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M.A. in Applied Linguistics for English Language Teaching

This MA programme is designed to help teachers and potential teachers gain the understanding and skills necessary to continue their professional growth and to adapt to the changing demands of language teaching/learning in Thailand today. Consequently, since its start in 1984, the course is suitable for people interested in teaching and teachers working in ELT settings of tertiary, vocational and secondary levels.

Programme Profile

Both weekday and weekend MA in ELT programme aims to:

  • prepare the participants to be effective teachers
  • improve the participants’ understanding of and practical ability in  classroom teaching
  • raise their level of professional skills as organizers and innovators, inside and outside the classroom
  • provide a practical understanding of the roles of linguistics & psychology in the teaching-learning process
  • provide training in the use of practical educational research techniques appropriate to the promotion of effective teaching and learning
  • give training in undertaking an extended practical project involving the application of the principles and techniques studied in the curriculum.
  • improve their English language and study skills

Applicants must hold a Bachelor’s degree in any field from an accredited academic institution.
To assess applicants’ English, they can either take the KMUTT internal language proficiency test, or produce evidence of having achieved the following IELTS, TOEFL scores.

IELTS

TOEFL PBT TOEFL CBT TOEFL IBT
6 550 210

70

Suitable applicants with insufficient English are required to take a non-credit English Language Improvement course.

Selection is based on two aspects: written exam and interview.  The Admissions Committee’s carefully evaluate the applicants’ written exam, academic history, English Proficiency Test results, recommendations, interviews, and commitment to completion of the program.

Admissions Schedule Click

The admissions schedule is for the ELT weekday programme and the ELT weekend programme are separated i.e.

  • The weekday programme starts in the first semester of any academic year  (around August)
  • The weekend programme starts in the second semester of any academic year (around January).

Applicants are strongly encouraged to submit their applications before each round deadline.

This programme is either for weekday study or weekend study (2 years), and the courses are conducted in English.  Classes are normally scheduled from 9.00 to 16.00.

The applicants can choose either of the three study plans: Plan A (12 credit thesis) and Plan B (6 credit research), and Plan B (3 credit independent study).  Both plans consist of the following components:

Plan A (12 credit thesis)
Compulsory courses 21         Credits
Elective courses 6          Credits
Thesis 12         Credits
Total 39         Credits
Plan B (6 credit research)
Compulsory courses 21         Credits
Elective courses 12          Credits
Thesis 6          Credits
Total 39         Credits
Plan B (3 credit independent study)
Compulsory courses 21         Credits
Elective courses 15         Credits
Thesis 3          Credits
Total 39         Credits

Course Description

  1. Foundation Courses

LNG 500 Language and Study Skills 3(3-0-9)

Advanced language skills for academic success: listening, speaking reading and writing. Academic

genres: lectures, essays, term assignments, presentation, arguments, discussion. Cognitive skills for performance in academic and pedagogic environments.

  1. Compulsory courses

LNG 501 Introduction to Linguistics 3(3-0-9)

Scope of linguistics. Nature of human language. Major linguistic concepts for language teachers (Phonetics and phonology, morphology, syntax, semantics and pragmatics). English Language knowledge for teachers (Language terminology, language use and usage, functional grammar, pedagogical grammar.) Sentence analysis. Language and grammar exploration.

LNG 502 Linguistic Descriptions in ELT 3(3-0-9)

Relationship between language descriptions and language teaching. Traditional grammar andgrammar translation method. Structuralism and audio-lingual method. Transformational-generative grammar and its influence on language teaching. Sociolinguistic views of language. Language variation.  Notional and functional syllabus. Communicative language teaching. Discourse and genre-based language descriptions and its influence on language teaching.

Objectives of teaching, Beliefs and factors influencing teaching. Teaching and learning. Roles

and ethics of teachers. Roles of learners. Power in the classroom. Effective teaching: classroom interaction ,  teacher talk, variety of activities, visual support,  paradigms in teaching. Stages in a lesson and transitions. Lesson planning and long term planning. Reading strategies and material interpretation. Vocabulary and activity types. How to teach reading. Practice teaching reading. Peer teaching on reading. Listening strategies and material interpretation. Vocabulary and activity types. How to teach listening. Practice teaching listening. Peer teaching on listening. Teacher development.

Objectives of teaching, Beliefs and factors influencing teaching. Teaching and learning. Roles

and ethics of teachers. Roles of learners. Power in the classroom. Effective teaching: classroom interaction ,  teacher talk, variety of activities, visual support,  paradigms in teaching. Stages in a lesson and transitions. Lesson planning and long term planning. Reading strategies and material interpretation. Vocabulary and activity types. How to teach reading. Practice teaching reading. Peer teaching on

Objectives of teaching, Beliefs and factors influencing teaching. Teaching and learning. Roles

and ethics of teachers. Roles of learners. Power in the classroom. Effective teaching: classroom interaction ,  teacher talk, variety of activities, visual support,  paradigms in teaching. Stages in a lesson and transitions. Lesson planning and long term planning. Reading strategies and material interpretation. Vocabulary and activity types. How to teach reading. Practice teaching reading. Peer teaching on

Writing processes and strategies. Teaching grammar and explanations. Activity types for writing.

How to teach writing. Practice teaching writing. How to give feedback for writing. Micro teaching on writing. Speaking strategies. Activity types for speaking. How to teach speaking. Practice teaching speaking. How to give feedback and error treatment for speaking. Micro teaching on speaking.

Writing processes and strategies. Teaching grammar and explanations. Activity types for writing.

How to teach writing. Practice teaching writing. How to give feedback for writing. Micro teaching on writing. Speaking strategies. Activity types for speaking. How to teach speaking. Practice teaching speaking. How to give feedback and error treatment for speaking. Micro teaching on speaking.

Revision of learning strategies. Approaches to strategies training appropriate for the classroom.

Integration of self-access learning to the conventional classroom teaching. Some suggested teaching techniques in favour of learner independence. Implementation of micro-teaching including lesson planning of how to practice strategy training, teaching and reflection on the teaching.

Revision of learning strategies. Approaches to strategies training appropriate for the classroom.

Integration of self-access learning to the conventional classroom teaching. Some suggested teaching techniques in favour of learner independence. Implementation of micro-teaching including lesson planning of how to practice strategy training, teaching and reflection on the teaching.

Preparation for teaching. Implementation of teaching and learning. Supervision and feedback

of the teaching. Reflections on teaching performance and self-evaluation.

LNG 511 Principles of Teaching I 3(3-0-9)

Objectives of teaching, Beliefs and factors influencing teaching. Teaching and learning. Roles and ethics of teachers. Roles of learners. Power in the classroom. Effective teaching: classroom interaction ,  teacher talk, variety of activities, visual support,  paradigms in teaching. Stages in a lesson and transitions. Lesson planning and long term planning. Reading strategies and material interpretation. Vocabulary and activity types. How to teach reading. Practice teaching reading. Peer teaching on reading. Listening strategies and material interpretation. Vocabulary and activity types. How to teach listening. Practice teaching listening. Peer teaching on listening. Teacher development.

LNG 512 Principles of Teaching II 3(3-0-9)

Writing processes and strategies. Teaching grammar and explanations. Activity types for writing. How to teach writing. Practice teaching writing. How to give feedback for writing. Micro teaching on writing. Speaking strategies. Activity types for speaking. How to teach speaking. Practice teaching speaking. How to give feedback and error treatment for speaking. Micro teaching on speaking.

LNG 513 Learning Independence in the Conventional Classroom 3(3-0-9)

Revision of learning strategies. Approaches to strategies training appropriate for the classroom. Integration of self-access learning to the conventional classroom teaching. Some suggested teaching techniques in favour of learner independence. Implementation of micro-teaching including lesson planning of how to practice strategy training, teaching and reflection on the teaching.

LNG 521 Language Learning Theories 3(3-0-9)

Introduction to learning. Learning contexts. Learning theories: behaviorism, cognitive psychology, constructivism, social-interaction theories, humanistic education, discovery learning, brain-based learning, problem-based learning, project-based learning, reflective learning, thinking skills, active learning. Nature of learning: memory, comprehension, schemata. Influences on learning: affective factors, motivation, individual differences, multiple intelligence, learning styles and strategies). First and second language acquisition.

