Rationale of the study
In today's globalized world, the significance of English as a means of international communication is undeniable Recent reforms in Vietnamese education emphasize the development of English language competence across all four essential skills: listening, reading, writing, and particularly speaking Among these, presentation skills stand out as crucial As noted by Joan Van Emden and Lucinda M Becker, the ability to present ideas clearly and confidently is invaluable throughout a student's life, enhancing their academic performance, job prospects, and overall professional development.
High Schools in Bac Ninh province have recognized the importance of enhancing English language competence among students by implementing a seven-year curriculum focused on course books for grades 10, 11, and 12 This program aims to help students develop essential skills in listening, reading, writing, and speaking However, after five years of teaching these courses, it has become evident that many students struggle with speaking skills, particularly in presentations A significant barrier to improvement is their lack of confidence, which often leads to shyness when speaking in front of others.
The researcher identified project-based learning as an effective approach to enhance students' speaking skills and boost their confidence in presentations This method involves students designing, planning, and executing extended projects that culminate in a publicly-exhibited output, such as a product or presentation (Patton, 2012) Through these projects, students utilize English, collaborate with peers, and develop teamwork skills, which ultimately leads to improved presentation confidence Additionally, this approach fosters independence, critical thinking, and lifelong learning among students.
The researcher conducted a study in Bac Ninh province to explore the impact of project-based learning (PBL) on enhancing high school students' confidence in their English presentation skills, highlighting the positive contributions of this teaching method.
Aims of the study
With the reason above, this study is aimed at:
- finding out the reasons why students lack confidence in presentations,
- exploring students’ and teacher’s attitudes toward the project-based learning,
- exploring how the PBL lessons help improve ten – grade students’ confidence in English presentation skills.
Research questions
In order to achieve these aims, three following questions were proposed:
(1) What make students feel unconfident in presentation?
(2) What are students’ and teacher’s attitudes toward project-based learning?
(3) To what extent PBL lessons help improve ten – grade students’ confidence in English presentation skills?
Significance of the study
Despite the positive benefits of Project-Based Learning (PBL), its implementation poses challenges for teachers, particularly those unfamiliar with the facilitator role or the PBL concept Research indicates that PBL may not suit students unprepared for this approach, and integrating course material into a semester-long project can be difficult, risking the coverage of essential content Additionally, assessing student contributions can be complicated by group dynamics, as some students may not engage fully To address these challenges, this study aims to enhance understanding of PBL's benefits and effectiveness in English lessons, providing teachers and students at the researcher’s high school with appropriate methods for implementation Ultimately, the findings will assist tenth-grade students in boosting their confidence in English presentation skills through PBL.
Scope of the study
This study aims to enhance the English presentation skills and confidence of tenth-grade students at a high school in Bac Ninh province through Project-Based Learning (PBL) The research involves 48 tenth-grade students during the second semester of the 2017-2018 academic year.
This study aims to identify the factors contributing to students' lack of confidence in English presentations, while also examining the attitudes of both students and teachers towards Project-Based Learning (PBL) Additionally, it assesses the extent to which the project aligns with its intended objectives, considering the constraints of time and the scope of a minor thesis.
Methods of the study
The study was conducted as an action research with four key stages: Planning, Acting, Observing, and Evaluation:
A pre-test and questionnaire were utilized to explore the factors contributing to students' lack of confidence in their English presentation skills The data gathered from the questionnaires were analyzed using both qualitative and quantitative methods.
- Mapping out strategies for the lesson plans applied PBL to improve students’ confidence in English presentation skills
In the second semester of the 2017-2018 school year, Project-Based Learning (PBL) was implemented in the English lessons for class 10A2, spanning fifteen hours over fifteen weeks This approach focused on eight topics derived from the Basic English Textbook 10 by Hoang Van Van (2006), aimed at enhancing students' confidence in their presentation skills.
- An experiencing teacher in English groups of the High School was invited to observe these lessons and evaluate the changes in the final results
- Class observation were made carefully and objectively based on the outcomes of students
- A post-test was given for students to evaluate their confidence in English presentation skills
- A questionnaire was carried out to get information from students’ and teachers’ attitudes toward using PBL in English lessons
- Documentary analysis was used to measure what the project met its objectives
- From the results of the post-test, questionnaire and class observation, some conclusions were made.
Design of the study
The thesis entitled “Using Project-based Teaching to Improve Students’ Confidence in English Presentation Skills at a High School in Bac Ninh Province” is divided into three parts:
Part A – Introduction shows the rationale, the aims for the research, the research questions, the significance, the scope, the methods and the design of the study
Part B – Development consists of three chapters:
Chapter 1 - Literature Review provides a comprehensive overview of the study's background, clarifying essential concepts and theories related to the research topic This chapter also examines prior studies in the field, identifying existing research gaps that require further exploration.
Chapter 2 – Methodology introduces the participants, instrumentation, research process and plan of the action
Chapter 3 – Findings and discussion gives detailed description of data analysis and presents some explanations and interpretations of the finding of the study
Part C – Conclusion summarizes the major findings, shows the limitations of the study and provides some suggestions for further study.
LITERATURE REVIEW
Presentation skills
Skillsyouneed categorizes formal information presentation into two main areas: Presentation Skills and Personal Presentation These interconnected elements encompass both verbal and non-verbal communication practices This study explores the concept of oral presentations and clarifies essential terminology related to presentation skills.
In Oxford Advanced Learner’s Dictionary (2005, p.1190), presentation is defined as the act of showing something or of giving something to someone, especially as part of a formal ceremony
Oral presentations effectively convey complex ideas and information interactively, allowing presenters to utilize visual aids like overhead projectors This method encourages audience engagement, enabling them to seek clarification and enhancing overall understanding.
In general, a presentation is a mean of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team
According to Whatley R P., presentation is divided into five main types named: Informative, instructional, arousing, persuasive, and decision-making
1 Information presentation: Keep an informative presentation brief and to the point Stick to the facts and avoid complicated information
2 Instructional presentation: Your purpose in an instructional presentation is to give specific directions or orders Your presentation will probably be a bit longer, because it has to cover your topic thoroughly
3 Arousing presentation: Your purpose in an arousing presentation is to make people think about ascertain problem or situation
4 Decision-making presentation: Your purpose in a decision-making presentation is to move your audience to take your suggested action A decision-making presentation presents ideas, suggestions, and arguments strongly enough to persuade an audience to carry out your requests
5 Persuasive presentation: Your purpose in a persuasive presentation is to convince your listeners to accept your proposal
Whatley identified five types of presentations, each defined by the presenter’s purpose Despite their unique characteristics, all presentations share a fundamental requirement: they must be clearly organized, formal, and structured to effectively convey messages to the audience.
A successful presentation is characterized by several key elements, including unique content, a well-organized structure, effective timing, creative visual aids, and the ability to engage the audience both intellectually and emotionally However, the most crucial factor that elevates a presentation is the presenter’s enthusiasm, which can significantly impact audience engagement and retention.
D'Arcy (1998) outlines five key criteria for evaluating a presentation: the organization and development of content, delivery, visuals, voice and volume, and comprehension Notably, he treats all these elements as equally important, without prioritizing any single aspect over the others.
Despite using different terms for the evaluation criteria, Powell (1996) and D’ Arcy (1998) both consider content and visual aids to contribute a successful presentation
Table 1.1: Summary of criteria for a good presentation
No Criteria for a good presentation Authors/ Researchers
1 New and unusual content Powell, M (1996)
4 Imaginative use of visual aids
5 The ability to make people laugh and think
7 Organization and development of content D’Arcy (1998)
12 Preparation The idea from researcher’s experience
Because of the ability of participants and the objectives of the research, the researcher only focused on some criteria as followed:
Table 1.2: Scope of criteria for a good presentation
No Criteria for a good presentation
6 Delivery (Posture and Eye contact)
1.1.4 The importance of presentation skills in language learning
Designing oral presentations for students offers numerous benefits, including bridging the gap between language study and practical use, and integrating the four language skills naturally This approach encourages students to collect, inquire, organize, and construct information, while also enhancing teamwork and fostering active, autonomous learning By engaging in real-world experiences, students develop essential creative, critical thinking, and problem-solving skills necessary for success in the 21st century Ultimately, the goal is to help students maximize their personal and professional potential.
In a study by Alshare and Hindi (2004), the significance of presentation skills is highlighted, indicating that students must deliver presentations in two classes each semester, averaging ten minutes each Both students and instructors concur that key objectives of these presentations are to enhance communication skills and to prepare students for speaking in front of an audience.
Effective presentation skills are essential in learning and teaching foreign languages, as they integrate the four core skills: listening, speaking, reading, and writing These skills foster teamwork and collaboration, enhance critical thinking and problem-solving abilities, and build the confidence necessary for effective communication with others.
Confidence
Confidence is the belief in the reliability and abilities of someone or something, as defined by the Oxford Advanced Learner’s Dictionary It encompasses the trust and assurance we place in the qualities and capabilities of individuals or entities.
Palmer (2011 – p.1) describes the term as:
Self-reliance refers to an individual's confidence in their own abilities and values It does not imply believing one is superior in every aspect, but rather feeling at ease and competent in tasks they undertake.
In summary, confidence is fundamentally the belief in your ability to perform at your best It is not necessary to be the biggest, best, or brightest; rather, true confidence comes from the conviction that you can achieve your potential Embracing this mindset also involves a willingness to take risks.
1.2.2 The importance of confidence in presentation skills
As language learners, confidence is one of the principal factors that have strong influence in the second language achievements
Confidence plays a crucial role in language learning, as highlighted by Chen (2003), who asserts that it directly influences students' spoken English skills Additionally, Gander (2006) notes that students often experience satisfaction and a sense of success when they reach levels of independence and fluency, which in turn boosts their confidence in their abilities.
Talking about the role of confidence in presentation, it is said that oral presentations require courage and confidence from presenters who are in front of their classmate
According to Professional Communication Skills Program,
The Presentation Skills seminar equips participants with essential techniques for preparing, planning, and delivering professional presentations It fosters a supportive environment that encourages practice across various topics, with immediate feedback from the facilitator and peers, as well as reviews of recorded presentations Attendees receive personalized guidance to enhance their presentation skills, boosting their confidence and comfort when addressing an audience.
Confidence is essential for effective presentation skills, as it empowers students to trust in their abilities and set specific goals This self-assurance allows them to focus on achieving their objectives without being overly concerned about the results.
1.2.3 Factors affecting students’ confidence in presentation skills
Students’ confidence in presentation skills is affected by many factors discussed in the following:
1.2.3.1 Internal factors a Students’ language proficiency
Proficiency, encompassing skills, abilities, and experience, significantly influences students' confidence in oral activities, particularly in presentation skills Rob (1985) defines proficiency as either linguistic competence or communicative competence, with second language proficiency typically assessed against that of native speakers Scarcella and Oxford (1992) further elaborate that linguistic competence includes essential components such as vocabulary, grammatical structures, and mechanics, which involve the basic sounds of letters, syllables, word pronunciation, intonation, and stress.
Students' language proficiency significantly affects their confidence in presentation skills, particularly when presenting in front of classmates and responding to questions Additionally, students' attitudes play a crucial role in shaping their overall performance and engagement during presentations.
Chandrasegaran (1981) emphasizes the connection between attitude, emotional states, and thoughts in relation to learning English and understanding English-speaking cultures Gardner and Lambert (1972) highlight the strong link between attitude and motivation, while Spolsky (1998) notes that a learner’s attitude significantly influences their motivation development Clearly, attitude plays a crucial role in mastering English, particularly in enhancing English presentation skills, as it fosters student motivation.
Research indicates that students often experience anxiety related to making mistakes, as noted by Nuna (1999) Hieu (2011) highlights that this fear is exacerbated by concerns about being ridiculed by peers and criticized by teachers Additionally, T Kurtus (2001) points out that students are particularly sensitive to how others perceive them, fearing that they may appear foolish in the eyes of their classmates.
Shyness significantly impacts students' confidence when presenting in English, often leading to mental blocks that can cause them to forget their lines According to Baldwin (2011), speaking in front of an audience can exacerbate these feelings, making it challenging for students to express themselves effectively.
(2011) shows that most of students shy in presenting because they think they can make mistakes when talking
In summary, the fear of making mistakes and shyness can significantly undermine confidence in presentation skills Additionally, students who experience shyness are more likely to make errors during their presentations.
1.2.3.2 External factors a Inappropriate teacher’s correction and role
According to Brown (2002), students' errors reflect their language acquisition strategies, and teachers often correct these errors to facilitate mastery of the language While some students appreciate subtle and clever corrections, others prefer more direct and straightforward feedback.
Students often feel insecure and discouraged when teachers correct their mistakes insensitively or criticize them publicly Therefore, it is essential for teachers to provide feedback and corrections with sensitivity, enthusiasm, and gentleness This approach helps students feel more comfortable acknowledging their errors and expressing their ideas with confidence.
According to Harmer, J (1999 – p.57), teachers’ role in classroom can be a controller, an organizer, an assessor, a prompter, a participant, a recourse, a tutor, and an observer
Byme, D (1986 – p.2) classifies the role of the teachers into three stages: Firstly, the presentation stage, teachers present the plan, assign tasks and allocate time
Secondly, the practice stage, students work in groups under the teachers’ observation and guide
In the production stage, teachers play a crucial role by encouraging students to use the language freely and providing constructive feedback after their presentations When teachers exhibit enthusiasm and offer gentle guidance, it significantly boosts students' confidence in their presentation skills.
