In the Name of Allah

Dr. Abdullah M. M. Ali Shaghi, Assistant Professor

of Linguistics, Department of English, Zabid-College
of Education, Hodeidah University

March 12
Research
Methodology 2016
This Research Methodology, a Simplified Course-Book aims at
developing the Yemeni students’ awareness of writing English
bachelor research projects in connection with the English A Simplified
Language as a foreign language in Yemen (especially in Tihamah
of Yemen, Zabid city, Zabid College of Education, Hodeidah Course-Book
University). The Yemeni students will study some important
knowledge for writing English bachelor research projects.
 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

In the Name of Allah

Dr. Abdullah M. M. Ali Shaghi, Assistant Professor
of Linguistics, Department of English, Zabid-
College of Education, Hodeidah University

Research Methodology
A Simplified Course-Book

This Research Methodology, a Simplified Course-Book aims at developing the

Yemeni students’ awareness of writing English bachelor research projects in
connection with the English Language as a foreign language in Yemen (especially
in Tihamah of Yemen, Zabid city, Zabid College of Education, Hodeidah
University). The Yemeni students will study some important knowledge for
writing English bachelor research projects.

Page 1 of 47
 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Table of Contents

Section 1: Welcome to Research Methodology, A Simplified Course-Book-

Book……………………………..……………………………………………..…. 3
Section 2: Definitions of Research, Methodology, Research Methodology,
Methods, Research Methods, and Scientific Methods …………………………… 5
Section 3: Objectives of Research and Motivation in Research…………………5
Section 4: Types of Educational Research……………………………
Section 5: Other Types of Research Methods and Other Related Terms………..7
Section 6: Originality of Research and Plagiarism of Research………………......9
Section 7: Research Methodology and Major Areas of Bachelor Research
Projects……………………………………………………………………………10
Section 8: The Process of Writing the English Bachelor Research Project.……11
Sources, References and Bibliographies ………………………………………... 29
Appendix 1: Title Page…...……………………………………………………….35
Appendix 2: Certificate of the Supervisor………………………………………36
Appendix 3: Declaration of Academic Integrity……………....………………….37
Appendix 4: Dedication…………………………………………………………38
Appendix 5: Acknowledgement………………………………………………..39
Appendix 6: Abstract in English and Arabic........................................................40
Appendix 7: Table of Contents………….……….……………………………….41
Appendix 8: Previous Exam Question Papers………………………………..… 42
Appendix 9: Bachelor Research Project Assessment……………………………..46
Appendix 10: Supplementary Materials Attached to this Simplified Course-
Book…………………………………………………………………………….47

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Section 1: Welcome to Research Methodology, a Simplified Course-Book

This simplified course-book of Research Methodology focuses on teaching

Research Methodology and writing English bachelor research projects to the 4th-
Year-English-Bachelor students, of the year 2015-2016, 2nd Semester 2015-2016,
in the Department of English, Zabid-College of Education, Hodeidah University,
Yemen. The author and lecturer of this simplified course-book is Dr. Abdullah M.
M. Ali Shaghi, an Assistant Professor of Linguistics, Ph.D. in Linguistics, from
Aligarh Muslim University (A.M.U.), U.P., India, 2010; M.A. in Linguistics from
JNU, New Delhi, India in 2006, and Bachelor in English from Hodeida University
(HU) in 1996.

The simplified course-book of Research Methodology aims at developing the

Yemeni students’ awareness of writing English bachelor research projects in
connection with the English Language as a foreign language in Yemen (especially
in Tihamah of Yemen, Zabid city, Zabid College of Education, Hodeidah
University). The Yemeni students will study some important knowledge for
Research Methodology and for writing English bachelor research projects.

As a B.Ed. in English Program Learning Objective, we want all fourth Year

English students in the B.Ed. in English program to have written at least on well-
structured, well-supported, and well-argued bachelor research project in ELT /
EFL, English Literary Studies and Linguistics before graduating. Research
Methodology, a Simplified Course-Book with its supplementary materials attached
to it is determined the appropriate course to focus on that objective.

This simplified course-book is organized as follows: Section 1: Welcome to

Research Methodology, A Simplified Course-Book-Book. Section 2: Definitions
of Research, Methodology, Research Methodology, Methods, Research Methods,
and Scientific Methods. Section 3: Objectives of Research and Motivation in
Research Section 4: Types of Educational Research Section 4: Objectives of
Research and Motivation in Research. Section 5: Other Types of Research
Methods and Other Related Terms. Section 6: Originality of Research and
Plagiarism of Research. Section 7: Research Methodology and Major Areas of
Bachelor Research Projects. Section 8: The Process of Writing the English
Bachelor Research Project. Sources, References and Bibliographies, Appendix 1:
Title Page. Appendix 2: Certificate of the Supervisor. Appendix 3: Declaration of
Academic Integrity. Appendix 4: Dedication. Appendix 5: Acknowledgement.
Appendix 6: Abstract in English and Arabic. Appendix 7: Table of Contents.

Page 3 of 47
 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 8: Previous Exam Question Papers. Appendix 9: Bachelor Research

Project Assessment. Appendix 10: Supplementary Materials Attached to this
Simplified Course-Book.

Simplified Course-Book Requirements

Bachelor research project: % 30

Final Exam: % 70

Examinations

Besides the bachelor research project, there will be a cumulative final examination
given during the final examination period.

Participation and Attendance

Participation includes regular attendance, preparation of class materials and

readings, and active contribution. Think about what you are learning, and be ready
to participate when you come to class. Please ask questions if you do not
understand or even if you do. If you are having any problem, or if you just want to
discuss specific issues see me after class. Attend class! Attendance is important to
understanding the material since we will try to show corrections of writing
bachelor research projects in our class discussions. If you are going to miss class
for a good reason, it is a good idea to let me know ahead of time if possible.

Acknowledgments

The author of this simplified course-book would like to thank all of those
(colleagues and students) who have invest time and effort into this project. This
simplified course-book would not have been possible without them.

The production of this simplified course-book was with the following open source
program: (archive.org). Students and interested readers can find the author’s own
uploads in the link: (https://archive.org/details/@dr_abdullah_shaghi).

Page 4 of 47
 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Section 2: Definitions of Research, Methodology, Research Methodology,

Methods, Research Methods, and Scientific Methods

Research

Research in common parlance refers to a search for knowledge. Research is the

systematic investigation into and study of materials and sources in order to
establish facts and reach new conclusions.

Methodology

1. Methodology is the branch of philosophy that analyzes the principles and

procedures of inquiry in a particular discipline.
2. Methodology is the system of methods followed in a particular discipline

Research Methodology

Research methodology may be understood as a science of studying how research is

done scientifically.

Methods

Methods are particular procedures for accomplishing or approaching something,

especially systematic or established ones.

Research Methods

Research methods may be understood as all those methods / techniques that are
used for conduction of research.

Scientific Method

Scientific method is the pursuit of truth as determined by logical considerations.

