research Paper Guideline

A research paper needs to strictly follow the format and style required by the Department
where it is completed. Therefore, before embarking on writing up your graduation paper,
you should consult this document carefully.
A. STRUCTURE

Recommended FORMAT OF A GRADUATION PAPER

I. Preliminary pages:
1. Cover page
2. Title page
3. Acceptance page
4. Acknowledgements
5. Abstract
6. Table of contents
7. List of tables, figures, and abbreviations, etc.
II. Main text:
1. Introduction
a. Rationale for the study
b. Aims of the study
c. Significance of the study
d. Scope of the study
e. Organisation
2. Literature review
3. Methodology
a. Research questions
b. Subjects
c. Data collection instruments
d. Procedures of data collection
e. Data analysis
4. Results and discussion
a. Findings
b. Discussion
5. Implications and Conclusion
a. Implications
b. Limitations and Suggestions for further research
c. Conclusion
III. Supplementary pages:
1. References
2. Appendices

I. PRELIMINARY PAGES
1. Cover page: The cover page should contain the following elements (see Appendix 1)

THAINGUYEN UNIVERSITY (font: VnTimeH, size: 14)

1
 FACULTY OF FOREIGN LANGUAGES (font:VnTimeH, bold-typed, 14)
English Department (font: VnTimeH, bold-typed, font size: 12)
STUDENTS NAME (font: VnTimeH, font size: 14)
TITLE OF THE PAPER (font VnTimeH, bold-typed, font size: 18)
submitted in partial fulfillment of the requirements for the degree of bachelor of .........
(TEFL) (font: VnTimeH, font size: (12)
ThaiNguyen, month/ year (font: VnTime, font size: 14)

Note: The paper title:

The title should describe, as briefly as possible, the specific nature of the study. A paper title
should not be more than fifteen words. Such phrases as a comparison of, a study of, an
investigation into are usually superfluous. However, to go to the other extreme by
providing a title that is too brief or too vague to convey the nature of the study is a much
more serious mistake. Emotion-laden titles, such as We Must Expand the English
Programme or Dont Let Errors Discourage Your Language Students, should be avoided
at all costs.
2. Title page: Same as the cover page but also includes the supervisors name and title in 14
point VNTimeH. (see Appendix 2)
3. Acceptance page:
I hereby state that I: (Students name, class), being a candidate for the degree of Bachelor
of ..... accept the requirements of the College relating to the retention and use of Bachelors
Graduation Paper deposited in the library.
In terms of these conditions, I agree that the origin of my paper deposited in the library
should be accessible for the purposes of study and research, in accordance with the normal
conditions established by the librarian for the care, loan or reproduction of the paper.
Signature
Date

4. Acknowledgements:
The acknowledgement is used to thank any organizations, groups, or individuals who have
been involved with the research.

2
 5. Abstract:
The abstract, which should not exceed 300 words, is to give a brief overview of the study
report. The abstract should:
give a brief background to the study including its objectives
give a brief description of the methods and procedures adopted
summarise the main findings
list recommendations (if there are any)
6. Table of contents:
This should list any chapter titles, normally in upper case, preceded by their numbers in
Roman or Arabic numerals. Any subheadings should be in lower case except as required for
initial letters. It is recommended that no more than four levels of subheadings are included
in the Table of Contents (chapter names are level 1 headings, subheadings of a chapter are
level 2 headings, subheadings of subheadings are level 3, etc.). Subsections of chapters may
be numbered with Arabic numerals, or with letters in either upper or lower case. (see
Appendix 3)
7. List of tables, figures, and abbreviations:
This section immediately follows the abstract. Lists of tables, figures, photographs, maps
and illustrations should be numbered in Arabic numerals (1,2,3, etc). Any abbreviations or
glossary/symbols used should be separately listed in this section, the abbreviated form
starting from the left-hand margin, with the full form to its right, e.g.:
TESOL: Teaching English to Speakers of Other Languages
II. MAIN TEXT
The main text of your thesis must be divided into a logical scheme that is followed
consistently throughout the work. Chapters with subsections are the most common form of
division. Any logical system of subdivision within chapters or sections may be used, but
the scheme must be consistent throughout the manuscript.
The main body of the paper should follow the structure suggested below.

