Language Education Research Course Syllabus

COLLEGE OF TEACHER EDUCATION

ENGLISH DEPARTMENT

Vision The Lewis College is an educational community and a Center of Excellence founded on the Christian Values of Faith, Service, and
Personhood.
Mission The Lewis College is committed to:
a. Serving the people of God through a value-focused educational environment;
b. Developing educational leaders, entrepreneurial and business managers and information technology competencies; and
c. Forming students to be well-rounded skilled and professional men and women.
Goals and Values The Lewis College aims to develop graduates as a total person in relation to self, to others, to country, to the world and to God, therefore
fostering the values of love of God, Integrity, Teamwork and Excellence.
Program Outcomes At the end of the program, the pre-service teachers should be able to:
(from CMO No. 75, s. 2017 p. 4): 1. Possess broad knowledge of language and literature for effective learning
2. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies.
3. Display skills and abilities to be reflective and research-oriented language and literature.
CLASS INFORMATION INSTRUCTOR’S INFORMATION
Section A Instructor’s Name Jerry Glenn L. Castillo, LPT, Instructor III
Schedule TTh (2:30 – 4:15 PM) Office Designation SASO
Modality : Online Synchronous via Zoom/Google Meet Office Hours 8:00 AM – 5:00 PM
Asynchronous via TLC-LMS Consultation Time as per class schedule
Synchronous Session Schedule Thursday (2:45-3:45 PM) Contact Numbers 09265450057 / 09513914032
Term and Academic Year 2nd Semester, A.Y. 2020-2021 E-mail Address [email protected]
 COURSE INFORMATION
Course Name Language Education Research Course Code MaC 4111
Prerequisite Subject none Course Credit 3 units, 3 hrs./week (18 weeks, 54 hrs. total)
Course Requirements Attendance Policy
Grading Criteria Percentage Students must access the online course regularly to ensure that they receive the most up-to-date
Quizzes/Activities/Summative Test 20 % announcements. It is in the best interest of each student to actively participate in the course.
Written Output (summary paper, concept paper, research paper, ) 40 % Output Submission Policy
Major Examination (Pre-Oral Defense, Final Defense) 40 % Cheating in any form is prohibited. Thus, the following must be avoided:
TOTAL 100%  using whole paragraphs from a book, article, or online source without quotation marks
and attribution; and
Google Meet/Zoom Attendance (bonus)  submitting someone else’s work as yours

Grading System The Lewis College adopts the numerical point system as follows:

100 = 1.0 96 = 1.24 92 = 1.40 88 = 1.75 84 = 2.10 80 = 2.50 76 = 2.90

99 = 1.10 95 = 1.25 91 = 1.50 87 = 1.80 83 = 2.20 79 = 2.60 75 = 3.0
98 = 1.20 94 = 1.30 90 = 1.60 86 = 1.90 82 = 2.30 78 = 2.70 74-below = 5.0
97 = 1.23 93 = 1.35 89 = 1.70 85 = 2.0 81 = 2.40 77 = 2.80
Other Remarks PASSED Failed FA For Compliance Dropped Withdrawn

