Csizer, K., J. Kormos and A. Sarkadi. 2010. ‘The dynamics of language learning attitudes and motivation: lessons from an interview study of dyslexic language learners’. Modern Language Journal 94/3: 470-487.
Type of entry: Journal article
Summary: The aim of our study was to provide an insider’s account of the dynamics of language learning motivation of Hungarian students with dyslexia. For this purpose we conducted qualitative interviews with 15 students, who studied foreign languages in a variety of educational settings.
Descriptor(s): Learner cognition
Country of research: Hungary
Learners' background: Hungary
Institutional level: secondary
Entered by: Lancaster University (Linguistics and English Language)

Csizer, K. and J. Kormos. 2010. ‘A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students’. International Journal of Applied Linguistics 20/2: 232-250.
Type of entry: Journal article
Summary: In this research we surveyed the language learning motivation of Hungarian learners of English and German with and without dyslexia. Dyslexic language learners were found to have significantly less favorable motivational characteristics than their non-dyslexic peers, which was apparent in language learning self-concepts, attitudes, and motivated behavior.
Descriptor(s): Learner cognition
Country of research: Hungary
Learners' background: Hungary
Institutional level: primary
Entered by: Lancaster University (Linguistics and English Language)

Curry, M.J. and T. Lillis. 2010. ‘Academic research networks: accessing resources for English-medium publishing’. English for Specific Purposes 29: 281-295.
Type of entry: Journal article
Summary: This article examines the importance of networks for academic publishing. We present ‘network histories’ that map out the network participation of four scholars, foregrounding several core dimensions: local and transnational, formal and informal, strong and weak, durable and temporary.
Descriptor(s): English language, ESOL/EAL, ESP
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)

Al Osaimi, S. 2010. Beliefs about Arabic Language Learning Held by Students and their Teachers at ITANA (Institute for the Teaching of Arabic to Non-Arabs, Riyadh, Saudi Arabia).
Type of entry: Doctoral thesis
Supervisor(s): Wedell, M. and P. Robinson
Awarding institution: University of Leeds
Thesis type: PhD
Descriptor(s): Cultural issues, English language, Learner autonomy/strategies, Learner cognition, Methodology
Country of research: Saudi Arabia
Learners' background: various
Institutional level: adult
Entered by: University of Leeds (School of Education)

Darasawang, P. and H. Reinders. 2010. ‘Encouraging autonomy with an online language support system’. CALL-EJ 11/2: n/a.
Type of entry: Journal article
URL: http://callej.org/journal/11-2/darasawang_reinders.html
Descriptor(s): Classroom interaction, Learner autonomy/strategies, Learning technologies, Methodology
Entered by: Middlesex University (Learner Development Unit)

Al-Bulushi, Y. 2010. Awareness Raising of Language Learners' Writing Strategies in an Omani EFL Context.
Type of entry: Doctoral thesis
Supervisor(s): Deignan, A. and J. Holmes
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Oman
Entered by: University of Leeds (School of Education)

Carter, R. 2010. ‘Methodologies for stylistic analysis: practices and pedagogies’ in Language and Style. Basingtoke: Palgrave Macmillan, pp. 34-46.
Type of entry: Book chapter
Book editor(s): McIntyre, D. and B. Busse.
ISBN: 9780230231573
Descriptor(s): English language, Reading
Entered by: University of Nottingham (School of English Studies)

Al-Lamki, N. 2010. The Beliefs and Practices Related to Continuous Professional Development of Teachers of English in Oman.
Type of entry: Doctoral thesis
Supervisor(s): Borg, S. and M. Wedell
Awarding institution: University of Leeds
Thesis type: PhD
Country of research: Oman
Entered by: University of Leeds (School of Education)

Durrant, P. and A. Doherty. 2010. ‘Are high-frequency collocations psychologically real?’. Corpus Linguistics and Linguistic Theory 6/2: 125-155.
Type of entry: Journal article
Descriptor(s): English language, Learner cognition, Reading
Entered by: University of Nottingham (School of English Studies)

