ĐỊNH DẠNG CẤU TRÚC ĐỀ THI VÀ BÀI TẬP CÓ ĐÁP ÁN MÔN PHƯƠNG PHÁP NGHIÊN CỨU KHOA HỌC MỚI NHẤT

ĐỊNH DẠNG CẤU TRÚC ĐỀ KÌ 1 NĂM HỌC
2015-2016
Học phần thi: Phương pháp luận
NCKH
Mã học phần: …………………...
Ngày thi:
Họ tên: …………………...............
Lớp: ……………………………...
Mã SV: …………………..............
Số báo danh: …………………….

Giám thị 1

Mã đề: ………
Số TC: 02
Thời gian: 45 phút

Giám thị 2

Số phách

----------------------------------------------------------------------------------------------------------------------Điểm (số)

Điểm (chữ)

Giám khảo 1

Giám khảo 2

Số phách

Ghi chú: Thí sinh làm bài trực tiếp trên đề thi.
1. Liệt kê 04 loại nguồn tài liệu có thể sử dụng để thu thập thông tin nghiên cứu/ viết phần
điểm các quan điểm lý thuyết (2,0 đ)
2. Nối một thuật ngữ ở cột A vào định nghĩa phù hợp ở cột B trong bảng cho sẵn. Chú ý có
1 định nghĩa dư không dùng đến.( 2,5 đ)
A

1.______

B

2.______

3.______

4.______

5.______

3. Sắp xếp các mục cho sẵn trong đề cương nghiên cứu theo thứ tự (1 đ)
4. Đọc 1 đoạn miêu tả một nghiên cứu cho sẵn và trả lời câu hỏi nhằm xác định rõ loại hình của
nghiên cứu được miêu tảZ, trả lời câu hỏi bằng cách đánh dấu (√) vào ô thích hợp và nêu lý do.
( 1 đ)
5. Viết lại các chi tiết của một nguồn tài liệu tham khảo cho trước dưới đây theo cách ghi tài liệu
tham khảo APA hoặc Harvard. (1,5 đ)
6. Viết từ 1 đến 2 câu hỏi nghiên cứu cho một đề tài nghiên cứu khoa học có tên được cho sẵn
(1,0 đ)
........................................................................................................................................................
7. Viết hướng dẫn cách trả lời cho câu hỏi trong bảng hỏi (questionnaire item) cho sẵn (1,0 đ)

EXERCISES OF RESEARCH METHODS


I. Were the following studies qualitative or quantitative? Tick the appropriate
box.
A teacher developed some innovative listening materials for low level learners. She used these
materials with a range of classes, and believed that they were significantly superior to the
traditional materials which were used in her school. However, her colleagues were skeptical.
Therefore, she carried out a study. She had two ways to collect data.
1. She surveyed the students through interviews and questionnaires, and obtained their
subjective impressions. In addition, she asked a colleague to become a participant observer in
her classroom and made a record of the teaching and learning going on.
If she collected data in this way, was her study qualitative  or quantitative ?
2. She randomly assigned the students to two groups. One group used the traditional materials
and the other group used the innovative materials. Besides, she gave the students two tests, a
pre-test and a post-test, to check both group at the beginning of the term as well as the end.
Then she compared the scores to test her hypothesis of the superiority of the innovative
materials.
If she collected data in this way, was her study qualitative  or quantitative ?
II.

Read the following extracts from TESOL articles and answer the questions
below
This article presents the results of an investigation into the place of English in the
curriculum in several countries in the Asia-Pacific region. The study indicates that
the emergence of English as a global language is having considerable impact on
policies and practices in all countries surveyed. However, it also reveals significant
problems, including confusion and inconsistency, at the level of policy, particularly
regarding the issue of age of initial instruction, inequity regarding access to effective
language instruction, inadequately trained and skilled teachers, and a disjunction

between curriculum rhetoric and pedagogical reality. Despite the apparent
widespread perception that English is a global language, relatively little systematic
information has been gathered on its impact on educational policies and practices in
educational systems around the world. The purpose of this study is to explore the
impact of English on educational policies and practices in countries in the AsiaPacific region, particularly Mainland China, Hong Kong, Japan, Korea, Malaysia,
Taiwan, and Vietnam. These countries were chosen because they represent a range
of contrasting characteristics and features, from developed to developing, excolonial to independent, large to small, and culturally diverse to culturally cohesive.
...I first collected and analyzed published policy statements, documents, and
programs drawn from a number of sources, including recent books, articles,
government reports, syllabuses, and curriculum documents. I obtained these
materials in several different ways. Some were publicly available; others were
provided by informants. These documents provided a backdrop for more detailed
data collection through guided interviews with informants. The second source of
data was guided interviews with 68 informants, the majority of whom I had met in
the course of teaching and researching in the region over many years. In other
instances, regional officials from the British Council and the United States
Information Service provided me with contacts. The informants represented
different positions, interests, and perspectives within the educational sectors of their


respective countries, including academics/teacher trainers, ministry officials,
publishers, and teachers....
(From Nunan, David. Tesol Quarterly, Vol 37, No 4, Winter 2003)
1. What is the research aim of the study?
....................................................................................................................................

2. What are the sources for data of the study?
....................................................................................................................................3. What is

the data collection method of the study?

....................................................................................................................................
III. Write the details of following sources in order in a list of references
1.For a book
Name of author:
David Allwright
Year of publication: 1988

Title of publication:

Observation in the Language Classroom

Place of publication:

London

Publisher:

Longman

....................................................................................................................................
2.For a journal article
Name of author:
Alan Berreta
Year of publication: 1990
Title of publication: Implementation of the Bangalore Project
Title of journal:
Apllied Linguistics

Volume number: 11
Issue number:

Page number(s):

4
321 – 40

IV. List four kinds of sources that can be used for writing the literature review.


V. Write specific instruction for each question in a questionnaire below .
Example:
Question: Did you watch television last night? Yes [ ]
No [ ]

Response selected from one of two alternatives
Instruction: Tick the appropriate box
QUESTIONNAIRE FOR TEACHERS
This questionnaire aims at surveying the issues of teaching listening in "Tieng Anh 10" at Dao Duy Tu
High School in Quang Binh province. Your contribution is of great value to my research. The data
collected will be served the study purpose only, not for any others. Please answer the questions by
circling the option you choose. You may choose more than one option or give your own opinions in
some questions.
Thank you for your kind cooperation.
**********
Please provide your personal information
Name (optional):.............................................
Gender:

 Male  Female

Age: ...........................................................

How long have you been teaching listening? .................................................................... Have you
attended any workshops on Listening Teaching?
a. Yes

b. No

1. How important are high school listening teaching skills?

Response selected from one of four alternatives
Instruction:
a. Very important



b. Important



c. Not very important



d. Not important.



2. What are the reasons?


Response provided by the informant

Instruction:
.............................................................................................................................................
3. Do you find it difficult to teach listening?

Response selected from one of four alternatives
Instruction:
a. Very difficult



b. Difficult



c. Not very difficult



d. Not difficult



4. What are the reasons?

Response provided by the informant
Instruction:
...............................................................................................................................................
5. If your answer is No, which stage is often omitted?

Response selected from one or two of three alternatives

Instruction:
a. Pre-listening



b. While-listening



c. Post-listening



6. Why is it omitted?

Response selected from one or two of three alternatives or
your own opinion.
Instruction:
a. Time limitation



b. Students’ low interest in this stage



c. It is not necessary



d. Others (please specify): ...................................................................................................


7. How often do you organize pre-listening activities?

Response selected from one of four alternatives
Instruction:
Pre-listening Activities
Prediction

Very often

Sometimes

Rarely

Never

Vocabulary presentation
Discussion
Using
visual
aids( pictures/photos)
Guiding questions
Games
Others
8. How often do you teach your students listening skills or strategies?

