Hostname: page-component-77c89778f8-5wvtr Total loading time: 0 Render date: 2024-07-16T11:27:21.700Z Has data issue: false hasContentIssue false

Evaluation and English language teaching

Published online by Cambridge University Press:  23 December 2008

Pauline Rea-Dickins
Affiliation:
Language Testing and Evaluation Unit, University of Warwick

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
State-of-the-Art Article
Copyright
Copyright © Cambridge University Press 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alderson, J. C. (1990). Testing reading comprehension skills (part one). Reading in a Foreign Language, 6, 2, 425–38.Google Scholar
Beretta, A. (1986a). A case for field experimentation in program evaluation. Language Learning, 36, 295309.CrossRefGoogle Scholar
Beretta, A. (1986b). Towards a methodology of ESL program evaluation. TESOL Quarterly, 20, 144–55.CrossRefGoogle Scholar
Beretta, A. (1986c). Program-fair language teaching evaluation. TESOL Quarterly, 20, 3, 431–45.CrossRefGoogle Scholar
Beretta, A. (1989). Who should evaluate L2 programs? In Brumfit, C. & Mitchell, R. (eds.), 155–60.Google Scholar
Beretta, A. (1990). The program evaluator: the ESL researcher without portfolio. Applied Linguistics, II, 1, 115.CrossRefGoogle Scholar
Beretta, A. (1992). Evaluation of language education: an overview. In Alderson, J. C. & Beretta, A. (eds.), 524.CrossRefGoogle Scholar
Brown, A. (1993). The role of test-taker feedback in the test development process: test-takers reactions to a tape-mediated test of proficiency in spoken Japanese. Language Testing, 10, 1, 277303.CrossRefGoogle Scholar
Brown, J. D. (1990). Understanding research in second language learning. Cambridge: Cambridge University Press.Google Scholar
Brumfit, C. & Mitchell, R. (eds.) (1989). Research in the language classroom. ELT Documents 133. Modern English Publications in association with The British Council.Google Scholar
Carlsson, I. (1969). Implicit and explicit: an experiment in applied psycholinguistics, assessing different methods of teaching grammatical structures in English as a foreign language. GUME Report, 2, Gothenburg School of Education.Google Scholar
Chastain, K. D. & Woerdehofp, F.J. (1968). A methodological study comparing the audio-lingual habit theory and the cognitive code-learning theory. Modern Language Journal 52, 268–79.Google Scholar
Chastain, K. D. (1970). A methodological study comparing the audio-lingual habit theory and cognitive code-learning theory - a continuation. Modern Language Journal, 54, 257–66.Google Scholar
Clark, J. L. D. (1969). The Pennsylvania and the ‘audiolingual vs. traditional’ question. Modern Language Journal, 53, 388–96.Google Scholar
Clegg, J. (February 1993). Course evaluation in the School of ELT. Seminar for the School of ELT, Thames Valley University, London.Google Scholar
Crookes, G. (1993). Action research for second language teachers: going beyond teacher research. Applied Linguistics, 14, 2, 130–44.CrossRefGoogle Scholar
Davies, A. (1991). Language testing and evaluation. In Grabe, W. & Kaplan, R. (eds.), Introduction to applied linguistics, 125–39. Reading, Massachusetts: Addison-Wesley Publishing Co.Google Scholar
Davies, A. (1992). Review of Alderson, J. C. & Beretta, A. (eds.). Language Testing, 2, 2, 207–9.CrossRefGoogle Scholar
Faerch, C. & Kaspar, G. (1987). Introspection in second language research. Avon: Multilingual Matters Ltd.Google Scholar
Fairfax, O. & Green, M. (1989). Introspection, language learning and curriculum. System, 17, 1, 7182.CrossRefGoogle Scholar
Feldmann, U. & Stemmer, B. (1987). Thin_____aloud a_____retrospective da_____in C-te_____taking: diffe_____languages - diff_____learners - sa_____approaches ? In Faerch, C. & Kaspar, G. (eds.), 251–67.Google Scholar
Hagel, Jacobsen P. (1982). Using evaluation to improve foreign language education. Modern Language Journal, 66, 284–91.Google Scholar
Hatch, E. & Lazarton, A. (1991). The research manual. Rowley, Mass.: Newbury House Publications.Google Scholar
Harris, J. (1990). The second language programme-evaluation literature: accommodating experimental and multifaceted approaches. Language, Culture and Curriculum, 3, 1, 8391.CrossRefGoogle Scholar
Kennedy, C. & Jarvis, J. (eds.) (1991). Ideas and issues in primary ELT. Nelson, in association with the Centre for British Teachers.Google Scholar
Khan, J. (1991). Lessons worth remembering - from primary French in Britain. In Kennedy, J. & Jarvis, J. (eds.), 22–9.Google Scholar
Laskaridou, D. (January 1990). Job analysis and the design of pre-service teacher training courses. In Roberts, J. (ed.), 734.Google Scholar
Levin, L. & Olsson, M. (1971). Learning grammar: an experiment in applied psycholinguistics, assessing three different methods of teaching grammatical structures in English as foreign language. The GUME Project, Gothenburg School of Education, Research Bulletin, 7.Google Scholar
Lindblad, T. (1969). Implicit and explicit: an experiment in applied psycholinguistics, assessing different methods of teaching grammatical structures in English as a Foreign Language. GUME Report, No 1. Gothenburg School of Education.Google Scholar
Low, G. (1991). Talking to questionnaires: pragmatic models in questionnaire design. In Adams, P., Heaton, B. & Howarth, P. (eds.), Sociocultural issues in English for academic purposes. Review of ELT. Modern English Publications in association with The British Council, 117–33.Google Scholar
Low, G. (1994). ‘Hallelujah, Very!’ Responses to ‘very’ in survey questions. Unpublished paper. University of York: Department of Educational Studies.Google Scholar
Lynch, B. (1992). Evaluating a program inside and out. In Alderson, J. C. & Beretta, A. (eds.), 6199.CrossRefGoogle Scholar
