Language Centre

Module Handbook:

LANG1001 – Introduction to TEFL

Foreword.

1. Module Outline

2. Module Specification (description)

3. Grading criteria

4. EFL Attendance Policy

5. Submissions and Class Test Arrangements

6. Moderation

7. Module Feedback

Foreword.

Well done choosing a module in TEFL, as part of your credit-rated modules for this year,

and welcome to Worcester Language Centre.

This handbook contains all the information you require in order to do well in the module

you have chosen, and perhaps think about following up with more study in languages.

Your module tutor is your first point of reference, and you should always raise concerns,

ask for further clarification and keep your tutor informed of any problems you encounter,

whether academically, in terms of attendance, scheduling work, or any other difficulties

you are having

Additionally, the Centre has an administrator, Heather Brinkworth,

h.brinkworth@worc.ac.uk, to whom you should address any administrative enquiries. Her

office is in Jenny Lind – JLG004. You can also feel free to contact me if you feel that a

problem can’t be resolved by your tutor. My office is Jenny Lind – JLG005 and my e mail

is: j.hankinson@worc.ac.uk.

I hope you will enjoy your TEFL module, and that it will give you both pleasure and

additional skills relevant to your working life.

Good luck with your studies.

John Hankinson,

Head of the Language Centre.

1.

LANG1001

Introduction to Teaching English as a Foreign Language (TEFL)

Module Outline

This module introduces students to three broad areas of study: the global context of

the English language and TEFL; awareness of the key features of language; underlying

concepts and principles of language teaching methodology.

The module offers a broad overview of both theoretical and practical perspectives in

TEFL. It sets the foundation for further and deeper exploration of TEFL by introducing

students to key concepts, and theories informing TEFL as an academic subject of study.

Students will examine the role of TEFL in a global context. They will be introduced to the

historical development of a range of theoretical approaches to TEFL. They will explore

the different types of learner and learning situations, including discussion of the

terminology used to describe these e.g. EAP, ESP etc. Students will explore the

relationship between learners’ linguistic and cultural backgrounds and the English

learning process. The essential features of the English language will be examined and

students will be required to discuss concepts such as meaning, form and function.

Students will be taught to recognise and evaluate key aspects of TEFL methodology.

Students will gain skills in observation and critical reflection that can be applied in any

learning situation.

Taking this module does not lead to a recognised qualification in TEFL

Learning Outcomes

On successful completion of the module, students should be able to:

1. Evaluate the impact of English as the global language as it relates to TEFL.

2. Recognise and differentiate between the range of learners and learning

situations globally.

3. Discuss the fundamental elements of the English language in terms of grammar, lexis

and phonology.

4. Identify, examine and understand the relevant concepts and the history of key

theoretical perspectives in TEFL methodology.

5. Develop insights into practical TEFL skills, including classroom management and the

evaluation and selection of appropriate resources.

6. Record and examine the application of key pedagogical concepts in learning situations

Mode of Module Delivery

Seminars and practical workshops over 12 weeks.

Learning and Teaching Activities

A wide variety of learner-centred task-based activities will be employed to enable the

active assimilation of TEFL teaching methodology. Students will be expected to be active

participants in pair, group and whole class communicative activities. Throughout the

module students will be required to examine and reflect upon the pedagogical theories

underlying the above modes of delivery.

Use of Learning Technologies

E-learning, including use of online multimedia content, will be used to support the

workshops and seminar delivery of course content. VLE/Blackboard will be used for

students to view Lesson notes and assignments, and do personal study into the

background of the subject.

Attendance Requirement

In order for students to make good progress throughout the module, they are expected to

attend all timetabled sessions. It is the policy of the Language Centre that attendance at all

sessions is mandatory and that attendance will be monitored. Attendance at each

seminar/workshop session is mandatory as active participation, observation and reflection

form an integral aspect of this module and the assessments. In addition, work done during

some sessions will form part of the coursework assessment.

