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MA TEFL Overview and Graduation Requirements

MA TEFL Program Goals and Learning Outcomes

MA TEFL Curriculum Map

Course Descriptions

Roles and Responsibilities of MA TEFL Students

Overview of Capstone Requirements

Option 1 – Thesis: TEFL 391 + TEFL 392 (6 units total)

Option 2 – Design Project: TEFL 391 + TEFL 392 (6 units total)

Requirements for Successful Completion of the MA Thesis or MA Design Project

Faculty Advisors

Option 3 – Comprehensive Exams

Failing Grades

CTEFL – Graduate Certificate in Teaching English as a Foreign Language

Appendix A: Thesis Assessment Rubric

Appendix B: Design Project Assessment Rubric

Appendix C: Master’s Thesis/Oral Presentation Rubric

 

Roles and Responsibilities of MA TEFL Students

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Students in the MA TEFL Program are expected to meet the high standards set by the Program and devote their time to participate in:

  • program activities such as organization of workshops or conferences
  • presentations and discussions based on individual or group research
  • attending workshops and conferences

Students are also expected to:

  • meet the MA TEFL requirements and abide by AUA rules and regulations
  • take personal responsibility in understanding the objectives and requirements of each course
  • take personal responsibility for autonomous learning
  • be punctual and attend all the lessons
  • all the deadlines for assignments

 

Overview of Capstone Projects

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The MA TEFL Program requires that all students complete one of the three capstone projects: 1) a Master’s Thesis, 2) Master’s Paper, or 3) Comprehensive Exams in the final year of their study.

Students, who choose to complete either the Master’s Thesis or Design Project, must register for 3 units of Capstone Project (TEFL 392). The capstone is a project in which students demonstrate that they are able to apply what they have learned throughout the MA TEFL program.  While a successful completion of all coursework is important, the capstone provides a unique measure of key competencies.  It is the final requirement for the Master’s Degree in TEFL.

Eligible students submit an application form where they indicate their preferred capstone choice (MA Thesis, MA Design Project, or Comprehensive Exams).  Students are notified of their enrollment in either the Capstone course or additional elective courses for those choosing the Comprehensive Exams.

Option 1 – Thesis: TEFL 392 (3 credit units)

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The Master’s Thesis is a research project based on substantive original research and analysis related to a specific TEFL research area.  The process involves students first deciding on a topic for their Theses and then finding faculty members with the appropriate expertise who agree to serve as advisers.  Faculty members work with only a limited number of students, and, therefore, students should be ready to find alternative topics and/or faculty if their first choice is not possible. Students working on theses will prepare their thesis proposals as part of the Research Methods course (TEFL 305). Students present their Master’s Thesis to the public at the end of the Capstone Project course. 

All submissions to faculty advisers, whether in draft or final format, must follow APA style. For APA guidelines, please visit: www.apastyle.org

Option 2 – Design Project: TEFL 392 (3 credit units)

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The  Design Project offers students the opportunity to participate in a curriculum development, teaching or training experience in a real educational setting. It involves field work typically in the form of a course pilot. Each student works with a faculty adviser. Students present their Master’s Thesis to the public at the end of the Capstone Project course. 

All submissions to Faculty Advisors, whether in draft or final format, must follow APA style. For APA guidelines, please visit: www.apastyle.org.

Requirements for Successful Completion of the MA Thesis or Design Project

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Students must obtain a satisfactory grade in order to graduate.  The final grade has two components: 1. Thesis (grading rubric)/Design project grade (grading rubric); 2. Public presentation grade (grading rubric)

Faculty Advisers

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Students who choose to work on a Master’s Thesis or Master’s Paper must obtain agreement from one of the following faculty members.  This list is subject to change.  Please remember that faculty members may work with only a limited number of students each year.

 

Option 3 – Comprehensive Examinations

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The comprehensive exams are 6-8 hours proctored sessions, usually taken in two days. Questions are open-ended and cover a wide range of topics from required and elective courses that students have taken in the MA TEFL program. Students choosing this capstone option enroll in TEFL 393 Comprehensive Examinations in the last term of their study.

 

If students fail to meet the deadline and additional time is needed, students will be required to enroll and pay a tuition fee for additional units of study each semester until completion of the capstone. 

The maximum total number of years for completion of all degree requirements is three years from the first semester of study.  (Semesters during which students have taken a formal temporary withdrawal from the University do not count toward the three year requirement) 

Failing Grades

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Students who have not met the requirements of the Master’s Thesis, Master’s Paper or Comprehensive Exams as determined by the TEFL Faculty receive a grade of “Fail.”

 

APPENDIX C: Master Thesis/Paper Oral Presentation Rubric

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 Performance Criteria  Excellent  Good Average Minimally acceptable Not acceptable
  • Exhibited in-depth understanding of the project
  • Effectively answered questions from the audience
4 3 2 1.5 1
Spoke with clarity and enthusiasm 2 1.5 1 0.5 0
Prepared effective visuals (power point slides, handouts, if applicable) 2 1.5 1 0.5 0
Demonstrated professional use of English (linguistic accuracy, precision, pragmatics) 2 1.5 1 0.5 0
Total            /10

 

MA TEFL Thesis Scoring Rubric

Student’s Name:                                                                                        Date:

 

Please rate every section using the scale provided. Leave comments if any in the space provided.

 

Below expectations

Approaches expectations

Meets expectations

Front and End Matter

Few of the required components are present AND/OR meet described expectations:

·      The title is concise, descriptive and appropriate.

·      The title and signature pages are complete and accurate.

·      Dedication and Acknowledgements follow accepted style, if applicable (optional).

·      The abstract is informative and limited to 250 words.

·      List of figures and/or tables is consistent with the content in the paper, if applicable.

·      The table of contents is consistent with the content in the paper.

·      List of references is consistent with in-text citations.

·      Appendices are consistent with the content of the paper, if applicable.

 

Most of the required components are present AND/OR meet described expectations:

·      The title is concise, descriptive and appropriate.

·      The title and signature pages are complete and accurate.

·      Dedication and Acknowledgements follow accepted style, if applicable (optional).

·      The abstract is informative and limited to 250 words.

·      List of figures and/or tables is consistent with the content in the paper, if applicable.

·      The table of contents is consistent with the content in the paper.

·      List of references is consistent with in-text citations.

·      Appendices are consistent with the content of the paper, if applicable.

 

All required components below are present and meet described expectations:

·      The title is concise, descriptive and appropriate.

·      The title and signature pages are complete and accurate.

·      Dedication and Acknowledgements follow accepted style, if applicable (optional).

·      The abstract is informative and limited to 250 words.

·      List of figures and/or tables is consistent with the content in the paper, if applicable.

·      The table of contents is consistent with the content in the paper.

·      List of references is consistent with in-text citations.

·      Appendices are consistent with the content of the paper, if applicable.

 

/1-2

/3-4

5

Introduction

·      The problem statement is either missing or lacks clarity.

·      Original contribution to the field and/or practice lacks clarity AND/OR strength.

·      The research question(s)/ hypothesis(es) are not clear AND answerable.

·      The problem statement lacks some clarity.

·      Original contribution to the field and/or practice either lacks some clarity OR strength.

·      The research question(s)/ hypothesis(es) are either not very clear OR answerable.

·       The problem is clearly stated.

·       Original contribution to the field and/or practice is clear and strong.

·      The study is guided by a set of clear and answerable research question(s)/ hypothesis(es).

/1-6

/7-8

/9-10

Literature Review

·      The literature review seriously lacks focus AND breadth pertinent to the study.

·      Most secondary AND dated sources are not justifiable.

·      Empirical research methods and findings receive little or no focus.

·      The narrative consists of isolated summaries without critical analysis.  

·      Few sources are acknowledged appropriately.

·      Conclusions relevant to the study are missing.

·      The literature review lacks some focus AND/OR breadth pertinent to the study.

·      Some secondary OR dated sources are not justifiable.

·      Empirical research methods and findings receive marginal focus.

·      The narrative mostly consists of individual summaries with some critical analysis.  

·      Most sources are acknowledged appropriately.

·      Conclusions lack insight AND/OR relevance to the study.

·       The literature review succinctly and sufficiently addresses key areas pertinent to the study.

·       The sources are primary and up to date when needed.

·       Emphasis is made on analyzing empirical research methods and findings.

·       The narrative mostly consists of effective synthesis and critical analysis.

·       All sources are acknowledged appropriately.

·       Conclusions show insight and relevance to the study.

/1-6

/7-8

/9-10

Methodology

·      The methods are mostly inappropriate for research questions/hypotheses.

·      Most information is lacking to make the study replicable (i.e. context, participants, design, instruments, procedure, analysis).

·      Most of the important documentation is missing in appendices.

·      The methods are mostly reasonable for research questions/hypotheses.

·      Some information is lacking to make the study replicable (i.e. context, participants, design, instruments, procedure, analysis).

·      Some important documentation is missing in appendices.

·         The methods are appropriate for research questions/hypotheses.

·         Information is sufficient to make the study replicable (i.e. context, participants, design, instruments, procedure, analysis).

·        Instruments and other necessary information are included in appendices.

/1-13

/14-17

/18-20

Results

·         Most OR all research questions/hypotheses are not addressed directly OR fully.

·         Results are inconsistent with the methods or focus.

·         Analysis of most or all data is unjustifiably long or insufficient.

·         Interpretations are either missing or unsound. 

·         Presentation of results lacked charts/visuals.

