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Fees and Funding

Here's the fees and funding information for each year of this course


This Master's programme is the only one in London with an exclusive focus on 'teaching' encompassing the areas of TESOL and TEFL - as opposed to Applied Linguistics and is aimed at practising teachers as a form of continuing professional development.

Please note that the course is not a teaching qualification but an academic award which not only enhances job opportunities but also enables graduates to pursue further studies at a doctoral level. However, if you do not have enough classroom experience and want to become a qualified teacher of English as you study the MA, we offer a module (Teaching Practicum) leading to CELTA (Certificate in English Language Teaching to Adults). At UEL, the certificate can be obtained in only 12 weeks.*

Upon completion, our graduates normally apart from following a PhD route, also become teacher trainers, consultants and advisors in the areas of English Language Teaching and Education, publishers, and school managers, among other high-stake posts.

Speaking our native language comes naturally. Acquiring a second language is a much more complex undertaking that a skilled teacher can make easier. This fascinating course will give you a deeper understanding of the field of English language teaching in the UK and in a global context. It addresses the language systems of English, as well as reading, writing, speaking and listening skills. You will also examine second-language acquisition theories and the impact that these have on English language teaching pedagogy.

You will explore the implications of the global spread of English, the rise of 'new Englishes' around the world and the political and cultural dimensions of teaching English as an international language.

Ultimately, the course will open up exciting and stimulating career opportunities, both nationally and internationally, as a teacher of English or as someone who will shape the future of English language teaching.

What makes this course different


Flexible study

This distance learning course has been designed with flexibility in mind. It allows working teachers the freedom to continue working while pursuing their studies and you can complete it in anything from two to six years.

Lecture hall.

Tutors with first-hand experience

Tutor knowledge on the course is informed by first-hand experience of English language teaching in the classrooms of east London, with its rich multilingual and multicultural heritage.

Smiling group of students.

Collaborative learning

The course is grounded in collaborative learning, which means that your knowledge will be enhanced and informed by the direct experiences of your fellow students as much as by your tutors.


The course consists of four modules and a dissertation, which includes research methods training. 

It is informed by a variety of areas within the field of applied linguistics, ranging from a description of English to an examination of how a language is acquired.

For instance, in the Second Language Acquisition module, you will learn about the developmental stages of language acquisition and how learning a second language when the brain has matured differs from learning your first language during the various stages of childhood.

In the ELT and its Contexts module, emphasis is placed on the sensitivity to local culture and beliefs and how they inform your teaching.

For example, how do you avoid coming across as patronising? And how can you incorporate an inter-language stage such as Indian English or Malaysian English into the teaching process so that your learners do not feel alienated by a language that belongs to a different culture and tradition?

Through study and active data collection, you will also become familiar with the principles and practice of action research.



  • Core Modules

    Second Language Acquisition and ELT

    The purpose of this module is to explore and critically review ideas and theories on second language acquisition and the relevance that these have on the development of approaches underpinning teaching practices. The module reviews the major theories of learning and of second language development encompassing the views of behaviourism, cognitivism, innatism, constructivism, socio-constructivism, multiple intelligences, and humanistic approaches, including the contributions of positive psychology within instructed second language acquisition with a focus on learners’ individual variation. The module aims to provide a general understanding of the relationships between first language acquisition (L1) and the learning of additional languages (L2) so that this knowledge can inform your lesson planning and delivery so that you develop further competences to offer a more personalised language support to all types of learners.


    Applied Research Project in ELT

    This module provides you with a possibility to undertake a small-scale classroom-based inquiry in one of the fields of English Language Teaching, informed by your reflective practice and by current research. The aim of the applied research project is to introduce you to the practice of empirical research, improve your understanding and expertise of language teaching and enhance the learning outcomes of your learners. You will be expected to make a series of decisions in relation to the choice of research methods and methodology to formulate a research question, identify the aims and purposes of your study, apply a suitable research design, collect data from informants, analyse and interpret evidence as well as present findings to a general non-specialist audience. Whilst designing and undertaking your study, you will be able to develop your awareness of the roles of research in teachers' professional development and think of it as a a scholarly activity with a potential to bring about changes and innovations to the English language classroom.


