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Doing a Master's Dissertation in TESOL and Applied Linguistics

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Doing a Master’s Dissertation in TESOL and Applied Linguistics is a practical guide for master’s students tackling research and research writing for the first time. Structured for use in class or as part of an independent study, and divided into the four stages of designing, researching, writing up and submitting a dissertation, this book:

• carefully guides readers from the very beginning of producing a research proposal, all the way through to assessment procedures and the provisions for resubmission;
• covers publishing your dissertation and applying for higher research degrees, including funding;
• addresses all the most fundamental concerns students have about master’s dissertations, including how to choose a topic and conducting a literature review;
• draws upon examples from master’s dissertations from the UK, US and Australia and provides numerous ‘how-to’ tables and checklists; and
• includes activities and resources to facilitate master’s research and dissertation writing, as well as FAQs and solutions at the end of each chapter.

Tailormade for MA students in TESOL or Applied Linguistics, this book is essential reading for students on these degrees around the world as well as for their supervisors and programme directors.

TABLE OF CONTENTS

Chapter 1 | 7  pages, introduction, part i | 62  pages, project design, chapter 2 | 10  pages, choosing a topic, chapter 3 | 11  pages, reviewing the literature, chapter 4 | 19  pages, methodological approach, chapter 5 | 12  pages, the dissertation proposal, chapter 6 | 8  pages, supervisors and supervision, part ii | 33  pages, the research procedure, chapter 7 | 16  pages, the data collection procedure, chapter 8 | 15  pages, data analysis, part iii | 71  pages, writing the dissertation, chapter 9 | 12  pages, general writing guidelines, chapter 10 | 12  pages, writing the literature review, chapter 11 | 13  pages, writing the methodology chapter, chapter 12 | 19  pages, writing the results and discussion chapters, chapter 13 | 13  pages, beginning and ending the dissertation, part iv | 58  pages, dissertation submission, chapter 14 | 14  pages, the finishing touches, chapter 15 | 15  pages, the examination and beyond, chapter 16 | 27  pages.

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Master of Arts in Teaching English to Speakers of Other Languages (TESOL) Theses and Projects

Theses from 2024 2024.

Online ESL / EFL Instruction for Korean Children Under 7 Years Old: A Curricular Design , Seong Sun Kim

Game-Based Learning: A Handbook for Chilean Elementary EFL Educators , Bernardita Maria Ramirez Larrain

Master's Projects/Capstones from 2023 2023

Enhancing the Communicative Competence of Filipino Immigrants in America , Zsanel Aranas

Digital Literacy for Older Adult English Language Learners , Talley Caruso

When Culturally Responsive Practices Meet Social-Emotional Learning: A Guide for Educators , Sharon Ju-Ting Cheng

Cultivating Well-Being in English as a Second Language: Teaching Stress Reduction Techniques in the Adult ESL Classroom , Sara C. Coronado

Engaging Older Immigrants To Learn English: Advocating For Late-In-Life Learning For Everyone , Susan Marie Filous

People, Not Headlines: Teaching English to Ukrainian Refugees , Katherine Gardiner

Post-Pandemic Digital Experiences & Attitudes Among Adult Immigrant ESOL Learners , Lacey D. Goodloe

Addressing Linguistic Isolation through Community Based ESL and Emergency Preparedness , Lisa Guay

Understanding and Identifying Specific Learning Difficulties: Dyslexia, Autism Spectrum, and Attention Deficit/Hyperactivity in the Adult ESL/EFL Classroom , Kristen Kearns

Techniques for Reducing Public Speaking Anxiety in Adult English Learners , Andy Mardesich

English Pronunciation Skills and Intelligibility of Native Russian Speakers , Zoia Palgova

Uncorking the Speaking Skill: Wine and Prosody in Conversation , Efren Antonio Serra

Master's Projects/Capstones from 2022 2022

Interactive and Engaging Virtual/Online English Classes: Fostering Teaching and Social Presence , Merve Beyazit Taner

Language for Life: Heritage Language Maintenance , Ani Braude

Music and Humor in the Language Classroom: Language Acquisition and Affective Filter , Florencia Daris López

Problems and Suggestions to Improve Pronunciation Skills of English Language Learners in China , Yi Fang

Brain Waste Among Highly Skilled Immigrants in the United States , Kimberly Alva-Chavers Gardner

Enculturation for International Students in Online Classroom , Xiaohan Liang

Strategies in TOEFL Reading Comprehension for Chinese Students , Xiwen Li

Navigating Acculturative Stress: A Guide for Supporting Newcomer Students in California ESL Classrooms , Daniela Lopera Ruiz

Teaching Chinese International Students Two-Word Verbs Through Three C’s Approach , Xiaoli Lu

Decolonizing the Brazilian EFL Classroom: Creating Space for Afro-Brazilian Students of English , Robyn Diane Mosely

Teaching American English Pronunciation in a Spanish Speaking Context: A Guide for EFL Teachers in Chile , Martin P. Quarto

Bridging Language Through Folktales and Authentic Outings: A Guidebook for ESL/EFL Teachers , Natalie Sauvain

Navigating School: An English as a Second Language Curriculum for Multilingual Caregivers , Kerry Stimpson

ESP in Nursing: Building Communicative Competence for Internationally-Educated Nurses , Sami Vuong

The Need to Belong: Interweaving State History in Adult ESL to Support Culturally Responsive Teaching , Sandra Watkins

Zest for English: Teaching ESL Content-Based Instruction through the Culinary Arts , Melinda Joan Wright

Teaching English as a Foreign Language in China: A Unit Plan for Educators , Yun Xie

Master's Projects/Capstones from 2021 2021

Teaching the English Language through American Holidays: Halloween and Thanksgiving , Naranchimeg Bat-Yondon

Collateral Damage: How Expanding Public Charge Policy Influences Adult ESL Enrollment , Allison M. Eckert

Safety Awareness and Communication Skills for the Construction Workforce: A Curriculum for Adult ESL Instructors , Allison Knaus

Facilitating Adaptive and Dynamic Learning Transfer Using Genre-based, Translingual, and Multimodal Pedagogies in L2 Composition Instruction , Raina Levesque

Creating An Engaging Environment For Adult ESL Learners in E-Learning Settings: Reducing Affective Filters and Cognitive Overload , Qian Liu

Motivating Poetry in the Adult ESL Classroom , Lenore Marin Myers

Visual Aids Make a Big Impact on ESL Students: A Guidebook for ESL Teachers , Lucia Quecan

Bridging the Gap: The Digital Divide Among Higher Education Instructors , Allan Siochi

Master's Projects/Capstones from 2020 2020

Effective ways to lower Muslim immigrant students' anxiety in ESL classes: A handbook for educators , Mehrnaz Ayazi

Financial Literacy for Latino Immigrants: A Guidebook for ESL Teachers , Anna Braden

Using Bloom's taxonomy to teach college English in China: A handbook for educators , Yue Cai

An Effective Method of Teaching English: A Handbook for English Teachers in China , Zichen Cai

Teaching with Empathy in the Adult ESL Classroom: A Training Guide , Maureen Carapia

Black Unrealia: Handbook for Teaching the Structure of Past Counterfactual Statements , A. Carter

Understanding the Effect of Individual Differences on Second Language Acquisition: Focusing on Personality , Sihan Chen

Student-Created Videos as ESL Homework Assignments , Griffin Childers

How to Correct Fossilized Pronunciation Errors of English Language Learners , Kathleen Dolan

Using Trauma-Informed Teaching In Adult ESL , Elizabeth Eastman

Using Extensive Reading and Digital Flashcards for Vocabulary Acquisition , Zijin Feng

Mitigating Trauma In The Newcomer Classroom: A Commitment Beyond Borders , Laura Garriguez

Teaching English to Refugees and Immigrants with Low Literacy in their Native Language and Limited English Proficiency (Using the Language Experience Approach) , Jacqueline Hill

Digital Awareness for ESL Students , Ehab Khalaf

Helping New Immigrants Adapt to American Culture: Enhancing Students’ Language and Cultural Competence through the Use of the Ellen DeGeneres Show , Nuchinun Kluaythong

Using Sitcoms in ESL/EFL: A Handbook for Using Friends in the Classroom , Elif Konus

Supporting English Language Learners with Disabilities in Special Education , Margaret Kramer

Tools of Engagement for Language Acquisition , Cheng Li

Enhancing Advanced Chinese English Learners’ Listening and Speaking Comprehension , Xin Lin

Integrating Chinese Culture into English Textbooks for EFL teachers in Lesson Plans , Kexin Lu

Self-directed Learning Practices in ESL: How Beginning Adult Latinx English Language Learners Can Increase Learning Outcomes , Jessica Parisi

Competent and Confident: Empowering English Language Learners Through Pronunciation Instruction , Faith Pellas

Using Graphic Novels to Teach English and American Culture in Japanese Middle Schools , Jenna Pollack

From Anxiety to Motivation: Creating Anxiety-free Classrooms Using Culturally Responsive Teaching , Jing Rong

Taming Test Anxiety about Multiple-Choice Questions in Academic-Track ESL Students: A Test-Taking Skills Workshop Series , Lori Selke

Cross-cultural Adaptation of Mandarin-Speaking Undergraduate Students in the United States , Enhao Wang

Conquering ESL Students' English Listening Barriers , Dan Wu

Using Contextualized Materials to Teach English Grammar , Jingyi Yang

Promoting 21st-Century Learning: Online Collaboration through Design Thinking Framework for Today's ESL Students , HANDE YILDIZ

