Elsewhere on Ulster
Gain the skills to teach English to speakers of other languages and put your learning into practice with a fulfilling teaching placement.
Whether you are a qualified teacher or have no previous teaching experience, the MA Teaching English to Speakers of Other Languages (TESOL) at Ulster is designed to enhance your teaching and communication skills and explore how people from different cultures learn languages.
Ulster’s TESOL programme is one of few master's level TESOL courses in the UK which combines theory with a teaching practice placement.
You will have the opportunity to complete a placement in our partner schools in Northern Ireland or Kunming, China, where you will teach English to non-native speakers. The latter is subject to funding availability and eligibility criteria will apply.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
Offered on both a full-time and part-time basis, the MA TESOL at Ulster is an exciting programme for individuals who wish to develop their teaching ability and knowledge about language.
You will study both the theory and practice of teaching, from classroom management to syllabus design, and gain the expertise and confidence to teach English in a variety of settings to students from across the globe.
Throughout the programme you will enhance your creativity and learn to adapt your teaching style and approach in order to effectively support a range of learners, with consideration to ethical and cultural differences.
You will also improve your research skills which will enable you to further your knowledge, particularly when completing the dissertation component of the MA, on a topic of your choice.
Employability is embedded within the programme design. A unique feature of the course is the teaching practice placement which takes place in one of our partner schools in Northern Ireland or in China. The Chinese teaching practice is funded by the Turing Scheme, and eligibility criteria will apply.
The teaching placements offer an authentic environment where you will have the opportunity to put your learning into practice.
MA full-time: normally 4 days per week in semester one; 3 days per week (6 weeks) plus 8 weeks teaching practice in sem 2; followed by independent study for the dissertation during semester three (summer semester). This can be done at a distance.
MA part-time: Year 1: normally, 2 days per week in semester one, 4 weeks teaching practice semester 2. Year 2: normally, 2 days per week in semester one, and 4 weeks teaching practice in semester two. This is followed by independent study for the dissertation during semester three (summer semester) and during semester one and two of year 3. This can be done at a distance.
We aim to engage students through a range of teaching and learning methods - problem based learning, seminar discussion, lecture input, teaching practice, reflective practice, activity/task based learning, small group tutorial, one to one tutorial - using a blended approach of face to face and online teaching.
Assessment includes a variety of real work tasks related to the TESOL world : teaching practice portfolio, case study of language learner, analysis of teacher talk,research poster, short tests, presentations, dissertation.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
Dr. Helen Hou is currently the Course Director. Originally from China, she has been with Ulster since 2010. She has taught English and trained teachers in China, Hungary, and the UK. Her areas of interest include online teaching, language instruction through social media, ELT methdologies, EAL learners and the teaching and learning of pronunciation.
Professor Barbara Skinner has a wealth of experience working as an English language teacher at home and abroad. She has taught ESOL, EAP and EFL and worked as a Cambridge Examiner and an IELTS examiner. She is also a teacher trainer and has given workshops and conference presentations on EAL training needs, embedding cultural diversity in Northern Irish schools and developing effective teacher classroom language.
Mr Cain Barriskill is a dedicated educator with a passion for fostering cross-cultural communication through TESOL. With extensive experience teaching English to diverse learners, both in his home country and abroad. Cain has honed his pedagogical approach to create engaging and effective learning environments.
The course team contribute to research at the University and enjoy using the latest research to underpin and enhance MA TESOL students' learning.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
Year: 1
Status: C
This module focuses on the practical tools and strategies needed for creative language teaching. It features a series of lectures and practical exercises which support a programme of peer teaching sessions in which students design and deliver lessons in small groups. Challenges to effective language teaching are explored through critical reflective practice on peer teaching sessions. Additionally, the module prepares students for EDU710, the Teaching Practice module in semester two.
Year: 1
Status: C
This module gives an authentic opportunity to teach English to non-native speakers of English. Students teach pupils of varying English language proficiencies in a range of contexts - primary/post primary/college/university or private language school The key objective of the module is that graduates will enter the employment market fit for purpose - as competitive and competent candidates for posts as English language teachers in high quality language teaching institutions.
Year: 1
Status: C
The module develops students' conceptual competences, by giving them a solid theoretical underpinning regarding key English language acquisition/learning concepts. By doing so, it offers an opportunity to apply the theory to their practice and to explore research critically, either as a resource for their own teaching or for their own research. It will offer the opportunity to identify and clarify theories in relation to second language teaching.
Year: 1
Status: C
This module introduces the students to different theories about English grammar teaching and teaching of English pronunciation as well as diverse means of teaching grammar and pronunciation, including the application of digital technologies in transmitting knowledge about English language in classroom teaching. Students are expected to develop their skills in critically reflecting on their teaching performance and student learning, innovating new techniques in teaching grammar and pronunciation.
Year: 1
Status: C
This module introduces the students to basics of academic writing conventions, including identification and avoidance of plagiarism, appropriate referencing and citing and bibliography compiling. This module also introduces the students to the ways in which technologies are impacting on designing and conducting research. Students are expected to show conceptual and practical skills to draw up a research proposal and produce a series of feasible instrument tools.
Year: 1
Status: C
This module will allow students to undertake a sustained piece of independent work. Working under supervision, students are guided to prepare a research proposal relevant to the TESOL field, to research a selected issue affecting professional life and to prepare and present a 18,000 word submission for examination.
Status: O
Year: 1
This module is optional
This module will allow students to undertake independent TESOL focused research work. Working under supervision, students are guided to prepare a research project relevant to the TESOL field.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
A second class honours degree from a University of the United Kingdom or the Republic of Ireland, or from an institution of another country which is recognised as being of an equivalent standard; and evidence of competence in written and spoken English (GCSE grade C or equivalent).
An Access NI check will be completed on all successful applicants.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
You can make an APEL application (accreditation of prior experiential learning). However, you cannot apply to be exempt from the teaching practice module.
In this section
Graduates of this programme have worked as English language teachers in schools, universities, and private language schools in the UK, Ireland, and globally. Some have advanced to EAL-related fields, doctoral study, or roles as online English teachers or developers of teaching resources. Others have used their qualifications to work with charities in developing countries.
Shelley Wright shares:
‘I’m in my fourth year working as a lecturer at Kanda University of International Studies in Chiba, Japan. It’s an amazing job which hired me right after I graduated. We get over three months’ holiday per year and there are lots of opportunities for professional development. There are over 60 English lecturers here, so that adds to the sense of community, and the students are angels. During the interview process, my boss was impressed by the placement in Hungary that you sent us on!’
Dr. Ronan Kelly says:
‘Since completing the MA TESOL in 2015, I have had some fantastic career opportunities and exciting adventures. I was able to travel the world and teach English in Vietnam and South Korea. I have also worked as an English for Academic Purposes teacher at a university in N. Ireland. I was new to teaching when I began the course and found that the interactive learning activities, supportive lecturers, and authentic assessments really built my skills and confidence as a teacher. The skills that I developed by completing the MA TESOL enabled me to pursue a PhD in TESOL at UU, which I completed in 2022. I’ve had an amazing career in TESOL so far, and the MA TESOL was where it really began.’
This exciting MA in TESOL includes a teaching practice placement. You can opt to do the placement with one of our Northern Irish partners or overseas, with our partner university Kunming Normal University in China. In Northern Ireland, there are opportunities to work in primary and secondary schools, further education colleges, private language schools, and higher education institutions. In China, our partner university collaborates with us to organise placements in primary and secondary schools, as well as universities.
TESOL student teachers teach during semester two, normally starting in February and finishing just before the Easter holidays.
There are additional costs associated with going to China. However, you can apply for Turing funding, which can cover most of the accommodation and subsistence costs. You will teach in Kunming, a beautiful city in Southwestern China. Our students are placed in primary and secondary schools or universities, where they are well-supported by Chinese host teachers and university supervisors remotely. The Chinese teaching practice is subject to funding availability, and eligibility criteria will apply. Ulster University may also contribute to the Chinese teaching practice to help reduce the financial burden for successful applicants travelling to China.
The Northern Irish and Chinese teaching practice modules give an authentic opportunity to teach English to non-native speakers of English.
Students domiciled in Northern Ireland, Republic of Ireland and UK students can apply to Student Finance NI for a Tuition Fee loan of up to £6,500 (subject to eligibility).
