INTRODUCTION
Rationale of the study
The rapid changes in technology, the global economy, and social media over the past decade have highlighted the need for a transformation in formal education to address the complexities of the 21st century Experts argue that traditional lecture-based teaching is inadequate for developing essential competencies and skills required in today's world This shift emphasizes the importance of knowledge and technology in education, prompting educators to explore diverse teaching methods that cater to different learning styles The challenge lies in identifying the most effective approaches to help learners acquire the skills necessary for success in a connected and dynamic global landscape.
Vietnamese education is evolving to meet the demands of the global labor market, which now requires a combination of cognitive, behavioral, and technical skills beyond basic literacy and numeracy The government aims to enhance the quality of education by fostering higher-order skills such as creative and critical thinking among students In response, the Ministry of Education and Training is implementing comprehensive reforms designed to optimize learning and develop essential competencies To prepare students for the challenges of the 21st century, schools must not only impart intensive knowledge but also equip learners with the skills necessary for success in the modern world.
In recent years, project-based teaching has gained significant traction in Vietnam's education system, as highlighted in numerous teaching method publications Research indicates that this learner-centered approach, which emphasizes project-based learning, is both effective and beneficial By engaging students in open tasks, project-based teaching encourages exploration and the application of knowledge, allowing learners to create their own products Unlike traditional lesson plans that dictate specific learning outcomes, this method promotes in-depth investigation of topics, granting students greater autonomy and fostering motivation and responsibility for their own learning Ultimately, project-based teaching enhances the quality of learning experiences by focusing on effective facilitation by educators.
The increasing demand for project-based teaching reflects a global shift towards more student-centered educational approaches, such as inquiry learning, personalized learning, and performance-based assessments Project-based learning (PBL) is a dynamic teaching method that enables students to acquire knowledge and skills by engaging in extended investigations of authentic and complex questions or challenges PBL serves as the evolution of project-based teaching, with both concepts being interdependent This thesis will delve into project-based teaching through the exploration of PBL methodologies.
Project-Based Learning (PBL) is a constructivist educational approach first introduced by John Dewey in the late 1890s, emphasizing a child-centered philosophy that integrates real-life situations into the classroom This method was further expanded by Kilpatrick in the early 1900s through his influential work, "The Project Method."
Since its inception in 1918, Project-Based Learning (PBL) has been extensively developed and implemented across various subjects, significantly enhancing our understanding of this educational approach Rooted in Dewey's theory of "learning by doing," PBL encourages students to engage in hands-on projects, fostering critical problem-solving skills According to Thomas (2000), this method not only improves language competence but also equips learners with essential 21st-century skills Furthermore, PBL accommodates diverse learner interests, abilities, and styles, promoting an inclusive educational environment.
After nearly twenty years of teaching English at the high school level, I've observed that while students can read and write proficiently, they often struggle with speaking fluently Many exhibit low motivation and passivity during speaking lessons, highlighting a critical gap in their language skills Speaking is essential, as it integrates with other language competencies, making it a priority for learners of English as a second or foreign language Students typically assess their language learning success and the effectiveness of their English based on their perceived improvement in spoken proficiency Therefore, oral skills must not be overlooked in contemporary EFL/ESL courses.
In response to the educational development trends of the 21st century, which emphasize globalization and internationalization, I have been exploring effective teaching methods to enhance my students' English performance, particularly in speaking skills Recognizing the advantages of Project-Based Learning (PBL), I am keen to integrate this approach into my teaching practice to boost learners' speaking abilities Consequently, I initiated research focused on this innovative teaching method.
Implementing project-based teaching to improve 11th grade students' speaking skills at a high school in Hung Yen aims to address the challenge of low self-confidence in language learning This innovative approach seeks to enhance student motivation and autonomy, making the process of learning English more enjoyable Mastering speaking skills in English not only boosts self-esteem but also opens doors to opportunities in international projects related to economic and cultural development.
Aims of the study
This study aims to explore the effects of Project-Based Learning (PBL) on students' English speaking skills and their perceptions of this innovative teaching approach within my educational setting The research seeks to determine the applicability of PBL at my school by addressing specific questions related to its impact on student engagement and language proficiency.
1 To what extent does project-based learning enhance the students' speaking skills?
2 What are the students’ attitudes towards project-based learning?
Of these two questions, the first one is the focus of the study.
Significance of the study
This thesis aims to contribute to the theory of English Language Teaching (ELT) by exploring the effects of Project-Based Learning (PBL) on enhancing high school students' speaking skills Previous research has demonstrated the positive impact of PBL on students' language competence, and this study aspires to yield rewarding results in this area.
