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Colledge, Marion (2011) Supporting 3rd Year Dissertations. Investigations in university teaching and learning, 7. pp. 33-40. ISSN 1740-5106
Fischer, Klaus (2007) Komplexität und semantische Transparenz im Deutschen und Englischen. Sprachwissenschaft, 32 (4). pp. 355-401. ISSN 0344-8169
John-Baptiste, Belinda (2010) Designing for Successful Learning: redesign of an IELTS preparation short course. Investigations in university teaching and learning, 6 (1). pp. 41-46. ISSN 1740-5106
McKee, Susannah (2011) Dialogue and Discourse. Investigations in university teaching and learning, 7. pp. 24-32. ISSN 1740-5106
McKee, Susannah (2012) Managing transitions into UK Higher Education : experiences of international students from a pre-sessional English course. Investigations in university teaching and learning, 8. pp. 30-38. ISSN 1740-5106
Meletiadou, Eleni (2021) Exploring the impact of peer assessment on EFL students’ writing performance. IAFOR Journal of Education, 9 (3). pp. 77-95. ISSN 2187-0594
Meletiadou, Eleni (2021) Opening Pandora’s box: how does peer assessment affect EFL students’ writing quality? Languages, 6 (115). pp. 1-17. ISSN 2226-471X
Pettiward, Jim (2011) Putting the Learn Back into Weblearn – using a VLE to promote independent learning. Investigations in university teaching and learning, 7. pp. 141-147. ISSN 1740-5106
Scandrett, Matt (2011) Supporting International Students’ Adjustment to UK Study. Investigations in university teaching and learning, 7. pp. 41-49. ISSN 1740-5106
Sloan, Wendy (2012) The impact of English as a second language (ESL) on assessment practice in Journalism education. Investigations in university teaching and learning, 8. pp. 95-101. ISSN 1740-5106
Fischer, Klaus (2018) Grammatische Komplexität und semantische Transparenz in deutschen und englischen Satzstrukturen. In: Wortschatz: Theorie, Empirie, Dokumentation. Germanistische Sprachwissenschaft um 2020 (2). de Gruyter, Berlin/Boston. ISBN 978-3-11-053671-3
Fischer, Klaus (2017) Komplexität – dennoch ein nützlicher Begriff. In: Linguistische Komplexität – ein Phantom? Stauffenburg Linguistik (94). Stauffenburg, Tübingen, pp. 19-52. ISBN 978-3-95809-515-1
Bonetti, Vivijana (2016) Shifting identities of Bengali female learners in ESOL : a poststructuralist feminist exploration of classed, ‘raced’ and gender identities. Doctoral thesis, London Metropolitan University.
Giannikas, Christina Nicole (2013) Early language learning within a Greek regional context. Doctoral thesis, London Metropolitan University.
Howard, Michael John (2015) A multimodal perspective on modality in the English language classroom. Doctoral thesis, London Metropolitan University.
Keating, Geraldine Corriene (1987) The effects of word characteristics on children's reading. Doctoral thesis, City of London Polytechnic.
Machaal, Brahim (2012) Assessing the role of Arabic in EFL classes: an activity theory approach. Doctoral thesis, London Metropolitan University.
Ray, Smita (2015) From 'nobody to somebody' : challenges and opportunities for Gujarati women learning English in London. Doctoral thesis, London Metropolitan University.
Younus, Majid Rasim (2020) Speech intelligibility: a study of Iraqi EFL learners’ accented English. Doctoral thesis, London Metropolitan University.
Zraga, Ahmed Rashed Ahmed (2018) An investigation of the relationships between Libyan EFL lecturers’ beliefs about the teaching and learning of reading in English and their classroom practices in Libyan universities. Doctoral thesis, London Metropolitan University.
