Bilkent University Quality Management in Education
Masters of Arts in Teaching English as a Foreign Language

Foundation

1988

Qualification Awarded

Master of Arts in Teaching English as a Foreign Language

Level of Qualification

Second Cycle Degree

Mode of Study

Full Time

Admission & Registration Requirements

-Proof of degree: Applicants are required to have a bachelor’s degree from an accredited program
-A minimum CGPA of 2.75/4.0 (or 70/100)
-ALES*: min. 60 (verbal)
-GRE**: 295 (or 950) (verbal and quantitative combined score), and 3.5 in analytical writing
-Language proficiency: One of the following valid*** English proficiency results (All exams are valid for two years):
YDS: 87; TOEFL (IBT): 87; IELTS: 6.5 (min. 5.5 in each section); FCE: B; CAE: C
-Two sealed and signed letters of recommendation
-Official copy of transcript of academic record
-Statement of purpose
-Interview and on-site language testing
-Minimum two years of EFL/ESL teaching experience
-Current CV: Applicants may choose their own format

* ALES is required for resident Turkish citizens who are applying for the MA or PhD programs. Turkish citizens who are residents of foreign countries and those applicants who are not Turkish citizens may provide GRE scores instead of ALES. ALES scores are valid for 3 years.
**GRE scores are valid for 5 years.

To apply online: https://stars.bilkent.edu.tr/gradapp/

Assessment of Student Performance

Apart from work conducted throughout the semester, students are usually asked to take a final examination and at least one midterm examination for a course. If a staff member considers it appropriate, practical laboratory work or other such assignments may be assessed as midterm examinations or as a final examination.

Grades are finalized when they are announced via the internet on the date specified in the Academic Calendar. Semester grades for practical studies and other non-lecture courses are determined by an evaluation of the student's overall work and performance throughout the semester.

The University grading system uses letter grades with pluses and minuses. Letter grades and their grade point equivalents are: A+ to D; F, FX is failing. The quality-point equivalents of the grades are:

  A+   4.00   B+   3.30   C+   2.30   D+   1.30   F   0.00
  A   4.00   B   3.00   C   2.00   D   1.00   FX   0.00
  A-   3.70   B-   2.70   C-   1.70           FZ   0.00

Other grades used are S (Satisfactory), U (Unsatisfactory), I (Incomplete), P (In Progress), T (Transfer), and W (Withdraw). These grades do not have grade point equivalents.

S : accorded to students who are successful in non-credit courses.
     
U : accorded to students who are unsuccessful in non-credit courses.
     
I : accorded to students who, although otherwise successful, have failed to complete the required assignments for a course due to illness or some other valid reason. Proof of illness or other reason for non-completion must be submitted within two days of the date of the final exam. A student receiving an incomplete grade for any course must make up for the deficiencies within 14 days after the final exam in order to obtain a grade. Otherwise, the grade I automatically becomes FX. At the discretion of the department chair, the period specified above may be extended until the beginning of the following semester. P : progress, used for multi-semester courses.
     
P : progress, used for multi-semester courses.
     
T : reflects approved transferred courses from other universities or from an exchange program. A student with a grade of T is exempted from an equivalent number of credits on the condition that the courses are accepted by the department on the recommendation of the department chair and with the approval of the board of the faculty/school. This grade may provide an exemption for a particular course at the program.
     
W : student has withdrawn from the course before the withdrawal deadline of the respective semester.

A student with extraordinary performance in a course may be granted an A+ grade. However, the number of A+ grades in a given course is limited based on class size: If the class size is less than 25 students, no A+ grades may be given; if the class size is between 25 and 74 students, only one A+ grade may be given; if the class size is between 75 and 124 students, two A+ grades may be given; if the class size is between 125 and 174 students, three A+ grades may be given; if the class size is between 175 and 225 students, four A+ grades may be given; if the class size is more than 225 students, five A+ grades may be given. (The letter grade A+ was instituted beginning with the 2010-2011 academic year.)

Students who have not met the minimum performance and/or attendance requirements to qualify to take the final exam receive an FZ grade before the final exams begin. Failing students who have not shown up at the final exam receive an FX grade instead of an F.

In graduate programs, in addition to grade S, a grade of C or higher is a passing grade in masters programs and a grade of B or higher is a passing grade in Ph.D. programs. Letter grades lower than C and grade U are failing grades in masters programs and grades lower than B and grade U are failing grades in Ph.D. programs.

A student's academic performance is determined at the end of each semester by computing an average of the letter grades he/she has received during that semester. For each course, the grade point equivalent of the letter grade received by the student is multiplied by the credit units for that course; the sum of these products is then divided by the total credit units taken in that semester to yield the Grade Point Average (GPA) for that semester. The Cumulative Grade Point Average (CGPA) is calculated by multiplying the grade point equivalent of the letter grade by the credit units for each course and then dividing the total sum by the total credit units taken in the program.

National Degree Qualifications

Teacher Education and Educational Sciences Basic Field Qualifications (Academic Weighted) - 7th Level - Master
NQF-HETR
LEVEL		 KNOWLEDGE
- Theoretical
- Conceptual		 SKILLS
- Cognitive
- Practical		 COMPETENCES
Competence to Work
Independently and
Take Responsibility 		Learning Competence Communication and Social
Competence 		Field Specific Competence
7th Level Master's
EQF-LLL:
7th Level
QF-EHEA:
2nd Cycle
Qualifications that signify completion of the sixth cycle are awarded to students who
K1. Based on undergraduate qualifications, has expertise in theoretical and practical knowledge in an area of educational science, develops and deepens this knowledge.
K2. Discusses the interaction between the disciplines related to the area.
S1. Uses theoretical and practical expertise knowledge gained in area and develops and deepens this knowledge.
S2. Functionally integrates information in area with information from different disciplines and creates new information.
S3. Produces solutions to problems that require expertise using both quantitative and qualitative scientific research methods.
W1. Independently constructs, develops solutions, resolves, and evaluates the results to a problem in the area and applies as needed.
W2. Takes responsibility in developing and producing new strategic approaches to complex situations and unforeseen applications in the area.
W3. Actively participates in teamwork and / or takes leadership role in activities related to the area.
L1. Critically evaluates information related to the area and guides learning.
L2. Executes to lifelong learning of studies within area of study.
C1. Systematically transfers developments and own works to groups in the area and outside in written, oral and visual forms.
C2. Examines the social relations in the professional and professional environments and the norms that direct these relations from a critical point of view, acts and leads to develop and change them when necessary.
C3. Using one foreign language at, at least B2 level in the European Language portfolio, communicates in oral and written form.
C4. Shares information related to the area at national and international level in oral and written form.
C5. Uses information and communication technologies at an advanced level along with the computer software required by the field.
F1. Interprets strategic, political and implementation plans related to area, develops these plans and evaluates the results obtained within the framework of quality processes.
F2. Inspects stages in collecting, interpreting and announcing data within area on the basis of social, scientific and ethical values and teaches these values.
F3. Applies the acquired knowledge and skills in interdisciplinary studies.
F4. Evaluates current developments in line with national values and realities of the country.
F5. Develops strategy, policy and implementation plans regarding issues related to area and evaluates the obtained results within the framework of quality processes.

Program Outcomes

  1. a. Analyze and apply theories from applied linguistics to investigate and inform issues in English language education across diverse contexts and levels of academic engagement.
  2. b. Critically interpret current developments, trends, and debates in applied linguistics using disciplinary and interdisciplinary perspectives to inform scholarly inquiry and language education practices
  3. c. Formulate focused research questions and select appropriate methodologies in applied linguistics to develop academically rigorous and ethically sound research proposals that align with disciplinary conventions.
  4. d. Design and conduct research that critically and ethically engages with key concepts in applied linguistics, at a level appropriate to the course, contributing to scholarly discourse in institutional, national, and/or international contexts.
  5. e. Write, present, and defend a coherent research-based project or master’s thesis in applied linguistics by managing all stages of inquiry and responding constructively to academic feedback and scholarly critique
  6. f. Demonstrate advanced academic writing and speaking skills appropriate to applied linguistics by producing and presenting scholarly work in varied academic and professional contexts
  7. g. Effectively communicate applied linguistics research by engaging in scholarly discourse through written and/or oral formats within institutional, national, or international academic communities
  8. h. Design and/or critically evaluate applied linguistics research to inform practices that are responsive to learner needs across diverse English language education contexts.
  9. i. Integrate information, communication, and emerging technologies into practices informed by applied linguistics to enhance English language education in both digital and classroom-based settings
  10. j. Critically examine the strategic, institutional, and policy contexts that shape English language education, and integrate this analysis into academic or research work in alignment with national values, quality standards, and implementation frameworks.
  11. k. Demonstrate ethical academic and professional practices by taking responsibility and showing initiative in both independent and collaborative work within applied linguistics, especially in English language education settings.
  12. l. Demonstrate a commitment to continuous learning by critically engaging with evolving research and pedagogical developments in applied linguistics to address emerging needs in diverse English language education contexts.
  13. m. Collaborate with academic and professional communities to contribute to interdisciplinary knowledge-building in applied linguistics across varied English language education contexts.
  14. n. Critically evaluate published research in applied linguistics by applying appropriate methodological, theoretical, and academic discourse conventions, and produce scholarly writing that meets institutional and international standards, drawing on interdisciplinary perspectives where relevant.
  15. o. Analyze and critically evaluate theoretical perspectives, empirical findings, and methodological approaches in applied linguistics, drawing on diverse English language education contexts to inform scholarly understanding and professional practice.
  16. p. Produce well-supported academic and professional texts that reflect genre conventions, disciplinary expectations, and discourse practices in applied linguistics across diverse educational and professional contexts.

Program Outcomes/Degree Qualification Matrix

 Program Outcomes
Qualification(a)(b)(c)(d)(e)(f)(g)(h)(i)(j)(k)(l)(m)(n)(o)(p)
K1✓✓
K2✓✓✓✓
S1✓✓✓✓
S2✓✓✓✓
S3✓✓✓✓
W1✓✓✓
W2✓✓
W3✓✓✓
L1✓✓✓✓✓✓
L2✓✓
C1✓✓✓✓✓✓
C2✓
C3✓✓✓
C4✓✓✓✓
C5✓✓
F1✓✓✓✓
F2✓✓✓✓✓✓
F3✓✓✓✓✓✓✓
F4✓✓✓
F5✓✓✓✓
Qualification
Program Outcome

Program Curriculum

Course Code Course Name Hours Credits Prerequisite Options
Lecture Lab/Studio
/Others		 Bilkent ECTS
GE 500 Research Methods and Academic Publication Ethics 0 0 0 1 [ Syllabus ]
GE 590 Academic Practices 0 0 0 12 [ Syllabus ]
TEFL 531 Research Methods in Linguistics I 3 0 3 5 [ Syllabus ]
TEFL 532 Research Methods in Linguistics II 3 0 3 5 [ Syllabus ]
TEFL 550 Thesis Seminar 2 0 0 2 [ Syllabus ]
TEFL 554 Thesis Writing 3 0 0 55 [ Syllabus ]
TEFL 555 Written Academic Discourse 3 0 3 5 [ Syllabus ]
Restricted Elective I 3 [ Courses ]
Restricted Electives II 18 [ Courses ]