Master's Projects/Capstones from 2019 2019

A Closer Look at TOEFL Speaking Assessment Test: A Guide to Teaching TOEFL iBT Speaking , Glen Ryan Alejandro

Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling , Dana Behr

Enriching Human Capital: How to Empower ESL/FL Learners Through P2P Design to Instruction , Christopher Carey

Welcoming Deaf or Hard of Hearing English Language Learners: A Guidebook for English Educators , Sarah Chang

Culturally Responsive Pedagogy and its Relevance in the Adult English as a Second Language Classroom , Helena Henkin

Multimedia Training for Novice EFL Teachers in East Asia , Franklin Hewins

Intercultural Communicative Competence: A Diversity Training for Educators, Administrators, and Managers , Amanda Marie Lowrey

Collaborative Drama for the Adult ESL Classroom: A Guidebook for Engaging Adult English Language Learners in their Oral Language Production through a Television Series , Molly McCarthy

Demystifying English Simple Past Tense: A Thai Teachers’ Guide to Teaching English Simple Past Tense to Thai Adult Learners , Chitkamon Tungkaburana

Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers , Di Yang

A communicative English-speaking supplementary curriculum: Using WeChat to develop Chinese EFL learners’ speaking fluency , Tianxing Yao

IELTS 360°: Increasing Fluency, Accessibility, and Familiarity for the IELTS Speaking Exam Through Virtual Reality and 360 Degree Videos , Kevin Zaragoza

Master's Projects/Capstones from 2018 2018

English Language Learning at National Historic Sites in the San Francisco Bay Area , Elizabeth Bognar

Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction , Johanna Carranza

A CURRICULUM FOR IMPROVING CHINESE ELEMENTARY SCHOOL STUDENTS' LISTENING COMPREHENSION SKILLS THROUGH VIDEO GAMES , Ming Cheng

An Intensive ESL Camp Curriculum and Excursion Activities for International High School Graduated / College Students , Ying Chen

A Handbook for Teaching English to Afghan Women Refugees , Deborah de Lambert

Emphasizing the importance of cultural identity of second language learners in lesson plans , Sreyasi De

Empowering Students to Develop L2 Identity - Supplemental Online Lessons , Laura Espino

Music Education and Its Impact on L2 Learning , Johanna Nilsson

Understanding the Body Paragraph: A Handbook for EFL Teachers & Students , Terpsithea P. Papadopoulos

Bi or Multilingualism and its Curriculum for Children with SLI , Jeongmin Ryou

Building Engagement Through Developing Students’ Sense of Self-Control , Natalia Sanchez Gonzalez

Bearing Witness to the Lived Experience of Chinese Exclusion: An International Baccalaureate Inquiry Unit for Critical Literacy through Photovoice , Wesley Schoenherr

How Language Policies and Practices Affect Classrooms in Schools and Colleges , Gwendolyn F. Stanley

Effective Teaching Techniques and Study Strategies for English Language Learners in ESL Community College Classes , Dorothy M. Steiner

The Stress Management Handbook: The High-Stakes Test Takers of International Students , Shiying Sun

Crosslinguistic Influence of Chinese EFL learners on English Acquisition , Weijia Tang

Opportunities Beyond High School: An ELD Unit for Newcomer Students , Karen Toepp

English for Baking: Lessons for Kitchen Workers Using On-Site Learning , Christopher Torossian

Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity , Katie Trautman

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Applied Linguistics

Ma tesol - masters in teaching english to speakers of other languages.

Advance your teaching career with Warwick

Our TESOL degree is adaptable, innovative, and ready to help you progress in your career. We welcome new graduates and experienced teachers alike. We have trained students for over 30 years, with expert teaching and world-class facilities.

In this course, we will help you develop the knowledge and skills you need to teach English as a global language. You will develop a critical understanding of the evolving nature of English as a global language and consider the effectiveness and appropriateness of different methodological approaches. You will become empowered to examine the connections between research, theory and professional practice, and think about TESOL in new ways. With our wide selection of option modules, you will tailor your syllabus to your interests and career goals.

Students with limited or no English language teaching experience can develop their professional practice skills through in-class microteaching and action research. Experienced teachers may have the opportunity to undertake formal teaching practice with ESOL (English for Speakers of Other Languages) learners.

Our welcoming postgraduate teaching and research community will support you throughout your studies. By the end of this course, you will be confident and ready to take on your new career. Our graduates occupy senior positions throughout the world.

Course structure

Autumn term

• Foundations of TESOL Methodology OR Innovations in TESOL Methodology (core module, 15 credits)
• SLA Insights for TESOL Practice (core module, 10 credits)
• Approaches to Written Discourse (core module, 15 credits)
• Sociolinguistics of English as a Global Language (core module, 10 credits)
• Spoken Interaction (core module, 10 credits)

Spring term

• Research Methods in TESOL (core module, 10 credits)
• Foundations of TESOL Professional Practice OR Professional Practice in TESOL (core module, 20 credits)
• You will choose 30 credits in total from Optional modules. Previously, a selection of the following options have been offered:
• Specialism in Teacher Education and Development (20 credits)
• Specialism in Classroom Motivation (20 credits)
• Specialism in Intercultural Language Teaching and Learning (20 credits)
• Specialism in Drama and Literature in TESOL (20 credits)
• Assessment in TESOL (10 credits)
• Management in Leadership in TESOL (10 credits)
• Information and Communication Technology (ICT) in TESOL (10 credits)
• Teaching and Researching Young Language Learners (10 credits)

Rest of the year

• Dissertation of 15,000 words (core module, 60 credits)

The modules mentioned above may be subject to change. Please read our terms and conditions for more detailed information.

Modules and course content

Core modules.

Pathway 1 (Typically students with less than 2 years of teaching experience)

• Foundations of TESOL Methodology: This module is designed to enable students with little or no English language teaching experience to strengthen their understanding of key TESOL approaches and methods that will inform their own professional teaching practice after graduation. The module aims to: deepen students’ systematic understanding and critical awareness of key trends and debates in modern TESOL pedagogy by building on students’ previous learning, teaching and life experience; facilitate students’ awareness and critical evaluation of current practice and research concerning TESOL methodology; apply the insights gained above to areas of concern in their own teaching / learning contexts and their own future professional practice. By the end of the module, students should be able to demonstrate comprehensive understanding of principal methodological approaches relevant to TESOL practice, develop principled approaches to managing classroom interaction and activities, critically evaluate and choose methodologies that are appropriate to the needs of learners and stakeholders in the students’ own teaching and learning contexts.
• Foundations of TESOL Professional Practice: This module is designed to complement the ‘Foundations of TESOL Methodology’ module which principally focusses on developing critical awareness of English language teaching approaches and methods. Approaches and methods will be further explored in this module, particularly through actual classroom teaching practice. For this, students will plan and design their own lessons in a collaborative environment with input from peers and tutors. The module aims to introduce students to a range of practical classroom management and teaching techniques for the English language classroom. This will include, for example, an applied focus on classroom management, lesson planning, and methods and approaches to teaching all four skills. Central to the module is the opportunity for students to engage in a carefully structured action research project in which they will design and teach a short lesson to their peers, identify research areas for teaching improvement, teach a second lesson incorporating insights from the research they have done, and evaluate improvement based on the changes they have made. By engaging with such an action research project, students will be introduced to research techniques and methodology as well as develop research presentation skills. By the end of the module, students should be able to critically evaluate and appropriately select a range of techniques and practices appropriate for a specific group of learners and be able to: demonstrate the practical application of these in their own teaching and lesson planning; draw on methodological principles and theories of language learning to develop their own and others’ teaching practice; develop a theoretical and practical understanding of the approaches, instruments and methodologies used in classroom research.

Pathway 2 (Typically students with more than two years of teaching experience)

• Innovations in TESOL Methodology: TESOL is a forward-looking field, and new ideas and practices are constantly promoted. But what is really new, what kinds of change have most value, and how can innovation be brought about most appropriately? This module will help you consider innovations in TESOL in relation to your own teaching contexts. We introduce you to recent innovations, such as: technology; values; language; learning and assessment/resource-based ideas and practices. You will critically evaluate new ideas, according to provided frameworks and ones you will develop yourself. You're introduced to ideas on how to navigate and bring about change successfully, with reference to reflective practice, practitioner research, occupational psychology and innovation management.
• Professional Practice in TESOL: This core module is designed to provide a solid theoretical and practical knowledge of materials design for TESOL. It will help to develop your understanding of how materials are theoretically underpinned and to critically evaluate commercially produced course-books. There will be input on aspects of needs analysis, syllabus and curriculum design, educational theory and effective ways to structure skills and language work in traditional and online formats. You will work collaboratively with others to design materials which are cohesive and appropriate for context in a classroom, online or in a blended learning situation. The assessment is based on the materials that you develop and on a written assignment outlining your rationale for them. The purpose of these materials will depend on your interests. It may include developing classroom activities for English language learners in schools or private institutions, EAP learners, teachers in development sessions or testing materials.

