APA 7th Edition

General overview and Citation rules

OBJECTIVE This is a brief roadmap of your research
project. Be direct when stating your
objective: “This study analyzes…”
HYPOTHESIS State what you will prove and keep it simple: “The
hypothesis of this study is…”

BACKGROUND Discuss whether this problem has been addressed by

past researchers and whether there are any
controversies or gaps in the literature.

SIGNIFICANCE State why your study is valuable in today’s educational

environment.

THEORETICAL FRAMEWORK Discuss the definitions and/or categories you plan to

use in your research.

METHODOLOGY Discuss the research methods you will use and outline
who will be the participants in your study.

EXPECTED OUTCOMES Discuss the results you expect to get from your
investigation.

REFERENCES Provide a list of the literature you used to write your

proposal.
 The Effects of Teachers’ Non-verbal Responses on
Students’ Outcomes

OBJECTIVE This study analyzes the effects of teachers’ non-verbal

responses on students’ outcomes. Specifically, it
investigates the relation between teacher’s postures,
gestures, facial expressions, eye contact, and humor and
compares this to the students’ perceptions of his/her
professionalism. First, this project will demonstrate that the
students consider teachers’ non-verbal responses as an
essential means of communication in the classroom setting.
Next, this study will explore the teachers’ attitudes to non-
verbal communication. Finally, the study will offer possible
solutions that can help teachers utilize non-verbal cues
more effectively.
HYPOTHESIS This study hypothesizes a direct relationship between a
teacher’s positive non-verbal cues, such as postures,
gestures, facial expressions, eye contact, humor, and
motivation.
BACKGROUND Subapriya (2009) and Negi (2009) stated that the non-verbal
communication of a teacher could be an excellent alternative to more
traditional forms of discipline. In contrast, Andrade and Williams (2009)
noted that the effect of a teacher’s non-verbal responses on their
students’ performance is inconsequential. A gap in the literature exists
in terms of identifying students’ views of teacher’s non-verbal cues.
This study will try to fill this gap.
SIGNIFICANCE Today’s teaching methods are different from more traditional ways in
which students were “passive listeners.” These days, students are
required to be active participants in the class. For this reason, the close
relationship between teachers and their students and the psychological
atmosphere in the classroom both play a critical role in modern
education.
THEORETICAL FRAMEWORK This study will utilize the classification of non-verbal cues and responses
created by Subapriya (2009).
METHODOLOGY It is the intention that this study utilizes the qualitative research
method. Questionnaires will be handed out to 50 students and
20 teachers of Seattle High School. Convenience sampling will
be the method by which participants will be chosen because it is
the most cost-effective method for this type of research.
EXPECTED OUTCOMES This study will assess the significance of non-verbal cues as a
constituent of teaching strategies. The expected outcome is a
set of useful solutions that will help teachers make the best use
of non-verbal cues as a component of their teaching strategies.
REFERENCES Andrade, M., & Williams, K. (2009). Foreign Language Learning
Anxiety in Japanese EFL University Classes: Physical,
emotional, expressive and verbal reactions. Sophia, Junior
College Faculty Journal, 29, 1 – 24.
Negi, J. (2009). The Role of Teachers’ Non-verbal
Communication in ELT Classroom. Journal of NELTA, 14 (1),
101 – 110.
Subapriya, K. (2009). The Importance of Non-verbal Cues. The
Icfai University Journal of Soft Skills, 3 (2), 37 – 42.
 What makes this a good research proposal example? Here are five reasons:

It discusses only the It provides

It includes only
most critical aspects arguments for the
specific and relevant
of the proposed use of certain
information.
investigation. methods.

It uses simple and

It is well-structured.
direct language.
General APA
Guidelines
• Double-spaced
• Standard-sized paper (A4)
• 2.5 cm margins on all sides
In a student paper
• Page header
page number (right)
 FONT

Consistently used throughout the paper

Sans Serif Fonts

10 point 12 point 10 point
11 point 11 point 11 point
Lucida Sans Times New Computer
Calibri Arial Georgia
Unicode Roman Modern
Major Paper
Sections
• Four main sections
• Title Page
• Abstract
• Main Body
• References
TITLE PAGE

• Title
• Author’s name
• Institutional affiliation
• Course number and name
• Instructor name
• Assignment due date
• Page number (header, flush right)
Title

• Upper and lowercase letters centered in the upper half of the page
Centered and Boldface

• Focused, name of theory or variables

• No abbreviations in a title
• No more than 12 words
• One or two lines
• Double spaced
 Below your title

Author’s First name, middle

name initial(s), last name

Do not use titles (Dr.)

or degrees (PhD)
Institutional
affiliation
• Below author’s name
• The location where you
conducted the research
 • A new page
• First line of the page, center and bold
Abstract
• Begin with next line
• Summary of the key findings of your research
• Research topic, Research questions,
Participants, Methods, Results, Data analysis,
Conclusions, Implications.
ABSTRACT • A single paragraph
• Double spaced
• No more than 250 words
Keywords: APA, font, abstract
Main Body

• Past tense or present

perfect tense
In-text • Present

Citation
In-text Citation

• Referring to an idea from another work

• Reference to author
• Year of publication
• (Üzümcüoğlu, 2020)
• If directly quoting
• Reference to author
• Year of publication
• Page number
• p. for one page, pp. for more than one page
• (Üzümcüoğlu, 2020, p.8) or (Üzümcüoğlu, 2020, pp.8-9)
• All citations should be in the reference list!
 Short quotations (kısa alıntılar)

• Directly quoting from a work

• Can be used in the sentence

 • No more than 40 words
Long • Free-standing block of typewritten lines
quotation • No quotation marks
• Start on a new line
s • Indented 1,25 cm from the left margin
In-text Citation: One author

• Johnson (2008) stated the importance of ……

• The results showed that personality and risky driving might be related
(Johnson, 2008).
• Paraphrased – not directly quotated – no page number
• Same for each in-text citation

(Surname1, year)
Surname1 (year)
In-text Citation: Two authors

• Johnson and Bradley (2008) stated the importance of ……

• The results showed that personality and risky driving might be related (Johnson
& Bradley, 2008).
• Paraphrased – not directly quotated – no page number
• Same for each in-text citation

(Author1Surname & Author2Surname, year)

Author1Surname and Author2Surname (year)
In-text Citation: 3 or more authors

Johnson et al. (2008) stated the importance

of….
• Author1Surname et al. (year)

The results showed that personality and risky

driving might be related (Johnson et al., 2008).
• (Author1Surname et al., year)
 Multiple works with similar groups

• Johns, Smith, Liu, Huang, and Kim (2020)

• Johns, Smith, Ruiz, Wang, and Stanton (2020)
• To avoid ambiguity!!
• (Johns, Smith, Liu, et al., 2020)
• (Johns, Smith, Ruiz, et al., 2020)

• et al -> plural!!!
• If there is only one name left, write the authors name
• Johns, Smith, Liu, and Kim (2020)
• (Jones, Smith, Ruiz, & Stanton (2020)
In-text Citation: Groups

• World Health Organization (WHO, 2015) stated the importance

of….
• Group Name (Abbrevation, year)
• The results showed that personality and risky driving might be
related (World Health Organization [WHO], 2015)
• (Group Name [Abbrevation], year)

During the text

• WHO (2015) stated the importance of….
• The results showed that personality and risky driving might be
related (WHO, 2015)
Same author(s), different research

• (Johnson & Bradley, 2008, 2009)

• (years from oldest to newest)

• (Johnson & Bradley, 2008a, 2008b)

• (Add letters to years)
 Different author(s)

• Use of three different articles to paraphrase

• Johnson & Art, 2008
• Wills & Chu, 2015
• Eric, 2007

• (Eric, 2007; Johnson & Art, 2008; Wills & Chu, 2015).
• In alphabetic order
• Use “;” between the citations
Authors with the same surname

• Yeşim Üzümcüoğlu, 2018

• Zeynep Üzümcüoğlu, 2020

• (Y. Üzümcüoğlu, 2018; Z. Üzümcüoğlu, 2020)

• In alphabetic order
• Use “;” between the citations