Bachelor's seminar 4100-5SSEMDYP

After completing the seminar:
Knowledge:
The student knows and understands:
- advanced facts, concepts, and theories in applied linguistics, as well as selected detailed issues in pedagogy and psychology relevant to the analysis of teaching problems (K_W01, K_W02);
- methodological principles and procedures necessary to plan and conduct an action research study or to develop an educational work (K_W09);
- copyright principles related to the creation and use of teaching materials and the preparation of a thesis (K_W13).
Skills:
The student is able to:
- search for, select, and critically analyse academic literature in both the seminar language and Polish (K_U01, K_U13);
- plan and implement their own educational project as part of the bachelor’s thesis (K_U02, K_U03, K_U05);
- prepare and edit the individual sections of the thesis in accordance with formal requirements, action research methodology, and academic standards (K_U13, K_U15);
- analyse and evaluate their own actions, identifying areas for improvement (K_U09);
formulate conclusions, argue, and present their own solutions in the seminar language at B2+ level according to the CEFR (K_U11, K_U15, K_U16);
- use the seminar language sufficiently to prepare and defend the thesis (K_U17).
Social Competences:
The student is ready to:
- work systematically and responsibly on successive stages of the thesis, respecting principles of academic integrity (K_K02);
- accept and use feedback from the supervisor, set priorities, and plan actions leading to the completion of the thesis (K_K06).

1. Course completion requirements

In order to be eligible for assessment, students must attend classes (with the absence limit set by the seminar and lecture instructors) and complete all required tasks on time, both during in-class sessions and on the e-learning platform.

The methods and criteria of assessment are the same in all seminar groups. The seminar block consists of two courses: the bachelor’s seminar and the preparatory lecture.Condition for passing the block is obtaining credit for both courses. The seminar and the lecture are assessed on a pass/fail basis. Failure to pass the lecture results in failure to pass the entire seminar.

The use of AI tools in the process of preparing a diploma thesis is allowed only insofar as it does not conflict with the achievement of the intended learning outcomes and after obtaining the supervisor’s written consent, which includes verification of the proposed purpose, scope, and manner of their use in terms of compliance with those outcomes. The student is obliged to systematically present the results of successive stages of the thesis, including the full extent of AI tool usage, for the purpose of ongoing monitoring and verification by the supervisor. Furthermore, the student must include in the diploma thesis a description of the AI tools used, together with an explanation of their purposes and modes of application, in particular in the introduction or in the practical chapter, with clear indication of the sections produced with AI support. Failure to meet the above requirements will be treated as a violation of the principles of original work and will result in the thesis being considered non-original and graded as a fail.

2. Methods of assessment

Assessment covers subsequent parts of the thesis submitted by the student according to the schedule established by the supervisor, as well as tasks completed within the preparatory lecture:

Semester I (theoretical part)

Seminar:

-thesis topic (K_W01, K_W02, K_U01, K_U13, K_K02),
- plan of the theoretical chapter (K_W01, K_W02, K_W09, K_U01, K_U13),
- individual sections and the complete theoretical chapter with bibliography (K_W01, K_W02, K_W09, K_U01, K_U13, K_U15, K_K02).

Lecture:
- tasks related to the theoretical part of the thesis: thesis structure, formal requirements, bibliography, citation styles, academic writing (K_W09, K_W13, K_U13, K_U15).

Semester II (practical and final part)

Seminar:
- plan of the practical chapter (K_W09, K_U02, K_U03, K_U05),
- individual sections and the complete practical chapter (K_W09, K_U02, K_U03, K_U05, K_U09),
- documentation of the didactic project and appendices (K_W09, K_U02, K_U05, K_U09, K_K02, K_K06),
- the complete bachelor’s thesis (K_W01, K_W02, K_W09, K_W13, K_U01–K_U17, K_K02, K_K06).

Lecture:
- tasks related to the practical part and the final components of the thesis: documenting the didactic project, formulating conclusions, updating bibliography, editing the final components of the thesis (K_W09, K_W13, K_U13, K_U15, K_K02, K_K06).

