About this course
RATIONALE FOR THE PROGRAMME
To enhance the quality of English Language Teaching in Malaysia, supporting Malaysian government’s initiative by targeting mid-career professionals and those aiming to pursue a career in the field of TESL.
To raise competent and academically qualified English Language teachers to meet the growing demand in the private sector education.
To equip English Language teachers with skills to enable them to make learning of English efficacious and interesting.
To provide hands-on training and solid academic research experience for teachers of English as a Second Language.
To enhance professional competence, knowledge and students’ career prospect in the discipline based on informed practices and broader view of education.
To upgrade and update teaching skills and benefit from new developments in the field of TESL while acquiring enquiry skills for continuous professional development.
To enable teachers to effectively manage curriculum changes and changing needs of learners.
2-year programme leading to the HELP Master of Education (TESL) degree
Full accredited by MQA (MQA/FA 2999)
Credit transfer or subject exemption based on MQA guidelines
Interactive, practical, small group teaching with a variety of student experience.
Peer learning by working with other professional teachers from across the country and different language background.
Innovative pedagogical practices and integrative methodologies.
Highly qualified and dedicated academic team with extensive record of service in leading universities in the region, all with strong pedagogy background.
Good value for money and numerous scholarships and bursaries are available.
Merit scholarship based on academic performance
Chinese Independent Secondary School (CISS) scholarship
For details, please contact Ms. Azlina Jamaludin (email: email@example.com).
Head of Department
Six (6) weeks classes per module, excluding assignments and exams.
Face-to-face classes on first, third, and sixth weekends (Saturday & Sunday)
Saturday & Sunday classes
Minimum of one week break between modules- adjusted to fit public holidays if necessary.
Course Duration: 12 modules X 9 weeks = 108 weeks or ± 2years
Bursaries and merit scholarships are available on application.
Total Course Fees
Contact us to get the full fee structure.
- MED501 Second Language Learning: Theory, Acquisition, & Development
- MED502 TESL Methodology: Theories and Practice
- MED503 Task-Based Language Teaching
- MED504 Testing, Evaluation, & Measurement in TESL
- MED505 Curriculum and Syllabus Design in TESL
- MED506 Education Research Methods
- MED507 Integrating Technology & Multimedia in TESL
- MED515 TESL Methodology 2
- MED509 Linguistics and Language Teaching
- MED510 Research – based Practicum (Project Paper)
- MED511 Language Planning, Policies & Implementation
- MED512 Practical Strategies for Managing Large TESL Classes
- MED513 Literature and Language Teaching
- MED514 English for Specific Purposes
- MED508 Teacher Development in Language Education
It is important for teachers and graduate students of ESL to be familiar with second language learning phenomena. The module provides a solid basis from linguistic, psychological and social perspectives regarding how young adults learn languages as opposed to childhood learning. A theoretical and practical approach is taken to train the expertise needed by second language teachers in formal ESL settings.
The methodology of ESL as seen in current textbooks used in schools needs to be examined in the light of the emerging trends that have resulted from research into language learning. A comprehensive understanding of past and present approaches and the rationale behind them, the trends in effective strategies and techniques, awareness of important learner factors, and related essential information to enhance classroom teaching and management is crucial to the competence and professional development of the teacher. This course seeks to provide this understanding and competence.
This module gives a focused opportunity for in-depth study of an approach in language pedagogy – Task-Based Learning (TBL) – currently enjoying significant professional support throughout the language teaching world. The module will provide an opportunity for a systematic examination and review of major issues in language education, including curriculum and syllabus design, materials development, implementation, use and development of language, and assessment
A large number of TESL teachers, or teachers-to-be or decision-makers often have little training in designing tests or measurements that can be effectively used to gauge their students’ progress or proficiency. This module deals with the importance of knowing why testing is done, evaluates current practices, and examines the range of tests and assessments that school children go through. TESL teachers or teachers-to-be will develop assessments suited to their situation, be very clear as to how they test, and more importantly, be accountable for (and be able to justify) the uses for which their assessments are put.
Curriculum and syllabus design is an essential skill. This expertise should include the competencies developed in this module: ability to assess learning and learner contexts, target proficiencies and essential institutional support.
Although most would agree that research is important in any academic field, the how-to of doing research is not familiar to many. This module offers systematic guidance in the basic aspects of planning, selecting relevant specific designs, conducting, and evaluating research. Additionally, students would be trained to read and evaluate studies in the field that have formed the basis for major trends, approaches, and methodology in TESL so that they can make logical decisions and choices for their work environments.
It is becoming increasingly clear that technology at its current stage of development is having a great impact on motivating and influencing how and what young people learn – often outside the classroom. This module sets out to impart knowledge and skills to make good teaching even better by employing the medium that is firmly set to be a key part of current education, social and work environments. It is essential for the teacher to be critically aware of this phenomenon and be able to make informed decisions regarding its use. Teachers ought to be able to recognise positive developments and learn to embrace the acquired skills to address pedagogical needs and objectives.
As with all other professions, English language educators are affected by developments and changes in society and the world. In order to keep pace with such changes and to stay relevant, an English language educator’s skills and competencies must be continually sharpened and updated. This module deals with issues that are inherent in language teaching e.g. dealing with learner differences, generating motivation, roles of language teachers in the larger context, native vs non-native varieties of English, upgrading language teachers’ proficiency continual professional skills.
A sound knowledge of linguistics and the workings of the English language serves any second language educator well in any bilingual environment. This knowledge is a resource valuable in explaining, comparing, and contrasting the learner’s own language and the impact it has on second language acquisition.
This research-based practicum provides the students a valuable opportunity to consolidate learning in the MEd TESL programme in order to convert it into a practicum in an actual teaching situation. This enterprise is highly important given the range of students on the Programme whose practical experience will vary widely. It also gives them chance to put theory into practice, to be innovative in their thinking, and to demonstrate their skills in order for systematic feedback from the programme lecturers.
Most, if not all, TESL educators operate within situations where language policies and planning exist – some to a much larger degree than others. As such, it is important for all TESL educators and researchers to have an informed understanding of the rationale behind language planning, the efficacy of the policies, and the implications thereof, especially in terms of the value placed on bilingual education and its aims.
Large classes are the norm in most TESL classes, particularly in non-native English situations. Most teachers are severely challenged with regards to class management given the prescribed curriculum and objectives of their lessons. This module explores ways – some innovative and technology-based – that can offer solutions to manage behavior, motivation, engagement of learners, and therefore maximize the chances of successful learning in classrooms.
Proponents for including English literature in ESL classrooms point out that it offers the learners a greater awareness of the linguistic and cultural dimensions to the language they are trying to master. Using English literature expands the learners’ awareness of genuine language use in authentic situations. This is beneficial in ESL or EFL situations where English speaking communities are not common.
It is essential for TESL educators to have a professional understanding of the current thinking in teaching English specifically to match the academic or occupational needs to the learners, many of whom are adult and require English beyond its general use. This is a global trend that has impacted the role of English and the approach and pedagogy associated with it.
Applicants must have one of the following entry requirements:
- Bachelor’s degree of at least 3 years’ study in any discipline from a recognised university with a minimum CGPA of 2.5 or equivalent.
- Non-degree holders with at least a diploma or STPM may obtain MQA Accreditation of Prior Experiential Learning (APEL) approval for postgrad admission.
- For international candidates, English Proficiency in terms of IELTS 6.5 or equivalent is requirement for course commencement.