My Project
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A Researching Project

Intercultural communication

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First,

Research Paper Structure

Research papers are organized into specific sections and each has a goal. We have listed them here.

Title
- The title is the most important part of the research paper. It draws the reader in and tells them what you are presenting. Moreover, if you think about the titles of papers that you might browse in a day and which papers you actually read, you’ll agree.
- The title should be clear and interesting otherwise the reader will not continue reading.
- Authors’ names and affiliations are on the title page.

Abstract
- The abstract is a summary of your research. It is nearly as important as the title because the reader will be able to quickly read through it.
- Most journals, the abstract can become divided into very short sections to guide the reader through the summaries.
- Keep the sentences short and focused.
- Avoid acronyms and citations.

Introduction
- Includes background information on the subject and your objectives here.

Materials and Methods
- Describe the materials used and include the names and locations of the manufacturers.
- For any animal studies, include where you obtained the animals and a statement of humane treatment.
- Clearly and succinctly explain the methods so that it can be duplicated.
- Criteria for inclusion and exclusion in the study and statistical analyses should be included.

Results
- Discuss your findings here.
- Be careful to not make definitive statements.
- Your results suggest that something is or is not true.
- This is true even when your results prove your hypothesis.

Discussion
- Discuss what your results mean in this section.

Limitations
- Discuss any study limitations. Suggest additional studies.

Acknowledgments
- Acknowledge all contributors.

References
- All citations in the text must have a corresponding reference.
- Check your author guidelines for format protocols.

Tables and Figures
- In most cases, your tables and figures appear at the end of your paper or in a separate file.
- The titles (legends) usually become listed after the reference section.
- Be sure that you define each acronym and abbreviation in each table and figure.

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Secondly,

The Researching Task

Title

Intercultural communication

Corresponding Authors:

1-Mr. / Girgis Hanna Haroun, the senior researcher.

2- 4 of my assistant Colleagues.

Editor

Edited by: Mr./ Girgis Hanna Haroun

Author CV:

See page: "About Me"

Supervisor:

Senior and public supervisors of English in Egypt.

The site published on:

www.bchmsg.yolasite.com

Subject:

Intercultural Communication

Online since : 2016

Affiliation:
The Ministry of Education in Egypt.

Drawing upon findings from a funded study of an academic leadership in Egypt (Ministry of Education) and provided by (full) professors, this research focuses on leadership as perceived by those on the receiving end of it.

My research is supervised by my senior and public supervisors of education in Egypt. Research on(Language and communication) is defined as the influence of one or more people on the research-related behaviour, attitudes or intellectual capacity of others. Seven specific features or keywords of my professorial research about leadership are identified and examined. They are the conflicts of interest in my research.

They include:

(Communication, Intercultural Communication skills, Application of Communication, Steps of Communication, Factors, Importance of audience, Verbal and Non-verbal communication)).

Abstract

Intercultural communication

This thesis has been written on commission by me, Girgis Hanna Haroun, a supervisor of English at high schools and colleges in Egypt.

Several preliminary interviews made us very interested at the situations at schools and helped us to formulate our research question: “How does communication affect the productivity of schools, organizations, societies, communities all over the world?"

Moreover, it made our research have two purposes, one of academic character, and one of practical character. The academic purpose is in investigating relationship between communication, culture and language, i.e. efficiency and productivity. The practical purpose is in giving analysis-based recommendations about possible ways to increase productivity and efficiency toour educational organisations.

The findings of our research revealed that words, gramatical study, diverse cultures and texts have roles. Communication is a dynamic interactive process that involves the effective transmission of facts, ideas, thoughts, feelings, cultures and values. Intercultural communication skills are those required to communicate, or share information, with people from other cultures and social groups.Communication is instrumental or directly satisfies certain needs like physical, emotional, social, psychological.

