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Course information may change. Module information and course content, teaching and assessment may change each year and after you have accepted your offer to study at the University of ºÚÁϳԹÏÍø. We display the most up-to-date information possible, but this could be from a previous academic year. For the latest module information, see the module catalogue.

• Compulsory

  Students will take taught modules at Masters level over the initial two semesters of the programme, and will write a 15,000 word Masters dissertation over the summer.

  Semester 1

  • Second Language Acquisition: How do we learn languages? Does it make any difference what age we start at? Why do some learners seem to do better than others? Answers to these questions, and many more would be very useful to inform language teachers, and to guide learners. This module explores theories of second language acquisition to gain some understanding of what learners actually do, how learners differ, and the strategies they can use. This knowledge and understanding is evaluated in order to apply theory to practice.
  • Linguistics for Language Teachers: equips you with the skills required to describe and analyse language. It does not assume prior knowledge of Linguistics and seeks to introduce you to selected fundamental concepts, relevant to English language teaching. You acquire appropriate terminology and techniques in the analysis and description of grammatical terms and structures.
  • Language Teaching Methodology: explores the theories that inform teaching practice and analyses the implications these have in terms of ways of learning, material used, the teacher role and the learning spaces. This is essential for all those seeking to understand teaching environments more clearly and for those who have a chance to influence teaching environments.
  • Education and Researching: focuses on different research methodologies and critically evaluates quantitative, qualitative and mixed method approaches, helping students to understand the features of a rigorous research question in education, as well as consider how to design, pilot and reflect on the effectiveness of different data collection instruments. Students will be taught, and given the opportunity to practise, different approaches to data analysis. The module will also include guidance and discussion on the different ethical considerations when conducting education-based research, as well as the important stages in writing up the dissertation.

  Semester 2

  • Being a Doctoral Researcher: is designed to support students’ transition into doctoral-level study. The module introduces key concepts, methodological approaches, and criteria for evaluating research in TESOL. Through lectures, discussion, and practical activities, students develop foundational research knowledge and critical skills required for the research phase of the iPhD TESOL programme.
  • TESOL Dissertation: provides students with the opportunity to undertake an in-depth investigation into issues within the field of TESOL. Student dissertations will be supervised by members of the teaching staff who will advise on the choice of subject and provide guidance throughout the research process. The completed dissertation of up to 15,000 words will be submitted by the stated dissertation deadline in August.

• Optional

  PhD TESOL students are encouraged to explore topics of interest that can be further developed during the doctoral research phase by choosing three elective MSc TESOL taught modules, a total of 45 credits. 

  Semester 2 Block 1

  Choose one of the two available modules:

  • English for Academic Purposes: preparing and supporting students who come to study for undergraduate or postgraduate degrees through the medium of English is one of the most challenging but rewarding jobs in the field of language teaching. To do this well, an EAP teacher needs to understand the higher education context; the key principles underpinning learning in a university; text and discourse in the communities of the different disciplines, theories and practice of assessment; and the most effective methods and materials to motivate students and help them into a discourse community. 
  • Teaching Young Learners: explores theories of child development and learning which are fundamental to the understanding of child second language acquisition, namely children aged 4 to 7, 8 to 11, and 12 to 18. Child psychology has to be taken into account in the development of teaching materials, teaching styles and classroom management. There is also a practical element to the module, in the form of tasks requiring you to create lesson plans and materials to share with your peers, to apply theory to practice.

  Semester 2 Block 2

  Choose one of the three available modules:

  • Assessment and Evaluation in Education: This module aims to provide students with a detailed understanding of the key concepts and theories behind different methods of assessment and evaluation in teaching and learning. It will help you to examine the rationale for different types of assessments and assessment designs. You will make links to learning on other modules and examine the theory underpinning test construction and marking, in particular test validity and the role of criteria in assessment. 
  • Technology for Teaching: introduces you to the principal theories, concepts and practices of technology in education. You will be able to critically consider the role and purpose of various modes of technology in education in a wide range of settings to identify and conceptualise problems within your own professional contexts. 
  • English Medium Instruction: In recent years there has been a rapid increase in the teaching of academic subjects through English in countries where the majority of the population do not use English as a first language. This module explores this global trend from the standpoint of content and language teachers, as well as students. It considers the wide variety of English medium instruction contexts, evaluating theory in the fields of teaching and learning, language acquisition and intercultural communication in an attempt to address some of the practical challenges involved.

• Teaching format

  The modules are delivered in a variety of ways, such as:

  • Lectures
  • Independent study activities (supervised or unsupervised)
  • One-to-one discussions and or supervision
  • Project work
  • Workshops
  • Presentations
  • Practice exercises
  • Seminars
  • Technology-enhanced learning
  • Group work
  • Reflective practice
  • Guided instructions and or coaching

• Assessment

  Taught phase

  In these modules, you will integrate theory and practice by discussing and critiquing theoretical concepts and frameworks and applying them through a range of practical assessments.

  Assessments include:

  • Dissertations / Projects
  • Presentations
  • Commentaries
  • Essays
  • Literature reviews
  • Portfolio of independent work
  • Technology-enhanced assessments
  • Posters
  • Problem-solving exercises
  • Online discussion forum
  • Research proposal (doctoral project plan)
  • Draft thesis chapters for supervisory review

  One compulsory module you will take - Being a Doctoral Researcher - is only offered to iPhD TESOL students and is designed to help you:

  • acquire the skills you need to succeed as a doctoral researcher
  • formulate a proposal for the research phase of the programme

  Students at the University of ºÚÁϳԹÏÍø must achieve at least 7.0 on the ºÚÁϳԹÏÍø 20-point grade scale to pass a module. To find out the classification equivalent of points, please see the common reporting scale.

  Upon successful completion of the taught phase, including all taught modules and the MSc dissertation, with an average grade of at least 14 on the University’s 20-point scale, you will be invited to submit a doctoral research proposal and undertake a transfer review. The transfer review is designed to assess your readiness to progress to the doctoral research phase of the programme. Students who successfully pass the transfer review will progress to the research phase. Students who do not meet the requirements for progression may be awarded the MSc TESOL, provided they have successfully completed all requirements for that award. In accordance with University regulations for integrated doctoral programmes, the MSc TESOL and PhD TESOL awards are normally conferred together upon successful completion of the entire programme.

  Research phase

  The thesis format should be proposed by the student and approved by their supervisor and the Director of Postgraduate Research by the end of the second year. Switching to the other format beyond this point is generally not recommended and subject to the approval of the Director of Postgraduate Research.

  Students can choose between two options:

  • Traditional Thesis (up to 80,000 words): a coherent thesis presenting original research; dissemination of findings via publications is encouraged but not compulsory.
  • Thesis by Publication (portfolio totalling approximately 80,000 words): a set of peer-reviewed publications (accepted manuscripts permitted), accompanied by a critical commentary of 10,000–25,000 words that synthesises the publications and articulates their contributions to TESOL.

  Assessment for the award of Doctor of Philosophy (PhD)

  Similar to other PhD programmes at the University of ºÚÁϳԹÏÍø, your doctoral research will be examined through the submission of a thesis and a viva voce examination. Upon successful completion of the examination process and any required revisions, you will be awarded both a PhD TESOL and an MSc TESOL.

  If your work does not meet the requirements for the award of Doctor of Philosophy, it may be considered for the award of an alternative qualification, such as Master of Philosophy (MPhil) or Postgraduate Diploma (PGDip), in accordance with University regulations.

  Find out more about curriculum development at ºÚÁϳԹÏÍø.