ALC8039 : TESOL Research Portfolio (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Dr Jim Chan
- Lecturer: Prof. Paul Seedhouse, Dr Katherina Walper, Dr Christopher Leyland, Dr Müge Satar, Dr Elaine Lopez
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 3 Credit Value: | 60 |
| ECTS Credits: | 30.0 |
| European Credit Transfer System | |
Aims
The overall aim of the TESOL Research Portfolio is consistent with the overall aim of the programme: to develop students’ knowledge of empirical research and scholarship in the field of Teaching English as a Second or Other Language (TESOL), in conjunction with their chosen focus, and to develop their skills as independent, critical researchers or scholars. Research in TESOL focuses on original academic inquiry and the development of new theoretical insights through data collection and analysis, whereas scholarship emphasises the application of existing research, theory, and critical inquiry to inform and enhance professional practice in real-world TESOL contexts.
More specific aims for students are:
1. To critically evaluate a research methodology used in TESOL research and/or scholarship.
2. To provide opportunities for students to critically evaluate the literature to identify a research and/or scholarship gap.
3. To apply the knowledge and skills they have acquired from the taught modules to an independent research or scholarship project.
4. To propose feasible and appropriate research or scholarship project.
5. To collect, analyse and evaluate data to accomplish a research or scholarship project.
6. To present their work to a high standard, using written, spoken and visual methods.
Outline Of Syllabus
The module is structured to fit around the three TESOL Research Portfolio components.
As such, the module is divided into three main parts:
Part 1 (semester 1): Introducing research methodologies for TESOL. In these sessions, students are:
• Introduced to a series of methodologies and their underpinning theories widely used in TESOL research and scholarship.
• Given guidance on how to critically evaluate the research methods.
• Given guidance on using library and information resources for their own study.
Part 2 (semester 2): Data collection and analysis in TESOL. In these sessions, students are:
• Introduced to a variety of practical data collection and data analysis methods which are of use to scholars investigating TESOL.
• Enabled to develop skills in selecting the most relevant forms of data collection and analysis for various research and scholarship projects.
• Given guidance on identifying and articulating a research or scholarship gap and proposing an empirical project using spoken and visual methods.
• Supported to design a feasible and innovative research/scholarship project in TESOL.
Part 3 (semester 3): During this period, students are supported by academic advisors to:
• Build on the learning from parts 1 and 2 to develop their research/scholarship project.
• Collect and analyse data related to their research/scholarship project.
• Write up the findings, construct a central argument and accomplish project outcomes.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 20 | 2:00 | 40:00 | N/A |
| Structured Guided Learning | Lecture materials | 10 | 1:00 | 10:00 | N/A |
| Guided Independent Study | Assessment preparation and completion | 1 | 75:00 | 75:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 100:00 | 100:00 | N/A |
| Structured Guided Learning | Structured research and reading activities | 10 | 1:00 | 10:00 | N/A |
| Guided Independent Study | Skills practice | 1 | 50:00 | 50:00 | N/A |
| Scheduled Learning And Teaching Activities | Workshops | 6 | 2:00 | 12:00 | N/A |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 2:00 | 2:00 | N/A |
| Guided Independent Study | Independent study | 1 | 295:00 | 295:00 | N/A |
| Scheduled Learning And Teaching Activities | Dissertation/project related supervision | 6 | 1:00 | 6:00 | N/A |
| Total | 600:00 |
Teaching Rationale And Relationship
Lectures in semesters 1 and 2 provide an introduction to the weekly content and establish a basic level of understanding of the topic. Opportunities are also provided for peer discussion and personal reflections both online and in-person to develop critical thinking skills. Students are signposted to essential and complementary reading for individual further study.
In between lectures, structured guided learning activities provide students with weekly opportunities to both consolidate prior learning and explore further areas of interest.
In semester 2, students will attend workshops to practise data collection and analysis techniques commonly used in TESOL research and scholarship. Through independent study, students further develop their areas of interest and engage in wider reading, personal self-reflection and assignment preparation.
Throughout the taught stage of the module (i.e. semesters 1 and 2), students will be prepared to conduct their own research scholarship project (Component 3). In the research stage (semester 3), students will be supported through 1-1 tutorials with an academic advisor.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Research paper | 1 | M | 20 | Critical Review of a Research Method (2000 words) |
| Research proposal | 2 | A | 30 | Project Proposal 10-minute presentation, 5-minute discussion, PPT and short summary sheet. |
| Dissertation | 3 | A | 50 | Dissertation/professional project (9000 words) |
Assessment Rationale And Relationship
The ability to identify and critically evaluate relevant methodological approaches and practices will be assessed in Critical Review of a Research Method (Component 1). Students’ understanding of the strengths and weaknesses of a research method (gained in Component 1) will inform the development of their research/scholarship project proposal which will be assessed in the Project Proposal (Component 2). In this proposal, students will critically evaluate the literature to identify a research and/or scholarship gap and propose a feasible and appropriate research or scholarship project. This will be presented using written, spoken and visual methods. The feedback students receive for Component 2 will inform the development and implementation of the research/scholarship project (Component 3).
In Component 3, students are given the option of carrying out a dissertation (research project) or professional project relating to some aspects of TESOL such as action research, critically evaluating a teaching approach, or developing learning/teaching materials (scholarship project). Providing students with the option of a dissertation or a professional project allows them to align their work with their career goals and academic interests, fostering both research excellence and professional development. While the dissertation focuses on original academic research and theoretical inquiry, the professional (scholarship) project emphasises the practical application of scholarship to real-world TESOL contexts. In the field of TESOL, scholarship encompasses both traditional academic research and applied, critical inquiry that informs and enhances professional practice. Students will apply the knowledge and skills they have acquired from the taught modules to their independent research or scholarship project and present their work to a high standard in written form.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- ALC8039's Timetable