INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

COLLEGE OF EDUCATION
Alimannao Hills Penablanca, Cagayan
Course Code : Eng 218 Reviewed by : MYRNA A. PAGULAYAN, Ph.D.
Dean, College of Education
Descriptive Title : LANGUAGE RESEARCH Date Signed :
Credits : 3 units (3 unit lecture) 3 hours per week

Requisites : None Approved by : PRESENITA C. AGUON, Ph.D.

Vice President for Academic Affairs
Co – Requisites : None Date Signed :

Prepared by : JHOANNA PAULINE C. MAMANSAG, MAEd

Date Signed : S. Y. 2017-2018
VISION: COLLEGE PURPOSES & OBJECTIVES:
The International School of Asia and the Pacific aims to be the premier school in the
country producing globally competent entrepreneur contributing significantly to the “Caring for the FILIPINOS and the people of the world.”
upliftment of the quality of life of the individuals, family community, country and the
humanity.

MISSION:
The mission of International School of Asia and the Pacific is the holistic development
of the person – a man conscious of his external destiny, aware of dynamics of change,
challenged by the needs of daily living, cognizant of national and international
developmental goals and ready to meet the demands of life in pursuit of his objectives
in whatever socio-economics level he belongs.

CORE VALUES:

Nationalism Godliness Patience

Trustworthiness Industry
PROGRAM EDUCATIONAL OBJECTIVES (PEO)
 The College of Education is dedicated to Education graduates who, within a few years of graduation, are expected to:
I. Possess broad knowledge of language and literature for effective learning
II. Use English as a global language in a multilingual context as it applies to the teaching of language and literature
III. Acquire extensive reading background in language, literature and allied fields
IV. Demonstrate proficiency in oral and written communication
V. Show competence in employing innovative language and literature teaching approaches, methodologies and strategies.
VI. Use of technology in facilitation language learning and teaching
VII. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
VIII. Display skills and abilities to be a reflective and research-oriented language and literature teacher
(Note: Program Educational Objectives (PEO) are derived from CMO 75, series of 2017)
STUDENT OUTCOMES (SO):

a. Conduct an independent investigation of a selected structure of English in the context of the language classroom
b. Draft a proposal for and implements a community-based English language –or literature-based learning program
c. Show the ability to enrich the curriculum to include an extensive reading list for learning language, literature, and allied fields
d. Construct appropriate assessment tools for the language and literature classroom
e. Conduct a comprehensive language profiling to identify students’ needs
f. Conduct an analysis of assessment results to improve teaching and learning in the language classroom
g. Conduct research concerning the teaching and learning of language and literature

(Note: Student Outcomes are derived from CMO 75, series of 2017)

COURSE DESCRIPTION:

This course develops skills in applying principles and approaches of research to answer questions in language learning and teaching.

COURSE OUTCOMES (CO):

A graduate of Bachelor in Secondary Education course must achieve the following after finishing the subject:
1. Can identify and explain the meaning of research.
2. Can distinguish the different types of research according to purpose and method to enumerate and explain various parts of a research
paper;
3. Can conduct at least one research in language or in literature
 4. Can confidently and correctly speak the English language
5. Manifest appreciation of the important role that research plays in education

VALUE AIMS:
This course will be able to instill and initiate to students the concept of education; thus, this shall enable students to develop their love for writing
and searching for new information in language learning and teaching. They shall develop in them the value of responsibility and love in their
studies and their future profession.
GRADING SYSTEM
COURSE REQUIREMENTS The student’s grade at the end of the semester
represents the combined marks for (CS) class standing
 Regular class attendance and participation projects, attendance, etc; Average Quizzes (AQ); and
 Quizzes, Seat works, Assignments the Term Test (TT). There are four (4) grading periods
 Term Test namely, Preliminary, Midterm, Semi-Final, and Final
 Research Paper/ Output Examinations. The school has adopted the cumulative
grading system, which is computed as follows:

