INTRODUCTION
Rationale of the study
The National Foreign Languages Project of Vietnam emphasizes that developing English speaking competence is essential from primary through upper-secondary education However, many students struggle to enhance their speaking skills due to a lack of communicative environments Secondary English textbooks incorporate project lessons designed to foster language abilities by promoting a learner-centered teaching approach In these lessons, teachers act as facilitators, allowing students to engage in meaningful activities that not only enhance their language skills but also cultivate decision-making and leadership qualities Through project-based learning, students participate in authentic communication, enabling them to use the language in natural contexts and complete purposeful tasks effectively.
In Vietnam, the enhancement of students' English speaking skills through project-based learning has garnered significant interest from researchers, with some examining the successful implementation of this method in teaching speaking, while others focus on teachers' perspectives However, there is a lack of research specifically addressing the effectiveness of project-based learning in enhancing students' speaking competence within project lessons To address this gap, this study was conducted based on a comprehensive literature review and the current realities of English teaching in schools.
As an English teacher at a lower-secondary school, the researcher recognizes the critical role of project lessons in enhancing students' speaking skills However, both teachers and students face challenges in teaching and learning speaking within these project lessons due to unfamiliarity with the new target items This prompted the researcher to investigate the effectiveness of project-based learning in teaching English speaking, particularly through project lessons The study aims to provide English teachers with additional strategies to boost students' speaking competence through the implementation of project lessons.
Aim and objectives of the study
This study investigates the effectiveness of project-based learning in enhancing speaking competence among lower-secondary school students The research focuses on specific objectives to achieve this overall aim.
(1) To investigate the effectiveness of project- based learning in improving students‟ speaking competence
(2) To find out students‟ attitudes towards the use of project- based learning in speaking lessons.
Research questions
With the given aims and objectives, the study was conducted to answer two following research questions:
1 To what extent does the use of project-based learning affect students’ speaking competence?
2 What are students’ attitudes towards the use of project-based learning?
The scope of the study
This study involved thirty 7th grade students from a lower-secondary school in Hai Duong province, focusing on the practical effectiveness of project-based learning in enhancing students' speaking skills and their attitudes toward this learning approach Additionally, it addresses the challenges faced by both teachers and students in the implementation of project-based learning.
3 learning and using project- based learning in improving other language skills such as listening, reading, writing would be beyond the scope.
Methodology of the study
The study applied quantitative and qualitative approach in order to achieve the objectives The research instruments were tests, questionnaire and interview
The study utilized pre-tests and post-tests to gather data on student performance before and after implementing project-based learning lessons during the first semester These assessments aimed to measure student improvement, and the researcher analyzed the mean scores of both tests to evaluate the effectiveness of the teaching method employed.
The questionnaire aimed to gather participants' opinions on the interest level of the technique used in the study It specifically explored students' attitudes towards learning English speaking through project-based learning methods.
The interview served as a crucial tool in gathering valuable insights into students' attitudes A set of five carefully crafted questions was developed to complement the findings from the students' questionnaire and to uncover additional information that may have been overlooked.
Significance of the research
This study investigates the effectiveness of project-based learning in enhancing students' speaking competence at the lower secondary school level, aiming to provide theoretical and practical insights Theoretically, it contributes to the general theory of project-based learning, while practically, it offers a deeper understanding of students' opinions on this approach, enabling them to develop essential skills for collaborative project work The research also empowers teachers to become effective facilitators of project-based activities, ultimately improving students' English speaking competence.
4 could be beneficial for both teachers and students, as it would help them reflect on their own practice in using project-based learning.
The organization of the study
This study is divided into five chapters:
Chapter 1: Introduction covers the rationale of the study, the aim and objectives, research questions, scope, method, significance as well as the design of the study
Chapter 2: Literature review provides a critical review of some previous studies relating to the research problem, presenting theoretical background relating speaking features, project-based learning aspects, and the role of students and teacher in project based learning
Chapter 3: Methodology presents the context of the study which included the description of the setting and the participants of the study Data collection instruments, data collection procedure and data analysis procedure are also introduced
Chapter 4: Data analysis and findings present the results of data analysis in detail, from which, the results of the research are revealed and discussed
Chapter 5: Conclusion presents the summary of the main issues and some pedagogical implications The limitations as well as some suggestions for further study are also included
LITERATURE REVIEW
Speaking
Speaking, a crucial productive skill in language learning, has been defined by various researchers Burns and Joyce (1997) describe it as an interactive process of constructing meaning that involves producing, receiving, and processing information Chaney (1998) emphasizes that speaking entails making and sharing meaning through verbal and non-verbal symbols in various contexts From a top-down perspective, Eckard and Kearny (1981), Florez (1999), and Howarth (2001) highlight that speaking is a two-way process that facilitates the genuine communication of ideas, information, or emotions Bygate's related studies further underscore the importance of effective speaking in language acquisition.
In 1987, speaking was defined as the creation of auditory signals that elicit various verbal responses from listeners This process involves systematically combining sounds to construct meaningful sentences.
Speaking is a process of conveying information and expressing feelings through speech, with its various forms influenced by specific contexts.
2.1.2 The importance of teaching speaking
Teaching speaking is crucial for students to effectively use language in everyday communication The primary goal is to equip learners with the skills to express themselves in the target language, enabling them to engage in essential interactions such as greetings, expressing gratitude, making apologies, and requesting information and services (Brown & Yule, 2000).
Teaching speaking skill helps students use word and sentence stress, intonation patterns and rhythm of the second language (Nunan, 2003)
Speaking English proficiently enables students to access current information in vital fields such as science, technology, and health, positioning them to contribute significantly to their country's economic, social, and political development By mastering English, students acquire a valuable skill that enhances their personal and professional lives while benefiting their communities In speaking lessons, learners articulate their opinions and gain the confidence to engage in important discussions, while also developing essential skills and strategies to navigate challenging situations effectively.
