St.

Rita’s College of Balingasag

Balingasag, Misamis Oriental
HIGHER EDUCATION DEPARTMENT

Language Research
ONLINE CLASS ORIENTATION AND SYLLABUS
Class website link:
Category 3

COURSE OVERVIEW

Description
This three-unit course develops the pre-service English teachers’ skills in applying the principles
and approaches in conducting research, an independent investigation, to find answers to
questions concerning contemporary and relevant issues in language education. The emphasis is
on the evaluative aspects of language research and its scientific preparation. In addition, it
provides them with an avenue to learn how the critical review of extant literature in the field can
aid in conceptualizing their research topics. Considerably, their content knowledge on the
fundamental aspects of language teaching and learning shall be bases of a scholarly language
research.

Learning Objectives and Learner Outcomes

At the end of the course, the students will be able to:
 organize research-based information of an identified pressing issue and problem in
language teaching and learning to arrive at a concept paper;
 show skills in the positive use of ICT to obtain, to organize, and to present relevant
information into a scholarly language research proposal; and
 conduct research concerning the teaching and learning of English language

Expectations and Grading

The subject runs for 10 weeks. In order to complete the modules, students should work on and
off line for 6 hours every week.

Netiquette
In the virtual classroom, learning is generated from the active participation in discussion forums
and free exchange of ideas and experiences. Therefore, when communicating on the discussion
board it is important to follow a set of core principles which will help us increase the quality of
online discussions, achieve group cohesion and maintain the community of practice, the key
components of teacher professional growth:
1. Try to be clear and direct
Make sure that your content title reflects the content of your post and that your post
is succinct and direct.

2. Post relevant content

Only post content relevant to the subject. Any other content which is found to be
unsuitable or irrelevant will be deleted
 3. Make it easier for colleagues to read your comments
- Put a blank space at the beginning of a message and between paragraphs.
- Be brief and specific. This is especially important in Massive Open Online
Courses which have thousands of participants. When writing a contribution, try
to keep it within a 100-word limit. Your responses should preferably be up to 50
words.

4. Be constructive
Respond to colleagues’ postings or comments in an encouraging and supportive tone.
Think before you write or respond. Any criticism should be constructive—if in doubt,
think about how you would feel reading a posting.

5. Be open to differences in opinion

Be open to other people’s opinions and try not to get emotional if someone disagrees
with you. Make your learning experience a constructive and positive one by avoiding
‘flaming’. For example, capitals can be interpreted as shouting. Words are powerful and
can hurt; avoid anything which could be misinterpreted in any way. Think before you
push the ‘send’ button.

6. Accept others
Accept your peers’ differences e.g. cultural and language differences. You are part of a
community which means caring about your own progress and that of your colleagues’.

7. Cite other people’s work

If you use a quote or reference in your post; make sure that you cite it or provide a link
to it.

8. No spamming
Please don’t send advertisements to your peers or use your peers’ emails in any way
other than how they intend it to be used.

Assessment
Students who satisfactorily complete all required tasks with a score of 70% or above before the
subject close date will receive a passing mark.

Evaluation Standards
30 % of total score Orals Oral recitation every week
30 % of total score Exams Complete exam terms
40 % of total score Outputs Complete performance tasks

The course also contains ungraded tasks:

2
 1. Discussions. In this course, discussion forum participation is a must. I encourage you to
engage in a dialogue with your fellow classmates.
2) Reflection tasks. All modules end with self-reflection questions to get you thinking
about the course content, your teaching and what you can do to improve it. You can
complete these tasks in digital format or using an ordinary notebook.

