MEDU300 Master of Education in Primary Final Research Proposal 2026 | Institute for Education

MEDU300 Final Research Proposal 2026

Proposed Title

What is the title of your dissertation? Review your title by going through the following success criteria. The title you are suggesting is:

• clear and precise
• specific and reflects the content
• avoids ambiguity
• includes relevant keywords
• free of abbreviations and acronyms
• accurately representing the research to be conducted
• free of grammatical errors and is not too long.

Maltese as a Foreign Language in Multicultural Classrooms: Teaching Strategies and Primary School Teachers’ Perceptions in Malta

Summary

Provide a summary highlighting the proposed research topic, aims and methodology  (approximately 250 words). Review your summary by going through the following success criteria. The summary includes the:

• research topic
• objectives/aims
• research gap/rationale
• significance of the study
• expected contribution to the academic field, practical applications or policy development
• scope and limitations
• timeline

Summary

This research proposal explores the perceptions of primary school teachers regarding the effectiveness of various teaching strategies used in Maltese as a Foreign Language (MFL) classrooms in multicultural settings. The main objective is to examine how teachers perceive and implement different teaching strategies, such as Task-Based Learning (TBL), Project-Based Learning (PBL), collaborative learning, and technology integration, within multicultural classrooms in Malta. The study will focus specifically on primary school teachers’ first-hand experiences to bridge the gap between theoretical concepts and real-world classroom practice.

The rationale for this research stems from the growing presence of non-Maltese students in Maltese classrooms, creating a multilingual and multicultural learning environment. This demographic shift has made it increasingly important to evaluate how effectively MFL teaching strategies cater to a diverse student body with varying language proficiency levels. By prioritizing the teachers’ views, this research highlights their critical role in shaping language learning experiences and ensuring student engagement. Since teachers directly interact with students, it is essential to gain insights into their perspectives on effective teaching strategies.

The significance of this study lies in its potential to inform both teacher training and curriculum development. By understanding how teachers implement various strategies and their perceptions of effectiveness, it is possible to recommend practices that can be adapted across other foreign language settings in Malta and beyond. This research also strengthens the argument that practical classroom experience is crucial in bridging the divide between educational theory and real-world implementation. Furthermore, it will contribute to the larger conversation about inclusive and culturally responsive teaching practices, particularly in multilingual educational contexts.

The research will adopt a qualitative methodology, using interviews and classroom observations to gather data from a sample of primary school teachers in Malta. The data will be analyzed thematically to uncover recurring themes and insights related to the use of teaching strategies in multicultural MFL classrooms.

Research Question/s

Provide clear and focused research question/s upon which the study will be conducted  (not more than 3). Review your research questions by going through the following success criteria. The research questions you are suggesting are based on:

• clarity and precision
• feasibility
• relevance to the topic
• each question focusing on one idea
• what can be tested empirically
• new perspectives, challenge existing theories, or address previously unexplored issues
• an alignment with the objectives of the research study

Literature Review

Provide a background of the context in which your study takes place through an indication of the relevant literature including key concepts and theory (approximately 500 words). Review your short literature review by going through the following success criteria. The literature review:

• provides definitions of main key concepts/terms
• presents the theoretical framework
• includes some local and foreign statistics about your research area provides existent and recent literature about your research area.

Literature Review

The teaching of Maltese as a Foreign Language (MFL) in multicultural classrooms presents unique challenges, particularly with the increasing number of non-Maltese students in primary schools. As classroom demographics continue to shift, traditional teaching strategies must be reevaluated to ensure they remain inclusive and effective in fostering language acquisition (Debono, 2020). The impact of language segregation on students’ language acquisition is particularly concerning, as it limits opportunities for real-life language practice, which is essential for fluency and confidence in communication (Panzavecchia et al., 2020). According to Zammit (2021), multicultural classrooms often lack immersive language environments, which are crucial for language acquisition. The absence of frequent Maltese interaction outside the classroom further intensifies this challenge, as students may default to using their native languages or English in social settings (Żammit, 2021). This underscores how the lack of an immersive language environment can hinder language development, reinforcing the necessity for interactive and inclusive teaching strategies.

