INTRODUCTION
Rationale for the research
Recent studies on project-based learning have explored its impact on improving speaking skills and learners' perceptions in language classrooms Pryla Rochmahwati (2016) emphasized that project-based learning can enhance students' speaking abilities This concept was further investigated by Vaca Torres and Gómez Rodríguez (2017), who examined how project-based learning boosts EFL learners' oral production Additionally, Kornwipa Poonpon (2018) addressed how project-based learning can enhance all four English language skills.
In my school, a significant portion of class time is dedicated to lecturing on vocabulary and grammar, prioritizing accuracy over meaningful engagement This focus leads to students studying primarily for exams rather than participating in tasks that foster creativity and understanding Consequently, the emphasis on form creates psychological barriers, such as fear of making mistakes, decreased confidence, and demotivation, particularly among lower-ability students who often choose silence over risk of ridicule Even higher-ability learners find the repetitive drills discouraging, as they see little practical application for their English skills Ultimately, this approach results in a lack of speaking competence, hindering students' ability to communicate effectively, expand their social networks, and achieve success in real-life situations.
As I am a teacher, I understand the importance of teaching speaking Therefore, I usually design various activities to encourage students to speak Students seem to be interested enthusiastically and enjoy participating at first Nevertheless, their speaking competence is not improved further as they still cannot speak naturally in authentic instances In spite of my devotion to teaching speaking skills, I did not realize students‟ advance in active roles in their own learning and speaking development such as self- regulating their learning by planning, monitoring, evaluating their own performance The New English textbook has been published like the key of an effective formula for teaching speaking, the dominance of the project period at the end of the pilot textbook is completely different from the old English textbook It requires students to overview knowledge and apply it through project-based learning Few English teachers in my school take time and efforts to facilitate project-based learning The inadequate understanding of project-based learning and lack of experiences stops teachers and students from carrying out projects I accidentally had a chance to attend a VietTESOL International Convention 2018 at HaNoi University of Industry I listened to the professor talking about understanding the project-based learning approach and suggesting on how to apply it with the new textbook “English 10” to teach speaking Thus, the topic of enhancing speaking competence through project-based learning was conducted in order to persuade the teachers like my colleagues to use project-based learning in their lessons It is a fact that PBL could improve speaking competence, students‟ attitudes towards project –based learning as well as provide the specific activities, implementation stages that may work to students.
Aims and objectives of the study
By conducting this study, the researcher aims at investigating whether PBL could improve speaking competence or not This overall aim was specified into the following objectives:
To find out the improvement of the students‟ speaking competence through PBL
To find out the learners‟ attitudes towards the use of project-based learning.
Research questions
The study addresses two research questions below:
1 To what extent does PBL improve students‟ speaking competence?
2 What are the attitudes of the 10 th graders towards the use of Project-Based Learning in their English speaking lessons?
Scope of the study
This study, conducted over eleven weeks in a non-English major class of 40 students at a high school in Hai Duong province, aimed to enhance speaking competence through Project-Based Learning (PBL) The research did not address other language skills such as listening, reading, and writing, nor did it explore the challenges associated with teaching speaking skills.
Method of the study
Based on the purpose of the study, an action research using pre-test, post-test, questionnaires and interviews was used to collect data from students
To evaluate the speaking skills of 40 students in grade 10I before implementing Project-Based Learning (PBL), a pre-test was administered Following three PBL projects, a post-test was conducted to measure improvements in their speaking abilities Additionally, a questionnaire was distributed to gauge students' attitudes towards PBL, and 40 students were invited for interviews to further explore their perspectives The collected data was then systematically sorted and analyzed using both quantitative and qualitative methods to derive meaningful results.
Significance of the study
This study aims to offer valuable insights into the theory and practice of project-based learning and its impact on enhancing learners' speaking competence The findings serve as a practical reference for both students and English teachers, providing specific strategies to improve the quality of learning and teaching speaking skills Many teachers reported that this method was more effective than others, leading to increased student interest in speaking English and improved performance scores.
Organization of the thesis
The thesis consists of five chapters:
Chapter 1 - Introduction provides the general introduction of the study with the rationale, the aims and objectives, the research questions, the scope, the methods, the significance and the organization of the study
Chapter 2 - Literature review gives a critical review of some previous studies relating to enhance speaking skill through PBL, presents the theoretical framework related to definitions of PBL, major features of PBL, stages of PBL, advantages of PBL, speaking, approaches to teach speaking skills and attitudes
Chapter 3 - Methodology presents restatement of research questions, the context, the research approach, the research procedure, data collection instruments, data analysis
Chapter 4 - Data analysis describes the detailed analysis of the collected data from which some findings, explanation and interpretation of the findings are presented
Chapter 5 - Conclusion summarizes the summary of the main issues and concluding remarks of the study The limitations as well as some recommendations for further studies are also discussed in this part
LITERATURE REVIEW
Speaking
It is necessary to explore the definition of speaking, affective factors of speaking performance, project- based learning approaches to teach speaking
Speaking is an essential aspect of daily life, as noted by Thornbury (2005), and involves a dynamic process of interaction that builds meaning, according to Brown (1994) and Burns and Joyce (1997) This process encompasses the acknowledgment and processing of received information, where speakers first interpret their perceptions, generate new knowledge, and subsequently convey their thoughts to listeners.
