FLE311 ADVANCED WRITING RESEARCH SKILLS
| Course Code: | 4500311 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 4.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Prof.Dr. MARTINA GRACANIN YÜKSEK |
| Offered Semester: | Fall Semesters. |
Course Objectives
As a result of having completed the requirements of this course, the student will have demonstrated:
- An understanding of the scientific process, the range of research designs and their appropriate utilization by educational scientists, application and utilization of such designs to the problem-solving approach for issues in foreign language education.
- Acquisition of skills necessary to the assessment and interpretation of existing research as a prelude to its use in current and further research and the capacity to identify information needed to address questions and problems encountered in educational research.
- Research skills such as conceptualizing a problem, formulating hypotheses and objectives, designing a research strategy,planning data collection, analysis, and interpretstion of both quantitative and qualitative data, including commonly encountered statistical procedures, including factors that can affect the reliability and validity of research results.
Course Content
Developing skills involved in writing a research paper; conducting library research and producing a full-length term paper.
Course Learning Outcomes
This course is designed to introduce students with the essential basics of conducting research, such as choosing and narrowing down a topic for investigation, finding credible sources, advanced writing skills such as summarizing, paraphrasing, quoting, citing and referencing, selecting, developing or adapting data collection tools, developing a research design. During the course, students will be expected to determine a research topic, develop original research questions, plan data collection and the steps of a small-scale data analysis. For the production of a research proposal at the end of term, students will be introduced to the APA style manual commonly used for educational research, as well as to instructional technology and software that will assist them in their research projects.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Make appropriate pedagogical decisions in accordance with their particular English teaching context (i.e. Age, setting, location, and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
| 2 | Critically analyze linguistic, literary, cultural, and historical issues when selecting, developing, and using course materials and assessment instruments. | ✔ | |||
| 3 | Based on their familiarity with educational sciences, literature, and linguistics, establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
| 4 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
| 5 | Individually and collaboratively design, conduct, and report small-scale educational research projects by employing relevant research methods in the investigation of language with teachers from local, national or international contexts. | ✔ | |||
| 6 | Demonstrate awareness of individual, (multi) cultural, and psycho-social diversity in learning environments and adapt to different local contexts. | ✔ | |||
| 7 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems. | ✔ | |||
| 8 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
| 9 | Effectively translate a diverse set of English and Turkish discourses considering context-specific elements. | ✔ | |||
| 10 | Utilize experiences of learning a foreign language other than English for developing an awareness of language learning processes. | ✔ | |||
| 11 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
| 12 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
| 13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
| 14 | Promote creativity, understanding, cooperation, and equity to establish a positive classroom environment. | ✔ | |||
| 15 | Develop a critical and multicultural perspective to language and language-related issues emerging from global English contexts. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution