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EXERCISES OF RESEARCH METHODS

1. Were the following studiesqualitative orquantitative? Tick the appropriatebox.

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. Shehad 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 aparticipant 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 qualitativeor 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 testher hypothesis of the superiority of the innovative materials.

If she collected data in this way, was her study qualitative or quantitative?

2. Read the following extracts from TESOL articles and answer the questions

belowThis article presents the results of an investigation into the place ofEnglish in the curriculum in several countries in the Asia-Pacific region.The study indicates that the emergence of English as a global language ishaving considerable impact on policies and practices in all countriessurveyed. However, it also reveals significant problems, includingconfusion and inconsistency, at the level of policy, particularly regardingthe issue of age of initial instruction, inequity regarding access toeffective 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 onits impact on educational policies and practices in educational systemsaround the world. The purpose of this study is to explore the impact ofEnglish 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 becausethey represent a range of contrasting characteristics and features, from


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developed to developing, ex-colonial to independent, large to small, andculturally 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 publiclyavailable; others were provided by informants. These documentsprovided a backdrop for more detailed data collection through guidedinterviews with informants. The second source of data was guidedinterviews with 68 informants, the majority of whom I had met in thecourse of teaching and researching in the region over many years. Inother instances, regional officials from the British Council and the UnitedStates Information Service provided me with contacts. The informantsrepresented different positions, interests, and perspectives within theeducational sectors of their respective countries, includingacademics/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?

...................................................................................................................................

.3. Write the details of following sources in order in a list of references

1.For a bookName of author: David Allwright

Year of publication: 1988

Title of publication: Observation in the Language ClassroomPlace of publication: London

Publisher: Longman

...................................................................................................................................

.

2.For ajournal articleName of author: Alan Berreta

Year of publication: 1990

Title of publication: Implementation of the Bangalore ProjectTitle of journal: Apllied Linguistics

Volume number: 11

Issue number: 4


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Page number(s): 321 40


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4. 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" atDao 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 morethan 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


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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 fouralternatives

Instruction:

a. Very difficult

b. Difficult

c. Not very difficult

d. Not difficult

4. What are the reasons?

Response provided by the informantInstruction:

..............................................................................................................................................

.

5. If your answer isNo, which stage is often omitted?

Response selected from one or two of three alternativesInstruction:

a. Pre-listening

b. While-listening

c. Post-listening

6. Why is it omitted?

Response selected from one or two of FOUR alternatives or your own opinion.Instruction:


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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 fouralternatives

Instruction:Tick the appropriate box

Pre-listening Activities Very often Sometimes Rarely Never

Prediction

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 fouralternativesInstruction:

a. Very often

b. Sometimes

c. Rarely

d. Never


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

Response selected from one of fouralternativesInstruction:

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 amongalternatives or your own opinion

Instruction:

a. Radios

b. Cassette recorders

c. Audio tapes/ CD

d. Video

e. Computers

f. The internet


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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 informant s

Instruction:

.

5. Write research questions for each of the following research topics

Adapting the current ESP coursebook for Computer Science

Students at Vinh University

Research Questions:

The study is to answer the following questions:

1. What are advantages of using ESP coursebook for Computer Science

Students?

2. What are the difficulties when Computer Science Students learn ESP

coursebook?

3. What are the suggestions for Computer Science Students develop ESP

terms?1. what are the main obstacles in adapting the current ESP coursebook?

2. How can the ESP coursebook be adapted effectively?

3. What are the students and teachers reactions concerning the

adaptation of ESP coursebook?


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b. Designing Some Sample Units for ESP Students of

Construction at College of Urban Works Construction

Research Questions:

In order to attain the above aims, the study tries to answer the

following questions:

1.What is the main purpose of Designing Some Sample Units for

ESP Students of Construction at College of Urban Works Construction?

2. What is suitable content for Designing Some Sample Units for

ESP Students of Construction at College of Urban Works Construction?

3. What is the situation in learning of the ESP Students of

Construction at College of Urban Works Construction?

What are the integrated components to be tailored/factored in to the

designing of ?

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