Expected Learning outcomes of PhD in English Language Studies
The expected learning outcomes (ELOs) the PhD in English Language Studies (ELS) programme are formulated to be in line with Thailand’s Office of Higher Education Commission (OHEC)’s Thailand Quality Framework (TQF).
Also, the ELS ELOs have been designed to be consistent with and responsive to the Vision and Mission of Suranaree University of Technology. The vision and mission statements are made known to the SUT community and the public through the university’s website and in all the annual reports.
SUT’s Vision:
Suranaree University of Technology is an excellent learning institution of science and technology and a reliable pillar of society.
SUT’s Missions:
- To train high-level scientific and technological personnel to meet the national needs for development;
- To engage in research for the creation and enhancement of knowledge, and to utilize the results for national development;
- To adapt, transfer, and advance appropriate technology to increase Thailand’s technological self-reliance;
- To provide academic services to the people and both public and private organizations;
- To nourish the arts and culture on the national and regional levels, especially the arts and culture of the Northeast.
In the year 2020, SUT’s Institute of Social Technology (IST), to which the ELS programme belongs, created an updated vision statement presented below. The ELS ELOs have taken the revised vision of this parent organisation into account for the revision of the ELOs as well.
IST’s Vision:
The Institute of Social Technology aspires to be a leader in the creation of social innovations.
SFL’s Vision
Innovative Excellence in English Language Teaching and Learning at the National Level
The School of Foreign Languages (SFL), who owns the ELS programme has a clear mission statement to which the ELOs were formulated in response and is in the process of revising its vision to fir the with the changing context of the country and the region.
SFL’s Mission:
- To produce graduates with an excellent knowledge of theory and practice in ELS. As well as being thoroughly grounded in research practice related to their teaching context, graduates should also be able to use research findings for practical classroom/laboratory applications for purposes of teaching and teacher training. This involves a thorough knowledge of new technological advances in the field of language education, of different methodological perspectives, and of socio-cultural considerations.
- To promote new research related to ELS. Graduates are required to publish in the most high-profile journals possible, thus raising their own profiles as well as that of the ELS programme. Naturally, this involves a thorough knowledge of current research output in their fields.
- To harness these aims to the development goals of the Thai nation, both directly and indirectly, helping to raise standards of English in Thai schools and universities, which in turn can facilitate access to international business, research, and expertise.
For the ELS programme, the formulation of its ELOs was conducted to make sure they are aligned as much as possible with the vision and mission of the university and those of the IST. Figure 1.1 offers a summary of such formulation that was undertaken at the SFL.
The expected learning outcomes cover both subject specific and generic learning outcomes
Both the subject specific and generic learning outcomes are both well and sufficiently covered in ELOs statement of the ELS programme.
TABLE 1.1 ELS Expected Learning Outcomes and the mapping of the skills
| ELOs | Generic Skills | ELS Specific Knowledge and Skills | Mapping with Revised Bloom’s Taxonomy |
| Strand 1: English Language Competency | |||
| 1.1 Demonstrate a good command of the English Language through the four basic communication skills of listening, speaking, reading, and writing for academic and professional purposes. | X
| Apply (Demonstrate) | |
| 1.2 Make and deliver presentations on ELS topics and one’s own projects or research effectively. | X
| Apply (Use) | |
| Strand 2: English Language Teaching | |||
| 2.1 Demonstrate understanding of key theories and research related to English language teaching and learning. | X | Apply (Demonstrate) | |
| 2.2 Apply the acquired knowledge related to theories and research English language teaching and learning to develop effective English courses. | X
| Create (Develop)
| |
| 2.3 Evaluate and adapt appropriate materials, resources, methodology, educational technology, and key assessment tools and techniques for designing and administering effective English courses. | X
| Evaluate (Select) | |
| Strand 3: English Linguistics | |||
| 3.1 Demonstrate understanding of key concepts related to English linguistics, applied linguistics, corpus linguistics, genre analysis and discourse analysis. | X | Apply (Demonstrate) | |
| 3.2 Analyze, synthesize and conduct research studies related to English linguistics, applied linguistics, corpus linguistics, genre analysis and discourse analysis | X
| Create (Formulate)
| |
| 3.3 Apply the acquired knowledge related to English linguistics, applied linguistics, corpus linguistics, genre analysis and discourse analysis in teaching related courses | X | Apply (Use) | |
| Strand 4: Technology in ELS | |||
| 4.1 Utilise educational technology in activities involved in English language teaching and learning | X | Apply (Use) | |
| 4.2 Design and integrate technology-based teaching materials for English language teaching and learning | X | Create (Develop) | |
| 4.3 Create, develop and teach courses related to educational technology and technology-enhanced language learning | X | Create (Construct) | |
| 4.4 Conduct research studies related to educational technology and technology-enhanced language learning | X | Apply (Use) | |
| Strand 5: Research in ELS | |||
| 5.1 Identify problematic issues or areas related to ELS in one’s academic and professional context or setting that can be alleviated or solved by research | X | Evaluate (Judge) | |
| 5.2 Design, plan, and conduct ELS research based on firm and sound theoretical foundations using appropriate and effective research methodology to alleviate or solve problematic issues | X | Create (Construct) | |
| 5.3 Apply or make use of the research results and findings to alleviate or solve the identified problematic issues or areas for academic or professional development | X | Create (Construct)
|
From Table 1, it can be seen that the ELS courses contribute to both generic and specific learning outcomes. Among all the courses presented in the ELS Programme Book, a number of courses aim to equip the students with generic learning outcomes, such as Writing up Research and Theses, Qualitative Research, and Advanced Statistics for Research in English Language Studies. Those courses targeting specific learning outcomes include Discourse Analysis, Innovations in Second Language Learning, and Testing, Evaluation, and Assessment in Language Learning.