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This course is designed in such a way that after attending it the students will be able to: (1) calculate and apply measures of location and measures of dispersion; (2) perform test of hypothesis as well as calculate confidence interval for a population parameter for single sample and two sample cases; (3) compare group means by using t-test and ANOVA; (4) learn non-parametric test such as the Chi-Square test for Independence; and (5) compute and interpret the results of Correlation Analysis, Bivariate and Multivariate Regression for forecasting. In relation to these expected outcomes, this course provides students with the basic concepts and application of quantitative data analysis and statistical computing on research, assessment and evaluation of English language education. To provide students with pragmatic tools for assessing statistical claims and conducting their own statistical analyses, topics covered include measurement scales, basic descriptive measures, measures of correlation, probability theory, confidence intervals, inferential statistics or hypothesis testing, and regression. The classroom activities include lecturing, followed by discussion and practices on the use of statistics in English language education. Outside classroom activities include individual tasks in examining and analyzing the use of statistics in journal articles and a small project on analyzing quantitative data. The assessment of students’ learning is based on  students’ classroom participation, individual assignments, and a quantitative data analysis project.

This course presents the basic concepts, tips and tricks for writing scientific papers and their writing style, the practice of writing important parts of a scientific work both from research and non-research results (theoretical review or opinion-based). The final product of this course is a scientific article composed with specific objectives to the conferences (proceedings) and journals that fit the scope of each study targeted by students. After attending this lecture, students are expected to be able to get direction in the selection of the target publication, strengthening the content of the article, compiling according to the format of the publication's objectives, and a positive attitude to the ethics of writing and publishing. The order of presentation is arranged in accordance with the process of writing scientific articles by determining the target of publication, understanding the author's guidelines, constructing strong academic arguments in the introduction, explaining the research method clearly, reporting the results in an organised manner, discussing findings by comparing with theories and related literature, and drawing conclusions in a way comprehensive. The preparation of the abstract and title is given next before the article is peer-reviewed by fellow college participants. The submission process is also given so that students have a picture of the differences in each of the target journals and their operating platforms.

This course aims at making the students understand the concept of literacy and critical literacy, their theoretical foundations, and suitable learning materal and the criteria of literate/critical literate students.

This course is designed to equip students with competencies in assessing and evaluating English teaching and learning. The topics to be covered include what to assess and evaluate (aspects of teaching and learning) and how to evaluate and assess (approaches, types, techniques, instruments and their development, management, data analysis, data interpretation, and data utilization). Class learning is focused on students’ paper presentation and discussion. Students are also assigned individual tasks and small-scale project. Their learning achievement is assessed based on their class particiaption, task and project completion.