Objectives and contents of the courses are taken from the program Information Package. For weekly topics, learning outcomes and assessment criteria, use the information package link next to each course. Course names not available in English are shown with their official Turkish names.
Course Contents (Information Package)
Master's with Thesis – Semester 1
Objectives: The aim of this course is to help graduate students understand the nature, purpose, and basic principles of research in applied linguistics and English Language Teaching. The course aims to enable students to identify appropriate research problems, formulate research questions, and critically evaluate published studies in terms of methodology and research design. It also seeks to familiarize students with qualitative, quantitative, and mixed-method approaches, provide hands-on experience in basic data collection and analysis, and develop their academic writing and research reporting skills.
Content: This course introduces graduate students to the foundations of research methodology in English Language Teaching. It focuses on research paradigms, qualitative and quantitative approaches, research design, data collection, and basic principles of data analysis. While the course provides an overview of quantitative techniques, it emphasizes qualitative and mixed-methods approaches, ethical considerations, and practical applications to classroom-based research. By the end of the course, students will be able to develop their own research proposal.
Objectives: The course develops specialist understanding of sociolinguistic concepts and the ability to compare theoretical perspectives, evaluate research evidence, and interpret language use in its social context. It supports evidence-based reasoning about linguistic diversity, social norms, and language education, as well as academic communication and reflective professional learning.
Content: This MA course examines the relationship between language and society, with particular attention to English language teaching. It connects variationist and interactional perspectives with multilingualism, identity, language ideologies, policy, and inequality. Students critically evaluate research, analyze supplied language examples and educational cases, and consider how sociolinguistic evidence can inform inclusive, context-sensitive pedagogy. Assessment includes written midterm and final examinations, critical reading responses, participation, and a student-led seminar.
Objectives: The course aims to enable students to explore contemporary language teaching approaches grounded in SLA and applied linguistics research; analyze how globalization, technology, and multilingualism are shaping ELT today; critically engage with current debates in ELT, including ELF versus native norms, EMI, and translanguaging; apply research-based frameworks in lesson design, material development, and microteaching; and develop a reflective and critical stance toward evolving pedagogies and their contextual applications.
Content: This course examines the current approaches and innovations in ELT with a focus on their theoretical underpinnings, pedagogical practices, and implications for research and teacher education. Students will explore contemporary paradigms such as Task-Based Language Teaching, CLIL, Content and Language Integrated Approaches, English as a Lingua Franca, digital/AI-enhanced pedagogy, multiliteracies, translanguaging, and post-method pedagogy. The course emphasizes critical engagement with current research, hands-on application through lesson design and microteaching, and the development of a personal, research-informed teaching philosophy.
Objectives: The aim of this course is to provide students with a comprehensive understanding of major theories and approaches to second language acquisition, enable them to critically evaluate their historical development and theoretical foundations, and develop their ability to analyze the relationship between second language acquisition research and language teaching practices.
Content: This course introduces graduate students to the major theories of second language acquisition (SLA). It provides a historical overview and a critical discussion of key approaches including behaviorism, Universal Grammar, cognitive and functional perspectives, sociocultural and sociolinguistic theories, as well as more recent developments such as usage-based and complex/dynamic systems approaches. Students will learn to critically evaluate the strengths and limitations of different theories and apply them to both language learning research and classroom practices.
Objectives: By the end of this course, the students are expected to; 1. Understand and critically discuss theories of language assessment and test design. 2. Apply principles of validity, reliability, and fairness in test development. 3. Design assessment instruments for the four language skills (reading, writing, listening, speaking). 4. Use alternative assessment tools such as portfolios, self- and peer-assessment, and projects. 5. Provide effective feedback to learners and reflect on the impact of assessment on teaching and learning. 6. Critically evaluate assessment policies and practices in ELT contexts.
Content: This course examines theories and practices of assessment and evaluation in English Language Teaching. It introduces students to the principles of test design, item writing, reliability and validity, performance assessment, alternative assessment methods, test analysis, and assessment policies. Emphasis is given to both theoretical frameworks and practical applications in language classrooms.
Objectives: To develop a systematic understanding of the concepts, principles, types, and applications of corpus linguistics; use corpus tools and techniques to investigate authentic language data and identify meaningful linguistic patterns; critically interpret corpus evidence, considering representativeness, sampling, frequency, association measures, limitations, and appropriate use of findings; apply corpus-informed approaches and Data-Driven Learning principles to vocabulary, grammar, discourse, and language skills teaching; and design corpus-informed lesson plans, materials, assessment tasks, and a small-scale ELT project based on authentic corpus evidence.
