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JOURNAL OF LANGUAGE
AND LINGUISTIC STUDIES
ISSN: 1305-578X
Journal of Language and Linguistic Studies, 16(4), 00-00; 2020

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First Author a 1 , Second Author b , Third Author c

a
Affiliation, City, Country
b
Affiliation, City, Country
b
Affiliation, City, Country
APA Citation:

First author’s last name, Initial(s) of first author’s name., & Second author’s last name, Initial(s) of second author’s name. (2020). The title of
your paper: Capitalize the first letter only. Journal of Language and Linguistic Studies, 16(4), 00-00.
Submission Date:....../…./…..
Acceptance Date:....../…./…..

Abstract
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the paper. Insert an abstract of 150-250 words, giving a brief account of the most relevant aspects of the paper.
Insert an abstract of 150-250 words, giving a brief account of the most relevant aspects of the paper. Insert an
abstract of 150-250 words, giving a brief account of the most relevant aspects of the paper. Insert an abstract of
150-250 words, giving a brief account of the most relevant aspects of the paper. Insert an abstract of 150-250
words, giving a brief account of the most relevant aspects of the paper. Insert an abstract of 150-250 words,
giving a brief account of the most relevant aspects of the paper. (Style: JLLS-Abstract-text)
© 2020 JLLS and the Authors - Published by JLLS.

Keywords: first keywords; second keywords; third keywords; fourth keywords; fifth keywords

1. Introduction

Here introduce the paper. State the objectives of the work and provide an adequate background,
avoiding a detailed literature survey or a summary of the results. The paragraphs continue from here
and are only separated by headings, subheadings and images. The section headings are arranged by
numbers, bold and 12 pt. (Style: JLLS-body-text)

1.1. Literature review

1.2. Research questions

2. Article structure

1
Corresponding author.
E-mail address: [email protected]
2 Author Name / Journal of Language and Linguistic Studies, 16(4) (2020) 000–000

2.1. Subdivision - numbered sections

Divide your article into clearly defined and numbered sections. Subsections should be numbered 2.1
(then 2.1.1, 2.1.2, ...), 2.2, etc. (the abstract is not included in section numbering). Use this numbering
also for internal cross-referencing: do not just refer to ‘the text’. Any subsection may be given a brief
heading. Each heading should appear on its own separate line.

NOTE: In order to format your article (headings, subheadings, texts, etc.) with styles, please
use the pre-formatted “JLLS styles” available in the style menu on the Home tab on the ribbon.
You can make MS Word Style Menu visible by pressing styles menu (Alt + Ctrl + Shift + S).
For more help for formatting your article with styles, please visit Microsoft website at:
http://office.microsoft.com/en-001/word-help/format-your-document-with-styles-
RZ001103924.aspx

3. Method

You should provide sufficient detail to allow the work to be replicated. Methods already published
should be indicated by a reference. Only relevant modifications should be described here.

3.1. Sample / Participants

Describe the sample or participants who participated in your study and the setting when relevant. In
most studies, your participants are likely to be people, but a sample can comprise of a group of cases
or items. You should present information related to the sample, such as how the sample was selected,
the size of the sample, and relevant demographic characteristics about the sample. You, as the
researcher-author, have to decide which demographic characteristics are relevant to your study. For
example, GPA, age, or IQ scores of the study’s participants may be considered important demographic
characteristics in one study, but not in another. Understandably, the exact information about the
sample in your study (e.g., the mean age or the number of males and females in each group) should
provide a general description of the study’s participants.

3.2. Instrument(s)

Describe the instrumentation when relevant. You should both describe the instruments you used in the
study and explain their purposes. If you used existing instruments developed by others, you should
report their reliability and validity. Additional information about the instruments may also be reported
when available. For example, you may describe the number and type of items used, the length of time
required to complete the instrument, and how test norms are reported. Check for copyright information
and for permission to use the instrument or to include it in your study.
If you developed a data collection instrument (e.g., a questionnaire or an achievement test), explain
how you constructed it and the type of items you used. When appropriate, you should also discuss how
you assessed the instrument’s reliability and validity and whether you piloted it first before using it.
The JLLS Editorial Board and/or the Reviewers have the rights and privileges to ask you to send the
data or instruments to them.
. Author Name / Journal of Language and Linguistic Studies, 16(4) (2020) 000–000 3

3.3. Data collection procedures

This section describes how the study was conducted. It explains, in as much detail as possible, what
happened and how you carried out the investigation. This section is especially important in
experimental studies that require a detailed description of the intervention. Examples of information to
present in this section include a description of the training required to implement a new experimental
teaching method and the types of instructions to be provided to respondents who were asked to
complete a survey. This section should also contain a realistic timetable for the different phases of the
study.

3.4. Data analysis

Data collection procedures and data analysis can be combined under “Data collection and analysis”.

