7PE616 Assessment Brief
| Assessment Type: | Individual Case Study |
| Assessment Weighting: | 100% |
| Word count/Length: | 3500 words +/- 5%] |
| Learning Outcomes: | 1 & 2 |
| Submission Method: | Turnitin |
| Submission Date: | 12:00 Noon UK time, Thursday 6th August 2026 |
| Provisional Feedback Release Date: | 0900 UK time, Tuesday 1st September 2026 |
Description of the Assessment
On successful completion of this module, students will be able to:
- Critically evaluate a range of second language acquisition theories.
- Synthesize the evaluation of second language acquisition theories in order to make recommendations for sustainable pedagogical practice.
Component 1: COURSEWORK
Summary of Assessment Method: A written case study of a learner or learner group analysing and evaluating both theoretical and practical approaches to language learning.
Weighting: 100 %
Assesses Learning Outcomes: 1 & 2
Case study: Equivalent to 3500 words (+/- 10%).
Relationship to Programme Assessment Strategy
This module forms a part of the TESOL pathway and is designed to build students’ knowledge about second language acquisition. If students continue on the pathway this knowledge will forma a firm foundation in language learning in preparation for subsequent TESOL modules. This module is also shared with the MA Teaching Engish to Speakers of Other Languages.
Skills mapping
| Skills | Links to useful resources | |
| X | Critical thinking | Introducing Critical Thinking – Critical Thinking – LibGuides at University of Derby
https://www.linkedin.com/learning/critical-thinking-and-problem-solving/improve-your-problem-solving-skills?u=236084642 https://www.linkedin.com/learning/using-questions-to-foster-critical-thinking-and-curiosity/how-questions-shape-your-life-23059107?u=236084642 |
| X | Communication | Communication – Communication – LibGuides at University of Derby
https://www.linkedin.com/learning/interpersonal-communication-22638889/build-your-interpersonal-communication-skills?u=236084642 |
| X | Collaboration | Building Relationships & Effective Collaboration – Building Relationships & Effective Collaboration – LibGuides at University of Derby |
| X | Creative problem solving | Creative Problem Solving – Creative Problem Solving – LibGuides at University of Derby
https://www.linkedin.com/learning/how-to-make-innovative-thinking-a-habit/innovate-every-day?u=236084642 |
| X | Self-direction & planning | Introduction – Self-Direction and Planning – LibGuides at University of Derby |
| X | Digital | Introduction to Digital Skills – Digital Skills – LibGuides at University of Derby |
| X | Resilience | Resilience at University – Resilience – LibGuides at University of Derby
https://www.linkedin.com/learning/enhancing-resilience/why-resilience-matters?u=236084642 https://www.linkedin.com/learning/resilience-strategies-for-optimal-performance/defining-resilience?u=236084642 |
| X | Adaptability | Adaptability – Adaptability – LibGuides at University of Derby
https://www.linkedin.com/learning/nano-tips-to-improve-adaptability-and-flexibility-with-lorraine-k-lee/the-importance-of-adaptability?u=236084642 |
| X | Leadership & future thinking | Leadership – Leadership and Future Thinking – LibGuides at University of Derby
https://www.linkedin.com/learning/leadership-foundations-22307442/welcome-to-leadership-foundations?u=236084642 https://www.linkedin.com/learning/the-future-of-work-the-necessary-skills-of-your-future-workforce/why-the-future-of-work-matters-14414846?u=236084642 https://www.linkedin.com/learning/leading-like-a-futurist/characteristics-of-a-futurist?autoSkip=true&resume=false&u=236084642 |
Assessment Content
A written case study of a learner/learner group analysing and evaluating both theoretical and practical approaches to language learning (3,500 words)
Your case study should include the following:
- the identification of a learner/learner group and their English language needs.
- an analysis and evaluation of how SLA theories can be applied (or not) to your chosen learner/learner group (this includes any practical considerations and also the limitations of SLA theories/research).
- how the social context of your learner/learner group influences their learning.
- how individual differences influence language learning.
Further Details
Select a key issue in the second language learning/acquisition literature, evaluate it critically, and discuss its contribution to a teaching/learning context with which you are familiar.
Some examples of the key issue could be interlanguage, motivation, variability, input and interaction theories, acculturation, individual differences, etc. This list is not exhaustive.
The context could be teaching EFL to adults in China, teaching Cambridge exams to young learners in Greece, teaching business English, teaching ESOL to asylum seekers in the UK, for instance.
- Your piece of writing should include some critical discussion of the underlying principles of second language learning/acquisition relevant to the topic or issue that you have chosen.
- This will involve a consideration of the theoretical underpinnings of a particular issue based upon the literature in the field of Second Language Learning/Second Language Acquisition.
- You are strongly advised to submit a plan in week 5 to your online tutor as well as discuss your ideas online.
Here is one possible approach to the assignment:
- Identify the learner context and signpost the paper. (300-400 words)
- Analyse the underlying theoretical issues in the SLL/SLA literature. (1200-1500 words)
- Analyse how the theory is relevant to your target situation. (800-1000 words)
- Suggest some implications for the classroom. (400-600 words)
- Conclude and sum up key points. (200-300 words)
Assessment AI-assistance
In this assessment AI-assistance is permitted in the following ways:
- To brainstorm ideas and to help identify material for inclusion in your assessment.
- Help create drafts and suggest improvements to your work.
In this assessment AI-assistance should not be used for:
- You MAY NOT include invented references, such as those created by generative AI tools.
- You MAY NOT use AI Tools to produce the final version of your work or make inferences in your work.
- You MAY NOT use AI Tools to generate visualisations of your data (e.g., graphs).
It is YOUR RESPONSIBILITY to check ALL information generated by generative AI tools. Any misuse of generative AI tools could be considered ethical academic misconduct (as per Academic Regulations, Academic Misconduct, Section J2). If in doubt, please consult your module leader.
Anonymous Marking
Submissions in Turnitin and Blackboard
You must submit your work using your student number to identify yourself, not your name. You must not use your name in the text of the work at any point. When you submit your work in Turnitin you must submit your student number within the assignment document and in the Submission title field in Turnitin. A video showing how to do this can be found here (link)
Assessment Regulations
The University’s regulations, policies and procedures for students define the framework within which teaching and assessment are conducted. Please make sure you are familiar with these regulations, policies and procedures.
7PE616 Assessment Rubric
Your work will be assessed and graded using the rubric shown at the end of this document.
| Very Poor 5-39%
|
Unsatisfactory 40-49%
|
Good/Satisfactory 50-59%
|
Very good 60-69%
|
Excellent 70-89%
|
Exceptional 90-100%
|
|
| Subject knowledge: the ability to demonstrate an understanding of concepts and ideas gained through reading the SLA literature. |
Inadequate subject knowledge, factual errors and conceptual gaps, minimal/no awareness of relevant issues and theory, some serious misunderstandings and errors.
|
Satisfactory subject knowledge to some extent; some sound aspects but some of the following weaknesses are evident: factual errors; conceptual gaps; some significant errors and misunderstandings.
|
Satisfactory subject knowledge, the work is generally sound but tends towards the factual or derivative, some significant errors and misunderstandings, possibly shown by conceptual gaps.
|
Demonstrates sound, current subject knowledge; no significant errors in the application of concepts, minor errors and misunderstandings only.
|
Authoritative, current subject knowledge, a small number of misunderstandings/minor errors only. |
Authoritative subject knowledge, work is close to the forefront of the subject and may be close to publishable or exhibitable quality, Only trivial or very minor errors. |
| Argument and Criticality:
the ability to shape knowledge to address the assignment; critical engagement with ideas and sources; development of a logical, persuasive argument; discussion of own viewpoint and use of sources to support the argument. |
a poor critical analysis and evaluation, no critical engagement with concepts and sources, no discernible argument developed, no appropriate support for points made
|
inadequate critical analysis and evaluation, little critical engagement with concepts and sources, tendency to describe or report rather than show the strengths and weaknesses of arguments, no discussion of own point of view, argument is not explicit and sources not used to support it
|
a fair level of critical analysis and evaluation, some argument developed to address the assignment, some critical engagement with concepts and with sources (beyond describing and reporting), Some attempt to discuss own point of view clearly, some use of sources to support argument
|
a very good level of critical analysis and evaluation through a critical engagement with concepts and sources, own point of view discussed, consistent argument developed, competent and convincing use of sources to support points made
|
excellent critical analysis and evaluation through critical engagement with concepts and sources, own point of view clearly discussed, consistent and convincing argument developed using sources in an appropriate manner
|
a high level of critical analysis and evaluation, argument is comparable to that in publishable work, persuasive argument incorporating personal point of view, appropriate critical use of range of references appropriate to publishable work in the field
|
| Presentation: Ideas are presented clearly; signalling and signposting used to aid flow, language used is comprehensible and appropriate; word choice, grammar and punctuation are accurate |
standard of presentation unacceptable; ideas confused and/or incoherent – work lacks sound development
|
presentation does not meet the standard required; ideas unclear and/or incoherent
|
a sound standard of presentation, ideas fairly clear and coherent
|
a very good standard of presentation; ideas generally clear and coherent
|
excellent presentation, commendable clarity of ideas, thoughtful and effective presentation; very strong sense of coherence and logic
|
high quality presentation; impressive clarity of ideas; excellent coherence and logic.
|
| Originality: the ability to make a contribution to SLA and language learning by discovering new knowledge or applying existing knowledge in new ways; make new connections between concepts and facts, provide a new interpretation using existing / known information |
no evidence of originality
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little evidence of originality
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there may be minimal evidence of original thinking or originality
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some evidence of original thinking or originality
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significant originality
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commendable originality
|
| Referencing: In-text citations and reference list are complete and consistent, use of Harvard style |
very poor referencing
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Referencing may be inadequate.
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Referencing is generally accurate.
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Referencing is very good.
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Referencing is excellent– consistently used, complete and accurate.
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Referencing is consistently used, complete and accurate.
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| Research: the use of a wide range of appropriate SLA and language learning sources
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inadequately researched
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not well researched
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adequately researched
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well researched
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well researched with a high level of technical competence – work is accurate and extensively supported by appropriate evidence
|
exceptionally well researched
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