Final Master Project Code:  M5.972    :  6
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This is the course plan for the second semester of the academic year 2023/2024. To check whether the course is being run this semester, go to the Virtual Campus section More UOC / The University / Programmes of study section on Campus. Once teaching starts, you'll be able to find it in the classroom. The course plan may be subject to change.

The Final Master's Thesis is a compulsory 6-credit course. The student will write their Final Thesis under the supervision of a tutor and will defend their work virtually, synchronously and publicly in front of a committee. The objective of this Final Master's Thesis is that the student puts into practice and combines all the theoretical and practical knowledge gained during the master's degree and applies that knowledge to a professional environment in the field of language teaching and learning. This Master's Thesis has, therefore, a practical orientation. The course has been conceived as an opportunity for the student to show and strengthen the different types of competencies (basic, specific and cross-sectional) developed during the program.

The outcome will be a piece of individual and original work (25 pages or 12,500 words maximum) that asks relevant questions, analyzes a teaching/learning context in a reflexive and critical manner, and focuses on a pedagogical proposal motivated by a well-justified problem or real need. It is the thesis of a professionally-oriented master's program and, therefore, it should involve the design and development of a pedagogical application, either a product (e.g., task, activity, etc.) or pedagogical intervention. In either case, the application will have to be technology-mediated or incorporate the use of technology and it should be justified by a theoretical framework that demonstrates the student's ability to do research and delve into a particular topic.

The final outcome will be a report that describes the project, including the theoretical foundation and evidence of the product or pedagogical intervention developed and a series of recommendations for its practical implementation in the real context chosen by the student.

The project may be recommended for publication in the university's repository (the O2):


This is a compulsory course in the Master's program in Technology-Mediated Language Teaching and Learning. It represents the completion of the learning process in the Master's program.


This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This also includes editors, materials writers, and consultants for online language learning platforms.


It is highly recommended that the student registers for this course at the time when they are ready to finish the program. Ideally, the Final Master's Thesis should be the last course taken by the student, once the other courses (or most of them) have been completed. At least, the student should have completed a minimum 30 ECTS in order to be able to register for this course.


Students need to have a level of English (language of instruction and use in the classroom) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

A minimum of 30 ECTS should have been completed in order to be able to register for this course.

Information and communication technology (ICT) skills at user level are also recommended.


By the end of this course, students will be able to:

  • Analyze, interpret and communicate results and implications of a research project.

  • Apply theoretical and methodological principles to solve a problem in a particular learning context. 

  • Search, obtain, process and convey information.

The main competencies this course will contribute to develop are the following:

Basic competencies

  • Having and understanding the knowledge and skills that provide a basis or that give an opportunity to be original in the development and/or application of ideas, often in the context of research.
  • Being able to apply the acquired knowledge and skills and the capacity to solve problems in new environments that belong to a broader or multidisciplinary context, related to the area of study.
  • Being able to convey one's conclusions, as well as the knowledge and rationale behind to expert and non-expert types of audiences in a clear and unambiguous way.

General competencies

  • Handling, comparing, and connecting the various models and theoretical principles in second language teaching and learning.
  • Searching for, obtaining, processing, and communicating information (oral, written, audio-visual, digital or multimedia) in order to transform it into knowledge through analysis and synthesis.
  • Handling the necessary methodological knowledge and skills to face professional or research challenges rigorously.

Cross-sectional competencies

  • Writing adequately and conveying knowledge and ideas from complex texts fluently and rigorously. 

Specific competencies

  • Identifying the learning needs of students, bearing in mind the diversity of technological profiles and the learning context, and adapting the use of educational technology to these factors.
  • Analyzing and assessing critically the potential of current technologies and resources and being able to justify their use to learn a second language in hybrid or online contexts.
  • Mastering the theoretical principles in technology-mediated second language teaching and learning and applying them to make decisions about authentic pedagogical interventions in online or hybrid contexts.
  • Analyzing, interpreting, and conveying the results and implications of the pedagogical actions or research projects carried out. These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed.  

These competencies are linked to learning outcomes that students will achieve through a series of assessed tasks.


This course is structured around five challenges or activities that will guide the student through the different stages of the project:

  1. Topic and rationale 
  2. Framework and objectives
  3. Design, development and implementation proposal
  4. Final report
  5. Oral presentation

Each phase will be assessed by means of continuous evaluation tasks.

Topic and rationale
Students will lay out a proposal that includes the topic selected, a rationale or justification, and a provisional title.
Framework and objectives
Students will provide a theoretical or conceptual framework for their project, based on theoretical principles from second language acquisition or pedagogical needs.  

Design, development and implementation proposal
Students will outline the methodology the project will follow, propose a design, based on a real teaching/learning context and a needs analysis, and develop the application proposed. This phase will also include an implementation proposal in the learning context selected and a description of how competencies or learning outcomes  resulting from the application would be assessed.
Final report
Students will write the Final Master's Thesis (25-page limit, without including references and appendices).
Oral presentation
Students will video record a presentation of their project that will be published and assessed by a committee of three experts. The presentation will simulate a presentation at a scientific conference. Students will also schedule a synchronous meeting with the committee to answer questions and make final remarks.


La edición del TFM: la estructura del trabajo de investigación y el estilo de escritura científica PDF
El tema y la pregunta de investigación. Recursos y cuestiones metodológicas de la investigación PDF


The student will be provided with different learning resources for each of the stages in the Final Master's Thesis. Learning resources will be available in the classroom.


The assessment process is based on students' own work and the assumption that this work is original and has been carried out by them.

In assessment activities, the following irregular behaviours, among others, may have serious academic and disciplinary consequences: someone else being involved in carrying out the student's assessment test or activity, or the work being not entirely original; copying another's work or committing plagiarism; attempting to cheat to obtain better academic results; collaborating in, covering up or encouraging copying; or using unauthorized material, software or devices during assessment.

If students are caught engaging in any of these irregular behaviours, they may receive a fail mark (D/0) for the assessable activities set out in the course plan (including the final tests) or in the final mark for the course. This could be because they have used unauthorized materials, software or devices (e.g. social networking sites or internet search engines) during the tests, because they have copied text fragments from an external source (internet, notes, books, articles, other student's projects or activities, etc.) without correctly citing the source, or because they have engaged in any other irregular conduct.

In accordance with the UOC's academic regulations , irregular conduct during assessment, besides leading to a failing mark for the course, may be grounds for disciplinary proceedings and, where appropriate, the corresponding punishment, as established in the UOC's coexistence regulations.

In its assessment process, the UOC reserves the right to:

  • Ask the student to provide proof of their identity, as established in the university's academic regulations.
  • Request that students provide evidence of the authorship of their work, throughout the assessment process, both in continuous and final assessment, by means of an oral test or by whatever other synchronous or asynchronous means the UOC specifies. These means will check students' knowledge and competencies to verify authorship of their work, and under no circumstances will they constitute a second assessment. If it is not possible to guarantee the student's authorship, they will receive a D grade in the case of continuous assessment or a Fail in the case of final assessment.

    For this purpose, the UOC may require that students use a microphone, webcam or other devices during the assessment process, in which case it will be the student's responsibility to check that such devices are working correctly.


You can only pass the course if you participate in and pass the continuous assessment. Your final mark for the course will be the mark you received in the continuous assessment.