En05 phương pháp luận nghiên cứu khoa học bai kiem tra 2

- Câu 1: Nêu các nội dung chính của một Đề cương nghiên cứu khoa học (4 điểm). - Câu 2: Lấy ví dụ 01 đề tài nghiên cứu khoa học cụ thể, đúng chuyên ngành Ngôn ngữ Anh để xây dựng một Đề cương nghiên cứu khoa học với đầy đủ các nội dung trên

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI ĐỀ KIỂM TRA (BÀI TẬP KỸ NĂNG)

MÔN: PHƯƠNG PHÁP LUẬN NGHIÊN CỨU KHOA HỌC

Mã môn:

Full name:

Class:

Sinh viên chọn ĐỀ 1:

Câu 1: Nêu các nội dung chính của một Đề cương nghiên cứu khoa học (4 điểm)

The scientific research outline according to Hanoi Open University includes 10 main contents, specifically as follows:

1 Topic title: Objectives, means and environment

2 Reason for research:

+ Theoretically: what projects have been conducted and what approaches have been researched (domestic and foreign)?

+ Practically: in the process of using language, translating, compiling textbooks, teaching and learning, what difficulties and shortcomings do you encounter?

 Urgency, reasons for research, research gaps (rooms left)

3 History of the study

Answer the question: Who did what?

+ Brief description of the research process, achievements and authors;

+ Strengths and weaknesses of old research;

+ Conclusion on the issues that need to be resolved Is there any area left unresearched?

 Prove that the research problem does not repeat the results that previous authors have announced

4 Aims of objectives of the study

Answer the question: What will or have I done?

+ General goal: Answer the question: What to do? (serving the reality of life) (overaching aims of the study)

+ Specific objectives: The nature of things needs to clarify the purpose of research Answer the question: What to do?

5 Sample of the study

+ Where will I research?

+ Which sample should I choose to survey?

6 Scope of the study

+ Scope of research content, approach, survey objects, research methods, data processing scale, application results

+ The scope of space, time, and evolution of the event to consider

7 Research questions

+ The main scientific problem is the problem that needs to be researched to answer the research question: What question do I have to answer in this research?

+ Existing questions in the research and specific questions that the author must answer in the research;

8 Research hypothesis

+ Proven scientific hypothesis (descriptive hypothesis, explanation, solution, prediction)

9 Methods of proving arguments (methods)

+ Research method/quantitative approach: research material is words

+ Research method/quantitative approach: research materials are numbers, diagrams, tables

10 Evidences

Arguments answer the question: Prove the thesis with what?

+ Theoretical background related to the research content (Theoretical background)

+ Statistical documents and research results of previous colleagues (previous studies) + Results of observations, experiments, investigations of the researcher (data collection)

Câu 2: Lấy ví dụ 01 đề tài nghiên cứu khoa học cụ thể, đúng chuyên ngành Ngôn ngữ Anh để xây

dựng một Đề cương nghiên cứu khoa học với đầy đủ các nội dung trên.

1 Title

Research on listening strategies of first-year students at Hanoi Open University in 2024 - 2025

2 Rationale

The skill of listening and understanding the content of a conversation is a difficult task for many first-year students First of all, students often listen first, then translate the listening lessons into Vietnamese to grasp ideas and answer questions They do not grasp the deeper, underlying meaning of a sentence, paragraph, or entire listening passage In addition, they do not listen much and do not practice Another reason is that the method of teaching and learning listening skills is not effective, leading to low results in learning this skill So this article is an

initial attempt to do so We will discuss the many differences between the two language modes that can lead to differences in the application of listening skills necessary for successful listening Especially first-year students communicate with native teachers and foreign tourists

3 History of the study

 Rubin & Thompson (1994) asserted that the skill of listening may be the most important language skill because people spend about 60% of their time to listening

 Saying about the Importance of Listening Comprehension in Language Learning, Rost (1994) asserted that “Listening is very important in language learning because it provides input for learners and it has also an important role in the development of learners’ language knowledge”

 According to Kurita (2012), “learners may find listening comprehension skill difficult to learn and this requires teachers to change their listening exercises into more effective ones The development of listening comprehension skill helps learners to succeed in language learning and increase their comprehensible input”

 language skill and language input for other skills develop

 special concern of teachers and students of Hanoi Open University

 previous researches on listening skill

 Post Listening test is used after the learner is about to complete the English module TOEIC-oriented Research results show some difficulties students face when listening due to (1) lack of vocabulary knowledge, (2) poor ability to recognize sounds and distinguish sounds, (3) limited ability to reason and use listening strategies such as judgment, or notes, and memorization , and

 (4) Lack of concentration At the same time, the above results also show some issues that teachers need to pay attention to to help learners improve their listening skills

4 Aims & Objectives of the study

Among English skills, listening is important but equally difficult for learners The purpose of the study is to:

 Find out the current situation as well as difficulties when listening to understand English

of first – year students

 Find suitable solutions to help learners improve their listening ability

 Investigate listening strategies currently used by first -year students of Hanoi Open University

 Find out the strategies are preferred and used more frequently

 Discover any differences in the strategies used by higher listening abilities and of lower listening abilities

 Make recommendations on listening skill for both students & teachers

5 Sample of the study

 Participants: First-year students of Hanoi Open University

 The samples used in this experiment will be recorded from first – year students who are learning English at Hanoi Open University Each participant will take a listening test and interview on listening strategies they use and fill in a questionairs on listening skill

 Assessors: Two English teachers who have at least four years of teaching English in Vietnam will be carefully instructed on how to assess the way participant using listening skill Assessors are stimulated to give their own comments on the students’ problems or factors that interfere with people’s listening ability

6 Scope of the study

 First-year students at students of Hanoi Open University

 Listening skill

 This study will examine using listening strategies of First-year students at students of Hanoi Open University The evaluation will be done by two EFL teachers who have had more than four years of teaching experience

7 Research questions

 What listening strategies are most and least used by the first-year students at Hanoi Open University?

 Are there any differences between high and low proficiency students in their choices and use of the listening strategies?

 How do listening strategies differ among majors?

8 Research hypothesis

Listening strategies of first-year students at Hanoi Open University for the 2024 - 2025 school year are based on the results of research, comparison and surveys of student groups on students' listening skills

9 Methods

9.1 Research design

 Questionnaires

 Test

 Interviews

 Classroom Observation

 There is also a way to collect previous and current year data for comparison Provide direction and analyze student data

9.2 Methods of the study

This study adopts questionnaires, test, interviews, classroom observation method to identify the abilities of using listening skill of the first-year students at Hanoi Open University

9.3 Data collection

- To serve this study, data are collected by two kinds of instruments: questionnaires, test, observation, archival document and interview

- Statistics of students' understanding before and after the study

- All participants will take a listening test, questionaire on listening skill

- Second participants will talk to the researcher about a specific listening skill by answering a number of questions All of the interviews will be recorded and all the questionaires will be stored for later analysis

9.4 Data analysis

After data are collected, the recordings of the participants will be examined, assessed, and analyzed to identity the usage of listening strategies of the participants The followings are procedure for the data analysis

Collecting data related to participants’ tests, conversation and questionaires

Assessors evaluate how listening skill is used

10 Evidence

10.1 Previous study

- Study related to listening skill and listening strategies of the students

- Research related to students' listening skills and listening strategies.

- Researchers can compare students' scores and receptive skills before and after the study.

- Interview images and recorded students' opinions for proof

10.2 Theoretical background

10.2.1 Permanence.

10.2.2 Explicitness.

10.2.3 Organization.

10.2.4 Slowness of production, speed of reception.

10.3 Data collection

Describe the research and evidence in the research process, and may include illustrations and comparative data between the 2022-2023 and 2023-2024 school years