INTRODUCTION
Rationale
English has gained immense global popularity, serving as a vital bridge between nations Recognizing its significance, the Vietnamese Government and its citizens view English as crucial for global integration and improving sectors like the economy, education, foreign relations, and healthcare A key concern for educators is equipping students with the ability to apply English in real-life situations To align with this goal, the Ministry of Education and Training (MOET) in Vietnam advocates for a student-centered teaching approach, where teachers act as facilitators and guides This method fosters creativity, problem-solving, and self-directed learning, while also cultivating essential skills such as independence, responsibility, cooperation, and critical thinking among students.
The Government of Vietnam has initiated various programs aimed at promoting English language proficiency while also enhancing the quality of English language teaching and learning.
In 2008, the Ministry of Education and Training launched the National Foreign Languages Project, approved by the Prime Minister, to make English a compulsory subject in schools, starting from the 3rd grade By 2020, the initiative aimed for most Vietnamese students graduating from secondary and higher education to confidently use a foreign language in a multilingual and multicultural environment The project encompasses significant reforms in education management, teaching staff development, teaching methods, and curriculum and textbook renovation, with the latter being crucial for overall educational improvement In November 2012, the Ministry issued a pilot curriculum and new textbooks for secondary education, focusing on enhancing students' communicative competence in English By the end of upper secondary school, students are expected to achieve skills at the third level of the Vietnamese Foreign Language Competence Framework, equivalent to B1 in the Common European Framework of Reference for Languages.
Based on the pilot curriculum, a new series of English textbooks for upper secondary students, including Tieng Anh 10, Tieng Anh 11, and Tieng Anh 12, has been developed These textbooks feature a distinct format, with a notable emphasis on the "Project" section at the end of each unit, designed to incorporate Project-Based Learning (PBL) methods The projects are diverse and closely related to real-life topics, making them practical and implementable for both teachers and students.
Project-Based Learning (PBL) is a student-centered approach that empowers learners to choose their project topics and understand the significance of their work, including assessment criteria This autonomy fosters intrinsic motivation and active engagement, which are crucial for PBL's success, as highlighted by Moursund (1999) By simulating real-life scenarios, PBL encourages in-depth exploration of relevant subjects, allowing students to learn in an authentic and multidisciplinary environment (Moursund, 2003).
Since its introduction in 2014, Project-Based Learning (PBL) has been implemented in only two high schools in Quang Binh province, revealing several challenges for both teachers and students Many current English teachers graduated before 2000 and are accustomed to traditional teaching methods, lacking familiarity with project-based activities Additionally, the absence of official training courses has hindered their effectiveness in implementing PBL Typically, students are assigned the same project at the end of each unit, but their varying skill levels and differing learning objectives complicate this approach Teachers often struggle to provide adequate guidance due to time constraints, leaving students without the necessary instructions and support to complete projects successfully Consequently, students may feel demotivated, viewing project work as time-consuming compared to traditional grammar exercises and written tests that better prepare them for their General Certificate of Secondary Education and university entrance exams.
For the reasons mentioned above, the author of this paper would like to conduct this research entitled “ An investigation into the application of Project-
The article explores the implementation of Project-Based Learning (PBL) in high school English classes in Quang Binh province, aiming to identify challenges faced during project execution It also seeks to provide practical suggestions for teachers interested in effectively applying PBL methods in their English instruction.
Aims of the study
This study aims to explore the perceptions of upper secondary English teachers and students regarding Project-Based Learning (PBL) and its application in the classroom It also seeks to identify the challenges and difficulties faced by both teachers and students when implementing PBL in English lessons The researcher will provide recommendations to help mitigate these issues and enhance the effectiveness of PBL in education.
Significance of the study
This study serves as a valuable resource for administrators and policymakers aiming to enhance teaching practices, while also equipping teachers with effective strategies for implementing Project-Based Learning in English classes Additionally, it raises awareness among both educators and students about the significance of Project-Based Learning, enabling them to identify tailored methods and solutions that meet their specific learning needs.
Research questions
In order to achieve the aims mentioned above, the study seeks the answers to the following questions:
1 What are teachers’ and students’ perceptions of Project-BasedLearning?
2 How do teachers implement Project-Based Learning in their teaching?
3 Are there any problems that teachers and students encounter in implementing Project-Based Learning?
Scope of the study
A study involving 60 tenth-grade students from Vo Nguyen Giap Gifted High School and Ninh Chau High School was conducted, focusing on those using the Pilot Textbook Tieng Anh 10 The participants, aged 15 to 16, have been learning English for eight years, demonstrating a good command of the language Additionally, the research included insights from 20 English teachers from both high schools.
Design of the study
The study is organized into five key sections, beginning with Chapter 1, which presents the introduction This chapter outlines the rationale and objectives of the research, formulates the research questions, defines the scope of the study, and highlights its significance and design.
Chapter 2, Theoretical Background, presents the theoretical background of the research and issues related to Project-Based Learning applied in English language teaching.
Chapter 3 is for Methodology in which the author describes how the experiment was carried out The chapter consists of the research methodology, the context of the study, participants, data collection instruments and the research procedure.
Chapter 4, Findings and Discussions, is reserved to reveal the findings drawn through the analysis of both the collected data and opinions The discussions were conducted based on the findings.
Chapter 5 is for the Conclusion, which presents the summary of the key findings of the research, limitations, some pedagogical implications and suggestions for further study.
THEORETICAL BACKGROUND
Project-Based Learning
A project is defined as an organizational unit tasked with addressing a unique and complex challenge, as stated by Mintzberg (1983) This perspective is echoed by Collins (1987), highlighting the shared understanding of what constitutes a project.
A project is defined as an idea or plan intended for future execution or currently in progress, and it may also involve an in-depth study of a specific topic.
Projects share common characteristics despite varying definitions A key feature is their specific timeframe, with defined start and end dates Many initiatives labeled as "projects" may actually be programs due to their indefinite duration and broader objectives Additionally, successful projects must have clear and identifiable goals that are achievable Lastly, projects encompass a variety of activities that yield quantifiable deliverables, collectively contributing to the overall objective.
According to Thomas (2000), a project is a complex task that addresses problems faced by students, takes place over a specific timeframe, and results in tangible outcomes such as presentations, exhibitions, or publications Thompson and Beak (2007, as cited in Cruz & Vik, 2007) emphasize that projects should be long-term, involve teamwork, and lead to a significant final product Therefore, it is important to note that not every task qualifies as a project.
People classified projects into many different types or categories Haines based on the ways to report the information to divide projects into 3 categories:
Production projects encompass a variety of creative outputs such as bulletin board displays, video and radio programs, poster sessions, written reports, photo essays, letters, and handbooks Performance projects involve engaging activities like debates, oral presentations, food fairs, and fashion shows Additionally, organizational projects focus on the planning and establishment of clubs, conversation tables, or conversation partner programs, fostering community interaction and collaboration.
Legutke and Thomas (1991) and Haines (1989) classify projects into five distinct categories based on data collection techniques and information sources The first category is Survey projects, which primarily focus on interviews and findings, potentially including displays The second category also encompasses Survey projects, emphasizing interviews and summaries The third category consists of Research projects that involve reports and display elements, while Text projects are dedicated to analyzing written content rather than interactions with individuals The fourth category, Encounter projects, facilitates face-to-face interactions with guest speakers or external individuals, enriching the learning experience.
Correspondences projects which involve communication with individual.
Henry (1994) identified three project types based on the level of control teachers and students have over project activities Structured Projects are fully organized by the teacher, including the topic, materials, methodology, and presentation Unstructured Projects, on the other hand, are primarily defined by the students Semi-structured Projects strike a balance, with both teachers and students contributing to the definition and organization of the project.
In summary, educators should select the most appropriate project format based on the teaching context, curriculum objectives, student levels and interests, as well as time and material constraints Additionally, combining various project types can help achieve the desired teaching goals To make informed decisions, teachers need a comprehensive understanding of Project-Based Learning (PBL), which will be explored in the next section.
2.1.2.1 Definitions of Project-Based Learning
Project-Based Learning (PBL) has been defined in various ways by researchers, with Kasíková's study highlighting that it typically takes around twenty years for new academic concepts to be integrated into public school teaching This timeline also applies to the adoption of PBL in educational practices.
A project involves a task that demands initiative, creativity, and organizational skills, along with a responsibility for addressing related challenges It represents a unique learning opportunity where students can select their own topics and research directions, leading to outcomes that are only partially predictable.
Project-based learning (PBL) is an engaging teaching method where students tackle real-world problems and challenges According to De Jesus (2012), this dynamic approach not only fosters collaboration in small groups but also helps students develop essential cross-curricular skills.
Project-Based Learning (PBL) handbooks emphasize that projects are intricate tasks centered around challenging questions or problems These projects engage students in activities such as design, problem-solving, and decision-making, allowing them to work independently over extended periods Ultimately, PBL culminates in the creation of realistic products or presentations, enhancing students' learning experiences.
According to Fletcher (2008), Project-Based Learning is an effective educational method that encourages students to tackle complex problems through research This instructional strategy, highlighted by Gonzales and Nelson (2005, as cited in Yalỗın et al., 2009), is essential for success in today's evolving academic landscape The Project-Based Approach not only facilitates the acquisition of knowledge and content but also equips students with vital skills applicable across various educational fields, all while engaging them in research on real-world topics.
According to Bell (2010), Project-Based Learning (PBL) is a learner-centered instructional method that encourages students to formulate questions and conduct research with teacher guidance Unlike traditional lesson plans that follow a strict path to achieve specific learning outcomes, PBL promotes an in-depth exploration of meaningful topics, fostering a deeper understanding and engagement in the learning process.
Project-Based Learning (PBL) offers engaging educational experiences that immerse students in complex, real-world projects, allowing them to develop and apply essential skills and knowledge While the benefits of PBL are evident, challenges may arise in effectively allocating resources such as time and materials.
Researches on PBL
Project-based learning (PBL) has gained significant attention in recent years, leading to numerous studies on its application in language teaching Research conducted both globally and in Vietnam has explored the effectiveness of PBL in enhancing language acquisition and engagement among learners.
Kubiatko and Medková (2011) explored the application of Problem-Based Learning (PBL) in science education, highlighting its advantages for teaching natural sciences They emphasized the shift in the teacher's role from traditional instruction to that of a facilitator, which is crucial for effectively integrating PBL into the curriculum During biology didactics seminars, students engaged in this method by presenting three distinct projects focused on biology The presentations revealed several imperfections in the students' projects, providing valuable insights for improvement.
Meyer (1997) investigated the challenge-seeking behavior of fourteen fifth and sixth grade students during project-based mathematics instruction, focusing on five key research areas: academic risk taking, achievement goals, self-efficacy, volition, and effect The study utilized data from a tolerance for failure survey, an adaptive learning pattern survey, and individual interviews regarding students' actions in a math project Findings indicated that while the surveys provided insights into general challenge-seeking patterns, a deeper understanding of individual and contextual factors was essential for effectively supporting students in challenging academic tasks Ultimately, the results demonstrated that project-based learning significantly enhanced students’ achievement levels.
Tsiplakides (2009) wrote in his article about implementing project work in the teaching of English as a foreign language in Greek state primary schools.
The article highlights the challenges faced by students while emphasizing the advantages of their involvement in project work It aims to bridge theory and practice, offering practical insights for educators to successfully implement project-based learning in foreign language settings.
In Vietnam, numerous studies have been conducted on project-based learning (PBL), including a significant research project titled “Using Project-Based Learning to Enhance English for Specific Purposes (ESP) Vocabulary Among Second-Year Students at Industrial Economics and Technology College.”
The study indicates that Problem-Based Learning (PBL) is an effective strategy for educators at the Industrial Economics and Technology College to implement in English for Specific Purposes (ESP) courses It is essential for teachers to create a diverse range of projects, incorporating both long-term and mini-projects to enhance the learning experience.
T T H Pham (2014) in her M.A focused on speaking skill through
The study focused on enhancing tenth-grade students' English speaking skills at An Lao High School through Project-Based Learning (PBL) Findings indicate that PBL is an effective method for improving students' speaking abilities, providing a valuable approach to English language instruction in optional lessons.
Le (2014) conducted research at Hong Duc University, focusing on the use of project-based learning (PBL) to improve English speaking skills among third-year English majors The study identified several challenges that students face in developing their speaking abilities However, the findings revealed that implementing the PBL approach in speaking lessons significantly enhanced students' competence in the language.
Previous studies have highlighted the use of Project-Based Learning (PBL) in language teaching, particularly in integrated skills lessons However, there is a lack of research on the implementation of PBL in high school English classes using new pilot textbooks Therefore, it is crucial to investigate the application of PBL in these settings to identify the challenges faced by both teachers and students.
In Vietnam, the Project-Based Learning (PBL) method has recently been integrated into the pilot curriculum, particularly in the new set of pilot textbooks Each unit concludes with a "Project" section specifically designed to implement PBL strategies This article will explore key features of the high school pilot curriculum and its accompanying textbooks.
An introduction to the upper secondary pilot curriculum and textbooks 30 1 The objectives of the upper secondary pilot curriculum and textbooks 30 2 The contents of the upper secondary set of pilot textbooks
2.3.1 The objectives of the upper secondary pilot curriculum and textbooks
Following the continuation of the lower secondary set of pilot textbooks,
The Tieng Anh series for grades 6 to 9, along with the upper secondary pilot textbooks, represents a new educational initiative for Vietnamese upper secondary schools Approved by the Minister of Education and Training on November 23, 2012 (Decision No 5209/QĐ-BGDĐT), this curriculum is designed to enhance students' communicative competence in English By the end of upper secondary education, students are expected to achieve proficiency in listening, speaking, reading, and writing at the third level of the Vietnamese Foreign Language Competence Framework, which aligns with the B1 level of the Common European Framework of Reference for Languages.
2.3.2 The contents of the upper secondary set of pilot textbooks
There are four familiar themes which are repeatedly used in the three grades with the aim to develop upper secondary students’ communicative competence in English.
Each grade's textbook set includes 10 units organized around common topics, split evenly into two volumes Volume 1 covers the first semester with 5 units, while Volume 2 is designated for the second semester, also containing 5 units.
The topics related to the four themes are delivered into the three grades as follow:
Our lives Grades The me
• Inventions that have changed our lives
• Caring for those in need
• Leaving school and choosing a career
Our Environment Grades The me
Our Future Grade s Topi cs
• Using the World Wide Web for leaning, …
• People and the environment in conflict
Table 2.1 Themes and topics in the high school pilot curriculum
(Adapted from Decision No 5209/QĐ-BGDĐT) 2.3.3 The structure of the upper secondary set of pilot textbooks
The grade's textbook series includes 10 units, each divided into six parts, and is designed to be taught over 8 periods with 8 lessons Teachers customize the lesson distribution according to their objectives and the varying proficiency levels of their students.
RESEARCH METHODOLOGY
Context of Study
Quang Binh, located in central Vietnam, is approximately 500 kilometers south of Hanoi and 1,200 kilometers north of Ho Chi Minh City The province features a 116-kilometer coastline along the Eastern Sea and shares a 201-kilometer border with Laos Comprising a city, a town, and six districts with 156 communes and wards, Quang Binh has a population of 872,925, with 80.42% residing in rural areas and 19.58% in urban settings The province boasts a robust labor force, with 49.28% of its population engaged in various occupations As of 2013, over 25,000 individuals held undergraduate degrees, while more than 600 had master's degrees, and nearly 50 were doctors or associate professors Additionally, nearly 105,000 workers, representing 25% of the workforce, have received training.
The provincial secondary education system comprises 165 lower secondary schools and 33 upper secondary schools Since 2012, over 120 lower secondary schools have implemented the pilot curriculum and textbooks from the "Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020" initiative In contrast, the new curriculum and textbooks for high schools have only been adopted in two institutions under the Quang Binh Department of Education and Training: Vo Nguyen Giap Gifted High School and Ninh Chau High School.
The research was conducted at VNG Gifted High School in Dong Hoi city and Ninh Chau High School in Quang Ninh district, both of which have implemented pilot textbooks and Project-Based Learning (PBL) in their English teaching for three years VNG Gifted High School is recognized as a leading selective school in the province, while Ninh Chau High School is also known for its high educational standards and successful students Both institutions cater to grades 10, 11, and 12, with each grade comprising ten classes, similar to many other Vietnamese high schools.
VNG Gifted High School and Ninh Chau High School are recognized as leading institutions in the province for English education, implementing the National Foreign Language Project 2020 with pilot textbooks as core materials The introduction of these new textbooks has significantly enhanced the teaching and learning environment at both schools Students, who have been studying English since grade 3, demonstrate intelligence, creativity, and diligence, resulting in strong English knowledge and communication skills that enable them to complete projects effectively and present confidently Additionally, the schools boast a highly qualified teaching staff, with all teachers achieving a C1 proficiency level, making them well-equipped to employ Project-Based Learning (PBL) in their English instruction.
Despite the benefits, teachers and students face several challenges in the educational process Teachers often struggle to balance the delivery of extensive linguistic knowledge while simultaneously developing integrated skills in their students The new pilot textbooks, while mandated, need to be adapted to better align with students' individual needs and preferences Furthermore, many teachers remain accustomed to traditional teaching methods, which can hinder the implementation of project-based learning (PBT) Additionally, the varying proficiency levels among students in different classes, along with their distinct learning objectives in English, necessitate a flexible approach to teaching methods.
Participants
The study involved 30 Mathematics major students from VNG Gifted High School and 30 students from class 10A1 at Ninh Chau High School, all aged between 15 and 16 Each participant has a minimum of six years of English study and demonstrates a strong motivation to learn the language The selection of this grade level is significant, as these students have utilized the pilot textbook as their primary resource for over four years, from grades 6 to 9, allowing them to become accustomed to project-based learning (PBL) and enhancing their understanding of its concepts.
A study was conducted involving 20 qualified English teachers from selected high schools, chosen for their teaching experience and academic credentials All participants possess at least a bachelor's or master's degree and demonstrate strong English proficiency Their teaching experience ranges from 3 to over 10 years, and each has utilized the new textbooks for a minimum of one year.
All 80 participants were invited to answer two questionnaires, one for teachers and another for students, and eight of the teachers were invited to take part in ethnographic in-depth interviews The experiment was conducted within
4 months, lasting from February to May, 2017 Pseudonyms are used in the thesis for academic ethical reason.
Data collection instruments
To gather a comprehensive set of reliable and valid data for the study, three primary instruments are utilized: questionnaires, classroom observations, and interviews Each of these tools will be thoroughly detailed in the subsequent sections.
Questionnaires are a cost-effective and practical tool for researchers, making them easy to complete and analyze They enable the collection of valuable self-reported data from learners, including their beliefs, motivations, and reactions to learning experiences and classroom activities.
2005, cited in Le, 2008) As a result, it seemed appropriate to use the questionnaire as a method of data collection in this study.
A questionnaire was administered to 60 students utilizing a pilot textbook featuring a project component at the end of each unit The quantitative data collected aimed to assess students' perceptions of Project-Based Learning (PBL) and identify challenges they faced while completing the projects Additionally, the author sought to gain insights into students' expectations and discover potential solutions to the issues identified.
A questionnaire was developed to assess teachers' perceptions of Project-Based Learning (PBL) in English language teaching, focusing on their understanding of its necessity and benefits Additionally, it aimed to identify the challenges teachers face when implementing PBL, providing valuable insights for the author to offer effective solutions to these issues.
To ensure a comprehensive understanding, all questions in the questionnaires (Appendix 1 and Appendix 2) were written in Vietnamese To facilitate objective data collection, the questionnaires were distributed one day prior, allowing participants sufficient time and privacy to respond thoroughly and independently Respondents were encouraged to share their thoughts candidly, with their personal information kept confidential.
In addition to utilizing questionnaires, the study incorporated classroom observations to gather data Eight project classes taught by eight different teachers were selected for this purpose The observations focused on the classroom procedures and the students' behavior and performance during Project-Based Learning (PBL) lessons Throughout the research period, the author served as a non-participant observer, documenting her findings in teaching journals after each lesson.
This study utilized interviews as a primary method for gathering information from participants, as literature highlights their significance in contemporary educational qualitative research The focus on interrelations, the social construction of reality, knowledge, language, conversation, and context underscores the importance of this approach in understanding complex educational dynamics.
Interviews serve as a window into an individual's thoughts, allowing for the assessment of their knowledge, preferences, and opinions (Cohen et al., 2000) Bishop (1997) characterizes interviews as a process of collaborative storytelling through sequential, semi-structured, in-depth conversations that promote dialogue and reflective analysis, ultimately aiding in the understanding and interpretation of participants' lived experiences (p.29).
The semi-structured format of the interviews allowed for spontaneous questions to arise from the context, fostering flexibility and enabling immediate clarification and elaboration on responses This approach, while generating varied participant answers, ensured that all individuals were asked the same predetermined questions, enhancing the comparability of responses and ensuring comprehensive data collection for each participant.
Following the collection and preliminary analysis of questionnaires and observations, in-depth ethnographic interviews were conducted with eight teachers who had completed the questionnaires These semi-structured, open-ended, and informal interviews aimed to explore the participants' perceptions and beliefs regarding the study's focus All interviews were recorded using a small cassette recorder, and the author also took detailed notes Participants were selected based on their age and years of teaching experience.
Procedures
The author employed a systematic approach to conduct an exploratory investigation using various instruments Data collection spanned four months, beginning with questionnaires at the start of the second semester to gauge teachers' and students' perceptions of Project-Based Learning (PBL) and its implementation by teachers In April, the author observed eight project periods, followed by ethnographic in-depth interviews with eight teacher participants in May.