Response selected from one of four alternatives
Instruction:

a. Very often
b. Sometimes




c. Rarely



d. Never



9. How often do you organize work arrangements in your listening class?

Response selected from one of four alternatives
Instruction:
Work arrangement

Very often

Sometimes

Individual work
Pair work
Group work
Collective work
10. What facilities do you use in listening lessons?

Rarely

Never


Response selected from one or more among alternatives or your own opinion
Instruction:
a. Radios



b. Cassette recorders




c. Audio tapes/ CD



d. Video
e. Computers
f. The internet




g. Others (please specify):
11. What problems in your listening teaching remain unsolved?

Response provided by the informant
Instruction
……………………………………………………………………………….
12. In your opinion, what can be done to make the listening lessons at grade 10 more interesting
and effective?

Response provided by the informants
Instruction:
………………………………………………………………………………………….
VI. Write research questions for the following research topic.
An Investigation into the Effects of Using Facebook on UFLS-UD Students


EXERCISES OF RESEARCH METHODS
I. Were the following studies qualitative or quantitative? Tick the appropriate
box.

A teacher developed some innovative listening materials for low level learners. She used
these materials with a range of classes, and believed that they were significantly superior to
the traditional materials which were used in her school. However, her colleagues were
skeptical. Therefore, she carried out a study. She had two ways to collect data.

1. She surveyed the students through interviews and questionnaires, and obtained their
subjective impressions. In addition, she asked a colleague to become a participant
observer in her classroom and made a record of the teaching and learning going on.
If she collected data in this way, was her study:
qualitative  or quantitative ?
2. She randomly assigned the students to two groups. One group used the traditional
materials and the other group used the innovative materials. Besides, she gave the
students two tests, a pre-test and a post-test, to check both group at the beginning of the

term as well as the end. Then she compared the scores to test her hypothesis of the
superiority of the innovative materials.
If she collected data in this way, was her study qualitative  or quantitative ?


II.

Read the following extracts from TESOL articles and answer the questions
below
This article presents the results of an investigation into the place of English in the

curriculum in several countries in the Asia-Pacific region. The study indicates that the
emergence of English as a global language is having considerable impact on policies and
practices in all countries surveyed. However, it also reveals significant problems,
including confusion and inconsistency, at the level of policy, particularly regarding the
issue of age of initial instruction, inequity regarding access to effective language
instruction, inadequately trained and skilled teachers, and a disjunction between
curriculum rhetoric and pedagogical reality. Despite the apparent widespread
perception that English is a global language, relatively little systematic information has
been gathered on its impact on educational policies and practices in educational systems
around the world. The purpose of this study is to explore the impact of English on
educational policies and practices in countries in the Asia-Pacific region, particularly
Mainland China, Hong Kong, Japan, Korea, Malaysia, Taiwan, and Vietnam. These
countries were chosen because they represent a range of contrasting characteristics and
features, from developed to developing, ex-colonial to independent, large to small, and
culturally diverse to culturally cohesive.
...I first collected and analyzed published policy statements, documents, and
programs drawn from a number of sources, including recent books, articles,
government reports, syllabuses, and curriculum documents. I obtained these
materials in several different ways. Some were publicly available; others were

provided by informants. These documents provided a backdrop for more detailed
data collection through guided interviews with informants. The second source of
data was guided interviews with 68 informants, the majority of whom I had met in
the course of teaching and researching in the region over many years. In other
instances, regional officials from the British Council and the United States
Information Service provided me with contacts. The informants represented
different positions, interests, and perspectives within the educational sectors of their
respective countries, including academics/teacher trainers, ministry officials,
publishers, and teachers....
(From Nunan, David. Tesol Quarterly, Vol 37, No 4, Winter 2003)
1. What is the research aim of the study?


