Dr Hao Tran
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Languages & Cultures School
This course equips Masters students with a basic understanding of the processes of second language learning in the classroom. Students explore different methods of language teaching and learning, and analyse their own language learning in terms of these methods. A range of theoretical models of second language acquisition is examined and evaluated in relation to recent empirical findings, enabling students to develop the ability to think critically about findings in second language classroom research. The course also traces the evolution of the field of second language learning, focusing on developments in communicative approaches over the past twenty years, recent developments in teaching methodology and the use of technology in language teaching.
This course intends to complement language courses offered in the School of Languages and Culturesﾠby examiningﾠthe process of second language learning in a formal setting. Basic principles of second language learning are introduced and students are exposed to differentﾠmethods in language teaching and learning. The course focuses on students' own language learning and its relationship to instruction. Assessment consistsﾠof data analysis, a reflective essayﾠand a theoretical essay.
Learning expectations:
As a 2-unit course, you are expected to devote at least 8 hours per week to private study (including the completion of online activities) in addition to the 2 weekly contact hours of tutorial time.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
SLAT2001
Course staff
Course coordinator
Lecturer
Dr Hao Tran
Dr Carolina Arias Contreras
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Public holidays:
Alternative arrangements for affected students will be announced through the Blackboard site.
Class allocation:
In order to optimise the student experience, it may be necessary to reallocate students to a different class from their first choice. Before this happens, every effort will be made to enable students to voluntarily change into an alternative class that is suitable.
Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please ensure you email hass.mytimetable@uq.edu.au from your UQ student email account with the following details:
- Full name,
- Student ID, and
- Course Code
Additional information and support can be found here.
Aims and outcomes
The aim of the course is to provide an introduction to the study of second language learning and teaching. In the course, a range of theoretical models of second language acquisition will be examined and evaluated in relation to recent empirical findings. This subject will also examine the contribution of applied linguistics in the field of second language teaching; in particular, the evolution of different approaches to language curriculum over the past fifty years, focusing on developments in communicative approaches over the past twenty years, recent developments in teaching methodology and the use of technology in language teaching.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Gain basic understanding of the process of second language learning in the classroom.
LO2.
Understand wide issues surrounding classroom second language learning.
LO3.
Relate your understanding of the process of second language learning to your own language learning.
LO4.
Discuss the history and development of second and foreign language teaching methodology.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz, Reflection |
Pre-class assignment and Post-class reflection
|
10% |
24/02/2025 - 26/05/2025
From WEEK 1 to WEEK 13 |
| Paper/ Report/ Annotation |
Report on analysis of learner language
|
25% |
31/03/2025 2:00 pm
WEEK 6 |
| Creative Production/ Exhibition, Product/ Design, Project |
Group Project - Developing a SLA website
|
30% |
12/05/2025 2:00 pm
WEEK 11 |
| Essay/ Critique, Reflection |
Reflective Essay
|
35% |
11/06/2025 2:00 pm
Exam Week 1 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Pre-class assignment and Post-class reflection
- Hurdle
- Online
- Mode
- Written
- Category
- Quiz, Reflection
- Weight
- 10%
- Due date
24/02/2025 - 26/05/2025
From WEEK 1 to WEEK 13
- Learning outcomes
- L01, L02, L03, L04
Task description
This assessment consists of two parts: (1) Pre-class Assessment (PCA) and (2) Post-class Reflection. Each part is worth 5 marks. Your final mark out of 10 will be the sum of your marks for both parts. For example, if you receive 4.25 for Part 1 and 5 for Part 2, your final mark for this assessment will be 4.25 + 5 = 9.25.
There are 11 reflections and 11 PCAs, but only your best 10 from each part will count towards the full 5 marks for each. Be sure to provide evidence of your participation in class activities by including examples in your reflections. Incomplete responses will result in partial marks.
Part 1 – PCA
The purpose of the first section of this task is to prepare for class each week. You will be asked to read assigned readings and expected to listen to the online lecture before class that you attend. After completing the reading material and listening to the lecture, you will be taking a 15-minute online activity. The format of the questions will be multiple-choice, True/False, matching, filling the blank etc. The assignment will be available on our SLAT7001 Blackboard site (before class - specific time will be shown under the relevant link on Blackboard). That means that 1) all students, irrespective of the tutorial session will use this same link to complete each assignment, and 2) you will not be able to participate in the assignment of the week after class.)
Part 2 – Reflection
The purpose of the second part of this task is to reflect on the weekly learning content after watching the video lectures, completing the readings and participating in the class activities. You will need to answer the questions after class that you attend.