Mackay, R. (1991). How program personnel help maximise the utility of language programme evaluation. In Anivan, S. (ed.), 6071.Google Scholar
Meinke, M. W. (1990). A context-adaptive model of program evaluation. A reader reacts.... TESOL Quarterly, 24, 4, 759–60.CrossRefGoogle Scholar
Milanovic, M. & Saville, N. (1993). Handouts on test development, with special reference to the testing of speaking. UCLES: EFL Division.Google Scholar
Mitchell, R., Parkinson, B. & Johnstone, R. (1981). The foreign language classroom: an observational study. Stirling Educational Monographs, 9. University of Stirling: Department of Education.Google Scholar
Mitchell, R. (1990). Evaluation of second language teaching projects and programmes. Language, Culture and Curriculum, 3, 1, 317.CrossRefGoogle Scholar
Mitchell, R. (1991). Evaluation of foreign language teaching projects and programmes. In Bok, K. Dc, Ginsberg, R. B. & Kramsch, C. (eds.), Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins Publishing Company.Google Scholar
Mueller, T. H. (1971). The effectiveness of two learning models: the audio-lingual theory and the cognitive-code learning theory. In Pimsleur, P. and Quinn, T. (eds.), The psychology of language learning. Cambridge: Cambridge University Press.Google Scholar
Nunan, D. (1989). Understanding language classrooms. Prentice Hall International (UK) Ltd.Google Scholar
Nunan, D. (1990). Using learner data in curriculum development. English for Specific Purposes, 9, 1732.CrossRefGoogle Scholar
Oskarsson, M. (1972). Comparative method studies in foreign language teaching. Moderna Sprak, 66, 4, 350–66.Google Scholar
Oskarsson, M. (1972). Assessing the relative effectiveness of seven methods of teaching English to adults, a replication experiment. IRAL, II, 3, 251–62.Google Scholar
Parkinson, B., Mitchell, R. & Johnstone, R. (1981). Mastery learning in foreign language teaching: a case study. Stirling Educational Monographs, 8. University of Stirling: Department of Education.Google Scholar
Parkinson, B. et al. . (1982). An independent evaluation of the ‘Tour de France’. Stirling Educational Monographs, II. University of Stirling: Department of Education.Google Scholar
Rediguide Series in Educational Research, ed. Youngman, M. B.. Nottingham: School of Education.Google Scholar
Scherer, G. A. C. & Wertheimer, M. (1964). A sociolinguistic experiment in foreign language teaching. New York: McGraw-Hill.Google Scholar
Seliger, H. & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press.Google Scholar
Smith, P. D. (1970). A comparison of the cognitive and audiolingual approaches to foreign language instruction: the Pennsylvania foreign language project. Philadelphia: The Center for Curriculum Development.Google Scholar
Somekh, B. (1993). Quality in educational research - the contribution of classroom teachers. In Edge, J. & Richards, K. (eds.), 2638.Google Scholar
Swales, J. M. (1990). A context-restrictive model for program evaluation? TESOL Quarterly, 24, 4, 761–3.CrossRefGoogle Scholar
Ullman, R. (1990). Using complementary approaches to evaluate second language programs. Language, Culture and Curriculum, 3, 1, 1938.CrossRefGoogle Scholar
Van Lier, L. (1988). The classroom and the language learner: ethnography and second language classroom research. London: Longman.Google Scholar
Von Elek, T. & Oskarsson, M. (1972). An experiment assessing the relative effectiveness of two methods of teaching grammatical structures to adults. IRAL, 10, 1, 6072.Google Scholar
Wagner, M. & Tilney, G. (1983). The effect of ‘super-learning techniques’ on vocabulary acquisition and alpha brainwave production of language learners. TESOL Quarterly, 17, 1, 517.CrossRefGoogle Scholar
Walton, L., Harlow, L., Flint, Smith W., Boyle, T. A. & Walker, J. (1979). An evaluation and placement technique: the branched program achievement test. System, 7, 3, 211–17.CrossRefGoogle Scholar
Watson-Gegeo, K. (1988). Ethnography in ESL: defining the essentials. TESOLQuarterly, 22, 575–92.Google Scholar
Alderson, J. C. (1985). Lancaster Practical Papers in English Language Education, 6, Evaluation. Oxford: Pergamon Press.Google Scholar
Alderson, J. C. & Beretta, A. (eds). (1992). Evaluating second language education. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Allen, P. & Carroll, S. (1987). Evaluation of classroom processes in a Canadian core French programme. Evaluation and Research in Education, I, 2, 4961.CrossRefGoogle Scholar
Anivan, S. (ed.). (1991). Issues in language programme evaluation in the 1990s. Anthology Series 27. Singapore: RELC.Google Scholar
Beretta, A. & Davies, A. (1985). Evaluation of the Bangalore Project. ELT Journal, 39, 121–7.CrossRefGoogle Scholar
Beretta, A. (1989). Attention to form or meaning? Error treatment in the Bangalore Project. TESOL Quarterly, 23, 2, 283302.CrossRefGoogle Scholar
Brumfit, C. J. (ed.). (1983). Language teaching projects for the third world. ELT Docs 116. Oxford: BC and Pcrgamon.Google Scholar
Burton, J., Weir, C. & Roberts, J. (forthcoming, 1994). Evaluation of a baseline study: English teaching in Nepal. London: Evaluation Department, Overseas Development Administration.Google Scholar
Candlin, C. N. & Murphy, D. F. (eds.). (1987). Language learning tasks. Lancaster Practical Papers in English Language Education, 7. Prentice-Hall International Ltd.Google Scholar
Carroll, J. B. (1975). The teaching of French as a foreign language. International Studies in Evaluation V. Uppsala: Almqvist and Wiksell.Google Scholar
Celani, M. A., Holmes, J., Ramos, R. & Scott, M. (1988). The Brazilian ESP project: an evaluation. Sao Paolo: EDUC.Google Scholar
C., Criper & Dodd, W. A. (1984). Report on the teaching of the English language and its use as a medium in education in Tanzania. London: ODA.Google Scholar