PLUS both Pathway 1 and Pathway 2 take the following core modules:

• Approaches to Written Discourse: In this module you will learn various ways to analyse written texts; these could be individual texts written in a specific context, or large collections of texts held in databases. The focus of the module is on how text producers attempt to achieve communicative purposes via the choices they make. We look at how texts represent ‘reality’, how they manage interpersonal relationships, and how they organise ideas for the reader. You will choose a text and investigate it using the approaches learned on the module. The skills and knowledge gained in this module form an excellent basis for a dissertation project. This means that you have the option, in term 3, of conducting a deeper investigation of a discourse which particularly interests you.
• Sociolinguistics of English as a Global Language: Where has English come from? Where and how has it spread? What World Englishes have emerged? Why is English called a ‘global’ language? What ‘standards’ of English are there? What English(es) should be taught in TESOL? How do people interact in multilingual contexts using English as a lingua franca and other languages in their repertoires? And to what extent is being a ‘native speaker’ of English of any relevance as a badge of TESOL identity? These are controversial but important questions you will explore in this module. It aims to connect the sociolinguistics of English as a global language with the ‘politics’ of TESOL today.
• SLA Insights into TESOL Practice: This module provides a theoretical knowledge base in SLA (second language acquisition), a core field of study underpinning TESOL. The module focuses on learner factors and social-interactive factors that are particularly relevant to SLA in classroom settings. It aims to develop your critical understanding of how insights from SLA theory and research are used to inform language teaching and also evaluate classroom practices in a professional context. In particular, it focuses on understanding the complexity of learner characteristics and social-interactive processes shaping SLA, and on developing principled pedagogical approaches based on this understanding. You will study via lectures and reading, as well as discussion and experiential learning through seminar activities. Assessment will be via written assignment focusing on a relevant topic of your choice.
• Spoken Interaction: This module aims to develop skills in the collection, transcription and analysis of spoken interaction. You will focus on capturing samples of speech for analysis and teaching purposes; exploring the relationship between context and the construction of talk; understanding different approaches to the analysis of spoken interaction; applying conversation analysis to spoken interaction; and identifying the main features of classroom interaction. As well as learning how to capture spoken data and transcribe it, you will choose an area of analysis for your assignment. Students report that spoken interaction analysis tools are often helpful with dissertation research.
• Research Methods in TESOL: Designing and undertaking a small scale research project independently is a core part of the programme. This module will take you through the process of writing a well-structured MA dissertation. It will encourage you to engage with and critically evaluate research in the broad field of TESOL, and familiarise you with different approaches to ethical research. The module will cover a range of data collection methods and analytical options relevant to TESOL contexts. You will be encouraged to undertake research relevant to your own interests after formulating focused, answerable research questions. The module will also address questions about how to present an appropriately structured, clearly articulated proposal.
• Dissertation: The dissertation will give students the opportunity to put theory into practice and design a small-scale study that is meaningful and relevant in their professional contexts. More specifically, it will encourage students to reflect critically on issues and debates within TESOL and identify a topic for further research. It will provide students with an opportunity to explore this topic in depth, to develop a critical literature review, a suitable methodology and an appropriate approach to data analysis.

Option Modules

• Examples of previous option modules offered by the department are listed under the course structure tab. You can find out more about our option modules by searching for them by name in the module catalogue: https://courses.warwick.ac.uk  

Lecturers and supervisors

Our staff involved in this course are listed below; note that this may occasionally be subject to change.

• Dr Jason Anderson Link opens in a new window
• Mr Andy Davidson Link opens in a new window
• Ms Tilly Harrison Link opens in a new window
• Professor Tony Liddicoat Link opens in a new window
• Professor Steve Mann Link opens in a new window
• Dr Troy McConachy Link opens in a new window
• Professor Neil Murray Link opens in a new window
• Dr Annamaria Pinter Link opens in a new window
• Ms Lynnette Richards Link opens in a new window
• Ms Miriam Schwiening Link opens in a new window
• Professor Richard Smith Link opens in a new window
• Professor Ema Ushioda Link opens in a new window
• Dr Sue Wharton Link opens in a new window

Special features

• Develop a strong understanding of how language works: you will have the opportunity to expand your understanding of how language is used to create meaning in different contexts and modalities. This provides a firm knowledge base for thinking about the language curriculum and the historical, sociopolitical, and sociolinguistic dimensions of TESOL research and practice.
• Access a wide range of exciting option modules: Our diverse option modules -- including our unique Specialism modules -- reflect the latest trends in TESOL.
• Build an international network: our students come from all over the world - we've trained people from the UK, Western and Eastern Europe, Africa, the Middle East, South, South East, East and Central Asia, North, and South and Central America.
• Create a professional network: you'll be studying alongside fellow teachers and heads of departments in primary, secondary and higher education institutions; and curriculum developers, inspectors and administrators in Ministries of Education.
• Live and study in the West Midlands: you'll live in a beautiful area of the UK, with a distinctive history. We have a great transport network with convenient access to London and the rest of the UK and Europe.

Careers, student blogs and student testimonials

Career destinations

By the end of this course, you will be confident and ready to further your career. Some of our graduates go on to occupy senior positions in educational institutions around the world. Many work in the field of English Language Teaching both in the state and in the private sectors. Others teach in university English departments, work in publishing or set up their own language education businesses. Graduates from these courses go on to successful careers in areas such as:

• English language teaching
• Academic research
• Recruitment consultancy
• Business development
• University lecturer in TESOL/Applied Linguistics
• Teacher trainer

Student Blogs

Interested to know more about what life is like as an MA TESOL student at Warwick? Take a look at our student blogs:

Suyog Dixit

Hi there! I’m Suyog from Maharashtra, India. As a current MA TESOL student in the applied linguistics department, I’m excited to share my experiences with you. Join me on this journey of discovery!

Visit Suyog Dixit's blog Link opens in a new window

Jia Lih Lim

Hi, I am Lim Jia Lih. I am from Malaysia. I am currently a postgraduate student reading MA TESOL (Teaching English to Speakers of Other Languages). I was an English teacher for 5 years serving at a rural primary school in Sarawak, Malaysia.

Visit Jia Lih's blog Link opens in a new window

Former MA TESOL Bloggers

Hi I’m Khoa. I’m from Vietnam and I’m currently a postgraduate studying MA TESOL (Teaching English to Speakers of Other Languages). I’ve taught English for around 6 years in Vietnam. (Khoa studied during 2022/23 Academic year, graduating in January 2023.)

Visit Khoa's blog Link opens in a new window

Irene Rahmaniar

Hi, I’m Irene. I’m a postgraduate student majoring in TESOL (Teaching English to Speakers of Other Languages) this year. I had been an English teacher for 4 years before deciding to come to Warwick for my masters. (Irene studied during 2022/23 Academic year, graduating in January 2023.)

Visit Irene's blog Link opens in a new window

What do our students say?

"What attracted me most was the curricula scheme of the MA programme. It contains a reasonable combination of learning and practicing. During the period of studying at Warwick, I gained practical knowledge of language teaching strategies such as task-based teaching and giving feedback. I learned how to design course materials, how to be a good teacher with commitment. Currently I am working as a trainer in an online English teaching company. My daily work includes doing research on student needs and expectations for teachers, developing training materials, and training teachers. What I learned from the MA programme helps me a lot in various ways at work. I have become more proficient in terms of conducting research. I can use the knowledge I learned from the programme to help teachers adopt efficient teaching methods and questioning skills. Honestly speaking, without studying this programme, I wouldn't be this confident and comfortable at work." Kiki Sun

"Studying the MA ELT at Warwick has been quite an exciting experience. First, from among a wide range of courses, I think the program design allowed me to make a successful combination for my career. Besides my Testing and Assessment specialty, I chose a Teacher Development course for my elective, which will help me a lot because I will be involved in offering teacher training courses on testing when I go back to my country. Secondly, I really valued the team teaching professionally planned and led by a team of high-calibre professors. Last, but most interesting, is the qualitative research orientation I got here. Besides promoting my academic knowledge I feel that I have also developed my research skills. Now I’m confident I will be qualified for excellent career prospects." Yasir El Hag

"Warwick has honed my research skills and satisfied my desire for acquiring knowledge along with the ability for critical thinking and in-depth analysis. Its academics have nurtured my sense of purpose and achievement and become consummate professionals, colleagues and friends. Along with improving my academic skills, I have gained extracurricular skills such as negotiation, respecting diversity, discovering my weaknesses and strengths and respecting intellectual rights. In the future, I intend to put the experience I gained in ELT, ICT, assessment and developing course materials into practice to develop education and learning programmes in Syria and the Middle East." Samer Al Sati

"My coming back to Juba was very timely. Immediately in October, I started a part time teaching job at the Collage of Law, University of Juba, supporting students of Arabic background to improve their English language skills. The application of teaching English language is working very well. Yet fresh with skills and techniques from the University of Warwick, I have acquired new ways to teach the English language that make students fully engaged during lessons. Some senior lecturers who have observed my teaching have expressed satisfactory feedback to the Dean and my Director. The credit goes back to the leadership and tutors of Warwick University. Secondly, I am spearheading formation of a South Sudan English Language Teachers' Association. We still have hard work to spread good news about forming an association. This is important to other teachers of English language, and Ministry of Education at state and national level. I still recall the great support I received towards my better professional development." Julius Daniel

"Studying the MA ELT at the University of Warwick facilitated my insertion as a teachers' trainer in Chile. The programme offers well-designed modules that promote the reflection and the critical analysis of current issues in ELT. Moreover, such courses were taught by a highly qualified and absolutely supportive academic staff. The lecturers used scaffolding strategies that led us to succeed and reach our full potential as teachers and researchers. My experience in Warwick was undoubtedly enriching; each lecture and meeting with the academic team motivated me and encouraged me to find out and provide possible solutions to the issues I identified during my research process. Besides promoting my academic knowledge, I feel that I have also developed my research skills. Now I’m confident I will be qualified for excellent career prospects." Nicolle V. Suazo

Entry requirements

2:i undergraduate degree (or equivalent) in a relevant discipline

English Language Requirements

IELTS overall score of 6.5 (with 6.5 in writing)

Documentation

You will need to include a transcript of studies you have already completed at university level, references from one person who knows your academic and/or your professional background and experience, a detailed CV and a statement about the purpose of your study.