Section 3: Objectives of Research, Motivation in Research and Key Learnings

Objectives of Research

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

The purpose of research is to discover answers to questions through the application

of scientific procedures. The main aim of research is to find out the truth, which is
hidden and has not been discovered yet. The research objectives are:

 To verify and test important facts

 To analyze an event or process or linguistic phenomenon to identify the
cause and effect relationship
 To develop new scientific tools, concepts and theories to solve and
understand scientific and nonscientific problems
 To find solutions to scientific, nonscientific and linguistic problems

Motivation in Research

The possible motives for doing research may be either one or more of the
following:

 To get a research degree (e.g. B.Ed. degree) along with its significant
benefits like better employment, promotion, increment in salary, etc.
 To get a research degree (e.g. B.Ed. degree) and then to get a teaching
position in a college or university or become a scientist in a research
institution.
 To get a knowledge of Research Scholarships and how to write Research
Scholarship Proposals.
 To have inquisitiveness / interest to find new things
 To get intellectual joy of doing some creative work.
 To be of service of society.
 To get respectability.

Key Learnings

Bachelor Research Proposal

Bachelor Research Project
APA or MLA Citation Methods and Styles

Section 4: Types of Educational Research

Three commonly used research types or designs are quantitative, qualitative, and
mixed research.

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Quantitative research follows a deductive research process and involves the

collection and analysis of quantitative (i.e., numerical) data to identify statistical
relations of variables. Common quantitative research methods include: content
(relational) analysis, experiments, observations (scaled ratings, checklists), and
surveys (closed-ended, validated scales)

Qualitative research follows an inductive research process and involves the

collection and analysis of qualitative (i.e., non-numerical) data to search for
patterns, themes, and holistic features. Common qualitative research methods
include content (conceptual) analysis, focus groups, observations (narrative,
comments), interviews, and surveys (open-ended).

Mixed research combines or mixes quantitative and qualitative research

techniques in a single study. Two sub-types of mixed research includes mixed
method research—using qualitative and quantitative approaches for different
phases of the study—and mixed model research—using quantitative and
qualitative approaches within or across phases of the study.

Section 5: Other Types of Research Methods and Other Related Terms

Given below are types of research methods and other related terms that can be
done to develop your bachelor research projects:

Practical Research: The practical approach consists of the empirical study of the
topic under research and chiefly consists of hands on approach. This involves first
hand research in the form of questionnaires, surveys, interviews, observations and
discussion groups.

Theoretical Research: A non-empirical approach to research, this usually

involves perusal of mostly published works like researching through archives of
public libraries, court rooms and published academic journals.

Explanatory research: In an explanatory study, the main emphasis is to clarify

why and how there is a relationship between two aspects of a situation or
phenomenon.

Exploratory research: This is when a study is undertaken with the objective

either to explore an area where little is known or to investigate the possibilities of

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

undertaking a particular research study. When a study is carried out to determine

its feasibility, it is also called a feasibility or pilot study.

Descriptive Research: Descriptive research includes surveys and fact-finding

enquiries of different kinds. Its major purpose is description of state of affairs, as it
exists at present.

Analytical Research: Analytical researchers have to use facts or information

already available and analyze these to make a critical development of material.

https://en.wikipedia.org/wiki/Types_of_research_methods_and_disciplines#Types
_of_Research/10/03/2016

Primary sources: Sources that provide primary data such as interviews,

observations, and questionnaires are called primary sources.

Secondary sources: Sources that provide secondary data are called secondary
sources. Sources such as books, journals, previous research studies, records of an
agency, client or patient information already collected and routine service delivery
records all form secondary sources.

Primary data: Information collected for the specific purpose of a study either by
the researcher or by someone else is called primary data.

Secondary data: Sometimes the information required is already available in other

sources such as journals, previous reports, censuses and you extract that
information for the specific purpose of your study. This type of data which already
exists but you extract for the purpose of your study is called secondary data.

Observation is one of the methods for collecting primary data. It is a purposeful,

systematic and selective way of watching and listening to an interaction or
phenomenon as it takes place. Though dominantly used in qualitative research, it is
also used in quantitative research.

Evaluation is a process that is guided by research principles for reviewing an

intervention or programme in order to make informed decisions about its
desirability and/or identifying changes to enhance its efficiency and effectiveness.

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Questionnaire: A questionnaire is a written list of questions, the answers to which

are recorded by respondents. In a questionnaire respondents read the questions,
interpret what is expected and then write down the answers. The only difference
between an interview schedule and a questionnaire is that in the former it is the
interviewer who asks the questions (and, if necessary, explains them) and records
the respondent’s replies on an interview schedule, while in the latter replies are
recorded by the respondents themselves.

A Bachelor of Education (B.Ed.) is an undergraduate professional degree which

prepares students for work as a teacher in schools, though in some countries
additional work must be done in order for the student to be fully qualified to teach.

All above are from

https://en.wikipedia.org/wiki/Bachelor_of_Education/10/03/2016

In WordNet English Dictionary through lingoes translator 2, we have the following

terms:

Research project: n. research into questions posed by scientific theories and

hypotheses; scientific research

Scientific research: n. research into questions posed by scientific theories and

hypotheses; research project

Bachelor’s degree: n. an academic degree conferred on someone who has

successfully completed undergraduate studies

Section 6: Originality of Research and Plagiarism of Research

Originality of Research

The English bachelor research project based on the MLA Style guide or the APA
Style guide is primarily a bachelor research project that is not expected to make a
significant contribution to knowledge. However, if it is an original or novel work,
an appropriate credit for it will be received. Students should aim at an original
synthesis based on the interpretation of data. For example, if an English bachelor
research project based on the MLA Style guide or the APA Style guide is written
in the area of English Literary Studies, literary analysis, English language teaching,

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

teaching and learning English, linguistic analysis, etc. It is expected that there will
be an original sample or data. The emphasis is on the discussion that derives from
them.

Plagiarism of Research

One plagiarizes if someone else’s work, ideas, words are taken and used without
acknowledgement. Plagiarism can be avoided by using correct methods for
quoting, paraphrasing, summarizing and referencing. Quoting means using the
exact words of the writer/speaker, whereas paraphrasing means restating the words
and ideas from a book, an article or a lecture in one’s own words. Failure to
produce references adequately amounts to plagiarism, whereby the English
Bachelor research project based on the MLA style guide or the APA Style guide
will be considered invalid.

Section 7: Research Methodology and Major Areas of Bachelor Research

Projects

The Objective of this simplified course-book is to pay attention to the most

important dimension of Research i.e., Research Methodology. It will enable the
undergraduate Yemeni students of English Studies to develop the most appropriate
methodology for their Research Studies. The assignment of the simplified course-
book is to teach research skills to the beginners and help improve the quality of
research by the existing researchers. The design of the simplified course-book
structure is illustrated in a way that the learning of Research Methodology can
move from a teaching process to investigational process, from memorizing to
brainstorming / thinking, from clearing the examination to feedback learning, from
knowledge transfer to knowledge creation.

The Research Methodology and the Bachelor Research Project at the Department
of English studies and ELT Methodology covers most of the areas and aspects of
English. All our projects together aspire to provide a coherent and comprehensive
synchronic description of the ELT / EFL, English Literary Studies and Linguistics.

In addition to basic disciplines (teaching methods, preparing teaching materials,

testing and evaluation, novel, drama, poetry, practical criticism, phonetics,
phonology, morphology and syntax), research interests revolve around the
evaluation of handouts or simplified course-books taught in the English
department, the linguistic analysis, the contrastive analysis, the comparative study,

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

and the critical analysis of literary works.). The important principle of our bachelor
research project is to apply a contrastive analysis / study of English versus Arabic
(or any Yemeni Arabic Dialect) and to nurture the linguistic and literary arms of
research and teaching / education of research methodology simultaneously.

