Course Name Code Semester T+U Hours Credit ECTS
Field Research ELT 447 7 4 + 0 4 5
Precondition Courses This course does not have any prerequisite course.
Recommended Optional Courses
Course Language English
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Prof.Dr. FİRDEVS KARAHAN
Course Lecturers
Course Assistants Res. Assist. Seval KAYGISIZ
Course Category
Course Objective Language teachers need field work to improve themselves. And many have heard about action research (AR), either through formal courses of study, or in-service teacher education, and are interested in knowing more about it. This course aims to teach pre-service language teachers how to do action research in five steps: identifying the problem, devising a plan, acting to implement it, observing and collecting data, and reflecting and sharing. This course will provide the participants what they need about the areas related to AR, and a reader-friendly guidance to get themselves going along the AR pathway.
Course Content In this course, pre-service language teachers not only read sample texts and articles showing ways how to do action research but also brainstorm and carry out an action research collaboratively.
# Course Learning Outcomes Teaching Methods Assessment Methods
1 Lecture, Discussion, Drilland Practice, Testing, Homework, Project / Design,
2 The participants will be able to develop reserch questions and hypotheses in the field of ELT. Lecture, Discussion, Drilland Practice, Group Study, Brain Storming, Homework, Project / Design, Performance Task,
3 The participants will be able to choose the most appropriate research method. Discussion, Group Study, Brain Storming, Self Study, Problem Solving, Project Based Learning, Homework, Project / Design, Performance Task,
4 The participants will be able to comprehend the importance attached to the concepf of ethic and ethical issues. Lecture, Discussion, Demonstration, Group Study, Brain Storming, Homework, Project / Design, Performance Task,
5 The participants will be able to design a research project according to different styles (e.g. APA, MLA). Lecture, Question-Answer, Discussion, Demonstration, Group Study, Brain Storming, Self Study, Project Based Learning, Testing, Performance Task,
6 Lecture, Discussion, Brain Storming, Testing, Homework,
7 The participants will be able to prepare and present an effective research presentation. Group Study, Self Study, Performance Task,
Week Course Topics Preliminary Preparation
1 Introduction Course syllabus
2 Defining action research and its cycles Burns, A. (2010, Ch.1). Doing Action Research in English Language Teaching: A Guide for Practitioners.Routledge
3 Plan – planning the action Burns, A. (Ch.2).
4 Getting permission and covering ethical issues Burns, A. (Ch.2).
5 Act – putting the plan into action Burns, A. (Ch.3).
6 Data collection methods (interviews, observations, surveys) Burns, A. (Ch.3).
7 Observe – observing the results of the plan Burns, A. (Ch.4).
8 Analysing and synthesising qualitative data Burns, A. (Ch.4).
9 Analysing and synthesising quantitative data Burns, A. (Ch.4).
10 Reflect – reflecting and planning for further action Burns, A. (Ch.5).
11 Sharing with others-writing a brief report Burns, A. (Ch.5).
12 Citation techniques
13 Action research presentations
14 Action research presentations
Resources
Course Notes Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge
Course Resources Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge University Press.
Order Program Outcomes Level of Contribution
1 2 3 4 5
1 A graduate of the department is able to plan teaching processes.
2 A graduate of the department possesses the skill in organizing appropriate environments for English teaching.
3 A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint.
4 A graduate of the department employs appropriate methods and techniques for English teaching.
5 A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching
6 A graduate of the department chooses the suitable learning strategies considering the personal traits of the students.
7 A graduate of the department develops writing, reading, speaking and listening skills of the students.
8 A graduate of the department uses measurement and assessment instruments in an effective way.
9 A graduate of the department generates solutions for the educational, social and economic problems of the society.
10 A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher.
11 A graduate of the department follows the academic studies conducted in the field for his personal development.
12 A graduate of the department conveys his ideas on the significance of intercultural communication in the process of learning English as a foreign language.
13 A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning.
14 A graduate of the department generates foreign language tests.
15 A graduate of the department designs original activities promoting the use of English in the daily life.
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 40
1. Performans Görevi (Seminer) 20
1. Performans Görevi (Uygulama) 20
1. Ödev 20
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 2 32
Hours for off-the-classroom study (Pre-study, practice) 16 3 48
Mid-terms 1 1 1
Final examination 1 2 2
Total Workload 83
Total Workload / 25 (Hours) 3.32
dersAKTSKredisi 5