HƯỚNG DẪN ÔN TẬP THI HỌC KỲ 2-VIẾT NGHIÊN CỨU-2021-2022

Nội dung 1: Sinh viên viết in text citation (direct – indirect) dựa trên nội dung có sẵn theo APA.

Ví dụ: Use the given information in reference list to write “in-text citation” according to APA style.

Shadowing is a pronunciation technique that has been used widely for many years and has led to far
better communication skills. It had been defined by many researchers. [1] ……………………….
[Answer: According to Shiota (2012)], shadowing is a technique which repeats the same sounds
almost at the same time while listening to the sounds of a recorder. [2] ………………………..
[Answer: Zakeri (2014)] defines shadowing is a paced auditory tracking task involving the
immediate vocalization of auditory presented stimuli which are word-for-word repetition, parrot-style
of a message presented through headphones in the same language.

[1] Shiota, K. (2012). The effectiveness of shadowing on students’ psychology in language learning.
Accents Asia, 5(1), 71-83.

[2] Zakeri, E. (2014). International Journal of English Language Teaching (Vol. 2). The University
of Tabriz.

Nội dung 2: Sinh viên xác định reference nào được viết theo style APA.

Ví dụ: Define which reference is written in APA style.

A.  W. Sinnema, Digital, Analog, and Data Communication. Reston, NJ: Reston Pub. Co., 2014.

--> IEEE style

B. Gage, John T., editor. The Promise of Reason: Studies in the New Rhetoric. SIU Press, 2011.

--> MLA style

C. Zakeri, E. (2014). International Journal of English Language Teaching (Vol. 2). The University
of Tabriz.

--> APA style

Nội dung 3: Sinh viên đọc 1 abstract, xác định các element trong abstract và tìm nội dung còn thiếu
trong abstract.
Ví dụ: Read the below abstract, define the missing element(s) in this abstract.

Topic: THE INFLUENCES OF ENGLISH CARTOONS ON 4-7-YEAR-OLD CHILDREN’S

ENGLISH SPEAKING AND LISTENING SKILLS.

Full Abstract (đầy đủ các phần):

Chapter 1: Introduction: This study aims at exploring the effectiveness and limitations of learning
English listening and speaking skills via watching English cartoons for children aged 4 to 7.

Chapter 1: Rationale: Recent studies indicate that the reception of foreign languages should take
place daily and most naturally. For children, this is even more important because their kid's brain is
not fully developed, so parents should choose a way of learning that makes children passionate,
favorite without boring, stress. Watching English cartoons is one of the smart solutions to help
children learn English speaking and listening skills holistically. Although it is simple and efficacy,
learning English through watching English cartoon suffers from several major drawbacks. If parents
and teachers do not understand the advantages and disadvantages of learning English speaking and
listening skills through watching English cartoons, it will not only help children learn foreign
languages effectively but may also harm the brain and cognitive abilities of children.

Chapter 3: Methodoly, Methods, Participants: To achieve these objectives, 90 parents and teachers
participated in the study. The research employed the quantitative method for analyzing the data and
obtaining the results. To analyze the result, responses from 19-closed questions on the questionnaire
were coded in the numerical.

Chapter 4: Findings and discussion: The finding explores that most parents and teachers of primary
students are aware of the importance of English speaking and listening skills in learning English
process as well as the benefits which English cartoons can bring for their children.

Chapter 5: Conclusion: The researchers believe that watching cartoons is not only an entertaining
activity, but it can also help children learn English effectively when applied properly.

Nội dung 4: Sinh viên được cho tên đề tài và được yêu cầu viết 2 câu hỏi nghiên cứu.

A- Ví dụ: Write two - three research questions for the below research topic.

1. Topic: An investigation into the effects influencing the formative assessment of Speaking
skills via Video Recordings.

Research Questions?

1. What factors influence English-majored Sophomores learning to speak English?

2. How does formative assessment affect English-majored Sophomores’ ability to speak English?
3. Why does Video-recording help English-majored Sophomores to assess their speaking skills?

2. Topic: An investigation into the effects of multiple-choice on the final exam results quality in
the Reading test.

Research Questions?

1. What are the characteristics of the multiple-choice test in the Reading test?

2. What variables impact a student's ability to perform well on multiple-choice examinations of

English-majored?

3. What are some strategies students should use when answering multiple-choice questions?

4. How can teachers use multiple-choice examinations to measure their students' reading ability?

3. Topic: THE ERROR CORRECTION TECHNIQUES IN SPEAKING CLASSES FOR

ENGLISH-MAJORED SOPHOMORES AT FFL-IUH.

