PRACTICE OF STRUCTURE OF A THESIS

Task 1: Look at the following abstract. Try to identify the features of the abstract.

In acquiring English as a foreign language, speaking is fundamental to human

communication because oral skills are helpful in daily life. Speaking is also a major
means of communication. Moreover, the goal of the language course is truly to enable the
students to communicate in English. To be aware of the importance of speaking in
learning language, the teachers make great effort to find the solutions how to teach and
learn speaking effectively. However, practice has shown that students’ speaking
proficiency is limited, which is reflected in their final oral exams. Additionally, most of
them hesitate to speak English and feel anxious when speaking before class.
Consequently, it is necessary to find a new way which is suitable for students’ level as
well as to promote their speaking skills. A great number of studies have shown that task
based learning can be beneficial to improve students’ speaking skills because learners
have abundant opportunities to interact through communicative tasks and such interaction
is thought to facilitate their speaking ability.
This thesis reported the results of an action research project regarding the effects of
and students’ opinions towards the use of task based learning in relation to speaking
learning. The data were collected through pretests, posttests, pre-questionnaires, post-
questionnaires, observation with 40 grade 11th students at Diem Thuy Upper Secondary
School. The tests were used to measure the students’ speaking learning improvement and
the questionnaire was used to explore the students’ opinions towards learning speaking
through task based learning. The observation was used to assess the process of task based
learning implemented in speaking lessons.
The data analyses indicated that the students have positive opinions towards using
task based learning. After sixteen weeks of the action research, the students’ speaking
performance has been improved remarkably. The findings of the study reconfirmed that
task based learning is effective and plays an important role in promoting students’
speaking competence and changing their opinions towards English speaking learning. On
the basis of data analysis and discussion, some practical implications for further studies
were also presented in this field.

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Task 2: Following is the introduction to the research report about computers in
education. Identify the 5 stages in it.

USING MICROCOMPUTERS IN TEACHING INFORMATION CONVENTIONS

During the past 40 years, the United States has experienced the integration of the
computer into society. Progress has been made to the point that small, inexpensive
computers with expanded capabilities are available for innumerable uses. Many schools
have purchased and are purchasing microcomputers for infusion into their directed
learning programs.

Most individuals seem to agree that the microcomputer will continue to hold an important
role in education. Gubser (1980) and Hinton (1980) suggested phenomenal increases in
the numbers of computers both in the school and the home in the near future. Schmidt
(1982) identified three types of microcomputer use in classrooms: the object of a course,
a support tool, and a means of providing instruction. Foster and Kleene (1982) cite four
uses of microcomputers in vocational agriculture: drill and practice, tutorial, simulation
and problem solving.

The findings of studies examining the use of various forms of computer-assisted

instruction (CAl) have been mixed. Studies by Hickey (l968) and Honeycutt (1974)
indicated superior results with CAl while studies by Ellis (1978), Caldwell (l980) and
Belzer (1976) indicated little or no significant effect. Although much work has been done
to date, more studies need to be conducted to ascertain the effects of microcomputer-
assisted instruction in teaching various subjects in a variety of learning situations.

The purpose of this study was to ascertain the effect of using microcomputer-assisted
instruction as compared to a lecture-discussion technique in teaching principles and
methods of cost recovery and investment credit on agricultural assets to graduate students
in agricultural education. This topic was identified as being of importance to teachers in
providing them the necessary background to L teach lessons in farm records.