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: a reassessment. Applied Linguistics, 2, 132–49.CrossRefGoogle Scholar
Cummins, J. (1989). Language and literacy acquisition in bilingual contexts. Journal of Multilingual and Multicultural Development, 10, 1731.CrossRefGoogle Scholar
Dipietro, R. J. (1980). Filling the elementary curriculum with languages: what are the effects? Foreign Language Annals, 13, 2, 115–23.CrossRefGoogle Scholar
Duncan, K. (1994). The role of testing in the evaluation of a primary education project: the case of Molteno. In Readickins, P. and Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
Gardner, R. C., Macintyre, P. D. & Lysynchuk, L. M. (1990). The affective dimension in second language programme evaluation. Language, Culture and Curriculum, 3, 1, 3963.CrossRefGoogle Scholar
Johnstone, R. (1991). Foreign language in primary schools: evaluating the National Pilot Projects in Scotland. Language Learning Journal, 4, 36–8.CrossRefGoogle Scholar
Kennedy, C. (1985). Formative evaluation as an indicator of student wants and attitudes. System, 9, 1, 23–8.Google Scholar
Khaniya, T. R. (1990). The washback effect of a textbook-based test. Edinburgh Working Papers in Applied Linguistics, I, 2534.Google Scholar
Kiely, R. & Murkowska, A. (1993). Initiating evaluation activities - insider and outsider perspectives. Paper presented at the Prodess Colloquium, 7–9th November 1993. Manchester: The British Council.Google Scholar
Lawrence, L. (1994). Using evaluation to improve teacher education programmes. In Rea-Dickins, P. & Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
Mackay, R. (1981). Accountability in ESP programs. ESP Journal, I, 2, 107–22.CrossRefGoogle Scholar
Mackay, R. (1991). How program personnel can help maximise the utility of language program evaluation. In Anivan, S. (ed.), 6071.Google Scholar
Mackay, R. (1993). The two sides of programme evaluation - accountability and improvement. Paper presented at the 2nd Evaluation Colloquium on Issues in Evaluation in TESOL. Atlanta, 27th Annual TESOL Convention.Google Scholar
Mejorada, M. F. & Fonancier, E. (1991). Towards evaluating the writing laboratory: a prototype. In Anivan, S. (ed.), 120–35.Google Scholar
Mitchell, R., Parkinson, B. & Johnstone, R. (1981). The foreign language classroom: an observational study. Stirling Educational Monographs, 9. University of Stirling.Google Scholar
Mitchell, R. (1992). The ‘independent’ evaluation of bilingual primary education. In Alderson, J. C. & Beretta, A. (eds.), 100–40.Google Scholar
Murphy, D. F. (1991). Principles and practice in an evaluation project. In Anivan, S. (ed.), 2634.Google Scholar
Numi, D. & Lwaitama, A. F. (1994). Tests and decision targeting in ELT: the case of the Communication Skills Unit, University of Dar es Salaam, Tanzania. In Rea-Dickins, P. & Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
Rea-Dickins, P. 6V Germaine, K. (1992). Evaluation. Oxford: Oxford University Press.Google Scholar
Rea-Dickins, P. & Lwaitama, A. F. (eds.). (1994). Evaluation for development in English language teaching. Review of ELT. Basingstoke: Macmillan (forthcoming).Google Scholar
Richards, J. C. & Nunan, D. (eds.) (1990). Second language teacher education. Cambridge: Cambridge University Press.Google Scholar
Slimani, A. (1987). The teaching-learning relationship: learning opportunities and learning outcomes: an Algerian case study. Unpublished PhD thesis, University of Lancaster.Google Scholar
Slimani, A. (1992). Evaluation of classroom interaction. In Alderson, J. C. & Beretta, A. (eds.), 197221.CrossRefGoogle Scholar
Spada, N. (1987). Relationship between instructional differences and learning outcomes: a process-product study of communicative language teaching. Applied Linguistics, 8, 2, 142–00.CrossRefGoogle Scholar
Swain, M., Lapkin, S., Rowen, N. & Hart, D. (1990). The role of mother tongue literacy in third language learning. Language, Culture and Curriculum, 3, 1, 6581.CrossRefGoogle Scholar
Ullmann, R. & Geva, E. (1984). Approaches to observation in second language classes. Language issues and education policies. ELT Documents, 119. Pergamon Press in association with The British Council.Google Scholar
Wall, D. & Alderson, J. C. (1993). Examining washback: the Sri Lankan impact study. Language Testing, 10, 4169.CrossRefGoogle Scholar
Weir, C. J. & Burton, J. (1994). The role and design of baseline studies in the evaluation of English language teacher training in the case of Guinea. Evaluation Report EV511. London: Overseas Development Administration, Evaluation Department.Google Scholar
Weir, C.J. & Roberts, J. R. (1994). Evaluation in ELT. Oxford: Basil Blackwell.Google Scholar
Yalden, J. (1978). A comparison of achievement in four intermediate courses in Spanish. System, 6, 2, 8997.CrossRefGoogle Scholar
Alderson, J. C. (1979). Materials evaluation. Plenary address to 2nd Latin American Regional Esp Conference, Cocoyoc, Mexico.Google Scholar
Allwright, D. (1975). What do we need materials for? ELTJ, 36, 1, 69.Google Scholar
Breen, M. P. (1989). The evaluation cycle for language learning tasks. In Johnson, R.K. (ed.), 187206.CrossRefGoogle Scholar
Breen, M. P. & Candlin, C. N. (1987). Which materials? A consumer's and designer's guide. In Sheldon, L. (ed.), 1328.Google Scholar
Candlin, C. N. & Breen, M. P. (1979a). Evaluating and designing language teaching materials. Lancaster Practical Papers in English Language Education, 2, 172216.Google Scholar
Candlin, C. N. & Breen, M. P. (1979b). Evaluating, adapting and innovating language teaching materials. In Yoria, C., Perkins, K. & Schachter, J. (eds.), On TESOL 1979, The learner in focus, 86107. Washington: TESOL.Google Scholar