1-To inform. 2-To entertain. 3-To regulate. 4-To instruct.
5-To influence. 6-To motivate. 7-To persuade. 8-To inquire.Types of Communication include oral and written communication, verbal and Non-verbal communication. Communication steps include;
1-Ideation:

2-Encoding
3-Transmission:

4-Decoding

5-Feedback.

Research Content:

Intercultural communication

1-Introduction

Learning how to make new discoveries that will contribute to a better understanding of how natural language is used and processed in real-life situations. Whenever we use language – whether it’s written, spoken or signed – we’re communicating. How does this work, and how and why does miscommunication occur? How does language fit together and how do we learn to understand each other?

This study provides a research devoted to the interdisciplinary study of language and communication. The investigation of language and its communication functions is treated as a concern shared in common by those working in applied linguistics, child development, cultural studies, discourse analysis, intellectual history, legal studies, language evolution, linguistic anthropology, linguistics, philosophy, the politics of language, pragmatics, psychology, rhetoric, semiotics, and socio-linguistics.

Language allows people to communicate with great precision. The Language and Communication group studies how people use language in specific discourse contexts, to share information with others, and to persuade or otherwise affect them.

Our overall goal is to understand how language is actually used,

when it is used effectively, and why.

For instance, how do particular text characteristics interact with a reader's cognitive architecture such that information is conveyed in a coherent, comprehensible way? How does language interact with people's emotional and motivational architecture so that it effectively moves or persuades them?

1-The Research Vision, Mission and Objectives

The vision is (Communication between learners, individuals, societies, nations and countries all over the world).

The mission is Doing research theses

The Objectives are:Solving problems that arise from the diverse cultures and their conflicts inside the education organizations and among nations.

2-A problem needs a solution

The differences and disputes between individuals, societies and communities come out of the differences in communication that result from the differences in lnguades and cultures.

Problems

The problems in intercultural communication usually come from problems in message transmission. In communication between people of the same culture, the person who receives the message interprets it based on values, beliefs, and expectations for behavior similar to those of the person who sent the message. When this happens, the way the message is interpreted by the receiver is likely to be fairly similar to what the speaker intended. However, when the receiver of the message is a person from a different culture, the receiver uses information from his or her culture to interpret the message. The message that the receiver interprets may be very different from what the speaker intended.

We faced a problem that needs a an urgent solution. The problem is: We, the researching group, noticed that the learning outcomes of high schools and colleges are low. Learners didn't practise Languages as means of communication. They used languages as subjects to be memorized to answer its exercises only through written tests.People differ because of the difference in cultures, words, sentences, languages and cultures.

3-Reasons for the research:

The reason for doing such research is that I and my colleagues noticed that some organizations and schools did not work as efficiently as they could, and senior managers have encountered various problems. There is no proper communication. Complaints were numersous. People worked in terms of only firm accountability and punishment. People differ because of the difference in cultures, words, sentences, languages and cultures. There was no communication between the wars fighting countries. There was no vision, no mission, no objectives, no team work, no love or respect and no good performance. We have been asked to estimate the situation, analyze it, and come up with solutions which could increase efficiency and productivity; in other words, increase organizational performance. After preliminary interviews with the senior managers and teachers at schools, we have identified our areas of the interest: ( Practice creats communication, Communication and culture, Communication and language)

The teachers worked individually without any collaboration with their managers or school leaders. Teachers did't like change. They used traditional method of teaching like the GTM method. Learners were just listeners or stores waiting for being filled with some information that were lerarnt by heart. Learners knew nothing about any critical thinking like practice, analysis, synthesis, evaluation, imagination, creation or innovation. They didn't use teachnology in learning. There were no meeting areas between the organization managers and the people who working with them. The organizations had managers of instructions and orders not leaders that coul lead the education process forward through the leading skills that the leader should practise and apply. There is no use of language as a means of communication among learners, people and societies.

4- The researching questions:

How dodo language, culture and grammar affect communication among learners and people?

How we make education organizations perform well and learning outcomes high through using language as a means of communication in life? How do people and nations overcome the differences in laguages, ideas, thoughts, cultures and thedicerse wats of thinking?

5-The problem solutions

Cultured diversed employers and employees must learn academically and practice actually the roles played by leadership, organizational culture, motivation and committment.

6-Objectives:

This study enables you to:

1-Use the words, grammar constructions and texts in communication 2-know that Language has influence on actions and exchanges of information.

3-deepen your knowledge of everything from how language interacts with culture and media to how language changes over time and how language enhances cognitive abilities.

2-Materials and Methods

In order to find out the answer to the research question and to fulfill both purposes of the research, we have conducted a qualitative research.We used types of qualitative research methods like an in-depth interview, focus groups, ethnographic research, content analysis and case study research that are usually used. This has been done by interviewing twenty schools managers and 20 educational leaders or administers beside 50 teachers and senior teachers working at schools and education zones and supervision. We have tried to talk to representatives of different layers of the organizations to make our research more diversificated and complete. These semi-structured interviews resulted in qualitative data, which had been processed and analyzed using coding technique.

Our research used 2 methods:

One of academic character, and one of practical character.

1-The academic purpose is in investigating relationship between organizational structure, leadership, and communication and organizational performance, i.e. efficiency and productivity.

2-The practical purpose is in giving analysis-based recommendations about possible ways to increase productivity and efficiency toour educational organisations.

3-We used interviews, lectures, debates, experiencing, observations, analysis, synthesis, assessment, feedback and evaluation.

4-We held workshops, modeling, training units authentic field practice in actual fields and we assessed, followed and evaluated what we recommended academically before. It took 3 months to conduct our experiences that we acquired from our professors in East Anglia University, England.

3- Main Findings / Results

Intercultural communication

Findings and results:

We wrote a report that included our data, solutions and recommendations we presented.

Our teachers, senior teachers, schools managers and education organizarions leaders learnt the followinmg key findings and secondary findings we presented.

I will Present a result and then explain it, before presenting the next result then explaining it, and so on, then end with an overall synopsisThis is the preferred approachas I have multiple results of equal significance. It is more common in longer papers because it helps the reader to better understand each finding.

Finding result 1:

See Figure 1 below

Definition

Communication is the active relationship established between people through language, and intercultural means that this communicative relationship is between people of different cultures, where culture is the structured manifestation of human behavior in social life within specific national and local contexts, e.g. political, linguistic, economic, institutional, and professional. Intercultural communication is identified as both a concept and a competence. Intercultural competence is the active possession by individuals of qualities which contribute to effective intercultural communication and can be defined in terms of three primary attributes: knowledge, skills and attitudes. In the context of this document, the acquisition of skills and human attributes likely to enhance intercultural communication is viewed exclusively as a component of language programs.

Intercultural communication is an implicit element of most language courses or features as an autonomous subject in other disciplinary fields. Where intercultural communication features as an autonomous subject the content is theoretically grounded in a specific discipline, e.g. anthropology, linguistics, philosophy and sociology. Alternatively, it is frequently linked to subjects like business studies, economics and tourism with the aim of providing students with the competence to operate in the professional sector concerned. In some cases it is taught not only as knowledge and a skill but also with the aim of promoting an appropriate attitude / awareness as an integrated part of language learning. Intercultural communication is sometimes associated with translation or with intercultural knowledge dissemination. In some business schools it is taught as part of business language degrees. In general, foreign language degree programmes do not offer courses in intercultural communication as such. Business schools and the business / economics faculties of universities offer a variety of courses on cultural theory and behaviour but many of these have no direct connection to languages at all.

Finding result 2:

Why Intercultural communication?

The world today is characterized by an ever growing number of contacts resulting in communication between people with different linguistic and cultural backgrounds. This communication takes place because of contacts within the areas of business, military cooperation, science, education, mass-media, entertainment, tourism but also because of immigration brought about by labor shortage or political conflicts.

Fast travel, international media, and the Internet have made it easy for us to communicate with people all over the world. The process of economic globalisation means that we cannot function in isolation but must interact with the rest of the world for survival. The global nature of many widely diverse modern problems and issues such as the environment, governance of the Internet, poverty and international terrorism call for cooperation between nations. Intercultural communication is no longer an option, but a necessity.

At the same time, lack of knowledge of another culture can lead, at the best, to embarrassing or amusing mistakes in communication. At the worst, such mistakes may confuse or even offend the people we wish to communicate with, making the conclusion of business deals or international agreements difficult or impossible

In all these contacts, there is communication which needs to be as constructive as possible, without misunderstandings and breakdowns. It is our belief that research on the nature of linguistic and cultural similarities and differences can play a positive and constructive role.

Finding result 3:

Identity

Ethnic and cultural identity

Cultural identities and ethnicities are becoming more relational and contextual, as well as constantly evolving. They are complex, ambiguous and multifaceted.

Individuals undergo self- and cultural identity transformation in order to achieve understanding, harmony and balance within themselves and their environment, and in their connection with others. Cultures also change in this process, because social, political, economic and historical influences affect cultural and intercultural interactions. Cultural groups reflect, re-create, unify, and maintain their ethnic and cultural identities.

Cultural identities are negotiated, co-created, and reinforced in communication with others. They reflect our unique, personal life histories and experiences. They may also be seen as manifestations of social reality.

Racial identity

Race has been defined as a group of persons related by common descent or heredity. It is a classification of modern humans based on an arbitrary selection of physical characteristics as skin color, facial form, or eye shape. Race is a social construction of human difference that is used to classify human beings into separate value-based categories.

Ethnic identity

Ethnic refers to a group of people sharing a common and distinctive culture, religion, language, etc. Furthermore, it has been explained as the attribute of membership in a group set off by racial, territorial, economic, religious, cultural, aesthetic, or linguistic uniqueness. Ethnicity has also been seen as a cultural marker that indicates shared traditions, heritage, and ancestral origins; ethnicity is defined psychologically and historically. On the other hand ethnic identity may be explained as an emotional bond that people share that originates from their past and that gives them an emotional force to claim their historical origins.

Cultural identity

It is commonly understood that culture and cultural identity are umbrella terms that subsume racial and ethnic identity. Culture has been defined as learned and shared values, beliefs, thinking patterns and behavior common to a particular group of people. Culture forges a group's identity and assists in its survival. Institutions, language, social structures and various practices shared by a group of individuals are also part of culture. In addition, the individuals are connected by an ancestral heritage, often linked to a particular geographical location. Individuals have a sense of belonging to a particular culture or ethnic group.

Cultural communication

It is a system of symbols, meanings and norms that are shared by group members and passed down to the following generations.

4- Results / Secondary Findings

Secondary finding result 1 :

See Figure : 2 below

Intercultural communication

It is a form of communication that aims to share information across different cultures and social groups. It is used to describe the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. In this sense it seeks to understand how people from different countries and cultures act, and perceive the world around them. Many people in intercultural business communication argue that culture determines how individuals encode messages, what medium they choose for transmitting them, and the way messages are interpreted.

With regard to intercultural communication proper, it studies situations where people from different cultural backgrounds interact. Aside from language, intercultural communication focuses on social attributes, thought patterns, and the cultures of different groups of people. It also involves understanding the different cultures, languages and customs of people from other countries. Intercultural communication plays a role in social sciences such as anthropology cultural studies, linguistic, psychology and communication studies. Intercultural communication is also referred to as the base for international businesses. There are several cross-cultural service providers around who can assist with the development of intercultural communication skills. Research is a major part of the development of intercultural communication skill^..

