Outline of a questionnaire (base on Research questions + Chapter 2)

Introduction
Part 1: Background information
Part 2: KEYWORDS of RESEARCH QUESTION 1
Part 3: KEYWORDS of RESEARCH QUESTION 2
Part 4: PARTICIPANTS SUGGESTIONS
PRACTICE
DESIGN AN OUTLINE FOR A QUESTIONNAIRE
Design 4 questions for the questionnaire for the below topic:
“An investigation on the errors in written English sentences among FFL freshmen
at IUH"
Research questions:
1. What common errors in writing English sentences met by FFL freshmen at
IUH?
2. What are possible reasons for these errors in writing English sentences amongst
the FFL freshmen at IUH?
POSSIBLE OUTLINE
Introduction
Part 1: Background information
Part 2: Common errors in writing English sentences
Part 3: Possible reasons cause the common errors in writing English sentences
Part 4: Suggestions
4.How to construct questionnaires
QUESTIONNAIRE FOR STUDENTS
Introduction

1
We are a group of seniors of the Faculty of Foreign Languages at Industrial
University of Ho Chi Minh City. We have created a questionnaire to nvestigate the
benefits and challenges of applying the flipped classroom model to teaching
English at FFL of IUH.
We promise that your all responses will remain anonymous, and they will never be
linked to you personally.
If there are any confusing questions or items, please inform us of it, instead of
skipping them, as your answers are truly valuable to our research. We highly
appreciate your cooperation.
1. Do you go swimming?
o Never
o Rarely
o Frequently
o Sometimes
 Đổi câu hỏi thành How often, thiếu Always, và vị trí bị sai
2. What do you think about the Green Peace attempt to blackmail the Government?
3. What is wrong with the young people of today and what can we do about it?
4. How many books have you read in the last year?
None
1-10
10-20
20-30
Over 30
5. What is the profit of your company, to the nearest one hundred pounds?
6. What do you think should be done about global warming?
Practice
Read the following questionnaire for learners of the research topic: 'A study on the
effectiveness of shadowing technique in self-learning speaking skills among
English-majored juniors at IUH' and revise these questions to be more precise.

2
Q1: Which year are you in?
1. Freshman
2. Sophomore
3. Junior
4. Senior
=> đổi options first, second, third, four.
Q2: In your opinion, how important is self-learning English speaking skills?
1. Really important
2. Important
3. Normal
4. Not important
=> Thiếu lựa chọn số 5: really not important ( sắp xếp thứ tự lại)
03. What acmartes do you often use to self-practice speaking skills
o watch movies with English subtitles and repeat.
o listen to the song US/UK
o familiarize yourself with transcripts.
o get used to the voice in the whole clip.
o use some apps and resources.
o Others:……………….
04. What problems do you have in self-learning speaking skills
o Fear of mistakes
o Low motivation
o Inappropriate method to learn speaking skills.
o Have no suitable documents to learn speaking skills.
o Impatience
 Thiếu others
Q5: Do you use shadowing techniques?
o Yes

3
 o No
 Thay câu 5 thành câu open
Q6: How did you know about shadowing technique?
o Self-learning
o Online tools
o Friends only
o Teachers only
 Thêm other bỏ only
Q7: How much time do you practice shadowing techniques every week?
o 30 minutes
o 30 to 60 minutes
o 1 hour
o 2 hours
o Others:………
 Câu hỏi không thể có câu trả lời chính xác
Q8. How often do you practice shadowing technique?
o Once a week
o Twice a week
o Three times a week
o Every day
Q9. What software do you use to practice shadowing techniques?
………………………………………………………………………………
10. What are the benefits of shadowing techniques in self-learning speaking skills
o Improve pronunciation.
o Improve vocabulary.
o Improve fluency.
o Improve grammar.
o Improve intonation.
o Be confident in communication...
o Others:...

4
A. HOW TO CONSTRUCT QUESTIONNAIRES
STEPS:
1. DECIDING WHICH QUESTIONNAIRE TO USE
2. WORDING AND STRUCTURE OF QUESTIONNAIRE
3.LENGTH AND ORDERING QUESTIONS
4. PILOTING THE QUESTIONNAIRE
5. OBTAINING A HIGH RESPONSE
1. DECIDING WHICH QUESTIONNAIRE TO USE
OPEN QUESTIONS CLOSED QUESTIONS
Tend to be slower to administer. Tend to be quicker to administer.

Can be harder to record responses. Often easier and quicker for the
researcher to record responses.

May be difficult to code, especially if Tend to be easy to code.

multiple answers are given.

Do not stifle response. Respondents can only answer in a

predefined way.

Enable respondents to raise new issues. New issues cannot be raised.

Respondents tend to feel that they have Respondents can only answer in a way
been able to speak their mind. which may not match their actual
opinion and may, therefore, become
frustrated.

In self-administered questionnaires, Is quick and easy for respondents to

respondents might not be willing to tick boxes might be more likely to
write a long answer and decide to leave answer all the questions.
the question blank.

5
 How do you know the meaning of a
blank answer when you come to the
analysis?

Can use open questions to find out all

the possible responses before designing Can include a section at the end of a
a closed-ended questionnaire. closed-ended questionire for people to
Write response if

1. QUESTIONS in a QUESTIONNAIRES
1. The questions links to research aims and objectives.
2. The question is short and simple, so the respondents have the best chance to
understand them.
3. The question uses wording that minimizes the risk of socially acceptable
responses.
4. The question includes the appropriate answer set or suitable responses.
2. WORDING and STRUCTURES of questions
1. Questions should be kept short and simple.
2. Make sure that your questions don't contain some type of prestige bias.
3. Some issues may be very sensitive, and you might be better asking an indirect
question rather than a direct question.
4. Using close-ended question.
5. Avoiding leading questions.
3. Length and ordering questions
1. As short as possible.
2. start with easy questions and complex ones later.
3. with a combined questionnaire, open-ended questions for the end.
4. group questions into specific topics
D. Piloting the questionnaire

6
1. Pilot the questionnaire = test it to check all can be understood (about the length,
structure, and wording).
2. Amend accordingly and re-pilot.
E. Obtaining a high response
QUESTIONNAIRE DESIGN CHECKLIST
Make your questionnaire as short as possible

Make sure people will be able to answer your ques- tions.

Don't assume knowledge or make it seem that you expect a certain level of
knowledge by the way your questions are worded.

Start with easy to answer questions. Keep complex questions for the end

Ask for personal information at the end.

Use a mix of question formats

Avoid double-barrelled questions,

Avoid words with emotional connotations

Avoid negative questions.

Avoid jargon and technical words

Avoid words with multiple meanings.

Avoid leading questions

Avoid vague words such as 'often' and 'sometimes

Provide all possible responses in a closed question.

Consider as many alternatives as possible

Use specific time frames when asking about beha- viour

7
 Use specific place frames, e.g. In which country

HOW TO CONDUCT INTERVIEWS

How many types of interviews?
A. HOW TO CONDUCT INTERVIEWS

Structured interviews Semi-structured interviews Unstructured interviews

-tendency toward more -open and closed ended -tendency toward more
open-ended questions questions open-ended
questions
-required questions and -suggested questions/prompts -no required questions
limited word choices

What should we consider in conducting interviews?

1. Methods of recording
2. The interview schedule
3. Establishing rapport
4. Asking questions
A. HOW TO CONDUCT INTERVIEW
1. Methods of recording
Think about what sort of recording equipment you are going to use; Practice with
recording equipment before the interview takes place.
-Tape recorder
- Video recorder
- Note-taking
- Box-ticking
RECORDING ADVANTAGES DISADVANTAGES
METHOD

8
Tape recorder Can concentrate on listening Rely on equipment - if it fails
to what they say. you have no record of
interview.
Able to maintain eye contact.
Can become complacent - don't
Have a complete record of listen as much as you should
interview for analysis, because it's being recorded.
including what is said and
interaction between Some interviewees may be
interviewer and interviewee. nervous of tape- recorders.

Have plenty of useful

quotations for report.
Video Produces the most The more equipment you use
recorder comprehensive recording of the more chances there are that
an interview. something will go wrong.

Gives a permanent record of This method can be expensive

what is said and includes a and the equipment hard to
record of body language, transport.
facial expressions and
interaction.
Note-taking Don't have to rely on Cannot maintain eye contact all
recording equipment which the time.
could fail.
Can be hard to concentrate on
Is the cheapest method if on a what they're saying and to probe
very limited budget. for more information.

Interviewees may think they Can be tiring.

have something important to
say if they see you taking Will not have many verbatim
notes - while you write they quotations for final report.
may add more information.
Box-ticking Simple to use. Inflexible no scope for
Easy to analyse. additional information.

Easy to compare information Forces interviewees to answer

with that obtained from other in a certain way.
interviews
9
 May leave interviewees feeling
that they have not answered in
the way they would have liked
to have done.
2. The interview schedule
Develop an interview schedule, starting with general, non-personal issues.
-Structure interviews: construct a list of questions
-Semi-structured interviews: a list of questions or topics
-Unstructured interviews: questions or topics
How to develop interview schedule?
HOW TO DEVELOP AN INTERVIEW SCHEDULE

Brainstorm your research topic write down every arna you can think of without
analysis or judgement.

Work, through your list carefully, discarding irrele vant topics and grouping
similar suggestions.

Categotine cach suggestion under a list of more gen- and topics

Onder these general topics into a logical sequence, leaving sensitive or

controversial issues until the end ask about experience and behaviour before
aking about opinion and feelings. Move from gem mal to specif.

Think of questions you will want to ask relating to each of these areas. If you're
new to research you might find it useful to include these questions on your
schedule. However, you do not have to adhere rigidly to these during your
interview.

When developing questions, make sure they are open rather than closed. Keep
them neutral, short and to the point. Use language which will be under- stood.
Avoid jargon and double-barrelled questions (see Chapter 9)

If you need to, revise your schedule after each unter- view

Become familiar with your schedule so that you do not have to keep referring to

10
 it during the interview
3. Establishing rapport and asking questions
a. Arrive in good time
b. Treat interviewees with respect
c. Dress and behave appropriately
d. Negotiate a length of time for the interview and stick to it, unless the interview
is happy to continue
e. Ask open questions, listen to responses and probe where necessary
f. Keep questions short and to the point.
g. Avoid jargon, double-barrelled questions and leading questions
h. listen carefully and acknowledge that you are listening
i. Check recording equipment without drawing attention to it
j. Repeat and summarize answers to aid clarity and understanding
k. Achieve closure, thank them
1. Respect their confidentiality
HOW TO CONDUCT FOCUS GROUPS
The roles of the moderator
-The moderator helps participants to relax, explains the purpose of the group, what
is expected of participants and what will happen to the results. Negotiates a length
for the discussion (one and a half hours) and ask that everyone respects this as it
can be very disruptive having people come in late or leave early. Assure the
participants about anonymity and confidentiality.
- 3 main roles:
+ Asking questions
+ Seeking responses
+ Finishing the focus group
What should we consider in conducting a focus group?

11
1.Recording equipment
-Tape recorder needs to be powerful enough to pick up every voice
- The recorder should be placed on a non-vibratory surface at equal distance from
each participant
2. Choosing a venue
- Find a suitable venue and check availability. Is it accesible physically and
mentally
- Check it is free from background noises, distractions and interruptions
Is the venue accessible in terms of Is the room big enough to
physical access for those with mobility accommodate the number of people
difficulties? you intend to recruit?

Is it accessible in terms of 'mental' Are there enough chairs and are they
access, that is, would the type of people comfortable?
you intend to recruit feel comfortable
entering that building? Is there anything which could distract
the participants (loud noises,
Is the building easy to find and the telephones, doorbells, people entering
room easy to locate? the room, people walking past
windows, etc)?
Is free parking available close by?
Is there anything which could disrupt
Is it accessible by public transport? the recording (ticking clocks, drink
machines, traffic outside, etc)?

3. Recruiting for participants

-Ideal number is 9 or 11 (odd number is better than even number)
-Contact participants and check availability for time and place
The ideal number of participants is When someone has agreed to take part
nine or eleven. Odd numbers work in a focus group, contact them a week
better than even numbers as it is harder in advance to let them. know about the
for people to pair up in breakaway venue, date and time. Telephone them
conversations. the day before to make sure they have
remembered and are still able to

12
 Over-recruit by between three and five attend..
people as some participants, despite
reassurances to the contrary, will not Never force, bully or cajole someone
attend. into taking part. If someone else is
arranging the focus group for you,
Offer incentives. If you cannot afford make sure they do nor force or cajole
to pay partici- pants, offer refreshments people into par- ticipating. Someone
such as wine, soft drinks and nibbles. who does not want to attend usually
Do not provide too much wine as a makes it clear during the discussion.
drun- ken discussion is not productive. This can have a detrimental effect on
the whole group.
The goal is to achieve a free-flowing,
useful and inter- esting discussion. If someone is in a position of power
Think about whether the people you they should not be included in the
are recruiting would be able to chat to group as it may stop others airing their
each other in everyday life. People opinions, although this is not always
must have some sort of common bond possible, as Ex- ample 7 illustrates.
to be able to feel comfortable in a
group and this will probably be the
focus of your research.

HOW TO CARRY OUT PARTICIPANT OBSERVATION

A. In participant observation, the researcher immerses herself into a community,
culture or context. The action is deliberate and intended to add to knowledge
B. To gain access a researcher must be non-threatening, displaying appropriate
behavior and body language and wearing appropriate dress.
C. A useful way of gaining access is to find a gatekeeper who can introduce you to
other members of the community.
D. A researcher needs to do much soul-searching before going into the field as the
experience can raise many ethical, moral and personal dilemmas.
e. It is sometimes quicker and more economical to wait for questions to come to
the researcher, rather than ask questions of informants in the early stage of the
study.
f. field notes may record practical details, methodological issues, personal
thoughts, preliminary analyses and working hypotheses.

13
g. Data analysis takes place in the field so that hypotheses can be discussed with
key information
h. The community should be left on good terms and any written reports should be
given back to the people for their interest and personal comments.
PRACTICE:
Design four closed-ended questions for the questionnaire of the below topic
and its research questions.
Topic: Challenges in writing graduation thesis faced by English- majored seniors
at IUH.
Q1. What are challenges encountered by IUH English-majored seniors in writing
graduation thesis?
Q2. What are possible reasons causing those challenges?
1. In the five chapters of the thesis, which chapter did you think was the most
difficult to write? (Circle one option)
1. Introduction
2. Literature review
3. Research design
4. Finding and discussion.
5. Conclusion
2. When writing Introduction chapter, what difficulties did you encounter?
Strongly Disagree Neutral Agree Strongly
disagree agree
The research objective
is not properly defined.
The research questions
are not written
accurately.
3.In your opinion, which are the difficulties associated with the writer himself
in the process of writing the thesis?
Strongly Disagree Neutral Agree Strongly

14
 disagree agree
Not being aware of the
importance of the thesis
Limited skills related to
reading and writing
4. What are the main causes that lead to difficulties in the process of writing
theses?
Strongly Disagree Neutral Agree Strongly
disagree agree
The members of the
thesis team are not
supportive or
enthusiastic.
Dissertation time is too
short.

15