Speaking is a complex interactive skill that can be hindered by learners' anxiety about using a foreign language (Woodrow, 2006) It is a creative process that requires active engagement between the speaker and listener, incorporating thought and emotion (Underwood, 1997) Effective speaking encompasses three key areas: pronunciation, grammar, and vocabulary, which together enable individuals to use the right words in the correct order and with proper pronunciation Additionally, it involves understanding the mechanics of conversation, such as turn-taking, speech rate, and the roles of participants, as well as the context and purpose of the communication.
In summary, I believe that speaking is a dynamic interaction between the speaker and listener, where effectively choosing the appropriate words and arranging them correctly is essential for successful communication.
6 correct pronunciation function Speaking is not only a speech production but also the ability to understand what speakers want to convey in certain circumstances
Speaking competence, as defined by Hunsaker (2000), refers to an individual's ability to effectively and accurately use language to meet communication objectives This competence encompasses essential components such as knowledge, motivation, skills, and the desired outcomes of the communication process.
The Theory of Communicative Competence, proposed by Hymes in 1979, emphasizes the importance of grammatical, psycholinguistic, sociolinguistic, and probabilistic interactions in effective communication For second language learners, possessing linguistic knowledge is not enough; they must also understand social and cultural contexts to interact appropriately in various situations and relationships Building on Hymes' framework, Canale and Swain (1980) identified four key components of communicative competence: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence.
To achieve speaking competence, individuals must integrate a range of skills, knowledge, and processes to deliver speech that is socially relevant, appropriate, and easily understood by their audience Essentially, speaking competence encompasses the ability to engage in effective conversation, highlighting the interdependent and interactive nature of communication.
This activity serves to enhance student awareness and provides a platform for feedback, allowing them to engage in a series of tasks designed to refine their understanding and evaluate their own progress effectively.
Numerous studies indicate that specific affective factors significantly influence success in second language acquisition, including self-esteem, self-confidence, anxiety, and motivation According to Brown (2004), these psychological elements play a crucial role in determining students' success in learning a new language.
Students with high self-esteem tend to engage in speaking activities more frequently, which significantly enhances their fluency through increased practice According to Koosha et al., this positive correlation highlights the importance of self-confidence in language acquisition.
(2011) found in their research that the level of learner‟s self-esteem indeed has a significant effect on the fluency of learner‟s speaking.
Self-confidence is a crucial affective factor in second language acquisition, as it significantly impacts students' beliefs about their capabilities Those with low self-confidence often doubt their ability to perform tasks, leading to reduced English fluency due to limited speaking practice Juhana (2012) noted that students lacking confidence tend to speak English hesitantly, while Al-Hebaish (2012) found a positive correlation between self-confidence and higher scores in oral presentations.
Anxiety about making mistakes or saying something unintelligible is a significant barrier for language learners According to Arnold (1999), this anxiety leads to feelings of tension, nervousness, and embarrassment, which hinder the learning process Horwitz et al (1986) identify three key components of language anxiety: communication apprehension, test or performance anxiety, and fear of negative evaluation These factors can result in self-consciousness, fear, and even panic, often stemming from learners' perceptions of their own competence.
Brophy (2013) highlights the importance of motivation in acquiring a second language, noting that it plays a crucial role in both success and failure in language learning According to Deci and Ryan (2002), effective motivation stems from three key elements: autonomy, competence, and relatedness, which involve learners feeling in control of their actions, confident in their abilities, and connected to others To foster this motivation, teachers must cultivate a supportive and collaborative classroom environment where learning is carefully scaffolded and mistakes are seen as a natural aspect of the learning process.
In conclusion, after examining the perspectives of Brown (2004), Arnold (1999), and Brophy (2013) on the roles of teachers, I believe that self-esteem, self-confidence, anxiety, and motivation are crucial factors influencing student success.
To effectively assist students in enhancing their speaking skills, teachers must grasp essential factors that influence learning, including affective aspects Additionally, it is crucial to examine various teaching approaches tailored to speaking development, which will be discussed in the following section.
According to Burns (1998), teaching speaking can be categorized into two main approaches The first, known as the direct or controlled approach, emphasizes accuracy and the practice of language forms, highlighting the importance of grammar and discourse structures This method involves controlled language use and aims to enhance speaking skills through pre-communicative activities such as drills and pattern practice Ultimately, this approach seeks to increase learners' awareness of language structure, with teachers taking on a leadership role in guiding students through the learning process and equipping them with strategies to navigate it effectively.
Project- based learning
This section examines the literature on Problem-Based Learning (PBL) relevant to the study, analyzing existing definitions, key characteristics, and advantages to establish a theoretical framework for the research.
