Introduction
Rationale
English plays a crucial role in global integration and communication, serving as the primary language for connecting people across various countries As such, mastering English is essential for effective global communication and can be seen as the key to success in an increasingly interconnected world.
In today's era of industrialization and integration, education must evolve to meet the needs of students who prefer practical experience over theoretical knowledge Modern learners seek to engage with real-world problems, making project-based learning an innovative and effective approach in contemporary teaching This method emphasizes hands-on experiences, allowing students to immerse themselves in relevant subject matter and apply their lessons in meaningful ways.
Project-Based Learning (PBL) is an educational model that moves away from traditional, short, teacher-centered lessons, as outlined in John W Thomas's 2000 PBL handbook This approach emphasizes long-term, interdisciplinary, and student-centered activities that engage with real-world issues By fostering abstract thinking and exploring complex topics, PBL enhances true understanding and knowledge retention Its effectiveness has led to widespread adoption among educators across various subjects, including Mathematics, Technology, and Geography.
In 2008, significant reforms were introduced to the foreign language curriculum in Vietnam, particularly through the implementation of project-based learning in the English textbooks developed under the national foreign languages project 2020 This initiative aimed to create a learning environment where students could draw their own conclusions rather than relying solely on lectures Each unit in the "Tiếng Anh 6" textbook now includes project work, which allows students to integrate knowledge from various subjects and apply it creatively to real-life situations This approach not only enhances students' understanding but also fosters essential skills such as collaboration, communication, and independent learning, equipping them for lifelong learning and future challenges Typically, project work involves the preparation and presentation of projects, often completed in groups, such as producing a magazine or website from individually written articles.
The "Tiếng Anh 6" project enhances students' ability to work independently and collaboratively while fostering creativity in areas related to the unit project Consequently, the integration of Project-Based Learning (PBL) into education is both essential and timely.
The application of Project based learning into teaching and learning has been considered as valuable and interesting points in the educational innovation.
The implementation of the new Grade 6 English textbook in 2012 has yielded significant improvements in education The incorporation of project-based activities in teaching has been recognized as a major advancement in the learning process.
As an English teacher at a language center in Vinh City, my experience with the "Tiếng Anh 6" textbook has revealed that project activities significantly enhance students' English skills and motivation My 6th grade students, who are enthusiastic about participating in these new tasks, prompted me to explore their perspectives on project work To better understand how these activities influence their motivation, I initiated an investigation into the project work outlined in "Tiếng Anh 6," aiming to identify its effects on my students' engagement and learning outcomes.
Aims of the study
This study was carried out with the following aims:
- To investigate the attitudes of 6 th grade students at Ha Huy Tap secondary school to project work in their English class
- To identify which factors of project work in the English textbook Tiếng Anh 6 motivate 6 th graders.
- To identify the effects of project work on 6 th graders’ motivation in theirEnglish lessons.
Research question
In order to achieve the above aims, the study seeks the answers for the following research questions:
1 What are the attitudes of 6 th grade students at Ha Huy Tap secondary school to project work in their English class?
2 What factors of project work in English textbook Tiếng Anh 6 motivate students?
3 What are the effects of project work on 6 th graders’ motivation in theirEnglish lessons?
The scope of the study
This study examines the impact of project work in the English textbook Tiếng Anh 6 on motivating sixth graders at Ha Huy Tap Secondary School The aim is to identify effective strategies for maximizing the use of project-based learning in English lessons for these students.
The design of the study
The study is divided into 3 parts:
Chapter 1: Introduction presents the rationale, aims, research questions, scope of the study and its design.
Chapter 2: Literature Review presents the theoretical background of project work and motivation.
Chapter 3: Research methodology introduces participants, method and procedure of data collection.
Chapter 4: Data discussion and findings This chapter includes the presentation of data analysis and discussion, and the presentation of main findings
Chapter 5: Conclusion This part summarizes the main ideas of the study,present implication, limitation of the study and suggests further study.
Literature review
PROJECT WORK
2.1.1 An overview of Project Based Learning
The switch from teacher-centred to learner-centred in language learning has resulted to the emerge of many experiential approaches which ‘support
Project-Based Learning (PBL) is an instructional approach that emphasizes deeper learning through active exploration of real-world problems, first introduced by William Heard Kilpatrick as the "project method." Defined as a systematic teaching method, PBL engages students in acquiring knowledge and skills through an extended inquiry process centered around complex, authentic questions and carefully designed tasks According to experts, PBL encourages students to pursue solutions to significant problems by refining questions, debating ideas, designing experiments, and analyzing data This model organizes learning around projects, fostering student-centeredness by contextualizing education and empowering learners to independently address challenges and create meaningful artifacts.
