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Thesis Seminar Syllabus 2021

This syllabus outlines a thesis seminar course designed to have students apply their BA knowledge and skills by developing an original research project related to teaching English as a second language. Over 15 weeks, students will complete 3 units: a literature review to establish the research problem and questions; a methods section to describe the research design and instruments; and a results and discussion section to interpret findings. The course aims to help students conduct independent yet structured research with social responsibility. Students will receive guidance and feedback at various stages to support their progress in researching and writing an individual thesis, which they will present and defend orally at the end of the course.

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Benjamin L. Stewart
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153 views3 pages

Thesis Seminar Syllabus 2021

This syllabus outlines a thesis seminar course designed to have students apply their BA knowledge and skills by developing an original research project related to teaching English as a second language. Over 15 weeks, students will complete 3 units: a literature review to establish the research problem and questions; a methods section to describe the research design and instruments; and a results and discussion section to interpret findings. The course aims to help students conduct independent yet structured research with social responsibility. Students will receive guidance and feedback at various stages to support their progress in researching and writing an individual thesis, which they will present and defend orally at the end of the course.

Uploaded by

Benjamin L. Stewart
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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SYLLABUS

COURSE INFORMATION

SUBJECT: Thesis Seminar

ACADEMIC CENTER: Centro de Ciencias Sociales y Humanidades

ACADEMIC DEPARTMENT: Departamento de Idiomas

MAJOR: B.A. in ELT

CURRICULUM YEAR: 2019 SEMESTER: 8 COURSE KEY: 41

ACADEMIC AREA: ALL PERIOD: January - June 2021

HOURS PER WEEK T/P: 15HP


CREDITS: 15

COURSE MODALITY: Face to Face COURSE TYPE: Core

DESIGNED BY: Benjamin L. Stewart, PhD

REVISED AND CHECKED BY: ELT Academy UPDATED IN: January 2021

GENERAL DESCRIPTION

Thesis Seminar is a theoretical and practical course designed to apply the knowledge, skills, attitudes, and values learned throughout
the BA curriculum by developing an integrated research project relevant to the teaching of English as an additional language. All prior
subjects from the curriculum act as precedents to this subject.

GENERAL OBJECTIVE
Throughout the course, the student will develop an investigation relevant to the teaching of the English language, integrating
knowledge and skills with autonomy and constructive and proactive criticism with social and ethical responsibility.

*En caso de no aplicar algún elemento, escribir N/A Código: FO-030200-13


Revisión: 02
1 de 3 Emisión: 13/12/11
SYLLABUS

CONTENTS

UNIT I: LITERATURE REVIEW (90 HRS) – 6 Weeks

SPECIFIC OBJECTIVES CONTENTS REFERENCES


• Problem statement Brown, J. & Rodgers, T. (2002). Doing second
Students will develop • Thesis statement language research. UK: Oxford University
a coherent and • Research questions Press.
cohesive argument development
based on a relevant Cochran-Smith, M. & Lytle, S. (1993). Teacher
• Literature review research and knowledge. USA: Teachers
thesis stemming from
a problem related to • ) College Press.
teaching English as an • Coherence and cohesion in
additional language.. academic writing Freeman, D. (1998). Doing teacher research:
The literature review • Writing process: first draft, From inquiring to understanding. Canada:
will be based on a editing, & feedback loop Heinle & Heinle Publishers.
specific, measurable, Formatting Word according
attainable, relevant, Hammersley, M. (1993). Educational research:
to APA (7th edition
and timely literature Current issues. UK: Paul Chapman Publishers
review. Ltd.

Patton, M. (2002). Qualitative Research


&Evaluation Methods. UK: Sage PublicationsLtd.

UNIT II: METHOD (90 HRS) – 6 Weeks


Students will gather and • Research demographics Mertens, D. (1998). Research methods in
analyze data based on a solid • Instruments design education and psychology: Integrating diversity
theoretical framework • Data collection with quantitative & qualitative approaches. USA:
(literature review) based on • Data analysis Sage Publications.
research questions and/or a • Research ethics: informed
hypothesis. Seliger, H. & Shohamy, E. (2003). Second
consent form
language
• Distinguishing salient data research methods. UK: Oxford University Press.
based on research objective
Shaver, J. (1991). Handbook of research on social
studies teaching and learning. Hong Kong:
Macmillan.