2.2.1 Definitions of Project-Based Learning
There are many definitions of project-based learning presented by various authors Each definition is the reflection of the underlying theories or perspectives that the authors assume
Project-Based Learning (PBL) emphasizes the integration of knowledge and practical application, allowing students to not only grasp core curriculum concepts but also to tackle real-world problems with meaningful outcomes By shifting the focus from the curriculum to the student, PBL fosters active and independent learning, encouraging students to engage deeply in their education Success in this approach requires learners to collaborate effectively with peers and cultivate a strong passion for their work.
11 creativity These cannot be taught out of a textbook, but must be activated through experience
James Greeno (2006) defines project-based learning as an approach that engages students in investigation, emphasizing its role in teaching This method encourages learners to tackle complex problems by integrating language skills through various activities, such as formulating and refining questions, debating ideas, making predictions, designing experiments, collecting and analyzing data, and drawing conclusions.
Hedge (1993) identifies Project-Based Learning (PBL) as a valuable approach for enhancing learners' communicative competence and fluency through extended tasks She defines a project as a comprehensive task that includes various activities focused on language learning and achieving a common goal, such as planning, gathering information, discussing findings, solving problems, and presenting results Similarly, Cooper and Murphy (2016) highlight PBL's effectiveness in improving students' language skills through project completion both in and out of the classroom To facilitate this, teachers should foster a classroom environment that encourages creativity and engagement, allowing students to share their work and reflect on their learning experiences.
Kartz and Chard (2000) define a project as a comprehensive exploration of a specific topic that individuals or groups undertake The effectiveness of Project-Based Learning (PBL) varies according to children's ages and the topic's nature, necessitating careful planning for project durations that can span several days or weeks This approach emphasizes teaching and learning through active engagement, where teachers facilitate meaningful interactions between children and their environment, allowing students to take charge of their own learning experiences.
Project-Based Learning (PBL) is defined from various perspectives, but fundamentally, it serves to enhance learners' communicative competence and fluency through engaging in extended tasks PBL effectively integrates theoretical knowledge with practical application, allowing students to not only acquire information but also apply it in real-world contexts.
Project-based learning engages students in authentic problem-solving through various activities, allowing them to apply their knowledge and skills to real-world tasks This approach fosters investigation and critical thinking, enabling students to tackle genuine challenges effectively.
Project-based learning (PBL) encompasses several core features that have garnered significant attention from researchers According to Fried-Booth (1997), PBL can be characterized by six key elements that define its effectiveness in educational settings.
Focuses on content learning rather than on specific language patterns
Is student-centered so the teacher becomes a facilitator or coach
Leads to the authentic integration of language skills and processing information from multiple sources
Allows learners to demonstrate their understanding of content knowledge through an end product (e.g., an oral presentation, a poster session, a bulletin board display, or a stage performance)
Bridges using English in class and using English in real life contexts
Stoller (1997) emphasized that Project-Based Learning (PBL) is both process- and product-oriented, allowing students to develop essential skills such as problem-solving, creativity, teamwork, and language proficiency at various stages of their work This approach is particularly motivating and empowering for language learners, leading to increased confidence, self-esteem, and autonomy, while also enhancing language skills, content knowledge, and cognitive abilities (Fried-Booth, 1997; Simpson, 2011; Stoller, 1997) Consequently, learners effectively demonstrate their capability to plan, manage, and complete projects, integrating their content knowledge with language skills.
Simpson (2011) assembled research on the common features of PBL as follows:
Complex explorations over a period of time
A student-centered learning activity whereby students plan, complete and present the task
Challenging questions, problems or topics of student interest which become the center of the project and the learning process
The de-emphasis of teacher-directed activities
Frequent feedback from peers and facilitators, and an opportunity to share resources, ideas and expertise through the whole process in the classroom
Hands-on activities and the use of authentic resources and technologies
A collaborative learning environment rather than a competitive one
The use of a variety of skills such as social skills and management skills
The use of effort in connecting ideas and acquiring new skills during different stages of projects
The production of meaningful artifacts that can be shared with peers, teachers, and experts in a public presentation
Assessment in both the process of working from the first stage to the last stage and the finished project
Project-Based Learning (PBL) emphasizes student-centered learning, transforming teachers into facilitators or coaches, as highlighted by Fried-Booth (1997) and Stoller (1997) This approach fosters collaboration among students to tackle real-world tasks, allowing them to develop essential soft skills such as problem-solving, creativity, and teamwork Consequently, PBL enhances learners' confidence, self-esteem, and autonomy, making these aspects crucial criteria for designing and implementing activities in this study.
In a Project-Based Learning (PBL) environment, the teacher's role shifts from a traditional instructor to that of a coordinator, facilitator, or consultant, as highlighted by Fried-Booth (1985) Research by Lehmann et al (2008) and Otake et al (2009) emphasizes the importance of teachers acting as guides who understand and respond to their students' interests This critical role requires teachers to actively listen and engage when students express enthusiasm about their projects.
Facilitating project-based learning demands strong leadership skills from teachers, enabling them to guide students toward their goals while remaining open to their ideas It's crucial for educators to have a tolerance for ambiguity, conflict resolution skills, and the self-confidence to persevere when projects encounter challenges or fail to coalesce.
