INTRODUCTION
Background to the study
Under the effects of globalization and internationalization, English has become “a passport to life” - the major communication tool used in almost all aspects of life.
Effective communication in English, both written and spoken, is crucial for graduates seeking employment and career advancement However, research indicates that Vietnamese students often struggle with English communicative competence, falling short of employer expectations (Ngo, 2011; Nguyen & Tran, 2015) Additionally, a study by Karim (2016) highlights that inadequate English proficiency contributes significantly to the unemployment of over 400,000 Vietnamese undergraduates.
In Vietnam, English is a mandatory subject for both English majors and non-majors at the tertiary level However, while English majors benefit from an immersive English-speaking environment, non-English majors often lack adequate exposure to enhance their language skills This discrepancy poses challenges for curriculum designers and educators in developing effective teaching strategies to improve the academic performance and communicative abilities of non-English major students (Nguyen & Tran, 2015).
The English teaching and learning process at tertiary levels in Vietnam remains largely reliant on traditional, teacher-centered methods, which has resulted in poor student performance and limited English communication skills (Park, 2000; Nguyen, 2013) Additionally, a lack of social communication and interaction in English contributes significantly to students' low proficiency (Krachu, 2005) As a result, most Vietnamese non-English graduates struggle to use English effectively in professional settings (Vu, 2007; Ha, 2018).
In 2008, MOET encouraged teachers in Vietnam to adopt innovative and effective teaching techniques in EFL contexts to improve English learning outcomes Enhancing teaching pedagogy is essential for teachers to significantly impact their students' English proficiency Nguyen (2013) highlights that achieving English skills necessitates a motivating and supportive learning environment that empowers students to actively practice their language abilities.
In accordance with the recent education policy, Ton Duc Thang University (TDTU) has implemented innovative teaching methods to enhance English learning for both English majors and non-majors Since the 2018-2019 academic year, Project-based Learning (PBL) has been incorporated into English modules to improve students' English proficiency and develop essential lifelong skills through the use of real-life situations in their learning experiences.
Project-Based Learning (PBL) integrates real-world issues into educational activities, transforming the roles of teachers and students (Petersen & Nassaji, 2016) In this approach, teachers become facilitators and motivators, while students take on the role of independent, self-directed learners (Krueger, 2014) This shift in roles has shown significant benefits in English as a Foreign Language (EFL) contexts Engaging in project tasks from preparation to evaluation allows EFL students to enhance their confidence, autonomy, and independence, ultimately boosting their self-esteem and fostering positive attitudes toward learning English (Fried-Booth, 2012).
(1998) that the active participation in project activities in which students are responsible for their project tasks and learning enhances their activeness and autonomy in learning.
While project-based learning (PBL) offers significant advantages in language education, students may encounter various challenges during their project participation This is especially true for first-year students at TDTU, who are adapting to PBL as it is a relatively new instructional method for them.
The study titled “An Investigation into Difficulties Facing First-Year Non-English Major Students in Project-Based Learning at Ton Duc Thang University” aims to explore the challenges encountered by non-English major first-year students while engaging in Project-Based Learning (PBL) at TDTU.
Research problem
In today's education landscape, prioritizing student-centered learning necessitates a reform in teaching and learning methods Project-Based Learning (PBL), which emphasizes active student participation in the learning process, is gaining traction across educational institutions However, at TDTU, the integration of PBL into the curriculum is still in its early stages, leading to potential challenges for students adapting to this innovative approach Identifying these difficulties is essential for making necessary adjustments to project work and ensuring the effective achievement of intended learning outcomes.
Aims of the study
This study investigates the implementation of Project-Based Learning (PBL) in university English classes and identifies the challenges faced by first-year non-English major students as they adapt to this innovative educational method.
Specifically, following are the overall aims of the research:
1) To examine the current practice of PBL at TDTU;
2) To explore certain difficulties perceived by first-year non-English major students in their experience with PBL.
Research questions
In order to achieve the research aims, the following research questions are formulated:
1 How is Project-based learning implemented in English courses at Ton Duc Thang university?
2 Do first-year non-English major students face any difficulties in Project-based learning? If yes, what are they?
Significance of the study
This study significantly contributes to the understanding of Project-Based Learning (PBL) in language education, highlighting its varied application across different educational levels It specifically examines the implementation of PBL at TDTU, detailing the activities undertaken by both teachers and students throughout the project process Furthermore, the identification of challenges faced by students during PBL implementation offers valuable insights for educators, prompting necessary adjustments to enhance the effectiveness of PBL in tertiary education.
Scope of the study
This current research does not generalize the whole picture of PBL at tertiary level.
This article examines a specific case study at a university in Vietnam to provide deeper insights into Project-Based Learning (PBL) The research, conducted in two random English classes at TDTU, highlights select challenges faced by students during project work, rather than addressing all potential difficulties Consequently, the findings are particularly relevant to the research site and should not be generalized to other studies in the same field.
