Design of the study
The study is divided into three main parts as follow:
Part A: Introduction covers the rationale for study, aims, research questions, the scope, and the design of the study
Part B: Development is organized around three chapters as follows:
Chapter I- Literature review synthesizes the theoretical framework of the study related to teachers‘ general perceptions, project-based learning and an overview of the new English textbooks
Chapter II - Methodology, presents the context, the methodology used in this study including the subject, the data collection instruments, data collection procedure, and data analysis
Chapter III – Findings consists of a comprehensive analysis of the data
Part C: Conclusion, offers a summary of the findings, recommendations, limitations, and future directions for further study.
LITERATURE REVIEW
Project-based learning
This study centers on project-based learning, examining its definitions, key features, advantages, challenges, and the roles of educators within this learning approach.
1.2.1 Definitions of project-based learning
Project-based learning is defined by various authors, with Hedge (1993: 276) describing a project as an extended task that integrates language skills through multiple activities These activities work collaboratively towards a common goal and may involve planning, gathering information through reading, listening, and interviewing, as well as discussing the information, solving problems, and presenting findings both orally and in writing.
According to Thomas (2000), Project-Based Learning (PBL) is an educational model that centers around projects, integrating various definitions from multiple studies PBL is characterized by complex tasks that stem from challenging questions or problems, engaging students in design, problem-solving, decision-making, or investigative activities This approach allows students to work autonomously over extended periods, ultimately resulting in realistic products or presentations (Jones, Rasmussen, & Moffitt, 1997; Thomas, Mergendoller, & Michaelson, 1999, cited in Thomas 2000, p.1).
Problem-Based Learning (PBL) is an educational approach that emphasizes interdisciplinary study and encourages students to take responsibility for their learning, either individually or in groups This method involves collaborative efforts to address real-life problems, allowing students to explore topics aligned with their personal interests and skills.
Project-Based Learning (PBL) empowers teachers to facilitate and guide students in their educational journey, leading to the creation of authentic products and presentations This innovative approach allows students to acquire new knowledge and skills by engaging with complex, real-world problems, while also designing and planning their own studies and performances PBL significantly enhances students' subject-matter understanding, problem-solving abilities, and self-directed learning skills.
Project-based learning (PBL) lacks a universal definition, making it essential to explore its defining characteristics for a clearer understanding.
1.2.2 Characteristics of project-based learning
Many different researchers show characteristics of project-based learning Stoller‘s (2007: 4-5) identifies six main features of Project-Based Learning as follows:
First, ―Project work focuses on content learning rather than on specific language targets Real-word subject matter and topic of interest to students can become central to projects.”
Second, “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, encouraging them to collaborate in small groups or as a class This approach allows them to share resources, ideas, and expertise, enhancing the overall learning experience.
Fourth, “Project work leads to the 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 an oral presentation, poster session, or report, which can be shared with others, giving it a meaningful purpose The true value of project work extends beyond the final outcome; it lies in the collaborative process of reaching that goal This dual focus on both process and product enables students to enhance their fluency and accuracy at various stages of the project, enriching their overall learning experience.
Project work serves as a powerful motivator, fostering stimulation, empowerment, and challenge among students This approach not only enhances their confidence and self-esteem but also promotes autonomy Additionally, it contributes to the improvement of language skills, content knowledge, and cognitive abilities.
Project-Based Learning (PBL) has garnered significant interest from researchers due to its unique characteristics This study examines the advantages and challenges associated with PBL, which will be explored in the subsequent subsections.
1.2.3.Benefits of project-based learning
Project-based learning provides significant advantages for both students and teachers For students, research highlights numerous benefits, including enhanced language acquisition, increased motivation, improved self-esteem, greater autonomy, and valuable social skills development.
Project-based learning offers numerous advantages that enhance the educational experience It significantly boosts learner motivation and integrates all four language skills This approach promotes autonomous learning, encouraging students to take responsibility for their education Additionally, it results in tangible learning outcomes, as students produce an end product The tasks are authentic, fostering interpersonal relationships through group collaboration Both content and methodology are collaboratively decided by learners and teachers, making the process more learner-centered Parents can also engage in their child's learning by assisting with project work, while students enjoy a refreshing break from routine activities Finally, project-based learning establishes a context that balances the need for fluency and accuracy in language use.
Project-based learning, as highlighted by Fried-Booth (2002), represents a shift from teacher-centered to learner-centered education, enhancing learner autonomy by allowing students to choose topics of interest, assume leadership roles, and take responsibility for their own learning This approach encourages students to engage in discussions about project themes, products, and individual roles within groups, contrasting sharply with traditional education methods By making educational decisions, students become more independent and accountable for their learning outcomes The effectiveness of project work is linked to student involvement, with successful implementation requiring engagement in activities beyond the classroom to foster communication and collaboration with community members Additionally, project-based learning develops essential social skills, creativity, self-discipline, responsibility, collaboration, research skills, and the ability to integrate knowledge across different subjects, as noted by Hedge (2000).
Project-based learning fosters professionalism and collaboration among teachers while strengthening their relationships with students It enables educators to guide diverse learners in recognizing the limitations of traditional instructional methods, ultimately introducing a variety of effective learning opportunities in the classroom.
1.2.4 Challenges of project-based learning
While project-based learning offers numerous advantages, it also presents unforeseen challenges for both students and teachers during implementation According to Westwood (2008: 34-35), students may encounter various difficulties that can impact their learning experience.
1 Students lack necessary skills for researching and collecting information
2 Students’ learning and contributing to give the impression of productive project work may be very little
3 Due to a weak understanding of the topic of projects, the production of posters, models, charts, recordings, photographs and written report on display is challenging for students
4 Individual members of different groups do not have a general understanding of the whole topic given by their teacher
The previous studies of project-based learning in English language teaching 19 1.4 An overview of the new English textbooks
This section aims to examine existing literature on the implementation of project-based learning (PBL) strategies in teaching English as a foreign language It focuses on the effects of PBL on enhancing language learners' achievements and explores teachers' perceptions of this instructional approach.
