Cross, J. 2006. ‘Understanding and improving Chinese learners' pronunciation of English’. Speak Out! Issue 35b: 16-21.
Type of entry: Journal article
Entered by: University of Portsmouth (School of Languages and Area Studies)

Zhang, Q. and A. Green. 2009. ‘Understanding Chinese students' motivational change during the transition to UK higher education’ in ELT in China (5): Selected Papers from the 5th International Conference. Beijing: Foreign Language Teaching and Research Press, pp. 124-147.
Type of entry: Paper in conference proceedings
Editor(s): Wen, Q. and L. Jin.
Principal format: Printed
Descriptor(s): Cultural issues, Learner cognition
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Onat-Stelma, Z. and J. Stelma. 2007. ‘Understanding dynamics supportive of learning in the young learner classroom’ in IATEFL 2006: Harrogate Conference Selections. Canterbury, Kent: IATEFL.
Type of entry: Paper in conference proceedings
Editor(s): Beaven, B.
Principal format: Printed
Descriptor(s): Classroom interaction, Teacher education
Country of research: Turkey
Learners' background: Turkey
Institutional level: primary
Entered by: University of Manchester (School of Education)

Bygate, M., J. Norris and K. Van den Branden. 2009. ‘Understanding TBLT at the interface between research and pedagogy’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 496-499.
Type of entry: Book chapter
Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
ISBN: 978-90-272-0717-3
Descriptor(s): Curriculum/syllabus, Materials, Methodology
Entered by: Lancaster University (Linguistics and English Language)

Kiely, R. 2010. ‘Understanding the craft of the experienced teacher’ in IATEFL 2009: Cardiff Conference Selections. Kent: IATEFL, pp. 48-51.
Type of entry: Paper in conference proceedings
Editor(s): Beavan, B.
Principal format: Printed
Descriptor(s): ESOL/EAL, Management/Innovation, Teacher cognition, Teacher education
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: adult
Entered by: University College Plymouth St Mark & St John (Department of International Education)

Borg, S. 2007. ‘Understanding what teachers think about research’. The Teacher Trainer 21: 2-4.
Type of entry: Journal article
Summary: This paper illustrates ways of studying what research means to teachers in an in-service teacher education context.
Entered by: University of Leeds (School of Education)

Hyland, K. 2007. ‘Understanding writing: Exploring texts, writers and readers’. Journal of the British Assn of Teachers of Japanese 8: 63-74.
Type of entry: Journal article
Descriptor(s): English language, Writing
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Golovatch, Y. and R. Vanderplank. 2007. ‘Unwitting agents: The role of adult learners' attributions of success in shaping language-learning behaviour’. Adult and Continuing Education 13/2: 127-155.
Type of entry: Journal article
Summary: An investigation into the attributions of success and failure of adult EFL learners in the Department of Continuing Education, Minsk State Linguistic University, Belarus. Students attributed their limited progress mainly to the teacher’s competence, the frequency and length of classes, the number of activities for listening and speaking, and teacher consultations.
Descriptor(s): Classroom interaction, ESOL/EAL, Learner autonomy/strategies, Methodology
Country of research: Belarus
Learners' background: Belarus
Institutional level: adult
Entered by: University of Oxford (Language Centre)

Galaczi, E. 2005. ‘Upper Main Suite speaking assessment: Towards an understanding of assessment criteria and oral examiner behaviour’. Cambridge ESOL: Research Notes 20: 16-19.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts20.pdf
Summary: Evelina Galaczi presents performance data for FCE, CAE and CPE Speaking Tests for 2003, reporting on work to validate these Upper Main Suite tests through analysis of scoring criteria and examiner behaviour.
Entered by: University of Cambridge ESOL Examinations

Hawes, T.P. 2010. ‘Us and them in the sun: creating a reader ‘community’ through role-modelling’ in Linguistic Diversity and Cultural Identity: A Global Perspective. Hauppauge NY: Nova Science Publishers, pp. 81-90.
Type of entry: Book chapter
Book editor(s): Lê, T. and Q. Lê, T. Lê.
ISBN: 978-1-61209-602-5
Descriptor(s): Cultural issues, English language, ESP, Reading
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Liverpool (School of English)

Enever, J. 2006. ‘The use of authentic picture books in the development of critical visual and written literacy in English as a foreign language’ in Picture Books and Young Learners of English. Munich, Germany: Langenscheidt, pp. 59-70.
Type of entry: Book chapter
Book editor(s): Enever, J. and G. Schmid-Schönbein.
ISBN: 10: 3-526-50836-4
Summary: This paper focuses on the role of picture story books in the development of critical visual literacy and their potential contribution to the achievement of critical written literacy for young learners of English as a foreign language.
Descriptor(s): Curriculum/syllabus, Materials, Methodology, Reading
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Xueling, C., H. Meizi and H. Bateman. 2010. ‘The use of BEC as a measurement instrument in Higher Education in China’. Cambridge ESOL: Research Notes 40: 13-15.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts40.pdf
Descriptor(s): Assessment, ESOL/EAL, ESP, Listening, Reading, Speaking, Teacher education, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Cambridge ESOL Examinations