Organization of the thesis
This thesis consists of five chapters: Introduction, Literature Review, Methodology, Findings and Discussions, and Conclusion The Introduction outlines the study's background, research problem, aims, research questions, significance, and scope The Literature Review critically examines the theoretical foundations of Project-Based Learning (PBL), covering definitions, rationales, types of projects, PBL characteristics, implementation steps, components, student challenges in PBL, and its application in Vietnam's EFL context, alongside previous related studies The Methodology chapter details the research design, site, instruments, and data analysis techniques, including sampling and data collection procedures Chapter 4 presents the analyzed data to address the research questions and discusses the findings in relation to the literature review Finally, Chapter 5 concludes the thesis.
Conclusionconsists of the conclusion of the study, pedagogical implications for teachers,limitations of the study and suggestions for further research related to PBL.
LITERATURE REVIEW
Background to Project-based learning (PBL)
Project-based learning (PBL) is a concept that lacks a singular definition, as highlighted by Beckett and Miller (2006), due to the diverse perspectives of scholars on its characteristics, processes, and outcomes Some researchers emphasize the practical applications of PBL, while others base their definitions on the theoretical frameworks that inform PBL activities (Coufalová, 2006).
Project-Based Learning (PBL) is not a novel concept; it was initially introduced by Kilpatrick in 1918 through his work "The Project Method," which proposed it as an alternative learning approach that integrates content learning with authentic problem-solving Beckett and Miller (2006) further emphasized the endorsement of PBL by various scholars who recognize its effectiveness in promoting learner-centered education.
In language learning, the concept of "project" was first introduced by Fried-Booth (2012), highlighting that language tasks are structured as projects to achieve specific learning objectives This idea was expanded by Hedge (1993), who described projects as activities designed to create real-life contexts for developing language skills The integration of project activities and language tasks focuses on a shared goal: enhancing communicative language abilities Hedge outlined the process of incorporating project activities, which includes planning, gathering information from various sources (such as reading, listening, surveys, and interviews), discussing and addressing problems, solving issues, reporting project outcomes, and presenting findings Additionally, some projects incorporate a reflection phase at the end to facilitate further improvements (Hedge, 1993).
Problem-Based Learning (PBL) is defined by Moss and Van Duzer (1998) as an instructional technique that provides learners with contextualized environments for problem-solving and product development Thomas (2000) describes PBL as a model centered around complex projects that encourage students to engage in design, decision-making, and investigative tasks, allowing them to work autonomously over extended periods and produce realistic outcomes This approach fosters a flexible and meaningful learning environment where students can tackle real-life problems, enhancing their knowledge and skills Furthermore, Thomas highlights that PBL leads to greater student motivation and retention of knowledge compared to traditional methods, resulting in improved performance The incorporation of both individual and collaborative activities in project work also helps students build confidence and self-direction.
Beckett (2002) defines Project-Based Learning (PBL) as an instructional method that enhances both language and social skills in learners This approach involves teachers guiding students through projects that span several weeks or months, focusing on language acquisition, content learning, and skill development The culmination of these projects results in problem-solving and the creation of finished products, which serve as the ultimate objectives of the learning process.
Stoller (2006) presented a unique perspective on Project-Based Learning (PBL) by emphasizing its process, distinguishing his approach from earlier scholars He outlined key criteria that characterize effective PBL, highlighting its distinct features and methodologies.
(1) PBL offers a simultaneous output-oriented and process-oriented learning process;
(2) Students take the most important role in project work, involving in all stages of projects;
(3) PBL is a long-term process which can be done over an extended time;
(4) PBL integrates multiple skills into content learning;
(5) PBL offers students the opportunity to work in pairs, or in groups;
(6) Students are supposed to be accountable for their learning progress in the target language;
(7) The final output of projects should be both improvement in target language and tangible products such as a report, a presentation, and so on; and
(8) Students should evaluate and reflect the whole process and final product of project work for further improvement.
The review of previous studies reveals that Problem-Based Learning (PBL) varies significantly among authors and over time, influenced by different focal areas This diversity in definitions complicates the establishment of a unified model for PBL implementation Nonetheless, several overlapping features emerge from these definitions: PBL necessitates the use of integrated skills—such as language, social, and professional abilities—along with the synthesis of information by learners to generate diverse solutions to problems (Johnson & Parrish, 2010) Additionally, language projects typically yield tangible outputs, including written reports or oral presentations (Pimentel, 2013) Furthermore, incorporating real-life contexts with authentic issues is essential for every project (Beckett & Miller, 2006).
2.1.2 Basic features of project-based learning
Project-Based Learning (PBL) has been extensively studied for its definitions and characteristics in educational settings According to Svobodová et al (2010), PBL serves as a complementary teaching method that enhances learning efficiency through several key features Firstly, PBL projects are tailored to students' interests and needs, leading to improved academic performance and essential workplace skills Secondly, PBL emphasizes authentic contexts beyond traditional classroom environments Additionally, it incorporates multiple subjects and real-life aspects, fostering interdisciplinary collaboration Group work is prioritized over individual tasks, and the outcomes of PBL are tangible products, with a focus on documenting project processes for reflective purposes.
Haines (1989) emphasized that Problem-Based Learning (PBL) is versatile and can be effectively implemented across diverse educational environments, including K-12 and higher education It accommodates students of varying English proficiency levels, age groups, and backgrounds, making it a valuable pedagogical approach for a wide range of learners.
Project-Based Learning (PBL) shifts the focus from traditional teacher-centered methods to a student-centered approach, where learners take charge of project activities, including topic selection, methodologies, timelines, and presentation of outcomes Research by Haines (1989) highlights the preference for collaborative environments in PBL, as teamwork fosters essential skills sought by employers Additionally, Patton (2012) identifies three key features for successful PBL implementation: public exhibitions of final projects, engagement in multiple tasks throughout the project stages, and opportunities for peer critique and reflection.
2.1.3 Rationales for project-based learning
Project-Based Learning (PBL) is recognized as a versatile and impactful teaching approach that encourages teachers to immerse students in a contextualized learning environment By integrating various disciplines and skills, PBL enables students to tackle real-world problems and create innovative products, fostering deeper engagement and understanding.
Project-Based Learning (PBL) is a long-term educational approach that engages students in solving problems or creating products over several weeks, thereby enhancing their background knowledge, language skills, and competencies (Beckett & Slater, 2005) The primary objective of PBL is to achieve a comprehensible output, culminating in a final product that can take various forms There are several justifications for implementing PBL in educational settings.
1) PBL allows teachers to provide instructions to teach not only language skills but also content and professional skills in a contextualized learning environment which is closely associated to social and cultural environment (Beckett & Slater, 2005);
2) Teachers’ and students’ autonomy is significantly promoted because teachers and students are allowed to select project work depending on their learning interests and needs (Beckett & Slater, 2005);
3) Students are free from teachers’ full control in project activities and outputs that motivates students’ engagement to learning activities (Alan & Stoller, 2005);
4) It is contended by Díaz-Rico (2004) that PBL is varied and unplanned in nature in which project direction and outputs are perceived in different ways by teachers and students; therefore, PBL offers students the opportunity to develop a multiple perspective to problem approaching and to obtain multiple and interdisciplinary knowledge and skills (Beckett & Slater, 2005).
5) The nature of PBL is student-centered which facilitates the implementation ofCLT approach in language learning and teaching; therefore, the contextualized learning environment rooted from the implementation of PBL can nurture students’ abilities for life-long learning, language skills (speaking, listening, writing, and reading skills) and content learning, motivation and engagement to language learning, and improvement in professional competences (problem solving ability, time management skill, collaborative skill, research skills, presentation skills, communication skills, and ICT skills.
For all the reasons above, teachers and students are motivated to integrate PBL as a supplementary teaching approach in language learning in different settings (Beckett & Slater, 2005).
2.1.4 Components of project-based learning
Project-based learning in EFL context
2.2.1 Role of project-based learning in language acquisition
Language acquisition occurs both inside and outside the classroom, as highlighted by Fried-Booth (2012) Dale and Tanner (2012) emphasize that, from a social constructivist viewpoint, language learning is fundamentally a social process that thrives on learner interactions Incorporating meaningful, authentic, and relevant language inputs into the learning environment enhances the language acquisition process Additionally, focusing on the output aspect, students develop their language production skills not only in class but also through social communication (Dale & Tanner, 2012).
Cognitive learning theories play a crucial role in understanding language acquisition According to Dale and Tanner (2012), learners enhance their ability to memorize and retain language inputs by engaging in multiple tasks during the learning process This suggests that language acquisition occurs as learners integrate their existing knowledge with new language inputs Furthermore, Dale and Tanner highlight that learners strive to comprehend new language materials by relating them to social and real-life contexts, enabling them to effectively generate, convey, and express themselves using the acquired language.
According to Richards (2006), Communicative Language Teaching (CLT) is a key approach in language acquisition, with Project-Based Learning (PBL) recognized as one of its most effective methods PBL offers specific communicative and practical benefits for language learners To investigate the language learning process through PBL, Hutchinson (1992) outlined three essential criteria: the language learning process itself, the content of language inputs, and the values associated with language learning.
According to Hutchinson (1992), the selection of Project-Based Learning (PBL) as a Communicative Language Teaching (CLT) approach is influenced by two key factors: learners' motivations for language learning and the relevance of the material These motivations encompass academic achievements, personal experiences, and professional goals, leading learners to view language as an integral part of their lives rather than just an in-class subject As a result, PBL effectively integrates real-life problems and situations into foreign language learning, enhancing students' communicative abilities in the target language.
Haines (1989) emphasizes that Project-Based Learning (PBL) shifts the focus of language learners from traditional language goals to project-oriented objectives, enabling them to integrate their existing language knowledge with new inputs This approach fosters language acquisition through meaningful practices and rehearsals, enhancing skills in speaking, reading, listening, and writing Unlike traditional methods, which rely on controlled exercises, PBL encourages creativity and engagement through communicative activities that address real-life problems Fried-Booth (1990) supports this, stating that PBL enables learners to develop language skills in a natural and relevant context, making the learning experience more effective and impactful.
Hutchinson (1992) highlighted the significance of Project-Based Learning (PBL) in foreign language acquisition, serving as a bridge between learners' personal cultures and those of English-speaking countries PBL enhances learners' understanding of cross-cultural communication, a vital aspect of language acquisition Additionally, Ribé and Vidal (1993) noted that PBL not only improves language knowledge and skills but also fosters learners' confidence, autonomy, and positive attitudes towards foreign language learning.
2.2.2 The process of PBL in EFL classrooms
Project-Based Learning (PBL) is an educational approach where students attain specific learning outcomes by investigating real-world issues This process involves distinct stages, and despite varying opinions from educators and researchers on the exact steps, every effective project comprises three essential components: a beginning, a middle, and an end (Chard, 2001).
Papandreou (1994) grouped activities and tasks involving PBL into six main steps. Below is the summary of steps, teacher’s and students’ roles.
Steps Teacher’s role Students’ role
1 Preparation The teacher introduces the project topic to the students, and asks them to discuss
Students discuss the projects given by the teacher and ask questions if necessary.
2 Planning Teacher facilitates students during the process of students’ plan making.
Students make plans for their projects, including working out the means for collecting and gathering data information.
3 Research Teacher take control over the students’ work and provides necessary help when needed.
Students start collecting data from varied sources
4 Conclusions Teacher gives the students guidance or essential language input
Students analyze data from the collected information and draw conclusions for the projects.
5 Presentation Teacher coordinates the presentations of the students.
Students make public presentations to present their final product.
6 Evaluation Teacher gives the students constructive comments on their product.
Students receive feedback and corrections from the teacher.
The framework for Project-Based Learning (PBL) proposed by Papandreou (1994) is inadequate as it overlooks the crucial element of collaboration, which is vital in English as a Foreign Language (EFL) settings Promoting student-centered learning is a key objective of PBL, achievable through active participation in group work To address this gap, Korkmaz & Kaptan (2001) revised the PBL stages, incorporating group work as a fundamental feature of its implementation Their revised steps for PBL are summarized as follows.
Steps Teacher’s role Students’ role
1 Stating the subject and sub-subjects, organizing the groups
The teacher show students the general project topic and he or she may need to break down the topic into smaller one for step- by-step implementations.
In addition, the teacher facilitates students’
Students ask questions if they have any and in divide themselves into groups. group division.
Teacher helps with students’ formulation of their projects and provides immediate support when necessary regarding resources, equipment, etc.
Students work in groups to make plans for their projects and decide the roles they have in their groups.
Teacher provides the students with necessary help when needed.
Group members work on the project, including collecting, gathering and analyzing data for the projects
Teacher supplies students with essential language input including needed skills and content to prepare them for their presentations.
After analyzing the data, students identify the essential points to include in their presentations and develop a clear structure Additionally, they practice their presentations to ensure they are well-prepared for the official delivery.
5 Making the Teacher supervise the students’
Students present their final products in presentation presentations groups.
6 Evaluation Teacher evaluates students’ projects by means of feedback and comments
Students engage in feedback and reflection on their learning through project implementation, actively participating in the evaluation of both their final product and those of their peers.
In the context of English as a Foreign Language (EFL), Stoller (2006) highlights key projects designed to enhance educational objectives, specifically targeting both content knowledge and language skills development within EFL classes.
Speaking projects focus on enhancing speaking skills by producing various audio and video materials These projects can include public speeches, oral competence interviews, real-life conversations, songs, recorded talk journals, in-class discussions, debates, English activities, role plays, dramatizations, English speaking contests, broadcasts, and business discussions.
Listening projects play a crucial role in EFL classes by enhancing students' listening skills These projects focus on producing various final products, such as transcripts of news broadcasts from sources like BBC or VOA, summaries of films or news, lecture recordings, and dictation exercises By incorporating British, American, and Australian English, these projects provide students with a diverse listening experience that supports their language development.
Reading projects aim to enhance students' reading comprehension skills, culminating in various final products such as reading logs, responses, literature reviews of books, novels, or movies, newsletters, advertisements, reflection papers, and published writings.
This project aims to improve students' English writing skills through various final products, including letters, diaries, emails, compositions, reports, essays, and book reviews Students will engage in writing newspaper articles, newsletters, brochures, and field trip reports, enhancing their ability to express ideas effectively in different formats.
Previous studies
Since the implementation of Project-Based Learning (PBL) as a Communicative Language Teaching (CLT) method, numerous studies have explored its impact on various aspects of learning, especially in foreign language acquisition Research within the English as a Foreign Language (EFL) context indicates that PBL is a favored strategy among English educators to meet targeted learning objectives.
Tomei, Glick, and Holst (1999) conducted a study on Project-Based Learning (PBL) in the English as a Foreign Language (EFL) context in Japan, focusing on students' projects that explored their peers' student life Utilizing a mixed-method approach, the researchers gathered data from questionnaires and interviews involving 126 students The findings highlighted that PBL significantly enhanced EFL students' English learning by providing authentic language inputs, fostering responsibility, autonomy, and creativity, and integrating real-life problems and situations into the learning process.
In a study by Gu (2003), the use of Problem-Based Learning (PBL) was explored among English teachers instructing non-English majors in Foreign Trade at a Chinese university Students engaged in investigating real-world issues related to foreign trade services, culminating in written reports that analyzed these problems and provided solutions The findings indicated that active participation in authentic projects significantly enhanced students' oral and written English communication skills, as well as their problem-solving abilities Similarly, Zhao (2004) conducted a PBL course for higher education students in Technology, highlighting that the primary benefits of PBL included improved English proficiency and enhanced collaborative skills among students.
Previous studies have explored the implementation of Project-Based Learning (PBL) in K-12 settings for English as a Foreign Language (EFL) education, notably Beckett's (2006) research conducted in a high school with 73 Chinese students The study aimed to enhance students' creativity, engagement in English learning, collaboration skills, and critical thinking Students undertook a project on child abuse, gathering information from diverse sources, culminating in an oral presentation Beckett's findings, derived from observations, interviews, and questionnaires, revealed that student involvement in project formulation, activity planning, research, data analysis, and report presentation significantly improved their language skills while fostering creativity, teamwork, and critical thinking abilities.
A quasi-experimental qualitative study conducted by Alacapinar (2008) examined the effects of Project-Based Learning (PBL) on students' cognitive and psychometric achievements during project work The research involved data collection through observations, focus interviews, and various psychomotor assessments Findings revealed that students in the experimental group utilizing PBL demonstrated superior performance in both cognitive and psychometric areas compared to those who did not participate in the PBL approach.
A study conducted by Foss et al (2007) involving 165 EFL students in Japan examined the impact of Project-Based Learning (PBL) on English skill development While the limited project timeframe resulted in no significant improvements in English skills, the study highlighted a notable increase in student motivation and positive attitudes towards English learning, attributed to the incorporation of authentic problems into the learning process.
Previous studies by Beckett (2002), Beckett and Slater (2005), Bell (2010), Matejka (2004), and Robinson (2013) demonstrated that empowering students through project activities fosters a transition from passive to active and autonomous learning To enhance this learning style, students must develop their language skills, problem-solving abilities, critical thinking, collaboration, and self-esteem.
Research by Beckett (2002), Beckett and Slatter (2005), Bell (2010), Matejka (2004), and Robinson (2013) reveals mixed attitudes among students regarding the implementation of Project-Based Learning (PBL) While many students expressed positive feedback about PBL's impact on their learning and skill development, some reported dissatisfaction, influenced by cultural and social factors as well as challenges associated with PBL.
Numerous studies in Vietnam have examined the effects of Project-Based Learning (PBL) on students' language skills For instance, Ngo (2014) implemented PBL in his class over 15 consecutive weeks, finding that students developed positive perceptions of the method, which fostered their proactivity and autonomy Similarly, Ha (2019) conducted a case study across four secondary school classes, demonstrating that PBL significantly enhanced students' speaking abilities and overall generic skills.
Previous studies highlight that the implementation of Project-Based Learning (PBL) in the English as a Foreign Language (EFL) context is not only inspiring and motivating but also beneficial and challenging The positive outcomes of PBL include increased student confidence, enhanced autonomy, and heightened motivation, alongside improvements in content development, language skills, and cognitive abilities.
Conceptual framework
This section outlines the conceptual framework derived from a literature review on the implementation of Project-Based Learning (PBL) in English as a Foreign Language (EFL) contexts This framework is instrumental in formulating questions for teacher interviews and student focus groups, aimed at addressing the two research questions established to achieve the study's objectives The theoretical foundation provided by Korkmaz & Kaptan (2000) underpins the conceptual framework for this research The implementation of PBL involves various tasks across six stages, which may present challenges for students.
Adapting the procedures of PBL developed by Korkmaz & Kaptan (2000), the following conceptual framework is generated as below.
METHODOLOGY
Research design
Choosing an effective research design is essential for ensuring a smooth research process, as it optimizes the efficiency of information gathering while minimizing effort, time, and costs (Akhtar, 2016) According to Saunders et al (2009), the selection of a research design is influenced by the specific nature and objectives of the study being conducted.
Both qualitative and quantitative research methods serve unique purposes, with quantitative research focusing on statistical and numeric data, while qualitative research relies on non-numerical data and personal introspection According to Bryman and Bell (2015), qualitative research is particularly advantageous for exploring opinions, attitudes, and behaviors within their natural contexts.
The researcher aimed to conduct an in-depth investigation into the practice of Project-Based Learning (PBL) within the school, focusing on students' perspectives regarding the challenges they encountered during project execution To achieve this, a qualitative approach was employed, utilizing a case study design for the research.
According to Creswell (2008), a case study involves an in-depth exploration of a bounded system, allowing for intensive study of a phenomenon within its real-life context over an extended period Mackey and Gass (2005) emphasize that case studies offer a holistic description of language learning or use within specific populations and settings, providing rich contextualization that illuminates the complexities of the second language learning process.
Case studies can be categorized into three primary types: intrinsic, instrumental, and collective An intrinsic case study focuses on a specific case of interest to the researcher, while an instrumental case study aims to gain deeper insights into a phenomenon through a particular case, helping to form broader generalizations Lastly, collective case studies involve the analysis of multiple cases, allowing for comparisons and contrasts that enhance the understanding of a specific problem.