Students‟ achievement in second language learning
Gardner (1995) conducted a video documentary project at the University of Hong Kong, which significantly enhanced students' academic listening comprehension, note-taking, and writing skills Similarly, Wanchid and Wattanasin (2015) implemented a video project at King Mongkut's University of Technology North Bangkok, revealing that students had highly positive attitudes toward project work in their English course The project fostered teamwork and learning autonomy, while students noted benefits such as increased creativity, the use of technology, collaboration with peers, and greater opportunities to practice English.
In a study by Hilton-Jones (1988), a six-week project-based English language course in the U.K demonstrated significant improvements in listening, speaking, reading, and writing skills among a group of West German teenagers The findings indicated that engaging in project work effectively addressed their language learning needs.
In Wilhelm's (1999) study, students expressed significant satisfaction in negotiating meaning with native speakers and taking responsibility for their own learning However, they noted that the primary drawback of project work was the associated stress from a heavy workload The study categorized project classes based on students' TOEFL scores and provided instruction in essential areas, including trust development, interpersonal relationships, collaborative learning models, peer feedback, negotiation skills, and a balanced grading system.
Teachers‟ perceptions of PBL in second language teaching
Research on language teacher cognition has established itself as a significant field, yet literature on teachers' beliefs about project-based learning (PBL) remains limited Beckett (1999) highlighted the lack of studies focusing on PBL and the perceptions of both teachers and students In her study involving two ESL teachers at a Canadian secondary school, she found that the teachers were impressed by their students' creative projects and viewed project-based instruction positively They appreciated how PBL facilitated the integration of language, content, and skills in a communicative manner, while also promoting critical thinking, problem-solving, and cooperative learning Additionally, the teachers noted that students were able to identify their strengths and weaknesses as learners through this approach.
Eyring (1997) presents a contrasting perspective on project-based learning (PBL) in an ESL university setting in the U.S., highlighting negative experiences from one teacher's perspective Despite being impressed by the final outcomes, the teacher faced significant challenges in engaging students and negotiating the curriculum, as their responses were generally lukewarm She felt that her efforts to guide the project were not well received, with students showing less respect compared to her previous classes Consequently, she recommended a return to a more traditional, teacher-directed approach, emphasizing reading, vocabulary, and grammar to provide students with tangible learning outcomes.
In a study conducted by Harris (2014) at a suburban middle school near Pittsburgh, PA, forty-nine teachers shared their perceptions of project-based learning (PBL) and the challenges they encountered during its implementation The research utilized questionnaires to gather data, revealing that teachers faced significant obstacles such as time constraints, state accountability requirements, and the need to align with educational standards while designing lesson plans While some teachers were equipped to address these challenges, others expressed concerns about their ability to do so Importantly, the findings indicated that teachers believed PBL was more effective in fostering 21st Century skills—such as communication, collaboration, creativity, innovation, critical thinking, and problem-solving—compared to traditional teaching methods The following section will provide an overview of the new English textbooks.
1.4 An overview of the new English textbooks
This article offers an overview of the new English textbooks, Tiếng Anh 10, Tiếng Anh 11, and Tiếng Anh 12, currently being piloted in nine selected high schools across Vietnam.
On November 23, 2012, the Vietnamese Prime Minister's Decision was put into action when the Minister of Education and Training signed Decision No 5209/QD-BGDĐT, officially approving the curriculum for the subject of Vietnamese language education.
The Pilot English Curriculum for Vietnamese Upper Secondary Schools focuses on adopting a communicative approach to language teaching, aiming to enhance students' communicative competence The new English textbooks emphasize the development of essential language skills—listening, speaking, reading, and writing—while integrating vocabulary, pronunciation, and grammar to facilitate effective communication.
The new textbooks aim to equip high school graduates with essential language skills, enabling them to comprehend key points from clear standard input on familiar topics encountered in daily life Students will be prepared to handle most situations while traveling in areas where the language is spoken Additionally, they will learn to produce simple, coherent text on familiar subjects and express their experiences, dreams, ambitions, and provide reasons for their opinions and plans.
In 2016, the specific objectives of the textbooks were categorized into performance goals across four key language skills: listening, speaking, reading, and writing These objectives are tailored for different grade levels, with Grade 10 focusing on level 3.1, Grade 11 on level 3.2, and Grade 12 on level 3.3, as outlined in Table 1 below.
Table 1: The performance objectives of the new textbooks
-Follow clearly articulated speech in everyday conversation, though students sometimes have to ask for repetition of particular words and phrases
-Understand the main points in selected TV programs on familiar
-Generally follow the main points of extended discussion, provided speech is clearly articulated in a standard dialect
-Understand the main points of selected radio news bulletins and simple recorded material on topics of
- Understand the main points of clear standard speech on familiar matters regularly encountered in school, leisure and daily activities -Understand the main point of delivery is slow and clear
-Understand simple technical information, such as operating instructions for everyday equipment delivered slowly and clearly
-Listen to a short narrative and form hypotheses about what will happen next
TV programs or podcasts on current affairs or topics of personal interest when the delivery is relatively slow and clear
- Listen to a simple narrative and form hypotheses about what will happen next
Speaking - Start, maintain and close simple face-to- face conversations on topics that are familiar or of personal interest
-Express and respond to feelings such as surprise, happiness, sadness, interest and indifference
-Agree, disagree politely and give advice
Starting, maintaining, and concluding conversations on familiar or personally interesting topics can be challenging, as individuals may struggle to express their thoughts clearly.
-Ask for and give detailed directions
-Give or seek personal views and opinions in an informal discussion with friends
Engaging with English-speaking visitors can be effortless when you are equipped to handle a variety of situations By entering conversations unprepared on familiar topics such as family, hobbies, travel, sports, and current events, you can foster meaningful interactions This approach not only enhances your conversational skills but also makes your exchanges more enjoyable and relevant to everyday life.
