M.A. in TESOL Thesis Handbook LCC International University

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1 M.A. in TESOL Thesis Handbook LCC International University MA in TESOL Thesis Handbook

2 Table of Contents INTRODUCTION. 4 Purpose of the Handbook 4 Language and Format..4 Ethical Considerations..5 Academic integrity..5 LCC research guidelines... 5 THESIS WRITING GUIDELINES 5 Length..5 Structure.. 5 Front matter. 6 Chapter one introduction...6 Chapter two literature review...7 Chapter three methods...7 Chapter four discussion..9 Back matter...9 PEOPLE INVOLVED IN THE THESIS PROCESS Thesis Director 10 Thesis Advisor Second Reader.10 Thesis Panel Members 10 TIMELINE THESIS DEFENSE. 12 EVALUATION PROCESS.12 A GUIDE FOR GRADUATE THESIS ADVISORS AND ADVISEES...13 Criteria for Selection of Thesis Advisor.. 13 Questions to Consider in Selecting an Advisor 13 STIPENDS AND AGREEMENTS..14 THE WORKING RELATIONSHIP.14 Ground Rules 15 Responsibilities. 15 Advisor 15 Graduate student..16 Defense Schedule and Preparation.16 REFERENCES...18 APPENDICES.19 Appendix A: Sample of Title Page 19 Appendix B: Sample of Statement and Approval Page.20 Appendix C: Sample of an Abstract.. 21 Appendix D: Sample of an Anotacija Appendix E: Acknowledgements 23 Appendix F: Sample of Table of Contents MA in TESOL Thesis Handbook

3 Appendix G: Sample of a Table of Figures. 25 Appendix H: Sample of a Reference Page.. 26 Appendix I: Samples of APA in-text Citations 27 Appendix J: Additional Resources about Research...28 Appendix K: Sample of Possible Questions for Thesis Defense.. 29 FORMS.30 MA in TESOL Thesis Handbook

4 Introduction Purpose of the Handbook The purpose of this handbook is to help the student successfully complete their thesis and help the advisor assist the student in the writing of the thesis. This handbook is written to assist you as you research and write. It outlines the standard requirements and guidelines that a master s thesis should meet in order to be accepted at LCC International University. To write the thesis, students must be enrolled in ENG 680 and ENG 690: ENG 680 Thesis I (12 ECTS) This course is designed to outline the steps of a thesis design and mentor students through the initiation of their thesis project. This class is structured to serve as a bridge from students general knowledge about research to applying that knowledge in their specific research area for the thesis project. Assignments in this course are related to developing an extensive literature review, methodology, and thesis proposal components. This course is designed to support initial thesis writing and planning and developing the layout of a specific project timeline, which will culminate in a thesis proposal presentation that must be passed before students can proceed on to the Thesis II class. ENG 690 Thesis II (18 ECTS) In this course students demonstrate advanced research knowledge and understanding of second language research methods through an original research project on a significant topic in the field. This project will involve developing data collecting instruments and data coding methods, analyzing data in coherent qualitative and /or quantitative models, and discussing and highlighting novel findings relevant to the field of second language research. Each student will work with a personal thesis advisor, with the final approval of the thesis being given by the Thesis Committee. The thesis must be presented at a public oral defense. The requirements of the thesis include the following components: the problem and its setting, the literature review, data collection methods, summary of results, conclusions and recommendations for further research. Language and Format The official language of study at LCC International University is English; therefore, the thesis is required to be written in English to a standard that native speaker academics would find acceptable. The thesis must also demonstrate acceptable methodology and analysis, and should be written in the appropriate style and format. The formatting of the thesis, citations and references must follow APA (American Psychological Association) style. For APA style guide, you may refer to Purdue Online Writing Lab at MA in TESOL Thesis Handbook

5 Ethical Considerations Academic integrity. It is assumed that the thesis is an individual and original work of the student. The student is required to follow LCC s Academic Integrity policy, which can be found in the Academic Catalog. LCC research guidelines. LCC has drafted guidelines for all research conducted on behalf of LCC. Consult the LCC Research Guudelines and Elements of Informed Consent. These are separate documents available from the thesis instructor. See Appendix C for a copy of the Research Approval Request Form. The Research Approval Request Form must be submitted to be approved by the Institutional Review Board prior to any data collection. Thesis Writing Guidelines A thesis is an idea or theory that is expressed as a statement, a contention for which evidence is gathered and discussed logically (Anderson and Poole, 1998). It normally represents the culmination of a substantial piece of original work over a period of at least one year. The thesis fulfills the final requirement for the Masters of Arts in TESOL at LCC International University. In general, a thesis involves formulating an original idea or area of inquiry which is either quantitative (e.g., typically involves either an empirically based, provable hypotheses) or is qualitative (e.g., includes explorative outcomes, along with data collection and analysis). It is expected that a thesis contributes one or more of the following for it to be deemed acceptable: a new perspective, a new application, uncover new implications, or make fact-based predictions. The central part of the thesis proceeds to methodically substantiate this researcher's position. A disciplined approach to conducting research is the basis for any acceptable thesis. The thesis must be the student s original work and should be based on factual data, which may be quantitatively or qualitatively derived and verifiable. To do an acceptable job of analysis, you will have to have laid a solid foundation based on methodical and exhaustive research. Thesis writing is demanding and challenging work for students as it unfolds and is gratifying once it is finished. It is a tough test of intelligence and endurance. Length Not including the front matter (title page, abstract, table of contents, etc.) and the back matter (reference list, bibliography, appendices) the thesis should have not less than 50 pages. Structure The parts of thesis should be ordered as follows: 1. Title page 2. Statement and Approval page 3. Abstract 4. Anotacija (Abstract in Lithuanian language) MA in TESOL Thesis Handbook

