Andon, N. 2009. What Roles Do Theory and Research Play in Language Teaching? A Case Study on the Task-based Approach in Language Teaching.
Type of entry: Doctoral thesis
Supervisor(s): Leung, C. and B. Street
Awarding institution: King's College London
Summary: Task-based language teaching as an approach to English language teaching and learning is explored in the form of multiple case studies in order to examine the ways that language teachers make use of theory and research presented to them in the professional literature and on training courses.
Thesis type: PhD
Descriptor(s): Methodology, Teacher cognition, Teacher education
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: King's College London (Department of Education and Professional Studies)

Brown, A. and L. Taylor. 2006. ‘A worldwide survey of examiners' views and experience of the revised IELTS speaking test’. Cambridge ESOL: Research Notes 26: 14-18.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts26.pdf
Summary: Annie Brown and Lynda Taylor report on a project commissioned by Cambridge ESOL to survey examiners’ views and experience of the IELTS Speaking Test following its revision in 2001. This survey explored both the Speaking Test’s format and tasks and how raters assessed candidates taking the test.
Entered by: University of Cambridge ESOL Examinations

Cooke, M. 2008. ‘What we might become: The lives, aspirations and education of young migrants in the London area’. Journal of Language, Identity and Education 7/1: 22-40.
Type of entry: Journal article
Descriptor(s): ESOL/EAL
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: King's College London (Department of Education and Professional Studies)

Cooke, M. 2008. ‘When I wake up I dream of electricity: The lives, aspirations and "needs" of adult ESOL learners’. Linguistics and Education 17/1: 56-73.
Type of entry: Journal article
Descriptor(s): ESOL/EAL
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: King's College London (Department of Education and Professional Studies)

Daller, M.H. and D. Phelan. 2007. ‘What is in a teacher's mind? The relation between teacher ratings of EFL essays and different aspects of lexical richness’ in Testing and Modelling Lexical Knowledge. Cambridge: Cambridge University Press, pp. 234-245.
Type of entry: Book chapter
Book editor(s): Daller, M.H., J. Milton and J. Treffers-Daller.
ISBN: 978-0-521-87851-7
Summary: The present study investigates to what extent teacher judgement of EFL essays can be predicted by measuring the lexical richness of these texts. Although the teachers did have different individual preferences in the detailed analysis of the essays, there was a highly significant correlation between them which is an indication for reliable rating.
Descriptor(s): Assessment, English language, ESP
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of West of England (School of Humanities, Languages and Social Sciences)

Dewaele, J.-M. and H. Thirtle. 2009. ‘Why do some young learners drop foreign languages? A focus on learner-internal variables’. International Journal of Bilingual Education and Bilingualism 12/6: 635-649.
Type of entry: Journal article
Summary: The effect of foreign language anxiety on the decision to pursue foreign languages at age 14.
Descriptor(s): Learner cognition
Country of research: United Kingdom
Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)

Enever, J. 2009. ‘Why applied linguistics is not enough. Contemporary early foreign language learning policy in Europe: a critical analysis’ in Proceedings of the BAAL Annual Conference 2008 - Taking the Measure of Applied Linguistics. London: BAAL, pp. 37-38.
Type of entry: Paper in conference proceedings
Editor(s): Edwardes, M.
Principal format: CD-ROM
Summary: This paper questions why research in applied linguistics appears to have substantially failed to influence the growth of state policies for early language learning (ELL) across Europe. It is proposed that a bottom-up process of societal pressure has found a willing partner in a top-down initiative to implement ELL.
Descriptor(s): Cultural issues, English language, Management/Innovation
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Edwards, P. 2006. Willingness to Communicate among Korean Learners of English.
Type of entry: Doctoral thesis
Supervisor(s): Dörnyei, Z.
Awarding institution: University of Nottingham
Thesis type: PhD
Learners' background: Korea, Republic of (South Korea)
Entered by: University of Nottingham (School of English Studies)

Liu, Y. and L. Fisher. 2010. ‘What have we learnt after we had fun: An activity theory perspective on the cultures of learning in pedagogical reforms’ in Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching. London: Routledge, pp. 180-195.
Type of entry: Book chapter
Book editor(s): Ellis, V., A. Edwards and P. Smagorinsky.
ISBN: 978-0-415-49759-6
Entered by: University of Exeter (School of Education and Lifelong Learning)

Enever, J. 2009. ‘Why applied linguistics is not enough. Contemporary early foreign language learning policy in Europe: a critical analysis’ in Proceedings of the BAAL Annual Conference 2008 - Taking the Measure of Applied Linguistics. London: BAAL, pp. 37-38.
Type of entry: Paper in conference proceedings
Editor(s): Edwardes, M.
Principal format: CD-ROM
Summary: This paper questions why research in applied linguistics appears to have substantially failed to influence the growth of state policies for early language learning (ELL) across Europe. It is proposed that a bottom-up process of societal pressure has found a willing partner in a top-down initiative to implement ELL.
Descriptor(s): Cultural issues, English language, Management/Innovation
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Erling, E.J. 2005. ‘Who is the global English speaker? A profile of students of English at the Freie Universität Berlin’ in The Globalisation of English and the English Language Classroom. Tubingen: Gunter Narr, pp. 215-230.
Type of entry: Book chapter
Book editor(s): Gnutzmann, C. and F. Intemann.
ISBN: 978 3823361367
Descriptor(s): Cultural issues, English language, Speaking
Institutional level: adult
Entered by: The Open University (Faculty of Education and Languages)

