The programme aims to provide English language teachers and graduates with relevant teaching experience an opportunity to develop a deeper understanding of the field of English Language Teaching (hereafter ELT) at both the theoretical and the practical level.

Topics covered on the programme are language systems and language skills, ELT methodology, principles and practice of materials design and evaluation, second language acquisition theory, the global spread of English, the rise of new ‘Englishes’, the political and cultural dimensions of teaching English as an international language, curriculum and programme design, and testing.

In addition, the programme provides an overview of the theoretical, philosophical, and ethical principles which underpin educational research and introduces students to the theory and practice of action research.

The MA in ELT provides:

• A flexible credit based programme leading towards a higher degree with a strong focus on classroom practice
• A distance programme which allows working teachers the freedom to continue working while pursuing their studies
• An opportunity for teachers to become familiar with the principles and practice of action research
• An opportunity for teachers from a wide range of countries and varied educational contexts to meet and exchange ideas
• The option of interim awards at certificate and diploma level for students who are unable to complete the programme

1. Application form and references
2. A first degree in the Social Sciences or Humanities (e.g. Languages, English, Education, Psychology, etc.)
3. Evidence of relevant classroom experience
4. An IELTS score of 6.5 or equivalent in the case of international students (applicants should have a minimum score of 6 in the writing component)

Technical requirements

UELPlus (Campus edition 4.0) is the platform used by UEL in delivering the MA ELT. To participate in the programme you need:

1. A PC or Mac, with at least 10 hours unrestricted access per week
2. 56 K modem with Internet access
3. A supported Internet browser (see UELPlus’s tune-up page at http://www.webct.com/tuneup/viewpage?name=tuneup_browser_tuneup_information)
4. Reliable email
5. Access to a printer

Access to English language classes are also essential in order to complete the programme

The MA ELT consists of four modules and a dissertation which includes research methods training. The programme has a strong action research focus which will enable students to carry out classroom-based research projects in their own educational contexts. In addition the role of materials is considered at all levels of theory and practice.

The programme is designed to be flexible and compatible with the lives of working teachers. For this reasons students may opt to begin the programme in September or February. The MA is part-time over two years, although some students may wish to take longer – in which case modules may be spread over six years in consultation with the programme leader.

Students who have accumulated 60 credits by completing two modules may be awarded a Postgraduate Certificate, and students who have accumulated 120 credits by completing four modules may be awarded a Postgraduate Diploma. The MA is awarded to students who have accumulated 180 credits by completing all four modules, the research methods training, and the dissertation.

The programme is delivered exclusively by distance mode so it is essential that students have easy and regular access to the Internet and reliable email. Each module consists of reading material and a series of self-check and interactive tasks in which students discuss the issues raised in each module in the light of their own teaching context and educational background. In addition to online discussions, which involve the module tutor on a weekly basis, students also have access to the module tutor via online tutorials.

Due to the practical nature of the programme there are no examinations. Assessment is by dissertation and the written assignments for each module. All modules are assessed by assignment (either by two assignments each consisting of 2,500 words, or one assignment of 5,000 words). Assignments vary in form and may include essays, book/article reviews, creation and evaluation of pedagogic materials, and small scale action research projects.

The research methods training is an integral part of the dissertation and forms part of the overall assessment. This assessment takes the form of a draft dissertation proposal, which may be modified in consultation with the dissertation supervisor, and against which the final dissertation will be considered.

The dissertation is a major piece of work and consists of 20,000 words, excluding appendices and bibliography.

The programme is aimed at practising teachers and graduates with relevant teaching experience and has a strong practical focus. This is reflected in the way in which pedagogic materials are addressed in all modules at the level of theory and practice. In addition, the research methods training which supports the dissertation has a strong action research focus. Research for the dissertation is thus linked to classroom practice.

The final dissertation provides students with an opportunity to investigate a specific field of study in depth. Students are required to liaise closely with their supervisor in the design of their study and engage with the demands of independent research at the implementation and writing up stages.

The School of Education has an established range of undergraduate programmes in related areas – Applied Linguistics, English Language, and TESOL. The MA ELT will allow academic progression for those who meet the criteria and wish to advance their study in the area.

Students on the programme are encouraged to develop their own research interests and, where appropriate, to take these to doctoral level. All students are given support to publish their work in professional and academic journals, and to present their work at conferences.

• The programme will allow teachers at primary or secondary level, teachers in adult education and graduates with relevant teaching experience to enhance their promotion prospects either within their local teaching context or beyond.
• The programme will also facilitate those teachers who are considering a move from one ELT context to another (e.g. from ESOL to EFL), or those who wish to move into ELT management or ELT publishing.
• The programme will also equip those who are interested in pursuing an academic career in the field of ELT or who wish eventually to embark on a PhD with essential research and analytical skills.

Students are supported initially through an introductory tutorial on the uses of WEB CT two weeks before the programme begins. During this period they also receive an introduction to distance learning. This draws their attention effective management of time and the learning environment, the importance of peer support, and the use of distance learning materials. In addition, students are given the opportunity to sample materials and activities of the kind they will encounter on the MA ELT. They also participate in a series of ice-breaker and getting-to-know-you activities to help them become familiar with the nature of online interaction and to facilitate the development of a sense of community – essential to the success of any distance programme.

In addition, students are required to complete research methods training as part of their dissertation. This training introduces students to the theoretical, philosophical and ethical principles which underpin educational research, and, given the practical nature of the programme pays particular attention to action research as a tool which practising teachers can use to investigate their own classrooms.

The research methods training also looks at the way in which research is presented and written up. Students are provided with guidance on appropriate academic conventions, bibliography, and referencing.

Students also have access to the Student Handbook, the Study Skills Handbook, and Module Guides.

Students also receive online tutorial support and, for non-academic matters, can contact the programme administrator who will advise them accordingly.

The programme brings together students/professional teachers from a wide range of countries and very different educational contexts. Such diversity of participation guarantees a rich learning environment in which practitioners can exchange ideas and contribute to their deepening knowledge of a complex and rapidly developing field.