A feature, unique in Yemen, of the research carried out at the Department of

English in Zabid College of Education is the close link between synchronic
description and linguistic analysis and critical analysis of literary works. The
fundamental methodological starting point applied by the department in its
bachelor research projects is the recent conventions and guidelines for writing
bachelor research projects that follow APA or MLA styles. At the same time, the
English department in Zabid College of Education continues to respond to the
latest major developments in ELT/ EFL, English Literary Studies and Linguistics
(English and Arabic) in the world.

The Department´s overall orientation is to promote the direct link between the
bachelor research projects activities and the teaching of research methodology. The
B.Ed. bachelor degree program in English Department includes academic training
towards enabling undergraduate 4th year English students to write bachelor
research projects in English Language Teaching, English Literary Studies, and
Linguistics).

Section 8: The Process of Writing an English Bachelor Research Project

Choosing a Topic

One of the most important steps in the process of writing a bachelor research
project for the English studies is choosing an interesting, engaging topic. A lecturer
may offer students a range of topics from which to choose or allow students to
choose their own areas of focus. If the teacher does provide a list of possible
topics, students may respond by feeling either reassured or stifled by the narrowed
topic choices. If students find themselves feeling stifled or have a specific interest
in another topic not listed, approach their teacher and express their reservations. He
or she may very likely allow students to investigate a topic not on the list. If the
instructor does not offer a list of topics and students are having difficulty in
choosing their own, consider speaking to the teacher for more guidance. Most
importantly, take their time and do not feel rushed to choose a specific topic.

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Their choice of topic will influence both the effort student invest in their research
and the B.Ed. degree to which student enjoy the process.

Choose a topic student find challenging and interesting. Do not shy away from
controversial topics. Be aware of how much research is available on their topic of
choice. Although it is important to offer readers a new interpretation or perspective
of the work under investigation, student need not be deterred if their area of focus
is widely discussed. It is useful to learn how to incorporate the insights and ideas
of other scholars within their own personal findings.

Before narrowing their focus to a specific entitlement or interpretation, conduct

research in order to gain an understanding of what other individuals have said
about the topic. Most students find it useful to examine a wide range of sources
before deciding on a specific area of focus.

Select a topic you feel equipped to handle. Avoid topics that are:

(1) Too general- try to be specific about what you seek to investigate,
(2) Too specialized- remain mindful of the preexisting knowledge you possess, in
choosing a very specialized topic you may find yourself not qualified to discuss
some of the material,
(3) Not worth arguing- a research project should always make some sort of central
entitlement and the topic should therefore enable you to make a clear, concise title.

Listed below are sample topics suggested by your lecturer and supervisor.

Sample Topics in ELT / EFL

1. Evaluation of Writing 1, a Simplified Course-Book for First Year English

Students in Zabid-College of Education
2. Evaluation of Introduction to Language 1, a Simplified Course-Book for
Second Year English Students in Zabid-College of Education
3. Evaluation of Phonetics and Phonology of English, a Simplified Course-
Book for Third Year English Students in Zabid-College of Education
4. (Choose an area) of ELT / EFL in which You Think Methods, Techniques
and Curriculum of Learning or Teaching Need to be Developed
5. How Have Communication Technologies (the Internet, Cellular Phones,
etc.) or Social Communications (Facebook, What’s-App, Twitter, etc.)
Influenced English Language Learning or Teaching

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

6. What, and How Do First/Second Year Learners of English Listen, Speak,

Read, or Write in Zabid-College of Education?
7. The Impact of English on Arabic of Today
8. Evaluation of Reading 1/ Spoken English 1, or Grammar and Usage 1 for
First Year English Students in Zabid-College of Education.

Sample topics in English Literary Studies

1. Critical Analysis of the Plot of the Novel or Drama / Play of (Title)

2. Analysis and Discussion of the Development of Life, Death, or Love as a
Theme in 18th, 19th, or 20th, Century English Literature in Two Novels by
Two Different Writers (Orwell, Burgess, McEwan, Martin Amis, etc.)
3. Analysis and Discussion of the Narrative Techniques or Strategies in a
Novel by a Contemporary British / American Author
4. Analysis and Discussion of Dramatizations of Love, Life, or Death in a
Drama by any British / American Author
5. Critical / Linguistic Analysis of three Poems or Sonnets by any British /
American Author
6. A Comparative Study of the theme of (Courtly) Love, Life, or Death in a
Part of a Novel, an Act of a Drama or A Poem in English and Arabic

Sample Topics in Linguistics

1. Phonological Analysis of Short or Long Monophthongs or Consonants in

English and Modern Standard Arabic (or any Yemeni Arabic Dialect)
2. Phonological Analysis of Diphthongs in English and Modern Standard
Arabic (or any Yemeni Arabic Dialect)
3. Morphological Analysis of (Specific) Nouns, Verbs, Adjectives, or Adverbs
in English and Modern Standard Arabic (or any Yemeni Arabic Dialect)
4. Syntactic Analysis of (Specific) Noun Phrases, Verb Phrase, Adjective
Phrases, Adverb Phrases in English and Modern Standard Arabic (or any
Yemeni Arabic Dialect)
5. Discussion of Distinctions of Falling vs. Rising or Fall-Rise vs. Rise-Fall
Intonation
6. The Role of Morphological Patterns of Selected (Acronyms, Reduplication,
Compounding, etc.)
7. Nominative-Case, Accusative-Case, or Genitive-Case in Contemporary
English and Modern Standard Arabic (or any Yemeni Arabic Dialect)
8. English-Arabic Contrastive Analysis of Any Linguistic Item/Term/Branch

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Seeking Supervisor Guidance

Before beginning in-depth research, students will consult their lecturer. He or she
may be knowledgeable about the research available on their topics and different
academic students may be interested in investigating. In addition, their lecturer
may well suggest their topic is too general or specialized and be able to aid student
in the process of refining or reworking their topic of choice.

Writing a Tentative Thesis Statement

Once you have selected your topic, you are ready to write a tentative thesis
statement. A thesis statement is a single, unifying complete sentence that states
your paper’s major topic and your point of view toward the topic. The one sentence
defines your whole paper. If you have difficulty determining your thesis, ask
yourself, “What is the point of my research or writing?” The answer might be your
thesis statement. Other questions that may lead to a thesis statement include the
following:

 Can I tell the reader anything new or different?

 Do I have a solution to the problem?
 Do I have a new slant and / or new approach to the issue?
 Should I take the less popular view of this matter?
 Do I have a theory about this subject?

For example, the thesis statement in English literary studied may focus on an
analysis of one of the elements of novel, drama, poetry as expressed in the work:
character, plot, structure, idea, theme, symbol, style, imagery, tone, etc.

Examples:

The character of the Nurse in Romeo and Juliet serves as a foil / frustrate to young
Juliet, delights us with her warmth and earthy wittiness, and helps realize the tragic
catastrophe / disaster.

The works of euphoric / overjoyed love poets Shakespeare, Rumi Hafiz, use
symbols such as a lover’s longing and the Tavern of Ruin to illustrate the human
soul’s desire to connect with God.

