Course Syllabus

Format V 2.0
Republic of the Philippines SPAMAST
SOUTHERN PHILIPPINES AGRIBUSINESS AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY
INSTITUTE OF TEACHER EDUCATION AND INFORMATION TECHNOLOGY
TEACHER EDUCATION DEPARTMENT

COURSE SYLLABUS
First Semester, School Year 2018-2019

Course No. : ELT 217

Course Title : Language Research
Course : Develop skills in applying principles and approaches in Prepared by: FE T. CANOY
Description research to find answers to questions in language Faculty
learning and teaching.

Checked/ CARLITO B. BALANDRA, Ph.D

Reviewed by: Chair, Teacher Education Program

Course Credit : 3
Prerequisite : Principles and Theories of Language Acquisition and
Learning (ELT 121)
Contact Hours/ : Approved by: ROLEEN B. MOLEÑO, Ed.D
Week Dean, ITEIT

Lecture 3 hrs/week

Laboratory None
SPAMAST VISION AND MISSION STATEMENT

VISION:
A leading institution of higher learning in the fields of aqua-terrestrial and technopreneurship responsive to the
development needs in Southeast Asia and beyond.

MISSION:
Imbued with sincerity, excellence, commitment and good leadership, the institution fervently carries out its functions to
provide high quality instruction, relevant researches, focused extension and self-sufficient production preserving cultural
heritage, addressing gender sensitivity and climate change.

PROGRAM OBJECTIVES

The graduates have the ability to:

1-5 (Common to all programs in all types of schools)

1. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor)
2. Effectively communicate orally and in writing using both English and Filipino
3. Work effectively and independently in multi-disciplinary and multicultural teams (PQF level 6 descriptor)
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

6-13 (Common to the discipline Teacher Education)

6. Demonstrate mastery of subject matter/discipline
7. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
8. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
9. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
10. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
11. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
12. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
13. Exhibit competence in mathematical concepts and procedures.
14-21 (Specific to a sub-discipline and major in English)
14. Possess broad knowledge of language and literature for effective learning
15. Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature
16. Acquire extensive reading background in language, literature, and allied fields
17. Demonstrate proficiency in oral and written communication
18. Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies
19. Use technology in facilitating language learning and teaching
20. Inspire students and colleagues to lead relevant transformative changes to improve learning and teaching language and
literature
21. Display skills and abilities to be a reflective and research-oriented language and literature teacher

22-23 (Common to graduates of a horizontal type of institution as defined in CMO 46, s. 2012)
22. Graduates of college are qualified for various types of employment and participate in various types of employment,
development activities, and public discourses, particularly in response to the needs of the communities one serves
23. Graduates of State Universities and Colleges (SUCs) must have the competencies to support “national, regional and local
development plans” (RA7722).
 SPAMAST GRADUATE ATTRIBUTES
(A SPAMAST Graduate shall possess. . .)

Professional competency

Critical thinking skills

communication skills

and interpersonal skills

Entrepreneurial skills

global competencyUniversal outlook and

responsiveness and Socio-cultural,

InnovativenessCreativity and

learningCapability for life-long

gender sensitivity environmental

Leadership, teamwork
Language and
PROGRAM OUTCOMES

1. Articulate and discuss the latest developments in the specific field of

practice. (PQF level 6 descriptor)
2. Effectively communicate orally and in writing using both English
and Filipino
3. Work effectively and independently in multi-disciplinary and
multicultural teams. (PQF level 6 descriptor)
4. Act in recognition of professional, social, and ethical responsibility
5. Preserve and promote “Filipino historical and cultural heritage”
(based on RA 7722)
6. Demonstrate mastery of subject matter/discipline.
7. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their
environments.
8. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners.
9. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices.
10. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
11. Practice professional and ethical teaching standards sensitive to the
local, national, and global realities.
12. Pursue lifelong learning for personal and professional growth
through varied experiential and field-based opportunities.
13. Exhibit competence in mathematical concepts and procedures.
14. Possess broad knowledge of language and literature for effective
learning
15. Use English as a glocal language in a multilingual context as it
applies to the teaching of language and literature
16. Acquire extensive reading background in language, literature, and
allied fields
17. Demonstrate proficiency in oral and written communication
18. Shows competence in employing innovative language and literature
teaching approaches, methodologies, and strategies
19. Use technology in facilitating language learning and teaching
20. Inspire students and colleagues to lead relevant transformative
changes to improve learning and teaching language and literature
21. Display skills and abilities to be a reflective and research-oriented
language and literature teacher
22. Graduates of college are qualified for various types of employment
and participate in various types of employment
23. Graduates of State Universities and Colleges (SUCs) must have the
competencies to support “national, regional and local development
plans” (RA7722).
 COURSE OUTCOMES
At the conclusion of the PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO
course, the students will be 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
able to:
At the end of the semester,
the students should be able
to:
 Define what is research
and the terminologies
related to research
 Differentiate qualitative
research from quantitative
research
 Determine strategies in
analyzing research result
 Present and defend a
qualitative research

LEGEND:
I-INTRODUCED (The student get introduced to the concepts/principles)
P-PRACTICED (The student practices the competencies with supervision)
D-DEMONSTRATED (The student practices the competencies across different settings with minimal supervision)
COURSE PLAN
TEACHING AND
TIME COURSE CONTENT/ LEARNING ASSESSMENT RESOURCE
STUDENT LEARNING OUTCOMES
FRAME SUBJECT MATTER ACTIVITIES TASKS (ATs) S NEEDED
(TLAs)
Week 1 At the end of the lesson, the students will SPAMAST’s Vision, Interactive  Oral  DLP
be able to: Mission and Core Discussion Recitation
 recall the Vision, Mission and Core Values by Pair/
Values of the institution; and Triad/
 appreciate the importance of Vision, Classroom Policies Group
Mission and Core Values of the
institution. Grading System
 Be oriented on the Classroom Policies
and Grading System

Week 2  Define what is research and the Introduction to Teacher talk/  Oral  DLP
terminologies related to research Research interactive Recitation
discussion

Week 3-  Differentiate qualitative research from Introduction to Teacher talk/  Title  DLP
4 quantitative research Different Types of interactive Defense
 Present 3 titles for an English research Research discussion
proposal (1 quantitative and 2  Qualitative
qualitative)  Quantitative

Week 5-  Differentiate the different types of Types of Qualitative Group Reporting  Oral  DLP
7 qualitative research Research Recitation/
 Cite possible research topics for the  Narrative Research Interactive Pen and
different types of qualitative research  Ethnography Discussion paper test
 Phenomenology
 Grounded Theory
 Case Study
Week 8  Present and defend a research proposal Preparing for Research Oral Presentation  Outline  DLP
Proposal Defense

MID-TERM EXAM
Week 9-  Determine strategies in analyzing Analyzing Research Interactive  Oral  DLP
14 research result Result (Qualitative discussion/ Recitation
 Analyze sample qualitative research data Research) group activity

Week  Construct a conclusion for a qualitative Concluding and Interactive  Research  DLP
15-18 research Reporting Research discussion/ Manuscript
 Present and defend a qualitative research Group work

Final Defense (Final Exam)

COURSE GRADING SYSTEM

CLASSROOM POLICY
REQUIREMENTS
(List all requirements) Written Tasks – Attendance is counted from the first day of regular classes regardless
 Attendance 40% of the date of the student’s enrolment thus classes missed due to late
 Quizzes Performance enrolment shall be considered absent
 Research Tasks – 30%
Examination – 30% A student who has incurred absences of more than 20% of total class
TOTAL - meeting in a given time shall not be given credit for the course or
100% subject
 Subjects with or without laboratory and more than 3 units subjects
is as follows:
Any subject meeting 1 x a week = 3 absences max. = 4 absences over
cut
Any subject meeting 2 x a week = 7 absences max. = 8 absences over
cut
Any subject meeting 3 x a week = 10 absences max.= 11 absences
over cut
Any student who exceeds the prescribed maximum numbers of cuts
for a particular subject is considered dropped, and shall receive a
corresponding remark in the Report of Grades of DROPPED for the
semester regardless of his performance in the class as of the date of
debarment.
Note: Other classroom policies, please refer to the student
handbook
SUGGESTED READINGS AND REFERENCES Counterchecked by:
Mackey, A. and S. Gass (2005). Second Language Research: Methodology and
Design. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.,
Publishers. (Teacher’s Personal Copy) JASSEN FE C. CABALQUINTO, RL
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. UK: Librarian
John Wiley & Sons, Inc. (Teacher’s Personal Copy)
Creswell, J. (2013). Qualitative Inquiry and Research Design: Choosing Among
Five Approaches. Washington DC: SAGE Publications, Inc.