3. Assessment criteria

-Criteria are applied to all parts of the text submitted within the seminar (abstract, chapter plans, theoretical chapter, practical chapter, project documentation, full thesis) and to tasks completed within the preparatory lecture. In particular, the following are assessed:
- compliance with instructions (including formatting),
- completeness,
- clarity and logical structure of argument,
- depth and quality of reasoning,
- organisation of content and relevance to the thesis topic,
- number, selection and documentation of sources (APA, MLA, or another style chosen by the supervisor),
- accuracy of description and documentation of the didactic project and conclusions,
- linguistic correctness (style, grammar, vocabulary), including the use of academic register.

Because of the nature of the bachelor’s thesis, no percentage weights are assigned to the criteria – all are treated equally and applied jointly. Assessment is conducted on a pass/fail basis. Descriptions of the thesis at the “pass” and “fail” levels illustrate the requirements for each criterion and provide the reference point for evaluating both individual components and the thesis as a whole.

Semester I (theoretical part)

Theoretical chapter – Pass

1. The text is written independently, follows the plan approved by the supervisor, and demonstrates academic integrity.

2. The chapter is at least 12 pages of standardised text (target length 15), meeting the formal requirements of Resolution No. 62 of the Didactic Council on Diploma Procedures (1800 characters per page, 1.5 line spacing, 2.5 cm margins, Times New Roman 12 pt. font, bold titles).

3. The bibliography includes at least 15 items, consisting primarily of scholarly sources (monographs, peer-reviewed journal articles, edited volume chapters), supplemented by professional and didactic references. Most sources come from the last decade, with significant works from the past two decades also accepted. Sources are thematically relevant and carefully selected. Documentation is consistent and accurate, using the citation style chosen by the supervisor (APA, MLA, or equivalent).

4. The content provides a coherent and logical review of literature within linguistics, forming the theoretical foundation for the practical part, and shows critical reflection based on thorough analysis.

5. Argumentation is logical and well-structured – the text is clear, and the reasoning easy for the reader to follow.

6. Language and style meet the academic standards expected of a first-cycle B2+ student: generally correct in grammar, spelling, and vocabulary, terminologically consistent, written in an academic register, with only minor flaws that do not affect clarity.

7. Formatting and referencing comply with the formal requirements of Uchwała 62.

Theoretical chapter – Fail

1. The text is not independent, showing plagiarism, misuse of sources, or inappropriate use of AI tools (e.g. generating content without attribution, uncritical copying, failure to indicate the author’s contribution).

2. The chapter is shorter than 12 pages of standardised text or does not comply with formal requirements.

3. The bibliography fails to meet requirements (fewer than 15 items), dominated by irrelevant, random, non-academic, or unverifiable sources. Popular or didactic materials predominate, and scholarly publications are missing. Documentation is inconsistent or erroneous (incorrect citations, discrepancies between references and list, lack of uniformity).

4. The content is purely compilatory, disorganised, lacking analysis or critical engagement with literature, and does not provide a theoretical foundation in linguistics. A chapter that is only didactic, without theoretical grounding, is not accepted.

5. Argumentation is inconsistent, the structure chaotic – the text is unclear and reasoning incoherent, preventing the reader from following the author’s line of thought.

6. Language and style fall below academic standards expected of a first-cycle , B2+ student: frequent grammatical, spelling, and lexical errors, inconsistent terminology, or colloquial register; such flaws prevent the work from being accepted.

7. Formatting and referencing inconsistent, with numerous errors.

Semester II (practical part)

Practical chapter – Pass

1. The text is written independently, follows the plan approved by the supervisor, and demonstrates academic integrity.

2. The chapter is at least 12 pages of standardised text (target length 15), meeting the formal requirements of Resolution No. 62.

3. The chapter contains all required elements in the correct order, structured into sections. It either documents a didactic project in the action research model (problem identification – planning – implementation – evaluation – reflection) or describes the process of creating a didactic work (teacher resource pack) (gap identification – development – presentation of materials – didactic justification).

4. The chapter may include a short list of references specific to the project. The full bibliography, with at least 15 items, is placed at the end of the thesis and consists mainly of scholarly publications, supplemented by professional and didactic sources, with an emphasis on recent works (primarily from the last decade). All references are accurately documented in the chosen style.

5. The practical part is clearly linked to the theoretical chapter and uses it as a foundation for the project.

6. Documentation of the didactic project (e.g. lesson plans, teaching materials, implementation notes) is complete, clear, and accurate.

7. The text includes critical didactic reflection based on careful analysis of the project, its outcomes, and conclusions.

8. Language and style meet the academic standards expected of a first-cycle B2+ student: generally correct in grammar, spelling, and vocabulary, terminologically consistent, written in an academic register, with only minor flaws that do not affect clarity.

9. Formatting, citation, and bibliography meet the formal requirements of the resolution.

Practical chapter – Fail

1. The text is not independent, showing plagiarism, misuse of sources, or inappropriate use of AI tools (e.g. generating content without attribution, uncritical copying, failure to indicate the author’s contribution).

2. The chapter is shorter than 12 pages of standardised text or does not comply with formal requirements.

3. The bibliography of the whole thesis fails to meet requirements (fewer than 15 items). References in the practical chapter – if any – are irrelevant, random, non-academic, or unverifiable. Didactic or popular materials predominate, with no current scholarly sources. Documentation is inconsistent or erroneous (incorrect citations, discrepancies between references and list, lack of uniformity).

4. The structure does not follow the action research or didactic work model; the text is fragmentary, chaotic, or purely descriptive.

5. Documentation of the didactic project is incomplete, superficial, or unclear.

6. The practical part is not linked to the theoretical chapter; analysis and reflection are missing or superficial. A chapter that is only didactic, without theoretical grounding, is not accepted.

7. Argumentation is inconsistent, the structure chaotic – the text is unclear and reasoning incoherent, preventing the reader from following the author’s line of thought.

8. Language and style fall below academic standards expected of a first-cycle B2+ student: frequent grammatical, spelling, and lexical errors, inconsistent terminology, or colloquial register; such flaws prevent the work from being accepted.

9. Formatting of text and appendices does not comply with the formal requirements of the resolution.

Not applicable.

Brown, J. D., & Coombe, C. (Eds.). (2015). The Cambridge guide to research in language teaching and learning. Cambridge University Press. Sygn.: M.19171–19172

Burns, A., & Richards, J. C. (Eds.). (2018). The Cambridge guide to learning English as a second language. Cambridge University Press. Sygn.: M.19199

Carter, R., & Nunan, D. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press. Sygn.: M.15110

Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge University Press. Sygn.: L.7197

Cook, V., & Li Wei (Eds.). (2016). The Cambridge handbook of linguistic multi-competence. Cambridge University Press. Sygn.: L.20918–20919

Ellis, R. (1995). The study of second language acquisition. Oxford University Press. Sygn.: L.10651

Ellis, R. (1997). SLA research and language teaching. Oxford University Press. Sygn.: L.13411–13413

Gass, S. M., Behney, J., & Plonsky, L. (2020). Second language acquisition: An introductory course (5th ed.). Routledge. Sygn.: L.20573

Hinkel, E. (Ed.). (2005). Handbook of research in second language teaching and learning. Routledge. Sygn.: brak

Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching and learning (Vol. II). Routledge. Sygn.: brak

Hinkel, E. (Ed.). (2016). Handbook of research in second language teaching and learning (Vol. III). Routledge. Sygn.: brak

Loewen, S. (2020). Introduction to instructed second language acquisition (2nd ed.). Routledge.

VanPatten, B., & Williams, J. (Eds.). (2015). Theories in second language acquisition: An introduction (2nd ed.). Routledge.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 4100-5SSEMDYP in USOSweb