Articles dans des revues sans comité de lecture (14)
  1. 6. Tudor, I. (2002). Exploring context: Localness and the role of ethnography. Humanising Language Teaching, 4(2).
  2. 7. Tudor, I. (1999). A case for quality management in higher education language studies. ELC, 5.
  3. 8. Tudor, I. (1997). Autonomy and the. I A T E F L Voices, 139, 18-19.
  4. 9. Tudor, I. (1996). CALL and the learner. Etudes & travaux - Institut des langues vivantes et de phonétique, 1, 39-60.
  5. 10. Tudor, I. (1996). Learner-centredness ... and the knots it can get teachers into. GRETA Journal, 4, 5-11.
  6. 11. Tudor, I. (1995). An interview on learner-centredness with Ian Tudor. GRETA Journal, 3, 34-42.
  7. 12. Tudor, I. (1991). Learner-centredness at two learner levels: a question of degree. Rapport d'activités de l'Institut de phonétique, 2, 1-30.
  8. 13. Tudor, I., & Nivelles, F. (1991). Assessing self-assessment: the case for an integrative profiling of L2 learners' strategic abilities. Rapport d'activités de l'Institut de phonétique, 27, 67-90.
  9. 14. Tudor, I. (1987). A framework for the translational analysis of texts. Linguist, 15, 80-82.
    10.   Rapports de recherche, comptes rendus, lettres à l'éditeur, working papers (9)
  10. 1. Tudor, I., Bartik, K., & Valcke, J. (2009). A discussion brief of content and language integrated learning (CLIL) at the Faculty of Applied Sciences.
  11. 2. Tudor, I. (2005). Higher Education language policy in Europe: A snapshot of action and trends.
  12. 3. Tudor, I. (2005). The challenge of the Bologna Process for higher education language teaching in Europe.
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