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    This syllabus is meticulously crafted for the academic guidance of students enrolled in the Capstone Project in T.E.S.O.L. course. It stands as a comprehensive and authoritative delineation of the course's fundamental aspects, articulating the pedagogical objectives and the expected learning outcomes for students who commit to fully leveraging the educational provisions and opportunities presented. This document is engineered to serve as an essential reference for faculty, academic advisors, support staff, as well as internal and external examiners. Furthermore, it is instrumental in facilitating the continuous monitoring, evaluation, and refinement of the course structure and content, ensuring the sustainment of high academic and professional standards.


    Course Title

    Capstone Project in T.E.S.O.L.

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 09011

    Course Level






    Methods of Delivery



    Expected Length

    1.0 Week

    Class Meetings

    Dependent on the choice made during enrollment




    Computer Software: Any computer software that aids learning.


    Text 1: BBTTERP

    Title: Becoming and Being a TESOL Teacher Educator Research and Practice

    Author(s): Rui Yuan and Icy Lee

    Year Published: 2022

    ISBN: 9781032108995


    This course is meticulously designed as the zenith of the T.E.S.O.L. academic journey, providing a rigorous intellectual endeavor that synthesizes the vast array of knowledge, theoretical perspectives, methodological approaches, and pedagogical techniques acquired throughout the program. This pivotal educational experience demands the conceptualization, development, and execution of a substantial, research-driven project that critically addresses a salient issue or innovative approach within the field of Teaching English to Speakers of Other Languages. The course is structured to foster a deep engagement with scholarly research while simultaneously emphasizing the practical application of theories to real-world contexts, thereby challenging students to demonstrate their comprehensive proficiency and innovative capacities in T.E.S.O.L. Through this capstone, students are expected to contribute original insights to the discipline, showcasing their ability to navigate complex linguistic, pedagogical, and sociocultural challenges with professionalism, academic rigor, and creative problem-solving.


    Upon completion of the course, students are expected to be able to:

    • Exhibit Mastery of T.E.S.O.L. Disciplines: Display an exceptional and integrative grasp of the body of knowledge within T.E.S.O.L., illustrating adeptness in applying theoretical and empirical insights to the formulation and resolution of intricate issues in language teaching and learning.

    • Undertake Scholarly Research: Execute a comprehensive research project employing sophisticated methodologies, analytical techniques, and ethical considerations to investigate a pivotal question or challenge within the field of T.E.S.O.L.

    • Innovate in Language Education: Generate pioneering solutions, methodologies, or pedagogical tools that reflect an advanced understanding of the latest trends, technologies, and theoretical constructs in language education.

    • Design for Diversity: Engineer educational strategies and resources that are acutely attuned to the linguistic, cultural, and individual diversity of learners, thereby fostering an environment of inclusivity and equitable language education.

    • Critique and Enhance T.E.S.O.L. Methodologies: Employ a critical lens to evaluate existing T.E.S.O.L. practices, methodologies, and resources, advocating for evidence-based enhancements or novel alternatives based on rigorous research.

    • Articulate Scholarly and Professional Discourse: Communicate the methodology, findings, and broader implications of the capstone project through high-caliber scholarly writing, oral presentations, and professional dialogues, adhering to the highest standards of academic integrity and professionalism.

    • Reflect on Personal and Professional Development: Conduct a profound reflection on the personal and professional evolution experienced throughout the T.E.S.O.L. program, identifying both the strengths developed and opportunities for ongoing professional growth.

    • Enrich the T.E.S.O.L. Field: Make a significant scholarly and practical contribution to the field of T.E.S.O.L., demonstrating readiness for professional leadership and a commitment to the continuous advancement of English language teaching and learning.

    This course is intentionally crafted for those in the final stages of their T.E.S.O.L. studies, who are poised to apply their comprehensive education in a meaningful project that bridges academic theory and pedagogical practice. Through this capstone experience, students will not only affirm their readiness for professional endeavors in the field of English language teaching but also position themselves as contributors to the ongoing discourse and development within T.E.S.O.L.

  • Advancements in TESOL Teacher Education: Navigating Research and Reflexive Practice

    Reference(s): BBTTERP Ch1, Ch2, Ch7, and Ch12


    WEIGHT: 100.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email


    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.


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