Directory of UK ELT Research 2005-10
There are three ways to use the database (in which data from 2005-08 has been retained, but to which 2009-10 data has now been added):
- Browse the database on this 'Search results' page and sort by author, title, type [of publication] and year
- Use the 'Search Directory' facility below and order results by author, title, type and year; or
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You can consult the websites of the contributing institutions here.
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2005. ‘Lexical questions to guide the teaching and learning of words’.
CATESOL Journal 17/1: 1-7.
Type of entry: Journal article
Descriptor(s): Learner autonomy/strategies, Learner cognition, Teacher education
Entered by: University of Nottingham (School of English Studies)
Type of entry: Journal article
Descriptor(s): Learner autonomy/strategies, Learner cognition, Teacher education
Entered by: University of Nottingham (School of English Studies)
2009-2011. ‘Developing leadership skills, global citizenship and intercultural communicative competence among young people’.
Type of entry: Externally funded project
Funding body: ESRC/TSB
Summary: A knowledge transfer project to evaluate development of leadership skills, global citizenship and intercultural communication skills through expedition.
URL: http://www.bbk.ac.uk/news/news-releases/birkbeck-and-raleigh-awarded-new-knowledge-transfer-partnership
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)
Type of entry: Externally funded project
Funding body: ESRC/TSB
Summary: A knowledge transfer project to evaluate development of leadership skills, global citizenship and intercultural communication skills through expedition.
URL: http://www.bbk.ac.uk/news/news-releases/birkbeck-and-raleigh-awarded-new-knowledge-transfer-partnership
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)
2010. ‘Using digital resources for the ECE Curriculum in China: current needs and future development’.
International Journal of Knowledge Management & E-Learning 1/4: 285-294.
Type of entry: Journal article
Summary: This paper discusses the e-learning materials and practices including English language learning in Chinese kindergartens.
Descriptor(s): Classroom interaction, Cultural issues, ESOL/EAL, Learner autonomy/strategies, Management/Innovation, Materials
Country of research: China
Learners' background: China
Institutional level: pre-primary
Entered by: De Montfort University (Centre for Intercultural Research on Communication and Learning)
Type of entry: Journal article
Summary: This paper discusses the e-learning materials and practices including English language learning in Chinese kindergartens.
Descriptor(s): Classroom interaction, Cultural issues, ESOL/EAL, Learner autonomy/strategies, Management/Innovation, Materials
Country of research: China
Learners' background: China
Institutional level: pre-primary
Entered by: De Montfort University (Centre for Intercultural Research on Communication and Learning)
2010. Narrative Exploration of the UK Academic Acculturation Experiences of Students from Mainland China.
Type of entry: Doctoral thesis
Supervisor(s): Fay, R.
Awarding institution: University of Manchester
Summary: Narrative exploration of the UK academic acculturation experiences of students from mainland China.
Thesis type: PhD
Descriptor(s): Cultural issues
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
Type of entry: Doctoral thesis
Supervisor(s): Fay, R.
Awarding institution: University of Manchester
Summary: Narrative exploration of the UK academic acculturation experiences of students from mainland China.
Thesis type: PhD
Descriptor(s): Cultural issues
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
2009. Motivation Change of Chinese Undergraduate Students in Second Language Acquisition: The Transition from Home Cultural Setting to the Host Country.
Type of entry: Doctoral thesis
Supervisor(s): Zegarac, V. and A. Green
Awarding institution: University of Bedfordshire
Thesis type: PhD
Descriptor(s): 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)
Type of entry: Doctoral thesis
Supervisor(s): Zegarac, V. and A. Green
Awarding institution: University of Bedfordshire
Thesis type: PhD
Descriptor(s): 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)
2010. An Activity Theory View of Out-of-class Use of Digital Technology in English Language Practices by Chinese Undergraduates on a Chinese University Campus.
