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Number of items at this level: 444.

2019

Hubscher-Davidson, Severine (2019). Translation and the Double Bind of Imaginative Resistance. Translation Studies (In Press).

Hubscher-Davidson, Severine (2019). Emotional Intelligence. Chartered Institute of Linguists.

2018

Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. (2018). Innovative Language Teaching And Learning At University: Integrating Informal Learning Into Formal Language Education. Research-publishing.net.

Bain, Tanya J. and Hubscher-Davidson, Séverine (2018). “The trick was to find adequate words”: the effect of mood on translation. Translation Journal, 21(1)

Bárkányi, Zsuzsanna (2018). The acquisition of voicing assimilation by advanced Hungarian learners of Spanish. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 31(1) pp. 1–31. file

Bárkányi, Zsuzsanna (2018). Can you teach me to speak? Oral practice and anxiety in a language MOOC. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, pp. 9–16. file

Beaven, Tita (2018). ‘Dark reuse’: an empirical study of teachers’ OER engagement. Open Praxis, 10(4) pp. 377–391. file

Beaven, Tita and Simcott, Richard (2018). The polyglot community: an interview with Richard Simcott, by Tita Beaven. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. UK: Research-publishing.net, pp. 109–118. file

Cheshire, Jenny and Secova, Maria (2018). The origins of new quotative expressions: the case of Paris French. Journal of French Language Studies, 28(2) pp. 209–234.

Comas-Quinn, Anna (2018). Learning in the wild: a phenomenological investigation of online volunteer translation. In: didTRAD PACTE 2018: Fourth International Conference on Research into Didactics of Translation, 20-22 Jun 2018, Universitat Autònoma de Barcelona.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2018). Transforming classroom observation and professional development with 360-degree video and mobile VR. In: 8th Annual mEducation Alliance Symposium, 6-8 Nov 2018, Washington DC, USA. file

Dawadi, Saraswati and Shrestha, Prithvi N. (2018). Construct validity of the Nepalese school leaving english reading test. Educational Assessment, 23(2) pp. 102–120. restricted access item, not available for direct downloadfile

de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2018). Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository. European Journal of Open, Distance and e-Learning, 20(1) pp. 126–137. filefile

Devaux, Jerome (2018). Technologies and role-space: how videoconference interpreting affects the court interpreter’s perception of her role. In: Fantinuoli, Claudio ed. Interpreting and Technology. Language Science Press, pp. 91–117. file

Eardley, Annie and Demouy, Valérie (2018). How we develop tuition strategies: a case study of L310. The Open University. restricted access item, not available for direct download

Erling, E. J.; Adinolfi, L.; Hultgren, A. K.; Buckler, A. and Mukorera, M. (2018). Medium of Instruction (MOI) policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. In: Milligan, L. O. and Tikly, L. eds. English as a medium of instruction in postcolonial contexts: issues of quality, equity and social justice. Oxford: Routledge.

Fayram, Jo; Boswood, Nel; Kan, Qian; Motzo, Anna and Proudfoot, Anna (2018). Investigating the benefits of online peer mentoring for student confidence and motivation. International Journal of Mentoring and Coaching in Education, 7(4) (Early Access). file

Fernández-Toro, María and Furnborough, Concha (2018). Evaluating alignment of student and tutor perspectives on feedback on language learning assignments. Distance Education, 39(4) pp. 548–567. restricted access item, not available for direct downloadrestricted access item, not available for direct downloadrestricted access item, not available for direct downloadrestricted access item, not available for direct downloadrestricted access item, not available for direct download

Gardner-Chloros, Penelope and Secova, Maria (2018). Grammatical change in Paris French: In-situ question words in embedded contexts. Journal of French Language Studies, 28(2) pp. 181–207.

Hauck, Mirjam and Satar, H. Müge (2018). Learning and Teaching Languages in Technology-Mediated Contexts - The Relevance of Social Presence, Co-Presence, Participatory Literacy, and Multimodal Competence. In: Kern, Richard and Develotte, Christine eds. Screens and Scenes: Multimodal communication in online intercultural encounters. Routledge Studies in Language and Intercultural Communication. Oxon: Routledge, pp. 133–157.

Hubscher-Davidson, Severine (2018). Invited research seminar: “I learned a thing or two about myself”: How Translators Perceive, Regulate, and Express Emotions in their Work. In: Research Seminar Series, University College London (UCL), Feb 2018.

Hubscher-Davidson, Severine (2018). Keynote: Cognition, Emotion and Creativity in Translating and Interpreting. In: Talking to the World Conference, 17-18 Sep 2018, University of Newcastle.

Hubscher-Davidson, Severine (2018). Invited research seminar: Translating as an intellectual and emotional pursuit. In: Research Seminar Series, Mar 2018, University of Essex.

Hubscher-Davidson, Severine (2018). Literary translation and imaginative resistance. In: TransLit2018 Staging the Literary Translator Conference, 17-19 May 2018, University of Vienna, Austria.

Hubscher-Davidson, Severine (2018). Do Translation Professionals Need to Tolerate Ambiguity to be Successful? A Study of the Links between Tolerance of Ambiguity, Emotional Intelligence and Job Satisfaction. In: Lacruz, Isabel and Jääskeläinen, Riitta eds. Innovation and Expansion in Translation Process Research. American Translators Association Scholarly Monograph Series (XVIII). Amsterdam/Philadelphia: John Benjamins, pp. 77–103. file

Hubscher-Davidson, Severine E. (2018). Why Donald Trump desperately needs interpreters for his ‘chat’ with Kim. The Conversation.

Kan, Qian; Owen, Nathaniel and Bax, Stephen (2018). Researching mobile-assisted Chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12(1) pp. 56–71. restricted access item, not available for direct downloadfile

Kan, Qian and Tang, Jinlan (2018). Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 1–28. file

Li, Chenxi (Cecilia) and Lewis, Tim (2018). Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework. International Journal of Computer-Assisted Language Learning and Teaching, 8(3) pp. 50–72. file

Morgana, Valentina and Shrestha, Prithvi N. (2018). Investigating Students’ and Teachers’ Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 29–49. file

Owen, Nathaniel (2018). Test Specifications. In: Liontas, John I. (Editor-in-Chief) ed. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc., pp. 1–6.

Pérez Cavana, Maria Luisa and Lowe, Sue (2018). More than a tool: integrating the ‘teacher voice’ into an ePortfolio using the Three-layered PDP model. The International Journal for Recording, Achievement, Planning and Portfolios (RAPPORT), 3(1) pp. 24–40. file

Pérez Cavana, Maria Luisa and Lowe, Sue (2018). Personal Development Planning (PDP) and ePortfolios: Arranged marriage or true love? In: Ballweg, S. and Kühn, B. eds. Portfolios in the Foreign Language Classroom. Materialien Deutsch als Fremd- und Zweitsprache (MatDaF). Göttingen: Göttingen: Universitätsverlag, (In Press). restricted access item, not available for direct download

Rienties, Bart; Lewis, Timothy; Mcfarlane, Ruth; Nguyen, Quan and Toetenel, Lisette (2018). Analytics in online and offline language learning environments: the role of learning design to understand student online engagement. Journal of Computer Assisted Learning, 31(3) pp. 273–293. restricted access item, not available for direct downloadfile

Rosell-Aguilar, Fernando (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8) pp. 854–881. restricted access item, not available for direct download

Rosell-Aguilar, Fernando (2018). Twitter: A Professional Development and Community of Practice Tool for Teachers. Journal of Interactive Media in Education, 1, article no. 6. file

Rosell-Aguilar, Fernando (2018). Twitter as a formal and informal language learning tool: from potential to evidence. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, pp. 99–106. file

Rossade, Klaus-Dieter (2018). Benno von Wiese. In: Kraus, Hans-Christof ed. Neue Deutsche Biographie. 27 Auftrag der Historischen Kommission bei der Bayerischen Akademie der Wissenschaften von Hans-Christof Kraus. Berlin: Duncker & Humblot.

Sampurna, Jessica; Kukulska-Hulme, Agnes and Stickler, Ursula (2018). Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 73–90. file

Secova, Maria (2018). Direct speech, subjectivity and speaker positioning in London English and Paris French. In: Beeching, Kate; Ghezzi, Chiara and Molinelli, Piera eds. Positioning the Self and Others: Linguistic perspectives. Pragmatics & Beyond New Series (292). John Benjamins, pp. 155–175. file

Secova, Maria; Gardner-Chloros, Penelope and Atangana, Frédérique (2018). "Il parle normal, il parle comme nous”: self-reported usage and attitudes in a banlieue. Journal of French Language Studies, 28(2) pp. 235–263. file

Shi, Lijing and Stickler, Ursula (2018). Interaction patterns in synchronous Chinese tutorials. Innovation in Language Learning and Teaching, 12(1) pp. 6–23.

Shrestha, Prithvi (2018). Assessing with an attitude: tutor assessment feedback on business students’ academic writing. In: 28th European Systemic Functional Linguistics Conference: Systemic Functional Linguistics on Language, Specialised Knowledge and Literacy, 5-7 Jul 2018, University of Pavia, Italy, European Systemic Functional Linguistics Association. file

Shrestha, Prithvi (2018). English language examination reform: International trends and a framework for Nepal. In: Hayes, David ed. English Language Teaching in Nepal: Research, Reflection and Practice. Kathmandu: British Council, pp. 37–57. file

2017

Cappellini, Marco; Lewis, Tim and Rivens Mompean, Annick eds. (2017). Learner Autonomy and Web 2.0. Advances in CALL Research and Practice. Sheffield: Equinox.

Kan, Qian and Bax, Stephen eds. (2017). Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net. file

Patterson, Jonathan and Wilton-Godberfforde, Emilia eds. (2017). Early Modern French Studies, Vol.39, No.2. Special Issue: Variations of Vileness. Routledge.

Barkanyi, Zsuzsanna and Melchor-Couto, Sabela (2017). Foreign language anxiety on a massive open online language course. In: Borthwick,, Kate; Bradley, Linda and Thouësny, Sylvie eds. CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017. Research-publishing.net, pp. 24–29. file

Baumann, Uwe and Vialleton, Elodie (2017). Intercultural Communicative Competence and Employability in the Languages Curriculum at the Open University UK. In: Intercultural Communicative Competence: A Competitive Advantage for Global Employability (Císlerová, Eva and Štefl, Martin eds.), Czech Technical University, Prague, pp. 35–45. file

Beaven, Tita; Fuertes Gutierrez, Mara and Motzo, Anna (2017). The Language Exchange Programme: plugging the gap in formal learning. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCS and other innovations. Research-publishing.net, pp. 127–140. file

Comas-Quinn, Anna; Fuertes Gutierrez, Mara and McGill, Lou (2017). ‘An interest in translation and a great addition to the CV!’ An evaluation of learners’ experiences of an online volunteering task. In: OER17: The Politics of Open, 5-6 Apr 2017, London, The Open University. file

Devaux, Jerome (2017). Virtual presence, ethics, and videoconference interpreting: insights from court settings. In: Valero-Garcés, Carmen and Tipton, Rebecca eds. Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters. restricted access item, not available for direct download

Erling, Elizabeth J.; Adinolfi, Lina and Hultgren, Anna Kristina (2017). Multilingual classrooms: opportunities and challenges for English medium instruction in low and middle income contexts. Reading: Education Development Trust/British Council. file

Gallardo, Matilde; Heiser, Sarah and Arias-Mclaughlin, Ximena (2017). Developing pedagogical expertise in modern language learning and specific learning difficulties through collaborative and open educational practices. Language Learning Journal, 45(4) pp. 518–529.

Hauck, Mirjam and Kurek, Malgorzata (2017). Digital Literacies in Teacher Preparation. In: Thorne, Steven and May, Stephen eds. Language, Education and Technology (3rd edition). Encyclopedia of Language and Education. Springer International Publishing, pp. 1–13.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2017). Implementing Randomised Control Trials in Open and Distance Learning: A Feasibility Study. Open Learning: The Journal of Open, Distance and e-learning, 32(2) pp. 147–162. file

Hubscher-Davidson, Severine (2017). Keynote Speaker: Translation and Emotions: A new Perspective on Integration. In: Translating for Europe Workshop, organised by the European Commission’s Directorate-General for Translation, Oct 2017, University of Malta.