Course Description This three-unit course develops the pre-service English teachers’ skills in applying the principles and approaches in conducting research, an
independent investigation, to find answers to questions concerning contemporary and relevant issues in language education. The emphasis is on the
evaluative aspects of language research and its scientific preparation. In addition, it provides them with an avenue to learn how the critical review of
extant literature in the field can aid in conceptualizing their research topics. Considerably, their content knowledge on the fundamental aspects of
language teaching and learning shall be bases of a scholarly language research.
Course Learning Outcomes At the end of the course, the pre-service teachers should be able to:
A. organize research-based information of an identified pressing issue and problem in language teaching and learning to arrive at a concept paper;
B. show skills in the positive use of ICT to obtain, to organize, and to present relevant information into a scholarly language research proposal; and
C. conduct research concerning the teaching and learning of English language.
Time Allotment Intended Learning Outcomes (ILO) Learning Contents Teaching and Learning Activities Assessment
Weeks 1-2 At the end of these weeks, the pre- I. Fundamentals of Language Education  Literature Circles The class will be grouped and  Summary Paper
service teacher (PST) should be able to: Research: they will be given the time to: -discuss the The students develops a summary of
a. discuss the importance of 1. What Makes a Good Language fundamentals of a language research for them the salient points through a summary
understanding the key concepts, Research to develop and to demonstrate an paper. A scoring rubric will be used to
theories, methods specific to 2. Concepts in Language Education understanding of the systematic process of rate the students’ papers.
language education research through Research research; -explain the systematic process of  Let’s be critical!
a summary paper; 3. Identifying a Research Topic constructive inquiry by describing the aspects, Tasks:
b. justify the choice of the topic for 4. Parts of a Language Research Paper stages and process of developing and writing 1. Offer critical suggestions to
research by using the concepts an educational research; and -identify qualities fellow class members on the
specific to language teaching; and of quality papers. choice of a research topic.
c. submit a concept paper of the  Organizing and Presenting 2. Formulate and present probable
chosen topic. Each group presents the concepts in a unique research topics
way. Input and feedback shall be embedded 3. Submit a concept paper of the
within the small and big group sharing. chosen topic.
 Task: Explain the fundamental linguistic
phenomena specific to the teaching of English
Weeks 3-4 At the end of these weeks, the pre- II. Writing the Rationale/Introduction  Speaker’s Note An Introduction to a Research Paper
service teacher (PST) should be able to: 1. Parts of a Rationale A YouTube video of a speaker/ resource  (A three-page introduction of the
a. comment on a given sample 2. Organizing the Rationale person talking about the essentials in writing students’ chosen research topic)
rationale/ introduction the rationale/introduction to a research paper  A scoring rubric will be used to rate
b. apply the principles and concepts in will be provided. the students’ work.
writing a rationale of a pedagogic The teacher may start with a sample rationale
research in language education; and and have the class examined it for comments
c. justify an effective focusing on the parts: a general introduction to
rationale/introduction of their chosen the topic and the thesis statement.
topic.
The students may also be directed to visit
http://www.crlsresearchguide.org/
17_Writing_Introduction.asp and
https://explorable.com/how-towrite-an-
introduction to find answers to
1. Why do it?
2. When do I do it?
3. How do I do it?

 Open forum/ Sharing of Inputs/ Rationalizing

the concepts and essentials in writing an
Introduction
 Guided Writing and Editing of the Submitted
Paper
Weeks 5-6 At the end of these weeks, the pre- III. Writing the Literature Review  Lecture on literature review writing  Time to Write!
service teacher (PST) should be able to: 1. Purpose of a Literature Review  The class may visit, To assess the depth of the students’
a. use critical reading skills and ability 2. Evaluating Sources https://www.youtube.com/watch?v=70n2- knowledge and understanding of the
in the use of seminal and current 3. Organization of Related Literature and gAp7J0 and https://www.youtube.com/watch?v basic guidelines for successful
literature to support the chosen topic; Studies =9la5ytz9MmM to read about academic writing, they will write their
b. present ways and techniques in 4. Elements: Descriptive and Interpretive Academic Writing: Writing the Literature Review Literature Review.
working with electronic texts; 5. Synthesizing the Related Literature Enrichment task: A scoring rubric will be used to rate the
c. justify the areas of literature that 6. Citing and referencing Illustrate the structure (with techniques) in students’ work.
supports the research topic; and organizing the relevant literature and studies. The focus of the assessment task is to
d. synthesize the related literature and In so doing, they may show evidence of their evaluate the students’ ability to access
studies observing proper in-text understanding of how to conduct a literature and extract relevant information from
citation. review of a chosen topic secondary data sources, to complete an
Guided Practice: initial, cursory review of related
Writing a preliminary literature review for the literature and studies, and to narrow the
proposed research topic. list observing thematic presentation of
ideas and concepts7

