En05 phương pháp luận nghiên cứu khoa học bai kiem tra 5

Đề 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. (6 điểm).

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BÀI TẬP LỚN MÔN: PHƯƠNG PHÁP LUẬN NGHIÊN CỨU KHOA HỌC

Mã môn: EN05 (Mỗi sinh viên chỉ lựa chọn 01 đề cho bài kiểm tra của mình)

Đề 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 (6 điểm)

Bài làm

Question 1: Main contents of a Scientific Research outline.

A Scientific research outline (Research outline) is very important for conducting a research or project One research outline needs to include some major contents, which are:

1 Title

The title of the topic must most concisely reflect the research content of the topic The name of a scientific topic is different from the name of a literary work or essays The title of a literary work or an essay can carry profound metaphors As for the name of a scientific topic, it is only allowed to have one very philosophical meaning, one meaning, and it is not allowed to understand two or more meanings

To make a good title, the author should ensure that the title of the research accomplishes goals as mentioned below:

- Condenses the research paper's content in a few words

- It should predict the content of the research paper

- It should be interesting to the reader

- It should reflect the tone of the writing

- It should contain important keywords that will make it easier to be located during a keyword search

- It should be simple, brief and attractive

- the topic title should not be given with phrases with high uncertainty about information

- Limit the use of purpose phrases to name the topic’s title Purpose phrases are phrases that begin with words such as: to, aim, contribute to, etc

2 Rationale

Rationale answers the question: “Why did I choose this topic for research?” The author needs to explain:

- What is the theoretical significance of the research topic?

- What is the reality meaning of the research

The reason for choosing the main topic is to present the research purpose In this stage the researcher seeks to answer the question “why is the topic being considered?”

3 History of the study

Research history answers the question: Has anyone researched and what research has been done on this topic? Research history should have:

- To brief analysis of the research history

- To clarify the level of research of previous colleagues to clarify what the topic will inherit from colleagues

- To clarify that there are still gaps that colleagues have not done, and prove that the research proposal does not repeat the results that previous colleagues have announced

4 Aims & Objectives of the study

Research objectives: Present the intended work in the form of an objective tree Based on the target tree to define specific research tasks Formulating research aim and objectives in an appropriate manner is one of the most important aspects of the research This is because research aim and objectives determine the scope, depth and the overall direction of the research

Research question is the central question of the study that has to be answered

on the basis of research findings

Research aims emphasize what needs to be achieved within the scope of the research, by the end of the research process Achievement of research aim provides answer to the research question

5 Sample of the study

The sample of the study answers the question: Where will I research? Which sample do I choose for the survey?

To choose a survey sample, we must start from the research object to determine the survey object and from there determine the survey sample Those issues are as follows:

• Research object

Research object, research object, survey object are the instrumental concepts that are always used in the process of implementing a topic

Research object is a system of things that exist objectively in relationships that the researcher needs to discover The object of research is the place that contains the questions that the researcher needs to find answers

• Survey object

Survey object is a sufficiently representative part of the research object selected by the researcher for consideration

The researcher can never have enough time and money to survey the entire population Determining the survey object is the selection of a survey sample, which is a number of selected objects in the class of things that need to be clarified

by the researcher

• Choose a sample

Sample, that is, the survey object is selected from the object Regardless of the field of research, the researcher must choose a sample

Probability sampling is random selection, but according to certain criteria about the sample to ensure that the sample is representative There are several commonly used probability sampling methods:

- Random sampling: is a sampling method such that each sampling unit has

an equal chance of being present in the sample

- Systematic sampling An object consisting of multiple numbered units Choose a random unit with any ordinal number Take any number as the sample interval, add to the sequence number of the first sample

- Stratified random sampling In this case, the object is divided into several classes, each of which has identical features

6 Scope of the study

Scope of the study answer the question: What is the limit/boundary of the research

There are 2 types of scope to be considered:

- Limit the scope of research content

- Limit the time range, the period of the event to study

Research scope is a limited part of research related to survey subjects and research content The scope of the study includes the spatial limitations of the survey object; limitation of time to conduct research and limitation of the amount of content processed The basis for determining the scope of research can be:

- A sufficiently representative part of the research object

- Enough time to complete the research work

- The support of funding, laboratory facilities (if necessary) to ensure the implementation of the research contents

7 Research questions

Research questions are questions posed when researchers are faced with a conflict between the limitations of scientific knowledge in existing theories and newly arising reality, posing a need to develop that knowledge at a high level Asking a research question is an important stage in cognitive development

Formation of the research question is mainly determined by where and what kind of information will be searched The research question must be accurately and clearly defined Choosing a research question is the central element of both quantitative and qualitative research and in some cases, it may precede construction

of the conceptual framework of study It makes the theoretical assumptions in the framework more explicit and indicates what the researcher wants to know most and first

Therefore, the researcher must first identify the type of study (qualitative, quantitative, or mixed) before the research question is developed Forming the research question may become an iterative process when parameters of the research process, such as field of study or methodology, do not fit the original question

8 Research hypothesis

A scientific hypothesis, also known as a research hypothesis, is a preliminary statement, a hypothetical conclusion about the nature of things, made by researchers

to be proved or disproved To prove or disprove a hypothesis requires arguments and arguments A researcher should be careful when building the hypothesis A minor flaw in the construction of hypothesis could have an adverse effect on the research experiment

There are a few points to keep in mind when considering this criterion:

- First, it is important to distinguish scientifically validated theory from arguments that are mistakenly assumed to be confirmed theories In this case, the new hypothesis will replace the existing theory

- Second, there are theories that have been confirmed to be scientifically correct, but with the development of awareness, existing theories show one-sidedness in perception In this case, the new hypothesis will fill in the gap in the existing theory

- Third, there is quite another possibility, that the new hypothesis will take on

a general meaning, while the existing theory will become a particular case of a general theory built from the new hypothesis

9 Methodology

Methodologies are the processes or techniques utilized in the collection of data

or evidence for analysis in order to prove or disprove the arguments

To find the arguments and make the argument convincing, the researcher must use certain methods Methods here include two types:

- Methods of finding evidence and proving arguments

- Methods of arranging arguments to prove scientific arguments

The research methods should include:

- The type of research you did

- How you collected your data

- How you analyzed your data

- Any tools or materials you used in the research

- Your rationale for choosing these methods

10 Evidences

To prove a scientific thesis, the researcher needs to have arguments An argument is evidence that an author's hypothesis is true; Logically, an argument is a statement that has been proven before it is used to prove the hypothesis In science there are two types of arguments: theoretical arguments and factual arguments

In the process of finding evidence, the researcher needs the following types of information:

- Theoretical basis related to the research content

- Statistical documents and research results of previous colleagues

- Observational or experimental results of the researcher himself.

To obtain such information, the researcher must know how to collect information

Selection of arguments and methods of information collection are divided into groups: documentary research methods, non-empirical methods and experimental methods

Question 2: Choose 01 specific scientific research topic in English language major to write a scientific research outline with all the above contents

1 Title

Effects of Using Computer-Based Activities in Teaching English Speaking at a High School in Ho Chi Minh City, Vietnam

2 Rationale

In the past, foreign language learning methods focused on learning grammar rules, describing sentence patterns, memorizing words, and interpreting text sources However, with the trend of international economic integration, Vietnam has introduced several foreign languages, especially English, into the curricula at high school English is also considered the language of international communication

On the other hand, the development of technology also plays a meaningful role

in language learning Many improvements in form, especially renewing the method

of teaching English by applying the achievements of information technology such

as the use of computers in education, have become indispensable Therefore, introducing computers into language learning has a long and varied history in many countries, and Vietnam is not an exception It has been known for its various abbreviations, from computer-based training (CBT) to computer-assisted language

learning (CALL) Teaching English using the computer as a specifically pedagogical tool help assist the appropriate instruction of English language learners With advances in multimedia technology, the Industrial Revolution 4.0 has had

a significant impact on foreign language teaching and learning, contributing to diversifying and improving the efficiency of transferring foreign language knowledge and skills through the application of achievements of information technology, especially in teaching speaking skills Teachers may organize exciting and lively CBA to improve learners’ speaking competence Therefore, it is required that teachers of foreign languages be equipped with the knowledge and the ability to apply information technology in their teaching

In most high schools in Vietnam, English speaking as a communication skill is

a genuine hurdle that both teachers and students must overcome Realizing the importance of communicating in English, the purpose of this study is to find out the effects of the classroom instructional use of CBA for speaking sections at a high school to help students improve their speaking competence and further improve the effective teaching using advantages of the time of technology 4.0 in Vietnam’s English education context at high schools

3 History of the study

Speaking competence

Brown and Yule (1983, p.14) defined “Speaking is to express the needs -request, information, service, etc.” In Oxford Advanced Learner’s Dictionary, Hornby (2000, p 1063), speaking is described as to talk or say something about something In addition, Jones (2001, p 155) stated, "Speaking is a form of communication" These definitions show that people spend of their everyday life in speaking to each other as communicating with each other Online Merriam Webster’s Dictionary (2004) defined speaking competence as the knowledge that enables a person to communicate and understand a language

Savignon (1991, p 267) emphasized in communication competence, understanding the socio-cultural contexts of language use is essential for speaking

skills Similarly, according to Bachman and Palmer (1996, p 371), one’s speaking competence of a language is manifested by his/her linguistic competence, knowledge of encountering linguistic communication challenges, as well as linguistically emotional reactions Additionally, Tran (2021) defined a person considered a proficient communicator when speaking competence is proficient

In an article by Nunan (1999), the ability to speak a language is the ability to master enough vocabulary and structure to talk about some issue Ginkel, Gulikers, Biemans, and Mulder (2015) stated that mastery of speaking via presentation is recognized as a fundamental ability of well-educated students Afrizal (2015) emphasized by interacting through speaking activities in the information gap, the students feel comfortable communicating to create and receive information to improve their speaking competence in class Also, Uchihara and Saito (2016) affirmed there is a close relationship between vocabulary and speaking skills because effective vocabulary usage shows the level of fluency of language learners

Assessment criteria for speaking competence

In this research, to measure the improvement of the student participants’ speaking skills, the researcher applies the speaking performance assessment and the levels in Spoken Interaction and Spoken Production by Council of Europe (2018) as required in the Common European Framework of Reference for Languages (CEFR)

It is a framework currently employed to measure students’ English competence at high schools and universities in Vietnam Here we focus on level B1, equal to PET for high school students at grade 10 in Vietnam as a set of assessment standards for their speaking competence

Computer-assisted language learning in classrooms

Many scholars, consisting of Levy (1977, p 1), affirmed that computer-assisted language learning is widely described as exploring and investigating applications of the computer in teaching and learning a language CALL has a positive impact on student achievement As a result, the computer plays an important role in active learning and advanced thinking

Warschauer and Kern (2000) agreed that the computer is a great support tool that benefits teaching and learning when it is used in a context with a specific purpose Pearcey and Elliott (2004) argued that an essential key role to continuous learning is creating a supportive environment for students and opportunities for students to engage in activities This means the computer-based learning environment is quite helpful

Also, Bai (2009) indicated that the attitude of university students in China towards CALL is quite positive in their learning English as a foreign language Similarly, Genç and Aydin (2011) emphasized that students are more motivated, creative and improve their academic performance if taught in a computer-based environment Prince (2017) suggested that integrating technology into the English language classroom increases student engagement as well as cognitive and learning development Therefore, the use of CALL in classrooms is of great importance and

a certain trend in language teaching in the world, and Vietnam is not an exception

Computer-based activities

In a classroom with computer-based activities, the learning environment is primarily student-centered rather than a teacher-centered model, and learning is highly interactive, then the student engagement increases As Haitao (2011), pointed out the importance of a student-centered model in a computer-based English teaching classroom

Many researchers indicate that students have a stronger motivation to learn English in a computer-based learning environment than in a learning environment without a computer (Arkın, 2003; Marco, 2002; Uzunboylu, 2004) Students improved their learning motivation and increased their willingness to study language studies when learning with computers

According to Little (2007), many researchers have highly appreciated creating

an atmosphere in which student autonomy and self-determination principles are consistent with the CALL context (Blin, 2004; O'Dowd, 2007; Schwienhorst 2008; Guillén, 2014) They all agreed that the nexus between technology and the use of