2.1.2 The use of project work in the teaching of English as a foreign language
Project-based learning has gained significant traction in 21st-century education, particularly within ESL/EFL curricula, as it addresses contemporary educational challenges This instructional strategy emphasizes in-depth exploration of topics, allowing students to engage with their own ideas, questions, and interests through hands-on activities and research By participating in projects, students acquire new knowledge and skills, enhancing their learning experience and fostering a deeper understanding of the subject matter.
Project work serves as a valuable learning experience, allowing students to integrate and apply their knowledge in real-world contexts According to Diana Fried-Booth (1997), this method engages students in authentic learning, emphasizing genuine communication in the target language As a student-centered approach, project work culminates in a tangible end product that reflects the skills and concepts learned.
Project work is defined as a collaborative teaching and learning approach that emphasizes theme and task-centered activities, resulting from negotiations among participants It promotes self-directed actions for individuals and small groups within a structured framework that outlines goals and procedures This method achieves a dynamic balance between process and product orientation, making it both experimental and holistic by integrating the connection between body and mind, as well as theory and practice.
Project work is considered by many advocates as a complementary approach to learning, rather than a substitute for traditional teaching methods It is adaptable for students of various ages, levels, and abilities, making it a versatile educational strategy (Haines 1989:1).
2.1.2.2 The features of project work.
To clarify the concept ‘project’ used in Project-based learning, many features are proposed by authors in the field.
Mergendoller and Michealson (1999) define project-based learning as an approach centered around challenging questions, where students play a crucial role in design, problem-solving, and decision-making processes, allowing them to work with a degree of autonomy Similarly, Filipatou and Kaldi (2010) emphasize that projects within this educational framework foster active student engagement and collaboration.
Researching questions posed by students or in collaboration with the class teacher can be refined throughout the study According to Thomas (2000), effective projects should meet five key criteria: centrality, a driving question, constructive investigation, autonomy, and realism.
1 PBL projects are central, not peripheral to the curriculum.
2 PBL projects are focused on questions or problems that ‘drive’ students to encounter (and struggle with) the central concepts and principles of a discipline.
3 Projects involve students in a constructive investigation.
4 Projects are student-driven to some significant degree.
5 Projects are realistic, not school-like.
Project work is highly effective in language learning, as it serves as a natural extension of classroom activities, according to Stoller (1997) He summarizes the insights of various authors on the defining characteristics of project work.
1 Project work focuses on content learning rather than on specific language targets Real- world subject matter and topics of interest to students can become central to projects.
2 Project work is students centered, though the teacher plays a major role in offering support and guidance through the process.
3 Project work is cooperative rather than competitive Students can work on their own, in small groups, or as a class to complete a project, sharing resources, and expertise along the way.
4 Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks.
5 Project work culminates in an end product that can be shared with others, giving the project a real purpose The value of project, however, lies not just in the final product but in the process of working towards the end point. Thus, project work has both a process and product orientation, and provides students with opportunities to focus on fluency and accuracy at different project- work stage.
6 Project work is potentially motivating, stimulating, empowering, and challenging It usually results in building student confidence, self-esteem, and autonomy as well as improving students’ language skills, content learning, and cognitive abilities.
2.1.2.3 The benefits of project work in teaching English as a foreign language.
It is widely agreed that project based learning is beneficial to the teaching of English as a foreign language in the world in general and in Vietnam in particularly.
Project-based learning (PBL) fosters student confidence and independence, as highlighted by Fried-Booth (2002), who notes that the journey to the final product enhances self-esteem and positive attitudes toward learning (Stoller, 2006:27) Filippatou & Kaldi (2010:25) further emphasize that group work encourages independent learning through self-reflection and process evaluation Ultimately, PBL offers numerous benefits, including improved academic performance, increased motivation, enhanced cooperative learning, social acceptance, and greater engagement in the educational experience.
Project-based learning in English class fosters responsibility among students, enhances motivation, and facilitates knowledge acquisition through diverse perspectives (Bas, 2010) Research by Lee (2002) indicates that such collaborative projects boost student engagement and enjoyment, while Brophy (2004) highlights that authentic tasks increase interest and motivation, promoting deeper learning Larsen-Freeman (2000) notes that the spontaneous nature of classroom language in projects contributes to enjoyment and motivation Additionally, Yamamoto & Kimura (2013) found that students expressed satisfaction with their projects, suggesting that these activities encourage active participation in learning Effective project design can enhance student interest by incorporating variety, challenge, choice, cooperation, and addressing real-world questions Westwood (2006) emphasizes that projects promote meaningful learning by connecting new concepts to students' prior knowledge and experiences, thereby increasing self-direction and motivation.
