This master’s programme is designed for candidates who wish to develop their knowledge of the theory and practice of teaching ESL/EFL alongside deepening their knowledge and understanding of broader education-related topics and debates. Those who wish to develop relevant knowledge and skills in TESOL and related linguistic areas should apply to MA TESOL.
Please note that all modules are subject to change. Please see our modules disclaimer for more information.
In addition to the many masters' and PhD graduates, each year we have over 500 students become newly qualified teachers (NQTs). Our excellent links with local schools ensure that our employment rates are consistently high, with well over 90 per cent of our NQTs finding a teaching job last year.
With pay scales to match other industries, job security, an excellent pension and better work-life balance, teaching is becoming one of the most sought-after professions of today. Our masters' and professional courses have allowed many teachers to gain promotion within their institutions. A number of students also continue their studies onto EdD/PhD courses to develop a career in educational research.
The MA English Language Teaching (ELT) is a post experience programme which provides English as a Foreign Language (EFL) teachers from the UK and overseas with the opportunity to reflect on their professional experience, develop a deeper understanding of the theory and practice of English language teaching and gain the skills and competences required for leadership roles in ELT.
Provide people all over the world with the ability to speak and communicate fluently in English and start building the foundation towards a rewarding and exciting career with a Masters course in English Language Teaching (ELT) at the University of Southampton. This MA degree provided by the University of Southampton can give you the tools needed to teach English effectively, through current issues in language teaching methodology to the critical appraisal of language teaching.
The programme is offered by the Centre for Applied Language Research. Staff contributing to the programme are involved in the direct teaching of English as a Foreign Language (EFL) and other languages, research and development work in applied linguistics and language learning, as well as sociolinguistics and cultural studies. This blend of theoretical expertise and ongoing practical experience is one of the distinguishing features of our programme.
This programme is studied entirely in China. It is jointly delivered by the University of Leeds and Guangdong University of Foreign Studies, and allows experienced Chinese TESOL professionals to gain a deeper understanding of how languages are learned and the strategies used to teach them.
You will explore current insights, issues and problems withinTESOL, and assesses the theoretical frameworks for the language learning,teaching and testing processes. You will have the opportunity to appraise the proceduresand outcomes of different approaches to pedagogy and evaluation in TESOL, andthe ability to explore how such issues and frameworks relate to your ownprofessional environment.
You’ll study four core modules exploring current theories of language acquisition, the complex context in which any language learning takes place, different approaches to and strategies for TESOL, and current theories around language assessment.
You’ll be taught at Guangdong University of Foreign Studies by tutors from both universities and be registered as a full-time student at Leeds, giving you access to all of our online library resources as well as those available at Guangdong University of Foreign Studies.
Research and professional insight
The Language Education team in the School of Education is nationally and internationally recognised for its range of teaching, research, knowledge transfer and consultancy work in TESOL, ELT, EFL, ESOL, EAL, Modern Foreign Languages, and Applied Linguistics.
The Language Education team in the School of Education is one of the largest such teams in the UK. Members have experience of teaching, teacher education and consultancy work in TESOL, ELT, EFL, ESOL, EAL, Modern Foreign Languages, and Applied Linguistics in many contexts in the UK and around the world, and are nationally and internationally recognised as researchers.
This programme is not suitable for those without professional TESOL experience.
This programme is jointly delivered and has been designed by academic staff from both the University of Leeds and Guangdong University of Foreign Studies.
All teaching and learning is influenced by the context in which it occurs. The programme begins by considering the components of an educational context, from visible features of the classroom to the less visible but influential educational norms that affect teacher and learner roles and behaviours.