Secondary finding result 2:

See Figure 3

Teaching and learning

Methods used to promote intercultural communication skills:

simulation activities, followed by reflective discussion and/or written analysis
informal face‐to face interaction in hypothetical contact situations
guided group activities
car insurance coverage
learner diaries
questionnaires
peer teaching
tandem exchanges
study visits abroad or local contact with speakers of other languages
cross‐cultural study projects
medical coverage
reports
oral presentations
ethnographic projects

Secondary finding result 3 :

Knowledge for Intercultural Communication

Key areas of knowledge for those wanting to improve their intercultural communication are:

Some knowledge of the cultures, organisations and institutions, history and general way of living of different communities and nations.
Recognition that these aspects affect behavioural norms. For example, there is considerable ‘history’ between the Greeks and Turks, and therefore it may be considered potentially a problem to serve Turkish food to a Greek person.
An understanding of how culture can affect communication and language. For example, people from Nordic countries are often said to speak more directly than native English speakers who tend to use more ‘polite’ language. Scandinavians in the UK have reported causing offence to English people by failing to say ‘please’ and ‘thank you’ enough.
Some understanding of the conventions that may govern behaviour in certain specific intercultural environments, such as views on the role of women, or the licence (or otherwise) permitted to children.
Crucially, awareness of your own and other people’s beliefs and values, and a willingness to recognise when these may clash.
Sensitivity towards cultural stereotypes that may affect and interfere with intercultural communication.

5-Discussion

The purpose of the discussion is to interpret and describe the significance of our findings in light of what was already known about the research problem being investigated and to explain any new understanding or insights that emerged as a result of our study of the problem.

DISCUSSION provides the explanation and interpretation of results or findings by comparing with the findings in prior studies. Then, I can say that: comparted to the previous study about (Intercultural Communication), I say that my research is different .

My research recommended the following:

Assessment

Courses on the theory and content of intercultural communication tend to evaluate knowledge by means of written examination and essay. Alternatively projects may involve students applying their theoretical knowledge to particular communicative situations or conducting small‐scale ethnographic or case study research from home. Evaluation of intercultural communication as practice may occur in the assessment of general language courses (e.g. translation), but since intercultural communication is not systematically taught as part of general language courses, formalised assessment is not widespread. In some institutions, however, the practice of writing logbooks is established, and intercultural awareness is assessed through reflective essays.

Any such assessment is likely to be integrated with other factors associated with advanced language learning. There is little sign of role‐play or self‐assessment being widely practised, though, in exceptional cases, it can be effectively integrated into oral assessment, e.g. through situation‐based interpreting. Given that intercultural competence can be separated into knowledge, skills and attitudes, only the knowledge component can, strictly speaking, be assessed in traditional ways. Skills and attitudes need to be assessed in other ways such as role‐play, observation, self‐assessment or reflection on critical incidents. Yet such assessment practices are not widespread within European higher education language programmes.

Problems

Attribution is the process in which people look for an explanation of another person's behavior. When someone does not understand another, he/she usually blames the confusion on the other's "stupidity, deceit, or craziness".

Effective communication depends on the informal understandings among the parties involved that are based on the trust developed between them. When trust exists, there is implicit understanding within communication, cultural differences may be overlooked, and problems can be dealt with more easily. The meaning of trust and how it is developed and communicated vary across societies. Similarly, some cultures have a greater propensity to be trusting than others.

Nonverbal communication is behavior that communicates without words. Minor variations in body language, speech rhythms, and punctuality often cause mistrust and misperception of the situation among cross-cultural parties.

1-Kinesic behavior is communication through body movement

Example: posture, gestures, facial expressions and eye contact. The meaning of such behavior varies across countries.

2-Occulesics are a form of kinesics that includes eye contact and the use of the eyes to convey messages.

3-Proxemics concern the influence of proximity and space on communication

(e.g., in terms of personal space and in terms of office layout).

For example, space communicates power in the US and Germany.

4-Paralanguage refers to how something is said, rather than the content of what is said.