Project-based learning has been shown to enhance language skills by providing students with opportunities for purposeful communication through authentic, real-world tasks (Levine, 2004) This approach allows learners to use language in natural contexts, fostering meaningful engagement According to Fragoulis (2009), students demonstrated increased willingness to participate in learning activities, leading to notable improvements in all four language skills, particularly in speaking and listening.
According to Coleman (1992), project-based learning enhances students' social and cooperative skills while promoting group cohesiveness Implementing projects in the classroom fosters relationships among group members and encourages collaboration with the broader community This approach provides learners with valuable opportunities to develop essential collaborative skills, a perspective supported by Fragoulis' findings (2009).
After completing the project work, students recognized the responsibilities of being a team member and enhanced their skills in resolving group conflicts They also learned to take responsibility for their assigned roles Notably, all students, irrespective of their language proficiency or motivation levels, demonstrated growth in their cooperative skills.
MOTIVATION IN LANGUAGE LEARNING
Motivation in learning is a significant area of research, with various studies exploring its definition and impact According to Scott Thornbury, motivation drives learners towards their goals and plays a crucial role in determining success or failure in language acquisition Goals can range from short-term objectives, like completing a classroom task, to long-term aspirations, such as achieving native-like proficiency Dornyei emphasizes that motivation theories aim to address the complex question of human behavior, highlighting that the diversity of psychological perspectives leads to a multitude of motivation theories, contributing to the complexity of understanding this phenomenon.
Motivation is a crucial element that drives individuals to pursue their intentions and goals (Ames & Ames, 1989) It significantly influences a person's willingness to engage in activities, including second and foreign language learning, where various types of motivation can impact the learning experience differently (Richard, 1992).
From the above ideas, it could be defined that motivation refers to the reasons that activate person’s desire to do something by their own willingness and volition.
2.2.2 Motivation in foreign language learning
Motivation plays a crucial role in foreign language learning, influencing learners' efforts and overall achievement It encompasses three levels: the Language Level, which focuses on integrative and instrumental motives related to the language's culture, community, and utility; the Learner Level, which includes stable personality traits such as the need for achievement, self-confidence, and perceptions of language competence; and the Learning Situation Level, which addresses motivational factors specific to the course, teacher, and group dynamics Ultimately, understanding motivation in foreign language education is essential for enhancing learners' success in acquiring new languages.
Motivation plays a crucial role in the success or failure of learning a second language While various factors like aptitude, learner preferences, beliefs, and age of acquisition impact language learning outcomes, motivation is widely recognized as the most significant influence Understanding motivation can greatly benefit educators, psychologists, teachers, and learners alike.
Motivation plays a crucial role in language learning, as motivated students tend to learn more efficiently than their less motivated peers (Spolsky, 1990) When students lack motivation, their desire to acquire a new language diminishes, often leading to failure, while motivated learners achieve success more readily The factors of like, dislike, interest, and desire are key motivational drivers in human behavior (Vashisht, 2015) In the context of language learning, both students and teachers require compelling reasons to engage in the educational process For instance, the motivation to read may stem from the goal of achieving higher exam scores, highlighting the importance of motivation in academic success.
Dornyei (1997) emphasizes that research on L2 motivation is a significant and distinct field that seeks to address critical social, psychological, behavioral, and cultural complexities He identifies three fundamental periods in the history of L2 motivation.
1 The social psychological period (1959–1990) – characterised by the work of Robert Gardner and his associates in Canada.
2 The cognitive-situated period (during the 1990s) – characterised by drawing on cognitive theories in educational psychology.
3 The process-oriented period (the turn of the century) – characterised by an interest in motivational change.
Research from the 1990s highlights the significant role of motivation in second language (L2) learning (Dornyei, 2009) Originating from social psychology, the foundational theory of L2 motivation suggests that students' attitudes towards a specific language directly impact their success in learning it (Garner, 1985).
According to Gardner (1985), motivation encompasses four key aspects: goal, effort, desire, and attitude In the context of second language (L2) learning, L2 motivation reflects learners' aspirations to acquire the language, the effort they invest in the learning process, and their overall attitude towards learning Over recent decades, researchers have focused on defining and exploring the nuances of second and foreign language motivation Gardner emphasized that L2 motivation is a synergy of effort and desire aimed at achieving language learning goals, alongside positive attitudes towards the learning experience (cited by Thu Huong Ngo).
Dửrnyei (2011) found that motivation to learn an L2 presents a particularly complex and unique situation even within motivational psychology, due to the multifaceted nature and roles of language itself.
Motivation plays a crucial role in determining the rate and success of learning a second or foreign language, as highlighted by Dửrnyei (2011) It not only inspires learners to begin their language journey but also fuels their ability to maintain consistent progress throughout the learning process.
Learners' motivation is a key variable that frequently concerns and challenges practitioners in language classrooms (Cheng & Dửrnyei, 2007).
Learners' motivation is influenced by a variety of internal and external factors, including sociocultural contexts, professional aspirations, and language demands for global education According to Hassan (2009), endogenous factors provide enjoyment and fulfillment, while exogenous factors are associated with the practical advantages of engaging in an activity (Noels, Clement, & Pelletier, 1999, as cited by Hasan).
Motivation plays a crucial role in second language acquisition, as highlighted by Ellis (1994), who describes it as the effort learners invest due to their need or desire to learn Lightbrown and Spada (2001) further elaborate that motivation is a complex phenomenon influenced by learners' communicative needs and their attitudes toward the second language community They assert that when learners recognize the necessity of using the second language to connect with others or to achieve specific goals, they are more likely to be motivated to develop their skills and expertise in that language.
Frequently, Cook (2002) believes that three factors influencing L2 Acquisition includes age, personality and motivation As Burgess (2005) argued that motivation is an essential part in learning, quoted by Mahadi and Jafar (2012).
Oxford and Shearin (1994) in their modern language study on motivation indicates six factors that could influence language learning motivation as follows:
A learner's attitude towards the learning community and the target language significantly influences their success, shaped by their beliefs about self-efficacy and anxiety Clearly defined learning goals serve as motivation for language acquisition, while active involvement in the learning process enhances engagement Environmental support, including encouragement from teachers and peers, as well as cultural integration outside the classroom, plays a crucial role in the overall learning experience Additionally, personal attributes such as aptitude, age, gender, and prior learning experiences contribute to each individual's language learning journey.
L2 motivation is significantly influenced by the context in which learners exist Ushioda (2009), building on the work of Lantolf and Pavlenko (2001), emphasizes the importance of recognizing second language learners as individuals deeply embedded in specific cultural and historical settings Their motivation and identities are both influenced by and contribute to these contexts, highlighting the dynamic interplay between personal experiences and the surrounding environment in the language learning process.
Thus, with the description of motivation in second or foreign language learning with its elements has showed in indisputable role of motion in L2Acquisition.
Motivation plays a crucial role in the success of second language (L2) acquisition, with varying levels of effectiveness across different motivational forms One of the most significant theories in this realm is Gardner’s socio-psychological paradigm, introduced in 1985 According to Kiziltepe (2000), while numerous theories on motivation exist across psychology and sociology, Gardner’s Social-educational Model remains the most influential, highlighting its impact on language learning.
Dorneyi (2009) supposes three particularly well developed areas of Gardner’s motivation theory: (1) the construct of the integrative motive; (2) the Attitude/Motivation Test Battery and (3) the socio-educational model.
Integrative motive refers to the motivation for learning a second language driven by positive feelings towards the community that speaks it (Gardner, 1985) This concept encompasses three key components: first, integrativeness, which reflects the learner's interest in foreign languages and their willingness to engage with the target community (Gardner, Tremblay, and Masgoret, 1997) Second, attitudes towards the learning situation, which include perceptions of the teacher, course, materials, and extracurricular activities (Gardner, 2003; Dürnyei, 2001b) Lastly, motivation itself encompasses the learner's effort, desire, and overall attitudes towards the learning process.
The second area, the socio-educational model, has vital importance since it distinguishes the four separate characteristics of the second language acquisition process:
1 Antecedent factors (which can be biological or experiential such as gender, age or learning history).
2 Individual difference (i.e learner) variables such as intelligence, language aptitude, motivation, and language anxiety
Research methodology
Study design
To address the research questions, a mixed-method approach is utilized, combining both quantitative and qualitative data collection and analysis This design involves gathering quantitative data through questionnaires administered to students and teachers, while qualitative insights are obtained through interviews.
Participants of the study
This study aims to explore the impact of project work on the motivation of 97 sixth graders learning English at Ha Huy Tap Secondary School, alongside 6 teachers responsible for teaching this grade The student participants will be randomly selected from those who have been studying English for a minimum of 3 years, with some achieving an A2 level in the Common European Framework of Reference (CEFR).
Instruments of data collection
In order to achieve the aims of the study, the researcher used the following tools:
To gather data, questionnaires were distributed to both students and teachers, as highlighted by Forcese and Richer (1973:85), who noted that questionnaires provide reliable data, save time, and can reach a large number of respondents The student questionnaire was translated into Vietnamese to ensure comprehension among all participants.
Questionnaires are a popular method for data collection in research, especially in language acquisition studies, due to their efficiency in administration and ease of quantification when using multiple-choice questions.
The questionnaires designed from the adoption of Ankara’s questionnaire model (2007) and Wattanasin’s questionnaire model in accordance to attitudes investigation research.
3.3.1.1 The steps of designing the questionnaire
To design the questionnaires, the researcher strictly follows the steps as below:
In the initial step of the study, the objectives and research questions were analyzed to identify the respondents, their backgrounds, and their reading levels, while also fostering a comprehensive understanding of the existing literature.
- Step 2: in this step, the statements and questions for the questionnaires were generated The content from literature review was transformed in to statements and questions.
In Step 3, a Likert scale was utilized to assess students' attitudes towards project work, exploring the motivating factors that enhance their English learning experience Additionally, it gathered their perspectives on how project work influences their English proficiency, while also capturing teachers' insights on the impact of such projects on student motivation.
In Step 4, the researcher established the reliability of the questionnaires by conducting a pilot test with data collected from 20 sixth graders and 5 teachers not included in the main sample The analysis of the pilot test data was performed using SPSS software and the Alpha Cronbach technique, which indicated that the scales demonstrated good reliability Following this, the finalized questionnaires were administered to the participants.
3.3.1.2 Description of the questionnaire a Questionnaire for the student participants
The questionnaire is structured into two main parts to address the research questions and draw insights from existing literature The first part collects demographic information from students, including their gender, age, place of birth, and the length of time they have been studying English The second part consists of five sections designed to gather more detailed responses.
Section 1 includes 8 five-point scale response questions These questions elicit respondents’ attitude to the project works in their English class.
Section 2 elicits respondents’ opinion on the 12 projects they have learnt in their English lessons.
Section 3 contains 13 five-point scale response questions to elicit respondents’ opinions on the factors which motivate them in their English lesson using project work.
Section 4 constitutes 10 five-point scale response questions to elicit respondents’ opinions on the effects that project works have on their English competence.
The five-point Likert scale was utilized to gauge participants' responses, ranging from strongly disagree to strongly agree Participants indicated their level of agreement by selecting their responses, which were subsequently coded for quantitative analysis by the researcher This method also included a questionnaire specifically designed for teachers.
A questionnaire was developed for teachers of English courses for grade 6 at Ha Huy Tap Secondary School to assess the impact of project work on student motivation Comprising 14 questions using a five-point Likert scale, the questionnaire allowed participants to express their opinions by selecting from options ranging from strongly disagree to strongly agree The collected responses were subsequently coded for quantitative analysis, enabling the researcher to evaluate the data effectively.
The reliability of the scales used in both the students' and teachers' questionnaires was assessed using the Alpha Cronbach technique, demonstrating consistent results when reapplied under the same conditions The findings are presented in tables 3.1 and 3.2 below.
Table 3.1 Reliability coefficient in students’ questionnaire
Opinions on factors motivating students in their English lessons using PW 13 0.813
Effects of PW on students’ motivation 10 0.862
Table 3.2 Reliability coefficient in teachers’ questionnaire
Teachers’ view on project work’s effects on 6 th graders’ motivation 14 0.916
The results in Table 2.1 and Table 2.2 assert that the scales had good reliability Anpha Cronbach coefficient indicates that the scales are reliable to be applied in the study.
A semi-structured interview was conducted by the researcher to gain deeper insights from the questionnaire data, involving a randomly selected sample of 20 students The interviews, conducted in Vietnamese, were recorded and consisted of three questions.
1 What are your thought and feeling in general towards all the projects you have learnt during the course?
2 What do you like most in the lessons using project?
3 Are you motivated to do projects? Why? Why not?
Statistical analysis procedures
The quantitative data from the questionnaire were analyzed using SPSS software to determine various measures of central tendency This analysis enabled the researcher to assess the attitudes and opinions of 6th graders regarding project work and its impact on their English lessons, as well as the teachers' perceptions of how project work influences student motivation.
