4: 539-572.
Type of entry: Journal article
Summary: This paper analyzed the students’ attitudes and perceptions towards the use of two scoring templates (the expert and the popular) and its differential statistical effects on the judgment of the summarization performance of these students. The implications of the findings are discussed with specific reference to the value of involving test-takers in assessment criteria development.
Descriptor(s): Assessment, English language, Reading, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)

Hawkey, R.A. 2006. Studies in Language Testing Vol 24: Impact Theory and Practice: Studies of the IELTS Test and Progetto Lingue 2000. Cambridge: UCLES/CUP.
ISBN: 521680972
Type of entry: Authored book
Summary: This book focuses on the impact of language tests and language programmes on a range of stakeholders, including test-takers, teachers, textbook writers, testers and institutions. Two impact studies are cited: International English Language Testing System (IELTS), and the Progetto Lingue 2000, a state-school foreign-language education improvement programme undertaken by the Ministry of Education in Italy.
Descriptor(s): Assessment
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Cambridge ESOL Examinations

Shaw, S.D. and C.J. Weir. 2007. Studies in Language Testing Vol 26: Examining Writing: Research and Practice in Assessing Second Language Writing. Cambridge: UCLES/CUP.
ISBN: 978052169293
Type of entry: Authored book
Summary: This highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. It shows how an understanding and analysis of a socio-cognitive validation framework in relation to specific writing tests can assist test developers to operationalise their tests more effectively in relation to different proficiency levels.
Descriptor(s): Assessment
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Cambridge ESOL Examinations

Schauer, G.A. 2010. ‘Study abroad and its effect on speech act performance’ in Speech Act Performance: Theoretical, Empirical and Methodological Issues. Amsterdam: Benjamins, pp. 91-108.
Type of entry: Book chapter
Book editor(s): Martinez Flor, A. and E. Uso Juan.
ISBN: 978 90 272 1990 9
Descriptor(s): Cultural issues, English language, Speaking
Entered by: Lancaster University (Linguistics and English Language)

Chung, I.-F. 2006. A Study of English Learning Attitudes and Perceptions among Senior High School Students in Taiwan.
Type of entry: Doctoral thesis
Supervisor(s): Kennedy, J. and E. Ushioda
Awarding institution: University of Warwick
Summary: Analyses Taiwanese senior high school students' perceptions of communicative language teaching, using focus group and questionnaire data
Thesis type: EdD
Descriptor(s): Curriculum/syllabus, Learner cognition, Materials, Methodology
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: secondary
Entered by: University of Warwick (Centre for Applied Linguistics)

Nesi, H., S. Astley, B. Brick, A. Buick, N. Endacott, S. Harrison and E. Moreton. 2008-2010. ‘A Study of Lecturing Styles in Malaysia and the UK’.
Type of entry: Externally funded project
Funding body: British Council
Summary: The project aims to identify and describe typical lecture discourse features, compare English-medium lecturing styles in Malaysia and the UK, and explore the current role of English-medium instruction in Malaysian HE. This entails developing a small corpus of engineering lectures for use in staff development, lecturer training and EAP instruction.
URL: http://www.coventry.ac.uk/elc
Descriptor(s): Classroom interaction, Cultural issues, ESOL/EAL, ESP, Listening, Teacher education
Institutional level: tertiary
Entered by: Coventry University

Nesi, H., B. Brick, A. Buick, T. Kelly and E. Moreton.. 2008-2010. ‘A study of lecturing styles in Malaysia and the UK’.
Type of entry: Externally funded project
Funding body: British Council
Summary: This project compared English-medium lecturing styles in Malaysia and the UK, and contributed materials to support lecturers and students using English as an international language. Data collected during the project forms part of the Engineering Lecture Corpus (ELC).
URL: http://wwwm.coventry.ac.uk/researchnet/elphe/projects/malaysia/Pages/malaysia.aspx
Country of research: Malaysia
Learners' background: Malaysia
Institutional level: tertiary
Entered by: Coventry University

Sherazi, S.N. 2007. A Study of Methods of Evaluating CALL Multimedia Materials for Language Learning.
Type of entry: Doctoral thesis
Supervisor(s): Nesi, H. and J. Khan
Awarding institution: University of Warwick
Thesis type: PhD
Entered by: University of Warwick (Centre for Applied Linguistics)

Hawkey, R. 2009. ‘A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation’ in Language Testing Matters: Investigating the Wider Social and Educational Impact of Assessment - Proceedings of the ALTE Cambridge Conference, April 2008, Studies in Language Testing Series (31). Cambridge: UCLES/Cambridge University Press, pp. 326-337.
Type of entry: Book chapter
Book editor(s): Taylor, L. and C. Weir.
ISBN: 978-0-521-16391-0
Summary: This chapter, derived from a presentation with the same title at the ALTE Cambridge Conference in April 2008, reports an empirical study commissioned by Cambridge ESOL into the washback of the Certificate of Proficiency in English (CPE) on textbooks used on programs preparing candidates for the exam.
Descriptor(s): Assessment, ESOL/EAL, Listening, Materials, Methodology, Reading, Speaking, Teacher education, Writing
Country of research: United Kingdom
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Hawkey, R. 2009. ‘A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation’ in Language Testing Matters: Investigating the Wider Social and Educational Impact of Assessment. Studies in Language Testing 31. Cambridge: Cambridge University Press.
Type of entry: Book chapter
Book editor(s): Taylor, L. and C.J. Weir.
ISBN: 978-0521163910
Descriptor(s): Assessment, Materials
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

English, M. 2005. A Study of the Relationship between the form of Pedagogic Practice and the Acquisition of Communicative Competence on the Part of Junior School children.
Type of entry: Doctoral thesis
Supervisor(s): Daniels, H.
Awarding institution: University of Birmingham
Thesis type: PhD
Entered by: University of Birmingham (School of Education)

Grimshaw, T. 2010. ‘Styling the occidental other: interculturality in Chinese university performances’. Language and Intercultural Communication 10/3: 243-259.
Type of entry: Journal article
Summary: The dominant discourse of intercultural communication constructs Chinese learners of English as members of a homogenised collective: passive recipients of knowledge who are reliant on a reproductive approach to learning. Using a critical ethnographic approach, this article offers a corrective to such essentialist notions.
Descriptor(s): Cultural issues, Learner autonomy/strategies, Learner cognition
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Bath (Department of Education)

Toogood, S. and R. Pemberton. 2007. ‘Support structures for self-access learning’ in Reconstructing Autonomy in Language Education: Inquiry and Innovation. Basingstoke: Palgrave Macmillan, pp. 180-195.
Type of entry: Book chapter
Book editor(s): Barfield, A. and S.H. Brown.
ISBN: 978-0-230-00173-2
Descriptor(s): Learner autonomy/strategies
Country of research: Hong Kong
Learners' background: Hong Kong
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)

Turner, J. 2010. ‘Supporting academic literacy: issues of proofreading and language proficiency’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 39-51.
Type of entry: Book chapter
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: From an EAP practitioner's perspective, explores the 1-1 consultation with PhD students on their writing. Issues of time, pressure, and ethics arise. Illustrated with textual examples.
Descriptor(s): Cultural issues, English language, Reading, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Goldsmiths, University of London (Centre for Language, Culture and Learning)

Wyatt, M. 2009. ‘Supporting change in teachers’ ideas and practices: the influence of the BA Educational Studies (TESOL) Programme on classroom teaching’ in International Collaboration for Educational Change: The BA project. Muscat, Oman: Ministry of Education, pp. 82-94.
Type of entry: Book chapter
Book editor(s): Atkins, J., M. Lamb and M. Wedell.
URL: http://www.moe.gov.om/Portal/sitebuilder/Sites/EPS/Arabic/IPS/Importa/tesol/4/Supporting%20change%20in%20teachers%E2%80%99%20ideas%20and%20practices%20The%20influ.pdf
ISBN: 978-9948-15-342-9
Summary: This chapter presents evidence of a BA Educational Studies (TESOL) Programme in Oman influencing the way that teachers taught, as well as thought about their work: both cognitive and behavioural change seemed to occur. The programme appeared to be constructivist in various ways.
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)

