Aims of the research
- find out the tenth- grade students’ attitudes towards the use of Project-Based Learning in their optional English lessons
- discover how the use of Project-Based Learning in teaching English helps develop students’ English speaking skill.
Scope of the research
This study examined the implementation of Project-Based Learning in optional English classes for tenth-grade students at AnLao High School during the second term of the 2013-2014 academic year.
Methodology
Definition
Action research, as defined by Parsons and Brown (2002), is an investigative approach that empowers teachers to address challenges and enhance their professional practices within the classroom This method involves systematic observation and data collection, enabling practitioner-researchers to engage in reflection, informed decision-making, and the creation of more effective teaching strategies.
Reason for the use of action research
Researching classroom dynamics is essential for enhancing teaching and learning practices By understanding the realities of classroom interactions, educators can identify effective teaching strategies that directly benefit their students.
This research addressed my own problems in my teaching English speaking skill, and therefore it provided my students with better opportunities to develop their English speaking skill.
Action research design
There are four key stages in the action research including Planning, Acting, Observing and Evaluation
A study conducted at AnLao High School identified key issues contributing to students' low proficiency in English speaking skills Through a pre-test and questionnaire, it was revealed that students struggle with poor pronunciation, limited vocabulary, and a fear of making mistakes or speaking in public These challenges are primarily attributed to the ineffective teaching methods and techniques used by the English teachers at the school.
- Strategies for improvement were mapped out through lesson plans applied PBL in English teaching to develop the students' English speaking skill
In the second term of the 2013-2014 school year, Project-Based Learning (PBL) was implemented to enhance English speaking skills in 16 optional lessons for class 10C9, focusing on four themes derived from the English 10 curriculum.
- Two volunteer teachers were asked to observe those lessons and evaluate the changes in AnLao tenth-grade students’ English speaking skill
The teacher conducted careful class observations to assess the effectiveness of action research focused on Project-Based Learning (PBL) for enhancing students' English speaking skills The positive outcomes of these observations highlighted the success of the approach in improving student engagement and language proficiency.
- A post-test was given to the students to evaluate their improvement in speaking skill
- An interview and a questionnaire were carried out to get information from teachers and students on the efficiency of the use of PBL in developing English speaking skill
- From the results of the post-test, the interview and the questionnaire, some conclusions were made.
Participants
In the second term of the 2013-2014 academic year, a study was conducted involving 40 tenth-grade students from the English intensive class and two teachers at AnLao High School.
Procedures
At the conclusion of the first term of the 2013-2014 academic year, a pre-test was conducted to assess students' English speaking abilities The evaluation criteria encompassed several key areas: fluency and coherence, lexical resource, grammatical range and accuracy, pronunciation, and interactive communication skills.
- The researcher planned 4 lessons with 4 themes applied the use of PBL in English teaching to motivate the students to learn English and to develop their speaking skill
- PBL was carried out in accordance with the lesson plans within 16 weeks and what happened in the class with 40 students was recorded in the teacher’s journals
- Two teachers were asked to observe those lessons and evaluate the changes in the students’ English speaking skill
- The results of class observation were used to evaluate the success of the action research on using PBL to develop student's English speaking skill
- A speaking post-test was conducted to find out the efficiency of the use of PBL in developing English speaking for the students
- An interview and a questionnaire were carried out to get information from teachers and students on the efficiency of the use of PBL in developing tenth graders’ English speaking skill
Utilizing data from student questionnaires, teacher interviews, class observations, teacher journals, and pre-test and post-test results, the researcher conducted a comprehensive quantitative and qualitative analysis focused on the two themes outlined in the research questions.
- Then the research was put down in writing.
THEORETICAL BACKGROUND
Speaking skill
Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information The context of speaking—including the participants, their experiences, the physical environment, and the purpose of communication—shapes its form and meaning While speech can be spontaneous and evolving, it also requires learners to possess both linguistic competence, which includes grammar, pronunciation, and vocabulary, and sociolinguistic competence, which involves understanding when, why, and how to use language appropriately.
Jack C Richards (2008:21) identifies three essential functions of speaking that are crucial for achieving communicative goals: talk as interaction, talk as transaction, and talk as performance Each of these functions is unique in its form and purpose, necessitating tailored teaching strategies to effectively address their distinct characteristics.
• “Talk as interaction refers to what we normally mean by “conversation” and describes interaction that serves a primarily social function.”
"Talk as transaction emphasizes the importance of clear and accurate communication, prioritizing the message conveyed over the social interactions between participants."
• “Talk as performance refers to public talk, that is, talk that transmits information before an audience, such as class room presentations, public announcement, and speeches.”
When planning speaking activities for an English class, it is essential to address three core issues The researcher discovered that Project-Based Learning (PBL) offers students a valuable opportunity to develop various forms of communication skills.
1.1.3 The importance of teaching speaking skill
Teaching speaking is crucial in second language acquisition, as effective communication significantly impacts students' academic and life success Language educators should focus on fostering meaningful interactions rather than encouraging rote memorization Project-Based Learning (PBL) enhances students' speaking skills by promoting active participation and developing essential life skills By creating a dynamic learning environment, PBL makes the learning process more engaging and meaningful for students.
Communicative Language Teaching
The evolution of language learning and teaching methods has seen significant transformations, including approaches like the Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, and the Natural Approach Currently, Communicative Language Teaching (CLT) stands out as a modern and innovative methodology for teaching English as a second or foreign language, gaining traction worldwide.
Communicative Language Teaching (CLT) views language as a tool for conveying meaning, emphasizing oral communication and meaningful tasks tailored to learners Objectives are designed to meet learners' needs, encompassing both functional and linguistic skills In this approach, learners act as negotiators and integrators, while teachers facilitate the communication process Additionally, materials used in CLT are authentic and task-based, promoting effective communicative language use.
Nunan, D (1991:279) offered five characteristic features of CLT:
• The introduction of authentic texts into the learning situation
• An emphasis on learning to communicate through interaction in the target language
• The provision of opportunities for learners to focus not only on language but also on the learning process itself
• An enhancement of the learners‟ own experience as important contributing elements to classroom learning
• An attempt to link classroom language with language activation outside the classroom
The grade 10 English textbook adopts a communicative approach aimed at enhancing students' basic skills in speaking, listening, reading, and writing, while also providing essential knowledge of the English language This method prioritizes communicative proficiency over mere structural mastery However, the activities included in the English 10 curriculum fell short of meeting the demands for effective communication Consequently, the researcher implemented Project-Based Learning (PBL) and discovered it to be an effective teaching practice for fostering students' communicative competence.
Project – Based Learning
1.3.1 Definitions of Project-Based Learning
Haines (1989:1) defines PBL in the following quote:
Projects are multi-skill activities that emphasize themes over specific language targets, allowing students to play a significant role in selecting topics and determining working methods, timelines, and final products This student-driven approach fosters engagement and enables learners to recycle existing language and skills in a more natural context Project work can vary in intensity, ranging from short, intensive activities to extended studies conducted over several weeks, providing a versatile framework for language learning.
Skehan (1998:273) characterizes PBL in the following quote:
Project work fosters the gradual development of learner autonomy, allowing students to take on increasing levels of responsibility This approach prepares learners to engage with their education in a manner that aligns with their individual abilities, styles, and preferences, making it an effective structure for personalized learning.
Another quote that summarizes PBL is from Fried-Booth (2002:6),
Project work focuses on student engagement and culminates in a tangible end product The process of reaching this goal is what truly enhances the value of project work, providing students with opportunities to build confidence, foster independence, and collaborate in a real-world setting.
Project-Based Learning (PBL) offers engaging experiences that immerse students in complex, real-world projects, allowing them to develop and apply essential skills and knowledge While the outcomes of these projects can often be defined in advance, they may also serve as valuable opportunities for students to learn how to allocate resources like time and materials effectively.
1.3.2 Key features of Project-Based Learning
There are 6 key features of Project-Based Learning offered by Stoller’s (2007:4-5) These are as follows:
1 Project work focuses on content learning rather than on specific language targets Real-world subject matter and topics of interest to students can become central to projects
2 Project work is student-centered, though the teacher plays a major role in offering support and guidance throughout the process
3 Project work is cooperative rather than competitive Students can work on their own, in small groups, or as a class to complete a project, sharing resources, ideas, and expertise along the way
4 Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks
5 Project work culminates in an end product (e.g., an oral presentation, a poster session, a bulletin board display, a report, or a stage performance) that can be shared with others, giving the project a real purpose The value of the project, however, lies not just in the final product but in the process of working towards the end point Thus, project work has both a process and product orientation, and provides students with opportunities to focus on fluency and accuracy at different project-work stages
6 Project work is potentially motivating, stimulating, empowering, and challenging It usually results in building student confidence, self-esteem, and autonomy as well as improving students’ language skills, content learning, and cognitive abilities
Project-based learning (PBL) offers numerous advantages for both students and educators, as evidenced by a growing body of academic research This educational approach effectively engages students, reduces absenteeism, enhances cooperative learning skills, and ultimately improves academic performance, according to the George Lucas Educational Foundation (2001).
Many students are drawn to experiential learning due to its authentic nature, as they immerse themselves in roles that reflect real-world disciplines By creating documentary videos on environmental issues, designing travel brochures that showcase local historical sites, or developing multimedia presentations on personal interests, students engage in meaningful activities that extend their learning beyond the classroom.
Teachers experience numerous benefits, such as increased professionalism, improved collaboration with colleagues, and strengthened relationships with students (Thomas, 2000) Furthermore, many educators appreciate a model that supports diverse learners by incorporating a broader array of learning opportunities within the classroom.
1.3.3 Teacher's role in Project-Based learning
Effective Project-Based Learning necessitates a shift in the teacher's role from a dominant figure to that of a guide, advisor, coordinator, and facilitator This approach emphasizes the transition of the learning focus from the teacher to the students, fostering collaboration through group work rather than individual efforts.
This stage involves selecting a project topic and raising awareness about it to spark interest and create an environment that encourages exploration and investigation, ultimately guiding the research process The topic is chosen through discussions among all group members, with input from the teacher (Brinia, 2006).
1.3.4.2 Stage 2: Designing the project activities
This stage involves the formation of groups and the assignment of roles, as well as decisions regarding methodology, information sources, and planned activities, including off-campus visits A well-organized and analytical approach to structuring these activities facilitates a more efficient and effective research process (Fragoulis, 2008).
1.3.4.3 Stage 3: Conducting the project activities
During this phase, groups execute the activities planned earlier, where students collect, process, and organize information If needed, there will be opportunities for feedback and discussion, allowing students to address cooperation among group members, personal relationship challenges, and potential adjustments in group composition.
The next phase is synthesis and processing of information gathered The final products are displayed in the class and become a stimulus for thought and action for other students (Fragoulis, 2008)
Evaluation involves assessing participant activities to determine if initial goals were met, examining the implementation process, and reviewing the final outcomes (Brinia, 2006) It also includes identifying errors and issues in the presentation of these final products.
THE STUDY
Research questions and design
The research was conducted to find answers to the two following questions:
1 What are the attitudes of AnLao tenth-grade students towards the use of Project Based Learning in their optional English lessons?
2 How can the use of Project Based Learning in teaching English help develop AnLao tenth-grade students’ English speaking skill?
The action research went through four stages which are described in detail as follows.
Planning stage
In English speaking lessons, students displayed passivity, often remaining silent and failing to actively engage in discussions This lack of participation, coupled with a deficiency in content knowledge and confidence, negatively impacted their overall speaking abilities in English.
2.2.2 Evaluation of the students' speaking skill through a pre-test
As part of Vietnam's National Foreign Language 2020 Project, tenth-grade students are expected to reach CEFR level A2 To assess their speaking skills, a pre-test was conducted in pairs, aligning with the CEFR's A2 requirements.
The pre-test (WBT) consists of three parts:
Part 1: Getting to know each other
- Can you tell me something about yourself? (name, age, languages, hobbies, )
- The teacher will ask you one or two more questions about yourself
- Talk to your partner about two or three of the following topics Ask questions
You and your partner want to spend next Saturday together
- What would you like to do?
- Agree on one activity When do you want to do them?
(go to the country, go to the zoo, go shopping, go to a concert, go jogging )
The speaking test is also marked out of 10 according to the following criteria:
* Grammatical range and accuracy (2 points)
Table 1: How is the grade calculated?
The author observed and graded, but these criteria do not meet expectations The following table below will show the results of 40 students
Table 2: The results of the pre-test
Grade Very good Good Satisfactory Pass Not pass
The table illustrates the English speaking abilities of students, revealing that none received grades of "very good" or "good." Only 10% of students, or 4 individuals, attained a "satisfactory" grade, while 30% achieved a "pass." Alarmingly, 60% of the students fell short of expectations.
The pre-test results revealed that the students' English speaking abilities were lacking, with most criteria falling short of expectations To identify the underlying causes of this low speaking proficiency, the author subsequently administered a questionnaire.
STEP 2: IDENTIFYING CAUSES OF THE PROBLEMS
2.2.3 Conducting a questionnaire to get information from students
40 students were asked to give their answers to 5 questions in English prepared by the researcher and then handed their papers to the researcher for analysis (see APPENDIX 1)
Table 3: The results of the questionnaire concerning causes of the students’ low English proficiency
Questions Responses Number of students (%) a Are you afraid of speaking
English in front of the class?
No 4 (10%) b What are the reasons why you are afraid of speaking English in front of the class? bad pronunciation 31 (77.5%) lack of vocabulary 27 (67.5%) fear of mistakes 29 (72.5%) fear of other people's opinions 17 (42.5%) fear of speaking in public 36 (90%) c What do you think of the speaking activities in English speaking lessons? boring 27 (67.5%) interesting 13 (32.5%) d Do you work in groups actively in the English speaking lessons?
No 29 (72.5%) e How often do you practice speaking English in front of the class? usually 12 (30%) sometimes 23 (57.5%) rarely 5 (12.5%)
It can have four conclusions drawn from the results of the questionnaire
1 Almost students are afraid of speaking English in front of the class because of bad pronunciation, for fear of lack of vocabulary, mistakes and speaking in public
2 The speaking activities in the English speaking lessons are not really interesting to motivate students to practice speaking English
3 Students do not work in groups actively in the English speaking lessons
4 Students do not have many chances to practice English in front of the class
The low English proficiency in speaking skills among students is primarily linked to the responsibilities of teachers Therefore, it is essential for educators to develop effective strategies aimed at enhancing students' speaking abilities.
STEP 3: MAPPING OUT STRATEGIES FOR IMPROVEMENT
2.2.4 Drawing a plan of action to solve the problems
To enhance students' speaking skills and promote independent and responsible learning, I explored various effective methods, including role-play, discussion activities, information-gap exercises, and project-based learning Ultimately, I selected Project-Based Learning as the most suitable approach to address these challenges and foster student engagement.
I designed the following strategies to improve the problems:
1 Students chose the group members at the end of the first term
2 The teacher provided a list of topics based on the themes of English 10 from Unit
8 to Unit 16 (The Story Of My Village, Undersea World, Conservation, National Parks, Music, Film And Cinema, The World Cup, Cities, Historical Places)
3 Students chose four most interesting themes to conduct projects including Conservation, Music, Cities and Historical Places which were carried out in 16 optional periods (four weeks for one theme)
3 Forty students were divided into 8 groups Every four weeks, each group carried out their project with four stages of Project-Based Learning
4 Each group made a presentation on their project in about 15 minutes There were
Each week, two groups presented their projects, followed by a 15-minute session for questions, discussions, and peer feedback Students actively participated as audience members and assessors, providing comments on their classmates' presentations The teacher's constructive feedback was crucial in helping students enhance their speaking skills and improve their overall performance.
Acting stage
STEP 4: IMPLEMENTING STRATEGIES AND TEACHER’S JOURNALS
ON WHAT HAPPENED IN THE CLASS
The strategies were adopted in sixteen optional periods All of the improvements after each lesson were noted down by the teacher in the journal
* AIMS : By the end of the four lessons, the students will be able to obtain:
- General knowledge: some information about environmental issues
- Vocabulary: words related to environmental issues
- Skills: speaking skill - presenting on one environmental issue that needs to be conserved
* MATERIALS: projector, laptop, a documentary video about an environmental concern
- The students may have difficulty in making a documentary video and processing information
- They may less confident in presenting information in front of the class
T introduces eight environmental issues that need to be conserved: Energy, Water,
Wildlife, Soil, Habitat, Forest, Marine Creatures, and Air Each group will choose an issue among these to carry out a project The project consists of four stages: a Speculation
- Choose the project topic b Designing the project activities
- List some problems of each environmental issue
- Find consequences of those problems
- Suggest some solutions to those problems
- Make a documentary video about an environmental concern Make sure to include the problems, consequences and some solutions c Conducting the project activities
- Gather and process information then display the final product in front of the class with presentation in PowerPoint d Evaluation
- Evaluate the project including activities, aims, achieved goals, implementation of the process and the final product
Among these stages, displaying the final products and the evaluations of the projects were carried out in front of the class in the first four optional periods
Students showed a keen interest in their project despite facing challenges in processing information and creating a documentary video As this was their first experience presenting in PowerPoint in front of the class, they lacked confidence Nevertheless, they gained valuable insights from the authentic experience, becoming more aware of environmental issues and conservation methods Most importantly, they enhanced their speaking skills through their presentations and the teacher's evaluations.
* AIMS : By the end of the four lessons, the students will be able to obtain:
- General knowledge: some information about different kinds of music
- Vocabulary: words related to different kinds of music
- Skills: speaking skill - presenting on one kind of music
* MATERIALS: projector, laptop, poster, pictures
* ANTICIPATED PROBLEMS: the students may have difficulty in designing a poster
The article introduces eight distinct music genres: Pop, Rock, Classical, Country, Jazz, Rap, Folk, and Blues Each group will select one genre to focus on for their project, which will unfold in four stages, starting with speculation.
- Choose the project topic b Designing the project activities
- List types of the music
- Describe its history and definition
- List 3 famous artists of each type
- Make a poster about that type of music Make sure to include its definition, history,
3 famous artists and their most popular songs c Conducting the project activities
- Gather and process information then display the final product in front of the class with presentation in PowerPoint d Evaluation
- Evaluate the project including activities, aims, achieved goals, implementation of the process and the final product
Among these stages, displaying the final products and the evaluations of the projects were carried out in front of the class in the next four optional periods
Students were enthusiastic about the project as music is their primary source of entertainment They explored various music genres and enjoyed listening to different songs Most importantly, the experience boosted their confidence in presenting information in front of their peers, leading to gradual improvements in their speaking skills.
* AIMS : By the end of the four lessons, the students will be able to obtain:
- General knowledge: some facts in 8 big cities in the world
- Vocabulary: words related to some facts in some big cities
- Skills: speaking skill - presenting on 5 interesting facts about a big city in the world
* MATERIALS: projector, laptop, poster, pictures
* ANTICIPATED PROBLEMS: the students may have difficulty in finding 5 facts about the city
Explore eight exciting journeys to major global cities: London, Sydney, Paris, Tokyo, Moscow, Los Angeles, Seoul, and Bombay Each group will select one of these vibrant cities to undertake a comprehensive project This project will unfold in four distinct stages, beginning with speculation.
