Sequencing Research Writing and Research Methodology Courses: Implications from Students’ Course Evaluation
DOI:
https://doi.org/10.54855/ijte.25544Keywords:
course sequencing, Research Writing, Research Methodology, CIPP ModelAbstract
The purpose of this study is to examine if there are any significant differences in Research Writing course evaluation made by English Linguistics (EL) students learning Research Writing (RW) before Research Methodology (RM) (group 1) and those learning RW after RM (group 2) at the International University – Vietnam National University (IU-VNU), from which students' perceptions towards the sequencing of the two courses are discovered. Initially, a questionnaire was designed to collect the RW course evaluation from 119 EL students in both groups. Subsequently, the Mann-Whitney U test was employed to identify which questionnaire items showed significant differences between group 1 and group 2 responses, from which interview prompts were developed to elicit interviewees’ perceptions of RM-RW course sequencing in both groups. The study revealed that four items showed significant differences between group 1 and group 2’s evaluations. Moreover, all interviewees perceived that taking RW after RM helped facilitate RW learning more than taking RW before RM. These findings may suggest that RW should be required to learn after RM to improve the performance of IU EL students in the RW course.
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