The responses to each question were coded using a scale in ascending order of merit scoring from 1 to 5 ranging from strongly disagree to strongly agree.
All the data were processed by descriptive statistics tool in SPSS and then mean values calculated were divided by 5 scales as below:
From 1 to 1.80 The positive attitude towards project work is very low. From 1.81 to 2.60 The positive attitude towards project work is low.
From 2.61 to 3.40 The positive attitude towards project work is moderate.
From 3.41 to 4.20 The positive attitude towards project work is high. From 4.21 to 5.00 The positive attitude towards project work is very high.
The qualitative analysis of interview data involved transcribing responses, translating them, and categorizing the information according to the aspects of project work outlined in the questionnaire The researcher then coded the data to align with these specific project work elements, ensuring a comprehensive examination of the findings.
In summary, the researcher adopted a mixed method approach.Questionaire, interview were used to collect data Both quantitative and qualitative data were processed using many different techniques.
Results and discussion
Results
In this study, two questionnaires were administered to 97 6th graders at
Ha Huy Tap secondary school and 6 English teachers who teach grade 6 at the same school
The study aimed to quantitatively assess students' attitudes and opinions regarding project work in their English class, focusing on how this approach influences their motivation To ensure the validity of the findings, it is crucial to evaluate the reliability of the data gathered from the students' responses to the questionnaires.
The Anpha Cronbach technique was employed to assess the correlation between students' and teachers' responses to the questionnaire With a reliability coefficient (RSB) exceeding 0.7 for the entire questionnaire, it is determined that the data gathered from students' responses are reliable.
The data collected from the student questionnaire is organized into four key sections: students' attitudes towards project work in English class, their feedback on the projects completed during the school year, their motivations for engaging in English lessons through project work, and their perceptions of how project work influences their motivation Additionally, the teacher questionnaire specifically examines teachers' perspectives on the impact of project work on student motivation.
Followings are the results from the analysis of the data.
4.1.1 Students’ attitude towards project work
The questionnaire assessing students' attitudes towards project work in their English course included eight items, with seven receiving average scores between 3.43 and 3.77 Overall, students felt that project work enhanced their creativity, boosted their confidence in speaking, and made learning English more engaging They viewed project work as practical and beneficial for improving their English skills and fostering collaboration with classmates Notably, the highest average score of 3.77 indicated that students believed project work helped consolidate their knowledge However, there was uncertainty about their eagerness to participate in project lessons, reflected in a moderate average score of 3.27 for that item.
The standard deviation of the majority of items was 0.821 or higher, indicating a wide variation in responses This suggests a significant disparity in students' answers, which spanned across options 1 to 5.
Table 4.1a Students’ attitude to the project work
Mean Median Mode Min Max Range S.D
1.1 The project work lesson makes me use my creativity 3.53 4 3 1 5 4 0.991
1.2 The project work lessons are practical and useful.
1.3 I am eager to participate in project work lesson 3.27 3 3 1 5 4 0.957
1.4 I feel braver to open up 3.43 3 3 1 5 4 0.821
1.5 Project work lessons make my English studying more interesting.
1.6 I can increase the skills of collaboration with my classmates.
1.7 I can consolidate my knowledge through project work.
English learning are improved considerably after each project work lessons.
Strongly Disagree = 1 – 1.8 Disagree = 1.81 – 2.6 Not sure = 2.61 – 3.4
The findings support the interview results, indicating that most students have a favorable view of project work, with many expressing enjoyment in participating in projects.
Bringing my project to class allows me to share information with my classmates, which I enjoy immensely This experience not only enhances my learning but also helps me acquire new vocabulary more easily while working on my project.
‘the class atmosphere is very active, we all feel eager to listen to our friends’ project presentation.’
One student expressed a negative attitude towards project work, stating that he dislikes it because it requires a significant amount of time and effort to gather the necessary information for completion.
Table 4.1b Students’ opinion on types of PW
Types of PW central tendency Dispersion
Mean Median Mode Min Max Range S.D
Strongly Disagree = 1 – 1.8 Disagree = 1.81 – 2.6 Not sure = 2.61 – 3.4
The analysis of student responses regarding project work revealed a strong preference for the assignments completed during the course, with nine out of twelve items receiving high average scores Notably, the highest scores were associated with tasks that involved writing descriptions, letters, and creating quiz games, particularly item 2.6, which had the highest mode value, indicating that most students rated it favorably In contrast, items 2.4 and 2.8, which also involved writing descriptions, received moderate scores of 3, suggesting that the differing topics influenced student engagement Similarly, projects requiring students to 'draw and show' were rated at a mean value of 3.3 Interestingly, although posters were featured in two separate assignments, student responses varied significantly, with one poster project scoring 2.9 while the other received a neutral rating This indicates that the choice of topic, rather than the type of project, plays a crucial role in shaping students' attitudes towards their tasks.