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Two More Sample Patterns of Thesis Statements in English Literary Studies are as
follows:

1. In (title of work), (author) (illustrates, shows) (aspect) (adjective)

Example:

In “As You Like It,” William Shakespeare shows the characters Rosalind and Celia
assuming their identities, and presenting themselves to their lovers, and the gender
confusion disappears as the god of marriage appears to bring the couples together
in matrimony

2. In (title of work), (author) uses (one aspect) to (define, strengthen, illustrate)

the (element of work).

Example: In “Youth,” Joseph Conrad uses foreshadowing to strengthen the plot.

Rosalind and Celia assume their identities, and present themselves to their lovers,
and the gender confusion disappears, as the god of marriage appears to bring the
couples together in matrimony

All above are from http://pure.au.dk/portal-asb-

student/files/36292665/BA_s_project_2011_Tina_Alsted_Grejsen_PDF.pdf/7/3/20
16

Constructing a Tentative Proposal for the Bachelor Research Project

Your bachelor research project proposal is very important because it is the main
basis for deciding whether to admit you as a research student or not. Note that
although your proposal is an important first step in your research, you can still
make changes after you have begun your bachelor research project, and this is just
part of the research process. A possible structure of the proposal is as follows:

Title Page

Identifies topic, writer, College of Education and B.Ed. degree

Table of Contents

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Lists sections of proposal and page numbering system

Purpose and Aims of the Study

 States clearly the purpose of the study in terms of the broader context
 Outlines the key research questions WHAT, WHY, and HOW so that the
focus is manageable
 Outlines the key research aims related to the purpose and the questions

Background

Provides background information relating to the educational context of the study

Answers the WHAT question
Explain the focus of the research.

Rationale / Need for the Study

Follows from background to persuade the reader that the study is needed and will
be useful / interesting that may include reference to a ‘gap’ in the research
literature, to the need to apply certain ideas in a new context, or to the significance
of your particular topic
Answers the WHY question

Literature Review / Previous Work

Analyze the relevant theoretical, historical and current literature / previous works.
Note that non-empirical studies require a longer literature review of primary,
secondary sources
Use thematic organization or break into sections if necessary
Cite all sources in APA or MLA format and provide a complete bibliography

Methodology / Research Design

Outline and describe the research plans – ways in which it will be conducted.
Include your understandings of the nature of knowledge for choosing the bachelor
research project approach.
Indicate the method for research (i.e., theoretical, practical, linguistic, descriptive,
analytical qualitative, quantitative, critical or other empirical methods)
Discuss data collection methods

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Answers the HOW question

References / Works Cited

List the works that you have referred to thus far and appear to be useful.
Use the APA (or MLA) Style guide or conventions recommended by your
supervisor.

Conducting the Bachelor Research Project and Note-Taking

This is perhaps the most important step in the bachelor research project writing
process. The bachelor research projects of the students provide them beliefs as
writers by revealing their knowledge and understanding of their topics. In
addition, it will shape both their understanding and interpretation of the topics.

Listed below are several important tips for conducting research and note-taking:

In order to avoid later confusion, begin each section by recording the author's
name, book or article title, and page numbers (if relevant).

As you examine each source, record important or unique notions which you may
wish to incorporate within your bachelor research project. You should make
certain to outline the general arguments of each source by including a descriptive
heading after the citation. This will aid you more quickly and easily distinguishing
between sources in the future. Additionally, it may be useful to group sources into
categories based on topics that are more refined.

In order to diminish the risk of plagiarizing, do NOT directly lift phrasing or entire
segments of the text from sources without properly indicating that you have done
so. If you find it necessary to directly quote an author, clearly indicate what has
been copied from the author and record the page number on which this information
can be found.

There is a wide range of sources available to researchers, but not all sources are
equal. In order to ensure your sources are of a high quality, you should seek
sources from respected academic journals and books. It is possible to find valid
sources outside of these parameters; however, you should primarily focus on using
these resources. See Appendix 10 for supplementary materials and Research
References attached and indicated by you lecturer and supervisor.

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Constructing a Comprehensive Outline

The primary purpose of an outline is to help the writer reflect on his or her research
/ interpretation and to create an organized (and tentative) vision of the bachelor
research project. An organized, fluid outline is the start of any good bachelor
research project. It aids the writer in constructing a project, which logically
proceeds from one related point to the next. An outline should consist of five
primary headings--the Introduction, Literature Review/ Previous Work,
Methodology, Main Part/Body, and Conclusion--as well as a number of
subheadings regarding specific categories of discussion.

Organizing the Bachelor Research Projects

The length of the bachelor research project is 30 - 40 standard pages. The limits of
length include an introduction, chapters, conclusions, and a list of references and
appendices, but exclude the initial pages with roman numbers before the
introduction-page. One should be careful not to write too much and become
irrelevant. The mark may be lowered for producing an exceedingly long bachelor
research project.

Given below are possible organizations / Structures of the Bachelor Research

Projects (see also, the MLA Style Guide or the APA Style Guide as indicated in
appendix 10 that shows the supplementary materials)

Organizing the Bachelor Research Project in ELT / EFL

Conventionally, given below is the Structure of a Bachelor Research Project in

ELT / EFL, English Language Teaching / English as a Foreign Language that
comprises / includes:

Title Page (see Appendix 1)

Certificate of the Supervisor (see Appendix 2)
Declaration of Academic Integrity (see Appendix 3)
Dedication (see Appendix 4)
Acknowledgement (see Appendix 5)
Abstract in English and Arabic (see Appendix 6)
Table of Contents (see Appendix 7)
Introduction
Literature Review / Previous Work

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Methodology Research Design

Main Part / Chapters
Conclusion
References / Work Cited
Appendix

For clarification and explanation of the abovementioned structure see Appendix 10

that shows the related supplementary materials attached.

Structure of a Bachelor Research Project in English Literary Studies

Conventionally, given below is the Structure of a Bachelor Research Project in

English Literary Studies that comprises / includes:

Title Page (see Appendix 1)

Certificate of the Supervisor (see Appendix 2)
Declaration of Academic Integrity (see Appendix 3)
Dedication (see Appendix 4)
Acknowledgement (see Appendix 5)
Abstract in English and Arabic (see Appendix 6)
Table of Contents (see Appendix 7)
Introduction
Previous Work
Main Body (Elaboration of Your Arguments)
Conclusion
Works Cited
Appendices
Footnotes / Endnotes

For clarification and explanation of the abovementioned structure see Appendix 10

that shows the related supplementary materials attached.

Structure of a Bachelor Research Project in Linguistics

Conventionally, given below is the Structure of a Bachelor Research Project in

(English) Linguistics that comprises / includes:

Title Page (see Appendix 1)

Certificate of the Supervisor (see Appendix 2)

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Declaration of Academic Integrity (see Appendix 3)

Dedication (see Appendix 4)
Acknowledgement (see Appendix 5)
Abstract in English and Arabic (see Appendix 6)
Table of Contents (see Appendix 7)
Introduction
Previous Work
Material
Method
Results / Analysis
Conclusion
References
Appendices
Footnotes / Endnotes

For clarification and explanation of the abovementioned structure see Appendix 10

that shows the related supplementary materials attached.

Documenting and Referencing Sources for the Bachelor Research Project

We have two conventions for documenting and referencing sources that we use
when writing bachelor research project:

(1) American Psychological Association (APA)

(2) Modern Language Association (MLA)

The system for documenting and referencing sources that we use at the department
of English Studies is either MLA style or APA style. “MLA style” refers to the
conventions agreed upon by the Modern Language Association and documented in
the MLA Handbook; it is especially appropriate for studies in literature and the
humanities. “APA style” refers to the conventions agreed upon by the American
Psychological Association. (See the MLA Style guide or the APA Style guide as
indicated in Appendix 10 that shows the supplementary materials attached).

It is advisable for students who are going to proceed with their professional and
master studies to write at least one English bachelor research project based on
either the MLA Style guide or the APA Style guide in the relevant field of study.

 English Language Teaching (ELT), (EFL) English as a Foreign Language

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

 English Literary Studies (British, American)

 Linguistics (Phonetics, Phonology, Morphology, Grammar, Syntax, etc.);

Title Page (see Appendix 1)

Certificate of the Supervisor (see Appendix 2)

Declaration of Academic Integrity (see Appendix 3)

Dedication (see Appendix 4)

Acknowledgements (see Appendix 5)

Abstract in English and Arabic (see Appendix 6)

Abstract in English

The Abstract in English must comprise the following information:

 Background of the Research;

 Purpose;
 Research Methods; and
 Results;
 Main Conclusions.

Abstract in Arabic

The abstract in Arabic is a precise translation of the Abstract in English. The title is
not written in italics.

Table of Contents

The table of contents is designed automatically. (See Appendix 7).

List of Abbreviations and Acronyms (Optional)

List of Tables (Optional)

List of Figures (Optional)

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

First Chapter: Introduction

For clarification and explanation of what to do in the introduction, see Appendix

10 that shows the related supplementary materials attached as indicated by your
lecturer and supervisor.

Second Chapter: Literature Review / Previous Work

For clarification and explanation of what to do in the Literature Review / Previous

Work, see Appendix 10 that shows the related supplementary materials attached as
indicated by your lecturer and supervisor.

Third Chapter: Methodology / Research Design or Methods

For clarification and explanation of what to do in the Methodology / Research

Design or Methods, see Appendix 10 that shows the related supplementary
materials attached as indicated by your lecturer and supervisor.

Fourth Chapter: Main Part / Main Body/ Discussion

For clarification and explanation of what to do in the Main Part / Main Body/
Discussion, see Appendix 10 that shows the related supplementary materials
attached as indicated by your lecturer and supervisor.

Fifth Chapter: Conclusions

This section briefly summarizes the main findings of one’s bachelor research
project, both theoretical and empirical, and may describe practical implications,
limitations of the bachelor research project and directions for future investigations.

For clarification and explanation of what to do in the Conclusions, see Appendix

10 that shows the related supplementary materials attached as indicated by your
lecturer and supervisor.

References (in APA Style)

References contain a list of books, scientific journal articles, and other sources that
have been used in writing the bachelor research project. Only the sources that have
been referred to in the bachelor research project must be listed. When compiling

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

the list, the entries should be numbered and arranged in alphabetical order.
The section below outlines the most common entries for writing items in the
references. If any questions are not answered here, one’s supervisor should be
consulted.

 Book by One author

Name of author Year of publication Title Place of publication Publisher

Cook, G. (1989) Discourse. Oxford: Oxford University Press.

 Book by Several Authors:

The names should be given in the same order as they are on the title page.

Dowman, J. and Shepheard, J. (2002) Teaching English as a Foreign Language.

London: Hodder and Staughton.

 Chapter or article in an edited collection:

Coady, J. (1979) A psycholinguistic model of the ESL reader. In R. Mackay, B.

Barkman, and R. R. Jordan (eds.), Teaching Reading Skills. (pp. 219-223) London:
Longman.

 Book with an Editor:

Celce-Murcia, M. (ed.), (2001) Teaching English as a Second or Foreign

Language. Boston: Heinle & Heinle.

 Dictionaries and Encyclopedias:

Longman Dictionary of English Language and Culture (1992) Essex: Longman.

 MA Thesis:

Lapiņa, A. (2002) Teaching Listening. Unpublished MA thesis. Riga: University of

Latvia.

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

 Ph.D. Thesis

Shaghi, Abdullah (2010). Revowelling Vs. Affixation In The Plural Formation

Assigned To Nouns And Adjectives And Their Agreement In Tihami Yemeni
Arabic. Unpublished Ph.D. thesis. Aligarh Muslim University, India.

Paper in a Journal

Shaghi, Abdullah and Imtiaz Hasanain (January-December 2009). Arabic Pausal

Forms and Tihami Yemeni Arabic Pausal /u/: History and Structure. In Hasnain S.
Imtiaz (edt.) Aligarh Journal of linguistics (Refereed Journal with ISSN:
2249:1511), Department of Linguistics, Aligarh Muslim University (AMU),
Aligarh, India. Vol. 1, January- December 2009, pp. 122-139.

(See Appendix 10 for other and more details about APA Referencing /
Documentation in Research.)

Works Cited (in MLA)

Gibaldi, Joseph. MLA Handbook for Writers of research projects. 6th ed. New
York: MLA, 2003.
Last name, First name. Title of the Book. City of Publication: Publisher, Year.
Last name, First name. “Title of the Article.” Name of the Scholarly Journal
Volume. Issue (Date): First page - Last page.
Last name, First name. “Title of the News Article.” Title of the News Date,
edition: Section Page number+.
“The Title of the Article.” Title of Magazine Date: page number. Name of the
Library Database: Name of the Service. Name of the library with city, state
abbreviation. Date of access <URL>.

(See Appendix 10 for other and more details about MLA Referencing /
Documentation in Research.)

Appendices

Only the material that is relevant to one’s bachelor research project and has been
referred to in the main text should be included. The sources used or modified
should be attributed (recognized). The following materials are appropriate for
appendices: text corpora, questionnaires, language acquisition materials used or

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

designed, visual aids, less important tables and figures, intermediary results and
calculations and other kinds of illustrative materials. Headings should be used and
appendices should be numbered, for example,

Formatting and Presenting of Data in Bachelor Research Projects

Basic Directions for Laying Out the Text (Text Details):

 A4 size white paper, text on one side.

 Word-processed using Times New Roman, size 14.
 Margins – at least 1” around the page (right, top, and bottom); wider left or 1.5.
if the page is to be bound.
 Unjustified or ragged right edge.
 14 pt. for headings, bold, centred.
 14 pt. for the main text of the bachelor research project and long quotations.
 12 pt. for the captions of tables and figures.
 10 pt. for footnotes/endnotes.
 Long quotations, footnotes/endnotes, tables and figures are single-spaced.
 Use spacing of single space for quote, reference, and abstract.
 Indent the first line of the paragraph (six spaces).
 Begin headings at the left margin, with a space of at least one line above and
below.
 Capitalize the chapter headings.
 Write each meaningful word in sub–chapter headings with a capital letter.
 Do not put a full stop at the end of a chapter heading.
 Space once after all punctuation (Language and Society, 2008, p. 123)
 Space twice at the end of a sentence.
 Put page numbers in the right bottom corner.
 Assign a number to every page except for the title, abstract and table of contents
pages. On these pages, numbers are not shown or roman numbers are shown (ii, iii,
iv, v. vi, etc.) but the pages are counted in the pagination.
 Start numbering pages from Introduction-page
 Start each chapter on a new page.
 Each paragraph is indented by 1 cm, except the first.
 Long quotations in text blocks.
 Type direct / long quotations longer than four lines separately, indented, single-
spaced, font type 12.
 Italics for emphasis, but only a first time the word is used.
 Quotations marks for odd or ironic usages.