Hubscher-Davidson, Severine (2017). Trumpslation: why Donald Trump’s words give translators so much trouble. The Conversation.

Hubscher-Davidson, Severine (2017). Invited webinar: The Art of Translation - Advanced Translation Techniques. In: eCPD Webinar for translation professionals, Oct 2017.

Hubscher-Davidson, Séverine (2017). Translation and Emotion - A Psychological Perspective. Routledge Advances in Translation and Interpreting Studies. Routledge.

Hubscher-Davidson, Severine (2017). Look before you teach. ITI Bulletin

Hubscher-Davidson, Severine (2017). Going through emotions. The Linguist, 56(5) pp. 20–21.

Hubscher-Davidson, Severine (2017). Once more with feeling. ITI Bulletin, 2017(Sept-Oct) pp. 8–9.

Kan, Qian and Bax, Stephen (2017). Introduction to Beyond the language classroom: researching MOOCs and other innovations. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net, pp. 1–4. file

Lewis, Tim (2017). Introduction to system special issue on telecollaboration. System, 64 pp. 1–6.

Millonig, Diana; Stickler, Ursula and Coleman, James A. (2017). Young pupils’ perceptions of their foreign language learning lessons: the innovative use of drawings as a research tool. The Language Learning Journal pp. 1–17.

Motzo, Anna and Proudfoot, Anna (2017). MOOCs for language learning – opportunities and challenges: the case of the Open University Italian Beginners’ MOOCs. In: Beyond the Language Classroom: Researching MOOCs and Other Innovations (Kan, Qian and Bax, Stephen eds.), Research Publishing, pp. 85–98. file

O'Rourke, Breffni and Stickler, Ursula (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 1–20. file

Patterson, Jonathan and Wilton-Godberfforde, Emilia (2017). Variations of Vileness: An Introduction. Early Modern French Studies, 39(2) pp. 90–98.

Pérez Cavana, Maria Luisa and Edwards, Chris (2017). Fostering student-centred pedagogy through the language learning support dimensions (LLSD). In: Krings, Hans P and Kühn, Bärbel eds. Inhalt und Vielfalt - Neue Herausforderungen für das Sprachenlernen und -lehren an Hochschulen. Fremdsprachen in Lehre und Forschung. Bochum, Gernabt: AKS Verlag, pp. 149–161.

Rosell-Aguilar, Fernando (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal, 34(2) pp. 243–258. restricted access item, not available for direct download

Secova, Maria (2017). Changement grammatical et discursif en français multiculturel de la région parisienne : éléments de comparaison. Lingvisticæ Investigationes, 40(2) pp. 173–199. file

Secova, Maria (2017). Discourse-pragmatic variation in Paris French and London English: Insights from general extenders. Journal of Pragmatics, 114 pp. 1–15. file

Shi, Lijing; Stickler, Ursula and Lloyd, Mair E. (2017). The Interplay between attention, experience and skills in online language teaching. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 205–238. file

Shrestha, Prithvi N. (2017). Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment. Journal of English for Academic Purposes, 25 pp. 1–17. file

Stickler, Ursula (2017). Qualitative and mixed methodology for online language teaching research. In: Applied Linguistic Research and Methodology. Proceedings from the CALS Conference 2015 (Cergol Kova?evi?, Kristina and Udier, Sanda Lucija eds.), Peter Lang Verlag, Frankfurt am Main, pp. 37–54. file

von Lindeiner-Strasky, Karina (2017). “… der harte Glanz des Hasses”: Satire und Humanismus im Exilwerk Klaus Manns. Oxford German Studies, 46(1) pp. 106–120. file

Wilton-Godberfforde, Emilia (2017). Unmasking Falsehood: The Theatrical Pattern of Revelation in Nicole and Lamy. Yale French Studies(130) pp. 38–51.

Wilton-Godberfforde, Emilia (2017). Mendacity and the Figure of the Liar in Seventeenth-Century French Comedy. Routledge Studies in Renaissance Literature and Culture (37). Abingdon: Routledge.

Wilton-Godberfforde, Emilia (2017). Jean-Baptiste Poquelin: Dom Juan, ou le festin de Pierre [Don Juan]. The Literary Encylopedia. file

Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya and Safford, Kimberly (2017). Moving towards more participatory practice with Open Educational Resources: TESS-India Academic Review. The Open University, Milton Keynes. file

2016

O'Dowd, Robert and Lewis, Tim eds. (2016). Online Intercultural Exchange: policy, pedagogy, practice. Routledge Studies in Language and Intercultural Communication. London: Routledge.

Astruc, Lluïsa and del Mar Vanrell, Maria (2016). Intonational phonology and politeness in L1 and L2 Spanish. Probus, 28(1) pp. 91–118. file

Astruc, Lluisa; Vanrell, Maria del Mar and Prieto, Pilar (2016). Cost of the action and social distance affect the selection of question intonation in Catalan. In: Armstrong, Meghan E.; Henriksen, Nicholas and Vanrell, Maria del Mar eds. Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields. John Benjamins Publishing Company, pp. 91–114. file

Beaven, Tita (2016). Is developing employability skills relevant to adult language students? In: Corradini, Erika; Borthwick, Kate and Gallagher-Brett, Angela eds. Employability for languages: a handbook. Research-publishing.net, pp. 133–138. file

Cámara de la Fuente, Lidia and Comas-Quinn, Anna (2016). Situated Learning in Open Communities: The TED Open Translation Project. In: Blessinger, Patrick and Bliss, T. J. eds. Open Education: International Perspectives in Higher Education. Cambridge: OpenBook Publishers, pp. 93–114. file

Comas-Quinn, Anna (2016). Blended Teaching and the Changing Role of the Tutor – the need for a review of teacher professional development. In: Marsh, Deborah and McCarthy, Michael eds. The Cambridge Guide to Blended Learning for Language Teaching. Cambridge: Cambridge University Press, pp. 68–82.

Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24(1) pp. 10–24. file

Devaux, Jérôme (2016). When the role of the court interpreter intersects and interacts with new technologies. In: Henry-Tierney, P and Karunanayake, D eds. Intersect, Innovate, Interact. CTIS Occasional Papers, 7. Manchester: Centre for Translation and Intercultural Studies, pp. 4–21. file

Erling, Elizabeth J.; Adinolfi, Lina; Hultgren, Anna Kristina; Buckler, Alison and Mukorera, Mark (2016). Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. Comparative Education, 52(3) pp. 294–310. file

Fulcher, Norman Glenn and Owen, Nathaniel (2016). Dealing with the Demands of Language Testing and Assessment. In: Hall, Graham ed. The Routledge Handbook of English Language Teaching. Routledge Handbooks in Applied Linguistics. Oxford: Routledge, pp. 109–120. file

Hassan, Xavière (2016). Understanding the Role of Languages and Cultures in Shaping Identities: The Case of Plurilingual/ Pluricultural Students from West African (Ivory Coast) Heritage. African Renaissance, 13(3 & 4) pp. 39–55. file

Hauck, Mirjam; Galley, Rebecca and Warnecke, Sylvia (2016). Researching participatory literacy and positioning in online learning communities. In: Farr, Fiona and Murray, Liam eds. The Routledge Handbook of Language Learning and Technology. Routledge Handbooks in Applied Linguistics. London: Routledge, pp. 71–87. file

Hauck, Mirjam and MacKinnon, Teresa (2016). A New Approach to Assessing Online Intercultural Exchanges: Soft Certification of Participant Engagement. In: O'Dowd, Robert and Lewis, Tim eds. Online Intercultual Exchange: Policy, Pedagogy, Practice. Routledge Studies in Language and Intercultural Communication (4). New York: Routledge, pp. 209–234. file

Hauck, Mirjam and O'Dowd, Robert (2016). Telecollaboration and Virtual Exchange in University Foreign Language Education. IIE NEtworker, Fall pp. 22–23.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2016). A randomised control study about the effects of different assessment registration encouragements. In: 8th Biennial conference of EARLI Sig 1: Assessment & Evaluation, 24-26 Aug 2016, Munich, Germany. file

Hubscher-Davidson, Severine (2016). Trait Emotional intelligence and translation: A study of professional translators. Target, 28(1) pp. 132–157.

Hubscher-Davidson, Severine (2016). Keynote Speaker: Personality Traits and Translation Specialization: Different Strokes for Different Folks. In: Annual Meeting of The Norwegian Non-fiction Writers and Translators Association, Nov 2016, Oslo, Norway.

Hubscher-Davidson, Severine (2016). Invited discussant. In: 5th International Research Workshop on Methodology in Translation Process Research (TPRW5), 1-3 Dec 2016, University of Graz, Austria.

Hubscher-Davidson, Severine (2016). Titty or Tatty: What's in a name? The Open University.

Hubscher-Davidson, Severine and Panichelli-Batalla, Stephanie (2016). Educating for sustainability in language degrees: a tale of 2 case-studies. International Journal of Sustainability in Higher Education, 17(3) pp. 404–416. file

Hubscher-Davidson, Severine and Panichelli-Batalla, Stephanie (2016). Educating for sustainability in language degrees. In: HEA Arts & Humanities Conference, 03 Mar 2016, Brighton.

Lewis, Tim and O'Dowd, Robert (2016). Introduction to Online Intercultural Exchange and This Volume. In: Lewis, Tim and O'Dowd, Robert eds. Online Intercultural Exchange: Policy, Pedagogy, Practice. London: Routledge, pp. 3–20.

Lewis, Tim and O'Dowd, Robert (2016). Online Intercultural Exchange and Foreign Language Learning: a Systematic Review. In: O'Dowd, Robert and Lewis, Tim eds. Online Intercultural Exchange: Policy, Pedagogy, Practice. Routledge, pp. 21–66. file

Motzo, Anna (2016). Evaluating the effects of a ‘student buddy’ initiative on student engagement and motivation. In: Goria, Cecilia; Speicher, Oranna and Stollhans, Sascha eds. Innovative language teaching and learning at university: enhancing participation and collaboration. Dublin, Ireland, Voillans, France: Research-publishing.net, pp. 19–28. file

Owen, Nathaniel; Fox, Alison and Bird, Terese (2016). The development of a small-scale survey instrument of UK teachers to study professional use (and non-use) of and attitudes to social media. International Journal of Research & Method in Education, 39(2) pp. 170–193. file

Rosell-Aguilar, Fernando (2016). User evaluation of language learning mobile applications: a case study with learners of Spanish. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 545–581. file

Rosell-Aguilar, Fernando and Kan, Qian (2016). Design and user evaluation of a mobile app to teach Chinese characters. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 399–434. file

Shrestha, Prithvi (2016). Formative feedback and writing assessment: any evidence of learning? In: Assessment for learning and assessment of learning: Incommensurate paradigms or complementary perspectives? BAAL TEA SIG Conference, 11 Mar 2016, University of Reading, UK. file

Stickler, Ursula and Shi, Lijing (2016). TELL us about CALL: An introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal. System, 56 pp. 119–126.

Stickler, Ursula and Shi, Lijing (2016). Eyetracking methodology in SCMC: a tool for empowering learning and teaching. ReCALL pp. 160–177. file

Stickler, Ursula; Smith, Bryan and Shi, Lijing (2016). Using eye-tracking technology to explore online learner interactions. In: Caws, Catherine and Hamel, Marie-Josée eds. Language-Learner Computer Interactions: Theory, methodology and CALL applications. Language Studies, Science and Engineering (2). John Benjamins, pp. 163–186.

von Lindeiner-Strasky, Karina (2016). „Ode to the Transformative Power of Art“? Kunst und Politik in Florian Henckel von Donnersmarcks Das Leben der Anderen (2006). In: Max, Katrin ed. Tendenzen und Perspektiven der gegenwärtigen DDR-Literatur-Forschung. Königshausen und Neumann.

2015

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta; Hubscher-Davidson, Séverine and Norberg, Ulf eds. (2015). Describing Cognitive Processes in Translation. John Benjamins.

Hampel, Regine and Stickler, Ursula eds. (2015). Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan.

Shrestha, Prithvi N. ed. (2015). Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education.