Recognition of Prior Learning.

If you have either of the following:

• The DELTA ( Diploma in Teaching English to Speakers of Other Languages) Cambridge Assessment, University of Cambridge (formerly UCLES)
• Diploma TESOL (Trinity College, London LTCL)

You will be exempt from the following core modules on the MA in Teaching English to Speakers of Other Languages (MA TESOL):

• Innovations in TESOL Methodology (15 credits)
• SLA Insights into TESOL contexts (10 credits)
• Professional Practice in TESOL (20 credits)

This is a total of 45 credits at FHEQ level 7. Find out more with our Teaching Quality Team or contact our Course leader Troy McConachy: [email protected]

Fees and funding

Course fees and funding.

See postgraduate fees and funding Link opens in a new window

Departmental bursaries

We are offering three competitive bursaries to outstanding students and professionals who wish to study full-time on our MA TESOL for entry in Autumn 2024:

Two worldwide bursaries worth 50% of the current tuition fee : you must be from outside the UK, with an excellent academic record, with at least 2 years of full-time professional/ teaching experience (or equivalent), and have accepted an offer on the programme from Warwick. Deadline for Applications: Friday 31 st May 2024

• One UK bursary worth £3,000 : you must be a UK candidate with an excellent academic record who has accepted an offer on the programme from Warwick. Deadline for Applications: Friday 28 th June 2024

Bursary application instructions

You can only apply after you have accepted your place as a full-time student. Please complete the following using no more than 1000 words:

• Explain how your academic background and professional experiences have prepared you for study on the MA TESOL degree;
• Explain how you would like to use the knowledge and skills acquired on the MA TESOL degree to contribute to the improvement of English language teaching in your own institutional, regional, or national context.

Please apply by sending this to [email protected] marked ‘MA TESOL Bursary’ by the relevant deadline (Friday 31st May 2024 for the worldwide bursary; Friday 28th June 2024 for the UK bursary).

For more information or questions, please contact Dr Troy McConachy at [email protected]

Additional funding opportunities

Information can be found here Link opens in a new window on a variety of international scholarship opportunities for international students.

Scholarship & Funding Opportunities Link opens in a new window

Warwick Taught Masters Scholarships Link opens in a new window

Chevening Scholarships Link opens in a new window

How to apply

Ready to apply?

Please make sure you have seen our entry requirements and have prepared all the relevant documents.

The deadline for overseas applications is 31 July. We also recommend that UK applicants apply by 31 July to guarantee a place in the coming academic year.

Our online prospectus talks you through the whole application process, but if you have any questions, please get in touch with us:

Apply online now

Qualification: Master of Arts (MA)

Duration: 1 year full-time, 2-4 years part-time

Next intake: End September 2024

Contact: Course leader Andrew Davidson via PGTCAL at warwick dot ac dot uk

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A Student's Guide to the MA TESOL Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research

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Marilyn Lewis, A Student's Guide to the MA TESOL Writing an Applied Linguistics Thesis or Dissertation: A Guide to Presenting Empirical Research, ELT Journal , Volume 64, Issue 4, October 2010, Pages 494–495, https://doi.org/10.1093/elt/ccq052

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Two titles from the same publisher in two successive years on closely related topics seem to provide proof that publications in our field are becoming increasingly specific. Written in different parts of the world (Washington State University for Bell and Auckland University of Technology for Bitchener), both draw on current research and are strengthened by the authors' personal experience. Another common feature is that each could be of interest to a wider readership than the suggested MA TESOL/Applied Linguistics students of the titles, as this review intends to show.

In A Student's Guide , Bell models the academic style students will need to use themselves by including internal referencing to support the theory. Of her six chapters, the first three (with one slight exception) are an introduction to the TESOL discipline, with only the last three addressing the topic of studying for the MA of the book's title. This is not a criticism since students will never reach the point of putting together their dissertation or thesis if they have not first thought more widely about the field.

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College of Liberal Arts & Sciences

Department of Linguistics

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MA in Teaching English to Speakers of Other Languages (MATESOL)

Why Choose Illinois MATESOL?

While the general orientation of instruction is toward practical matters, courses also have a significant theoretical component and give attention to relevant research. Students and faculty share the responsibility to integrate theory and practice as effectively as possible. Candidates can expect to become familiar with publications in the field and to be stimulated to keep abreast of recent professional literature, especially discussions concerning teaching methodologies, review of teaching materials, and other matters of pedagogical concern.

How to Apply

Follow this link to the Application Page

Nearly all of the UIUC MATESOL students are the beneficiaries of some form of financial aid for at least part of the time they spend working on their degree. Most degree candidates with native or native-like competence in English receive appointments as graduate assistants teaching English in the  ESL Service Courses  or in the  Intensive English Institute   for at least two academic years. In addition, there are a limited number of library and laboratory assistantships open to MATESL students; the assistantships offered to English language learners require proof of near-native English speaking ability. If you are an English language learner applicant for a teaching job in ESL, you must present a TOEFL Speaking Score (or an equivalent score in IELTS) of 26 (or greater) for full consideration. 

The most common form of Financial Aid for the MATESOL program is in the form of a 33% Teaching Assistantship.  This means that students with the TA position will teach one section of ESL per semester (approximately 3 hours of teaching per week), with additional hours devoted to lesson preparation, grading, office hours, meetings, etc.  All Assistantships of at least 25% include a full waiver of the university tuition cost and almost all student fees.  They also include a monthly salary. 

There is a separate financial aid application process for each academic term. Fall and Summer applications are processed together, usually in March or April of each year. Spring applications are processed typically on October or November of the previous year. Please check back at this webpage from time to time, to see if new financial aid forms are posted for a forthcoming semester.

All newly admitted MATESL students are automatically considered for financial aid for their first semester of study. There is no separate financial aid application system as part of the admission application. After arrival, all MATESOL students must re-apply for financial aid each semester, regardless of any guarantee of longer-term awards (e.g., in the admission letter). This re-application allows MATESL students to indicate if they wish to teach a different class.

The Department welcomes applicants from other campus degree programs.

General Degree Requirements

The program of study leading to the MATESOL degree requires candidates to complete a minimum of 40 hours with a grade point average (GPA) of 3.00 or higher (B or better). Twelve of the forty hours must be taken from 500-level courses (that is, graduate only). These forty hours may include up to eight hours of thesis credit (EIL 599).   In addition to coursework, students must complete either a Comprehensive exam for each of the required courses  or  a Master's Thesis (more information on these below).

Core Course Requirements: 32 Hours

Elective Courses: 8 Hours

Applicants must satisfy prerequisites for entry into the program. All applicants for admission to the MATESOL Program must have taken a college level introduction to linguistics and must have at least two years of a foreign language. In addition, applicants must have also taken a basic course in language teaching methods and materials. These prerequisites may be satisfied by courses taken after becoming a student at the university, if necessary; however, credit for courses taken to satisfy curriculum prerequisites does not count toward the 40 hours necessary for the MATESL degree itself.

EIL Courses

See here for EIL Courses .

Comprehensive Exams  or  The Master's Thesis

As noted above, all students must complete either the Comprehensive Exams  or  a Master's Thesis in order to graduate from the program.  This decision is partially made based on your own preferences (some people definitely have no interest in a thesis), but the option to do a thesis is also determined by your performance in the program and your continuing satisfactory progress on that thesis.

Comprehensive Examination

Approximately one-half of the students in the MATESOL program compete the degree requirements by successfully passing the Comprehensive Exams.   See here for Comprehensive Examination  details.  

MATESL Thesis Option

For students who have a strong interest in research (whether theoretical or pedagogical) completing a thesis would be an excellent goal.

For information pertaining to the MATESOL Graduate Program Thesis Option, please refer to the links below:

• What do you need to do?   Thesis Information
• When would you need to do it?  MA Thesis Checklist 
• What have other MATESL students done?  There are many great samples of theses written by graduates from our MATESOL program available on the MATESOL Library website.

Additional Thesis resources (items with * are books available in the MATESOL library)

• MA Thesis Information from Graduate College
• Writing in the Social Sciences :  A very nice brief handout
• * Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). New York: Routledge.
• *Mallinson, C., Childs, B., Van Herk, G. (2018). Data Collection in Sociolinguistics: Methods and Applications (2nd ed.). New York: Routledge.
• *Pearson Casanave, C., 2014). Before the Dissertation: A textual mentor for Doctoral students at early stages of a research process . Ann Arbor: University of Michigan Press.
• *Pearson Casanave, C. (2020). During the Dissertation: A textual mentor for Doctoral students in the process of writing . Ann Arbor: University of Michigan Press.
• *American Psychological Association. (2020). P ublication Manual of the American Psychological Association (7th Edition). 

