澳门六合彩开奖记录
EDM102: Research Methods in English Language Education
Module code: EDM102
Module provider: Institute of Education
Credits: 20
Level: Postgraduate Masters
When you'll be taught: Semester 1
Module convenor: Dr Kari Sahan, email: k.e.sahan@reading.ac.uk
Pre-requisite module(s):
Co-requisite module(s):
Pre-requisite or Co-requisite module(s):
Module(s) excluded:
Placement information: NA
Academic year: 2024/5
Available to visiting students: No
Talis reading list: No
Last updated: 21 May 2024
Overview
Module aims and purpose
Students will develop an understanding of quantitative and qualitative approaches to research in English language education, of the advantages and disadvantages of different research designs, and of a range of data collection techniques. They will develop an awareness of the importance of research ethics and of how research evidence can be used to inform policy and practice in English language education. They will also learn how to report the results in the form of a research report.
Aims
The aim of the module is to provide students with an overview of approaches to research in English language education in order to equip them with the knowledge and skills needed to understand and evaluate research studies and to carry out a small-scale research study for their dissertation.
Module learning outcomes
By the end of the module, it is expected that students will be able to:
- Explain the nature and purpose of research in English language education in the broad context of educational research
- Describe a range of approaches to research design and data collection and analysis
- Critically evaluate research methods and their application in research studies in the field of English language education
- Formulate research questions and design and plan an original research study
- Discuss ethical and practical issues in research and practitioner inquiry
Module content
- Introduction to educational enquiry
- Formulating research questions and hypotheses
- Synthesising and evaluating quantitative and qualitative evidence
- Familiarisation with a range of conceptual frameworks for social and educational enquiry
- Key constructs in education (e.g. ability, achievement, discipline, literacy, norms, progress) and how these can be investigated, operationalised and, where applicable, measured
- Types of research design (cross-sectional, longitudinal, case-studies etc.) and advantages and disadvantages of the use of each in relation to particular research questions
- Data collection methods, including experimental design, questionnaires, interviews, and case studies
- Methods for analysis of both quantitative and qualitative data, including an introduction to the statistical software package SPSS
- How research evidence can be used to inform policy and practice in English Language Education
Structure
Teaching and learning methods
The central content areas will be covered through lectures and presentations. Students are encouraged to identify a topic for investigation and to reflect on the content of taught sessions in relation to that topic.
Group activities will further collaborative learning and focus on project planning and research design, development of data collection tools (e.g. questionnaires), and dissertation planning.
Practical workshop sessions will focus on statistical analysis using SPSS, qualitative data analysis, and documentary analysis.
Blackboard will be used to provide access to essential readings, online self-study quizzes, and other forms of blended learning.
Study hours
At least 30 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.
聽Scheduled teaching and learning activities | 聽Semester 1 | 聽Semester 2 | 听厂耻尘尘别谤 |
---|---|---|---|
Lectures | 15 | ||
Seminars | 5 | ||
Tutorials | |||
Project Supervision | |||
Demonstrations | |||
Practical classes and workshops | 10 | ||
Supervised time in studio / workshop | |||
Scheduled revision sessions | |||
Feedback meetings with staff | |||
Fieldwork | |||
External visits | |||
Work-based learning | |||
聽Self-scheduled teaching and learning activities | 聽Semester 1 | 聽Semester 2 | 听厂耻尘尘别谤 |
---|---|---|---|
Directed viewing of video materials/screencasts | |||
Participation in discussion boards/other discussions | |||
Feedback meetings with staff | |||
Other | |||
Other (details) | |||
聽Placement and study abroad | 聽Semester 1 | 聽Semester 2 | 听厂耻尘尘别谤 |
---|---|---|---|
Placement | |||
Study abroad | |||
聽Independent study hours | 聽Semester 1 | 聽Semester 2 | 听厂耻尘尘别谤 |
---|---|---|---|
Independent study hours | 170 |
Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.
Semester 1 The hours in this column may include hours during the Christmas holiday period.
Semester 2 The hours in this column may include hours during the Easter holiday period.
Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.
Assessment
Requirements for a pass
Students need to achieve an overall module mark of 50% to pass this module.
Summative assessment
Type of assessment | Detail of assessment | % contribution towards module mark | Size of assessment | Submission date | Additional information |
---|---|---|---|---|---|
Written coursework assignment | Essay | 100 | 4,500 words | Semester 1, Vacation Week 3 | Note: This assignment is usually due at the end of Semester 1 (beginning of January). This corresponding with a UoR Vacation week, but it is the last week of the Chinese academic calendar before the Chinese New Year holiday. The due date for this assignment may be delayed until start of Semester 2, in line with Chinese New Year and the Chinese academic calendar, accounting for the CNY holiday in January/February. |
Penalties for late submission of summative assessment
The Support Centres will apply the following penalties for work submitted late:
Assessments with numerical marks
- where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
- the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
- where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
- where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.
Assessments marked Pass/Fail
- where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
- where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.
The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.
Formative assessment
Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.
Students will work together in pairs / small groups to complete a research study design task. Students will receive feedback on their study design from peers and the module convenor. The feedback provided by the module convener on the research design task can be fed forward to contribute to the design of a research study for the summative assessment. Students will also have the opportunity for regular in-class feedback from the tutors during lectures and seminars, as well as regular peer feedback during group work / tasks in class.
Reassessment
Type of reassessment | Detail of reassessment | % contribution towards module mark | Size of reassessment | Submission date | Additional information |
---|---|---|---|---|---|
Written coursework assignment | Essay | 100 | 4,500 words | Resubmission within one calendar month of the notification of failure |
Additional costs
Item | Additional information | Cost |
---|---|---|
Computers and devices with a particular specification | ||
Printing and binding | ||
Required textbooks | ||
Specialist clothing, footwear, or headgear | ||
Specialist equipment or materials | ||
Travel, accommodation, and subsistence |
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.