III - Tpic 7.2 Reporting Findings, Drawing Conclusions and Making Recommendations (Forming and Writing Logical Conclusions)

REPORTING FINDINGS,
DRAWING CONCLUSIONS AND

MAKING RECOMMENDATIONS
LESSON 2 : FORMING AND WRITING LOGICAL
CONCLUSIONS
The following term will be encountered in the lesson:
Logical Conclusions
 shows the readers the value of completely developed argument or
thesis
 nota summary of work but a listing of major outcomes derived
from the study
 does not state what has been done in the study instead it brings
out the
 outcome of the results and discussion in terms of statements
 the answer to the main problem of the study
A well-written conclusion provides you with important
opportunities to demonstrate to the reader your
understanding of the research problem.
According to Bunton (2005), these will include the

following:
A well-written conclusion provides you with important
opportunities to demonstrate to the reader your
understanding of the research problem.
According to Bunton (2005), these will include the

following:
1. Present the last word on the issues or gaps raised
in your paper.
Just as the introduction gives a first impression to your

reader, the conclusion offers a chance to leave a lasting
impression. You can do this by highlighting key points
in your analysis or results or by noting important or
unexpected implications applied to practice.
2. Summarize your thought and convey the larger
significance of your study.
The conclusion is an opportunity to concisely answer

the “So What?” question by placing the study within the
context of past research about the topic you’ve
investigated.
3. Identify how a gap in the literature has been
addressed.
The conclusion can be where you describe how a

previously identified gap in the literature has been filled
by your research.
4. Demonstrate the importance of your ideas.
The conclusion offers you the opportunity to elaborate

on the impact and significance of your findings.
5. Introduce possible new or expanded ways of
thinking about the research problem.
This does not refer to introducing new information but

to offer new insights and creative approaches for
framing or contextualizing the research problem based
on the results of your study.
In writing the conclusion of your paper, the following
general rules are suggested:
a. State your conclusion clearly in simple language. State

how your findings differ or support those others and why.
b. Do not simply reiterate your results or the discussion
of your results. Provide
a synthesis of arguments presented in the paper to show
how these converge
to address the research problem and the over all
objectives of your study.
c. Indicate opportunities for future research if you
haven’t already done so in the
discussion section of your paper. Highlighting the need
for further research
provides the reader with evidence that you have an in-
depth awareness of the
research problem.
Consider the following points to help ensure your
conclusion is appropriate:
1. If the argument or purpose of your paper is complex,

you may need to summarize the argument for your
reader.
2. If prior to your conclusion, you have not yet
explained the significance of your
findings or if you are proceeding inductively, use the
end of your paper to
describe your main points and explain their
significance.
3. Move from detailed to a general level of
consideration that returns the topic to
the context provided by the introduction or within a
new context that emerges
from the data.
CONCLUSIONS
Essentially, the conclusion contains insights drawn from
the findings of each problem. These insights answer the
questions presented at the beginning of the research paper.
However, the conclusion to be drawn should not come
from the indirect implications of the study. It should be
limited within the information actually yielded by the
conducted investigations.
The following are the conclusions of a research conducted to Le Thanh Hien High
School students in Vietnam on speaking anxiety.
Findings Conclusions
1. The students were not given enough time to prepare for a speaking task before 1. Students spoke very little or not
the task was performed. at all.
2. When the students were asked to work in groups, not all of them were eager to 2. Students could not think of
contribute their opinions in English. Some of them participated actively but the anything to say.
others spoke very little or not at all.
3. They tended to use Vietnamese when they discussed in groups. 3. Students used Vietnamese
instead of English when they
discuss in groups or in pairs.
4. While the students were making performances, the other students in class did not 4. Students’ participation was low
listen attentively. They even chatted with the people next to them when their or uneven.
classmates were speaking.
5. The students looked very nervous when they spoke in front of the class. 5. Students did not have motivation
Sometimes, they did not know what to say then kept silent. to express themselves.
 Points to Ponder
Conclusions
It is a part of the study that contains insight drawn from
findings in each subproblem and summarizes the principal
features of the study.
Thank you! 

III - Tpic 7.2 Reporting Findings, Drawing Conclusions and Making Recommendations (Forming and Writing Logical Conclusions)

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REPORTING FINDINGS,

DRAWING CONCLUSIONS AND

According to Bunton (2005), these will include the

According to Bunton (2005), these will include the

Just as the introduction gives a first impression to your

The conclusion is an opportunity to concisely answer

The conclusion can be where you describe how a

The conclusion offers you the opportunity to elaborate

This does not refer to introducing new information but

a. State your conclusion clearly in simple language. State

1. If the argument or purpose of your paper is complex,

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