6 5. Acknowledgements 6. Table of contents 7. List of Tables 8. List of Figures 9. Body of the thesis 10. References 11. Appendices LCC recommends a five-chapter format for the master s thesis, but this could vary depending on the nature of the type of research completed. Both quantitative and qualitative empirical research is possible. The following is a five-chapter outline used in typical for many forms of social science research. Note that each chapter lists the major issues that should be addressed within that chapter. Front matter. Title Page (see sample in Appendix A) Statement and Approval page (see sample in appendix B) Abstract (in English) 100 to 250 word summary of your research (half page to a page). The abstract should include a statement of the problem the research sets out to resolve, the methodology used; and the major findings. (See sample in Appendix C). Structure of an Abstract: SECTION Typical CONTENT Common VERB TENSES Used Introduction Why / What Present / Present Perfect Method How Past Results Findings / Claims Past (discussion) Conclusion Limitations / Implications Present Anotacija (the abstract in Lithuanian a version of the abstract in the Lithuanian language) This is required even if the student is not from Lithuania. (See sample in Appendix D) Acknowledgements (See sample in Appendix E) Table of Contents (see sample in Appendix F) Table of Figures, Tables or Illustrations (see sample in Appendix G) Chapter One - Introduction. The Introduction of your paper should do the following: Orient readers to the topic being studied Identify gaps/voids in current research on that topic Establish the importance/need for this type of study Identify the research question(s) and hypotheses MA in TESOL Thesis Handbook

7 Establish boundaries to your study Provide definitions of key terms and the meaning of abbreviations and acronyms used Introduce the rest of the paper, particularly the next chapter Chapter one is typically a minimum of five pages long. Chapter Two - Literature review. The Literature Review of your paper should do the following: The literature review should lead you to the relevance of the project by building a case or justifying what you intend to do in your study and how you will do it. Identify relevant research conducted by scholars on that topic If little research is available, frame the topic within the larger issues of the discipline, or a theoretical framwork which motivates the research topic. Identify weaknesses in previous research that lead to your replication, extension, or new research Identify the central idea being examined Must cover relevant research that pertains to the research questions, as well as the chosen methodology and all variables being studied. Follow an organizational style for a literature review that is most appropriate for a review of the literature relevant to your topic. o Topical order - organize by main topics or issues, emphasize relationship of issues/topics to main problem o Chronological order - historical progression o Problem-cause order - move from problem to solution o General to specific order - examine broad research first then move to specifics that relate to your topic o Known to unknown order - examine what is known and then lead into what is not known about topic o Comparison contrast order - show how research studies are similar or different from each other o Specific to general order - try to make sense out of specific research studies to obtain a general conclusion Explain why your study is a logical step in the current knowledge to extend the knowledge base on this topic Chapter two is typically a minimum of fifteen pages long. Chapter Three - Methods. Subjects/Participants - how many, how were they selected? Your methodology is tightly linked to the type of research you are engaging in. Within the two large paradigms of quantitative and qualitative research, there are many types of research that necessiate specific methodological choices. Considerable thought and research about the appropriate methodology is as important as developing a rationale for your research questions. MA in TESOL Thesis Handbook

8 In all types of research, however, you will need to collect data, and you must have a clear rationale for which data you collect and how you collected it. Typical sampling procedures include: o Random o Convenience o Cluster o Purposive If conducting an experiment, discuss random selection & random assignment to various conditions If conducting an ethnography (i.e. case study, classroom interaction) or other nonexperimental study, discuss how you chose the context and participants. Collect all relevant demographics of your sample if it is important to your study Procedures - how are you going to conduct the research? What will/did you do with subjects or information gathered? For an experimental design: Operationally and conceptually define all variables of interest Argue that your dependent measures are both valid and reliablefor an nonexperimental design: Describe thickly all aspects of the tools used for data collection and how were they created (i.e. semi-structured interviews; diaries; field notes, stimulated recall) and all participant or participant groups from whom data was collected (Pre-existing, focus groups, observations, etc.). Refer to samples of any survey instruments and/or interview questions in your appendices Discuss issues of language and translation if relevant. Data treatment/analysis strategy - what will/did you do with the data? What statistical tests will be (or were) used to answer your research questions/hypotheses if relevant? Argue that you have met the assumptions of the test statistic: o Random selection o Appropriate level of measurement (nominal, ordinal, interval, ratio) o Homogeneity of variance o Exclusiveness of data (can only be in 1 category of each variable) What analytical tools (i.e. coding system; rubrics, interpretive frameworks) have been used to interpret qualitative or descriptive data if relevant? Argue that you have met a standard of triangulation or theoretical motivation for your analytic methodology. Chapter three is typically a minimum of ten pages long. (NOTE: Chapter Three will be written in the future tense in preparation for thesis proposal approval. Chapter Three will be changed into the past tense when it is submitted as part of the final thesis.) MA in TESOL Thesis Handbook

