Preparing for TESOL Inquiry and Dissertation
| Module title | Preparing for TESOL Inquiry and Dissertation |
|---|---|
| Module code | EFPM329 |
| Academic year | 2024/5 |
| Credits | 60 |
| Module staff | Dr Nicholas Bremner (Convenor) Dr William Pearson (Lecturer) Professor Salah Troudi (Lecturer) Dr Esmaeel Abdollahzadeh (Lecturer) Professor Dongbo Zhang (Lecturer) Dr Gabriela Meier (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 | 11 |
| Number students taking module (anticipated) | 60 |
|---|
Module description
This 60 credit module will introduce you to TESOL research and support you in designing and carrying out a small-scale research project on a TESOL topic of your choice. This is often referred to as the dissertation module because the main output is a dissertation reporting on this research project. The module consists of online materials and taught components that build and support the research skills you require. You will be allocated a dissertation supervisor who will support you in writing a research proposal, carrying out your project and writing the dissertation.
Module aims - intentions of the module
The aims of this module are:
- To understand the purpose and uses of TESOL research in relations to theory development, policy formation and professional practice;
- To critically examine the available paradigms and modes of educational enquiry with a view to a research enquiry;
- To design an appropriate enquiry and select suitable methods for the enquiry and justify these in theoretical terms;
- To carry out a small scale enquiry within TESOL field at Master’s level;
- To interpret evidence and discuss its relevance to existing enquiry; and
- To develop a critical understanding of the ethical issues associated with educational enquiry.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a systematic understanding of knowledge and a critical awareness of problems and/or new insights, much of which is at, or informed by, the forefront TESOL research and practice;
- 2. demonstrate a comprehensive understanding of techniques applicable to their own research;
- 3. demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in language teaching and learning, and related fields;
- 4. demonstrate conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in TESOL; and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. demonstrate awareness and ability to manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions;
- 6. demonstrate a comprehensive understanding of techniques/ methodologies applicable to their own work
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. demonstrate an ability to undertake research tasks competently with minimum guidance;
- 8. demonstrate the ability to deal with complex issues both systematically and creatively, make sound
- 9. demonstrate self-direction and originality in tackling and solving problems, and act
- 10. take responsibility for the direction and management of the research and its resolution.
Syllabus plan
The module consists of a series of lectures, workshops and on-line resources. Topics are selected from the following:
- Introduction to research and writing a dissertation
- Searching and reviewing literature
- Research paradigms and methodologies
- Choosing your topic and research questions
- Interviews
- Questionnaires
- Observation
- Quantitative research and analysis
- Qualitative research and analysis
- Mixed methods research
- Research ethics
- Writing up
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 44 | 556 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 22 | 11 Lectures x 2 hours (full time and part time) |
| Scheduled learning and teaching activities | 12 | 6 Workshops x 2 hours |
| Scheduled learning and teaching activities | 10 | Individual supervision |
| Guided Independent Study | 556 | A variety of private study tasks directed by module tutors through online materials (in ELE). These tasks may include: Carrying out of research enquiry, gathering data, analysing data, writing dissertation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Research Proposal | 3000 words | 1-4, 5, 6 | Written formative feedback from supervisor |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Dissertation | 100 | 12000 words | 1-10 | Written feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Dissertation | Resubmission of Dissertation | 1-10 | Usually 6 weeks |
Indicative learning resources - Basic reading
Basic reading:
Baumfield, V., Hall, E. and Wall, K. (2008) Action Research in the Classroom. London: Sage.
Bitchener, J. (2010) Writing an Applied Linguistics Thesis or Dissertation. Basingstoke: Palgrave MacMillan. Burns, A. (2010) Doing Action Research in English Language Teaching. Abingdon: Routledge
Dornyei, Z. (2007) Research Methods in Applied Linguistics. Oxford: Oxford University Press. Dornyei, Z. (2010) Questionnaires in second language research:. construction, administration, and processing: OUP
Gillham, B. (2000) Developing a Questionnaire. London: Continuum. Gillham, B. (2000) The Research Interview. London: Continuum.
Gillham, B.(2008) Observation Techniques. London: Continuum
Grix, J. (2004) The Foundations of Research. Basingstoke: Palgrave MacMillan.
Heigham, J. and Croker, R. (2009) Qualitative Research in Applied Linguistics. Basingstoke: Palgrave MacMillan. McKay, S. (2006) Researching Second Language Classrooms. Mahwah, New Jersey: Lawrence Erlbaum Associates. Richards, K. (2003) Qualitative Enquiry in TESOL. Basingstoke: Palgrave MacMillan.
Richards, K., Ross, S. & Seedhouse, P. (2012). Research Methods for Applied Language Studies. Routledge. Silverman, D. (2010). Doing Qualitative Research (3rd ed). London: Sage.
Yin, R. (2014). Case Study Research. Sage. London: Sage.
There are also other general research methods books such as:
Cohen, L., Manion, L. & Morrison, K. (2018) Research Methods in Education. London: Routledge. Hammersley, M. (2002). Educational Research: Policy Making and Practice. London: Paul Chapman.
Robson, C. & McCartan, K. (2016). Real world research: a resource for users of social research methods in applied settings. Hoboken: Wiley,
Thomas, G. (2013) How to do a research project. London: Sage Publications. Available at: http://encore.exeter.ac.uk/iii/encore/record/C__Rb2640416?lang=eng
Wellington, J. (2015) Educational Research: Contemporary Issues and Practical Approaches. London: Continuum.
Indicative learning resources - Web based and electronic resources
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | Completion of relevant MEd TESOL modules to the value of 120 credits at level 7. |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/05/2015 |
| Last revision date | 23/03/2023 |