Project-based learning (PBL)
Project-based learning has a long-standing history across various fields, including education, engineering, and medicine As a result, numerous definitions of this approach exist, each highlighting different principles and perspectives based on the author's understanding.
PBL is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop as what Moss and Duzer
According to Adderly et al (1975), project-based learning (PBL) is characterized by several key aspects: it involves solving a problem, often initiated by the students themselves, and requires active participation from individuals or groups PBL typically culminates in a tangible product, such as a thesis or report, and spans a considerable duration Importantly, educators adopt an advisory role throughout the process, guiding students during initiation, execution, and conclusion Among these aspects, the focus on problem-solving and the creation of a final product are particularly significant in the context of project-based learning.
Fried-Booth (2002) has the same idea when presenting:
Project work emphasizes student-centered learning, focusing on the creation of a tangible end product The process of reaching this goal is what truly enriches the experience, allowing students to build confidence and independence Additionally, it fosters collaboration in a real-world setting, enabling students to work together effectively on a shared task.
From three definitions above, the one given by Adderly, K et al (1975) is seemingly the most obvious and adequate so that the study is based on this principle
In a great review of PBL research Thomas (2000) lists five essential features of project-based learning:
1 Projects are central to the curriculum, not add-ons to serious study
2 Projects focus on driving questions that lead students to encounter important concepts and content
3 Students take part in investigations that allow them to build their understanding
4 Students have more responsibility for their own learning than in traditional, teacher-driven instruction
5 Projects relate to the real world
In Project-Based Learning (PBL), students experience autonomy as they navigate their projects with minimal teacher supervision, as the teacher acts primarily as a facilitator Projects should be open-ended, lacking predetermined outcomes or rigid paths, and must reflect genuine real-world problems that can be authentically transformed and implemented.
Project-based learning provides numerous advantages for students and teachers alike, as evidenced by increasing academic research This educational approach effectively engages students, reduces absenteeism, enhances cooperative learning skills, and improves overall academic performance, according to the George Lucas Educational Foundation.
2001) For students, benefits of project-based learning include:
• Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000)
Students engaged in project-based learning demonstrate academic gains that are equal to or exceed those achieved through traditional educational models, as they take greater responsibility for their own learning (Boaler, 1997; SRI, 2000).
• Opportunities to develop complex skills, such as higher-order thinking, problem- solving, collaborating, and communicating (SRI, 2000)
• Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002)
Many students are drawn to experiential learning due to its authentic nature, as it allows them to embody the roles and behaviors of professionals in specific fields By engaging in real-world activities—such as creating documentary videos on environmental issues, designing travel brochures that showcase local historical sites, or developing multimedia presentations on the implications of constructing a shopping mall—they find meaningful connections that extend beyond the classroom.
Teachers experience numerous benefits from project-based learning, including increased professionalism, improved collaboration with colleagues, and stronger relationships with students (Thomas, 2000) This approach also caters to diverse learners by offering a broader array of learning opportunities in the classroom Notably, students who thrive in project-based environments often struggle with traditional instructional methods (SRI, 2000).
There is a variety of projects, such as drawing pictures, making news, making records, carrying out interviews and surveys, portfolios,…thus, it is not easy to define what project is
Kilpatrick (1918) categorizes projects into four distinct types: Type 1 projects are centered around implementing external ideas or plans, like constructing a boat, composing a letter, or staging a play Type 2 projects focus on experiencing aesthetics, such as enjoying poetry, listening to symphonies, or appreciating artwork Type 3 projects are oriented towards problem-solving, which includes analyzing the impacts of war or the outcomes of scientific experiments Lastly, Type 4 projects are aimed at acquiring specific skills or knowledge.
Haines (1989:1) categorizes projects into three distinct types based on their final products and information delivery methods: Production projects, which encompass radio, video, and wall newspapers; Performance projects, which include presentations and debates; and Organizational projects, which involve events like parties, plays, and dramas.
In conclusion, the researcher provided high school students, who are creative, dynamic, and studious, with numerous opportunities to express themselves through various projects in the teaching context, including presentations, role-playing, storytelling, and conversations.
Although projects are divided into many types, they have common characteristics and framework which will be discussed in the next part
Papandreou emphasizes that projects are formed through a sequence of organized activities carried out by students, highlighting that each project comprises distinct stages In English teaching classrooms, various methods exist to implement Project-Based Learning (PBL) Fried Booth (1986) identifies three key stages of a project: initiation in the classroom, exploration beyond the classroom, and a return to the classroom for reflection This foundational model has since evolved into a comprehensive framework consisting of eight developmental stages.
Papandreou (1994) in “An Application of the Projects Approach to EFL” introduces a model which illustrates the process of project work in six steps:
Step 1: Preparation: in this period, the teacher introduces the topic to the students, and asks them to discuss and ask questions
Step 2: Planning: in this period, the teacher and the students determine the mode for collecting and analyzing information, and different work are assigned
Step 3: Research: in this part, the students work individually or in groups gather information from different sources
Step 4: Conclusions: the students draw conclusions bases upon their analysis of the collected data
Step 5: Presentation: the students are supposed to present their final product to the whole class
Step 6: evaluation: in this part, the teacher makes comments on the students’ endeavor and efforts
Papandreou introduces an innovative evaluation step to the traditional model, enhancing the overall process This new approach bears resemblance to Kaptan's six-step model, highlighting a commitment to refining methodologies in the field.
Here are steps for implementing PBL, which are detailed below by (Korkmaz & Kaptan, 2000):
Step 1: Stating the subject and sub-subjects, organizing the groups
Students explore the resources and in order to create a frame for the project they state questions
Group members make a project plan They ask questions as “Where are we going?”,
“What will we learn?” vs they choose their roles in the project
Step 3: Application of the project
Group members are organized and analyze the data and information
Step 4: Planning of the presentation
The members define the essential points in their presentation and then decide on how to present the project
Presentations can be made in any (in different schools, classes, vs.) places
Students share the feedback of everyone on their project Both the students and the teacher share the project(s) with everyone
Stoller presents an enhanced eight-step framework based on previous models, which he later revises to stay current with educational developments In his 2006 work, "Maximizing the Benefits of Project Work in Foreign Language Classrooms," he outlines a comprehensive ten-step process aimed at optimizing project work in language learning environments.