Larmer, Mergendoller, and Boss (2015) highlight that teachers who integrate Project-Based Learning (PBL) into their teaching find fulfillment in their roles They design and implement projects tailored to their students' needs, ensuring alignment with reliable standards to cover essential knowledge and skills A successful PBL environment fosters independence, inquiry, and quality by encouraging student voice and addressing their questions Teachers play a crucial role in managing project activities, preparing students, and providing necessary resources while scaffolding learning through structured lessons and support for group work Assessment is vital, utilizing both formative and summative methods, alongside self and peer evaluations By engaging as coaches, teachers facilitate learning, offer guidance, and celebrate student achievements, ultimately enhancing their sense of responsibility in the educational process.
In project-based learning, teachers serve as guides, facilitators, and consultants, playing essential roles in managing project activities and supporting students' learning.
Papandreou (1994) outlines a six-step model for project work, beginning with preparation, where teachers introduce topics and encourage student discussion The second step, planning, involves determining methods for information collection and assigning tasks In the third step, research, students gather data individually or in groups from various sources The fourth step, conclusion, requires students to analyze their findings and draw conclusions The fifth step is presentation, where students showcase their final projects to the class Finally, the evaluation step involves the teacher providing feedback on the students' efforts While studies on project-based learning (PBL) differ, they consistently share these core steps.
Review of the previous studies
Numerous researchers have focused on the application of Project-Based Learning (PBL) to improve speaking competence This section provides a concise overview of various studies on this topic, highlighting findings from both international and Vietnamese contexts.
In 2016, Pryla Rochmahwati conducted a study to investigate the impact of project-based learning on speaking skills and its effective implementation The research focused on second-semester English Department students at STAIN Ponorogo, involving a total of 85 students in the sample.
A study involving 70 students utilized questionnaires, tests, observations, and interviews for data collection The analysis revealed a significant positive impact of Project-Based Learning on students' speaking abilities Effective implementation procedures included dividing the class into groups, explaining the project, and performing the project Ultimately, students expressed a notably positive attitude towards the use of Project-Based Learning in their speaking classes.
Vaca Torres and Gómez Rodríguez (2017) also conducted an action research that aims to examine the enhancing speaking skill of students as a foreign language
A study involving ninth graders explored the impact of project-based learning in the classroom, revealing three key findings First, it significantly enhanced students' oral production by fostering lexical competence Second, it effectively reduced anxiety associated with speaking a second language Lastly, it heightened students' interest in learning about their school life and community.
Kornwipa Poonpon (2018) conducted a study examining undergraduate students' perspectives on project-based learning in language education and its impact on their English skills The research involved 47 students enrolled in an Information Science English course, who collaborated in groups on an interdisciplinary project Through semi-structured interviews, the study gathered insights on the project's implementation and its effectiveness in improving students' English proficiency The findings highlighted the importance of integrating interdisciplinary projects in language classrooms to enhance learners' English skills.
Pham Thi Thu Ha (2014) investigated the development of speaking skills among students in Vietnam through project-based learning (PBL) The study aimed to identify the reasons behind students' low English speaking proficiency and their attitudes towards PBL Conducted with a group of An Lao high school students, the research utilized questionnaires, interviews, and observations for data collection The findings revealed various speaking challenges faced by learners, alongside positive improvements following the implementation of PBL Based on these results, the study proposed several solutions for both students and teachers to address the identified issues.
In 2019, Nguyen Thi Duyen conducted a study to examine 11th graders' attitudes toward Project-based teaching in English lessons and its effects on their speaking skills The research involved thirty students from Hung Yen and utilized a combination of pre-tests, post-tests, questionnaires, and interviews to gather comprehensive data on the impact of this teaching method.
20 information or clarify benefits and drawbacks of PBL The results showed that project- based learning influenced students' English speaking skills and their attitudes
Le Thi Cam Van (2020) conducted a study evaluating the impacts of Project-Based Learning (PBL) on high school students' speaking performance and their attitudes towards the approach This action research involved 36 students from a non-English major class in a mountainous area over one semester Data was collected through various methods, including observations, pre-intervention questionnaires, open-ended questionnaires, and post-intervention surveys The findings revealed significant improvements in students' speaking skills, particularly in their organization of ideas, delivery of information, and fluency.
The significance of Project-Based Learning (PBL) in foreign language education is widely recognized, yet research on the speaking competence of tenth graders in rural Vietnam remains limited This study aims to investigate whether PBL can enhance students' speaking skills and positively influence their attitudes towards speaking lessons.
Summary
This chapter has outlined the literature review that establishes the theoretical framework for the study, focusing on Project-Based Learning (PBL) and its application in teaching speaking skills The framework integrates insights from various authors, including Papandreou (1994), Fried-Booth (2002), and Stoller (2006), regarding PBL's definitions, core features, stages, and advantages, alongside theories on speaking from Brown (2004), Arnold (1999), Brophy (2013), and Goh and Burns (2012) Furthermore, it discusses the definitions and components of attitudes as defined by Eagly & Chaiken (1993) and Gordon Allport (1935) This comprehensive review lays the groundwork for examining how 10th-grade students learn to speak English through PBL, which will be detailed in the subsequent chapter.
