English-Majored Students’ Research Engagement: Research Areas, Limitations and Implications

Cuong Huy Pham

doi:10.52296/vje.2021.28

Authors

Cuong Huy Pham University of Economics and Law, Vietnam National University, Ho Chi Minh City

DOI:

https://doi.org/10.52296/vje.2021.28

Downloads
PDF

How to Cite

Pham, C. H. (2021). English-Majored Students’ Research Engagement: Research Areas, Limitations and Implications. Vietnam Journal of Education, 5(1), 18–23. https://doi.org/10.52296/vje.2021.28

Download Citation

Abstract

This study draws on the data set of 73 research reports written by senior students specializing in English language to identify the common research areas pursued by these students. It also aims to explore the issues emerging from the process of writing research reports through in-depth analysis of ten of the projects. The findings show that most of the students opted for research topics in English language teaching, diverting rather significantly from their minors in Business English and Translation and Interpreting. Prominent issues arising from writing the research reports include the rigor of the problem statement, the diversity and relevance of references, limited critical analysis and students’ linguistic resources. The study offers preliminary insights into students’ research engagement, choices of research areas and limitations in writing research reports, which enables lecturers to develop strategies for research supervision. It also provides implications in terms of teacher-student research partnership as well as curriculum and syllabus design that integrate research-related components.

Downloads

Download data is not yet available.

References

Atweh, B., & Burton, L. (1995). Students as researchers: Rationale and critique. British Educational Research Journal, 21(5), 561-575. doi:10.1080/0141192950210502

Badke, W. B. (2012). Teaching research processes: The faculty role in the development of skilled student research. Oxford: Chandos Publishing.

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2). doi:10.1186/s41239-019-0176-8

Bureau of Science, Technology and Environment (2020). Student research awards of 2020. Vietnam Ministry of Education and Training. Retrieved from https://moet.gov.vn/tintuc/Pages/tin-tong-hop.aspx?ItemID=7003

Burton, V. T., & Chadwick, S. A. (2000). Investigating the practices of student researchers: patterns of use and criteria for use of internet and library sources. Computers and Composition, 17(3), 309-328. doi:10.1016/s8755-4615(00)00037-2

Carlson, J. (2006). An examination of undergraduate student citation behavior. The Journal of Academic Librarianship, 32(1), 14-22. doi:10.1016/j.acalib.2005.10.001

Erickson, R. A. (2001). Why involve students in research? Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference. https://digitalcommons.unl.edu/nchcschreyer2/10

Hayden, M., & Pham, N. T. (2010). Vietnam’s higher education system. In G. Harman, M. Hayden, & N. T. Pham (Eds.), Reforming higher education in Vietnam: Challenges and priorities (pp. 15-30). New York: Springer.

Kincheloe, J. L., & Steinberg, S. R. (2002a). Students as researchers: Critical visions, emancipatory insights. In S. R. Steinberg & K. L. Kincheloe (Eds), Students as researchers: Creating classrooms that matter (pp. 2-19). Bristol: Taylor & Francis.

Kincheloe, J. L., & Steinberg, S. R. (2002b). Making meaning and analyzing experience - student researchers as transformative agents. In S. R. Steinberg & K. L. Kincheloe (Eds), Students as researchers: Creating classrooms that matter (pp. 228-246). Bristol: Taylor & Francis.

Maunder, R. E., Cunliffe, M., Galvin, J., Mjali, S., & Rogers, J. (2012). Listening to student voices: Student researchers exploring undergraduate experiences of university transition. Higher Education, 66(2), 139-152. doi:10.1007/s10734-012-9595-3

Mayring, P. (2004). Qualitative content analysis. In U. Flick, E. v. Kardorff, & I. Steinke (Eds.). A companion to qualitative research (pp. 266-269). Thousand Oaks: Sage.

Mieg, H. A. (Ed.) (2017). Inquiry-based learning - undergraduate research: The German multidisciplinary experience. Berlin, Germany: Springer Open.

Sharp, J. A., Peters, J., & Howard, K. (2002). The management of a student research project (3rd ed.). Burlington: Gower.

Steinberg, S. R., & Kincheloe, K. L. (Eds). (2002). Students as researchers: Creating classrooms that matter. Bristol: Taylor & Francis.

Woeste, L. A., & Barham, B. J. (2007). Undergraduate student researchers, preferred learning styles, and basic science research: A winning combination. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(2), 63-66. doi:10.3200/tchs.81.2.63-66

Zimbardi, K., & Myatt, P. (2014). Embedding undergraduate research experiences within the curriculum: a cross-disciplinary study of the key characteristics guiding implementation. Studies in Higher Education, 39, 233-250. doi:10.1080/03075079.2011.651448