Your reflection should be thoughtful and insightful, but succinct. Please summarise your reflection on what you learned and how you think you may be able to apply them to your teaching/ learning context in 150-200 words. In your reflection, please respond to the weekly focus question (compulsory) with or without some (or all) of the following questions each week.
Questions about course content:
- What was the most important thing you learned during the class this week?
- What was something you already knew or had learned but was reinforced?
- Write down a question or query you have concerned the topic(s) discussed.
- What worked well for you in class? Please explain.
- What didn’t work well for you in class? Please explain.
Additional questions that you may like to consider:
- What are your beliefs about teaching and learning?
- How have your beliefs changed? Or do you still have the same belief about teaching/learning?
- What other things should be covered in the course?
Use of AI (Artificial Intelligence)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Hurdle requirements
You must complete this assessment in order to pass the course.Submission guidelines
Submit online via Blackboard link.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
No extensions are allowed for this assessment series as it was designed to ensure timely engagement with course content, and to support sequential nature of learning in this course. Students are given ample flexibility to complete assessment task requirements: 1) they have a at least five-day period to complete them; and 2) only the average of 10/11 pre-class assessments and post-class are needed.
Report on analysis of learner language
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 25%
- Due date
31/03/2025 2:00 pm
WEEK 6
- Learning outcomes
- L01, L02, L03
Task description
In this assessment, you will be 1) recording one English as a foreign/second language (EFL/ESL) learner; 2) analysing the speech of the learner and 3) providing pedagogical suggestions. Refer to the references in the textbook as well as citations in the lectures and tutorials.
- Choose one EFL/ESL learner (who could be your friend or family or someone you know) and interview his/her English language learning journey. Record your interview and then analyse the interview (5-10 mins).
- Language – English only
- Recording – 5-10 mins (Audio recording)
- The proficiency level of the learner – beginner to intermediate (IELTS below 6.5 OR CEFR below B2)
1. Questions you may like to ask the learner:
- When did you come to Australia?
- How long have you been living in Brisbane?
- What have you found difficult in learning/speaking English?
- Why do you study English?
- Tell me more about your experience in using English in Brisbane.
2. Analysis and report on the analysis: In this part, you are required to:
- Analyse learner interlanguage production in the areas of vocabulary & usage, grammar, and pronunciation
- Identify the non-target forms that the learner uses and the corresponding target forms in more 'standard' English. Which of these errors interferes most with your ability to understand the learner? Which does not?
- Evaluate the overall quality of the learner’s interlanguage (e.g., strengths and weaknesses).
- Describe him/her as a language learner (e.g., How does he/she communicate? Is he/she motivated? and so on)
3. Providing pedagogical suggestions:
If you were the learner’s English teacher/tutor, what pedagogical techniques/suggestions would you use to help him/her improve his/her speaking abilities? You should focus on problems/errors that make him/her less intelligible.
The number of words should be noted at the end of your report. Procedures, guidelines and format will be presented in the tutorials. Please submit your final report to the Turnitin link provided on Blackboard.
Use of AI (Artificial Intelligence)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Submit online via blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
The maximum extension of 14 calendar days allows assessors to provide timely feedback before subsequent tasks are due. This feedback is essential for students to reflect on the knowledge they have gained in the course up to that point, before participating in group work to consolidate broader aspects of the course content in the subsequent assessment.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Group Project - Developing a SLA website
- Team or group-based
- Online
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Creative Production/ Exhibition, Product/ Design, Project
- Weight
- 30%
- Due date
12/05/2025 2:00 pm
WEEK 11
- Learning outcomes
- L01, L02, L04
Task description
Form a group of three and design a SLA website to introduce SLA Theories using lay language and personal experience to non-SLA audiences (theories, personal stories and review of SLA research). The length of the website is approximately 1500 words (i.e. 500 words per student). Procedures, guidelines and format will be discussed at length in the tutorials.
Generative AI & MT Statement
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit online via Blackboard link.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
The maximum extension of 14 calendar days allows assessors to provide timely feedback before subsequent tasks are due. This feedback is essential for students to consider in preparation for the final assessment, which will incorporate both theoretical and practical knowledge from the website, as well as their group work, for the individual final reflective essay.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Reflective Essay
- Online
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 35%
- Due date
11/06/2025 2:00 pm
Exam Week 1
- Learning outcomes
- L01, L02, L03
Task description
You are required to (1) watch a series of video demonstrations of three EFL/ESL teaching methods and discuss these methods during the tutorials, and (2) participate in two language lessons in which basic phrases and vocabulary of a less commonly taught language are taught and practised. These language lessons will be taught within the tutorial times that you attend. Also, you will need to (3) complete a language quiz after attending the two language sessions to assess how much you have learned. Completing the test will be part of the assessment but the actual score of this language quiz that you receive will not be taken into account.