This chapter elaborates on the methodology used to gather data for analyzing the research questions It details the collection of data from pre-tests, post-tests, questionnaires, and interviews conducted during the implementation of Project-Based Learning (PBL) Furthermore, it provides an in-depth overview of the research methods, procedures, action research methodology, data collection instruments, and analysis techniques employed in the study.
Restatement of research questions
This research investigates the potential of Project-Based Learning (PBL) to improve the speaking skills of 10th graders in a high school setting The primary goal is to determine the effectiveness of PBL in enhancing students' verbal communication abilities.
1 To what extent does Project-based learning improve students‟ speaking competence?
2 What are the attitudes of 10 th graders towards the use of Project-Based Learning in their speaking lessons?
Context of the study
Since 2010, Vietnam has implemented the project "Teaching and Learning Foreign Languages in the National Education System (2008-2020)," which mandates English instruction starting at the primary level, specifically from grade 3 onward This initiative emphasizes developing practical language skills over traditional grammar, making speaking proficiency a key focus in the education system.
Established in 1965 in Hai Duong Province, the High School currently employs sixty-five teachers, predominantly young professionals aged 23 to 41 with teaching experience ranging from 3 to 18 years Among the staff, seven English teachers, who have graduated from various universities and are well-trained, are responsible for English instruction, although they still lack extensive teaching experience.
The school features 31 classes, each accommodating between 38 to 43 students, resulting in crowded learning environments To enhance the quality of English instruction, the school participates annually in summer training courses organized by the Hai Duong Department of Education.
Each classroom is equipped with modern technology, including computers, projectors, and internet access, to enhance language learning While the school features a library, two laboratories, and three computer rooms, many teachers underutilize these resources and show reluctance to embrace and improve upon available technology.
In Hai Duong, this high school prioritizes English as a key subject, ensuring that all grade 10 students dedicate the same amount of time to it as they do to Vietnamese and Math Each week, students attend three English lessons, including one optional class Beyond the classroom, the English teacher group organizes extracurricular activities such as outdoor learning sessions, English competitions during club meetings, and mini projects, providing students with engaging experiences to enhance their English language skills.
Since 2014, this high school has implemented new English textbooks in accordance with the Vietnamese Ministry of Education and Training's National Foreign Languages 2020 Project English instruction encompasses five components: listening, speaking, reading, writing, and language focus, although there is a tendency to prioritize language focus The English curriculum features the textbooks "Tiếng Anh 10," "Tiếng Anh 11," and "Tiếng Anh 12," with a specific emphasis on "Tiếng Anh 10," published by the Vietnamese Publishing House of Education in collaboration with Pearson Education This textbook series, developed for the 2020 Project, consists of 10 units that span two semesters and cover a range of ten topics.
Table 1: Units in the new 10 English textbooks
2 Your body and you 7 Cultural diversity
3 Music 8 New ways to learn
4 For a better community 9 Preserving the environment
Each unit in "Tiếng Anh 10 tập 2" consists of seven lessons and a project lesson aligned with the unit's theme The research, conducted in the second semester, focused on three projects from units 6, 7, and 8, evaluated using Hutchinson and Waters' model (1993) which emphasizes aims, methodology, and lesson content The evaluation reveals that while the project topics in the textbook generally engage learners and interest teachers, some requirements fall short in addressing communicative needs.
Participants
A study involving class 10I, comprised of 40 students (5 males and 35 females), revealed that the average age of participants is 15 years Predominantly from rural areas, these students have been studying English for over eight years, yet their focus has primarily been on vocabulary, grammar, and limited practice skills during secondary school Consequently, many students exhibit an approximate low intermediate level of English proficiency.
The researcher selected 10th grade students as the subjects of the study due to their enthusiasm for engaging in new teaching methods It was believed that these students had not been adequately exposed to project-based learning during their secondary education Additionally, 10th graders faced less academic pressure compared to 11th and 12th graders preparing for the General Certificate of Secondary Education and other competitive exams The study involved forty non-English major students from class 10I, all of whom were enrolled in core subjects like Mathematics, English, and Literature, which are essential for the National Examination at the conclusion of upper secondary school.
Research design
Action research provides a valuable framework for implementing effective intervention strategies and evaluating their impact, which enhances my understanding of teaching practices and fosters significant professional growth Below, I outline the definition, principles, and model for conducting action research.
3.4.1 Definition of an action research
Action research, as defined by Lewin (1946), is a comparative study of existing social conditions and the impacts of different forms of social action, aimed at fostering social change He asserts that mere theoretical research is insufficient (p.5) Building on the findings of Burton and Bartlett (2005), Efron and Ravid (2013) highlight that action research enables educators to engage in an inquiry process within their own environments, enhancing their teaching practices and ultimately improving student learning outcomes.
Burns (2009) defines action research as the interplay between action and research, focusing on interventions within specific contexts like classrooms or organizations to foster improvement This process entails systematic observation and analysis of developments to understand the underlying reasons for actions taken, ultimately guiding further modifications This definition effectively encapsulates the essence and characteristics of action research.