4. Results

The Results section presents the study’s findings. Results should be clear and concise.
It includes numbers, tables, and figures (e.g., charts and graphs). The information presented and
conveyed to the reader in this section should be written objectively, factually, and without expressing
personal opinion. For example, you should not make statements such as, “We were disappointed to see
that more female participants opted to use computers than male participants as we are often
accustomed to seeing male students play computer games.”
A good way to organize and discuss your research findings is to restate the hypotheses – research
questions, one by one, and present the data collected to test each of them. It is your decision as to what
data to present in a narrative form and what to present in tables or figures. Very often, the tables and
figures are accompanied by a narrative explanation. You do not need to describe in words everything
presented in a numerical or visual form. Instead, take the reader through the numerical and visual
information. As the author, you should highlight the main findings, point to trends and patterns, and
guide the reader through the information you present. For example, in a table displaying results from
four independent-samples t tests, you can state that the second t value, which was used to test the
second research hypothesis, was statistically significant at p < .01, and that the mean of the
experimental group was eight points higher than the mean of the control group. You do not need to
repeat in the narrative all the numerical information reported in the tables. Or, suppose your Results
chapter includes a double-bar graph that is used to show trends and differences in the percentages of
male and female teachers in preschool, elementary school, and high school. You may explain that the
trend is for the percentage of male teachers to increase with grade level, whereas the percentage of
female teachers decreases from preschool to high school.
Number tables consecutively in accordance with their appearance in the text. Place footnotes to
tables below the table body and indicate them with superscript lowercase letters. Avoid vertical rules.
Be sparing in the use of tables and ensure that the data presented in tables do not duplicate
results described elsewhere in the article.
4 Author Name / Journal of Language and Linguistic Studies, 16(4) (2020) 000–000

Table 1. An example of a table

An example of a column Column A (t) Column B (T)

heading
And an entry 1 2
And another entry 3 4
And another entry 5 6

5. Discussion

Results from the study are discussed, explained, and interpreted in the Discussion part. This part
should explore the significance of the results of the study, not repeat them. A combined Results and
Discussion section is often appropriate. Avoid extensive citations and discussion of published
literature. The results are examined to determine whether the study’s hypotheses were confirmed. This
section allows you to offer your interpretation and explain the meaning of your results. If the findings
are different from those that were predicted by the hypotheses, you have to provide tentative
explanations for those discrepancies. For example, some common explanations for unexpected results
in a study are that the sample size was too small, the study was too short, directions given to
participants were not followed properly, the instruments were not valid or reliable, or the survey
response rate was too low. Or, in some studies, one may speculate that the responses given by the
participants were contrary to what was expected because people were dishonest in their responses or
were reluctant to share certain sensitive information with others.

6. Conclusions

The main conclusions of the study should be presented in a short Conclusions section, which
should not simply repeat earlier sections.

Acknowledgements (Optional)

These and the Reference headings are in bold but have no numbers. Text below continues as
normal. Collate acknowledgements in a separate section at the end of the article before the references
and do not, therefore, include them on the title page, as a footnote to the title or otherwise. List here
those individuals who provided help during the research (e.g., providing language help, writing
assistance or proof reading the article, etc.).

References
Citation in text
Please ensure that every reference cited in the text is also present in the reference list (and vice
versa). Unpublished results and personal communications are not recommended in the reference list,
but may be mentioned in the text. Citation of a reference as ‘in press’ implies that the item has been
accepted for publication.
. Author Name / Journal of Language and Linguistic Studies, 16(4) (2020) 000–000 5

Web references
As a minimum, the full URL should be given and the date when the reference was last accessed.
Any further information, if known (DOI, author names, dates, reference to a source publication, etc.),
should also be given. Web references can be listed separately (e.g., after the reference list) under a
different heading if desired, or can be included in the reference list.

Reference style
Refer to the Publication Manual of the American Psychological Association, Sixth Edition, ISBN
978-1-4338-0561-5. The list of references should be arranged first alphabetically and then further
sorted chronologically if necessary. More than one reference from the same author(s) in the same year
must be identified by the letters ‘a’, ‘b’, ‘c’, etc., placed after the year of publication.

Examples:
Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S., & Thompson, I. (2005). Collaborative
research methods for investigating teaching and learning: The use of interactive whiteboard
technology. Educational Review, 57(4), 457–469. DOI: 10.1080/00131910500279551
Dörnyei, Z. (2007a). Creating a motivating classroom environment. In J. Cummins & C. Davison
(Eds.), International handbook of English language teaching (pp. 719-731). New York, NY:
Springer.
Dörnyei, Z. (2007b). Research methods in applied linguistics: Quantitative, qualitative, and mixed
methodologies. Oxford: Oxford University Press.
Dörnyei, Z. (2012). Motivation in language learning. Shanghai: Shanghai Foreign Language
Education Press.
Ellis, R. (2012). A lifetime of grammar teaching. Teaching English in the Two-Year College, 40(1), 7-
19.
Kieffer, M. J., & Lesaux, N. K. (2009). Breaking down words to build meaning: Morphology,
vocabulary, and reading comprehension in the urban classroom. In M. L. Graves (Ed.), Essential
readings in vocabulary instruction (pp. 90-101). Newark, DE: International Reading Association.
Ozsoy, G., & Gunindi, Y. (2011). Prospective preschool teachers’ metacognitive awareness.
Elementary Education Online, 10(2), 430-440. Retrieved on May 6, 2013 from: http://ilkogretim-
online.org.tr/vol10say2/v10s2m4.pdf
Ravid, R. (2011). Practical statistics for educators (4th ed.). Plymouth: Rowman & Littlefield.
Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
6 Author Name / Journal of Language and Linguistic Studies, 16(4) (2020) 000–000

Appendix A. An example appendix

Authors including an appendix section should do so after References section. Multiple appendices
should all have headings in the style used above. They will automatically be ordered A, B, C etc.

A.1. Example of a sub-heading within an appendix

There is also the option to include a subheading within the Appendix if you wish.

Makalenin Türkçe başlığı buraya yazılır….

Özet
Türkçe özet.

Anahtar sözcükler: anahtar sözcükler1; anahtar sözcükler2; anahtar sözcükler3

AUTHOR BIODATA
Insert here author biodata.