MEd Teaching English to Speakers of Other Languages (TESOL)
Please note: This page is for 2027 entry. Click here for 2026 entry.
| UCAS code | 1234 |
|---|---|
| Duration | 1 year full time; 2 years part time |
| Entry year | 2026 |
| Campus | St Luke's Campus |
| Typical offer | We will consider applicants with a 2:2 Honours degree or above (or equivalent). |
|---|---|
Why study MEd Teaching English to Speakers of Other Languages (TESOL) at Exeter?
- Aimed at qualified teachers and others who work in TESOL at either primary, secondary or tertiary levels in different educational contexts around the world
- We offer opportunities for existing teaching practitioners seeking to develop their professional skills and one for those wanting to enter a career in language teaching
- Develop your understanding of key aspects of linguistics and learning theory and their influence on the teaching of English to speakers of other languages
- You will benefit from small class sizes and working closely with our academic staff and your fellow students
- You’ll join a multicultural and multilingual environment with students from across the world such as China, Mexico, USA, South Korea, Japan and Thailand
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The Times Higher Education World University Rankings by Subject 2026
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Based on research impact rated 4* + 3* in REF 2021
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Top 150 for Education in the Shanghai Rankings of Academic Subjects 2025
New for 2026/2027: Get your CELTA and your MEd or PGDip TESOL!
- Starting from the 2026/2027 academic year, TESOL students will have the option to take the Cambridge CELTA course as part of their academic studies.
- CELTA is delivered, assessed and awarded by our Partner Organisation Exeter College, accredited by Cambridge Assessment.
- A unique opportunity to truly combine theory and practice.
- You will teach real students through a series of assessed teaching practices.
- Make the most of your time by completing the CELTA course whilst also studying for your postgraduate degree.
- Successful students will acquire both the CELTA and the MEd or PGDip TESOL certificates in one year.
- Additional fees apply for CELTA students (~ £1750), but a special £250 discount is offered to University of Exeter students.
- CELTA candidates must demonstrate English language proficiency of at least 7.0 IELTS, and will be invited to a short interview to assess their suitability.
- Please note that CELTA places are limited. If more candidates apply than there are places, candidates will be selected based on entry requirements.
- Please don’t hesitate to contact the Programme Director, Nicholas Bremner, if you have any questions about CELTA.
Entry requirements
We will consider applicants with a 2:2 Honours degree or above (or equivalent). We welcome students from any academic background.
Please also see our guidance on essential documentation required for an initial decision on taught programme applications.
Entry requirements for international students
English language requirements
International students need to show they have the required level of English language to study this course.
The required IELTS test scores for this course fall under Profile B1.
Please visit our English language requirements page to view the required test scores and equivalencies from your country.
For UK-based applicants only: turn your DELTA or DipTESOL into a full Master’s in TESOL!
Have you completed one or more components of the Cambridge DELTA or TrinityDipTESOL? You may be able to use it as Accreditation of Prior Learning (APL) for up to 60 credits of your MEd TESOL at the University of Exeter (this means that you would not need to study, and would not be charged for, the first 60 credits of the course). If you think you might be eligible for this, or have any questions about the MEd TESOL course, please contact the Programme Director, Nicholas Bremner at n.bremner@exeter.ac.uk. All applications are considered on a case-by-case basis. Please note: unfortunately, due to UK immigration requirements, Accreditation of Prior Learning (APL) is not available for international students, unless they are currently residing permanently in the UK.
Course content
The MEd TESOL has international recognition and is seen as an important professional qualification worldwide to enable TESOL teachers to enhance their career prospects. At Exeter, depending on the modules taken, completion of the MEd TESOL can help you to move into new areas within TESOL such as teacher education and training, English for Special Purposes, curriculum development, and the teaching of English to young learners.
The programme will:
- develop and extend your understanding of key aspects of linguistics and learning theory and their influence on the teaching of English to speakers of other languages
- enable you to make informed, professional decisions regarding language teaching in the workplace and justify these to others
- enable you to select, adapt, and design materials and activities for language teaching
- enable you to investigate and research aspects of TESOL in ways that will support continuing development and practice as a foreign language teaching professional
What is the difference between a Master of Education, a Postgraduate Diploma and a Postgraduate Certificate?