Summary
This chapter outlines the research methodology and addresses key issues regarding the study's context, methodology, and procedural aspects It also discusses the subjects involved in the study and the instruments used for data collection The chapter concludes with a detailed description of the data collection process, while the findings will be presented in the subsequent chapter.
FINDINGS AND DISCUSSION
Introduction
This chapter outlines the findings on students' perceptions of Project-Based Learning (PBL) and teachers' implementation of PBL, highlighting encountered challenges and proposed solutions, all illustrated through tables and charts The data collected from questionnaires and interviews were systematically sorted, categorized, and analyzed in relation to the research questions Additionally, this chapter will discuss potential explanations and implications of the findings.
Teachers’ and students’ perception of Project-Based Learning
With a view to understanding the teachers’ perception towards PBL approach, the questionnaire was designed and distributed to all these participants.
First of all, in terms of teachers’ thought about the necessity of PBL, the result of the 1 st question was showed in the figure below.
Figure 4.1 Teachers’ perception of the necessity of PBL
Figure 4.1 illustrates that all participating teachers recognized the importance of project-based learning (PBL) Specifically, 70% expressed agreement with PBL, while 30% indicated strong agreement Notably, none of the teachers dismissed the significance of PBL, demonstrating a unanimous positive attitude toward its necessity in education.
Questions 2 and 3 of the questionnaire were designed to find out teachers’ perception of the benefits of implementing the projects Figure 4.2 below shows the results.
A significant majority of teachers, over 75%, believe that Project-Based Learning (PBL) enhances student motivation in learning English, while only 10% expressed uncertainty about its effectiveness Notably, none of the teachers disagreed with the benefits of PBL.
According to Column Question 3 in Figure 4.2, all teachers unanimously recognized the advantages of project-based learning, with 100% agreeing that students would enhance their four language skills through project implementation There was no indication of hesitation or disagreement among the participants.
When being asked about the benefits of PBL, most of eight teacher interviewees showed their agreement.
“I think PBL has many benefits It is a interesting and motivating method.
It can make students develop the skills, especially speaking and presentation skills Moreover, it makes students more confident.”
(Le Thi Thong, personal communication 10/5/2017)
“PBL has a lot of advantages It gives students chances to develop the four skills Besides, it motivates students to learn English and makes school more like real life.”
(Tran Thi Thuy, personal communication 8/5/2017)
However, some teachers still hesitated about the benefits of the method in their classes though they knew PBL was a good approach One of them explained:
While Project-Based Learning (PBL) offers several benefits, it has proven ineffective in my classroom due to my students' struggles with group work and speaking skills Additionally, both my students and I lack the necessary time to complete most of the projects outlined in the textbook.
(Nguyen Thi Phuong, personal communication 16/5/2017)
According to Figure 4.3, 75% of teachers demonstrated a clear understanding of the procedures required to implement a project, while 25% reported uncertainty regarding the necessary steps to execute the project effectively.
Figure 4.3 Teachers’ perception of the procedure of doing a project
In a recent interview, six out of eight participants demonstrated their understanding of project implementation, outlining a clear ten-step procedure they utilized when guiding students in project work.
“I was trained and know about the procedure of carrying out a project. There are ten steps of implementing the project.”
(Nguyen Thi Huong, personal communication 8/5/2017)
“As I know, there are several models of the procedure of doing a project. However, I usually use the ten-step one to teach my students to do project work.”
(Tran Thi Thuy, personal communication 8/5/2017)
On the contrary, the rest of the interviewees admitted that they were not sure about the procedure.
“I often follow the instructions in the teacher’s book to teach my students to prepare and present the projects Actually, I don’t know exactly what the procedure is.”
(Mai Thi An, personal communication 16/5/2017)
Most teachers recognize the importance and advantages of Project-Based Learning (PBL), yet some lack the knowledge to implement project work effectively.
In order to investigate students’ perception of PBL, another questionnaire was designed and distributed to 60 participants.
From the data of Figure 4.4 below, the findings revealed that more than80% of the students admitted the necessity of PBL Only 15% of the participants did not show a definite answer.
Figure 4.4 Students’ perception of the necessity of PBL
According to the data presented in Figure 4.5, over 75% of students acknowledged that Project-Based Learning (PBL) effectively motivates them to learn English, while 10% of teachers expressed uncertainty regarding its impact.
The data reveals that a significant majority of students, accounting for 88.3%, expressed agreement or strong agreement regarding the advantages of implementing the projects, whereas only 11.7% remained skeptical about their benefits.
Figure 4.5 Students’ perception of the benefits of PBL
To sum up, it can be seen that the students showed their positive attitude towards PBL These above results led to students’ preference of doing projects.
Teachers’ and students’ implementation of PBT and PBL
In order to investigate teachers’ implementation of PBT, four questions were designed and distributed to 20 teachers.
Figure 4.6 Teachers’ opinion about the implementation of PBT
In Figure 4.6, column Question 5 illustrates that a majority of teachers expressed agreement with the statement regarding student autonomy in project work Notably, there was a complete absence of hesitation among participants; however, 20% of teachers disagreed with the notion that students should have the freedom to discuss and select their own methods for completing projects.
According to Figure 4.6, all teachers ensured that students were informed of the checklists and assessment criteria prior to initiating their projects, with none of the teachers supporting the idea of presenting the rubrics and checklists at a later stage.