9 Chapter Four Results. State EACH hypothesis/proposition and research question and what your data indicated about it. Use a combination of text (first) then tables, figures, or other relevant visuals to explain data. All relevant information visualized in a table or figure should also be clearly written in the text preceding the table or figure. If using hypotheses, discuss results in terms of reject null hypothesis and fail to reject null hypothesis Use descriptive category titles for interpretive data in a qualitative study that related to the research questions. Additional findings, if any: Sometimes you may have interesting findings that are not part of your main focus (but still related to the general topic) Put these results (if any) after your primary findings Issues of graphs and tables: Do NOT include multiple graphs that are not necessary, only relevant graphs If any of the graphs or tables are longer than one page, put them in the appendices; anything one page or less can go in the text Chapter 4 is typically a minimum of thirteen pages long. Chapter Five Discussion. Implications of the study, what do your results mean. Tie your results back to some larger idea, theory or theme (established in the Literature Review) and show how your results help better understand certain concepts, ideas or theories. Typically, additional research not mentioned in the Literature is not included here. Be careful not to restate the findings found in Chapter 4. This chapter provides your interpretation of the results/findings in relation to the your research questions (which were motivated by your literature review), Discuss any practical implications of your findings, particularly if specific organizations were involved in the study Discuss the limitations of the study o Limits to internal validity o Limits to external validity What is the next step? What is the next logical thing to do to better understand / explain the topic being investigated? Did you identify areas for further research? Chapter 5 is typically a minimum of seven pages long Back Matter references and appendices. Following the five major chapters should be your references and appendices: MA in TESOL Thesis Handbook

10 References (and in-text citations) should be in APA format, and only references actually cited are included in the References list (see sample in Appendix H and I). Appendices include items like a copy of your dependent measures, copies of blank data tally forms (if used), photos (if used for manipulations of independent variables) Do not include lists of raw data APA requires that you put your appendices in the sequence that you refer to them in the document People Involved In The Thesis Process Thesis Director The thesis director will coordinate schedules and deadlines for all participants in the thesis process. The thesis director will ensure uniformity of process, but will not be directly involved with thesis writers. Thesis Advisor Each thesis student should select a thesis advisor. Thesis advisors may be faculty members in the program, or professors with appropriate qualifications (and approved by the Thesis Director) outside of the program. The thesis advisor will provide support in the following ways: Help to frame a research question of reasonable scope Help to set a reasonable pace for meeting deadlines Help to direct the thesis student to additional resources for the specific topic Establish a regular schedule of meeting with the student (either face-to-face or virtually) Second Reader The second reader is a person (not your advisor) who will be selected to read a final version of the thesis, just prior to the defense. The evaluation of the outside reader will be worth 20% of the total thesis grade. The outside reader will also submit 2 questions to be used at the thesis defense. Thesis Panel Members The thesis panel will include 4 people, with no more than 3 from within the LCC International University academic community. The members of the panel should be academically qualified to review a thesis in their discipline. The panel members will receive the abstract ahead of time, and will evaluate the oral presentation as well as the thesis student s response to questions during the defense. MA in TESOL Thesis Handbook

11 Timeline The following schedule applies to completion of thesis components and tasks: Prerequisites for ENG 680 Thesis I Task Date Assessment Select Advisor September 30 Thesis Director approved or not approved by October 7 Topic to LCC for approval November 2 Thesis Director approved or not approved by November 9 ENG 680 Thesis I (Februrary 29 April 10, 2016) *Assessment is pass/fail Task Date Assessment Preliminary Introduction (chapter 1) March 15 Advisor making or not making good progress Preliminary Literature Review (chapter 2) April 10 Advisor making or not making good progress Proposal of Instrument, Methodology and IRB forms April 10 Advisor making or not making good progress Proposal Presentation April 11-April 22 Advisor and Thesis Director pass / fail approval to research ENG 690 Thesis II (April 18 July 30, 2016) *Assessment is graded percentage Task Date Assessment Submit IRB Forms April 22 Advisor making or not making good progress Data Collection April -- May Advisor making or not making good progress Methodology and Results June 24 Advisor making or not (Chapters 3 and 4) Discussion and Conclusion (Chapter 5) Front matter, back matter and final editing of complete thesis Recommendation for Defense July 15 July 30 July 30 making good progress Advisor making or not making good progess Advisor recommendation and completion of all other class requirements MA in TESOL Thesis Handbook

12 Dates: August 8-12, 2016 Thesis Defense Location: On campus at LCC International University Format: Defense Panel Documents to Submit to the Thesis Director prior to defense date: PDF copy of thesis submitted electronically Two printed copies of thesis Abstracts in English and Lithuanian Library authorization form Originality report form Thesis title in English and Lithuanian to the University Registrar Evaluation Process The thesis will be evaluated in the following way: Advisor 40% Second Reader 20% Formating 10% Defense Panel 30% TOTAL 100% MA in TESOL Thesis Handbook