This study aims to investigate the challenges faced by first-year non-English major students during the implementation of Project-Based Learning (PBL) and their responses to these challenges, with the goal of enhancing PBL practices in schools Utilizing a collective case study design, the research compares and contrasts findings from two different student classes to gain a comprehensive understanding of the issue at hand.
Research site
Ton Duc Thang University (TDTU), established in 1997, has rapidly evolved into a leading autonomous state university in Vietnam Over 23 years of dedicated development, TDTU has achieved recognition as a world-class institution, ranking second overall and first among public universities in Vietnam for its contributions to science, technology, and innovation In April 2018, TDTU received accreditation from the High Council for Evaluation of Research and Higher Education, meeting French and European standards Furthermore, the Academic Ranking World Universities (ARWU) placed TDTU among the top 1000 universities globally in 2019, highlighting its excellence in staff quality, educational standards, and facilities.
TDTU is dedicated to fostering high-quality human resources equipped with the necessary expertise, skills, and English proficiency to support sustainable development for humanity through education, research, and creativity.
TDTU operates five campuses, with two located in Ho Chi Minh City and the remaining three in Khanh Hoa, Ca Mau, and Lam Dong provinces The main campus, situated in District 7's Tan Phong ward, serves as the headquarters for the conducted study.
English courses at TDTU
3.3.1 Background information about English courses at TDTU
TDTU currently provides education and training across 17 faculties, offering 43 majors to over 23,000 students The university features two types of educational programs: standard and high quality A key requirement for all students is to achieve an English proficiency level equivalent to B1 on the Common European Framework for Reference (CEFR) Notably, most students at TDTU are enrolled in the standard program.
The English curriculum at TDTU comprises six levels, corresponding to six courses: Foundation 1, Foundation 2, Foundation 3, English Community 1, English Community 2, and English Community 3 Each level features an intensive course lasting approximately two and a half months, comprising 25 sessions At the start of the academic year, newly admitted students who have completed high school must take an English placement test to determine their appropriate level This test includes 50 questions covering Listening, Reading, and Grammar.
Cambridge Key English Test (KET) The students’ scores determine what class levels they are placed in.
TDTU offers two distinct English course programs—standard and high quality—with notable differences beyond the initial six levels After completing English Community 3, students in the high-quality program must advance through three additional levels: English Community 4, English Fluency 5, and Advanced English 6 The table below summarizes the number of English levels required for each program.
Table 3.3.1 The division of classes between standard and high quality program
English Community 4 English fluency 5 Advanced English 6
At TDTU, each English course is worth five credits and includes two weekly class meetings, each consisting of three periods, totaling 75 periods over approximately two and a half months The courses feature co-teaching by both native and Vietnamese instructors To progress to the next English level, students must complete a final computer-based test at the end of each course.
The English courses at TDTU utilize the Keynote series, ranging from 1A to 4B, published by National Geographic Learning, which received the ELTons 2016 award for course innovation and the ESU English Language Award in the Resource and Higher Learners category Authored by experienced educators Helen Stephenson, Paul Dummett, Lewis Lansford, David Bohlke, and Richard Walker, these textbooks combine vocabulary, speaking, reading, writing, presentation, and TED talk sections The Keynote series offers students engaging and authentic language input while fostering essential 21st-century skills, including communication, creativity, critical thinking, and teamwork.
The textbooks are structured into twelve distinct units, with each unit containing five lessons Below is a table detailing the language components addressed in each unit.
Table 3.3.2 The unit teaching components in Keynote series
Keynote textbooks have been officially selected for teaching English to non-English major students at TDTU, effectively enhancing their presentation skills By incorporating authentic language input from TED talks and integrating various skills, these books prepare students for success in their future endeavors.
The English courses at TDTU utilize a 100-point grading system, where students are evaluated through in-class progress and final assessments In-class progress contributes 70% of the overall score, encompassing group projects, participation, reflective papers, and speaking portfolios The final assessment consists of a one-hour-and-thirty-minute Reading and Listening test, accounting for the remaining 30% of the total score.
Figure 3.3.3 The scoring assessment for English courses at TDTU
To successfully complete the course, students must achieve a minimum score of 70 out of 100, combining their progress scores and final test scores Students who score below this threshold will be required to retake the course at the same level.
PBL implementation at TDTU
3.4.1 Background of PBL practice at TDTU
Project-Based Learning (PBL) is integrated into English modules through collaborative group projects, accounting for 30% of the total score at each level These projects involve four students working together throughout the course to achieve their project goals.
The projects are tailored to align with the unit topics in the textbook and vary by class level (Appendix A) These projects not only improve students' English language skills but also foster essential 21st-century competencies, including critical thinking, collaboration, and problem-solving.
The English course spans 25 days and includes 75 periods, during which students engage in extensive group projects, culminating in an oral presentation on Day 24 While most project work occurs outside the classroom, specific days are designated in the syllabus for project execution, allowing both teachers and students to participate in preparatory activities The procedures for implementing Project-Based Learning (PBL) are outlined to ensure effective collaboration and preparation.
In group projects, the final outputs consist of written reports and oral presentations Prior to delivering the oral presentation, students must submit a group project form to the teacher, which includes essential details such as the group name, member names, and task descriptions outlining individual responsibilities for the project.
(2) a 100-word summary of the project content, (3) resources that students use to have references.
In oral presentations, students create visual slides to showcase their findings and personal insights on assigned topics Each group shares the presentation responsibilities equally, with a total duration of around 20 minutes per group This format allows each student approximately five minutes to present their individual contributions sequentially.
3.4.4 Assessment of group project products
The evaluation of project outcomes is carried out by teachers, with group projects being assessed on a total of 30 points This assessment is based on six key criteria: presentation skills, language proficiency, organizational structure, content and critical thinking, use of visual aids, and the quality of the written component Each criterion is scored on a scale of 1 to 5, as detailed in Appendix C.
Research participants
The study involved two classes of first-year non-English major students at TDTU, along with their English teachers The researcher, a former part-time teacher at the university, obtained permission from the department head to conduct the study After learning the class schedules for the first semester of the 2018-2019 academic year, the researcher requested assistance in selecting classes The department head provided a list of first-year classes starting in early September, from which the researcher chose two based on their compatibility with his schedule and his familiarity with the teachers Consequently, the study employed a convenience sampling strategy.
The study focused on 62 first-year non-English major students from various disciplines, including Law, Sports Science, Chinese, Urban Planning, and Pharmacy, at TDTU during the 2018-2019 academic year These students were selected due to their recent transition from high school and lack of prior experience with Project-Based Learning (PBL), which was a relatively new educational approach at TDTU It was anticipated that they would face specific challenges and difficulties in adapting to PBL.
Among 62 chosen participants, there were 34 females and 28 males all aged 18 and above All the students had taken the placement test prior to the commencement of the school year 2018 – 2019 and were appropriately placed into Foundation 2 and 3, equally compared to elementary level and pre-intermediate level of English competency.
The students demonstrated a satisfactory understanding of basic English knowledge; however, their speaking and listening skills required significant enhancement The table below summarizes the participation details of the students involved in the study.
No Information Category Class F2 - 27 Class F3 - 67
The study involved two teachers responsible for the selected classes, one male and one female, both with over two years of experience teaching English They hold Bachelor's degrees in teaching English as a foreign language and possess IELTS certificates with an overall band score of 7.5 Additionally, one teacher has a Master of Arts degree specializing in Applied Linguistics.
Research instruments
Qualitative research often faces challenges related to researcher bias, which can compromise its reliability and validity (Bowen, 2006) To address this issue, a triangulation method was employed, incorporating three distinct research instruments for data collection This study utilized classroom observations, semi-structured interviews with two teachers, and focus groups with students, all of which were analyzed collectively for comprehensive insights.
Observation is a widely used data collection method that involves systematically watching participants and settings to gather firsthand, open-ended information (Creswell, 2008) This technique enables researchers to gain deep insights into participants' reactions and behaviors in real-world contexts, providing authentic data sources (Macky and Gass, 2009) In this study, a series of observations were conducted to explore the implementation of Project-Based Learning (PBL) in English classrooms and to understand students' responses throughout various project stages Consequently, observational data played a crucial role in addressing the first research question and supporting the second.
The researcher’s observation schedule was aligned with the English department's course syllabus, resulting in eight observations across two classes on four designated project days The following table provides detailed information regarding these class observations.
Table 3.6.1 The schedules for classroom observations
From September 5 to the end of November 2018, a series of classroom observations were conducted for two English courses, with the teachers' consent The researcher attended classes on predetermined dates, meticulously documenting each activity through field notes for later analysis in Chapter 4 Details of the observation scheme can be found in Appendix F.
A focus group, as defined by Dawson (2009), involves gathering a group of individuals to discuss a specific topic for research purposes This method is beneficial as it allows researchers to collect extensive insights on a particular issue through simultaneous group discussions among engaged participants.
In the current study, focus group interviews were conducted with 21 students from two classes to explore their perceptions of the difficulties encountered during each stage of Project-Based Learning (PBL) Students volunteered to participate, with the researcher coordinating with teachers to form groups Initially, 24 students agreed, but due to scheduling conflicts, only 21 participated, organized into four focus groups The groups were intentionally structured to include classmates for comfort and students from different project groups to ensure diverse perspectives This approach aimed to enhance the reliability and depth of the findings, reflecting varied project topics discussed within each focus group.
Table 3.6.2 The details about students’ focus group interviews
Focus groups Class Participants Dates Duration
Vy, Nhi, Tam, Trinh, Nguyen, Lam
FG2 Tu, Phong, Giao, Hong, Hieu December 15 th ,
Trung, Tien, Doan, Khanh, Xuyen
FG4 Tai, Dung, Trong, Nhan, Linh December 16 th ,
The focus groups were conducted in Vietnamese, allowing participants to express their thoughts comfortably in their mother tongue without the constraints of English The researcher moderated the discussions to maintain focus and prevent communication breakdowns To address ethical concerns, the names of the students were changed in the study.