Specialization in Writing Studies

Within the pedagogical and research tracks, candidates may choose to use their elective units to develop a Specialization in Writing Studies (SWS), an option approved jointly by Linguistics and the Center for Writing Studies (CWS). The requirements for such a specialization are the following:

Course Requirements

• ENGL 505/C&I 563 Writing Studies I
• ENGL 506/C&I 564 Writing Studies II
• EIL 445 Second Lang Reading and Writing

Research/Elective Requirements

• must include on their thesis committee, as thesis director, a MATESOL faculty member affiliated with CWS;
• must focus the thesis on a topic related to pedagogy, administrative problems, or research on a writing-related topic in the context of second language research. Students may develop and test instructional materials, design and evaluate an administrative procedure or program, or design and conduct a research project;
• must prepare a formal proposal describing the research, to be submitted to a MATESOL faculty member affiliated with CWS for approval at least six weeks prior to the start of the project;
• must deposit the Master’s Thesis in the Writing Studies Office within two weeks of completion; and
• must complete all requirements stated in the Master's Thesis document

Candidates who do not write a master's thesis may choose one of the following two options:

Option A: take one additional non-MATESOL course in Writing Studies, chosen from the list approved by CWS and DEIL for the specialization in Writing Studies (see page 2 for this list)

Option B: conduct a Master’s Project by completing a four-hour EIL 591 independent study under the direction of a MATESOL faculty member affiliated with CWS. The EIL 591 independent study must result in a Master’s Project that, when completed, would be deposited in the Writing Studies Office within two weeks of its completion. The Master's Project must be related to pedagogy, administrative problems, or research on a writing-related topic in the context of second language research. Students may develop and test instructional materials, design and evaluate an administrative procedure or program, or design and conduct a research project.

Doing a Master's Dissertation in TESOL and Applied Linguistics

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Description

Doing a Master’s Dissertation in TESOL and Applied Linguistics is a practical guide for master’s students tackling research and research writing for the first time. Structured for use in class or as part of an independent study, and divided into the four stages of designing, researching, writing up and submitting a dissertation, this book: carefully guides readers from the very beginning of producing a research proposal, all the way through to assessment procedures and the provisions for resubmission; covers publishing your dissertation and applying for higher research degrees, including funding; addresses all the most fundamental concerns students have about master’s dissertations, including how to choose a topic and conducting a literature review; draws upon examples from master’s dissertations from the UK, US and Australia and provides numerous ‘how-to’ tables and checklists; and includes activities and resources to facilitate master’s research and dissertation writing, as well as FAQs and solutions at the end of each chapter. Tailormade for MA students in TESOL or Applied Linguistics, this book is essential reading for students on these degrees around the world as well as for their supervisors and programme directors.

Table of Contents

Lindy Woodrow is Honorary Senior Lecturer in TESOL at the University of Sydney, Australia.

Critics' Reviews

"This is a comprehensive and accessible book which gives practical guidance to students new to the research process and which clearly draws on the author’s experience of supervising masters' dissertations. It assumes little knowledge, provides engaging examples and anecdotes to make ideas concrete and meaningful, and takes students through the entire process from critical groundwork to the publishing of articles based on their dissertations. It promises to be an extremely useful resource." Neil Murray, University of Warwick, UK "Lindy Woodrow’s extensive experience of research supervision and teaching academic writing ensures that Doing a Master’s Dissertation in TESOL and Applied Linguistics is the ideal, step-by-step guide for students who are planning, researching and writing their dissertation. Relevant extracts from recent TESOL and applied linguistics masters' dissertations in the UK, Australia and USA enrich the wealth of advice provided." Sue Starfield, University of New South Wales, Australia "[...] A comprehensive and practical guidebook [...] this book would have made my dissertation writing more manageable, its goals more visible, and its difficulties more able to be prepared for." Yali Liu, Journal of English for Academic Purposes

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Indiana University Indianapolis

Department of english.

MA Program in Teaching English to Speakers of Other Languages (TESOL)

Prepare for a career teaching english to second-language learners.

TESOL is an exciting, in-demand, and interdisciplinary field that draws on linguistics, bilingual education, sociology, pedagogy, cultural studies, and information technology to provide English teachers with a solid foundation in the theory and praxis of second language learning and teaching. TESOL graduates typically find employment both domestically and internationally as teachers, administrators, policymakers, materials developers, editors, cultural liaisons, and language program directors. They work in such diverse settings as schools, non-profit organizations, governmental agencies, community and faith-based centers, and international businesses.

The 31-credit hour Master of Arts degree in Teaching English to Speakers of Other Languages (TESOL) is a professional degree that prepares you to become effective teachers of English to adult learners who speak other native languages, both in the U.S. and abroad. The M.A. in TESOL provides both a strong theoretical foundation as well as hands-on practical experiences.

Why IU Indianapolis?

Our professors are internationally recognized, award-winning scholars whose areas of expertise span an impressive array of disciplines, including second language acquisition, teacher education, language learning and technology, sociolinguistics, socio-cultural theory, pragmatics, corpus linguistics, intercultural discourse, multilingual writing, and learner identity. The International Center for Intercultural Communication, the English for Academic Purposes Program, and the Program for Intensive English offer unique opportunities for interdisciplinary work, internships, and practica in applied linguistics, health discourse, language teaching, and tutoring. Our vibrant urban setting provides students with diverse teaching experiences and employment opportunities upon graduation.

For information about the program, contact:

Karen Kovacik, PhD Professor of English Director of Graduate Studies English Department (317) 274-9831 [email protected]

To contact the Graduate Office:

IU Indianapolis Graduate Office University Library, Room 1170 755 W. Michigan Street Indianapolis, IN 46202 (317) 274-1577 [email protected]

About the Program

The 31-credit hour M.A. in TESOL is comprised of core courses, elective courses, and the completion of either a thesis or internship.  Please click on the tabs above for more information. Course descriptions may be found .

• ENG-G 500 Introduction to the English Language (4cr)
• ENG-Z 520 Second Language Development (3cr)
• ENG-Z 523 TESOL Methods (3cr)
• ENG-Z 541 English for Specific Purposes (ESP) and Materials Development (3cr)
• ENG-Z 545 TESOL Practicum (3cr)
• ENG-G 625 Discourse Analysis and Introduction to Research (4cr)
• ENG-Z 536 Pedagogical Grammar (3cr)
• ENG-Z 570 Second Language Writing (3cr)
• ENG-Z 575 Second Language Learning and Technology (3cr)
• ENG-Z 598 TESOL Internship (3cr)
• ENG-Z 600 Seminar in TESOL (variable topics) (3cr)
• ENG-Z 652 Sociolinguistics (4cr)
• ENG-Z 690 Advanced Readings in TESOL (1-4cr)
• ENG-Z 699 M.A. Thesis – TESOL (3cr)
• Other graduate courses in literature, writing, and literacy, or related fields as approved by the director. No more than six credits may be transferred from or taken outside the department.

Thesis Option

• Electives: Students choose at least three courses (at least 8-11 credits)
• Total: 31 credit hours

Internship Option

• Electives: Students choose at least four courses (at least 12 credits)

M.A. students must maintain a minimum grade point average of 3.0 (B average).

No courses with a grade of C or lower will count toward graduation requirements.

Transfer Credits

The IU Indianapolis Graduate Office only allows the transfer of 12 credit hours from the certificate to the MA. Therefore, if you are in the certificate and decide that you want the MA as well, you should apply to the MA in TESOL Program at the same time or before you’ve reached the 12 credit-hour limit. Please always check with the Program and the Graduate Office regarding credit transfer rules at the time that you intend to apply for either the MA or the Certificate.

Applying to the MA in TESOL Program

Applications for the M.A. in TESOL degree are accepted on a rolling basis and should meet all applicable requirements as described below. Final admission is based upon the approval of the admissions committee, which is comprised of the English Department’s Director of Graduate Studies, the Director of the M.A. in TESOL, program faculty members, and departmental administrative staff.

• Please have ETS submit your scores directly to IU Indianapolis, as we cannot accept self-reported scores . The Iu Indianapolis Institution Code for ETS is #1325.
• Recommended minimum scores for applicants who are nonnative speakers of English: 100  TOEFL iBT; 7.0  IELTS.
• Paragraph 1: Reasons for Applying to Our Program .
• Paragraph 2: Education and Other Experiences.
• Paragraph 3: Goals in the Program.
• Paragraph 4: Career Objectives.
• Paragraph 5 (Optional): Program Opportunities and Funding.

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MA Teaching English to Speakers of Other Languages

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Entry requirements

Fees and funding.

• What's next?

This is a Masters course that can take you into employment anywhere in the world.

If you are enthusiastic about teaching English to speakers of other languages, then our course offers you vocationally-relevant, research-led training of the highest quality, taught by academics known for their teaching excellence.

You explore teaching methods and the description of English used in the investigation of language learning and teaching, and study additional topics according to your needs. These might include:

You also gain hands-on teaching experience through our one-term Teaching Practice module.

Whether you have no prior teaching experience or are already an English language teacher, this course can be adapted to suit you. If you have little or no previous teaching experience, you receive ‘hands on' teaching practice throughout our teaching practice module, while if you already have substantial teaching experience, you can undertake specialist study through our educational leadership and management options instead

You'll be part of our Centre for Research in Language Development throughout the Lifespan (LaDeLi), a unique research centre specialising in all aspects of language learning and development.

We are 1st in UK for research impact in modern languages and linguistics (Grade Point Average, Research Excellence Framework 2021). We're top 25 in the UK for linguistics in the QS World University Rankings by Subject 2024.

If you want a global outlook, are interested in human communication, and want to study for a degree with real-world practical value in an established department, welcome to Essex.

This course is available with a January and October entry point. Part-time study is only available for the October entry point.

• Perfect the skills to take on a TESOL role anywhere in the world
• Study in our world-renowned language and linguistics department, ranked 1st in UK for research impact in modern languages and linguistics (Grade Point Average, Research Excellence Framework 2021).
• Enjoy the flexibility of a course which adapts to suit your needs and builds on your experience

Our expert staff

Our staff are internationally renowned and our research has demonstrable impact, leading to our department being recognised as 1st in terms of research impact (REF 2021). We maintain excellent student-staff ratios, and we integrate language learning with linguistics wherever there is synergy.

In applied linguistics Karen Roehr-Brackin and Adela Gánem-Gutiérrez focus on the learning of second and further languages, whilst Tracey Costley, Christina Gkonou, Neophytos Mitsigkas and Nasser Jabbari focus on issues to do with the classroom teaching of English as a foreign language.

Christina Gkonou has conducted extensive research into the effects of individual factors like anxiety on success in language learning and teaching, and Tracey Costley has taught English in Europe and the Far East for many years before coming to Essex, with ongoing research.

Karen Roehr-Brackin is a leading expert on the relationship between metalinguistic knowledge (conscious awareness of the rules of language) and language learning ability, and Adela Gánem-Gutiérrez is a leading expert on the use of computers and the role that interaction in the classroom plays in language learning. Florence Myles authored the best-selling Second Language Learning Theories.

Specialist facilities

The study of linguistics provides the opportunity for plenty of hands-on experience as well as theoretical work. You might be listening to interviews, studying language processing, or analysing sounds, so we provide extensive facilities to allow you to fully engage with a wide variety of linguistics methods:

Within our department we also offer:

• An exciting programme of research seminars and other events

Your future

Takers of our MA TESOL come with the specific intention of entering the ELT/TESOL profession, which they duly go on to do.

Experiences English language teachers also join us to update their expertise and return to the classroom with a career enhancement.

The specialist knowledge you gain enables you to take senior or specialist roles, not necessarily only in the classroom but also in educational advice and management, programme evaluation, syllabus design and teacher education.

We also work with the University's Careers Services to help you find out about further work experience, internships, placements, and voluntary opportunities.

UK entry requirements

A 2:2 degree, or international equivalent, in Education, English Language and Literature, English Language Studies, Linguistics, Modern Languages or Teaching (English).

You may also be considered with a lower-class degree if you have teaching experience or if you have a 2:2 degree in an unrelated area but which contains a substantial element of English language, language education, linguistics, language studies or language teaching, or who can demonstrate a personal or professional interest or expertise in English and/or English language teaching.

International & EU entry requirements

We accept a wide range of qualifications from applicants studying in the EU and other countries. Get in touch with any questions you may have about the qualifications we accept. Remember to tell us about the qualifications you have already completed or are currently taking.

Sorry, the entry requirements for the country that you have selected are not available here. Please contact our Graduate Admissions team at [email protected]  to request the entry requirements for this country.

English language requirements

If English is not your first language, we require IELTS 6.5 overall with a minimum component score of 6.0 in writing and 5.5 in all other components.

If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.

Additional Notes

The University uses academic selection criteria to determine an applicant’s ability to successfully complete a course at the University of Essex. Where appropriate, we may ask for specific information relating to previous modules studied or work experience.

Course structure

Most of our courses combine compulsory and optional modules, giving you freedom to pursue your own interests. The purpose of the list of modules below is to illustrate the range and variety of topics available on this course. Depending on the course structure, you are able to choose between many of these modules to tailor your study to your individual interests.

Our research-led teaching is continually evolving to address the latest challenges and breakthroughs in the field. The course content is therefore reviewed on an annual basis to ensure our courses remain up-to-date so modules listed are subject to change.

We understand that deciding where and what to study is a very important decision for you. We'll make all reasonable efforts to provide you with the courses, services and facilities as described on our website and in line with your contract with us. However, if we need to make material changes, for example due to significant disruption, we'll let our applicants and students know as soon as possible.

Components are the blocks of study that make up your course. A component may have a set module which you must study, or a number of modules from which you can choose.

Each component has a status and carries a certain number of credits towards your qualification.

The modules that are available for you to choose for each component will depend on several factors, including which modules you have chosen for other components, which modules you have completed in previous years of your course, and which term the module is taught in.

Modules are the individual units of study for your course. Each module has its own set of learning outcomes and assessment criteria and also carries a certain number of credits.

In most cases you will study one module per component, but in some cases you may need to study more than one module. For example, a 30-credit component may comprise of either one 30-credit module, or two 15-credit modules, depending on the options available.

Modules may be taught at different times of the year and by a different department or school to the one your course is primarily based in. You can find this information from the module code . For example, the module code HR100-4-FY means:

COMPONENT 01: CORE

What interests you? Write a 16,000-word dissertation on a research topic of your choosing, with supervision from our expert staff. Gain research planning, organisational and project management skills while increasing your knowledge of the subject. Build your research abilities for future employment or a PhD.

View MA Dissertation on our Module Directory

COMPONENT 02: COMPULSORY

What are research methods? What are the differences between quantitative and qualitative research? Learn more about the research tools available for studying applied linguistics and TEFL. Examine each available research method in-depth. Build your understanding, while preparing for your MA dissertation or other future research projects.

View Research Methods on our Module Directory

COMPONENT 03: COMPULSORY

The module aims to explore some of the different ways in which theories have shaped and informed the different approaches to the teaching of reading and writing in English Language Teaching (ELT). By studying these ideas you will deepen your understanding of the different ways in which reading and writing is understood and conceptualised, and give you a theoretical platform from which to consider, and reflect upon, your own experiences and approaches to teaching reading and writing.

View Teaching, Reading, Writing, Listening and Speaking in TEFL/TESOL on our Module Directory

COMPONENT 04: COMPULSORY

The purpose of this module is to introduce you to the main approaches and methods used in English Language Teaching (ELT). You will study the different theoretical and historical contexts of language teaching and look at how these different approaches and methods have shaped pedagogy, practice and course design. You will explore key aspects of teacher development such as professional identity, teacher language and teacher psychology and look at the different ways in which these influence and shape teaching practice.

View Language Learning and Teaching on our Module Directory

COMPONENT 05: COMPULSORY

Reflect on your experiences as a teacher and consider how you could optimise your teaching to meet your learners’ needs and your own. This module will include small-group discussions and input sessions, so you really have the opportunity to reflect on your individual practices and career.

View Educational Leadership and Management on our Module Directory

COMPONENT 06: COMPULSORY WITH OPTIONS

COMPONENT 07: COMPULSORY WITH OPTIONS

COMPONENT 08: OPTIONAL

COMPONENT 09: OPTIONAL

COMPONENT 10: COMPULSORY

How do you respond to learner questions about language? What do you understand about the nature of language? Build the linguistic vocabulary and analytical tools needed to talk about the English language effectively and accurately in second language learner classrooms.

View Description of Language for TEFL/ELT and Applied Linguistics on our Module Directory

Postgraduate students of English Language and Linguistics would typically attend a two-hour teaching event for each module every week. Seminars would usually have about 20 students.

Postgraduate students of translation modules typically involve two hours of classes per week. Interpreting modules typically involve four hours of classes per week. Classes usually contain up to 20 students within each group.

Dissertation

Home/uk fee.

£10,000

International fee

£21,700

Masters fees and funding information

Research (e.g. PhD) fees and funding information

What's next

We hold Open Days for all our applicants throughout the year. Our Colchester Campus events are a great way to find out more about studying at Essex, and give you the chance to:

• tour our campus and accommodation
• find out answers to your questions about our courses, student finance, graduate employability, student support and more
• meet our students and staff

If the dates of our organised events aren’t suitable for you, feel free to get in touch by emailing [email protected] and we’ll arrange an individual campus tour for you.

2024 Open Days (Colchester Campus)

• Saturday 21 September 2024 - September Open Day
• Saturday 26 October 2024 - October Open Day

You can apply for this postgraduate course online . Before you apply, please check our information about necessary documents that we'll ask you to provide as part of your application.

We aim to respond to applications within two weeks. If we are able to offer you a place, you will be contacted via email.

For information on our deadline to apply for this course, please see our ‘ how to apply ' information.

Visit Colchester Campus

Set within 200 acres of  award-winning  parkland - Wivenhoe Park  and located two miles from the  historic city centre of Colchester – England's oldest recorded development. Our Colchester Campus is also easily reached from London and Stansted Airport in under one hour.

Virtual tours

If you live too far away to come to Essex (or have a busy lifestyle), no problem. Our 360 degree virtual tour allows you to explore the Colchester Campus from the comfort of your home. Check out our accommodation options, facilities and social spaces.

At Essex we pride ourselves on being a welcoming and inclusive student community. We offer a wide range of support to individuals and groups of student members who may have specific requirements, interests or responsibilities.

The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include, but are not limited to: strikes, other industrial action, staff illness, severe weather, fire, civil commotion, riot, invasion, terrorist attack or threat of terrorist attack (whether declared or not), natural disaster, restrictions imposed by government or public authorities, epidemic or pandemic disease, failure of public utilities or transport systems or the withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications . The University would inform and engage with you if your course was to be discontinued, and would provide you with options, where appropriate, in line with our Compensation and Refund Policy.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

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TESOL Masters Theses and Plan B Papers

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This collection is comprised of graduate students’ theses and Plan B papers required for completion of the Masters of Arts in TESOL degree at the University of Wisconsin-River Falls. The Masters of Arts in TESOL degree is part of the UWRF English Department’s TESOL program and is designed for both native and nonnative speakers of English. Students completing the program will be able to teach English as a Second Language (ESL) or English as a Foreign Language (EFL) and apply their knowledge of the English language to specific ESL/EFL teaching situations.

