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Action Research Project - EDU00046M

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  • Department: Education
  • Module co-ordinator: Information currently unavailable
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2021-22

Module will run

Occurrence Teaching period
A1 Summer Vacation 2020-21 to Autumn Term 2021-22

Module aims

To introduce students to the principles of Action Research for TEYL practitioners. To review and consolidate aims and objectives from the previous seven modules of the MA in TEYL.

Module learning outcomes

Subject content

  • key principles and theoretical underpinnings of TEYL
  • the relationship between theory and practice
  • key principles of Action Research as a means of gathering empirical data
  • techniques and procedures for carrying out Action Research

Academic and graduate skills

  • critical thinking and reflection
  • critical reading
  • independent thinking
  • academic writing
  • critical analysis and evaluation of evidence
  • the collecting, transcribing, analysing and interpreting of data
  • ethical issues involved in data collection, storage and reporting
  • managing learning

Assessment

Task Length % of module mark
Essay/coursework
Action Research Project 		N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Action Research Project 		N/A 100

Module feedback

Formal written feedback on each of the assignment criteria from two markers following anonymous marking. (Examiners' report template available on request)

Indicative reading

Core Books:

Brewster, J., Ellis, G. and Girard, D. (2002). The Primary English Teacher's Guide (New Edition). Harlow: Pearson Education Limited.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.

Lightbown, P. and Spada, N. (2013) How Languages are Learned (4th ed) Oxford: Oxford University Press.

Richards, J. C. and Rodgers, T. (2014). Approaches and Methods in Language Teaching (3rd ed) Cambridge: Cambridge University Press.

Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.

Wells, G. (2009). The Meaning Makers: Learning to Talk and Talking to Learn (2nd Edition). London: Multilingual Matters.

Williams, M. and Burden, R.L. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.

Module Eight Books:

Bell, J. (2010) Doing Your Research Project (5th edition) Maidenhead: Open University Press

Hopkins, D (2008) A Teacher's Guide to Classroom Research (4th edition)Maidenhead: Open University Press

Wallace, M. (1998). Action Research for Language Teachers Cambridge: Cambridge University Press.

Module Chapters and Articles:

McIlvain, A. (2001) Action Research: The Pitfalls and Pleasures. York: EFL Unit, University of York. (pp 1 - 5).

Others to be selected by the student to reflect the focus of their Action Research.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.