English

Regular students

To pass the subject in the ordinary call, students must attend 80% of the onsite sessions and it will be necessary for them to pass each of the evaluation items indicated below. Otherwise, no media will be done.

1. Oral presentation 30

2. Research project 40

3. Objective test 30

Students with academic exemption

Students with an academic exemption (attendance exemption) requested to the Dean in a timely manner may be evaluated in the ordinary call. To do so, they must pass each of the evaluation items indicated below. Otherwise, no media will be done.

1. Oral presentation 30

2. Research project 40

3. Objective test 30 (this test is different)

Other cases

Those students who do not attend 80% of the onsite sessions or do not pass the subject in the ordinary call will be evaluated in the extraordinary call in July by the same method proposed for students with an academic exemption. As ageneral consideration, spelling deficiencies in punctuation and accentuation (if applicable), as well as incoherent or inappropriate writing, poor presentation, etc., will be taken into account, both in the exams and in the assignments. All this will imply a reduction on the grade obtained. In the case of detecting plagiarism in the evaluation tests, the grade will be adjusted to the provisions of article 14.4 of the Norms of evaluation, revision and complaint of the master's degree studies *. In this subject, if the teachers detect plagiarism in any of the tests, it will mean a 0 in the final grade. In case of reiteration, the Academic Committee will apply the appropriate measures.

* "Plagiarism and the use of non-original material, including that obtained through the internet without express indication of its origin and, if applicable, the permission of its author, may be considered as a fail in the activity. All this without prejudice to the disciplinary responsibilities to which there could be place after the corresponding procedure ".

Learning outcomes	Study programme competences
Know and apply basic methodologies and techniques of educational research and evaluation and be able to design and develop research, innovation and evaluation projects.	AJ23 AJ28		CC2 CC3 CC4 CC6 CC7 CC8

Topic	Sub-topic
Main lines of research in didactics of Foreign Languages.	.
Analysis and preparation of innovative proposals and projects in the teaching-learning of Foreign Languages.	.
Participation in discussions and forums related to the field of study.	.
Publication of conclusions and research studies.	.

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Guest lecture / keynote speech	A23 C2 C3	7	3	10
Oral presentation	C2 C3 C4 C6	2	10	12
Research (Research project)	A23 A28 C7 C8	1	15	16
Objective test	A28 C2	1	10	11

Personalized attention		1	0	1

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Guest lecture / keynote speech	Oral presentation (using audiovisual material and student interaction) designed to transmit knowledge and encourage learning. Presentations of this type are variously referred to as ‘expository method’, ‘guest lectures’ or ‘keynote speeches’. (The term ‘keynote’ refers only to a type of speech delivered on special occasions, for which the lecture sets the tone or establishes the underlying theme; it is characterised by its distinctive content, structure and purpose, and relies almost exclusively on the spoken word to communicate its ideas.)
Oral presentation	Core component of teaching-learning process involving coordinated oral interaction between student and teacher, including proposition, explanation and dynamic exposition of facts, topics, tasks, ideas and principles.
Research (Research project)	Teaching process aimed at promoting student learning through use of practical, situation-based activities in which learner is tasked with identifying problem, articulating specific nature of problem, analysing it, interpreting results, and reaching appropriate conclusion.
Objective test	Written learning progress test, characterised by pre-determined answers. Well-designed tests offer objectively quantifiable results in relation to student knowledge, capacities, skills, performance, aptitudes, attitude, intelligence, etc. Used for diagnostic, formative and summative assessment. May consist of all or any of the following types of questions: multiple choice, ordering and sequencing, short answer, binary, completion, multiple matching.

Methodologies	Competencies	Description	Qualification
Objective test	A28 C2	Written learning progress test, characterised by pre-determined answers. Well-designed tests offer objectively quantifiable results in relation to student knowledge, capacities, skills, performance, aptitudes, attitude, intelligence, etc. Used for diagnostic, formative and summative assessment. May consist of all or any of the following types of questions: multiple choice, ordering and sequencing, short answer, binary, completion, multiple matching.	30
Research (Research project)	A23 A28 C7 C8	Teaching process aimed at promoting student learning through use of practical, situation-based activities in which learner is tasked with identifying problem, articulating specific nature of problem, analysing it, interpreting results, and reaching appropriate conclusion.	40
Oral presentation	C2 C3 C4 C6	Core component of teaching-learning process involving coordinated oral interaction between student and teacher, including proposition, explanation and dynamic exposition of facts, topics, tasks, ideas and principles.	30

Assessment comments
English Regular students To pass the subject in the ordinary call, students must attend 80% of the onsite sessions and it will be necessary for them to pass each of the evaluation items indicated below. Otherwise, no media will be done. 1. Oral presentation 30 2. Research project 40 3. Objective test 30 Students with academic exemption Students with an academic exemption (attendance exemption) requested to the Dean in a timely manner may be evaluated in the ordinary call. To do so, they must pass each of the evaluation items indicated below. Otherwise, no media will be done. 1. Oral presentation 30 2. Research project 40 3. Objective test 30 (this test is different) Other cases Those students who do not attend 80% of the onsite sessions or do not pass the subject in the ordinary call will be evaluated in the extraordinary call in July by the same method proposed for students with an academic exemption. As ageneral consideration, spelling deficiencies in punctuation and accentuation (if applicable), as well as incoherent or inappropriate writing, poor presentation, etc., will be taken into account, both in the exams and in the assignments. All this will imply a reduction on the grade obtained. In the case of detecting plagiarism in the evaluation tests, the grade will be adjusted to the provisions of article 14.4 of the Norms of evaluation, revision and complaint of the master's degree studies . In this subject, if the teachers detect plagiarism in any of the tests, it will mean a 0 in the final grade. In case of reiteration, the Academic Committee will apply the appropriate measures. "Plagiarism and the use of non-original material, including that obtained through the internet without express indication of its origin and, if applicable, the permission of its author, may be considered as a fail in the activity. All this without prejudice to the disciplinary responsibilities to which there could be place after the corresponding procedure ".

