Phuơng pháp nghien cứu

What’s OUT THERE:
Using existing sources of information
Week 3 & 4
Contents:
Stage 2: Review Existing Resources
(or Review the Literature;; Literature review)

Stage 3: Develop Research Hypothesis
(or Develop Research Questions)
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Stage 2: Review the Literature
What is the Literature?
What is a Literature Review?
Why do a Literature Review?
Steps to conduct a Literature Review.
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What is the Literature?
Any form of information that has already been published in a particular topic area.
Class, read p.22-23 of your book for different sources of the literature.
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What is a Literature Review?
You`ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a "thumbs up" or "thumbs down" as you leaf through the pages.
-> So Literature review done. Right?
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What is a Literature Review?
It is an account of what has been published on a topic by scholars and researchers.
It is NOT just a set of summaries or a descriptive list of materials.
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What is a Literature Review?
Shows the reader what knowledge and ideas have been established on a topic,
Shows the relationships between different works,
Shows how it relates to your work,
Evaluates what their strengths and weaknesses are.
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Why Do a Literature Review?
Generally, it
serves to explain the topic of the research
builds a rationale for the problem that is studied
(Mertens, 2005)


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Why Do a Literature Review?
Specifically, it aims at
- Indicating lack of consistency in results of reviewed studies
- Uncovering a flaw in previous research
- Suggesting similar research on different experimental population
- Show uncertainty surrounding interpretation of previous studies
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Main Steps to Conduct a LR
Identify Research topic
Review secondary sources to get an overview
Develop a search strategy
Conduct the search
Evaluate the search reports
Analyze the research findings and synthesize the results
Reliable sources of the Literature
FOFL Library - Room 209-D4:
Books, Journal (Forum), Encyclopedia, etc.
www.eric.ed.gov
Research Journals: TESOL Journal, The Internet TESL Journal, Asian-efl-journal.com
Review 1
(1) Sexual harassment has many consequences. (2)Adams, Kottke, and Padgitt (1983) found that some women students said they avoided taking a class or working with certain professors because of the risk of harassment. (3) They also found that men and women student reacted differently. (4) Their research was a survey of 1,000 men and woman graduate and undergraduate students. (5) Benson and Thomson’s study in Social Problems (1982) lists many problems created by sexual harassment. (6) In their excellent book, The Lecherous Professor, Dziech and Weiner (1990) give a long list of difficulties that victims have suffered…
(http://www.utoronto.ca/writing/litrev.html)
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Review 2
(1) The victims of sexual harassment suffer a range of consequences, from lowered self-esteem and loss of self-confidence to withdrawal from social interaction, changed career goals, and depression (Adams, Kottle, and Padgitt, 1983; Benson and Thomson, 1982; Dziech and Weiner, 1990). (2) For example, Adams, Kottle, and Padgitt (1983) noted that 13 percent of women students said they avoided taking a class or working with certain professors because of the risk of harassment…
(http://www.utoronto.ca/writing/litrev.html)
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Answer

Review 2 is better than Review 1
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Reasons
Review 1:
Lacking organization and structure
Lacking focus, unity and coherence
Being repetitive
Resembling a descriptive list of the information gathered.

Review 2
Information is gathered and synthesized.
Information is united and cohere.

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Assignment 1
Select 1 research report/ research paper from the reliable sources.
Then analyze the article based on the file card (p.24)
Deadline: Next Wed (Feb. 23)
Note:
Comments: (about 200 words)

Summarize major contributions of the research
Evaluate the current ‘state of art’ of the literature review in the research
Point out major flaws, or gaps in the research
Outline issues pertinent to future study
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Stage 3: Develop Research Questions
L.R = foundation for forming research questions

R.Q = objectives of the proposed research
General Topic
Research Question (s)
Experience
Interest
Reading
Literature Review
Worth asking
Answerable
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Characteristics of a GOOD Research Question:

Worth Asking

Answerable
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What makes
a good research question?
It addresses a _____ or a ____ that you encounter as a practitioner.
It doesn’t need to be unique, but it must be_________ to you and your practice.
It you to question your own assumptions about teaching, learning, literacy, and change; i.e., it challenges you to learn.
It is _____ , meaning you are able to collect evidence that would answer the question.
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What makes
a good research question?
It is ____ given your time and material constraints.

It _________you and has the potential to hold your interest over several months.

It is not too ; that would result in a multitude of sub-questions.

It is not too ; that would rule out the emergence of other possibilities.

It cannot be simply ____________ “yes” or “no”.

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What type of RQ is problematic?

It starts with “How can I…”
It suggests a “yes” or “no” answer.
Should..?
It is rhetorical.
It includes vague or ambiguous language.





NCSALL Practitioner Research Group
on Learner Motivation, Retention, and Persistence, 1998.
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Example:
RQ: How is filial piety different in the world?

- Worth asking?  YES/NO?
- Answerable in the scope of an undergraduate graduation paper?  YES/NO?
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Example

How many students wear plastic sandals to university class?

Should they wear them?
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Task 1
Research title: “Techniques in the while-reading stage to develop the reading skills for the 11th form students in Hanoi”
Research Questions:
1. What techniques are being used in the while-reading stage for the 11th form students in Hanoi?
2. What are advantages and disadvantages of using these techniques?
3. What techniques should be used in the while-reading stage for the 11th form students in Hanoi
-> What is the best RQ? Why?
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Task 2
Rewrite the following statements into research questions:

1. This study aims to investigate teachers and learners’ attitudes towards using songs to teach listening comprehension at high school level

2. The study explores the differences in giving feedback to students’ written works by experienced and inexperienced teachers.
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References
Nunan, D. (1992). Research methods in language learning, Cambridge: CUP.
McDonough, J & S. McDonough. (1997.) Research Methods for English Language Teachers, London: Arnold.
Brown, J.D. & Rodgers, T. S. (2002). Doing Second Language Research, Oxford: OUP.
Krathwohl, D. R. (1993). Methods of educational and social science research: An integrated approach, New York: Longman.
Mertens, D.M. (2005). Research methods in education and psychology: Integrating diversity with quantitative and qualitative approaches. (2nd ed.) Thousand Oaks: Sage.
www.asia-efl-journal.com
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Thanks for listening!