Action research is defined as an interactive inquiry process that combines collaborative problem-solving actions with data-driven analysis to uncover underlying causes and facilitate predictions about personal and organizational change (Peter, Bradbury, Hilary, eds., 2001) This method is fundamentally participative and collaborative, engaging individuals with a shared objective to enhance their practices Additionally, action research often involves addressing specific problems, with the aim of finding solutions that contribute to overall practice improvement.
3.4.2 Models of an action research
Action research has evolved over time, with various models proposed by different researchers Kemmis and McTaggart (1988) suggest a four-stage model that involves a cyclical process of planning, implementing, observing, and reflecting to enhance educational practices Similarly, Somekh (1989) and McBride (1995) outline a comprehensive approach that includes identifying a problem, collecting and analyzing data, planning and implementing action steps, and evaluating the results to inform subsequent cycles Burns (1999) emphasizes the dynamic nature of action research, highlighting that elements such as identifying, planning, and reflecting are often interconnected rather than linear Furthermore, Burns (2010) notes that despite variations in terminology, all models share the common goal of systematically addressing classroom challenges and fostering improvements in teaching and learning through a continuous process of planning, acting, observing, and reflecting.
Figure 2: The 4 Stages Action Research Cycle by Burns (2010)
The four-stage cyclical process of action research allows teacher-researchers to engage in ongoing cycles of inquiry, leading to satisfactory outcomes By navigating this cycle, they deepen their understanding of both their teaching practices and action research methodologies, enabling them to effectively implement meaningful improvements in the learning and teaching environment.
In conclusion, I utilized Burns' (2010) action research model due to its practicality and suitability for my study This model encompasses four essential stages: planning, action or implementation, observation, and reflection, all of which I clearly outlined and executed in section 3.3.
Procedures of the study
For my research study, I dedicated 11 weeks collaborating with Class 10I students during the second semester of the 2019-2020 school year Following Burns' model (2010), the action research comprised four stages: planning, action or implementation, observation, and reflection In the action phase, I executed three projects from the textbook, adhering to the six steps of Project-Based Learning (PBL) as outlined by Papandreou (1994), which include preparation, planning, research, conclusions, presentation, and evaluation This methodology is further detailed in section 2.2.4, “Project-Based Learning Approach to Teach Speaking,” in Chapter 2.
In the initial phase of the action research, students participated in a pre-test before engaging in three project-based learning (PBL) projects The first project focused on gender equality within unit 6, followed by revisions to enhance the subsequent projects The second and third projects, aligned with unit 7 on cultural diversity and unit 8 on new learning methods from the new English 10 curriculum, spanned six weeks with eight class periods dedicated to each project Upon completing the third project, a post-test was administered to evaluate the effectiveness of PBL in enhancing students' speaking skills, supplemented by questionnaires and interviews to gather student feedback Finally, the data from the pre-test, post-test, questionnaires, and interviews were analyzed to assess the overall impact of project-based learning.
The study was conducted over eleven weeks in the second semester of the 10th grade at a high school in Hai Duong province, following a detailed four-stage implementation process The first stage involved careful planning of the action.
Prior to implementing the intervention, a pre-test was conducted to evaluate students' speaking levels using the IELTS speaking assessment This assessment enabled the teacher to identify specific areas for improvement in students' speaking skills Subsequently, the teacher introduced Project-Based Learning (PBL) for each project, ensuring thorough preparation of lesson plans, media, and teaching aids Tailored activities were designed, including group delivery, collaboration, discussions, information gathering, presentations, and interviews, to familiarize students with PBL and equip them with the essential knowledge and skills needed to successfully undertake their first project, ultimately aimed at enhancing their speaking abilities.
Three projects were carried out in the unit 6: Gender equality, the unit 7: Cultural diversity and the unit 8: New ways to learn in the new English 10 Each project was
28 spread three weeks with 8 periods The researcher implemented the activities which were carefully planned in the previous phase through six stages following Papandreou (1994)
I played the role of a teacher as well as acted as an observer, coach, a guide, a facilitator, and my students did their tasks required in this stage
The teacher initiated the project by outlining its objectives and processes, followed by a discussion on subtopics derived from the textbook theme The class was then divided into seven groups of five or six students, each led by an enthusiastic and high-performing student This group leader played a crucial role in fostering collaboration and ensuring the successful completion of the project tasks.
In the second stage of the project, I engaged my students in discussions about the products and requirements for each group They selected their topics and learned how to gather information on gender equality, including essential gender-related vocabulary and common grammatical structures During this phase, I provided necessary scaffolding, including vocabulary, connectors, and useful sentence structures to support their project work.
In the next phase of the project, the teacher facilitated student collaboration by providing necessary resources and guidance on utilizing technology for information gathering Each group member contributed by finding and sharing a relevant information source, which sparked discussions among the group to design a PowerPoint presentation or create a final product To enhance their learning experience, a variety of engaging activities were offered to the students.
Students engaged in data collection techniques, utilized Excel for chart creation, and interpreted their findings through detailed descriptions of the charts The teacher encouraged group collaboration for final project presentations, fostering communication, negotiation, and decision-making among students Additionally, they were tasked with practicing their presentations at home to enhance their performance in class.