....................................................................................................................................
2. What is the population and the sample of the study?
....................................................................................................................................3. What is
the data collection method of the study?
....................................................................................................................................
III. Write the details of following sources in order in a list of references
1.For a book
Name of author:

David Nunan

Year of publication: 1992

Title of publication:

Research methods in language learning

Place of publication:

New York

Publisher:

Cambridge University Press

....................................................................................................................................
2.For a journal article
Name of author:

Alan Davies

Year of publication: 2002
Title of publication:

Using teacher-generated biography as input material

Title of journal:

ELT Journal

Volume number: 56
Issue number:

4

Page number(s):

368 – 371

IV. List four kinds of sources that can be used for writing the literature review.
•

Journal articles

•

Monographs

•

Computerized databases

•

Conference proceedings

V. Write specific instruction for each question in a questionnaire below .
Example:
Question: Did you watch television last night? Yes [ ]

No [ ]


Response selected from one of two alternatives
Instruction: Tick the appropriate box

QUESTIONNAIRE FOR TEACHERS

This questionnaire aims at surveying the issues of teaching listening in "Tieng Anh 10" at Dao Duy Tu
High School in Quang Binh province. Your contribution is of great value to my research. The data
collected will be served the study purpose only, not for any others. Please answer the questions by
circling the option you choose. You may choose more than one option or give your own opinions in
some questions.
Thank you for your kind cooperation.
**********
Please provide your personal information
Name (optional):.............................................
Gender:

 Male  Female

Age: ...........................................................
How long have you been teaching listening? .................................................................... Have you
attended any workshops on Listening Teaching?
a. Yes

b. No

1) How important are high school listening teaching skills?

Response selected from one of four alternatives
Instruction: Tick the appropriate box
a. Very important



b. Important




c. Not very important



d. Not important.



2. What are the reasons?

Response provided by the informant
Instruction: Write your opinion in the space provided.
.............................................................................................................................................
3) Do you find it difficult to teach listening?

Response selected from one of four alternatives
Instruction: Tick the appropriate box
a. Very difficult



b. Difficult



c. Not very difficult



d. Not difficult



4) What are the reasons?

Response provided by the informant
Instruction: Write your opinions in the space provided
...............................................................................................................................................
5) If your answer is No, which stage is often omitted?

Response selected from one or two of three alternatives
Instruction: Tick one or two appropriate boxes.
a. Pre-listening






b. While-listening



c. Post-listening
6) Why is it omitted?

Response selected from one or two of three alternatives or

your own opinion.
Instruction: Tick the appropriate box(es) or write your opinion in the space provided.



a. Time limitation

b. Students’ low interest in this stage



c. It is not necessary



d. Others (please specify): ...................................................................................................
7) How often do you organize pre-listening activities?

Response selected from one of two alternatives
Instruction: Tick the appropriate box
Pre-listening Activities
Prediction
Vocabulary presentation
Discussion
Using

visual

aids( pictures/photos)
Guiding questions

Games
Others

Very often

Sometimes

Rarely

Never


8) How often do you teach your students listening skills or strategies?

Response selected from one of four alternatives
Instruction: Tick the appropriate box



a. Very often



b. Sometimes
c. Rarely



d. Never



9) How often do you organize work arrangements in your listening class?

Response selected from one of four alternatives
Instruction: Tick the appropriate box
Work arrangement

Very often

Sometimes

Rarely

Never

Individual work
Pair work
Group work
Collective work
10) What facilities do you use in listening lessons?
Response selected from one or more among alternatives or your own opinion
Instruction: Tick the appropriate box or/and write your opinions in the space
provided
a. Radios



b. Cassette recorders




c. Audio tapes/ CD
d. Video




e. Computers
f. The internet




g. Others (please specify):
11) What problems in your listening teaching remain unsolved?

Response provided by the informant
Instruction: write your opinions in the space provided
……………………………………………………………………………….
12) In your opinion, what can be done to make the listening lessons at grade 10 more interesting
and effective?

Response provided by the informant s
Instruction: write your opinions in the space provided
………………………………………………………………………………………….
VI. Write research questions for the following research topic.

“An Investigation into the Effects of using Facebook on UFLS-UD students”

Research Questions:
a. What are the reasons for UFLS-UD students’ use of Facebook?
b. What are the positive effects of using facebook on UFLS-UD students?
c.

What are the negative effects of using facebook on UFLS-UD students?