Project-Based Approach Incorporating IT Component

Journal of

Creative Practices in Language Learning and Teaching (CPLT)

Volume #, Number #, 20##

[Title: Maximum 12 Words. Capitalize Each Word]

[Author 1]

email address

[Department]

[University], [Country]

[Author 2]

email address

[Department]

[University], [Country]

[Author 3]

email address

[Department]

[University], [Country]

ABSTRACT

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. (200 words)

Keywords: qwerty; qwerty; qwerty; qwerty (4 – 6 words)

[HEADING 1]

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

[Subheading 1]

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

[Subheading 2]

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

[Subheading 3]

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

[HEADING 2]

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

[HEADING 3]

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty

Table #.# /
Descriptive statistics for XX and YY groups /
/ N / Mean / Standard
Deviation / Standard
Error /
XX / 20 / 20.40 / 2.03 / .45 /
YY / 18 / 19.22 / 2.15 / .50

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty

Figure #.#. [Title]

[ACKNOWLEDGEMENTS]

Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

REFERENCES [APA styles]

Adams, A. (2003).L2output, reformulation, and noticing: implication for interlanguage development. Language Teaching Research.7 (3), 347-376.

Anderson, J. R. (1995). Cognitive psychology and its implications. 4th Ed. New York: Freeman.

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, D.C.: The George Washington University.

Browne, C. (2003). Vocabulary acquisition through reading, writing, and tasks: A comparison. Retrieved from

http://www......

About the Authors

Dr ABC, an assistant professor of. qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

Dr XYZ is an MA holder in qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty. Qwerty qwerty qwerty qwerty.

ISSN: 1823464-X