Recent Submissions

Teaching speech acts to efl college-level omani learners: requests and refusals , easing constraints on l2 readers: a blueprint for teaching native texts to high-intermediate non-native speakers , an english speaking orientation program for building and learning american culture , biography writing in english as a foreign language , using dynamic written corrective feedback to improve pre-university esl students' written accuracy , lexical error analysis of advanced language learners' writings , utilizing student-generated video podcasts in a japanese english as a foreign language classroom , considerations for nondiscriminatory assessment and addressing educational needs of english learners referred for special education services , computer-assisted language learning (call): instructing native and non-native english speakers in a mixed classroom environment , teaching grammar using focus on form approach in communicative language teaching for korean middle school students , comics aren't just for fun anymore: the practical use of comics by tesol professionals , task-based language teaching in the business english classroom , formulaic sequences for improving oral fluency , developing critical literacy through english newspaper articles for high-intermediate efl students in korea , co-teaching for k-12 english learners: origins, applications, and implications , constructive destruction: designing language awareness raising activities for taiwanese adult learners , teaching genre-based writing to korean high school students at a basic level , maximizing the positive effects of the new korean national english ability test (neat) on english language education in korea through task-based instruction , teaching summary writing through direct instruction to improve test comprehension for students in esl/efl classroom , teaching process writing for intermediate/advanced learners in south korea .

Teaching English to Speakers of Other Languages (TESOL) MA

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Course Overview

• Open/Distance Learning Part time - September 2025
• Open/Distance Learning Part time - September 2024
• Open/Distance Learning Part time - January 2025

* Price per academic year

Course summary

Building on the success of our onsite Teaching English to Speakers of Other Languages (TESOL) MA , we have launched the bespoke online Teaching English to Speakers of Other Languages (TESOL) MA, a new course that has been specifically designed to be studied fully online, allowing you to complete your Master’s from anywhere in the world.

You’ll benefit from access to the online course platform, where your course materials, including videos and readings, will be available on demand, allowing you to learn in your own time and fit your studies around your schedule. Your learning will be complemented by one-hour weekly, live online tutorials with a member of the course team, giving you the opportunity to discuss the course material in small groups and ask any questions you may have. 

The TESOL MA provides a combination of theoretical academic study, robust practical applications, and skills development in English language teaching, providing advanced training for TESOL professionals ranging from beginners to experienced teachers. You’ll evaluate and critique key concepts, research methods and processes in TESOL. In addition to the theoretical aspects of TESOL, you'll conduct teaching practice as part of the courses where you’ll design and deliver an online lesson to an imagined audience of your choice. 

Upon graduation, you’ll be able to reflect critically on established good practice in the TESOL profession, your own practices and how such practices can be adapted for various teaching and learning contexts. You’ll be well equipped to make progress as an advanced English language teaching practitioner or manager in a variety of different national, regional and cultural educational systems.

Top reasons to study with us

• Course materials are available on demand, allowing you to fit your studies around your schedule
• You’ll be taught by an experienced teaching team, including lecturers with over 20 years’ experience in the UK and abroad, with some still practising as English teachers
• Write and present your own online lesson which will be assessed, allowing you to practise your teaching skills
• This course has been designed specifically for online learning, providing you with tailored content unique to our online students

Course structure

The following modules are indicative of what you'll study on this course.

Core modules

Language and learning.

This module introduces and encourages in-depth exploration of core principles in the description and analysis of language with specific reference to English language teaching. The module also introduces and encourages in-depth exploration of core concepts in language learning with specific reference to second language acquisition and the implications of these concepts for language teachers.

Language Teaching Methods

The module examines historical and current practice in language learning and teaching, autonomy in the classroom, learning styles, language teaching technology, and extra-curricular influences on language learning and teaching. A particular focus of this module is the critical examination and development of inclusive teaching methods and activities.

Materials Development

The module will acquaint you with the theory and principles of educational attainment and the nature of learning and will consider, on this basis, the conceptual and design principles of good language course materials and their components, including print, audio, video, and online platforms. On this module, you will both analyse teaching materials produced by others and develop your own teaching materials. The module places particular emphasis on considerations of learners' diversity, needs, and aspirations in the production of course materials.

Testing and Assessment

The module examines past and current developments in language testing and assessment. It covers the role of language tests in measuring achievement and communicative proficiency, whether diagnostic or prognostic. Types of tests will be analysed, and you will develop new testing materials for your own purposes.

MA TESOL Dissertation

This module presents you with the opportunity to develop, undertake, and write up an independent research project on a TESOL topic of your choice. Guided readings and bespoke recorded presentations created by the course team will scaffold your learning on this module. The development of your research project is supported by the development, with supervisory guidance, of a viable research proposal, peer and lecturer feedback on work-in-progress presentations, and topic-specific guidance via one-to-one supervision. The module will equip you to evidence and advance knowledge of research processes and your ability to participate in the creation of new knowledge in TESOL and related fields.

Studying the TESOL MA at Westminster

For more details on course structure, modules, teaching and assessment Download the programme specification (PDF) .

To request an accessible version please email [email protected]

Get your copy of the University of Westminster prospectus and browse the range of courses on offer.

Request a prospectus

Contact us for general course enquiries:

+44 (0)20 7911 5000 EXT 65511 (Mon–Fri, 10am–4pm BST)

[email protected]

Live chat with us (Mon–Fri, 10am–4pm BST)

Open evenings

Join us at an open evening online or on campus. Get a feel for student life at the University of Westminster and talk to course leaders and our support teams.

Next open evening

Our Teaching English to Speakers of Other Languages (TESOL) MA provides you with the training and preparation to make a significant contribution in instructor, manager and researcher roles. The online nature of the course allows you to fit this training around your current career or commitments.

Prepare for your TESOL career

You'll gain the skills and knowledge to progress as an advanced English Language Teaching practitioner or manager in a variety of national, regional and cultural educational systems.

Practise your teaching skills

You’ll write and present your own online lesson as part of your assessments, allowing you to put your studies into practice. 

Online career resources

You’ll have access to our extensive range of online materials and platforms to help you develop the skills desired by employers. 

Industry links

Members of our course team have over 20 years’ experience academically, as well as professional experience of teaching English in the UK and overseas. Richard Paterson manages the English for Academic Purposes courses available to Westminster students via the Centre for Education and Teaching Innovation (CETI).

Graduate employers

Graduates from our TESOL MA course have found employment in education and research, at organisations including:

• Ashmole Academy
• Eastern Mediterranean University
• Italian Consulate, London
• Paddington Academy
• Regent College London 

This course will prepare you for a variety of job roles, including:

• Education manager
• Education researcher
• EFL organisation leader
• School English teacher
• University English teacher or lecturer

Westminster Employability Award

Employers value graduates who have invested in their personal and professional development – and our Westminster Employability Award gives you the chance to formally document and demonstrate these activities and achievements.

The award is flexible and can be completed in your own time, allowing you to choose from a set of extracurricular activities. 

Activities might include gaining experience through a part-time job or placement, signing up to a University-run scheme – such as mentoring or teaching in a school – or completing online exercises.

Read more about our Westminster Employability Award .

Course Leader

Dr Sean Sutherland

Senior lecturer in english language and linguistics.

I’ve been teaching at the University of Westminster since 2007. I’ve realised since then that being in central London is the best place in the world to be if you’re interested in studying aspects of English or studying language teaching (I wrote my PhD thesis about the social aspects of language teaching, so I have an interest in both English language and in TESOL.).

The linguistic diversity is spectacular, both in terms of the number of different languages and in terms of the number of varieties of English you hear daily. Our staff and students come from around the city, the country and the world.

Being here at the University of Westminster is a great opportunity to interact with a global community of like-minded people.

Course Team

Our course team is made up of experienced academics with over 20 years of experience teaching TESOL, as well as experience of teaching English in the UK along with various countries around the world, from Korea and Japan to Germany, France and Spain. 

• Robert Williams - Principal Lecturer
• Richard Paterson - Senior Lecturer

Why study this course?

Learn in your own time

The asynchronous nature of this course allows you to fit your studies around your other commitments. 

Prior teaching experience is not needed

Our course is open to you whether you're already teaching or if you don't yet have teaching experience.

Tailored for online study

This course has been specifically designed for online learning to ensure you receive the best experience possible. 

Entry Requirements

• EU AND INTERNATIONAL

A minimum of a lower second class honours degree (2:2). Once you have applied, you’ll be asked to work on the following assignment: "Teaching English to Speakers of Other Languages must take account of the learners' educational context." In no more than 1,500 words, you’ll discuss the statement above with reference to (A) current approaches to English language teaching; (B) an educational context that you are familiar with; and (C) some reference to published academic work on this topic. 

If your first language is not English, you should have an IELTS 6.5 with at least 6.5 in writing and no element below 6.0.

Recognition of prior learning and experience

If you have previously studied at university level, or have equivalent work experience, academic credit may be awarded towards your course at Westminster. For more information, visit our Recognition of Prior Learning page .

Application process

Visit our How to apply page  for more information on:

• the application process
• what you need to apply
• deadlines for applications

More information

• Country-specific entry requirements
• English language requirements
• Visas and advice

Learn new skills

Volunteer and gain new skills

We offer a number of different volunteering opportunities for you to learn new skills, create connections, and make a difference in the community.

Develop your entrepreneurial skills

Our award-winning  Westminster Enterprise Network  offers industry networking events, workshops, one-to-one business advice and support for your start-up projects.

