Kiely, R. 2006-2008. ‘SAIL: Socialisation and Identity in Learning in Applied Linguistics’.
Type of entry: Externally funded project
Funding body: LTSN, HEFCE/HEA (LLAS)
Summary: A study of learning processes within a one-year masters programme in a UK university, focussing on English language and academic literacy skills, and drawing on socialisation and identity theory.
URL: https://www.bris.ac.uk/education/research/centres/creole/projects/#sail
Descriptor(s): Cultural issues, ESP, Materials, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)

Hyland, F. 2008. ‘Scaffolding during the writing process: The role of informal peer interaction in writing workshops’ in The Oral-Literate Connection: Perspectives on L2 Speaking, Writing, and Other Media Interactions. Michigan: University of Michigan Press.
Type of entry: Book chapter
Book editor(s): Becher, D. and A. Hirvela.
ISBN: 9780472032327
Summary: This paper examines spoken interaction in writing workshops for EFL students It discusses the different procedures adopted by two teachers in their management of their writing workshops and then focuses on the spoken interactions between the students in the two classes and examines the ways these provided scaffolding for their writing development
Descriptor(s): ESOL/EAL, Writing
Country of research: New Zealand
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Toogood, S. and R. Pemberton. 2006. ‘Scaffolding for self-access language learning and the FTG Model’ in Supporting Independent Language Learning: Issues and interventions. Frankfurt: Peter Lang, pp. 169-199.
Type of entry: Book chapter
Book editor(s): Lamb, T.E. and H. Reinders.
ISBN: 3-631-54131-7
Descriptor(s): Learner autonomy/strategies, Methodology
Country of research: Hong Kong
Learners' background: Hong Kong
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)

Saville, N. and N. Jones. 2007. ‘Scales and frameworks’ in The Handbook of Educational Linguistics. Oxford: Blackwell Publishing.
Type of entry: Book chapter
Book editor(s): Spolsky, B. and F. Hult.
ISBN: 978-1-4051-5410-9
Descriptor(s): Assessment, English language, Learner cognition
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Davison, C., L. Hamp-Lyons, R. Tang and S. Andrews. 2004-2006. ‘School-based Assessment in Secondary English in Hong Kong’.
Type of entry: Externally funded project
Funding body: Hong Kong Research Grants Council Central Earmarked Research Grant (CERG)
URL: http://sba.edu.hku.hk/new_sba/projects.html
Descriptor(s): Assessment
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Harsch, C. 2010. ‘Schreibbewertung im Zuge der Normierung der KMK-Bildungsstandards [Writing assessment in the context of evaluating the German Educational Standards]’ in Fremdsprachliches Handeln beobachten, messen und evaluieren [Observing, Assessing and Evaluating Foreign-language Usage]. Frankfurt am Main: Lang, pp. 99-117.
Type of entry: Book chapter
Book editor(s): Aguado, K., H. Vollmer and K. Schramm.
ISBN: 978-3-631-59503-9
Descriptor(s): Assessment, Management/Innovation, Writing
Country of research: Germany
Learners' background: Germany
Institutional level: secondary
Entered by: University of Warwick (Centre for Applied Linguistics)

Harsch, C., A. Neumann, R. Lehmann and K. Schröder. 2007. ‘Schreibfähigkeit [Writing proficiency]’ in Sprachliche Kompetenzen: Konzepte und Messungen. DESI-Studie. [Language Proficiency: Concepts and Measurement. DESI study]. Weinheim: Beltz (Pädagogik), pp. 42-62.
Type of entry: Book chapter
Book editor(s): Beck, B. and E. Klieme.
ISBN: 9783407253989
Summary: Account of the conceptualisation of communicative competences of 9th graders in the German school system (secondary level) in German and English as first foreign language. This chapter describes the concept and measurement model of the writing sub-tests for German and English.
Descriptor(s): Assessment, Curriculum/syllabus, English language, Writing
Country of research: Germany
Learners' background: Germany
Institutional level: secondary
Entered by: University of Warwick (Centre for Applied Linguistics)

