Syllabus Research Method
Syllabus Research Method
Syllabus Research Method
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Course Syllabus in English 30- Language Research
I. COURSE INFORMATION Workload of Students:
Course Code: EDFD 211 This course shall require students to engage in 30 actual contact hours for interactive
Course Title: Research Methods lecture-discussion to cover outcomes expected in the course. However, independent
Pre-requisite: None learning is encouraged outside of the face-to-face delivery. Students are also expected
Credit: 3 units to interact through the facebook account-MED-LT RESEARCH METHODS. The
nd
Level: 2 Year facebook account-MED-LT RESEARCH METHODS serves as an alternative modality for
nd
Semester/Year: 2 sem – 2016-2017 students to interact with each other and the instructor.
Version Number: 1
This course will enable you to assess the research activities conducted in the Name: VELMA S. LABAD, MEd-L.T., Ed.D.
field of teaching and learning the English language. You will find out the gaps that need Email: [email protected]; [email protected]
to be further investigated to improve the English language teaching learning. You will Contact No.: 0909-808-2040
discuss topics like research design, population and sampling design, ethics to be Office: Coordinator‟s Room– College of Education
observed in the conduct of the research writing activity, data gathering procedure, Rm 101, CEd Building, USeP
statistical treatments to be used for the data gathered. Last, you will write a publishable Consultation Hours: Friday 11:00-12:00 – 1:00-4:00
research studies in the field of teaching and learning the English language.
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Course Syllabus in English 30- Language Research
II. COURSE OUTCOMES (CO):
Course Outcomes
Discuss comprehensively the nature of research and its importance in the English language teaching and learning;
CO1
CO2 Assess the here and now of the English language teaching and learning to find the gaps that need to be investigated to help improve the teaching-learning environment;
Identify, describe and critically evaluate the different research methods; sampling design; valid and reliable research instruments; ethical considerations to be observed in the
CO3
conduct of the research; data gathering procedure and the statistical treatments to be used for the data gathered;
CO4 Write a publishable research under the topic, English language teaching and learning.
As evidence of attaining the above learning outcomes, the student has to do and submit the following:
Course
Learning Evidence Description and other Details Outcomes it
represents
LO1 Literature review (theory This task requires you to read and critically reflect on the different English language teaching learning research activities
building/testing, formulating conducted in the last 10 years. The following questions will guide you to complete your literature review: (1) Which of
conceptual framework, writing the topics in your readings interest you most? (2) What problems were presented in each of the literature read? (3) Did
the statement of the problem) you discover any gap(s)? Discuss this(ese) comprehensively? (4) What are the implications of these gaps in the CO 1
teaching and learning of the English language?
Observe the following format in your literature review: (a) Introduction, (b) Body, and (c) Conclusion
LO2 Outlining the research method This task requires you to write a cohesive and coherent method of your research activity, taking into account the
following: (a) Research Design, (b) Respondents/Participants, (c) Sampling Design, (d) Ethical consideration, (e) Data CO 2
gathering procedure, and (f) Statistical treatment. To assess your own work please refer to the rubric.
LO3 Interpreting the data You are going to answer the questions posed in chapter 1 of the manuscript. CO 3
LO4 Defending/presenting/publishing You are required to defend your research activity in a 3 member panel to improve your work. After incorporating the
CO4
the final paper suggestions of the panel, you are required to submit the publishable research paper.
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Course Syllabus in English 30- Language Research
IV. MEASUREMENT SYSTEM:
RUBRIC FOR PANEL DISCUSSION (Retrieved from https://eng521milton.files.wordpress.com/2012/02/panel-discussion_2013.pdf on November 15, 2016)
Individual Assessment– Research, Presentation, and Active Listening
Criteria Level 4 - Exceeds Level 3 - Meets Expectations Level 2 - Approaching Level 0-1 Below Expectations
Expectations (Excellent) (Adequate to Good) Expectations (Unsatisfactory)
(Fair to Satisfactory)
Quality and Length of All information presented is Most information is clear, Information somewhat sufficient Information insufficient,
Speech double-weighted convincing, relevant, accurate sufficient, accurate and and relevant, but containing irrelevant, inaccurate, and/or
(value /8) and clear. Speech has met or relevant. Speech has met inaccuracies or vague, unclear. Minimum length
exceeded minimum time frame. minimum time frame. (6) unsupported claims. Speech expectation far from being met.
(8) was slightly short of minimum (0-2)
time frame. (4)
Integration of Reference Extensive fact-based Evidence is provided from Some supporting evidence No supporting evidence from
Material/ Source Credibility research/supporting evidence some sources. Facts and from few credible sources. Fact credible sources. Facts not
from highly credible sources; opinions mostly clear and and opinion sometimes present; opinions not rational.
content is thorough and in- credible. Content is fairly unclear. Content is lacking in Very little content to assess. (0-1)
depth. (4) thorough, but could be even substance. (2)
more in-depth. (3)
Understanding of Topic Clearly understood the topic in- Clearly understood the topic in- Seems to understand the main Did not show an adequate
depth and presented info depth and presented points of the topic, but didn‟t understanding of the topic; led to
forcefully/convincingly; student information with relative ease. present with ease. (2) awkward presentation. (1)
appears very knowledgeable (3)
on the topic. (4)
Public Speaking Skills Eye contact, voice clarity, Eye contact, voice clarity, Eye contact, voice clarity, Eye contact, voice clarity,
double-weighted (value /8) expression & pace all used expression & pace were mostly expression& pace were expression and/or pace are
very effectively. Presents effective. (6) satisfactory. (4) lacking. (0-2)
without reading/constant
reference to „safety net‟ of
prepared text. (8)
Listening and Questioning Answers questions with ease Responses to questions are Responses to questions are Avoids questions altogether OR
Skills half-weighted (value /2) and effectiveness. Asks concise but show some insight. brief and seem uninformed. responses are brief, very vague
questions of others which are Asks questions of others which Asks questions of others which and uninformed. Neglects to asks
relevant, insightful, and shows are relevant, and shows are basic, and shows evidence questions of others OR questions
evidence of intent listening. (2) evidence of good listening. of limited listening skills. (1) are very basic. Poor listening
(1.5) skills and/or is disruptive. (0-0.5)
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Course Syllabus in English 30- Language Research
Criteria Level 4 - Exceeds Level 3 - Meets Expectations Level 2 - Approaching Level 0-1 Below Expectations
Expectations (Excellent) (Adequate to Good) Expectations (Unsatisfactory)
(Fair to Satisfactory)
Matrix Sheets (Record of At least 4 present representing 3-4 are present; mostly Only 2-3 present; several fields Only 1, if any, present; many
Research Note-Taking) a variety of sources, fields are complete with only minor are incomplete; quantity of fields incomplete; very few
correctly filled in, thorough errors; quantity of notes is usable notes may be lacking/ notes present; more research is
note-taking. (4) adequate. (3) insufficient. (2 needed. (0-1)
Slide Show Clear, concise, and formal; Complete and adequate; text is May lack visual appeal (i.e. text Incomplete or not included/ not
contains main points & visuals visible but could be condensed hard to read) or is too vague; prepared. (0-1)
that enhance the formality and in places; visuals are included images are present but may not
persuasiveness of the and are appropriate. (3) necessarily enhance the
presentation. (4) presentation, or they are
inappropriate. (2)
Total /34
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Course Syllabus in English 30- Language Research
RUBRIC FOR EXPOSITORY RESEARCH ESSAY (Retrieved from on https://eng521milton.files.wordpress.com/2012/02/panel-discussion_2013.pdf November 15, 2016)
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Course Syllabus in English 30- Language Research
RUBRIC FOR RESEARCH PROPOSAL (Alonzo, 2016)
Performance Standards
Areas to Assess
Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Background and Rationale
Statement of Too brief; context Little context and Context offers argument but Context is well argued with Though-provoking
Context presented is irrelevant background are lacks focus supporting details introduction; topic moves from
provided general idea to specific
arguments; sufficient context
and background are provided.