Teachers must therefore create a learning environment that fosters language exposure and interaction in ways that mirror real-world use. Research indicates that the effectiveness of teaching strategies is influenced by multiple factors, including student engagement, the adaptability of methods, and institutional support for innovative approaches (Wujec-Kaczmarek, 2021). The inclusion of specific strategies such as technology integration, gamification, collaborative learning, task-based learning (TBL), and project-based learning (PBL) plays a pivotal role in supporting foreign language acquisition. The literature on MFL teaching strategies suggests that the traditional approach to language teaching, which often focuses primarily on grammar and vocabulary acquisition, may not be as effective in diverse settings (Salazar, 2015). Bonello (2020) highlights that incorporating interactive methods, such as cooperative learning and multimedia resources, significantly enhances student engagement and motivation.

Research Gap and Previously Researched Areas

While research on second-language acquisition in multicultural settings has been widely explored in European and North American contexts (Ellis, 2003; Salazar, 2015), there remains a notable gap in the literature specifically addressing the teaching of Maltese as a Foreign Language (MFL) in Malta’s unique multilingual environment. Most studies on foreign language acquisition have examined English or other dominant European languages, leaving MFL underrepresented in academic discourse (Panzavecchia & Little, 2020). Additionally, previous research has predominantly centered on student experiences rather than teacher perspectives, resulting in a knowledge gap concerning how educators perceive and implement effective strategies in diverse linguistic classrooms (Debono, 2020). This research strengthens the rationale for prioritizing teachers’ perspectives, as they play a crucial role in applying language strategies and interacting with students daily. Understanding their insights is fundamental in enhancing the effectiveness of MFL instruction.

Existing research has also largely overlooked how Maltese teachers navigate the complexities of instructing non-native speakers in MFL classrooms. While numerous studies explore linguistic outcomes for students, fewer investigate the practical experiences and strategies teachers use to bridge the gap between theoretical and real-world educational settings. Furthermore, there is limited literature assessing how teaching strategies impact classroom management, student motivation, and long-term retention of the Maltese language.

Existing studies have extensively examined the role of Task-Based Learning (TBL), Project-Based Learning (PBL), and collaborative learning in second-language instruction (Cioffi, 2018). These methods have been recognized for their potential to enhance student engagement and comprehension through interactive and real-world applications. However, little is known about how these strategies function in MFL classrooms specifically within Malta, where students come from diverse cultural and linguistic backgrounds. Furthermore, there is a need to substantiate these findings with direct classroom observations and supporting literature to reinforce the argument for their effectiveness. Studies on gamification and technology integration (Zammit, 2021; WujecKaczmarek, 2021) have demonstrated promising outcomes in foreign language classrooms, yet their application in MFL settings in Malta remains insufficiently explored.

Another area requiring further exploration is the integration of traditional and modern teaching strategies in MFL classrooms. While research suggests that digital tools and gamification foster student engagement, there is limited analysis of how these approaches are combined with conventional methods, such as direct instruction and grammar-based learning (Qualitative Assignment, 2024).

Moreover, while literature has addressed the benefits and challenges of bilingual education in Malta (Bonello, 2020), few studies have examined the effects of language segregation on non-Maltese students learning MFL. Research from other multilingual contexts indicates that fully integrating foreign language learners into mainstream classrooms enhances fluency and confidence

(Panzavecchia & Little, 2020). However, in Malta, the widespread practice of separating MFL learners from native speakers has not been critically evaluated in terms of its long-term impact on language acquisition. Furthermore, mixed-ability classrooms, where students of different proficiency levels learn together, may provide greater exposure and more opportunities for immersive learning compared to strictly segregated environments. Expanding the focus to how these teaching approaches can be adapted to other foreign language structures in Malta or even multilingual educational settings would offer valuable insights into their applicability.

Expanding the Scope of Research

This study aims to address these gaps by focusing on teacher perspectives—a relatively underexplored aspect of MFL education research in Malta. By examining how educators implement and perceive teaching strategies, this research seeks to develop a deeper understanding of which methodologies are most effective in multicultural MFL classrooms. Additionally, this study will investigate whether alternative instructional approaches, such as integrated classroom settings or enhanced technological interventions, can improve language proficiency among non-Maltese students.

One area of interest is how different school policies influence MFL instruction. Existing literature has not adequately explored whether variations in teaching methodologies across private, public, and international schools impact student learning outcomes. Additionally, while research has identified teacher training and professional development as essential components of foreign language education (Christou, 2023), there is a lack of studies evaluating whether Maltese educators receive sufficient training in teaching MFL within a multicultural classroom setting.

Conclusion

By expanding upon the existing body of research and addressing these previously underexplored areas, this study contributes new insights into the challenges and opportunities associated with teaching MFL in Malta. Given the growing linguistic diversity of classrooms, it is imperative to develop evidence-based strategies that ensure equitable access to effective language education for all students, regardless of their linguistic background.

References

Proposed Methodology

Provide details on the proposed methodology. The following questions might help you plan your discussion and understand what is expected from you: What is the methodological approach? Is it a philosophical inquiry? Is it Project based? Is it a Qualitative approach? Quantitative? Mixed Methods? If it is Mixed Methods research study, is the research design Explanatory? Exploratory? Parallel convergent? Some other design? Is a case study methodology being employed? Is it narrative research? Ethnographic? Auto ethnographic? Will action research be employed?

Following taking decisions on the above, review your methodology section by going through the following success criteria. The methodology you are suggesting includes the:

• research design
• data collection
• research methods
• research participants
• sampling framework and target sample size
• the profile and number of the total target population, the number of participants out of the total target population you envisage participating in your research
• reason for your chosen sample size
• data analysis
• rationale for the above

This study will adopt a qualitative research methodology to explore primary school teachers’ perceptions of the effectiveness of various MFL teaching strategies in multicultural classrooms. A case study approach will be used to gain in-depth insights into the teaching practices of primary school teachers in Malta. A qualitative approach is chosen because it allows for an indepth exploration of teachers’ experiences, capturing the complexity of classroom interactions and instructional strategies beyond numerical data (Staller & Chen, 2022).

Data will be collected through semi-structured interviews and classroom observations. The interviews will provide teachers with the opportunity to reflect on their experiences and perspectives, while the classroom observations will allow the researcher to gather data on how these strategies are implemented in practice. By combining these methods, the study ensures a comprehensive understanding of both teachers’ stated perceptions and their actual classroom practices.

The research participants will include primary school teachers who teach Maltese as a Foreign Language in multicultural classrooms. A purposive sampling strategy will be used to select teachers who have experience using project-based learning, gamification, and collaborative learning in their classrooms. Teachers will be identified through professional networks, school administrations, and educational organizations that support MFL teaching in Malta. An initial screening survey may be distributed to potential participants to ensure they meet the study’s criteria. Additionally, the researcher will contact relevant school authorities to gain permission to conduct the study and recruit teachers. The target sample size will consist of 10–15 teachers, as this will allow for a deep exploration of their experiences while still being manageable within the time constraints of the study.

Initial contact will be made via email, followed by a formal invitation outlining the study’s purpose, expectations, and ethical considerations. Efforts will be made to ensure a diverse sample, including teachers from both public and private schools, to capture a range of experiences and perspectives.

Ethical considerations will be strictly adhered to throughout the study. Participants will be provided with an informed consent form detailing the voluntary nature of participation, their right to withdraw at any time, and assurances of confidentiality and anonymity. Pseudonyms will be used in all reports and publications to protect identities. Approval from relevant educational authorities and ethics committees will be sought before data collection begins.