Experiences shape our dreams, hopes, and ambitions, connecting our past to our future in meaningful ways By sharing our stories and the events that have influenced us, we can provide insight into our opinions and plans, offering reasons and explanations that resonate with others Whether narrating a personal journey or recounting the plot of a captivating book or film, our reactions to these narratives reveal our emotions and perspectives, enriching the shared human experience.
- Understand the main points in short texts about current and familiar topics
-Understand the most important information in short, simple everyday information brochures
-Understand simple messages and standard communications (e.g from clubs, social
-Read simple columns or interviews in newspapers and magazines in which someone takes a stand on a current topic or event and understand the overall meaning of the text
-Understand events, feelings and wishes in letters or other messages via various
-Understand the description of events, feelings and wishes in a variety of texts, personal messages and letters
Context of the study
This study examined high school teachers' views on the implementation of Project-Based Learning (PBL) in newly introduced English textbooks The research was conducted across nine high schools located in various provinces of northern Vietnam, including Bac Ninh, Bac Giang, Nam Dinh, Vinh Phuc, and the capital city, Hanoi, where these new English textbooks are currently being piloted.
The Vietnam Ministry of Education and Training's National Foreign Languages 2020 Project mandates that high schools must meet specific conditions to effectively implement new English textbooks, including teacher competence, student readiness, and adequate facilities A study of nine high schools revealed that while some are well-equipped with IT resources, projectors, and libraries, others face challenges due to varying levels of foreign language proficiency among teachers and students, as well as differing school facilities For example, at Xuan Truong B, the new English textbooks have been piloted in six classes for five years but were only recently adopted for all grades, whereas Thang Long High School has piloted them in just three classes Consequently, project-based learning remains a new concept for some educators, leading to challenges in implementation.
Research questions
As mentioned in section I.3, the study was carried out to find out the answer to the following questions
1 What are high school teachers‘ perceptions of project-based learning in the new English textbooks?
2 What are their challenges in implementing project-based learning?
The study
The main contents of this section include participants of the study, the data collection instruments namely questionnaires, and interviews followed a procedure
The study involved 30 teachers from nine high schools in both urban and rural areas, recruited through personal connections with acquaintances, including former friends and classmates All participants were C1 level educators, indicating strong foreign language skills, and their teaching experience varied across three categories: less experienced (1-4 years), experienced (5-9 years), and highly experienced (over 10 years) After completing the questionnaires, only four teachers agreed to participate in follow-up interviews, citing commitments to preparing gifted students for exams and childcare responsibilities Ultimately, unforeseen circumstances prevented two of these teachers from participating, as one fell ill and the other had to travel unexpectedly for work.
This study utilized a mixed research method, employing questionnaires as the primary data collection instrument According to Dornyei (2003), questionnaires are effective for gathering data within a limited timeframe, are easy to process and analyze, and provide a broad understanding of the subject matter.
To effectively investigate participants' perceptions and challenges related to Project-Based Learning (PBL), the researcher utilized Dornyei's (2003) framework to design a comprehensive questionnaire This involved careful consideration of key aspects such as questionnaire length, layout, and topic, as well as essential components including the title, instructions, items, additional information, and a concluding thank you note Ultimately, the questionnaire comprised 40 closed and open-ended items, organized into two main sections, to gather insightful data on the subjects' experiences with PBL.
The study explores individual characteristics of teachers regarding their experiences and familiarity with Project-Based Learning (PBL) through two key questions It includes a section with 38 items, where one item defines PBL and three items outline teachers' roles, informed by existing literature on project work Additionally, 23 items assessing the benefits of PBL were adapted from Wanchild and Wattanasin (2015) and tailored for this research, utilizing a 5-point Likert scale ranging from strongly disagree to strongly agree Furthermore, eleven ranked questions addressing the challenges faced by teachers were developed based on Harris's work.
To ensure effective data collection, the study piloted the questionnaires by seeking careful review from the supervisor before distribution to participants Additionally, feedback was solicited from a teacher via email regarding the timing, content, structure, and clarity of the instructions As a result, the instructions were clarified, and two items were removed from the questionnaires to prevent confusion among teachers, particularly regarding their roles, which included control, evaluation, and community shaping.
The redesign of questionnaires focused on enhancing their visual appeal to respondents, ultimately aiming to improve both the quality and quantity of participant responses (Dornyei, 2003).
To ensure the reliability of the instrument used in the study, Cronbach's alpha was employed as a measure of internal consistency, effectively gauging teachers' perceptions of Project-Based Learning (PBL).
& Schmelkin, 1991, cited in Wang, 2006, p.110) Therefore, the researcher calculated Cronbach‘s alpha with the help of computer
Interviews were utilized as a follow-up to questionnaires to provide deeper insights into participants' perceptions and challenges that may not have been captured in the surveys The researcher developed the interview questions based on Hatch's (2002) framework, employing a formal, semi-structured, and in-depth approach that allowed for guiding questions while remaining open to exploring new topics that emerged during the conversation To ensure clarity and avoid misunderstandings, the interviews were conducted in Vietnamese and subsequently translated into English Additionally, due to geographical constraints, the interviews were carried out via Facebook, facilitating effective communication between the researcher and participants.
The following section will discuss about detailed procedures for collecting data from teacher questionnaires and interviews
In March 2017, the initial phase of data collection involved distributing 30 printed questionnaires to teachers across various high schools, as outlined in section III.3.1 of the study Friends assisted by taking photos of the completed surveys and sending them via email Although the data collection period was planned for one month, it faced delays due to preparations for the Ho Chi Minh Communist Youth Union anniversary and the English gifted student examination in April Consequently, the retrieval of the questionnaires took almost a week, but two teachers expressed their willingness to participate in follow-up interviews.
The second stage involved conducting semi-structured individual interviews via Facebook, with each interview averaging around 10 minutes After collecting the questionnaires, the researcher analyzed the data using SPSS (version 20) to calculate descriptive statistics, including frequency, mean, and standard deviation for each item Subsequently, qualitative data from the interviews were transcribed and categorized based on the aspects of project work highlighted in the questionnaires, focusing on the benefits, roles, and challenges of Project-Based Learning (PBL) in the new English textbooks.
FINDINGS
The findings from questionnaires
The findings from questionnaires were divided into two sections, one for teachers‘ background information and one for their perceptions and challenges when implementing PBL
The research involved 30 teachers, focusing on their teaching experience and familiarity with project-based learning As illustrated in Figure 1, a significant 76.7% of the teachers have over 10 years of experience, while 13.3% possess 5 to 9 years of experience, and only 10% have less than 5 years This indicates that the majority of participants in the study are seasoned educators.
Figure 2 presents the findings regarding teachers' familiarity with project-based learning (PBL) A notable number of teachers reported knowing about PBL for 1 to 5 years, with 5 individuals in this range Additionally, there was 1 teacher each who had known PBL for 4 and 8 years, while 4 teachers had experience spanning 10 years, 3 teachers for 2 years, and 2 teachers for 13 years Overall, the data indicates that most teachers have developed a substantial understanding of project-based learning over time The following section will delve into the findings to assist the researcher in addressing the research questions and objectives of the study.
Figure 2: Teachers’ time of knowing project-based learning
3.1.2 Teachers‟ perceptions of PBL and their challenges in implementing PBL
In the data analysis phase, teachers' perceptions of Project-Based Learning (PBL) will be examined by categorizing related questionnaire responses, focusing on its definitions, benefits, roles, and challenges Prior to this analysis, Cronbach's alpha was calculated to assess the reliability of the questionnaire scale items.
Reliability of the scale measurement
George and Mallery (2003, cited in Joseph & Rosemary, 2003, p.87) provide the following rules of thumb:
Excellent Good Acceptable Questionable Poor
In the initial calculation of Cronbach's alpha for 26 items assessing teachers' perceptions of Project-Based Learning (PBL), a value of 879 was obtained However, three items (items 3, 19, and 24) were subsequently removed due to their higher Cronbach's alpha values of 885, 887, and 883, respectively This suggests that the responses for these items were either unreliable or poorly designed, indicating a need for refinement in the measurement tool.
The 23-item scale underwent a second round of testing to improve its reliability, achieving a Cronbach's alpha value of 907, indicating that all items meet the reliability criteria This confirms that the scale is dependable for use in research and analysis.
Similarly, the number of 11 items related to teachers‘ challenges had Cronbach‘s alpha value of 915, no items were deleted so the scale of these items is also reliable
The following section will present the findings from questionnaires related to teachers‘ perceptions of PBL in terms of its definitions and benefits in language learning
Teachers‟ definition of project-based learning
Question 1(multiple choice) asked the teachers to give their definition of PBL The respondents could give one more options that are correct to them Table 3 below shows the results
Project-based learning is an educational model that centers around organizing learning experiences through projects It empowers students to actively plan, research, and execute their projects, fostering engagement and deeper understanding This approach involves collaboration between teachers and students to create authentic learning experiences that are relevant and meaningful.
4 d a method that places the teacher a facilitator and students in collaborative groups in problem-solving situations
14 e an extended task which usually integrates language skills by means of a number of activities
8 f a learning model in which students are in the center, they gain social responsibility in groups and they acquire the scientific knowledge
Table 3 presents the responses from 28 out of 30 teachers who participated in the study, with 2 teachers not providing feedback The first question assessed the teachers' understanding of Project-Based Learning (PBL), with all options reflecting accurate definitions from the literature review Options b, d, and f received the highest approval, with 13, 14, and 11 responses respectively, highlighting the importance of student involvement in PBL implementation Additionally, option e garnered 8 responses.
Project-Based Learning (PBL) is an extended task that integrates various language skills through multiple activities Responses indicated that options a and c received the fewest selections, suggesting that teachers' varying levels of familiarity with PBL influenced their interpretations of its definition Despite these differences, a majority recognized PBL as a learner-centered approach The next section will explore teachers' perceptions of the benefits of PBL in enhancing students' language learning.
Teachers‟ perception of benefits of PBL regarding students „motivation in English learning
The first category of questions focuses on the impact of Project-Based Learning (PBL) on students' motivation in English learning Relevant literature highlights several benefits of PBL in this context The findings related to this category, represented by six items in the questionnaire, are illustrated in Table 4 below.
Table 4: The benefits of PBL for students‟ motivation in English learning
1 Being very useful for students in learning English 4.10 662
2 Making students use their creativity 4.10 803
4 Enhancing students‘ self-confidence in learning English 3.83 699
11 Making students study English more interesting 4.00 910
12 Helping students become more active learners in the classroom
13 Making students feel more relaxed than when they study in the classroom
According to Table 4, the initial group of items highlighting the benefits of Project-Based Learning (PBL) for student motivation in English includes items 1, 4, 11, 12, and 13 Overall, most teachers exhibited a strong positive attitude towards PBL's impact on student motivation, with items 1, 2, 4, 11, and 12 receiving mean values above 4.00 This indicates that a majority of teachers believe PBL provides engaging lessons (items 1 and 11), fosters student creativity (item 2), and encourages active participation in the classroom (item 12) Conversely, items 4 and 13 had lower mean values of 3.83 and 3.73, suggesting that most teachers do not agree that students feel more confident and relaxed in PBL settings compared to traditional classroom environments This issue will be further explored in subsequent interviews The next section will present the findings on teachers' perspectives regarding students' improvements in language skills.
The second group of items associated to students‘ improvements in language skills is item 5, 6,7,8,9 and 10 The results are analyzed in Table 5 below
Table 5: The benefits of PBL for students’ improvements in language skills
5 Making students improve their reading skill 4.20 714
6 Making students improve their speaking skill 4.57 504
7 Making students improve their listening skill 3.77 971
8 Making students improve their writing skill 3.83 648
9 Making students widen their vocabulary 4.23 504
10 Helping students integrate four main skills with vocabulary and grammar while doing project
Table 4 indicates that most teachers believe their students enhanced their language skills through Project-Based Learning (PBL), particularly in speaking, which received the highest mean score of 4.57 Teachers unanimously acknowledged significant improvements in students' speaking abilities Additionally, vocabulary and reading skills were also highly regarded, with mean scores of 4.23 and 4.20, respectively Most teachers (mean value of 4.00) agreed that students effectively integrated the four main skills along with grammar and vocabulary during projects This integration contributed to overall improvements in these areas However, there was a slight discrepancy in the level of agreement regarding writing (3.93) and listening skills (3.77), which will be further elaborated on in the interviews.
Teachers‟ views on the benefits of PBL for students‟ learning autonomy
One of the benefits of project-based learning mentioned in the literature review is students‘ autonomous learning The average scores are reported in Table 5
Table 6: The benefits of PBL for students’ learning autonomy
14 Helping students look for more knowledge outside the classroom
15 Helping students develop learning autonomy 4.20 961
16 Making students become more responsible for studying 3.93 740
17 Helping students apply the knowledge from the classroom when they do the project
18 Encouraging students to develop self-assessment skills and evaluate the strengths and weakness of their own work
Table 5 highlights that the top three items with the highest mean values are items 15, 14, and 17, scoring 4.20, 4.15, and 4.00, respectively This suggests that project-based learning (PBL) not only enables students to apply classroom knowledge (item 17) but also encourages them to seek additional information outside the classroom (item 14), thereby fostering their autonomous learning (item 15) Items 16 and 18, both with a mean value of 3.93, indicate that teachers had mixed feelings about whether students became more responsible for their studies (item 16) and developed self-assessment skills to evaluate their strengths and weaknesses (item 18) Nonetheless, teachers acknowledged the overall benefits of PBL in enhancing students' autonomous learning.
Teachers‟ views on the benefits of PBL for students‟ teamwork
Items 20, 21, 22 and 23 in the questionnaire regarding the benefits for students group work were given in Table 6
Table 7: The benefits of PBL for students group work
20 Allowing students to work with others as a team 4.40 563
21 Helping SS develop their teamwork skill 4.40 563
22 Encouraging students to exchange knowledge with their friends
23 Enabling students to interact more with their friends outside of class
According to the results shown in Table 6, items 20 and 21 had the same value mean of 4.40 ranking the highest top, compared with other items such as item 22
Teachers demonstrate a strong awareness of the significance of teamwork in project-based learning (PBL), with an average score of 4.20 PBL not only enhances students' teamwork skills but also fosters knowledge exchange among peers Although item 23, which states that "PBL enables students to interact more with their friends outside of class," received a lower mean score of 3.93, this difference is not statistically significant Overall, the findings suggest that PBL effectively promotes collaboration and interaction among students.
Teachers‟ views on their roles in project-based learning
This section includes question number 25 and 26, which explores teachers‘ perceptions of their roles in PBL Table 7 reveals the results of these items
Table 8: Teachers’ roles in implementing PBL
25 I take on the role of a facilitator/a guide during the project 4.30 877
26 I play an important role to motivate students in learning 4.10 960
The survey results indicate that teachers perceive their roles in implementing Project-Based Learning (PBL) positively, with mean values ranging from 4.10 to 4.30 Notably, item 25, which states, "I take on the role of a facilitator/a guide during the project," received the highest mean value of 4.30, surpassing the mean value of item 26.
(mean = 4.10) The results reveal that the majority of teachers perceived that they acted as a facilitator/ a guide for students when doing project and motivated them through the process of learning
Teachers‟ challenges in PBL implementation
To comprehend the challenges teachers face in implementing Project-Based Learning (PBL), a questionnaire consisting of eleven items was developed These items were categorized into two main factors: internal challenges related to the teachers themselves and external challenges The findings are presented in Table 8 below.
Table 9: Teachers’ challenges in implementing PBL
(Not a challenge = 1, A minor challenge = 2, A moderate challenge = 3, A major challenge = 4)
No Challenges Frequency Total Mean
1 Difficult to guide the students how they conduct their project
2 Difficult to organize all the students‘ projects
3 Difficult to develop materials related to topics in the new English textbooks
4 Difficult to assess all of the students‘ project work objectively
5 Difficult to manage the student group 15 9 5 1 30 1.73
6 Difficult to collaborate with other teachers
9 Lack of professional development or coaching in PBL
7 PBL takes a lot of time to plan 2 8 7 13 30 2.70
8 Students do not spend enough time to conduct their project work
10 There is a lack of models or examples for using PBL with students
11 There is a lack of funds, materials, or resources (e.g., access to technology, a library, art supplies, etc.) in my school
The findings from interviews
This section focuses on the teacher interviews conducted to complement the findings from the teachers' questionnaires A set of seven questions was prepared to gather additional insights that may have been overlooked in the questionnaires Initially, four teachers expressed interest in participating; however, due to unforeseen circumstances, only two were able to join the interviews One teacher fell ill, while the other had to attend a sudden business trip overseas, preventing their participation.
3.2.1.Teachers‟ perception of project-based learning in the new English textbooks
The initial six questions focused on teachers' perceptions of project-based learning (PBL), specifically regarding its definition and benefits such as increased motivation, enhanced language skills, improved learning autonomy, effective teamwork, and the evolving role of teachers In the following sections, I will explore these aspects in detail.
In response to the question, "What is your definition of project-based learning?", interviewees provided insights into their understanding of the concept Although only a few teachers participated in the interviews, two of them articulated theoretical definitions that align with the discussions presented in chapter two.
Project-based learning in English involves teachers assigning tasks or group activities that relate to the learning unit after imparting knowledge and skills This method encourages students to apply their lessons to real-life situations by formulating questions, conducting research, and carrying out interviews Ultimately, students summarize and present their findings to the class, with the teacher acting as a guide throughout the process Students collaborate in groups, dividing tasks among themselves to enhance teamwork and learning outcomes.