·       Some research questions/hypotheses are not addressed directly OR fully.

·       Some results are inconsistent with the methods or focus.

·       Analysis of some data is unjustifiably long or insufficient.

·       Some interpretations lack soundness. 

·       Presentation of some results lacked effective charts/visuals.

·         Results directly and fully address research questions/hypotheses.

·         Results are consistent with the methods and focus.

·         Data are synthesized and sufficiently discussed with sound interpretation. 

·         Results are effectively presented with charts/visuals when necessary.

/1-13

/14-17

/18-20

Discussion and Conclusion

·         Key results are not highlighted.

·         Results are not compared with those in the literature.

·         Pedagogical and/or theoretical implications are missing.

·         Important limitations and delimitations are missing.

·         Suggestions for further research are missing.

·       Results are highlighted.

·       Comparison of new results with those in the literature lack analysis.

·       Pedagogical and/or theoretical implications are limited AND/OR lack insight.

·       Some important limitations and delimitations are missing.

·       Suggestions for further research lack insight.

·       Important results are succinctly highlighted.

·       Comparison of new results with those in the literature are insightful.

·       Pedagogical and/or theoretical implications are insightful.

·       All important limitations and delimitations are acknowledged.

·      Insightful suggestions for further research are provided.

/1-10

/11-13

/14-15

Language, Organization, Formatting

·      The organization within and across paragraphs and sections impedes ease of comprehension.

·      Register is too informal for the target genre (e.g., limited passive voice, 1st person pronouns)

·      Word choice and structure issues are many and often impede comprehension.

·      Formatting does not adhere to APA style most of the time (fonts, spacing, margins, tables, figures, citations, and references).

·       The organization within and across paragraphs and sections facilitates comprehension most of the time.

·       Register is mostly appropriate for the target genre (e.g., limited passive voice, 1st person pronouns)

·       A few word choice and structure issues are noticeable but do not impede comprehension.

·       Formatting mostly adheres to APA style in terms of fonts, spacing, margins, tables, figures, citations, and references.

·       The paper has effective flow and organization within and across paragraphs and sections.

·       Register is appropriate for the target genre (e.g., limited passive voice, 1st person pronouns)

·       Word choice and structures are accurate, concise, and clear.

·       Formatting adheres to APA style in terms of fonts, spacing, margins, tables, figures, citations, and references.

/1-6

/7-8

/9-10

Responsibility, Independence

·       Final project shows little use of written and oral feedback.

·       Student’s practices and attitudes showed little capacity for independent work.

·       Final project demonstrates reasonable use of written and oral feedback.

·       Student’s practices and attitudes showed some capacity for independent work.

·       Final project demonstrates effective use of written and oral feedback.

·      Student’s practices and attitudes showed capacity for independent work.

/1-6

/7-8

/9-10

Total Score

/100

 

MA TEFL Design Project Thesis: Scoring Rubric

Student’s Name:                                                                                            Date:

Please rate every section using the scale provided. Leave comments if any in the space provided.

 

Below expectations

Approaches expectations

Meets expectations

Front and End Matter

Few of the required components are present AND/OR meet described expectations:

·   The title is concise, descriptive and appropriate.

·   The title and signature pages are complete and accurate.

·   Dedication and Acknowledgements follow accepted style, if applicable (optional).

·   The abstract is informative and limited to 200-250 words.

·   List of figures and/or tables is consistent with the content in the paper, if applicable.

·   The table of contents is consistent with the content in the paper.

·   List of references is consistent with in-text citations.

·   Appendices are consistent with the content of the paper, if applicable.

 

Most of the required components are present AND/OR meet described expectations:

·   The title is concise, descriptive and appropriate.

·   The title and signature pages are complete and accurate.

·   Dedication and Acknowledgements follow accepted style, if applicable (optional).

·   The abstract is informative and limited to 200-250 words.

·   List of figures and/or tables is consistent with the content in the paper, if applicable.

·   The table of contents is consistent with the content in the paper.

·   List of references is consistent with in-text citations.

·   Appendices are consistent with the content of the paper, if applicable.

 

All required components below are present and meet described expectations:

·   The title is concise, descriptive and appropriate.

·   The title and signature pages are complete and accurate.

·   Dedication and Acknowledgements follow accepted style, if applicable (optional).

·   The abstract is informative and limited to 200-250 words.

·   List of figures and/or tables is consistent with the content in the paper, if applicable.

·   The table of contents is consistent with the content in the paper.

·   List of references is consistent with in-text citations.

·   Appendices are consistent with the content of the paper, if applicable.

 

/1-2

/3-4

5

Introduction

·   The description of the context is either missing or uninformative.

·   The problem statement AND scope of the project are missing or lack clarity.

·   Original contribution to the field and/or practice lacks clarity AND/OR strength.