Step 1: Students and instructor agree on a theme for the project
Step 2: Students and instructor determine the final outcome
Step 3: Students and instructor structure the project
Step 4: Instructor prepares students for the language demands of information gathering
Step 6: Instructor prepares students for the language demands of compiling and analyzing data
Step 7: Students compile and analyze information
Step 8: Instructor prepares students for the language demands of the culminating activity
Step 9: Students present final product
Step 10: Students evaluate the project
The revised framework introduces new designs for steps 4, 6, and 8, setting it apart from traditional models Unlike conventional approaches, this framework teaches the language demands associated with each step through distinct methods.
METHODOLOGY
Action research
Action research is a systematic inquiry process defined by Ferrance (2000) and Corey (1953) as a small-scale investigation conducted by teachers to identify effective solutions to real-life challenges and enhance future practices According to Tsui (1992), action research serves as an effective method for teachers to reflect on their teaching and develop personalized strategies for improving their practice.
According to Kemmis and McTaggart (1988, p 5-6), action research is defined as
Collective self-reflective inquiry is a process engaged by participants in social contexts, aimed at enhancing the rationality and fairness of their social or educational practices This approach also deepens their understanding of these practices and the environments in which they occur.
2.1.2 The process of action research
Nunan (1992, p.19) and Nunan (1993, p 41-42) described the process of action research as follow steps:
Step 7: Follow-up (Revise for next circle)
Step 6: Dissemination investigation Step 2: Preliminary
Figure 2.1: Steps in the action research cycle
Step 1 - Initiation (Problem identification): From teaching experience, the researcher identified the problems that students had faced in the classroom
Step 2 – Preliminary (Preliminary investigation): The researcher investigated students’ feelings to these problems and discussed with other classes about their problems
Step 3 – Hypothesis: The researcher formed the hypothesis that most students are not confident in presentation skills because they had negative attitudes towards presentation skills in previous lessons and their teacher’s teaching method
Step 4 – Intervention: The researcher planned the lessons and found out techniques solving the problems defined by the hypothesis after classroom observation and hypothesis
Step 5 – Evaluation: The researcher along with the colleagues worked through some stages such as action, observation, reflection, and revision to evaluate the results of activities, material, classroom’ atmosphere and the role of teacher
Step 6 – Dissemination: Results was reported
Step 7 – Follow-up: The researcher revises for next circle
Because of limited time, in spite of seven steps in an action researcher cycle, the researcher carried out 6 steps below:
2.1.3 Rationale of using an action research
The benefit of action research is given in the definition of Milss (2003-p.4)
Action research is a systematic inquiry conducted by teacher researchers to gather insights about their school's operations, teaching methods, and student learning outcomes The primary aim is to enhance reflective practice, implement positive changes in the educational environment, and ultimately improve student performance This type of research addresses practical challenges faced by educators in schools, colleges, and universities, allowing teachers to directly influence and refine their teaching strategies and learning environments Tsui (1992) identifies three compelling reasons for teacher researchers to engage in action research, emphasizing its value in fostering effective educational practices.
- to solve own problems in a scientific process an improve own practice,
- to adapt theory ( findings of conventional research) to practice (own problems),
- share the results of action research with other teachers
Action research is essential in the teaching profession as it empowers educators to identify and address their own teaching challenges through scientific methods This approach demonstrates a teacher's commitment to continuous improvement and reflects their dynamic, proactive, and contemporary teaching style.
Context of the study
The research was conducted at Nguyen Van Cu High School in Tu Son district, Bac Ninh province, where the researcher teaches an afternoon English tutoring course lasting 15 hours over 15 weeks Students participate in the class for 2 hours each Wednesday, allowing the researcher to dedicate 1 hour weekly to the study The course utilizes the "Basic English Textbook 10" by Hoang Van Van (2006), which aims to enhance various language skills, including grammar, vocabulary, and reading, speaking, listening, and writing The curriculum includes engaging topics such as the environment, mass media, music, and cinema.
After evaluating the first semester, the researcher identified significant challenges students encountered with their presentation skills during speaking lessons Despite attempts to address these issues, improvements were minimal Consequently, the researcher opted to implement Project-Based Learning (PBL) for group activities, aiming to boost students' confidence in their English presentation abilities.
Participants
The study was conducted by a teacher at Nguyen Van Cu High School in Tu Son district, Bac Ninh province, focusing on 48 students from class 10A2 during the 2017-2018 academic year This group consists of 18 boys and 20 girls, all aged 16, hailing from various communes within Tu Son district Having studied English for nine years, these students must achieve a minimum score of 5 in English to qualify for the High School entrance exam, resulting in a relatively uniform level of English proficiency among them.
Data collection
The findings of this study were derived from data gathered through pre-tests, post-tests, questionnaires, and teacher observations, conducted during the second semester of the 2017-2018 academic year.
This action research study utilized a questionnaire to gather data from 48 students in class 10A2 at Nguyen Van Cu High School during the second semester of the 2017-2018 academic year The questionnaire, consisting of 8 questions divided into two main sections, aimed to assess students' attitudes toward presentation skills and Project-Based Learning (PBL) implemented in the afternoon tutor course over 15 weeks Additionally, it explored how PBL influences students' confidence in their presentation abilities To ensure clarity, the questionnaire was translated into Vietnamese for the students.
Classroom observation and questionnaires were utilized to gather data for the study, focusing on classroom activities, student behavior, and performance to assess the impact of Project-Based Learning (PBL) The researcher documented insights in a teaching journal after each lesson to enhance the data collection process.
2.4.3 The pre-test and post-test
* The pre-test was given to check students’ presentation level in the oral test
To evaluate the effectiveness of Project-Based Learning (PBL) on students' presentation skills, a post-test was administered following group-work activities The results of the pre-test, conducted at the beginning of the course, were compared with those of the post-test, administered at the course's conclusion, to assess the impact of PBL on improving presentation abilities.
To ensure objectivity in the research, the researcher invited Chu Thi Thuan, a fellow English teacher, to participate as an external evaluator Together, they conducted pre-tests and post-tests to assess the students' presentation skills.
Data analysis
The researcher used Microsoft Excel to analyze data and calculate figures from questionnaires, pre-test and post-test, class observation.
The action research procedure
Based on five years of experience teaching English at Nguyen Van Cu High School, the researcher identified several challenges students face in developing their presentation skills Many students appear reluctant to speak English and engage in classroom presentations, leading to a lack of interest and motivation They often struggle with essential elements such as language proficiency, humor, eye contact, body language, energy, and enthusiasm Consequently, this results in shyness and a lack of confidence in their presentation abilities, with most students remaining passive during activities.
A pre-questionnaire was administered to 48 students in class 10A2 to identify the factors contributing to their lack of confidence in presentation skills The findings highlighted the significance of effective presentation skills and the specific elements that hindered their self-assurance during presentations.