    Language Awareness for ELT

    The module introduces you to the study of the formal system of grammar of English at both a sentence and textual level while providing current views on the grammatical competence of English teachers to inform their professional practice. The module is divided into two concurrent parts: Part A covers aspects of syntax, morphology, phonetics and phonology, and textual functions while Part B offers a contemporary view on different grammar topics aiming at developing your own language awareness and knowledge of English, encouraging your reading comprehension and independent reflective thinking.


    Teaching and Learning ELT

    This module aims to develop your existing knowledge of language teaching and learning methodology. Emphasis is placed on the value of reflection on your teaching experience and consider how different views on teaching English can contribute to enhance your existing knowledge, skills and competences. The module also aims to enhance your capacity to reflect critically and evaluate key concepts and practices in ELT to identify features of good practice in this field by undertaking a small-scale survey study where you will learn the basics of research design and reporting of findings.

    Optional Modules

    Approaches to Teaching and Learning in ELT

    This module aims to develop your existing knowledge of language teaching and learning methodology. Emphasis is placed on the value of reflection on your teaching experience and consider how different views on teaching English can contribute to enhance your existing knowledge, skills and competences. The module also aims to enhance your capacity to reflect critically and evaluate key concepts and practices in ELT to identify features of good practice in this field by undertaking a small-scale survey study where you will learn the basics of research design and reporting of findings.


Teaching on the course is carried out exclusively by distance learning, supported by online group discussion and independent study.

There will be an introductory tutorial on the uses of WebCT two weeks before the course begins and you will receive an introduction to distance learning.

Because we want you to develop a sense of community with your fellow students on the course, we have devised a series of online ice-breaker activities to help you become familiar with each other as well as the nature of online research.

You will study one module per term. Each module consists of reading material and a series of self-check and interactive tasks in which you discuss the issues raised in the light of your own teaching context and educational background.

As a distance learning student, you are required to study between 12 and 15 hours a week. You will be in communication with and supported by the module tutors through email, Skype or Moodle (our virtual learning environment), which you will also use to submit your coursework.

Additionally, you will be able to access our state-of-the-art library and online resources to support your learning and professional development, just as if you were studying on campus.


Due to the practical nature of the course, there are no examinations. Assessment is by a 14,000-word dissertation and written assignments for each module (either one of 5,000 words or two of 2,500 words each). Assignments vary in form and may include essays, book or article reviews, the creation and evaluation of pedagogic materials and small-scale action research projects. Research methods training is an integral part of the dissertation and forms part of the overall assessment.



The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Mario Moya

Mario Moya is a Senior Lecturer at the School of Education and Communities, where he leads the MA in English Language Teaching.

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What we're researching

At the School of Education and Communities we have developed an expertise on language education, in particular, teaching and learning in multicultural contexts. Dr Mario Moya, Programme Leader for the MA English Language Teaching, focuses his research on second language acquisition and the role of language learning strategies in second/additional languages. He is a consultant for the British Council and works in cooperation with universities worldwide to improve teacher and learning in English-medium instruction environments. The MA in English Language Teaching is linked to the Higher Education and the Teacher Education Research Groups.

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The MA English Language Teaching degree is partly a professional qualification, which will make it much easier to secure a job teaching English to speakers of other languages. This could be in the UK in a mainstream school or a specialist language school, or abroad, anywhere in the world.

Perhaps you already have a BA in English Language Teaching or have a degree in a different subject with a certificate in language teaching.

If so, this course will upgrade your professional standing and afford you promotion opportunities within the education sector. 

For example, you could become the head of English language teaching in your school or the leader of the school's English as a Second Language (ESL) panel.

Instead of teaching, you could choose a different route, perhaps taking up a government position as a curriculum coordinator or as a member of the board for a certain subject, helping to devise language learning policies and learning materials. 

That could be in your home country if you are one of our international students. Past graduates have gained this sought-after qualification in order to secure high-ranking positions within the education department in their countries.

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our Career Coach portal.