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| Course Description |
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| Course Name |
: |
Classroom Research |
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| Course Code |
: |
ELT 743 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. GÜLDEN İLİN
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| Learning Outcomes of the Course |
: |
Can design their classroom research study.
Can appropriately select their participants
Can select relevant data collection tools
Can decide on and use data analysis techniques
Can conduct their classroom research and present the findings in various ways
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| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to contribute to the course takers´ classroom research skills. |
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| Course Contents |
: |
In this course, students will identify their research area, design, participants, data collection tools and data analysis methods and conduct an action research study. |
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| Language of Instruction |
: |
English |
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| Work Place |
: |
Classroom. |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
classroom research |
reading |
presentation discussion |
|
2 |
what and why of classroom research |
reading |
presentation discussion |
|
3 |
action research and classroom research |
reading |
presentation discussion |
|
4 |
developing a focus |
reading |
presentation discussion |
|
5 |
principles of classroom resarch |
reading |
presentation discussion |
|
6 |
methods of observation in classroom research |
reading |
presentation discussion |
|
7 |
data gathering |
reading |
presentation discussion |
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8 |
Midtterm |
|
|
|
9 |
data gathering instruments |
reading |
presentation discussion |
|
10 |
analysing research data |
reading |
presentation discussion |
|
11 |
reporting resarch data |
reading |
presentation discussion |
|
12 |
connection between learning and classroom research |
reading |
presentation discussion |
|
13 |
connection between learning and classroom research |
reading |
presentation discussion |
|
14 |
teacher research and creation of professional learning communities
ethical and moral issues in classroom research |
reading |
presentation discussion |
|
15 |
teacher research and creation of professional learning communities
ethical and moral issues in classroom research |
reading |
presentation discussion |
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16/17 |
Final |
Reseacrhing |
Project work |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Hopkins, D. (2005). A Teacher’s Guide to Classroom Research. U.K: Mc. Grow Hill. Open University Press
James, P. (2001).Teachers in Action Tasks for in-service Language Teacher Education and Development. U.K.: C.U.P.
Mc. Kay, S. (2006). Researching Second Language Classrooms. U.S.A.: Lawrence Erlbaum Associates Inc.
Miles, B. M. & Huberman, A. M. (1994). Qualitative Data Analysis. U.S.A.: Sage Production.
Tailor, G. (2005). Integrating Quantitative and Qualitative Methods. U.S.A.: University Pres of America
Wajnyrb, R. (2000). Classroom Observation Tasks. U.K: C.U.P.
Nunan, D& Bailey, M.K. (2009). Exploring Second Language Classroom Research. U.S.A Heinle
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| |
| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
50 |
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Homeworks/Projects/Others |
1 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Creates more productive classroom environment through in-class research and solve problems. |
5 |
|
2 |
Uses their awareness of affective factors in classroom environment to create more productive educational environment. |
5 |
|
3 |
Uses theories about culture in second language teaching. |
5 |
|
4 |
Creates teaching syllabus and evaluate it. |
5 |
|
5 |
Benefits from first language acquisition theories in their practices. |
5 |
|
6 |
Reflect their knowledge about research methods in their thesis proposals and thesis writings. |
5 |
|
7 |
Knows and applies language teaching methods. |
5 |
|
8 |
Benefits from language teaching methods in specific purposes in classroom environment. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
3 |
42 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
20 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
20 |
20 |
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Final Exam |
1 |
20 |
20 |
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Total Workload: | 144 |
| Total Workload / 25 (h): | 5.76 |
| ECTS Credit: | 6 |
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