Sercombe, P.G., C. Raschka and C.-L. Huang. 2007. ‘The use of code-switching in Taiwanese EFL classrooms: Expectations and reality’. Lingua et Linguistica 1/2: 7-20.
Type of entry: Journal article
Descriptor(s): Classroom interaction
Country of research: Taiwan
Entered by: Newcastle University (School of Education, Communication and Language Sciences)

Benson, C., J. Pavitt and M. Jenkins. 2005. ‘The use of dictogloss to encourage discussion of language use’. Edinburgh Working Papers in Applied Linguistics 14: 1-17.
Type of entry: Journal article
Descriptor(s): Classroom interaction, English language, Learner cognition, Methodology
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)

Williams, E. 2006. ‘The use of ex-colonial languages in education’ in Encyclopedia of Language and Linguistics, Vol. 4. Oxford: Elsevier, pp. 60-64.
Type of entry: Book chapter
Book editor(s): ed.) Brown,(G.K. and (V.B. ed.) Spolsky.
ISBN: 13: 978-0-08-044299-0 10: 0-08-044299-4
Summary: Reviews the role of language in ex-colonial countries around the world.
Descriptor(s): Cultural issues, English language
Country of research: various
Learners' background: various
Entered by: Bangor University (School of Linguistics and English Language)

Ainy, S. 2007. Use of Literature in Developing Learners' Speaking Skills in Bangladeshi EFL Contexts.
Type of entry: Doctoral thesis
Supervisor(s): Carter, R.A.
Awarding institution: University of Nottingham
Thesis type: PhD
Entered by: University of Nottingham (School of English Studies)

Cheng, H.-F. and Z. Dörnyei. 2007. ‘The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan’. Innovation in Language Learning and Teaching 1/1: 153-174.
Type of entry: Journal article
Descriptor(s): Cultural issues, Learner autonomy/strategies, Learner cognition, Teacher education
Country of research: Taiwan
Entered by: University of Nottingham (School of English Studies)

Boonmoh, A. 2009. The Use of Pocket Electronic Dictionaries by Thai Learners of English.
Type of entry: Doctoral thesis
Supervisor(s): Nesi, H. and R. Smith
Awarding institution: University of Warwick
Thesis type: PhD
Entered by: University of Warwick (Centre for Applied Linguistics)

Flowerdew, J. 2006. ‘Use of signalling nouns in a learner corpus’. International Journal of Corpus Linguistics 11/3: 345-362.
Type of entry: Journal article
Entered by: University of Leeds (School of Education)

Davison, C., L. Hamp-Lyons, C. Leung and S. Andrews. 2006-2008. ‘The Use of Summative Oral School-based Assessment for Formative Purposes in Secondary ESL 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, Speaking
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Badger, R.G. and X. Yan. 2009. ‘The use of tactics and strategies by Chinese students in the listening component of IELTS’ in IELTS Research Reports Volume 9. Sydney: IELTS Australia/British Council.
Type of entry: Book chapter
Book editor(s): Thompson, P.
ISBN: 978-1-906438-51-7
Descriptor(s): Assessment, Learner autonomy/strategies, Listening
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Leeds (School of Education)

Díez-Bedmar, M. and S. Papp. 2008. ‘The use of the English article system by Chinese and Spanish learners’ in Linking up Contrastive and Learner Corpus Research. Amsterdam, New York: Rodopi, pp. 147-176.
Type of entry: Book chapter
Book editor(s): Gilquin, G., S. Papp and M. Díez-Bedmar.
ISBN: 978-90-420-2446-5
Summary: In this paper we investigate the use of the English article system in two comparable learner corpora, Chinese-English and Spanish-English. Such investigation is significant as article use is at the interface of syntax, semantics and pragmatics.
Descriptor(s): English language, Learner cognition, Writing
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: University of Cambridge ESOL Examinations

Vidakovic, I. and F. Barker. 2010. ‘Use of words and multi-word units in Skills for Life Writing examinations’. Cambridge ESOL: Research Notes 41: 7-14.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts41.pdf
Summary: The authors investigate the lexical development of L2 learners of English using written responses to Skills for Life writing examinations across five proficiency levels.
Descriptor(s): Assessment, ESOL/EAL, Writing
Country of research: United Kingdom
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Adolphs, S. 2009. ‘Using a corpus to study spoken language’ in Introducing Applied Linguistics: Concepts and Skills. Abingdon: Routledge, pp. 180-188.
Type of entry: Book chapter
Book editor(s): Hunston, S. and D. Oakey.
ISBN: 978-0-415-44767-6
Descriptor(s): English language, Methodology, Speaking
Entered by: University of Nottingham (School of English Studies)

Charles, M. 2008. ‘Using a corpus to teach rhetorical functions: Students' evaluation of a hands-on concordancing approach’ in 8th Teaching and Language Corpora Conference. Lisbon, Portugal: ISLA, pp. 60-64.
Type of entry: Paper in conference proceedings
Editor(s): Frankenberg-Garcia, A., T. Rkibi, M. Braga da Cruz, R. Carvalho, C. Direito and D. Santos-Rosa.
Principal format: Printed
Summary: In this study, 49 international graduates evaluated a hands-on concordancing course for academic writing. Attitudes towards corpus work were generally favourable: percentages of students who agreed with positive statements about corpus work ranged from 73% to 96%. However lower ratings were recorded concerning the practicalities of the corpus tasks.
Descriptor(s): ESP, Learning technologies, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Oxford (Language Centre)