Fielding and Ruddock (2002) explained that speaking opportunities facilitate a stronger sense of membership, respect and self-worth, learning management, agency and personalizing learning
Speaking is a crucial skill that enables students to practice and utilize English effectively It facilitates the expression of needs, the exchange of vital information, and the development of social relationships Thus, discovering effective methods for teaching speaking to students is essential.
Speaking competence, as defined by Hunsaker (2000), refers to an individual's ability to use language effectively and accurately to fulfill communication objectives Essential components of this competence include knowledge, motivation, skills, and outcomes, as highlighted by Spitzberg and Cupach (1984).
According to Burkart (1998), speaking competence encompasses the ability to use appropriate vocabulary, grammar, pronunciation, and context while adhering to social norms and cultural rules In the context of learning English, developing speaking competence is crucial for students as it significantly enhances their communication skills.
In short, speaking competence is extremely important in developing
According to the Ministry of Education and Training, seventh-grade students are classified at the A2 level of English proficiency This study specifically targets lower-secondary students, aligning with the A2 assessment criteria of the Cambridge KET The researcher emphasizes the division of speaking competence into three key sub-competences: grammatical and vocabulary knowledge, pronunciation, and interactive communication skills.
Project- based learning
2.2.1 Definition of Project- based learning
Project-based learning (PBL) is a constructivist instructional approach that enhances students' learning through collaborative group work and social interaction aimed at problem-solving This method encourages students to engage in class projects that align with their personal interests and needs while fostering critical thinking skills and the application of content knowledge (Kapp, 2009; Tamin & Grant, 2013).
Project-based learning, as defined by Thomas (2000), involves engaging students in complex tasks centered around challenging questions or problems This educational approach encourages design, problem-solving, decision-making, and investigative activities, allowing students to work autonomously over extended periods Ultimately, project-based learning culminates in the creation of realistic products or presentations, fostering a deeper understanding of the subject matter.
Project-based learning, as defined by Alec Patton and Jeff Robin (2012), involves students engaging in the design, planning, and execution of an extended project that culminates in a publicly-exhibited output, such as a product, publication, or presentation This approach is closely linked to enquiry-based learning, fostering deeper understanding and practical application of knowledge.
Project-based learning is an educational approach that empowers students to collaboratively design, plan, and execute extensive projects that culminate in a publicly showcased output This method fosters purposeful communication and social interaction, allowing students to engage in authentic activities and utilize language in a natural context.
2.2.2 Characteristics of Project- based learning
Many different researchers show characteristics of project- based learning In a review of the research on project-based learning, Stollers (2007) identified six main features of project-based learning:
■ Project work focuses on content learning rather than on specific language targets
■ Project work is student- centered, though the teacher plays a major role in offering support and guidance throughout the process
Project work fosters cooperation among students, emphasizing collaboration over competition Whether working individually, in small groups, or as a class, students share resources, ideas, and expertise to successfully complete their projects.
■ Project work leads to authentic integration of skills and processing of information from various sources, mirroring real- life tasks
Project work leads to a tangible end product, such as a presentation, poster, report, or performance, which can be shared with others, giving it a meaningful purpose However, the true value of project work lies not only in the final outcome but also in the collaborative process of reaching that goal This dual focus on both process and product allows students to enhance their fluency and accuracy at various stages of the project, fostering a comprehensive learning experience.
Project work is an engaging and empowering educational approach that enhances students' confidence, self-esteem, and autonomy It effectively improves language skills, content comprehension, and cognitive abilities, making it a valuable tool for holistic learning.
Likewise, Milan Kubiatko and Ivana Vaculová (2011) highlighted four major characteristics of project-based learning namely:
■ Thinking and learning in self-responsibility
■ Thinking and acting from the scientific perspective but in a practical application
■ Relating both group process and product with professional practice
Additionally, Thomas (2000) also proposes the five important criteria of project-based learning such as:
■ Project-based learning projects are central, not peripheral to the curriculum;
■ Project-based learning projects are focused on questions or problems that drive; students to encounter and struggle with the central concepts and principles of a discipline;
■ Projects involve students in a constructivist investigation;
■ Projects are student-driven to some significant degree;
■ Projects are realistic, not school-like
Project-based learning diverges from traditional instruction by actively involving students in various tasks and roles, positioning them as the centers and managers of their own learning This approach fosters the development of essential skills while allowing teachers to guide and mentor students effectively By facilitating purposeful communication, teachers can engage students in authentic activities that reflect real-world situations, enhancing the overall learning experience.
2.2.3 Benefits of project- based learning
Project-based learning is a highly effective approach in English teaching that engages students in exploring real-world problems and challenges, fostering the development of essential skills This method not only benefits students by enhancing their learning experience but also supports teachers in delivering more impactful instruction According to Stoller (2006), project-based learning offers numerous advantages that contribute to a richer educational environment.
■ Linking “positive outcome of project work” to “authenticity of students‟ experiences and the language that they are exposed to and use”
■ Increasing “the intensity of students‟ motivation, involvement, engagement, participation, and enjoyment”
■ Inspiring “creativity, as students move away from mechanistic learning and toward endeavors that allow for and benefit from creativity”
■ Improving students‟ “social, cooperative, and collaborative skills”
■ Making “students complete their projects with increased content knowledge”
■ Improve “self- confident, enhanced self –esteem, positive attitudes toward learning, comfort using the language, and satisfaction with personal achievement”
■ Improving “decision- make abilities, analytical and critical thinking skills, and problem solving”
Project-based learning enhances language skills by promoting purposeful communication among students Through engaging in authentic activities, learners can utilize language in natural contexts, fostering meaningful interactions that necessitate genuine language use.