You then explore current theoretical models of language acquisition, and consider the ways in which people learn, or acquire a second language. The course continues by deepening your understanding of learning and teaching integrated skills in TESOL, focusing explicitly on oral and written language processing and their implications for different teaching and learning activities. You’ll use this knowledge to design, adapt and evaluate language learning tasks, and to think carefully about methods of assessment that will be appropriate for your working context
At every stage of the course, you’ll develop your research skills and think about the relationship between research and TESOL practice. You’ll demonstrate this awareness when you complete your critical study: an intensive, small-scale, research project related to your own interests in TESOL education.
In March of the year after you successfully complete the programme, you’ll receive a MA TESOL degree from the University of Leeds at a graduation ceremony in Guangzhou.
This course is all taught face-to-face at Guangdong University of Foreign Studies with two modules each taught by tutors from each university. You’ll experience a range of teaching methods including lectures, seminars, discussions, small group tasks and presentations, and extra study support will be available online through the University of Leeds’ Virtual Learning Environment. Independent study is also an important part of this programme.
All modules are assessed by written assignments of up to 6000 words, and you’ll be encouraged to write on topics that are directly relevant to your own professional context. Your critical study is around 12,000 words. All your assignments will be submitted online through the University of Leeds’ Virtual Learning Environment.
You’ll gain a range of knowledge and skills from this programme that could make a big difference your career prospects.
Many of our graduates go back to their previous work contexts, where they often become candidates for promotion thanks to their greater expertise. Others find new jobs in different institutions or other parts of the country. Some have even progressed to PhD level study at institutions in China, Hong Kong and the UK.
The Language, Literacies and Dyslexia programme, is aimed at teachers, language teachers, speech and language therapists and other professionals working with children, young people and students in further and higher education at pre-16 and FE/HE education levels who have difficulties with learning literacy skills.
This distance learning masters level programme is essential for practitioners seeking to become specialist practitioners, employable to assess and teach learners with dyslexia and literacy difficulties of school age or in further/higher educationin monolingual as well as bi/multilingual contexts. Successful completion of the Postgraduate Diploma (PGDip) level of the course meets the British Dyslexia Association (BDA) criteria in practical assessments and allows students to apply for the BDA professional qualification.
The University of Birmingham offers three awards at master's level.
Halfway through the first year of study you will be asked whether you wish to extend your registration to work towards a further award.
The programme provides a broad and critical perspective of language literacies and literacy difficulties/dyslexia through sociocultural and cognitive research, as well as education policies. It embraces school and further educational demands of literacy skills, the demands of family and social literacy practices, and peer demands of new literacies, such as digital literacies. The programme establishes the fundamental relationship between language and literacy in typical and atypical development. Students study literacy difficulties/dyslexia in contexts of monolingual, multilingual (e.g. FL/SL/AL) and multimodal (e.g. digital literacies).
Studying at a distance means you can work from anywhere, such as in your home or workplace in the UK or overseas. All your studies will be in English and it is a requirement that you practice in an educational context of monolingual, additional English (EAL/ESL/EFL) or other languages. Reference would be made to contexts that are bi/multilingual and multimodal.
Specialist professional practice in dyslexia/specific learning difficulties
Successful completion of the Postgraduate Certificate (PGCert) award, meets the specialist professional practice competencies in teaching learners with dyslexia/literacy difficulties at school and FE/HE levels of provision required by the British Dyslexia Association’s ATS/APS, ATS FE/HE accreditation.
Successful completion of the Postgraduate Diploma (PGDip) award, meets the specialist professional practice competencies required by the Joint Qualifications Council UK, and the British Dyslexia Association’s AMBDA accreditation, in diagnostic assessment, and intervention/ specialist teaching with learners with literacy difficulties/ specific learning difficulties at school and FE/HE levels of provision. So, the PGDip award will allow practitioners to apply for the BDA’s accreditation (AMBDA, AMBDA FE/HE) depending on their professional qualification – please visit the BDA website http://www.bdadyslexia.org.uk for further information.
For students who follow the AMBDA, AMBDA FE/HE routes, some of the programme and module requirements will be different for study and assessment to develop knowledge and practice in specialist assessment and teaching for learners with literacy needs and difficulties.