This study aims to promote student-centered classrooms, enhancing students' English competence, cooperation, and motivation The findings will provide valuable insights for English teachers regarding the effectiveness of Project-Based Learning (PBL) in improving language skills If successful, this method could be widely implemented in high schools, fostering greater interest in English and boosting students' confidence in communicating in the target language.
For these reasons, this research is constructed not only to explore previous related theories to get background knowledge of PBL but also to change and improve educational situations.
Scope of the study
The research conducted over sixteen weeks during the first term of the 2018-2019 academic year (from August 20 to December 8) focuses on the effects of project-based learning (PBL) on the speaking skills and attitudes of thirty students in class 11DA1, who possess a good command of English Due to the limited number of participants, the study does not aim for generalization of its findings.
Methods of the study
This study utilizes classroom action research, a widely recognized method in contemporary education (Ferrance, 2000) By selecting this approach, the research employs various data collection tools such as pre-tests, post-tests, questionnaires, and interviews to conduct a thorough investigation of the subject matter.
Structure of the thesis
The study consists of five chapters:
CHAPTER 1: INTRODUCTION, states the reasons for choosing the topic or rationale, the aims to which the study is conducted and the research questions Then, it is followed by a brief description of its significance, scope and method The fact about how current study is organized will also be provided in this section
CHAPTER 2: LITERATURE REVIEW, provides the definitions of some key terms, and the previous research related to the study Both positive impacts and disadvantages will be exposed in this section
CHAPTER 3: RESEARCH METHODOLOGY, focuses on eliciting research questions, research methods, data collection and data analysis
CHAPTER 4: FINDINGS AND DISCUSSION, demonstrates the findings and further discussion
CHAPTER 5: CONCLUSION, ends the report with the summary of findings
Besides, some limitations of the study and recommendations for further research are also proposed.
LITERATURE REVIEW
Speaking in foreign language learning
Teaching English to speakers of other languages (TESOL) emphasizes the development of four key language skills: reading, speaking, writing, and listening Among these, speaking is considered essential for second language acquisition and is one of the primary productive skills For learners of a second or foreign language, speaking English is a top priority, as it is fundamental for effective communication This vital component of language education focuses on enhancing students' communicative abilities, enabling them to express themselves and navigate the social and cultural norms relevant to various communicative situations This section explores the significance of speaking in language learning.
There are many definitions of speaking According to Chaney (1998) speaking is
“the process of building and sharing meaning through the use of verbal and non- verbal symbols, in a variety of contexts”
In a related study, Bailey (2005) defines speaking is “the productive, oral skill It consists of producing systematic verbal utterances to convey meaning.”
In brief, speaking is the productive skill used to convey information or expressing one’s feeling in speech with its various forms which are dependent on particular contexts
The form and meaning of speaking are influenced by various contextual factors, including the participants, their shared experiences, the physical setting, and the purpose of the communication Speaking is often spontaneous and dynamic According to Bartz (1979), five key components enhance the fluency, understanding, quality, quantity, and exertion of communication Fluency involves smooth and natural speech, while understanding focuses on providing content that helps the audience grasp the message Quality pertains to the accuracy of language used, and quantity relates to the amount of content delivered Lastly, exertion refers to the speaker's efforts to ensure clarity through both verbal and non-verbal communication.
In this study, speaking is defined as the ability of secondary stage students to express themselves orally in a coherent, fluent, and contextually appropriate manner, fulfilling both transactional and interactional purposes This involves using correct pronunciation, grammar, and vocabulary while adhering to the pragmatic and discourse rules of spoken language Students are expected to demonstrate mastery of both micro-skills, such as pronunciation and grammar, and macro-skills, which encompass broader aspects of oral production Brown (2004) outlines various micro- and macro-skills essential for effective speaking.
Microskills in English language learning encompass the ability to distinguish between phonemes and their allophonic variants, produce language chunks of varying lengths, and establish correct stress patterns in words Additionally, they involve understanding rhythmic structures and intonation contours, creating reduced forms of words and phrases, and achieving fluent speech at various rates Effective communication also requires producing speech in natural constituents, including appropriate phrases, pause groups, breath groups, and sentence constituents.
