Module EFPM329 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM329: Preparing for TESOL Inquiry and Dissertation
This module descriptor refers to the 2021/2 academic year.
Module Aims
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.
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 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; |
| Discipline-Specific Skills | 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 |
| Personal and Key Skills | 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. |
Module Content
Syllabus Plan
The module consists of a series of lectures, workshops and on-line resources. Topics are selected from the following:
Critical reading; Searching and Reviewing literature; Finding a suitable topic; Moving from Topic to Research questions; Project Design; Theoretical aspects of research; Research Methodologies; Research Ethics; Methods of Data Collection; Quantitative and Qualitative Data Analysis; Writing the dissertation.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 560 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 20 | 10 Lectures x 2 hours (full time and part time) |
| Scheduled learning and teaching activities | 10 | 5 Workshops x 2 hours |
| Scheduled learning and teaching activities | 10 | Individual supervision |
| Guided Independent Study | 130 | A variety of private study tasks directed by module tutors through online materials (in ELE). These tasks may include (with an indicative number of hours): |
| Guided Independent Study | 430 | Carrying out of research enquiry, for example, gathering data, analysing data, writing dissertation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| 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
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| 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 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| 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 Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
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.