Clarke, D., Hawkes, H., Pritchard, N. & Smith, B. (1983). The English Language Textbook Project - Somalia. In Brumfit, C.J. (ed.), 4964.Google Scholar
Coleman, H. (1985). Evaluating teachers' guides: do teachers' guides guide teachers? In Alderson, J. C. (ed.), 8396.Google Scholar
Crabbe, D. (1991). Bringing evaluation and methodology closer together. In Anivan, S. (ed.), 8490.Google Scholar
Cunningsworth, A. (1984). Evaluating and selecting ELT teaching materials. Oxford: Heinemann.Google Scholar
Cunningsworth, A. & Kusel, P. (1991). Evaluating teachers' guides. ELT Journal, 45, 2, 128–39.CrossRefGoogle Scholar
Elliman, J. (1981). A model for coursebook evaluation. English for Specific Purposes Newsletter, 46, 14.Google Scholar
Ewer, J. R. & Boys, O. (1981). The EST textbook situation: an enquiry. Esp Journal, I, 2, 87105.CrossRefGoogle Scholar
Hutchinson, T. (1987). What's beneath? An interactive view of materials evaluation. In Sheldon, L. (ed.), 3744.Google Scholar
Kroes, H. & Walker, G. R. (1988). Comparative evaluation of lower primary English courses in Black education. Consolidated Report. Pretoria: Human Sciences Research Council.Google Scholar
Kyeyune, R. (1993). An evaluation of the teacher's guide to the Integrated English Syllabus for Ugandan secondary schools. Unpublished M.Ed. Tesol Critical Study. University of Leeds: School of Education.Google Scholar
Low, G. (1987). The need for a multi-perspective approach to the evaluation of foreign language teaching materials. Evaluation and Research in Education, I, 1, 1929.CrossRefGoogle Scholar
McDonough, J. & Shaw, C. (1993). Materials and methods in ELT: a teacher's guide. Oxford: Basil Blackwell.Google Scholar
Moore, J. (1981). Materials development: a case study. In English for specific purposes: an international seminar, 1722 April 1977. London: The British Council.Google Scholar
Murphy, D. F. (1993). Evaluating language learning tasks in the classroom. In Crookes, G. & Gass, S. (eds.), Tasks in a pedagogic context, 139–61. Clevedon, Avon: Multilingual Matters Ltd.Google Scholar
O'sullivan, T. (1991). Foreign language coursebooks: ask your pupils. Language Learning Journal, 3, 1013.CrossRefGoogle Scholar
Rea, P.M. (1987). Communicative curriculum validation: a task-based approach. In Candlin, C. N. & Murphy, D. F. (eds.), 147–65.Google Scholar
Sheldon, L. E. (ed.). (1987). ELT textbooks and materials: problems in evaluation and development. ELT Documents, 126. Oxford: Modern English Publications/The British Council.Google Scholar
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42, 4, 237–46.CrossRefGoogle Scholar
Tucker, C. A. (1975). Evaluating beginning coursebooks. English Teaching Forum, 13, 3/4, 355–61.Google Scholar
Van Lier, L. (1979). Choosing a new EFL course. MexTESOL Journal, 3, 3, 214.Google Scholar
West, R. (1987). A consumer's guide to ELT dictionaries. In Sheldon, L. (ed.), 5575.Google Scholar
Williams, D. (1983). Developing criteria for textbook evaluation. ELTJ, 37, 3, 251–5.CrossRefGoogle Scholar
Williams, R. (1981). A procedure for ESP textbook analysis and evaluation on teacher education courses. ESP Journal, I, 2, 155–62.CrossRefGoogle Scholar
Wilson, P. & Harrison, I. (1983). Materials design in Africa with particular reference to the francophone primary school project, Cameroon. In Brumfit, C.J. (ed.), 2948.Google Scholar
Alderson, J. C. (1985). Is there life after the course? In Alderson, J. C. (ed.). Evaluation. Lancaster Practical Papers in English Language Education, 6, 129–50.Google Scholar
Alderson, J. C. & Scott, M. (1992). Insiders, outsiders and participatory evaluation. In Alderson, J. C. & Beretta, A. (eds.), 2560.CrossRefGoogle Scholar
Bachman, L. F. (1981). Formative evaluation in specific purpose program development. In Mackay, R. & Palmer, J. D. (eds.).Google Scholar
Bachman, L. F. (1989). The development and use of criterion-referenced tests of language ability in language program evaluation. In Johnson, R. K. (ed.), 242–58.CrossRefGoogle Scholar
Beretta, A. & Da, Vies A. (1985). Evaluation of the Bangalore Project. ELT Journal, 39, 2, 121–7.CrossRefGoogle Scholar
Brindley, G., Neeson, S. & Woods, S. (1989). Indonesia Australia language foundation assessment procedures. Macquarie University: National Centre for English Language Teaching and Research.Google Scholar
British Council. (1986). Evaluation of English Language Unit Petromin Refinery, Riyadh. London: The British Council.Google Scholar
British Council. (1988). Somalia: report on an evaluation of the technical cooperation training programme. London: Technical Cooperation Training Department, The British Council.Google Scholar
British Council. (September 1989). Final evaluation report, expatriate teachers pilot scheme. Report prepared by The British Council. Hong Kong: The British Council.Google Scholar
British Council. (1993). Managing change and development in ELT in East and Central Europe. Papers presented at the Prodess Colloquium, 7–9th November, 1993. Manchester: The British Council.Google Scholar
Brown, J. D. (1989). Language program evaluation: a synthesis of existing possibilities. In Johnson, R. K. (ed.), 222–41.CrossRefGoogle Scholar
Cameron, J. (1993). The challenges for monitoring and evaluation in the 1990s. Project Appraisal, 8, 2, 91–6.CrossRefGoogle Scholar
Centre For Information On Language Teaching (1992). Current research in language teaching and learning. London: CILT.Google Scholar
Chambers, F. & Erith, P. (1990). On justifying and evaluating aid-based ELT. ELT Journal, 44, 2, 138–43.CrossRefGoogle Scholar
Chambers, F. (1993). Self-evaluation in private language schools: a process to identify and implement change. ELT Management, Newsletter of the Management Special Interest Group of IATEFL, 13, 1416.Google Scholar
Chaplen, E. F. (1980). Collecting and analysing student evaluations of a foreign language course. ELT Journal, 34, 3, 179–86.CrossRefGoogle Scholar
Da, Vies A. (1990). Principles of language testing. Oxford: Basil Blackwell, 84138.Google Scholar
Davies, A. (1991). An evaluation model for ELT projects in South India. ARAL, 2, 7386.CrossRefGoogle Scholar
Demko, Reynoso W. (1984). A pilot study of the effect of contrastive instruction on the standard English proofreading skills of dialect different students. TESOL Quarterly, 18, 4, 740–2.Google Scholar
Des, Brisay M. & Ready, D. (1991). Defining an appropriate role for language tests in intensive English language programs. In Anivan, S. (ed.), 1525.Google Scholar
Dickinson, L. (1993). Malaysian teacher training colleges self-access project. Report of a consultancy visit to plan the evaluation of the project, 3–16th April 1993.Google Scholar
Draskau, J. K. (1990). Review of Celani et al. System, 18, 1, 123–6.CrossRefGoogle Scholar
Elley, W. B. (1989). Tailoring the evaluation to fit the context. In Johnson, R. K. (ed.), 270–85.CrossRefGoogle Scholar
English Language Center (1986). Evaluation of the English language course of the Petromin Refinery. Riyadh: The Institute of Public Administration.Google Scholar
Fashola, J. B. (1989). Evaluation, feasibility and relevance. System, 8, 1, 6573.Google Scholar
Ghani, A. A. & Hunt, B. (1991). National level formative evaluation: some first steps. In Anivan, S. (ed.), 3545.Google Scholar
Gradman, H. L. & Hanania, E. (1991). Program evaluation in light of language learning background, student assessment and TOEFL performance. In Anivan, S. (ed.), 110–19.Google Scholar
Hudson, T. (1989). Mastery decisions in program evaluation. In Johnson, R. K. (ed.), 259–69.CrossRefGoogle Scholar
Johnson, R. K. (ed.) (1989). The second language curriculum. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Lawrence, L. (1990). Language in education: an evaluation of the teaching of structure in Zambian grade 8 classes. Unpublished PhD thesis. Lusaka: University of Zambia.Google Scholar
Loh, Wen Khin. (1994). Formative evaluation at work in Melaka. In Rea-Dickins, P. & Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
Long, M. (1984). Process and product in ESL program evaluation. TESOL Quarterly, 18, 409–25.CrossRefGoogle Scholar
Lynch, B. K. (1990). A context-adaptive model for program evaluation. TESOL Quarterly, 24, 1, 2342.CrossRefGoogle Scholar
Mackay, R. & Palmer, J. D. (eds.) (1981). Languages for specific purposes: program design and evaluation. Rowley, Massachusetts: Newbury House Publishers Inc.Google Scholar
Mackay, R. (1994). Undertaking ESL/EFL programme review for accountability and improvement. ELTJ, 48, 2, 142–9.CrossRefGoogle Scholar
Makina-Kaunda, L. (1994). Evaluation as a tool for course development: a case study of the language programme for Engineering students at the Malawi Polytechnic. In Rea-Dickins, P. & Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
McGinley, K. (1986). Coming to terms with evaluation. System, 14, 2, 142–9.CrossRefGoogle Scholar
Mcha, Y. Y. & Rea, P. M. (1984). Report on ongoing research in the Communication Skills Unit on the usefulness of course CL100. Communication Skills Unit: University of Dar es Salaam (mimeo).Google Scholar
Murphy, D. F. (1985). Evaluation in language teaching: assessment, accountability, and awareness. In Alderson, J. C. (ed.), 117.Google Scholar
Murphy, D. F. (1994). Developing theory and practice in evaluation. In Rea-Dickins, P. & Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
Murphy-O'dwyer, L. (1985). Diary studies as a method for evaluating and training. In Alderson, J. C. (ed.), 97128.Google Scholar
Nunan, D. (1978). Towards a collaborative approach to curriculum development: a case study. TESOL Quarterly, 23, 1, 925.CrossRefGoogle Scholar
D., Nunan (1991). Second language proficiency assessment and program evaluation. In Anivan, S. (ed.), 4659.Google Scholar
Nuttall, D. L. (1991). Evaluating the effects of ELT. In The social and economic impact of ELT in development. Dimford House Seminar Report 1991, 1114. Manchester: The British Council.Google Scholar
ODA (1988a). Guidelines for the preparation of evaluation studies. London: O.D.A.Google Scholar
ODA (1988b). English for Yemen textbook project, Yemen Arab Republic. Evaluation Report EV403. London: ODA.Google Scholar
ODA (1988c). Egypt English language component of Maharrem Bey technical school project. Evaluation Report EV451. London: ODA.Google Scholar
ODA (July 1993). Catalogue of evaluation studies. London: ODA.Google Scholar
ODA (n.d.). The lessons of experience: evaluation work in ODA. London: ODA.Google Scholar
Outhred, L., Bochner, S. & Cooney, G. (1990). An evaluation of the basic skills testing program in NSW schools in 1989. Final report. Macquarie University: National Centre for ELT and Research.Google Scholar
Palmer, A. (1991). The role of language testing in language program evaluation. In Anivan, S. (ed.), 114.Google Scholar
Palmer, A. (1992). Issues in evaluating input-based language teaching programs. In Alderson, J. C. & Beretta, A. (eds.), 141–64.CrossRefGoogle Scholar
Parkinson, B. & Howell-Richardson, C. (1989). Learner diaries. In Brumfit, C. & Mitchell, R. (eds.), 128–40.Google Scholar
Puhl, C. (1990). Up from under: a study of English training in the mines. Per Linguam, 6, 2, 3151.Google Scholar
Sawyer, M. (1991). EAP program evaluation in an Asian context: a case from Japan. In Anivan, S. (ed.), 152–61.Google Scholar
Sharp, A. (1990). Staff/student participation in course evaluation: a procedure for improving course design. ELTJ, 44, 2, 132–7.CrossRefGoogle Scholar
Sinclair, J. (1983). Ongoing program evaluation. MIMEO.Google Scholar
St John, M. J. (1994). Evaluation of an interactive component: a case study of a Nigerian Communication Skills Project. In Rea-Dickins, P. & Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
Swain, M. & Lapkin, S. (1982). Evaluating bilingual education: a Canadian case study. Clevedon, Avon: Multilingual Matters Ltd.Google Scholar
Thames Valley University And The British Council (1993). PRODESS News. Issues 1 and 2. Manchester: The British Council.Google Scholar
Thames Valley University And The British Council (1994). PRODESS News. Issue 3. Manchester: The British Council.Google Scholar
Toweli, R. (1991). Experimenting with an integrated syllabus design in modern languages. Language, Culture and Curriculum, 4, 1, 115.CrossRefGoogle Scholar
Vincent, M. (1990). Evaluation of the farm schools project. London: ODA.Google Scholar
Wallace, M. & Woolger, D. (1991). Improving the ELT supervisory dialogue: the Sri Lankan experience. ELTJ, 45, 4, 320–27.CrossRefGoogle Scholar
Walsh, J., Hammond, J., Brindley, G. & Nunan, D. (1990). Evaluation of the Metropolitan East Disadvantaged Schools Program professional development program for primary teachers, focusing on teaching factual writing. Macquarie University: National Centre for English Language Teaching and Research.Google Scholar
Waters, A. (1987). Participatory course evaluation in ESP. ESP Journal, 6, 1, 312.Google Scholar
Wennerstrom, A. K. & Heiser, P. (1992). ESL student bias in instructional evaluation. TESOL Quarterly, 26, 2, 271–88.CrossRefGoogle Scholar
Weslander, D. & Stephany, G. (1983). Evaluation of an English as a second language program for South East Asian students. TESOL Quarterly, 17, 3, 473–80.CrossRefGoogle Scholar
Weir, C. J. & Roberts, J. (1991). Evaluating a teacher training project in difficult circumstances. In Anivan, S. (ed.), 91109.Google Scholar
Williams, E. (1994). Report on reading in English in primary schools in Malawi. London: ODA (forthcoming).Google Scholar
Williams, E. (1994). Report on reading in English in primary schools in Zambia. London: ODA (forthcoming).Google Scholar
Assinder, W. (1991). Peer teaching, peer learning: one model. ELTJ, 45, 3, 218–29.CrossRefGoogle Scholar
Bodozscky, C. & Malderez, A. (1993). A new model of teaching practice. Paper presented at the PRODESS Colloquium, 7–9th November 1993. Manchester: The British Council.Google Scholar
Bowers, R. (1987). Developing perceptions of the classroom: observation and evaluation, training and counselling. In Bowers, R. (ed.), Language teacher education: an integrated programme for EFL teacher training. ELT Documents, 125, 138–79. Oxford: Pergamon Press/Modern English Publications.Google Scholar
Breen, M. P., Candlin, C. N., Dam, L. & Gabrielsen, G. (1989). The evolution of a teacher training programme. In Johnson, R. K. (ed.), 111–35.CrossRefGoogle Scholar
Britten, D. (1985). Teacher training in ELT (Part II). Language Teaching 18, 3, 220–38. Cambridge: Cambridge University Press.Google Scholar
Calderhead, J. (1989). Reflective teacher and teacher education. Teaching and Teacher Education, 5, 1, 4351.CrossRefGoogle Scholar
Davis, H. T. (1990). An evaluative study of the RSA/UCLES Certificate in TEFLA. In Roberts, J. (ed.), 4861.Google Scholar
Edge, J. (1992). Co-operative development. ELTJ, 46, 1, 6270.CrossRefGoogle Scholar
Edge, J. & Richards, K. (eds.) (1993). Teachers develop teachers research. East Kilbride: Heinemann.Google Scholar
Ellis, R. & Robinson, B. (1981). A reassessment of lesson evaluation in ELT. System, 9, 1, 59.CrossRefGoogle Scholar
Freeman, D. (1982). Observing teachers: three approaches to in-service training and development. TESOL Quarterly, 16, 1, 21–8.CrossRefGoogle Scholar
Freeman, D. (1990). Intervening in teaching practice. In Richards, J. C. & Nunan, D. (eds.), 103–17.Google Scholar
Gaies, S. & Bowers, R. (1990). Clinical supervision of language teaching: the supervisor as trainer and educator. In Richards, J. C. & Nunan, D. (eds.), 167–81.Google Scholar
Gaies, S. (1991). An approach to the preparation of ELT preparation programs. In Sadtono, E. (ed.), Language teacher education in a fast-changing world, 1421. Anthology Series 29. Singapore: Regional Language Centre.Google Scholar
Gebhard, J. C. (1984). Models of supervision: choices. TESOL Quarterly, 18, 3, 501–14.CrossRefGoogle Scholar
Gebhard, J. G. (1990a). Models of supervision: choices. In Richards, J. C. & Nunan, D. (eds.), 156–66.Google Scholar
Gebhard, J. G. (1990a). Interaction in a teaching practicum. In Richards, J. C. & Nunan, D. (eds.), 118–31.Google Scholar
Haughton, G. & Dickinson, L. (1988). Collaborative assessment by Masters candidates in a tutor-based system. Language Testing, 5, 2, 233–49.CrossRefGoogle Scholar
Hedge, P. & Rea-Dickins, P. (1991). Evaluation of teacher methodologies. Paper presented at the 26th International TESOL Convention, New York.Google Scholar
Hedge, P. (October, 1992). Interactive procedures for teacher education. Paper presented at the Oxford University Press Symposium, Wadham College, Oxford.Google Scholar
James, G. (1983). Teacher assessment 2: report on the second Exeter seminar. Exeter: The Language Centre, University of Exeter.Google Scholar
Jarvis, J. (1992). Using diaries for teacher reflection on inservice courses. ELT Journal, 46, 2, 133–43.CrossRefGoogle Scholar
Kennedy, J. (1993). Meeting the needs of teacher trainees on teaching practice. ELTJ, 47, 2, 157–65.CrossRefGoogle Scholar
Mackay, A. (1990). The reliability of assessments of teaching performance. In Roberts, J. R. (ed.), 3547.Google Scholar
McGarvey, B. & Swallow, D. (1986). Microteaching in teacher education and training. London: Croom Helm.Google Scholar
Morrow, K. & Schocker, M. (1993). Process evaluation in an INSET course. ELTJ, 47, 1, 4755.CrossRefGoogle Scholar