Weeks 7-8 At the end of these weeks, the pre- IV. Methodology in Language Education  Learning Together Methods, Methodology
service teacher (PST) should be able to: Research To jumpstart, the class may watch, Report
a. articulate the importance of 1. Design Writing Made Easy-Research Methodology  Given the time to learn and the
understanding the elements and 2. Locale from https://www.youtube.com/watch?v =- class activities to do, the students
parts of a research methodology; and 3. Participants _Q0ylcj1ek. submit the completed research
b. complete the research methodology 4. Instruments methodology’ of their approved
part of their paper. 5. Data Collection  The class will have one session to discuss concept paper.
6. Data Analysis within their groups the important sections in  A scoring rubric will be used to rate
7. Ethics in Research Research Methodology part. They may be given the students’ work.
time to read in advance in some of the sites that
offer helpful information.
Suggested sites include:
Research Guides at University of Southern
California (usc.edu)

https://www.thestudyspace.com/page/choosing-
appropriate-research-methodologies/

 Students may also watch a TED Talk (of their

choice) on research and research methods.
 Group Sharing/ Topic Presentation (on the
assigned part of a research methodology)
Note: The class maybe given an extra time to
work on their paper after the discussion
Weeks 9-14 At the end of these weeks, the pre- V. Conducting the Language Education  Group Dynamics  Research Proposal
service teacher (PST) should be able to: Research Students will be assigned to read and present Given the time and the input, the
a. demonstrate understanding of the 1. Components of Data Collection their realizations/insights through synchronous students shall submit their
components, rigor and collection of 2. Rigors in Research session (Zoom/Google Meet). Group completed research proposal.
data by sharing their insights and 3. Collection of Data tasking/task assignments will be done by the
realizations; 4. Data Treatment students. Data-gathering
b. submit a full research proposal; and  The class will gather the data
c. gather the data needed to address (The class maybe given more time to complete needed to answer the problem
the research question/objective. their research proposal.) posed in the study.

 Data-gathering
With the instruments/tools being checked, the
class will embark on a data-collection. Periodic
and regular follow-up will be done to ensure
timely submissions of output

Weeks 15-18 At the end of these weeks, the pre- VI. Writing and Presenting the Research  Lecture:  I/We did it!
service teacher (PST) should be able to: Report APA Format (reference: APA 6th ed) The students will submit their
a. employ the guidelines and www.apa.org completed research paper. A
principles in writing and presenting checklist will be used to initially
the research report; and Making Sense of Data Academic Writing check the completeness of
b. display positive use of ICT and Writing Effectively information/sections in their paper.
proper presentation skills to Coherence and Paragraphing Note: Categories for checking may
organize and to present the include introduction/ thesis, content
research report. • Virtual Meeting via Zoom/Google Meet knowledge: quality of research,
(Preparing for the Oral Presentation) content application: support of
thesis and analysis, conclusion,
The class shall organize an oral presentation and writing.
of their researches. Guests and other teachers
may be invited to give comments and  This is the moment.
feedback. Guidelines as to the number of A scoring rubric will be used to rate
power point slides, presentation time and the students’ skills and competence
dress code shall be given prior to the conduct in presenting their research to an
of the oral presentation. audience.
References:

Allison, D. (2002). Approaching English language research. Singapore: Singapore University Press.

Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University Press.

Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.

Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press

Mackey, A., & Gass, S. M. (2012). Research methods in second language acquisition: a practical guide. Chichester: Wiley Blackwell.

Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.

Paltridge, B., & Phakti, A. (Eds.) (2010). Continuum companion to research methods in Applied Linguistics. London: Continuum https://edubirdie.com/blog/research-paper-introduction. How to write an introduction

to a research paper

https://explorable.com/how-to-write-an-introduction. How to write an introduction

http://www.crlsresearchguide.org/17_Writing_Introduction.asp. Writing an Introduction

https://www.youtube.com/watch?v=9la5ytz9MmM. Literature Review. Organizing Your Social Sciences Research Paper: 6. The Methodology

http://libguides.usc.edu/writingguide/methodology

https://www.slideshare.net/mellatimandasari/language-research-method-45369998

http://www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf

https://www.llas.ac.uk/resources/paper/2372

Prepared by: Checked by: Noted by:

Jerry Glenn L. Castillo, LPT, Instructor III Rolly T. Montilla, LPT, OIC Dean Edwin G. Gonzales, CPA
College of Teacher Education College of Teacher Education Director for Head Operations