I. GENERAL INFORMATION
School: Humanities and Communications
|
Department: Centro
Superior de Idiomas
|
Program: English as a Foreign Language
|
Course
Title: TEFL Research
|
Class
Code: 0575
|
Credits: 4
|
Requirement:
Metodología de la Investigación
|
Term: 2Q2016
|
Self-Study
Hours: 120
|
Class
Hours:60
|
Name
of Instructor: Betsy Divine, MA
|
Class Schedule: Tuesday 9-11:50 in Room H-1/
Friday 11-12:50 in Room H-1
|
E-mail:TEFLinstructorBetsy@gmail.com
|
Office
Hours: Contact for Individualized Hours
|
TEFL Coordinator: Kenia Obando B.A
|
Submitted
on: May 23th, 2014
|
I.
COURSE OBJECTIVES
a) General:
Students will be able to
undertake a research project related to teaching skills or relevant aspects
that are conducive to better teaching practice.
b) Specific: At the
end of this course, students will be able to:
1.
Identify
proper research methods to carry out their investigation.
2.
Compile
and analyze information related to their research project.
3.
Attain
awareness of stages in the research process.
4. Draft a research proposal focused
on their analysis during the research process.
II.
CLASS REQUIREMENTS:
Students
are expected to:
1.
Attend
each session punctually. More details about the attendance policy may be found
in the university regulation handbook.
2.
Bring the
assigned materials to the class.
3.
Be fully
engaged in the class activities.
4.
All
assignments must be uploaded to your digital folder before the due date, late
assignment submissions will not be accepted unless prior approval is obtained
before the due date. In other words, if you ask me for an extension on the
due date or after the due date, you will be receiving a zero regardless of the
reason. You need to speak with me and obtain an extension before. Extensions
are only grated for reasonable extenuating circumstances. This policy is in
place to maintain order and equality for all students.
Submitting Homework on Google:
The majority of your homework will be submitted
digitally. I will also be giving you all feedback and grades digitally. To do
this, you will be submitting all your work to a shared google drive folder.
This means you will have to use or create a Google account. Over 240 million
companies and individuals use Google drive to share information. Therefore, if
you do not already know this platform, it will be worth learning. If, during
the term of the semester, you have problems uploading your documents to the Google
folder, you can email me your homework and I will place it into the folder for
you.
Here is one of many tutorials you can watch on
using Google Drive: https://www.youtube.com/watch?v=-HU9Z5gtQVk
Plagiarism:
Plagiarism is taken very seriously in this
class. Students who knowingly plagiarize will be subject to failure. Examples
of potential plagiarism include, but are not limited to, the following list:
1.
Copy
and pasting more than three words in a row without quotations
2.
Paraphrasing
from another work without citation
3.
Not
including sufficient information in the references to locate the source
4.
Not
including sufficient information in the text to match to the reference
5.
Copying
ideas, instruments, models, etc. without proper citation
Teachers
are expected to:
1.
Be
punctual
2.
Engage
all learners
3.
Be
respectful
4.
Encourage
learners to cooperate with other learners
5.
Help
students develop research skills that contribute to their formation process
III. EVALUATION
Undertaking research
projects is, by its own means, a powerful tool for professionals to observe
certain phenomena of the reality, and propose solutions to favor change for
improvement. For teachers, doing research is a skill that must be developed as
a way of continually improving their teaching practice. Therefore, being able
to observe, look for information, question, analyze, and draw conclusions
becomes a great meaningful experience to better understand the complex
processes underlying the learning of a second language. The TEFL Research
course is not only intended to provide students with a research experience to
explain situations that occur in an educational context, but also to be aware
of the usefulness of carrying out research project.
In this
course students will actively participate in tasks that measure their knowledge
of both content and research process. They will actively interact with other
students, teachers and experts in order to undertake their research project. In
addition, students will provide reflective papers to self-evaluate their
learning outcomes in some sections of the process.
The assessment students will perform is to
focus on developing research skills and becoming aware of the process they have
to follow in order to carry it through.
The assessment will be
as follows:
Attendance and participation: 10%
Reflections (learning process): 10%
Presentations: 20 %
Drafts of the research process: 40%
IV.
TABLE OF CONTENT (Click to Enlarge)
V.
BIBLIOGRAPHY
Grass, S., Mackey, A. (2005) Second
Language Research: Methodology and Design. London: Lawrence Eurlbaum
Associates
Complementary books and articles
Hatch,
E., & Lazaraton, A. The research manual: Design and statistics for applied
linguistics. Boston, Massachusetts: Heinle and Heinle
Teitelbaum,
H. (1998). How to write a thesis paper. New Jersey: Arco
Weissberg,
R., & Buker, S. (1990). Writing up
research. New Jersey: Prentice Hall
Regents
Wiersma, W. (1995). Research methods in education (6th ed.).
Massachusetts: Simon an
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