B., Naidu, K., Neeraja, E., Ramani, J., Shivakumar & V., Viswanatha (1992). Researching homogeneity: an account of teacher-initiated research into large classes. ELT Journal, 46, 3, 252–63.Google Scholar
Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Parrot, J. (1993). Tasks for language teachers. Cambridge: Cambridge University Press.Google Scholar
Pennington, M. C. (1989). Faculty development for language programs. In Johnson, R. K. (ed.), 91110.CrossRefGoogle Scholar
Pennington, M. C. (1989). Directions for faculty evaluation in language education. Language, Culture and Curriculum, 2, 3, 167–93.CrossRefGoogle Scholar
Pennington, M. & Young, A. (1989). Approaches to faculty evaluation for ESL. TESOL Quarterly, 23, 4, 619–46.CrossRefGoogle Scholar
Pennington, M. (1990). Response to Pennycook: the political economy of information in TESOL. TESOL Quarterly, 24, 3, 559–68.CrossRefGoogle Scholar
Pennycook, A. (1990). Comments on Martha C. Pennington and Aileen L. Youngs's ‘Approaches to faculty evaluation for ESL’: a reader reacts. TESOL Quarterly, 24, 3, 555–9.CrossRefGoogle Scholar
Peri.berg, A. 6V Theodor, E. (1975). Patterns and styles in the supervision of teachers. British Journal of Teacher Education, I, 203–11.CrossRefGoogle Scholar
Rea-Dickins, P. (1991). Evaluation as a means of teacher development. Unpublished paper presented at ELT Journal 45th anniversary symposium, The British Council, London.Google Scholar
Richards, J. & Nunan, D. (eds.) (1990). Second language teacher education. Cambridge: Cambridge University Press.Google Scholar
Roberts, J. R. (ed.) January (1990). Centre for Applied Language Studies Workpapers, I. University of Reading: Centre for Applied Language Studies.Google Scholar
Roberts, J. R. (1993). Evaluating the impacts of teacher research. System, 21, 1, 119.CrossRefGoogle Scholar
Royal Society of Arts. (1985). Certificates and diplomas in language teaching. London: RSA.Google Scholar
Sheal, P. (1989). Classroom observation: training the observers. ELT Journal, 43, 2, 92104.CrossRefGoogle Scholar
Tesol, . (1975). Guidelines for the certification and preparation of teachers of English to speakers of other languages in the United States. Washington, D.C.: Teachers of English to Speakers of Other Languages.Google Scholar
TESOL, . (1984). Statement of core standards for language and professional preparation programs. Washington, D.C.: Teachers of English to Speakers of Other Languages.Google Scholar
TESOL, . (1992). TESOL statement on the preparation of primary and secondary teachers in the United States. TESOL Matters, 2, 1, 5.Google Scholar
Thornbury, S. (1991). Watching the whites of their eyes: the use of teaching practice logs. ELTJ, 45, 2, 140–6.CrossRefGoogle Scholar
Wallace, M. (1991). Training foreign language teachers. Cambridge: Cambridge University Press.Google Scholar
Williams, M. (1989). A developmental view of classroom observations. ELT Journal, 43, 2, 8591.CrossRefGoogle Scholar
Woodward, T. (1991). Models and metaphors in language teacher training — loop input and other strategies. Cambridge: Cambridge University Press.Google Scholar
Yule, G. & Hoffman, R. (1993). Enlisting the help of U.S. undergraduates in evaluating international teaching assistants. TESOL Quarterly, 27, 2, 323–7.CrossRefGoogle Scholar
The British Council. (1993). Managing change and development in ELT in East and Central Europe. Prodess Colloquium, 7–9th November, Manchester.Google Scholar
Germaine, K. & Rea-Dickins, P. (1994). Relationships between management, evaluation and development. In Rea-Dickins, P. &' Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
Holliday, A. (1992). Tissue rejection and informal orders in ELT projects: collecting the right information. Applied Linguistics, 13, 4, 403–24.CrossRefGoogle Scholar
Holliday, A. (1992). Intercompetence: sources of conflict between local and expatriate ELT personnel. System, 20, 2, 223–34.CrossRefGoogle Scholar
Kennedy, C. (1988). Evaluation of the management of change in ELT projects. Applied Linguistics, 9, 4, 329–42.CrossRefGoogle Scholar
Mackay, R. (1993). Programme evaluation as a management tool for both accountability and development. ELT Management, Newsletter of the Management Special Interest Group of IATEFL, 12, 26.Google Scholar
Rea-Dickins, P. (1990). The principles underlying the evaluation of training. In Training for Sustainability of ELT Aid Projects. Dunford House Seminar Report, 41–9. London: The British Council.Google Scholar
Rea-Dickins, P. (1992). The politics of evaluation: focus on the external evaluator. Paper presented at the 26th International TESOL Convention, Vancouver.Google Scholar
St John, M. (1994). Evaluation as an interactive component: a case study of a Nigerian communication skills project. In Rea-Dickins, P. & Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
Wellesley, S. (1993). Project based review in practice. ELT Management, Newsletter of the Management Special Interest Group of IATEFL, 13, 45.Google Scholar
Westaway, G. (1994). Roles for evaluation in the British Council's management of ODA funded projects in the Kenyan context. In Rea-Dickins, P. & Lwaitama, A. F. (eds.) (forthcoming).Google Scholar
White, R. (1988). The ELT curriculum. Oxford: Basil Blackwell.Google Scholar
Adelman, C. & Alexander, R. (1987). The integrity of evaluation. In Murphy, R. & Torrance, H. (eds.), 294310.Google Scholar
Atkinson, P. & Delamont, S. (1985). Bread and dreams or bread and circuses? A critique of ‘case study’ research in education. In Hammersley, M. (ed.), Controversies in classroom research. Milton-Keynes: The Open University Press.Google Scholar
Burgess, R. G. (ed.) (1993). Educational research and evaluation for policy and practice. Basingstoke: The Falmer Press.Google Scholar