Research Questions?

1. What are the most common errors that English learners make in speaking skills?
2. What techniques can be applied in correcting errors for students to enhance their speaking skills?

Nội dung 5: Sinh viên được cho tên đề tài và câu hỏi nghiên cứu. Từ đó sinh viên xác định research
methodology và research methods.

Ví dụ: Define the research methodology and research methods for this topic: “CHALLENGES IN
SPEAKING SKILLS OF STUDENTS AT PEC ENGLISH CENTER”.

--> Research Methodology: quantitative research

--> Research Methods: questionnaires

Ví dụ: Define the research methodology and research methods for this topic: “USING GAMES IN
TEACHING VOCABULARY AND GRAMMAR TO PRIMARY SCHOOL LEARNERS AT
VIETNAM USA SOCIETY (VUS)”

--> Research Methodology: quantitative research

--> Research Methods: questionnaires

Nội dung 5: Sinh viên được cho tên đề tài và câu hỏi nghiên cứu, từ đó, soạn 4 câu hỏi trên bảng
questionnaires (viết) hoặc semi-structured interviews (nói).

Ví dụ: Design 4 questionnaires for the given topic: “AN INVESTIGATION INTO DEMOVATING
FACTORS IN LEARNING SPEAKING SKILLS OF NON- ENGLISH MAJOR STUDENTS”.

Questionnaire:

1. How important do you think speaking skills are?

A.Not important

B.Quite important

C.Very important

D.Vitally important

E.Mục khác:…………….

2. How often do you meet the demotivating factors in learning speaking skills. (Please tick the box
corresponding to your choice).

Never Rarely Sometimes Often Very often

A.The fear of making mistakes

B.Lack of confidence

C.Anxiety

D.Lack of listening ability

E.Mother tongue influence

F.The fear of teacher's feedback

….…

Nội dung 6: SV viết 1 đoạn văn 100-150 từ miêu tả biểu đồ kết quả khảo sát cho sẵn.

Ví dụ: Depending on the given chart/table, write an analysis paragraph in approximately 150 words to
analyze the results for the “Findings and Discussions” section of a research paper.

The chart gives information about the choices of teaching aids that teachers use in their class. Overall,
it is noticeable that flashcards, toys, pictures are the kinds of teaching aids which account for the
largest percentage. Otherwise, it is evident to see that educational charts seize the smallest fraction of
all. Out of 13 kinds of teaching aids, the proportion of using flashcards, toys and pictures in teaching
hits the highest proportion, at 100%, which is remarkably higher than any other aids such as video
file, props, board games, at 92,9%. Similarly, a total of 12 votes which are spent on audio files make
up 85,7%, are slightly higher than mini boards, at 78,6%. Regarding the remaining teaching aids, the
percentage of choosing posters and PowerPoint in teaching accounts for exactly a half of percentage
of flashcards and it is marginally lower than realias, at 57,1%. The votes spending on models reach
the bottom two, at 42,9%, twice as much as the figure of educational charts which is the lowest one,
at only 21,4%. In conclusion, the data indicates that teachers have a tendency towards using
flashcards, toys, pictures, video file, props and board games when teaching in class. Those teaching
aids could be considered as common and helpful tools which help teachers create engaging lessons.
Nội dung 7: Sinh viên viết lại từ 2 đến 3 extracts từ interview, từ đó sinh viên có thể viết discussion
dựa trên qualitative data.

Ví dụ: Interviews about “Opinions from lecturers about pros and cons of both warm-up
activities and warming up a lesson by PowerPoint Gameshow”.

Interviews from participants:

1. Participant 1: “To me, warm-up is a supportive tool to turn their lesson to be colorful and
attractive. However, warming up a lesson sometimes gets lecturers in troubles, especially applying
PowerPoint Gameshow to teach and learn in the classroom.”

2. Participant 2: “I agree that warm-up have a positive assessment for the roles of warm-up activities.
There are many strong points of warming up a lesson, for example: I often use warm-up activities to
attract students in my lessons. In other words, warming up a lesson puts students in a preparation of
concentration on the lesson and activities given. Due to holding activities in the classroom, my
students were interested in getting involved in the class as well as paid their attention to what I am
talking”.

Participant 3: “In my view, warm-up activities are the best way to change the class atmosphere. In
fact, most students get distraction when they feel bored and tired with sitting in a long time for a fully
theoretical lesson. Therefore, utilizing warm-up activities to wake up students and warm up the class
atmosphere is really essential for students to have a good mood in adapting new knowledge and
having a positive feeling of interactive learning method.”

Discussion about all the ideas above:

From the view of experienced teachers, they could consider warm-up as a supportive tool to turn
their lesson to be colorful and attractive. However, warming up a lesson sometimes gets lecturers in
troubles, especially applying PowerPoint Gameshow to teach and learn in the classroom.

As reported by lecturers, over 90% lecturers have a positive assessment for the roles of warm-up
activities. To be exact, they could see several strong points of warming up a lesson. Firstly, most
lecturers used warm-up activities to attract students in their lesson. In other words, warming up a
lesson puts students in a preparation of concentration on the lesson and activities given. Due to
holding activities in the classroom, their students were interested in getting involved in the class as
well as paid their attention to what lecturers were talking. Secondly, it is acceptable that warm-up
activities are the best way to change the class atmosphere. In fact, most students get distraction when
they feel bored and tired with sitting in a long time for a fully theoretical lesson. Therefore, utilizing
warm-up activities to wake up students and warm up the class atmosphere is really essential for
students to have a good mood in adapting new knowledge and having a positive feeling of interactive
learning method.

Nội dung 8: SV viết 2-4 mục cho Reference list dựa trên thông tin cho sẵn.

Ví dụ: Supposing that you are writing a reference list for your paper, you are having the following
information for the readings you have read. Apply what you have learnt to write a list of references,
according to APA styles.

1. Author: Walqui, A. Year of Publication: 2006.

Article: Scaffolding Instruction for English Language Learners: A Conceptual Framework.

Journal: The International Journal of Bilingual Education and Bilingualism

Volume: 9 Issue: 2 Pages: 159-180.

Website: http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-
ScaffoldingWalqui.pdf

Answer: Walqui, A. (2006). Scaffolding Instruction for English Language Learners: A Conceptual
Framework. The International Journal of Bilingual Education and Bilingualism, 9 (2), 159-
180. Retrieved from http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003-
ScaffoldingWalqui.pdf

2. Author: Roblyer, M. D. Year of publication: 2003.

Book: Integrating educational technology into teaching. Edition: 3rd

City of publication: Upper Saddle River, New Jersey

Publish Company: Merrill Prentice Hall.

Answer: Roblyer, M. D. (2003). Integrating educational technology into teaching, 3rd ed.
Upper Saddle River, New Jersey: Merrill Prentice Hall.
Nội dung 9: SV đọc 1 Abstract cho sẵn, suy ra đề tài nghiên cứu + research questions của đề tài.

Abstract: The purpose of this study was to explore challenges in English speaking skills encountered
by a group of at PEC English center. In this study, the reasons for difficulties in English speaking
skills and the effects of these challenges on their speaking skills were investigated. This paper took
the form of quantitative research with the use of a questionnaire. The statistical analyses showed that
students at B English center had a number of challenges in English speaking skills, including
pronunciation, listening, grammar and vocabulary. Moreover, findings suggest that they lacked
confidence, maintained high anxiety or lacked opportunities for communicating in English outside
the classroom. In addition, the results of the study reveal that these challenges affected negatively on
their English performance and the target of learning the language as well as their motivation.
Findings suggest that university teachers may encourage students to overcome challenges in English
speaking skills through the employment of interesting activities, which possibly provide students with
more opportunities to practice English.

--> Topic: CHALLENGES IN SPEAKING SKILLS OF STUDENTS AT PEC ENGLISH CENTER

--> Research questions:

1. What are the reasons for difficulties in English speaking skills at PEC Center?
2. What are the effects of these challenges on their speaking skills?.

Nội dung 10: Sinh viên được cho đề tài, từ đó đề xuất 2 research objectives phù hợp.

Ví dụ: Write two - three research objectives for the below research topic.

Topic: CHALLENGES IN SPEAKING SKILLS OF STUDENTS AT PEC ENGLISH

CENTER

Research objectives:

1. the reasons for difficulties in English speaking skills

2. the affects of these challenges on their speaking skills

Topic: USING GAMES IN TEACHING VOCABULARY AND GRAMMAR TO PRIMARY

SCHOOL LEARNERS AT VIETNAM USA SOCIETY (VUS)

Research objectives:

1. to investigate the frequency of VUS teachers using games

2. the most popular types of games used in teaching vocabulary and grammar at this center