IELTS Research Reports

Tim Moore, Janne Morton and Steve PriceLave, J and Wenger, E, 1991, Situated learning: Legitimate peripheral participation, CambridgeUniversity Press, CambridgeMarton, F and Saljo, R, 1976, ‘On qualitative differences in learning I: Outcome and process’,British Journal of Educational Psychology, vol 46, pp 4-11McNamara, TF, 1999, ‘Computer-adaptive testing: A view from outside’, in Issues in computeradaptivetesting of reading proficiency, ed M Chaloub-Deville, Cambridge University Press,Cambridge, pp 136-149McPeck, J, 1992, ‘Thoughts on subject specificity’, in The generalizability of critical thinking:Multiple perspectives on an educational ideal, ed S Norris, Teachers College Press, New York,pp 198-205Messick, S, 1996, ‘Validity and washback in language testing’, Language testing, vol 13, no 3,pp 241-256Munby, J, 1978, Communicative Syllabus Design, Cambridge University Press, CambridgeMoore, T and Morton, J, 2007, ‘Authenticity in the IELTS Academic Module Writing Test:A comparative study of Task 2 items and university assignments’, in IELTS collected papers:Research in speaking and writing assessment, eds L Taylor and P Falvey, Cambridge University Press,Cambridge, pp 197-248Myers, G, 2003, ‘Discourse studies of scientific popularsiation: Questioning the boundaries’,Discourse Studies, vol 5, pp 265-279Myers, G, 1992, ‘Textbooks and the sociology of scientific knowledge’, English for Specific Purposes,vol 11, pp 3-17Nwogu, K, 1991, ‘Structure of science popularisations: A genre-analysis approach to the schemaof popularised medical texts’, English for Specific Purposes vol 10, no 2, pp 111-123Odell, L, Goswami, D and Herrington, A, 1983, ‘The discourse-based interview: A procedure forexploring the tacit knowledge of writers in nonacademic settings’, in Research on writing: Principlesand methods, eds P Mosenthal, L Tamor and S Walmsley, Longman, New York, pp 221- 236Purpura, JE, 1998, Investigating the effects of strategy use and second language test performancewith high and low-ability test taker: A structural equation modeling approach, Language Testingvol 15, pp 333-379Read, J and Hayes, B (2003), ‘The impact of IELTS on preparation for academic study in NewZealand’, IELTS Research Reports vol 4, Cambridge ESOL, Cambridge pp 153-206Saville, N, and Hawkey, R, 2003, ‘A study of the impact of the International English Language TestingSystem, with special reference to its washback on classroom materials’, in Washback in LanguageTesting: Research Contexts and Methods, eds RL Cheng, Y Watanabe, and A Curtis, LawrenceErlbaum and Associates, Mahwah, New Jersey258 www.ielts.org