If you cannot attend a class for unavoidable reasons, you are expected to email the

module tutor with an explanation within 6 days in order to request authorisation. Students

who accrue more than 2 unauthorised absences may not be able to pass the module.

Assessment Details

Summative

Assessment

Items

Indicative

Word Limit

or equivalent

(e.g. time)

Weighting Learning

Outcomes

Assessed

Anonymous

Marking

Reflective

journal

40 hours 40% 3, 4, 5, 6 No

2 coursework

tasks

60 hours 60% 1, 2, 3, 4, 5 No

Coursework Task 1 – Analysis of Learners and Learning Situations

This task involves research, discussion and a written report.

Coursework Task 2 – Lesson planning & Oral Presentation

This task in involves planning a lesson and giving a presentation in pairs. The oral

presentations will be recorded on camera, and the recordings will be uploaded onto

Blackboard for students to view back.

Sample Assignments

Reflective Journal: Based on the seminar held on dd/mm/yyyy reflect on the reading

strategies practised in the session and discuss how staged progression of reading

exercises/activities can aid comprehension in EFL learners.

Coursework Task:Select a piece of suitable material for use with a group of intermediate

learners and evaluate its effectiveness in providing appropriate practice of the target language.

Plagiarism

Plagiarism is sometimes referred to as ‘academic dishonesty.’ It means taking someone

else’s work – whether that of a published author, an Internet site contributor, or a fellow

student – and passing it off as your own.

Since a fundamental purpose of a degree course is to develop your ability to think and

argue for yourself while organising and presenting research/secondary reading, plagiarism

is a very serious offence – but the plagiariser is likely to be the chief victim.

Remember, each piece of coursework is accompanied by a tracking sheet, on which you

will have ticked a box to affirm that the work is your own and all sources have been fully

acknowledged.

Plagiarism may arise through careless note-taking. Make sure that you keep a clear record

of the source of any notes, photocopies or down-loaded material. Make sure that your

notes distinguish between verbatim material and your own summaries of the point or

argument – but remember, whichever you use, you must still acknowledge the source

It is all too easy to copy and paste material from the Internet into an assignment – but it is

also very easy to track down that material using an ordinary search engine like Google or

the more specialised ones now available to UW staff. Remember, Internet sources must

be acknowledged in the same way as print material (see the appropriate section in your

Subject Handbook)

Recommended Reading: See Aspire reading list

2.

MODULE SPECIFICATION

Module Code and

Title

LANG1001- Introduction to Teaching English as a Foreign Language (TEFL)

Institute WBS

Location of

Teaching

University of Worcester

Subject: English Language Studies

Module Leader Penny Dinezos Golightly

Module Type BA/BSc

Module Level and

Credits

Level 4 – 15 credits

Mode of Delivery Weekly sessions across 12 weeks, or equivalent.

Module Status in

Relation to

Courses

Mandatory for:

Optional for:

BA/BSc (Hons) All Courses (Single/Major/Joint/Minor)

Pre-requisites None

Co-requisites None

Restrictions and

Excluded

Combinations

None

Short Module

Descriptor:

This module introduces students to three broad areas of study: the global

context of the English language and TEFL; awareness of the key features of

language; underlying concepts and principles of language teaching

methodology.

Taking this module does not lead to a recognised qualification in TEFL.

The module offers a broad overview of both theoretical and practical

perspectives in TEFL. It sets the foundation for further and deeper

exploration of TEFL by introducing students to key concepts, and theories

informing TEFL as an academic subject of study. Students taking the Teaching

English as a Foreign Language pathway will be encouraged to take advantage

of the opportunities to take a Modern Foreign Language as a 15-credit

elective, to enhance their understanding of the non-native learner of English.