To gain an MEd you must complete 180 credits of specified modules.
However, you may exit the programme early before completing 180 credits and still receive an award. These alternative awards are:
- If exiting the programme after completing 120 credits you will be awarded a Postgraduate Diploma (PGDip).
The modules below provide examples of what you can expect to learn on this degree course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand.
Please note that the module information displayed here is subject to change.
Overall you must choose 120 compulsory credits and 60 optional credits.
Compulsory Modules
From Compulsory Choice 1 students must choose one of the following two modules: EFPM280 Developing Practical Knowledge for TESOL Teaching OR EFPM266 Principles of Language Learning for TESOL. You should choose a further 30 credits from that group, either EFPM333 or EFPM651.
Students with LESS than two years teaching experience must take EFPM280. Students with MORE than two years teaching experience take EFPM266.
From Compulsory Choice 2 you must pick ONE of EFPM329 or EFPM642.
In order to take EFPM651 (and EFPM652 in the optional group), you must meet additional Cambridge CELTA entry criteria.
Optional Modules
Choose any 60 credits from Stage 1 Optional 1.
You are permitted to take EFPM652 only if you have already enrolled in EFPM651.
Not all modules are necessarily offered every year. The availability of all modules is subject to timetable, staffing and other constraints.
Compulsory modules
| Code | Module | Credits |
|---|---|---|
| Compulsory 1 | ||
| SoE Success for All | 0 | |
| Compulsory Choice 1 | ||
| Principles of Language Learning for TESOL | 30 | |
| Developing Practical Knowledge for TESOL Teaching | 30 | |
| Analysing and Teaching Language Systems and Skills | 30 | |
| TESOL Teaching Practice Part 1 | 30 | |
| Compulsory Choice 2 | ||
| Preparing for Educational Research and Dissertation | 60 | |
| Dissertation Portfolio | 60 | |
EFPM200: SoE Success for All
Ensuring there are opportunities for you todiscover, grow, and thrive whilst you are with us in the School of Education is important to us. This compulsory non-credit bearing module has been designed to support your transition into masters level study in a UK university by developing a range of skills, knowledge, and experiences for success during your time here and beyond. This will include things like study skills and academic writing support, but also opportunities for you to establish a sense of 'belonging' within the SoE community through participation in a range of activities. We want you to feel a welcomed and valued member of our community.
The principal aim of this module is to enable you to discover, grow and thrive as a Masters level student whilst in the School of Education. As a result, this module will provide opportunities for you to:
- Develop and grow your knowledge, skills, and understanding of how to succeed within the academic discipline of Education at Masters level which promotes critical engagement with theory, research, policy and practice in the field
- Experience a sense of belonging so that you feel a valued member of our internationally and culturally diverse SoE community and are therefore able to thrive in an environment which celebrates and embraces difference.
- Discover opportunities to engage in the wider university community and effect change
- Ensure that you continue to discover, grow and thrive through engaging in 'next steps' sessions which are targeted at supporting your decisions for post-masters study and/or future employment
EFPM266: Principles of Language Learning for TESOL
In this module we discuss and critically evaluate language learning theories that developed over the last 100 years or so, and highlight key issues that are relevant to our field today. While its emphasis is on learning a second, other or additional language, we also draw on theories about first language learning. The module clearly focuses on language learning, however, it also discusses what implications these insights have on teaching. Participants are invited to reflect on their own language learning and teaching in the light of the theories presented. The seminar uses various methods to facilitate engagement with the module content: brief lecture style presentations, question and answer, group discussions, pair discussion, student presentations, discussion of relevant articles, concept maps, poster presentations, etc. The participants are given guidance of how to prepare for each seminar and they are invited to actively participate.
The aim of this module is:
to critically review foundational concepts in second language learning theories;
to provide an overview of the current debate on key issues in second language learning research;
to enable participants to engage in critical analysis and discussion of an area of study in second language learning;
to enable participants to consider critically the application of current research in language learning to language teaching practice.