Basic
	Bobadilla-Perez, M., & Couto-Cantero, P. (2015). Development and implementation of plurilingual/bilingual projects in pre-school and primary schools. INTED2015 Proceedings, 7448–7458. https://library.iated.org/view/BOBADILLAPEREZ2015DEV Casanova Fuentes, A., & Couto Cantero, M. P. (2019). English language in the classroom: A text dramatization experience in Galicia. DIGILEC: Revista Internacional de Lenguas y Culturas, 5(0), 52–69. https://doi.org/10.17979/digilec.2018.5.0.4988 Couto-Cantero, P., & Bobadilla-Pérez, M. (2017). Análisis, implementación y evaluación de programas bilingües en Galicia y la Universidad de A Coruña. 57-66. In M. E. Gómez-Parra & R. Johnstone (Eds.), Bilingual Education: Educational Trends and Key Concepts. Educación Bilingüe: Tendencias Educativas y Conceptos Clave. (pp. 57–66). Catálogo de publicaciones del Ministerio de Educación, Cultura y Deporte. https://bit.ly/3czIFKq Couto-Cantero, P., & Bobadilla-Pérez, M. (2018). Ten Fundamentals for Novice CLIL Teachers. E-TEALS, 9(s1), 108–131. https://doi.org/10.2478/eteals-2018-0015 Ferrer, Carolina, Algás, Pilar, y Martos, Juan M. (2007). “Valoramos el trabajo por proyectos”.  Aula de Innovación Educativa, 166, 71-75. Fried-Booth, D. L. (1997). Project work. (8th Ed.) Oxford: Oxford University Press. Majó, Fanny. (2010). “Por los proyectos interdisciplinares competenciales”, Aula de Innovación Educativa, 195, 7-11. Meganathan R. Project Work to promote English Language Learning. (12/ 09/2010). Retrieved from http://www.teachingenglish.org.uk/blogs/rama-meganathan/project-work-promote-english-language-learning Moss, D. (1998). Project-based learning and assessment: A resource manual for teachers. Arlington, VA: The Arlington Education and Employment Program (REEP). Pozuelos Estrada, Francisco J., y Rodríguez Miranda, Francisco de, 2008, “Trabajando por proyectos en el aula. Aportaciones de una investigación colaborativa”, Investigación en la escuela, 66, 5-27. Stoller, F.  (2002).  Project Work:  A Means to  Promote  Language  and Content.   In   Jack, C.   Richards   &   Willy, A.   Renandya (Eds.) Methodology   in   Language   Teaching:   an   anthology   of   Current Practice (pp. 107-120). Cambridge: Cambridge University Press. Stoller, F.  (2006).  Establishing a theoretical  foundation  for  project-based learning in second and foreign language contexts. In Beckett, G., H. & P. C. Miller (Eds.), Project-Based Second and Foreign Language education:  past, present, and   future (pp.   19-40).   Greenwich, Connecticut: Information Age Publishing. Thomas, J.  W.  (2000).  A review of  research  on  project-based  learning. Retrieved   from  http://www.ri.net/middletown/mef/linksresources/documents/researchreviewPBL_070226.pdf Trujillo Sáez, Fernando. (2012), Enseñanza basada en proyectos: una propuesta eficaz para el aprendizaje y el desarrollo de las competencias Básicas. Eufonía - Didáctica de la Educación Musical, 55, 7-15. Wrigley, H. S. (1998).  Knowledge in  action:  The  promise  of  project-based learning.  Focus on Basics: Connecting  Research  and  Practice,  2(D). National Centre  for  the  Study  of  Adult Learning  and  Literacy. Retrieved from: http://www.ncsall.net/index.html@id=384.html
Complementary
	Buck Institute of Education PBL Explained http://bie.org/objects/cat/videos Planning forms http://www.bie.org/objects/cat/planning_forms Project-Based Learning for Adult English Language Learners Donna Moss, Arlington (VA) Education and Employment Program (REEP) http://www.cal.org/caela/esl_resources/digests/ProjBase.html  Project Work to promote English Language Learning Submitted by Rama Meganathan on 17 March, 2011 - 02:57 http://www.teachingenglish.org.uk/blogs/rama-meganathan/project-work-promote-english-language-learning E Pals Global Community http://www.epals.com AllEnglish LLC http://www.allenglish.org/index.html 13 personal Projects Ideas for English Language Students  http://allenglish.org/blog/?p=3108 Making Groupwork Work Colin Neville. Learnhigher CETL at the University of Bradford  http://archive.learnhigher.ac.uk/resources/files/Group%20work/groupwork_booklet_200109.pdf Webinars http://www.teachingenglish.org.uk/webinars Desde-el-libro-de-texto-al-trabajo-por-proyectos  https://www.slideshare.net/Dantesco/desde-el-libro-de-texto-al-trabajo-por-proyectos