Intended

Learning

Outcomes

On successful completion of the module, students should be able to:

1. evaluate the impact of English as the global language as it relates to TEFL;

2. recognise and differentiate between the range of learners and learning situations globally;

3. discuss the fundamental elements of the English language in terms of grammar, lexis and phonology;

4. identify, examine and understand the relevant concepts and the history of key theoretical perspectives in TEFL methodology;

5. develop insights into practical TEFL skills, including classroom management and the evaluation and selection of appropriate resources;

6. record and examine the application of key pedagogical concepts in learning situations.

Indicative

Content

Students will examine the role of TEFL in a global context. They will be

introduced to the historical development of a range of theoretical

approaches to TEFL. They will explore the different types of learner and

learning situations, including discussion of the terminology used to describe

these e.g. EAP, ESP etc. Students will explore the relationship between

learners’ linguistic and cultural backgrounds and the English learning process.

The essential features of the English language will be examined and students

will be required to discuss concepts such as meaning, form and function.

Through observation of qualified TEFL teachers and participation in practical

sessions, students will recognise and evaluate key aspects of TEFL

methodology. Students will gain skills in observation and critical reflection

that can be applied in any learning situation.

Summative

Assessment Summative

Assessment Items

Indicative

Word Limit or

equivalent

(e.g. time)

Weighting Learning

Outcomes

Assessed

Anonymous

Marking

Reflective journal 40 hours 40% 3, 4, 5, 6 No

2 coursework

tasks

60 hours 60% 1, 2, 3, 4,

5

No

Attendance at each seminar/workshop session is mandatory as active participation, observation and reflection form an integral aspect of this module and the assessments. Students who accrue more than 2 unauthorised

absences may not be able to pass the module.

Sample

Assignments for

summative

assessment

Reflective Journal:

Based on the seminar held on dd/mm/yyyy reflect on the reading strategies

practised in the session and discuss how staged progression of reading

exercises/activities can aid comprehension in EFL learners.

Coursework Task:

Select a piece of suitable material for use with a group of intermediate

learners and evaluate its effectiveness in providing appropriate practice of

the target language.

Formative

assessment

strategy and

examples of

formative

assessment

Formative assessment is provided through in-class activities, discussion and

feedback, and through review of the reflective journal submitted during the

course of the module.

Formative feedback is provided through in-text annotation of the journal, and

in-class commentary.

Learning and

Teaching Strategy

A wide variety of learner-centred task-based activities will be employed to

enable the active assimilation of TEFL teaching methodology. Students will be

expected to be active participants in pair, group and whole class

communicative activities. Throughout the module students will be required

to examine and reflect upon the pedagogical theories underlying the above

modes of delivery.

Various modes of directed but largely independent individual and group

study will be used, including the use of e-learning/VLE and online multimedia

content.

Learning and

Teaching

Methods

Activity type Number of weeks and hours/days Total

Class seminar 3 hours per week x 12 weeks 36

Independent study 8 hours per week x 12 weeks 6 hours per week x 3 weeks

114

TOTAL 150

Attendance Policy

/Requirement

Attendance at each seminar/workshop session is mandatory as active

participation, observation and reflection form an integral aspect of this

module and the assessments. Students who accrue more than 2 unauthorised

absences may not be able to pass the module.

Date Module

Specification

Approved

February 2009

Date and Record

of Revisions

February 2010: reformatted and typos corrected. March 2011: subject and

code changed, from ELAN1004 to LANG1001, and updated to latest template.

December 2011: Statement added regarding TEFL qualification. June 2012:

Assessment reduced. May 2016: updated to latest template.

Resource list

information

The resource list for this module can be accessed at:

https://worc.rl.talis.com/lists/87884B64-33A0-BD9B-6BD3-

7F823A4683E0.html

3.

Grading criteria of assessments for the LANG TEFL modules in the Language

Centre

Tests are marked on a scale of 1-20, with corresponding grades A - E

Grade D- (8) and above are pass levels.

The marking criteria are based on the outcomes. Each piece of assessed work has

specific marking criteria as detailed below.

N.B: Sometimes, particular aspects of the work submitted, where very good or bad

qualities are displayed, may result in a grade being awarded which is

disproportionate to the general statements listed below.

LANG1001- Coursework Task 1 Grading Criteria Grid

A+ A A- B+ B B- C+ C C- D+ D D-

FAIL

Evidence of

preparation for

the panel

discussion

Student shows

evidence of

extensive

research into

background and

shows excellent

knowledge of

EFL/ELT

industry

Student shows

evidence of

good research

into background

and shows good

knowledge of

EFL/ELT

industry

Student shows

evidence of

some good

research but

research is

limited in parts,

and shows

patchy

knowledge of

EFL/ELT

industry

Student shows

little/very limited

evidence of

research and

shows little

knowledge of

the EFL/ELT

industry

Student shows

no evidence of

research done

and is not

prepared for the

discussion

Level of

participation in

the panel

discussion

Student makes

excellent

contribution to

discussion;

responds

appropriately to

other students’

suggestions

Student makes

good

contribution to

discussion;

responds

appropriately to

other students’

suggestions

Student makes

some

contribution to

discussion;

responds to

other students’

suggestions but

may be

inappropriate

Student makes

little

contribution to

the discussion.

Student does

not respond

appropriately to

other students’

suggestions

Student does

not participate

actively in the

discussion

Appropriateness

of actions

Student makes

very effective

suggestions

supported by

Student makes

good

suggestions

supported by

Student makes

some good

suggestions

partially

Student’s

suggestions are

limited, ill-

considered or

Student’s

suggestions are

inappropriate

suggested good reasons

good reasons

supported by

reasons

unsupported with no support.

Appropriate

style and

content of report

Report shows

excellent

academic style,

format, spelling

and punctuation

Content is

detailed,

accurate and

includes all

relevant

information

Report shows

good academic

style, format,

spelling and

punctuation

Content is

mostly accurate

and complete,

with some detail

Report shows

awareness of

academic style,

format, spelling

and

punctuation, but

shows errors in

parts

Content is fairly

accurate but

may be too

general or

incomplete in

parts

Report shows

little awareness

of academic

style, format,

spelling and

punctuation,

with a number

of errors

Content is

frequently

inaccurate or

incomplete,

with little detail

Report is not

written in

academic style

and shows

numerous errors

in format,

spelling and

punctuation.

Content is

inaccurate or

shows no detail,

most important

information is

omitted

Ability to

analyse the

situations and

degree of insight

into case

studies

Student shows

very good depth

of

understanding,

excellent

analysis of, and

well-developed

insight into all

aspects of the

case studies

Student shows

good depth of

understanding,

good analysis

of, and insight

into most

aspects of the

case studies

Student shows

some

understanding,

analysis of, and

insight into

some aspects of

the case studies

Student shows

limited

understanding

of issues, little

analysis, and

slight insight

into issues

raised by case

studies.

Student shows

no

understanding,

analysis of, or

insight into

issues raised by

case studies.

LANG 1001 Coursework Task 2 Grading Criteria Grid

A+ to A- B+ to B- C+ to C- D+ to D- FAIL

Quality of

subject

knowledge and

understanding

Shows a very high

level of

understanding

and knowledge of

the subject.

Shows good

understanding

and

knowledge of

the subject.

Shows

understanding

and knowledge

of the subject.

Shows little

understanding

and knowledge

of the subject.

Shows no

understanding

and knowledge

of the subject.

Evidence of

well-focused

research

Shows excellent

evidence of

research in

material content

of lesson.

Shows good

evidence of

research in

material

content of

lesson.

Shows some

evidence of

research in

material content

of lesson.

Shows very little

evidence of

research in

material content

of lesson.

Shows no

evidence of

research in

material content

of lesson.

Suitability for

learners

- Level

appropriacy

Highly suitable for

Intermediate

learners. Very

interesting and

effective for

learners. Excellent

variety of task

Suitable for

Intermediate

learners.

