Phương pháp luận và nghiên cứu khoa học EN05

TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI
KHOA NGÔN NGỮ HỌC - NGÔN NGỮ ANH

ĐỀ 2
Câu 1: Nêu các nội dung chính của một đề Đề cương nghiên cứu khoa học
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.

NGƯỜI THỰC HIỆN
Lê Thị Lưu

Sinh viên, Khóa XVIII, Ngành Ngơn ngữ Anh
Trường Đại học mở Hà Nội

Hà Nội - 2024

LỜI CAM ĐOAN
Chúng tôi xin cam đoan đề tài: “Nâng cao chất lượng học tiếng Anh của
sinh viên đào tạo ngành ngôn ngữ Anh ở Trường Đại học mở Hà Nội hiện nay” là đề tài
khoa học của tôi không có sự trùng lặp, sao chép với bất cứ cơng trình khoa học
nào, nếu sai sự thật chúng tơi xin hoàn toàn chịu mọi trách nhiệm trước hội đồng
khoa học các cấp.

GUARANTEE
We would like to commit that the topic: "Improving the quality of English
learning for students majoring in English language at Hanoi Open University
today"is my scientific topic with no duplication or copying. With any scientific
work, if it is false, we will take full responsibility before the scientific council at all
levels.

NGƯỜI THỰC HIỆN/
IMPLEMENTER

Lê Thị Lưu

QUESTION 1: Main content of a scientific research outline

A scientific research outline is a plan for conducting research presented in written
form and announced at the initial stage each time research is conducted on a
certain topic. The main content of a scientific research proposal is to present the
reason for choosing the topic, the urgency of the research topic, the steps to carry
out the research work, the research object method, and the desired results. achieve
and have a systematic plan to help ensure the completion of the research paper, etc.
The scientific research outline includes the following main contents:

I. Introduction

1. Reason for choosing the topic (Urgentness of the topic) (key point)
- Presenting the reason for choosing the topic needs to clarify the following
contents:
+ Present concisely and sufficiently the theoretical, political, and ideological
reasons (basis) of the research problem.
+ Clearly state the practical reasons for the research problem.
+ Briefly review the research situation at home and abroad, draw out unresolved or
incompletely resolved problems to clarify the necessity of studying the problem.
+ The reason for choosing the topic must be clear, complete, general, logical and
rigorously justify the details of the research problem.

2. Research hypothesis (scientific hypothesis)

+ Is presenting hypothetical conclusions or predictions about the nature, rules,
movement and development path of the research object.
+ Building hypotheses must be based on exploiting the successful experiences of
researchers; ideas, viewpoints, arguments or a certain theory, school, or doctrine;
objective reality and the level of scientific development.
+ Theoretical basis: based on an idea, a viewpoint, a thesis or a certain theory,
school, or doctrine.
+ Based on practice: based on the observation of events, phenomena in practice or
successful experiences of researchers with issues related to the topic.
+ Presentation and expression of hypotheses must be brief, containing a few or
many hypothetical elements; must be predictive, logical, non-contradictory, and
verifiable.
+ Hypotheses must be supplemented, completed, and accurate during the process
of researching the topic.

3. Purpose and content of research (key)
+ Is to present the goal to be achieved in the process of researching the topic.
+ Determining the purpose must clarify the goals that need to be achieved in theory
and practice.
+ Analyze, discuss, solve, and build problems, categories, and theories in the
theoretical basis.
+ Collect, analyze, process and draw out the practical content of the research
problem as a basis for proposing solutions.
+ The presentation of the research purpose must be concise and consistent.

4. Subject and scope of research
+ Is to present the limitations of space, scale, and time to focus on researching the
subject.
+ Determining the scope and limits of research must clarify the main research tasks
and objects; level of solving tasks; level of object perception; space and time;

Indicators need to focus on investigation..

5. Research methodology and methods
+ Methodology: presents viewpoints, starting principles, and approaches to
understanding the research object.
+ Research methods: clearly present and describe the level, content and goals of
using methods in researching and exploring the subject.

6. Theoretical and practical significance of the topic

7. Structure of the topic: Clearly state the number of parts, chapters, and sections
presented in the topic outline. The structure of the project outline must ensure:
+ Fully reflects the content of the tasks set out in the topic.
+ Logical and strict between chapters, sections, topics, and minor details.
+ Present in detail the titles of the subsections as well as the main ideas of that
topic.
+ Includes basic parts: Introduction; content (basic part); conclusions and
recommendations; list of references and appendices.

