CÓDIGO BTA-F1-P6-C05-GMC

A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019

1. Course general information

1.1 Basic information

Faculty or Program: Core: Course name:

academic unit: B.Ed. In Modern Languages with Disciplinary Research Project I
Education School Emphasis in English approach
Area:
Professional-
Research
and
Innovation.

Code: Academic term: Semester: No. credits: No. hours:

BOGPRE4775 2022-2 IX
4 192

Theoretic Theoretic
al-practica Practical Associated Yes No
Course type: al to
l
transversal
X project: X
Created on: Updated on:
September 2017 December 14th, 2022

1.2 Course description

Research has constituted over the years a subject of great interest and concern among academic institutions
around the world. La Gran Colombia University not being alien to this reality has proclaimed within its policies the
fundamental role of investigation in the pursuit of knowledge appropriation and creation that leads to positively
transforming socio-cultural realities. This course is the first of a two-part sequence of courses and students are
expected to complete a preliminary research design. The follow-on course is the final course of the B.Ed. program
and students will be expected to carry out their research project and present the outcome to the class.

2.Learning intentions

2.1. Formative aims

General aims:
To be able to identify, recognize and use the main aspects of research fundamentals in the student’s major field, by
formulating a preliminary research design, including a statement of the problem, research question and objectives,
reference framework, research methodology, design and data collection techniques.
 CÓDIGO BTA-F1-P6-C05-GMC
A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019

Specific aims:

1. To identify and recognize the importance of the research in education specially in the different fields and
topic of foreign language teaching and learning.
2. To demonstrate ability to analyze research reports (in student’s field scholarly articles), including
summarizing key points, cite conclusion, and format the paper draft bibliographical citation using correct
APA format.
3. To demonstrate cognitive knowledge of research designs and the research processes in the student’s field.
4. To formulate and design a preliminary research draft following the different steps from the research
question formulation to the conceptual and methodological framework writing.

2.2 UGC graduate profile

Alumni from the B.A. in Modern Languages with Emphasis in English at Universidad La Gran Colombia stand out
due to their knowledge of context-based needs, by cooperating in building initiatives that will impact their betterment
and their communities’ quality of life. In that sense, they will acknowledge their political role and their profession's
fellowship range, as educators aiming to transform society from fields that strengthen the development of English
as a second language, by promoting an environment of self-recognition and the exchange of experiences and
sociocultural knowledge.
2.3. Competences:

Specific Competence Evaluation indicators.

By the end of the course, the in-training teachers will be - Research problem and question formulation
able to: - Research objective formulation
- Oral presentation about research justification,
1. To identify and formulate research problems and objectives, timetable and main authors of the
research questions from the foreign language conceptual framework
classroom context or from the pedagogical or - A text about research methodology design
academic activity.
-Oral presentation about data collection instruments
2. To write a proper justification for a research project.
to be used
3. To design proper and realistic research objectives
and timetables. - Final presentation
4. To write a research conceptual framework
5. To use databases to get information and use the
APA style references to avoid plagiarism.
6. To select a research approach, type and design
supporting them in their research needs.
7. To design data collection instruments depending on
their research needs.
8. To use valid and reliable data gathering
instruments.

Generic Competence Evaluation indicators.

Education
● Design and implement effective EFL teaching and
learning strategies of English as a Foreign
language by identifying and analyzing needs
inherent to educational contexts.
 CÓDIGO BTA-F1-P6-C05-GMC
A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019

Research
●
Develop new teaching methodologies and
strategies in the field of English language teaching,
taking into account current teaching challenges and
using technological resources.
Community and social development
● Lead socially relevant projects for the surrounding
community framed in English teaching learning
environments.

Entrepreneurship
● Create supplementary material according to
different contexts needs in order to improve
teaching and learning processes.

Cross-Competence Evaluation indicators.

Bilingualism
● Use of L1 and L2 effectively to interact, understand
and communicate with others in the light of
linguistic, sociolinguistic and pragmatic aspects
based on national and international standards.
Social Responsibility:
● Formulate and participate in projects allowing
students to enhance their educational, social and
cultural environment condition based on the needs
identified in their professional experience.
ICT
● Design and adapt digital and technological teaching
resources to facilitate Foreign Language Learning
processes within a given context.
Citizenship
● Design and apply strategies that lead to conflict
resolution in terms of coexistence and social
acceptance, based on social and educational
contexts.

