Bachelor's seminar 4100-6SSEMDYP

The aim of the diploma/bachelor's seminar is for the student to independently prepare a complete diploma thesis in consultation and cooperation with the supervisor and under his/her supervision.
During the diploma/bachelor's seminar, the student plans and writes individual components of the thesis under the supervision of the thesis supervisor (thesis topic, abstract of the thesis with a pre-liminary bibliography, work plan, plan of the theoretical part, plan of the practical part, theoretical chapter of the thesis with bibliography, practical chapter of the thesis, documentation of the didactic project attachments) and submits them in accordance with the seminar schedule. The student re-ceives feedback from the thesis supervisor, who reads, analyses and assesses the texts submitted by seminar students. The texts are either accepted or returned for revisions based on supervisor feedback. The diploma/bachelor's thesis is planned and written during the course, not after its com-pletion. The diploma/bachelor's seminar is conducted in one of three languages - English, French or German. Students prepare bachelor's theses in the language in which the seminar they attend is conducted.
The aim of the seminar lecture is to equip the student with the knowledge and skills needed to plan and write the individual components of the work (thesis topic, abstract of the work with a prelimi-nary bibliography, thesis plan, plan of the theoretical part, plan of the practical part, theoretical chapter of the work with bibliography, practical chapter of the work , documentation of the didactic project, attachments). During the lecture, the student becomes familiar with the structure of the diploma thesis and its components. The students also learn about the formal requirements for a diploma/bachelor's thesis and the techniques of writing an academic thesis, i.e.: gathering and ana-lysing academic sources/ literature, documenting and citing sources in the text, preparing a bibliog-raphy, editorial techniques and citing conventions, principles of editing an academic text in a foreign language, issues of plagiarism, principles of description and documentation of the teaching process. The seminar lecture is conducted in Polish. Students can also optionally prepare assignments in the language of the diploma/bachelor's seminar they are attending.
The thematic scope of the bachelor's seminar is determined by the supervisor in the seminar de-scription. The topics of bachelor's theses are determined by the seminar students in consultation and cooperation with the supervisor and accepted by the supervisor within a designated deadline.

The thematic scope of the seminar lecture:
Winter semester:
1. Definition, structure and content of a bachelor's thesis.
2. Structure and organization of the content of the theoretical chapter of the bachelor's thesis.
3. Planning the theoretical chapter of the thesis.
4. Types of sources in academic work: academic, popular-science and industry sources.
5. Rules for using sources and citing them in the text. The issue of plagiarism and copyright.
6. Bibliographic styles and conventions. Creating a bibliography.
7. Principles of English academic writing: academic register. Work language.
8. Formal requirements for a bachelor's thesis: summary.
Summer semester:
1. Goal, structure and organization of the content of the practical chapter of a bachelor's thesis.
2. Models of practical (didactic) chapter and types of didactic projects allowed in a bachelor's the-sis.
3. Definition and stages of the reflective cycle. The use of the reflective cycle in planning and creat-ing the practical part of the thesis. Description of individual stages of the cycle in thesis sections.
4. Planning the practical chapter.
5. Principles of data collection, description and documentation of the teaching process: lesson plans, resource pack, other materials.
6. Documenting sources in the practical part of the thesis.
7. Introduction to the bachelor's thesis: goal and scope.
8. Conclusion of the bachelor's thesis: goal and scope.

The aim of the diploma/bachelor's seminar is for the student to independently prepare a complete diploma thesis in consultation and cooperation with the supervisor and under his/her supervision.
During the diploma/bachelor's seminar, the student plans and writes individual components of the thesis under the supervision of the thesis supervisor (thesis topic, abstract of the thesis with a preliminary bibliography, work plan, plan of the theoretical part, plan of the practical part, theoretical chapter of the thesis with bibliography, practical chapter of the thesis, documentation of the didactic project attachments) and submits them in accordance with the seminar schedule. The student receives feedback from the thesis supervisor, who reads, analyses and assesses the texts submitted by seminar students. The texts are either accepted or returned for revisions based on supervisor feedback. The diploma/bachelor's thesis is planned and written during the course, not after its completion. The diploma/bachelor's seminar is conducted in one of three languages ​​- English, French or German. Students prepare bachelor's theses in the language in which the seminar they attend is conducted.
The aim of the seminar lecture is to equip the student with the knowledge and skills needed to plan and write the individual components of the work (thesis topic, abstract of the work with a preliminary bibliography, thesis plan, plan of the theoretical part, plan of the practical part, theoretical chapter of the work with bibliography, practical chapter of the work , documentation of the didactic project, attachments). During the lecture, the student becomes familiar with the structure of the diploma thesis and its components. The students also learn about the formal requirements for a diploma/bachelor's thesis and the techniques of writing an academic thesis, i.e.: gathering and analysing academic sources/ literature, documenting and citing sources in the text, preparing a bibliography, editorial techniques and citing conventions, principles of editing an academic text in a foreign language, issues of plagiarism, principles of description and documentation of the teaching process. The seminar lecture is conducted in Polish. Students can also optionally prepare assignments in the language of the diploma/bachelor's seminar they are attending.
The thematic scope of the bachelor's seminar is determined by the supervisor in the seminar description. The topics of bachelor's theses are determined by the seminar students in consultation and cooperation with the supervisor and accepted by the supervisor within a designated deadline.

