Awareness and Autonomy, Content and Needs – Current Issues in EFL Learning and Teaching - MA Seminar 3 3301-JSS3MOŻ
Aims of the seminar (global):
• to provide students with insight into new tendencies in applied linguistics and foreign language pedagogy
• to help students choose, negotiate and refine their research area
• to conduct small scale research projects in the field of ELT learning and teaching (incl. planning, piloting, administering, analyzing and reporting)
• to assist students in the process of writing the MA thesis (incl. bibliographical quarries, outlining and drafting).
Aims of the seminar (semester 3):
• to assist students in the process of drafting and re-drafting chapters one and two of the thesis
Course syllabus:
week 1: returning chapter one; introduction to year two
HOME ASSIGNMENT: bring chapter one (draft version) + accompanying bibliography
BACKGROUND READING 1: – none –
week 2 "Individual tutorials (1-i)": feedback on chapter one (mandatory for ½ class)
BACKGROUND READING 2: sources selected according to individual research interests
week 3 "Individual tutorials (1-ii)": feedback on chapter one (mandatory for ½ class)
BACKGROUND READING 3: sources selected according to individual research interests
week 4: a brief refresher of empirical research with own MA research in mind; inspecting sample empirical reports
HOME ASSIGNMENT: bring draft ideas for own empirical research
BACKGROUND READING 4: – none –
week 5 "Individual presentations 1": designing own empirical study
HOME ASSIGNMENT: prepare presentation: research aims, questions, administration and sample of research instrument
BACKGROUND READING 5: sources selected according to individual research interests
week 6 "Individual presentations 2": designing own empirical study
HOME ASSIGNMENT: prepare presentation: research aims, questions, administration and sample of research instrument
BACKGROUND READING 6: sources selected according to individual research interests
week 7 "Individual presentations 3": designing own empirical study
HOME ASSIGNMENT: prepare presentation: research aims, questions, administration and sample of research instrument
BACKGROUND READING 7: sources selected according to individual research interests
week 8: workshop on critical appraisal of research
BACKGROUND READING 8: Porte (2002) - selected excerpts
week 9 "Individual tutorials (2-i)": troubleshooting potential problems with chapter two (mandatory for ½ class)
HOME ASSIGNMENT: bring in draft version of chapter two + potential problems/questions
BACKGROUND READING 9: sources selected according to individual research interests
week 10 "Individual tutorials (2-ii)": troubleshooting potential problems with chapter two (mandatory for ½ class)
HOME ASSIGNMENT: bring in draft version of chapter two + potential problems/questions
BACKGROUND READING 10: sources selected according to individual research interests
week 11 "Individual tutorials (3-i)": troubleshooting potential problems with chapter two – second round (mandatory for ½ class)
HOME ASSIGNMENT: bring in draft version of chapter two + potential problems/questions
BACKGROUND READING 11: sources selected according to individual research interests
week 12 "Individual tutorials (3-ii)": troubleshooting potential problems with chapter two – second round (mandatory for ½ class)
HOME ASSIGNMENT: bring in draft version of chapter two + potential problems/questions
BACKGROUND READING 12: sources selected according to individual research interests
week 13 "Individual tutorials (4-i)": concerning the empirical chapter (draft)
HOME ASSIGNMENT: bring chapter two (draft version) + accompanying bibliography
BACKGROUND READING 13: – none –
week 14 "Individual tutorials (4-ii)": concerning the empirical chapter (draft)
HOME ASSIGNMENT: bring chapter two (draft version)
BACKGROUND READING 14: – none –
ADDITIONAL REMARKS:
Attendance is obligatory. Three absences are allowed.
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025.
https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
The governing act is: RESOLUTION No. 98 OF THE UNIVERSITY COUNCIL FOR TEACHING AND LEARNING of 8 December 2023 on the guidelines for the use of artificial intelligence tools in the education process https://dokumenty.uw.edu.pl/dziennik/DURK/Lists/Dziennik/Attachments/134/EN.DURK.2023.98.UURK.98.pdf
The acceptable level of AI use in a given course may be defined on the basis of “The AI Assessment Scale”, https://aiassessmentscale.com/
1. No AI
2. AI Planning
3. AI Collaboration
4. Full AI
5. AI Exploration
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge. Students will have in-depth familiarity with:
K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics (especially Applied Linguistics and TEFL methodology), in accordance with their chosen specialization (and educational path)
K_W02 advanced principles of linguistic research design (especially in Applied Linguistics and TEFL methodology), in particular the principles of method and tool selection in formulating research problems and testing hypotheses
K_W04 concepts and principles concerning the protection of intellectual property and copyright
Abilities. Students will be able to:
K_U01 apply the advanced terminology, theories and methods of linguistic research (especially in Applied Linguistics and TEFL methodology) to solve complex and original research problems in accordance with his/her chosen specialization (and educational path)
K_U02 apply advanced principles of linguistic research design (especially in Applied Linguistics and TEFL methodology), and in particular is able to:
- select appropriate sources, methods and tools
- critically analyze and synthesize the current state of research in the discipline
- interpret and present the results obtained
using advanced information and communication techniques
K_U03 use structures, lexis and language conventions appropriate to the communicative situation (e.g. holding a public debate, giving an academic presentation, etc.) in spoken and written English at the minimum level C2 according to the Common European Framework of Reference for Languages
K_U04 apply the concepts and principles of intellectual property protection and copyright law
K_U07 use modern technology to acquire knowledge and communicate through a variety of communication channels and techniques
K_U08 plan and organize individual and team work in order to achieve desired objectives effectively
Social competences. Students will be ready to:
K_K01 critically appraise their knowledge and content obtained from various sources
K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required
K_K03 fulfill social obligations, co-organize activities for the benefit of the social environment
K_K04 initiate action in the public interest, think and act entrepreneurially
K_K05 perform professional roles responsibly, including:
- set high standards of work ethics for themselves and for others
- cultivate the traditions and appreciate the achievements of one’s profession
- observe and develop professional ethics in accordance with their chosen specialization (and educational pathway) within English Studies
Assessment criteria
MA Seminar 3 ends in submitting the final version of chapter two and a draft version of chapter three (the empirical report).