Microskills involve utilizing an appropriate number of lexical units to achieve pragmatic objectives, effectively employing grammatical categories such as nouns and verbs, and adhering to systems like tense, agreement, and pluralization They also encompass the organization of word order, adherence to patterns and rules, and the use of elliptical forms Additionally, monitoring one's oral production and incorporating strategic devices—such as pauses, fillers, self-corrections, and backtracking—enhance message clarity Furthermore, microskills facilitate the expression of specific meanings through various grammatical forms and the use of cohesive devices in spoken discourse.
Macroskills involve effectively executing communicative functions tailored to specific situations, participants, and objectives, while employing appropriate styles, registers, and pragmatic conventions They encompass managing conversation dynamics, such as floor-keeping and yielding, and utilizing sociolinguistic features in face-to-face interactions Additionally, macroskills facilitate the connection of events and ideas, distinguishing between focal and peripheral information, as well as new and given data They also integrate nonverbal cues like facial expressions and body language, alongside verbal communication, and involve the application of various speaking strategies, including emphasizing key points, rephrasing, and assessing comprehension to enhance understanding between interlocutors.
Effective speaking in a foreign language requires learners to master not only grammar, pronunciation, and vocabulary but also the context of language use To communicate fluently, accurately, and appropriately in various situations, learners must develop a comprehensive understanding of language structures and how to apply them in daily interactions.
According to Nunan (2003), "teaching speaking" is essential for ESL learners to master English speech sounds and patterns This approach aids learners in utilizing word and sentence stress, intonation patterns, and the rhythm of the language It also equips them to select appropriate vocabulary and sentence structures based on the social context, audience, situation, and subject matter The primary goal of teaching speaking is to help learners organize their thoughts coherently, express values and judgments effectively, and communicate fluently with minimal unnatural pauses.
Speaking lessons serve as a vital link between classroom learning and real-world communication, enabling students to use their second language effectively Many educators emphasize the importance of interaction in mastering key speaking components, including comprehension, pronunciation, grammar, vocabulary, and fluency Additionally, fostering a supportive environment allows students to express their emotions and communicative needs while engaging with others in various situations Ultimately, teaching speaking skills enhances both the micro and macro aspects of language proficiency, empowering students to communicate confidently.
Project-based learning
2.2.1 Definitions of project-based learning
The project-based approach in learning is defined in various ways, reflecting the authors' theoretical perspectives According to Carter and Thomas (1986), project work is characterized by three key features: it occurs outside the classroom, it integrates multiple disciplines, and it empowers students to establish their own goals throughout the learning process.
According to Moss and Duzer (1998), project-based learning (PBL) is an instructional method that enhances learning by engaging students with real-world problems to solve or products to create A key characteristic of this approach is its focus on producing a concrete and observable outcome, whether it be a specific product or a solution to a clearly defined issue.
According to Thomas (2000), there are five criteria of PBL They are centralization, existence of a “driving question”, a constructive investigation by the students, incentive to autonomy and realism
In conclusion, Project-Based Learning (PBL) is an active, learner-centered instructional approach that promotes sustained collaboration and investigation This teaching method enables students to tackle complex tasks through both theoretical and practical applications, guided by their teachers By engaging in projects, students develop tangible products that can be presented and shared, facilitating a deeper exploration of meaningful topics.
2.2.2 Theoretical framing of project-based learning
2.2.2.1 Theoretical basis of project-based learning
Project-Based Learning (PBL), grounded in constructivism and sociocultural theory, emphasizes cooperative and collaborative learning, supported by strong theoretical foundations for achieving success Constructivism, influenced by the works of Dewey, Piaget, and Vygotsky, posits that learners acquire knowledge most effectively when actively engaged This approach enables individuals to build their understanding of the world through real-life experiences, further enriched by reflecting on those experiences Vygotsky's perspective highlights the role of social context and interactions in cognitive development, emphasizing the importance of language, communication, and relationships in the learning process.
Lev Vygotsky’s research highlights the optimal conditions for student learning, particularly through the concept of the Zone of Proximal Development (ZPD), which emphasizes the potential for growth through guided problem-solving Project-Based Learning (PBL) embodies this framework by positioning teachers as facilitators and students in collaborative groups, allowing them to explore their natural curiosity through inquiry-driven projects In this student-centered approach, learners formulate questions, conduct research under teacher supervision, and present their findings through creative projects PBL emphasizes student choice and collaboration, fostering essential 21st-century skills while accommodating individual learning preferences The integration of reading, writing, and mathematics in projects leads to deeper understanding, enhanced motivation, and the development of independent thinkers Ultimately, PBL equips students with valuable skills necessary for success in a global economy, as they tackle real-world problems and engage in meaningful learning experiences.
