How MA TEFL Students at the American University of Armenia Choose Capstone Topics

Abstract

The purpose of the current study was to investigate and describe the decision-making process that graduate students at the programs of Teaching English as a Foreign Language (MA TEFL) at the American University of Armenia (AUA) go through when choosing capstone topics. In order to answer research questions, mixed research methods was implemented with qualitative first sequential design. Data collection was conducted in two steps. First, qualitative data was collected through focus group discussions with students and interviews with advising faculty members in order to construct a survey instrument. The next step was the distribution of the survey among AUA MA TEFL second-year students and alumni who graduated from the program between 2010 and 2015. The analysis of the data has led to three major findings. First, we have identified effectiveness of different topic selection strategies as perceived by students. Using personal interest, internet sources and reading original research for ideas were among the most effective strategies according to the students. Second, students’ personal interest, advisor’s approval and format of the topic were considered to be the most important criteria for the final topic choice. Finally, we have not found convincing evidence for strong relationships between strategies or criteria used by the students and the quality of their capstone projects as perceived by the students.