Cronbach, L.J., (1963). Course improvement through evaluation. Teachers College Record, 64, 672–83.CrossRefGoogle Scholar
Cronbach, L.J., Ambron, S. R., Dornbusch, S. M., Hess, R. D., Hornik, R. C., Phillips, D. C., Walker, D. F. & Weiner, S. S. (1980). Toward reform of program evaluation. San Francisco: Jossey Bass.Google Scholar
Cronbach, L.J. (1982). Designing evaluations of educational and social programs. San Francisco: Jossey-Bass.Google Scholar
Cronbach, C. (1987). Issues in planning evaluations. In Murphy, R. & Torrance, H. (eds.), 425.Google Scholar
Eisner, E. W. (1985). The art of educational evaluation. Basingstoke: The Falmer Press.Google Scholar
Ghaye, T. & Wakefield, P. (eds.) (1993). The role of self in action research. CARN. Dorset: Hyde Publications.Google Scholar
Gitlin, A. & Smyth, J. (1989). Teacher evaluation: educative alternatives. London: The Falmer Press.Google Scholar
Glass, G. V. & Worthen, B. R. (1971). Evaluation and research: similarities and differences. Curriculum Theory Network, Fall, 149–65.CrossRefGoogle Scholar
Hammersley, M. (1993). On the teacher as researcher. Educational Action Research, I, 3, 425–45.CrossRefGoogle Scholar
Hargreaves, A. & Fullan, M. G. (1992). Understanding teacher development. London: Cassell.Google Scholar
Hopkins, D. (1985). A teacher's guide to classroom research. Milton Keynes: Open University Press.Google Scholar
Hopkins, D. (1988). Evaluating for development. Evaluation and Research in Education, 2, 1, 110.CrossRefGoogle Scholar
Hopkins, D. (1989). Evaluation for school development. Milton Keynes: Open University Press.Google Scholar
House, E. R. (ed.) (1976). New directions in educational evaluation. Basingstoke: The Falmer Press.Google Scholar
James, M. (1993). Evaluation for policy: rationality and political reality: the paradigm case of PRAISE? In Burgess, R. G. (ed.), 119–38.Google Scholar
Joint Committee On Standards For Educational Evaluation (1981). Standards for evaluations of educational programs, projects, and materials. New York: McGraw Hill.Google Scholar
Kemmis, S. (1986). Seven principles for programme evaluation in curriculum development and innovation. In House, E. R. (ed.), 117–40.Google Scholar
Kincheloe, J. L. (1991). Teachers as researchers: qualitative inquiry as a path to empowerment. London: The Falmer Press.Google Scholar
Louden, W. (1991). Understanding teaching: continuity and change in teachers' knowledge. London: Cassell.Google Scholar
Macdonai, D. B. & Parlett, M. (1973). Rethinking evaluation: notes from the Cambridge Conference. Cambridge Journal of Education, 3, 2, 7482.CrossRefGoogle Scholar
Macdonald, B. (1987). Evaluation and the control of education. In Murphy, R. & Torrance, H. (eds.), 3648.Google Scholar
McCabe, C. (1987). The external evaluator, inspector or management consultant? Evaluation and Research in Education, I, 1, 18.CrossRefGoogle Scholar
McCormick, R. (ed.). (1984). Calling education to account. London: Heinemann Educational Books Ltd.Google Scholar
McFee, G. (1993). Reflections on the nature of action-research. Cambridge Journal of Education, 23, 2, 173–83.CrossRefGoogle Scholar
McNiff, J. (1993). Teaching as learning: an action research approach. London: Routledge.Google Scholar
Murphy, R. & Torrance, H. (eds.) (1987). Evaluating education: issues and methods. London: Harper and Row Publishers.Google Scholar
Nevo, D. (1983). The conceptualisation of educational evaluation: an analytical review of the literature. Review of Educational Research, 53, 1, 117–28.CrossRefGoogle Scholar
Nisbet, J. (1980). Educational research the - state of the art. In Dockrell, W. B. & Hamilton, D. (eds.), Rethinking education research. London: Hodder and Stoughton.Google Scholar
Norris, N. (1993). Understanding educational evaluation. London: Kogan Page in association with CARE, School of Education, University of East Anglia.Google Scholar
Oppenheim, A. N. (1976). Questionnaire design and attitude measurement. London: Heinemann.Google Scholar
Parlett, M. & Hamilton, D. (1977). Evaluation as illumination: a new approach to the study of innovative programmes. In Hamilton, D. et al. . (eds.), Beyond the numbers game. London: Macmillan.Google Scholar
Parlett, M. (1984). The new evaluation. In McCormick, R. (ed.), Calling education to account, 185–91. Milton Keynes: The Open University.Google Scholar
Parsons, C. (1984). The new evaluation: a cautionary note. In McCormick, (ed.), 192210.Google Scholar
Parsons, C. & Davidson, C. (1989). A brief guide to evaluation of college courses. Christ Church College Canterbury: The Evaluation Unit (mimco).Google Scholar
Plummer, G. & Edwards, G. (eds.) (1993). Dimensions of action research: people, practice and power. CARN. Dorset: Hyde Publications.Google Scholar
Popham, J. W. (1975). Educational evaluation. New Jersey: Prentice-Hall.Google Scholar
Schon, D. A. (1983). The reflective practitioner: how professionals think in action. London: Temple Smith.Google Scholar
Schon, D. A. (1987). Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.Google Scholar
Scriven, M. (1967). The methodology of evaluation. Perspectives in curriculum evaluation. AERA Monograph Series on Curriculum development No. 1, 3989. Stake, R. E. (ed.). Chicago: Rand McNally.Google Scholar
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann Educational Books.Google Scholar
Stufflebeam, D. L. et al. . (1971). Educational evaluation and decision-making. Ithaca, Illinois: Peacock.Google Scholar
Stufflebeam, D. L. & Webster, W. J. (1980). An analysis of alternative approaches to evaluation. Educational Evaluation and Policy Analysis, 2, 3, 520.CrossRefGoogle Scholar
Zeichner, K. M. (1993). Action research: personal renewal and social reconstruction. Educational Action Research, 1/2, 99219.CrossRefGoogle Scholar