According to Thomas (2000), project-based learning enhances teacher professionalism, fosters collaboration among colleagues, and creates more opportunities for building relationships with students.
Project-based learning offers significant advantages for both students and teachers, particularly in English education By implementing this approach, students enhance their problem-solving skills, language proficiency, and social abilities concurrently.
2.2.4 The role of teachers and students in project- based learning
In traditional education, teachers dominate the classroom, leading to passive learning where students primarily receive information without engaging in active participation This limits students' opportunities to express their ideas and interact with both teachers and peers However, Project-Based Learning transforms this dynamic, allowing for a more collaborative and interactive educational experience, as highlighted by Thomas (2000).
Milan Kubiatko and Ivana Vaculová (2011) emphasize that the teacher's role extends beyond merely transmitting information; it also involves being a guide and facilitator To effectively support student projects, teachers need to understand their learners' interests and actively listen for the "teachable moment," which is the point in a discussion when students show genuine excitement about a topic.
Effective project-based learning hinges on strong leadership skills that enable teachers to guide students toward their goals while addressing potential challenges Teachers should foster an environment of open communication, demonstrating tolerance for ambiguity and conflict resolution skills, all while maintaining self-confidence This approach allows for constructive feedback without defensiveness, encouraging students to explore their ideas while still benefiting from teacher guidance.
Previous studies
Project-based learning is recognized as one of the most effective strategies for enhancing students' speaking skills, garnering significant interest from researchers While it can be implemented successfully or poorly, many studies affirm its effectiveness in improving students' speaking competence.
In her 2015 study, Pryla Rochmahwati explored the impact of project-based learning on students' speaking abilities and its effective implementation Utilizing questionnaires, tests, observations, and interviews for data collection, the research identified key procedures for successful project-based learning, including dividing the class into groups, clearly explaining the project, and guiding students through its execution The findings revealed that students had a significantly positive attitude towards the use of project-based learning in their speaking classes.
A study by Abubakar (2015) investigated the speaking abilities of second-year students at MTsN Model using project-based learning Data collected from tests, observations, and interviews indicated that students became more engaged in expressing their ideas through the assigned projects The approach encouraged active participation in both small and large group discussions, enhancing their speaking skills Students appreciated the opportunity to interact with peers in smaller settings before presenting to larger groups, leading to a positive overall experience with project-based learning.
In a study by Darini (2013), the effectiveness of project-based learning in enhancing the speaking skills of young learners was investigated The research aimed to determine if this innovative teaching approach could significantly improve students' ability to communicate verbally.
This study investigated the effectiveness of project-based learning in enhancing young learners' speaking skills through various activities Data was collected via participatory observation over eight meetings and speaking assessments conducted at the first, fifth, and eighth meetings The results indicated significant improvements in comprehension and vocabulary among the students Out of 21 identified speaking activities, nine were utilized, including drilling, storytelling, directed response, picture-cued exercises, translation, question and answer sessions, discussions, games, and role-play The findings suggest that project-based learning should be integrated into primary school speaking instruction to foster better communication skills.
Naajihah and Rahima (2020) conducted a study to investigate the impact of project-based learning on students' speaking abilities in a non-English department The research aimed to explore the implementation of this learning approach and its effects on enhancing speaking skills Utilizing tests and observations for data collection, the findings revealed a significant improvement in students' speaking abilities attributed to project-based learning This methodology proved effective in promoting student engagement and innovation during tasks and class participation Consequently, project-based learning is highly recommended as an effective strategy for enhancing students' speaking competence.
In Vietnam, project-based learning is emerging as an innovative teaching method, though its application remains limited Recent studies have explored its effectiveness in enhancing English speaking skills, particularly within the context of new public school textbooks.
Pham Thi Thu Ha (2014) conducted research on enhancing high school students' speaking skills through project-based learning, utilizing questionnaires and interviews for data collection The findings indicated that project-based learning significantly improved student performance and fostered a positive attitude towards its application in speaking lessons These results suggest valuable implications for integrating project-based learning into educational practices.
16 be given for both the teacher and the students
In 2018, Phan Thi Ngoc Le conducted a study on the use of project-based learning to enhance communication skills in English among engineering students Utilizing statistical methods and questionnaires with 21 engineering students, the research revealed significant improvements in both oral and written communication skills Additionally, students were able to effectively apply their subject knowledge within the English language course.
Pham Duc Thuan (2018) conducted research to explore the benefits and challenges of implementing project-based learning in English as a Foreign Language (EFL) classrooms Utilizing data collection methods such as student questionnaires, class observations, and teacher interviews, the study aimed to enhance understanding of this teaching approach Based on two semesters of experience with project-based learning for first-year non-English majors at a northern Vietnamese university, the author proposed various projects designed to boost student motivation and autonomy in learning English.
In a study conducted by Nguyen Van Loi (2019), the challenges faced by Vietnamese high school teachers in implementing project-based learning with the new English textbook were explored The research involved thirty-three EFL teachers from sixteen high schools across both rural and urban areas of the Mekong Delta, Vietnam, utilizing questionnaires and in-depth interviews for data collection The findings offer valuable insights into the necessary support for EFL teachers, highlighting strategies to effectively integrate innovative teaching methods like project-based learning within the Vietnamese educational framework and similar contexts.
In a study conducted by Tran Thao Quoc and Tran Tu Ngoc Phan (2020), the researchers explored high school students' attitudes towards project-based learning (PBL) in the context of new English textbooks The aim was to assess how EFL students perceived the implementation of PBL Data were collected through questionnaires and interviews to gain insights into the students' experiences and attitudes towards this innovative learning approach.
A study involving 17 instruments revealed that EFL high school students in Vietnam have a positive attitude towards project-based learning The findings aim to enhance the understanding of project-based learning applications in the Vietnamese educational context, highlighting the need for practical implications to improve the quality of English language teaching in Vietnam.
