ANNOTATED

BIBLIOGRAPHY

S Author Title Citation Purpose Objective( Questions/Hy Materials Analysis Results

r. (s) s) pothesis And Tools Significa Notes
N Methods nce
o
H.G. Context, Widdows To find Critical Analysis of Discussio Qualitati Structurali This type This
1. Widdo Commun on, H. G. out the analysis Structuralist’s n on ve sts also of research
wosm ity, and (1998). conceptu of old approach of usage of method approach researche is
Authenti Context, al ideas and language. language is used. the s are basically
c communi confusion bring through Results pragmatic important the
Languag ty, and s from the innovatio Analysis of uttered are given meanings to testify discussion
e authentic language ns in pedagogical words by the of the old on
language. and to them and use of and discussio language. ideas and contextua
TESOL correct create language. conversa n and In to bring l meaning
Quarterly the ideas. new tions interpret classrooms innovatio of
, 32(4), To ideas. chosen ations of , ns in language
705-716. highlight from some contextual them. and its
the different meaning importanc
 importanc scenarios pieces of should be To clarify e for
e of . language. focused by the learning
contextua localizing correct the
l meaning the usage of language.
in use of language. language Different
language. Authentic in conversat
use of different ions and
language is scenarios words are
not more specificall discussed
necessary. y in spoken in
classroom different
s. situations
and their
contextua
l meaning
is
highlighte
d. Almost
every
2. Ken EAP: Hyland, To To study Find out the Observati Discussio EAP is This Limitation
Hyland issues K., & highlight the issues constraints ons and ns and rapidly research s are
a,*, Liz and Hamp- the in the use faced by the discussio opinions developed is found in
Hamp- direction Lyons, L. increasing of English teachers and ns on and in last 25 important this
Lyonsb s (2002). demand language learners of different reference years and to research.
EAP: of EAP in EAP. aspects s of is more highlight All the
Issues and different of EAP in different important the issues
and strategies social To give the different scholars. than ESP. increasing related to
directions introduce contexts possible fields. Qualitati Needs of demand this field
. Journal d by EAP and to recommendat ve EAP of EAP are not
of for give ions to analysis teachers and highlighte
English correct directions overcome has been and constraint d. And
for use of to these issues. done. learners s faced by solutions
Academic language overcome Results are EAP of these
Purposes, in are given different learners issues are
 1(1), 1- different these by the from other and not
12. social issues. discussio English teachers clearly
fields. ns and learners. and can discussed.
interpret Communit be helpful No data
ation. y is very in finding collection
important the technique
factor in solutions is used.
the field of of these Only
EAP. There constraint discussion
is rapid s. and
expansion opinions
of new are
genres and discussed.
technologi Interview
es faced by s and
EAP which questionn
is the aires
necessity technique
of modern s could be
era and used to
can’t be know the
ignored. problems
of EAP
teachers
and
learners
more
accurately
.
3. Seyyed English Alavi, S. To In learner Liker A Iran This Summativ
Moham for M. & uncover centered
1) What are item triangula teachers research e
mad academi Dashtesta the learning the attitudes question tion of EAP is helpful assessme
Alavi, c ni, R. perceptio approach naire and method shows in taking nt was
purposes (2015). n of assessme of Iranian semi- analysis positive the the only
Reza (EAP) English Iranian nt is structure is done. behavior decision tool in
Dashte instructo for EAP essential
EAP d Means towards of Iran to
stani rs’ academic instructor for better instructors Interview and formative implemen assess the
perspect purposes s towards results. s are standard assessmen tation of learner’s
ives on (EAP) the To toward the used for deviation t. They any efficacy.
the instructor implemen examine integration of data s are agreed strategy Perceptio
Integrati s‘ tation of the collection used. with the for better n level of
on of perspecti formative attitude formative . SPSS statement learning. teachers
formativ ves on assessme of Iranian assessment in version that Attitudes are
e the nt in EAP instructor 16 is also formative of checked
assessm integratio instructio s towards EAP used for assessmen teachers towards
ent in n of n. formative the t will be are the
instruction?
the EAP formative assessme 2) What are analysis. helpful in judged formative
context assessme nt the motivating before assessme
of Iran. nt in the implemen perceptions learners to introducin nt. Before
EAP tation in of Iranian give better g the new implemen
context EAP EAP results and strategy tation
of Iran. teaching. instructors on also will in their point of
The Asian the obstacles provide teaching view of
ESP and them environm learners
Journal, challenges to opportunit ent. could also
11(1), 64- the ies for be
94. integration of better noticed
formative instruction through
assessment in s. questionn
EAP aire and
instruction? general
interview
3) What are s to
the improve
perceptions the
of Iranian validity of
EAP introducin
instructors on g term.
their
 knowledge of
implementin
g formative
assessment?
4) What
formative
assessment is
currently
used by
Iranian
instructors?
4. Reiko Factors Komiyam To check To What are the Reading Explorato Results This type A detailed
Komiya underlyi a, R. the examine factors that motivatio ry factors indicate of analysis
ma ng (2013). motivatio the Characterize n analysis that five- researche has been
second Factors nal level motivatio L2 reading Question techniqu factor s are done in
language underlyin of leaners n of EAP motivation of naires e is used structure significant this
reading g second towards learner’s post- were for was best to research
motivati language EAP by towards secondary develope analysis. as estimate .Results
on of reading identifyin L2 under students d in two SPSS 13.0 motivation the are
adult motivatio g some some studying in phases. A software al tool in motivatio interprete
EAP n of adult factors factors. North survey is used which one nal level d in three