Innovation
● Adapt new teaching trends aligned with the needs
of the environment to engage learners in their
educational process.
2.4. Expected learning results

By the end of this course, the student will be able to identify, recognize and use the main aspects of research
fundamentals in the student’s major field, by formulating a preliminary research design, including a statement of the
problem, research question and objectives, reference framework, research methodology, design and data collection
techniques.
 CÓDIGO BTA-F1-P6-C05-GMC
A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019

2.5. Teaching methodology

The teaching methodology is based on problem-based learning aiming at helping students to understand how a
discipline conducts research and distinguish valid and relevant research in the student’s field. The activities will
foster creativity, research skills, team working, critical thinking, and decision making. The student will also develop
skills to locate and synthetize relevant research and write a literature review, including overall findings on a specific
study area related to language studies.
In response to the new dynamics of the educational context in Colombia, this course will be offered through the
Information and Communications Technologies methodology, and may be taught taking into account the
organization of the academic tasks that foster its optimal development.

3. Evaluation

3.1 Types of evaluation:

Formative: Evaluation carried out during the three terms. It includes a series of activities described in 3.2.
Peer-assessment: Peers value their classmates having into account assignment quality, responsibility, attitudes
and general class performance perceptions.
Teacher’s assessment: The professor assesses students’ commitment in terms of academic excellence,
responsibility, and commitment and assignment fulfillment.

3.2 Evaluation percentages and strategies

Partial Resource strategy Date

- TEFL/Language research areas/methods awareness

activity 10%

- Literature review on a possible topic to do research

First 30% Week 1 to 6
about (analytical abstracts) 10%
- Literature review draft 10%

- Research problem and question formulation 10%

- Oral presentation about research justification,

Week 7 to 11
Second 30% objectives, and timetable 10%
- Main authors of the conceptual and theoretical
framework 10%

- Methodological research design and data Collection

Third 40% instruments to be used 20% Week 12 to 16
- Final research proposal draft 20%

Weekly study guide (appendix)

 CÓDIGO BTA-F1-P6-C05-GMC
A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019
 CÓDIGO BTA-F1-P6-C05-GMC
A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019

Appendix
Weekly Study Guide

Course Professor

Full name

E-mail

Program B.A. in Modern Languages with Emphasis in English

Academic degree

Specific X Generic __ Transversal __

Description
By the end of the course, the in-training teachers will be able to:

1. To identify and recognize the importance of the research in education specially in the different fields and
topic of foreign language teaching and learning.
2. To demonstrate ability to analyze research reports (in student’s field scholarly articles), including
summarizing key points, cite conclusion, and format the paper draft bibliographical citation using correct
APA format.
3. To demonstrate cognitive knowledge of research designs and the research processes in the student’s
field.
4. To formulate and design a preliminary research draft following the different steps from the research
question formulation to the conceptual and methodological framework writing.

Week Core Topics and Academic Activities

- Setting up the class: Introduction to the general principles of the course and to the content of the syllabus, the
methodology and evaluation criteria of the course.
- Foreign language teaching and learning topics in scientific journals.
“Pardede, P. (2018). Conceptualizing ELT Research: Research Process in Quantitative and Qualitative Study”
1
Research in ELT. (Module 2)
Moodle activity: Examining ELT local/international academic journals. E.g. Profile, Applied Linguistics, TESOL
journal.

- Where to find language research topics/questions?

- The research in foreign language teaching and learning (topics and methods)

2
Allwright, D. & Bailey, K. (2004). Focus on the language classroom and introduction to classroom research for
language teachers. Cambridge: Cambridge University Press. Read Chapter 1.
Moodle activity: Creating a graphic organizer on TEFL research topics/areas.
 CÓDIGO BTA-F1-P6-C05-GMC
A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019

- Literature Review Key Features

- University Databases. Library online workshop.
3 - APA Workshop
Moodle activity: Import documents and learn how to organize your library by using Mendeley or Zotero.

