|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|Scientific Research Techniques and Seminar||ELT 500||0||3 + 0||3||6|
|Recommended Optional Courses||<p>None</p>|
|Course Coordinator||Prof.Dr. FİRDEVS KARAHAN|
|Course Lecturers||Prof.Dr. FİRDEVS KARAHAN, Dr.Öğr.Üyesi MERVE SAVAŞÇI,|
Res. Assist. Burcu KOÇ
|Course Category||General Training|
This course is designed for Master’s students and provides a comprehensive coverage of topics in scientific and educational research methodology and techniques. The aim of the course is to help students gain an understanding of and acquaint them with the basic concepts and elements of scientific research methodology and design.
This course demystifies theoretical and practical knowledge of conducting scientific educational research by addressing several important issues including ethical principles, different types of research, planning and conducting educational research, data collection, analysis, and dissemination procedures, and article writing techniques. Students are also expected to design and present their own research as a requirement of this course.
|#||Course Learning Outcomes||Teaching Methods||Assessment Methods|
|1||The learners know about basic but core concepts about the history of science and scientific research||Lecture, Discussion, Group Study, Self Study, Project Based Learning,||Testing, Homework, Performance Task,|
|2||The learners know about research methods and different paradigms related to doing research||Lecture, Question-Answer, Demonstration, Group Study, Case Study, Project Based Learning,||Testing, Homework, Performance Task,|
|3||The learners know about identifying problem, conducting research with the most appropriate sampling and design.||Lecture, Question-Answer, Discussion, Demonstration, Group Study, Brain Storming, Case Study, Self Study, Problem Solving, Project Based Learning,||Testing, Homework, Performance Task,|
|4||The learners know about data collection instruments, performing in their settings||Lecture, Question-Answer, Discussion, Drilland Practice, Motivations to Show, Group Study, Case Study, Problem Solving, Project Based Learning,||Testing, Homework, Project / Design, Performance Task,|
|Week||Course Topics||Preliminary Preparation|
|2||Major research paradigms|
|4||Data collection tools|
|9||Analysing academic writing|
|10||Databases/resources in research|
|11||Reviewing current research|
|12||Further directions in research|
|Course Notes||<p>American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.</p> <p>Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., Karadeniz, Ş., & Çakmak, E. K. (2020). Bilimsel araştırma yöntemleri (28th edition). Ankara: Pegem Akademi Yayıncılık. </p>|
All students must have the course pack which comprises chapters from:
Brown, J. D., & Rodgers, T. S. (2002). 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: Oxford University Press.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). New York, NY: Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed-methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching and learning: Volume II. New York, NY: Routledge.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.
McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
|Order||Program Outcomes||Level of Contribution|
|1||A graduate of the department possesses mastery on ELT.||X|
|2||A graduate of the department knows and comprehends the latest innovations in ELT.||X|
|3||A graduate of the department knows how to implement the gained knowledge to the language teaching classrooms.||X|
|4||A graduate of the department follows the literature and knows how to find the specific information.||X|
|5||A graduate of the department proposes new ideas on the field and conducts researches and studies on them.||X|
|6||A graduate of the department comprehends the research methods and techniques, and gets use of them in the process of research.||X|
|7||A graduate of the department possesses qualified knowledge to synthesize the theoretical and applicable knowledege of ELT||X|
|8||A graduate of the department knows and comprehends the approaches and methods of assessment and evaluation.||X|
|9||A graduate of the department synthesizes the linguistics and language acquisition with language teaching.||X|
|10||With the help of critical thinking skill, a graduate of the department is able to find the deficit issues among the literature and seeks to study on these.||X|
|11||A graduate of the department learns about the stages of data collection, data analysis, and publishing related to their field of study on scientific and ethical grounds.||X|
|12||A graduate of the department develops the skills necessary for interdisciplinary interaction and produce new and functional information by synthesizing it.||X|
|13||A graduate of the department develops a positive attitude for sustainable development, determine personal and occupational goals related to ELT, look for opportunities and use research methods and techniques necessary for further career development.||X|
|14||A graduate of the department is equipped with relevant skills to examine the native language and the foreign language in terms of grammatical, linguistic and literary perspectives and to utilize similarities and differences didactically throughout this examination.||X|
|15||A graduate of the department is able to do scientific presentations at national and international meetings.||X|
|Semester Studies||Contribution Rate|
|1. Sözlü Sınav||10|
|2. Sözlü Sınav||10|
|1. Ara Sınav||20|
|1. Performans Görevi (Seminer)||10|
|1. Proje / Tasarım||30|
|1. Yıl İçinin Başarıya||60|
|ECTS - Workload Activity||Quantity||Time (Hours)||Total Workload (Hours)|
|Course Duration (Including the exam week: 16x Total course hours)||16||3||48|
|Hours for off-the-classroom study (Pre-study, practice)||16||5||80|
|Project / Design||1||30||30|
|Total Workload / 25 (Hours)||6.4|