The Department of Disability Inclusion and Special Needs (DISN) in the School of Education, has a very strong profile in professional development, regionally, nationally and internationally. The tutors who run this programme have national and international profiles in the field of research and practice in language and literacy difficulties and dyslexia. The department also runs a number of other courses in special education which may interest you.
At the beginning of each year of study, there is an online induction module to the University of Birmingham programme. This module will give all the necessary information to induct students into the programme so that a residential visit is not required.
The method of learning involves online reading, literature searches, enquiry based learning through activities and discussion with fellow students in your tutor group, and your tutors. Learning is orientated to relating your study to your professional practice.
Study activities include reading chapters and articles on research and practice, quizzes, online discussion of case studies, tutorials and lectures. Developing studying skills include online searches for research papers, policies and teaching materials, critical reading, problem-solving, and writing skills. There is personal online tutorial support through ‘reflective journaling’ and discussion with your tutor. Regular group monthly tutorials with your tutor group and tutor are held through online conferencing (simliar to Skype).
We recruit students to the programme from the UK, EU, USA and other countries. Study is through English and students can study literacy difficulties with learners who are learning through EFL or EAL. The programme covers all education phases: primary / secondary, and Further Education /Higher Education. Students are supported in tutor groups with other students who work in the same phase, (where possible in the same region/country) and with a tutor with specialist qualifications in dyslexia and professional experience with learners with dyslexia in the educational phase.
Prepare for, or further, your career in English language teaching. Learn the key concepts and theories in second language acquisition, and use them to create and test your own teaching materials.
Course duration: 13 months full-time or 24 months part-time (September starts); 15 months full-time (January starts).
Semester 1: Thursday 18:00 - 20:00 (part-time)
Semester 2: Thursday 18:00 - 20:00 (part-time)
Our course will help you to become a leader in language teaching, curriculum design and materials writing. You’ll gain a solid foundation in many aspects of applied linguistics, and teaching skills that will meet the needs of language learners from different ethnic, educational and socio-economic backgrounds.
Through lectures and seminars, you will be introduced to the key concepts and theories of language teaching, materials development and second language acquisition. You will use this knowledge to create original materials for different purposes, teaching contexts and modes of delivery, like literary, audio and visual media.
Thanks to our links with local organisations, you will meet experts from educational institutions and publishing houses who will be happy to talk to you about teaching methods and materials.
Throughout the course, you will also reflect critically on all aspects of your developing professional practice and discuss them with other students and our experienced team of lecturers.
This course will prepare you to start, or further, your career in many professions in the UK or internationally, including teaching English as a foreign/second language, materials writing, language consultancy, language curriculum design, language testing, teacher training and EFL/ESL publishing.
You’ll have the knowledge and skills to supply global publishers with high-quality materials for local English as a Foreign Language (EFL) markets, such as China, Malaysia, Indonesia, India, Nigeria and Mexico. You’ll also be able to produce e-learning materials for the worldwide education and training industry.
Materials and Course Design
Selection and Evaluation of Instructional Materials
Classroom Theory and Practice
The Process of Materials Writing
You’ll show your progress through a combination of essays, presentations, observation reports, projects and portfolios. For the Major Project at the end of the course, you’ll produce a critical review of relevant literature, a collection of original teaching materials and a reflection on your professional practice/development.
You’ll be able to attend the regular guest lectures held by our Research Unit for Intercultural and Transcultural Studies (RUITS), which explore issues around language and multiculturalism. We also host research seminars and conferences, like the Identity in Language conference in 2014 and the 2016 BAAL conference, which you can attend or contribute to.
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Teaching English to Speakers of Other Languages (TESOL) at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
The MA in Teaching English to Speakers of Other Languages (TESOL) is offered by specialists in the field of Applied Linguistics.