Elective Courses in the Curriculum

Elective Count Program Outcomes Options
Restricted Elective I 1 (Analyze and apply theories from applied linguistics to investigate and inform issues in English language education across diverse contexts and levels of academic engagement.a) (Critically interpret current developments, trends, and debates in applied linguistics using disciplinary and interdisciplinary perspectives to inform scholarly inquiry and language education practicesb) (Demonstrate advanced academic writing and speaking skills appropriate to applied linguistics by producing and presenting scholarly work in varied academic and professional contextsf) (Effectively communicate applied linguistics research by engaging in scholarly discourse through written and/or oral formats within institutional, national, or international academic communitiesg) (Design and/or critically evaluate applied linguistics research to inform practices that are responsive to learner needs across diverse English language education contexts.h) (Integrate information, communication, and emerging technologies into practices informed by applied linguistics to enhance English language education in both digital and classroom-based settingsi) (Critically examine the strategic, institutional, and policy contexts that shape English language education, and integrate this analysis into academic or research work in alignment with national values, quality standards, and implementation frameworks.j) (Demonstrate ethical academic and professional practices by taking responsibility and showing initiative in both independent and collaborative work within applied linguistics, especially in English language education settings.k) (Demonstrate a commitment to continuous learning by critically engaging with evolving research and pedagogical developments in applied linguistics to address emerging needs in diverse English language education contexts.l) (Collaborate with academic and professional communities to contribute to interdisciplinary knowledge-building in applied linguistics across varied English language education contexts.m) (Critically evaluate published research in applied linguistics by applying appropriate methodological, theoretical, and academic discourse conventions, and produce scholarly writing that meets institutional and international standards, drawing on interdisciplinary perspectives where relevant.n) (Analyze and critically evaluate theoretical perspectives, empirical findings, and methodological approaches in applied linguistics, drawing on diverse English language education contexts to inform scholarly understanding and professional practice.o) (Produce well-supported academic and professional texts that reflect genre conventions, disciplinary expectations, and discourse practices in applied linguistics across diverse educational and professional contexts.p)   [ Courses ]
Restricted Electives II 6 (Analyze and apply theories from applied linguistics to investigate and inform issues in English language education across diverse contexts and levels of academic engagement.a) (Critically interpret current developments, trends, and debates in applied linguistics using disciplinary and interdisciplinary perspectives to inform scholarly inquiry and language education practicesb) (Demonstrate advanced academic writing and speaking skills appropriate to applied linguistics by producing and presenting scholarly work in varied academic and professional contextsf) (Effectively communicate applied linguistics research by engaging in scholarly discourse through written and/or oral formats within institutional, national, or international academic communitiesg) (Design and/or critically evaluate applied linguistics research to inform practices that are responsive to learner needs across diverse English language education contexts.h) (Integrate information, communication, and emerging technologies into practices informed by applied linguistics to enhance English language education in both digital and classroom-based settingsi) (Critically examine the strategic, institutional, and policy contexts that shape English language education, and integrate this analysis into academic or research work in alignment with national values, quality standards, and implementation frameworks.j) (Demonstrate ethical academic and professional practices by taking responsibility and showing initiative in both independent and collaborative work within applied linguistics, especially in English language education settings.k) (Demonstrate a commitment to continuous learning by critically engaging with evolving research and pedagogical developments in applied linguistics to address emerging needs in diverse English language education contexts.l) (Collaborate with academic and professional communities to contribute to interdisciplinary knowledge-building in applied linguistics across varied English language education contexts.m) (Critically evaluate published research in applied linguistics by applying appropriate methodological, theoretical, and academic discourse conventions, and produce scholarly writing that meets institutional and international standards, drawing on interdisciplinary perspectives where relevant.n) (Analyze and critically evaluate theoretical perspectives, empirical findings, and methodological approaches in applied linguistics, drawing on diverse English language education contexts to inform scholarly understanding and professional practice.o) (Produce well-supported academic and professional texts that reflect genre conventions, disciplinary expectations, and discourse practices in applied linguistics across diverse educational and professional contexts.p)   [ Courses ]