Based on the analysis and discussion of previous data, a hypothesis was formed:
Using PBL for group-work activities will be able to improve 10-grade students’ confidence in English presentation skills at Nguyen Van Cu High School, Bac Ninh province
2.6.4 Intervention (Implementing PBL in form of group-work in afternoon tutor lessons) (week 5, 6, 7, 8, 9, 10, 11, 12)
The researcher developed an 8-week course aimed at addressing identified issues, drawing on insights from Ngo Huu Hoang's (2014) framework, which emphasizes the interconnections between Project, People, Process, and Product.
2.6.4.1 Project: The study course is conducted
The researcher developed an 8-week lesson plan for an afternoon tutor course in Basic English Textbook 10 (Hoang Van Van, 2006) that employs Project-Based Learning (PBL) to enhance presentation skills Throughout the course, students work in the same groups on various projects related to eight topics covered in the second semester, including the undersea world, conservation, national parks, music, films and cinema, the World Cup, cities, and historical places.
2.6.4.2 The people: Those who do the project
A total of 48 tenth-grade students took part in the project, organized into 8 groups of six students each The groups were formed to include a mix of abilities, combining both high and low-performing students based on their pre-test scores.
In project-based learning (PBL), the teacher serves as a facilitator rather than a traditional source of knowledge, playing a crucial role in guiding and inspiring students This shift allows educators to encourage creativity and critical thinking, fostering a collaborative learning environment.
“provider” as traditional teaching in the past
2.6.4.3 The process: The arrangement of ways, things, venue, and time that the project was conducted
There are four main steps in the project course as follow:
(1) Structuring the project work: general instruction of presentation skills; arrangement of project groups with members; choosing topics based on student’s interests
(2) Gathering appropriate information from many sources
(4) Presenting and discussing the final report
In the second semester's afternoon tutor course, presentation skills were integrated into the curriculum over 15 weeks, with one hour dedicated each week Lesson plans and adapted projects were implemented in class 10A2 for eight weeks, specifically from week 5 to week 12 During this period, eight groups, each consisting of six members, worked on eight macro-project topics.
Weeks Macro – project topics Micro – project topics
1 Presentation about a kind of sea animals such as sperm, whale, dolphin… or the life beneath the ocean
1 Presentation about the zoo of the new kind learned in the speaking lesson
2 Role play as endangered animals
1 Presentation about some famous national parks in Vietnam and in the world
2 Telling a story about a trip to a national park Week 8 Unit 12: Music
1 Presentation about types of music such as folk music, rock and roll, pop music, classical music, jazz…
2 Presentation about your favorite type of music, song, singer, music band or musician…
Week 9 Unit 13: Films and Cinema
1 Presentation about the history of cinema
2 Presentation about kinds of film, such as science fiction, cartoon, horror, detective, thriller,…
3 Role play based on a favorite film
Week 10 Unit 14: The world Cup
1 Presentation about the history of the World Cup
2 Discussing about a World Cup tournament
1 Presentation about some well-known cities in the world such as New York, Paris, London,…
2 Brief introduction about your city / place you are living
1 Presentation about some historical places in Vietnam such as Van Mieu - Quoc Tu Giam, Hue Imperial City, Hoi An ancient town,…
2 Telling about your trip to visit a historical place in Vietnam
From weeks 1 to 4, each group member conducted their project outside the classroom and met weekly to discuss their progress During weeks 5 to 12, all groups presented and discussed their weekly reports, showcasing their work through activities like role play, presentations, conversations, and storytelling Finally, weeks 13 to 15 were dedicated to evaluation.
During 15 weeks, students tried to learn about knowledge and elements of the core curriculum required and they could observe and acquire from real life not only in textbook or classroom Whereby, students could see, compare and contrast global problems with national ones such as conservation, environment, entertainment Therefore, they thought and suggested the solutions or development for them
The data collected regarding product and post-activity performance was analyzed to determine how students can enhance their presentation skills confidence, as discussed in Chapter III This evaluation will provide insights into the effectiveness of Project-Based Learning (PBL) in boosting students' confidence in presentation skills, while also highlighting areas for improvement in future lessons.
The researcher presented the study plan to fellow English teachers at the school, outlining the objectives, processes, and expected outcomes of the action research This collaboration allows other educators to provide feedback and share their insights on the project If the research proves successful, it paves the way for implementing Project-Based Learning (PBL) in their classrooms, enhancing student engagement and learning outcomes.
Summary
In Chapter 2, the researcher outlines key aspects of the study, including concise definitions of action research and the rationale behind its selection The chapter also discusses the implementation of Project-Based Learning (PBL) with 10th-grade students at Nguyen Van Cu High School in Bac Ninh province Additionally, it details the research methodology, participant demographics, research procedures, instruments used, data collection methods, and data analysis techniques.
FINDINGS AND DISCUSSION
Factors affecting students’ lack of confidence in English presentation skills
Chart 3.1: The role of presentation skills
Chart 3.1 reveals that a significant majority of students recognize the importance of presentation skills, with over half (54.2% or 26 students) deeming them very important Additionally, 35.4% (17 students) consider presentation skills to be rather important, while only a small minority (6.3% or 3 students) believe that these skills hold little significance.
A significant majority of students recognize the value of presentation skills in contemporary learning methods, with only 4.1% (2 students) deeming them as not important at all This highlights the crucial role that effective presentation abilities play in education today.
Chart 3.2: Students’ interest in English presentation skills in class
The chart indicates a lack of interest among students in English presentation skills, with only 6.3% finding it very interesting and 18.8% considering it rather interesting In contrast, 45.8% rated it as little interesting, while 29.1% deemed it not interesting at all This data highlights that the majority of students show minimal interest in developing their English presentation skills.
In conclusion, the data indicates that students recognize the significance of English presentation skills; however, a limited number express interest in presenting in class This raises the question: what factors contribute to students' lack of confidence in their presentation abilities?
Rather interested inLittle interested inNot interested in
Chart 3.3: Factors causing students’ lack of confidence in English presentation skills
Chart 3.3 pointed out many problems and difficulties students had to face in English presentation skills Most of them (70.8%) found that they fear of being laughed at presenting by other friends in front of class Because of this reason, 58.3% unconfident students are unable to present loudly, clearly, fluently Many students (60.5%) agreed limited pronunciation and 50% of them also assume that lack of vocabulary and grammar are their difficulties This fact can be explained easily that most of English classes in Vietnam are taught by Vietnamese teachers, so students did not have chance to practice English with native teachers in real environment and this prevented them from developing English language competence Furthermore, Boring topics also discouraged them from presenting with 54.2% Besides, Lack of preparation (52.1%); Limited knowledge (43.8%); Lack of time for presenting (45.8%); Fear of presenting incorrect topics (47.9%) were also students’ difficulties in English presentation skills Finally, lack of teacher’s guide before presenting is the least problematic with 37.5% of students
Because of above factors, the researcher gave student the pre-test to investigate and the results as follow:
Table 3.1: Students’ result in the pre-test of presentation
No Mark Number of students Percentage
The pre-test results indicate that the majority of students scored between marks 4 and 6, with 4.2% receiving a mark of 3, 25% achieving a 4, 27% earning a 5, and 31.3% obtaining a 6, while only 12.5% scored 7 or 8 Notably, no students scored 0, 1, 2, 9, or 10 This distribution suggests that students primarily completed basic speaking tasks from the English 10 syllabus but lacked opportunities for practical speaking practice, particularly in presenting Consequently, many students felt embarrassed and lacked confidence when tasked with presenting in front of their peers, highlighting significant challenges in English presentation skills.
Chart 3.3 and the pre-test results in Table 3.1 indicate that half of the students were unprepared for their presentations, likely due to a lack of knowledge on how to gather information and limited collaboration with peers Consequently, they struggled to understand their topics fully and manage their presentation time effectively This led to awkward delivery, characterized by poor posture, inadequate eye contact, unclear and low-volume speech, and an overall lack of confidence.
External factors mainly come from teacher When being asked about the teacher’s guide, students gave the answer:
Chart 3.4 illustrates the prevalent teaching methods employed by English teachers in Vietnam According to the data, 39.6% of students reported that their teachers frequently provide vocabulary and structures relevant to presentation topics, while 35.4% noted that teachers are inclined to share main ideas related to these topics However, only 14.6% of students felt encouraged to create outlines in groups, and a mere 10.4% indicated that their teachers promote independent discussion and preparation for presentations This indicates a trend of passive learning among Vietnamese students, particularly in speaking and presentation activities, as teachers primarily focus on delivering vocabulary and key concepts without guiding students on how to gather information or utilize data collection tools.
Gives you vocabularies and structures which relate to presentation topic
Gives you main ideas of presentation topic
Encourages you making ouline for presentation topic in groups
Asks you discuss and prepare for presentation topic by yourselves
Percentage of students (%) technique to present in front of class, Vietnamese students are used to waiting the suggestions from their teacher, not active to discover the knowledge.
Attitudes of students and teachers to project-based learning
Chart 3.5: Factors motivating students’ confidence in English presentation
A Comfortable and exciting learning atmosphere
B Various leaning activities, materials and exercises
E You are able to plan, discuss and cooperate in groups
F You are more dynamic, independent and creative
G You get more information and knowledge, improve vocabulary by yourself
H You can improve other skills (finding information, collecting and analyzing data, applying information technology)
According to Chart 3.5, a significant majority of students reported various factors that boosted their confidence in English presentations Specifically, 81.3% of students felt more dynamic, independent, and creative following project-based learning (PBL) lessons Additionally, 79.2% indicated that they were able to effectively plan, discuss, and collaborate in groups during project work Furthermore, 70.8% of students acknowledged the importance of teacher encouragement in enhancing their learning experience.
A significant factor motivating students' confidence in presentations is the comfortable and exciting learning atmosphere, with 66.7% of students indicating its positive impact Additionally, 54.2% of students were attracted by various learning activities, materials, and exercises Following project-based learning (PBL) lessons, 58.3% of students reported enhanced skills in acquiring knowledge and vocabulary independently, while 52.1% improved their abilities in information gathering, data analysis, and technology application However, only 35.4% of students felt that projects specifically motivated their confidence, citing their relevance to personal interests and daily life.
Table 3.2: Students’ feeling about topics of project carried out in the semester
No Macro – project topics Like Dislike
According to Table 3.2, a significant majority of students expressed enthusiasm for their project topics this semester, with 93.8% showing a keen interest in Music, followed by 83.3% for Films and Cinema, and 79.2% for The World Cup These subjects likely resonate with their everyday hobbies, making it easier for them to gather information and confidently present their projects Additionally, topics like National Parks, Cities, and the Undersea World garnered interest from 62.5%, 56.3%, and 47.9% of students, respectively In contrast, Conversation and Historical Places appeared less appealing, attracting only 16.7% and 20.8% of students.
The attitude of teacher was expressed by her class observation, as detailed:
(1) Well-prepared with appropriate objectives of the class
(2) Various and suitable information for the content
(3) Effective mutual collaboration with peers
(4) Clear and smooth presentation with clear voice and high volume
(5) Confident appearance with flexible eye contact
(9) Students are interesting, enthusiastic, and active
(10) Students are attentive and involved
(11) Students are encouraged to ask questions and express their own ideas
The class observation involved eight project groups, all of which demonstrated careful preparation for their presentations, leading to smooth and logical lessons Students displayed positive attitudes and engaged actively in interactions, taking on roles as communicators and feeling encouraged to ask questions and share their ideas The project work significantly influenced student development, with the teacher playing a crucial role in motivating students during presentations Additionally, the implementation of reward and punishment strategies helped boost students' confidence However, a notable limitation was the ineffective distribution of time, as students struggled to allocate appropriate segments for their presentations.
Effect of project-based learning
3.3.1 Effect of project-based learning in presentation skills
Chart 3.6: Effect of PBL in presentation skills
Chart 3.6 shows the effect of PBL in presentation skills after lessons 87.5% students now can completely prepare and obviously rehearse in front of class 91.7% students agreed that they can collaborate with peers while 85.4% of them are willing to answer accurately most all questions posed by classmates Because of their comprehension about the contents of topics with good preparation, 79.2% of students have clear and fluent voice, loud volume in crowed listeners Besides, 72.9% of them have good delivery with natural posture and flexible eye contact to stand up straight, look relaxed and be confident while presenting However, perhaps, they only focus on the content of the topic and delivery, they are still embarrassed in distributing the time Only one-third (35.4%) of them can distribute reasonable time in the parts of the presentations, two-third students admitted having difficulty with the time
3.3.2 Effect of project-based learning in improving confidence in presentation skills
Chart 3.7: Effect of project-based learning in improving confidence in presentation skills
A You aren’t anxious and shy when presenting
B You integrate eye contact and body language when presenting
C You can make the listeners laugh and think when presenting
D You are willing to present if you have topic
E You are able to answer any questions about the topic quickly and accurately
Chart 3.7 illustrates the positive impact of Problem-Based Learning (PBL) on students' confidence in presentation skills Following PBL lessons, 81.3% of students reported feeling less anxious and shy while presenting, and 83.3% expressed a willingness to present on a given topic Additionally, 79.2% of students successfully integrated eye contact and body language during their presentations After completing their presentations, 85.4% were able to respond to questions about their topics quickly and accurately However, only 20.8% of students managed to engage their audience with humor and thought-provoking content, suggesting that this aspect may vary based on individual confidence and sense of humor.
Pe rc en tage of stu de n ts (% )
Table 3.1: Students’ result in the pre-test of presentation
No Mark Number of students Percentage
Table 3.3: Students’ result in the post-test of presentation
No Mark Number of students Percentage
Table 3.3 indicates that only 6.3% of students got mark 4; 14.6% got mark 5 in the took 16.6%; mark 8 was 10.4% Mark 9 had 6.3%.There no students who had mark
In summary, the application of Problem-Based Learning (PBL) in teaching English presentation skills during the second semester led to significant improvements in student performance Notably, no students received a mark of 3 in the second term, a decrease from two students in the first term Additionally, the number of students achieving marks of 4 and 5 declined, while marks of 6 and 7 saw a remarkable increase, with over half of the students attaining these scores The most notable improvement was observed in the number of students earning a mark of 8, which more than doubled from 2 students (4.2%) in the first term to 5 students (10.4%) in the second term Furthermore, while no students received a mark of 9 in the first term, three students (6.3%) achieved this in the second term Overall, these results indicate that students made significant progress in their English presentation skills and gained confidence in exploring eight engaging topics.
Summary
This chapter presents the data analysis aimed at answering the research questions, utilizing survey questionnaires and classroom observations The findings indicate that most students exhibited a positive attitude towards the implementation of Project-Based Learning (PBL) activities in lesson presentations, with teachers actively encouraging student participation in projects Consequently, PBL significantly enhances students' confidence in their English presentation skills However, a noted limitation is the distribution of time during presentations, which requires improvement.
Summary of the study
The researcher identified the need to enhance 10th-grade students' confidence in English presentation skills at a high school in Bac Ninh, stemming from her own challenges in English lessons After extensive literature review, she recognized the Project Based Learning (PBL) approach as a viable solution The study included a practical research phase lasting fifteen weeks, starting with two weeks dedicated to identifying students' difficulties Following this, a questionnaire was utilized to analyze the issues and confirm the problems faced by students A hypothesis was established, proposing that practice through PBL would boost students' confidence in English presentations An action plan was developed, implementing a new teaching method focused on Project, People, Process, and Product The results indicated that this action plan successfully enhanced students' confidence in their English presentation skills.
Major findings and discussion of the study
The research on utilizing the Project-Based Learning (PBL) approach to enhance tenth-grade students' confidence in English presentation skills yielded significant findings The study demonstrates that PBL effectively boosts students' self-assurance and proficiency in delivering presentations in English The results indicate a positive correlation between the PBL methodology and improved student engagement, leading to greater confidence in their speaking abilities Overall, the research highlights the potential of PBL as a valuable educational strategy for fostering essential communication skills among high school students.
Students often face numerous challenges that undermine their confidence in English presentation skills, including limited vocabulary, grammar, and pronunciation, as well as unengaging topics and insufficient preparation time Fear of ridicule and the inability to present clearly and fluently further exacerbate these issues Conversely, a supportive and stimulating learning environment can enhance students' confidence Factors such as diverse learning activities, engaging projects, teacher encouragement, and opportunities for group collaboration foster a more dynamic and independent learning experience Additionally, students can boost their vocabulary and knowledge through self-directed learning and improve essential skills like information gathering and data analysis.
Students exhibit a positive attitude towards the use of Project-Based Learning (PBL) activities, recognizing the significance of English presentation skills They show enthusiasm for their topics and collaborate effectively to complete projects, demonstrating a thorough understanding of the content With adequate preparation, students present confidently, displaying clear and fluent speech, good volume, and effective delivery through natural posture and eye contact However, they struggle with time management during presentations, often focusing too heavily on content and delivery The teacher embraces innovative approaches to address these challenges, encouraging student participation in projects, which leads to a successful learning environment fueled by the positive attitudes of both the teacher and students.
The implementation of the Project-Based Learning (PBL) approach significantly enhanced students' confidence in their English presentation skills Following PBL lessons, students exhibited reduced anxiety and shyness, showing a willingness to present on assigned topics They effectively incorporated eye contact and body language during their presentations and demonstrated the ability to answer questions accurately and promptly However, a limitation noted was the lack of humor in presentations, which affected audience engagement The study's success is reflected in the students' post-test scores, with most achieving higher marks compared to their pre-test results, validated by independent evaluations from two teachers using a standardized rubric.
The successful implementation of the Project-Based Learning (PBL) approach in enhancing students' confidence in English presentation skills demonstrates its potential for widespread application by teachers, particularly for students who struggle with speaking and presenting in English.
Limitations of the study
Despite the researcher's diligent efforts in data collection methods, including class observations and survey questionnaires, the study faced limitations due to time constraints, resource shortages, and the researcher's capabilities, resulting in certain shortcomings.
The study's limited scope, involving a small number of students and teachers, raises concerns about the generalizability of its findings to the broader high school population Expanding the research could provide more comprehensive insights applicable to all students.
The researcher relied solely on two primary data collection methods: survey questionnaires and classroom observations To enhance the reliability of the findings, it is essential to incorporate a variety of data collection instruments.
Third, the research have not improved the time distribution in presentations and the confidence to make the listeners laugh and think while presenting
Hopefully, these problems will be solved in the future researchers to see how effectively PBL works in language learning and teaching.
Suggestions for further studies
Researchers interested in exploring Project-Based Learning (PBL) in English education can enhance their studies by diversifying participant groups and applying the PBL approach to various language skills, including listening, reading, and writing, as well as skill combinations like listening and speaking This approach promises to make English teaching and learning more engaging, effective, and motivating for both educators and learners Continued research in this area could uncover valuable insights and effective methods to boost students' English proficiency in Vietnam.
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Phụ lục 1 chứa các câu hỏi điều tra nghiên cứu dành cho học sinh, nhằm thu thập ý kiến trước và sau khi áp dụng phương pháp dạy học theo dự án (PBL) Những câu hỏi này
Để phục vụ cho đề tài nghiên cứu mang tên “Sử dụng phương pháp dạy học dự án nhằm cải thiện sự tự tin của học sinh trong kỹ năng thuyết trình tiếng Anh tại một trường cấp III ở tỉnh Bắc Ninh”, người nghiên cứu đã soạn ra một số câu hỏi Hy vọng các em học sinh sẽ trả lời những câu hỏi này một cách nghiêm túc và theo suy nghĩ của bản thân.
Cảm ơn sự cộng tác của các em!