The high standard deviation across all topics indicates a significant variability in students' responses, reflecting a diverse range of projects they have undertaken.
The study explored factors that motivate students in their English lessons, utilizing a questionnaire with 14 items These items were organized into six distinct categories, highlighting the various aspects of project work that engage and inspire students in their learning process.
4.1.2.1 Factors relating to the topics of PW
Table 4.2 reveals that the average scores for two items regarding project work topics reached scale 4, indicating students felt familiar with the subjects and believed the necessary information was accessible However, the standard deviation highlighted significant variability in their responses Notably, despite a mean score of 4 for item 3.3, many students opted for the neutral response of 3, suggesting uncertainty about the accessibility of information needed to complete their projects.
Table 4.2 Factors relating to the topics of PW
Motivating factors Central tendency Dispersion
Mean Median Mode Min Max Range S.D
3.2 Most topics are familiar to my life 3.94 4 4 2 5 3 0.839
3.3 I can conduct the project easily because most information is accessible
Strongly Disagree = 1 – 1.8 Disagree = 1.81 – 2.6 Not sure = 2.61 – 3.4
4.1.2.2 Factors relating to students’ cooperation
Students' collaboration during project work significantly enhances their learning experience, as indicated by a mean score of 3.81 in their responses Most students expressed motivation to engage in project work, primarily due to the opportunity to build strong relationships with their group members Additionally, the support received from teachers and peers during the project completion process contributed to a higher average score However, the standard deviation of 0.781 suggests notable variability in students' responses regarding this support.
Table 4.3 Factors relating to students’ cooperation
Mean Median Mode Min Max Rang e S.D
3.1 I have closer 3.81 4 4 1 5 4 0.95 relationship with my group members after the lesson.
3.4 I completed the project independently with support of my teacher and peers.
4.1.2.3 Factors relating to students’ autonomy
Table 4.4 illustrates that students expressed a high level of motivation towards project work, primarily due to their freedom in group roles, opportunities for knowledge review, sense of responsibility in contributing to tasks, and the time allocated to complete the projects.
Table 4.4 Factors relating to students’ autonomy
Motivating factors Central tendency Dispersion
Mean Median Mode Min Max Range S.D
3.5 I can choose my role in the group 3.71 4 4 1 5 4 0.988
3.8 I can remind the knowledge I have learnt and background knowledge to conduct my task.
3.9 I make a lot of effort to think about the ideas and plan my project.
3.10 I often have time to collect information and make a choice of selecting information.
4.1.2.4 Factors relating to teacher’s facilitation
According to Table 4.5, the average responses from students indicate a mean value of 4 regarding the support, encouragement, and feedback provided by teachers, highlighting that this assistance significantly enhanced students' interest in project fulfillment.
Table 4.5 Factors relating to teacher’s facilitation
Motivating factors Central tendency Dispersion
Mean Median Mode Min Max Range S.D
3.6 My teacher often encourages me and supports me to plan the ideas.
3.13 The teacher often points out the weakness in our product.
Table 4.6 Factors relating to assessments
Motivating factors Central tendency Dispersion
Mean Median Mode Min Max Range S.D
3.7 We receive positive comments and assessments from teacher and other groups.
3.12 We often gives our own assessment about the product before others’ assessments
Discussion of main findings
The study reveals three key findings regarding 6th graders: their attitudes towards project work, the motivating factors that drive their engagement, and the overall effects of project work on their learning experience.
4.2.1 Students’ attitude towards project work
English 6 textbook is a new edition compiled in accordance with the PilotEnglish Education Program for Secondary schools issued by Ministry ofEducation and Training It focuses on communication, helps students develop communicative skills It includes 12 units and there is a project at the end of each unit This is obviously new and contradict to the traditional textbook And the results of the study reveal that the 6 th graders at Ha Huy Tap secondary school appear to welcome this new fresh air in their English classroom.