Type of entry: Doctoral thesis
Supervisor(s): Stevenson, I. and C. Leung
Awarding institution: King's College, University of London
Thesis type: PhD
Descriptor(s): Methodology
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)
Type of entry: Doctoral thesis
Supervisor(s): Stevenson, I. and C. Leung
Awarding institution: King's College, University of London
Thesis type: PhD
Descriptor(s): Methodology
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)
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)
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)
2007. ‘The DELTA revision project - Progress update’.
Cambridge ESOL: Research Notes 29: 4-8.
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts29.pdf
Summary: Ron Zeronis provides a progress update on the current DELTA Revision Project which includes the development of a modular syllabus
Entered by: University of Cambridge ESOL Examinations
Type of entry: Journal article
URL: http://www.cambridgeesol.org/rs_notes/rs_nts29.pdf
Summary: Ron Zeronis provides a progress update on the current DELTA Revision Project which includes the development of a modular syllabus
Entered by: University of Cambridge ESOL Examinations
2006. ‘Believing in: A pragmatic account’.
Lingua 116: 1703-1721.
Type of entry: Journal article
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
Type of entry: Journal article
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
2009. Motivation Change of Chinese Undergraduate Students in Second Language Acquisition: The Transition from Home Cultural Setting to the Host Country.
Type of entry: Doctoral thesis
Supervisor(s): Zegarac, V. and A. Green
Awarding institution: University of Bedfordshire
Thesis type: PhD
Descriptor(s): 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)
Type of entry: Doctoral thesis
Supervisor(s): Zegarac, V. and A. Green
Awarding institution: University of Bedfordshire
Thesis type: PhD
Descriptor(s): 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)
2005. Contact, Acculturation and Fluency: The Case of International Students in the University of Nottingham.
Type of entry: Doctoral thesis
Supervisor(s): Dörnyei, Z.
Awarding institution: University of Nottingham
Thesis type: PhD
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of English Studies)
Type of entry: Doctoral thesis
Supervisor(s): Dörnyei, Z.
Awarding institution: University of Nottingham
Thesis type: PhD
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of English Studies)
2010. ‘Acting and interacting: teacher narratives and the building of global community’ in
Transformative Learning and Online Education: Aesthetics, Dimensions and Concepts. Hershey, PA, USA: IGI Global, pp. 97-111.
Type of entry: Book chapter
Book editor(s): Yuzer, T.V. and G. Kurubacak.
ISBN: 978-1-61520-985-9
Summary: The chapter describes a case study in which language teachers worldwide were able to identify their core values and beliefs as teachers, through a process of sharing narratives.
Descriptor(s): Cultural issues, Teacher education
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
Type of entry: Book chapter
Book editor(s): Yuzer, T.V. and G. Kurubacak.
ISBN: 978-1-61520-985-9
Summary: The chapter describes a case study in which language teachers worldwide were able to identify their core values and beliefs as teachers, through a process of sharing narratives.
Descriptor(s): Cultural issues, Teacher education
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
2008. ‘Reading to summarize in English and Chinese: A tale of two languages?’.
Language Testing 25/4: 521-551.
Type of entry: Journal article
Summary: This paper reports the significant differential effects of the use of English and Chinese on the processes and products of summarization as a measure of reading comprehension, drawing upon data from students’ actual test performances as well as their perceptions of such effects. The findings have implications for the design of summarization and other integrated reading/writing tasks.
Descriptor(s): Assessment, English language, Reading, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Journal article
Summary: This paper reports the significant differential effects of the use of English and Chinese on the processes and products of summarization as a measure of reading comprehension, drawing upon data from students’ actual test performances as well as their perceptions of such effects. The findings have implications for the design of summarization and other integrated reading/writing tasks.
Descriptor(s): Assessment, English language, Reading, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
2008-2009. ‘Cog-Pro: The Cognitive Processes of Taking IELTS Academic Writing Task One’.
Type of entry: Externally funded project
Funding body: IELTS and The British Council
Summary: This new research project, supported by a grant from The British Council and IELTS Research Fund. The research aims to understand candidates’ cognitive processes in taking IELTS Academic Writing Task One (AWT1) which uses graphs as test input.
URL: http://www.bris.ac.uk/education/research/centres/creole/projects/#cogpro
Descriptor(s): Assessment, Learner cognition, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Externally funded project
Funding body: IELTS and The British Council
Summary: This new research project, supported by a grant from The British Council and IELTS Research Fund. The research aims to understand candidates’ cognitive processes in taking IELTS Academic Writing Task One (AWT1) which uses graphs as test input.
URL: http://www.bris.ac.uk/education/research/centres/creole/projects/#cogpro
Descriptor(s): Assessment, Learner cognition, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
2009. ‘The shifting sands in the effects of source text summarizability on summary writing’.
Assessing Writing 14/2: 116-137.
Type of entry: Journal article
Summary: This paper reports the effects of the properties of source texts on summarization. The effects of summarizability were examined from two perspectives: students’ summarization task performance and their perception of such effects as demonstrated in the post-summarization questionnaire and interviews.
Descriptor(s): Assessment, Reading, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Journal article
Summary: This paper reports the effects of the properties of source texts on summarization. The effects of summarizability were examined from two perspectives: students’ summarization task performance and their perception of such effects as demonstrated in the post-summarization questionnaire and interviews.
Descriptor(s): Assessment, Reading, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
2009. Pictures in the Mind: A Comparative Study of Image Visualization in Chinese and English Creative Writing Corpora with Pedagogical Implications.
Type of entry: Doctoral thesis
Supervisor(s): Adolphs, S. and R. Carter
Awarding institution: University of Nottingham
Thesis type: PhD
Descriptor(s): English language, Writing
Entered by: University of Nottingham (School of English Studies)
Type of entry: Doctoral thesis
Supervisor(s): Adolphs, S. and R. Carter
Awarding institution: University of Nottingham
Thesis type: PhD
Descriptor(s): English language, Writing
Entered by: University of Nottingham (School of English Studies)
2007. ‘Students' voices in the evaluation of their written summaries: Empowerment and democracy for test takers?’.
Language Testing 24/4: 539-572.
Type of entry: Journal article
Summary: This paper analyzed the students’ attitudes and perceptions towards the use of two scoring templates (the expert and the popular) and its differential statistical effects on the judgment of the summarization performance of these students. The implications of the findings are discussed with specific reference to the value of involving test-takers in assessment criteria development.
Descriptor(s): Assessment, English language, Reading, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Journal article
Summary: This paper analyzed the students’ attitudes and perceptions towards the use of two scoring templates (the expert and the popular) and its differential statistical effects on the judgment of the summarization performance of these students. The implications of the findings are discussed with specific reference to the value of involving test-takers in assessment criteria development.
Descriptor(s): Assessment, English language, Reading, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
2008-2009. ‘The Cognitive Processes of Taking IELTS Academic Writing Task One’.
Type of entry: Externally funded project
Funding body: British Council and IELTS Partners
Summary: This research project, supported by a grant from the British Council and IELTS Research Fund, aims to understand candidates’ cognitive processes in taking IELTS Academic Writing Task One (AWT1) which uses graphs as test input.
URL: http://www.bris.ac.uk/education/research/centres/creole/projects/#cogpro
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Externally funded project
Funding body: British Council and IELTS Partners
Summary: This research project, supported by a grant from the British Council and IELTS Research Fund, aims to understand candidates’ cognitive processes in taking IELTS Academic Writing Task One (AWT1) which uses graphs as test input.
URL: http://www.bris.ac.uk/education/research/centres/creole/projects/#cogpro
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
2010. ‘Effects of presentation mode and computer familiarity on summarization of extended texts’.
Language Assessment Quarterly 7/2: 119-136.
Type of entry: Journal article
Summary: This paper reports the effects of presentation mode of source texts for summarization tasks and the computer familiarity of test takers on their summarization performance.
Descriptor(s): Assessment, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Journal article
Summary: This paper reports the effects of presentation mode of source texts for summarization tasks and the computer familiarity of test takers on their summarization performance.
Descriptor(s): Assessment, Writing
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
2010. ‘Lexical diversity in writing and speaking task performances’.
