Outline

Overview

This unit introduces a range of approaches to research in the area of language studies. The unit provides frameworks with which students can review and critique previous research as well as framework for writing a research proposal. This is a required unit of study for students who wish to include a Dissertation in their MEd TESOL degree.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Aek Phakiti, aek.phakiti@sydney.edu.au
Lecturer(s)	Aek Phakiti, aek.phakiti@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Critical Reflection on a Research Study Written assignment	20%	Week 04 Due date: 29 Aug 2025 at 23:59 Closing date: 29 Aug 2025	1000 words	AI allowed
Outcomes assessed:
Written work	Review of the literature Written assignment	40%	Week 07 Due date: 19 Sep 2025 at 23:59 Closing date: 19 Sep 2025	2500 words	AI allowed
Outcomes assessed:
Written work	Research Proposal or Methodological Review Written assignment	40%	Week 12 Due date: 31 Oct 2025 at 23:59 Closing date: 31 Oct 2025	2500 words	AI allowed
Outcomes assessed:

Assessment summary

Assessment Overview

1. Critical Reflection on an Empirical Article (20%)

You will select and critically reflect on a published empirical research article related to language education or applied linguistics.
Focus on the research design, methodology, findings, and implications.
Evaluate the strengths and limitations of the study.
Reflect on how the article informs your understanding of research in the field.

2. Literature Review on a Research Topic (40%)

Conduct a comprehensive literature review on a topic relevant to language education or applied linguistics.
Identify key themes, debates, and research gaps.
Synthesise findings from multiple sources to provide a coherent overview.
Demonstrate critical engagement with the literature and relevance to current educational contexts.

3. Research Proposal or Methodological Review (40%)

Choose one of the following options:

Research Proposal: Develop a detailed proposal for a small-scale research project, including research questions, rationale, literature background, methodology, and ethical considerations.
Methodological Review: Critically examine a specific research method or approach used in language education research. Discuss its theoretical foundations, applications, strengths, and limitations.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Superior analysis, comprehensive research, sophisticated theoretical or methodological understanding, impeccable standard of written English and presentation.
Distinction	75 - 84	Thoroughly researched and well argued. Complex understanding of the subject matter
Credit	65 - 74	Average or better than average work, with solid research, perceptive analysis, effective preparation and presentation.
Pass	50 - 64	Completion of key tasks at an adequate level in argumentation, documentation and expression.
Fail	0 - 49	Does not meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

If assignments are late without an extension, 5% of the mark will be deducted for each day that the assignment is late.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to Research Methods in Language Studies Reading: Phakiti, A., & Paltridge, B. (2015). Approaches and methods in applied linguistics research. In B. Paltridge & A. Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury. Phakiti, A., Lin, C. (2024). Research Methods for Language Education. In Ins H Nesi and J. Simpson (Eds.), International Encyclopedia of Language and Linguistics (3rd ed), (pp. 1-6). United States: Elsevier. (optional)	Lecture and tutorial (2 hr)
Week 02	Literature Review Reading: Li, S. & Wang, S. (2018), Traditional Literature Review and Research Synthesis. In A. Phakiti, L. Plonksky, P. De Costa, & S. Starfield, Palgrave handbook of applied linguistics research methodology. Palgrave. Ortega (2015). Research synthesis. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury. (optional)	Lecture and tutorial (2 hr)
Week 03	Research Proposal 1 (Theoretical and Empirical Considerations) Reading: Paltridge & Phakiti (2015). Developing a research proposal. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury.	Lecture and tutorial (2 hr)
Week 04	Quality Standards in Applied Linguistics Research Reading: Woodrow, L. (2014). Writing about quantitative research in applied linguistics research. Palgrave. Chapter 3. Validity, reliability and ethics. Weideman, A. (2024). A theory of applied linguistics: Ιmagining and disclosing the meaning of design. Springer. Chapter 17. Trustworthiness: Building reputable designs. De Costa, P. (2015). Ethics and applied linguistics research. In Paltridge & Phakiti, A. (2015).	Lecture and tutorial (2 hr)
Week 05	Quantitative Research Reading: Phakiti, A. (2015). Quantitative research and analysis. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury.	Lecture and tutorial (2 hr)
Week 06	Survey Research Reading: Wagner, E. (2015). Survey research. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury. Empirical article: Tsai, S. C. (2020). Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer Assisted Language Learning, 35(5–6), 1250–1272. https://doi.org/10.1080/09588221.2020.1799412	Lecture and tutorial (2 hr)
Week 07	Experimental Research Reading: Gass, S. (2015). Experimental research. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury. Empirical article: Hopp, H., Reifegerste, J. and Ullman, M.T. (2025), Lexical Effects on Second Language Grammar Acquisition: Testing Psycholinguistic and Neurocognitive Predictions. Language Learning, 75: 424-457. https://doi.org/10.1111/lang.12672	Lecture and tutorial (2 hr)
Week 08	Research Proposal 2 (Methodological Considerations) Reading: Paltridge, B., & Starfield, S. (2020). Thesis and dissertation writing in a second language: A handbook for students and their supervisors (2nd ed). Routledge. Chapter 4. Writing a research proposal.	Lecture and tutorial (2 hr)
Week 09	Qualitative Research Reading: Holliday, A. (2015). Qualitative research and analysis. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury.	Lecture and tutorial (2 hr)
Week 10	Case Study Reading: Casanave, C. P. (2015). Case studies. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury. Empirical article: Shively, R.L. (2024), “That Was a Good One”: Talking About Irony in Study Abroad. Language Learning, 74, 207-235. https://doi.org/10.1111/lang.12673	Lecture and tutorial (2 hr)
Week 11	Ethnographic Research Reading: Starfield, S. (2015). Ethnographic research. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury. Empirical article: Corona, V, & Kelsall, S. (2018). Doing ethnography among Latinos in London and Barcelona: languages, genders, and ethnicities. Applied Linguistics Review 2020, 11(2), 189–205.	Lecture and tutorial (2 hr)
Week 12	Mixed Methods Research Reading: Ivankova, N. V., & Greer, J. L. (2015). Mixed methods research and analysis. In Paltridge & Phakiti, A. (2015), Research methods in applied linguistics: A practical resource. Bloomsbury. Empirical article: Teng, L. S., Yuan, R. E., & Sun, P. P. (2020). A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts. System, 88, 102182. https://doi.org/10.1016/j.system.2019.102182	Lecture and tutorial (2 hr)
Week 13	Conclusion to Research Methods in Language Studies Reading: Phakiti, A., Plonksky, L., De Costa, P. I., & Starfield, S. (2018), Applied linguistics research: Current issues, methods, and trends. In A. Phakiti, L. Plonksky, P. De Costa, & S. Starfield, Palgrave handbook of applied linguistics research methodology. Palgrave. Weideman, A. (2024). A theory of applied linguistics: Ιmagining and disclosing the meaning of design. Springer. Chapter 5. Range and Scope: The Limits of Applied Linguistic De	Lecture and tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

See the Learning activities

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of approaches to language research such as language learning, language teaching, TESOL and/or applied linguistics
LO2. critically review research studies in language learning, language teaching, TESOL, and/or applied linguistics.
LO3. develop a proposal for a research project in language research such as language learning, language teaching, TESOL, applied linguistics or educational studies.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Learning and teaching contents and activities have been improved from previous students' feedback.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDPJ5022: Research Methods in Language Studies

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links