No Titles Methods

1 A Case Study on Armenian EFL Learners Use of Mobile Phones Case study
for Listening Activities

2 Developing Speaking Skills through Reading Graded Readers Experiment

3 The Impact of Authentic Materials on Vocabulary Acquisition Experiment

12 Use of Hedging Devices in Good and Poor EFL Essays Content analysis

13 The Differences in Polite Responses of Native English Speakers Case Study

and Native Armenian Speakers

14 Assessing Speaking in Armenian EFL Classrooms Case study & R&D

15 Speaking Task Types and Their Influence on Learner Motivation Case study & R&D

1.

2.

No. Title/Method Background Literature Review

1. Title: A Case Study  Armenian EFL  EFL

on Armenian EFL learners  EFL Learners
Learners Use of  Mobile phones  Teaching
Mobile Phones for for learning Activities
Listening Activities language  Learning
 Listening skills, Activities
Method: Case listening  Teaching
Study activities Approach
 Teaching
Method
 Teaching
Technique
 Receptive Skills
 Listening Skills
 Native Speaker
 Non-native
Speaker
 Mobile Phones
for Learning
Language
 Language
Learning
 Applications

2 Title: Developing  Speaking skills  Teaching

Speaking Skills  Readers Activities
through Reading  Reading skills  Learning
Graded Readers  Student Activities
development  Teaching
Method: Approach
Experiment  Teaching
Method
 Teaching
Technique
 Receptive Skills
 Reading Skills
 Reading Grades
 Reading Graded
Readers
 Productive
Skills
 Speaking Skills

3 Title: The Impact of  Learning  Teaching

Authentic Materials materials Activities
on Vocabulary  Authentic  Learning
Acquisition learning Activities
materials  Teaching
Method:  Vocabulary Approach
Experiment acquisition  Teaching
Method
 Teaching
Technique
 Receptive Skills
 Reading Skills
 Learning
Materials
 Authentic
Learning
Materials
 Vocabulary
 Vocabulary
Acquisition

12 Title: Use of  Hedging  Essay writing

Hedging Devices in devices
 Essay scoring
Good and Poor EFL
Essays  EFL Essays  Linguistic
 Good and poor devices
Method: Content
EFL essays
analysis
  Entrance and  Hedging
exit exam
 Politeness

 Essay

13 Title: The  Politeness  Politeness

Differences in Polite
Responses of  Polite  Gender, age,
responses and
Native English
educational
Speakers and background
 Native English
Native Armenian
speakers
Speakers  Native English
speakers
 Native
Method: Case study cultural
Armenian background
Speakers
 Native
Armenian
speakers
cultural
background

14 Title: Assessing  Assessing  Speaking skill

Speaking in speaking  Assessment
Armenian EFL
 Speaking skill  Speaking
Classrooms
assessment
 Speaking test
Method: Case study  The effect of
& R&D  Speaking speaking at
performance secondary
school
 Armenian EFL
classrooms  Teaching and
learning activity


15 Title: Speaking Task  Speaking task  Teaching
Types and Their types Activities
Influence on  Influence of  Learning
Learner Motivation speaking task Activities
types for  Teaching
Methods: Case students Approach
Study, R&D  Learner  Teaching
motivation Method
 Teaching
Technique
  Receptive Skills
 Reading Skills
 Reading Grades
 Productive
Skills
 Speaking Skills
 Task Types
 EFL Learner
 Learner
Motivation

3.

1.1 Title: A Case Study on Armenian EFL Learners Use of Mobile Phones for Listening
Activities

2.1 Variables/Focuses: Armenian EFL Learners, Mobile Phones for Listening Activities

3.1 Problems: 1. How Armenian EFL learners using mobile phones for listening activities? 2.
Does mobile phone can help Armenian EFL learners accessing activities for learning English?

4.1 Purpose: To examine the EFL learners beliefs and perceptions toward the mobile phone
assisted learning activities. To examine the practices that EFL students engage in as they
complete listening course assignments on their phones.

5.1 Hypothesis: Can mobile phone assists Armenian EFL learners to access English listening
activities?

6.1 Data: Armenian EFL learners listening scores

7.1 Data Source: Armenian EFL learners

8.1 Instruments: Questionnaire, interview sheet, observational sheet.

9.1 Data Collection Procedure/Technique: Survey, interview, lesson observation.

10.1 Data Analysis Procedure/Technique: Quantitative & Qualitative

11.1 Validity:

12.1 Reliability:

1.2 Title:

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12.3

1.12 Title: Use of Hedging Devices in Good and Poor EFL Essays

2.12 Variable/Focuses: Use of hedging devices and EFL essays

3.12 Problems: 1. What is the amount of hedging devices used by the students of American
University of Armenia in entrance and exit essays? 2. What type of hedging devices used by
the students of American University of Armenia in the entrance and exit essays? 3. Is it the
higher scored essay or the lower scored essay contains hedges in the exit and entrance exam
by the students of the American University of Armenia?

4.12 Purposes: To compare the use of hedging devices in the higher scored essay and lower
scored essay by the American University of Armenia students

5.12 Hypothesis: The students with higher scores might use a greater number and variety of
hedging devices than the students with lower scores.

6.12 Data: The use of hedging devices in the entrance and exit essays.

7.12 Data Source: Entrance and exit essays

8.12 Instruments: The researcher

9.12 Data collection procedures/Technique: Document coding

10.12 Data analysis procedures/Technique: Qualitative

11.12 Validity measurement:

12.12 Reliability measurement:

1.13 Title: The Differences in Polite Responses of Native English Speakers and Native
Armenian Speakers

2.13 Variable/Focuses: Polite responses, native English speakers and native Armenian
speakers

3.13 Problems: 1. Is there any difference in terms of polite responses used by native
Armenian speakers and native English speakers? 2. Does gender, age, and educational level
affect the use of politeness responses by native Armenian speakers and native English
speakers?

4.13 Purposes: To investigate the difference in polite responses between Armenian and
English and whether gender, age, or educational level plays a role in the respondents’
answers.

5.13 Hypothesis: -

6.13 Data: Respondents’ background; gender, age, and educational level. The use of polite
responses by the respondents

7.13 Data Source: 3 native English speakers and 3 native Armenian speakers

8.13 Instruments: Questionnaire and interview schedule/guide

9.13 Data collection procedures/Technique: Survey and personal interview

10.13 Data analysis procedures/Technique: Quantitative

11.13 Validity measurement:

12.13 Reliability measurement:

1.14 Title: Assessing Speaking in Armenian EFL Classrooms

2.14 Variable/Focuses: Speaking assessment

3.14 Problems: 1. Does speaking assessment at secondary school could be more effective if
guidelines and criteria were provided for teachers to assess their students? 2. Does speaking
assessment at secondary school could be less subjective if guidelines and criteria were
provided for teachers to assess their students?

4.14 Purposes: To investigate whether the assessment of speaking at secondary school level
could be more effective and less subjective if guidelines and criteria were provided for
teachers to assess their students.

5.14 Hypothesis: -

6.14 Data: Students’ oral performance, rating scale for speaking assessment, and teachers’
feedback

7.14 Data Source: Classroom activity, students, and teachers.

8.14 Instruments: Observational sheet, lesson recording, and interview

9.14 Data collection procedures/Technique: Observation and teacher interview

10.14 Data analysis procedures/Technique: Quantitative

11.14 Validity measurement:

12.14 Reliability measurement:

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