Nguyen Thi Van Lam (2011) emphasizes the significance of project-based learning (PBL) in education, particularly in English teaching, in her article published in the VNU Journal of Science She outlines various definitions of PBL, highlights its benefits, and details the steps for effective implementation By incorporating specific English learning projects, teachers can engage students both inside and outside the classroom, maximizing the advantages of PBL to prepare them for future challenges in English proficiency and social skills The author advocates for the broader application of project-based learning at the university level to equip students with essential real-world knowledge and skills.
Research indicates that project-based learning is an effective approach for enhancing English speaking skills Consequently, the researcher aimed to explore how project-based learning impacts students' speaking competence and their attitudes towards this teaching method.
Summary
This chapter examines prior research while outlining the theoretical and conceptual framework of the study It begins by defining speaking competence in English language teaching and emphasizes its significance The latter part discusses fundamental theories of project-based learning, highlighting the roles of both teachers and students, as well as the stages involved in implementing project-based learning for effective English instruction.
RESEARCH METHODOLOGY
Action research
Action research is a multifaceted approach defined by various researchers, with Burns (2009) describing it as the interplay between action and research This method focuses on implementing developments and interventions within specific social contexts, such as classrooms, schools, or entire organizations, aimed at fostering improvement and facilitating change.
Ferrance (2000) defines action research as a process in which participants examine their own educational practice systematically and carefully, using the techniques of research
Action research, as defined by Mills (2011), is a systematic approach used by educators to gather information aimed at enhancing their educational practices, teaching methods, and student learning outcomes This collaborative process allows teachers to investigate and address real challenges within their classrooms, ultimately striving to improve student achievement through effective classroom practices.
According to Pardede (2018), action research serves as a valuable tool for teachers, enabling them to observe, gather, and analyze data regarding their teaching practices This process helps educators identify and address their weaknesses while enhancing their strengths, ultimately leading to improved teaching effectiveness.
Action research is a collaborative process that merges action and research, enabling teachers to investigate and address real classroom challenges while enhancing practices aimed at improving student achievement.
3.1.2 Reasons for choosing action research
The researcher chooses action research for the study because of the following reasons:
The research was conducted by classroom teachers in collaboration with their students, emphasizing a hands-on approach where participants engaged in self-directed research and reflected on the outcomes of their actions (David, 2003).
The research was conducted in actual English teaching settings, fostering a positive environment for teachers to optimize student outcomes This scenario presents educators with the challenge of addressing classroom issues to enhance the learning experience By engaging in this research, teachers can identify their teaching weaknesses and discover effective methods for improving speaking skills among students.
The research outlines a series of procedures that teachers can implement to enhance their teaching methods or assess the effectiveness of specific activities and strategies (Harmer, 2003).
3.1.3 Procedures of action research in the study
Action research experts have independently designed action research process in different versions
Ferrance (2000) outlines a five-step model for educational research, which includes identifying the problem area, collecting and organizing data, interpreting the data, taking action based on the findings, and reflecting on the results In the initial phase, teachers formulate questions they wish to explore The second phase involves gathering data from various sources to gain a comprehensive understanding of classroom dynamics During the third phase, key themes are analyzed and identified In the fourth phase, researchers develop an action plan informed by the data and existing literature to implement changes and study their impact Finally, the last phase assesses the effectiveness of the intervention to evaluate any improvements made.
According to Burns (2009), action research process consists of exploring identifying, planning, collecting, analyzing and reflecting information Exploring
Identifying generalized areas for investigation involves conducting fact-finding to refine ideas, while planning entails creating a viable action plan Collecting data requires selecting and implementing initial data-gathering techniques, and the process of analyzing and reflecting involves scrutinizing and contemplating the emerging data simultaneously.
According to Harmer (2007), classroom action research involves a cyclical process comprising four key components: planning, action, observation, and reflection Initially, educators develop a well-informed action plan aimed at addressing a specific problem within the teaching context to foster improvement This plan includes deliberate interventions implemented over a designated timeframe Following the action phase, systematic observation is conducted to assess the impact of these interventions, with careful documentation of the context, actions, and participant feedback Finally, educators reflect on the outcomes of the action, evaluating and describing the effects to gain deeper insights into the issues explored, thereby informing future cycles of research.
The study, conducted over nine weeks during the first semester of 7th grade at a lower-secondary school in Hai Duong province, followed the four-stage cycle of action research: planning, action, observation, and reflection, as outlined by Harmer (2007).
In this phase, the researcher aimed to determine the effectiveness of project-based learning in enhancing students' speaking skills To facilitate this, a comprehensive plan was developed, including lesson plans, syllabi, teaching aids, interview questions, and assessment instruments, all of which were utilized during the implementation of project-based learning Prior to this, students completed a pre-test to evaluate their existing speaking competencies, establishing a baseline for measuring improvement.
The researcher implemented project-based learning in a structured manner, guiding students through four key stages: speculation, project design, project execution, and evaluation, as outlined by Kriwas (1999) Each project spanned two weeks and focused on themes from the English 7 curriculum, specifically community service (Unit 3), music and art (Unit 4), and Vietnamese food and drink (Unit 5) Throughout these projects, students actively constructed their knowledge and produced tangible outcomes, while the teacher assumed the roles of coach, guide, and facilitator.
Students were divided into six groups of five, each led by a designated leader, to initiate their projects They collaboratively developed a plan to outline tasks and assign responsibilities among group members Subsequently, students organized their own meetings to research and formulate project content To ensure the projects were meaningful, the teacher monitored their progress at the start of each lesson and provided support when needed.
Following the completion of Project Three, a post-test was conducted to assess the effectiveness of project-based learning in enhancing students' speaking skills The questionnaire aimed to gather students' opinions on the implementation of project-based learning in their classroom and its overall impact Additionally, interviews with five students were conducted to further elucidate the effectiveness of project-based learning in English instruction.
In this phase, the collected data from the pre-test and post-test, questionnaires, and interviews were analyzed to find out the effectiveness of
Participants
The study involved 30 seventh-grade students who began learning English in grade one, chosen for their direct interaction with the writer as their teacher This group was selected because the seventh-grade textbook aligned well with the research objectives The participants were of the same age and class, comprising both average and good students In the previous school year, 33% achieved good English proficiency with final scores between 8.0 and 9.5, while 53% scored between 6.5 and 7.9, and none fell below average They attended three English classes weekly in the morning, along with one supplementary lesson in the afternoon, using the "New English 7" textbook, part of a ten-year series for Vietnamese schools under the National Foreign Language 2020 Project.
Data collection instruments
In this minor thesis, the researcher decided to use pre- test and post-test, questionnaire and interview as the main data collection instruments
3.4.1 Pre- test and post-test
The study utilized a test as the primary tool to evaluate the improvement of students engaged in project-based English learning Adapted from the A2 speaking test by Cambridge, these assessments are tailored for seventh-grade students, who are classified at the A2 level according to the Ministry of Education and Training A total of thirty students participated in the tests, which were evaluated based on three criteria: grammar and vocabulary, pronunciation, and interactive communication, in alignment with the Cambridge KET for Schools A2 assessment standards Both the pre-test and post-test were designed in the same format to ensure consistency in evaluation.
The study involved a pre-test and post-test designed to evaluate students' speaking competence before and after implementing project-based learning Both tests consisted of two parts, with the first part focusing on personal information, while the second part differed significantly The pre-test primarily featured yes/no and simple questions to assess students' understanding of the material from units 1 and 2 of the new 7th-grade English textbook In contrast, the post-test included more challenging questions that required students to express personal opinions and demonstrate critical thinking about the topics covered in projects related to units 3, 4, and 5 The comparison of results from both tests aimed to measure the improvement in students' speaking skills as a result of the project-based learning approach.
A questionnaire is a highly effective tool for assessing behaviors, attitudes, preferences, opinions, and intentions (McLeod, 2018) It allows for the efficient collection of responses from a large group of individuals in a short timeframe In this study, the questionnaire served as the second research instrument, aimed at evaluating students' preferences for project-based learning in their English lessons and their perceptions of its effectiveness The questionnaire featured multiple-choice questions with four options, translated into Vietnamese to facilitate student comprehension Each translation was provided after the original English question, ensuring clarity and maintaining the original meaning while using familiar language for the students All items in the questionnaire were adapted from a four-point Likert scale.
The questionnaire, consisting of 25 items, was administered after the third project and included seven questions aimed at assessing students' perceptions of project-based learning (PBL) in their English speaking lessons Questions 1 and 7 focused on students' enjoyment of PBL, while questions 2 to 5 evaluated their views on its effectiveness in enhancing speaking competence These items were adapted from the theories of Kapp (2009), Tamin & Grant (2013), Haines (1989), and Stoller (2006), highlighting the positive attitudes and soft skill development associated with PBL, such as teamwork and communication Question 6 specifically addressed improvements in speaking skills based on the Cambridge KET for school Level A2 assessment criteria To ensure reliable responses, students completed the questionnaire independently in the classroom, with the researcher available for assistance if needed.
Interviews were selected as a key method to gather insights into students' attitudes, complementing the data obtained from questionnaires A set of five questions was created to elicit additional information that may not have been captured in the questionnaires Five students volunteered for the interviews, each lasting approximately 10-15 minutes and conducted by the researcher All questions were formulated in Vietnamese, and the responses were recorded and transcribed onto a CD for analysis.
Data collection procedure
The researcher carried out the following steps to collect the data from tests,questionnaire, and interview
To assess the participants' initial speaking levels, a pre-test was conducted in the first week, establishing a reliable baseline for the research From weeks two to seven, the researcher employed a project-based learning method with class 7A, guiding and facilitating students as they completed three projects over six weeks Following this treatment period, a post-test was administered to 30 students to evaluate their English speaking competence In the eighth week, students completed a questionnaire to share their perspectives on the effectiveness of project-based learning for improving their speaking skills, with clear instructions provided in Vietnamese to ensure understanding Additionally, the researcher conducted interviews with five volunteer students to gather further insights The collected data was then analyzed to draw conclusions and implications for future studies.
Data analysis procedure
The data was collected from the instruments: pre-test and post-test and questionnaire, interview
The analysis of participants' test scores was conducted using Microsoft Excel, emphasizing key statistical measures such as mean, median, minimum, maximum, and standard deviation to assess improvements in students' English speaking competence through project-based learning Additionally, the students' responses to the questionnaire were quantitatively analyzed using descriptive statistics, with a focus on percentages, to capture their opinions and attitudes toward project-based learning The questionnaire featured multiple response options, providing a comprehensive view of the students' perspectives.
A total of 27 interviews were conducted and meticulously documented The qualitative analysis of the interview data revealed key themes and patterns To ensure consistency and eliminate potential biases, the analysis was performed solely by the researcher.
Summary
This chapter outlines the methodology employed in the study, detailing the study's setting and the teaching and learning conditions at the selected lower-secondary school It also describes the research design, which includes various data collection instruments such as pre-tests, post-tests, questionnaires, and interviews Additionally, the chapter covers the procedures for data collection and the methods used for data analysis.
DATA ANALYSIS AND FINDINGS
Analysis of pre-test and post-test
The study analyzed pre and post English speaking test scores of thirty seventh-grade students, classified at the A2 level according to the Ministry of Education and Training (2007) The assessments were evaluated based on three criteria from the Cambridge KET for Schools Level A2: Criterion 1 focused on grammar and vocabulary, Criterion 2 assessed pronunciation, and Criterion 3 measured interactive communication skills.
To evaluate the effectiveness of nine weeks of project-based learning, students underwent pre-test and post-test assessments The Ministry of Education and Training categorizes scores into five levels: "very good" (8.5 to 10 marks), "good" (7.0 to 8.4 marks), "average" (5.5 to 6.9 marks), "below average" (4.0 to 5.4 marks), and "weak" (below 4 marks).
4.1.1.Comparison of students’ overall scores between the pre-test and post- test
According to the pre and post test results, it was easy to find out the difference before and after applying project-based learning in the below table
Table 4.1: Pre and post test scores
Group Pre-test Post – test
Number of students % Number of students %
The pre-test results reveal that no students scored above 8.5 or below 4, with 20% achieving good scores The average group comprised 14 students, accounting for 46.7% of the total, while 20% fell into the below-average category The overall total score for the pre-test was 193.3, resulting in a mean score of 6.44 for the students.
After nine weeks of implementing project-based learning, the post-test results showed notable improvements Three students (10%) achieved very good scores, while 12 students (40%) scored well, an increase of two from the pre-test The number of students in the average group remained unchanged at 14 (46.7%) Significantly, the below-average group decreased from six students (20%) in the pre-test to just one student (3.3%) in the post-test, with no students remaining in the poor category The highest score recorded was nine, and the lowest was 5.3, resulting in a total score of 214 and an increased mean score of M=7.13.
The significant difference between the pre-test and post-test results is evident, as the students' average score in the post-test was notably higher at 7.13 compared to the pre-test.
4.1.2 Comparison of the students’ component scores between the pre-test and post-test
A comparison of pre-test and post-test results across three criteria demonstrates significant improvement in all areas, as illustrated in the chart below.
Chart 4.1: A comparison of the students’ improvement according to three criteria
The data presented in Chart 4.1 indicates significant improvements in students' speaking scores following project-based learning lessons Criterion 1, focusing on vocabulary and grammar, saw the most notable increase from a mean score of 6.73 to 7.47 Criterion 2, which assesses pronunciation, rose from 6.33 to 7.0, while Criterion 3 improved from 6.27 to 6.93 Overall, the post-test results demonstrate that all criteria experienced positive changes, reflecting the effectiveness of the learning approach.
Besides, we can see clearly the standard deviations of pre-test and post- test of criterion 1 (vocabulary & grammar) is the highest (0,74) while criterion 2
(pronunciation) criterion 3 (interactive communication) are the same (0,67) This shows that students got higher improvement in vocabulary & grammar than other criteria
In conclusion, the data highlights a significant improvement in students' speaking abilities, particularly in vocabulary and grammar, across three key criteria This demonstrates the effectiveness of project-based learning, as participants showed notable progress in their scores and overall achievements after the nine-week course.
Analysis of the questionnaire
Attitude is a relatively organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols (Ochsner
According to Allport (1935), Hilgard (1980), and Ajzen (1993), attitudes consist of three components: cognitive, affective, and behavioral responses The cognitive component encompasses an individual's thoughts, perceptions, and ideas regarding the attitude object, while the affective component involves emotional reactions, such as feelings of like or dislike This study utilized a questionnaire to assess students' attitudes toward project-based learning and to explore their perceptions of its benefits in English speaking lessons.
A questionnaire was administered to thirty seventh-grade students at a secondary school in Hai Duong province, consisting of seven questions The first and seventh questions aimed to determine the students' preferences for project-based learning in their English speaking lessons Questions two through five assessed the students' perceptions of the effectiveness of project-based learning in enhancing their speaking skills Lastly, question six gathered insights on which specific aspects of their speaking abilities improved as a result of completing the projects.
4.2.1 Students’ view the use of project based learning
The collected data of students‟ view about applying project-based learning was shown in the following below charts
Chart 4.2: Students’ attitude towards project-based learning
Chart 4.3: Students’ attitude towards The application of project-based learning in the future
A recent questionnaire revealed that nearly all students found project-based learning in speaking lessons to be highly engaging Specifically, 40% of students rated it as very interesting, while 43.3% considered it fairly interesting, and only 16.7% remained neutral, with no students expressing that it was uninteresting Furthermore, when asked about the future application of project-based learning, 46.7% of students strongly agreed, and 53.3% agreed, with none expressing disagreement.
Strongly agree AgreeDisagree strongly disagree
33 with the idea This result showed that the students were extremely in favor of project-based learning and wanted to continue to learn it more in the future
4.2.2 Students’ opinions about the employment of project-based learning in improving speaking competence
4.2.2.1 Students’ opinions about project-based learning creating optimal environment to practice speaking English
In response to whether project-based learning fosters an optimal environment for practicing English speaking skills, 46.7% of students strongly agreed, while 43.3% agreed, indicating a positive evaluation of project-based learning in the classroom Only 10% of students expressed disagreement, as illustrated in the accompanying chart.
Chart 4.4: Students’ opinion about project-based learning creating optimal environment to practice speaking English
Strongly agree Agree Disagree Strongly disagree
4.2.2.2 Students’ opinions about using project-based learning in improving speaking skills
When the whole class were asked whether they thought project- based learning is useful in improving speaking skill, more than 56 % of the students chose
“strongly agree” and 33% chose “agree” Only 10% of the students thought that it was not necessary by choosing “disagree”
Chart 4.5: Students’ opinions about using project-based learning in improving speaking skills
4.2.2.3 Students’ opinion on the benefit(s) of project-based learning in English speaking lessons
Students highlighted the advantages of project-based learning in enhancing their language skills, particularly in English speaking lessons The data presented in Table 4.2 illustrates their positive opinions on how this learning approach contributes to their language development.
Table 4.2 Students’ opinion on the benefit(s) of project-based learning in English speaking lessons
Questions Strongly agree Agree Disagree Strongly disagree Question 4: I think project- based learning helps students develop some soft skills such as group work, presentation, communication,ect
Question 5: I think project- based learning makes students become more active in different roles such as manager, researcher, or evaluator, ect
A significant majority of students expressed positive feedback regarding the advantages of project-based learning, with 56.3% strongly agreeing that it enhances essential soft skills like teamwork, presentation, and communication Notably, none of the students selected "disagree" or "strongly disagree" in response to this question Additionally, 66.7% of students felt that project-based learning encouraged them to take on various active roles, such as manager, researcher, or evaluator.
In summary, students participating in project-based learning recognized its significant advantages, particularly in enhancing their speaking skills Their enthusiasm for this engaging teaching method reflects its effectiveness in fostering meaningful learning experiences.
4.2.3 Students’ responses about improving aspects of speaking skills
In the sixth question, students also were asked which criteria of their speaking skills had been improved when they completed the projects
Chart 4.6: Students’ responses about improving aspects of speaking skills
According to the findings presented in Chart 4.6, 70% of students, or 21 individuals, reported significant improvements in their vocabulary and grammar range Additionally, 66.7% of students felt they had enhanced their pronunciation and interactive communication skills after participating in project-based learning lessons Notably, 30% of the students indicated that they experienced improvements across all assessed criteria as a result of engaging in project-based learning activities.
70,00% d All of Vocabulary and grammar range,Pronunciation,and Interactive communication c Interactive communication b Pronunciation a Vocabulary and grammar range
Analysis of interview
In this study, student interviews served as the third research instrument, complementing the findings from the student questionnaire A set of five targeted questions was developed to gather additional insights that may not have been captured in the questionnaire Five students volunteered to participate, and each interview was conducted by the researcher in the English room, lasting approximately 15 to 20 minutes.
4.3.1 Students’ attitude towards project-based learning
In a recent interview, students expressed their enthusiasm for project-based learning (PBL) in speaking lessons, highlighting its effectiveness in enhancing their English skills Student 1 remarked on the comfort it provides in expressing new ideas and questions, while Student 2 described PBL as an innovative method that fosters a diverse range of learning skills Student 3 emphasized the practicality of completing tasks independently, noting the opportunity to apply classroom knowledge collaboratively with peers Overall, the feedback indicates a strong interest in PBL as a valuable educational approach.
Students 4 and 5 recognized that project-based learning differs significantly from traditional teaching methods This approach offers students the opportunity to engage in authentic learning by creating meaningful final products.
In sum, most of the students who were interviewed have positive views about project-based learning They all think that project-based learning is interesting, useful and innovative
4.3.2 Reasons for students’ belief that project based learning motivates them in learning speaking
In an interview about the impact of project-based learning on speaking skills, students highlighted its motivational benefits One student noted that projects are beneficial and practical, allowing them to learn through hands-on experience This approach effectively reinforces their understanding of the unit's content.
Project-based learning fosters essential skills such as collaboration, communication, and presentation among students One student noted that this approach enhances relationships, allowing peers to share ideas and learn from one another, which cultivates a supportive and respectful classroom environment Initially, some students felt confused by this unfamiliar method, but they soon discovered that it led to a deeper understanding of the material Another student emphasized that project-based learning encourages independent problem-solving while still benefiting from teacher support, with most effective collaboration occurring in groups.
The fifth student expressed that while the projects in the textbook are engaging and beneficial, they primarily cater to high-achieving students She noted, “Most of the projects are interesting and useful, but they are only welcomed by students with good abilities and are not suitable for those with lower skill levels.”
A significant number of students reported that project-based learning enhanced their motivation to learn English, as it provided opportunities to develop essential soft skills such as teamwork, presentation, and communication This approach not only improved their interpersonal relationships but also required them to create a final product to present at the end of each unit The primary goal was to enhance students' abilities by contextualizing their learning through problem-solving Additionally, students engaged in peer evaluations within their groups, further enriching the learning experience.
4.3.3 Reasons for students’ opinion that project based learning improves their speaking competence
In response to the interview question about the impact of project-based learning on speaking competence, all students acknowledged its positive effects One student emphasized that working in groups for their projects fosters collaboration and provides ample opportunities for practice This approach not only allows them to share responsibilities and ideas but also encourages active listening and understanding among peers, ultimately enhancing their speaking skills.
Improving our relationships and social interactions is essential, as highlighted by Student 2, who emphasized the importance of seeking information from diverse resources like books and online searches This exchange of information in English has significantly enhanced our communication skills Additionally, Student 4 noted that focusing on speaking competence has further contributed to our overall development in this area.
The project offers an opportunity for friends to assist me in correcting my mispronunciations, helping me conquer my fear of speaking This support boosts my confidence and significantly enhances my speaking skills Additionally, Student 5 noted improvements in both vocabulary and grammar as a result of this collaborative effort.
In conclusion, students believe that project-based learning enhances their opportunities to practice pronunciation, expand vocabulary, and make presentations, leading to improved communication through group interactions This approach fosters correct pronunciation, fluency, and confidence when speaking in front of the class Additionally, project-based learning cultivates a positive and collaborative learning environment, enabling students to effectively initiate, progress, and complete tasks throughout their projects while systematically developing their language skills at each stage.