2.2.2.2 Characteristics of project-based learning
Project-Based Learning (PBL) is often referred to by various terms such as project method, project approach, and experiential learning This educational strategy encompasses multiple interpretations, including problem-based learning, inquiry-based learning, and activity-based learning, all of which share similar characteristics.
To provide synthesis features of PBL on the tasks, the students' activities, the time and the result, Thomas (2000) writes:
Project-Based Learning (PBL) is an educational model that centers learning around engaging projects Defined in PBL handbooks, these projects are intricate tasks driven by challenging questions or problems, encouraging students to engage in design, problem-solving, decision-making, and investigative activities PBL allows students to work independently over extended periods, ultimately leading to the creation of realistic products or presentations.
According to Thomas, “PBL is a model that organizes learning around projects.”
Project-Based Learning (PBL) is a systematic teaching approach that actively involves students in acquiring knowledge and skills through an in-depth inquiry process focused on complex, real-world questions This method is particularly relevant and effective for the context of this study Additionally, I endorse the five key features of PBL identified by Thomas (2000).
Project-Based Learning (PBL) is integral to the curriculum, emphasizing that all learning components—including objectives, teacher and student activities, time management, and materials—should align with and support the project's goals This approach enhances the achievement of the learning outcomes outlined in the curriculum.
PBL projects center around questions or problems that engage students with the core concepts and principles of a discipline These inquiries must encompass the learning objectives and key ideas of the subject matter, ensuring that students actively explore and understand essential content.
Thirdly, “Projects involve students in a constructive investigation.” This emphasizes accumulative progress students make during the completion of the project
Projects are significantly student-driven, highlighting the importance of student participation throughout various stages It is essential for students to have a degree of autonomy in completing their tasks, fostering engagement and ownership in their learning experience.
Last but not least, “Projects are realistic, not school-like.” Projects should offer students real-life problems or situations to deal with rather than a repetition of school drills
The stages of a project can differ among researchers, but Wrigley (1998) identifies fundamental phases common to most projects: selecting a topic, planning, researching, developing products, and sharing results This study categorizes the project process into three key steps: orientation and planning, research and implementation, and sharing results.
In this phase, students select their project topic and create a work plan, ensuring their involvement in the decision-making process from the outset According to Gallacher (2004), teachers should assist students in developing their plans by providing guidelines that outline the project's components, its structure, the division of tasks among group members, timelines for each segment, and the necessary materials or resources.
Students participate in research and hands-on activities for their projects, which include fieldwork, expert sessions, and information gathering through reading, writing, drawing, and computing To succeed, they require essential skills such as language proficiency and research capabilities tailored to their specific projects It is important for teachers to assist learners with low language skills or limited teamwork experience Pre-teaching sessions in the classroom that explore various text types and relevant language items can greatly benefit students in their drafting, rewriting, and editing processes.
After completing their projects, students can share their results through various methods, with presentations being the most common approach, as noted by Gallacher (2004) This final stage is crucial, as it allows students to enhance their presentation skills while also gaining valuable insights by attending the presentations of their peers.
Some previous studies
Project-Based Learning (PBL) is a highly effective educational approach that provides students with authentic learning experiences, including experimentation and real-world problem-solving Consequently, numerous studies on PBL have been conducted globally, with several research efforts also taking place in Vietnam.
2.3.1 Advantages of project-based learning
Project-Based Learning (PBL) is an engaging educational method that encourages students to tackle real-world problems while honing essential 21st-century skills in collaborative groups This teaching model has proven effective in facilitating learning for all students As noted by Harmer Nichola (2014), the key benefits of PBL include improved academic performance, the acquisition of diverse skills, heightened student motivation and enjoyment, greater outreach and engagement beyond traditional academic settings, and additional advantages for educators.
Fried-Booth (1997) highlights that project-based learning (PBL) serves as a vital link between classroom English usage and real-life applications Additionally, Thomas (2000) notes that PBL fosters a learner-centered environment, leading to enhanced student attendance, greater self-reliance, and more positive attitudes toward learning.
In a six-week project-based English course, Hilton-Jones (1988) observed significant improvements, highlighting the effectiveness of PBL in enhancing students' reading, writing, listening, and speaking skills This approach not only motivated learners but also helped them identify their language learning needs through engaging project-based activities.
2.3.2 Disadvantages of project-based Learning
Project-Based Learning (PBL) offers numerous benefits, yet it also presents significant challenges for both teachers and students According to Harmer Nichola (2014), group work is often regarded as the primary obstacle for learners engaged in PBL A study by Meehan and Thomas (2006) highlighted that students involved in environmental management projects in Vietnam found teamwork to be the most difficult aspect of their work Similarly, Stauffacher et al (2006) identified that most challenges stemmed from group work processes These difficulties are often linked to insufficient prior training and larger group sizes, which hinder effective communication and task allocation (Joyce, 2013).
Project-Based Learning (PBL) can be time-consuming for students as it involves a heavier workload compared to traditional learning methods Students face challenges in group formation, task delegation, and information gathering Similarly, teachers also experience an increased demand for preparation, despite PBL emphasizing student engagement and activities.
In Thomas' perspective, challenges in education can be categorized into three areas: students, teachers, and school factors, with this study concentrating specifically on student-related issues The primary challenges faced by learners include their inability to collaborate effectively in teams and a deficiency in essential skills for conducting scientific research These skills encompass formulating significant scientific questions, managing complexity and time, analyzing data, and constructing logical arguments to substantiate their claims.
In summary, students encounter various challenges when working on a project, but recognizing these obstacles can significantly reduce their impact on project success.
2.3.3 PBL in teaching and learning English in Vietnam context
Despite the abundance of literature on Project-Based Learning (PBL) globally, research on its application in Vietnam remains scarce, with only a few theses and initiatives available This limited exploration can be attributed to the long-standing reliance on traditional teaching methods, while educational innovations have only recently begun to take root Nevertheless, PBL stands out as an effective learning approach, engaging students and fostering their interest through a variety of real-world projects Ultimately, PBL has demonstrated its potential to enhance learning for the 21st century.
This literature review emphasizes essential terms associated with speaking skills and provides a comprehensive definition of project-based learning (PBL) It explores the conceptual framework of the study, outlines the foundational principles of PBL, and discusses its key features and processes Additionally, it reviews research highlighting both the advantages and disadvantages of PBL Despite limited analysis of prior studies in Vietnam, evidence suggests that PBL significantly enhances English students' academic performance Chapter 3 will detail the research methods utilized in this study.
METHODOLOGY
Context of the study
3.1.1 The current situation of teaching and learning English at the school
Located in the heart of Hung Yen city, the school is a public educational institution with a total of thirty-three classes, comprising eleven classes per grade During the 2018-2019 school year, the eleventh grade featured eleven classes, including five focused on natural sciences (11A1 to 11A5), two on social sciences (11C1 and 11C2), and four in the D group (11D1 to 11D4) Students in groups A and C attended three English classes per week, while group D students had four classes, which included an additional optional period.
Despite years of learning English since grade three, most students struggled with speaking skills, excelling in written tests but lacking communicative ability Their shyness hindered their expression of viewpoints, and they rarely practiced English outside the classroom This led to a fear of speaking, making mistakes, and failing to convey their thoughts Consequently, students lacked confidence in speaking classes, often resorting to their mother tongue, resulting in monotonous and ineffective lessons.
The challenges faced by students in speaking lessons stemmed primarily from a grammar-based learning tradition that emphasized preparation for university entrance examinations and written assessments Teachers predominantly employed "grammar-focused" methods, prioritizing students' scores on English written tests as the main outcome According to MOET policy, semester and final exams concentrated solely on reading, vocabulary, and grammar through multiple-choice formats, leading students to focus primarily on practicing reading skills and grammatical structures Consequently, English teachers utilized their limited time to enhance reading practice and address grammar exercises, aiming for the short-term goal of helping students pass their final exams This approach ultimately hindered students' engagement in speaking lessons.
Traditional learning or students’ prior learning experiences
Low level of English language proficiency
Anxiety or shyness in class and low motivation
Teachers and students often prioritize other skills over speaking, leading to inadequate English-speaking abilities that hinder effective communication This deficiency restricts students' access to essential information and knowledge for global integration As a result, there is a pressing need for innovative teaching methods that enhance both language and soft skills Implementing technology in English language instruction is seen as a vital solution to improve students' speaking proficiency.
3.1.2 The teaching program and materials
English is a core subject in the school curriculum, alongside two other essential subjects Students are required to pass English in the national examination at the end of grade.
To qualify for the secondary school diploma, students must complete the 12th grade The English curriculum includes the prescribed textbooks “Tiếng Anh 10,” “Tiếng Anh 11,” and “Tiếng Anh 12,” as established by the Ministry of Education and Training The “Tiếng Anh 11” textbook, part of the standard textbook set, was authored by Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, and others, and was published in 2006.
