Paper writing

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Dear readers,

What comes below is a general format of an experimental research paper. I hope you'll find it useful. If there's any comment, you can contact me at: This email address is being protected from spambots. You need JavaScript enabled to view it.

Title of Article(TNR, 16, Bold, Middle, First Letter Capital)

1Authors Name, 2Author Name, 3Author Name (TNR, 12, Bold)

1Dept of English Language, Organization Branch, name of organization, City, Country

2Dept ........... (TNR, 10, FLC, Italic)

Corresponding email address (TNR, 12)

This email address is being protected from spambots. You need JavaScript enabled to view it.(TNR, 10)

Abstract: The abstract should contain 1. Introduction, 2. Purpose, 3. Method, and 4. Conclusion. For non-experimental papers, part 3 is not needed. Abbreviations should be used only once the whole term has been used. No date or year should be mentioned except for the questionnaires or inventories.

 Key Terms: It should contain 3-6 words, arranged alphabetically. 

1. Introduction (Middle, TNR, Bold, First Letter Capital for sections 1-5)

                 The whole paper should have 3500-6000 words. The body for the whole sections (1-5) should be Times New Romans, size 10. Paragraphs should be indented with pressing Control and Tab buttons together (Ctrl+Tab). Line space of the body is 1 (single space). Paragraphs should not start with numbers or quotations. The whole text should be justified, having equal margins on the left and right sides.

Purpose and Significance

Research Questions

 Present your research questions here.

 2. Review of the Related Literature (Middle, TNR, Bold, First Letter Capital)

 2.1 Theoretical Background (left-aligned)

                This section gives definition for ……

               2.1.1 Sub-sub-heading.

                It has been argued by many researchers that …….

2.2 Related Studies

                 Here you should talk about empirical studies (around 10) whose variables are similar to your variables (dependent or independent). Introduce the researchers and the topic. Talk as if you are writing an abstract. Write about their purpose, method, and conclusion.

3. Methodology (Middle)

3.1 Sample/ Participants

                 The participants were ……

3.2 Instruments

                 The instruments used were ……

 3.3 Procedure

                 The procedure was done in this way…..

4. Results and Discussion (Middle)

                 This section presents the analysis of the data……..

Note: If there’s any table, first the table should be introduced. The discussion should appear below the table.

Table 4.1

Descriptive Statistics of the Pretests for the Four Groups

N

Mean

Std. Deviation

Minimum

Maximum

PretestG1

30

4.8667

.52413

4.00

5.50

PretestG2

30

4.8167

.53310

4.00

5.50

PretestG3

30

5.0000

.41523

4.50

5.50

PretestG4

30

5.4500

.42243

4.50

6.00

 Table 4.1 above shows the ………………

  Note: If there’s any figure, the title should appear below it. The discussion should appear below the figure.

 

Figure 1. A model of the parts of the curriculum design process

            As it can be seen in figure 1 above, ……..

 5. Conclusion (Middle)

                 This section presents a brief overview of the results section and provides pertinent conclusion drawn from the research experiment with sources.

 

References

                 References should be arranged alphabetically, numbered in brackets. References should be based on APA 6th edition. Pay attention to the yellow highlights for help.

 An article from a journal with volume, issue, and page number.

 [1] Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. Journal of Educational Research, 97(4), 171-184.

 An article taken from a book.

 [2] Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 719-731). New York, NY: Springer.

 A book with two authors.

 [3] Dubin, F., & Olshtain, E. (1986). Course design: Developing programs and materials for language learning. Cambridge: CUP.

 An online article without volume and page number.

 [4] Lin, P. Y. (2000). Multiple intelligence theory and English language teaching. Retrieved June 5, 2014, from http://highschool.english.nccu.edu.tw/paper/ying.doc

 Unpublished master’s or doctoral thesis.

 [5] Rahmany, R. (2003). The impact of concept mapping as a reading strategy on EFL students’ Comprehension (Unpublished master’s thesis). University of Tehran, Tehran, Iran.

 A book with one author.

 [6] Ravid, R. (2011). Practical statistics for educators (4th ed.). Plymouth: Rowman & Littlefield.

 An article from a journal with volume, issue, page number and “doi”.

 [7] Richards, J. C. (2013).Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5-33.doi: 10.1177/0033688212473293.

 

Author Bio

Eddy Brown is a Ph.D. candidate in applied linguistics at University of Portland, Oregan. He has been teaching English language for about 5 years. His areas of interest are CALL, syllabus design, and language testing.

 Appendix

 Each appendix should be separated by alphabet letters A, B, C, etc.

Prepared by Hadi Hamidi

Ph.D. in TEFL, USR, Tehran, Iran

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