- Choose the project topic b Designing the project activities
- Find the location of the city on the world map
- Find 5 interesting facts about the city
- Design a poster Make sure to include the facts about the city and some pictures c Conducting the project activities
- Gather and process information then display the final product in front of the class with a presentation in PowerPoint d Evaluation
- Evaluate the project including activities, aims, achieved goals, implementation of the process and the final product
Among these stages, displaying the final products and the evaluations of the projects were carried out in front of the class in the next four optional periods
Students demonstrated a keen interest in creating posters that highlighted fascinating facts about cities around the world Their beautifully designed posters and impressive presentations captivated the audience, inspiring a desire to explore these cities It is evident that they have made significant progress in their presentation skills.
* AIMS : By the end of the four lessons, the students will be able to obtain:
- General knowledge: some information about 8 historical places in Vietnam in order to love Vietnam more
- Vocabulary: words related to some historical places in Vietnam
- Skills: speaking skill - giving a short introduction to a famous Historical Place in
* MATERIALS: projector, laptop, brochure, pictures
* ANTICIPATED PROBLEMS: the students may have difficulty in designing a travel brochure
T introduces eight journeys to eight historical places in Vietnam: Van Mieu - Quoc
Groups will select a historical site from the following options: Tu Giam, Kings Hung Temple, Hue Imperial City, Dien Bien Phu, Hoi An, My Son Sanctuary, Cu Chi Tunnel, or Thong Nhat Conference Hall to develop a project This project will unfold in four distinct stages, beginning with speculation.
- Choose the project topic b Designing the project activities
- Find the location of the historical place on the map of Vietnam
- Find the main information about the historical place
- Design a travel brochure Make sure to include the main information about the historical place and some pictures c Conducting the project activities
- Gather and process information then display the final product in front of the class with presentation in PowerPoint d Evaluation
- Evaluate the project including activities, aims, achieved goals, implementation of the process and the final product
Among these stages, displaying the final products and the evaluations of the projects were carried out in front of the class in the last four optional periods
Students enthusiastically created travel brochures showcasing Vietnam's historical sites, effectively highlighting key features that attracted their target audience through bullet points With prior presentation experience, they delivered engaging introductions to renowned historical locations in Vietnam, akin to skilled tourist guides.
Observing stage
- Two volunteer teachers were asked to observe the lessons to see the student's improvements in speaking skill
- The results of class observation were used to reflect on the reasons for those improvements
- Comments and conclusion were made
* CLASS OBSERVATION AT THE LESSONS
2.4.1 BRIEF DESCRIPTION OF THE FIRST LESSON WITH THEME
STAGES TEACHER’S ACTIVITIES SS’ ACTIVITIES COMMENTS
- T asks Ss about people's most concern nowadays
-T asks Ss to list some environmental issues that need to be conserved
ANSWER KEY: Energy, Water, Wildlife, Soil, Habitat, Forest, Marine Creatures, and Air
- T introduces 8 projects about these issues and their purposes
- T asks students in groups to present their projects including their documentary videos about their environment concerns
- T asks the audience to raise questions to the presenting groups
- T evaluates the projects as well as presentations
- Group 1 presents their project related to Energy Conservation
-Group 2 presents their project related to Water Conservation
- Discuss and answer the questions
- The students were interested in listing some environmental issues that need to be conserved and cared for the purposes of their projects
- Most students were not confident in their presentations They were confused when starting and closing their presentations They did not look at the audience when presenting
- Only a student raised a question It seemed that they were very shy, so they did not want to take part in the discussion
* Not good presentations (ways to start and close a presentation, pronunciation, intonation, interaction, fluency and accuracy)
- T introduces some steps for an effective presentation
* Good morning ladies and gentlemen
►Introducing the theme of the presentation
* I am going to talk to day about
*The purpose of my presentation is
* Our presentation is in three parts
* Our presentation is divided into main sections
- To start with/ then/next/finally
* I would be grateful if you could ask any questions about our presentation
- T asks all Ss to practice the next pronunciation mistakes, grammatical errors
- There must be better presentations next time thanks to this positive attitude towards the lesson
2.4.2 BRIEF DESCRIPTION OF THE FIRST LESSON WITH THEME "MUSIC"
STAGES TEACHER’S ACTIVITIES SS’ ACTIVITIES COMMENTS
- T asks Ss some questions about music
* Why do you listen to music?
* What kind of music do you like?
* How many types of music do you know well?