Swansea University has one of the longest established Teaching English to Speakers of Other Languages (TESOL) training and education centres in the UK and is internationally known for excellence in vocabulary research. Currently staff expertise exists in corpus linguistics, computer assisted language learning and stylistics. Internationally recruited staff offer a wide range of relevant experience and contacts across countries and continents as well as different levels of kinds of education. The MA in Teaching English to Speakers of Other Languages (TESOL) is intended for those who have already begun to develop an informed interest or have some previous training or relevant experience in the field.
El Gazette ranked the Department of English Language and Applied Linguistics at Swansea, top for world class research in English Language.
Students enrolled on the Teaching English to Speakers of Other Languages (TESOL) programme will benefit from the College of Arts and Humanities' Graduate Centre. The Graduate Centre fosters and supports individual and collaborative research activity of international excellence and offers a vibrant and supportive environment for students pursuing postgraduate research and taught Master's study. The Centre provides postgraduate training to enhance academic and professional development and facilitates participation in seminar programmes, workshops and international conferences.
The MA in Teaching English to Speakers of Other Languages (TESOL) has two parts: a taught component and either a dissertation or practical teaching of English language classes.
TESOL students following the practical route will be supported, observed and assessed teaching English. They are also required to produce a portfolio of teaching and testing materials. This route would be indicated on the final MA certificate.
- The MA TESOL is a one-year full time, campus-based programme designed to give (prospective) teachers of English as a foreign/second language a thorough understanding of current theories, trends, and cutting edge applied linguistics research relevant for language teaching.
- The Teaching English to Speakers of Other Languages (TESOL) programme also aims to stimulate reflection on students’ own teaching practices.
- TESOL students are assessed through a range of assessments, including essays, data analysis projects, group projects, and in-class
- TESOL students with some experience in language teaching and/or some formal background in linguistics are likely to benefit most from the programme.
Modules on the Teaching English to Speakers of Other Languages (TESOL) programme typically include:
• Vocabulary: Teaching and Learning
• Describing English
• Discourse Analysis for ELT
• Communicative Language Teaching
• Second Language Acquisition
• Young Language Learners
• Research Methods for ELT
• Language Testing and Assessment
- Prospective students interested in teaching English as a foreign or second language.
- Prospective students who have experience of teaching English as a second or foreign language, or who have some previous training or relevant work experience in the field.
- Prospective students who wish to gain academic training in applied linguistics, in preparation for advanced academic degrees (e.g., MPhil, PhD) in applied linguistics or related disciplines.
Graduates from the MA Teaching English to Speakers of Other Languages (TESOL) at Swansea can expect to pursue careers in ESL and EFL teaching, teacher training, material development, international education, publishing, and in a wide range of international settings requiring in-depth understanding of language learning, teaching, and research.
“Studying abroad has always been one of my dreams. My friends have always told me that the period studying as a student is the most enjoyable time in life. I didn't really believe it till I started my MA course at the Swansea University. The course in Teaching English As a Foreign Language (TEFL, now TESOL) helped me to deepen my knowledge in that field. All of the lecturers I had a chance to meet were really helpful, motivating and friendly. They were professional and possessed a great knowledge of what they teach. The modules offered include theory as well as practice. The facilities provided by the University, such as computer rooms and the library were great as well and well equipped. I really regret that the time I spent in Swansea is now over. It was a great experience for me and gave me a chance to meet and make friends with many people from all over the world.”
Anna Marie Poczta, Teaching English to Speakers of Other Languages (TESOL), MA
The overall aim of this MA is to provide advanced training in applied linguistics or language in education to professionals with language interests, typically language teachers in schools, further and higher education. We aim to provide this training in an integrated manner, both to professionals with interests in UK-based education, and those operating internationally. You will develop a comparative perspective on language education policy and practice; learn the skills needed to challenge professional practice; and undertake research and innovation in a range of applied language fields.
Do you have a passion for linguistics? Want to inspire the next generation to learn a second language? Then choose an MA in Applied Linguistics for Language Teaching. Examine and understand fundamentals of language in society while investigating current issues in teaching methodology. Whether you are starting out as a teacher or are already involved, you will understand current theories in training and learning languages throughout the course which you can apply to your teaching practices. This degree will open paths to teaching in the UK or starting a career overseas.
The programme is offered by the Centre for Applied Language Research. Staff contributing to the programme are involved in the direct teaching of English as a foreign language (EFL) and other languages, research and development work in applied linguistics and language learning, as well as sociolinguistics and cultural studies. This blend of theoretical expertise and ongoing practical experience is one of the distinguishing features of our programme.
MA TESOL is designed to help experienced teachers of English to Speakers of Other Languages (including teachers of EFL, ESL, EAL and ESP) to further their expertise and/or begin following a specialise pathway in either intercultural studies, teacher education or educational technology.
It enables experienced TESOL practitioners to further their careers with regard to:
It also aims to help you to:
Applications from both native- and non-native-English-speaking teachers are welcome.
The course is taught by lecturers who themselves have been language teachers (TESOL and other languages) with experience of working in Britain and overseas. Formal lectures are rare and instead classes tend to mix sections of input with group-work, computer and video activities, simulations and problem-based learning.
The course can be characterised in terms of participant's critical reflection - as informed by theory and research as well as by their professional experiences. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. As our students are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage the sharing of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.
The form of the assessment varies from unit to unit but usually consists of a written assignment of 3.500 words for a 15-credit course unit (double for a 30-credit course unit). You are expected to demonstrate an understanding of the relevant theory as applied to your professional practice, and also demonstrate technical, academic, and professional skills . All assignments will be followed by both formative and summative feedback.
You can choose between a Mode A (traditional type) or a Mode B (portfolio type) of dissertation. Mode A dissertations can be empirical (report on a research project); conceptual (discuss or develop a conceptual understanding or framework of relevance to your professional development); or practical (development of a rationale for practical activities related to professional practice). Mode A practical dissertations and Mode B portfolio-type dissertations are very similar but in the latter the materials produced are close to being in a publishable format.
The MA TESOL course consists of compulsory course units covering approaches, methods and techniques in TESOL, language learning and technology and developing researcher competence.
Other course units cover topics such as: psychology of language learning; explorations in language; language education as intercultural practice; and the education of language teachers. You can also select from the MA Digital Technology and Communication in Educational course units if you have a specific interest in educational technology.
MA TESOL Pathways
The pathways are specialisations in a recognised area of TESOL, and result in the following named degrees:
Pathway students must complete a 15 credit core course unit in the named, specialist area; focus on their specialism and relevant research methods in the 30 credit unit EDUC70100/2 Developing Researcher Competence; and complete a 60 credit dissertation with a focus on their specialist area.
Our graduates go on to positions of seniority, undertake new areas of professional activity, such as publishing or materials development, contribute to the professional development of other teachers, and act in advisory capacities to teaching and associated agencies at both national and international level. Some also proceed to doctoral studies in TESOL, either in other contexts or joining our own thriving doctoral community.
This programme looks at language from a sociocultural perspective. It's designed for anyone with an interest in the relationship between language, culture and society but also provides a solid understanding of English language and linguistics.
The MA develops your understanding of historical and contemporary debates in (socio)linguistics and discourse analysis and enhances your analytic and linguistic skills by introducing different approaches to the analysis of written and spoken language use from a range of everyday and institutional contexts.
Topics covered include:
You're encouraged to engage with these topics by drawing on your own social, cultural and occupational backgrounds in class discussions and in your written work.
You're also encouraged to collect your own samples of written and spoken language use and learn to subject those to in-depth critical analysis.
This MA will draw on findings, theories and methodologies from: sociolinguistics, semantics, pragmatics, spoken and written discourse analysis, ethnography, semiotics, feminist stylistics; multimodal analysis; interactional sociolinguistics, conversational analysis, membership categorisation analysis, performativity and narrative analysis.
