(in Polish) Metodologia badań nad edukacją językową i przyswajaniem języków 4100-IMMBNEJiPJ

Knowledge: the graduate knows and understands
K_W04: the main trends and research methodologies in foreign language education and acquisition to an in-depth degree

K_W13: principles of Industrial Property Law and Copyright Law

Skills: the graduate is able to
K_U02: apply knowledge of linguistic research methodology to the design and execution of studies concerning language education and language acquisition.

Social competences: the graduate is ready to
K_K01: pursue lifelong learning

K_K02: critically reflect on the level of their skills and knowledge, constantly develop professionally and personally, self-assess their competences, improve their skills, plan their development and training, consult experts in case of difficulties

The following are prerequisites for obtaining credit for the semester:
• Preparation for and active participation in face-to-face (in-person) classes.
• Timely completion of all Assignments, both in class and on the e-learning platform.
• Demonstration of familiarity with the recommended readings and specified materials.
• Ability to work in a group, exhibiting mutual support and cooperation.
• Obtaining a passing grade (credit) for:
o Partial assignments
o The group research project
o A test assessing knowledge and skills
• A maximum of one absence from face-to-face classes is permitted.

The use of Artificial Intelligence (AI) tools is permitted only with the explicit consent of the instructor and after the scope of their use has been mutually agreed upon.
Unauthorized use, without prior instructor approval, will be treated as a violation of academic integrity and will result in a failing grade for the assignment or course component.

Assessment Methods:
In-Class Activity and Participation
(Weight in Final Grade: 15%) – Learning Outcomes: K_W04; U_02; K_K01; K_K02
Assessment Criteria:
• Preparation for Class: Consistent evidence of having completed required readings or assignments before class, demonstrated by specific references or well-developed initial thoughts.
• Relevance and Insightfulness of Contributions: The extent to which comments and questions are directly relevant to the topic being discussed, demonstrate critical thinking, and offer new insights or perspectives.
• Clarity and Coherence of Expression: The ability to articulate thoughts and arguments clearly, concisely, and logically, using appropriate academic language.
• Active Listening and Responsiveness: Evidence of engaging with peers' and the instructor's points by building upon them, challenging them respectfully, or asking clarifying follow-up questions.
• Initiation of Discussion: Taking the initiative to introduce a new relevant point, pose a challenging question, or summarize a complex idea to move the discussion forward.
• Depth of Engagement: Going beyond surface-level responses by referencing required readings, external scholarly sources, or relevant practical examples.
Grading Scale and Threshold
Percentage Range Grade
90–100% 5 (Very Good/A)
85–89% 4+ (Good Plus/B+)
75–84% 4 (Good/B)
70–74% 3+ (Satisfactory Plus/C+)
60–69% 3 (Satisfactory/C)
<59% 2 (Failing/F)
Passing Threshold (Credit Requirement): 60%

Assignments (Weight in Final Grade: 35%) – Learning Outcomes: K_W04; K_W13; K_U02; K_K01; K_K02
Seven partial assignments (written submissions and one presentation) constituting an integral part of the students' contribution to the course subject matter.
Assessment Criteria
1. Compliance with Instructions: Adherence of the assignments to the given task specifications and guidelines.
2. Referencing and Scholarly Connection: The ability to demonstrate connections, and cite arguments from the required and supplementary literature and specified materials.
3. Insight and Quality of Argumentation: The depth, critical thinking, and quality of the arguments presented.
4. Completeness of Content: Ensuring all components of the task are addressed and fully developed.
5. Clarity and Logic of Discourse: The transparency, coherence, and logical flow of the discussion or argument.
6. Organization, Presentation, and Aesthetics: The structure, visual presentation, and overall professionalism of the assignment content, considering the reader/audience.
7. Linguistic Correctness: Accuracy in language use (style, grammar, vocabulary, and appropriate academic register).
8. Timeliness: Punctual completion and submission of assignments for both face-to-face classes and the e-learning platform.
Grading Scale and Threshold
Percentage Range Grade
90–100% 5 (Very Good/A)
85–89% 4+ (Good Plus/B+)
75–84% 4 (Good/B)
70–74% 3+ (Satisfactory Plus/C+)
60–69% 3 (Satisfactory/C)
<59% 2 (Failing/F)
Passing Threshold (Credit Requirement): 60%

