EXERCISES OF RESEARCH METHODS 1. Were the following studies u!lit!ti"e or u!ntit!ti"e? Ti#$ the !%%ro%ri!te &o'.

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 sub ective impressions. !n addition, she asked a colleague to become a participant observer in her classroom and made a record of the teaching and learning going on. !f she collected data in this way, was her study qualitative or quantitative ? (. She randomly assigned the students to two groups. "ne group used the traditional materials and the other group used the innovative materials. #esides, 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. !f she collected data in this way, was her study qualitative or quantitative ? (. Re!d the following e'tr!#ts fro) TESO* !rti#les !nd !nswer the uestions &elow 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 s illed teachers, and a dis!unction between curriculum rhetoric and pedagogical reality. "espite 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 e#plore the impact of English on educational policies and practices in countries in the AsiaPacific region, particularly $ainland %hina, Hong &ong, 'apan, &orea, $alaysia, Taiwan, and (ietnam. These countries were chosen because they represent a range of contrasting characteristics and features, from developed to developing, e#-colonial to independent, large to small, and culturally diverse to culturally cohesive.

...) first collected and analy*ed published policy statements, documents, and programs drawn from a number of sources, including recent boo s, articles, government reports, syllabuses, and curriculum documents. ) obtained these materials in several different ways. +ome were publicly available, others were provided by informants. These documents provided a bac drop for more detailed data collection through guided interviews with informants. The second source of data was guided interviews with -. informants, the ma!ority of whom ) had met in the course of teaching and researching in the region over many years. )n other instances, regional officials from the /ritish %ouncil and the 0nited +tates )nformation +ervice provided me with contacts. The informants represented different positions, interests, and perspectives within the educational sectors of their respective countries, including academics1teacher trainers, ministry officials, publishers, and teachers.... %&rom 'unan, (avid. Tesol Quarterly, )ol *+, 'o ,, -inter .//*0 1. -hat is the research aim of the study? ................................................................................................................................... . (. -hat is the population and the sample of the study? ................................................................................................................................... .+. -hat is the data collection method of the study? ................................................................................................................................... . +. Write the det!ils of following sour#es in order in ! list of referen#es 1.&or a &oo$ 'ame of author1 2ear of publication1 Title of publication1 8lace of publication1 8ublisher1 . (.&or a ,ourn!l !rti#le 'ame of author1 Alan #erreta 2ear of publication1 344/ Title of publication1 !mplementation of the #angalore 8ro ect Title of ournal1 Apllied 6inguistics )olume number1 33 !ssue number1 , 8age number%s01 *.3 9 ,/ (avid Allwright 3455 "bservation in the 6anguage 7lassroom 6ondon 6ongman

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-. Write s%e#ifi# instru#tion for e!#h uestion in ! uestionn!ire &elow . :;ample1 <uestion1 (id you watch television last night? 2es = > 'o = > Response selected from one of two alternatives Instruction1 Tick the appropriate box ./ESTIO00AIRE FOR TEACHERS This questionnaire aims at surveying the issues of teaching listening in ?Tieng Anh 3/? at (ao (uy Tu High School in <uang #inh province. 2our contribution is of great value to my research. The data collected will be served the study purpose only, not for any others. 8lease answer the questions by circling the option you choose. 2ou 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)1............................................. Gender:

Male Female

A e1 ........................................................... !o" lon #ave you $een teac#in listenin ? .................................................................... !ave you attended any "or%s#ops on &istenin Teac#in ' a( )es $( No

1. How i)%ort!nt !re high s#hool listening te!#hing s$ills1 Response selected from one of three alternatives Instruction1 a. )ery important b. !mportant c. 'ot very important

d. 'ot important. (. Wh!t !re the re!sons1

Response provided $y t#e informant Instruction1 ............................................................................................................................................. +. Do 2ou find it diffi#ult to te!#h listening1 Response selected from one of four alternatives Instruction1 a. )ery difficult b. (ifficult c. 'ot very difficult d. 'ot difficult -. Wh!t !re the re!sons1 Response provided $y t#e informant Instruction1 .............................................................................................................................................. . 3. If 2our !nswer is No4 whi#h st!ge is often o)itted1 Response selected from one or two of three alternatives Instruction1 a. 8re$listening b. -hile$listening c. 8ost$listening 5. Wh2 is it o)itted1 Response selected from one or two of three alternatives or your o"n opinion( Instruction1

a. Time limitation

b. StudentsA low interest in this stage c. !t is not necessary

d. "thers %please specify01 ................................................................................................... 6. How often do 2ou org!ni7e %re8listening !#ti"ities1 Response selected from one of four alternatives Instruction1 Tick the appropriate box

9re8listening A#ti"ities 8rediction )ocabulary presentation (iscussion Bsing visual aids% picturesCphotos0 Duiding questions Dames "thers

:er2 often

So)eti)es

R!rel2

0e"er

;. How often do 2ou te!#h 2our students listening s$ills or str!tegies1 Response selected from one of four alternatives !nstruction1 a. )ery often b. Sometimes c. Earely d. 'ever

<. How often do 2ou org!ni7e wor$ !rr!nge)ents in 2our listening #l!ss1 Response selected from one of four alternatives Instruction1

Wor$ !rr!nge)ent !ndividual work 8air work Droup work 7ollective work

:er2 often

So)eti)es

R!rel2

0e"er

1=. Wh!t f!#ilities do 2ou use in listening lessons1 Response selected from one or more among alternatives or your own opinion Instruction1 a. Eadios b. 7assette recorders c. Audio tapesC 7( d. )ideo e. 7omputers f. The internet

g. "thers %please specify01 11. Wh!t %ro&le)s in 2our listening te!#hing re)!in unsol"ed1 Response provided $y t#e informant Instruction FFFFFFFFFFFFFFFFFFFFFFFFFFFFFF.

1(. In 2our o%inion4 wh!t #!n &e done to )!$e the listening lessons !t gr!de 1= )ore interesting !nd effe#ti"e1 Response provided $y t#e informant s Instruction1 FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF. 3. Write rese!r#h uestions for e!#h of the following rese!r#h to%i#s >Ad!%ting the #urrent ES9 #ourse&oo$ for Co)%uter S#ien#e Students !t :inh /ni"ersit2? Rese!r#h .uestions@ The study is to answer the following questions1

&. GDesigning So)e S!)%le /nits for ES9 Students of Constru#tion !t College of /r&!n Wor$s Constru#tionH Rese!r#h .uestions@ In order to attain t#e a$ove aims* t#e study tries to ans"er t#e follo"in +uestions: