Bài kiểm tra kỹ năng Phương Pháp Luận Nghiên cứu Khoa học

Câu 1: Nêu văn vắn tắt nội dung Các bước/ Trình tự thực hiện đề tài nghiên cứu khoa học (4 điểm).

Step – 1: Identifying the Problem

The first and foremost task in the entire process of scientific research is to identify a research problem.

A well-identified problem will lead the researcher to accomplish all-important phases of the research process, starting from setting objectives to the selection of the research methodology.

But the core question is: whether all problems require research.

We have countless problems around us, but all that we encounter do not qualify as research problems, and thus, these do not need to be researched.

Keeping this point in view, we must draw a line between a research problem and a non-research problem. Intuitively, researchable problems are those who have a possibility of thorough verification investigation, which can be effected through the analysis and collection of data, while the non-research problems do not need to go through these processes.

Step – 2: Reviewing of Literature

A review of relevant literature is an integral part of the research process. It enables the researcher to formulate his problem in terms of the specific aspects of the general area of his interest that has not been so far researched.

Such a review, not only provides him exposure to a larger body of knowledge but also equips him with enhanced knowledge to efficiently follow the research process.

Through a proper review of the literature, the researcher may develop the coherence between the results of his study and those of the others.

A review of previous documents to similar or related phenomena is essential even for the beginning researchers.

To ignore the existing literature may lead to wasted effort on the part of the researchers.

Why spend time merely repeating what other investigators have already done?

If the researcher is aware of earlier studies of his topic, or related topics, he will be in a much better position to assess the significance of his work and to convince others that it is important.

A confident and expert researcher is more crucial in his questioning of the others’ methodology, the choice of the data, and the quality of the inferences drawn from the study results.

In sum, we enumerate the following arguments in favor of reviewing the literature:

It avoids duplication of the work that has been done in the recent past.

It helps the researcher to find out what others have learned and reported on the problem.

It helps the researcher to become familiar with the types of methodology followed by others.

It helps the researcher to understand what concepts and theories are relevant to his area of investigation.

It helps the researcher to understand if there are any significant controversies, contradictions, and inconsistencies in findings.

It allows the researcher to understand if there are any unanswered research questions.

It might help the researcher to develop an analytical framework.

It will help the researcher to consider the inclusion of variables in his research that he might not otherwise have thought about.

Step – 3: Setting research questions, objectives, and hypotheses

After discovering and defining the research problem, researchers should make a formal statement of the problem leading to research objectives.

An objective will precisely say what should be researched, to delineate the type of information that should be collected, and provide a framework for the scope of the study. The best expression of a research objective is a well-formulated, testable research hypothesis.

A hypothesis is an unproven statement or proposition that can be refuted or supported by empirical data. Hypothetical statements assert a possible answer to a research question.

Step -4: Choosing the study design

The research design is the blueprint or framework for fulfilling objectives and answering research questions.

It is a master plan specifying the methods and procedures for collecting, processing, and analyzing the collected data. There are four basic research designs that a researcher can use to conduct his or her study;

• survey,
• experiment,
• secondary data study, and
• observational study.

The type of research design to be chosen from among the above four designs depends primarily on four factors:

• The type of problem
• The objectives of the study,
• The existing state of knowledge about the problem that is being studied, and
• The resources are available for the study.

Step – 5: Deciding on the sample design

Sampling is an important and separate step in the research process. The basic idea of sampling is that it involves any procedure that uses a relatively small number of items or portions (called a sample) of a universe (called population) to conclude the whole population.

It contrasts with the process of complete enumeration, in which every member of the population is included.

Such a complete enumeration is referred to as census.

A population is the total collection of elements about which we wish to make some inference or generalization.

A sample is a part of the population, carefully selected to represent that population. If certain statistical procedures are followed in selecting the sample, it should have the same characteristics as the population as a whole. These procedures are embedded in the sample design.

Sample design refers to the methods to be followed in selecting a sample from the population and the estimating technique, vis-a-vis formula for computing the sample statistics.

The basic question is, then, how to select a sample?

To answer this question, we must have acquaintance with the sampling methods.

These methods are basically of two types: probability sampling and non-probability sampling. Probability sampling ensures every unit a known nonzero probability of selection within the target population.

If there is no feasible alternative, a non-probability sampling method may be employed.

The basis of such selection is entirely dependent on the researcher’s discretion. This approach is variously called judgment sampling, convenience sampling, accidental sampling, and purposive sampling.

The most widely used probability sampling methods are simple random sampling, stratified random sampling, cluster sampling, and systematic sampling. They have been classified by their representation basis and unit selection techniques.

Two other variations of the sampling methods that are in great use are multistage sampling and probability proportional to size (PPS) sampling.

Multistage sampling is most commonly used in drawing samples from very large and diverse populations.

The PPS sampling is a variation on multistage sampling in which the probability of selecting a cluster is proportional to its size, and an equal number of elements are sampled within each cluster.

Step – 6: Collecting data

The gathering of data may range from simple observation to a large-scale survey in any defined population. There are many ways to collect data.

The approach selected depends on the objectives of the study, the research design, and the availability of time, money, and personnel.

With the variation in the type of data (qualitative or quantitative) to be collected, the method of data collection also varies.

The most common means for collecting quantitative data is the structured interview.

Studies that obtain data by interviewing respondents are called surveys. Data can also be collected by using self-administered questionnaires. Telephone interviewing is another way in which data may be collected.

Other means of data collection include the use of secondary sources, such as the census, vital registration records, official documents, previous surveys, etc.

Qualitative data are collected mainly through in-depth interviews, focus group discussions, KII, and observational studies.

Step-7: Processing and Analyzing Data

Data processing generally begins with the editing and coding of data. Data are edited to ensure consistency across respondents and to locate omissions, if any.

In survey data, editing reduces errors in the recording, improves legibility, and clarifies unclear and inappropriate responses. In addition to editing, the data also need coding.

Because it is impractical to place raw data into a report, alphanumeric codes are used to reduce the responses to a more manageable form for storage and future processing.

This coding process facilitates processing the data. The personal computer offers an excellent opportunity in data editing and coding processes.

Data analysis usually involves reducing accumulated data to a manageable size, developing summaries, searching for patterns, and applying statistical techniques for understanding and interpreting the findings in the light of the research questions.

Further, the researcher, based on his analysis, determines if his findings are consistent with the formulated hypotheses and theories.

The techniques to be used in analyzing data may range from simple graphical technique to very complex multivariate analysis depending on the objectives of the study, research design employed, and the nature of data collected.

As in the case of methods of data collection, an analytical technique appropriate in one situation may not be appropriate for another.

Step-8: Writing the report – Developing Research Proposal, Writing Report, Disseminating and Utilizing Results

The entire task of a research study is accumulated in a document called a proposal.

A research proposal is a work plan, prospectus, outline, an offer, a statement of intent or commitment from an individual researcher or an organization to produce a product or render a service to a potential client or sponsor.

The proposal will be prepared to keep in view the sequence presented in the research process. The proposal tells us what, how, where, and to whom it will be done.

It must also show the benefit of doing it. It always includes an explanation of the purpose of the study (the research objectives) or a definition of the problem.

It systematically outlines the particular research methodology and details the procedures that will be utilized at each stage of the research process.

 

 

Câu 2: Lấy ví dụ 01 đề tài nghiên cứu khoa học cụ thể, đúng chuyên ngành Ngôn ngữ Anh để minh hoạ cho các các bước/ trình tự thực hiện đề tài nghiên cứu khoa học ở trên. (6 điểm)

Topic: Common basic grammatical errors made by English Major Students at Hanoi Open University when speaking English and the solutions

Step – 1: Identifying the Problem

English is not easy to learn because English grammar is rather complicated. In fact, many English learners have the misconception that when they have memorized many grammar structures and can write well, they can speak well. Yet, when they stand up to speak on something, things do not appear to be as easy as they expected. Sometimes, learners can speak on something and feel satisfied their speeches after finishing them. But they rarely take notice of or even recognize some sentence problems related to grammar structures that may occur.

Step – 2: Reviewing of Literature

Books:

1. Angela Downing and Philip Locke (2006), “English grammar”, New York, USA: Routledge.
2. Burns. A and Joyce. H, (1997) “Focus on Speaking”, Sydney: National Centre for English Language Teaching and Research.
3. Bygate. M, (1987) ―Speaking”, Oxford University Press.
4. Bygate. M, (2009) “Teaching the spoken foreign language”, Berlin.
5. Chaney & Burd (1998), “Teaching Speaking‖, Boston: Allyn & Bacon.
6. Henno Park (2010) “Teaching English as a Second Language” , New York: Oxford University Press

Step – 3: Setting research questions, objectives, and hypotheses

Providing learners an overview of English sentences and some parts of speech in English sentences (particularly Subject and Verb).

Analyzing most common grammatical errors in English sentences during speaking related to Subject and Verb.

Giving some causes and suggested solutions to overcome these mistakes, to help English major students in HOU with promoting and enhancing English speaking skill.

Step - 4: Choosing the study design

Methods

• A survey was conducted for the 1st and 2nd English major students at HOU about grammatical errors when speaking English and the solutions. The survey questionnaire has been designed as the key data collection instrument of the study. Collecting and analyzing data have been used.
• Interviewing students.
• Consulting several ideas with supervisor.
• Gathering information through reference books and related Websites.

Scope of the study

In the communication, the mistakes made by learners are unavoidable.

Thus, we had better look at the mistakes, a part of learning English, to answer the questions: causes and how to correct them. There are many different types of errors during speaking English: Lexical errors, grammatical errors, pronunciation errors, written errors…

Design of the study

The study consists of three parts: Introduction, Development, Conclusion

Part I: Introduction on showing reasons to choose the study, aims, methods, scope and design of the study.

Part II: The main part of the study: including four chapters

• Chapter I: The theoretical background of English sentences
• Chapter II: Common grammatical errors related to Subject and Verb in sentence
• Chapter III: Data collection and analysis
• Comment on the interview and survey questionnaires
• Data collection and analysis
• Main findings
• Chapter IV: Some suggested solutions

Part III: Summarize and make a conclusion to the main points which have been explored in the study, propose recommendations to develop the effectiveness of teaching and learning English.7

Step – 5: Deciding on the sample design

Design of survey questionnaires

The survey questionnaires consist of 7 questions designed for students to study real situations of students‘ English speaking. Students were asked to tick the most suitable answers which correspond with their opinions. The survey questionnaires include 3 parts:

Part 1: How long have you been learning English?

 

1. 3 years
2. 7 years
3. more than 7 years

 

Part 2: What do you think about the role of speaking skill? Do you like learning

English grammar? How important is grammar in English speaking skill? How

often do you make listed mistakes when speaking English? Why do you make

these mistakes?

2.What do you think about the role of speaking skill?

 

a.Very important

1. Important
2. Not very important
3. Not important

 

3.Do you like learning English grammar?

 

a.Yes

1. No

 

4.How important is grammar in English speaking skill?

 

a.Very important

1. Important
2. Not very important
3. Not important

 

5. How often do you make these mistakes when speaking English?

	Always	Usually	Seldom	Never
1.Mistakes in combination between Subject and Verb (S –V concord)
2.Mistakes in tense usage
3.Mistakes in voice usage (shift from active voice into passive voice )
4.Mistakes in lacking “s” in plural Noun as Subject (plural and singular form)
5.Mistakes between ―There is” and “There are”

 

6.Why do you make these above mistakes?

	Yes	No
1. You are bad at grammar
2. Performance pressure (you feel shy and not confident when speaking)
3. Slips of the tongue (you have good knowledge of grammar but you are wrong in pronunciation)
4. Forgetfulness (you forget some grammars)
5. Bad models. You hear “incorrect” English all the time – from the TV, in conversation, from some non-native English teachers,
6. Others

 

Part 3: Can you give some suggested solutions for these mistakes you have made?

Step – 6: Collecting data

Step - 7: Processing and Analyzing Data

• Interviewing data collection and analysis
• Survey questionnaires data collection and analysis

Step - 8: Writing the report