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LTTT

Luyện tập trước thi môn truyền thông chuyên nghiệp ngành ngôn ngữ anh

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Nguyễn Vy
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4 views3 pages

LTTT

Luyện tập trước thi môn truyền thông chuyên nghiệp ngành ngôn ngữ anh

Uploaded by

Nguyễn Vy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LUYỆN TẬP TRƯỚC THI

HỌC PHẦN RESEARCH METHODOLOGY - ADVANCED


(PHƯƠNG PHÁP NGHIÊN CỨU KHOA HỌC NÂNG CAO)

Question
Write an abstract (about 300 words) for the article below.
Link the article: Xem tại đây.

Expected responses

Important parts Examples

1) Background/ Context of the social or academic relevance


Literature is among the language sources for
Write 1-3 sentences describing the background of the study or improving language proficiency for EFL
the context of social and academic relevance. learners, providing useful lexical and syntactic
examples that facilitate language learning.
Literature is widely recognised in EFL classrooms as a
valuable source of authentic material for language
improvement.
Significantly, students can develop their critical thinking
skills through written and oral discussions about the
texts they read (Fisher, 2003; Kaowiwattanakul, 2009).
Students can paraphrase/ summarize the introduction part in the
article.

2) Purpose of the study/ Research Problems The purposes of this research were to: 1) study
whether the use of literature activities improved
Write 1-2 sentences stating the purpose(s) of the study and
EFL students’ reading skills and critical
research problem(s).
thinking skills according to CEFR at C1 level;
● Research problem: the relationship between 2) investigate students’ critical thinking skills in
literary reading and CEFR in relation to critical studying a literature course; and 3) examine
thinking skills students’ attitudes towards the use of literature
● Research aim: activities in developing reading skills and
First, to examine whether use of literature activities critical thinking skills.
improved the reading skills and critical thinking skills of
EFL students according to CEFR at C1 level. Second, to
investigate EFL learners’ critical thinking skills in
studying a literature course. Third, to examine EFL
learners’ attitudes towards the use of literature
activities in developing reading skills and critical
thinking skills.

LTTT 1
Students can paraphrase/ summarize the research purpose(s) and
research problem(s) introduction part/ literature review of the
article.

3) Sample: Sampling method(s)/ Participant description Through a purposive sampling method, 47


second-year English major students in the
Write 1-2 sentences describing the participants. Students do not
Introduction to Literature Course at a public
need to break this part into a separate sentence, as long as they
university in Northern Thailand were selected.
describe the participants.

Forty seven second-year English major students


(10 males and 37 females) enrolled in the
Introduction to Literature Course in the third
semester of the academic year 2020 at a medium-
sized public university in Northern Thailand
Write about the sampling method: purposive sampling method
Students can paraphrase/ summarize the method part of the
article.

4) Method: Method approach/ Data collection tool(s)/ Data The instruments included five lesson plans using
analysis method(s) literature activities to develop reading skills
Write 2-3 sentences describing the method approach, data and critical thinking skills, a reading test, a
collection tools and analysis. reflective writing task, and a list of semi-
structured interview questions. T-test, mean,
● Design: quasi-experimental design and standard deviation calculations including
● Data collection instruments: five lesson plans using content analysis were used for data analysis.
literature activities based on Reader-Response Theory
to promote reading and critical thinking skills, a reading
test, a writing rubric, a reflective journal, and semi-
structured interviews questions.
● Data analysis method: statistical analysis, content
analysis
Students can paraphrase/ summarize the method part of the
article.

5) Results This study found that the EFL students’ reading


skills and critical thinking skills improved
Write 2-4 sentences reporting the results of the study. significantly following participation in
That is, by means of in-class activities, the students were literature activities based on Reader-Response
provided with opportunities to interact with texts, theory.
express their feelings and ideas, listen to their friends’
opinions, and share and critically reflect on their points
of view and interpretations.
Students can paraphrase/ summarize the conclusion of the article

6) Significance or Implication of the study The EFL students demonstrated average level
Write 1-2 sentence reporting the significance/ implication of the critical thinking skills and they held positive
study attitudes towards the use of literature activities

LTTT 2
In this regard, not only does reading literature enhance for developing reading skills and critical
students’ reading ability, but it also improves critical thinking skills.
thinking skills through the Reader-Response based
learning activities.

7) Limitation/ Further recommendation It is suggested that the study collects more


experimental data from a larger sample size and
It should be noted however that the limitation of this incorporates additional research methods to
research lies in the small sample. This may limit the improve validity of the results.
generalisability of the findings and make
comparison with other studies difficult. Further
studies should attempt to increase the sample size
and to incorporate more students from other fields
of study. Moreover, a comparative study
investigating reading ability and critical thinking
skills between students with different level of
proficiency or other CEFR levels is also
recommended.
Students can paraphrase/ summarize the last paragraph of the
article

LTTT 3

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