Assessment and Learning Materials


The student will:

- be able to identify factors differentiating second language learners

- be able to identify factors which contribute to effective language learning

- demonstrate an ability to evaluate needs, styles and preferences of language learners

- be able to identify and understand the importance of factors such as first language influence and the age of onset of learning on second language development.

- be able to make informed decisions based on current theories of language learning about second language teaching methodologies and practice - demonstrate an ability to reflect on their beliefs, attitudes and experiences of language teaching through a process of reflective writing

-) be able to design appropriate data collection tools for evaluating learners' second language learning - be able to design and implement a piece of appropriate small-scale qualitative research .

General characterization





Responsible teacher

Carolyn Elizabeth Leslie


Weekly - Available soon

Total - 280

Teaching language



Available soon


  • Council of Europe (2001): A Common European Framework of Reference for Languages, Cambridge: Cambridge University Press
  • Cushing-Weigle, S. (2002) Assessing Writing, Cambridge:Cambridge University Press
  • Hughes, A. (2003) Testing for Language Teachers, Cambridge: Cambridge University Press
  • Little, D. (2009) The European Language Portfolio: where pedagogy and assessment meet, Strasbourg: Council of Europe Language Policy Division, accessible at
  • McKay, P. (2006) Assessing Young Language Learners, Cambridge: Cambridge University Press
  • Copland, F. & Mann, S. (2012) The Coursebook and Beyond. Tokyo & San Francisco: Abax ELT Publishers
  • Harwood, N. (2014) (ed.) English Language Teaching Textbooks: Content, Consumption, Production. Basingstoke: Palgrave Macmillan
  • Tomlinson, B. (2011) Materials Development in Language Teaching, Cambridge: Cambridge University Press

Teaching method

The teaching-learning process to be developed in S1 takes place in a virtual environment (e-learning,with recourse to the Moodle platform) covering three separate teaching modules:

1) The L2 learner and the learning process

2) Second Language Acquisition

3) Research approaches and the reflective teacher. The learning methods used combine individual study with collaborative work. Students are required to carry out individual reading and research work and to develop a critical reflection on the course materials. Collaborative work is to be conducted in discussion forums, in which students are expected to participate by presenting the conclusions of their reflection on the course material, debating specific questions or topics, and presenting and discussing their own course work and that developed by their classmates

Evaluation method

Continuous assessment - Assessment is continuous, and based on the quality and pertinence of forum discussions and on the works (individual and group) presented for discussion and evaluation.(100%)

Subject matter

Seminar 1 explores the roles of the learner, the teacher and the researcher in English Language Teaching and Learning. It addresses the needs and attributes of learners, factors that differentiate language learners, and looks at skills and tools to evaluate the needs of a language learner. The Seminar also explores core areas of research in Second Language Acquisition. It focuses on features of language learner development and ultimate attainment by investigating the influence of language input and the role of formal instruction. The role of the teacher is addressed through a process of reflective enquiry involving reflection on English language teaching experience , practice and beliefs. Reflective writing is used as a technique to develop this awareness. Basic research skills are developed to include questionnaire design, interviewing strategies, and data analysis to build the skills necessary for small scale class-room or online research.


Programs where the course is taught: