Digital Technologies for Language Teaching (Distance Learning) MA

 
  

Fact file

Qualification
MA Digital Technologies for Language Teaching (Distance Learning)
Duration
2 years part-time
Entry requirements
A first degree with at least an upper second class honours, or an equivalent qualification.
Other requirements
Additionally, candidates would normally have QTS status or a minimum of one year of approved teaching experience (or equivalent). Other candidates may be considered at the discretion of the department.
IELTS
6.5 (with no less than 6.0 in any element)

If these grades are not met, English preparatory courses are available
Start date
September
Campus
University Park
Tuition fees
You can find fee information on our fees table.
 

Overview

Brings together theories and practice of language acquisition, educational technology and foreign language teaching.
Read full overview

Educational Technology is an ever growing academic field which recognises the centrality of technology in education and in modern life in general. Digital technologies have revolutionised the ways in which we teach and learn languages by opening a wealth of opportunities to interact with people and resources in the target language.   

The MA Digital Technologies for Language Teaching is an innovative programme for language teachers with at least one year teaching experience (or equivalent).  The programme brings together theories and practice of language acquisition, educational technology and foreign language teaching and provides a solid grounding in the pedagogical and practical aspects of new learning technologies with a specific focus on language learning and teaching.

The programme specializes in catering for language professionals from diverse educational sectors, geographical locations and language backgrounds. In particular, it focuses on both teachers of English as a foreign language as well as teachers of languages other than English.

The MA Digital Technologies for Language Teaching is strategically placed within the School of Cultures Languages and Area Studies which is a vibrant environment of national and international expertise in all aspects of several world languages, cultures and language learning and teaching.

The programme is delivered fully online and is offered over two years (part-time). This will allow you to continue with your life commitments while pursuing your academic and professional interests. Although the MA is a distance learning programme it is designed to offer you regular support and to encourage the creation of a learning community of students and tutors sharing common interests, knowledge and experiences. You can rest assured that digital technologies will play a central role in doing so!

Use the tabs above to read more about the module choice that the programme offers and opportunities for applying for University funding and other studentships and awards.

Visit the digital technologies for language teaching webpage for more information.

 

Course details

This programme is taught entirely online and is part-time only. 

You will take 180 credits in total over the period of two years: 120 credits from taught modules and 60 from a 12-15,000 word dissertation. You will begin with one core module (40 credits) in the first semester of your studies which will provide you with the necessary background to gain sound insights into the role of digital technologies in teaching with a focus on language teaching. You will gain the remaining number of credits from four modules (20 credits each) chosen from a selection of elective modules (N.B. the individual modules may change). 

Year 1 / Semester 1: September-January

  1. Introduction to Digital Technologies (40 credits) (Core)

Year 1/ Semester 2: January-June 

  1. Integrating Technology in Course Design and Assessment (20 credits)
  2. Second Language Acquisition and Teaching (20 credits) 
  3. Advance Language Teaching: technology-enhanced creative writing in a foreign language (20 credits)

Year 2/ Semester 1: September-January

  1. Research Methods (20 credits) 
  2. Game based learning (20 credits) 
  3. Telecollaboration for Language Learning (20 credits)

Year 2/ Semester 2: January-September

  1. Dissertation (60 credits) 

Year 2/ Semester 2: December

  1. Graduation
 
 

Modules

Introduction to Digital Technologies (core) 

This module will provide you with the necessary background to gain sound insights into the topics of the programme. You will then be able to chose four specialist modules from:

Advanced Language Teaching: technology-enhanced creative writing in a foreign language

This module aims to offer a space for learning, experimenting and discussing how learners can develop and improve their language skills in the foreign language through the medium of technology enhanced creative writing. We will be working with blogs, wikis, audio and video materials, forums and ‘open mic’ sessions to support the learners’ works of poetry, fiction (short story and flash fiction), autobiography and script writing. 

The module is divided in three parts. The first one consists of an exploration of the theory behind the role of both creative writing and technology enhanced creative writing in language learning. The second part includes a series of workshops where students will learn to use creative writing techniques through a range of exercises and also to devise technology supported creative writing activities for the (physical or digital) language classroom. The third part incorporates reflective practice to the above and offers a space to discuss the particularities of different learning environments and the applicability of technology enhanced creative writing to those specific settings. 

All students are encouraged to share their experiences as learners, teachers and writers

Integrating Technology in Course Design and Assessment

This module will enable students to develop knowledge and acquire key skills for integrating technology into course design. The module in divided in two parts. The first part (weeks 1-6) explores a number of approaches to course design and the role technology in designing effective language courses. Technical and media solutions are only secondary to this part of the module, which instead focuses on critically discussing these approaches within the context of language teaching. 

The second part of this module (weeks 7-12) is dedicated to reflecting on the role of assessment and feedback in course design and their impact on the learning process. Students will be exposed to different theoretical and practical approaches and will develop the skills to critically evaluate forms assessment, to reflect on their own practice and design and implement assessment procedures.