Statement of Rationale is illogical Rationale is stated Rationale is stated but The rationale is well-argued The rationale is well-argued
Rationale but lacks focus based solely on the based on the current needs based on the current needs in
researcher‟s experience in the discipline; supported the discipline; supported by
and observation by research evidence. research evidence; gap in the
literature is highlighted.
Aims of the Study The aims of the study The aims of the Aims of the study is well The aims of the study are The aims of the study is clearly
is not stated study is stated but stated but incoherent with clearly outlined and are linked to the rationale and gap
lack clarity the rationale and gap in the coherent to the rationale in the discipline; the aims are
discipline and gap in the discipline doable within the proposed
period of research
Potential The study is just a The potential The potential contribution of The potential contribution of The potential contribution of
Contribution of the repetition of the contribution of the the study is stated, but it is the study is well argued, but the study is clearly argued and
Study existing ones study is not clearly not linked to the rationale the study will not provide a it shows the originality of the
stated and aims of the study new understanding of the research
phenomenon being
explored.
Literature Review
Outline of the There is no focus. The literature review Literature review provides a Literature review provides Literature review provides
literature review is not substantial few evidence/arguments evidence that the study evidence that the study does
enough to provide why the study is needed. does not duplicate past or not duplicate past or current
evidence/arguments current research. research; literature review
to the need to clearly positions the within the
conduct the existing body of knowledge.
research.
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Course Syllabus in English 30- Language Research
Performance Standards
Areas to Assess
Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Background and Rationale
Depth of analysis Arguments presented Arguments are Arguments are organized to Arguments are organized to Arguments are organized and
and/or critique of are more of report organized but not reveal the gap in the reveal the gap in the accounts opposing views to
the existing rather than a effective in showing literature. literature and are linked to reveal insightful strengths and
literature literature review. the gap in the the current practices. weaknesses of current
literature. research and practices.
Use of relevant Research literature is A few research Half of the sources show a Presents in-depth Synthesize in-depth
literature irrelevant literature is relevant high level of relevance in information from relevant information from the relevant
representing limited but representing addressing the assessment and current sources sources representing various
points of limited points of task. representing various points of views/approaches.
view/approaches. view/approaches. points/views/approaches.
Writing Style Topic sentences lack Topic sentences are Topic sentence offers an Each topic sentence contains
clear ideas and are broad and vague; argument but lacks focus; All topic sentences contain a clear argument; transitions of
not supported. paragraphs do not some of the paragraphs are clear arguments but some each argument build from the
offer distinct points; poorly developed, hence are poorly supported; some preceding paragraph; majority
most of the weakens the essay; Each of the paragraphs contain of the texts in each paragraph
supporting details argument does not build up more information from is owns thought; focus of the
are dated; reasoning from the previous research rather than own essay is developed and
is faulty. paragraph. idea. maintained in all paragraphs.
Clarity, consistency Quotes are not Quotations, citations Some of the information are Most of the references are Quotes and other authors‟
and properly referenced and referencing are not referenced; list of effectively used, correctly views are introduced with a
appropriateness of and other research inconsistent; some literature is complete. cited and correctly listed in purposeful and detailed
conventions for literature are not of the cited literature the reference list according context; all references are
quoting, properly cited; are missing in the to APA style. effectively used, correctly cited
paraphrasing, inconsistent entry of reference list. and correctly listed in the
attributing sources references in the reference list according to APA
of information, and reference list. style.
listing references
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Course Syllabus in English 30- Language Research
Performance Standards
Areas to Assess
Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Clarity and Tables/diagrams are Numbered but the Consistent in numbering but Numbered but the title is too Numbered and the title
consistency in not numbered and title does not capture some of the titles do not wordy enhances the clarity of the
presenting tables labeled. the content; some capture the content of the content of the table/diagram
and diagrams inconsistency in table/diagram
numbering and titles
Clarity and Contains many Contains a few Well written for the most Well written for the most Sentences vary in length and
appropriateness of spelling, punctuations spelling, part, without spelling, part, without spelling, structure; academic tone;
sentence structure, and grammar errors; punctuations and punctuations or grammar punctuations or grammar adheres to the word limit;
vocabulary use, sentence structures grammar errors; error but with jargons and error; appropriate words are words used are intelligent and
spelling, do not vary- too long many jargons/slangs inappropriate word choices; used; within the word limit. precise; effective use of
punctuation and and too short; does and inappropriate within the word limit. transition signals.
word length. not meet the word use of words; use of
limit. contractions; does
not meet the word
limit.