Interesting

and effective

for learners.

Good variety

Suitable in some

parts for

Intermediate

learners. Some

of it is

interesting,

some of it is

Mostly

unsuitable for

Intermediate

learners. It is not

very interesting

or effective for

learners. Limited

Not suitable for

Intermediate

learners. It is

not at all

interesting or

effective for

learners. No

- Variety of type and interaction - Effectiveness - Staging

type and

interaction

patterns. Content

is very effectively

staged to develop

the learners’

competence in the

target language

throughout the

lesson

of task type

and interaction

patterns.

Content is

effectively

staged to

develop the

learners’

competence in

the target

language

throughout the

lesson

effective for

learners. Some

variety of task

type and

interaction

patterns.

Content shows

some evidence

of staging to

develop the

learners’

competence in

the target

language

throughout the

lesson, but

some activities

may be out of

sequence.

variety of task

type and

interaction

patterns.

Content shows

little evidence of

staging to

develop the

learners’

competence in

the target

language

throughout the

lesson, some

activities are

appropriate but

out of sequence.

variety of task

type and

interaction

patterns.

Content shows

no awarness of

staging to

develop the

learners’

competence in

the target

language

throughout the

lesson.

Overall delivery

and ability to

connect with

audience

Creates excellent

connection with

audience.

Extremely

confident and

competent

delivery. Audience

pay close

attention to whole

presentation.

Creates good

connection

with audience.

Confident and

competent

delivery. Slight

lapses in

attention of

some audience

members.

Some

connection with

audience but

audience lose

interest in parts.

Delivery is

competent and

good in parts

but not

consistent

throughout.

Very little

connection with

audience. Some

audience

members pay

attention, but

most do not.

Delivery shows

some lack of

competence and

does not inspire

confidence in the

audience.

Does not

connect with

audience.

Audience are

bored, lack

attention.

Delivery is poor;

does not inspire

confidence in

audience,

appears

haphazard/disor

ganised.

Structuring of

lesson/presenta

tion

Extremely well

structured

presentation with

clear introduction,

purpose, outline,

body and

conclusion. Highly

effective cohesion.

Material content

of lesson is very

logically organised

for learners.

Well

structured

presentation

with

introduction,

purpose,

outline, body

and

conclusion.

Effective

cohesion.

Material

content of

lesson is

organised for

learners.

Some structure

evident with

some division

between parts

of the

presentation.

Some cohesion.

Material content

of lesson shows

some

organisation for

learners, but

may be illogical

in parts

Little evidence of

structure with

very little

division between

parts of the

presentation.

Little cohesion.

Material content

of lesson shows

very little logical

organisation for

learners.

No evidence of

structure with

no division

between parts

of the

presentation.

No cohesion.

Organisation of

material content

of lesson would

be confusing for

learners

Keeping to time

limit

Exactly within the

time limit set.

Marginally

outside the

time limit set.

Somewhat

outside of the

time limit set.

Considerably

outside the time

limit set.

No regard for

the time limit

set.

Voice:

- Projection

Projects voice with

variety of volume

extremely well,

Projects voice

well with good

variety of

Projects voice

with some

variety of

Little projection

of voice, slight

variety of

No projection of

voice, no variety

of volume, with

- Intonation - Clarity - Pace

with excellent

intonation

patterns, very

clear

pronunciation and

outstanding

variety of pace.

volume, with

good

intonation

patterns, clear

pronunciation

and good

variety of

pace.

volume with

reasonable

intonation

patterns, some

clear

pronunciation

and some

variety of pace.

volume, with

poor intonation

patterns, poor

pronunciation

and little variety

of pace.

extremely poor

intonation

patterns, very

poor

pronunciation

and no variety

of pace.

Non-verbal

communication

Highly appropriate

use of gesture,

eye contact,

movement,

posture, and facial

expression.

Appropriate

use of gesture,

eye contact,

movement,

posture, and

facial

expression.

Some use of

appropriate

gesture, eye

contact,

movement,

posture, and

facial

expression.

Little use of

appropriate

gesture, eye

contact,

movement,

posture, and

facial expression.

No use of

appropriate

gesture, eye

contact,

movement,

posture, and

facial

expression.

Visual aids Extremely

effective visual

aids that give very

high level of

support to the oral

content.

Effective visual

aids that give

good level of

support to the

oral content.

Visual aids that

give some

support to the

oral content.

Some visual

aids distract the

audience.

Very few

effective visual

aids. Or visual

aids mostly

distract the

audience.

No visual aids

used. Or they

completely

distract from

the oral

content.

4.

Attendance policy for TEFL modules.

In order for you and the other students to make good progress throughout the

module, you are expected to attend all timetabled sessions.

In most sessions you will be expected to work in pairs and groups. If you miss a

week, then not only you but other students will find it difficult to make the required

progress.

If have more than two (2) unauthorised absences during the semester, your grade for

the module can be recorded as non-attendance (NA). Non-attendance must be

reported by you to your tutor by e mail within six days of any missed session, if there

is just cause for your being absent. The tutor will then consider the reasons for

absence and inform you in writing whether your reasons are acceptable. You may be

required to produce documentary evidence to support your reasons for absence,

which may include a doctor’s certificate.

5.

Submission of Assessment Items and class test arrangements

Submission dates are indicated in each module calendar published at the start of

each semester on Blackboard. They must be adhered to since degree level work

involves learning how to organise your own work satisfactorily.

All course work due in during normal teaching weeks must be handed to the Module

Leader by the allotted time and date of the deadline. If the Module Leader is not

available at the deadline for submission, and work is delivered to the LC

administrator in JLG004 instead, the student must obtain a receipt as proof of

submission.

Assessment items for these weeks will not be accepted by post unless, in

exceptional circumstances only, this is agreed by the Module Leader in advance.

The item of coursework will then be date stamped and distributed to the named tutor.

You must keep a copy of your work in the unlikely event of your original work being

mislaid.

Electronic submission of coursework

It is the student’s responsibility to keep a digital backup of all work submitted. No

work should be submitted if the storage device (e.g. CD, tape) submitted contains

the only version. Loss of data will not be accepted as a valid reason for a non-

submission of assignment.

If a storage device (e.g. CD, memory stick or DVD), or a file thereon, cannot be

opened on a Digital Arts Centre computer, the work will be graded as a non-

submission. This will score a fail grade. Please check all submissions on storage

devices, to ensure that the examiners can open them.

Submission Deadlines and Late Work

If you submit work within 5 five days of the deadline date your work will be marked

but will be capped to the minimum pass mark. Please note that you must submit

work within 5 actual days of the deadline date NOT working days. Work handed in

after the deadline date that is marked on a pass/fail basis, or reassessment will not

be marked.

All work submitted later than 5 days will be graded ‘L2’ and will not be marked.

You are expected to submit work. If you have mitigating circumstances preventing

you from meeting the deadline you should submit a claim by the appropriate date.

You will be expected to provide evidence to demonstrate mitigating circumstances

for the period immediately leading up to the assessment and in addition demonstrate

if the work is not submitted why it was not possible to submit the coursework within

14 days of the deadline.

If you submit the work within 14 days of the due date and successfully claim

mitigating circumstances, your work will be marked as if on time.

Late assignments should be handed in between 9.00 and 5.00 to the Language

Centre Administrator, Heather Brinkworth in Room JLG004.

PLEASE NOTE: Non-submission of assessment items will result in failure of the

module with no right of reassessment. This means that you will need to retake the

module.

For further details on the University submission regulations see Undergraduate

Regulatory Framework.

Mitigating Circumstances

These are defined as exceptional circumstances, outside of your control, that have

affected your academic performance.

