module specification

LN7P08 - Teaching Languages Dissertation (2017/18)

Module specification Module approved to run in 2017/18
Module title Teaching Languages Dissertation
Module level Masters (07)
Credit rating for module 60
School Guildhall School of Business and Law
Total study hours 600
590 hours Guided independent study
10 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Dissertation 100%   12,000 - 15,000 written dissertation
Running in 2017/18
Period Campus Day Time Module Leader
Year LMET Distance Learning Friday Morning
Spring semester LMET Distance Learning Friday Morning
Autumn semester LMET Distance Learning Friday Morning
Year (Spring and Summer) North Friday Morning
Year North Friday Morning
Spring semester North Friday Morning

Module summary

This module involves students undertaking a supervised but independent research study leading to a 12,000-15,000 word dissertation. It is the culmination of the taught part of the MA and offers students the chance to explore as disciplinary topic that is of particular interest or relevance to themselves. Although students are encouraged to conduct research on aspects of language teaching and learning since they are deemed as supportive of their professional development, they can choose other relevant themes and areas such as sociolinguistics, linguistics, social semiotics and multimodality, literacy and oracy, educational cultures, intercultural communication. Students draw on different data collection methodologies in collecting their data, as introduced during the Research Methods module, and use relevant paradigms – both traditional and cutting edge – in analysing their data. Though most dissertations involve data collection, some draw solely on library and other recorded resources.

Prior learning requirements

Taught modules for MA Teaching Languages

Module aims

The module enables students to explore areas of interest and personal and/or professional relevance within a supported and supportive framework.  It aims to stretch students’ own expectations of what they can achieve and develops their disciplinary knowledge and understanding as well as their confidence in working with disciplinary theory.

Specifically it aims to:

  • enable students to pursue an area of personal disciplinary interest in a way that demands rigorous analytical and critical thinking and which encourages them to push their own personal and professional boundaries
  • challenge students to formulate fresh and original questions, undertake research that addresses them and provide persuasive and academically sustainable arguments to support them
  • consolidate and develop students’ ability to critically review and make use of an extensive and appropriate bibliography in their own work
  • develop students’ own understanding of the relationship between research, theory, practice and ‘real world’ problems
  • develop students’ independence as self- directed and self -motivated professionals in problem posing and problem solving through the design, the undertaking and the writing about their research



Learning and teaching

As this is an independent research module, there are no timetabled taught elements. Research training is undertaken during the Research Methods Module during which students formulate their ideas for their dissertation.
Students are entitled to up to six supervisory sessions whilst working on their research and this can be face-to-face and/or via email or Skype as many undertake their research out of the country.  Students are, however, expected to have at least three tutorials.
The process is staged in so far as is possible and students are expected to bring specific pieces of work to each supervisory session. Students can show work to their supervisor (research tools, data, analytic frameworks, extracts from the writing etc.) for feedback and advice.

Learning outcomes

On successful completion of this module students will be able to:

  1. suggest, design and undertake future research in the field
  2. describe, analyse and evaluate theory in applied linguistics and education  and use this in professional and personal decision making
  3. write extensively and persuasively on debates and issues in the field of language learning, language teaching , applied linguistics demonstrating the interface between practice, research and theory
  4. make useful contributions to national developments, debates and practices in language and language education related issues in their own country and elsewhere
  5. continue to advance their knowledge and understanding and develop their research skills to match the demands of their professional life

Assessment strategy

Assessed by written dissertation


N/A (students produce their own bibliographies in consultation with their supervisors)