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Morrison, B. and L. Hamp-Lyons. 2007. ‘Writing up grounded theory research: Increasing credibility through the use of the "worked example"’. The International Journal of Interdisciplinary Social Sciences 2/3: 413-424.
Type of entry: Journal article
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
Suganthi Priscilla, J. 2005. The Writing Process and Writer Identity: Investigating the Influence of Revision on Linguistic and Textual Features of Writer Identity in Dissertations.
Type of entry: Doctoral thesis
Supervisor(s): Hunston, S.
Awarding institution: University of Birmingham
Summary: The thesis is a study of the changes made during redrafting of MA theses and the effect of these changes on the construal of writer identity in the theses.
Thesis type: PhD
Descriptor(s): ESP, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
Schmitt, D. 2005. ‘Writing in the International Classroom’ in Teaching International Students: Improving Learning for All. London: Routledge, pp. 63-74.
Type of entry: Book chapter
Book editor(s): Carroll, J. and J. Ryan.
ISBN: 9780415350655
Descriptor(s): ESP, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Nottingham Trent University (School of Arts and Humanities)
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)
2009. ‘Writing Academic English - a survey review of current published resources’. ELT Journal 63/4: 400-417.
Type of entry: Journal article
Summary: This article surveys 27 recent books that directly or indirectly are of relevance to teachers of writing for academic purposes. Each coursebook is allocated to one of three major trends in EAP writing and discussed in terms of main features and possible contexts of use.
Descriptor(s): ESP, Materials, Writing
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)
Habke, A.L. 2009. Writing about Research Limitations: Writer Visibility and Evaluation in Geology Theses.
Type of entry: Doctoral thesis
Supervisor(s): Hyland, K. and D. Block
Awarding institution: Institute of Education, University of London
Thesis type: PhD
Descriptor(s): ESP
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Kim, C.-K. 2006. Writer-Reader Interaction in Science Popularisations: A Corpus Based Cross-Cultural Study of Writers’ Management of Textual Interaction with Readers in English and Korean Science Popularisation.
Type of entry: Doctoral thesis
Supervisor(s): Thompson, G. and C. Marley
Awarding institution: University of Liverpool
Summary: A cross-cultural comparison of discourse choices in science popularisation texts from British and Korean newspapers. The focus is on resources for involving the reader, and on the links between differences in the use of these resources and wider socio-cultural factors.
Thesis type: PhD
Descriptor(s): Cultural issues, ESP
Country of research: Korea, Republic of (South Korea)
Entered by: University of Liverpool (School of English)
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)
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
Slaouti, D., G. Motteram and Z. Onat-Stelma. 2007-2009. ‘A Worldwide Investigation of EFL Teacher Use of Technology for Adult Language Learning’.
Type of entry: Externally funded project
Funding body: Cambridge University Press
URL: http://edtechandtesol.info/wp/?page_id=92
Descriptor(s): Curriculum/syllabus, Learning technologies, Methodology
Country of research: various
Learners' background: various
Institutional level: adult
Entered by: University of Manchester (School of Education)
2008. World Literature in English as a Means of Cultural Enrichment for Thai University Students.
Type of entry: Doctoral thesis
Supervisor(s): Brumfit, C. and R. Mitchell
Awarding institution: University of Southampton
Summary: This project involved design of a world literature curriculum to be taught through English, appropriate to the needs of English majors in a Thai university setting
Thesis type: PhD
Descriptor(s): Cultural issues, Curriculum/syllabus, Methodology
Country of research: Thailand
Learners' background: Thailand
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
Hamp-Lyons, L. 2009. ‘The workplace, the society, and the wider world: the offshoring and outsourcing industry’. Annual Review of Applied Linguistics 29: 145-167.
Type of entry: Journal article
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
McCauley, C. and D. Collett. 2010. ‘Working with examination centres to encourage continuous high standards: the centre inspections programme’. Cambridge ESOL: Research Notes 39: 20-23.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts39.pdf
Descriptor(s): Assessment, ESOL/EAL, ESP
Entered by: University of Cambridge ESOL Examinations
Khalifa, H. and M. Robinson. 2010. ‘Working together: the case of the English Diagnostic Test and the Chilean Ministry of Education’. Cambridge ESOL: Research Notes 40: 22-26.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts40.pdf
Summary: The authors report on the different phases of a collaborative test development project carried out with the Chilean Ministry of Education.
Descriptor(s): Assessment, ESOL/EAL, Teacher education
Country of research: Chile
Learners' background: Chile
Entered by: University of Cambridge ESOL Examinations
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)
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)
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)
Üstünel, E. and P. Seedhouse. 2005. ‘Why that, in that language, right now?: Code-switching and pedagogical focus’. International Journal of Applied Linguistics 15/3: 302-325.
Type of entry: Journal article
URL: http://eprints.ncl.ac.uk/deposit_details.php?deposit_id=5773
Summary: The study depicts the relationship between pedagogical focus and language choice in the language teaching/learning environment of English as a Foreign Language (EFL) at a Turkish university.
Descriptor(s): Classroom interaction, Speaking
Country of research: Turkey
Learners' background: Turkey
Institutional level: tertiary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Schmitt, N. and R. Marsden. 2006. Why is English Like That?. Michigan: University of Michigan Press.
ISBN: 978-0-472-03134-4
Type of entry: Authored book
Descriptor(s): English language, Materials, Teacher education
Entered by: University of Nottingham (School of English Studies)
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)
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)
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)
Hewings, A., T. Lillis and D. Vladimirou. 2010. ‘Who's citing whose writings? A corpus-based study of citations as interpersonal resource in English medium national and English medium international journals’. Journal of English for Academic Purposes 9: 102-115.
Type of entry: Journal article
Summary: The paper draws on a 1.5 million word corpus of published psychology articles and uses quantitative and qualitative analysis to explore the citation practices in English medium articles of scholars working in non-Anglophone contexts.
Descriptor(s): Cultural issues, English language, ESOL/EAL, ESP, Methodology, Writing
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
Zhao, H. 2008. Who Takes the Floor: Peer Assessment and Teacher Assessment? A Longitudinal Comparative Study of Peer- and Teacher-Assessment in a Chinese University EFL Writing Class.
Type of entry: Doctoral thesis
Supervisor(s): Rea-Dickins, P.
Awarding institution: University of Bristol
Thesis type: PhD
Country of research: China
Entered by: University of Bristol (Graduate School of 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)