The programme’s distinct interdisciplinary ethos is also reflected in your opportunity to choose from a selection of relevant option modules in other departments in Goldsmiths.
On this programme you will complete two core modules, two option modules and one dissertation.
You may choose two linguistic options or one linguistic option and one option from other MA programmes within the College, where specifically approved by the Programme Co-ordinator.
You may also choose one non-linguistics module, either from our own department (English and Comparative Literature) or from another department. Please note that availability of options across the College varies, but typically you can choose from the following selection.
Please note that your choice of option module from another department needs to be discussed with the Programme Co-ordinator of the MA Sociocultural Linguistics in advance.
You also produce a dissertation. Dissertation topics in the past have included:
The best (UG or MA) linguistics dissertation is rewarded every year with the Hayley Davis Prize.
Approach to teaching
Our lecture/seminar sessions are designed to combine discussions of preparatory reading materials with tutor-led input and hands-on analyses of data/texts by students. We also tend to invite guest lectures as part of option modules and GoldLingS Seminar Series.
Our MA group is usually very tight-knit, students and student reps organise study/revision groups, online discussion forums, outings to lectures across London, and a number of social events.
Coursework; essays; examinations; dissertation; presentation
Transferable skills, including enhanced communication and discussion skills in written and oral contexts; the ability to analyse and evaluate a wide variety of spoken and written texts from informal as well as institutional settings; an understanding of the concept of communicative competence; the ability to organise information, and to assimilate and evaluate competing arguments.
Publishing, journalism, british council roles, public relations, teaching, research, translation, advertising, the civil service, business, industry, the media.
Find out more about employability at Goldsmiths.
A TESOL MA can enhance the career prospects of a second or foreign language teacher and contribute to professional development. Students will explore the latest developments in the theory, policy and practice of TESOL, working with leading experts in the field and other MA students from around the world.
This programme will give you the opportunity to discuss and debate issues related to teaching second and foreign languages. You will also develop your knowledge of how theory can inform practice in second and foreign language education. You will deepen your understanding of key concepts and ideas, and develop your ability to select, design and evaluate language teaching materials.
Students undertake modules to the value of 180 credits.
The programme consists of one core module (30 credits), three optional modules (90 credits) and a dissertation (60 credits).
The core module for the MA TESOL is Fundamentals of Second and Foreign Language Teaching (30 credits).
All students submit a 2,500-word research proposal and a 15,000-word dissertation.
Teaching and learning
Teaching combines various forms, such as lectures, workshops, projects, student presentations, and student-led discussions. Within sessions, students often engage in individual, pair and group task which are then fed back to the leanly. Assessment is by coursework and presentation. Various coursework types are used as appropriate to the module.
Further information on modules and degree structure is available on the department website: Teaching of English to Speakers of Other Languages (TESOL) MA
Graduates of this programme are currently working across a broad range of areas. Some are working as English language teachers from early years to higher education, while others have jobs as senior managers and directors of study in the private sector and in state schools. Graduates can also be found working as textbook writers, editors, publishers, education journalists, NGO and development officers, education consultants, policy advisers, researchers and PhD students.
Recent career destinations for this degree
The programme provides graduates with a rigorous, research-based education based on the latest developments in the area of TESOL. This will give them a natural advantage when applying for teaching or other TESOL-related posts. We also help students focus on employability skills whilst they are here, for example, through departmental talks and other networking opportunities within the department and the wider UCL community.
This TESOL degree combines research-informed learning with the opportunity to reflect on and enhance your own professional practice. You will receive strong support throughout from our team of tutors all of whom have international experience in EFL and ESL.
You will also become part of one of the oldest and most well-known centres for English language teacher development, and will have the opportunity to work with leading researchers from the UCL Centre for Applied Linguistics as well as MA students from all around the world.
