Universitat Internacional de Catalunya

Master's Dissertation

Master's Dissertation
Second semester
Main language of instruction: English

Other languages of instruction: Catalan, Spanish
If the student is enrolled for the English track then classes for that subject will be taught in the same language.

Teaching staff


In the event that the health authorities announce a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will promptly communicate how this may effect the teaching methodologies and activities as well as the assessment.

The Final Master’s Degree Project (TFM) represents the students’ final effort to integrate the instructional content they receive and the skills they acquire over the course of the master’s programme.

Pre-course requirements

Students must have successfully completed at least 80% of the subjects of the Master’s Degree prior to preparing and defending the TFM. The TFM should preferably be linked to the school placement and the activities carried out at the placement school.


The Final Master’s Degree Project (TFM) is a learning activity and integrative exercise that aims to develop the students’ capacity to analyse, summarise and make critical judgements in the professional and research context of teaching English as a foreign language. To do so, the students are required to apply the knowledge, skills, attitudes and competences they acquire during the master’s programme; as a result, the way in which the knowledge, skills, attitudes and competences are integrated must respond to the specific educational and professional objectives of the programme. With the TFM, the students must demonstrate their ability to perform and communicate research at an advanced level.



CB6 - To possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.

CB7 - To know how to apply the acquired knowledge and problem-solving abilities in new or little-known environments within broader (or multidisciplinary) contexts related to one’s area of study.

CB8 - To be able to acquire knowledge and deal with the complexity of formulating judgments based on information that, although incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of one’s knowledge and judgments.

CB9 - To know how to communicate one’s conclusions and the latest knowledge and the supporting arguments to specialist and non-specialist audiences in a clear and unambiguous way.

CB10 - To possess the learning skills that allow one to continue studying in a way that will be largely individual or autonomous.

CG1 - To search for, obtain, process, summarise and communicate information (oral, printed, audiovisual, digital or multimedia-based), transform it into knowledge and apply it to teaching English as a foreign language.

CG2 - To develop critical thinking, problem-solving, decision-making or inquiry skills, and apply these to educational reality with the aim of promoting students’ autonomy, creativity, confidence and personal initiative.

CG3 - To manage work time based on learning priorities and objectives, promoting self-learning.

CG4 - To communicate decision-making in the field of teaching English as a foreign language based on solid arguments.


CT1 - To apply pedagogically innovative models and educational research on the acquisition, teaching and use of English as a foreign language to specific cases, to a specific school context and/or contexts related to education, so that the theoretical knowledge acquired is suitably connected to the educational practice.

CT2 - To critically analyse one’s own work and use appropriate resources and strategies to achieve professional improvement.

CT3 - To incorporate information and communication technology (ICTs) into teaching and learning activities, teaching management and professional development.

CT4 - To generate innovative and competitive proposals in professional or research activity.

CT5 - To express oneself in public and give presentations with digital support adapted to the different interest groups in the school environment (teachers, families, students, etc.).


CE1 - To know and reflect on processes of the acquisition and learning of English as a foreign language and its literature and culture.

CE2 - To know and reflect on the process of learning languages other than the mother tongue at different educational stages and throughout life.

CE3 - To analyse the diversity of current and innovative methodological approaches and pedagogical practices applied to different educational stages in bilingual and multilingual contexts.

CE7 - To analyse and evaluate the development of students’ linguistic competence in English at different educational stages, based on the requirements of the Common European Framework of Reference for Languages.

CE8 - To know and reflect on, look in-depth into and interpret current educational research models and methodologies.

CE9 - To apply the fundamental aspects of current educational research methodologies to improve processes of teaching and learning English as a foreign language.

CE10 - To use the English language for academic and professional purposes related to research in the areas of acquisition, teaching and learning English as a foreign language.

CE11 - To use academic skills in English, both orally and in writing inside and outside the classroom as well as all the communication techniques typical of teachers of this language.

Learning outcomes

The learning outcomes will be linked to the selected competences in each case. Among others, the following stand out:

Students should be able to:

  • Apply the knowledge acquired and use appropriate instruments in an educational research project.
  • Consistently incorporate different perspectives, sources and theoretical dimensions to analyse an educational reality.
  • Create proposals to improve educational reality based on research results.
  • Identify a research problem in the field of teaching or acquiring English as a foreign language, formulate the working hypothesis and/or research questions, as well as prepare an appropriate research design.
  • Apply techniques and use instruments to collect quantitative and qualitative information.
  • Analyse the data collected and draw the relevant conclusions for the teaching or learning/acquisition of English as a foreign language.
  • Correctly use tables and charts to present relevant information.
  • Carry out an analysis and summarise information on a chosen topic on the teaching, learning or acquisition of English as a foreign language and incorporate it into the project.
  • Generalise with caution and from a critical viewpoint based on the results of the data collected.
  • Write the Final Master’s Degree Project in accurate and formal English.
  • Present the Final Master’s Degree Project orally in English, using appropriate and formal language.


