General Information
Research Project in TESOL provides the opportunity for you to apply your research methodology and data visualisation skills to a specific project. You will explore either theoretical issues or industrial practices related to teaching and learning English as an Additional Language or Dialect. You will work individually, under supervision, to demonstrate skills of analytical research to complete an extensive research paper or professional portfolio.
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Details
Academic unit: Faculty of Society & Design Subject code: LING71-602 Subject title: Research Project in TESOL Subject level: Postgraduate Semester/Year: September 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Prescribed Consultation: x12 (Total hours: 6) - Weekly consultation with supervisor (30mins) per week.
- Personal Study Hours: x12 (Total hours: 114) - Research activities
Attendance and learning activities: It is the students' responsibility to attend supervisory meetings and contact the supervisor regularly to ensure the timely progress of their project development. Deadlines for project components form an essential part of the research process. -
Resources
Prescribed resources: Books
- Babbie, E (2021). The Practice of Social Research.. 15th, Boston Cengage
Others
- Bond University Library Bond University Library Research Guide. Bond University Library Available at: http://bond.libguides.com/tesol
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | LING71-602 |
| Subject title: | Research Project in TESOL |
| Subject level: | Postgraduate |
| Semester/Year: | September 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | It is the students' responsibility to attend supervisory meetings and contact the supervisor regularly to ensure the timely progress of their project development. Deadlines for project components form an essential part of the research process. |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate expert knowledge of research methodology and data visualisation to identify, synthesise and interpret complex issues in teaching and learning English as an Additional Language or dialect.
- Employ independent expert research skills to generate and communicate solutions to complex issues in teaching and learning English as an Additional Language or Dialect.
- Apply knowledge of and the skills in research methodology and data visualisation, demonstrating autonomy, expert judgement, adaptability and responsibility as a language educator.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Project Research Project Part 1: Literature Review and/or Methodology and References or another appropriate part of the project 30.00% Week 5 1,2,3 Project Report Research Project Part 2: Final Research Report/Professional Portfolio (Week 12, Friday, 5pm; approx. 5000 words) 70.00% Week 12 1,2,3 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Project | Research Project Part 1: Literature Review and/or Methodology and References or another appropriate part of the project | 30.00% | Week 5 | 1,2,3 |
| Project Report | Research Project Part 2: Final Research Report/Professional Portfolio (Week 12, Friday, 5pm; approx. 5000 words) | 70.00% | Week 12 | 1,2,3 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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The guideline
This is a recommended guide on how students should schedule their work in this subject to maximise the outcomes. The guide aims to help students keep track of their progress during the semester. Please note this is a guide only and the final course of work will be finalised between students and their supervisor. It is a student's responsibility to organise, prepare and attend the supervisory meetings.
SLOs included
- Demonstrate expert knowledge of research methodology and data visualisation to identify, synthesise and interpret complex issues in teaching and learning English as an Additional Language or dialect.
- Employ independent expert research skills to generate and communicate solutions to complex issues in teaching and learning English as an Additional Language or Dialect.
- Apply knowledge of and the skills in research methodology and data visualisation, demonstrating autonomy, expert judgement, adaptability and responsibility as a language educator.
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Week 1: Topic area selected
Students discuss possible topics of the research project or a portfolio with their supervisor.
SLOs included
- Demonstrate expert knowledge of research methodology and data visualisation to identify, synthesise and interpret complex issues in teaching and learning English as an Additional Language or dialect.
- Employ independent expert research skills to generate and communicate solutions to complex issues in teaching and learning English as an Additional Language or Dialect.
- Apply knowledge of and the skills in research methodology and data visualisation, demonstrating autonomy, expert judgement, adaptability and responsibility as a language educator.
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Week 4: Outline of the project & background research
Students have the outline of their project completed and their background research under way.
SLOs included
- Demonstrate expert knowledge of research methodology and data visualisation to identify, synthesise and interpret complex issues in teaching and learning English as an Additional Language or dialect.
- Employ independent expert research skills to generate and communicate solutions to complex issues in teaching and learning English as an Additional Language or Dialect.
- Apply knowledge of and the skills in research methodology and data visualisation, demonstrating autonomy, expert judgement, adaptability and responsibility as a language educator.
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Week 5: Submission of the Literature Review
Students complete and submit the draft of Literature Review by Friday, week 5, 5pm. Students complete and submit the draft of Literature Review by Friday, week 5, 5pm.
SLOs included
- Demonstrate expert knowledge of research methodology and data visualisation to identify, synthesise and interpret complex issues in teaching and learning English as an Additional Language or dialect.
- Employ independent expert research skills to generate and communicate solutions to complex issues in teaching and learning English as an Additional Language or Dialect.
- Apply knowledge of and the skills in research methodology and data visualisation, demonstrating autonomy, expert judgement, adaptability and responsibility as a language educator.
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Week 8: Submission of the first complete draft
Students write and submit a full draft in order to receive feedback before their final submission.
SLOs included
- Demonstrate expert knowledge of research methodology and data visualisation to identify, synthesise and interpret complex issues in teaching and learning English as an Additional Language or dialect.
- Employ independent expert research skills to generate and communicate solutions to complex issues in teaching and learning English as an Additional Language or Dialect.
- Apply knowledge of and the skills in research methodology and data visualisation, demonstrating autonomy, expert judgement, adaptability and responsibility as a language educator.
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Week 10: Review of the first draft
Students revise their first draft based on the feedback they receive from the supervisor (minimum 60 peer reviewed references).
SLOs included
- Demonstrate expert knowledge of research methodology and data visualisation to identify, synthesise and interpret complex issues in teaching and learning English as an Additional Language or dialect.
- Employ independent expert research skills to generate and communicate solutions to complex issues in teaching and learning English as an Additional Language or Dialect.
- Apply knowledge of and the skills in research methodology and data visualisation, demonstrating autonomy, expert judgement, adaptability and responsibility as a language educator.
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Week 12: Final submission of the research project
Students submit the complete project on Friday, 5pm.
SLOs included
- Demonstrate expert knowledge of research methodology and data visualisation to identify, synthesise and interpret complex issues in teaching and learning English as an Additional Language or dialect.
- Employ independent expert research skills to generate and communicate solutions to complex issues in teaching and learning English as an Additional Language or Dialect.
- Apply knowledge of and the skills in research methodology and data visualisation, demonstrating autonomy, expert judgement, adaptability and responsibility as a language educator.