Project-based learning is a student-centered teaching approach where the teacher acts as a facilitator In this method, students engage in self-research and collaboration to create a final product related to the lesson topic They then present their findings to the class and are responsible for evaluating their peers within their group.
Both teachers highlighted the importance of thematic learning, incorporating tasks and activities that promote group work, research, presentations, information sharing, and problem-solving in a cooperative environment They emphasized the roles of both learners, as active participants, and teachers, as facilitators or guides in projects Additionally, both educators acknowledged the significance of learner autonomy in their definitions of effective teaching practices.
Students will utilize the knowledge gained from lessons to formulate questions, conduct research, and perform interviews Additionally, they are tasked with self-evaluating their peers within their groups This approach fosters motivation, enhances language skills, promotes learning autonomy, and encourages effective group collaboration in language learning.
Teachers‟ view on the benefits of PBL for motivating students in learning English
The interview findings indicate that while Project-Based Learning (PBL) in the new textbooks partially motivated students to learn English through engaging and relevant activities, it primarily catered to students with stronger abilities Consequently, teachers expressed disagreement with the notion that PBL significantly boosted students' confidence or contributed to a relaxed classroom atmosphere, as reflected in the questionnaire responses.
While the project lesson is engaging and beneficial, it may not be appropriate for students with lower proficiency levels It tends to resonate more with those who have a strong grasp of the subject Consequently, students who struggle with English often feel embarrassed when asked to participate in front of the class.
In theory, textbook projects are beneficial as they allow students to review previous lessons and practice essential skills, including communication, presentation, and teamwork However, I struggle to implement them effectively because they often fail to engage lower-performing students, who may feel anxious about participation.
Teachers‟ views on the benefits of PBL for student „improvement in language skills
Participants noted that engaging in the project significantly enhanced students' speaking, reading skills, and vocabulary, with a particular emphasis on the improvement of speaking skills These insights are reflected in the following transcriptions.
In my experience, students engaged in projects should seek information from various sources, including books and online research, which helps them develop essential skills and expand their vocabulary However, a significant issue is that many students tend to copy passages instead of paraphrasing, hindering their writing skills from improving.
Developing speaking skills is crucial for students, as they frequently present their final projects using their own words, which enhances their vocabulary and reading abilities through extensive research However, listening and writing skills tend to be neglected due to classroom noise, leading to a lack of attention to peers' contributions Additionally, students often resort to copying or memorizing information instead of engaging in original writing, reflecting a low level of comprehension and a tendency to rely on rote learning.
The subsequent section will present the third benefit of PBL : learner autonomy
Teachers‟ views on the benefits of PBL for students‟ learning autonomy
Two educators highlighted that Project-Based Learning (PBL) fosters autonomous learning in students by encouraging them to seek information from diverse resources and apply knowledge both in and out of the classroom This perspective was reflected in their definitions of PBL and their observations regarding students' enhancement of language skills, which they reiterated during the interview.
Students effectively utilize their knowledge and language skills to read relevant materials, conduct research, and gather information through interviews to successfully complete their projects on time Additionally, the vast resources available on the Internet enable students to easily download materials pertinent to their topics.
Implications
This section highlights key implications for teachers and educational institutions regarding the implementation of Project-Based Learning (PBL) Teachers are encouraged to integrate PBL into their lessons to enhance engagement beyond traditional, teacher-centered approaches, utilizing various textbooks, including new English materials Additionally, introducing diverse learning methods can further improve students' language abilities, contributing to the success of PBL Institutions should leverage the study's findings to better understand teachers' challenges and needs, leading to strategic investments in English resources and technology to provide suitable facilities Organizing extracurricular activities such as English clubs and contests can actively involve students, stimulate interest, and enhance language skills, thereby increasing the effectiveness of PBL Furthermore, the Vietnam Ministry of Training and Education should consider the time allocated for project lessons to optimize learning outcomes.
Limitations of the study
Besides the objectives were achieved in the current study, there are two existing limitations as under:
This study examines teachers' perspectives on project-based learning, highlighting its advantages in fostering student motivation, enhancing language skills, and promoting learning autonomy and teamwork abilities, as supported by the research of Borg (2006), Haines (1989), Hedge (2000), Thomas (2000), and Fried-Booth.
The study highlights a potential disconnect between teachers' statements and students' achievements, as it does not consider students' opinions (Hilton-Jones 1988; Gardner 1995; Becket 1999; Wilhelm 1999; Wanchid & Wattanasin 2015) Additionally, it primarily addresses teachers' challenges, such as preparation time and varying student abilities (Westwood 2008; Marx et al 1997; Hutchison 1992; Harris 2005), while neglecting to investigate the challenges faced by students (Westwood 2008).
2 The study was conducted in the form of mixed research method but there are a limited number of participants, 30 teachers participating in the questionnaires and only 2 teachers willing to participate in the interview Therefore, if there are more items in the questionnaires were removed because they were not reliable after the researcher calculated the value of Cronbach‘s alpha.
Suggestions for further study
Based on the study findings, it is recommended that future research should investigate the perceptions of both teachers and students regarding project-based learning to compare student achievements with teachers' statements Additionally, to better understand the relationship between teachers' perceptions and their classroom practices, direct observations of lessons should be conducted, which this study did not encompass In summary, this chapter outlines the study's results, discusses implications, acknowledges limitations, and offers recommendations for further research.