Applied Linguistics 31: 236-259.
Type of entry: Journal article
Summary: This article reports an a posteriori validation study that analysed a sample of the archived data of an international language test to examine empirically to what extent the often claimed relationships exist between lexical diversity, holistic quality of written or spoken discourses, and language proficiency of test takers.
Descriptor(s): Assessment, Speaking, Writing
Country of research: various
Learners' background: various
Entered by: University of Bristol (Graduate School of Education)
Type of entry: Journal article
Summary: This article reports an a posteriori validation study that analysed a sample of the archived data of an international language test to examine empirically to what extent the often claimed relationships exist between lexical diversity, holistic quality of written or spoken discourses, and language proficiency of test takers.
Descriptor(s): Assessment, Speaking, Writing
Country of research: various
Learners' background: various
Entered by: University of Bristol (Graduate School of Education)
2007-2009. ‘Setting Language Acquisition Research to Music’.
Type of entry: Externally funded project
Funding body: Aimhigher Tyen and Wear
Summary: Development of two pieces of choral music to illustrate how children perceive English during their first year of life and how they develop oral production.
URL: http://www.ncl.ac.uk/elll/news/item?young-ears-young-tongues-concert-at-the-sage-copy
Descriptor(s): English language
Country of research: United Kingdom
Institutional level: pre-primary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Type of entry: Externally funded project
Funding body: Aimhigher Tyen and Wear
Summary: Development of two pieces of choral music to illustrate how children perceive English during their first year of life and how they develop oral production.
URL: http://www.ncl.ac.uk/elll/news/item?young-ears-young-tongues-concert-at-the-sage-copy
Descriptor(s): English language
Country of research: United Kingdom
Institutional level: pre-primary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
2008. Primary English in Kuwait.
Type of entry: Doctoral thesis
Supervisor(s): Young-Scholten, M. and F. Myles
Awarding institution: Newcastle
Thesis type: PhD
Descriptor(s): Curriculum/syllabus
Institutional level: primary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Type of entry: Doctoral thesis
Supervisor(s): Young-Scholten, M. and F. Myles
Awarding institution: Newcastle
Thesis type: PhD
Descriptor(s): Curriculum/syllabus
Institutional level: primary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
2007. Teaching English Pronunciation to Thai Primary School Children.
Type of entry: Doctoral thesis
Supervisor(s): Young-Scholten, M.
Awarding institution: Durham University
Thesis type: PhD
Descriptor(s): Pronunciation
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Type of entry: Doctoral thesis
Supervisor(s): Young-Scholten, M.
Awarding institution: Durham University
Thesis type: PhD
Descriptor(s): Pronunciation
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
2008-2009. ‘How Do Uneducated L2 Adults Become Readers?’.
Type of entry: Externally funded project
Funding body: British Academy
Summary: Short-term longitudinal study of the phonological awareness, linguistic competence and reading skills of immigrant adults enrolled in ESOL classes.
URL: http://www.leslla.org/files/resources/BA2008projectblurbyoung-scholten.pdf
Descriptor(s): Reading
Country of research: United Kingdom
Institutional level: adult
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Type of entry: Externally funded project
Funding body: British Academy
Summary: Short-term longitudinal study of the phonological awareness, linguistic competence and reading skills of immigrant adults enrolled in ESOL classes.
URL: http://www.leslla.org/files/resources/BA2008projectblurbyoung-scholten.pdf
Descriptor(s): Reading
Country of research: United Kingdom
Institutional level: adult
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
2006. ‘How can we best measure adult ESL student progress?’.
TESOL Adult Education Interest Section Newsletter, September 4/2: n/a.
Type of entry: Journal article
Summary: Application of the stages of Organic Grammar to intermediate-level ESOL adults on a US program.
Descriptor(s): Assessment
Country of research: United States of America
Institutional level: adult
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Type of entry: Journal article
Summary: Application of the stages of Organic Grammar to intermediate-level ESOL adults on a US program.
Descriptor(s): Assessment
Country of research: United States of America
Institutional level: adult
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
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