The dissertation (Pathway 1) integrates the different concepts, theories and skills within the MA in Applied Linguistics for Language Teaching, equips you, in your future careers, with knowledge and understanding of an area within the field by allowing you to explore a particular area of language teaching and/or language learning in depth, and allows you to reflect on the process of research enquiry. In addition, it provides you with an introduction to research methodologies, equips you with the management and theoretical frameworks involved in handling an extended piece of written work, and introduces you to the ethical considerations required in the conducting of language teaching research. The dissertation (Pathway 1) requires students to present a piece of written work of 12,000 to 15,000 words and can explore any topic within Applied Linguistics for language teaching. You are required to attend 10 hours of lectures/seminars on research methods, and to submit a research proposal by the end of Teaching Block 2.
Teaching will take the form of lectures, interactive seminars and project supervision/tutorials. Project supervision/tutorials may be face-to-face or remote. In addition, students will participate in class presentations of work in progress and in discussions on Study Space with peers and supervisors in order to share experience and develop their understanding. Formative feedback will be provided throughout the module to enable students to prepare their work, and conduct and report on their research, and students will be encouraged to reflect upon issues as they plan and execute the phases of their research project.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Lectures and interactive seminars: Project Supervision and tutorials: | 10 hours 10 hours |
| Guided independent study | Canvas discussion board Class presentations Formative learning tasks Research enquiry | 580 |
| Total (number of credits x 10) | 600 | |
The module is assessed formatively and summatively. Formative development tasks are provided after each session of lecture/interactive seminar, and are also provided by project supervisors throughout the dissertation process, according to students' individual needs. Formative assessment could be peer to peer feedback on work in progress, tasks familiarising students with SPSS software, and critiquing research questions. Students are required to present their work in progress at class presentations held in the second half of Teaching Block 2. Summative assessment is through coursework (100%) typically consisting of a research proposal (formative) to be submitted at the end of Teaching Block 2 and a 12000 to 15000 word dissertation (summative) to be submitted at the end of September (September cohort) or January (January cohort). The research proposal is 500 – 1000 words and requires demonstration of planning and investigation of literature.
| Learning Outcome | Assessment Strategy |
|---|---|
| 1) Demonstrate an ability to integrate different components of the MA in Applied Linguistics for Language Teaching and show in-depth knowledge of a particular area within the field | Formative assessment: peer and tutor feedback on presentation; research proposal, summative: research dissertation |
| 2) Demonstrate an ability to select from a range of research methodologies and design research so as to develop knowledge, understanding and professional skills as a language teacher, demonstrating an ability to critically engage with and evaluate theories, concepts and studies from a range of sources; | Formative assessment: peer and tutor feedback on presentation; research proposal, summative: research dissertation |
| 3) Demonstrate the project management and academic skills required to produce an extended piece of written work, including: time management, communication skills, cognitive and intellectual skills, practical skills; self reflection skills. | Formative assessment and summative dissertation |
| 4) Demonstrate an awareness of ethical considerations and academic rigour appropriate to all phases in the process of research. | Formative assessment,(research proposal) and summative dissertation |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Coursework | Dissertation | 100 |
| Total (to equal 100%) | 100% | |
It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module.
Nunan, D. (1992) Research Methods in Language Learning. Cambridge; CUP
McDonough, J. and McDonough, S. (1997) Research Methods for English Language Teachers. Cambridge; CUP
Bell, J. (2005) Doing Your Research Project: A Guide for First-Time Researchers in Education and Social Science. 4th edn. Open University Press.
Blaxter, L., Hughes, C. and Tight, M. (2006) How to research (3rd ed), Maidenhead: Open University Press
Burns, A. (1999) Collaborative Action Research for English Language Teachers. Cambridge; CUP
Hinkel, E. (2005) Handbook of Research in Second Language Teaching and Learning. New Jersey; Erlbaum Associates.
Norris, J. M. (2006) Synthesising Research on Language Learning and Teaching. Amsterdam; John Benjamins Publishing
Seliger, H. W. and Shohamy, E. (1989) Second language research methods, Cambridge: Cambridge University Press.
Wallace, M. J. (1998) Action Research for Language Teachers. Cambridge; CUP