Harsch, C., K. Schröder and A. Neumann. 2008. ‘Schülerkompetenzen im Englischen: Semikreatives Schreiben [Students' competences in English as a foreign language: Semicreative writing]’ in Ergebnisse der DESI-Studie [Results of the DESI study]. Weinheim: Beltz, pp. 139-148.
Type of entry: Book chapter
Book editor(s): DESI-Konsortium
ISBN: 9783407254917
Summary: Report on the results of a large-scale assessment study in Germany to investigate 9th graders' proficiency in German and English as first foreign language. In this chapter, we report on the results of the writing sub-test for English.
Descriptor(s): Assessment, Curriculum/syllabus, English language, Writing
Country of research: Germany
Learners' background: Germany
Institutional level: secondary
Entered by: University of Warwick (Centre for Applied Linguistics)

Harsch, C. and K. Schröder. 2008. ‘Schülerkompetenzen im Englischen: Textrekonstruktion: C-Test [Students' competences in English as a foreign language: Text reconstruction: C-test]’ in Ergebnisse der DESI-Studie [Results of the DESI study]. Weinheim: Beltz, pp. 149-156.
Type of entry: Book chapter
Book editor(s): DESI-Konsortium
ISBN: 9783407254917
Summary: Report on the results of a large-scale assessment study in Germany to investigate 9th graders' proficiency in German and English as first foreign language. In this chapter, we report on the results of the C-test module as a measurement for global proficiency in English.
Descriptor(s): Assessment, Curriculum/syllabus, English language
Country of research: Germany
Learners' background: Germany
Institutional level: secondary
Entered by: University of Warwick (Centre for Applied Linguistics)

Hyland, K. and F. Salager-Meyer. 2008. ‘Science writing’. Annual Review of Information Science and Technology. 42: 297-338.
Type of entry: Journal article
Descriptor(s): ESP, Writing
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Leung, C. 2008. ‘Second language academic literacies: Converging understandings’ in Encyclopedia of Language and Education volume 2. New York: Springer, pp. 143-161.
Type of entry: Book chapter
Book editor(s): Shohamy, E. and N.H. Hornberger.
ISBN: 978038732875
Entered by: King's College London (Department of Education and Professional Studies)

Vidakovic, I. 2010. ‘Second language acquisition of dynamic spatial relations’. Cambridge ESOL: Research Notes 42: 23-24.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts42.pdf
Summary: The author provides a summary of the main findings from her PhD thesis which explores: a) how learners learn to express motion in a second language and b) the factors affecting second language acquisition.
Descriptor(s): English language, ESOL/EAL, Learner cognition
Country of research: United Kingdom
Learners' background: Serbia, England, USA
Entered by: University of Cambridge ESOL Examinations

Block, D. 2007. Second Language Identities. London: Continuum.
ISBN: 0-8264-7406-3
Type of entry: Authored book
Summary: This book begins with a presentation of a poststructuralist approach to identity and then considers early SLA research on affective variables, examining how identity was an issue. It then considers research focussing on identity in three distinct contexts: (1) adult migration, (2) foreign language classrooms and (3) study abroad programmes.
Descriptor(s): Cultural issues, ESOL/EAL
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Flowerdew, J. and L. Miller. 2005. Second Language Listening: Theory and Practice. Cambridge: Cambridge University Press.
ISBN: 978-0521786478
Type of entry: Authored book
Descriptor(s): Listening
Entered by: University of Leeds (School of Education)

Wright, T. 2010. ‘Second Language Teacher Education: review of recent research on practice’. Language Teaching 43/3: 259-296.
Type of entry: Journal article
Descriptor(s): Teacher education
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University College Plymouth St Mark & St John (Department of International Education)

Leung, C. 2009. ‘Second language teacher professionalism’ in Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Press, pp. 49-58.
Type of entry: Book chapter
Book editor(s): Richards, J. and A. Burns.
ISBN: 9780521756846
Summary: A discussion on the need for a new kind of independent professionalism for English Language Teaching professionals working in diverse circumstances in different parts of the world.
Descriptor(s): Teacher cognition, Teacher education
Entered by: King's College London (Department of Education and Professional Studies)

Deane, M. 2009. ‘Seeking students’ perceptions of individualised writing consultations’ in Academic Futures: Inquiries into Higher Education and Pedagogy. Cambridge: Cambridge Scholars, pp. 240-51.
Type of entry: Book chapter
Book editor(s): iPED Network, R.
ISBN: 978-1-4438-1131-6
Summary: This chapter discusses goals common to all Writing Centres: enhancing students' writing through 1:1 tutorials and fostering their independence as writers. It focuses on the timely, yet difficult topic of documenting a Centre's effectiveness in these areas by examining student feedback over a three-year period to identify tutorial outcomes and limitations.
Descriptor(s): Learner autonomy/strategies, Methodology, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Coventry University