Practical placement
- N.A. -
Bibliography
Bibliography: research field
• Bielska, J. (2006) Between Psychology and Foreign Language Learning. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
• Dakowska, M. (2003) Current Controversies in Foreign Language Didactics. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.
• Dakowska, M. (2007) Teaching English as a Foreign Language. A Guide for Professionals. Warszawa: PWN.
• Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam/Philadelphia: John Benjamins Publishing Company.
• Doughty, C. J. and Long, M. H. (eds.) (2003) The Handbook of Second Language Acquisition. Oxford: Blackwell.
• Ellis, R. (2008) The Study of Second Language Acquisition (2nd edition). Oxford: OUP.
• Komorowska, H. (ed.) (2007) Nauczanie języków obcych. Polska a Europa. Warszawa: Academia.
• Kumaravadivelu, B. (2003) Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press.
• Marsh, D., Zając, M., Gozdawa-Gołębiowska, H., Czura, A., Gapińska, A., Majewska, R., Papaja, K., Roda, M., Urbaniak, M. and Wróblewska, E. (2008) Profile Report: Bilingual Education (English) in Poland. Warszawa: The National Centre for Teacher Training and Development (CODN) & British Council Poland.
• Mehisto, P., Marsh, D. and Frigols, M. J. (2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan Publishers Limited.
• Piechurska-Kuciel, E. (2005) The Importance of Being Aware. Advantages of Explicit Grammar Study. Opole: Wydawnictwo Uniwersytetu Opolskiego.
• Richards, J. C. and Renandya W. A. (eds.) (2002) Methodology in Language Teaching. An Anthology of Current Practice. Cambridge: CUP.
• Robinson, P. C. (1991) ESP Today: A Practitioner’s Guide. New York: Prentice-Hall.
• Robinson, P. C. (ed.) (2002) Individual Differences and Instructed Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.
• Schmidt, R. (ed.) (1995) Attention and Awareness in Foreign Language Learning. Honolulu, Ha: University of Hawaii Press.
Bibliography: research methods
• Brown, J. D. (1988) Understanding Research in Second Language Learning.CUP.
• Brzeziński, J. (2000) Badania eksperymentalne w psychologii i pedagogice. Warszawa: Wydawnictwo Naukowe SCHOLAR.
• Brzeziński, J. (2003) Metodologia badań psychologicznych. Warszawa: PWN.
• Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th edition). London and New York: Routledge.
• McCall R. (1994) Fundamental Statistics for Behavioral Sciences. Forth Worth: Hartcourt Brace College Publishers
• Porte, G. K. (2002) Appraising Research in Second Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.
• Seliger, H. W. and Shohamy, E. (1989) Second Language Research Methods. OUP.
• Silverman, D. (2008) Interpretacja danych jakościowych. Warszawa: PWN.
• Wilczyńska, W., and Michońska-Stadnik, A. (2010) Metodologia badań w glottodydaktyce. Kraków: Avalon.
• Brown, J. D. (1988) Understanding Research in Second Language Learning.CUP.
• Brzeziński, J. (2000) Badania eksperymentalne w psychologii i pedagogice. Warszawa: Wydawnictwo Naukowe SCHOLAR.
• Brzeziński, J. (2003) Metodologia badań psychologicznych. Warszawa: PWN.
• Cohen, L., Manion, L. and Morrison, K. (2007) Research Methods in Education (6th edition). London and New York: Routledge.
• McCall R. (1994) Fundamental Statistics for Behavioral Sciences. Forth Worth: Hartcourt Brace College Publishers
• Porte, G. K. (2002) Appraising Research in Second Language Learning. Amsterdam/Philadelphia: John Benjamins Publishing Company.
• Seliger, H. W. and Shohamy, E. (1989) Second Language Research Methods. OUP.
• Silverman, D. (2008) Interpretacja danych jakościowych. Warszawa: PWN.
• Wilczyńska, W., and Michońska-Stadnik, A. (2010) Metodologia badań w glottodydaktyce. Kraków: Avalon.