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

 Bold, italics when required.

Chapters and Subchapters

Each chapter starts on a new page and contains at least two subchapters, if used at
all. Subchapters should not start on a new page. Capital letters in bold are used for
headings; small letters in bold are used for subheadings. A full stop is not used
after the heading or subheading. One empty line is left before and one empty line
after each heading.

List of Abbreviations and Acronyms (Optional)

The first time an abbreviation is used, the term should be spelt out in full, with the
abbreviation shown in brackets immediately afterwards, e.g. English for Specific
Purposes (ESP). Moreover, the term may be shown as an abbreviation. The use of
abbreviations should be consistent. The same refers to acronyms.

Tables and Figures

Conventionally, tables are referred to as Tables, while anything pictorial (be it a

graph or a photograph) is called a Figure. These words should be written in italic
only in captions, but not in the text. Chapter numbers them, i.e. the first figure in
chapter two would be Figure 2.1, the first table in chapter two would be Table 2.1,
the second table would be Table 2.2 and so on. If the fourth table were inserted in
chapter 3.1.1, it would be Table 3.4. The same system refers to Figures.
The caption itself should be in bold, for example,

Table 1.1 Transitions in essays

Table Notes:

 Tables to be placed close to where they are mentioned in the text.

 Do not split a table across pages.
 Label table beginning with the table number followed by a description of the
contents.
 Each raw and column must be given a leading.
 Use abbreviations & symbols (“nos.”, “%”, “@”).

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

 Use a zero before the decimal point when numbers are less than one. (“0.23”
not “.23”).

The captions of tables are written above, whereas the captions of figures are
written below the data.
I II III
Input intake developing system output

Figure 1.1 A sketch of basic processes in language acquisition. From VanPatten

and Cadierno (1993: 226).

In-Text Citations

 No author,(Short title, 2004) or (“Short title”, 2004).

 One author (Smith, 2005) (Smith, 2005, p. 123).
 Two Authors (Smith & Jones, 2004, pp. 123-126).
 Three to five authors (Smith, Jones, and Garci, 2004); next cite: (Smith et al.,
2004, p. 123).
 Six authors (Smith et al., 2001, pp. 123-456).
 Corporate Acronym (World Health Organization [WHO], 1999); next cite
(WHO, 1999, p. 123).
 Chapter (IJAL, 2001, chap.6).
 In press (Smith, in press).
 Message/E-mail (A.B. Smith, personal communication, July 23, 2008).
 Multiple (Adam, 2003; Chomsky, 2001; Hymes, 2001).
 No date reprint (Hymes, n.d.); (Freud, 1920/2002), that is to say published in
1920 and reprinted in 2002.
 Translation of classics (Aristotle, trans. 1931).

Citing Quotations

“The results were ambiguous” (Lobov, 2001, p. 123).

For the author is cited in the text. For example, Weinreich & Lobov (2000) found
“the results were too ambiguous” (p. 123).

 Longer quotations (more than three lines in length) are set out separately. They
should be single-spaced, and indented from the left hand margin by five
characters and written without any quotation marks:

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Jordan considers that

the main features [italics added] of academic writing are as follows: it is formal
in an impersonal […] style (often using impersonal pronouns and phrases and
passive verb forms); cautious language [may, might, would, can, could, seem,
appear a. o.] is frequently used in reporting research and making claims (2000:
88).

 Square brackets tell the reader that the writer has added his or her own
words to the quotation. An ellipsis in square brackets, i.e. […], is used to
show that part of the quotation has been omitted.

 Use ibid. (Latin for ‘in the same place’) to avoid repeating the author’s
name if the text continuously refer to the same source:

Quotations are the exact words of the author, which should be accurate, with the
same punctuation and spelling (ibid.).

Writing and submitting the English Bachelor Research Project

Once student you created a proposal and comprehensive outline and organized
your bachelor research project, it is time to begin writing your research project.
Begin by writing a first draft, taking time away from your work, and then
revisiting it a day or two later.

A first draft is simply a jumping off point--remain willing to rework their ideas,
reorganize the structure / flow, and reassess their claims. Refer to the APA or
MLA pages on using sources for guidance on how to use sources effectively.
Consider taking this draft to a proofreader to have a second pair of eyes examine it,
as it is very common for writers to fail to recognize their own errors. Before
submitting, make certain you have completed the Bachelor Research Project
Assessment (See Appendix 9): a separate copy of the Bachelor Research Project
Assessment will be given to you for assessment.

Any attempt at plagiarizing will disqualify your English bachelor research project
and will lead to its non-acceptance.

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Sources, References and Bibliographies

American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.
Fabb, N. & Durant, A (c2005) How to write essays and dissertations: a guide for
English literature students. Second ed. Harlow: Pearson Longman.
808.066 FAB
Gibaldi, Joseph. (2003) MLA Handbook for Writers of research projects. 6th ed.
New York: MLA.
Bell, J. (2010) Doing your research project: a guide for first-time researchers in
education, health and social science. 5th ed.
Maidenhead: Open University Press. 370.72 BEL & e-book
Berry, R. (2004) The research project: how to write it. 5th ed. Abingdon:
Routledge. 808.066 BER
Cohen, L., Manion, L. & Morrison, K. (2011) Research methods in education. 7th
ed. London: Routledge. 370.72 COH & e-book
Jarvis, P. (2012) Research in the early years: a step-by-step guide. Harlow:
Pearson-Education. 372.21072 RES
Fabb, N. & Durant, A (c2005) How to write essays and dissertations: a guide for
English literature students. 2nd ed. Harlow: Pearson Longman. 808.066 FAB
Robson, C. (2007) How to do a research project: a guide for undergraduate
students. Oxford: Blackwell. 808.0663 ROB
Roberts-Holmes, G. (2011) Doing your early years research project: a step-by-step
guide. 2nd ed. London: SAGE. 372.21072 ROB
Sharp, J. (2012) Success with your education research project. 2nd ed. London:
SAGE. 370.72 SHA
VanPatten, B., & T. Cadierno. (1993). Explicit instruction and input processing.
Studies in Second Language Acquisition. 15, 225-243.
Walliman, N.S. R. (2011) Your research project: designing and planning your
work. 3rd ed. London: SAGE. 001.43 WAL
http://www.bedfordstmartins.com/online/cite5.html), and Purdue University’s
Online Writing Lab
(http://owl.english.purdue.edu/handouts/research/r_mla.html).
www.google.com

http://www.the-criterion.com/V2/n2/Shahila.pdf
http://www.ba.osceola.k12.fl.us/docs/MLA_Style_Guide_BA.pdf
http://www.avc.edu/studentservices/lc/documents/MLAandAPAFacAcad.2012.pdf