Research Research questions Research questions are Research questions are clear
Questions are vague. clear and specific. and specific.
Methods
Research Design The research design is The research The research design is The research design has The purpose, questions, and
inappropriate. design is confusing described using standard been identified and design are mutually
or incomplete terminology. Limitations and described in sufficiently supportive and coherent.
given the research assumptions are not detailed terms. Some Attention has been given to
questions and included. limitations and assumptions eliminating alternative
sampling strategy. have been identified. explanations and controlling
Important extraneous variables.
limitations and Appropriate and important
assumptions have limitations and assumptions
not been identified. have been clearly stated.
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Course Syllabus in English 30- Language Research
Performance Standards
Areas to Assess
Unacceptable Acceptable Satisfactory Expected Beyond Expectation
Sampling The context, The sampling The description of the The context, population, and The description of the context
Procedure population, or sample is strategy is context, population, or sampling strategy is and population is meaningful,
not identified or inappropriate for sampling strategy is adequately identified and including both quantitative and
described. the research confusing, lacked relevance described. The size of the qualitative description. The
questions. to the purpose, is population, sample, and sampling process is reasonable
incomplete, or failed to comparison groups is to recruit a representative
identify specific quantitative identified. sample of the population.
or qualitative details. Attention is given to controlling
for extraneous factors and
sampling error.
Data Gathering Procedures for Procedures for Procedures (permissions, Procedures for implementing Procedures are thorough,
treatments and treatments and treatments, and data the study (permissions, manageable, coherent, and
gathering data are gathering data are gathering) are confusing, or treatments, and data powerful for generating valid and
missing. incomplete. lacked relevance to gathering) are identified and reliable data. Procedures are
purpose, research described in a chronological chronological and replicable,
questions, or sampling fashion. with clear distinctions between
strategy. researcher and participant
actions. Clear and reasonable
strategies are presented for
seeking permissions and for the
ethical treatment of human
subjects.
Data Analysis Analytical methods Analytical methods Descriptive or inferential Both descriptive and Analytical methods are
(descriptive, inferential (descriptive, methods are confusing, inferential methods are sufficiently specific, clear, and
test, and significance inferential test, and incomplete or lacked identified. Level of appropriate given the research
level) are missing. significance level) relevance to the research significance is stated. questions, research design, and
are inappropriately questions, data, or research scale of measurement, and type
aligned with data design. of distribution.
and research
design.
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Course Syllabus in English 30- Language Research
RUBRIC FOR DATA ANALYSIS (Retrieved from http://www.augusta.edu/education/gapsc-ci/documents/data-analysis.pdf on November 15, 2016)
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Course Syllabus in English 30- Language Research
ORAL DEFENSE RUBRIC (Retrieved from http://www.oie.msstate.edu/assessment/pdf/rubric/Thesis_and_%20Dissertation_Rubric.pdf on November 15, 2016)
Overall breadth Responses are incomplete or require Responses are complete Responses are eloquent
of knowledge prompting Arguments are well organized Arguments are skillfully presented
Arguments are poorly presented Respondent exhibits adequate Respondent exhibits superior
Respondent exhibits lack of knowledge in knowledge in subject area knowledge in subject area
subject area Responses meet level expected of Responses exceed level expected of
Responses do not meet level expected of degree program degree program
degree program
Overall Assessment Does not meet expectations Meets Expectations Exceeds Expectations
Confidential Comment(s)
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Course Syllabus in English 30- Language Research
WRITTEN THESIS RUBRIC (Retrieved from http://www.oie.msstate.edu/assessment/pdf/rubric/Thesis_and_%20Dissertation_Rubric.pdf on November 15, 2016)
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Course Syllabus in English 30- Language Research
RUBRIC FOR BRAINSTORMING SESSION (Retrieved from https://www.clear.rice.edu/bioe451/documentation%20files/brainstorming%20rubric_451.pdf on November 15, 2016)
Details/proof of
Excellent (max pts) Average (mid pts) Poor (lowest pts)
brainstorming
Quality of brainstormed Good, detailed lists, drawings or other proof of Moderate proof of brainstorming design Poor detailing of brainstorming in binder or
ideas (15 pts) brainstorming design solution options are solution options is stored in the binder or design notebook.