The "Tiếng Anh 11" textbook is structured into sixteen units across two terms, each centered around a specific theme Each unit comprises five sections: Reading, Speaking, Listening, Writing, and Language Focus, featuring a diverse range of exercises for practice Additionally, a "Test Yourself" section follows every three units to assess students' understanding, covering Listening, Reading, Pronunciation, Grammar, and Writing skills.
The speaking lessons, positioned as the second part of each unit following the Reading lesson, focused on theme-based and task-based approaches The textbook offered a diverse range of topics and speaking activities designed to enhance students' speaking skills effectively.
The English course spanned thirty-five weeks, consisting of one hundred and five periods, with teachers conducting three forty-five minute sessions each week focused on key language skills: reading, speaking, listening, writing, and language focus Notably, students in group D benefited from an additional weekly period, allowing them extra time for activities that reinforced and expanded their textbook knowledge.
The participants
A study was carried out involving thirty eleventh-grade students from class 11D1, consisting of twenty-three females and seven males The students utilized the "Tiếng Anh 11" textbook, which is part of a comprehensive seven-year English language curriculum designed for learners starting from Form 6 through to Form 12.
The study involved students of the same age and class but varying levels of English proficiency In the 2017-2018 school year, 31% of these students achieved good English grades, with final scores between 8.0 and 8.5 Additionally, 60% received grades ranging from 6.5 to 7.9, while the remaining students had average ratings, with none falling below average This indicates that most participants had a relatively strong command of English The students were conveniently selected as I had been teaching them since grade ten, and they willingly agreed to participate in the study.
Each week, students attended three English lessons focused on the curriculum "Tiếng Anh 11," along with one additional lesson dedicated to various optional topics, referred to as "optional periods." The study was conducted over the course of sixteen optional periods.
Design of the study
The research employed an action research approach, emphasizing problem-solving over a singular method for data collection and analysis This strategy acts as a reflective mirror of the teacher's teaching experience, forming the foundation for ongoing professional development.
Secondly, action research was carried out by practitioners (classroom teachers) rather than outside researchers It was collaborative (researchers + practitioners) and was aimed at changing things
Action research serves as a practical approach aimed at fostering change and enhancing understanding, effectively bridging the gap between research and real-world application English teachers, in particular, frequently engage in action research, making it a prevalent and ideal method for educational studies.
The study, conducted over sixteen weeks during the first semester for 11th graders at a local school in Hung Yen province, was structured into four distinct phases, as detailed in the accompanying table.
Table 3.1 Procedures of the study
Pre-test to evaluate the students’ speaking skills
Three projects were carried out in teaching oral presentation
Project 1: Festivals around the world Project 2: Volunteer Work
Students were asked to express their opinions toward carrying out projects and doing oral presentations over 12 weeks
Teacher observed students’ improvement weekly
Reflecting Post- test for the final assessment
Questionnaire Interview Teacher analyzed data to evaluate the action plan
During this phase, essential materials for the study were developed, including pre-tests, post-tests, questionnaires, and interviews The researcher administered a pre-test in the second week to evaluate the students' current speaking abilities and identify areas needing improvement Additionally, the course syllabus and lesson plans were created to align with the expected outcomes In summary, teaching materials were prepared, lesson plans were designed, and a pre-test was delivered to assess students' language abilities prior to the intervention.
Phase 2 & 3: Acting and Observing (Weeks 3 to 14):
During a twelve-week period, I implemented Project-Based Learning (PBL) in the teaching process, allowing students to engage in hands-on projects and presentations during optional class sessions To assess their experiences, students maintained weekly journals reflecting on their attitudes towards PBL and its potential impact on their engagement in the learning process.
At the start of the school year, I presented a list of topics derived from the "Tiếng Anh 11" curriculum, covering Units 1 to 8, which included themes such as Friendship, Personal Experiences, Parties, Volunteer Work, Illiteracy, Competitions, World Population, and Celebrations After a thorough discussion, both the students and I, as their teacher, reached a consensus to select three topics for our upcoming projects.
Three projects are: Theme 1: Festivals around the world
Theme 2: Volunteer work Theme 3: Global issues
During the first semester of the 2018-2019 school year, a series of twelve projects were conducted over a span of twelve weeks, each lasting four weeks The primary objective of these interventions was to enhance students' speaking skills through a cooperative learning approach This method was designed to foster active participation, allowing students to engage more deeply in their learning By conducting research, students not only expanded their vocabulary but also applied their content knowledge effectively Additionally, the projects aimed to boost students' motivation and self-confidence in using English as a foreign language.