The teacher emphasized the importance of effective oral presentation skills, guiding students on language and delivery techniques After receiving instructions, students rehearsed their presentations at home and then presented their group reports to the class While one group presented, the other groups actively listened and provided constructive feedback through peer comments Throughout the process, the teacher monitored the students' activities, attentively listening and taking notes to offer additional insights.
In the final stage, the teacher provided feedback on students' performance and efforts, assessing their work according to the speaking skills criteria outlined in the project Additionally, the teacher encouraged students to share their thoughts and evaluations regarding both the project process and the final product.
The teacher assessed students' strengths, including improved grammar, vocabulary, soft skills, and enhanced confidence and motivation, alongside weaknesses such as pronunciation, fluency, and shyness in speaking This evaluation will inform necessary adjustments for future projects.
Following the completion of Project Three, a post-test was conducted to assess the effectiveness of project-based learning (PBL) in enhancing students' speaking competence Subsequently, questionnaires were distributed to 40 students in the 10I class to gather their opinions on the implementation of PBL and its impact on their English speaking skills Additionally, interviews were conducted to gain further insights into the students' experiences with PBL.
30 were also conducted with six students to clarify students‟ opinions of applying project- based learning in speaking English iii) Reflection
The analysis of pre-test and post-test data, along with questionnaires and interviews, assessed the effectiveness of project-based learning and students' attitudes towards it The comparison of these results indicated that project-based learning is a valuable approach for enhancing students' speaking competence in the current educational landscape.
Data collection instruments
The study used the following instruments: pre-test, post-test, questionnaire and interviews in order to clarify and answer two research questions mentioned above
3.6.1 Pre-test and Post- test
In this study, pre-test and post-test assessments were utilized to effectively measure and compare students' speaking skills These tests were administered before and after the completion of three projects, allowing the researcher to evaluate the effectiveness of the applied method by comparing the mean scores Both tests maintained consistency in form, length, and difficulty level to ensure accurate results.
The pre-test and post-test formats utilized in this study were derived from the IELTS speaking bands established by the British Council, ensuring a standardized assessment of students' speaking skills The IELTS assessment criteria are widely recognized and deemed suitable for evaluating speaking proficiency through clear band descriptors The pre-test was administered prior to the implementation of project-based learning, while the post-test was conducted after the completion of the third project Both assessments focused on relevant topics to gauge the students' speaking abilities effectively.
A pre-test was conducted with 31 students, incorporating distinct questions in the final section to evaluate their speaking improvement The results from both the pre-test and post-test were analyzed to measure the enhancement in students' speaking competence following the implementation of project-based learning.
The pre-test and post-test are designed to reflect difficulty levels ranging from bands 3 to 5 in the IELTS examination Students were assessed on topics covered in the first term, specifically focusing on "Unit 1: Family Life."
The study encompassed Units 3, 4, and 5, focusing on music, community improvement, and inventions, as detailed in Table 1 (page 30) The pre-test was designed with questions aligned to bands 3 and 4, incorporating relevant topics, structures, and vocabulary In contrast, the post-test required responses at band 4, featuring more challenging questions to assess the enhancement of students' speaking skills The teacher formulated complex questions that demanded higher-level answers regarding vocabulary, structure, fluency, and pronunciation Students were required to express personal opinions and solutions to real-life issues while demonstrating their ability to analyze, critique, and synthesize the knowledge acquired throughout the course.
The participants in the study consisted of students from the 10I class who volunteered to take part in the research They provided their consent by signing a letter distributed by their teacher, with approval from the Headmaster for the study's implementation at the school.
The researcher developed pre-test and post-test assessments based on four key criteria: validity, reliability, objectivity, and norms, as outlined by Hanan (2019) These criteria are essential for enabling teachers to more accurately evaluate students' speaking competence.
The test is designed similarly to the IELTS format, featuring both pre-test and post-test components Each test includes four topic cards, with each card divided into three distinct parts, as detailed in Appendix 4.
Part one presents a range of questions with sample answers mainly connected to home life, education, job, interests, hometown and future plans Part two contains the topic
The article discusses a structured speaking test format, where candidates are presented with a card containing a main topic and related questions to guide their responses It includes a "Discussion Questions" section at the end of each topic to encourage student engagement and facilitate further practice through interview extension activities These revision tasks aim to reinforce students' answers and enhance their band scores Finally, candidates are expected to perform without preparation time, showcasing their ability to respond effectively under pressure.
The speaking test is structured into three distinct parts, totaling approximately 8-10 minutes per test taker In Part 1, the test taker undergoes a brief interview lasting two to three minutes Part 2 allows one minute for reading instructions, followed by a three to four-minute monologue In Part 3, there is no reading time provided, and the monologue is shortened to two to three minutes.
The speaking assessment scales utilized in this study were derived from the IELTS speaking assessment criteria, which are well-suited for evaluating students' speaking skills Additionally, the IELTS bands have gained recognition from the British Council, further validating their effectiveness in measuring language proficiency.