Evison, J. 2010. ‘What are the basics of analysing a corpus?’ in Routledge Handbook of Corpus Linguistics. Oxford: Routledge, pp. 122-135.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-49067-2
Summary: This book is an introduction and reference point to key areas in applied linguistics. The forty-seven chapters connect knowledge about language to decision-making in the real world. This chapter focuses on the basics of corpus analysis and draws on research into a range of data including university interactions.
Descriptor(s): Classroom interaction, English language, Methodology
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)

Fakhra, A. 2009. Writing in English Relative Clauses and Conjunctive Adjuncts in Syrian University Students.
Type of entry: Doctoral thesis
Supervisor(s): Gardner, S.
Awarding institution: University of Warwick
Thesis type: PhD
Entered by: University of Warwick (Centre for Applied Linguistics)

Ferguson, G. 2009. ‘What next? Towards an agenda for classroom codeswitching research’. International Journal of Bilingual Education and Bilingualism 12/2: 231-241.
Type of entry: Journal article
Descriptor(s): Classroom interaction, Teacher education
Entered by: University of Sheffield (School of English)

Fitzpatrick, T. 2007. ‘Word association patterns: Unpacking the assumptions’. International Journal of Applied Linguistics 17/ 3: 319-331.
Type of entry: Journal article
Entered by: Swansea University (Department of Applied Linguistics)

Fitzpatrick, T. and A. Wray. 2008. ‘Why can't you just leave it alone? Deviations from memorised language’ in Phraseology in Foreign Language Learning and Teaching. Amsterdam: Benjamins, pp. 123-148.
Type of entry: Book chapter
Book editor(s): Meunier, F. and S. Granger.
ISBN: 978-90-272-3244-1
Entered by: Swansea University (Department of Applied Linguistics)

Fitzpatrick, T. 2009. ‘Word association profiles in a first and second language: puzzles and problems’ in Lexical Processing in Second Language Learners. Bristol: Multilingual Matters, pp. 38-52.
Type of entry: Book chapter
Book editor(s): Fitzpatrick, T. and A. Barfield.
ISBN: 978-1-84769-152-1
Descriptor(s): Learner cognition
Country of research: United Kingdom
Learners' background: United Kingdom
Entered by: Swansea University (Department of Applied Linguistics)

Flowerdew, J. 2008. ‘What can Goffman's "Stigma"; tell us about scholarly writers who use English as an additional language?’. Journal of English for Academic Purposes 7/2: 77-86.
Type of entry: Journal article
Entered by: University of Leeds (School of Education)

Hoey, M. 2009. ‘What can linguistics tell us about writing skills?’ in Text Type and Texture. London: Equinox.
Type of entry: Book chapter
Book editor(s): Forey, G. Thompson, G. and G. Thompson.
ISBN: 978-1845532147
Descriptor(s): English language, ESOL/EAL, ESP, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Liverpool (School of English)

Fulcher, G. 2009. ‘When is test preparation questionable?’.
Type of entry: Unpublished
Summary: A consideration of test preparation practices in the light of media reports regarding GCSE modern language preparation in the United Kingdom.
URL: http://languagetesting.info/features/testprep/testprep.html
Descriptor(s): Assessment, Curriculum/syllabus
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Fakhra, A. 2009. Writing in English Relative Clauses and Conjunctive Adjuncts in Syrian University Students.
Type of entry: Doctoral thesis
Supervisor(s): Gardner, S.
Awarding institution: University of Warwick
Thesis type: PhD
Entered by: University of Warwick (Centre for Applied Linguistics)

Gieve, S. and I. Miller. 2006. ‘What do we mean by the quality of classroom life?’ in Understanding the Language Classroom. Basingstoke: Palgrave Macmillan, pp. 18-46.
Type of entry: Book chapter
Book editor(s): Gieve, S. and I. Miller.
ISBN: 1403996628
Descriptor(s): Classroom interaction, Learner cognition, Methodology, Teacher education
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

González-Diaz, V. 2008. ‘Worser and lesser in Modern English’ in Of Varying Language and Opposing Creed: New Insights into Late Modern English. Bern: Peter Lang, pp. 237-278.
Type of entry: Book chapter
Book editor(s): J. Pérez-Guerra, D., J. González-Alvarez and L. Bueno-Alonso.
ISBN: 9783039107889
Summary: Gonzalez-Diaz, V. 2008. 'Worser and lesser in Modern English' in J. Pérez-Guerra, D. González-Alvarez, J.L. Bueno-Alonso and E. Rama-Martínez (eds.) Of varying language and opposing creed. New insights into Late Modern English, Linguistic Insights 28. Bern: Peter Lang.
Descriptor(s): English language
Entered by: University of Liverpool (School of English)

Green, A.B. 2007. ‘Washback to learning outcomes: A comparative study of IELTS preparation and university presessional language courses’. Assessment in Education 14/1: 75-97.
Type of entry: Journal article
Descriptor(s): Assessment, Curriculum/syllabus, Learner autonomy/strategies, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Green, A.B. 2006. ‘Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes’. Assessing Writing 11/2: 113-134.
Type of entry: Journal article
Summary: Learners and teachers on IELTS and non-IELTS EAP courses responded to questionnaires on academic writing instruction. Although test preparation courses, as predicted by washback theory, did appear to cover a relatively narrow range of skills, evidence was found that narrow preparation strategies were not driven primarily by learner expectations.
Descriptor(s): Assessment, Cultural issues, ESP, Learner autonomy/strategies, Learner cognition, Writing
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)