The implementation of PBL was nearly the same in three projects Every four weeks, the groups carried out their projects with three stages of PBL
Project-Based Learning (PBL) lessons were designed to be directly related to the curriculum while also being realistic and meaningful for students These lessons not only expanded students' knowledge beyond the syllabus but also connected to their culture, lives, and future aspirations In this active learning environment, students took charge of their knowledge construction, with the teacher serving as a coach and guide rather than the primary source of information Students' projects were publicly showcased, fostering discussion and critique among peers.
In the initial phase of the project, thirty students were organized into six groups of five, where they collaboratively developed a plan and delegated tasks During the first week, the groups engaged in individual research and prepared for the project at home, marking this as a crucial stage that involved various activities such as group discussions and consultations with their teacher To ensure the success of their project, students needed to be proactive, creative, and work cooperatively, as they had to agree on the project's outline, organization, and content through organized group meetings.
During this phase, I monitored students' progress and provided necessary support, ensuring they were on the right track and developing self-study habits I took responsibility for scaffolding their learning by offering constructive feedback and addressing challenges such as ineffective group work and material shortages Students were then tasked with completing a written assignment and preparing a PowerPoint presentation for the following period, which needed to be informative, creative, and persuasive for both the teacher and their peers.
The last three periods was the time for the six groups to make a presentation on their project in about ten minutes There were two groups presenting each week
During group presentations, all students were required to listen attentively and respectfully, with the option to take notes The remaining fifteen minutes of each session were dedicated to questions, answers, and discussions.
The final stage of the project involved groups presenting their findings to the entire class Each group had approximately fifteen minutes for their presentation, which included ten minutes for the oral delivery and five minutes for class discussion and teacher feedback The primary objectives for all members were to effectively communicate their results and engage in meaningful discussions to consolidate their understanding of the topic.
- report what their group had done to the whole class in a creative and persuasive way
- participate in other presentations and gain knowledge and experience from other groups
For the teacher’s part, I was fully aware of their important role and the duties they needed to fulfill, not just playing the role of an audience
To provide accurate and persuasive feedback on project topics, it is essential for educators to equip themselves with sufficient knowledge This expertise not only enhances the quality of comments but also empowers teachers to confidently facilitate follow-up discussions, allowing students to effectively gain valuable experience and knowledge.
- Design a good and reliable assessment tool so as to make students feel satisfied and more interested in the future projects
When both teachers and students actively work towards achieving their objectives, the success of the projects is highly likely, resulting in significant benefits for both parties involved in the learning activity.
This was also the phase of witnessing the effects of PBL activities on the students
In this phase, I had to analyze the students’ participation to see if their attitude had changed over the course of intervention or not
In this phase, I analyzed the data collected over fourteen weeks to evaluate the effectiveness of my action plan regarding project-based learning's impact on enhancing students' speaking skills A post-test was administered in week 15 to assess improvements The analysis involved comparing the results from the post-test and the data gathered during the intervention with the initial results from weeks 1-2 This thorough evaluation aimed to determine the meaningfulness of the intervention and provide recommendations based on the findings.
Data analytic method
The researcher employed various instruments to assess students' initial and post-intervention achievements, as well as their attitudes towards the new learning approach, including pre-tests, post-tests, questionnaires, and semi-structured interviews The quantitative data derived from the pre-test and post-test scores were analyzed by calculating the mean scores This involved summing all the scores and dividing by the number of participants, following the formula adapted from Djiwandono (2008).
M N Where: M: Mean score of the students’ achievement of each English skill
∑X: the sum of the total score
N: The total number of the students
The data collected from the questionnaires were statistically analyzed by calculating the number of responses and their corresponding percentages Subsequently, these statistics were organized into various categories and presented in charts and tables for enhanced clarity and illustration.
The Vietnamese responses from the student interviews were transcribed and translated into English, focusing on two main areas: students' attitudes toward Project-Based Learning (PBL) and the impact of PBL activities on their English speaking skills This analysis directly addresses the research questions.
Chapter 3 offers essential insights into the study, effectively justifying its background and the researcher’s rationale for conducting the research The adoption of an action research approach aligns with the study's objectives Additionally, this chapter elucidates key elements, including participant details, data collection instruments and procedures, as well as data analysis methods.
Chapter 3 also introduced the research method and data instrument The reasons for the methods selected were also discussed The data procedure and the implementation of the intervention were conducted in a strict way The result of survey questionnaires, tests and interviews would be analysed in the next chapter.
