Diploma requirements

The aim of the Master’s Thesis Seminar is to consolidate and deepen students’ theoretical knowledge in applied linguistics and to develop the analytical and research competences required in the professional practice of an English language instructor. Throughout the seminar, students design and carry out an original action research project conducted within a reflective cycle and grounded in their own English-language instruction practice. The project leads to the preparation of a master’s thesis demonstrating students’ readiness for independent professional work.

The thesis is an academic text written within the discipline of linguistics, with particular emphasis on applied linguistics and language education. Its language proficiency level corresponds to C1 according to the CEFR. The seminar links theoretical foundations with the analysis and development of students’ own instructional practice, fostering reflective thinking and professional responsibility. It consists of a one-semester Thesis Preparation course followed by three semesters of the Master’s Thesis Seminar.

Students’ work towards the thesis begins in Semester I with the Thesis Preparation course. The aim of the course is to prepare students for the independent development of an MA thesis based on action research in language education and second language acquisition. The course introduces the formal and content-related requirements of the MA thesis and supports students in defining and refining their research interests within the scope of the programme.

The course covers the structure and key methodological standards of the MA thesis, as well as principles for formulating practice-oriented research problems. Selected thematic areas relevant to the programme are discussed, with particular emphasis on issues related to English language instruction. Students engage in practical exercises in developing a preliminary research concept, critically analysing relevant literature, and planning the successive stages of their research project. After Semester I, students select their supervisors and register for seminar groups.

In Semester II, the Master’s Thesis Seminar establishes the thematic direction of the thesis and builds its theoretical foundation, as well as the student’s academic research toolkit. Students choose a research area aligned with the programme and the seminar profile, identify and conceptualise a pedagogical problem, and formulate the thesis topic. The seminar includes the development of a preliminary thesis plan, which provides the basis for subsequent research work. It also focuses on selecting, analysing, and critically evaluating literature in applied linguistics and language pedagogy, and on preparing a clear plan for a practice-oriented project. At this stage, students develop the structure of the thesis, organise its theoretical framework, and refine their skills in academic writing, argumentation, citation, and formatting.

The next semester is dedicated to developing and organising the theoretical chapters and designing the action research project. Students expand and refine their theoretical chapters, complete their literature review, and further specify the research problem in close connection with the context of language education. At the same time, they design the methodology of the study, specifying its goals, scope, planned procedures, and the structure of the reflective cycle that will guide the project. The seminar focuses on aligning the theoretical framework with the planned study and on developing a complete, clearly structured empirical project.

In the final semester of the Master’s Thesis Seminar, students implement the action research project developed in the previous stage and analyse the data collected during the study. They carry out the project in accordance with the plan and reflective cycle, document each stage of the process, and analyse and interpret the data in relation to the theoretical framework defined earlier. The seminar focuses on developing the empirical chapter of the thesis, consolidating the line of argument, and formulating conclusions. Particular emphasis is placed on demonstrating how the findings may inform the modification or improvement of English language instruction. The seminar also supports the editing of the complete thesis and its final preparation for submission.

The seminar concludes with a final diploma viva examination.