EFPM280: Developing Practical Knowledge for TESOL Teaching
This module is designed to provide students with the opportunity to develop the practical skills and techniques required to teach English effectively in their contexts. Students will be invited to reflect upon key practical aspects of English language teaching, such as lesson planning, designing and adapting materials, grouping techniques, classroom management, and error correction, among others. Students will have the opportunity to plan and deliver lessons and receive teacher and peer feedback. They will also observe language classes in different contexts and reflect about how the practical techniques used by others might be appropriate, or not appropriate, to teaching in their own contexts.
- To provide students with a thorough understanding of the relationship between theoretical perspectives and different TESOL classroom practices.
- To provide an introduction to key concepts associated with the practice of foreign or second language teaching.
- To familiarize students with the core competencies associated with successful practice in TESOL classrooms from both a theoretical and practical perspective.
- To develop students' capacity to successfully apply conceptual and practical knowledge about foreign or second language practice to the realities of their own current and/or future teaching contexts.
- To develop students' capacity to reflect critically on their own teaching as well as their peers'.
EFPM333: Analysing and Teaching Language Systems and Skills
In this module, you will broaden your understanding of the English language and how to teach it. You will be introduced to the concept of language awareness and the need to develop language awareness in your own students. You will develop skills and techniques of language analysis in the areas of lexis, grammar, phonology and discourse, both within spoken and written texts. You will broaden your understandings of the range of methods and approaches for teaching language systems (lexis, grammar, phonology and discourse) and skills (reading, writing, listening and speaking). You will then critically reflect upon how these aspects of language may be effectively taught within your own teaching contexts.
Module aims:
EFPM651: TESOL Teaching Practice Part 1
In this module, alongside your academic studies, you will embark upon a practical TESOL teaching course (the Cambridge CELTA course). You will be introduced to the fundamental systems of grammar, lexis and phonology, as well as the four skills of reading, writing, listening and speaking. You will learn how to teach these systems and skills through effective classroom management techniques. You will plan and deliver lessons that aim to foster meaningful learning with real English as a second language students. You will observe experienced teachers in the field, you will receive feedback on your own lessons, and you will reflect upon the development of your beliefs and practices.
Note: This module is aimed primarily at teachers with fewer than two years’ full-time TESOL teaching experience, but is also available to those with more than two years’ relevant experience.
Note: Assignments on the CELTA are assessed separately from this module. Pass or failure in one does not affect the other.
EFPM308: Preparing for Educational Research and Dissertation
This is the final module for campus-based School of Education Masters programmes. This 60-credit module will introduce you to educational research and support you in designing and/or carrying out a small-scale research project on an educational topic of your choice; it is expected that this topic will be linked to your pathway/programme.
The module consists of online materials and/or taught components that build and support the research skills you require. If you choose to do an empirical or literature-based study, a dissertation supervisor will support you in writing a research proposal, carrying out your project and writing up your dissertation. If you choose to do an empirical study, a dissertation supervisor will support you in writing a research proposal, carrying out your project and writing up your dissertation. If you choose to write a more detailed research proposal, a supervisor will support you in developing and articulating your understanding of research paradigms, methodology, methods, and ethics.
The aim of the module is to develop your understanding of a range of methods of educational enquiry and to provide the necessary theoretical background to carry out a research enquiry, usually in a professional context. Specifically, the module will enable you to:
EFPM642: Dissertation Portfolio
Drawing from the discipline of teaching inquiry, this module will introduce you to ideas, resources, and tools to support your own education inquiry, promoting the discussion of contemporary issues in education, alongside creating an educational artefact or resource aimed at enhancing the teaching and learning of others. You will engage in iterative cycles of exploration, investigation, and reflection, deepening your understanding of key educational concepts and related them to developing questions regarding specific issues in contemporary education. Through inquiry-based learning, you will pose questions, reflect on your practice and the practices of others, gather information from existing academic research, and make informed decisions regarding how to enhance the learning of others.
We use the terms artefact and resource to refer to something which is designed and created by you with the intention of addressing a specific issue in education practice. Previous artefact examples and research questions include:
- How can Chinese education enhance teaching methods to foster critical thinking skills? Artefact: a Whodunit murder mystery role play lesson
- How does creative dance education enhance elementary school students' mental wellbeing: Artefacts: lesson plans and teaching resources
- How can we help busy teachers to embed creative thinking in everyday teaching? Artefact: Podcast Series which interviewed a range of academics regarding their conceptualisations of creativity.