1 Baysura, O.D., Altun, S & Yucel-Toy, B, 2015 Perceptions of Teacher Candidates regarding Project-Based Learning Eurasian Journal of
2 Borg, S (2003) ‗Teachers‘ Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe and Do‘
3 Borg, S (2006) Teachers Cognition and Language Education: Research and Practice London: Continuum
4 Bộ Giáo dục và Đào tạo Chương trình giáo dục phổ thông môn tiếng Anh thí điểm cấp trung học phổ thông (Ban hành theo Quyết định số 5209/QĐ- BGDĐT ngày 23 tháng 11 năm 2012 của Bộtrưởng BộGiáo dục và Đào tạo),
5 Buck Institute for Project-Based Learning (2003) Project based learning handbook Retrieved July 12, 2013, from: http://www.bie.org/pbl/pblhandbook/intro.ph
6 Dửrnyei, Z (2003) Questionnaires in second language research: Construction, administration, and processing Mahvah: Lawrence Erlbaum Associates
7 Eyring, J L (1997) Is project work worth it? Eric Digest (ERIC Document
Reproduction Service No ED407838 Elementary School Journal, 94(5), 341 -
8 Fried-Booth, D.L (2002) Project work New York: Oxford University Press
9 Gallacher, L (2004) Project work with teenagers Retrieved on 12 September,
2009 from: http://www.teachenglish.org.uk/think/methodology/project_work.html
10 Joseph, A.G, & Rosemary, R.G (2003) Calculating, Interpreting, and Reporting Cronbach’s Alpha Reliability Coefficient for Likert-Type Scales
Retrieved from http://www.ssnpstudents.com/wp/wp-
11 Harris, M.T (2014) The challenges of implementing project-based learning in middle schools Unpublished doctoral dissertation The University of Pittsburgh, America
12 Hatch, J A (2002) Doing qualitative research in education settings Albany, NY: State University of New York Press
13 Hutchinson, T (1992) Introduction to Project Work 1991 Oxford: Oxford
14 Hedge, T (2000) Teaching and learning in the communicative classroom
15 Hedge, T (1993) Key concepts in ELT ELT Journal 47 (3) 275-277
16 Marx, R et al (1997) Enacting project-based science: Challenges for practice and policy Retrieved Jan 13, 2013 from: http://cell.uindy.edu/docs/PBL%20research%20summary.pdf
17 Phipps, S (2009) The Relationship between Teacher Education, Teacher Cognition and Classroom Practice in Language Teaching: A Case Study of
MA Students' Beliefs about Grammar Teaching Unpublished doctoral dissertation The University of Leeds School of Education
18 Richards, J.C (1998) Beyond training Cambridge, UK: Cambridge
19 Stoller, F L (2007) Project work: A means to promote language and content English Teaching Forum, 35(4), 2-9
20 Stivers, J (2010) Project-based learning: A dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing 21st Century skills while working in small collaborative groups Retrieved from http://www.fsmilitary.org/pdf/Project_Based_Learning.pdf
21 Stevens, J (1996) Applied multivariate statistics for the social sciences (3rd ed.) Mahwah, NJ: Lawrence Erlbaum Associates
22 Vibulphol, J (2004) Beliefs about language learning and teaching approaches of pre-service EFL teachers in Thailand Unpublished doctoral dissertation The Oklahoma State University
23 Van, H (2015) Teachers‘ evaluation of primary English textbooks for Vietnamese Schools Developed under the National Foreign Language 2020 Project: A Preliminary Internal Survey VNU Journal of Science: Education
Research, Vol 31,No 4 (2015) 1-15: http://tapchi.vnu.edu.vn/upload/2016/01/1901/1.pdf
24 Van, H (2016) Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization VNU Journal of Science: Education Research, Vol 32, No 4
25 Wanchid, R & Wattanasin, K (2015) The Investigation of Students‘ Attitudes toward Project Work in Enhancing Independent Mediterranean Journal of Social Sciences, Vol 6, No 5 (2015)581-192
26 Wang, S (2006) An implementation study of the English as a foreign language curriculum policies in the Chinese tertiary context Unpublished doctoral dissertation The Queen‘s University Kingston, Ontario, Canada
27 Westwood, P (2008) What teachers need to know about teaching methods
Camberwell, Vic.: ACER Press 9780864319128 (pbk.) Retrieved Jan 25,2013fromhttp://albaniarsimin.wikispaces.com/file/view/What_teachers_nee d_to_know_about_Teaching
This questionnaire seeks to investigate the integration of project-based learning in the new English textbooks of Vietnam Comprising 40 questions divided into two sections, it is designed to be completed in approximately 15 minutes.
Your feedback is crucial for my MA thesis at the University of Languages and International Studies Rest assured, your personal information will remain confidential and will not be shared with any third parties For any inquiries, please reach out to Ms Xuyen at 0968.008.838.
Thank you very much for your time!