Question 7 of the questionnaire used for teachers was designed to find out how the teachers divide the class when implementing the projects The findings revealed that most of the teachers asked students to do the projects in groups of four, five or six Only 10% of the teachers let the learners work in groups of more than six Especially, no participant used to request their students to carry out the projects individually, in pairs or in groups of three.
According to Figure 4.8, the majority of teachers, specifically 75%, allocate one week for students to complete a project, while 25% provide a two-week timeframe Notably, none of the teachers assigned projects with deadlines shorter than one week or longer than two weeks.
Figure 4.8 Teachers’ opinion about time allowed to finish the project
To assess the actual implementation of Performance-Based Teaching (PBT) by educators, class observations were carried out in eight different classrooms A teaching checklist was utilized to evaluate whether teachers adhered to the prescribed procedures during their lessons The collected data was systematically analyzed, as presented in Table 4.1.
Per cent age The procedure to implement the project
Step 1: Students and instructor agree on a theme for the project 8 100 0 0
Step 2: Determine the final outcome 8 100 0 0
Step 4: Instructor prepares students for the demands of information gathering 5 62.5 3 37.5
Step 6: Instructor prepares students to compile and analyze data 5 62.5 3 37.5
Step 7: Students compile and analyze information 8 100 0 0 Step 8: Instructor prepares students for the language demands of the final activity 3 37.5 5 62.5
1 The assessing criteria are clear and suitable 3 37.5 5 62.5
2 Teacher lets students know the assessing criteria before asking them to do the projects 4 50 4 50
Table 4.1 presents the results from class observations In response to question 4 of the teacher questionnaire, participants demonstrated a strong understanding of the project implementation procedures and reported applying them in their teaching practices However, the researcher's observations revealed discrepancies between their reported practices and actual classroom implementation.
Table 4.1 indicates that all teachers adhered to six out of ten procedural steps Notably, only 62.5% of teachers effectively prepared students for information gathering and data analysis, while 35.7% overlooked steps 4 and 6.
The findings indicate that only 37.5% of teachers, equivalent to three individuals, adequately prepared their students for the language requirements of the final activity, while a significant 62.5% failed to implement this crucial step.
Table 4.1 reveals a significant discrepancy in teacher practices regarding assessment criteria, with 62.5% of teachers failing to provide clear and appropriate criteria, and 50% not informing students of these criteria prior to project assignments This finding contrasts sharply with the responses to question 6 of the teacher questionnaire, where 100% of teachers claimed that students were made aware of the checklists and assessment criteria before undertaking their projects, as illustrated in Figure 4.6.
In order to investigate students’ implementation of PBL, four questions were designed and distributed to student participants.
According to Figure 4.9, over 75% of students support the idea that teachers should allow them to discuss and select their own approaches for projects However, 11.7% of students expressed some hesitation regarding this method Notably, no participants outright disagreed with the statement.
According to the data presented in Figure 4.9, a significant 81.7% of students reported that teachers provided them with checklists and assessment criteria prior to starting their projects Conversely, 13.3% of students indicated that they were not informed about the checklists in advance, while 5% chose a neutral stance on the matter.
According to the data presented in Figure 4.10, the majority of students collaborated in groups of four or five for their projects, while 25% reported working in larger groups of six or more Notably, there were no instances of students completing projects individually or in pairs.
Question 7 of the questionnaire used for students was designed to ask students how much time they were given to do a project
The findings indicate that the majority of students had a one-week timeframe to prepare and complete their projects, while 31.7% of students were allotted two weeks for project completion Notably, there were no instances of students being required to finish a project in less than seven days.
Figure 4.11 Students’ opinion about time allowed to finish the project
Teachers’ and students’ difficulties in PBT and PBL
In order to find out the difficulties that the teachers often encounter when implementing the projects, the participants were asked to answer the 9 th question.
Figure 4.12 Teachers’ difficulties in PBT
A The topic of the projects is unfamiliar to students.
B You do not know how to instruct students to do
C You do not have enough time to instruct and help students do the projects.
D You have difficulty in providing students with necessary documents and information related to the projects.
E The assessing criteria were not clear and not suitable.
The study revealed several challenges faced by teachers in guiding students through project preparation A significant 90% of teachers reported a lack of time to provide adequate instruction and support Additionally, half of the teachers felt that the assessment criteria were unclear and inappropriate Furthermore, 35% of participants struggled to supply students with essential documents and information for their projects A smaller group, comprising 15% of teachers, noted that some project topics were unfamiliar to students, hindering their understanding and execution Lastly, 10% of teachers admitted to lacking knowledge about the project implementation process.
Similarly, when the teachers were interviewed about the challenges when applying PBT, most of them gave the same opinion as when answering the questionnaire They complained:
I often struggle to provide my students with adequate time and guidance for their projects, as they typically have one week or more to complete them Unfortunately, this limited timeframe makes it challenging for me to offer the necessary instruction before their presentations Additionally, my assessment criteria can sometimes lack clarity, which further complicates the process.
(Nguyen Trang Nhung, personal communication 18/5/2017)
“The most common difficulties of mine and my students’ is lack of time.
Managing time effectively for project work is a significant challenge While I recognize that my students require assistance during their preparation, I find it difficult to provide the necessary support Additionally, many students struggle to locate relevant documents and information for their projects.
(Le Thi Thong, personal communication 10/5/2017)
Question 8 of the questionnaire used for students was designed to find out the problems that the students often face during the process of carrying the projects.
Figure 4.13 Students’ difficulties in PBL
A The topic of the projects is unfamiliar to you.