CLASSROOM MANAGEMENT
Teachers: 1. Prelim Grade
 All teachers are expected to conduct themselves in a professional manner PG= AQ+CS+TT
especially when dealing with their students. 3
 Classroom shall be neat and orderly before the class starts.
 A permanent seat plan of the students shall be prepared by the subject teacher 2. Midterm Grade MCA= PG
every beginning of the semester and must be followed during the entire + 2(MG)
duration of the semester. MG= AQ+CS+TT
 The class should start with a prayer and end with a prayer. 3
 Teachers must be in their classes 5 minutes before the schedule. 3
 Teachers should erase the boards before leaving the class and put off all
electrical appliances including lights and electric fans. 3. Semi-Final Grade
 The teacher should be the last to leave the room in case there are no more SFG= AQ+CS+TT SFCA= MG
subjects after his / her class. + 2(SFG)
 He / she should ask students to pick up pieces of papers or plastics before 3
leaving the classroom. 3
  Any damage to the classroom used by teachers should immediately be reported
to the General Services Office or through the Quality Assurance Moderator for 4. Final Grade
Administration. FG= AQ+CS+TT (FTS x 70% + CTS x 30%)
Students: 3
 All students must come on time and must be in their complete uniform during FCA= SFG + 2(FG)
class hours. 3
 Strictly NO littering inside the class and no eating while class is going on.
 All students must conduct themselves with discipline throughout the entire LEGEND:
class.
 Shouting or howling is strictly prohibited as it would disturb other classes in PG = Prelim Grade
adjacent classrooms or buildings. MG = Midterm Grade
MCA = Midterm Cumulative Average
SFG = Semi – Final Grade
ACADEMIC COUNSELLING TIME: TTH 9:00-10:30 SFCA = Semi – Final Cumulative Average
FG = Final Grade
FCA = Final Cumulative Average
FTS = Final Test Score
CTS = Comprehensive Test Score

TEXTBOOK:
Ariola, Mariano. Principles and Methods of Research 1st ed. Rex Bookstore. 2006

ADDITIONAL REFERENCE:
Murcia, Marianne Celece. Teaching English as a Second or Foreign Language. Heinle and Heinle. 2006

WEBSITE REFERENCES:
www.google.com
Time Intended Learning Outcomes Teaching and Learning Activities Assessment
Course Contents
Frame (ILO) (TLA) Tasks (TA)
 PRELIMINARY PERIOD

RESEARCH
At the end of the lesson, the Lecture
student is expected to :

A. Have a thorough Brainstorming

A. Definition of Research
understanding about the
Lecture discussion of the topics
definition of Research
through LCD presentation
Discussion
B. Trace the nature and
B. Nature and Characteristics of Brain storming by dividing the
characteristic of research Recitation
Research students into 4 groups and
giving topics to discuss, after
specific period of discussion,
C. Have an ample foundation Lecture
C. Value of Research presentation will be done in
Week 1 to 4 as regards the underlying
A. General purpose front of the class as group but
12 hrs lecture rules in the research process
B. Specific Purpose with individual task.
Discussion

D. Have a knowledge on the

D. Types of Research Lecture discussion of the topics
different types or Research Concept
A. Basic through LCD presentation/hand
and its functions Teaching
B. Applied outs
C. Action
E. To have an awareness in Think-Pair-Share
E. Classification of Research by General
the classifications of
Methodology
Research Methodology Peer Tutoring
PRELIM EXAMINATION
Quiz Bee
September 17-19, 2018
Feed backing
 MIDTERM PERIOD

WEEK 5-9 Compare and contrast
15 hrs lec methods and designs in
research
Distinguish types of research
in language teaching
examine the steps for action
research
F. Basic Research Method and Design
A. Historical
B. Descriptive
C. Experimental
G. Research in language Teaching
A. Language Classroom Research
B. Teacher Research
C. Action Research
1. Problem
2. Plan for Action
3. Data Collection
4. Reflection
Lecture through
LCD presentation Teacher Modeling
Brain storming by dividing the
students into 4 groups and
giving topics to discuss, after
specific period of discussion, Practice Drills
presentation will be done in
front of the class as group but
with individual task. Peer Evaluation
Group work

Trace the beginning of I. Development in Language

language classroom research Classroom Research Explaining with
visual aid

A. Classroom Research in Teacher

Cognition
Identify studies on the
globalization of language B. Globalization of language
classroom Research Classroom Research

C. Wash back in language classroom

D. Identified topics on language

 classroom Research

MIDTERM EXAMINATIONS
October 23-25, 2018

SEMI – FINAL PERIOD

WEEK 10-13 Examine the process in II. The Research Process Group work Essay
12 hrslec researching

A. Selection and Identification of a

Research Problem Concept Mapping
Conceptualize a research
topic in language that would 1. Problem Problem
lead to problem Problem Identification Conceptualization
conceptualization
2. Elements of a research Problem
Examine elements of
research Lecture Collaborative
3. Examples of language Research Work
Problems

Identify possible topics in
language classroom research
Distinguish between related
literature and related studies
Recognize the process in
analyzing, presenting and
Venn Diagram
B. Review of related Literature
1. Related Literature Defense Proposal
2. Related Studies Dyadic Communication
C. Research Design Methods and
Procedures
1. Research Design
D. Analysis, presentation and
 Interpretation of Data

E. Summary, conclusion and

interpreting data
Recommendation
Determine how to summarize
and conclude finding and
give recommendation
SEMI FINAL EXAMS
November 19-21, 2018