Based on the discussion, the language lessons and the test, you are required to write a reflective essay on your language learning experience. You are required to:
- Reflect on the teaching methods used by the tutor in comparison with the three teaching methods discussed during the tutorials, as well as aspects you found more and less challenging in the course of the lessons.
- Relate your experience to the language learning theories and approaches discussed in the textbook.
- Consider a range of factors including the effectiveness of using only the target language, the role of written language in spoken language learning, possible differences between the different domains - pronunciation, vocabulary, grammar, and so on.
Procedures, guidelines and essay format will be presented in the tutorials.
Word length - 2000 words
Generative AI & MT Statement
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit online via Blackboard link.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: The student has failed to hand in the required assessable work by the specified date. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student's work is uneven and of limited merit, showing an inability to master the concepts and material of the course. The student has either not turned in the assignment on time or has not turned in a complete assignment. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student has shown some understanding of the concepts and materials covered in the course, but has not demonstrated a coherent, soundly based comprehension of these concepts and materials. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student's work shows a basic level of understanding of concepts and materials covered in the course; some abilities to communicate and argue; and some abilities to link ideas to practice. This understanding, however, is not extended or sophisticated. The student fails to meet more than one of the assignment criteria. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student shows a richer, deeper and more articulated level of understanding than for a result of 4, with a more critical approach to the literature and its interpretation. The student fails to sufficiently respond to one of the assignment criteria. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student's work meets all criteria for the assignment. The student shows a firm understanding of the key concepts of the course; has shown some originality in developing the themes of the course and exploring them further; and in relating the literature to personal experience and practice. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student's work meets all criteria for the assignment. The student shows originality and initiative in approaching the themes of the course, together with an advanced level of understanding and ability to synthesize diverse materials, to link the literature to personal experience, ideas and practice, and to engage in discourse about the course at an advanced level. |
Additional course grading information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course
Turnitin
It is the student's responsibility to upload their own assignment to Turnitin and to ensure that this assignment is their final draft.
Other Requirements & Commentsﾠ
To receive a passing grade for this course, all assignments must be completed.
Task Requirements: Specified below for each assignment.
Clarity of communication: Your explanations of the ideas from the class readings, and your experience completing the assignment tasks are understandable (i.e., you have not been vague, and you have arguments that make sense in the way that they are ordered and expressed).
Accuracy of Communication: Youﾠhave described the content of the theories and practices from readings and tasks in a way that they are recognizable to the reader (i.e., youﾠexpressed in a way that reasonably matches my understanding of them,ﾠor leads me to a new, enlightened understanding).
Proper Attribution: You follow a system for citations and references (APA 6th style).
Format: The line in your essay is double-spaced, 12 point, with margins of 2-3 cm (top, bottom, sides)
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Tutorial |
1: Introduction to language acquisition Learning outcomes: L01, L02, L03, L04 |
Week 2 (03 Mar - 09 Mar) |
Tutorial |
2: Language learning in early childhood Learning outcomes: L01, L02, L03, L04 |
Week 3 (10 Mar - 16 Mar) |
Tutorial |
3: Second language learning ﾖ Learner language (1) Learning outcomes: L03, L04 |
Week 4 (17 Mar - 23 Mar) |
Tutorial |
4: Second language learning ﾖ Learner language (2) Learning outcomes: L03 |
Week 5 (24 Mar - 30 Mar) |
Tutorial |
5: Catch up tutorial (Tutorial only) Learning outcomes: L01, L02, L03, L04 |
Week 6 (31 Mar - 06 Apr) |
Tutorial |
6: Explaining second language learning (1) Learning outcomes: L01, L02, L04 |
Week 7 (07 Apr - 13 Apr) |
Tutorial |
7: Explaining second language learning (2) Learning outcomes: L01, L02, L04 |
Week 8 (14 Apr - 20 Apr) |
Tutorial |
8: Individual differences (1) Learning outcomes: L01, L02, L03, L04 |
Week 9 (28 Apr - 04 May) |
Tutorial |
9: Individual differences (2) Learning outcomes: L01, L02, L03, L04 |
Week 10 (05 May - 11 May) |
Tutorial |
10: Classroom observation Learning outcomes: L01, L02, L03 |
Week 11 (12 May - 18 May) |
Tutorial |
11: Second language learning in the classroom (1) Learning outcomes: L01, L02, L03 |
Week 12 (19 May - 25 May) |
Tutorial |
12: Second language learning in the classroom (2) Learning outcomes: L01, L02, L03 |
Week 13 (26 May - 01 Jun) |
Tutorial |
13: Popular ideas about language learning revisite Learning outcomes: L01, L02, L03 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.