Please give the answers for the following questions
1 Teaching experience: □ < 5 years □ 5-9 years □ > 10 years
2 How long have you known about project-based learning?
Please give the answers for the following questions
1 Your definition of project-based learning is……… a a model that organizes learning around projects b a way for students to plan, research and do a project c.an approach that teachers work with students to design an authentic experience d.a method that places the teacher a facilitator and students in collaborative groups in problem-solving situations e an extended task which usually integrates language skills by means of a number of activities f a learning model in which students are in the center, they gain social responsibility in groups and they acquire the scientific knowledge
2 Benefits of project-based learning
Put a tick (√) in the appropriate columns
1 Project-based learning (PBL) in the new English textbooks is very useful for students in learning
2 PBL in the new English textbooks makes students use their creativity
3 PBL in the new English textbooks makes students participate in class more
4 PBL in the new English textbooks helps students enhance their self-confidence in learning English
5 PBL in the new English textbooks makes students improve their reading skill
6 PBL in the new English textbooks makes students improve their speaking skill
7 PBL in the new English textbooks makes students improve their listening skill
8 PBL in the new English textbooks makes students improve their writing skill
9 PBL in the new English textbooks makes students widen their vocabularies
10 PBL in the new English textbooks helps students integrate language skills such as reading, writing, listening, speaking, grammar and vocabulary while doing project work
11 PBL in the new English textbooks makes students
12 PBL in the new English textbooks helps students become more active in the classroom
13 PBL in the new English textbooks makes students feel more relaxed than when they study in the classroom
14 PBL in the new English textbooks helps students look for more knowledge outside the classroom
15 PBL in the new English textbooks helps students develop learning autonomy
16 PBL in the new English textbooks makes students become more responsible for studying
17 Students apply the knowledge from the classroom when they do the project in the new English textbooks
18 PBL in the new English textbooks encourage students to develop self-assessment skills and evaluate the strengths and weaknesses of their own work
19 Students need more help from the teacher when doing the project
20 PBL in the new English textbooks allows students to work with others as a team
21 PBL in the new English textbooks helps students develop their teamwork skill
22 PBL in the new English textbooks encourages students to exchange knowledge with their friends
23 PBL in the new English textbooks enables students to interact more with their friends outside of class
3 Your roles in project-based learning
1 My role is to maintain discipline in the class
2 I take on the role of a facilitator/a guide during the project
3 I play an important role to motivate students in learning
4 Your challenges in project-based learning implementation
Put a tick (√) in the appropriate columns
Not a challenge = 1, A minor challenge = 2, A moderate challenge = 3, A major challenge
1 I find it difficult to guide the students how they conduct their project
2 I find it difficult to organize all the students‘ projects
3 I find it difficult to develop materials related to topics in the new English textbook
4 I find it difficult to assess all of the students‘ project work objectively
5 I find it difficult to manage the student group
6 I find it difficult to collaborate with other teachers
7 PBL takes a lot of time to plan and implement
8 Students do not spend enough time to conduct their project work
9 I lack professional development or coaching in PBL
10 There is a lack of models or examples for using PBL with students
11 There is a lack of funds, materials, or resources (e.g., access to technology, a library, art supplies, etc.) in my school
If you are willing to participate in an interview after completing this questionnaire, please give me your name and your contact details
Thank you very much for your cooperation!
1 Theo bạn/chị thế nào là dạy học dự án?
2 Bạn/ chị có nghĩ rằng dạy học dự án trong sách giáo khoa mới có tạo động lực cho học sinh trong việc học tiếng Anh không? Vì sao?
3 Bạn/chị có nghĩ rằng dạy học dự án có giúp học sinh cải thiện các kĩ năng ngôn ngữ không? Nếu có, kĩ năng nào được cải thiện nhiều nhất và kĩ năng nào ít được cải thiện nhất? Vì sao?
4 Bạn/chị có nghĩ rằng dạy học dự án có giúp học sinh phát triển được tính tự chủ trong việc học không? Vì sao?
5 Bạn/chị có nghĩ rằng dạy học dự án giúp học sinh phát triển kĩ năng làm việc nhóm không? Vì sao?
6 Vai trò của bạn/chị trong dạy học dự án là gì?
7 Những thách thức chính bạn/chị gặp phải khi tiến hành dạy học dự án là gì?
1 What is your definition of project-based learning?
2 Do you think project-based learning in the new English textbooks motivates students to learn English? Why?
3 Do you think project-based learning helps students improve their language skills?
If yes, which ones are improved most and which ones are improved least? Why?
4 Do you think project-based learning helps students develop their learning autonomy? Why?
5 Do you think project-based learning helps students develop teamwork skills? Why?
6 What are your roles in project-based learning?
7 What are your main challenges in implementing project-based learning?
Interviewee: L (Teacher 1 :T1, she is the interviewer‘s ex-friend at university) Xuyen: Hello L, long time no see you You look more beautiful than you were at university
L: Thanks Your M.A thesis is being done well, isn‘t it?
Xuyen: Uhm, it‘s still going ahead so tonight I would like to interview you seven questions related to the project lessons in the new textbooks Can we start right now?
Xuyen: Ok What is your definition of project-based learning?
L: To best of my knowledge, project-based learning in English subject in particular is a method that after transferring the knowledge and skills of learning unit, the teacher will assign students a task or a group activity related to the topic of learning unit to research and solve a problem Students will apply the knowledge from the lesson in real life to make questions, research, investigate followed by interviews Finally, students will summarize and report the results in front of the class Additionally, the teacher serves as a guide to assign students tasks and groups and help them throughout project-based learning implementation About students, they will work in groups, self-divide their work and collaborate each other.‖
Xuyen: Great! Do you think project-based learning in the new English textbooks motivates students to learn English? Why?
L: From my own experience, although each lesson of project is interesting and useful it isn‘t suitable for students‘ low level It is just welcomed by students‘ good ability Those who are not good at learning English, they always feel embarrassed when being called to the blackboard
Xuyen: Do you think project-based learning helps students improve their language skills? If yes, which ones are improved most and which ones are improved least? Why?
L : Waite me a minute! My dad is calling me
(The interview is interrupted for 2 minutes)
Yes, I'm back Based on my experience, students conducting projects should seek information from various resources, such as books and online searches, to enhance their speaking and reading skills through class presentations This process also introduces them to new vocabulary However, a significant issue is that many students tend to copy text instead of paraphrasing, which hinders the improvement of their writing skills.
Xuyen: Do you think project-based learning helps students develop their learning autonomy? Why?
L: Autonomous learning Let‘s me see Uhm Yes Because students actively apply their knowledge and language skills to read materials, research around the topics and explore more information through interview in order to complete their project before the deadline One more thing, since everything is available on the Internet so students can access to the Internet to download materials relevant to the topic
Xuyen: Do you think project-based learning helps students develop their teamwork skills? Why?
L: Of course Because students are encouraged to work in group to conduct their project work so they have a chance to practice more and collaborate with their friends They aslo share duties and idea with their friends From these, students have a close friendship each other and the group solidarity among students is promoted
In implementing project-based learning, my role involves guiding students effectively within the classroom I strive to foster a positive and enjoyable atmosphere that encourages students to engage fully in their projects.
Xuyen is an exceptional teacher, but I lack experience with project-based learning and am unaware of the potential challenges it may present Could you share the primary difficulties you face when implementing this teaching method?