[GROUP 7][1.10.26] GROUNDED THEORY - INTERACTIVE ACTIVITY

Question 1: Over one academic year, a researcher conducts prolonged participant observation in an English-major cohort at a public university in HCMC. The study focuses on classroom norms, teacher–student relationships, peer collaboration, and how students negotiate local and global identities in daily academic life.

Question 2: A researcher aims to understand how test-preparation practices gradually become normal and taken for granted in Vietnamese English classes, focusing on actions, interactions, and conditions rather than individual feelings or personal stories.

Question 3: A qualitative study explores how three Vietnamese English teachers describe their professional journeys, including their early teaching experiences, key turning points, and changes in identity from pre-service training to in-service teaching through in-depth, scheduled interviews over 10 years.

Question 4: A researcher investigates how one public secondary school in Vietnam implements a new English curriculum in 2025. Data include classroom observations, interviews with teachers and school leaders, and analysis of internal documents, all within the same school context, to help identify the effectiveness of the new curriculum.

Question 5: An English teacher at an English center introduces a new speaking activity in a B1-level class, observes student participation, reflects on the results, revises the activity, and implements it again over several cycles of lessons to improve classroom practice.

Question 6: A researcher seeks to explain how English teachers in a particular public school decide whether to strictly follow textbooks or adapt materials when facing exam pressure, limited class time, and institutional regulations. Data are analyzed through constant comparison to develop an explanatory model.

Question 7: A researcher conducts an in-depth investigation of one Grade 12 English class in a public high school in Vietnam over one semester. Using classroom observations, teacher interviews, and lesson documents, the study examines how high-stakes examinations shape teaching practices and student participation within this specific classroom context, without introducing any instructional changes.

Question 8: A study investigates how teachers at a private English center develop shared beliefs, routines, and informal rules about teaching and assessment through daily interaction and long-term collaboration over a 6-month duration.

Question 9: A qualitative study collects interviews and classroom observations to identify recurring patterns in how Vietnamese English teachers cope with institutional constraints such as large class sizes, exam-oriented testing, and administrative requirements. The researcher develops a theory explaining teacher adaptation.

Question 10: A researcher interviews non-English major students in a particular university to understand their shared lived experience of speaking anxiety in English classes with foreign English-speaking lecturers, aiming to identify the core meanings and emotional structures of that experience.