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• Offered for Year: 2026/27

• Module Leader(s): Dr Judith Reynolds
• Lecturer: Dr Müge Satar, Dr Navaporn Snodin, Dr Katherina Walper, Dr Sara Ganassin, Dr Spencer Hazel, Dr Adam Brandt, Dr Christopher Leyland, Dr Yaodong Wang
• Teaching Assistant: Mrs Rob McEwen-Orr, Dr Gemma Wain

• Owning School: Education, Communication & Language Sci
• Teaching Location: Ãå±±½ûµØ City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The overall aim of the TESOL Research Portfolio is consistent with the overall aim of the programme: to develop students’ knowledge of empirical research and evidence-informed scholarship in the field of Teaching English as a Second or Other Language (TESOL), in conjunction with their chosen focus, and to develop their skills as independent, critical researchers or scholars. Research in TESOL focuses on original academic inquiry and the development of new theoretical insights through data collection and analysis, whereas scholarship emphasises the application of existing research, theory, and critical inquiry to inform and enhance professional practice in real-world TESOL contexts.

More specific aims for students are:

1.       To critically evaluate the use of research methodologies in TESOL research and/or scholarship.
2.       To develop students' ability to critically evaluate the literature to identify a research gap and/or evidence to inform scholarship.
3.       To apply the knowledge and skills they have acquired from the taught modules to an independent research or scholarship project.
4.       To propose a feasible and appropriate research or scholarship project.
5.       To collect, analyse and evaluate data to accomplish an empirical research project, or to identify, critically synthesise and apply relevant evidence to accomplish a scholarship project.
6.       To present their work to a high standard, using written, spoken and visual methods.

Outline Of Syllabus

The module is structured to fit around the four TESOL Research Portfolio assignments.

As such, the module is divided into three main parts:

Part 1 (semester 1): Introducing empirical research and evidence-informed scholarship for TESOL. In these sessions, students are:

•       Introduced to the concept of empirical academic research and evidence-informed scholarship, particularly as it relates to the field of TESOL.
•       Introduced to critically and how to critically evaluate empirical research.
•       Given guidance on using library and information resources for their own study and on how to evaluate the quality of academic sources.
• Given further information and guidance on how to produce an annotated bibliography (in preparation for the TESOL RF1 Assignment).
• Introduced to the range of research paradigms that inform TESOL research and scholarship.

Part 2 (semesters 1&2): Data collection and analysis in TESOL. In these sessions, students are:

•       Introduced to a variety of practical data collection and data analysis methods which are of use to researchers and practitioners investigating TESOL.
• Given guidance on how to critically evaluate research methods.
•       Enabled to develop skills in selecting the most relevant forms of data collection and analysis for various research and scholarship projects.
•       Given guidance on identifying and articulating a research or scholarship gap and proposing an empirical or evidence informed project using spoken and visual methods (in preparation for the TESOL RF2 presentation assignment).
•       Supported to design a feasible and innovative research/scholarship project in TESOL.

Part 3 (semesters 2&3): During this period, students are supported by taught sessions and contact with an appointed supervisor to:

•       Build on the learning from parts 1 and 2 to develop their research/scholarship project (leading to the TESOL RF3 written proposal assignment).
•       Collect and analyse research data, or critically select, synthesise and apply research evidence and relevant professional materials, related to their research or scholarship project.
•       Write up the findings, construct a central argument and accomplish project outcomes (leading to the TESOL RF4 project assignment).

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Lectures in semesters 1 and 2 provide an introduction to the weekly content and establish a basic level of understanding of the topic. Opportunities are also provided for peer discussion and personal reflections both online and in-person to develop critical thinking skills. Students are signposted to essential and complementary reading for individual further study.

In between lectures, structured guided learning activities provide students with weekly opportunities to both consolidate prior learning and explore further areas of interest.

In some weeks, students will attend seminars and workshops to practise data collection and analysis techniques commonly used in TESOL research and scholarship. Through independent study, students further develop their areas of interest and engage in wider reading, personal self-reflection and assignment preparation.

Throughout the taught stage of the module (i.e. semesters 1 and 2), students will be prepared to conduct their own research or scholarship project (TESOL Research File 4). In the research/scholarship project stage (semester 3), students will be supported through 1-1 tutorials with an appointed supervisor.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

The ability to identify and critically evaluate relevant research literature underpinning a research or scholarship project will be assessed in the Critical annotated bibliography and Research skills reflection and Oral discussion (TESOL Research File 1). Students’ understanding of the strengths and weaknesses of research methods (gained in Part 2 of the module) will inform the development of their research/scholarship project proposal which will be assessed in the Project Proposal (TESOL Research File 2). In this proposal, students will critically evaluate the literature to identify a research and/or scholarship gap and propose a feasible and appropriate research or scholarship project. This will be presented using written, spoken and visual methods. The feedback students receive for TESOL Research File 2 will inform the development and implementation of the research/scholarship project (TESOL Research File 3, a written proposal, and TESOL Research File 4, the project itself).

In TESOL Research File 4, students are given the option of carrying out a research project or professional project relating to some aspects of TESOL. Providing students with the option of a research or a scholarship project allows them to align their work with their career goals and academic interests, fostering both research excellence and professional development. While the research project focuses on original academic research and theoretical inquiry, the scholarship project emphasises the practical application of existing research to real-world TESOL contexts. Students will apply the knowledge and skills they have acquired from the taught modules to their independent research or scholarship project and present their work to a high standard in written form.

Reading Lists

Timetable

• Timetable Website: