Bridging the gap between in and outside classroom use of English
- Significance of the scientific question(s) and results
- Style
- Organization (e.g., the abstract has a clear beginning, middle and end)
- Clear question or hypothesis (do outside classroom assignments and activities promote oral fluency in the second language in a non-English speaking country like Kuwait?)
- Sufficient background
- The experimental approach and rationale for the approach are clear (mine is a qualitative study- interview to find out what students think about outside classroom activities to improve their speaking proficiency in English)
- The results are clearly presented (results of the interviews show that students found that such assignments and activities outside the classroom really do help them improve their oral fluency skills)
- The interpretation and conclusions are reasonable and logical
- Significance of the scientific question(s) and results
- Style
- Organization (e.g., the abstract has a clear beginning, middle and end)
- Clear question or hypothesis (do outside classroom assignments and activities promote oral fluency in the second language in a non-English speaking country like Kuwait?)
- Sufficient background
- The experimental approach and rationale for the approach are clear (mine is a qualitative study- interview to find out what students think about outside classroom activities to improve their speaking proficiency in English)
- The results are clearly presented (results of the interviews show that students found that such assignments and activities outside the classroom really do help them improve their oral fluency skills)
- The interpretation and conclusions are reasonable and logical
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