1. Introduction:
The purpose of the introduction is to frame the paper for its readers. It should provide:
a brief description of the topic including any background that might be necessary for
the general reader to understand the research area

3
 reasons why the topic is worth researching or why it could be found interesting
research objectives and research questions
scope of study
an overview of the rest of the paper
2. Literature review:
The purpose of reviewing existing information is to find what is already known about the
topic. This part should answer four questions:
What is the present state of knowledge regarding the topic under consideration?
How are the previous studies related to the one being proposed?
What is the quality of the studies reviewed?
How will the proposed study contribute to the existing literature?
There is also the need to maintain a strict control over the material which is covered in the
literature review: only a careful selection of narrowly relevant materials which pertain
immediately to the research question will be included. For an empirical study report, the
size of the literature review should not be more than one third of the total length of the
study report. (see Appendix 4)
3. Methodology:
The purpose of this section is to outline the research methods used and demonstrate that
recognized procedures have been followed in the study. There should be an explanation of
the reason why particular methods were chosen and how the research was conducted. For
example, if a questionnaire survey was used, there should be an account of how many
questionnaires were handed out, how respondents were selected, and what type of
information was expected from the questionnaire. (see Appendix 5)
4. Results and discussion:
The purpose of this part is to state what was found, and to analyse and explain why the
results came out as they did, and how they helped to achieve the objectives of the study or
answer the research questions. Tables, charts and other suitable graphic material should be
mixed with the text. Do not repeat in the text information that is included in tables or
graphs. Note only the most relevant and important features. If a variety of methods have
been used, it is sometimes worth reporting the results from each method separately.
5. Implications and Conclusion

4
This section should also mention briefly the implications as well as the limitations of the study
and include any recommendations or suggestions for further studies. The key points of the
whole study should be summarised in this part in a logical order.
III. SUPPLEMENTARY PAGES
1. References:
A list of references must be included at the end of the paper. Remember to list only works
that you have referred to in the paper. The reference section begins on a new page.
Reference entries are organised alphabetically by surnames of first authors. Most reference
entries have three components:
Author(s): if there is more than one author, the authors are listed in the same order as
specified in the source, using surnames and initials, separated by commas.
Year of publication: in parentheses following author (s), with a period following the
closing parenthesis.
Source of reference: includes title, journal, volume, pages (for journal article) or title, city of
publication, publisher (for book).
Follow the APA styles when referencing your paper. See Appendix 8 for information about
the APA.
2. Appendices:
This is a section for any additional material that does not fit conveniently in the body of the
text. It is a good idea to include any confidential information required for the thesis into
appendices where possible. Each appendix should be labelled in sequence, either with
capital letters or with numerals.
B. Style and Format
1. Language:
Graduation papers must be presented in English. Any accompanying materials (e.g.
appendices) written in languages other than English must be translated into English.
2. Word length:
The length of the paper should be in range of 10,000 12,000 words (30-40 pages), not
including the References and Appendices.
3. Page size:
The recommended page size is A4.
4. Margins:

5
The binding margin of at least 1.50 inches (or 3.5 cm) is required on the left side for the
spine and at least one inch (or 2.5 cm) is required on the three remaining sides (top, bottom
and right).
5. Type face:
The recommended font styles for main text are 14 point Times New Roman or VnTime in
black (consistent type face should be applied). Footnotes may be of a smaller font size. The
cover page and the title page should adopt a different font style.
6. Alignment:
Use justified text alignment throughout the paper (except for the cover and title pages) to
create even left and right margins.
7. Paragraphing and line spacing:
Indent the first line of each paragraph one tab (5-7 spaces) from the left margin. Use 1.5
line spacing throughout the paper, except for long quotations (see below).
8. Footnotes:
Arabic numerals are used consecutively throughout a chapter, and should normally appear
at the bottom of the relevant page, keyed to the same number following the word or phrase
in the text to which it refers. If a footnote is too long for the relevant page, it may be
continued on the following page preceding the footnotes for that page. If the number of
footnotes is very large, numbers may be restarted with each chapter. The first reference to a
work in a footnote should be given in full, but subsequent references may be abbreviated
using 'ibid', 'op.cit.', etc.
9. Page order and pagination:
Page numbers should be located in a consistent position throughout the paper (either bottom
right-hand corner or centre is recommended). The recommended order of material in a
paper is as follows:
Elements of the paper Pagination
Cover page Not counted and not
Title page
numbered
Acceptance page
Acknowledgements Numbered in Roman
Abstract
numerals
Table of contents
List of tables, figures, and
abbreviations
h. Main text
i. References
6
 j. Appendices Numbered in Arabic
numerals starting at 1