Content: This course introduces the theoretical and practical foundations of corpus linguistics and examines how corpus evidence can inform English language teaching, learning, materials development, assessment, and classroom research. Students explore different types and designs of corpora, corpus tools and analytical techniques, including frequency analysis, concordancing, collocations, keywords, clusters and n-grams. Particular emphasis is placed on corpus-informed pedagogy and Data-Driven Learning (DDL), with students using accessible corpora and software to investigate authentic language patterns and translate findings into pedagogically meaningful activities, materials, and assessment tasks. The course also develops students ` critical awareness of corpus representativeness, data interpretation, methodological limitations, and ethical considerations in corpus use.
Objectives: To critically examine the major theories, principles, models, and approaches underpinning syllabus and course design in ELT; translate needs and context analysis findings into coherent goals, objectives, learning outcomes, and content decisions; design, adapt, and sequence syllabi that demonstrate constructive alignment among learner needs, outcomes, content, pedagogy, materials, and assessment; evaluate existing syllabi using research-informed criteria; and develop context-sensitive, inclusive, ethical, and sustainable syllabus decisions that respond to learner diversity and emerging developments in ELT.
Content: This course examines the theoretical foundations, principles, processes, and practical applications of syllabus design and evaluation in ELT. It critically explores the relationship among curriculum, course, and syllabus; needs analysis; goals, objectives and learning outcomes; content selection and sequencing; major syllabus types; principles of course planning; task- and competency-oriented design; alignment with proficiency frameworks such as the CEFR; contextual adaptation; and the evaluation and redesign of syllabi. Particular emphasis is placed on evidence-informed decision-making, learner diversity, contextual relevance, coherence, constructive alignment, and the critical evaluation of existing ELT syllabi in Turkish and international contexts.
Objectives: To explain major theoretical and pedagogical rationales for using literature in language teaching and relate them to current perspectives in ELT; critically evaluate literary texts and literature-based materials in terms of linguistic, cultural, affective, and pedagogical suitability for particular learners and contexts; compare and apply language-based, reader-response, stylistic, personal-growth, intercultural, and critical-literacy approaches; design language-learning tasks around different literary genres; develop and justify research-informed lesson plans and materials adaptable to learner proficiency, diversity, and contextual constraints; and critically synthesize research and reflect on the effectiveness, assessment, and ethical/cultural implications of literature-based classroom practice.
Content: This graduate-level course examines the pedagogical use of literary texts in English language teaching. It explores theoretical and research-based rationales for integrating literature into language education and critically examines approaches such as language-based teaching, reader-response, stylistics, personal-growth, intercultural, and critical-literacy perspectives. Students analyze the affordances and challenges of using poetry, short fiction, drama, novels, and multimodal/digital literary texts with diverse learners. Particular attention is given to text selection, task and materials design, language-skill development, cultural and intercultural learning, classroom interaction, assessment, and adaptation for different proficiency levels and teaching contexts. Through critical reading, seminar discussion, materials analysis, and the design of a literature-based teaching project, students connect scholarship with pedagogical decision-making in ELT.
Objectives: This course aims to enable students to explain key concepts, models, and approaches to professional development in ELT; critically evaluate the strengths and limitations of major professional development practices; and compare individual, collaborative, and institutional forms of professional development while analyzing how contextual factors shape teachers’ engagement and outcomes. Students will use research-informed tools to document and interpret professional learning, conduct a small-scale practitioner inquiry or evidence-based professional development investigation ethically, and synthesize evidence from multiple tasks to construct a coherent professional development portfolio and a context-sensitive professional growth plan.
Content: This course introduces graduate students to major concepts, models, and practices of professional development (PD) in English Language Teaching (ELT). It examines how language teachers learn across the career span through reflective practice, self-monitoring, classroom observation, mentoring and collaboration, practitioner inquiry/action research, and participation in professional communities. Drawing on research in teacher learning and language teacher education, the course emphasizes critical evaluation of different PD approaches and the contextual factors that shape their impact. Students will develop the ability to connect theory to practice by completing a portfolio of PD tasks (e.g., event participation, observation and interview, inquiry, and reflective journaling) and by synthesizing evidence to design an ongoing, context-sensitive professional growth plan.
Objectives: This course aims to: 1. Develop students’ ability to plan and write each section of a research article (IMRaD and related structures) for ELT/applied linguistics journals. 2. Strengthen students’ skills in literature searching, synthesizing research, and identifying a publishable research gap. 3. Enable students to design feasible studies and write transparent, replicable methodology sections aligned with research questions. 4. Build competence in research ethics: informed consent, confidentiality/anonymity, permissions, data management, and responsible reporting. 5. Improve academic style, coherence, stance (hedging/boosting), and argumentation through drafting and revision cycles. 6. Prepare students to select an appropriate journal and complete a professional submission package (formatting, cover letter, compliance checklist).