Postgraduate fees are subject to annual review, 2026/27 fees will be announced in due course.
See our tuition fees page for the current fees for 2025/26 entry.
Each year the student who gains the best overall mark in the taught modules which make up the Postgraduate Diploma will receive the Pritchard Prize.
Students who opt for the Chinese teachign practice placement may need to apply for a visa. There is a cost for this and the application can be submitted in Belfast.
Successful applicants must apply for AccessNI clearance and are responsible for costs associated with this application. AccessNI check costs £32.00.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
1. We prepare our prospectus and online information about our courses with care and every effort is made to ensure that the information is accurate. The printed version of the prospectus is, however, published at least a year before the courses begin. Information included in the prospectus may, therefore, change. This includes, but is not limited to changes to the terms, content, delivery, location, method of assessments or lengths of the courses described. Not all circumstances are foreseeable, but changes will normally be made for one of the following reasons:
2. If there are insufficient enrolments to make a course viable, it may be necessary for the University to withdraw a course. If you have received an offer for a course that we subsequently have to close, we will contact you as soon as possible to discuss alternative courses. If you do not wish to study any alternative courses at the University, you may withdraw your application by informing us by email to admissions@ulster.ac.uk.
3. Please note that the University’s website is the most up-to-date source of information regarding courses, campuses and facilities and we strongly recommend that you always visit the website before making any commitments.
4. We will include a durable PDF when we send you an offer letter which will highlight any changes made to our prospectus or online information about our courses. You should read this carefully and ensure you fully understand what you are agreeing to before accepting a place on one of our courses.
5. The University will always try to deliver the course as described in the durable PDF you receive with your offer letter.
6. At any point after an offer has been made, students will be notified of any course changes in writing (usually by email) as soon as reasonably practicable and we will take all reasonable steps to minimise their impact where possible. The University will, where possible and reasonably practicable, seek the express consent of the student in regard to any changes concerning material or pre-contract information.
7. The University website will be updated to reflect the changed course information as soon as reasonably practicable.
8. If, after due consideration, you decide that you no longer want to study your course or to study at the University because of the changes, you may withdraw your application or terminate your contract with the University. In order to do so, you should notify us in writing by emailing admissions@ulster.ac.uk (and update UCAS if applicable). We will, on request, recommend alternative courses that you could study with us, or suggest a suitable course at an alternative higher education provider.
9. If you do not agree that the changes are fair, you can seek redress under the Student Complaints Procedures.
10. Providing the University has complied with the requirements of all applicable consumer protection laws, the University does not accept responsibility for the consequences of any modification, relocation or cancellation of any course, or part of a course, offered by the University. The University will give due and proper consideration to the effects thereof on individual students and take the steps necessary to minimise the impact of such effects on those affected.
11. The University is not liable for disruption to its provision of educational or other services caused by circumstances beyond its reasonable control providing it takes all reasonable steps to minimise the resultant disruption to such services.
12. Further information can be found in our terms and conditions.
The full Student Terms and Conditions 24/25 is now available.
Comments from External Examiners
‘The students were highly complimentary about the course
and commended the team spirit that had been generated, as
well as the commitment of the teaching staff.’
'The main strength of the course is the teaching practice in
Hungary. This provides an invaluable experience for both the
new teachers as well as the experienced teachers….I was also
particularly impressed by the way in which the experience in
Hungary was integrated into other modules of the course'.
Comments from students
‘The teaching practice is organised
extremely well, and links between the various schools
and the University are strong and mutually beneficial’.
‘We are all aware of the fact that it is people who make up
Departments within a University. I am in no doubt that all
students stand to benefit from the high standard that has
already been set. Sincere thanks to all involved in making the
course of studies so enjoyable’.
‘I’m in my fourth year working as a lecturer at Kanda
University of international Studies in Chiba Japan. It’s an
amazing job which hired me right after I graduated. We
get over three months holiday per year and there are lots
of opportunities for professional development. There are
over 60 English lecturers here so that adds to the sense of
community and the students are angels. During the interview
process my boss was impressed by the placement in Hungary
that you sent us on! They accepted me while I was still
finishing off my Thesis. Thanks so much for looking after us
so well Barbara – That was a really special year’.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