Winchester, J. 2009. ‘The self concept, culture and cultural identity: an examination of the verbal expression of the self concept in an intercultural context’. The Linguistics Journal September: 63-81.
Type of entry: Journal article
URL: http://www.linguistics-journal.com/September-2009.pdf
Summary: This paper is an examination of what verbal expressions of the self concept reveal about an individual’s identity claims in a given interaction. It concludes that cultural identity plays a salient role in an individual’s self concept in intercultural communication.
Descriptor(s): Cultural issues, English language
Learners' background: United Kingdom
Institutional level: tertiary
Entered by: University of Sussex (The Sussex Language Institute)

Sinclair, B. 2006. ‘Self-access language learning: Conceptualisations, practice and future directions’ in Independent Learning Schemes: A Practical Approach. Dubai: TESOL Arabia Publications, pp. 3-18.
Type of entry: Book chapter
Book editor(s): Dixon, D., H. Baba, P. Cozens and M. Thomas.
ISBN: 9948856651
Summary: This chapter is the leading article in a collection of papers for an international audience reporting on a range of issues for consideration when planning, implementing, operating and researching self-access, independent language learning.
Descriptor(s): Learner autonomy/strategies, Methodology
Entered by: University of Nottingham (School of Education)

Sheehan, S. 2007. Self-Assessment and the Common European Framework of References for Languages: Learning, Teaching, Assessment. A Case Study of the Implementation of Self-Assessment with Adult Learners of English.
Type of entry: Doctoral thesis
Supervisor(s): Rea-Dickins, P.
Awarding institution: University of Bristol
Thesis type: EdD
Entered by: University of Bristol (Graduate School of Education)

Boettinger, F., J. Park and I. Timmis. 2010. ‘Self-directed noticing for defossilisation: three case studies’. International Journal of English Studies 10/1: 43-64.
Type of entry: Journal article
Summary: The article argues that teachers can raise their awareness of cognitive and affective learning strategies by working autonomously on aspects of their own L2 use. This in turn underlines the value of metacognitive awareness.
Descriptor(s): Learner autonomy/strategies, Learner cognition, Teacher cognition
Entered by: Leeds Metropolitan University

Lynch, T. 2005. ‘Self-transcribing and noticing in EAP speaking classes’. Edinburgh Working Papers in Applied Linguistics 14: 54-67.
Type of entry: Journal article
Summary: A study comparing two approaches to feedback on spoken English performance (teacher-led and learner-led) and their impact on learning.
Descriptor(s): English language, Learner cognition, Methodology, Speaking
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)

Saville, N. 2005. ‘Setting and monitoring professional standards: A QMS approach’. Cambridge ESOL: Research Notes 22: 2-5.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts22.pdf
Summary: Nick Saville describes how the Association of Language Testers in Europe (ALTE) sets professional standards for its members through a Quality Management approach. This involves the adoption of a Code of Practice and associated systems and practices. For Cambridge ESOL this means a continual process of striving to maintain the quality of all of our products.
Entered by: University of Cambridge ESOL Examinations

Poulter, M. 2007. ‘Setting international standards for teaching’. Cambridge ESOL: Research Notes 29: 16-18.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts29.pdf
Summary: Monica Poulter considers the challenges involved in setting international standards for English language teaching, and the extent to which Cambridge ESOL seeks rigour through its standardised procedures for CELTA centres and assessors when assessing teaching practice.
Entered by: University of Cambridge ESOL Examinations

Young-Scholten, M. 2007-2009. ‘Setting Language Acquisition Research to Music’.
Type of entry: Externally funded project
Funding body: Aimhigher Tyen and Wear
Summary: Development of two pieces of choral music to illustrate how children perceive English during their first year of life and how they develop oral production.
URL: http://www.ncl.ac.uk/elll/news/item?young-ears-young-tongues-concert-at-the-sage-copy
Descriptor(s): English language
Country of research: United Kingdom
Institutional level: pre-primary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)