Examples: rate of speech, tone and inflection of voice, other noises, laughing, yawning, and silence.

5-Object language or material culture refers to how we communicate through material artifacts.

Examples: office design and furniture, clothing, cosmetics, and time.

6-In monochronic cultures, time is experienced linearly and as something to be spent, saved, made up, or wasted. Time orders life, and people tend to concentrate on one thing at a time.

7-In polychronic cultures, people tolerate many things happening simultaneously and emphasize involvement with people. In these cultures, people may be highly distractible, focus on several things at once, and change plans often.

Management

Important points to consider:

Develop cultural sensitivity
Anticipate the meaning the receiver will get.
Careful encoding
Use words, pictures, and gestures.
Avoid slang, idioms, regional sayings.
Selective transmission
Build relationships, face-to-face if possible.
Careful decoding of feedback
Get feedback from multiple parties.
Improve listening and observation skills.
Follow-up actions

6-Limitations

“The empirical results reported herein should be considered in the light of some limitations.”

1-Time constraints

Just as researcxhers have deadlines to turn in their class papers, academic researchers also must meet the deadline for submitting a research manuscript to a journal. Therefore, the time available to study a research problem and to measure change over time is constrained by the deadline of my “assignment.” I should have Made sure I choose a research problem that I will be able to complete well before the assignment’s deadline. If time constraints negatively impacted my study in any way, acknowledge this impact by mentioning a need for a future study (e.g., a longitudinal study) to answer this research problem.

2-Conflicts arising from cultural bias and other personal issues

Researchers might be biased views due to their cultural backgrounds or perspectives of certain phenomena, and this can affect a study’s legitimacy. Also, it is possible that researchers will have biases toward data and results that only support their hypotheses or arguments. In order to avoid these problems, the author(s) of a study should examine whether the way the problem was stated and the data-gathering process were carried out appropriately. I found a difficulty , but I did it .

3-More study:

I suggest additional studies in the future as the subject of my research is of a national importance to my great country. Leading a multicultural team is bery important.

I suggest additional studies that include the following

tips:

See Figure 4 below

Facilitation

There is a connection between a person's personality traits and the ability to adapt to the host-country's environment—including the ability to communicate within that environment.

Two key personality traits are openness and resilience.

1-Openness includes traits such as tolerance for ambiguity, extrovertedness, and open-mindedness.

2-Resilience includes having an internal locus of control, persistence, tolerance for ambiguity, and resourcefulness.

3-These factors, combined with the person's cultural and racial identity and level of preparedness for change, comprise that person's potential for adaptation.

Useful starting points:

Demonstrate your willingness to meet others at least halfway by learning a few phrases in their language.

This is easy if you know that you’re going on holiday somewhere, but it’s also important for expatriate assignments and other business trips. A few phrases, even if it’s only ‘Good morning’, ‘good evening’, and ‘thank you’, will go a long way.

There are plenty of free language resources available on the internet so there is no excuse for ignorance.

Talk to people who know the culture about common traps and problems.

Before you go, find people who know the region to which you’re travelling, and ask their advice. Ask your co-workers what people commonly do that’s just ‘wrong’, or what problems they have encountered, and learn from it. Listen carefully to their answers, including what they don’t say, as this can tell you a lot.

For more about this, see our pages on Questioning and Listening.
Adapt your behaviour, and don’t always expect others to adapt to you

This includes not being offended if someone unwittingly does something that you find difficult to accept. You don’t have to accept it, but it’s best to explain politely why you find it hard, not just go off in a sulk.

You may also want to read our page on the Ladder of Inference to be aware of some of the traps and miscommunications that are potentially possible.
Check your understanding and that of others

The best way to avoid misunderstandings is to listen carefully and check understanding regularly in the course of a conversation. Ask questions to make sure that you have understood, and ask others to recap what you have said to ensure that they have understood you.