13 A Guide for Graduate Thesis Advisors and Advisees Criteria for Selection of Thesis Advisor 1. Thesis Advisor must possess a terminal degree in their field of expertise. It is also recommended they meet one of the following qualifications, although not required: i. Has served as professor or assistant professor; ii. Has served as a research fellow or an assistant research fellow; iii. For rare fields or special academic fields, has a significant academic or professional achievement without an earned terminal degree; iv. Is in good academic standing either serving currently at a reputable academic institution, or on sabbatical from an academic institution 2. Thesis Advisor needs to be approved by Chair of the English Department, and the M.A. in TESOL Program Director. Questions to Consider in Selecting an Advisor Is the potential advisor s current research area of interest to you, and in keeping with your graduate study goals? Does the advisor have a reputation for producing quality research in a timely manner? Does the advisor have the time to take you on as a thesis student? Have former graduate students of the advisor had good experiences and completed their programs in a timely fashion? Does the advisor anticipate being available until you complete your thesis? Among the faculty, university, and broader communities, is this advisor known and respected for his/her research, writing, and publications? Is the advisor an expert in the area of research or scholarship that you intend to pursue? How responsive is the advisor? How long does it take him/her to return written material with comments? Is the advisor available during the summer months? How much of the research is collaborative with the advisor and/or other advisees? How is credit for collaborative work assigned? Does the advisor have a reputation for ethical behavior? Are the advisor s work habits compatible with your own? Adapted from: Adams, H.G. (1992). Mentoring: An Essential Factor in the Doctoral Process for Minority Students. National Center for Graduate Education for Minorities. MA in TESOL Thesis Handbook

14 Stipends and Agreements Thesis Advisor stipend Thesis I (12 ECTS) 420 Euro (gross) Preliminary Chapter 1: Introduction Preliminary Chapter 2: Literature Review Proposal of instrument and methodology (including IRB forms etc.) Proposal Presentation Thesis II (18 ECTS) 630 Euro (gross) Submit IRB forms Data Collection Chapter 3: Methodology Chapter 4: Results Chapter 5: Discussion and Conclusion Front Matter, Back Matter, final edits Recommendation for Defense All payments will be made by LCC International University, at the end of each writing session, provided the advisor has satisfactorily fulfilled their advising responsibilities. *Please see FORMS, page 42, for Thesis Advisor Agreement Form Sample. Expectations The Working Relationship The best way to encourage an effective relationship with your advisor is to define your roles and expectations clearly and have an effective plan for progress. You need to know what your advisor expects of you in terms of work habits and communication. Once this is clear, it s much easier to develop a positive, productive relationship that is satisfying for both of you. Consider discussing these expectations with your advisor after you have spent some time thinking about them. How much direction in your research do you expect? How much influence do you want? How much time do you expect your advisor to have for you on a weekly or monthly basis? How much is he/she wiling to give you? Exactly what type of feedback do you expect from your advisor? How do you respond to positive feedback? Negative feedback? Do you like feedback that is general or more detailed? Does your advisor expect you to have your thesis research as the number one priority? How much planning does your advisor expect you to do, and how much help will you receive? MA in TESOL Thesis Handbook

15 What skill level does your advisor expect you to have in the following areas: time management, research methodology, project management, statistics, computer use and writing? How do you prefer to communicate: face-to-face, on the phone, voic , ? Do you expect your advisor to initiate contact with you? How often does your supervisor want to review your work? In what format? Should you present the work in a meeting, or would he/she prefer to read it? Are rough drafts okay for review, or should you provide complete and well-edited work? Does your advisor expect to be consulted on most decisions regarding your thesis or prefer you to contact him/her only with particular problems? Ground Rules Experienced advisors recommend that ground rules for interactions with students be established early and maintained. Here is a list of ground rules that should be clarified in initial meetings between a graduate student and his/her advisor: How frequently you will meet and why (data updates, literature reviews, etc.) The student s role with regard to the data collection and analysis The advisor s role with regard to the student s data collection and analysis Standard office hours, weekend work A timeline for the research program, and thesis completion Responsibilities Advisor. Is sufficiently familiar with the field of research to provide guidance and/or has a willingness to gain that familiarity to act as an advisor Is accessible to the student for consultation and discussion of the student s academic progress and research Responds in a timely and thorough manner to written work submitted by the student, with constructive suggestions for improvement and continuation. The turnaround time for comments on written work should not normally exceed two weeks Makes arrangements to ensure continuity of supervision when the advisor will be absent for extended periods e.g. a month or longer When necessary, assists the student in gaining access to facilities or research materials Encourages the student to make presentations of research results within the University and to outside scholarly or professional bodies as appropriate Encourages the student to finish up when it would not be in the student s best interests to extend the program of studies Acknowledges appropriately the contributions of the student in presentations and in published material, in many cases via joint authorship Ensures that recommendations for external examiners of theses are made to the graduate program director in a timely manner MA in TESOL Thesis Handbook