Hãy khoanh tròn vào ý kiến em lựa chọn:
1 Kỹ năng thuyết trình quan trọng với em như thế nào?
2 Em thấy giờ học thuyết trình bằng Tiếng Anh trên lớp thú vị như thế nào?
3 Em gặp phải khó khăn gì khi học kỹ năng thuyết trình Tiếng Anh? Đánh dấu tích (✓) vào ô trống phù hợp nhất với em
Không chắc chắn Đồng ý Cực kỳ đồng ý
Hạn chế về kiến thức
Hạn chế về từ vựng và ngữ pháp
Hạn chế về phát âm
Các chủ đề thuyết trình nhàm chán, không thú vị
Thiếu thời gian thuyết trình
Sợ nói sai chủ đề
Sợ bị các bạn ở dưới chê cười
Không có khả năng nói to, rõ ràng, trôi chảy
Giáo viên không hướng dẫn trước khi thuyết trình
4 Trong những giờ học thuyết trình bằng Tiếng Anh, sau khi đưa chủ đề, giáo viên của em thường:
A Cung cấp cho em từ mới, cấu trúc liên quan đến chủ đề thuyết trình
B Cung cấp cho em những ý chính của chủ đề thuyết trình
C Khuyến khích các em tự lập dàn ý cho chủ đề theo nhóm
D Yêu cầu các em tự thảo luận và chuẩn bị cho chủ đề thuyết trình
5 Phương pháp dạy-học theo dự án giúp em tự tin hơn trong thuyết trình Tiếng Anh vì yếu tố nào? Đánh dấu tích (✓) vào ô lựa chọn Em có thể chọn 1 hoặc nhiều đáp án
Không khí lớp học thoải mái, sôi nổi
Hoạt động học, tài liệu học tập, bài tập đa dạng, phong phú
Các dự án có nội dung thú vị, gần gũi với thực tế
Giáo viên luôn khuyến khích, động viên học sinh
Học sinh phát triển khả năng lập kế hoạch và tổ chức công việc hiệu quả, đồng thời cải thiện kỹ năng hợp tác trong nhóm Điều này giúp các em trở nên năng động, tự chủ và sáng tạo hơn trong quá trình học tập.
Học sinh tự khai thác được nhiều thông tin, trau dồi thêm vốn từ, tích lũy nhiều kiến thức
Ngoài việc thuyết trình, học sinh còn có cơ hội nâng cao nhiều kỹ năng quan trọng như tìm kiếm thông tin, thu thập và xử lý số liệu, cũng như ứng dụng công nghệ thông tin vào quá trình học tập.
6 Phương pháp dạy-học theo dự án giúp em trong việc thuyết trình Tiếng Anh như thế nào? Đánh dấu tích (✓) vào ô lựa chọn Em có thể chọn 1 hoặc nhiều đáp án
Chuẩn bị: Em có thể hoàn thành tốt bài chuẩn bị trước khi thuyết trình
Nội dung: Em có thể nêu rõ được toàn bộ sự hiểu biết của mình về chủ đề
Hợp tác với bạn: Em luôn lắng nghe, chia sẻ và ủng hộ sự nỗ lực của các bạn trong nhóm để cùng nhau làm việc
Giọng và âm lượng: Bạn có giọng thuyết trình rõ ràng, trôi chảy; âm lượng đủ nghe
Thời gian: Em có thể phân phối thời gian hợp lý giữa các phần trong bài thuyết trình
Diễn đạt (Cử chỉ và ánh mắt): Bạn đứng thẳng, nhìn thư giãn và tự tin
Nhận thức: Bạn có thể trả lời đúng các câu hỏi được đưa ra cho chủ đề bạn thuyết trình Ý kiến khác (đề nghị ghi cụ thể):
Phương pháp dạy-học theo dự án giúp em tự tin hơn trong việc thuyết trình tiếng Anh bằng cách khuyến khích em tham gia vào các hoạt động thực tiễn và làm việc nhóm Qua việc thực hiện các dự án, em có cơ hội rèn luyện kỹ năng giao tiếp, tìm hiểu sâu về chủ đề và phát triển khả năng thuyết trình một cách tự nhiên Việc này không chỉ nâng cao sự tự tin mà còn giúp em cải thiện khả năng sử dụng tiếng Anh một cách hiệu quả.
Bạn không còn lo lắng và sợ sệt khi thuyết trình
Bạn kết hợp được ánh mắt và ngôn ngữ cơ thể thuyết trình
Bạn có thể làm người nghe mỉm cười và suy nghĩ trong khi thuyết trình
Bạn sẵn sàng thuyết trình khi có chủ đề
Bạn có thể trả lời các câu hỏi về chủ đề thuyết trình một cách nhanh và chính xác Ý kiến khác (đề nghị ghi cụ thể):
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Week 9 Unit 13: Films and Cinema
Week 10 Unit 14: The world Cup
1 Well-prepared with appropriate objectives of the class
2 Various and suitable information for the content
3 Effective mutual collaboration with peers
4 Clear and smooth presentation with clear voice and high volume
5 Confident appearance with flexible eye contact
9 Students are interesting, enthusiastic, and active
10 Students are attentive and involved
11 Students are encouraged to ask questions and express their own ideas
Appendix 3 ORAL PRESENTATION RUBRIC Topic:
Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared, but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Almost always listens to, shares with, and supports the efforts of others in the group Tries to keep people working well together
Usually listens to, shares with, and supports the efforts of others in the group
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to, shares with, and supports the efforts of others in the group Often is not a good team member
Voice is clear and fluent
Volume is loud enough to be heard by all audience members throughout the presentation
Voice is clear and fluent
Volume is loud enough to be heard by all audience members at least 90% of the time
Voice is clear and fluent
Volume is loud enough to be heard by all audience members at least 80% of the time
Voice is clear and fluent Volume often too soft to be heard by all audience members
Presentation is less than 3 minutes OR
Reasonable time distribution in the parts distribution in some parts time distribution in
Unreasonable time distribution in parts
Stands up straight, looks relaxed and confident
Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches and/or does not look at people during the presentation
Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Adapted from http://rubistar.4teachers.org/index.php
A SAMPLE OF PROJECT-BASED LEARNING LESSON PLAN
By the end of the lessons, students will be able to:
- enrich their background knowledge about the topic they present;
- make the habit of self-studying and improve their presentation skills considerably through the process of project implementation;
- improve some soft skills focusing on the use of English in the future such as communication, group-work, problem-solving;
- develop other skills such as finding information, collecting and analyzing data, applying information technology
Students collaborate in groups of six to prepare a presentation on a designated topic, with each member assigned specific responsibilities Their performance will be evaluated according to the criteria outlined in Appendix 3.
III Topic for group projects:
Weeks Macro – project topics Micro – project topics
1 Presentation about a kind of sea animals such as sperm, whale, dolphin… or the life beneath the ocean
1 Presentation about the zoo of the new kind learned in the speaking lesson
2 Role play as endangered animals
1 Presentation about some famous national parks in Vietnam and in the world
2 Telling a story about a trip to a national park
1 Presentation about types of music such as folk music, rock and roll, pop music, classical music, jazz…