Get extra qualifications

We provide access to free online courses in Adobe and Microsoft Office applications, as well as thousands of specialist courses on LinkedIn Learning.

Fees and Funding

• INTERNATIONAL

UK tuition fee: Our fees for 2025/26 will be published at the end of August 2024 (Price per academic year)

When you have enrolled with us, your annual tuition fees will remain the same throughout your studies with us. We do not increase your tuition fees each year.

Find out how we set our tuition fees .

Paying your fees

If you don't wish to pay the whole amount of your fees at once, you may be able to pay by instalments. This opportunity is available if you have a personal tuition fee liability of £2,000 or more and if you are self-funded or funded by the Student Loans Company.

Find out more about paying your fees .

Alumni discount

This course is eligible for an alumni discount. Find out if you are eligible and how to apply by visiting our Alumni discounts page .

There is a range of funding available that may help you fund your studies, including Student Finance England (SFE).

Find out more about postgraduate student funding options .

Scholarships

The University is dedicated to supporting ambitious and outstanding students and we offer a variety of scholarships to eligible postgraduate students.

Find out if you qualify for one of our scholarships .

Additional costs

See what you may need to pay for separately and  what your tuition fees cover .

International tuition fee: Our fees for 2025/26 will be published at the end of August 2024 (Price per academic year)

There are a number of funding schemes available to help you fund your studies with us.

Find out more about funding for international students .

Teaching and Assessment

Below you will find how learning time and assessment types are distributed on this course. The graphs below give an indication of what you can expect through approximate percentages, taken either from the experience of previous cohorts, or based on the standard module diet where historic course data is unavailable.  Changes to the division of learning time and assessment may be made in response to feedback and in accordance with our terms and conditions.

How you’ll be taught

Teaching methods across all our postgraduate courses focus on active student learning through lectures, seminars, workshops, problem-based and blended learning, and where appropriate practical application. Learning typically falls into two broad categories:

• Scheduled hours: examples include lectures, seminars, practical classes, workshops, supervised time in a studio
• Independent study: non-scheduled time in which students are expected to study independently. This may include preparation for scheduled sessions, dissertation/final project research, follow-up work, wider reading or practice, completion of assessment tasks, or revision

How you’ll be assessed

Our postgraduate courses include a variety of assessments, which typically fall into two broad categories:

• Practical: examples include presentations, podcasts, blogs
• Coursework: examples include essays, in-class tests, portfolios, dissertation

Data from the academic year 2023/24

Supporting you

Our Student Hub is where you’ll find out about the services and support we offer, helping you get the best out of your time with us.

• Study support — workshops, 1-2-1 support and online resources to help improve your academic and research skills
• Personal tutors — support you in fulfilling your academic and personal potential
• Student advice team — provide specialist advice on a range of issues including funding, benefits and visas
• Extra-curricular activities — volunteering opportunities, sports and fitness activities, student events and more

Visit our student hub

Related Courses

International Communication - Liaison and Advocacy MA

English Language and Linguistics MA

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Teaching English to Speakers of Other Languages (TESOL) In-Service MA

London, Bloomsbury

The UCL TESOL MA programme comprises two routes: In-service and Pre-service. The TESOL MA In-service aims to enhance the career prospects of a second or foreign language teacher and contribute to professional development. Students will explore the latest developments in the theory, policy and practice of TESOL, working with leading experts in the field and other MA students from around the world.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications closed

• Entry requirements

Applicants should have a second-class Bachelor's degree in a relevant subject (e.g. English, languages, education, linguistics). Those with other degrees may still apply as all applications are evaluated holistically. At the time of application, applicants should have had at least two years' full-time language teaching experience or part-time equivalent post first degree. Applicants normally also have a teaching qualification although this is not an entry requirement. Please note that having sufficient language teaching experience after having completed your undergraduate degree is an essential entry requirement. If you do not have the required teaching experience, you might be interested in applying for either the Applied Linguistics MA or the Teaching of English to Speakers of other Languages (Pre-Service) MA , which do not have previous teaching experience as an entry requirement.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa – study must be full-time, face-to-face, starting October.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

This programme will give you the opportunity to discuss and debate issues related to teaching second and foreign languages. You will also develop your knowledge of how theory can inform practice in second and foreign language education. You will deepen your understanding of key concepts and ideas, and develop your ability to select, design and evaluate language teaching materials.

Who this course is for

This programme is suitable for practising teachers of English as a second or foreign language (ESL, EFL, ESOL) throughout the world. We accept teachers of other languages on the understanding that most of the examples used during the programme will be drawn from English language teaching.

What this course will give you

This TESOL degree combines research-informed learning with the opportunity to reflect on and enhance your own professional practice. You will receive strong support throughout from our team of tutors, all of whom have international experience in language research and teaching. You will also become part of one of the oldest and most well-known centres for English language teacher development, and will have the opportunity to work with leading researchers from the UCL Centre for Applied Linguistics as well as MA students from all around the world.

The foundation of your career

The programme provides graduates with a rigorous, research-based education based on the latest developments in the area of TESOL. This will give them a natural advantage when applying for teaching or other TESOL-related posts. We also help students focus on employability skills whilst they are here, for example, through departmental talks and other networking opportunities within the department and the wider UCL community. We are keen to stay in touch with graduates, who are ambassadors for our programme throughout the world, and to hear about your professional trajectories and how your degree and training prepared you for career opportunities post-degree.

The most valuable thing that IOE gave me was the opportunity to develop my criticality and creativity. I think that the way I do everything now is more critical and creative, that’s why I can participate in conferences, do research and teach in a different style. Flor Toledo-Sandoval Teaching English to Speakers of Other Languages (TESOL) In-Service MA Q&A with Flor Toledo-Sandoval

Employability

Graduates of the MA TESOL In-Service programme work in a broad range of areas. Some are employed as teachers of English (or other languages) working in early years and adult education, or with specific populations (e.g., higher education, business professionals, newcomers). Others work as managers or directors of study in the private sector or state schools. Graduates of the programme can also be found working as curriculum or materials developers, language assessment professionals, education journalists, editors, publishers, NGO and development officers, education consultants, teacher trainers, or policy advisers. Some choose to pursue doctoral studies or embark on research careers.

Students will have many opportunities to engage in networking activities with scholars, researchers and students in the field of TESOL and related areas. The Centre hosts regular talks which allow students not only to broaden their understanding of issues in the field, but also to be part of a collegial community of scholars and educators. Students can join the British Association for Applied Linguistics, or participate in several activities conducted by the UCL Applied Linguistics Society.

Teaching and learning

Students will have the opportunity to be exposed to a wide variety of teaching methods and strategies, but all sensitive to learning needs and cultural orientations.

Teaching combines various forms, such as lectures, workshops, projects, student presentations, and student-led discussions. Within sessions, students often engage in individual, pair and group tasks. Assessment is by coursework and presentation. Various coursework types are used.

Students spend about 20% of their time in lectures, seminars, or one-to-one supervisions. The remainder is dedicated to preparing for lectures and seminars, and pursuing students' own interests via independent study.

The programme consists of one core module (30 credits), one compulsory research dissertation (60 credits), and three optional modules (90 credits).

Autumn term

• Core Module (Fundamentals of Second and Foreign Language Teaching)
• Optional module 1
• Dissertation module

Spring term

• Dissertation module/supervision
• Optional module 2
• Optional module 3

Summer term

• Dissertation supervision

Autumn term year 1

• Core Module

Spring term year 1

Summer term year 1

Autumn term year 2

Spring term year 2

Summer term year 2

You will have up to 5 years to complete your Master’s programme. The first module you take on this programme should be your core module Fundamentals of Second and Foreign Language Teaching (CCME0048). You will then need to enrol on 3 optional modules before taking your dissertation in the final year of your studies.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Teaching English to Speakers of Other Languages (TESOL) In-Service.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Where you'll study

The Department of Culture, Communication and Media is committed to excellence in research and teaching in the areas of Art, Design and Museology, Academic writing, English education, Applied Linguistics, Music Education, Learning with Digital Technologies and teacher professional development.

Online - Open day

Graduate Open Events: Applied Linguistics and TESOL In-Service

Are you interested in investigating questions about language, culture and diversity? Our programmes bring together a wide range of expertise to explore these issues from a range of perspectives. We welcome you to book your place at our Virtual Open Event. You will meet our Programme Leaders, hear about the programmes you are interested in and have the chance to ask any questions you might have. These sessions are free and open to all.

Fees and funding

Fees for this course.

Programme also available on a modular (flexible) basis .

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

All full time students are required to pay a fee deposit of £2,000 for this programme.

Students should take into account any travel, accommodation and expenses involved in their dissertation.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Digital Media Programme Bursary

NOW CLOSED FOR 2024/25 ENTRY Value: £5,000 (One year) Criteria Based on financial need Eligibility: UK

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Students are advised that we will prioritise applications that provide all the required documentation at the point of application.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

When we assess your application we would like to learn:

• why you want to study Teaching of English to Speakers of Other Languages (TESOL) at graduate level
• why you want to study Teaching of English to Speakers of Other Languages (TESOL) at UCL
• what particularly attracts you to the chosen programme
• how your academic and professional background meets the demands of this challenging programme
• where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

* Note that if you do not have any language teaching experience, please consider applying to our MA TESOL Pre-service programme. If you have some language teaching experience, but not the full requirement for In-Service, please consider applying to our MA Applied Linguistics programme.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Got questions? Get in touch

Culture, Communication and Media

[email protected]

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