C. Academic Writing Conventions

1. Research writing style:
Effective writing of research requires an objective, clear, and concise style of
communicating an unambiguous description. A good research report incorporates clear
thinking, logically developed and sequenced ideas, and a smoothness so that the reader is
encouraged to continue reading. Following are some criteria of a research report:
Use of the precise word
Avoiding ambiguity
Orderly presentation of ideas
Economy of expression
Smoothness of expression
Consideration of the reader
Things to remember when using verb tenses:
Avoid shifting in tense and ensure subject-verb agreement.
The tense should be consistent within each paragraph.
Past tense or present perfect tense is appropriate for the literature review and the
description of the procedures if the discussion is of past events.
Past tense is used to present the findings of a study.
Present tense is appropriate to discuss the results and to present research conclusions
and interpretations.
Future tense, except in proposals, is rarely used.
Correct spelling, grammar construction, and punctuation are expected. The use of
abbreviations and contractions is generally discouraged. The paper should also be written in
the third person with passive voice.
D. Guideline for a research proposal
The proposal should include at least the following contents
1. Introduction
1.1. Rationale for the study: Why do you choose the topic or conduct the study?
1.2. Aims of the study
1.3. Scope of the study
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1.4. Significance of the study
2. Literature review (Theoretical background and previous studies)
3. Methodology
3.1. Subjects of the study
3.2. Data collection instruments
3.3. Procedures of data collection
3.4. Data analysis
4. Expected results
5. Proposed schedule: You should describe your work breakdown in this section. How will
you use the time allowed to conduct the study and complete it by the due date?
6. References

APPENDIX 1: The sample lay-out of the Cover Page

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

8
 NGUYEN THI THANH HA

ENGLISH LANGUAGE TESTING AT LUONG NGOC QUYEN

HIGH SCHOOL IN THAI NGUYEN: A CRITICAL LOOK AT
CURRENT PRACTICES

SUBMITTED IN PARTIAL FULFILMENT OF REQUIREMENT

OF THE DEGREE OF BACHELOR
IN ENGLISH LANGUAGE

Thai Nguyen
May, 2014

APPENDIX 2: The sample lay-out of the Title Page

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

9
 NGUYEN THI THANH HA

ENGLISH LANGUAGE TESTING AT LUONG NGOC QUYEN

HIGH SCHOOL: A CRITICAL LOOK AT CURRENT
PRACTICES

SUBMITTED IN PARTIAL FULFILMENT OF REQUIREMENT

OF THE DEGREE OF BACHELOR
IN ENGLISH LANGUAGE

SUPERVISOR: .............................................................

Thai Nguyen
May, 2014

APPENDIX 3: Sample Contents Page

Acknowledgements Page
Abstract
List of abbreviation
List of tables
List of figures
CHAPTER 1: INTRODUCTION
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1.1. Rationale for the study
1.2. Aims of the study
1.3. Significance of the study
1.4. Scope of the study
1.5. Organization
CHAPTER 2: LITERATURE REVIEW
2.1. Language learning strategies
2.1.1. Definition
2.1.2. Taxonomies of Language Learning Strategies
2.2. Listening strategies
2.2.1. Definition
2.2.2. Listening comprehension processes
2.2.3. Classification of Listening strategies
2.3. Factors influencing learners strategy choice
2.3.1. Proficiency
2.3.2. Gender
2.3.3. Task type
2.4. Previous studies on language learning strategies
2.4.1. Language learning strategy studies
2.4.2. Listening strategy studies
2.5. Summary
CHAPTER 3: METHODOLOGY
3.1. Research questions
3.2. Subjects
3.3. Data collection instruments
3.4. Procedures of data collection
3.4.1. Pilot study
3.4.2. Procedures in data collection
3.5. Coding of the think-aloud protocols
3.5.1. Coding scheme
3.5.2. Procedures in coding the protocols
3.5.3. Coding reliability checks
3.6. Data Analysis
3.7. Summary
CHAPTER 4: RESULTS AND DISCUSSION
4.1. Students use of listening comprehension strategies
4.1.1. Students use of strategy categories
4.1.2. Students use of individual strategies within strategy categories
4.1.3. Summary
4.2. Difference in strategy use between successful and unsuccessful
listeners
4.2.1. Difference in the use of strategy categories
4.2.2. Difference in the use of individual strategies
4.2.3. Summary
4. 3. Factors influencing students strategy choice
4.3.1. Gender

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4.3.2. Task type
4.3.3. Summary
4.4. Discussion
4.5. Summary
CHAPTER 5: IMPLICATIONS AND CONCLUSION
5.1. Implications
5.2. Limitations of the Study and Directions for Future Research
5.3. Conclusion
REFERENCES
Appendix 1. Oxfords Strategy Classification System
Appendix 2. Learning strategies and their definitions
Appendix 3. Students background questionnaire
Appendix 4. Results of Students background questionnaire
Appendix 5. Students scores in listening examinations
Appendix 6. Listening comprehension tasks
Appendix 7. Tape scripts
Appendix 8. Coding scheme for the use of Listening omprehension strategies
Appendix 9. Sample protocols
Appendix 10. A sample of coding the protocols
Appendix 11. Results of sample protocols
Appendix 12. Raw data in task A
Appendix13. Raw data in task B

