Postgraduate Module Descriptor

EFPM329: Preparing for TESOL Inquiry and Dissertation

This module descriptor refers to the 2021/2 academic year.

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.