Group Research Project (Weight in Final Grade: 20%) – Learning Outcomes: K_W04; K_W13; K_U02; K_K01; K_K02
Students will develop and present a joint research proposal/project that has been previously discussed within their assigned group.
Assessment Criteria
• Formulation of the Research Problem and Research Questions: The extent to which the problem addresses a significant issue in language education and possesses potential for practical implementation(applicability/transferability).
• Methodological Rigor: The appropriateness and justification of the chosen research design (e.g., quantitative, qualitative, mixed-methods) in relation to the research question(s).
• Ethical Considerations: Demonstration of understanding and strict adherence to ethical principles, including informed consent, data privacy, and ethical approval processes (e.g., preparation of the ethics application/proposal).
• Sampling/Participant Selection: The justification and adequacy of the sampling strategy relative to the adopted research design and its capacity to address the research question.
• Teamwork and Contribution: The effectiveness of group collaboration, communication, and evidence of equitable and balanced contribution from all team members.
• Project Presentation: Compliance with instructions, completeness of content, aesthetics/professionalism of the content presentation, and linguistic correctness.
Grading Scale and Threshold
Percentage Range Grade
90–100% 5 (Very Good/A)
85–89% 4+ (Good Plus/B+)
75–84% 4 (Good/B)
70–74% 3+ (Satisfactory Plus/C+)
60–69% 3 (Satisfactory/C)
<59% 2 (Failing/F)
Passing Threshold (Credit Requirement): 60%

Knowledge and Skills Assessment Test (Weight in Final Grade: 30%) – Learning Outcomes: K_W04; K_W13; K_U02; K_K01; K_K02
A written test, administered during the final seminar/ class (face-to-face), consisting of three questions (one requiring an extended written response and two requiring shorter responses), covering topics addressed throughout the course.
Assessment Criteria
1. Compliance with Instructions: Adherence to the task specifications and formatting requirements.
2. Referencing and Scholarly Connection: The ability to demonstrate connections and cite arguments from the required and supplementary literature, as well as specified materials.
3. Insight and Quality of Argumentation: The depth, critical analysis, and academic rigor of the arguments presented.
4. Completeness of Content: Ensuring all aspects of the question are fully addressed.
5. Clarity and Logic of Discourse: The transparency, coherence, and logical structure of the argument or explanation.
6. Organization, Presentation, and Aesthetics: The structure, readability, and overall neatness of the written response, considering the reader.
7. Linguistic Correctness: Accuracy in language use (style, grammar, vocabulary, and appropriate academic register).
Grading Scale and Threshold
Percentage Range Grade
90–100% 5 (Very Good/A)
85–89% 4+ (Good Plus/B+)
75–84% 4 (Good/B)
70–74% 3+ (Satisfactory Plus/C+)
60–69% 3 (Satisfactory/C)
<59% 2 (Failing/F)
Passing Threshold (Credit Requirement): 60%

N/A

Literature:
Students should familiarise themselves with the relevant sections from the recommended core and supplementary texts (read them and make notes) in addition to material provided on the platform.

Core reading:

• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. London: Routledge.
• Mackey, A. & Gass, S. M. (2015). Second Language Research, 2nd edition. Routledge
• Punch, K. F. (2013). Introduction to Social Research: Quantitative and Qualitative Approaches, 3rd edition, Sage Publications Ltd.

Additional reading:

• Alderson, P. & Morrow, V. (2020). The Ethics of Research with Children and Young People: A practical Handbook. Sage Publications Ltd.
• Andrews, R. (2003). Research Questions. Continuum International Publishing.
• Brown, J. D., & Coombe, C. (Eds.). (2015). The Cambridge guide to research in language teaching and learning. Cambridge: Cambridge University Press.
• Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. Oxford: OUP.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: OUP.
• Mackey, A., & Gass Susan M. (2016). Second language research methodology and design. New York: Routledge.
• O’leary, Z. (2004). The essential guide to doing research. London: SAGE Publications.
• Paltridge, B., & Phakiti, A. (Eds.). (2018). Research methods in applied linguistics: A practical resource. London: Bloomsbury Academic.
• Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (Eds.). (2018). The Palgrave handbook of applied linguistics research methodology, London: Palgrave Macmillan.
• Pring, R. (2015). Philosophy of Educational Research, 3rd edition. Bloomsbury Academic.
• Robson, C. & McCartan, K. (2015). Real World Research, 4th edition. John Wiley & Sons

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

• Description of 4100-IMMBNEJiPJ in USOSweb