Durrant, P. and N. Schmitt. 2010. ‘Adult learners’ retention of collocations from exposure’. Second Language Research 26/2: 163-188.
Type of entry: Journal article
Descriptor(s): English language, Learner cognition, Reading
Entered by: University of Nottingham (School of English Studies)

Erling, E.J. and J.T.E. Richardson. 2010. ‘Measuring the Academic Skills of University Students: evaluation of a diagnostic procedure’. Assessing Writing 15/3: 177-193.
Type of entry: Journal article
Descriptor(s): Assessment, Writing
Entered by: The Open University (Faculty of Education and Languages)

Farrell, M., E. Arizpe and J. McAdam. 2010. ‘Journeys across visual borders with The Arrival by Shaun Tan: annotated spreads as a method for understanding pupils' creation of meaning through visual images’. Australian Journal of Language and Literacy 33/3: 198-210.
Type of entry: Journal article
Summary: This article describes the “annotated spreads”, a method through which newly-arrived and EAL pupils in the upper years of a primary school in Scotland constructed meaning in their reading of The Arrival, by Shaun Tan and considers its potential both as a methodological tool and as a pedagogical tool.
Descriptor(s): Cultural issues, English language, ESOL/EAL, Learner autonomy/strategies, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: primary
Entered by: University of Glasgow (Language and Literature, Faculty of Education)

Asghar, J. 2010. A Critical Investigation into a Textbook and its Actual and Potential Uses in Pakistani Higher Secondary Education.
Type of entry: Doctoral thesis
Supervisor(s): Wharton, S.
Awarding institution: University of Warwick
Thesis type: EdD
Entered by: University of Warwick (Centre for Applied Linguistics)

Fitzpatrick, T. and J. Clenton. 2010. ‘The challenge of validation: assessing the performance of a test of productive vocabulary’. Language Testing 27/4: 537-554.
Type of entry: Journal article
Summary: This paper assesses the reliability and validity of Lex30, a test of second language productive vocabulary knowledge. Lex30 uses a word association task to elicit vocabulary, and word frequency data to measure the vocabulary produced.
Descriptor(s): Assessment
Country of research: United Kingdom
Learners' background: various
Entered by: Swansea University (Department of Applied Linguistics)

Carder, M. 2010. Challenging the English-only Orthodoxy: Linguistic Pluralism, Recognition and Diversity rather than Assimilation.
Type of entry: Doctoral thesis
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The thesis considers the monolingual ethos of international schools where English is the medium of instruction. With reference to the views of parents, teachers and management it explores attitudes and values about bilingualism and mother tongue maintenance with reference to one particular international school.
Thesis type: EdD
Descriptor(s): Curriculum/syllabus, Management/Innovation
Country of research: Austria
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Creese, A. 2010. ‘Teaching approaches in two-teacher classrooms’ in English as an Additional Language: Approaches to Teaching Linguistic Minority Students. London: Sage, pp. 58-74.
Type of entry: Book chapter
Book editor(s): Leung, C. and A. Creese.
ISBN: 978-1847875327
Entered by: University of Birmingham (School of Education)

Curry, M.J. and T. Lillis. 2010. ‘Making academic publishing practices visible: designing research-based heuristics to support English-medium text production’ in ELT Materials Development. Cambridge: Cambridge University Press, pp. 321-345.
Type of entry: Book chapter
Book editor(s): Harwood, N.
ISBN: 9780521121583
Summary: This chapter proposes the use of heuristics for use by academic writers and teachers of academic writing for publication. The heuristics are presented as a type of teaching and thinking tool drawing on research data and findings from a study exploring the experiences of multilingual scholars.
Descriptor(s): Cultural issues, English language, ESOL/EAL, ESP, Learning technologies, Materials, Writing
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)

Costley, T. 2010. The Social Construction of EMAG: From Policy to Practice.
Type of entry: Doctoral thesis
Supervisor(s): Leung, C. and B. Street
Awarding institution: University of London
Summary: This thesis, drawing on ethnographic methods and approaches, provides an account of Literacy provision in a local inner-London primary school which serves as an example of the ways in which the policy and funding of the Ethnic Minority Achievement Grant (EMAG) is developed and realised in practice.
Thesis type: PhD
Descriptor(s): Curriculum/syllabus, ESOL/EAL, Management/Innovation, Teacher cognition
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: primary
Entered by: King's College London (Department of Education and Professional Studies)