Synchronous Class Schedule

Date Time LMS Link Meeting Meeting

Passwor ID
d
M-T-Th-F of 9:00AM Google meet.google.com/jnk- meet.go PIN: 197
January to March Meet rdyg-ydn ogle.co 443 342#
m/jnk-
rdyg-
ydn

3
 Time Content Learning Objectives Assessment Task TLAS 4- Pronged Integration Learning Materials
Allotmen Core/Related Social Across Scriptural
t Values Orientation Discipline Text

Week 1-2 1. Fundamentals Summary Paper Literature Circles Faith – COVID Science, “This is the Videos
of Language At the end of these The students Prophetic Vaccines Technology, boldness of
Education weeks, students develops a The class will be grouped Witness to and Society which we Handouts
Research should be able to: summary of the and they will be given the
salient points time to: Gospel Values (GE7) have
1. What Makes a through a toward Pictures SCHEDULE
Good Language a. discuss the summary paper. -discuss the fundamentals of him, that, if
Research importance of A scoring rubric a language research for we ask Laptop
understanding the will be used to them to develop and to anything
rate the students’ demonstrate an according Online PPTs
2. Concepts in key concepts, papers. understanding of the
Language theories, methods systematic process of to his will,
Education specific to language Let’s be critical! research; he listens Online Resources
Research education research Tasks: to us”
through a summary -explain the systematic
1.Offer critical process of constructive 1 John 5:14
3. Identifying a paper; suggestions to inquiry by describing the
Research Topic fellow class aspects, stages and process
b. justify the choice members on the of developing and writing
of the topic for choice of a an educational research; and
4. Parts of a research topic.
research by using the
Language -identify qualities of quality
Research Paper concepts specific to 2. Formulate and papers.
language teaching; present probable
and research topics
Organizing and Presenting
3. Submit a Each group presents the
c. submit a concept concept paper of concepts in a unique way.
paper of the chosen the chosen topic. Input and feedback shall be
topic. embedded within the small
and big group sharing.
Task: Explain the
fundamental linguistic
phenomena specific to the
teaching of English
Week 3 2. Writing the At the end of these An Introduction Excellence - Online Educational “If my Videos
Rationale/ weeks, students to a Research Speaker’s Note Competence Webinars / Technology people,
Introduction should be able to: Paper (A three- A speaker/ resource person Online (Educ4) who are Handouts
maybe invited to talk about
1. Parts of a page introduction the essentials in writing the Resources called by
Rationale of the students’ rationale/introduction to a my name, Pictures
a. comment on a chosen research research paper. shall
given sample topic) -A scoring The teacher may start with a humble Laptop
2. Organizing the rationale/ rubric will be sample rationale and have themselves,
Rationale used to rate the the class examined it for and pray Online PPTs
introduction comments focusing on the
students’ work. parts: and seek
b. apply the my face, Online Resources
principles and a general introduction to the and turn
concepts in writing a topic and the thesis from their
statement. wicked
rationale of a
ways; then
pedagogic research in The students may also be I will hear
language education; directed to visit
http://www.crlsresearchguid from
and heaven,
e.org/
References:
Allison, D. (2002). Approaching English language research. Singapore: Singapore University Press.
Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University Press.
Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press
Mackey, A., & Gass, S. M. (2012). Research methods in second language acquisition: a practical guide. Chichester: Wiley Blackwell.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Paltridge, B., & Phakti, A. (Eds.) (2010). Continuum companion to research methods in Applied Linguistics. London: Continuum
https://edubirdie.com/blog/research-paper-introduction. How to write an introduction to a research paper
https://explorable.com/how-to-write-an-introduction. How to write an introduction
http://www.crlsresearchguide.org/17_Writing_Introduction.asp. Writing an Introduction
https://www.youtube.com/watch?v=9la5ytz9MmM. Literature Review. Organizing Your Social Sciences Research Paper: 6. The Methodology
http://libguides.usc.edu/writingguide/methodology
https://www.slideshare.net/mellatimandasari/language-research-method-45369998 http://www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf
https://www.llas.ac.uk/resources/paper/2372 http://npu.edu.ua/!e
book/book/djvu/A/iif_kgpm_Mackey_Second%20Language%20Methodology%20and%20Design..pdf

Prepared by: Noted by: Approved by:

Rina Lorraine D. Cagas, LPT, M.A Phoebe L. Balabag, LPT, Ph.D S. Ma. Anecita Navaja, RVM
Instructor Program Head, TEP VP- Academic Affairs
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