For more about this, see our pages on Active Listening and Clarifying.
Don’t be afraid to apologise

You can usually see quite quickly if you have caused offence. The fastest way to manage that is to apologise, and ask what it was that you did. A confession of total ignorance will often go a long way to mitigate offence. Ignoring it will just offend further.
Use local television to learn about behavioural issues and norms

You wouldn’t want to rely on television dramas as your only source of information, but they can provide useful insights. In the UK, for instance, Coronation Street or EastEnders could give you an idea of what’s considered acceptable and unacceptable behaviour. Comedies are perhaps less reliable as they often use communication difficulties to generate laughs.
Reflect on your experience

As with so many aspects of life, a little reflection about your experience can help you to put it in context, especially if you are able to discuss it with someone else in a similar position.

7-Conclusion

In conclusion, I provide a brief conclusion that ties each of the findings together and provides a narrative bridge to the discussion section of the your paper. We reached to the objectives we set before and the vision we dreamed of through implementing our mission, goals and objectives. Through conclusion, I give my recommendations.

All people at any organization should know and practise their work according to the organization princiles, values, vision, mission, goals and objectives. All people became loyal to their organization in terms of communication, responsibility, tolerence, understanding, good relation, teamwork, love, respect, the ideal atmosphere that paved the way to creation and innovation. Also, the leaders worked in terms of communication, sharing, merct, rewards, listening to complaints and speaking, justice, responsibility, equality, solving problems, Democracy, commercial awareness and technical skills.

See Figure : 5, below

We reached to the objectives we set before and the vision we dreamed of through implementing our mission, goals and objectives. All people at any organization knew and practised their work according to the organization princiles, values, vision, mission, goals and objectives. All people became loyal to their organization in terms of communication, responsibility, tolerence, understanding, good relation, teamwork, love, respect, the ideal atmosphere that paved the way to creation and innovation. Also, the leaders worked in terms of communication, sharing, merct, rewards, listening to complaints and speaking, justice, responsibility, equality, solving problems, Democracy,,commercial awareness and technical skills.

8-Acknowledgements

I would like to express my very great appreciation to those people who helped me during my work on this thesis. They gave advice and assistance in keeping my progress on schedule.

I would like to express my very great appreciation to Dr Rod in East Anglia University for his valuable and constructive suggestions during the planning and development of this research work. His willingness to give his time so generously has been very much appreciated. I thank:

(The Main supervisor,The Second supervisor,The Other academic staff in my department,The support staff, Administrative staff, The referees, funding bodies, the supervisor, Any students who undertook side projects with me, friends and colleagues) .

I would like to offer my special thanks to the students who undertook side projects with me.

I want to thank my people in charge of the education system in my country for Funding and inviting me to work on this project.

I would like to thank the schools, companies, associations and other educational associations for their assistance with the collection of my data : personnel of schools

( Affiliated Institutions ) for their direct technical help, time statistics/data and effort. Special thanks to my colleagues, for their help and support.

I wish to acknowledge the help provided by my public supervisor for his help, guidance, and advice in times when I needed it most.

I am particularly grateful for the assistance given by my professors in East Anglia Unioversity for their general supervision and general administrative support.

My special thanks are extended to the staff of my team for their writing assistance, technical editing, language editing, and proof-reading.”

Finally, I wish to thank my parents for their support and encouragement throughout my study.

9-References

1-Some texts from publications of my professors in East Anglia University, Norwich, Nofolk, England, UK.

2-Some quotations from online sites.

3-Some recommendations, guide and advice from my colleagues who worked with mecollaboratively ad shared in collecting data, analyzed them and synthesized them .

10-Tables and Figures

1-Figure 1: 2-Figure : 2

3-Figure : 3

Figure : 4

Figure : 5

Other Resources:

1-Cultures.
2-Practice
3-TILO Project.

4-Lesson plan.
5-Reading abilities.

6-A model Lesson.

7-Curriculum Design.

13-Creativity in English language teaching.