Content: This course supports MA students in producing a complete, submission-ready research article in ELT/applied linguistics while developing advanced academic writing skills and strong research ethics. Throughout the semester, each student designs a feasible study, drafts all sections of a journal article through guided milestones, participates in intensive peer review, and prepares a full journal submission package. Midterm focuses on completing a synthesized Literature Review and a coherent, ethically sound Methodology; the final requires a full manuscript and submission materials aligned with a target journal.
Master's with Thesis – Semester 2
Objectives: To support students in formulating, developing, and refining a scholarly research proposal in ELT; critically examine current theoretical and empirical research to identify research gaps, synthesize relevant literature, and formulate feasible research questions; select research designs, instruments, and analytical approaches aligned with scientific ethics; and develop academic writing, presentation, scholarly argumentation, and constructive peer review skills to prepare, present, and defend a comprehensive thesis proposal.
Content: This course is designed to guide students in ELT through the process of formulating, developing, and refining a scholarly research proposal. The course serves as an essential bridge between theoretical coursework and the independent execution of a Master ` s thesis. Students critically evaluate foundational and contemporary research in Applied Linguistics and ELT, identify significant research gaps within Turkish and international educational contexts, synthesize relevant literature, and construct well-motivated research questions. Special emphasis is placed on selecting appropriate methodological frameworks, adhering to academic integrity and scientific research ethics, refining academic writing and presentation skills, and engaging in constructive peer review. By the end of the course, candidates prepare, present, and defend a comprehensive, publishable-quality thesis proposal.
Objectives: The course aims to develop specialist understanding of research-informed materials principles and the ability to make defensible evaluation and design decisions. It strengthens critical analysis, contextualized adaptation, original materials development, appropriate assessment design, responsible digital practice, academic communication, and reflective professional learning.
Content: This MA course explores principled evaluation, adaptation, and development of materials for language teaching. Students connect SLA research with learner needs, curriculum goals, and contextual constraints; evaluate coursebooks and digital resources; adapt existing tasks; and develop original materials with teacher guidance and formative assessment. Accessibility, intercultural representation, copyright, and responsible AI use are examined throughout. Assessment consists of a student-led seminar, a written midterm examination, and a final materials development project.
Objectives: To explain major concepts, constructs, and theoretical perspectives related to individual differences in second and foreign language learning; critically evaluate research on age, aptitude, personality, motivation, affect, beliefs, learning strategies, self-regulation, willingness to communicate, identity, and agency; compare major models and methodological approaches used to investigate individual differences; analyze learner profiles, research findings, and classroom cases to interpret interactions between individual and contextual factors; design and conduct a small-scale, research-informed investigation or evidence-based project using appropriate and ethical procedures; and synthesize research evidence to propose pedagogical practices that respond to learner diversity while avoiding deterministic labels and unsupported assumptions about learners.
Content: This graduate-level course examines individual differences that shape second and foreign language learning. It introduces major theoretical perspectives and empirical findings concerning age, language aptitude, cognitive abilities, personality, motivation, emotions, beliefs, learning strategies, self-regulation, willingness to communicate, identity, and learner agency. Particular attention is given to how these variables interact with one another and with instructional and sociocultural contexts rather than operating as fixed learner traits. Students will critically evaluate research designs and measurement tools used in the field, analyze learner profiles and classroom cases, and consider the pedagogical implications of learner diversity. Through article discussions, case-based tasks, and a research paper, students will develop the ability to connect research on individual differences with principled decisions in language teaching and learning.
Objectives: This course aims to introduce students to the theories and methods of Critical Discourse Analysis and enable them to apply these theories and methods to spoken, written, and visual texts.
Content: This course introduces the theories and methods of Critical Discourse Analysis (CDA) and their application to spoken, written, and visual texts. It begins with the theoretical and methodological traditions of the field and then focuses on analysing spoken, written, and visual texts through selected critical approaches. CDA examines how social and power relations, identities, and knowledge are constructed through language use in social contexts by means of written, visual, and spoken texts.
Objectives: The course develops specialist understanding of pragmatic theory and its implications for language learning and teaching. Students learn to interpret contextual meaning, evaluate research evidence, recognize pragmatic diversity, and justify appropriate instructional and assessment designs. Critical interpretation, ethical judgment, and reasoned pedagogy are emphasized rather than memorization of fixed cultural rules.