·    The description of the context is either not sufficiently short OR informative.

·    The problem statement OR scope of the project lacks some clarity.

·    Original contribution to the field and/or practice either lacks some clarity OR strength.

·   The description of the context is short and informative.

·   The problem and scope of the project are clearly stated.

·   Original contribution to the field and/or practice is clear and strong.

/1-6

/7-8

/9-10

Literature Review

·   The literature review seriously lacks focus AND breadth pertinent to the study.

·   Most secondary AND dated sources are not justifiable.

·   Related benchmark analysis and, if needed, empirical research receive little or no focus.

·   The narrative consists of isolated summaries without critical analysis.  

·   Few sources are acknowledged appropriately.

·   Conclusions relevant to the study are missing.

·    The literature review lacks some focus AND/OR breadth pertinent to the study.

·    Some secondary OR dated sources are not justifiable.

·    Related benchmark analysis and, if needed, empirical research receive marginal focus.

·    The narrative mostly consists of individual summaries with some critical analysis.  

·    Most sources are acknowledged appropriately.

·    Conclusions lack insight AND/OR relevance to the study.

·    The literature review succinctly and sufficiently addresses key areas pertinent to the study.

·    The sources are primary and up to date when needed.

·    Emphasis is made on related benchmark analysis and some empirical research if needed.

·    The narrative mostly consists of effective synthesis and critical analysis.

·    All sources are acknowledged appropriately.

·    Conclusions show insight and relevance to the study.

/1-2

/3-4

5

Proposed Plan

·       Evidence for the proposed plan is either missing OR lacks rigor (e.g., needs analysis).

·       The list of deliverables is not consistent with the scope of the project.

·       Most of the important documentation is missing in appendices.

·    Evidence for the proposed plan lacks some rigor (e.g., needs analysis).

·    The list of deliverables is mostly consistent with the scope of the project.

·    Some important documentation is missing in appendices.

·    Proposed plan is based on justifiable evidence (e.g., needs analysis).

·    The list of deliverables is consistent with the scope of the project.

·   Instruments and other necessary information, if applicable, are included in appendices.

/1-6

/7-8

/9-10

Reflections and Recommendations

·   Reflections are either missing or lack objectivity AND insight.

·       Recommendations to target end-users of the project are either missing OR cursory.

·       Conclusions on the quality of the project are based on little or no evidence.

·   Reflections lacks some objectivity or insight.

·    Valuable recommendations to target end-users of the project are few.

·    Conclusions on the quality of the project are based on indirect/anecdotal evidence.

·    Reflections include insightful successes and challenges.

·    Recommendations are substantive and valuable to target end-users of the project.

·    Conclusions on the quality of the project are based on reliable evidence.

/1-6

/7-8

/9-10

Deliverables and Appendices

·       Supplied materials in the Appendices are mostly inconsistent with the scope and purpose of the project.

·       Supplied materials in the Appendices do not meet the expectations of a typical end-user of the project in terms of their value and production quality.

·    Supplied materials in the Appendices are mostly consistent with the scope and purpose of the project.

·    Supplied materials in the Appendices mostly meet the expectations of a typical end-user of the project in terms of their value and production quality.

·    Supplied materials in the Appendices are consistent with the scope and purpose of the project.

·    Supplied materials in the Appendices meet the expectations of a typical end-user of the project in terms of their value and production quality.

/1-27

/28-35

/36-40

Language, Organization, Formatting

·       The organization within and across paragraphs and sections impedes ease of comprehension.

·       Register is too informal for the target genre of the section.

·       Word choice and structure issues are many and often impede comprehension.

·      Formatting does not adhere to APA style most of the time (fonts, spacing, margins, tables, figures, citations, and references).

·    The organization within and across paragraphs and sections facilitates comprehension most of the time.

·    Register is mostly appropriate for the target genre of the section.

·    A few word choice and structure issues are noticeable but do not impede comprehension.

·    Formatting mostly adheres to APA style in terms of fonts, spacing, margins, tables, figures, citations, and references.

·    The paper has effective flow and organization within and across paragraphs and sections.

·    Register is appropriate for the target genre of the section.

·    Word choice and structures are accurate, concise, and clear.

·    Formatting adheres to APA style in terms of fonts, spacing, margins, tables, figures, citations, and references.

/1-6

/7-8

/9-10

Responsibility, Independence

·       Final project shows little use of written and oral feedback.

·       Student’s practices and attitudes showed little capacity for independent work.

·    Final project demonstrates reasonable use of written and oral feedback.

·    Student’s practices and attitudes showed some capacity for independent work.

·    Final project demonstrates effective use of written and oral feedback.

·   Student’s practices and attitudes showed capacity for independent work.

/1-6

/7-8

/9-10

Total Score

/100

Adviser: