a) finalizing thesis topic;
b) completing thesis abstract;
c) completing thesis proposal outlines;
d) completing thesis introduction;
e) completing review of the literature;
f) completing instruments for piloting;
g) completing method section;
h) conducting a pilot study/validating the instruments; and
i) finalizing the written copy of the thesis proposal.

a) finalizing thesis topic;
b) completing thesis abstract;
c) completing thesis proposal outlines;
d) completing thesis introduction;
e) completing review of the literature;
f) completing instruments for piloting;
g) completing method section;
h) conducting a pilot study/validating the instruments; and
i) finalizing the written copy of the thesis proposal.

1. The instructor assists the student in formulating a research topic on the area the student is interested in.
2. The instructor assists the student in searching, assessing, summarizing, integrating, and synthesizing essential reviews of literature on the chosen topic.
3. The instructor assists the student in relating current research to prior related research.
4. Regular meeting time will be scheduled for the instructor to monitor the student’s progress.

1. The instructor assists the student in formulating a research topic on the area the student is interested in.
2. The instructor assists the student in searching, assessing, summarizing, integrating, and synthesizing essential reviews of literature on the chosen topic.
3. The instructor assists the student in relation current research to prior related research.
4. Regular meeting time will be scheduled for the instructor to monitor the student’s progress.

Brown, J. D. (2001). Using Surveys in Language Programs. Cambridge, England: Cambridge University Press.

Brown, J. D., & S. R. Theodore (2002). Doing Second Language Research. Oxford, England: Oxford University Press.

Dornyei, Z. (2001). Teaching and researching motivation. London: Longman.

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

Horwitz, E. K., Young, D. J. (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in language acquisition. Cambridge: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.

Brown, J. D. (2001). Using Surveys in Language Programs. Cambridge, England: Cambridge University Press.

Brown, J. D., & S. R. Theodore (2002). Doing Second Language Research. Oxford, England: Oxford University Press.

Dornyei, Z. (2001). Teaching and researching motivation. London: Longman.

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

Horwitz, E. K., Young, D. J. (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in language acquisition. Cambridge: Cambridge University Press.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.