The Online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) degree program consists of 16 courses and a dissertation, and will take approximately three to four years to complete. Students must pass a qualifying exam after the first year of course work (at least five courses) in order to continue in the program. A comprehensive exam must be successfully completed after all course work is done before the student may advance to the dissertation stage of the program.
Course Duration: Each course is nine weeks long.
|EDU 700||Instructed Second Language Acquisition||4 units|
|EDU 701||Interlanguage Pragmatics||4 units|
|EDU 702||Individual Learner Differences in Language Learning and Teaching||4 units|
|EDU 703||Sociolinguistics and Language Teaching||4 units|
|EDU 704||Discourse Analysis for Language Teachers||4 units|
|EDU 705||Language Testing||4 units|
|EDU 706||Learner Autonomy||4 units|
|EDU 710||Curriculum Design||4 units|
|EDU 711||Technology and Language Education||4 units|
|EDU 712||ELT Materials Development||4 units|
|EDU 713||Special Topic||4 units|
|EDU 720||ELT Leadership and Management||4 units|
|EDU 721||Language Teacher Education||4 units|
|EDU 730||Qualitative Research Methods||4 units|
|EDU 731||Quantitative Research Methods||4 units|
|EDU 732||Dissertation Proposal Writing||4 units|
|EDU 733||Dissertation||12 units|
|Total number of required units
including two four-day seminars:
This course investigates research that has investigated the effects of form-focused instruction on L2 acquisition. It draws on theory and research in the field of second language acquisition and examines a number of options for conducting form-focused instruction. Students will be expected to use their knowledge of existing research to prepare a research proposal for a study using their own learners or a group of learners with whom they are familiar.
This course will familiarize participants with research investigating interlanguage pragmatics and examine how instruction can effectively develop L2 pragmatic competence. Students will be required to prepare a set of teaching materials for teaching ONE speech act (e.g., requests or compliments). They will also be asked to try out and evaluate their materials on their own students or students with whom they are familiar.
This course reviews research that has investigated a number of key individual learner factors (e.g., language aptitude, motivation, learner beliefs) and how these impact on language teaching. The course also considers how individual differences in classroom learners can be accommodated instructionally. There will be opportunity for students to analyze quantitative and qualitative data in order to investigate individual learner factors. Students will be required to carry out a qualitative study of two language learners – one successful and one unsuccessful learner.
This is an introductory course in second language acquisition. Topics covered in the course include the scope of SLA research, the history and development of SLA research, interlanguage development, the linguistic environment for SLA, learner variables, instructed second language acquisition, and applications of SLA to pedagogy.
The objective of this course is to define ‘discourse’ and introduce students to a range of models for describing and critically evaluating authentic oral and written discourse.
The goal of this course is to develop students’ critical understanding of different types of language tests, their theoretical underpinnings, their design, and the uses to which they can be put.
This course introduces students to the field of language learner autonomy by exploring the key theoretical ideas, practical approaches and research agendas. It begins with the origins, definitions and theoretical underpinnings, and unpacks dimensions such as learning management, cognitive and metacognitive awareness, affective factors and social factors. The course then turns to the practical approaches to fostering autonomy both inside and outside the classroom. It examines resource-based approaches, learner development, curriculum-based approaches, and the roles of teachers and learning advisors. Finally, the course turns to research matters and explores how the development of autonomy can be researched and evidenced.
This course is intended to familiarize students with the issues and procedures involved in developing a language curriculum and to enable them to design their own curriculum for a specific group of learners.
This course takes the view that technology can be both tool and tutor in language education. The role of technology in language education is examined as an aspect of curriculum design, that is, the starting point is needs analysis and resulting curriculum, rather than technology. The course will describe the characteristics of various applications such as email, computer-assisted language learning (CALL) and webpages. It will help participants evaluate the role of information technology in language teaching and learning. Participants will explore the use of technology in different educational settings, and how to integrate it in course design. Students will be required to develop a unit of work for an ELT class, integrating technology and to prepare a research proposal to investigate an aspect of technology in language education.
The course aims to help the participants to gain the knowledge and to develop the awareness and skills required by an expert practitioner of materials development for language learning and teaching. It intends in particular to help them to become principled and effective materials evaluators, adapters, writers, users and researchers. In addition it aims to make use of materials development to deepen the participants' understanding of second language acquisition, of language use and of principled pedagogy as well as contributing to the further development of analytical, critical and creative thinking skills.
The purpose of this Special Topic Course is to allow for a new course to be developed to reflect either the specific expertise of a member of the Ed.D. academic team or a new development in the field of TESOL.
This course applies leadership and management theories and approaches from business and industry to the field of ELT in a variety of contexts, including English programs in English-speaking countries, TESOL departments in universities, ESL programs in community colleges, EFL departments in non-English-speaking countries, and commercial ELT centers and schools around the world. The course discusses the roles and responsibilities of effective leaders and managers and the essential skills required of effective leaders and managers, such as strategic planning and financial management. Students will be required to develop a process for developing a quality assurance system in a context of their choosing, and prepare a business plan for a project in an ELT context of their choosing.
This course will examine the socio-cultural perspectives on the following: 1. how teachers learn to teach a second language 2. the nature of language 3. how second languages are taught and learned 4. social, cultural, and historical influences on the second language teaching profession 5. the spectrum and roles of second language teachers’ professional development.
This course will define qualitative research and differentiate it from quantitative research, describe the evolution of qualitative research, provide a framework for doing qualitative research, present the ‘ground rules’ for doing qualitative research, and demonstrate the centrality of the writing process to qualitative research.
The objective of this course is to enable students to design and evaluate quantitative studies of language learning and teaching and to equip them with the statistical tools for analyzing data.
The goal of this course is to assist students in preparing and critiquing a research proposal.
Students conduct research for the dissertation, and write and defend the dissertation.
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