The thematic scope of the seminar lecture:
Winter semester:
1. Definition, structure and content of a bachelor's thesis.
2. Structure and organization of the content of the theoretical chapter of the bachelor's thesis.
3. Planning the theoretical chapter of the thesis.
4. Types of sources in academic work: academic, popular-science and industry sources.
5. Rules for using sources and citing them in the text. The issue of plagiarism and copyright.
6. Bibliographic styles and conventions. Creating a bibliography.
7. Principles of English academic writing: academic register. Work language.
8. Formal requirements for a bachelor's thesis: summary.
Summer semester:
1. Goal, structure and organization of the content of the practical chapter of a bachelor's thesis.
2. Models of practical (didactic) chapter and types of didactic projects allowed in a bachelor's thesis.
3. Definition and stages of the reflective cycle. The use of the reflective cycle in planning and creating the practical part of the thesis. Description of individual stages of the cycle in thesis sections.
4. Planning the practical chapter.
5. Principles of data collection, description and documentation of the teaching process: lesson plans, resource pack, other materials.
6. Documenting sources in the practical part of the thesis.
7. Introduction to the bachelor's thesis: goal and scope.
8. Conclusion of the bachelor's thesis: goal and scope.

Allwright, D. (1993). Integrating “research” and “pedagogy”: Appropriate criteria and practical possibilities. In J. Edge, & K. Richards (Eds.), Teachers develop teachers research (pp. 125–135). London: Heinemann.
Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. Modern Language Journal, 89(3), 353–366.
Allwright, D, Hanks J (2009). The developing language learner: An introduction to exploratory practice. Basingstoke: Palgrave Macmillan. Bailey, K. (2001). Action research, teacher research, and classroom research in language teaching. In , M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 489–498). Boston: Heinle & Heinle.
Burns, A. (2019). Action research: developments, characteristics and future directions. In A. Benati &, J. W. Schwieter (Eds.), The Cambridge handbook of language learning (pp. 166–185). Cambridge: Cambridge University Press.
Burns, A. (2011). Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, vol II. (pp. 237–253). New York: Routledge.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Burns, A .(2007). Action research: contributions and future directions in ELT. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching (pp. 987–1002). New York: Springer.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Free- man, & J. Richards (Eds.), Teacher learning in language teaching (pp. 154–177). Cambridge: Cambridge University Press.
Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press.
Cirocki, A., & Farrell, T. S. C. (2017a). Reflective practice in the ELT classroom [special issue]. The European Journal of Applied Linguistics and TEFL, 6(2).
Cirocki, A., & Farrell, T. S. C. (2017b). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5– 23.
Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2).
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Freeman, D. & Richards, J. C. Richards (1996). Teacher learning in language teaching (Eds.). New York: Cambridge University Press. Hinkel, E. (2005). Handbook of research in second language teaching and learning. New York: Routledge.
Hinkel, E. (2011). Handbook of research in second language teaching and learning. New York: Routledge.
Hinkel, E. (2016). Handbook of research in second language teaching and learning. New York: Routledge.
McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Wallace, M. J. (1998). Action research for language teachers. Cambridge. Cambridge University Press.
Pozostałe pozycje wiążą się ściśle z tematami seminariów i są proponowane przez poszczególnych promotorów.

Allwright, D. (1993). Integrating “research” and “pedagogy”: Appropriate criteria and practical possibilities. In J. Edge, & K. Richards (Eds.), Teachers develop teachers research (pp. 125–135). London: Heinemann.
Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. Modern Language Journal, 89(3), 353–366.
Allwright, D, Hanks J (2009). The developing language learner: An introduction to exploratory practice. Basingstoke: Palgrave Macmillan. Bailey, K. (2001). Action research, teacher research, and classroom research in language teaching. In , M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 489–498). Boston: Heinle & Heinle.
Burns, A. (2019). Action research: developments, characteristics and future directions. In A. Benati &, J. W. Schwieter (Eds.), The Cambridge handbook of language learning (pp. 166–185). Cambridge: Cambridge University Press.
Burns, A. (2011). Action research in the field of second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning, vol II. (pp. 237–253). New York: Routledge.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Burns, A .(2007). Action research: contributions and future directions in ELT. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching (pp. 987–1002). New York: Springer.
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Free- man, & J. Richards (Eds.), Teacher learning in language teaching (pp. 154–177). Cambridge: Cambridge University Press.
Burns, A., & Richards, J. C. (Eds.). (2009). The Cambridge guide to second language teacher education. New York: Cambridge University Press.
Cirocki, A., & Farrell, T. S. C. (2017a). Reflective practice in the ELT classroom [special issue]. The European Journal of Applied Linguistics and TEFL, 6(2).
Cirocki, A., & Farrell, T. S. C. (2017b). Reflective practice for professional development of TESOL practitioners. The European Journal of Applied Linguistics and TEFL, 6(2), 5– 23.
Cirocki, A., & Burns, A. (2019). Language teachers as researchers [special issue]. The European Journal of Applied Linguistics and TEFL, 8(2).
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Freeman, D. & Richards, J. C. Richards (1996). Teacher learning in language teaching (Eds.). New York: Cambridge University Press. Hinkel, E. (2005). Handbook of research in second language teaching and learning. New York: Routledge.
Hinkel, E. (2011). Handbook of research in second language teaching and learning. New York: Routledge.
Hinkel, E. (2016). Handbook of research in second language teaching and learning. New York: Routledge.
McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Wallace, M. J. (1998). Action research for language teachers. Cambridge. Cambridge University Press.
Pozostałe pozycje wiążą się ściśle z tematami seminariów i są proponowane przez poszczególnych promotorów.

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