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Example research essay topic: High School Students Viet Nam - 1,439 words

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... quite successful if the members were not willing to do the implementation. Havelock (1973) stated that "the focus of action research is on the identification of problems by teachers themselves rather than on those defined by an outside consultant or change agent." Michael Weedall (2004) stated that "The goal of the pre implementation stage is to develop a plan and create a shared vision of the plan. The implementation stage is where the plan is carried out and adjustments are made. " According to Havelock (1971) "A problem - solving approach is also at the basis of action research, whose aim is to make use of research in modifying and improving curriculum practice, thus having a direct relationship to innovation and reform." This action research was evaluated through the increasing number of students on the enrolment lists each course, the results of students of every final test and the attitudes of students towards the innovating textbooks. METHODOLOGY I. REVIEW OF SELECTED FACTORS AFFECTING THE IMPLEMENTATION OF INNOVATION 1.

Subjects: a. Teaching staff: In general, there are 114 teachers at Nong Lam University, Center for Foreign Studies, 2 of these have Doctor degree, 12 have Master degrees, 7 have Diploma in TESOL, and the rest of Vietnamese teachers got B. A degrees. There are 3 American teachers, 3 British, 2 Australians and 1 Philippine teacher. Among these teachers at the head division, there are 22 teachers who specialize in teaching grammar, and most of them have been teaching grammar over eight years.

In particular, there are 14 teachers at Bien Hoa division, one of them has Master degree, one of them has diploma in TESOL and 12 have B. A degrees. Four teachers specialize in teaching grammar. Two out of these four have been teaching grammar for over five years, and the other the two have been working with grammar for more than three years. Therefore, all teachers who specialize in teaching grammar at the head division and at Bien Hoa division (division 4) have enough experience to evaluate the new materials of teaching grammar. b.

Students: Before the innovation, there were only 7 classes with 297 students in February, 2003. There were 138 students (46, 5 %) coming from secondary schools and high schools. 52 of them (17, 5 %) came from other university (Lac Hong University). 28 learners (9, 5 %) came from domestic and foreign companies. 79 learners (26, 5 %) were looking for jobs while learning English. All students came from secondary schools, high schools and university stated in the questionnaires (Appendix A) that they liked to study well at grammar to do better at their own schools. Most learners who were looking for jobs also concerned about grammar to pass the tests of National Certificates. Therefore, grammar played an important role in their learning process. 2. Old grammar book At the elementary level, we had 3 classes: 100 A, 100 B and 200 A.

The Fundamentals of English Grammar book was discriminated from chapter 1 to chapter 5 for 100 A and from chapter 6 to chapter 10 for 100 B and from chapter 11 to 15 for 200 A. Each chapter divided into 4 or 5 smaller grammatical points, and every smaller point had 3 exercises to be done. This book is good for intensive classes but not good for extensive classes whose students came to school only 3 times a week for 3 reasons. First of all, the methodology of this grammar book took a lot of time for students to study. Students studied only one small grammatical point and they had to do 3 exercises. Sometimes one period is not enough to finish each point.

As a result, at the division 4, there were only 16 periods to study grammar each course, so teachers could not finish the book when the course ended. Therefore, students never completed their background of grammar of elementary level, and they often got low marks in every end-of-course tests, especially in the National Certificate Examinations. In addition, many students coming from secondary schools and high schools did not fulfill their desires of learning grammar to do well at their schools. What they needed most in grammar was to master the theories in order to do the test because English at secondary schools and high schools in Viet Nam nowadays are still mainly focused on reading and grammar.

We could not avoid this fact. We just changed the methods of teaching speaking, listening, reading and writing, but grammar is students' need. Even if students could complete the whole book, there were some grammatical points lacking from their school educational systems because the two educational systems were different. Finally, the two reasons above made the Center not attract so many secondary school and high school students in the area while there are 4 secondary schools and 5 high schools around.

These schools are the researcher's big potential in the position of division manager. As this matter of fact, the division manager tried to make an innovation in order that (1) the Center could meet the students' need, (2) the Center could provide students enough background of elementary level in a shorter time not only to do the test well at the Center but also to study effectively at students' own schools, (3) and the Center could attract more secondary school and high school students in the area around. 3. The new textbooks The new grammar books were designed for three classes in the elementary level, 100 A, 100 B and 200 A. Each book contained 3 chapters in terms of Tenses, Verbs and Structures. Every grammatical point provided learners with thorough theories, explanations and examples. Then there would be one or two exercises with ten or fifteen questions for each.

These looked like the traditional methodology. But it was easy for students to understand what they were learning. Every grammatical point and its exercises were designed for one period so that students did not be distracted when they moved to the other point in the following days. After each chapter, there would be a general review exercise for students to consolidate what they had learned. Furthermore, when students finished their learning program of the elementary level in 200 A class, they had to do the General Review Exercises of every grammatical point that they had learned from 100 A to 200 A. These exercises helped students consolidate all important grammatical points for their basic background in grammar.

II. THE PROCEDURES OF DOING THE INNOVATION OF THE TEXTBOOK "GRAMMAR" Based on the action research, the researcher used the problem-solving model to discover the problems at his division. The big problem was the textbook of grammar of the head division of Nong Lam Center was not suitable for the division 4 at Bien Hoa city. Grammar was a very important subject at this division. "What the users thinks they need is the primary concern of any would-be consultant or helper and the diagnosis of their needs has to be an integral part of the total process. " (Everard & Morris, citing Lavelle, 1984, P. 68). Then the researcher in the position of the division manager met with the board director to discuss about the problem.

However, no suggested books were considered to be the most relevant for the particular division. Finally, the division manager decided to use several books to compile some materials that contained all the grammatical points that the learners needed, and designed each unit with thorough theories and sufficient exercises not only to save time but also to provide learners all basic important background of grammar for their elementary level. Step 1: Discovering learners' needs based on the results of the exams and the complaints from teachers who were in charge of teaching grammar. Test description: There were 3 sections in the tests. The first section was listening and there were from 10 to 15 questions. The second section was grammar and structures, and it contained 40 questions.

The third section was to check vocabulary and reading comprehension, including 10 questions of vocabulary and 10 questions for reading comprehension. Looking over the test, we could see that the grammar and structure section was the most important part in the test at Nong Lam University, Center for Foreign Studies in particular, and it was the same important part of every test in Viet Nam in general. That was one of the reasons why the researcher tried to help his learners improve their background of grammar and structures. The results of learners in section 2 from the final exams at the division 4 before the innovation were very l...


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