Preparing for TESOL Inquiry and Dissertation

Module title	Preparing for TESOL Inquiry and Dissertation
Module code	EFPM329
Academic year	2023/4
Credits	60
Module staff	Dr Gabriela Meier (Lecturer) Professor Dongbo Zhang (Lecturer) Dr Esmaeel Abdollahzadeh (Lecturer) Professor Salah Troudi (Lecturer) Dr William Pearson (Lecturer) Dr Nicholas Bremner (Convenor)

Duration: Term	1	2	3
Duration: Weeks	11	11	11

Number students taking module (anticipated)	60

Description - summary of the module content

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 and teaching

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

Assessment

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

Re-assessment

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

Resources

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

ELE: https://vle.exeter.ac.uk/course/view.php?id=9616

Module has an active ELE page

Key words search

TESOL, masters, dissertation, educational research

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