LNG 522 Individualisation and Learner Trainin  3(3-0-9)

Basic concepts of individualisation in language learning. Samples of individualised learning programmes. Learner training: methods and techniques to prepare language learners, psychological, social/affective preparation for learners, content of learner training programmes and variety of strategies used in learning tasks for life-long learning.

LNG 531 Research Methods 3(3-0-9)

Introduction to research. Research paradigms and research designs: quantitative and qualitative approaches. Consideration in doing research: variables, subject selection, reliability and validity. Finding a research topic. Setting up a research framework. Data collecting procedure. Research instruments: questionnaire, interview, observation, verbal reports, diaries, and tests. Analysing and interpreting quantitative data. Analysing and interpreting qualitative data. Writing up a research proposal.

LNG 611 Teaching Techniques in Practice 3(1-4-9)

Preparation for teaching. Implementation of teaching and learning. Supervision and feedback of the teaching. Reflections on teaching performance and self-evaluation.

LNG 612 Resource-based Learning in Practice 3(1-4-9)

Observation of normal classroom settings. Reflection and discussion on the outcomes of the observation. Implementation of teaching practice using ideas of strategy training and learner independence. Supervision and feedback of the teaching. The study on the use of on-line and general self-access materials to classroom teaching. Written report on the findings of the study.

  1. Elective courses

LNG 503 Classroom Language for Teachers 3(3-0-9)

Use of appropriate English appropriately in the classroom. Language required for teaching English at different levels. Raising language awareness in the classroom. Intelligible pronunciation. Language for establishing a good class atmosphere. Managing transitions between phases in the lesson. Monitoring and checking learners’ understanding. Enhancing confidence in using English. Tasks in pairs or groups and peer teaching. E-learning activities.

LNG 523 Individualisation in Language Learning 3(3-0-9)

Theoretical bases of individualization as a teaching/learning approach. Concepts and justification of individualization. Motivation in favour of individaulisation. Individual differences and learning styles. Role change for teachers and learners. Individualisation in the normal classroom setting. Learner training: facilitating learning how to learn. Self-access work. Integrating self-access learning with the main teaching programme. Establishing and running a self-access centre. Design of self-access materials. Evaluation of self-access systems.

LNG 631 Testing and Evaluation 3(3-0-9)

Terms and concepts of testing.  Key considerations in testing. Types of tests. Designing tests.   Item test types.  Tests of grammar. Tests of vocabulary. Tests of speaking. Tests of reading. Tests of writing. Global or integrative tests. Non-testing classroom assessment. Self-assessment.  Practical concerns in language testing. Research in language testing.

LNG 651 Materials Evaluation and Adaptation 3(3-0-9)

Types of classroom materials. Characteristics of effective materials. Scaffolding and learning support. Authentic and simplified materials. Selection of materials. Principles and process of materials evaluation and adaptation.  Materials analysis. Modifying materials. Materials piloting and revision of materials evaluation. Materials selection and adaptation project.

LNG 652 Course Design and Materials Development 3(3-0-9)

Principles of courses design.  Needs analysis. Development of course goals and objectives. Types of syllabus. Development of syllabus from course goals and objectives.  Principles of classroom materials and self-accessmaterials design. Materials analysis, materials evaluation and adaptation.  Materials development, piloting and revision.

LNG 661 Establishment and Management of English Language Learning Resource Centres 3(3-0-9)

Principles of self-access learning and self-access  centre (SAC). Types of SACs. Setting up SACs. Running SACs. Support systems in SACs. Giving consultation in SACs. Study visit to different learning resources. Training as a helper in SACs. Creating customized learning programme.

LNG 662 Teacher Development and Management of Innovation 3(3-0-9)

Nature and characteristics of change and innovation. Causes and barriers to change. Models of changes. Adapting innovation to be successful. Guidelines for promoting changes. The nature of staff development. The state of Thai education and change in Thai education system. Large scale change in Thailand. Institutional change in Thailand. Classroom change in Thailand. Evaluating innovation.

LNG 671 Information and Communication Technology for Language Teaching

Learning theories of technology-assisted language learning. Technology and autonomous learning. Available technology for language teaching including Standalone and Networked CALL. Computer-mediated Communication (CMC) and Web 2.0. Mobile learning. Application of technology for language learning and teaching. Models of online learning. CALL materials development. Use of technology for professional development and research. Research into technology for language teaching and learning.