- Literature review, is it important? What is the state of the research topic? Where are the gaps? Can I replicate a
teaching/research methodology?
4
Moodle activity: Explore the methodology and key points that have been used in previous studies. Get some
inspiration and practical tools finding relevant papers on a topic of your interest. Use Google Scholar and/or
ScienceDirect.
- Problem identification and research question design.
- Is it clear what you are focusing on? Is it realistic/achievable? What is your preliminary research title?
5 Dörnyei (2007). Research Methods in Applied Linguistics. Classroom research (p.176-195).
Moodle suggestion: Practice by suing research question generators. E.g.
https://umich.instructure.com/courses/824/modules/items/79077

6 1st Midterm Assessment Activity

- Research justification and research population.

- Research objectives and timetable design
7
Moodle activity: Formulating your hypothesis:
https://apps.conversionista.se/hypothesis-creator/
Conceptual-theoretical-empirical framework. Are those necessary for your study?
Moodle activity: Find the differences between conceptual and theoretical frameworks
8
https://warwick.ac.uk/fac/soc/ces/research/current/socialtheory/maps/frames/

Conceptual and theoretical frameworks drafting. Main characteristics.

9
Moodle activity: Snowballing. Find 3 of the most relevant authors that might support your research design and track
the references they follow, so you get a whole picture of the research topic.

Conceptual and theoretical frameworks drafting.

10
Moodle activity: Find a clear line of arguments sustaining your research design by designing an infographic poster
out of your conceptual/theoretical frameworks.

11 2nd Midterm Assessment Activity

- Research Methodological Design (Narrative enquiry, experimental studies, action research, among others.)
12
Nimehchisalem, V. “Exploring Research Methods in Language Learning-teaching Studies” in Advances in
Language and Literary Studies, [S.l.], v. 9, n. 6, p. 27-33, dec. 2018. ISSN 2203-4714.
 CÓDIGO BTA-F1-P6-C05-GMC
A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019

Available at: <https://www.journals.aiac.org.au/index.php/alls/article/view/4983>.

doi:http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.27.

- Data gathering techniques and instruments

Read the chapter 2 from the book: Dörnyei, Z. & Taguchi, T. (2010). Questionnaries in second language research
13 construction, administration and processing. London & New York: Routledge Taylor & Francis Group.

- Data gathering instruments design

14 Dörnyei, Z. & Taguchi, T. (2010). Questionnaries in second language research construction, administration and
processing. London & New York: Routledge Taylor & Francis Group

15 - Preliminary Project Oral Presentation Preparation

16 Final Assessment Activity

References

Compulsory references Location

- Allwright, D. & Bailey, K. (2004). Focus on the language classroom and

introduction to classroom research for language teachers. Cambridge:
Cambridge University Press. Read Chapter 1.

- Dörnyei,Z. (2007). Research Methods in Applied Linguistics.Oxford.

UGC Library Databases and Services

- Dörnyei, Z. & Taguchi, T. (2010). Questionnaires in second language

research construction, administration and processing. London & New
York: Routledge Taylor & Francis Group

Nimehchisalem, V. “Exploring Research Methods in Language

Learning-teaching Studies” in Advances in Language and Literary
Studies, [S.l.], v. 9, n. 6, p. 27-33, dec. 2018.
Complementary references Location
Li, Y. Teaching English for Research Publication Purposes (ERPP): A Online Resources
review of language teachers’ pedagogical initiatives. © 2020 Elsevier Ltd.
 CÓDIGO BTA-F1-P6-C05-GMC
A
FORMATO ESTRUCTURA DE SYLLABUS VERSIÓN 1
FECHA: 10/09/2019

Kreueter. B. (1993) Focus on the Language Classroom: An Introduction

to Classroom Research for Language Teachers. UCLA Issues in Applied
Linguistics.

Digital or technological resources

“Pardede, P. (2018). Conceptualizing ELT Research: Research Process
in Quantitative and Qualitative Study” Research in ELT. (Module 2) Online Resources
https://www.researchgate.net/publication/329584112_Conceptu
alizing_ELT_Research_Research_Process_in_Quantitative_and_Q
ualitative_Study