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 APPENDIX 4

SAMPLE OUTLINE OF CHAPTER 2- LITERATURE REVIEW

2.1. Overview of a language program

2.1.1. Definition of a language program
* Several definitions were quoted, and the working definition was chosen and justified.
2.1.2. Key components of a language program
2.1.2.1. Needs analysis
2.1.2.2. Goals and objectives
2.1.2.3. Testing
2.1.2.4. Materials in use
2.1.2.5. Teaching
2.1.2.6. Program evaluation
* Each component was defined; aspects of good objectives, good tests, etc. were mentioned and
discussed. The section also confirmed what components of the target program in this study
would be examined, and the reasons for doing so was explained.
2.1.3. Types of ESP courses
2.1.3.1. What is ESP?
2.1.3.2. Types of ESP courses
* After different types of ESP courses were discussed, the type of the target ESP program was
identified.
2.2. Language program evaluation
2.2.1. Defining language program evaluation
2.2.1.1. Definition of language program evaluation
* Several definitions were given, and the working definition was emphasized.
2.2.1.2. Role of evaluation
2.2.1.3. Distinction between evaluation and assessment
2.2.2. Types of program evaluation
2.2.2.1. Summative evaluation
2.2.2.2. Formative evaluation

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* The definitions and purposes of summative and formative evaluation were discussed, and this
evaluation project was shown to the formative one.
2.2.3. Viewpoints of program evaluation
2.2.3.1. Examining program effectiveness
2.2.3.2. Examining program efficiency
2.2.3.3. Examining program participants attitudes
* The first and the second viewpoints were briefly discussed, and the focus was on the third
viewpoint, for it was the viewpoint of this study.
2.2.4. Program evaluation procedures
2.2.4.1. Lynchs program evaluation procedures (CAM)
2.2.4.2. Application of Lynchs CAM to this study
* How Lynchs CAM was applied in the study was presented step by step.
2.2.5. Criteria for program evaluation
2.2.5.1. Program evaluation criteria by Brown (1995)
2.2.5.2. Evaluation checklists used in this study
* Criteria for evaluating the target program were discussed and the four checklists, on which the
questionaires and interviews were based,were presented.
2.3. Previous research in the field of language program evaluation
2.3.1. Typical foreign projects on program evaluation
2.3.2. Typical Vietnamese projects on program evaluation
* Strong and weak points of some of the previous studies were discussed.

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 APPENDIX 5: GUIDELINE FOR CHAPTER 3- METHODOLOGY

CHAPTER III: METHODOLOGY

This chapter should include the following components organized as followed:
3.1. Subjects of the study
3.2. Data collection instruments
3.3. Procedures of data collection
3.4. Data analysis
Each of these components is described in detail.
3.1. Subjects of the study
- Who were the subjects of your study?
3.1.1. Respondents of the questionaire (s)
- How many respondents of the questionaire were there?
- Why did you choose them?
- What is their background information? ( the information about the subjects that may help
decide whether they can provide appropriate data for the study, e.g. , their age, gender, the
course of study they were in, their current job, their learning English, etc).
3.1.2. Participants of the interviews
The same questions as above should be answered.
3.2. Data collection instruments
Two questions should be answered here:
- What data collection instruments were employed in your study?
- What are the reasons for your choice of either a single instrument or a combination
of more than one?

Example: (of a program evaluation project)

This thesis employed simultaneously a combination of the three main data
collection instruments:
Document analysis
Questionaire
Interviews
As one of the aspects of the program to be evaluated was the teaching, the
researcher had decided to make use of an additional research instrument-

15
 classroom observation so as to guarantee objectiveness of the data.
This multi-method approach is to ensure a clearer insight into different level of
analysis and that the result of one method can help to develop or inform other
methods (Tashakkori & Teddlier, 1998; Green, Carecelli & Graham, 1989).

After answering these two questions, the writer should go in detail describing each data
collection instrument introduced. Each sub-section is to cover two major points: justification
and detailed description of the employed instrument.
3.2.1. Document analysis
Justification:
- Why was this data collection instrument used in your study? Or/and what sort of information
was it expected to gather?
Description:
- What documents were examined in your study? (syllabus or curriculum documents, textbooks,
tests, test results, etc)
- What particular information did each instrument aim to gather?
Example:
Document analysis
The first data collection instrument used in this project is document analysis. Patton
(1987) states that program documents can give the evaluator basic information
concerning the activities and processes of the program and can suggest important
evaluation questions to be pursued in greater detail using the other qualitative data
collection techniques such as questionaires, interviews, observations, etc. Document
analysis is expected to be able to provide convincing and systematic background
information for the evaluation process and help increase the objectiveness of a
qualitative research project, especially when it focused on examining just the program
participants attitudes.
The documents, which were examined in this study, include:
The curriculum document issued by HUBM English Department in a form of a
booklet called The English Department Handbook (2000).
The instructional materials including 5 textbooks being used in the program at
present.
Test papers for term 5 and term 6, administered in January 2003.

16
The examination of the curriculum document provided the researcher with evidence of
the stated objectives of the program, the requirements for its content and structure,
materials in use, teaching method, and testing system.
The second type of document to be examined was the 5 textbooks used in the two terms
of the program (term 5 and term 6). This sort of document analysis aimed to collect
fatual information and data from all the five textbooks in use so as to find out whether
they are appropriate to the aims of the program, suitable for the students language
level, relevant to the students future jobs, usable enough for the students and teachable
enough for the teachers.

3.2.2. Questionaire
Justification:
- What are the reasons for using the questionaire in your study?
- How many questionaires were employed in your study? Why?
- How were the questionaires designed? (Adopted? Adapted? On what basis? Piloted?)
Details:
Questionaire 1 (see Appendix....)
- At whom is questionaire 1 targeted?
- How many parts or sections does this questionaire contain?
- What is the aim of each section?
- How many questions does each section contain? Are they close or open-ended?
- What information does each question/ a group of questions aim to gather?
Questionaire 2 (see Appendix...)
The same points should be discussed as in questionaire 1.

Example:
Questionaire 1 (see Appendix 2)
Questionaire 1 consists of two parts: part A and part B.
Part A includes 4 questions and aims to gather the ex-students personal information.
The first two questions were designed to find out the course the students were in at
HUBM and their present jobs and current positions at work. It was expected that these
simple questions make the respondents feel easy to get started with the questionaire.
Queestion 3, however, focuses on the students fields of business so that more relevant
17
instructional contents can be selected to meet the students future job requirements.
Question 4 is designed to find out whether the ex- students had to attend any other ESP
courses, except for the one at HUBM, in order to do their job better. The researcher
assumed that there would be something to question if a lot of ex-students revealed that
they now had to take other ESP courses in order to be able to use English to do their
jobs after they finished a 360 period ESP course at HUBM. The information from
question 3 and 4, therefore, was expected to be very helpful in readjusting the
instructional content of the program.
Part B includes six big questions: four of which are close-ended and the rest are open-
ended. The first five questions are aimed to find out the ex-students opinions and
judgements about two important aspects of the program: the objectives and
instructional materials with regards to their usefulness to the ex-students current jobs.
The last question was designed to get the students opinions and impressions about the
program in general.
Question 1 of part B includes 10 items, designed on a 5-point Likert scale (5= very
useful, 4= useful, 3= neutral, 2= not very useful, 1= not useful at all). These questions
aim to find out the level of usefulness of each objective of the program. The content of
these ten items is based on the objectives, which are stated in the English Department
Handbook, published in 2000 at HUBM.
Question 2 asks the respondents if the abilities to use English states in the objectives of
the program are sufficient for them to carry out their tasks at work currently. And if
they find them insufficient, they should choose to add other useful abilities to them in
question 3.
Question 4 was designed to gather students opinions and suggestions about the
materials that they used during the program. This question is broken down into five
sections (4.1, 4.2, 4.3, 4.4., and 4.5). Each section is intended to get information about
one of the five textbooks in use of the program and includes four items. The first two
items ask the respondents to express their opinions about the usefulness or relevance of
the topics, vocabulary, tasks and exercises of a textbook to theri jobs, while the last one
asks them to judge whether that textbook should continue to be used for students of the
next courses. Like question 1, question 4 was designed on a 5-point Likert scale (5=
very useful/ relevant, 4= useful/ relevant, 3= neutral, 2= not very useful/ not very

18
relevant, 1= not useful/ not relevant at all).
Question 5 is an open-ended one which was designed to leave room for the respondents
to express their own opinions about the textbooks and provide suggestions for
improving them.
Question 6 is also an open-ended one, designed to get the ex-studentsopinions and
judgements about the program in genneral.