16 Graduate Student. When you register to be a graduate student at LCC International University you are making a commitment to devote the time and energy needed to engage in research and write a thesis. Your advisor has a right to expect substantial effort, initiative, respect and receptiveness to suggestions and criticisms. You are expected to: Make a commitment and show dedicated efforts to gain the background knowledge and skills needed to pursue your research successfully Adhere to a schedule and meet appropriate deadlines Meet with your advisor (live in person, or online) when requested and report fully and regularly on progress and results Maintain registration throughout the program and ensure that study permits are kept up to date Keep your advisor, graduate program coordinator, and Student Services informed about your contact information Give serious consideration to the advice and criticisms received from your advisor and other faculty Conform to University, and graduate program requirements, including those related to deadlines, thesis style, and academic integrity Avoid plagiarism and abide by the university academic integrity policy The following suggestions can make your life a lot easier: Review the literature regularly and keep your literature review up-to-date While your advisor is required to be reasonably available for consultation, it is your responsibility to keep in touch with your advisor Make yourself available to your advisor for regular meetings at mutually acceptable times Follow the university s policy regarding ownership of intellectual property Defense Schedule and Preparation, 2016 July 30 July 30 August 8-12 Completed thesis (front matter, back matter, and final edited copy) to outside reader, and advisor, for assessment Advisor recommendation for defense, and submission of grade to LCC International University Defense scheduled The thesis defense must be scheduled by the deadline determined by the M.A. in TESOL management office. A defense typically takes about minutes. When the defense is complete, the committee will complete the thesis defense form. Graduate students will be told whether they passed or failed following the defense. MA in TESOL Thesis Handbook

17 The thesis defense committee must consist of three to four individuals: two to three program faculty; and a committee chair who is a faculty member from another university (external examiner). Structure of the Thesis Defense. An initial presentation by the student providing an overview of the research and the findings. The student should assume the audience has familiarity with the topic of the research. Most students can provide this overview in about 20 minutes. Questions from the defense committee. Other members of the audience may be invited to ask questions, at the discretion of the defense committee chair. After all of the defenses have been finished, the chair dismisses the students and the committee discusses the students theses, signing the defense paperwork, verifying completion of the theses. If revisions to the theses are required, the entire committee (or only the committee chair) may withhold signing the paperwork until the revisions have been approved The chair invites the students back into the room and presents the defense results (the committee can offer feedback/comments to students as appropriate) Failed Thesis Defense. A failed thesis defense will result in the student failing ENG 690 and registering for ENG 690 Thesis II the following year. The above content has been modified from documents taken from University of British Columbia, Providence University, Graduate School New Brunswick, and University of Colorado MA in TESOL Thesis Handbook

18 References Anderson, J., Poole, M. (1998). Thesis & Assignment Writing 3rd edition. New Jersey: John Wiley & Sons Inc. Some of the samples are borrowed from Fresno Pacific University Master of Arts Thesis/Project Handbook (retrieved from MA in TESOL Thesis Handbook

19 Running Head: WRITING STRATEGIES FOR GIFTED STUDENTS 1 Appendix A: Sample of a Title Page Writing Strategies for Gifted Students Dina Ramonas LCC International University A Thesis Presented to LCC International University in Partial Fulfillment of the Requirements for the M.A.Degree in TESOL August 2016 MA in TESOL Thesis Handbook

20 WRITING STRATEGIES FOR GIFTED STUDENTS 2 Appendix B: Sample of Statement and Approval Page Statement by the Author This thesis has been submitted as an original work in partial fulfillment of requirements for an advanced degree at LCC International University and is deposited in the University Library to be made available to borrowers under the rules of the library. Signed: (Student: Please sign final paper before you submit it to your advisor.) Approval by Thesis Advisor THIS THESIS HAS BEEN APPROVED ON THE DATE SHOWN BELOW: (Name of Department Chair), Department Chair. Department Name and Institution Date Vice President Academics *Do not list the name of the Vice President Date MA in TESOL Thesis Handbook

21 WRITING STRATEGIES FOR GIFTED STUDENTS 3 Appendix C: Sample of an Abstract Abstract Large numbers of students in English-speaking countries enter elementary schools speaking little or no English. A review of the research in second language acquisition and effective schooling reveals widespread agreement on the principles that underlie successful programs for these students. However, several factors have limited the implementation of such programs. This chapter reviews the theory and research that supports programs that lead to academic success for English learners. The factors that prevent the development of successful programs are then considered. These include an emphasis on standards and testing, a lack of primary language support, a failure to distinguish among types of English learners, and a shortage of teachers prepared to work with English learners. Four keys for academic success for English learners are presented: 1.) Engage students in challenging, theme-based curriculum to develop academic concepts; 2.) Draw on students background - their experiences, cultures, and languages; 3.) Organize collaborative activities and scaffold instruction to build students academic English proficiency; and 4.) Create confident students who value school and value themselves as learners. Each key is explained and illustrated. Curriculum based on these keys provides elementary English learners with the greatest likelihood of academic success. MA in TESOL Thesis Handbook

22 WRITING STRATEGIES FOR GIFTED STUDENTS 4 Appendix D: Sample of an Anotacija Anotacija Daug mokinių angliškai kalbančiose šalyse pradeda lankyti pradines mokyklas visai nemokėdami anglų kalbos, arba mokėdami ją labai prastai. Apžvelgus mokslinius tyrimus antrosios kalbos įgijimo ir veiksmingo mokymo srityse aišku, kad plačiai sutariama dėl principų, kuriais grindžiamos sėkmingos mokymo programos šiems mokiniams. Tačiau keletas veiksnių riboja tokių programų įgyvendinimą. Šiame darbe apžvelgiamos teorijos ir tyrimai, kuriais grindžiamos sėkmingos programos, padėjusios besimokantiems anglų kalbos pasiekti gerų akademinių rezultatų. Tuomet apžvelgiami veiksniai, trukdantys kurti sėkmingas mokymo programas. Šie veiksniai yra: perdėtas dėmesys standartams ir testavimui, medžiagos ir pagalbos pirmine mokinio kalba stoka, nesugebėjimas atskirti besimokančiųjų tipų, bei mokytojų, parengtų dirbti su besimokančiaisiais anglų kalbos, trūkumas. Pateikiami keturi principai, padedantys besimokantiesiems anglų kalbos siekti akademinės sėkmės: 1)paruošti studentams įdomią, temomis grįstą mokymo programą, kuri ugdo akademines sąvokas ; 2) išnaudoti mokinių gyvenimo kontekstą- jų patirtį, kultūrą, kalbą; 3) ugdyti mokinio anglų kalbos gebėjimus per bendrai atliekamas užduotis, paremtas tinkamais nurodymais; 4) ugdyti savimi pasitikinčius mokinius, kurie vertina mokyklą ir save kaip besimokančiuosius. Kiekvienas principas yra paaiškintas ir iliustruotas pavyzdžiais. Mokymo programa, parengra remiantis šiais principais, suteikia pradinės anglų kalbos besimokantiems mokiniams daugiausia šansų siekti akademinės sekmės. MA in TESOL Thesis Handbook

23 WRITING STRATEGIES FOR GIFTED STUDENTS 5 Appendix E: Sample of Acknowledgements Acknowledgements This page is where you would acknowledge all those who helped you with your academic research. This is not necessarily where you would recognize loved ones who supported you during your studines. That would be more appropriately be done in an optional Dedication page. In this section you would acknowledge those who have helped or assisted you in the academic development or process of the thesis. For example, I would like to thank Professor Smith MA in TESOL Thesis Handbook

24 WRITING STRATEGIES FOR GIFTED STUDENTS 6 Appendix F: Sample of Table of Contents TABLE OF CONTENTS... v TABLE OF FIGURES...vi CHAPTER 1 INTRODUCTION...1 Purpose of Study. 3 Application Established Description Significance of Research Problem Statement Summary CHAPTER 2 REVIEW OF THE LITERATURE...15 Introduction The Ten Characteristics of Servant Leadership The Essence of the Leader The Integrity of a Leader The Leader as a Steward CHAPTER 3 METHODOLOGY 24 Overview Research Design and Procedures Methods of Research.26 Design of Research.27 Instrumentation Data Collection Process of Analysis Summary CHAPTER 4 RESULTS Overview Presentation of Data Summary CHAPTER 5 DISCUSSION. 46 Implications.. 46 Limitations Next Steps REFERENCES...51 APPENDICES MA in TESOL Thesis Handbook

25 WRITING STRATEGIES FOR GIFTED STUDENTS 7 Appendix G: Sample of a Table of Figures Table of Figures Figure 1. Illustration of the Sub Problems Figure 2. The Possible Factors that Contribute to Manager s Decision about PA Figure 3. Description of the Data Collection Methods Figure 4. Channels of Collecting the Data from the 14 Companies Operating in Klaipėda Figure 5. Prevalence of Formal PA (table) Figure 6. Industries in which the Researched Companies are Operating Figure 7. Structure of the Sample According to the Number of Employees Figure 8. Prevalence of Formal PA (chart) Figure 9. The Continuum of Companies According to the Usage of PA Figure 10. Interconnection among the Reasons for Rejecting Performance Appraisals Figure 11. Summary of the Results Relating to the Hypotheses of the Study Figure 12. Study Design Figure 13. The Major Characteristics of the Companies Studied MA in TESOL Thesis Handbook

26 WRITING STRATEGIES FOR GIFTED STUDENTS Appendix H: Sample of a Reference Page References Ada, A. F. (Ed.). (1993). The power of two languages. New York: MacMillan/Mcgraw Hill. Bjork, R. A. (1989). Retrieval inhibition as an adaptive mechanism in human memory. In H. L. Roediger III & F. I. M. Craik (Eds.), Varieties of memory and consciousness (pp ). Hillsdale, NJ: Erlbaum. Chen, A. (2005, September 19). Growing threat. Sports Illustrated, 103, Garcia, E. (1992). Student cultural diversity: Understanding and meeting the challenge (2 nd ed.). Boston: Houghton Mifflin. Goldenberg, C. (1996). The education of language-minority students: Where are we, and where do we need to go? The Elementary School Journal, 96(3), Mead, J. V. (1992). Looking at old photographs: Investigating the teacher tales that novice teachers bring with them (Report No. NCRTL-RR-92-4). East Lansing, MI: National Center for Research on Teacher learning. (ERIC Document Reproduction Service No. ED346082) Schwartz, J. (1993, September 30). Obesity affects economics, social status. The Washington Post, pp. A1, A4. University of California, San Francisco, Institute for Health and Aging. ( 1996, November). Chronic care in America: A 21st century challenge. Retrieved September 9, 2000 from the Robert Wood Johnson Foundation Web site: MA in TESOL Thesis Handbook

27 WRITING STRATEGIES FOR GIFTED STUDENTS Appendix I: Samples of APA Citations In-text citations: Direct quote: (Anderson, 2003, p. 21) Direct quote with author s name in sentence: Anderson reminds researchers that the nature of the interview... (2003, p. 21). Paraphrase: (Anderson, 2003) Secondary source: Seidenburg s study (as cited in Graham, & Nolan, 2004, p. 56) MA in TESOL Thesis Handbook

28 WRITING STRATEGIES FOR GIFTED STUDENTS Appendix J: Additional Resources about Research Brown/Rodgers (2002). Doing second language research. Oxford (has chapters for both quantitative and qualitative and very readable) Gass and MacKey (2007) Data elicitation for second and foreign language research. Routledge. LeCoimpte and Schensul (1999). Designing and conducting ethnographic research. AltaMira Press. Schachter and Gass (1996). Second language classroom research: Issues and opportunities. Lawrence Erlbaum. For more information about a grounded theory approach (letting the categories and results emerge from the data through a process of guided and careful interpretation good for case studies and interactional data), then reading something like Glasser & Strauss, 1967 is still good, or perhaps a newer take on that approach, like Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory by Juliet Corbin and Anselm Strauss (Nov 19, 2007). MA in TESOL Thesis Handbook

29 WRITING STRATEGIES FOR GIFTED STUDENTS Appendix K: Sample of Possible Questions for Thesis Defense Possible Questions for Thesis Defense In one sentence, what is the main claim, point, or argument of your thesis? Why did you rely on Scholar X rather than Scholar Y? Why did you omit Theory Z? How did bringing together these two aspects in the formulation of your project enrich or limit your research? Please clarify what you mean by this statement on... Please clarify your rationale for including / using this component in your research design.. Why did you select these components in your methodology? How does your project contribute to knowledge in the field? How has your conception of this project changed over time? What have you learned about conducting research in this field? Were you unable to complete any aspect of this project as originally conceived? What part of the thesis did you most enjoy? What would you do differently if you had to do it all over again? Do you plan to continue this project? What are your recommendations for expanding/ changing this design for future research? How will this research inform your teaching of English in the future? Which source did you find to be the most helpful in setting up your own research project? *Selected questions from MA in TESOL Thesis Handbook

30 Masters Thesis Advisor Evaluation Form ( ) Student Name:. Date:. Thesis Title: A. Problem Solving (30 points possible) Points: The student clearly formulated valid questions, hypotheses and problem/issue statement. (ch. 1) The student demonstrated command of the theoretical basis for assertions. (ch. 1) The student clearly explained the format of thesis, and the explanation was appropriate to the subject. (ch. 1) The student proposed/used data collection methods relevant to his/her area of study. (ch. 3) B. Documentation (30 points possible) Points: The student included the stated problem in the literature review. (ch. 2) The student presented evidence of appropriate documentation, analysis and interpretation. (ch. 2) The student presented clear solution(s) to the problem with convincing supporting detail (N/A for proposal). (ch. 4) The student clearly identified and explained the limits of the study. (ch. 1) C. Goals (20 points possible) Points: The thesis demonstrated that applied research techniques were acquired. (ch. 3) The thesis had merit beyond satisfying requirements of the thesis. (ch. 5) The thesis problem was clearly identified, researched, and discussed. (all ch.) D. Process (20 points possible) Points: The student was punctual and well prepared for appointments. The student responded well to counsel, criticism and advice. TOTAL POINTS: Signature Rating Scale: (93-100) (87-92) (80-86) (73-79) (67-72) Superior Excellent Good Satisfactory Below Average Comments to Student: Signature: MA in TESOL Thesis Handbook

31 Masters Thesis Second Reader Evaluation Form ( ) Student Name:... Date:... Thesis Title:... A. Problem Solving (30 points possible) Points: The student clearly formulated valid questions, hypotheses and problem/issue statement. (ch. 1) The student demonstrated command of the theoretical basis for assertions. (ch. 1) The student clearly explained the format of the thesis, and the explanation was appropriate to the subject. (ch. 1) The student proposed/used data collection methods relevant to his/her area of study. (ch. 3) B. Documentation (30 points possible) Points: The student included the stated problem in the literature review. (ch. 2) The student presented evidence of appropriate documentation, analysis and interpretation. (ch. 2) The student presented clear solution(s) to the problem with convincing supporting detail. (ch. 4) The student clearly identified and explained the limits of the study. (ch. 1) C. Goals (40 points possible) Points: The thesis demonstrated appropriate research techniques. (ch. 3) The thesis had merit beyond satisfying requirements of a thesis, demonstrating original research and/or setting the stage for further research. (ch. 5) The thesis problem was clearly identified, researched, and discussed. (all ch.) TOTAL POINTS: Signature Rating Scale: (93-100) (87-92) (80-86) (73-79) (67-72) Superior Excellent Good Satisfactory Below Average Comments to Student: MA in TESOL Thesis Handbook