Álvarez, Inma and Pérez Cavana, Maria (2015). Multilingual and multicultural task-based learning scenarios: a pilot study from the MAGICC project. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 5(1) pp. 59–82. file

Beaven, Tita (2015). OER (re)use and language teachers’ tacit professional knowledge: three vignettes. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Researchpublishing.net, pp. 77–88. file

Comas-Quinn, Anna and Borthwick, Kate (2015). Sharing: Open Educational Resources for Language Teachers. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices. Palgrave Macmillan, pp. 96–112.

Demouy, Valérie; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2015). Exploring trends, motivations and behaviours in the use of mobile devices for language learning in a higher education distance learning setting. In: Eurocall 2015, 26-29 Aug 2015, Padua, Italy. file

Fernández-Toro, María and Furnborough, Concha (2015). Eliciting students’ voices through screencast assisted ‘feedback on feedback’. European Journal of Open, Distance and e-Learning, Best of EDEN 2013-2014 file

Fuertes Gutierrez, Mara (2015). Lo que se sabe de Hervás: ideas lingüísticas, errores y revitalización de su figura en el marco de la historiografía lingüística. Estudios de Lingüística del Español, 36 pp. 197–234. file

Gallardo, Matilde; Heiser, Sarah and Arias-Mclaughlin, Ximena (2015). Modern languages and specific learning difficulties (SpLD): implications of teaching adult learners with dyslexia in distance learning. Open Learning: The Journal of Open, Distance and e-learning, 30(1) pp. 53–72.

Green, Hannelore; Harper, Felicity and Fernández-Toro, Maria (2015). Using screencasts in the teaching of modern languages: investigating the use of Jing® in feedback on written assignments. The Language Learning Journal

Hampel, Regine and Stickler, Ursula (2015). Introduction: From teacher training to self-reflective practice. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 1–11.

Hubscher-Davidson, Severine (2015). Tolerance for ambiguity and the translation profession: A new direction for empirical research in translation. In: 5th IATIS Conference, 7-10 Jul 2015, Brazil.

Hubscher-Davidson, Séverine; Ehrensberger-Dow, Maureen; Englund-Dimitrova, Birgitta and Norberg, Ulf (2015). Introduction. In: Hubscher-Davidson, Séverine; Ehrensberger-Dow, Maureen; Englund-Dimitrova, Birgitta and Norberg, Ulf eds. Describing Cognitive Processes in Translation. John Benjamins, pp. 1–5.

Lewis, Timothy; Comas-Quinn, Anna and Hauck, Mirjam (2015). Clustering, Collaboration and Community: Sociality at Work in a cMOOC. In: Dixon, Edward and Thomas, Michael eds. Researching Language Learner Interactions Online: From Social Media to MOOCs. CALICO Monograph Series, 13. Texas, USA: Computer Assisted Language Instruction Consortium (CALICO), pp. 45–61. restricted access item, not available for direct download

Mansur, Saba Bahareen and Shrestha, Prithvi N. (2015). The EAP course design Quagmire – juggling the stakeholders’ perceived needs. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Reading: Garnet Education, pp. 93–177. file

Motzo, Anna and Quattrocchi, Debora (2015). Dyslexia in modern language learning: a case study on collaborative task-design for inclusive teaching and learning in an online context. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Dublin: Research-publishing.net, pp. 89–102.

O'Rourke, Breffni; Prendergast, Claire; Shi, Lijing; Smith, Bryan and Stickler, Ursula (2015). Eyetracking in CALL - present and future. In: Gimeno Sanz, Ana Maria; Levy, Mike; Blin, Francoise and Barr, David eds. WorldCALL - Sustainability and Computer-Assisted Language Learning. Advances in Digital Language and Teaching. Bloomsbury, pp. 285–298.

Rahman, Mizanoor; Shrestha, Prithvi and Khalid, Iftekhar (2015). An investigation of students’ attitudes to the ICT-based ELT classroom. In: Proceedings of the 1th D4|Learning international Conference Innovations in Digital Learning for Inclusion (D4Learning, 2015) (Sorensen, Elsebeth Korsgaard; Szucs, Andras and Khalid, Md. Saifuddin eds.), Aalborg University Press, Aalborg, Denmark, pp. 160–165. file

Rosell-Aguilar, Fernando (2015). Podcasting as a mobile learning technology: a study of iTunes U Learners. International Journal of Mobile and Blended Learning (IJMBL), 7(1) pp. 41–60. restricted access item, not available for direct download

Rosell-Aguilar, Fernando (2015). Podcasting as a language teaching and learning tool. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 Years of the LLAS elearning Symposium: Case Studies in Good Practice. Dublin, Ireland; Voillans, France: Research-publishing.net, pp. 31–39. file

Rosell-Aguilar, Fernando and Kan, Qian (2015). Design and user evaluation of a mobile app to teach Chinese characters. JALT CALL Journal, 11(1) pp. 19–40. restricted access item, not available for direct download

Secova, Maria (2015). Discours direct chez les jeunes : nouvelles structures, nouvelles fonctions. Langage and Société, 151 pp. 131–151.

Shrestha, Prithvi (2015). Introduction. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education, pp. 6–8. file

Shrestha, Prithvi; Fayram, Joanna and Demouy, Valérie (2015). Innovative use of mobile technologies in EAP oral assessment: a pilot study from The Open University. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Reading: Garnet Education, pp. 157–177. file

Stickler, Ursula and Emke, Martina (2015). Part-time and freelance language teachers and their ICT training needs. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 28–44.

Stickler, Ursula; Emke, Martina and MoreDOTS Project, Team (2015). Teaching and learning online – Developing your skills to develop others. In: Krings, Hans P. and Kühn, Bärbel eds. Fremdsprachliche Lernprozesse. Erträge des 4. Bremer Symposions zum Fremdsprachenlehren und -lernen an Hochschulen. Fremdsprachen in Lehre und Forschung (FLF), 48. Arbeitskreis der Sprachenzentren e.V., pp. 199–209. file

Stickler, Ursula and Hampel, Regine (2015). Qualitative research in CALL. CALICO Journal, 32(3) pp. 380–395. file

Stickler, Ursula and Hampel, Regine (2015). Transforming teaching: new skills for online language learning spaces. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 63–77.

Stickler, Ursula; Hampel, Regine and Murphy, Linda (2015). Editorial. Innovation in Language Learning and Teaching, 9(1) pp. 1–3.

Stickler, Ursula and Shi, Lijing (2015). Eye movements of online Chinese learners. CALICO Journal, 32(1) pp. 52–81. restricted access item, not available for direct download

Walsh, Christopher S.; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2015). The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh. AAOU Journal, 10(1) pp. 37–52. file

2014

Beaven, Tita; Codreanu, Tatiana and Creuzé, Alix (2014). Motivation in a language MOOC: issues for course designers. In: Martín-Monje, Elena and Bárcena, Elena eds. Language MOOCs: Providing Learning, Transcending Boundaries. Berlin: De Gruyter Open, pp. 48–66. file

Beaven, Tita; Hauck, Mirjam; Comas-Quinn, Anna; Lewis, Tim and de los Arcos, Beatriz (2014). MOOCs: striking the right balance between facilitation and self-determination. Journal of Online Learning and Teaching, 10(1) pp. 31–43.

Das, Sharmistha; Shaheen, Robina; Shrestha, Prithvi; Rahman, Arifa and Khan, Rubina (2014). Policy versus ground reality: secondary English language assessment system in Bangladesh. Curriculum Journal, 25(3) pp. 326–343.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta and Hubscher-Davidson, Séverine (2014). Translation and Interpreting Studies, Vol. 9, Issue 1. Special Issue: The Development of Professional Competence. John Benjamins.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta and Hubscher-Davidson, Séverine (2014). Introduction to the Special Issue: The Development of Professional Competence. Translation and Interpreting Studies, 9(1) pp. 1–4.

Fayram, Joanna and Adams, Helga (2014). Effective Communication and Support in Asynchronous Online Forums and Synchronous Online Tutorials. In: Matters of the Mind: Psychology and Language Learning, 29-31 May 2014, University of Graz, Austria.

Fernández-Toro, Maria and Furnborough, Concha (2014). Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts. Educational Media International, 51(1) pp. 35–48. file

Fernández-Toro, Maria and Hurd, Stella (2014). A model of factors affecting independent learners’ engagement with feedback on language learning tasks. Distance Education, 35(1) pp. 106–125. file

Flewitt, Rosie; Hampel, Regine; Hauck, Mirjam and Lancaster, Lesley (2014). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis (2nd edition). London: Routledge, pp. 44–59.

Hubscher-Davidson, Severine (2014). Emotional intelligence, job satisfaction and career success in a sample of professional translators. In: Annual Conference of the British Psychological Society (BPS), 7-9 May 2014, Birmingham, UK.

Hubscher-Davidson, Severine (2014). Invited research seminar: Can Emotional Traits Predict Translation Success? In: Research Seminar Series, Feb 2014, Leicester University.

Hubscher-Davidson, Severine (2014). Invited speaker. In: 4th International PhD course in Translation Process Research (TPR), Jul 2014, Centre for Research and Innovation in Translation and Translation Technology (CRITT), Copenhagen Business School.

Hubscher-Davidson, Severine (2014). Invited research seminar: Emotions in Translation. In: Research Seminar Series, Apr 2014, University of Amsterdam.

Hubscher-Davidson, Severine (2014). Invited research seminar: Emotion Perception and the Translation Process. In: Research Seminar Series, Nov 2014, University of Manchester.

Hubscher-Davidson, Séverine and Leatherbarrow, Jill (2014). Sofia’s Story in Translation: Leaving Shanghai. The AALITRA Review: a journal of literary translation, 9 pp. 64–72. file

Kan, Qian and McCormick, Robert (2014). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1) pp. 44–69.

Kühn, Barbel; Lang, Michael and Perez Cavana, Maria (2014). Zur bildungspolitischen und pädagogischen Aktualität von Lernberatung mit EPOS, der Online-Plattform des Europäischen Sprachenportfolios. In: Berndt, Annette and Deutschmann, Ruth-Ulrike eds. Sprachlernberatung –Sprachlerncoaching. Fremdsprachen lebenslang lernen (2). Frankfurt: Peter Lang, pp. 213–234. restricted access item, not available for direct download

Kurek, Malgorzata and Hauck, Mirjam (2014). Closing the “digital divide” – a framework for multiliteracy training. In: Pettes Guikema, Janel and Williams, Lawrence eds. Digital Literacies in Foreign and Second Language Education: Research, perspectives, and best practice. CALICO Monograph Series (12). San Marcos, TX: CALICO. restricted access item, not available for direct download

Lane, Andrew; Comas-Quinn, Anna and Thomson, Simon (2014). Inclusion in, and exclusion from, open education communities. Journal of Interactive Media in Education, 2014(2), article no. 1.

Lewis, Tim (2014). Learner autonomy and the theory of sociality. In: Murray, Garold ed. Social Dimensions of Autonomy in Language Learning. Basingstoke: Palgrave MacMillan, pp. 37–59. restricted access item, not available for direct download

Montoro, Carlos; Hampel, Regine and Stickler, Ursula (2014). Modelling typical online language learning activity. In: CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, Research-publishing.net, pp. 237–240. file

Nicolson, Margaret and Harper, Felicity (2014). Online Peer Observation: An Exploration of a Cross-Discipline Observation Project. International Journal of Teaching and Learning in Higher Education, 26(2) pp. 251–259. file

Pérez Cavana, Maria and Edwards, Chris (2014). Developing the Language Learning Support Dimensions (LLSD) from research into second language acquisition and informed by the Effective Lifelong Learning Inventory (ELLI). In: Krings, Hans P. and Kühn, B. eds. Fremdsprachliche Lernprozesse beobachten: - initiieren - steuern - begleiten. Bochum ( Germany): AKS-Verlag Bochum. file

Pulker, Helene and Vialleton, Elodie (2014). Online revision and assessment on a beginners’ French course: using learning analytics to understand language learners’ behaviors. In: CALICO conference 2014: Open, Online, Massive: The Future of Language Learning?, 6-10 May 2014, Ohio University.