FINAL PERIOD

I. Writing and Conduct of

Language Research Individual/ Final Defense of
WEEK 14-18 Submit a research paper
peer reading/ critiquing Research Paper
15 hrs from chapters 1 to 5
FINAL EXAMS-December 14-17, or output
2018
Comprehensive Exam- Dec. 18-19,
2018

ALLIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION MISSION STATEMENT:

MISSION STATEMENT

PROGRAM EDUCATIONAL OBJECTIVES (PEO) (Note: This mission statement must be coming from your school’s
vision, mission, and core values. The number of your mission
statement maybe 2, 3, 4, or more depending upon how you
interpret your mission statement.)
Mission Mission Mission Mission Mission
 Statement Statement Statement
Statement 1 Statement 5
2 3 4
a b c d e
a. Possess broad knowledge of language and literature for effective / / / /
learning
b. Use English as a global language in a multilingual context as it applies / / /
to the teaching of language and literature
c. Acquire extensive reading background in language, literature and allied / / / / /
fields
d. Demonstrate proficiency in oral and written communication / / / / /
e. Show competence in employing innovative language and literature
teaching approaches, methodologies and strategies.
f. Use of technology in facilitation language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative
changes to improve learning and teaching language and literature
h. Display skills and abilities to be a reflective and research-oriented
language and literature teacher
ALLIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES

STUDENT
PROGRAM EDUCATIONAL OBJECTIVES (PEO) OUTCOMES (SO)
A B
C D E F G
a. Possess broad knowledge of language and literature for effective learning / / / / / / /
b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature / / / /
c. Acquire extensive reading background in language, literature and allied fields / / / / / /
d. Demonstrate proficiency in oral and written communication / / / / / / /
e. Show competence in employing innovative language and literature teaching approaches, methodologies and
strategies.
f. Use of technology in facilitation language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching
 language and literature
h. Display skills and abilities to be a reflective and research-oriented language and literature teacher

ALLIGNMENT OF STUDENT OUTCOMES TO COURSE OUTCOMES

COURSE COURSE
OUTCOME OUTCOMES
STUDENT OUTCOMES (SO) LEVEL
S Proficiency assessed
Satisfied by
a. Conduct an independent investigation of a selected structure of English in the context of the L / Oral & written
language classroom examination
b. Draft a proposal for and implements a community-based English language –or literature-based L / Oral & written
learning program examination
c. Show the ability to enrich the curriculum to include an extensive reading list for learning P/O / Oral & written
language, literature, and allied fields examination
d. Construct appropriate assessment tools for the language and literature classroom P/O / Oral & written
examination
e. Conduct a comprehensive language profiling to identify students’ needs P / Oral & written
examination
f. Conduct an analysis of assessment results to improve teaching and learning in the language O / Oral & written
classroom examination
g. Conduct research concerning the teaching and learning of language and literature O / Oral & written
examination

(Note: Levels are derived from the following :)

L – Facilitates learning of the competencies (input is provided and competency is evaluated)

P – Allows student to practice competencies (no input but competency is evaluated)

 O – Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies)

Blank – if no relation

STUDENT OUTCOMES TO COURSE CONTENT

STUDENT
COURSE CONTENT
OUTCOMES (SO)
A B C D E F G
a. Research / / / / / / /
b. Basic Research Method and Design / / / /
c. The Research Process / / / / / /
d. Writing and Conduct of Language Research / / / / / / /

CURRICULUM MAP

KEY LEGENDS:

I- INTRODUCED: Basic concepts are merely introduced

P-PRACTICED: The concepts and principles are presented with applications

D-DEMONSTRATE: Introduced and practiced with skills acquisitions

PROGRAM OUTCOMES OF THE COLLEGE OF EDUCATION

a. Possess broad knowledge of language and literature for effective learning

b. Use English as a global language in a multilingual context as it applies to the teaching of language and literature

c. Acquire extensive reading background in language, literature and allied fields

 d. Demonstrate proficiency in oral and written communication

e. Show competence in employing innovative language and literature teaching approaches, methodologies and strategies.

f. Use of technology in facilitation language learning and teaching

g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature

h. Display skills and abilities to be a reflective and research-oriented language and literature teacher

FOURTH YEAR SECOND SEMESTER

PROGRAM Possess Use English as a Acquire Demonstrate Show Use of Inspire students Display skills
OUTCOMES broad global language extensive proficiency in competence in technology and colleagues to and abilities
knowledge of in a multilingual reading oral and employing in lead relevant and to be a
language and context as it background written innovative facilitation transformative reflective
literature for applies to the in language, communication language and language changes to and
effective teaching of literature literature learning improve learning research-
learning language and and allied teaching and and teaching oriented
literature fields approaches, teaching language and language
methodologies literature and
and strategies literature
teacher
ENG 218