| Competences |
| Type A | Code | Competences Specific |
| A1 | Masters the main theoretical frameworks and methodological approaches that characterize the process of teaching and learning a foreign language in general, and English in particular | |
| A2 | Masters the main linguistic bases of theoretical and applied linguistics | |
| A3 | Has an advanced knowledge of English at all levels, both in speaking and writing; also knows the linguistic system of English (lexical, phonetic, grammatical, pragmatic, discourse) and can give it an adequate didactic treatment | |
| A4 | Analyses, plans, designs, develops, and assesses the teaching-learning of English in line with an adequate teaching plan and methodological approach | |
| A8 | Applies the research methods used in applied linguistics and EFL to design and create thorough teaching, academic and/or research projects, and is able to implement their results in the classroom | |
| Type B | Code | Competences Transversal |
| CT1 | Become sufficiently independent to work on research projects and scientific or technological collaborations within their thematic area | |
| CT2 | Forming opinions on the basis of the efficient management and use of information | |
| CT3 | Solve complex problems critically, creatively and innovatively in multidisciplinary contexts | |
| CT5 | Communicate complex ideas effectively to all sorts of audiences | |
| CT7 | Apply ethical principles and social responsibility as a citizen and a professional. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Applies his/her theoretical knowledge in the various realities where it is relevant | |
| A2 |
Masters the knowledge, aptitudes and abilities that are necessary to write and defend theses at an international level | |
| A3 |
Develops a sense of scientific writing on topics related to the field of teaching-learning English | |
| A4 |
Formulates starting hypotheses and uses a methodology that allows the student to draw valid conclusions and argument in an adequate and reasonable manner | |
| A8 |
Searches, obtains, processes, analyses, synthetizes and communicates information in a critical manner (oral, printed, audiovisual, digital or multimedia). Transforms this information into knowledge in order to plan and write a thorough academic work, for teaching or research purposes, resorting to the appropriate bibliographical resources Appropriately manages and handles electronic databases as well as other resources | |
| 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) | |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects Produce information with tools and formats appropriate to the communicative situation and with complete honesty Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer | |
| CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge Design a new solution by using all the resources necessary and available to cope with the problem Draw up a realistic model that specifies all the aspects of the solution proposed Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements | |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Draw up texts that are appropriate to the communicative situation, consistent and persuasive Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience | |
| CT7 |
Students must be able to include gender perspective in their student activity. Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity Be able to give arguments based on social values and make proposals for the improvement of the community Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise | |
| Type C | Code | Learning outcomes |
| Selection technique and assignment |
| Procedures |
|
At the beginning of the course, students will be assigned a TFM supervisor by the Master's Coordinator. In case a student is interested in a particular research area, and whenever possible, the Master's Coordinator will assign a research supervisor with experience in that particular field. The research topic will be selected by the student in close collaboration with their TFM supervisor. |
| Planning |
| Methodologies :: Tests | |||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||||
| Introductory activities |
|
2 | 0 | 2 | |||||||||||
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis |
|
2 | 2 | 4 | |||||||||||
| Drafting of the bachelor’s degree/master’s degree thesis |
|
7 | 257 | 264 | |||||||||||
| Selecting/assigning the master’s degree thesis |
|
1 | 0 | 1 | |||||||||||
| Presentation and defence of the bachelor’s degree/master’s degree thesis |
|
1 | 3 | 4 | |||||||||||
| (*) 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. | |||||||||||||||
| Specific action plan / execution |
| Description | |
| Introductory activities | Presentation of procedure, calendar, guidelines, assessment. |
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis | There will be a number of compulsory tutoring sessions. Before the first tutoring session, the student must submit a project proposal with the working hypotheses and proposed methodology / experimental design. The student must further submit a compulsory draft of the paper before the next tutoring sessions. |
| Drafting of the bachelor’s degree/master’s degree thesis | The Final Master’s Project, which may involve experimental or theoretical work, must be a piece of scholarly research that reflects the student's ability to: - Plan a research activity. - Present and develop a detailed methodology. - Apply the scientific method, which relies on critical thinking. - Formulate and assess hypotheses, and draw valid conclusions by providing reasonable and well-supported argumentation. - Frame the topic of the project within the broader literature on the field, showing knowledge of background and main works of the research area. - Critically analyze the literature. - Synthesize and communicate information as formal research that contributes knowledge to the field. - Use the English language to write and reflect about aspects of the teaching-learning process of the English language. |
| Selecting/assigning the master’s degree thesis | Gathering students' interests and assigning students to supervisors. Discussing topic and methodology with supervisor. |
| Presentation and defence of the bachelor’s degree/master’s degree thesis | The Final Master’s Project will be submitted in written form and electronically. It will also be presented in an oral defense in front of an evaluation committee with the help of visual suport. |
| Coordination and monitoring mechanisms |
| Description | |||
|
The TFM coordinator monitors and offers support to students and supervisors during the TFM writing process. |
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| Evaluation criteria and procedures |
| Methodologies | Competences | Description | Weight | ||||||||||||
| Drafting of the bachelor’s degree/master’s degree thesis |
|
The paper is worth 80% of the final mark. This percentage will be computed on the basis of the results obtained in the corresponding rubric about the written paper (experimental or non-experimental), as evaluated by each member of the committee. Once the mean is calculated, the average mark will count towards 80% of the final global mark. | 80% | ||||||||||||
| Presentation and defence of the bachelor’s degree/master’s degree thesis |
|
The defense will count 20% towards the final mark. Each member of the committee will suggest a global mark for the student’s presentation. This mark will be based on general exposition (general aspects like structure, organization, clarity, pronunciation, etc) and defense in the question period, as made explicit in the corresponding rubric. Once the mean is calculated, this average mark will count towards 20% of the final global mark. |
20% | ||||||||||||
| Others | There are a number of compulsory tutoring sessions. Before the first tutoring session, the student must submit a project proposal with the working hypotheses and proposed methodology / experimental design. The student must further submit a compulsory draft of the paper before each of the following tutoring sessions |
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| Other comments and second exam session | |||||||||||||||
|
According to current academic regulations for the Bachelor's and Master's degrees, "Students registered at the URV follow the ECTS system and have the right to two examination sessions". Plagiarism, in any form or extent, is a serious academic offense and, as such, will not be tolerated in any aspect of the Master's thesis. Students need to familiarize themselves with the appropriate ways to use and report previously published information. Any evidence of plagiarism in the Master's thesis will automatically disqualify the student. As a sign of good will we require that you sign the attached Original Work form and submit it to the program coordinator at the same time that you submit the Topic and Supervisor Form. |
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| Sources of information |
| Basic |
Brown, J. D., Understanding research in second language learning: A teacher's guide to statistics and research design., Cambridge University Press., 1988
Brown, J. D., & Rodgers, T. S., Doing second language research: An introduction to the theory and practice of second language research for graduate/master's students in TESOL and applied linguistics, and others., Oxford University Press., 2002
Larsen-Freeman, D., & Long, M. H., An introduction to second language acquisition research., Routledge., 2014
McDonough, J., & McDonough, S., Research methods for English language teachers., Routledge, 2014 |
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| Complementary | |||||||||
| Recommendations |
(*)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.