Content: This MA course examines how speakers and writers construct meaning in context and how pragmatic knowledge can be developed in language education. Foundational concepts include deixis, reference, presupposition, implicature, speech acts, politeness, and interaction. Students connect these concepts with L2 pragmatic development, intercultural communication, learner agency, instruction, and assessment. Supplied examples and research studies support critical analysis and pedagogical reasoning. Assessment consists solely of individual written midterm and final examinations.
Objectives: To bridge theoretical frameworks with practical applications in curriculum development and syllabus design in English Language Teaching, equipping students with the knowledge and skills necessary to design, implement, evaluate, and adapt ELT curricula and develop a context-sensitive curriculum proposal tailored to diverse learning environments.
Content: Theories, principles, and historical paradigms of curriculum development and syllabus design; needs analysis; goals and objectives; testing; instructional materials; teaching processes; program evaluation; defining the context; articulating beliefs; conceptualizing content; adapting a textbook; and designing an assessment plan.
Objectives: To develop an informed theoretical understanding of technology-enhanced language learning and teaching, including CALL, MALL, blended and online learning; analyze and evaluate digital tools, platforms, applications, and resources according to pedagogical affordances, learner needs, accessibility, usability, and evidence of effectiveness; apply frameworks such as TPACK and SAMR to make principled decisions about technology integration in language teaching; design, adapt, and implement technology-enhanced language learning materials and activities for different language skills and learning contexts; and critically examine emerging technologies, including generative AI, with attention to digital literacy, teacher mediation, privacy, inclusion, academic integrity, and ethical practice.
Content: This course examines the theoretical, pedagogical, and practical dimensions of technology-enhanced language teaching. Students explore how digital technologies can support second/foreign language learning and teaching across face-to-face, blended, mobile, and online environments. The course addresses CALL and MALL, technology integration frameworks such as TPACK and SAMR, digital materials development, online collaboration, multimedia and digital storytelling, gamification, virtual and augmented learning environments, social and mobile technologies, and generative AI. Emphasis is placed on evaluating technologies in relation to pedagogical purpose, learner needs, accessibility, intercultural communication, digital literacy, privacy, academic integrity, and ethical use. Students gain hands-on experience designing, evaluating, adapting, and critically reflecting on technology-enhanced ELT materials and activities.
Objectives: To explain major concepts, theories, and paradigms concerning the relationship among language, culture, identity, and language learning and teaching; critically evaluate traditional, intercultural, critical, and transnational approaches to culture in language education; analyze how culture, identity, power, representation, stereotypes, and ideology are constructed in language-teaching materials, classroom practices, and educational discourse; compare and apply major models of intercultural communicative competence and critical cultural awareness to language-teaching contexts; design and conduct a small-scale, research-informed analysis or pedagogical project using appropriate and ethical procedures; and synthesize research evidence to design inclusive, interculturally oriented, and context-sensitive language-learning activities and materials.
Content: This graduate-level course examines the complex relationship between language, culture, identity, and language teaching. It introduces major theoretical perspectives on culture in language education and traces the development from traditional culture teaching toward intercultural and transnational approaches. The course explores intercultural communicative competence, cultural representation in textbooks and digital materials, stereotypes and othering, identity and investment, multilingual and multicultural perspectives, critical cultural awareness, and the role of English as a global and lingua franca language. Students will critically analyze research and instructional materials, examine classroom cases, and design pedagogical practices that integrate language and culture in principled, inclusive, and context-sensitive ways. Through article discussions, materials analysis, and a research-informed project, students will connect theoretical perspectives with the realities of language teaching in diverse educational settings.
Objectives: Course objectives: Critically analyze key contemporary issues in ELT. Evaluate empirical research in relation to ELT theory and practice. Synthesize theoretical perspectives with pedagogical applications. Demonstrate academic reading, discussion, and writing skills at MA level. Design research-informed responses to ELT-related problems. Reflect on their professional identity as language teachers and researchers
Content: Course description This course explores contemporary and critical issues in English Language Teaching (ELT) through an in-depth examination of selected topics informed by current research, theory, and classroom practice. Designed for graduate-level students, the course encourages critical engagement with academic literature, reflective practice, and research-informed pedagogical decision-making. Topics may include technology-enhanced language learning, motivation and affective factors, intercultural competence, teacher cognition and identity, assessment literacy, and emerging trends such as artificial intelligence in ELT.
Master's with Thesis – Semester 3
Master's with Thesis – Semester 4
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