3.2.3. Interview
Justification
- Why was this instrument employed in your study?
- What sort of interview was used in your study and why? (structured, unstructured or semi-
structured? Reasons for your choice? )
- What language was used in the interviews? Why?
Details
Interview 1
- At whom were these interviews targeted?
- What was the content of the interviews? Or how many groups of questions were there in your
interviews?
- What is the aim of each group of questions? What is the aim of each question of the interview?
Interview 2
The same poinnts should be analyzed as in interview 1.

Example:
Interviews with ESP teachers
In addition to the document analysis and questionaires for students, interviews with the
ESP teachers are the third method of collecting data for the research. It is always an
extremely useful means for collecting data in evaluations as they can provide in-depth
and valuable information for the evaluators (Dudley-Evans & St. John, 1988).
Type and language of the interviews
Lynch (1996) shows that there are three types of interviews an evaluator can make use
of: (a) unstructured interview, (b) semi-structured interview, and (c) structured
interview. Each type of interview has its own advantages and disadvantages. The major
advantage of the unstructured interview is that the interview can be tailored to the
19
individual being interviewed. However, the disadvantage of this type is that it requires
a great deal of time. The structured interview, on the other extreme, has its most
obvious advantage: efficiency.
The formal interviews carriout out in this study with fifteen ESP teachers at HUBM are
semi-structured ones. This type of interviews was chosen due to its clear advantages.
First, it gives the interviewee a degree of power and control over the course of the
interview. Secondly, it gives the interviewer a great deal of flexibility. Finally, and the
most profoundly, this form of interview gives one privileged access to other peoples
lives. (Nunan, 1992: 150)
As far as the language for the interviews was concerned, the researcher decided to use
Vietnamese as the language of communication with the belief that the participants
would feel more confrotable to express theri opinions and judgements in their mother
language.
Contents of the interviews
A list of 30 questions for the interviews was prepared by the researcher. The questions
are divided into five groups, focusing on the programs objectives, materials in use,
testing, and teaching and participants general judgenments and impressions about the
program in general. (See Appendix 4.A).
Group 1 consists of 6 questions, asking the participants to give opinions about the
objectives of the program. Question 1 is a Yes/No question, asking the teachers to give
opinions about the specificity of the objectives. Questions 2 and 3 are closed-ended
ones asking the teachers to make judgements about the usefulness and attainability of
the objectives on a 5-point Likert scale. In question 4, the interviewees were asked
about the time allocation of the objectives. Question 5 urges them to tell if the set
objectives were sufficicent for their students in the future jobs. More importantly, they
were asked to give suggestions for improving the objectives of the program in question
6.
Group 2 consists of the next seven questions (from questions 7 to question 13). These
questions aim to find out the participants opinions about the instructional materials of
the program with regards to the appropriateness of the materials to the aims of the
program, the interest of the materials perceived by the teachers, the appropriateness of
the language level of the materials to the students language level, and the teachability

20
of the materials. The last two questions (questions 12 and 13) aim to investigate
whether there are any textbooks needed to be adapted ot omitted out of the program,
and whether there are any new textbooks needed to be added to the program. It is
worth noting that the main part of questions 7-11 is Likert sacle questions. Additional
questions are used after the main questions to get explanations and suggestions from
the interviwees.
Group 3 with 7 questions (questions 14 to 20) attempts to find out the teachers
opinions about the achievement tests of the program with regards to the sources of the
test items, level of difficulty of the tests, the way of using the test results, and
suggestions for improving the tests. Questions 14 to 19 are based on a five-point Likert
scale and the last one is the open-ended question aimed to get the interviewees
suggestions for improving the testing system of the program.
Group 4 consists of 9 questions (questions 21 to 29), urging the participants to self-
evaluate theri teaching skills and teaching supports.
Group 5 includes one question which asks the participants to make general judgements
about the program as a whole and give recommendations about improving the program.
The interviews with 15 ESP teachers were carried out, based on these prepared
questions. However, during each interview with a certain interviewee, the researcher
would be able to develop more detailed questions which sounded most suitable to the
interviewees interest in order to encourage him or her to contribute as many remarks
and recommendations as possible. It is worth noting that an interview format was
designed by the researcher to facilitate the process of taking notes of the interview
information. The format is presented in Appendix 4B.