Secova, Maria (2014). ‘Je sais et tout mais...’ might the general extenders in European French be changing? Journal of French Language Studies, 24(2) pp. 281–304. file

Shrestha, Prithvi (2014). Tracking business studies students’ linguistic and conceptual development in writing: contributions from sociocultural theory (Vygotsky) and systemic functional linguistics (Halliday). In: BAAL 2014 Conference: 47th Annual Meeting: Learning, Working and Communicating in a Global Context, 4-6 Sep 2014, University of Warwick. file

Shrestha, Prithvi (2014). Book review: Innovations in Learning Technologies for English Language Teaching, G. Motteram (Ed.). British Council, London (2013). System, 42 pp. 474–475. file

Shrestha, Prithvi and Azim, Farhan (2014). International trends in English language assessment: implications for Bangladesh. In: English Language Skills Assessment in the Primary and Secondary Education Sectors in Bangladesh, 16 Mar 2014, Dhaka, Bangladesh. file

Vialleton, Elodie (2014). The spoken language in beginners’ French language textbooks: 1573-2014. In: Connecting Cultures?: An International Conference on the History of Teaching and Learning Second/Foreign Languages, 1500-2000, 2-5 Jul 2014, University of Nottingham.

Vialleton, Élodie and Lewis, Tim (2014). Reconsidering the authenticity of speech in French language teaching: theory, data, methodology, and practice. In: Tyne, Henry; André, Virginie; Boulton, Alex and Benzitoun, Christophe eds. French through Corpora: Ecological and Data-Driven Perspectives in French Language Studies. Newcastle-upon-Tyne: Cambridge Scholars Publishing, pp. 293–316. restricted access item, not available for direct download

Walsh, Christopher; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2014). The potential of mobile phones to transform teacher professional development. In: 28th Annual Conference Asian Association of Open Universities: Advancing open and distance learning: research and practices, The Open University of Hong Kong, pp. 641–651. file

2013

Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. (2013). Case Studies of Openness in the Language Classroom. Dublin; Voillans: Research-Publishing.net.

Shrestha, Prithvi; Dhakal, Khagendra Raj; Ojha, Laxmi Prasad; Rana, Lal Bahadur and Rawal, Hima eds. (2013). NELTA Conference Proceedings 2013. Kathmandu: NELTA & Routledge. restricted access item, not available for direct download

Aguerre, Sandrine; Alder, Bill and Beaven, Tita (2013). ’4 profs, 4 pays’: lessons from a four-way tele-collaborative writing project. Francophonie(47), article no. 5.

Alvarez, Inma; Beaven, Tita and Comas-Quinn, Anna (2013). Performing languages: an example of integrating open practices in staff development for language teachers. Journal of e-Learning and Knowledge Society, 9(1) pp. 85–92. file

Beaven, Ana and Comas-Quinn, Anna (2013). Editorial: Focus on Open Educational Resources (OER) and Open Educational Practices (OEP). Journal of e-Learning and Knowledge Society, 9(1) pp. 7–9. file

Beaven, Tita (2013). Use and Reuse of OER: professional conversations with language teachers. Journal of e-Learning and Knowledge Society, 9(1) pp. 59–71. file

Beaven, Tita (2013). Qualitative methods for researching teachers’ (re)use of OER. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, University of Nottingham. file

Beaven, Tita; Comas-Quinn, Anna; de los Arcos, Bea; Hauck, Mirjam and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. In: OER 13 Creating a virtuous circle, 26-27 Mar 2013, Nottingham. file

Beaven, Tita; Comas-Quinn, Anna; Hauck, Mirjam; de los Arcos, Beatriz and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. Journal of Interactive Media in Education, article no. 18. file

Calvi, Anna; Motzo, Anna and Silipo, Sandra (2013). Designing OERs to teach Italian pronunciation in an open educational environment: a case study. In: Beaven, Ana; Comas-Quinn, Anna and Barbara, Sawhill eds. Case Studies of Openness in the Language Classroom. Dublin: Research-Publishing.net, pp. 70–82. file

Comas-Quinn, Anna and Fitzgerald, Alannah (2013). Open Educational Resources in Language Teaching and Learning. Higher Education Academy (HEA), York. file

Comas-Quinn, Anna; Wild, Joanna and Carter, Jackie (2013). Leveraging passion for open practice. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, Nottingham, UK. file

Demouy, Valérie; Kan, Qian; Eardley, Annie and Kukulska-Hulme, Agnes (2013). Using mobile devices for language learning in a higher education distance learning context: motivations and behaviours. In: EUROCALL 2013, 11-14 Sep 2013, Évora, Portugal. file

Duensing, Annette; Gallardo, Matilde and Heiser, Sarah (2013). Learning to share and sharing to learn – professionaldevelopment of language teachers in HE to foster open educational practices. In: Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. Case Studies of Openness in the Language Classroom. Dublin/Voillans: Research-publishing.net., pp. 121–133. file

Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda and Stickler, Ursula (2013). Online teacher development: collaborating in a virtual learning environment. Computer Assisted Language Learning, 26(4) pp. 311–333. file

Fernández-Toro, Maria; Furnborough, Concha and Polisca, Elena (2013). eFEP Final Evaluation Report. JISC. file

Fernández-Toro, María; Truman, Michael and Walker, Mirabelle (2013). Are the principles of effective feedback transferable across disciplines? A comparative study of written assignment feedback in Languages and Technology. Assessment & Evaluation in Higher Education, 38(7) pp. 816–830.

Hampel, Regine and Pleines, Christine (2013). Fostering Student Interaction and Engagement in a Virtual Learning Environment: An Investigation into Activity Design and Implementation. The CALICO Journal, 30(3) pp. 342–370. file

Harper, Felicity and Nicolson, Margaret (2013). Online peer observation: its value in teacher professional development, support and well-being. International Journal for Academic Development, 18(3) pp. 264–275.

Heiser, Sarah; Stickler, Ursula and Furnborough, Concha (2013). Ready, steady, speak-online: student training in the use of an online synchronous conferencing tool. CALICO Journal, 30(2) pp. 226–251.

Hubscher-Davidson, Séverine (2013). Emotional Intelligence and Translation Studies: a New Bridge. Meta: Translators' Journal, 58(2) pp. 324–346. file

Hubscher-Davidson, Severine (2013). The role of intuition in the translation process. Translation and Interpreting Studies, 8(2) pp. 211–232.

Hubscher-Davidson, Severine (2013). Invited discussant. In: 3rd International Research Workshop on Methodology in Translation Process Research (TPRW3), University of Las Palmas de Gran Canaria., Jan 2013, University of Las Palmas de Gran Canaria.

Hubscher-Davidson, Severine (2013). Keynote Speaker: ‘Translators’ Personalities’. In: 4th International Anniversary Conference on Translation and Interpretation, Oct 2013, The University of Baia Mare, Romania.

Hubscher-Davidson, Severine (2013). Invited research seminar: Translators’ Individual Differences: A Personal Journey. In: Research Seminar Series, Jun 2013, University of Graz, Austria.

Hubscher-Davidson, Severine (2013). Non-cognitive methods for translation process research. In: AIETI 6th International Conference, 23-25 Jan 2013, Universidad de Las Palmas de Gran Canaria, Spain.

Hubscher-Davidson, Severine (2013). Intuition in translation. In: 54th Annual Conference of the American Translators Association (ATA), 6-9 Nov 2013, San Antonio, Texas.

Hubscher-Davidson, Severine (2013). Invited research seminar: The Role of Emotional Intelligence in 155 Professional Translators’ Work. In: Research Seminar Series, Oct 2013, University of Salford.

Hubscher-Davidson, Severine (2013). Invited research workshop. In: Research workshop on Empirical and Experimental Research in Translation, Jul 2013, Universitat Autònoma de Barcelona.

Kan, Qian (2013). The use of ICT in supporting distance Chinese language learning - review of The Open University’s beginners’ Chinese course. Technology and Chinese Language Teaching, 4(1) pp. 1–13. file

Kan, Qian; Stickler, Ursula and Xu, Cheng (2013). Chinese-English eTandem Learning: the role of pre-project preparation and collaboration. Chinese Language Globalisation Studies ????????, 2(5) file

Kan, Qian and Yuan, Boping (2013). Developing Writing Skills in Chinese (2nd Edition). Abington: Routledge.

Lane, Andrew; Comas-Quinn, Anna and Carter, Jackie (2013). Editorial. JIME Nottingham OER2013 Special Issue: The potential of openness for engaging communities. Journal of Interactive Media in Education file

Lewis, Tim (2013). Between the social and the selfish: learner autonomy in online environments. Innovation in Language Learning and Teaching, 7(3) pp. 198–212.

Motzo, Anna (2013). The Linkedup Project: an online repository for language teachers. In: Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. Case Studies of Openness in the Language Classroom. Dublin: Research-Publishing.net, pp. 45–56. file

Pantò, Eleonora and Comas-Quinn, Anna (2013). The challenge of Open Education. Journal of e-Learning and Knowledge Society, 9(1) pp. 11–22. file

Pulker, Helene and Calvi, Anna (2013). The evaluation and re-use of Open Educational Resources in language teaching – a case study. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, Nottingham, UK. file

Rosell-Aguilar, Fernando (2013). iTunes y podcasting como herramientas para el aprendizaje de segundas lenguas. In: II Encuentro para profesores de centros universitarios y centros de formadores ELE de Londres, 26 Jun 2012, University of Westminster, London, pp. 88–103. file

Rosell-Aguilar, Fernando (2013). Podcasting for language learning through iTunes U: the learner’s view. Language Learning & Technology, 17(3) pp. 74–93.

Rosell-Aguilar, Fernando (2013). Delivering unprecedented access to learning through podcasting as OER, but who's listening? A profile of the external iTunes U user. Computers & Education, 67 pp. 121–129. file

Rossade, Klaus-Dieter (2013). Transnational online discussions to foster open practices. In: Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. Case Studies of Openness in the Language Classroom. Research-publishing.net, pp. 137–148. file

Shrestha, Prithvi (2013). English language classroom practices: Bangladeshi primary school children’s perceptions. RELC Journal, 44(2) pp. 147–162. file

Shrestha, Prithvi (2013). English Language for Teachers (EL4T): a course for EFL teachers. In: TESOL 2013 International Convention: Harmonising ESP practice in EFL contexts through curricular innovation, 20-23 Mar 2013, Dallas, Texas. file

Shrestha, Prithvi (2013). Dynamic assessment and academic writing: evidence of learning transfer? In: Janus moment in EAP: Revisiting the past and building the future, BALEAP Biennial Conference, 19-21 Apr 2013, University of Nottingham. file

Son, Jeong-Bae and Rossade, Klaus-Dieter (2013). Finding gems in computer-assisted language learning: clues from GLoCALL 2011 and 2012 papers. International Journal of Computer-Assisted Language Learning and Teaching, 3(4) pp. 1–8.

Stickler, Ursula and Shi, Lijing (2013). Supporting Chinese speaking skills online. System, 41(1) pp. 50–69.

Vialleton, Elodie (2013). Compréhension du français oral spontané par les débutants en FLE : contributions croisées de la linguistique et de la didactique des langues aux méthodologies d’enseignement et de recherche. In: Cultures de recherche en linguistique appliquée / Research cultures in applied linguistics, 14-16 Nov 2013, Université de Lorraine, Nancy, France.

Vialleton, Elodie (2013). Online and mobile applications and resources for autonomous language learning: technological and methodological approaches. In: CALRG Annual Conference 2013, 11-12 Jun 2013, Milton Keynes.

Vialleton, Elodie (2013). Apprendre le français oral en autonomie à l’ère de l’internet et du CECR: outils technologiques et approches pédagogiques. In: Journée du Français : de la Genèse de la Langue à Internet, 3 May 2013, Oxford, UK.

Walsh, Christopher; Shrestha, Prithvi and Hedges, Claire (2013). Mobile phones for professional development and English teaching in Bangladesh. International Journal of Innovation and Learning, 13(2) pp. 183–200.

2012

Hubscher-Davidson, Séverine and Borodo, Micha? eds. (2012). Global Trends in Translator and Interpreter Training: Mediation and Culture. Bloomsbury Advances in Translation. Bloomsbury.

Kühn, Bärbel and Pérez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio. Learner Autonomy and Self-assessment. Oxford: Routledge.

Kühn, Bärbel and Perez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio: Learner autonomy and self-assessment. Oxford, UK: Routledge.

Álvarez, Inma and Kan, Qian (2012). Supporting intercultural learning For beginners’ Chinese language learners at the Open University, UK. In: Jin, Lixian and Cortazzi, Martin eds. Researching Intercultural Learning: Investigations in Language and Education. Palgrave Macmillan, pp. 209–234. restricted access item, not available for direct download

Beaven, Tita (2012). Vivre en Aquitaine: pedagogy, audience, design. The EuroCALL Review, 20(2) pp. 23–32.

Coleman, James A.; Hampel, Regine; Hauck, Mirjam and Stickler, Ursula (2012). Collaboration and interaction: the keys to distance and computer-supported language learning. In: Levine, Glenn.S.; Phipps, Alison and Blythe, Carl eds. Critical and Intercultural Theory and Language Pedagogy. Florence, KY, USA: Cengage Learning, pp. 161–180. restricted access item, not available for direct download

Comas-Quinn, Anna; de los Arcos, Beatriz and Mardomingo, Raquel (2012). Virtual Learning Environments (VLEs) for distance language learning: shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2) pp. 129–143.

Comas-Quinn, Anna; Fitzgerald, Alannah and Fairweather, Ian (2012). Editorial - Cambridge OER 2012. Journal of Interactive Media in Education, 2012, article no. 09. file

Comas-Quinn, Anna and Mardomingo, Raquel (2012). Language learning on the move: a review of mobile blogging tasks and their potential. In: Díaz-Vera, Javier E. ed. Left to My Own Devices: Learner Autonomy and Mobile-Assisted Language Learning. Innovation and Leadership in English Language Teaching, 6 (6). Emerald Group Publishing Ltd, pp. 47–65.

Dooly, Melinda and Hauck, Mirjam (2012). Researching multimodal communicative competence in video and audio telecollaborative encounters. In: Dooly, Melinda and O'Dowd, Robert eds. Researching Online Interaction and Exchange in Foreign Language Education. Telecollaboration in Education (3). Bern: Peter Lang Publishing Group, pp. 135–162. file

Edwards, Chris and Perez Cavana, Maria Luisa (2012). Developing approaches to enhancing the orientation and success of language learning in higher education. In: 17th Annual Conference of the Education, Learning, Styles, Individuals Differences Network, 26-28 Jun 2012, Cardiff, Wales. file

Fuchs, Carolin; Hauck, Mirjam and Müller-Hartmann, Andreas (2012). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3) pp. 82–102. file

Hampel, Regine and Stickler, Ursula (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2) pp. 116–137. file

Harper, Felicity; Green, Hannelore and Fernandez-Toro, Maria (2012). Evaluating the integration of Jing® screencasts in feedback on written assignments. In: 15th International Conference on Interactive Collaborative Learning, 26-28 Sep 2012, Villach, Austria. file

Hauck, Mirjam and Warnecke, Sylvia (2012). Fostering social presence through task design. Fremdsprachen und Hochschule, 85(2) pp. 175–200. restricted access item, not available for direct download

Hauck, Mirjam and Warnecke, Sylvia (2012). Materials design in CALL: social presence in online environments. In: Thomas, Michael; Reinders, Hayo and Warschauer, Mark eds. Contemporary Computer-Assisted Language Learning. London: Bloomsbury, pp. 95–115. restricted access item, not available for direct download

Hubscher-Davidson, Severine (2012). Invited Webinar: The role of Emotional Intelligence in the translator/interpreter workplace. In: eCPD Webinars for translation professionals, Jan 2012.

Kan, Qian (2012). From ‘Chinese in Steps’ to ‘First Steps’ – A case study on converting classroom-based teaching materials to suit distance Chinese language teaching. Chinese Language in the World(2) pp. 46–54. restricted access item, not available for direct download

Peréz Cavana, Maria Luisa (2012). Autonomy and self-assessment of individual learning styles using the European Language Portfolio (ELP). Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 1(1) pp. 211–228. file

Perez Cavana, Maria-Luisa (2012). Fostering strategic, self-regulated learning: the case for a “soft” ELP. In: K?hn, Bärbel and Perez-Cavana, Maria eds. Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment. Oxford, UK: Routledge. restricted access item, not available for direct download

Shrestha, Prithvi (2012). Approaches to teaching ESP and EAP in open and distance learning. In: IATEFL ESP SIG Pre-Conference Event: Cutting-edge developments in teacher education, materials design, and assessment and testing in ESP and EAP, 19 Mar 2012, Glasgow. file

Shrestha, Prithvi (2012). Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh. International Journal of Computer-Assisted Language Learning and Teaching, 2(4) pp. 34–49. file

Shrestha, Prithvi (2012). Enhancing teacher professional development using mobile technologies in a large-scale project: a case study of Bangladesh. In: 1st International Conference of ICT in Education: Opportunities, Challenges and Practical Solutions for the Integration of ICT in Education, 8-11 Feb 2012, Marrakech, Morocco. file

Shrestha, Prithvi and Coffin, Caroline (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1) pp. 55–70. file

Shrestha, Prithvi; Fayram, Joanna; Demouy, Valérie; Eardley, Annie and Kukulska-Hulme, Agnes (2012). Innovations in EAP oral assessment: the IOA project. In: 46th Annual IATEFL conference, 19-23 Mar 2012, Glasgow. file

Vialleton, Elodie and Lewis, Timothy (2012). A century of spoken French in language learning: have representations and practices changed? In: Annual Conference of the Association for French Language Studies, 1-3 Jun 2012, Newcastle University.

2011

Beaven, Tita ed. (2011). Mañana (libro del alumno). Sandy: Advanced Materials.

Amoraga-Piqueras, Maria-Rosa; Comas-Quinn, Anna and Southgate, Margaret (2011). Teaching through assessment. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press, pp. 75–92.

Coleman, James A. and Vialleton, Elodie (2011). French Studies at the Open University: pointers to the future. In: Lane, Philippe and Worton, Michael eds. French Studies in and for the 21st Century. Liverpool: Liverpool University Press, pp. 235–246. restricted access item, not available for direct download

Comas-Quinn, Anna (2011). Recursos educativos abiertos para la enseñanza de lenguas. In: I Encuentro para Profesores de Centros Universitarios y de Centros Formadores de ELE, 21 Jun 2011, London.

Comas-Quinn, Anna (2011). Learning to teach online or learning to become an online teacher: an exploration of teachers' experiences in a blended learning course. ReCALL, 23(03) pp. 218–232. file

Comas-Quinn, Anna; Beaven, Mary; Pleines, Christine; Pulker, Helene and de los Arcos, Beatriz (2011). Languages Open Resources Online (LORO): fostering a culture of collaboration and sharing. The EuroCALL Review(18)

Das, Sharmistha; Zaman, Shahamin S.; Shrestha, Prithvi; Paul, Ashok Kumar; Rahman, Arifa; Khan, Rubina; Islam, Md. Saiful and Islam, Md. Monirul (2011). Alignment between the English language curriculum and assessment system. In: 5th BELTA INTERNATIONAL CONFERENCE 2011:Learning English in a Changing World: Global Perspectives & Local Contexts, 20-22 May 2011, Dhaka, Bangladesh.

Demouy, Valérie; Eardley, Annie; Shrestha, Prithvi and Kukulska-Hulme, Agnes (2011). The Interactive Oral Assessment (IOA) project; using Talkback® for practice and assessment of listening and speaking skills in languages. In: ICL 2011 Interactive Collaborative Learning, 21-23 Sep 2011, Pieš?any, Slovakia. file

Donnarumma, David and Shrestha, Prithvi (2011). Joint construction in academic writing: an exploration of collaborative learning in an open and distance university. In: European Association for Teachers of Academic Writing Conference, 29 Jun - 1 Jul 2011, University of Limerick.

Duensing, Annette and Harper, Felicity (2011). The role and nature of assessment in blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press Ltd, pp. 59–74.

Eardley, Annie; Demouy, Valérie; Shrestha, Prithvi and Kukulska-Hulme, Agnes (2011). The Interactive Oral Assessment (IOA) Project. In: International Conference ICT for Language Learning, 20-21 Oct 2011, Florence, Italy. restricted access item, not available for direct download

Ernest, Pauline; Heiser, Sarah and Murphy, Linda (2011). Developing teacher skills to support collaborative online language learning. The Language Learning Journal, 41(1) pp. 37–54. restricted access item, not available for direct download

Gallardo, Matilde; Heiser, Sarah and Nicolson, Margaret (2011). Teacher development for blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language TEaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 219–231.

Gallardo, Matilde; Heiser, Sarah and Nicolson, Margaret (2011). Practical approaches for teacher development. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 232–245.

Green, Hannelore and Harper, Felicity (2011). Using Jing to enhance student understanding through video recorded assignment commentary. In: 16th Annual SEDA Conference 2011: Using Technology to Enhance Learning, 17-18 Nov 2011, Birmingham, UK. file

Green, Hannelore; St. John, Elke; Warnecke, Sylvia and Atkinson, Vikki (2011). Asynchronous online teaching. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, UK: Dunedin Academic Press, pp. 169–184.

Guichon, Nicolas and Hauck, Mirjam (2011). Editorial: Teacher education research in CALL and CMC: more in demand than ever. ReCALL, 23(3) pp. 187–199. restricted access item, not available for direct download

Hubscher-Davidson, Severine (2011). A discussion of ethnographic research methods and their relevance for translation process research. Across Languages and Cultures, 12(1) pp. 1–18.

Hubscher-Davidson, Severine (2011). Emotionally Intelligent Translators. In: Research Seminar Series, Jan 2011, University of Ulster.

Hubscher-Davidson, Severine (2011). Invited discussant. In: 2nd International Research Workshop on Methodology in Translation Process Research (TPRW2), Jul 2011, University of Gießen, Germany.

Lewis, Tim (2011). [Book Review] Teaching Academic and Professional English Online, Editors: González-Pueyo, Isabel; Foz Gil, Carmen; Jaime Siso, Mercedes and Luzón Marco, María José. Peter Lang, 2009. ReCALL, 23(1) pp. 79–82.

Lewis, Tim and Vialleton, Elodie (2011). The Notions of Control and Consciousness in Learner Autonomy and Self-Regulated Learning: a comparison and critique. Innovation in Language Learning and Teaching, 5(2) pp. 205–219. restricted access item, not available for direct download

Lewis, Timothy; Chanier, Thierry and Youngs, Bonnie (2011). Multilateral Online Exchanges for Language and Culture Learning. Language Learning and Technology, Vol. 15 (1).

Lewis, Timothy; Chanier, Thierry and Youngs, Bonnie (2011). Special Issue Commentary: Multilateral online exchanges for language and culture learning. Language Learning & Technology, 15(1) pp. 3–9. restricted access item, not available for direct download

Nicolson, Margaret and Warnecke, Sylvia (2011). Face-to-Face teaching in blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 154–168.

Secova, Maria (2011). Discourse?pragmatic features of spoken French: analysis and pedagogical implications. PhD thesis Queen Mary University of London.

Shrestha, Prithvi (2011). The potential of mobile technologies for (English) language learning in Nepal. Journal of NELTA, 16(1-2) pp. 107–113. file

Stickler, Ursula (2011). The DOTS project: Developing Online Teaching Skills. Language Teaching, 44(3) pp. 403–404.

Stickler, Ursula and Emke, Martina (2011). LITERALIA: Towards developing intercultural maturity online. Language Learning & Technology, 15(1) pp. 147–168. restricted access item, not available for direct download

Stickler, Ursula and Emke, Martina (2011). Tandem Learning in Virtual Spaces: Supporting Non-formal and Informal Learning in Adults. In: Benson, Phil and Reinders, Hayo eds. Beyond the Language Classroom. NY: Palgrave Macmillan, pp. 146–160.

Vialleton, Elodie and Lewis, Tim (2011). Reconsidering authenticity: using spontaneous speech to develop listening skills in adult beginner distance learners of French. In: Annual Conference of the Association for French Language Studies, 8-10 Sep 2011, Nancy, France.

Walsh, Christopher S.; Shrestha, Prithvi and Hedges, Claire (2011). Leveraging low-Cost mobile technologies in Bangladesh: a case study of innovative practices for teacher professional development and communicative English language teaching. In: Kwan, Reggie; McNaught, Carmel; Tsang, Philip; Wang, Fu Lee and Li, Kam Cheong eds. Enhancing Learning Through Technology. Education Unplugged: Mobile Technologies and Web 2.0. Communications in Computer and Information Science, 177. London, U.K. and New York, NY, U.S.: Springer, pp. 152–166. restricted access item, not available for direct download

2010

Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph; Stanojevic, Mateusz Milan and Stickler, Ursula (2010). Needs and challenges for online language teachers - the ECML project DOTS. Teaching English with Technology: A Journal for Teachers of English, 10(2) pp. 5–20. file

Demouy, Valérie; Eardley, Annie; Kukulska-Hulme, Agnes and Thomas, Rhodri (2010). Using mobile devices for listening and speaking practice in languages: the L120 mobile project. In: Eurocall 2010, Languages, Cultures and Virtual Communities, 8-11 Sep 2010, Bordeaux, France. file

Demouy, Valérie and Kukulska-Hulme, Agnes (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 217–232. file

Erling, Elizabeth; Leedham, Maria and Adinolfi, Lina (2010). Combining methods to analyse the relationship between language and attainment among Open University students. In: Ethnographies of Academic Writing in a Global Context: the Politics of Style, 16 Jul 2010, The Open University, Milton Keynes, UK.

Hauck, M. (2010). Telecollaboration: At the interface between Multimodal and Intercultural Communicative Competence. In: Guth, S. and Helm, F. eds. Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Bern: Peter Lang, pp. 219–244.

Hauck, Mirjam (2010). The enactment of task design in Tellecollaboration 2.0. In: Thomas, Michael and Reinders, Hayo eds. Task-based language learning and teaching with technology. London: Continuum, pp. 197–217. restricted access item, not available for direct download

Hubscher-Davidson, Severine (2010). Bilingualism, Translation and Interpretation. In: 4th AHRC workshop on “One brain, two languages: bridging neuroscience and linguistics”, Apr 2010, Bangor University, Wales.

Kukulska-Hulme, Agnes; Shield, Lesley and Hassan, Xavière (2010). Mobile technologies for language learning and teaching: an exploratory investigation. In: Gimeno Sanz, Ana ed. New Trends in Computer-Assisted Language Learning: Working Together. Gandia, Spain: Macmillan ELT, pp. 167–174.

Leedham, Maria; Adinolfi, Lina and Erling, Elizabeth (2010). Layering methods to analyse the relationship between language use and attainment among Open University undergraduate students. In: WDHE (Writing Development in Higher Education), 28-30 Jun 2010, London. file

Pérez Cavana, M. (2010). Assessing learning styles within the European Language Portfolio (ELP). In: The 15th Annual Conference of the European Learning Styles Information Network (ELSIN): Exploring Styles to Enhance Learning and Teaching in Diverse Contexts, 28-30 Jun 2010, Univesidade de Aveiro, Portugal. file

Power, Tom and Shrestha, Prithvi (2010). Mobile technologies for (English) language learning: An exploration in the context of Bangladesh. In: IADIS International Conference: Mobile Learning 2010, 19-21 Mar 2010, Porto, Portugal. file

Proudfoot, Anna (2010). Essential Italian Grammar. Hodder Education.

Rossade, Klaus-Dieter (2010). German at the Open University. Deutsch: Lehren und Lernen, 42

Stickler, Ursula (2010). Konstruktives Sprachenlernen mit Wikis. Theorie und Praxis. Österreichische Beiträge zu Deutsch als Fremdsprache, 13(2009) pp. 135–145.

Stickler, Ursula; Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojevic, Mateusz Milan (2010). From the editors: stepping stones to teaching lnguages with technology. Journal of Teaching English with Technology (10) 2. file

Stickler, Ursula; Ernest, Pauline; Beaven, Tita; Emke, Martina; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojewic, Mateusz-Milan (2010). Joining the DOTS. A collaborative approach to online teacher training. The EuroCALL Review, 16, http://www.eurocall-languages.org/review/16/index.html.

Stickler, Ursula and Hampel, Regine (2010). CyberDeutsch: Language production and user preferences in a Moodle Virtual Learning Environment. CALICO Journal, 28(1) pp. 49–73.

Vialleton, Elodie and Lewis, Timothy (2010). Partnerships with the Open University department of languages: current experience and future opportunities. In: Les partenariats universitaires franco-britanniques, 5 Feb 2010, London, UK. file

Warnecke, Sylvia (2010). Repercussions of writing under socialism: GDR retellings of myths and epics as educational tools and challenging testimonies. Interjuli(1) pp. 62–76. restricted access item, not available for direct download

2009

Alvarez, I.; Beaven, T. and Pérez Cavana, M. (2009). Enhancing the ELP for the 21st Century. In: CercleS, 'The role of the CEF and the ELP', 2009, Padua University.

Brash, Barbel and Warnecke, Sylvia (2009). Shedding the ego: Drama-based role-play and identity in distance language tuition. Language Learning Journal, 37(1) pp. 99–109.

Comas-Quinn, Anna; Mardomingo, Raquel and Valentine, Chris (2009). Mobile blogs in language learning: making the most of informal and situated learning opportunities. ReCALL, 21(1) pp. 96–112. file

Demouy, Valérie; Eardley, Annie; Kukulska-Hulme, Agnes and Thomas, Rhodri (2009). The L120 Mobile Project. In: Mobile Learning and autonomy in second language acquisition (MLASLA), 17-19 Sep 2009, Toledo, Spain. file

Fernandez-Toro, Maria (2009). What do adult learners make of their own errors? Understanding individual differences in foreign language learning. Reflecting Education, 5(2) pp. 66–84. file

Flewitt, R. S.; Hampel, R.; Hauck, M. and Lancaster, L. (2009). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis. London: Routledge, pp. 40–53.

Hampel, Regine and Hauck, Mirjam (2009). Towards an effective use of audioconferencing in distance learning courses. In: Hubbard, Philip ed. Computer Assisted Language Learning. Critical Concepts in Linguistics, IV. Presen. London: Routledge, pp. 74–96.

Hubscher-Davidson, Severine (2009). Verbalising Strategies: an Ethnographic Study of Translator Behaviour. In: Research Seminar Series, University of Toru?, Poland, Apr 2009.

Hubscher-Davidson, Severine (2009). An Ethnographic Analysis of Translator Behaviour. In: Research Seminar Series, Mar 2009, University of Durham.

Hubscher-Davidson, Severine (2009). Keynote Speaker. In: ‘Writing for Translation’ Conference, Sep 2009, University of Málaga.

Hubscher-Davidson, Séverine Emmanuelle (2009). Personal diversity and diverse personalities in translation: a study of individual differences. Perspectives: Studies in Translatology, 17(3) pp. 175–192.

Pérez Cavana, Maria Luisa (2009). Closing the circle: from Dewey to Web 2.0. In: Payne, Carla R ed. Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. Hershey, PA: IGI Global, pp. 1–13. restricted access item, not available for direct download

Power, Tom and Shrestha, Prithvi (2009). Is there a role for mobile technologies in open and distance language learning? An exploration in the context of Bangladesh. In: 8th International Language and Development Conference, 23-25 Jun 2009, Dhaka, Bangladesh. file

Rosell-Aguilar, Fernando (2009). Podcasting for language learning: re-examining the potential. In: Lomicka, Lara and Lord, Gillian eds. The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning. San Marco: Calico, Texas, USA, pp. 13–34.

Shrestha, Prithvi (2009). Validating Parallel Language Tests: A Study of Two 'Parallel' National Reading Tests in Nepal. Germany: VDM Verlag Dr. Muller Aktiengesellschaft & Co. KG.

Warnecke, Sylvia (2009). Myth adaptations for children in the German democratic republic-potential and limitations of socio-critical writing in an authoritan society. The Journal of Children's Literature Studies, 6(2) pp. 70–87.

Woodthorpe, John; Shaw, Jill; Hauck, Mirjam and Beaven, Tita (2009). What’s in it for me? The stick and the carrot as tools for developing academic communities. In: 7th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2009, 10-13 Jul 2009, Orlando, Florida, USA. file

2008

Abécassis, Michaël; Ayosso, Laure and Vialleton, Elodie eds. (2008). Le français parlé au XXIe siècle : Volume 2, Normes et variations dans les discours et en interaction. Espaces discursifs, 2. Paris: L'Harmattan.

Abécassis, Michaël; Ayosso, Laure and Vialleton, Elodie eds. (2008). Le français parlé au XXIe siècle: Volume 1, Normes et variations géographiques et sociales. Espaces discursifs, 1. Paris: L'Harmattan.

Hurd, Stella and Lewis, Tim eds. (2008). Language Learning Strategies in Independent Settings. Second Language Acquisition. Bristol, UK: Multilingual Matters.

Álvarez, Inma; Beaven, Tita and Garrido, Cecilia (2008). Strategies for acquiring intercultural communication. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Bristol, UK: Multilingual Matters, pp. 179–195.

Hauck, Mirjam and Hampel, Regine (2008). Strategies for online environments. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Clevedon, UK: Multilingual Matters, pp. 283–302. restricted access item, not available for direct download

Hauck, Mirjam and Youngs, Bonnie L. (2008). Telecollaboration in multimodal environments: the impact on task design and learner interaction. Computer Assisted Language Learning, 21(2) pp. 87–124. file

Hubscher-Davidson, Séverine (2008). A Reflection on Action Research Processes in Translator Training: Project on Group Work in Level 2 Translation Classes. The Interpreter and Translator Trainer, 2(1) pp. 75–92.

Hubscher-Davidson, Séverine (2008). Meeting Students’ Expectations on Undergraduate Translation Programmes. In: Pellatt, Valerie and Minelli, Elena eds. Proceedings of the Bath Symposium. Cambridge Scholars Publishing, pp. 26–35.

Leal, Joanne and Rossade, Klaus-Dieter (2008). Negotiating gender, sexuality and ethnicity in Fatih Akin's and Thomas Arslan's Urban Spaces. German as a Foreign Language, 2008(3) pp. 59–87.

Proudfoot, Anna (2008). ‘Andante’: Beginners’ Italian at the Open University. Tuttitalia(35) pp. 17–18.

Rossade, Klaus-Dieter and Leal, Joanne (2008). Cinema and migration since unification. German as a Foreign Language, 2008(1) pp. 1–5.

Rossade, Klaus-Dieter and Leal, Joanne (2008). Introduction: cultural responses to migration experiences since unification. German as a Foreign Language, 2008(3) pp. 1–3.

Shrestha, Prithvi (2008). Book Review: Language Planning and Policy in the Pacific, Vol. 1: Fiji, The Philippines and Vanuatu by Richard B. Baldauf, Jr. and Robert B. Kaplan. Language Policy, 7(4) pp. 369–371. file

Shrestha, Prithvi (2008). ELT, ESP & EAP in Nepal: whose interests are served? In: Krzanowski, Mark ed. EAP and ESP in Developing Countries: State of Play vs Actual Needs and Wants. Canterbury: IATEFL (ESP SIG), pp. 191–210. file

Stickler, Ursula (2008). Chatting, Chatten or Chattare: Using a Multilingual Workspace for Language and Culture Learning. International Journal of Emerging Technologies in Learning (iJET), 3 pp. 69–76.

Stickler, Ursula (2008). Chatting, chatten or chattare: Using a multilingual workspace for language and culture learning. In: Interactive Computer Aided Learning (ICL) International Conference, 24-26 Sep 2008, Villach, Austria.

Stickler, Ursula and Lewis, Tim (2008). Collaborative language learning strategies in an email tandem exchange. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Second Language Acquisition (33). Bristol, UK: Multilingual Matters, pp. 237–261.

2007

Beaven, Tita (2007). A life in the sun: Accounts of new lives abroad as intercultural narratives. Language and Intercultural Communication, 7(3) pp. 188–202.