Game based learning

Digital games have been of interest to teachers and researchers since the first commercial releases of edutainment products. In the last ten years, not only the market of gaming has flourished, but also the theoretical framework surrounding the use of video games in education has expanded hugely. Experimentations and case studies, then, have produced good practices and practical guidelines to follow. This module will introduce students to game-based learning, and specifically to its affordances and limitations for teaching foreign languages. Topics of particular interest will be:  

  • The educational potential of digital games
  • An overview on theories of game-based learning
  • The placement of digital games within the LTM framework
  • The ludic methodology for language teaching and learning
  • The role of the teacher vs. the role of the game
  • Setting issues: video games and the social context of language learning

Research Methods

This module offers an introduction to research methodologies through the study of key concepts and theories, as well as examples of representative research in language teaching and learning. It will take a step-by-step approach through the process, starting from getting to know the key concepts involved in applied linguistics research. It covers the following topics:

  • Introduction to Applied Linguistics research
  • Organise the literary review
  • Different research approaches
  • Design research questions
  • Principles of qualitative research 
  • Principles of quantitative research
  • Collecting and analysing the data

Second Language Acquisition and Teaching

The module provides an introduction to currently prevailing theories of second language acquisition with an interdisciplinary approach encouraging students to consider SLA from linguistic, psychological and social perspectives in order to assist them in developing a use of digital technologies for language teaching that is informed by current theoretical underpinnings. It covers the following topics:  The linguistics of second language acquisition:

  • The psychology of second language acquisition
  • Social contexts of second language acquisition
  • Acquiring knowledge for L2 use
  • L2 learning and teaching

Telecollaboration for Language Learning

This module considers language learning within the context of the emergence of the global digital culture and covers themes including “learning 2.0”, “multiple literacies”, “intercultural learning”, “language educator 2.0”, and “telecollaboration as an educational culture”. 


Students will consider the trajectory and implications of Web 2.0 technologies for language learning. They will collaborate to improve a Wikipedia page that is related to the area of telecollaboration and they will assess and evaluate their own and the group work.  Each student in the course will have the opportunity to design and run a small-scale telecollaborative activity and, thus, get hands-on experience that will enhance his/her understanding on these issues. 

 

Students will be supported in applying the concepts of Telecollaboration 2.0 in their own settings and practical guidance on the effective use of Web 2.0 technologies for telecollaboration will be offered. 

 

The module will enable students to:

 

  • Demonstrate a critical understanding of what it means to be a “language learner” and a “language teacher” in a digital and networked society.
  • Engage with the possibilities and limitations of Web 2.0 for telecollaborative language learning.
  • Support their students and colleagues in the context of a telecollaborative project.
  • Design and develop a telecollaborative project appropriate to their institutional and educational context.

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.

 
 

Funding

 

Studentships and Fee Waivers for MA in Digital Technologies for Language Teaching

The School of Cultures, Languages and Area Studies is offering a number of studentships and fee waivers for students of the Master of Arts in Digital Technologies for Language Teaching. Masters studentships include home fees-only awards and home-fees plus stipend awards.

To be eligible to apply for School funding, you must be holding an offer of a place to study the Master of Arts in Digital Technologies for Language Teaching at the University of Nottingham. 

More Information

To discuss the above funding opportunities, please contact: cecilia.goria@nottingham.ac.uk

 

 

UK/EU Students and International Students

Distance learning students are charged a standard fee with no differentiation between UK/EU and international students.

The majority of postgraduate students in the UK fund their own studies, often from a package made up of personal savings, parental loans or contributions, bank loans and support from a trust or charity.

The University has a funding database, designed to give you an indication of University scholarships for which you may be eligible to apply. The University's Graduate School operates funding schemes of its own to help support current postgraduate research.

International and EU students

The University of Nottingham offers a range of masters scholarships for international and EU students from a wide variety of countries and areas of study.

Applicants must receive an offer of study before applying for our scholarships. Please note the closing dates of any scholarships you are interested in and make sure you submit your masters course application in good time so that you have the opportunity to apply for them.

The International Office also provides information and advice for international and EU students on financing your degree, living costs, external sources of funding and working during your studies.

Find out more on our scholarships, fees and finance webpages for international applicants.

 
 

Careers

The programme develops practical skills as well as skills in research, analysis and critical thinking which are relevant for a broad range of careers. A postgraduate degree from an institution like The University of Nottingham shows potential employers that you are an intelligent, hard-working individual who is bright and flexible enough to undertake any form of specific career training.

Many students are already established in their careers when they begin the MA Digital Technologies for Language Teaching, and undertake the programme for professional enhancement and enrichment. Others pursue it for reasons of personal interest.

Average starting salary and career progression

The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers.*

Consequently - and owing to our reputation for excellence - over 95% of postgraduates from the Faculty of Arts entered employment, voluntary work or further study during the first six months after graduation in 2015. The average starting salary was £20,250 with the highest being £33,000.**

* The Graduate Market 2013-2016, High Fliers Research.

**Known destinations of full-time home postgraduates 2014/15. Salaries are calculated based on those in full-time paid employment within the UK.

Career Prospects and Employability

The programme develops practical skills as well as skills in research, analysis and critical thinking which are relevant for a broad range of careers. A postgraduate degree from an institution like The University of Nottingham shows potential employers that you are an intelligent, hard-working individual who is bright and flexible enough to undertake any form of specific career training.

Many students are already established in their careers when they begin the MA Digital Technologies for Language Teaching, and undertake the programme for professional enhancement and enrichment. Others pursue it for reasons of personal interest.

 
 
 
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