3.2.4. Classroom Observation

Justification
- Why was it employed in your study? Or what sort of data did it aim to gather?
Details
- Describe the items observed

Example:
Observation (from an investigation of the effects of authentic materials on students
motivation)
21
Observation plays an important role in most research, and sometimes it can be the main
teachnique used in a project. Observation was chosen as one of the instruments for
collecting data in this study because observation is concerned with looking at/ or
observing some form of behavior (Hayllar & Veal, 1996; Seliger & Shohamy, 1997).
Especially, it is good for documenting a behavior, especially for a high inference
behavior. A high inference behavior requires observers to interpret the behavior they
observe- e.g., on- task or off- task behavior (Nunan, 1992).
Observation can be made by insiders who are part of the group observed, by participant
observers, or by outsiders/ non-participant observer who records in detail as an outsider
all the behaviors which take place. They can focus on a single subject, on a number of
subjects, or on a whole group (a whole class for example). They can last one section, a
number of session, or be made at intervals.,
There are some kinds of observations. Structured observations which have a high
degree of explicitness, are the observation in which the researcher has determined in
advance what to look for in the observed context. In structured observation, the
researcher will utilize tools which specify in exact terms what the observer should
focus on, and the specific data should be gathered. Unstructured or open observation
which have a low degree of explicitness, on the other hand, are the observation in
which the data being recorded are broad and more general. Some kinds of tools that can
be used to gather information in observation are checklists which require the observer
to check whether a specific behavior is present or absent, numerical scales and rating
scales which help the observer to rate and quantify the observed behaviors or
phenonmena (Seliger & Shohamy, 1997).
Observation sheet 1 adapted from Nunan (1989, p110) was used to assess overall class
motivation generated by the materials in use, as manifested by level of learner interest,
enthusisam, activity (effort/intensity of application, persistence with the learning task,
concentration, and enjoyment during class (see Appendix 1B). There were 8 items in
Observation sheet 2 and each item was scored on a scale of 1 (low) to 5 (high). 3 is an
average mark for any one item. A daily total score of between 8 and 40 was produced.
The observer could add any comments at the end of the Observation sheet if she
wished.

3.3. Procedures of data collection

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Information may be collected in stages. Describe these in this section.
Step 1: What information was collected?
Step 2: What information was collected?
Step 3: What information was collected?
3.6. Procedures of data analysis
You are expected to report on either the statistical tests you used to analyse your data or on how
the data were analyzed and the categories arrived at, together with the ways the data were
validated.

APPENDIX 6
Submission checklist for students
Have you provided a final draft for your supervisors feedback?
Have you included an abstract of not more than 300 words?
Have you proofread your paper carefully for spelling and typographical errors? (and
ideally had someone else proofread it for you?)

23
 Have you checked that the presentation of your graduation paper meets departmental
style and format guidelines?
Does your referencing system conform to the APA style?
Are the pages numbered in sequence?
Have you backed up the final version of your work on a disk?
Have you allowed enough time for binding?
Is there a signed Acceptance Page included with the copies of your paper for binding?
Have you read through the binding requirements?
Are your cover page and title page set out correctly?
Is any additional material such as maps or CDs adequately affixed to the paper?
Submission checklist for supervisors
Before submission
Advise the student on deadlines for submission or make arrangements for an extension, if
appropriate.
Advise the student on the correct referencing/ bibliography style and format conforming
to the Departments guidelines.
Ask if the student performs all the necessary checks before submitting the final draft for
printing.
Examination:
Ensure the grade is submitted to the Department Office on the provided form once the
paper has been marked.
Library deposit:
Upon completion of the oral examination, check that the student does all necessary
correction of their work.
Remind the student to submit the corrected versions to the Department Office for library
deposit.

APPENDIX 7: Assessment Criteria

Your graduation paper will be assessed against the following criteria:

Criteria Grade

1. The choice of topic is well justified and the research 1 point

24
 problem is significant
2. The aim and scope of the study are clearly defined 1 point
3. The title of the paper accurately reflects its aim and content 1 point
4. The methodology employed in the study is appropriate and 1.5 points
reliable
5. The study provides a comprehensive and critical review of 1.5 points
literature
6. The study contributes to solving practical problems 1.5 points
7. The paper follows the required format 1 point
8. The paper is written in good academic English 1.5 points
Total mark 10 points

APPENDIX 8: The APA Style

FOR A BOOK:
The details required, in order, are:
1. name(s) of author(s), editor(s), compiler(s) or the institution responsible
2. year of publication
3. title of publication and subtitle if any (all titles must be underlined or italicised)
4. edition, (if other than first)

25
 5. place of publication
6. publisher
One author:
Berkman, R.I. (1994). Find it fast: how to uncover expert information. New York:
Harper Perennial.
Two to six authors: All authors are cited:
Moir, A., & Jessel, D. (1991). Brain sex: the real difference between men and women.
London: Mandarin.
More than six authors:
When a work has more than six authors, cite the surnames and initials of the first six authors,
then follow with the abbreviation "et al." (followed by a full stop.)
Editor(s):
Friedman, S. L. & Wachs, T.D. (Eds.). (1999).Measuring environment across the life span:
Emerging methods and concepts. Washington, DC: American Psychological Association.
Everson, S. (Ed.). (1993). Psychology. Cambridge: Cambridge University Press.
Sponsored by institution, corporation or other organisations:
Australian Government Publishing Service. (1994). Style manual for authors, editors and
printers (5th ed.). Canberra: Author.
Queensland Tourist and Travel Corporation, Market Research Department. (1991). An
examination of the effect of the domestic aviation dispute on Queensland tourism. Brisbane:
Author.
Series:
Simons, R. C. (1996). Boo!: Culture, experience and the startle reflex. Series in affective
science. New York: Oxford University Press.
Edition:
DeHart, G.B., Alan Sroufe, L., Cooper, R.G. (1995) Child development: its nature and
course (4th ed.). Boston: McGraw-Hill.
Chapter or part of a book to which a number of authors have contributed:
Bernstein, D. (1995). Transportation planning. In W. F. Chen (Ed.), The civil
engineering handbook. (159-196). Boca Raton: CRC Press.
No author or editor:
The CCH Macquarie dictionary of business.(1993). North Ryde, NSW: CCH Australia.

26
 FOR A JOURNAL ARTICLE:
The details required, in order, are:
1. name(s) of author(s) of the article
2. year of publication
3. title of article
4. title of journal and volume number (underlined or italicised)
5. issue (or part) number for journals without continuous pagination
7. page number(s)
Examples:
Jacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995). A history of facilitated
communication: Science, pseudoscience, and antiscience: Science working group on
facilitated communication. American Psychologist, 50, 750-765. Retrieved January 25, 1996
from http://www.apa.org/journals/jacobson.html
Doherty, N. (2000). Managing careers into the 21st century. Journal of Occupational and
Organizational Psychology, 73, 397-388.
Retrieved August 16, 2000, from Proquest Academic Research Library Database.
If no author is given, the title is used as the first element of a citation.

SAMPLE LIST OF REFERENCES

Brown, H.D. (2000). Principles of language teaching and learning (Fourth Edition). New
York: Addison Wesley Longman.
Celce-Murcia, M., Dornyei , Z., Thurrell, S. (1995).Communicative competence :A
pedagogically motivated model with content specifications. Issues in Applied linguistics,
6(2), 5-53.
Clark, C.M. (1992). Teachers as designers in self-directed professional development. In A.
Hargreaves &M. G. Fullan(Eds.),Understanding teacher development(pp.75-109). New
York: Teacher College Press.
Corder, S. P. (1975). Applied linguistics and language teaching. In J. P. B. Allen & S. P.
Corder (Eds.), Papers in applied linguistics (Vol. 2, pp. 1-15). Oxford: Oxford University
Press.

27
Hall, J. K. (1998). The communication standards. In J. K. Phillips (Ed.), Foreign language
standards: Linking research, theories, and practice (pp. 15-56). Lincolnwood, IL: National
Textbook Company.
Johnson, D. W., &Johnson, R. T. (1991). Learning together and alone: Cooperative,
competitive, and individualistic learning (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Johnson, D. W., &Johnson, R. T. (1999). Learning together and alone: cooperative,
competitive, and individualistic learning (5th ed.). Boston, MA: Allyn and Bacon
Johnson, D. W., et al. (1984). Circles of learning: Cooperation in the classroom.
Alexandria, VA: Association for Supervision and Curriculum Development.
Joyce, B., Weil. M., & Showers,B.(1992).Tooling up the community of learner. In B. Joyce,
M.Weil., & B.Showers, Models of teaching. (4 th ed., pp.1-25). Sydney:Allyn and Bacon.
Kindsvatter, R., Wilen, W, and Ishler, M. (1996). Dynamics of effective teaching. New York:
Longman.
Kleinsasser, R. C. (1993). A tale of two technical cultures: Foreign language teaching.
Teaching and Teacher Education An International Journal of Research and Studies, 9
(4),373-383.
Olsen, R. E. W. B., & Kagan, S. (1992) About cooperative learning. In C. Kessler (Ed.),
Cooperative language learning: A teachers resource book. (pp.1-30). Englewood Cliffs,
NJ: Prentice Hall.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three
communicative strands in the classroom. Modern Language Journal, 81 (4), 443-456.
Sato, K., & Kleinsasser, R. C. (1999). Communicative language teaching (CLT): Practical
understandings. Modern language Journal, 83(4), 494-517.

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