32 Questions for the Student: Comments to Thesis Committee: Signature: MA in TESOL Thesis Handbook

33 Masters Thesis Originality Evaluation Form ( ) Student Name: Date: Thesis Title: I declare the above thesis to be an original piece of writing, and in compliance with academic rules and regulations on plagiarism, as outlined in the LCC International University Graduate Programs catalog. Thesis Director MA in TESOL Thesis Handbook

34 Masters Thesis Defense Presentation Evaluation Form ( ) Student Name: Date: Thesis Title: A. Organization (25% of total grade) Points: out of 25 Presentation included an introduction, a logical sequence and a clear conclusion. B. Content (25% of total grade) Points: out of 25 Key points presented so that the audience received a thorough overview of the thesis. There was a knowledgeable, enthusiastic and complete presentation of topic. C. Delivery (25% of total grade) Points: out of 25 Effective use of verbal and non-verbal skills (expression, rate/speed, volume, pronunciation, word choice, eye contact, gestures, facial expression, etc.) Effective use of visual aids, if applicable. D. Response (25% of total grade) Points: out of 25 Ably addressed questions from judges, audience, and outside reader. Comments to Student: TOTAL POINTS: Signature Rating Scale: (93-100) (87-92) (80-86) (73-79) (67-72) Superior Excellent Good Satisfactory Below Average MA in TESOL Thesis Handbook

35 Comments to Thesis Committee: Masters Thesis Presentation Evaluation Comments to Student: Student Name:.. Date: Signature: MA in TESOL Thesis Handbook

36 Balčiūnai Library Authorization Form for Submission to the Electronic Database of Theses, Business Plans and Other Final Projects NAME: TITLE OF DOCUMENT SUBMITTED: (Tick one of the following) THESIS BUSINESS PLAN Other FINAL PROJECT DATE: This will authorize the Balčiūnai Library to enter the bibliographical information of the above named document into the on-line public catalogue. It will further authorize the Balčiūnai Library to allow public access to the full contents of the document. (If not authorized, cross out this sentence and complete the section below the line.) Signed: If there is some compelling reason why public access should not be allowed to this document, state the reason here, and have the form countersigned by your thesis supervisor and department head: Signed: Final Project Supervisor Date: Signed: Department Head Date: MA in TESOL Thesis Handbook

37 Research Guidelines Formation of an Institutional Review Board (IRB) The primary functions of the IRB are: 1. To review and approve faculty, staff or student research proposals involving human subjects. 2. To review and approve all external research that involves LCC faculty, staff, or students as human subjects. 3. To periodically review existing LCC policies and practices on the use of humans in research All research activities conducted by LCC faculty, staff, or students that involve obtaining data from human subjects must be submitted to the IRB for review. This includes research by investigators external to LCC if the subjects of this research will be LCC students, faculty, or staff. The IRB may choose to designate department or instructors to provide review of requests for approval. All studies must be submitted to the IRB using the Research Approval Request Form. The IRB will provide feedback to the researcher within 2 weeks of receipt of a request. Membership of the IRB Membership of the Institutional Review Board is made up of: o 4 doctoral level faculty members, representing 3 different departments o Academic Vice President, ex officio The information that follows is necessary for review of this research request. Answer each question thoroughly, placing N/A for those that do not apply. Proposals lacking information will be returned without review. Submit your completed request form electronically to the appropriate person. Level 1 request: IRB Chair Level 2 request: Academic Department Chair Level 3 request: Instructor/Supervisor NOTE: FACULTY AND STAFF: All research approval request forms should initially be submitted to the IRB for Level 1 approval. STUDENTS: All research approval request forms should initially be submitted to the instructor/supervisor for Level 3 approval. EXTERNAL INVESTIGATORS: All research approval request forms should be submitted to the IRB for Level 1 approval. You WILL NOT receive this proposal back, so be sure to keep a copy of the materials you submit. You will be notified by letter of the committee s decision. MA in TESOL Thesis Handbook

38 (To be completed by IRB) Research Approval Request Form IRB NUMBER DATE SUBMITTED DATE REVIEWED IRB ACTION APPROVED RETURNED FOR REVISIONS REJECTED IRB SIGNATURE/PRINTED NAME / The information that follows is necessary for review of this research request. Answer each question thoroughly, placing N/A for those that do not apply. Part I Identifying Information PRINCIPAL INVESTIGATOR name, college dept., CO-INVESTIGATOR(S) name, college dept., PROJECT TITLE INCLUSIVE DATES OF PROJECT give the beginning and ending dates for data collection and reporting of the results RESEARCH ADVISOR if the principal investigator and co-investigator(s) are students, give the name, college dept., and of research advisor FUNDING AGENCY organization name, contact person s name, , other identifier Part II Participants TYPE OF PARTICIPANTS Describe the age, race, and gender of participants. Who makes up the target sample? INSTITUTIONAL AFFILIATION if participants are affiliated with some organization or institution through which they will be recruited, i.e., schools, prisons, hospitals, human services organizations, etc., this must be identified APPROXIMATE NUMBER OF PARTICIPANTS HOW PARTICIPANTS ARE CHOSEN records, classes, referrals, canvassing, etc.; be specific in describing this; if records are used, indicate who gave approval for the use of records INDUCEMENTS describe what, if any, inducements before or rewards after the study will be offered MA in TESOL Thesis Handbook