II. Content

- Full presentation of parts, chapters, details, and minor details of the research topic
must be logical, strict, specific, and detailed with the basic content that needs to be
resolved for each minor detail; the minor details and basic content that needs to be
resolved for each minor detail.

- The layout of sections, chapters, and sections must be presented logically, closely
detailing the content that needs to be addressed. Depending on the prescribed
format of each training facility and the requirements of each scientific major, the
content of the topic usually includes:

+ Chapter I: Theoretical and practical basis of the research problem. Building the
theoretical basis (ie theoretical framework) of the topic is essentially building
concepts and processing concepts, defining categories, and discovering laws about
the nature of things that the topic is interested in. ; General introduction to the
research area; organize a survey of the current situation; present the current status
of the research problem; reason; experience.
+ Chapter II: Requirements and solutions to solve the current problem of research
and experimentation, verification of proposed solutions (if any).

III. Conclusion, recommendations, list of references and appendices
- Conclusion: Overview and evaluation of the research results; raises issues that
need further research and development.
- Recommendation part: Propose to leaders and functional agencies to organize the
implementation of solutions and measures proposed by the topic.
- Reference list section:
+ Present according to regulations. (STT, author name, year of publication, title of
work, (name of magazine, book), Publisher, publication location, citation page)
+ Present correctly and sufficiently the number of major works that the author has
and will refer to in order to research the topic.

+ Appendix: Illustrative tables, diagrams, charts... clarify the content analyzed in
the topic./.

Quesion 2

TABLE OF CONTENTS

Page
Preamle
Chaper I: SOME THEORETICAL AND PRACTICAL

ISSUES TO IMPROVE THE QUALITY OF
ENGLISH LEARNING OF STUDENTS
TRAINING IN ENGLISH LANGUAGE AT
HANOI OPEN UNIVERSITY
1.1 Some theoretical issues to improve the quality of
English learning for students majoring in English at
Hanoi Open University
1.2 Current status and some experiences in improving the
quality of English learning for students majoring in
English at Hanoi Open University
Chaper 2: BASIC REQUIREMENTS AND SOLUTIONS TO
IMPROVE THE QUALITY OF ENGLISH
LEARNING OF STUDENTS TRAINING IN
ENGLISH LANGUAGE AT HANOI OPEN
UNIVERSITY CURRENTLY
2.1 Impact factors and requirements for improving the
quality of English learning for students majoring in
English language at Hanoi Open University
Currently
2.2 Basic solutions to improve the quality of English
learning for students majoring in English language
at Hanoi Open University today
CONCLUDE
LIST OF REFERENCES
APPENDIX

Introduction

1. Urgency

English is a global language, the official language of more than 53 countries and
territories, the official language of the European Union (EU) and the third most
widely used language in the world. . International events, global organizations, etc.
also consider English as a language of communication. English is also used in all
areas of social life. In addition, English is used as a mother tongue by more than
400 million people worldwide, more than a billion people use English as a second
language (according to Wikipedia), developed countries have the highest per capita
income in the world. All over the world use English fluently, or it is commonly
used and taught in schools. For Vietnam, a country that is facing an era of
development, opening the door to globalization, proactively and actively
integrating internationally, so teaching and learning English in schools is becoming
more and more important. needed more than ever.

Recognizing the above problem, on December 22, 2017, the Prime Minister issued
Decision No. 2080/QD-TTg approving, adjusting and supplementing the Project
"Teaching and learning foreign languages in the national education system". period
2017-2025" to strengthen guidance on this issue.

The mission of the English Language Department - Hanoi Open University is to
train English graduates with enough knowledge, skills, political qualities,
professional style and health to be able to work effectively. effective in
professional fields that use English, meeting the requirements of society in the
process of international integration.

Seeing clearly the role and importance of learning and improving the quality of
English learning for students majoring in English language at Hanoi Open
University, in recent years, the School Board of Directors, Faculty of Linguistics -
English language, authorities, and teaching faculty have regularly paid attention to
leadership, direction, direction, and finding measures to improve the quality of

English learning for this group. Students in each course have clearly defined tasks
and are active and self-aware in self-study and research. Therefore, the quality of
English learning of students studying English language at Hanoi Open University
has gradually improved, demonstrated through exams, tests and inspections by the
Ministry of Education and Training. However, in practice, learning and improving
the quality of English learning still have certain limitations such as: insufficient
awareness of the responsibility of some subjects for improving the quality of
English learning; The implementation of sometimes formal measures is not really
effective... Therefore, the quality of English learning of English language training
students still reveals many limitations and is one of the issues of concern. in
training today.

