University of the West of England
MODULE SPECIFICATION
(Revised October 2005)
Code: UPNQD3-60-M Title: Dissertation, English Language Teaching Version: 1
Level: M UWE credit rating: 60 ECTS credit rating: 30
Module type: Project
Owning Faculty: HLSS Field: Linguistics
Valid from: September 2006
Contributes towards: MA in English Language Teaching
Pre-requisites: None
Co-requisites: None
Excluded combinations: None
Learning outcomes:
On completion of the MA dissertation the successful student will be able to:
• apply advanced research and analytical skills to an extended piece of writing, using the main theoretical perspectives of the areas of ELT and other related disciplines; (A elements 1 & 2 )
• demonstrate advanced conceptual understanding and knowledge in an area of interest to the student and related to English Language Teaching; (A 1 & 2)
• analyse problems objectively and reflectively, applying theories, methodology and strategies in rational, ethical and valid ways; (A 1 & 2)
• demonstrate autonomy in organisation, planning, implementation and data collection; (A 1 & 2)
• adopt a professional, pedagogic and/or interdisciplinary approach to tackling an issue/context/phenomenon, synthesising knowledge from a number of relevant and appropriate fields; (A 1 & 2)
• critically evaluate the outcomes of the research (including weaknesses) and propose new areas of investigation, if appropriate; (A 1 & 2)
• demonstrate an ability to work productively and effectively with a dissertation supervisor. (A 1 & 2)
Syllabus outline:
- a Dissertation in English which enables a relevant aspect of theory and practice to be explored.
Teaching and learning methods:
• A one-day research methodology training session will be held for students interested in submitting a Dissertation and able to attend; or an on-line presentation to be posted on the relevant IKSUR website for students unable to attend.
The session will include:
- advanced skills in literature search;
- IT skills (such as use of data bases or spread sheets, if appropriate);
- help in formulating a dissertation proposal.
The session will be designed to accommodate the interests of all MA in ELT students and will be an opportunity to develop the topics chosen for research.
There will not be an element of assessment in the research training.
• The Dissertation will be submitted at the end of the following process:
- formulation of a research proposal;
- identification and appointment of a Supervisor;
- submission of a work-in-progress report half-way through the period;
- regular contacts with the supervisor.
Reading Strategy
Essential reading: students will be expected to purchase the essential textbooks. If this is not possible, chapters or articles will be made available via the Digital Collections or through the UWE Library Services collection of electronic resources, or as printed study packs or through the library facilities at IKSUR. Material could be placed in the short loan collection for students completing their dissertation at UWE. Further reading: Suggestions for further reading will be supplied. Copies of journal articles will be available electronically as above. Students will receive appropriate skills development to ensure they are able to identify and locate relevant material.
Indicative Reading List:
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.
Aldridge, A. and Levine, K. (2001) Surveying the socials world: principles and practice in survey research. Buckingham: Open University Press.
Atkinson, P. (1990) The Ethnographic Imagination: Textual Constructions of Reality. London; Routledge.
Bell, J. (1999) Doing Your Research Project (3rd ed.) Maidenhead: Open University Press.
Bogdan, R.C. and Biklen, S.K. (1998) Qualitative research for education. Boston: Allyn & Bacon.
Coleman, H. (1992) Moving the goalposts: project evaluation in practice. In J. C. Alderson and A. Beretta (eds), Evaluating Second Language Education. Cambridge: Cambridge University Press.
Coolidge, F.L. (2000) Statistics: A gentle introduction. London: Sage.
Crème, P. and Lea, M.R. (2003) Writing at University. Maidenhead: OUP.
Denscombe, M. (2003) The Good Research Guide. Maidenhead: OUP.
Denzin, N. (1999) Cybertalk and the method of instances. In: S/ Jones (ed.) Doing Internet Research: Critical Issues and Methods for Examining the Net. Thousand Oaks, CA: Sage.
Denzin, N. and Lincoln, Y. (2000) Handbook of Qualitative Research (2nd ed.) London: Sage Publications.
Foddy, W. (1993) Constructing questions for interview and questionnaires. Cambridge: Cambridge University Press.
Kerlinger, F.N. (1986) Foundations of behavioural research (3rd ed.) New York: CBS College Publishing.
Madsen, D. (1992) Successful Dissertations and Thesis (2nd ed.). San Francisco: Jossey-Bass.
Miles, M. and Huberman, A. (1994) Qualitative Data Analysis. Thousand Oaks: CA: Sage.
Nunan, D. (1992) Research Methods in Language Learning. Cambridge: Cambridge University Press
Oliver, F. (2003) The Student’s Guide to Research Ethics. Maidenhead, OUP
Oppenheim, A.N. (1992) Questionnaire Design and Attitude Measurement. London: Heinemann.
Punch, K.F. (1998) Introduction to social research: quantitative and qualitative approaches. London: Sage.
Reason, P. and Bradbury, H. (2000) Handbook of Action Research. London: Sage Publications.
Rudestam, K.E. and Newton, R.R. (1992) Surviving your Dissertation: A Comprehensive Guide to Content and Process. Newbury Park, CA: Sage.
Salkind, N.J. (2000) Statistics for people who (think they) hate statistics. London: Sage.
Vulliamy, G. et al. (1990) Doing Educational Research in Developing Countries: Qualitative Strategies. London: Falmer Press.
Wolcott, H.F. (1990) Writing up Quality Research. Newbury Park. CA: Sage.
N.B. Other suggestions will be made to students in the module handbook (or equivalent) and as the course progresses.
Assessment
Weighting between components A and B (standard modules only) A: 100%
ATTEMPT 1
First Assessment Opportunity
Component A
Element 1 presentation (10 mins) and interview (20 mins)
based on the Dissertation Element weighting 25%
Element 2 the submission by the deadline of the Dissertation
(15000 words) Element weighting 75%
Second Assessment Opportunity (further attendance at taught classes is/is not required)
Component A
Element 1 presentation (10 mins) and interview (20 mins)
based on the Dissertation Element weighting 25%
Element 2 the submission by the deadline of the Dissertation
(15000 words) Element weighting 75%
SUBSEQUENT ATTEMPTS ARE NOT PERMITTED
Specification confirmed by …Approved by VARSC Chair’s action……Date …24.04.06……………
(Associate Dean/Programme Director) sgm