stored in the binder or design notebook. design notebook.
Quality of brainstormed High quality, technically feasible and highly Moderate quality and diversity of design Poor quality and diversity of design solution
ideas (20 pts) detailed design solution options are presented, solution options are presented. Solution options are presented. It is difficult to
covering either the full design or individual options may not be feasible. determine the team‟s thought process.
components.
15-20 concepts or ideas 15-20 concepts or ideas presented ~10 concepts presented Fewer than 3-7 ideas generated and
presented.
Response to comments Team has thoughtfully considered feedback Team has incorporated most of the Team has ignored grader feedback or taken
and previous grading (15 and input from graders in prior cycles. Work in specific changes made by graders, but only minimal steps to improve the document.
pts) this cycle demonstrates team's effort actively revisions do not address deep or more
improve the brainstorming, going above and substantive problems with the
beyond specific points called out by the grader. document.
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Course Syllabus in English 30- Language Research
COOPERATIVE LEANING RUBRIC (Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson95/coop_rubric.pdf on November 15, 2016)
1 2 3 4
Contribution to group goals Works toward group goals only Works toward group goals with Works toward group goals Consistently and actively works
when prompted occasional prompting without occasional prompting; toward group goals; willingly
accepts and fulfills individual accepts and fulfills individual
role within group role within group
Consideration of others Needs occasional reminders to Shows sensitivity to the Shows and expresses Shows sensitivity to the
be sensitive to the feelings of feelings of others sensitivity to the feelings of feelings and learning needs of
others others; encourages the others; values the knowledge,
participation of others opinion, and skills of all group
members and encourages their
contribution
Contribution of knowledge Contributes information to the Contributes information to the Contributes knowledge Consistently and actively
group only when prompted group with occasional opinions and skills without contributes knowledge opinions
prompting or reminding prompting or reminding and skills without prompting or
reminding
Working and sharing with Participates in needed changes Participates in needed changes Willingly participates in needed Helps the group identify
others when prompted and with occasional prompting; changes; usually does the necessary changes and
encouraged; always or often often needs reminding to do assigned work and rarely encourages group action for
relies on others to do the work the assigned work needs reminding change; always does the
assigned work without having
to be reminded
Comments
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Course Syllabus in English 30- Language Research
OTHER REQUIREMENTS AND ASSESSMENTS (AA)
Aside from the final output, the student will be assessed at other times during the term by the following:
V. GRADING SYSTEM:
The final grade in this course will be composed of the following items and their weights in the final grade computation:
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Course Syllabus in English 30- Language Research
VI. LEARNING PLAN:
In order to achieve the outcomes of this course, learners will go through this learning plan:
Teaching-
Intended Learning Outcomes Course Assessment Learning
Week Topics Learning Required Reading
(ILO) Outcome Activities Output
Activities (TLA)
Week 1 Discuss the rationale for taking this The contribution of this VMGO
course course in the attainment Discussion Critiquing Institutional Graduate Attributes
Establish the connection of this of USeP‟s: Program Educational Outcomes
