| Competences |
| Type A | Code | Competences Specific |
| A5 | Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs | |
| Type B | Code | Competences Transversal |
| CT1 | Become sufficiently independent to work on research projects and scientific or technological collaborations within their thematic area | |
| CT6 | Develop abilities to manage their professional career | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A5 |
Analyses, summarises and compares the theoretical principles and the practical uses of language teaching methodologies to optimise second or third language learning performance | |
| Type B | Code | Learning outcomes |
| CT1 |
The student plans and carries out the project in an autonomous, organized and scientific fashion The student can produce documents that are scientific in both structure and content The student can present and defend their work (in front of an examination panel in the case of the Master’s thesis) | |
| CT6 |
Raise their professional self-awareness Develop a professional attitude Analyse the professional environment of their speciality Design specific professional tracks | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. Introduction | 1.1 What is research? 1.2 Writing a research paper 1.3 Presenting and publishing your research |
| 2. Experimental design | 2.1 Experimental research design 2.1.1 Objectives 2.1.2 Research questions 2.1.3 Hypotheses 2.2 Survey research design 2.3 Case studies 2.4 Action research design |
| 3. Data | 3.1 Experimental data 3.2 Qualitative data 3.3 Quantitative data |
| 4. Statistics | 4.1 What is statistics? 4.2 Basic statistical concept 4.2.1 Population 4.2.2 Parameter 4.2.3 Sample 4.2.4 Variable 4.3 Categorical (qualitative) data 4.4 Numerical (quantitative) data 4.5 Presenting your data 4.6 Measuring your data 4.7 Estimation and confidence interval 4.8 Hypothesis testing 4.9 Analyses 4.9.1 Bivariate analysis 4.9.2 Multivariate analysis 4.9.3 Non-parametric tests 4.10 Statistics applications 4.10.1 SPSS 4.10.2 R 4.10.3 Excel and others |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
5 | 0 | 5 | ||||||
| Debates |
|
2 | 16 | 18 | ||||||
| Assignments |
|
0 | 50 | 50 | ||||||
| Personal attention |
|
1 | 0 | 1 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Course presentation and questionnaire on what it is to do research |
| Lecture | Class presentations on the different topics in the syllabus |
| Debates | In-class and online discussion sessions on selected topics in the syllabus |
| Assignments | Design and analysis of an experiment |
| Personal attention | One-on-one discussion in preparation for the final assignment |
| Personalized attention |
| Description |
| Due to the current emergency health situation, in the 2021-22 academic year students will be able to consult their teachers in individual and/or group tutorials if they have any questions or queries on subject-related issues. Students will receive a schedule for these tutorials at the start of the course and be informed what form they will take (i.e. whether they will be held face-to-face, online, via email or on Moodle, etc.). |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Debates |
|
I will value active participation and insightful input in the online debates and class discussions | 20% | ||||
| Assignments |
|
I will value intellectual depth in the treatment of the specific aspect that is dealt with, as well as the innovation and rigor in the experimental design and data analysis. | 60% | ||||
| Others | Class attendance is required for this course |
20% |
| Other comments and second exam session | |||
|
Los estudiantes matriculados en la URV siguen el sistema ECTS y tienen derecho a las convocatorias de evaluación indicadas en la normativa académica de grado y máster vigente. Second 'Convocatoria' Assignment: 100% |
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| Sources of information |
| Basic |
Dale T. Greffee, An Introduction to Second Language Research Methods: Design and Data, , Un. of California, Berkeley, 2012
James Brown, Mixed Methods Research for TESOL, , Edinburgh University Press, 2014
Jenifer Larson-Hall, A Guide to Doing Statistics in Second Language Research Using SPSS and R, , Routledge, 2015 |
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| Complementary | |||||||||
| Recommendations |
| Subjects that continue the syllabus | ||
|
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| Subjects that are recommended to be taken simultaneously | |||
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.