- T introduces 8 projects about different types of music
- T asks students in groups to present their projects about 2 types of music including their posters
- Group 1 presents their project about Pop Music
-Group 2 presents their project about Rock Music
- The students were eager to answer questions about music and to learn about different types of music
- Most students had prepared their projects very carefully, so they were confident in their presentations
- T evaluates the projects as well as presentations
* Good and well-prepared projects
* Good presentations except some pronunciation mistakes and grammatical errors
- T asks Ss to check pronunciation and practice the next presentation more
Discuss and answer the questions
- Note down very interested in theme "music" All the students took part in the discussion
- All students noted down the teacher's evaluations of some pronunciation mistakes and grammatical errors
2.4.3 BRIEF DESCRIPTION OF THE FIRST LESSON WITH THEME " CITIES"
STAGES TEACHER’S ACTIVITIES SS’ ACTIVITIES COMMENTS
- T asks Ss bout cities in the world that they want to visit
- T introduces a journey around the world and asks Ss to join through 8 projects about
8 big cities in the world
- T asks students in groups to present their projects about 2 big cities in the world including their posters
- T asks the audience to raise questions to the presenting groups
- Group 1 presents their project about London
-Group 2 presents their project about Sydney
Discuss and answer the questions
- The students were eager to join the journey around the world
- Most students had prepared their projects very carefully, so they were confident in their presentations They found out 5 interesting facts about each city
- They made beautiful posters and impressive presentations
- The atmosphere was noisy They seemed very interested in the journey and wanted to know more about these cities
- T evaluates the projects as well as presentations
* Good and well-prepared projects
* Good presentations except some pronunciation mistakes and grammatical errors
- Note down - All students noted down the teacher's evaluations of some pronunciation mistakes and grammatical errors
2.4.4 BRIEF DESCRIPTION OF THE FIRST LESSON WITH THEME "HISTORICAL PLACES"
STAGES TEACHER’S ACTIVITIES SS’ ACTIVITIES COMMENTS
- T asks Ss bout some famous historical places in Vietnam
- T introduces a journey around Vietnam and asks Ss to join through 8 projects about
8 famous historical places in Vietnam
- T asks students in groups to present their projects about 2 famous historical places in Vietnam including their travel brochures
- T asks the audience to raise questions to
- Group 1 presents their project about Van Mieu- Quoc Tu Giam
-Group 2 presents their project about Kings Hung Temple
- The students were eager to join the journey around Vietnam
- All students were interested in their projects, so they made impressive travel brochures to highlight sites of historical significance in Vietnam
They gave interesting introductions to famous Historical Places in Vietnam as tourist guides
- Their presentations were so good that the audience listened attentively
- The atmosphere was noisy They were very
- T evaluates the projects as well as presentations
* Good and well-prepared projects
* Good presentations except some pronunciation mistakes and grammatical errors
- Note down more about historical places in Vietnam
- All students noted down the teacher's evaluations of some pronunciation mistakes and grammatical errors
* Some more comments about the improvement of the students' speaking skill
- The student's speaking skill has changed considerably from low speaking ability to better speaking ability
- All criteria such as communication, interaction, fluency, accuracy, pronunciation, vocabulary have been improved
- Students have gained confidence in speaking English.
Evaluation stage
2.5.1 Evaluation of the students' speaking skill through a post-test (WBT)
Following the implementation of Project Based Learning over 16 optional periods, a post-test was administered to assess the students' speaking skills This evaluation, conducted in pairs, aligned with the CEFR A2 level requirements.
The post-test (WBT) consists of three parts:
Part 1: Getting to know each other
- Can you tell me something about yourself? (name, age, languages, hobbies, )
- The teacher will ask you one or two more questions about yourself
- Talk to your partner about two or three of the following topics Ask questions
* Your favorite channel on National TV
You and your partner want to go to the cinema
- Why do you want to go?
- Where do you want to go?
- What do you want to see?
- When do you want to go?
- Agree on one film at a cinema
The speaking test is also marked out of 10 according to the following criteria:
* Grammatical range and accuracy (2 points)
The grade is calculated according to the following table:
The author observed and graded The following table below showed the results of
Table 4: The results of the post-test
The table shows the students' English speaking ability No students achieved grade
"very good" However, there were 4 students (made up 10%) who achieved grade
"good", 27.5% achieved grade "satisfactory", 42.5 % achieved grade "pass" and only 20% do not meet expectations
A comparison of the pre-test and post-test results clearly indicates a significant improvement in the students' English speaking abilities Most criteria have met or exceeded expectations, demonstrating that Project Based Learning has proven to be highly effective in enhancing students' speaking skills.
Grade Very good Good Satisfactory Pass Not pass
2.5.2 Evaluation of the students' speaking skill through the results of the interview with two teachers
Two volunteer teachers were interviewed regarding the effectiveness of Project Based Learning (PBL) in enhancing students' speaking skills The results indicated their perspectives on the frequent use of PBL in their English teaching practices, highlighting both the advantages and challenges associated with its implementation.
Both of the teachers did not usually use Project -Based Learning in teaching English to their students The reasons they gave are shown as follows:
- It took up a lot of time
- They did not know Project Based Learning well
- They did not know how to design a project for students b Are you satisfied with the students' performance in their presentations?
Both educators expressed satisfaction with the students' presentation performance, noting significant progress in their speaking skills through various projects This raises the question: Can Project-Based Learning effectively enhance students' speaking abilities?
- Both of them thought that Project-Based Learning could develop students' speaking skill d Do you think about whether to apply Project-Based Learning to your English teaching?
- Both of them wanted to apply PBL to their teaching when having time
The interview results revealed a consensus among the two teachers regarding the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills Despite its time-consuming nature, PBL was recognized as a valuable strategy that provides numerous benefits for students.
2.5.3 Evaluation of the students' speaking skill through the results of the questionnaire with students
The 40 students were given a post-trying out-questionnaire with 5 questions for evaluation(see APPENDIX 3)
Question 1: What do you think about using Project Based Learning in the optional lessons? a too difficult b challenging but interesting c normal d too easy
Table 5: Students’ opinion of the optional lessons using Project Based
What do you think about using Project Based
Learning in the optional lessons?
According to Table 5, 75% of students found Project-Based Learning (PBL) in optional lessons engaging due to the significant challenges presented by the projects Conversely, 20% faced difficulties with PBL, while only 5% were unfamiliar with the approach These findings suggest that the trial phase of implementing optional lessons through PBL positively impacted students' learning attitudes, enabling them to achieve their goals and boost their confidence in English speaking skills.
Question 2: Do you think using Project Based Learning in the lessons has helped develop your English speaking skill?
80.00% strongly agree agree I don't know disagree extremely disagree
Chart 1:Using PBL has helped develop your English speaking skill
According to the chart, 90% of students felt that Project Based Learning (PBL) significantly enhanced their English speaking skills, while only 10% were unsure about its effectiveness This outcome highlights the success of the action research conducted.
Question 3: Which criteria of speaking skill have you improved? a fluency b vocabulary c grammatical accuracy d pronunciation e interactive communication f all of a, b, c, d and e
Table 6: The criteria of speaking skill have been improved by the students
Which criteria of speaking skill have you improved?
According to Table 6, 90% of students demonstrated significant improvement in their English speaking skills through Project-Based Learning lessons All aspects of English speaking, including fluency, vocabulary, grammatical accuracy, pronunciation, and interactive communication, met the expected standards.
It was the results of the post-test that provided convincing evidence of their improvements There were only a small percentage of students (10%) who did not give any information
Question 4: What are your opinions of your own changes after taking part in the lessons using Project Based Learning? a strongly agree b agree c I don't know d disagree e extremely disagree
Table 7: Ss’ changes after taking part in the lessons using PBL
1 I have made progress in speaking
2 I am motivated to take part in the lessons
3 I have taken greater responsibility for my own learning
5 I have gained confidence in speaking in front of the audience
As can be seen from the table 7, taking part in the lessons using PBL has made some changes to students
First, when being asked to evaluate their own English speaking competence, 90% of the students believed that they had improved their English speaking skill
The second change indicates a significant increase in students' interest in lessons, highlighting that Project-Based Learning (PBL) is more effective than other methods in motivating students to learn English.
Ninety percent of students reported taking greater responsibility for their own learning, indicating a significant shift in their attitudes towards education and marking a successful advancement in their academic engagement.
Collaboration is essential in modern workplaces and is crucial for many prestigious future careers PBL effectively fosters teamwork among students, with 92.5% of them becoming proficient team players Through group participation, students enhance their cooperative skills.
Public speaking skills are essential for students, enhancing both their personal lives and careers Through Project-Based Learning (PBL), students engaged in presentations that significantly boosted their confidence in speaking English, with 87.5% reporting improved abilities This experience not only fosters greater self-assurance but also helps alleviate future anxiety related to public speaking situations.
In conclusion, the findings highlight that teachers have the ability to transform their teaching practices by effectively implementing Project Based Learning in English instruction.
Question 5: Which difficulties did you encounter when carrying out your projects? You can choose more than one answer a I was not familiar with group work b The duration of a project is too long c I had difficulty accepting the new role of the teacher as a facilitator
Table 8: The difficulties students encountered when carrying out their projects
Which difficulties did you encounter when carrying out your projects?
The data indicates that many students faced challenges during their initial project experiences Notably, 42.5% of students struggled with group work dynamics, leading to an imbalance where some individuals dominated tasks while others contributed minimally Additionally, the lengthy nature of the projects resulted in a loss of interest and motivation for 20% of the participants Furthermore, 15% of students found it difficult to adapt to the teacher's new role as a facilitator Overall, initial apprehension towards project work was common among students.
Recapitulation
Project Based Learning (PBL) has proven to be time-consuming in English speaking lessons, with many teachers lacking the opportunity or knowledge to implement it effectively However, the author's experience indicates that PBL can significantly enhance students' English speaking skills and serves as a valuable approach for teaching and learning in optional English lessons.