course to the attainment of the VMGO Graduate Outcomes
graduate outcomes, program Institutional Graduate
educational outcomes, institutional Attributes
graduate attributes and the VMGO Program Educational
of USeP. Outcomes
Graduate Outcomes
The Language
Research course
outcomes
Week Discuss the scenario in the glocal CO1 Follow these links: Well written
2-3 arena particularly in the English The world of research Panel Essay https://www.youtube.com/watch? essay
language teaching and learning specifically the language discussion writing v=Og4BGyZr_Nk
based on the assigned reading; research http://www.ncte.org/
Identify the different problems http://www.aft.org/sites/default/fil
presented in the reading; es/periodicals/goldenberg.pdf
determine whether the problems http://www.cal.org/caela/tools/pro
presented are happening in the gram_development/elltoolkit/Part
national scene and/or the local 4-
scene; 1EnglishLanguage&LiteracyLear
find the gaps that need to be ning.pdf
further investigated to help solve https://englishagenda.britishcoun
the problem; cil.org/sites/default/files/attachme
Explain why research is important nts/g141_eltra_which_english_w
in the English language teaching hose_english_teachers_beliefs_a
and learning; ttitudes_and_practices_final.pdf
https://englishagenda.britishcoun
cil.org/sites/default/files/attachme
nts/e485_mobile_pedagogy_for_
elt_final_v2.pdf
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Course Syllabus in English 30- Language Research
Teaching-
Assessment Learning
Week Intended Learning Outcomes (ILO) Topics Learning Required Reading
Activities Output
Activities (TLA)
Week Write a powerful introduction for Understanding literature review Library work Writing Follow these links: Well written
4-6 the proposed research activity; Selecting a theory introductory https://www.youtube.com/watch?v introductory
Write a cohesive literature review Designing a conceptual framework essay =g3dkRsTqdDA essay
Identify a theory that would fit in Writing the statement of the problem https://www.youtube.com/watch?v
Writing the null hypothesis (es)/ =jKL2pdRmwc4
https://www.youtube.com/watch?v
assumption(s)
=EcnufgQzMjc
Week Compare and contrast qualitative Qualitative vs quantitative research Brainstorming Write the Follow these links: Well written
7-9 and quantitative research and give Research ethics session method of https://www.youtube.com/watch?v method
examples of each kind of research; Descriptive/ Correlation research design Cooperative the =2X-QSU6-hPU
Manifest understanding of the Research and sampling design learning proposed https://www.youtube.com/watch?v
research ethics and apply it in the Respondents (How chosen) research =Zbi7nIbAuMQ
process of collecting data; activity https://www.youtube.com/watch?v
Instruments (Valid and Reliable)
Discuss comprehensively the =Ypgo4qUBt5o
different sampling designs; Data gathering procedure http://www.stat.osu.edu/~calder/st
Decipher the difference between Statistical design at528/Lectures/lecture13_2slides.
respondents from participants; PDF
manifest understanding of the term http://www.ssc.wisc.edu/~jraymo/l
„representative of the population‟; inks/soc357/class8_F09.pdf
http://www.ajhepworth.yolasite.co
m/resources/9817-
Reliabillity%20and%20validity.pdf
http://ocw.jhsph.edu/courses/hsre
/PDFs/HSRE_lect7_weiner.pdf
https://www.uni.edu/chfasoa/relia
bilityandvalidity.htm
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Course Syllabus in English 30- Language Research
Teaching-
Intended Learning Course Learning Assessment
Week Topics Required Reading Learning Output
Outcomes (ILO) Outcome Activities Activities
(TLA)
Establish that the CO2
instrument is valid and
reliable;
Provide a framework on the
steps to be followed in
gathering the data;
Decide the statistical tool to
be used to treat the
gathered data and to
answer the questions
posed.
Week DATA GATHERING
10-11
Week Interpret and analyze the CO4 Interpreting and Analyzing Group Writing Follow these links: Well interpreted and
12 data gathered; the data activity chapter 3 http://www.evaluatod.org/ass analyzed data
Discuss comprehensively Writing Chapter 3 of the ets/resources/evaluation-
the findings of the study; manuscript guides/analyzing-
interpretingdata-8-09.pdf
https://docs.google.com/pres
entation/d/1U8aMTzvz_iezK0
FJYPKPBwsnJinNLXkypAGFj
INA4Nk/present?slide=id.p32
Week Write the conclusions and CO4 Writing Conclusions and Group Writing Follow these links: Well written conclusions
13-14 recommendations; Recommendations activity chapter 4, https://www.youtube.com/wat and recommendations
Cite correctly the references Checking the references Writing the ch?v=NvbzZSY6_nM
using APA format. (APA format) references http://www.wikihow.com/Write
(APA format) -a-Conclusion-for-a-
Research-Paper
https://www.youtube.com/wat
ch?v=10eg_GB_A9E
http://www.library.kent.edu/fil
es/APACheatSheet.pdf
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Course Syllabus in English 30- Language Research
Teaching-
Intended Learning Course Learning Assessment
Week Topics Required Reading Learning Output
Outcomes (ILO) Outcome Activities Activities
(TLA)
Week REFINING THE MANUSCRIPT/PREPARING FOR THE FINAL DEFENSE
15-16
Week FINAL DEFENSE
17
Week REVISION OF THE MANUSCRIPT/SUBMISSION OF ARTICLE FORMAT MANUSCRIPT
18
Aquino, M.S., & Labad, V.S. (2015). The effectiveness of VSTF method in improving students’ reading comprehension. Master thesis of the University of Southeastern Philippines, College
of Education, Obrero, Davao City.
Bustamante, A.G.E., & Dequito, J.P. (2014). Reading comprehension, academic optimism and motivational differences of students in Engineering and Science education program. Master
thesis of the University of Southeastern Philippines, College of Education, Obrero, Davao City.
Dioso-Ahon, C.M., & Labad, V.S. (2014). Teachers’ literacy beliefs, reading instructional practices and students’ reading proficiency. Master thesis of the University of Southeastern
Philippines, College of Education, Obrero, Davao City.
Jambangan, E.M., & Labad, V.S. (2015). Structural equation model predicting students’ reading attitude and performance. Master thesis of the University of Southeastern Philippines,
College of Education, Obrero, Davao City.
Labad, V.S. (2014). Preservice teachers’ linguistic competence, foreign language anxiety and their reading comprehension. Presented during the Inaugural Asian Conference on
Education & International Development at Osaka International Convention Center, Osaka, Japan.
rd
Labad, V.S. (2015). Preservice teachers’ reader self perception and teaching reading self perception. Presented during the 3 Higher International Research Conference on Higher
Education (IRCHE).
rd
Labad, V.S., & Andoy, V.D. (2013). Development of a reading workbook for kindergarten students. Presented during the 3 National Convention of teachers of English to Speakers of
Other Languages (TESOL) Philippines.
Obguia, A.E., & Labad, V.S. (2016). Students‟ vocabulary learning strategies their vocabulary knowledge reading skills and comprehension. Master thesis of the University of Southeastern
Philippines, College of Education, Obrero, Davao City.
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Course Syllabus in English 30- Language Research
VIII. CLASSROOM POLICIES:
It is very essential for students to attend class activities on regular basis. Since the course will cover a broad range of topic, it is the students‟ responsibility to look for additional
materials covered in this course whether or not it is found in the reading materials provided. In this way, students can participate in any form of discussion in the classroom. Participating
in class discussion is strongly encouraged to help the students feel more comfortable with the learning materials while at the same time giving the class the benefit of each ones ideas and
perspective. In this way, the instructor will be able to determine what needs to be clarified and be able to teach more effectively.
Reading assignments have been made for almost every class period. Study questions for the readings will be given in advance. Please read the assignments and develop
responses to the study questions before the next class. Class sessions will include short lectures, small-group conversations, and whole-class discussions based on or part of the
readings. Classes are designed for active participants. Please come to class prepared to discuss the assigned material and its implications. I do give credit for good oral participation in
class.
Academic Honesty
USePians are bound to follow the rules and regulations stipulated in the graduate school manual of the University. University policy regarding academic honesty applies to this
course. Academic dishonesty includes, but not limited to, cheating in any form, plagiarism and the like.
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Course Syllabus in English 30- Language Research