Lee, C.N. 2005. Supporting English Learning in the Family: An Ethnographic Case Study of a Young Korean-English Learner.
Type of entry: Doctoral thesis
Supervisor(s): Mitchell, R.
Awarding institution: University of Southampton
Summary: This was a longitudinal case study of a Korean L1 child learning English over several months' residence in England. Interaction with family and peers was analysed using a sociocultural framework.
Thesis type: PhD
Descriptor(s): Cultural issues, ESOL/EAL, Listening, Reading, Speaking
Country of research: United Kingdom
Learners' background: Korea, Republic of (South Korea)
Institutional level: primary
Entered by: University of Southampton (Modern Languages, School of Humanities)

Orsini-Jones, M. and D. Jones. 2007. ‘Supporting grammar learning via a virtual learning environment: A case study from Coventry University’. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice 6/1: 90-106.
Type of entry: Journal article
Summary: This article reports the results of an investigation into the issues encountered by undergraduate language students when engaging in the "grammar project" - a collaborative assessment task for the module Academic and Professional Skills for Language Learning - and shows how encouraging students to take ownership of their learning process with a VLE can increase their motivation
Descriptor(s): Assessment, Learner autonomy/strategies, Learner cognition, Learning technologies, Management/Innovation, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Related project: Grammar, Researching Activities for Student Progress
Entered by: Coventry University

Creese, A. 2006. ‘Supporting talk? Partnership teachers in classroom interaction’. International Journal of Bilingual Education and Bilingualism 9/4: 434-453.
Type of entry: Journal article
Entered by: University of Birmingham (School of Education)

Alderson, J.C. 2010. ‘A survey of aviation English tests’. Language Testing 27/1: 51-72.
Type of entry: Journal article
Descriptor(s): Assessment
Entered by: Lancaster University (Linguistics and English Language)

Boonmoh, A. and H. Nesi. 2008. ‘A survey of dictionary use by Thai university staff and students, with special reference to pocket electronic dictionaries’. Horizontes de Lingüística Aplicada 6/2: 79-90.
Type of entry: Journal article
Summary: This study identifies some basic characteristics of Pocket Electronic Dictinaries on sale in Thailand, and explores the dictionary using habits and preferences of staff and students at a Thai university.
Descriptor(s): English language, Learner autonomy/strategies, Learning technologies, Materials
Country of research: Thailand
Learners' background: Thailand
Institutional level: tertiary
Entered by: Coventry University

Wang, L. and J.A. Coleman. 2009. ‘A survey of Internet-mediated intercultural foreign language education in China’. ReCALL Journal 21/1: 113-129.
Type of entry: Journal article
URL: http://journals.cambridge.org/action/displayFulltext?type=6&fid=3786876&jid=REC&volumeId=21&issueId=&aid=3786872&fulltextType=RA&fileId=S0958344009000056
Summary: This paper reports a survey study (mid-2007) of Chinese college teachers’ and learners’ perceptions of intercultural classroom instruction, especially with Internet mediation. Findings regarding professional, personal and technical issues suggest that national policy, local incentives and resources, and educational traditions do not yet allow optimal use of Internet-mediated approaches.
Descriptor(s): Classroom interaction, Cultural issues, Curriculum/syllabus, English language
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)

Jones, N. 2008. ‘SurveyLang: A European survey of language competences’ in IAEA: Re-interpreting Assessment: Society, Measurement and Meaning. Cambridge: Cambridge Assessment.
Type of entry: Paper in conference proceedings
Principal format: Online
URL: http://www.iaea2008.cambridgeassessment.org.uk/ca/digitalAssets/180411_Jones.pdf
Descriptor(s): Assessment
Entered by: University of Cambridge ESOL Examinations