Whether you are a new or experienced teacher, this dynamic programme’s challenging combination of theory and practice will provide you with the essential language teaching skills you need to teach English to speakers of other languages.
Designed primarily for EFL, ESL and TESOL teachers, teacher trainers, head teachers and materials/curriculum/policy designers, it allows you to upgrade your knowledge of language, methodology and curriculum design, and shows you how to focus on the needs of the learner.
You will learn to design, implement and evaluate substantial research or development tasks, and adapt your planning and teaching approaches to changing contexts and circumstances.
You will graduate with greater professional knowledge and enhanced confidence in your ability to teach the English language to any student.
For the MSc you will complete three compulsory courses and two option courses, plus a dissertation. The PgDip and PgCert comprise similar combinations of compulsory and optional courses.
Option courses may include (note: not all options run every year):
This qualification can lead to a variety of roles in the TESOL field such as:
The MSc is a good introduction to an advanced research degree. You will also develop a range of highly transferable skills, such as communication and professional skills, which can be applied to roles in any field.
This Teaching English as a Foreign Language programme (TEFL, also known as TESOL in some countries) based in the School of Education, offers you the opportunity to study for a qualification which links teaching English to wider issues of school-based education.
The modules will provide you with a strong grounding in theoretical literature as well as appropriate classroom methodology, course design and an introduction to the key research tools. The programme is designed to be practical and you will have opportunities to create bespoke teaching and learning materials as well as visit British schools to observe classroom teaching.
The TEFL programme is aimed at individuals with knowledge and understanding of current debates relevant to the teaching and learning of English as a Foreign Language. The aim is to support you in becoming a reflective TEFL practitioner, a competent educational researcher and an active member of the international academic and professional TEFL community.
There are three core modules for the Teaching English as a Foreign Language programme:
These modules give you a strong grounding in appropriate classroom methodology, and course design with the opportunity to create your own teaching and learning materials. Other modules provide opportunities to visit British primary, secondary and language schools, and prepare you for your dissertation. The MA Education TEFL Dissertation Prize is awarded annually to the best TEFL dissertations in the School of Education whose work demonstrates significance, originality and methodological rigour.
We offer a wide range of options to choose from, including Curriculum Design in Global Contexts, Leadership for School Improvement, Personal and Professional Skills for Education Management, Online Learning, ICT in Education, Education as an International Issue, and Special Educational Needs of Children with Autism. You will have the chance to participate in events organised by our research centre MOSAIC, such as conferences and popular seminar series with renowned international TEFL researchers.
Please note that the acronym TEFL is mainly used in the UK, whilst TESOL is often used as an acronym in Australia or the USA. TESL is another term you may hear.
Modules are typically assessed with a 4,000 word written assignments in which students are asked to explore a topic of their choice, review relevant literature and collect and analyse some data in a small-scale research project. This will help you gain a deeper understanding of an aspect of the teaching and learning process and suggest practical implications. For some modules, assessment will take the form of a design and evaluation of curriculum or teaching materials. There will be an early opportunity to submit a short piece of written work and receive constructive feedback from the tutor.
The dissertation is 15,000 words in length, and encourages students to explore an aspect of TEFL which is personally relevant to them and their teaching contexts. It usually includes a description of the context, a literature review, a methodology chapter and the discussion of findings. Students will have an individual supervisor to offer advice and support. The MA Education TEFL Dissertation prize is annually awarded to the best TEFL dissertations in the School of Education whose work demonstrates significance, originality and methodological rigour
Our graduates typically find work as EFL teachers in schools and universities in countries around the world, return to their English teaching jobs in their home countries, are promoted to more senior roles within their teaching contexts, or pursue a research qualification (usually a PhD degree). Graduates from the MA Education TEFL are consistently successful in winning prestigious PhD scholarships and awards and present their MA TEFL work at international conferences and in publications.