Students generally have a positive outlook on project-based learning, as indicated by questionnaire findings that show most believe projects enhance their learning experience, foster creativity, and encourage class participation They recognize that projects help consolidate their knowledge and improve their English skills However, many students express reluctance to actively engage in project lessons, primarily due to the time investment required and their unfamiliarity with the process Interview responses further highlight that students feel overwhelmed by the amount of time needed to gather information for their projects Despite acknowledging the benefits of project work, hesitations remain evident in both the questionnaire and interview responses.
A recent questionnaire revealed that students prefer letter writing as their favorite project type during the school year, followed by poster creation and descriptive tasks However, many students indicated that creating posters can sometimes lack interest Specifically, the project in unit 9, which involves designing a poster on the theme "My " highlights this sentiment.
The '5 Days Journey Around the World' project is favored by many students, similar to the project in unit 10, which requires creating a poster about a desired future appliance However, this project has a limited appeal, possibly because the requirements may exceed the students' abilities To successfully complete this task, students must be creative and familiar with technical vocabulary, which can be quite challenging for sixth graders.
4.2.2 Motivating factors of project work
The results from the student questionnaire and the interview reveal that projects motivate students in various ways
1 The topics of projects are familiar to the students However, in term of the accessibility of the information for the projects, the students’ responses point out that they aren’t sure whether they can access the information easily or not
2 The projects offer students opportunities to work cooperatively with teammates Cooperation makes their learning easier.
3 Projects enable students to be independent in their learning They have their freedom in taking their role in the group and their chance to review their knowledge, their responsibility to contribute to the task and their time allot to fulfill the project.
4 Teacher’s support during the process of carrying out the project makes the students feel motivated, too.
5 Students are motivated when receiving feedbacks and assessment from the teacher Whereas, self- assessment isn’t welcomed by them
6 Students are motivated to have chance to show off their end product in front of the class.
4.2.3 Effects of project work on students’ motivation
The research aimed to explore the effects of project work on students' motivation in English lessons by gathering insights from both students and teachers The findings indicate that students perceive project work as a significant motivator, enhancing their engagement and interest in learning.
According to the students’ responses, project had affected their motivation because of many reasons
Students can enhance their vocabulary through engaging in projects, as the research involved exposes them to new words and phrases This process not only enriches their language skills but also boosts their motivation, allowing them to enjoy the benefits of learning useful vocabulary.
Collaborative teamwork significantly enhances student motivation when completing assigned projects Many students reported feeling more motivated due to the opportunity to engage with their peers, fostering a sense of collaboration This increased motivation can be attributed to the exchange of ideas and language skills that occurs when students work together to accomplish a common goal.
Many students believe that projects significantly enhance their motivation, as they provide an opportunity for self-evaluation This process allows them to identify both their strengths and weaknesses in English skills, contributing to their overall learning experience.
The study indicates that most students felt a boost in motivation during project lessons, attributing this to noticeable improvements in their speaking, pronunciation, and presentation skills This heightened motivation stemmed from the opportunity to showcase their projects in front of the class Additionally, students enhanced their social, cooperative, and problem-solving skills through the project work Engaging in tasks such as researching information and making decisions about their products contributed significantly to the development of these essential skills.
From the teachers' perspective, project-based learning significantly enhances student motivation and engagement A strong consensus among educators indicates that projects foster interest, creativity, cooperation, and active participation among learners Furthermore, teachers believe that project work promotes student independence, improves presentation skills, and reinforces knowledge retention.
Contrary to student perceptions, teachers believe that motivation is not significantly influenced by improvements in pronunciation Only a minority of teachers felt that enhanced pronunciation through projects led to increased student motivation Furthermore, despite the focus on writing in the English 6 textbook projects, most teachers disagreed that improvements in writing boosted student motivation This discrepancy may stem from teachers' observations that students' pronunciation and writing skills showed minimal progress, resulting in a lack of motivation linked to perceived improvement.
Pedagogical implications
In the light of the study findings, following are some pedagogical implications concerning the effects of project work in the textbook English 6 on students’ motivation in their English class.
1 The use of projects in English class is recognized beneficial to the students.
2 The topics of the projects should be carefully selected so that they meet the students’ needs and interests.
3 The project requirements should be simple and relevant to the students’ language proficiency and their background knowledge.
4 Teachers should support students with prior language and background knowledge before assigning the projects to them.
5 Self- assessment should be tackled with care The students find it rather demotivation.
This section presents the results of an analysis focused on students' attitudes towards project work in English class, highlighting their opinions on motivating factors and the impact of projects on their learning motivation Additionally, it discusses teachers' perspectives on how projects influence student motivation These key findings provide a foundational basis for the researcher to formulate specific pedagogical implications.