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Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

http://www7.esc.edu/hshapiro/writing_program/students/Handouts/main/Handout_
PDFs/MLA%20Handout%20(J).pdf
http://www.mtroyal.ca/library/files/citation/mla_research.pdf
http://www.tamuc.edu/academics/cvSyllabi/syllabi/201380/81248.pdf
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&cad=rj
a&ved=0CFsQFjAG&url=https%3A%2F%2Fwww.mla.org%2Fjil_archive_jil_en
gfl_2013_8s&ei=hz8KU6mUMaGG0AX0soDIAQ&usg=AFQjCNH-
BY0sQrJUXZlJa0gBUXwCV2MRjw&bvm=bv.61725948,d.d2k
http://www.nuigalway.ie/english/documents/nuig_english_1ba_handbook.pdf
"mla Research Methodology" (English) handout 2013
5/3/2014 12:30 pm
http://highmail.highlands.k12.fl.us/~vanderkr/Thesis-statement-handout-.pdf
http://depts.gpc.edu/~gpcltc/handouts/communications/literarythesis.pdf
http://www.nla.gov.au/openpublish/index.php/aral/article/viewFile/2184/2573.pdf
http://www.linguistics.illinois.edu/students/grad/matesl/thesis/documents/MA_The
sis_info.pdf
http://www.ens.unibe.ch/content/e6057/e6140/e6389/e10205/ManualforWritersofR
esearchPapers.pdf
http://www.es.uzh.ch/teaching/Downloads/Manual_Linguistics_2012.pdf
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10.pdf
https://www.leuphana.de/fileadmin/user_upload/Forschungseinrichtungen/ifes/Styl
eSheetIESApril2012.pdf
https://www.vaniercollege.qc.ca/tlc/writing-guide/writing-guide.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/writing/thesis-statement.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/reading-and-analyzing/analyzing-a-
topic.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/reading-and-analyzing/analyzing-
essays.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/reading-and-analyzing/analysing-
short-stories.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/reading-and-analyzing/how-to-
analyze-a-poem.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/reading-and-analyzing/poem-form-
and-structure.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/reading-and-analyzing/analyzing-a-
play.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/writing/improve-your-writing.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/writing/limiting-a-subject.pdf

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Hodeidah University

http://www.vaniercollege.qc.ca/tlc/tipsheets/writing/fifteen-faults-to-fail-the-
argument.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/exams/taking-the-essay-exam.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/writing/integrating-quotes.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/writing/ten-essay-writing-tips.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/writing/comparison-and-contrast.pdf
http://www.vaniercollege.qc.ca/tlc/tipsheets/writing/proofreading.pdf
11/3/2014 6:50 pm
http://de.du.lv/angluvaloda/Sardiko_Ieteikumi.pdf
http://www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf
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/Fremdsprachenlehr-und-lernforschung/Dokumente/guidelines_ha_20100616.pdf
http://www.mtroyal.ca/library/files/citation/apa.pdf
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Edition-Style-Guide.pdf
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Guide.pdf
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Edition-Style-Guide.pdf
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Guide.pdf
cources/student-success-center/docs/APA/APA_Citation_and_References_Guide-
6th.pps
http://gcumedia.com/lms-resources/student-success-center/docs/writing-

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

examples/StudentCaseStudyExample.pdf
http://gcumedia.com/lms-resources/student-success-center/docs/writing-
examples/100LevelWritingExample.pdf
http://gcumedia.com/lms-resources/student-success-center/docs/writing-
examples/Abstract-Example-1.pdf
http://gcumedia.com/lms-resources/student-success-center/docs/writing-
examples/100-200LevelWritingExample.pdf
http://gcumedia.com/lms-resources/student-success-center/docs/writing-
examples/Student-Paper-Example.pdf
http://gcumedia.com/lms-resources/student-success-center/docs/writing-
examples/Abstract-Example-2.pdf
http://gcumedia.com/lms-resources/student-success-center/docs/writing-
examples/StudentDQExamples.pdf
16/3/2014 7:25 pm
http://www.grossmont.edu/karl.sherlock/English098/PartsOfSpeech/Downloads/Pa
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http://www.compositionstudies.uwinnipeg.ca/bookreviews/online/39-
2/Mollick_Grobman%20and%20Kinkead.pdf
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c%2Fcross_fac%2Fiatl%2Fcetl%2Fresources%2Fadaptation_of_us_ug_research_s
chemes.doc&ei=gtklU7_XHKmn0AXngIGoAw&usg=AFQjCNHkfbK_hNRfhbfo
kKUrqdPY_T6WDw&bvm=bv.62922401,d.ZG4
Guidelines for Writing a Research Proposal - University of Macau
www.umac.mo/fss/.../ResearchProposalGuideline.pd...
University of Macau
http://www.umac.mo/fss/hist/ResearchProposalGuideline.pdf
Undergraduate research project proposal guidelines
www.sc.edu/our/doc/Proposaltipshints.pdf
University of South Carolina
UNDERGRADUATE RESEARCH PROJECT PROPOSAL GUIDELINES.
Important note about writing a proposal: Proposals are informative and persuasive
...
http://www.sc.edu/our/doc/Proposaltipshints.pdf
proposal guideline in English major undergraduate research
"undergraduate research proposal " (English studies) doc
http://www.creighton.edu/fileadmin/user/CCAS/docs/Freeman_Proposal_10_08.pd

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

f
http://www.actionlearning.com.au/classes/actionresearch/books/book-
actionresearchforimprovingpractice.pdf
http://resig.weebly.com/uploads/8/1/4/0/8140071/elt_research_issue_28.pdf
http://exchange.datropy.com/WLBidRequestHandler?width=728&height=90&pubi
d=4300&noaop=1&tagid=1009&revmod=GR&born=INSERT_BORN&Prof=INS
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english-studies%2Fdocs%2F
http://www.ling.mq.edu.au/docs/Guide_dissertation.pdf
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a&uact=8&ved=0CEIQFjAE&url=http%3A%2F%2Finsight.glos.ac.uk%2Ftli%2F
activities%2Fntf%2Furproject%2Fguides%2FDocuments%2FThree%2520Part%2
520Guidance.doc&ei=gtklU7_XHKmn0AXngIGoAw&usg=AFQjCNHNtQ1qM6
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2Flibrary%2Fguides%2Fresearchingthesis.doc&ei=V_klU6_WE6HoywPq-
ICoAQ&usg=AFQjCNHRSPuMZQh0FZ8KSIpSktgQ9lxbGg&bvm=bv.62922401
,d.ZG4
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Fresearch%2Fdocuments%2FPhD_Research_Proposal_Guidelines.doc&ei=6AAm
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m=bv.62922401,d.ZG4
17/3/2014 10:00 pm
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ODY2NSw4Mi4xMTQuMTc4LjIzOSwxNzE3OTY5&ct=MTM5NTE1ODY2Niw
xNzE3OTY5.pdf
http://s3.amazonaws.com/academia.edu.documents/12650103/RMAL_Dny.pdf?A
WSAccessKeyId=AKIAJ56TQJRTWSMTNPEA&Expires=1395162374&Signatu

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

re=v8MNcmJ%2FOl%2FkLTkwY1fn2Fc%2BtfM%3D
https://www.academia.edu/1531282/Research_Methods_in_Applied_Linguistics
http://ccc.inaoep.mx/portalfiles/CCC-13-001(2).pdf
http://www.oranim.ac.il/sites/heb/sitecollectionimages/pictures/english/workshop/j
udith's%20pp.pdf
http://artsandscience.usask.ca/languages/Linguistics/Outlines1011/pdf/Ling403.pdf
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schmidtke.net/Practical%20Guidelines%20for%20Papers%20in%20Linguistics_20
10.pdf
http://www.ling.upenn.edu/~embick/lingneuro.pdf
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s_coursework.pdf
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esearchPapers.pdf
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8%20Research%20and%20Methodology/$FILE/M8.pdf
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23/4/2014 06:13 pm
http://www.esf.edu/outreach/sciencecorps/documents/ResearchGuide_NSFGK12.p
df
https://ia600301.us.archive.org/28/items/guidetoresearchs002117mbp/guidetoresea
rchs002117mbp.pdf

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 1: Title Page

UNIVERSITY OF HODEIDAH
FACULTY OF EDUCATION - (ZABID)
DEPARTMENT OF ENGLISH
[pt. 16, Centered]

TITLE IN ENGLISH
[pt. 18, Bold, Centered]

Bachelor Research Project

[pt. 16, Centered]

Prepared By:

Name (s), Surname (s)

University Card No. ….
[pt. 14, Bold, Centered]

Supervised By

Dr. Abdullah Shaghi,

Assistant Professor of Linguistics
and Co-Supervisor: Prof. / Assoc. prof. / Assit. Prof.
[pt. 14, Bold Centered]

This bachelor research project was submitted as a Partial Fulfillment of the

requirements for the B.Ed. in ELT / EFL, English Literary Studies, or (English)
Linguistics

Second Semester

DAY / MONTH / 2016

[pt. 16, Centered]

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 2: Certificate of Supervisor

We hereby certify that this bachelor research project entitled “……………………”

was submitted by Mr./Mrs. ……………………………………… as a partial
fulfillment of the requirements for the B.Ed. degree in ELT / EFL, English Literary
Studies, or (English) Linguistics has been completed under our supervision.

Supervisor: Dr. Abdullah Shaghi

Co-supervisor:

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 3: Declaration of Academic Integrity

Declaration of Academic Integrity

I / We hereby declare that this bachelor research project is my / our own and does
not contain any unacknowledged material from any source.

Date:
Signed:

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 4: Dedication

Dedication

This bachelor research project is dedicated with love and regard to:

My / Our faithful wife / sister / brother / friends / classmates, my / our mother /

father and the soul of my / our father / mother / parents.

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 5: Acknowledgements

Acknowledgements

By finishing this bachelor research project, I / We would like, with my / our deep
appreciation, my / our supervisor Dr. Abdullah M. M. Ali Shaghi for his priceless
guidance and encouragement during all the stages of this bachelor research project.

I / We would like also to thank all the staff of Department of English, Zabid-
College of Education, Hodeidah University for their great help they offered me / us
as well as for the precious information they gave me / us.

This bachelor research project would not have been accomplished without the
continuous support of my / our wife (s) / classmates / friends to whom my special
love and gratitude.

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 6: Abstract in English and Arabic

Abstract in English and Arabic

A Contrastive Study of Attributive Adjectives in English and Arabic

Enas Abdul Razzaq Hobi

Asst. Instructor/Al-Ma'moon University College

Abstract in English

This study is an attempt to point out the similarities and differences of attributive
adjective, the most common type of adjectives in English and Arabic. Section one
studies the attributive adjective in English; its position, form, semantic features and
syntactic function. Section two investigates the attributive adjective in Arabic; its
position, form, and syntactic features. Section three makes a comparison to show
the similarities and differences of attributive adjectives in English Language and
Arabic Language.

Abstract in Arabic

‫دراسة مقارنة للصفة المنسوبة في اللغة االنكليزية واللغة العربية‬

‫ م إيناس عبد الرزاق هوبي‬.‫م‬

‫كلية المأمون الجامعة‬/‫قسم الترجمة‬

‫ وهو النوع األكثر‬،( ‫هذه الدراسة محاولة لتحديد التشابه واالختالفات في الصفة) المنسوبة‬
‫ يدرس الصفة المنسوبة في اللغة‬:‫القسم األول‬. ‫شيوعا من الصفات في اللغة االنكليزية واللغة العربية‬
‫ يبحث في الصفة المنسوبة في‬:‫القسم الثاني‬. ‫ خواصها الداللية ووظيفتها النحوية‬،‫ شكلها‬،‫ موقعها‬:‫االنكليزية‬
‫ يعقد مقارنة لبيان التشابهات واالختالفات في‬:‫القسم الثالث‬. ‫ شكلها وخواصها النحوية‬،‫ موقعها‬:‫اللغة العربية‬
‫الصفة المنسوبة في اللغة‬
.‫االنكليزية والعربية‬

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 7: Table of Contents

Table of Contents

Title Page (see Appendix 1)………………………………………………………..i

Certificate of the Supervisor (see Appendix 2)…………………………………….ii
Declaration of Academic Integrity (see Appendix 3)……………………………iii
Dedication (see Appendix 4)…………………………………………………….iv
Acknowledgement (see Appendix 5)………………………………………………v
Abstract in English and Arabic (see Appendix 6)…………………………..…..vi
Table of Contents (see Appendix 7)…………………………………………vii
List of Abbreviations and Acronyms (optional)………………….………….viii

1. First Chapter: Introduction…………………………..……….………….2

1.1. First subchapter ………………………………………….………….......4
1.2. Second subchapter………………………………………………....5
1.2.1. First subchapter………………………………………..........6
1.2.2. Second subchapter…………………………………………6
2. Heading for Second Chapter…………………………………………….7
2.1. First subchapter……………………………………………………7
2.2. Second subchapter…………………………………………………8
3. Heading for Third Chapter…………………………………………….8
3.1. First subchapter……………………………………………………9
3.2. Second subchapter…………………………………………………9
4. Heading for Fourth Chapter…………………………………………….8
4.1. First subchapter……………………………………………………9
4.2. Second subchapter…………………………………………………9
Conclusions…………………………………………………………………..24
References…………………………………………………………………....26
Glossary……………………………………………………………………....28
Appendix 1 Title……………………………………………………………...29
Appendix 2 Title ……………………………………………………………..30

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 8: Previous Exam Question Papers

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Page 44 of 47
 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Page 45 of 47
 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 9: Bachelor Research Project Assessment

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 Research Methodology, A Simplified Course-Book, for 4th Y.E Bachelor Students, 2nd Semester 2015-2016,
Dr. Abdullah M. M. Ali Shaghi, Assistant Professor of Linguistics, English Department, Zabid-College of Education,
Hodeidah University

Appendix 10: Supplementary Materials Attached to this Simplified Course-

Book

The purpose of the Supplementary Materials attached to this Simplified Course-

Book is to provide an anthology / collection of research (materials, style sheets,
MLA and APA style guides, papers, sources, research references, etc.) for the
students about the development of a research paper and guidelines in research
methodology. The references of such supplementary materials are given with the
sources, references and bibliographies pages above. The supplementary materials
include:
Style Sheet …….page 49
Guidelines for Writing the Bachelor’s Thesis page ……73
The Structure of Research in English Literary Studies page …….77
The Structure of Research in Linguistics page …..79
The Structure of Research in ELT/EFL page …..81
Useful Phrases page……….84
MLA Style Guide page…………92
APA Style Guide page……… 124
Some Research Materials in Linguistics page……….147
Some Research Materials in English Literary Studies page ……..167
Some Research Materials in ELT/ EFL page……………………..200

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