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120003 SE MEd 03: SE Applied Research Seminar (2021S)

4.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Continuous assessment of course work
REMOTE
Fr 07.05. 16:15-17:45 Digital

Registration/Deregistration

Details

max. 20 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

Friday 05.03. 16:15 - 17:45 Digital
Friday 19.03. 16:15 - 17:45 Digital
Friday 26.03. 16:15 - 17:45 Digital
Friday 16.04. 16:15 - 17:45 Digital
Friday 23.04. 16:15 - 17:45 Digital
Friday 30.04. 16:15 - 17:45 Digital
Friday 14.05. 16:15 - 17:45 Digital
Friday 21.05. 16:15 - 17:45 Digital
Friday 28.05. 16:15 - 17:45 Digital
Friday 04.06. 16:15 - 17:45 Digital
Friday 11.06. 16:15 - 17:45 Digital
Friday 18.06. 16:15 - 17:45 Digital
Friday 25.06. 16:15 - 17:45 Digital

Information

Aims, contents and method of the course

This seminar looks at English language teachers from a variety of perspectives while employing and discussing a number of different qualitative research approaches and methods, in particular documentary and historical research, surveys, action research, interviews and narrative research. We will deal with aspects of teacher education and training, with the need for continuing professional development, with several elements of professional teacher behaviour and last but not least with job satisfaction and teacher well-being. This wide range of topics allows us to encounter and evaluate suitable research methods and procedures as well as consider fundamental questions of research, e.g. research ethics, researcher bias. Thus my goals are twofold - introduction to a range and critical assessment of some qualitative research procedures (maybe as preparation for your final thesis) and reflection on what is involved in becoming an English language teacher and working and developing as one.
The course is based on the idea of the flipped classroom. This means that you will do a relevant assignment before each session. We shall then start from your ideas, insights and questions in the session itself. There will be a wide range of different assignments from which you may choose, some more creative than others. All assignments will contribute to your grade. (see separate section on assessment).
You will also plan and conduct your own small research project within the seminar topic. Your ideas for this study will be presented and discussed in class so that you may adapt them before embarking on your final project.

Assessment and permitted materials

1. Research project: presentation of your project idea max. 10 points
In one session you will briefly present the proposal for your study (research question(s), brief overview of previous research, proposed method, possible pitfalls). This should not take more than 15 minutes including discussion.
2. Research project: final paper/product max.25 points
In order to finish the course successfully you need to submit a report on a small research project consisting of research question(s), literature review, research design, data collection, presentation of results and discussion. This may take the form of a power point presentation with audio (with the literature review and final discussion submitted separately as a pdf file), or a written paper (min. 3500 words).
Your study will be evaluated on these criteria: research question/s (relevant? adequate?), literature review (Does it refer to the salient research? Does it evaluate this research critically?), research approach (Does it fit the research question/s? Does it comply with quality criteria?), presentation of results (clearly structured and described in enough detail?), discussion (referring back to the literature? reflecting on results and procedure? reflection of process?).
 The latest handing-in date for your study is Monday 26 July 2021.
3. Assignments max. 25 points
Since the assignments are of different lengths and types, I shall proceed as follows. There will be ungraded and graded assignments. Ungraded assignments count towards class participation, which will earn a maximum of 5 points. Six of the assignments will be graded; these will be clearly indicated. At the end of the course I shall consider the four best results out of these six for each student individually towards the final grade of the course. This means in effect that you may - at most - skip two graded assignments. Graded assignments can each achieve a maximum of 5 points, i.e. a total of 20 points for all graded assignments.
4. Summary of points to be gained:
1. Points to be achieved in this course: 60 points
2. Four marked assignments throughout the semester: max. 20 pts (max. 5 pts each)
3. Class participation (adding to the Wiki, participating in small-scale ungraded tasks, discussing/responding during video-sessions etc.): max. 5 pts.
4. Presenting the proposal for your study to the class in 15 minutes: max. 10 pts
5. Project report/final paper: max. 25pts

Minimum requirements and assessment criteria

Attendance is obligatory (max. 2 absences)
A maximum of 60 points can be achieved.
0-36 = Nicht genügend
37-42= Genügend
43 -48= Befriedigend
49 - 54= Gut
55-60 = Sehr gut

Examination topics

There is no sit-down exam. As indicated above, understanding the rationale and the means of applying research methods, both independently and in connection with a larger research project, is shown through successful completion of tasks.

Reading list

Bibliographies will be provided in class and on moodle.
Some selected readings:

Barkhuizen, Gary; Benson, Phil; Chik, Alice (2014). Narrative Inquiry in Language Teaching and Learning Research. New York and London: Routledge.
Barkhuizen, Gary (ed.).(2019). Qualitative Research Topics in Language Teacher Education. New York and London: Routledge.
Caspari, Daniela; Klippel, Friederike; Legutke Michael; Schramm, Karen (eds.) (2016). Forschungsmethoden in der Fremdsprachendidaktik - Ein Handbuch. Tübingen: Narr.
Cohen, L., Manion, L. & Morrison, K. (2017) Research methods in education. New York and London: Routledge.

Dörnyei, Zoltán (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. New York and London: Routledge.
Richards, Keith (2003). Qualitative Inquiry in TESOL. Basingstoke: Palgrave Macmillan.

Association in the course directory

Studium: MEd 046/507
Code/Modul: MEd 03
Lehrinhalt: 12-4830

Last modified: We 21.04.2021 11:26