Wray, A., Trott, K., & Bloomer, A. (2002).


Projects in applied linguistics: A practical guide
to researching language. UK: Oxford University
Press.

UNIT III: RESULTS AND DISCUSSION (60 HRS) – 4 Weeks


Students will present Results & Discussion Merriam, S. (1998). Qualitative Research and
coherent and cohesive • Conclusion Case Study. USA: Jossey-Bass
interpretation and implication • Coherence and cohesion in
of findings based on a thesis academic writing Wray, A., Trott, K., & Bloomer, A. (2002). Projects
statement and related • Writing process: first draft, in applied linguistics: A practical guide to
research questions and/or editing, & feedback loop researching language. UK: Oxford University
hypothesis. Formatting Word according to APA Press.
(7th edition
Students will present a
• Abstract
coherent and cohesive oral

*En caso de no aplicar algún elemento, escribir N/A Código: FO-030200-13


Revisión: 02
2 de 3 Emisión: 13/12/11
SYLLABUS

defense based on a thesis • Public speaking:


statement and related verbal/nonverbal communication;
research questions and/or visual presentation
hypothesis.

METHODOLOGY
Each student will conduct an individual research project based on a topic of interest related to language teaching or learning.
Students will be guided throughout the research process by participating in alternating bi-weekly tutorial sessions and writing journals
that include progress reports and timely feedback based on where each student is in the research and writing process. Students will
also participate in mandatory periodic whole-group talks that orient students in what is coming next in the research process. Students
will also have an opportunity to conduct a mock presentation that includes feedback from a designated tutor and classmates related to
organization and delivery. Finally, each student will present a 30-minute oral defense with three judges that will include a 10-minute
question-and-answer exchange based on a cogent thesis related to language teaching. One of the three judges will be designed to
assess the student’s written thesis as well.

TEACHING MATERIALS
Microsoft 365 Teams, Notion.so, UAA Virtual Library; various websites, handouts, and books.

ASSESSMENT
• Thesis Seminar Tutor: Writing process via bi-weekly tutoring sessions and written journals and periodic assessments: literature
review, data collection, discussion, final draft, and mock presentation (40%)
• Three Designated Thesis Seminar Examiners: Oral defense (20%)
• One Designed Thesis Seminar Examiner: Written thesis (5,000 – 6,000 words) (40%)

NOTES:
• APA style (7th edition) is required. Caution: Mistakes with APA can lead to plagiarism!
• If a student commits plagiarism in the final draft, a grade of 0 (zero) will be given for the course.
• Students must adhere to the course guidelines regarding all other details related to the course.

REFERENCES
Brown, J. & Rodgers, T. (2002). Doing second language research. UK: Oxford University Press.

Cochran-Smith, M. & Lytle, S. (1993). Teacher research and knowledge. USA: Teachers College Press.

Freeman, D. (1998). Doing teacher research: From inquiring to understanding. Canada: Heinle & Heinle Publishers.

Hammersley, M. (1993). Educational research: Current issues. UK: Paul Chapman Publishers Ltd.

Merriam, S. (1998). Qualitative Research and Case Study. USA: Jossey-Bass.

Mertens, D. (1998). Research methods in education and psychology: Integrating diversity with quantitative & qualitative
approaches. USA: Sage Publications.
Patton, M. (2002). Qualitative Research &Evaluation Methods. UK: Sage Publications Ltd.

Seliger, H. & Shohamy, E. (2003). Second language research methods. UK: Oxford University Press.

Shaver, J. (1991). Handbook of research on social studies teaching and learning. Hong Kong: Macmillan.

Wray, A., Trott, K., & Bloomer, A. (2002). Projects in applied linguistics: A practical guide to researching language. UK: Oxford
University Press.

*En caso de no aplicar algún elemento, escribir N/A Código: FO-030200-13


Revisión: 02
3 de 3 Emisión: 13/12/11

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