The thesis outlines a study aimed at addressing the low English speaking proficiency among students through the implementation of Project Based Learning The findings revealed that students responded positively to this approach in their English lessons, leading to significant improvements in their speaking skills.
The collaborative skills of students improved significantly through project-based learning (PBL) They learned the importance of being responsible team members, which enhanced their cooperation abilities, regardless of their language proficiency or motivation levels Additionally, students advanced their computer skills, particularly in using the internet for research In conclusion, PBL equips students with essential English speaking skills and vital competencies needed for integration and success in the 21st century.
The research data revealed that students faced several challenges To address these issues, the teacher implemented structured procedures for task completion and involved students in various projects, aiming to help them overcome these difficulties.
According to the study on developing students’ speaking through PBL for tenth- grade students, the researcher comes to the conclusion that PBL could improve the students’ speaking very well
The researcher introduced Project-Based Learning (PBL) to students before assigning projects related to textbook themes Working in groups of five, the students completed their projects and presented them to the class The study revealed a positive response from students towards PBL, as they increasingly enjoyed discussions and performances based on their work Additionally, there was notable improvement in their speaking skills Overall, the study successfully addressed all research questions and fulfilled its objectives.
Recognizing that traditional education often lacks personalized teaching methods, the author aims to explore non-traditional practices like Project-Based Learning (PBL) as effective strategies to enhance motivation, engagement, and English speaking skills in the context of teaching English as a foreign language.
The study is also carried out in the hope that it would be beneficial for teachers of English who want to apply PBL in their language teaching
Project-Based Learning (PBL) is an effective strategy for enhancing students' English speaking skills, making it a superior alternative to traditional methods Its innovative approach offers significant benefits for both students and teachers in the English teaching and learning process.
Limitations and suggestions for further research
The study has notable limitations, primarily due to its small scale, involving only 40 students across a single class for each grade, with just one optional period per week This restricted schedule prevents the implementation of Project-Based Learning (PBL) in other classes while adhering to the school's curriculum Additionally, the researcher’s experience and understanding of PBL are limited, as this teaching method is relatively new to educators Future research is anticipated to address these challenges and further evaluate the effectiveness of PBL in language learning and teaching.
Implications for developing speaking skill through Project Based Learning
Project-Based Learning (PBL) significantly enhanced student participation by fostering effective small group discussions Within these smaller settings, students engaged actively, preparing their speeches collaboratively before presenting to the larger class This approach not only encouraged interaction but also contributed to the improvement of their speaking skills.
The analysis of teacher journals and post-test results revealed a significant improvement in students' presentation performance throughout the projects All criteria for English speaking ability were successfully met, demonstrating the effectiveness of Project Based Learning in enhancing student outcomes.
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APPENDICES Appendix 1: PRE-TRYING-OUT QUESTIONNAIRE FOR STUDENTS
The following questionnaire is conducted to find the causes of low English proficiency of the students in speaking skill
Please circle the most appropriate options according to you
Question 1: Are you afraid of speaking in front of the class? a Yes b No
Questions 2: What are the reasons why you are afraid of speaking English in front of the class? You can choose more than one answer a bad pronunciation b lack of vocabulary c fear of mistakes d fear of other people's opinions e fear of speaking in public
Question 3: What do you think of the speaking activities in English speaking lessons? a boring b interesting
Question 4: Do you work in groups actively in the English speaking lessons? a Yes b No
Question 5: How often do you practice speaking English in front of the class? a usually b sometimes c rarely
Appendix 2: AN INTERVIEW WITH TWO TEACHERS
The following interview is carried out to get the teachers’ opinions of the effectiveness of Project Based Learning in developing students' speaking skill
Question 1: Do you usually use Project Based Learning in teaching English to your students? Why or Why not?
Question 2: Are you satisfied with the students' performance in their presentations?
Question 3: Do you think using Project Based Learning can develop students’ speaking skill?
Question 4: Do you think about whether to apply Project Based Learning to your English teaching?
Appendix 3: POST-TRYING-OUT QUESTIONNAIRE FOR STUDENTS
The following questionnaire is conducted to get students’ opinions of the effectiveness of Project Based Learning in developing students' speaking skill
Please circle the most appropriate options according to you
Question 1: What do you think about the optional lessons using Project Based Learning? a too difficult b challenging but interesting c normal d too easy
Question 2: Do you think using Project Based Learning in the lessons have developed your English speaking skill? a strongly agree b agree c I don't know d disagree e extremely disagree
Question 3: Which criteria of speaking skill have you improved? a fluency b vocabulary c grammatical accuracy d pronunciation e interactive communication f all of a, b, c, d and e
Question 4: What are your opinions of your own changes after taking part in the lessons using Project Based Learning? a strongly agree