From the above reasons, the study "Improving the quality of English learning for
students majoring in English language at Hanoi Open University today" is a
meaningful issue in both theory and practice.

2. Related research situation

Faced with the need to improve foreign language proficiency, especially English,
for officers, lecturers, and students in military academies and schools, many
research projects have been conducted, including standard projects. following
chart:

* Group of research projects on activities to improve the quality of English
teaching

Hoang Thanh Loan, head of the project "Research on task-based language teaching
methods in teaching speaking skills for second-year non-major students at the
Academy of Finance".

Pham Thi Thuy Nga, head of the project "Modifying writing activities based on
tasks to improve writing skills for foreign language students and students' attitudes
toward learning writing skills: Research on improvement" progress with first-year
students of National Economics University".

Nguyen Thi Hong Lien (2018) chaired the project "Improving the quality of
English teaching for students training division-level political officers at the current
Political Officer School." Basic level scientific topic. The topic has discussed a
number of theoretical and practical issues and proposed some basic solutions to

improve the quality of English teaching for students training division-level
political officers at the current Political Officer School. now.

* Group of research projects on improving the quality of students' English learning
Nguyen Quynh Anh, head of the project "Students' awareness of autonomy in
learning English: Research at Dai Nam University"

Vu Dinh Bac, head of the project "Using the pair study method during speaking
class in large classes: An action research for first-year non-English major students
at the University of Education - University Thai Nguyen" .

Quan Le Duy, head of the project "Evaluating the "Face2Face Pre-intermediate"
curriculum for first-year students, Department of English, Hanoi University".

In summary, with many different approaches, scientific works have researched the
theory and practice of teaching and learning foreign languages in general and the
reality of teaching English to school students. However, up to now there has been
no scientific work that has fully, systematically, and directly researched improving
the quality of English learning for students majoring in English language at Hanoi

Open University. Therefore, the topic does not overlap with published scientific
works.

3. Objectives and content of research

* Objectives of the study
The commentary clarifies a number of theoretical and practical issues and proposes
solutions to improve the quality of English learning for students majoring in
English at Hanoi Open University today.

* Research content
Some theoretical issues to improve the quality of English learning for students
majoring in English at Hanoi Open University.

Current situation, causes and some experiences in improving the quality of English
learning of students majoring in English language at Hanoi Open University.
Requirements and solutions to improve the quality of English learning for students
majoring in English language at Hanoi Open University today.

4. Subject and scope of research

* Research subjects
Improving the quality of English learning for students majoring in English
language at Hanoi Open University.

* Research scope
Activities to improve the quality of English learning for students majoring in
English language at Hanoi Open University.
Scope of survey for K17 and K18 students studying English language at Hanoi
Open University.

The documents and data are mainly for research from 2020 to present.

5. Research methodology and methods

* Methodology
Marxism-Leninism, Ho Chi Minh's ideology, views of the Communist Party of
Vietnam on selecting, training, and using staff, on improving the quality of
education, training, and quality of foreign language learning .
* Research Methods

Based on the methodology of Marxism - Leninism, the topic uses a combination of
research methods of interdisciplinary and specialized sciences, focusing on
combining logical - historical, analytical and general methods. Collect, investigate,
summarize practices and experts.

6. Theoretical and practical significance of the topic

The research results of the project contribute to providing more scientific evidence
for the University to apply in leadership, direction, and organization to improve the
quality of training, teaching and learning English for training students. English
language department. The topic can be used as a reference for schools and school
systems to refer to and apply to leadership, direction, and organization to improve
the quality of English teaching and learning to meet the requirements. mission
requirements in the new situation.

7. Texture

The topic includes: Introduction, 2 chapters (4 sections), conclusion, list of
references, appendices.

Chapter 1

SOME ADVANCED THEORETICAL AND PRACTICAL ISSUES
QUALITY OF ENGLISH LEARNING OF STUDENTS TRAINING IN
ENGLISH LANGUAGE AT HANOI OPEN UNIVERSITY

1.1. Some theoretical issues to improve the quality of English learning for students
majoring in English at Hanoi Open University

1.1.1. Concepts and factors that constitute the quality of English learning of
students majoring in English language at Hanoi Open University

* English concept

According to the free encyclopedia Wikipedia: “English is a West Germanic
language, spoken since the early Middle Ages in England and is now a global
language. The word “English” originates from Angle, one of the Germanic tribes
that migrated to England.” English developed over a period of more than 1,400
years ago, as a language in the Indo-European family.

The purpose of learning English for students majoring in English language at
Hanoi Open University is to improve their English proficiency to meet the training
requirements of the University and the requirements of society during the
integration period. international import.

The subjects learning English are students studying English language at Hanoi
Open University.

The subject is English, a foreign language in Vietnam.

The content of English learning for students majoring in English includes
knowledge (vocabulary, phonetics, grammar) and skills (listening, speaking,
reading, writing) according to the training and self-expansion program. of students.
Diverse forms and methods of learning include: Learning under the guidance and
direction of instructors, self-study, group learning, learning under the supervision
of a method team, English Club, learning on the internet .

* The concept of English learning quality of students majoring in English language
According to the Vietnamese Dictionary: "Quality is what makes up the quality
and value of an object or event." However, the concept of quality is essentially a
relative concept.

* Factors that constitute the quality of English learning for students majoring in
English language at Hanoi Open University

Firstly, the awareness and responsibility of English language students at Hanoi
Open University with learning English.

Second, the appropriate level of content, form, and teaching method of English for
students majoring in English language at Hanoi Open University.
Third, the English learning results of students studying English language at Hanoi
Open University.

1.1.2. Concepts, roles, and evaluation criteria to improve the quality of English
learning for students majoring in English language at Hanoi Open University

* The concept of improving the quality of English learning for students majoring in
English language at Hanoi Open University

* The role of improving the quality of English learning for students majoring in

English language at Hanoi Open University
Firstly, improving the quality of English learning of students majoring in English
language at Hanoi Open University directly contributes to improving the quality of
implementing the school's education and training program.

Second, contribute to building a team of officials and workers with sufficient
qualities and capabilities to meet task requirements in each area of life.
Third, contribute to fostering the self-study and research ability of students
majoring in English language at Hanoi Open University.

* Evaluation criteria to improve the quality of English learning for students
majoring in English language at Hanoi Open University

Firstly, assessment criteria for awareness, responsibility, and qualifications of
subjects and forces related to activities of improving the quality of students'
English learning.

Second, evaluation criteria for the appropriateness of content, form, and measures
to improve the quality of students' English learning.

Third, the evaluation criteria for students' mastery of knowledge, skill formation,
and English language meet the school's training goals.

1.2. Current status and some experiences in improving the quality of English
learning for students majoring in English at Hanoi Open University

1.2.1. The current situation of improving the quality of English learning for
students majoring in English language at Hanoi Open University

1.2.2. Causes and some experiences in improving the quality of English learning

for students majoring in English at Hanoi Open University

* Reasons for advantages
* Causes of limitations and shortcomings
* Some experiences in improving the quality of English learning for students
majoring in English language at Hanoi Open University.

Chapter 2
BASIC REQUIREMENTS AND SOLUTIONS TO IMPROVE QUALITY
LEARNING ENGLISH OF STUDENTS TRAINING IN ENGLISH
LANGUAGE AT HANOI OPEN UNIVERSITY CURRENTLY

2.1. Impact factors and requirements for improving the quality of English learning
for students majoring in English language at Hanoi Open University
Currently

2.1.1. Factors affecting the improvement of English learning quality of students
majoring in English language at Hanoi Open University today

2.1.2. Requirements to improve the quality of English learning of postgraduate
training students at the Political Officer School today

2.2. Basic solutions to improve the quality of English learning for students
majoring in English language at Hanoi Open University today

2.2.1. Strengthen education to raise awareness, responsibility, and qualifications of
subjects and forces involved in improving the quality of English learning of
students studying English language at Hanoi Open University today

2.2.2. Regularly innovate content, flexibly apply teaching and learning forms and

methods to suit the target group of students studying English language at Hanoi
Open University today

2.2.3. Promoting the role of the teaching staff, the English club, and the
methodology team, building a favorable environment and increasing investment in
facilities to improve the quality of English learning of industry training students
English language at Hanoi Open University today

2.2.4. Promoting students' self-discipline, positivity, and initiative in improving
their English proficiency to meet the school's training goals and requirements and
society's requirements in the new situation