The focus group questions were based on the stages of Problem-Based Learning (PBL) outlined by Korkmaz & Kaptan (2000), serving as the study's framework All student discussions were audio recorded and transcribed, followed by coding and theme grouping This method was essential for gathering data to address the study's second research question.
Interviews are a powerful tool for understanding human perspectives, as noted by Fontana and Frey (2000) They are effective in gathering extensive data quickly (Stake, 2003) Dawson (2009) identifies three interview types: structured, semi-structured, and unstructured Structured interviews use fixed questions, ensuring consistency across respondents Semi-structured interviews offer flexibility, allowing for additional questions based on the conversation's flow Unstructured interviews resemble informal discussions, with spontaneous questions In this study, semi-structured interviews were utilized to gather essential information, enabling the researcher to explore unexpected issues in depth (Bernard, 1988).
Creswell (2009) identifies two methods for conducting interviews: one-on-one interviews and focus group interviews In this study, the researcher opted for one-on-one interviews due to the limited number of participants—only two—which does not meet the minimum requirement of four to six participants for a focus group Additionally, individual interviews allow teachers to express unbiased opinions without the influence of others, resulting in more objective data that is valuable for analysis.
This study involved conducting one-on-one semi-structured interviews with two teachers responsible for selected classes after they implemented Project-Based Learning (PBL) practices The interviews were scheduled at the convenience of the teachers, ensuring their comfort With their consent, all responses were audio recorded, and the key findings from these interviews are summarized below.
Table 3.6.3 The information of teachers’ interviews
Date Saturday, December 22 nd , 2018 Sunday, December 23 rd ,
The interviews sought to understand teachers' perceptions of the challenges their students encounter while working on group projects Thirteen questions were designed to align with those posed in student focus groups, ensuring a confirmation of shared experiences (see Appendix H) Additionally, the study examined teachers' actions and intentions during Project-Based Learning (PBL) implementation, supplemented by in-class observations conducted by the researcher.
Data collection procedures
The data collection was conducted throughout the first semester of the school year
Between 2018 and 2019, two English teachers collaborated with 62 students from selected classes to gather data using three research tools: observation, questionnaires, and interviews.
A series of four in-class observations were conducted to identify students' challenges in Project-Based Learning (PBL) during key sessions of the course The researcher coordinated with teachers to schedule observations on significant PBL days and to understand the session content.
After the courses concluded, four focus groups were formed with 21 participating students, who were assured that their identities would remain confidential to encourage open and honest sharing The groups convened at various locations and times based on the students' preferences, with three groups opting for the convenience of coffee shops, while the fourth group met in the teacher's room at the university during recess.
Interviews were conducted with two English teachers responsible for the participant classes, both possessing C1 level English competence To maintain linguistic accuracy, the interviews were conducted in English and lasted approximately 45 minutes each, with recordings made with the teachers' consent.
Table 3.7.1 The summary of the research procedures
Data analysis procedures
This study utilized qualitative data collected through student focus groups, semi-structured interviews, and classroom observations The two participating teachers were designated as T1 and T2, while the focus groups were labeled FG1, FG2, FG3, and FG4 in sequential order.
Observational data was analyzed to assess the implementation of Project-Based Learning (PBL) in English courses at the school Detailed on-site notes were taken to capture the actual dynamics of an English class utilizing PBL The findings were then presented descriptively to address the first research question and contribute to the second.
Then, students’ self-reported responses from focus group interviews were coded and presented in classified themes, which would be used as a main source to answer the second research question.
Next, data collected from interviews with teachers were also thematically coded to confirm the difficulties non-English major students perceived they faced during PBL implementation in the focus groups.
The study utilized a qualitative design with triangulation to address two research questions, focusing on the current practice of Project-Based Learning (PBL) in an English classroom Data was primarily collected through observations to identify challenges students encounter while working in groups on projects, which were then compared to insights gathered from focus group discussions Additionally, interviews with teachers were coded to validate students' responses The findings of this research will be detailed in Chapter 4.
Reliability and validity
To enhance the reliability and validity of the research, the study employed triangulation and member checking, as highlighted by Creswell (2011) These techniques are essential for verifying the accuracy and consistency of the collected data.
The current research utilized a triangulation method, integrating data from observations, student focus groups, and teacher interviews to identify common challenges faced by students in Project-Based Learning (PBL) By comparing insights from teachers with the difficulties articulated by students, the study revealed a significant alignment between their experiences Additionally, the researcher’s observational notes reinforced these findings, underscoring the credibility and reliability of the research through corroboration from multiple sources.
To validate the study's findings, member checking was employed, ensuring their accuracy and reliability Upon completion of the research, a summary of the findings was emailed to participants for confirmation of the data's correctness and completeness.
It was shown that all of the participants agreed that what they shared in the focus groups and interviews was congruent with the findings of the study.
The research involved participants from two classes, and the findings from each class were compared, revealing consistency and complementarity without any conflicting information This alignment in the results underscores the reliability of the study.