Regarding data collection, interviews will last approximately 45–60 minutes and will be conducted in person or via online platforms, depending on participant preference. Classroom observations will be conducted at least twice per participant to ensure consistency and depth in understanding teaching strategies. A structured observation guide will be used to systematically document engagement levels, teacher-student interactions, and the practical implementation of the selected teaching strategies.

Data will be analyzed thematically, allowing the researcher to identify recurring themes and patterns in teachers’ perceptions of the effectiveness of the strategies. The analysis will focus on how these strategies are perceived in terms of engagement, student participation, language acquisition, and classroom dynamics. This thematic approach aligns with the constructivist paradigm, ensuring that the interpretations are context-dependent and reflective of individual teacher experiences (Bogna et al., 2020). The findings will provide valuable insights into the challenges and successes of using these strategies in multicultural classrooms and will offer recommendations for improving language acquisition in such settings.

Ethical Considerations

Provide information on any ethical implications of your research. How do you intend to safeguard your research participants (if applicable)? How do you intend to ensure anonymity and confidentiality of your research participants (if applicable)? (approximately 250 words)

Ethical considerations are crucial in this study to ensure the safety and confidentiality of all participants. Informed consent will be obtained from all participants before data collection, ensuring they understand the study’s objectives, potential risks, and their right to withdraw at any stage without consequences. Ethical considerations are paramount in this study to ensure the protection of participants’ rights and well-being (Pietilä et al., 2020).

All participants will sign consent forms and be given detailed explanations of the study’s aims, activities, and safeguards. All data collected from interviews and observations will be anonymized to maintain the confidentiality of participants. Furthermore, teachers and students will not be identifiable in any published materials.

Additionally, care will be taken to ensure that the research does not disrupt the teachers’ daily routines or classroom activities. Teachers will be given the option to schedule interviews at their convenience, and classroom observations will be conducted with minimal disruption to normal teaching activities. To mitigate potential power imbalances, the study will emphasize voluntary participation and ensure a neutral, non-judgmental research environment. Further, to mitigate the issues of power imbalance, the researcher will ensure that the interview conditions are relaxed and that no one is forced to participate in the study. These practices aim to safeguard the participants from harm and maintain the ethicality of the research actions.

Possible Data Collection Limitations

Provide details on any limitations your data collection may be subject to, such as access approvals being withheld, participants not granting consent to participate in the research, low response rates to your survey, time constraints of the researcher / research participants, etc. Please indicate how you plan to mitigate these limitations. (approximately 250 words)

One potential limitation of this study is the limited sample size due to the time constraints of the research. Although the study aims to include 10–15 teachers, this may not be fully representative of all primary school teachers in Malta. To mitigate this, the research will focus on teachers who have direct experience with MFL strategies, ensuring that the collected data remains relevant and insightful.

Another limitation could be the potential bias introduced by teachers who may have preconceived opinions about the effectiveness of specific strategies. To address this, the interviews will be designed to allow teachers to express their opinions freely without feeling pressured to provide specific responses. Additionally, classroom observations will serve as a form of triangulation, verifying the consistency between what teachers report and what is observed in practice.

Access to schools and approvals from educational institutions may also pose a challenge. If access is restricted, alternative data collection methods, such as online interviews or teacher surveys, may be considered. Moreover, varying degrees of teacher openness and willingness to discuss classroom challenges could influence data collection. To address this, the researcher will create a trust-based environment where participants feel comfortable sharing their experiences.

By acknowledging these limitations and adopting mitigation strategies, this study aims to ensure the reliability and validity of its findings while maintaining ethical integrity.

Project Timeline

Provide a practical timeline of the research project including completion of chapters and revisions up until the submission of your dissertation.

Reminder: Preferably you plan on working on your literature review chapter and maybe even the methodology chapter during the summer months prior to the month of October. Therefore, you would be finalising your literature review chapter and possibly the methodology chapter in October. With regards to data collection it is important to have this started and possibly finalised during the first term of the scholastic year so you will have ample time to analyse your data and finish the writing of the rest of the chapters during term 2 of the scholastic year. 

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