CONCLUDE
Improving the quality of English teaching for students majoring in English
language at Hanoi Open University is currently an important task, contributing to
improving the quality of education and training of the University, building a team
Young intellectuals and good human resources are not only good at professional
skills but also have foreign language ability to meet the requirements in the
country's development.
To improve the quality of English learning for students majoring in the English
language, it is necessary to have a complete and systematic study of both theory
and practice on issues related to both teachers and learners, and textbooks. ,
documents, facilities and equipment for teaching and learning. With my research
ability, I have initially researched the English learning activities of English
language training students to meet training goals. Although not complete, the topic
is the result of theoretical research, summarizing experience and practice. The
topic has clarified a number of concepts, theoretical and practical bases on issues
related to English learning for students majoring in English language. Based on
theory and practical analysis, the project has proposed 4 solutions to improve the
quality of English learning for students majoring in the English language:

Strengthening education to raise awareness, responsibility, qualifications of
subjects and forces involved in improving the quality of English learning;
Regularly innovate content, flexibly apply teaching and learning forms and
methods to suit students; Promoting the role of the teaching staff, the English club,
the methodology team and building a favorable environment to improve the quality
of students' English learning; Promoting students' self-discipline, positivity, and
initiative in improving their English proficiency to meet the school's training
objectives and society's requirements in the new situation.

The project has basically achieved the proposed research goals and tasks.
However, to continuously improve the quality of English learning for students at
Hanoi Open University in general and students majoring in English language in
particular, there needs to be deeper research on specific issues such as improving
the quality of English. Improve the system of documents and textbooks, build
learning models, and build software to support teaching and learning.

DANH MỤC TÀI LIỆU THAM KHẢO
LIST OF REFERENCES

1. Ban chấp hành Trung ương, Nghị quyết Hội nghị lần thứ 8 Ban Chấp
hành Trung ương Đảng khóa XI về đổi mới căn bản, tồn diện giáo dục và đào
tạo, đáp ứng u cầu cơng nghiệp hóa, hiện đại hóa trong điều kiện kinh tế thị
trường định hướng xã hội chủ nghĩa và hội nhập quốc tế, Số 29 - NQ/TW, Hà
Nội, 2013.

2. Đảng Cộng sản Việt Nam, Văn kiện Đại hội đại biểu toàn quốc lần thứ XII,
Nhà xuất bản Chính trị quốc gia - Sự thật, Hà Nội, 2016.

3. Nguyễn Thiện Giáp - 777 Khái niệm ngôn ngữ - Nhà xuất bản Đại học
quốc gia, Hà Nội, 2012.

4. Hồ Chí Minh, tồn tập, tập 5, Nhà xuất bản Chính trị quốc gia - Sự thật, Hà
Nội, 2011.

5. Trung tâm từ điển học, Từ điển Tiếng Việt, Nhà xuất bản Đà Nẵng, Đà
Nẵng, 2015

6. Từ điển Tiếng Việt, Nhà xuất bản Từ điển Bách khoa Hà Nội, Hà
Nội, 2010.

7. Viện Ngôn ngữ học, Uỷ ban khoa học xã hội Việt Nam, Từ điển tiếng Việt,
Nhà xuất bản Khoa học xã hội, Hà Nội, 1988.

8. Quyết định số 2080/QĐ-TTg phê duyệt, điều chỉnh, bổ sung Đề án
“Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2017-
2025”.

9. Vũ Thị Ninh, Thực trạng đào tạo ngoại ngữ không chuyên các ngành khoa
học xã hội và nhân văn; đề xuất giải pháp và chương trình chi tiết, Đề tài nghiên
cứu khoa học đặc biệt cấp Đại học Quốc gia Hà nội, Mã số QG.03.20, 2014.

10. Nguyễn Thị Cẩm Lệ “Learner Autonomy and EFL learning at the
Teritiary Level in Vietnam” (Tự học và học ngoại ngữ ở trình độ đại học ở Việt
Nam), Victoria University of Wellington. 2009

11. Lưu Kim Tinh, Kỹ năng ngôn ngữ - Kỹ năng nâng cao hiệu quả học
tập, Nxb Đại học Sư phạm, Hà Nội.2012

Appendix 1
EXTRACT CIRCULAR NO. 01/2014/TT-BGDDT

PROMOTION OF FOREIGN LANGUAGE COMPETENCE

FRAMEWORK 6 STEPS FOR VIETNAM

APPENDIX 2
SYNTHESIS OF THE RESULTS OF SOCIOLOGICAL INVESTIGATIONS

Investigation unit: Class XVIII, English Language Department, Hanoi Open
University

Subject of investigation: Students of Class XVIII

Total votes: 68 votes.

Investigation period: August 2020 to January 2024.

Appendix 3
STUDENTS' ENGLISH TEST RESULTS

POST-GRADUATE TRAINING FROM COURSE XVII TO COURSE
XVIII