Hauck, Mirjam (2007). Critical success factors in a TRIDEM exchange. ReCALL, 19(2) pp. 202–223. file

Hauck, Mirjam and Lewis, Tim (2007). The Tridem Project. In: O'Dowd, Robert ed. Online Intercultural Exchange: An Introduction for Foreign Language Teachers. Language for Intercultural Communication andEducation (15). Bristol, UK: Multilingual Matters, pp. 250–258.

Heins, Barbara; Duensing, Annette; Stickler, Ursula and Batstone, Carolyn (2007). Spoken interaction in online and face-to-face language tutorials. Computer Assisted Language Learning, 20(3) pp. 279–295.

Hubscher-Davidson, Severine (2007). Personalities in Translation. In: Research Seminar Series, Nov 2007, University of Newcastle.

Kan, Qian (2007). Colloquial Chinese 2. London, UK: Routledge.

Lewis, Timothy and Stickler, Uschi (2007). Les stratégies collaboratives d’apprentisssage lors d’un échange en tandem via Internet. Revue LIDIL(36) pp. 163–188.

Pérez Cavana, M. (2007). Improving language learning through knowledge of personal language learning style. In: 41st International Annual IATEFL Conference and Exhibition, 18-22 Apr 2007, Aberdeen.

Pérez Cavana, Maria (2007). Integrating learning styles awareness in the ELP. In: CercleS Conference, 'The European Language Portfolio: Its role and Potential in University Language Learning', Applied Language Centre, 07-09 Jun 2007, University College, Dublin.

Rosell-Aguilar, Fernando (2007). Top of the Pods - In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20(5) pp. 471–492. file

Rosell-Aguilar, Fernando (2007). Changing tutor roles in online tutorial support for Open Distance Learning through audio-graphic SCMC. JALT CALL Journal, 3(1-2) pp. 81–94.

Rossade, Klaus-Dieter (2007). "Dem Zeitgeist Erlegen": Benno von Wiese und der Nationalsozialismus. Studien zur Wissenschafts- und Universitätsgeschichte, 9. Heidelberg: Synchron (Wissenschaftsverlag der Autoren).

Shrestha, Prithvi (2007). Using Stories with Young Learners. In: Krzanowski, Mark ed. Current Developments in ESP, EAP and EOP. Canterbury, UK [ebook]: IATEFL (ESP SIG), pp. 231–235.

Stickler, Ursula; Batstone, Carolyn; Duensing, Annette and Heins, Barbara (2007). Distant Classmates: Speech and silence online and telephone language tutorials. European Journal of Open, Distance and e-Learning, 2

Stickler, Ursula; Batstone, Carolyn; Duensing, Annette and Heins, Barbara (2007). ‘Distant Classmates: speech and silence in online and telephone language tutorials’. European Journal of Open, Distance and e-Learning, 2007(2) file

Stickler, Ursula and Hampel, Regine (2007). Designing online tutor training for language courses: a case study. Open Learning, 22(1) pp. 75–85.

Stickler, Ursula and Hampel, Regine (2007). "What I think works well...." Learners' evaluation and actual usage of online tools. In: Interactive Computer Aided Learning (ICL) International Conference, 26-28 Sep 2007, Villach, Austria.

2006

Baumann, Uwe and Duensing, Annette eds. (2006). Developing writing skills in German. London: Routledge.

Duensing, Annette; Stickler, Ursula; Batstone, Carolyn and Heins, Barbara (2006). Face-to-face and online interactions - is a task a task? Journal of Learning Design, 1(2) pp. 35–45. file

Hampel, Regine and Hauck, Mirjam (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. JALT CALL Journal, 2(2) pp. 3–18. file

Harper, Felicity and Hamer, Melanie (2006). Facilitating access to further languages: trialling materials combining parallel texts with reflective learning. Language Learning Journal, 34(1) pp. 14–24.

Hauck, Mirjam and Stickler, Ursula (2006). What does it take to teach online? CALICO Journal, 23(3) pp. 463–475.

Lewis, Timothy (2006). When teaching is learning: A personal account of learning to teach online. CALICO Journal, 23(3) pp. 581–600.

Rosell-Aguilar, Fernando (2006). Online tutorial support in open distance learning through audio-graphic SCMC: tutor impressions. JALT-CALL Journal, 2(2) pp. 37–52. file

Rosell-Aguilar, Fernando (2006). The face-to-face and the online learner: a comparative study of tutorial support for Open and Distance Language Learning and the learner experience with audio-graphic SCMC. The Reading Matrix, 6(3) pp. 248–268.

Rossade, Klaus-Dieter (2006). Lebensumstände. In: Duensing, Annette and Baumann, Uwe eds. Developing Writing Skills in German. London: Routledge in association with the Open University Press, pp. 4–20.

Shrestha, Prithvi (2006). English language needs of learners on the Openings/Level 1 courses in the Open University: a pilot study of tutors’ perspective. EAL SIG (OU), Milton Keynes, UK. file

Stickler, Ursula (2006). Asesoramiento tandem centrado en la ayuda al estudiante. In: Ojanguren Sánchez, Ana and Blanco-Hölscher, Margarita eds. El Aprendizaje Autónomo de Lenguas en Tandem: Principios, estrategias y experiencas de integracion. Oviedo: Universidad de Oviedo, pp. 115–123.

Stickler, Ursula; Batstone, Carolyn; Duensing, Annette and Heins, Barbara (2006). Distant Classmates: comparing online and telephone language tutorials. In: ICL 2006, 27-29 Sep 2006, Villach, Austria.

Stickler, Ursula and Hauck, Mirjam (2006). What does it Take to Teach Online? Towards a Pedagogy for Online Language Teaching and Learning. CALICO Journal, 23(3)

Stickler, Ursula and Lewis, Tim (2006). Aprendizaje tándem y competencia intercultural. In: Ojanguren Sánchez, Ana and Blanco-Hölscher, Margarita eds. El Aprendizaje Autónomo de Lenguas en Tandem: Principios, estrategias y experiencas de integracion. Oviedo: Universidad de Oviedo, pp. 90–102.

Stickler, Ursula and Pleines, Christine (2006). Glaube und Gesellschaft. In: Duensing, Annette and Baumann, Uwe eds. Developing Writing Skills in German. London: Routledge, pp. 127–144.

2005

Adinolfi, Lina; Pleines, Christine; Harper, Felicity; Beaven, Tita; Smith, Pete; Hassan, Xaviere; Adams, Helga and Nicolson, Margaret (2005). Developing competence in the language (2): Writing and speaking skills. In: ed. Success wtih Languages. Routledge Study Guides. Abingdon, UK: Routledge, pp. 110–139.

Eardley, Annie; Adams, Helga and Nicolson, Margaret (2005). Getting Started. In: ed. Success with Languages. Routledge Study Guides. Abingdon, UK: Routledge, pp. 21–34.

Fernandez-Toro, Maria (2005). The role of paired listening in L2 teaching. Language Learning Journal, 31(1) pp. 3–8.

Furnborough, Concha; Duensing, Annette and Truman, Mike (2005). Assessment. In: Hurd, Stella and Murphy, Linda eds. Success with Languages. London: Routledge, pp. 185–213.

Hampel, R and Hauck, M (2005). The challenges of implementing online tuition in distance language courses: Task design and tutor role. In: Holmberg, B.; Shelley, M. and White, C. eds. Distance Education and Languages, Evolution and Change. Multilingual Matters.

Hampel, Regine; Felix, Uschi; Hauck, Mirjam and Coleman, James A. (2005). Complexities of learning and teaching languages in a real-time audiographic environment. German as a foreign language(3) pp. 1–30.

Hampel, Regine and Stickler, Ursula (2005). New skills for new classrooms: training tutors to teach languages online. Computer Assisted Language Learning, 18(4) pp. 311–326.

Harper, Felicity; Smith, Pete and Beaven, Mary (2005). Developing competence in the language (1): reading and listening skills. In: Hurd, Stella and Murphy, Linda eds. Success With Languages. Routledge Study Guides. Abingdon: Routledge, pp. 79–109.

Hassan, X.; Hauger, D.; Nye, G. and Smith, P. (2005). The use and effectiveness of synchronous audiographic conferencing in modern language teaching and learning (online language tuition): A systematic review of available research. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.

Hassan, X.; Macaro, E.; Mason, D.; Nye, G.; Smith, P. and Vanderplank, R. (2005). Strategy training in language learning - A systematic review of available research. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.

Hauck, M. (2005). Metacognitive knowledge, metacognitive strategies, and CALL. In: Egbert, Joy L. and Petrie, G. eds. CALL Research Perspectives. ESL and Applied Linguistics Professional Series. New Jersey, USA: Lawrence Erlbaum, pp. 65–86. file

Hauck, Mirjam and Hurd, Stella (2005). Exploring the link between language anxiety and learner self-management in open language learning contexts. European Journal of Open, Distance and e-Learning, 2005(2) file

Lewis, Timothy; Pleines, Christine and Hurd, Stella (2005). Language learning and language learners. In: Hurd, Stella and Murphy, Linda eds. Success with languages. Routledge Study Guides. London, UK: Routledge, pp. 1–20. restricted access item, not available for direct downloadrestricted access item, not available for direct download

Murphy, Linda; Hauck, Mirjam; Nicolson, Margaret and Adams, Helga (2005). Reflection and self-evaluation. In: ed. Success with Languages. Routeldge Study Guides. Abingdon, UK: Routledge, pp. 60–78.

Nicolson, Margaret; Adams, Helga; Furnborough, Concha; Adinolfi, Lina and Truman, Mike (2005). Becoming an effective learner. In: ed. Success with Languages. Routledge Study Guides. Abingdon, UK: Routledge, pp. 35–59.

Nicolson, Margaret; Adams, Helga; Furnborough, Concha; Adinolfi, Lina and Truman, Mike (2005). Becoming an effective learner. In: Hurd, Stella and Murphy, Linda eds. Success with Languages. London: Routledge, pp. 35–59.

Proudfoot, Anna (2005). Modern Italian Grammar Workbook (2nd edition). Modern Grammars. London: Routledge.

Proudfoot, Anna and Cardo, Francesco (2005). Modern Italian Grammar: a practical guide (2nd edition). Modern Grammars. London: Routledge.

Rosell-Aguilar, Fernando (2005). Task design for audiographic conferencing: promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning, 18(5) pp. 417–442. file

Rossade, K. D.; Heins, B. and Hampel, R. (2005). Instant messaging in distributed and distance language learning. In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005, 2005, Chesapeake, VA.

Rossade, Klaus-Dieter (2005). Cultural transformation in Eastern Germany after 1990. German as a foreign language, 2

Shield, Lesley; Rossade, Klaus-Dieter; Rosell-Aguilar, Fernando and Beaven, Tita (2005). Using ICT to support your language learning. In: Hurd, Stella and Murphy, Linda eds. Success with Languages. Oxford: Routledge in association with the Open University Press, pp. 161–184.

Stickler, Ursula; Batstone, Carolyn; Duensing, Annette and Heins, Barbara (2005). Distance and virtual distance: Preliminary results of a study of interaction patterns in synchronous audio graphic CMC and face-to-face tutorials in beginners’ language tutorials. In: Proceedings of the 2004 International Symposium on Applied Linguistics and Language Teaching, Beijing and Shanghai, Aug 2004, Beijing and Shanghai, China. file

2004

Pérez Cavana, M.; Puleo, A. H. and Segura, C. eds. (2004). Mujeres y Ecologica: Historia, Pensamiento, Sociedad (Women and Ecology: History, Theory, Society). Madrid: Al-Mudayna.

Beaven, Tita (2004). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica, 29

Beaven, Tita and Álvarez, Inma (2004). Translation skills for intercultural purposes: An on-line course for non-specialist learners of Spanish. Language, Culture and Curriculum, 17(2) pp. 97–108.

Hampel, Regine and Hauck, Mirjam (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8(1) pp. 66–82.

Hampel, Regine; Hauck, Mirjam and Shield, Lesley (2004). Using Synchronous Conferencing to Support Distance Language Learning: a case study. In: Salmon, Gilly ed. E-Moderating: The Key to Teaching and Learning Online. Routledge Falmer.

Pérez Cavana, Maria (2004). La relacion instrumentalizadora con la Naturaleza. In: Perez Cavana, Maria Luisa; Puleo, Alicia H. and Segura, Cristina eds. Mujeres y Ecologia: Historia, Pensamiento, Sociedad [Women and Ecology: History, Theory, Society]. Coleccio?n Laya (25). Madrid: Al-Mudayna.

Proudfoot, Anna; Batelli-Kneale, Tania; Di Stefano, Anna and Treveri-Gennari, Daniela (2004). The Routledge Intensive Italian Course. Routledge Intensive Language Courses. London: Routledge.

Rosell-Aguilar, Fernando (2004). WELL done and well liked: online information literacy skills and learner impressions of the web as a resource for foreign language learning. ReCALL, 16(1) pp. 210–224. file

Stickler, Ursula (2004). “…and furthermore I will correct your mistakes”: Kulturelle Unterschiede bei der Fehlerkorrektur im Tandem. Theorie und Praxis: Österreichische Beiträge zu Deutsch als Fremdsprache., 8 pp. 79–93.

2003

Lewis, Tim and Walker, Lesley eds. (2003). Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Press.

Hauck, Mirjam and Hampel, Regine (2003). Using Lyceum, an audio-graphic conferencing system, to talk at a distance. In: Goodfellow, D; Fenner, A; Garrido, C and Tella, S eds. The educational use of ICT in teacher education and distance language learning. European Centre for Modern Language of the Council for Europe.

Lamy, Marie-Noëlle and Hassan, Xavière (2003). What influences reflective interaction in distance peer learning? Evidence from four long-term online learners of French. Open Learning, 18(1) pp. 39–59.

Lewis, Tim (2003). De integratie van autonoom leren in het curriculum: de tademmodule aan der universteit Sheffield (The integration of language learning in the curriculum: The tandem module at the University of Sheffield). In: Gaßdorf, Annette and Vijgen, Mathi eds. Autonoom leren van talen in tandems, Handboek (Autonomous language learning in tandem: Handbook). Netherlands: e-Tandem, pp. 105–110.

Lewis, Timothy (2003). Integrering av autonom inlärning i en läroplan: tandemmodulen vid universitetet i Sheffield (Integration of autonomous learning in a curriculum: the Tandem Module at the University of Sheffield). In: Jonsson, Bengt ed. Självstyrd språkinlärning i tandem - en handbook (Autonomous language learning in tandem. A handbook). Institutionen för humaniora i Härnösand. Rapport (12). Härnösand, Sweden: Institutionen för humaniora i Härnösand/Department of Humanities, Mid Sweden University, pp. 123–129.

Lewis, Timothy (2003). Integrating autonomous learning into the curriculum: the Tandem Module at the University of Sheffield. In: Lewis, Timothy and Walker, Lesley eds. Autonomous language learning in tandem. Sheffield: Academy Electronic Publications, pp. 169–176.

Lewis, Timothy (2003). The Case for Tandem Learning. In: Lewis, Timothy and Walker, Lesley eds. Autonomous language learning in Tandem. Sheffield, UK: Academy Electronic Publications, pp. 13–25.

Lewis, Timothy and Walker, L (2003). Tandem learning at the University of Sheffield. In: ed. Autonomous language learning in tandem. Sheffield: Academy Electronic Publications, pp. 7–11.

Proudfoot, Anna (2003). Italian Grammar. Teach Yourself (3rd Edition). London: Hodder & Stoughton.

Rosell-Aguilar, Fernando (2003). Electronic literacy with and attitudes towards the web as a resource for foreign language learning. In: Piqué-Angordans, Jordi; Esteve, Marie Jose and Gea-Valor, Maria Lluisa eds. Internet in language for specific purposes and foreign language teaching competence. Col-lecció Estudis Filològics (15). Castelló de la Plana, Spain: Publicacions de la Universitat Jaume I, pp. 423–444. file

Rossade, K. D. (2003). Benno von Wiese. In: König, Christoph and Wägenbaur, Birgit eds. International Germanistenlexikon 1800-1950. Berlin, German: Walter de Gruyter, pp. 2025–2028.

Rossade, Klaus-Dieter (2003). Audio-graphic-conferencing and instant messaging in language learning. In: Proceedings of the 8th biennial conference of he International Association fo Language Learning Technology, 17-21 Jun 2003, Michigan, USA.

Stickler, Ursula (2003). Consulenza per l'apprendente tandem. In: Hehmann, G. and Ponti Dompe, D. eds. Apprendimento Autonomo Delle Lingue In Tandem. Torino: Trauben / Dipartimento di Scienze del Linguaggio e Letterature Moderne e Comparate, Universitate degli Studi di Torino, pp. 61–66.

Stickler, Ursula (2003). Handledning i samband me larande i tandem. In: Jonsson, Bengt ed. Självstyrd språkinlärning i tandem - en handbook (Autonomous language learning in tandem. A handbook). Institutionen för humaniora i Härnösand. Rapport (12). Härnösand, Sweden: Institutionen för humaniora i Härnösand/Department of Humanities, Mid Sweden University, pp. 67–72.

Stickler, Ursula (2003). Student-centred counselling for tandem learning. In: Lewis, Timothy and Walker, Lesley eds. Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Publications, pp. 115–122.

Stickler, Uschi and Lewis, Tim (2003). Tandem learning and intercultural competence. In: Lewis, Timothy and Walker, Lesley eds. Autonomous language learning in tandem. Sheffield, UK: Academy Electronic Publications, pp. 93–104.

Warnecke, Sylvia (2003). Reynard the Fox for children in the GDR: the story of a tamed villain's adventures? Bulletin of the John Rylands University Library of Manchester, 84(3) pp. 171–187.

2002

Beaven, Tita (2002). The transitory, the fugitive, the contingent: Cristina Terzaghi’s mural in La Boca, Buenos Aires. In: Godsland, Shelley and White, Anne M. eds. Cultura Popular: Studies in Spanish and Latin American Popular Culture. Oxford, UK: Peter Lang.

Beaven, Tita (2002). La enseñanza de ELE a personas adultas inmigrantes no alfabetizadas. In: Perez Gutierrez, M. and Coloma Maestre, J. eds. El Español, Lengua del Mestizaje y la Interculturalidad. Universidad de Murcia, pp. 180–190.

Fernandez-Toro, Maria and Wilczynski, Andrea (2002). Learner training; from strategy awareness to actual language improvement. In: Setting the agenda: languages, linguistics and area studies in Higher Education, UMIST, Manchester.

Garrido, Cecilia and Beaven, Mary (2002). The European Framework of Reference for language teaching and learning: The OU experience. In: Council of Europe ed. Common European Framework of References for languages : Learning, Teaching, Assessment - Case studies. Strasbourg: Council of Europe.

Garrido, Cecilia and Beaven, Mary (2002). The European Framework underpinning the language teaching/learning process from curriculum design to the delivery of outcomes. In: Ruane, M ed. T'Qila: Today's Quality Issues in European Language Centres. CercleS Proceedings. Strasbourg: CercleS.

Lewis, Timothy (2002). A integraçao da aprendizagem autónoma nos programas curriculares: o módulo tandem na Universidade de Sheffield (Integrating Autonomous Learning into the Curriculum. The tandem module at the University of Sheffield). In: Delille, Karl Heinz and Chichorro, Adelaide eds. Aprendizagem autónoma de línguas em tandem (Autonomous language learning in tandem. Textos pedagogicos e didácticos (12). Lisbon, Portugal: Ediçoes Colibri, pp. 127–134.

Lewis, Timothy (2002). Intégration de l’apprentissage autonome dans le curriculum à l’université de Sheffield (Integrating autonomous learning into the curriculum at the University of Sheffield). In: Helmling, Brigitte; Brammerts, Helmut; Kleppin, Karin; Cintrat, Iva and Otto, Erik eds. L’apprentissage autonome des langues en tandem (Autonomous language learning in tandem). Collection C.R.E.D.I.F Essais. Paris, France: Les Editions Didier, pp. 123–128.

Proudfoot, Anna (2002). Advertising. In: Hainsworth, Peter and Robey, David eds. The Oxford Companion to Italian Literature. Oxford, UK: Oxford University Press.

Stickler, Ursula (2002). Conseils pratiques pour l'entretien. In: Helmling, Brigitte ed. L'Apprentissage Autonome des Langues en Tandem. Paris: Didier, pp. 117–120.

2001

Álvarez, Inma and Beaven, Tita (2001). Destrezas interculturales en una comunidad virtual. El sitio A buen puerto de la Open University. In: Gimeno Sanz, A. M. ed. Tecnologías de la información y de las comunicaciones en la enseñanza de E/LE, 5-8 de septiembre de 2001. Universidad de Valencia, pp. 239–249.

Fernandez-Toro, Maria and Jones, Francis R. (2001). DIY techniques for language learners. London, UK: CILT Publications.

Stickler, U (2001). Transcultural counselling and inter-cultural awareness raising. In: Killick, Frances; Parry, M. and Phipps, A. eds. Poetics and praxis of languages and intercultural communication: Proceedings of the Conference at Leeds Metropolitan University, December 1999, Volume 2. Glasgow, UK: University of Glasgow French & German Publications, pp. 187–195.

Stickler, Ursula (2001). Vejledning I forbindelse med tandemlaering. In: ed. ? Aalborg Universitet.

Stickler, Ursula (2001). Beratung für das Tandemlernen. In: Brammerts, Helmut and Kleppin, Karin eds. Selbstgesteuertes Sprachenlernen im Tandem: ein Handbuch. Forum Sprachlehrforschung (1). Tübingen, Germany: Stauffenberg.

Stickler, Ursula (2001). Using counselling skills for language advising. In: Mozzon-McPherson, Marina and Vismans, Roel eds. Beyond language teaching towards language advising. London: CILT, pp. 40–52.

Warnecke, Sylvia (2001). The GDR: a paradise for children's literature? Between idealism and control of Marxist-Leninist cultural policy. Literatuur Zonder Leeftijid, 15(56) pp. 343–353.

2000

Beaven, Tita and Garrido, Cecilia (2000). El español tuyo, el mío, el de aquél… ¿Cuál para nuestros estudiantes? In: Martín Zorraquino, M. A.; Pelegri?n, C. D. and Ballesteros, M. P. eds. Que? espan?ol ensen?ar?: norma y variacio?n lingu?i?sticas en la ensen?anza del espan?ol a extranjeros. Universidad de Zaragoza.

Hassan, Xavière and Starkey, Hugh (2000). Civilisation. In: Byram, Michael ed. Routledge Encyclopedia of Language Teaching and Learning. London: Routledge, pp. 108–110.

Passot, Frédérique; Szlamowicz, Jean and Vialleton, Elodie (2000). Les interrogatives en anglais oral spontané: intonation et énonciation. Anglophonia-Sigma, 8 pp. 125–152.

Pérez Cavana, Maria (2000). Feminismo y psicoanalisis. In: Amorós, Celia and Agra Romero, María José eds. Feminismo y Filosofía. Síntesis Filosofía : Thémata (10). Madrid: Editorial Síntesis.

1999

Beaven, Tita (1999). ”¡Pero si no se dice así!": Un estudio de las actitudes de los profesores de ELE hacia la enseñanza del español como "lengua mundial". In: Figueroa, M. F. ed. Nuevas perspectivas en la enseñanza del español como lengua extranjera: actas del X Congreso Internacional de ASELE, Ca?diz, 22-25 de septiembre de 1999. Universidad de Cádiz, pp. 115–122.

Fernández-Toro, Maria (1999). Training Learners for Self-Instruction. London, UK: CILT.

Warnecke, Sylvia (1999). Die 'visuelle Bibliothek' des Gerstenberg-Verlages: Klassiker fur Kinder. Deutschunterricht, 52(3) pp. 234–236.

1995

Warnecke, Sylvia (1995). Neu-und Nacherzalhlungen von Mythen, Sagen and Epen fur Kinder und Jugendliche in der DDR. In: Dahrendorf, Malte ed. Kinder- und Jugendliteratur : Material. Edition Literatur- und Kulturgeschichte. Berlin: Volk und Wissen.

1994

Warnecke, Sylvia (1994). Mythen und Sagen als Schulexperiment. Deutschunterricht, 47 pp. 35–42.

1992

Warnecke, Sylvia (1992). Prometheus in der Schule. Deutschunterricht, 45 pp. 35–42.

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