In this study, two teachers from the same English class collaboratively assessed a student’s oral competence They conducted the evaluation simultaneously, discussing their observations to arrive at a final assessment for each student The results from both teachers were then compared to analyze the differences in the students’ oral skills.
The speaking test is scored out of a maximum of 5 points, with most students achieving a band 4, equivalent to Intermediate A2 on the Common European Framework of Reference (CEFR) The overall score is calculated as the average of four key criteria: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation.
According to Dửrnyei (2003), questionnaires can provide three types of
The study utilizes a questionnaire to gather diverse information, including factual, behavioral, and attitudinal data from participants This method is particularly effective for collecting responses from a large group—in this case, 40 tenth graders—within a short timeframe Anonymity in responses encourages honesty, enhancing the reliability of the results Consequently, the questionnaire serves as an appropriate research tool to analyze students' opinions on the use of Project-Based Learning (PBL) in developing speaking skills.
The researcher utilized a questionnaire to effectively address two research questions To ensure clarity for high school students, the questionnaires were designed to be simple and straightforward All items were adapted from previous studies, employing five-point Likert scales to measure various variables, with the original content in English Subsequently, the items were translated into Vietnamese to ensure participants fully understood the questions, maintaining the original meaning while using language familiar to children.
Data collection procedures
My research procedure happened in the chronological order The data collection was conducted eleven weeks
I sought permission from the school board and principal to conduct research on project-based learning for enhancing speaking skills After receiving approval from the school administration and participants, I initiated the study with the 10I class To ensure the reliability of the research and assess the participants' speaking skill levels prior to the study, a pre-test was administered in the first week The test began with a social interaction segment, followed by topic cards that students used to respond to questions Their speaking abilities were evaluated using a standardized rubric.
After implementing three projects, a post-test was conducted in the eleventh week to evaluate students' improvement in speaking skills Participation in the post-test was voluntary, with students invited to take part after obtaining their consent The tests were recorded and subsequently analyzed to gather data for the study.
Students received questionnaires with various options to choose from The researcher clarified the study's purpose and guided them on how to answer the questions They were given a minimum of 35 minutes to complete the questionnaire and assured that their responses would remain confidential and would not impact their test scores, allowing them to feel at ease while participating.
Six carefully selected students were invited to participate in interviews, where they responded to questions outlined in the interview protocols These sessions were recorded and subsequently analyzed to gather data for the study.
The collected data was sorted, analyzed to draw out conclusions and implications for further study.
Data analysis methods
In Ivankova's (2015) action research, qualitative data was analyzed using inductive coding, which involved meticulously reviewing the data multiple times to identify emerging categories and themes These identified codes and themes were then quantified by counting their frequencies, allowing for the calculation of percentages, thereby facilitating a more convenient analysis.
To assess students' speaking skills and their attitudes toward a new learning approach, various research instruments were employed, including pre-tests, post-tests, questionnaires, and semi-structured interviews The quantitative data derived from the pre-test and post-test results were analyzed using SPSS v.20 software, which facilitated data input and generated descriptive statistics The primary measure utilized in this research was the mean, calculated by summing all mean scores and dividing by the number of participants, following the formula adapted from Djiwandono (2008).
M: mean score of the students‟ achievement
𝚺X: the sum of the total score
N: The total number of the students
The mean is a key measure of central tendency that represents the average value of a set of scores, calculated by summing the scores and dividing by the total number of entries It is particularly sensitive to extreme values, especially in smaller population samples For instance, in a study involving a class of 40 students, the pre-test total score was 122.5, resulting in a mean of approximately 3.06 (M = 122.5/40) Following the post-test, which totaled 156.5, the mean increased to approximately 3.91 (M = 156.5/40).
40 students Pre-test Post-test
Four students achieved significantly higher scores than their peers, which will skew the mean upward compared to the overall performance To obtain more accurate results, means should ideally be calculated using larger sample sizes.
In the subsequent phase of the research, the questionnaire was adapted from previous studies, featuring a five-point Likert Scale ranging from "Strongly Agree" to "Strongly Disagree." Participants were instructed to select the option that best represented their views Consequently, the data analysis method employed by the researcher varied significantly Initially, the researcher reviewed all collected questionnaire responses to grasp the overall data context, followed by transcribing the interviews To analyze the data, the researcher utilized SPSS (Statistical Package for the Social Sciences) version 20 to calculate frequencies and generate results.
The study analyzed 38 frequency tables reflecting students' attitudes toward Project-Based Learning (PBL) and their speaking improvements through this method Data was meticulously coded and entered into software for analysis, with particular attention given to the multiple responses in the questionnaires, as detailed in Appendix 8 The findings were presented in tables and figures In contrast, qualitative analysis of interview data was conducted to further explore students' attitudes toward PBL To ensure reliability and minimize biases, all data analysis was performed solely by the researchers.
Summary
In this chapter, the author provides a concise overview of the research approach and study procedures, focusing on the teaching and learning environment in the 10I class in Hai Duong It also details the participants involved, the data collection instruments used—including pre-tests, post-tests, questionnaires, and interviews—as well as the procedures for data collection and analysis.