Holliday, A.R. 2005. ‘What happens between people: Who we are and what we do’ in Understanding the Language Classroom. Basingstoke: Palgrave Macmillan, pp. 47-63.
Type of entry: Book chapter
Book editor(s): Gieve, S. and I. Miller.
ISBN: 1403996628
Descriptor(s): Curriculum/syllabus
Entered by: Canterbury Christ Church University (Department of English and Language Studies)

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)

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)

Taylor, L. 2005. ‘Washback and impact: The view from Cambridge ESOL’. Cambridge ESOL: Research Notes 20: 2-3.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts20.pdf
Summary: Lynda Taylor discusses notions of washback and impact, locating them within the broader framework of consequential validity. She highlights the long tradition of consultation which we have enjoyed with our test stakeholders and the more recent role of systematic impact studies within our approach to test development and validation.
Entered by: University of Cambridge ESOL Examinations

Gu, Q. and M. Schweisfurth. 2005. ‘Who adapts? Beyond cultural models of "the" Chinese learner’. Language, Culture and Curriculum 19/1: 74-89.
Type of entry: Journal article
Learners' background: Canada
Institutional level: adult
Entered by: University of Birmingham (School of Education)

Harwood, N. 2005. ‘What do we want EAP teaching materials for?’. Journal of English for Academic Purposes 4/2: 149-161.
Type of entry: Journal article
Summary: This paper explores the various anti-textbook arguments in the literature to determine their relevance to the field of EAP. I distinguish between what I call a 'strong' and a 'weak' anti-textbook line, then review the corpus-based studies which compare the language EAP textbooks teach with corpora of the language academic writers use.
Descriptor(s): Curriculum/syllabus, English language, ESP, Materials, Writing
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)

Harwood, N. 2005. ‘"We do not seem to have a theory...The theory I present here attempts to fill this gap": Inclusive and exclusive pronouns in academic writing’. Applied Linguistics 26/3: 343-375.
Type of entry: Journal article
Descriptor(s): English language, ESP, Writing
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)

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)

Scott, C. 2005. Washback in the UK Primary Context with EAL Learners: Exploratory Case Studies.
Type of entry: Doctoral thesis
Supervisor(s): Rea-Dickins, P.
Awarding institution: University of Bristol
Thesis type: PhD
Entered by: University of Bristol (Graduate School of Education)

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, 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)

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)

Green, A.B. 2006. ‘Watching for washback: Observing the influence of the IELTS academic writing test in the classroom’. Language Assessment Quarterly 3/4: 333-367.
Type of entry: Journal article
Descriptor(s): Assessment, Classroom interaction, Curriculum/syllabus, Learner autonomy/strategies, Learner cognition, Methodology, Teacher cognition, Writing
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)

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

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)

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)

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)

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)

Pinter, A. 2007. ‘What children say: Benefits of task repetition’ in Tasks in Action: Task-Based Language Education for a Classroom Based Perspective. Newcastle, UK: Cambridge Scholars Publishing, pp. 131- 158.
Type of entry: Book chapter
Book editor(s): Van den Branden, K., K. Van Gorp and M. Verhelst.
ISBN: 9 781847 182432
Summary: 10-year-old Hungarian children's views and opinions about task-based learning
Descriptor(s): Classroom interaction, English language, Learner autonomy/strategies, Materials, Speaking
Country of research: Hungary
Learners' background: Hungary
Institutional level: primary
Entered by: University of Warwick (Centre for Applied Linguistics)

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)

Rea-Dickins, P. and C. Scott. 2007. ‘Washback from language tests on teaching, learning and policy: Evidence from diverse settings’. Assessment in Education, Special Issue 14/1: 1-7.
Type of entry: Journal article
Entered by: University of Bristol (Graduate School of Education)

Rea-Dickins, P. and C. Scott. 2007. ‘Washback in language testing and assessment’. Assessment in Education, Special Issue 14/1: 1-7.
Type of entry: Journal article
Entered by: University of Bristol (Graduate School of Education)

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)

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)

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)