Preparation, presentation and public defence of an original theoretical or empirical/practical educational innovation project on any topic related to the teaching and/or learning-acquisition of English as a foreign language, under the supervision of one of the lecturers from the master’s programme. The student must:

(1)   Choose a topic in the field of teaching English as a foreign language that is related to the subjects taught in the Master’s Degree and identify a relevant problem;

(2)   Formulate a research hypothesis;

(3)   Design a research methodology proposal to prove this hypothesis;

(4)   Carry out the methodology and collect data using the relevant data collection techniques and instruments;

(5)   Present, analyse and interpret the data collected; and

(6)   Prepare a discussion and conclusion based on the findings.

The structure of the Final Master’s Degree Project must be as follows:

  • Table of contents
  • Abstract/summary and keywords
  • Introduction to and relevance of topic
  • Theoretical framework and literature review
  • Hypothesis and objectives
  • Methodological design (context, participants, instruments, procedures)
  • Results and discussion
  • Conclusion and prospective
  • References

The cover of the TFM must be in the standard UIC Barcelona format and must include the title of the work, the author, the supervisor, the name of the master’s degree and the date.

Teaching and learning activities


Online teaching methodology

RP       Problem Solving Tasks

EC       Case Study

ABP     Project-Based Learning

Online teaching and learning activities

TI          Individual Autonomous Work

TL        Online Tutorials

TFM     Final Master’s Degree Project

Evaluation systems and criteria


  • Presentation of a written Final Master’s Degree project                                                                   50%
  • Online oral presentation and defence of the TFM before an Academic Assessment Committee     50%

The TFM defence will be oral, public and individual, by videoconference via the secure Moodle Collaborate platform.

The evaluation criteria for the TFM are as follows:

Written project:

  • To be capable of selecting, analysing and distinguishing relevant information regarding the topic and the theoretical-practical approach of the Final Master’s Degree Project, incorporating updated references related to the latest research and publications.
  • To integrate knowledge and formulate well-reasoned critical judgements based on the information available, taking into account the characteristics of the specific context being investigated.
  • To identify and assess the various possibilities for teaching intervention, justifying the decisions made based on the conditions of the educational practice.

Oral presentation and defence of the Final Master’s Degree Project:

  • To demonstrate adequate oral and written expression in English.
  • To know how to use information and communication technologies in the presentation of the Final Master’s Degree Project.
  • To adequately respond to the observations and theoretical-practical recommendations of the Assessment Committee members.

Bibliography and resources

Escudero T. & Correa A. (Eds.) (2006). Investigación en innovación educativa: algunos ámbitos relevantes. Toledo: Ed. La Muralla.

Guba, E. & Lincoln, Y. (1994). Competing paradigms in qualitative research. In N.K., Denzin & Y. Lincoln (Eds.). Handbook of Qualitative Research (pp.105-117). Thousand Oaks, CA: SAGE Publications.

Hart, C. (2005). Doing your masters dissertation. London: SAGE Publications.

Hinkel, E. (2011). Handbook of research in second language teaching and learning. Abingdon: Routledge.

Kemmis, S. & McTaggart, R. (Eds.). (1988). The action research planner: Action research and the critical analysis of pedagogy (3rd ed.). Geelong, Victoria: Deakin University.

Latorre A. (2003). La investigación-acción: conocer y cambiar la práctica educativa. Barcelona: Graó.

Punch, K. F. (2009). Introduction to research methods in education. London: SAGE Publications.

Quivy, R. & Campenhoudt, L. (2005). Manual de investigación en ciencias sociales. Limusa, Mexico: Noriega editors.

Normas APA:

American Psychological Association (2018). Basics of APA style tutorial. Available at http://flash1r.apa.org/apastyle/basics/index.htm?_ga=2.173179301.760507601.1498726243-1836276118.1464329448

Normas APA (2018). Normas APA 2018 - 6ª edición. Available at http://normasapa.net/2017-edicion-6/