LNG 681 Special Topics 3(3-0-9)

Current topics related to applied linguistics will be offered depending on staff availability and participants’ interests.

  1. Thesis / Independent study

LNG 691 Special Study in Applied Linguistics

The participants will have the opportunity to apply skills and knowledge developed through the programme by undertaking a small-scaled study including surveying and exploring the concept of applied linguistics in the area of their interest.

LNG 692 Research Study in Applied Linguistics

This project gives participants a chance to consolidate the skills and knowledge developed through the courses to conduct a research study, similar to the thesis in type, but not in large scale. The area of study should be related to any aspect of applied linguistics.

LNG 693 Thesis in Applied Linguistics

Participants are required to design and undertake a research project, following a conventional research format, under the supervision of the thesis committee. As a rule, the topic of the thesis will be of direct relevance to English language teaching or resource-based language learning in the country or international-wide.

Students will be qualified for a degree: Master of Arts in Applied Linguistic English Language Teaching when they

  • complete at least 39 credits
  • with minimum grade point average of 3.0.
  • within 2 -5 years.

Students can choose either of the three study plans to suit their learning styles and requirements: Plan A (12 credit thesis) and Plan B (6 credit research), and Plan B (3 credit independent study).  Both plans consist of the following components:

Weekday Programme (Monday to Friday)

Year 1 Plan A,B

Term 1 Term 2
Courses Credits Courses Credits
• LNG 500 Language and Study Skill 3 • LNG 521 Language Learning Theories 3
• LNG 502 Linguistic Descriptions in ELT 3 • LNG 531 Research Methods 3
• LNG 511 Principles of Teaching I 3 • LNG 512 Principles of Teaching II (For ELT Track) 3
• LNG 501 Introduction to Linguistics (For ELT Track) 3 • LNG 513 Learning Independence in the Conventional Classroom (For RBL Track) 3
• LNG 522 Individualisation and Learner Training (For RBL Track) 3
Total Credits 12 Total Credits 9

Year 2   Plan A (12 credit thesis)

Term 1 Term 2
Courses Credits Courses Credits
• LNG 611 Teaching Techniques in Practice   (For ELT Track) 3 • LNG XXX Optional Course II 3
• LNG 693 Thesis in Applied Linguistics 6
• LNG 612 Resource Based Learning in Practice  (For RBL Track) 3
• LNG 693 Thesis in Applied Linguistics 6
• LNG XXX Optional Course I 3
Total Credits 12 Total Credits 9

Year 2 Plan B (6 credit research)

Term 1 Term 2
Courses Credits Courses Credits
• LNG 611 Teaching Techniques in Practice   (For ELT Track) 3 • LNG XXX Optional Course III 3
• LNG XXX Optional Course IV 3
• LNG 612 Resource Based Learning in Practice  (For RBL Track) 3 • LNG 692 Research Study in Applied Linguistics 3
• LNG 692 Research Study in Applied Linguistics 3
• LNG XXX Optional Course I 3
• LNG XXX Optional Course II 3
Total Credits 12 Total Credits 9

Year 2 Plan B (3 credit independent study)

Term 1 Term 2
Courses Credits Courses Credits
• LNG 611 Teaching Techniques in Practice 3 • LNG 691 Special Study in Applied Linguistics 3
  (For ELT Track) • LNG XXX Optional Course IV 3

 

 

 

 

 

 

The tuition and fees are approximately
106,500 Baht for the regular programme.
and 156,000 Baht for the special programme.

For additional information, please contact:

For academic queries

  • Dr. Kitcha Thepsiri
    Tel: 02-470-8758 Fax: 02-428-3375
    E-mail: kitcha.the@kmutt.ac.th
  • Dr. Punyapa   Saengsri
    Tel: 02-470-8760 Fax: 02-428-3375
    E-mail: punyapa.sae@kmutt.ac.th

School of Liberal Arts
King Mongkut’s University of Technology Thonburi
Prachauthit Road, Thnung Kru, Bangkok 10140

For administrative queries

  • Khun Puthta   Kaewsrijai
    Tel: 02-470-8715, Mobile: 082-7038949