4.3.4 Students’ responses about how they are engaged in project based learning
Question 4 of the interview helped the researcher find out how students took part in project based learning effectively Answering the fourth question “ How did the teachers engage students in the projects?”, all interviewees showed many interesting and useful ways which the teachers engaged them in their projects The first student was welcomed by “My teacher gives us interesting projects based on our interests” and “I learn interesting things which are closed to our real life, daily life, which we want to learn about” The second student was engaged by “The teacher creates curiosity for us about the topic which we are going to learn, promotes us to explore about that topic, then she has clear instructions to help us cover all the tasks” and “she always creates warm relationships with us” While the third student said “The teacher lets us plan our working by ourselves We will divide
40 tasks, choose how to work, and how to present our final product ourselves” and
The supportive teacher fosters student confidence by providing positive feedback on their final products and encouraging them to identify their strengths for future projects Students appreciate her attentive listening and humorous approach, which creates a comfortable learning environment They enjoy having opportunities to speak during presentations, and her assistance in correcting mispronunciations boosts their self-assurance.
Students reported that their teachers employed various effective strategies to enhance engagement in project-based learning These strategies included offering guidance, monitoring group progress, and fostering students' confidence in communication.
4.3.5 Students’ responses about applying project-based learning in improving speaking competence
In the final interview question, students shared their experiences with project-based learning and its impact on enhancing their speaking skills Having previously collaborated on projects, their responses were consistent, highlighting a structured approach to project-based learning that involved four key steps: planning the project, executing the project, and showcasing the project.
Findings
This study utilized tests, questionnaires, and interviews for analysis, revealing that students hold positive attitudes towards project-based learning Furthermore, the research demonstrated the effectiveness of project-based learning in enhancing English speaking competence.
4.4.1 The effectiveness of project-based learning in improving students’ speaking competence
A study involving 30 participants revealed statistically significant improvements in student performance, as indicated by pre-test and post-test scores The average score in the pre-test was 6.44, while the post-test score increased to 7.13, demonstrating the effectiveness of project-based learning lessons in enhancing student learning outcomes.
The pre-test and post-test results revealed significant improvements in students' speaking competence after implementing project-based learning The mean score for vocabulary and grammar increased from 6.73 to 7.47, pronunciation from 6.33 to 7.0, and overall speaking criteria rose from 6.27 to 6.93 Additionally, a questionnaire indicated that 56.3% of students felt they developed essential soft skills, including group work and communication, while 66.7% reported becoming more active in roles such as manager and evaluator Interviews further confirmed that students recognized enhancements in all aspects of their speaking skills, with many noting improvements in vocabulary, grammar, pronunciation, and interactive communication.
In short, basing on the findings above, it could be indicated that project - based learning was an effective method to improve students‟ English speaking competence
4.4.2 The students’ attitudes towards project- based learning
A recent questionnaire revealed that 83.3% of students found project-based learning in speaking lessons to be extremely engaging, with 100% expressing a desire for more such opportunities in the future Additionally, 92.9% believed that this approach helped them develop essential soft skills and become more proactive in various roles These findings align with interview responses, where all students indicated that project-based learning was both interesting and beneficial Overall, the feedback from students highlights a strong consensus that project-based learning is an innovative and valuable educational method.
In sum, from the findings above, the researcher can answer the first research
43 question It could be summarized that the students had positive attitudes towards the use of project- based learning to improve English speaking competence.
Discussion
This study investigates the effectiveness of project-based learning (PBL) in enhancing students' speaking competence and their attitudes towards this learning approach The findings indicate that PBL significantly improves students' speaking skills, including vocabulary, pronunciation, and grammar, while also fostering essential skills such as research, presentation, collaboration, and communication Students develop decision-making abilities, analytical and critical thinking skills, and problem-solving capabilities through their participation in PBL activities Over a two-week period, each project involved five stages, requiring students to engage in various roles and take responsibility for different tasks, from brainstorming to presenting the final product This hands-on process, which included creating PowerPoints, shooting videos, and conducting surveys and interviews, allowed students to practice and recycle the language they learned, immersing them in the target language Ultimately, PBL facilitated meaningful expression and creativity in students' use of the target language, aligning with Stoller's (2006) assertion that authentic tasks enhance language proficiency.
The interview findings highlighted key steps in implementing Project-Based Learning (PBL) that facilitate smooth project execution for both teachers and students Participants in the interviews emphasized the practical aspects of PBL, showcasing its effectiveness in enhancing the learning experience.
To successfully implement a project-based learning (PBL) approach, it is essential to follow a structured process consisting of five key steps: planning the project, carrying it out, exhibiting the results, and evaluating the outcomes This aligns with the four stages identified in Kriwas’ study (1999) and Bell (2010), which emphasize the importance of speculation In this initial stage, teachers present a selection of project topics that are aligned with the curriculum and engage in discussions with students to foster interest and collaboration.
In the project-based learning (PBL) approach, teachers and students begin by exploring possibilities to ensure smooth project execution This is followed by designing project activities, which involves organizing the structure, forming groups, assigning roles, and selecting methodologies and information sources Next, students engage in the planned activities, putting their designs into action The final stage involves evaluating the project, where participants assess whether the initial goals were met, discuss the implementation process, and reflect on students' attitudes and the final outcomes Notably, students generally exhibit positive attitudes towards PBL in English teaching, expressing a desire to participate in project lessons Through these projects, students report improvements in speaking skills—such as vocabulary, grammar, and interactive communication—as well as in essential soft skills, including teamwork, presentation, and collaboration.
Summary
This chapter analyzes data collected from tests, questionnaires, and interviews, revealing that students have a positive attitude towards project-based learning for enhancing their English speaking competence The questionnaire results indicate that most students enjoy this method and are eager to participate in project lessons, finding them both useful and engaging for learning English Additionally, test results demonstrate that project-based learning significantly improves students' speaking skills, as evidenced by the comparative data from pre-tests and post-tests.
A group of 45 students not only enhanced their knowledge and vocabulary but also improved their pronunciation, grammar, and essential skills such as research, presentation, collaboration, and communication Interview results indicated that project-based learning significantly contributed to their English speaking abilities The findings revealed that students viewed project-based learning positively, recognizing its effectiveness in improving their speaking skills, including pronunciation, vocabulary, grammar, and interactive communication.