The following represent grounds for the submission of a claim:

• Serious illness

• Serious illness of partner, relative or friend

• Bereavement

• Excessive employment demands which were substantial and temporary (part-time

students only)

Claims of exceptional mitigating circumstances should be submitted on the mitigating

circumstances form before results are considered by the Board of Examiners and

before the published deadline.

Information on how to submit a claim of mitigating circumstances can be found via

your SOLE page in the “My Course Details” tab. Full procedures and regulations

regarding mitigation can be found on the Registry Services website.

Cheating

Cheating is a serious offence and takes many forms including:-

• Plagiarism – passing off the work of someone else as it if is your own.

• Collusion – working closely with someone else to produce an assignment that is

meant to be the work of an individual.

The Internet is frequently used to download material to use in assignments. The

University deals severely with students who cheat and penalties extend to

suspension and withdrawal for a second (or particularly serious first) offence. The

University provides information on how to avoid plagiarism.

In order to avoid an allegation of cheating make sure that you follow guidance on

conventions for referencing and for use of quotations. If you are in any doubt, check

with your tutors who will be happy to advise you.

The University has set procedures for investigation of cases of alleged cheating. In

the event that an allegation is made, you should familiarise yourself with these

procedures.

6.

Moderation

WLC modules will be moderated in line with the University Assessment Policy’s

guidelines, including the guidelines on sample sizes for internal and external

moderation.

In line with University policy, for all TEFL modules there will be a Module Moderation

Group which will ensure that, over time, work from each module and each tutor is

examined to identify areas of good practice and areas needing attention. The

comments of the Module Moderation Group should be considered (alongside

comments from the External Examiner) by Course Team meetings, and reported in

the Course’s Annual Evaluation Report and to the next meeting of the Subject’s

Board of Examiners.

7.

Module Feedback:

During your Language Centre module, you will be invited to give feedback on your

level of satisfaction with your study experience and the extent to which your learning

needs are being met. The mechanisms used for this include the following:

• Module evaluation - At any point during the module you will have the opportunity to

feedback to your module tutors. At the end of the module you will be asked to

formally feedback your comments (usually via a questionnaire). This feedback is

anonymous and is intended to give your tutors an insight into how to make

improvements in the future to that module or their individual ‘teaching’ style.

• Through Module Representatives. Their role is to gather your opinions about your

learning experience and the learning resources available to you and to feed these

back to tutors, external examiners and assessors, if required. The module

representatives are members of the Course Committee.

• Course (TEFL modules) Committees - The committee comprises the student

representatives, module tutors and support staff from the University of Worcester.

Meetings take place once per semester (usually in week 10). An agenda will be

issued in advance so that representatives can canvass opinion. The record of the

meeting will be kept and will feed into the annual monitoring process, so that your

views are fed up through the University of Worcester to Academic Board. The

module leader writes a module report for the course leader, which is available to

future students on Blackboard.

•Tutors and course leaders - If you have specific issues relating to academic matters,

you should raise these, in the first instance with the relevant tutor and/or course

leader. John Hankinson j.hankinson@worc.ac.uk is course leader, for TEFL modules.

• Academic Tutor System - Your academic tutor is your main point of feedback for

views on pastoral and personal development issues.

• Complaints - Full details of student complaints procedures can be found in the

university academic regulations here: Students Complaints Procedures

• Academic Appeals - Full details of procedures to make an appeal can be found in

the university academic regulations here: Student Academic Appeals Procedures.

Feeding back your views and opinions:

Appeals and Complaints

Sometimes things do go wrong. In most cases matters can be resolved quickly and

informally at a local level. However, if you continue to be dissatisfied with the

response then you should make an academic appeal or a complaint.

If you are appealing against an academic decision, you should follow the Student

Academic Appeals Procedures. You will find details there of how to challenge a

decision.

The Students Complaints Procedures are designed to complement the Appeals

Procedures and will consider any other subject relating to the student experience.