Photo © Copyright Mat Wright

2014 Winners

Last year’s competition was extremely impressive, with research into ELT themes such as CEFR statements, linguistic diversity, online gaming for English language learning, and covered a wide range of contexts including Belarus, Poland, Rwanda and Brazil, to name but a few.

The Judging Process

The judging process for the awards is a collaborative and thorough process. All dissertations are submitted from UK institutions, marked at distinction level.
Last year the dissertations went through two rounds of evaluation. In the first round the dissertations were assessed by British Council panels who ranked the dissertations according to the potential of the research to change the attitudes, practices or policies of individuals, classrooms or institutions. The best dissertations were then evaluated by academics from the participating institutions.

Winning dissertation:


 Tim Goodier, King’s College London: Working with CEFR can-do statements




Special commendations:


Santi Budi Lestari, University of Warwick: Paraphrasing in high-scoring and low-scoring L2 integrated writing test task responses





Cathryn Tolon, University of Sussex: Teacher experiences during the shift in medium of instruction in Rwanda: voices from Kigali public schools



Sanghoon Mun, University of Bath: A study on teachers’ item weighting and the Rasch model: summative test items’ difficulty logits calibration using the Rasch model



(In alphabetical order.)

Each title links to the relevant dissertation paper:


Oliver Beddall, Aston University: Investigating reflective practice in a training course for young learner teachers



Hui Guo, Birkbeck, University of London: Analysing and evaluating current mobile applications for learning English speaking


     Anne Hardy, Canterbury Christ Church University:

     An investigation to establish the impact of synthetic phonics on teaching children with English as an additional language to read



Natalia Blackman, University of Edinburgh: EFL teachers’ perceptions on the use of L1 in a primary and secondary classroom in Belarus




Jennefer Brown, University of Exeter: Teachers’ perceptions and uses of online gaming and virtual worlds for English language learning



Laura Sae Miyake Mark, University of Hull: Identity and interaction in second language acquisition: an investigation of Chinese learners’ use of ‘English’ names



Miroslawa Mohite, London Metropolitan University:  An investigation into the English language writing strategies used by Polish EFL secondary school learners



Susannah Pearson, Norwich Institute for Language Education: Reflection and continued teacher development after the storm: Writing self-study materials for newly-qualified CELTA teachers


Hamish Chalmers, Oxford Brookes University: Harnessing linguistic diversity in polylingual British-curriculum schools. Do L1 mediated home learning tasks improve learning outcomes for bilingual children? A randomised trial


Richard Spiby, University of Reading: A comparison of the performance and utilization of reading strategies on tests of expeditious and careful reading



Daniel Baines, Sheffield Hallam University: Reflection and improvement on the four-week intensive TEFL course




Ghadah Saleh Aloqaili, University of Southampton: Learning vocabulary from subtitled videos: an investigation into the effectiveness of using subtitled videos for intentional vocabulary learning in Saudi Arabia



Xiaoya Zhou, University of Stirling: Learner's strategy use to guess word meanings during interactive read-aloud: a case study


Laís Borges, University College London: Pronunciation beliefs and other predictors of phonological performance: a study with Brazilian ESL learners