students EAP and how American EAP was also for factor was of different
students. much settings? develope statistical for learners phases. A
Reading these 2) What is the d. A analysis intrinsic towards detailed
in a factors factor systemati of data. motivation L2 in any Question
Foreign are stable structure of c random and discipline. naire was
Language for L2 reading data remaining Valid structure
, 25(2), motivatio motivation? sampling four were factors d to
149-169. n of L2. 3) How much techniqu for could be clearly
identified e is used. extrinsic used in identify
factors are motivation other the
stable in L2 al level. researche reaction
Results s also to of
reading also estimate learners
motivation? positive the towards
for behavior specific
intrinsic of discipline.
motivation learners Explorato
as best in such ry
tool for L2 type of technique
learning researche is used to
motivation s. get more
and also accurate
supports results.
the Strata
multidime sampling
nsional technique
nature of could also
L2 reading be used
motivation instead of
. systemati
c random
sampling.
But this is
also best
technique
to
generalize
the
results.
Internal
and
external
validity
threats
should be
keenly
 focused
to make
the
research
results
more
accurate.
5. Anthon Languag Liddicoat, To check To How the Discussio Qualitati By the Contextua Not a
y J. e A. J. the examine policies ns and ve discussion l back clear
Liddico planning (2016). context of the ways changed by opinions analysis results are ground interpreta
at in Language language in which changing the of techniqu supported and tion of
universiti planning in its way universiti context of different e is used. that policies of results
es: in of use by es language scholars Results context of languages are given.
teaching, universiti identifyin planned usage in are are language could be No proper
research es: g its the ways universities? interpret supporte usage analysed. results
and Teaching, micro and of ed. d by supports are
administ research meso- language discussio different found.
ration and levels. use in ns of policies of This
Administr different different language research
ation. disciplines authors. behind it. is very
Current . Factors much
Issues in which ambiguou
Language effect the s. Purpose
Planning, language and
17(3-4), are also findings
231-241. depend are not
upon the very
criteria in much
which it is clear in it.
used.
6. Yulong An Li, Y. L., & The To design 1) How Observati Ethnogra EAP course This Natural
Li, Ethnogra Wang, L. purpose the EAP the ons and phic designed research way is
Lixun phic X. of this course by EAP direct research with is used to
Wang Explorati (2018b). research using the cours interactio was integration significant collect
on of An is to fill Project- e was ns with conducte of PBL was to the
Adopting ethnogra the based desig learners d. Which found very improve sample
Project- phic research learning ned was done is based beneficial the which
Based explorati gap in (PBL) by to get on three in academic gives
Learning on of designing approach. adopt the data. years improving learning more
in adopting the ing Unstruct field their of natural
Teaching Project- course of proje ured, work. English students, results.
English Based EAP in ct online, Qualitati language their But some
for Learning integratio base and ve learning project limitation
Academi in n of PBL. learni ethnogra approach and also works. s are
c teaching And to ng phic is used to their This found in
Purposes English find out appro interview interpret disciplinar research conductin
for the ach? s were the y identity. is also g student-
Academic challenge 2) How also used results. Challenges useful in led
Purposes. s in PBL for data were also that projects.
Electronic designing prom collection noticed in specific Answers
Journal of that oted naturally. designing scenario were not
Foreign course. the Documen the course in all over given by
Language teachi tary to the world. high
Teaching, ng analysis overcome authority
15(2), and of them. people
290-303. learni teachers, These which
ng of classroo challenges threaten
EAP m lemmatize the
in observati d the validity of
Shang ons and teachers research
hai, their approach work.
China materials in
? were also conducting
3) What used for student-
were data led
the collection projects
const . and
raints
 faced research
in PBL outcomes.
cours
e
devel
opme
nt in
EAP
field?
7. Kirsti Sample Malterud, To To 1) How Discussio Inductive Factors This This
Malter Size in K., highlight present a much ns were approach which research research
ud, Qualitati Siersma, the paradigm sampl conducte is used to impact the is is simple
Volkert ve V. D., & importanc atic e size d on the generaliz informatio important discussion
Dirk Intervie Guassora, e of model in is basis of e the n power in on
Siersma w study: A. D. sample qualitativ impor observati results. are: study identifyin sampling
, Guided (2016). and its e tant ons to Qualitati aims, g the in
and by Sample appropria research in interpret ve sample need of qualitativ
Ann informat size in te size in to analyze qualit the research specificity, sample in e
Dorrit ion Qualitativ qualitativ the ative results. analysis use of qualitativ research.
Guasso power e e sample resea techniqu establishe e In which
ra interview research. size, rch? e is used. d theory, research. inductive
studies: which 2) How quality of It shifts approach
guided by reflects infor dialogue, the is used to
informati the idea matio analysis numerical generalize
on that how n strategy. data the
power. informati powe Informatio collection results.
Qualitativ on r n power towards Examples
e needed indica indicates other are
Health for tes that more technique discussed
research, specific the the sample s. in
26(13), study size contain detailed
1753- could be of informatio to
1760. gathered. sampl n lesser present
e? will be the the best
3) What sample model for
are size and sampling
the vice versa. in
factor An initial qualitativ
s approxima e
which te of approach.
have sample Factors
an size is are also
impac necessary mentione
t on but final d which
choos size is effect the
ing approxima qualitativ
sampl ted during e
e? the samplimg.
research.