- What are the existing problems faced by primary school teachers in China when disciplining students? Artefact: shadow puppet video
- What are the most effective strategies and tools for helping primary school students transition from spoken Arabic dialects to Modern Standard Arabic (MSA)? Artefacts: lesson plans and teaching resources
- How does the integration of identity formation in professional development programmes in Peru influence teachers' motivation and resilience? Artefact: in-service training materials
This module aims to develop your knowledge and skills in:
- Understanding teacher inquiry and its application to educational practice
- Developing, reviewing, and refining project aims within an inquiry framework
- Reviewing and synthesising relevant academic literature to support your understanding of a chosen educational problem
- Applying theory, research, and policy to practice through the design and creation of a practice‑based educational artefact or resource
- Critically evaluating both the final artefact and the learning processes that informed its development
This module provides a distinctive opportunity to investigate an educational issue of personal or professional significance and to develop a practice‑based artefact informed by research.
Optional modules
| Code | Module | Credits |
|---|---|---|
| Optional 1 | ||
| Developing Language Teachers | 15 | |
| Bilingual and Multilingual Perspectives on Language Learning and Teaching | 15 | |
| Principles and Practices of Curriculum Development and Syllabus Design | 15 | |
| Issues in English Language Teaching | 15 | |
| Technology, Learning and Pedagogy | 15 | |
| Learner-Centred Education | 15 | |
| Teaching and Learning Vocabulary | 15 | |
| Education Placement | 30 | |
| TESOL Teaching Practice Part 2 | 30 | |
| Teaching English to Young Learners | 15 | |
| Foreign Language Testing and Assessment | 15 | |
| Teaching and Researching English for Academic Purposes | 15 | |
| Transdisciplinary Collaborations for Creative Futures | 15 | |
Please note that the module information displayed here is subject to change.
60 credits of compulsory modules
From Compulsory Choice 1 you must choose one of the following two modules: EFPM280 OR EFPM266.
If you have less than two years teaching experience, you must take EFPM280.
If you have more than than two years teaching experience, you must take EFPM266.
Select a further 30 credits of modules from the same group plus the zero credit module EFPM200 SoE Success for All.
In order to take EFPM651 you must meet additional Cambridge CELTA entry criteria.
60 credits of optional modules
Choose 60 credits from the optional modules.
You are permitted to take EFPM652 only if you have already enrolled in EFPM651.
In order to take EFPM652 you must meet additional Cambridge CELTA entry criteria.
Compulsory modules
| Code | Module | Credits |
|---|---|---|
| Compulsory 1 | ||
| SoE Success for All | 0 | |
| Compulsory Choice 1 | ||
| Principles of Language Learning for TESOL | 30 | |
| Developing Practical Knowledge for TESOL Teaching | 30 | |
| Analysing and Teaching Language Systems and Skills | 30 | |
| TESOL Teaching Practice Part 1 | 30 | |
Optional modules
| Code | Module | Credits |
|---|---|---|
| Optional 1 | ||
| Developing Language Teachers | 15 | |
| Bilingual and Multilingual Perspectives on Language Learning and Teaching | 15 | |
| Principles and Practices of Curriculum Development and Syllabus Design | 15 | |
| Issues in English Language Teaching | 15 | |
| Technology, Learning and Pedagogy | 15 | |
| Learner-Centred Education | 15 | |
| Teaching and Learning Vocabulary | 15 | |
| Education Placement | 30 | |
| TESOL Teaching Practice Part 2 | 30 | |
| Teaching English to Young Learners | 15 | |
| Foreign Language Testing and Assessment | 15 | |
| Teaching and Researching English for Academic Purposes | 15 | |
| Transdisciplinary Collaborations for Creative Futures | 15 | |
Please note that the module information displayed here is subject to change.
Please note that students on the CELTA Pathway must take the following modules:
Term 1
| Code | Module | Credits |
|---|---|---|
| EFPM651 | TESOL Teaching Practice Part 1 | 30 |
Term 2
| Code | Module | Credits |
|---|---|---|
| EFPM652 | TESOL Teaching Practice Part 2 | 30 |
Only CELTA students will be eligible to take EFPM651 and EFPM652.
Please see the tabs above for the full structure of MEd TESOL and PGDip TESOL programmes.
Fees
2026/27 entry
UK fees per year
- MEd
- £11,000 full-time; £6,000 part-time
- PGDip
- £8,050 full-time; £4,025 part-time
- CELTA
- Additional fees apply for CELTA students (~£1800), but a special £250 discount is offered to University of Exeter students.
International fees per year
- MEd
- £25,550 full-time; £12,775 part-time
- PGDip
- £16,350 full-time; £8,175 part-time
- CELTA
- Additional fees apply for CELTA students (~£1800), but a special £250 discount is offered to University of Exeter students.
Scholarships
The University of Exeter offers a wide range of scholarships to support your education, with £7 million available for international students applying to study with us in the 2026/27 academic year, including our prestigious Exeter Excellence Scholarships. We also provide awards for sport, music and other achievements, as well as regional and partner scholarships with organisations such as Chevening, The Beacon Trust and the British Council. For more information on scholarships and other financial support, please visit our scholarships and bursaries page.
University of Exeter Alumni Scholarship
We are pleased to offer the University of Exeter Alumni Scholarship, a scholarship for University of Exeter alumni beginning a standalone postgraduate programme in 2026/27 with us a scholarship worth 20% of the cost of your first year tuition fees.
Terms and conditions, including deadlines, apply.
Funding and scholarships
A. S. Hornby Educational Trust Scholarships
The Hornby Trust is delighted to be working with the University of Exeter to deliver a number of scholarships. Up to ten (10) fully funded scholarships are available to students who meet the University of Exeter’s admission’s criteria for the MEd TESOL Programme for September 2026.
The Hornby Educational Trust prioritises capacity building for English language teaching in low-and middle-income countries. It awards Master’s degree scholarships to teachers and related professionals with relevant experience and evidenced potential to impact and enhance the field of English language teaching and learning in their home country.
Teaching and research
Teaching
The programme involves tutorials, seminars, group activities, workshops, collaborative dialogue, and lectures. Through these you’ll:
- learn key principles of teaching methodology
- learn how language could be taught in different learning contexts
- learn and understand how language is learned in an instructed and uninstructed environment
- develop language analysis and awareness skills, such as analysing grammar, vocabulary, pronunciation and discourse.
Visiting Speakers
During the year, from time to time there will be talks by visiting speakers who are authorities in particular areas of Education.
Study Skills Classes
Classes are provided for language support study skills in terms 1 and 2 that will help you adjust to academic study. These classes are provided by INTO and, while optional, are strongly advised if English is not your first language (more information below).
An optional two-hour workshop is also provided in term 1 by the Education Quality and Enhancement unit on Critical reading and writing. This is open to all MEd students and is strongly recommended.
Writing support tutorials
In addition to the on-going one to one tutorial support you will receive from your lecturers throughout the year, you will also be able to seek additional one to one writing tutorial support from a tutor from INTO if English is not your first language, and from the Study Skills Service for those who have English as a first language.
Staff-student research seminars
A programme of seminars on researching various aspects of education takes place regularly throughout the year on lunchtimes and evenings. Many of these are given by visiting academics from other institutions. We also organise Research-Day events for MEd TESOL students to come over and present a snapshot of their masters dissertation topic to their tutors and classmates. You are welcome to attend any of these, but we will also highlight those we feel to be of particular interest or of relevance to your studies.
Research
Our programme is designed to relate theory to practice, allowing you to introduce effectively the knowledge, skills and understanding gained through our research-led modules into your professional work. You’ll get informed on a diverse range of research conducted by the TESOL staff on applied linguistics issues such as EAP, professional development, multilingualism, language skills and strategies, corpus linguistics, and discourse analysis.
Education Placement
The Education Placement module (EFPM379) is available as an optional module in term 2. This provides a unique opportunity to observe, experience and reflect on practice and enhance your employability skills.
Students undertake an education-related work placement with an external organisation (that includes schools, tutoring programmes, education charity etc.), or a teaching and learning placement within the university. We guarantee a placement within the university, if students do not take up an external placement.
Alongside this placement, lectures and seminars provide the tools to reflect critically on your experience of educational practices. You will consider how your experience on placement relates to the wider issues, processes, practices, policies and theoretical ideas that you have explored in your academic study. This module thus strongly supports you in connecting theory and practice.
A variety of placement options are available. Students may secure their own placement (with support from university advisors). Others may undertake a placement within the university, observing and working with teaching staff in the department. A small number of competitive placements may be available to apply for directly from university partners. Students may also opt for an online placement involving curated digital activities. You are encouraged to think about the variety of settings where education might occur and to consider experiences which will challenge your existing assumptions, perspectives and skill sets.
To access some placement options, you may require Disclosure and Barring Service clearance, which will incur a cost. Note that the administrative process for this can take several months, and international students may need to obtain documentation in their home country before applying for clearance. Please see information on DBS.
Transdisciplinary Collaborations for Creative Futures
You are invited to consider taking Transdisciplinary Collaborations for Creative Futures as an optional module in your course. It's available in two formats: 15 credits (EFPM838) or 30 credits (EFPM839).
Our Transdisciplinary Collaborations for Creative Futures module will give you the competitive career advantage of understanding how to bring your disciplinary knowledge into active dialogue with students and staff from other disciplines in order to tackle global sustainability challenges.
This module is taught by staff from across the University of Exeter and is grounded in the University's School of Education research, which shows that the best way to tackle complex real-world challenges is to creatively collaborate across disciplines and with stakeholders.
The challenges will come from external University strategic partners, ensuring issues are current, cutting edge and relevant, whilst supporting employability. The module aims to teach you how to collaboratively, and critically, produce original ideas, and think innovatively about the future through research-based activities, fieldwork and creative workshops that blend the arts, sciences, social sciences, humanities and business.
Using appropriately innovative assessment techniques, the module will equip you to respond to the global complexity and uncertainty that you will inevitably encounter when you graduate. You will be taught using pedagogical innovations, working in transdisciplinary teams with facilitation through cutting edge Creative Pedagogies and Design Thinking.
This module is particularly appropriate for international students seeking insight into UK business, creative industries and cultural contexts and employment possibilities.
Feedback from students who have taken this module highlights its value and the additional skills it helps them develop:
"This module has changed my perspective and transformed my vision. I now have a new understanding of how educational processes and practices should be designed so that learners can acquire skills such as problem-solving, collaborative working, critical and creative thinking in a transdisciplinary way." - Canan, MEd TESOL
"This module has made me more deeply understand the importance of interdisciplinary cooperation. This diversity is also a key reason why I chose this course. I hope to interact with people who have different viewpoints and come from different fields to help me look at problems from various perspectives." - Joey, MA Creative Arts in Education
"Taking this module is one of the best things I've done as part of my studies at Exeter. This is the most exciting and creative course I have ever attended." - Linh Le, MEd TESOL
"I would definitely recommend this module, not only can students learn by means of interdisciplinary cooperation through group cooperation, but also can expand the scope of communication, promote international students to know more about local culture, and promote the communication between international students and other students, which is really very good." - Sherry, MA Creative Arts in Education
Careers
A Masters in TESOL has international recognition and is seen as an important professional qualification worldwide to enable TESOL teachers to enhance their career prospects. It is often seen as an important entry qualification for educators who want to work at University level.
In addition, depending on the modules taken, completing the MEd TESOL can help you move into new areas such as:
- teacher education and training
- English for Special Purposes
- materials development
- teaching English to young learners
Our MEd also offers excellent preparation for progression to MPhil/PhD
Career support
We have a good track record of graduate employment, and employers visit the University when recruiting. The EF recruitment team have visited the University to talk to our TESOL students about teaching and learning English in Chinese private language organisations, and conducted on-campus interviews. We also regularly receive details of job opportunities from Turkish and Chinese universities who are looking for high-quality language teachers.
Careers support including skills training, internships, jobs vacancies, employment fairs and other events is available through the Career Zone.
