Overview of the Study 67
may demonstrate a novel use of a procedure or technique (for example, a statistical
test, a projective technique, or an instructional procedure). Fourth, a study may
contribute to part of a programmatic research effort; that is, when the results of
the study are considered in relation to other studies, there may be theoretical or
practical applications of major proportions. Each line of argument that is applicable
should be pursued. Let’s take a look again at Michael’s work to see how he wrote
about significance.
From ‘Chapter One: Introduction’ in Yeldham, Michael (2009). Approaches to Second Lan-
guage Listening Theory: Investigating the ‘Top-down/Bottom-up Debate’, p. 8. Unpub-
lished PhD thesis, University of Melbourne.
One intended outcome of the study, on a theoretical level, is to identify a preliminary set of
learner factors that arise out of extended exposure to two different approaches on the devel-
opment of second language listening behaviours. On a practical level, a second intended
outcome of the study is to clarify research techniques to do with the investigation of lis-
tening abilities. Specifically, I focus on Chinese learners of English at lower proficiency
levels. Further, a third intended outcome contributes to the design of listening instruction by
articulating a set of multi-level course design guidelines tailored for individual differences,
particularly those associated with learner listening style. Evidence from reading and listen-
ing research supports this need to include both of these dimensions of listening proficiency
and listening style in such a set of guidelines; findings from various studies (Davis and Bis-
todeau 1993; Vandergrift 1998a, b) have suggested the significant impact that both factors
may have on learner response to differing forms of instruction relevant to the ‘top-down/
bottom-up debate’. Finally, a further concern in the research is the sequencing of skills and
strategies for learners through a listening course.Overview of the Study
The overview of the study should follow on logically from your statement of the
aim. In other words, it is an annotated version of the table of contents. However,
rather than writing it as a list of chapter and section headings, you should write it in
the form of interconnected sentences and paragraphs to ensure that the logic flow
is clear to the reader. That is, it should be a synopsis of the storyline that the thesis
follows. Here is an example of an overview of a study.
From ‘Chapter One: Introduction’ in Al-Asmari, Abdul (2008). Integration of Foreign Cul-
ture Into Pre-service EFL Teacher Education: A Case Study of Saudi Arabia, p. 9. Unpub-
lished PhD thesis, University of Melbourne.
This thesis consists of seven further chapters within three main parts. In PART I
(Chap. 2 & 3), I situate the current study in related literature and establish the research
methodology. In Chap. 2, I discuss the theoretical underpinnings of language and culture to
guide the enquiry. This includes a critical review of the historical context, current practice,
and the place of FC in practice and policy as well as issues relevant to integrating FC into
EFL education. In this regard, I undertook a cross-disciplinary approach drawing on areas
such as language policy and Higher Education, World Englishes, Intercultural Language
Learning (ILL), and Computer-Assisted Language Learning (CALL). Combining these
insights, Chap. 2 argues for the need to investigate the place of FC in pre-service EFL
teacher education. Based on that, the most pressing gaps in the literature are identified and