Studying at York
Research Methods in Language Education 2: Answering Questions - EDU00118M
Module summary
This is the second of two Research Methods in Language Education modules. It is a compulsory module to prepare students to undertake an MA dissertation research project in the Summer term.
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Spring Term 2022-23 |
Module aims
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To equip students with the knowledge and skills needed to develop a research proposal and ethics application in the field of Language Learning and Teaching.
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To deepen students' knowledge and understanding of a full range of data collection methods and quantitative and qualitative analysis techniques appropriate for applied linguistics research topics;
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To offer practical experience in using a range of quantitative and qualitative research tools and techniques;
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To deepen students' understanding of the characteristics of scientifically rigorous and ethical research in language learning and teaching.
Module learning outcomes
By the end of this module, students will be able to:
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develop a research proposal and an ethics application for their project;
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gain a deeper understanding of the knowledge, skills, and experience of research articulated in the module outcomes of Research Methods in Language Learning and Teaching I;
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determine how and when to use statistical techniques, including descriptive statistics, t-tests, correlations, regression, and ANOVAs;
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conduct a content/thematic analysis and develop a coding framework;
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justify the selection of particular research methods specifically aimed at researching language learning and teaching
Academic and graduate skills
Students will have learned how to:
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write a research proposal in the area of language learning and teaching;
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write an ethics application;
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use a range of research methods for data collection techniques, including those that are specific to language learning and teaching;
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carry out quantitative and qualitative data analysis.
Module content
Students will be provided with a weekly breakdown of the module content in the module VLE and class in Week 1.
Indicative assessment
| Task | % of module mark |
|---|---|
| Online Exam -less than 24hrs (Centrally scheduled) | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Online Exam -less than 24hrs (Centrally scheduled) | 100 |
Module feedback
Students will get feedback on their formative assessment (research proposal and ethics) in line with the department time frame as published in the student handbook.
Additional feedback will follow a week after the mock exam in week 10.
Feedback on summative assessments will be given in line with department timeframes as published in the student handbook.
Indicative reading
Brown, J. D. & Rodgers, T.S. (2002). Doing second language research, Oxford University Press.
Cohen, L. et al. (2017). Research Methods in Education, Routledge.
Coolican, H. (2009). Research methods and statistics in psychology, Hodder & Stoughton
Mackey, A. & Gass, S. (2005). Second language research: methodology and design, Lawrence Erlbaum