B You do not know how to do the projects because you do not understand teacher’s instruction.
C You do not have enough time to do the projects.
D You have difficulty in finding necessary documents and information related to the projects.
E The form of projects is not various and not suitable.
F Teacher’s assessing criteria are not clear and not suitable.
The survey results indicate that students encountered significant challenges while completing their projects A notable 78.3% of students reported difficulty in understanding the teacher's instructions, which hindered their ability to execute the projects effectively Additionally, 61.7% felt that the assessment criteria were unclear and unsuitable More than half of the participants struggled to locate essential documents and information, while 41.7% cited a lack of time as a major obstacle Furthermore, 28.3% of students expressed that limitations affected their performance, and 10% faced challenges related to unfamiliar project topics.
Teachers’ solutions to difficulties in PBT
In order to help teachers overcome the difficulties, some suggested solutions were given to help the teachers implement PBL better The table below indicates 8 suggestions ranking from 20% to 85%.
In your opinion, what solutions can you suggest to help you teach your students to do the projects better?
A Teacher gives students more time 8 40.0%
B Teacher gives clear instructions of using vocabulary and grammar for the project relating to the lesson.
In your opinion, what solutions can you suggest to help you teach your students to do the projects better?
C Teacher gives students the documents related to the projects 9 45.0%
D Teacher lets students look at the model projects as a clue 4 20.0%
E Teacher meets each group of students once or twice to guide and help them do the projects 14 70.0%
F Teacher introduces clear assessing criteria before asking students to do the projects 13 65.0%
G Teacher gives instructions more carefully and clearly through guidelines, rubrics and checklists
H Teacher lets students present their products in different ways 7 35.0%
I Other suggestions: (Please write your answer here) 0 0
Table 4.2 Teachers’ solutions to difficulties in PBT
According to Table 4.2, the most highly endorsed suggestion, with an 85% approval rate from teachers, was for educators to provide clearer and more careful instructions using guidelines, rubrics, and checklists Additionally, 65% of teachers believed that establishing clear assessment criteria prior to assigning projects is essential These recommendations align with Rousová's perspective.
(1998) that unclear language items can be used as a springboard for more intensive work, and a dossier can be built up for both diagnostic and remedial purposes.
A significant majority of teachers, accounting for 70%, believe that educators should engage with each student group once or twice to provide guidance and support for their projects Additionally, 45% of teachers advocate for the introduction of relevant project-related documents to students.
A significant 40% of teachers supported the idea of allowing students more time to complete their projects, while 35% believed in offering diverse presentation methods for these projects This approach aligns with Gardner's (1983) theory that each individual possesses unique intelligences that can be developed, highlighting the importance of creating opportunities for students to explore and enhance their abilities to reach specific objectives.
A significant 35% of teachers emphasized the importance of providing students with clear instructions on vocabulary and grammar for lesson-related projects However, only 20% of the teachers suggested that offering sample projects could be beneficial for students.
Teachers expressed a desire for additional time to consult with students on projects as a solution to mitigate challenges encountered during the implementation of Project-Based Learning (PBL).
There are various solutions to address these issues, but it is essential for teachers to provide clear and detailed instructions to students, particularly through the use of guidelines and rubrics Additionally, effective time management by teachers is crucial to support students as they work on their projects.
(Nguyen Thi Huong, personal communication 8/5/2017)
To support struggling students effectively, teachers should provide relevant vocabulary and practical language related to the project Clear and thorough explanations of tasks are essential for student understanding Additionally, if time constraints prevent the teacher from meeting with groups, offering communication through mobile phone or email for consultations is recommended.
(Mai Thi An, personal communication 16/5/2017)
The results from the teacher questionnaire and interviews indicate a strong consensus on the necessity and benefits of Project-Based Teaching (PBT) in English education However, many educators faced challenges in implementing project lessons due to time constraints, which hindered their ability to provide clear instructions and support through guidelines, rubrics, and checklists Additionally, managing time effectively to assist each student group in completing their projects proved to be a significant difficulty.
Effective time management by teachers is essential to support students in preparing their projects Providing clear and detailed instructions through guidelines, rubrics, and checklists is crucial before students begin their implementation.
Students’ solutions to difficulties in PBL
The final question of the student questionnaire aimed to propose solutions for improving project outcomes According to Table 4.3, eight suggestions were identified, with support requests from teachers ranging from 21.7% to 88.3% Notably, students expressed a strong desire for assistance from their teachers.
In your opinion, what solutions can you suggest to help you do the projects better? Frequency Percentage
A Teacher gives you more time 27 45.0%
B Teacher gives clear instructions of using vocabulary and grammar for the project relating to the lesson.
C Teacher gives students the documents related to the projects 35 58.3%
D Teacher lets students look at the model projects as a clue 13 21.7%
E Teacher meets each group of students once or twice to guide and help them do the projects 41 68.3%
F Teacher introduces clear assessing criteria before asking students to do the projects 38 63.3%
G Teacher gives instructions more carefully and clearly through guidelines, rubrics and checklists
H Teacher lets students present their products in different ways 20 33.3.3%
I Other suggestions: (Please write your answer here) 0 0
The findings in Table 4.3 indicate that 88.3% of students favored the solution of teachers providing clearer instructions through guidelines, rubrics, and checklists This aligns with Rousová's (1998) notion that unclear language can prompt more focused efforts and the creation of a diagnostic and remedial dossier Additionally, 63.3% of students expressed a desire for clear assessment criteria to be provided prior to project completion.
