IELTS Research Reports

Gaynor Lloyd-Jones, Charles Neame and Simon MedaneyThe academic progress of students with borderline English language skills was followed during theyear using several measures. Over half of the group was instructed to revise and resubmit their theses.In general, these students performed in line with their initial borderline status until the end of the year.The initial identification of students as borderline appeared sound whichever method was used toassess their language proficiency.The unusual aspects of the institutional context and the nature of the enquiry discourage generalisationbut offer opportunities for further comparative case study research in contrasting settings.AUTHOR BIODATAGAYNOR LLOYD-JONESGaynor Lloyd-Jones has worked in academic development in higher education for several years,formerly in undergraduate medical education. She was a member of the team that introduced theproblem-based learning undergraduate medical curriculum at the University of Liverpool in 1996.For her PhD she conducted an ethnographic study of fresher students on the problem-based learningcourse. She currently holds a research role in Cranfield University’s Centre for Postgraduate Learningand Teaching. Her research interests lie in the postgraduate sector of higher education, situatedlearning and the relationship between work and academic learning.CHARLES NEAMECharles Neame is head of Cranfield University’s Centre for Postgraduate Learning and Teaching. Hehas many years experience as a lecturer and senior lecturer in HE, designing, teaching and managingcourses at undergraduate and postgraduate level for a very international student body. He managesCranfield’s Postgraduate Certificate in Learning, Teaching and Assessment for new academic staff, andhis current research is focused on the process of fostering innovative practice in learning and teachingwithin academic communities.SIMON MEDANEYFollowing a PGCE / TEFL at the Institute of Education in London Simon Medaney worked inmainstream TEFL for 15 years before joining Cranfield as Head of the Language Centre at SilsoeCollege. He has been Course Director of Cranfield’s pre-sessional EAP programme since 1994 as wellas providing language support for MSc and PhD students and screening non-native English speakingapplicants for the Registry. He has worked throughout the European Union and designed pre-departureEAP programmes for Cranfield in Indonesia and Iran. Since 2006 his main focus has been Cranfield’sEuropean Partnerships Programme, where he assesses applicants for MSc programmes. His maininterests are Academic Discourse and Intercultural Communication.130 www.ielts.org