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Lecturer(s)
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Reimannová Irena, Mgr. Ph.D.
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Course content
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Research strategies and methods in English language teaching (survey, experiment, ethnography, phenomenology, grounded theory, mixed methods, case studies). Action research: methodology and design (diagnostic and intervention phases). Phases of research, formulation of research questions and hypotheses. Issues of research quality (validity, reliability, credibility, etc.). Methods and tools for data collection and data analysis. Processing, analysis, and presentation of research findings. Form and structure of a research report. Ways of presenting action research for different audiences. Study materials are available in LMS Moodle. For detailed information on assignments and deadlines, refer to the course in Moodle.
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Methods of individual activities, Skills training
- Home preparation for classes
- 13 hours per semester
- Contact teaching
- 26 hours per semester
- Field research
- 13 hours per semester
- Preparation of a presentation (report) in a foreign language
- 12 hours per semester
- Individual project
- 13 hours per semester
- Independent critical reading
- 13 hours per semester
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Learning outcomes
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This course forms part of the clinical component of the programme, which includes Teaching Practice II, Reflective Seminar II, Evaluation by the University Educator, and Evaluation by the Mentor Teacher. The clinical component supports the professional development of student teachers in terms of subject knowledge, pedagogical skills, and broader professional competences. It is based on close collaboration among university English language teacher educators, mentor teachers, and student teachers. The course is designed as a competence-oriented module that develops the student's role as a teacher-researcher. It integrates the theoretical foundations of educational research methodology with the implementation of action research in the student's own teaching practice and with systematic professional reflection. Formative assessment is systematically embedded in the course: students work with clearly defined assessment criteria, receive structured feedback, and reflect on their professional development. The course aims to develop the professional competences of future teachers of English in accordance with the Competence Profile of the Graduate of English Language Teacher Education, in particular: Competence 1.1 - orientation in research methodologies and the use of action research as a tool for systematically examining one's own teaching practice; Competence 2.5 - reflection on teaching and the use of evidence of pupils' learning when evaluating the effectiveness of an intervention; Competence 5.1 - professional collaboration and scholarly dialogue; Competence 6.1 - development of professional self-concept and formulation of further professional development goals. Secondarily, the course models the principles underlying Competences 4.1-4.3 (working with assessment criteria, providing and receiving feedback, and reflecting on learning processes and outcomes) through the structured use of formative assessment. Students acquire the methodological foundations of educational research in English language teaching and apply them in designing, implementing, and evaluating an action research project based on a real pedagogical problem arising from their own teaching practice.
Learning Outcomes and Alignment with Selected KPUAJ Competences Upon completion of the course, the student is able to: 1. Formulate a pedagogical problem arising from their own teaching and define research aims and questions. Section 1 - Competence 1.1.7; Section 2 - Competence 2.5.2. 2. Design and implement a theoretically grounded intervention within an action research framework. Section 1 - Competence 1.1.7; Section 2 - Competence 2.5.2. 3. Select and justify appropriate data collection instruments and conduct a basic data analysis. Section 1 - Competence 1.1.7; Section 2 - Competence 2.5.3. 4. Work with evidence of pupils' learning and interpret it in relation to the research questions. Section 2 - Competences 2.5.3, 2.5.4. 5. Critically evaluate the effectiveness of the intervention and identify research limitations. Section 2 - Competence 2.5.2; Section 6 - Competence 6.1.2. 6. Present and defend the action research project in professional academic discourse in English. Section 2 - Competence 2.5.4; Section 5 - Competence 5.1.2. 7. Reflect on professional growth and formulate further professional development goals. Section 6 - Competences 6.1.2, 6.1.3. Secondary (model-based) alignment: Through the structured use of formative assessment, the course supports Section 4 - Competences 4.1.2, 4.2.2, and 4.3.1.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance assessment, Discussion, Student portfolio analysis, Self project defence
Implementation of an action research project within teaching practice and submission of a structured report on its implementation. Completion of assigned tasks in foreign language teaching research during the practicum, including the presentation and defence of interim tasks in seminars. Presentation and defence of the final action research report at a student academic conference. The conference constitutes an authentic professional context in which the student presents research findings and responds to questions. Assessment is criterion-referenced and based on pre-shared assessment criteria. It is conducted collaboratively by the university educator and the mentor teacher and includes structured formative feedback focusing on research design, use of evidence of pupils' learning, interpretation of findings, professional reflection, and further development.
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Recommended literature
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BROWN,J.D. Understanding Research in Second Language Learning. Cambridge, 2002.
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GAVORA, P. Úvod do pedagogického výzkumu. Brno: Paido, 2000.
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Hinkel, Eli. Handbook of research in second language teaching and learning.. New York: Routledge, 2011. ISBN 978-0-415-99872-7.
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Chráska, Miroslav. Úvod do výzkumu v pedagogice : základy kvantitativně orientovaného výzkumu. Olomouc: Univerzita Palackého, 2003. ISBN 80-244-0765-5.
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Mackey, Alison and Susan M. Gass. Second language research : methodology and design, 2nd. edition.. New York, 2016. ISBN 978-1-138-80855-3.
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Nunan, David. Research methods in language learning. Cambridge: Cambridge University Press, 1992. ISBN 0-521-42968-4.
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Pelikán, Jiří. Základy empirického výzkumu pedagogických jevů. Praha: Karolinum, 2011. ISBN 978-80-246-1916-3.
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Pospíšilová, Linda a Irena Reimannová. Virtual English Student Teacher. Bildung und Sprachen in Europa / Education and Languages in Europe, 2013.
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Švaříček, Roman. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2014. ISBN 978-80-262-0644-6.
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