A significant majority of students, accounting for 58.3%, expressed a desire for teachers to provide relevant project documents, while only 33.3% believed that clear instructions on vocabulary and grammar usage related to the lesson were necessary.
A proposed solution that received over two-thirds approval from participants involved teachers meeting with each group of students once or twice to provide guidance on their projects Additionally, approximately one-third of the students expressed a desire to explore various methods for presenting their projects.
Nearly 45% of students expressed the need for additional time to prepare and complete their projects, while only 21.7% of students, totaling 13 individuals, indicated a desire to review model projects for guidance.
In conclusion, most students recognized the importance of Project-Based Learning (PBL) in their English studies and expressed a positive attitude towards this innovative approach However, many encountered challenges in executing projects due to insufficient guidance from teachers, who did not provide clear instructions, rubrics, or checklists beforehand Additionally, students struggled to find relevant documents and information for their projects, highlighting the need for better support in the PBL process.
Hence, it is necessary that the teacher give their students instructions more carefully and clearly through guidelines, rubrics and checklists before asking them to implement the projects.
Discussion
Based on the analysis of the collected data, the researcher will summarize the key achievements of the study and evaluate whether its objectives have been met The article explores teachers' and students' perceptions of Project-Based Learning, examines how teachers incorporate this approach into their teaching practices, and identifies any challenges faced by both teachers and students during its implementation.
4.7.1 Teachers’ and students’ perception of PBL
The majority of participants in this study reported a favorable view of Project-Based Learning (PBL), with both teachers and students acknowledging the importance of engaging in projects However, a portion of the students expressed some reservations about the approach.
All teacher participants and most students recognized the benefits of Project-Based Learning (PBL), believing it motivates students to learn English and practice essential language skills This aligns with the views of Fragoulis (2009) and Bell (2010), who noted that PBL enhances student interest, engagement, and enjoyment Additionally, PBL provides an excellent opportunity for improving language proficiency Many language educators agree that project work is motivating, stimulating, and empowering, often leading to increased student confidence, self-esteem, and autonomy, alongside enhanced cognitive abilities and content learning However, some students expressed uncertainty about the effectiveness of PBL, and a few younger teachers felt unprepared to implement project work effectively.
Emphasizing the importance and benefits of Project-Based Learning (PBL) is essential for effective education It is crucial to provide thorough training for teachers, particularly those who are new to the profession, to ensure they have a solid understanding of PBL Additionally, educating 10th-grade students about the usefulness and necessity of the PBL approach will enhance their learning experience and engagement.
4.7.2 Teachers’ and students’ implementation of PBL
In this study, teacher participants frequently reported using Project-Based Learning (PBL), though their approaches varied significantly Interestingly, students' perceptions of PBL implementation in English classes did not always align with those of their teachers.
Most participants indicated that teachers frequently allow students to discuss and select their own approaches for projects, although a few, particularly less experienced teachers, were reluctant to grant this autonomy.
The gathered responses indicate that while many teachers provided students with checklists and assessment criteria prior to project execution, some students reported a lack of access to this information Additionally, class observations revealed that certain teachers did not clearly communicate the assessment criteria before assigning projects, leading to inconsistencies in student preparedness.
Most participants indicated that projects were typically conducted in groups of four to six, highlighting that successful project-based learning relies heavily on effective cooperative or collaborative learning Students lacking experience in group work may face challenges in negotiation and compromise However, a few teachers are compelled to assign projects in larger groups due to class size constraints.
Many teachers and students acknowledged that students typically had just one week to complete their projects, leading to insufficient time for thorough work As a result, the final outcomes often fell short of their expectations.
In conclusion, while the majority of teachers possess a solid understanding of Project-Based Learning (PBL) and its effective application, some younger and less experienced educators struggle with its implementation in English classes To enhance their proficiency, these teachers should receive training on the project work process, allocate sufficient time for students to complete their projects, and clearly communicate the assessment criteria beforehand.
4.7.3 Teachers’ and students’ difficulties in PBT and PBL
Research indicates that both students and teachers experienced similar challenges while implementing Project-Based Learning (PBL) However, students encountered additional difficulties that teachers did not face during the teaching process.
Many teachers and students expressed challenges in implementing Project-Based Learning (PBL), citing unclear and unsuitable assessment criteria Additionally, they reported a lack of essential documents and information pertaining to the projects Some participants struggled with projects that involved topics unfamiliar to the students.
Many teachers believe they provide clear instructions for project-based learning, yet students often report confusion and a lack of understanding regarding these guidelines Observations reveal a discrepancy, as numerous teachers fail to offer explicit guidance, leading to difficulties for students in completing their projects According to Papandreou (1994), teachers should serve as guides, advisors, coordinators, and facilitators Effective project-based learning relies on teachers who grasp the underlying concepts and can model effective thinking and problem-solving strategies (Blumenfeld et al., 1991).
Many teachers reported a significant lack of time to effectively guide students through project-based learning (PBL), often having only one class period to prepare multiple groups for their projects This limited time hindered their ability to assist students during project implementation, echoing Grant's assertion that PBL demands considerable time from educators, leaving little for content delivery (Sumarni, 2015) Similarly, students encountered time constraints while working on their projects, yet they prioritized following their teachers' instructions over the challenges posed by time limitations.
Teachers and students face various challenges when implementing Project-Based Learning (PBL), which highlights the need for educators to assess the current situation To support students in overcoming these obstacles, teachers should develop effective solutions tailored to their needs.
4.7.4 Teachers’ and students’ solutions to difficulties in PBT and PBL