Galaczi, E. and S. Miller. 2010. ‘TKT: knowledge about language and the assessment of lexis, phonology, grammar and discourse’. Cambridge ESOL: Research Notes 41: 31-37.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts41.pdf
Summary: The article outlines the development of an examination designed to test knowledge about language. KAL (Knowledge About Language) is one of the TKT (Teaching Knowledge Test) modules focusing on teachers' knowledge of concepts related to language and language use.
Descriptor(s): Assessment, ESOL/EAL, ESP, Speaking, Teacher education
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations

Galaczi, E.D. and I. Vidakovic. 2010. ‘Testing Legal English: insights from International Legal English Test’. Professional and Academic English Journal 35: 4-10.
Type of entry: Journal article
Summary: This paper provides an overview of the International Legal English Certificate (ILEC), with a specific focus on its speaking component. The purpose of this paper is to provide validity evidence to support claims about the ESP nature of the ILEC speaking tasks. The tasks are analysed using Weir’s (2005) socio-cognitive framework and the discussion is based on three key issues in ESP testing: authenticity, specificity and subject matter knowledge.
Descriptor(s): Assessment, ESOL/EAL, ESP, Speaking
Entered by: University of Cambridge ESOL Examinations

Dewey, M. and J. Jenkins. 2010. ‘English as a Lingua Franca in the global context: interconnectedness, variation, and change’ in Contending with Globalization in World Englishes. Clevedon: Multilingual Matters, pp. 72-92.
Type of entry: Book chapter
Book editor(s): Saxena, M. and T. Omoniyi.
ISBN: 978-1847692740
Summary: This paper considers current theory regarding the sociopolitical impact of globalization, aligning various positions in the debate with the emerging discourse on English as a lingua franca. The authors adopt a transformationalist perspective, arguing that increased global interconnectedness leads ultimately to a growing hybridization and intermixture of lingua-cultural forms.
Descriptor(s): English language
Country of research: various
Learners' background: various
Entered by: King's College London (Department of Education and Professional Studies)

Fortune, A. 2010. Case Studies of how Five Learner Dyads Focus on Form and Co-construct Language Knowledge While Engaged in Collaborative Output Tasks.
Type of entry: Doctoral thesis
Supervisor(s): Leung, C. and B. Street
Awarding institution: King's College London
Summary: This study looks at the performance of a sequence of collaborative output tasks by five advanced English L2 learner dyads at a UK university. It adopts a case study approach to investigate which forms the learners focus on and how, through in-depth quantitative and qualitative analysis.
Thesis type: PhD
Descriptor(s): Classroom interaction, English language, Learner autonomy/strategies, Learner cognition, Methodology
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)

Gomez Montes, I., J. Marino, N. Pike and H. Moss. 2010. ‘Colombia national bilingual project’. Cambridge ESOL: Research Notes 40: 17-22.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts40.pdf
Descriptor(s): Assessment, Curriculum/syllabus, ESOL/EAL, Methodology, Teacher education
Country of research: Colombia
Learners' background: Colombia
Entered by: University of Cambridge ESOL Examinations

Green, A., A. Unaldi and C.J. Weir. 2010. ‘Empiricism versus connoisseurship: establishing the appropriacy of texts for testing reading for academic purposes’. Language Testing 27/3: 1-21.
Type of entry: Journal article
Descriptor(s): Assessment, Reading
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Edge, J. 2010. ‘Elaborating the monolingual deficit’ in Language and Culture: Reflective Narratives and the Emergence of Identity. London: Routledge, pp. 89-96.
Type of entry: Book chapter
Book editor(s): Nunan, D. and J. Choi.
ISBN: 978-0-415-87165-5
Descriptor(s): Cultural issues, Curriculum/syllabus, Methodology, Teacher cognition, Teacher education
Entered by: University of Manchester (School of Education)