FINDINGS AND DISCUSSION
Analysis of the speaking tests
The study's data were collected from pre- and post-English speaking test scores of thirty students, evaluated based on five criteria These scores were statistically analyzed, utilizing a "Rating Scale for Speaking Test" and an evaluation rubric for oral presentations implemented at the school The assessment focused on five key criteria: Criterion 1: Message Content, Criterion 2: Vocabulary and Grammar Range, and additional criteria that contributed to a comprehensive evaluation of the students' speaking abilities.
Pronunciation, Criterion 4: Fluency and Coherence, and Criterion 5: Interactive Communication
Table 4.1: The results of pre-test and post-test
Subject Criterion 1 Criterion 2 Criterion 3 Criterion 4 Criterion 5 Mark
Chart 4.1: Students’ mean score of average mark
Chart 1 reveals that the mean score of the post-test (M=7.45) surpassed that of the pre-test (M=6.98), indicating a significant improvement in the participants' speaking skills These results demonstrate that the 11th graders enhanced their speaking competence through participation in Project-Based Learning (PBL) activities.
Comparing the results of the post-test and the pre-test by five criteria, it is obvious that all the criteria have been improved dramatically
Chart 4.2: A comparison of mean scores on pre-test and post-test by five criteria
As can be seen from the chart 2, the mean score of Criterion 2 increased the most
The analysis revealed significant improvements in various criteria, with Criterion 5 showing the highest increase from 7.13 to 7.73, followed by Criterion 1 (from 6.97 to 7.37) and Criterion 3 (from 7.03 to 7.30) Criterion 4 experienced the smallest growth, rising from 6.90 to 7.13 Additionally, it was concluded that students' vocabulary has expanded, and their confidence has improved notably, particularly in relation to Criterion 2 and Criterion 5.
The mean scores of the remaining three criteria indicate that students are improving in their ability to tackle test questions, elaborate on their ideas, and demonstrate progress in fluency and coherence Additionally, there has been a slight enhancement in their pronunciation skills.
Analysis of the survey questionnaire
The survey questionnaire for students was conducted with thirty students of class 11DA1 at Hung Yen high school The data of the survey questionnaire were
7,73Series1 Series2 analysed according to the three categories as follow: The students’ attitude towards
Project-Based Learning (PBL) offers significant advantages for students, enhancing their overall learning experience and particularly improving their speaking skills However, students often encounter challenges while executing their projects The data collected from the questionnaire highlights the percentage distribution of these challenges, providing valuable insights into the PBL experience.
Table 4.2: Students’ responses to the questionnaire
Question 1: What do you think about the optional lessons using Project-based learning? Choose ONE option that best describe your choice
Percent ages a.Very interesting 11 36.7 b.Somewhat interesting 14 46.6 c.Neutral 5 16.7 d Uninteresting 0 0
Question 2: The benefit(s) of project-based learning applied in English speaking lessons is/are
Put a tick (√) in any option that suits you
Percent ages a Learning is more fun and students are more motivated 20 66.7 b Students can enrich their background knowledge through research work
21 70.0 c Students can develop some soft skills such as group work, presentation, communication, etc
23 76.7 d Students can be exposed to and learn how to deal with real- life situations
Question 3: Which criterion/ criteria of your speaking skills has/ have been improved when you complete the projects?
Put a tick (√) in any option that suits you
Percent ages a.Message content 22 73.3 b.Vocabulary and grammar range 23 76.7 c.Pronunciation 17 56.7 d.Fluency and coherence 18 60.0 e.Interactive communication 21 70.0
Question 4: During the implementation of the project, I myself met some difficulties such as (tick all appropriate boxes that indicate your choice)
Percent ages a Time and energy consumption 17 56.7 b Ineffective group work 16 53.3 c Limited access to necessary materials and technology 8 26.7 d Lack of instructions and guidance from the teacher 2 6.7 e Other (Please specify) 0 0
Chart 4.3: Students attitude towards PBL
A survey assessing the attitudes of thirty students towards Project-Based Learning (PBL) revealed varied levels of enjoyment Approximately 36.7% of students (11 participants) found PBL to be very interesting, while about 47% (14 students) considered it somewhat interesting Conversely, 17% (5 students) expressed that they did not find it interesting.
Very interesting Somewhat interesting Neutral Uninteresting
Students provided their opinions on the benefits of BPL for their overall studies and specifically for learning to speak English The findings, illustrated in Charts 4 and 5, indicate that individual responses often encompassed multiple themes, leading to their classification in several categories Consequently, the percentages presented in the table reflect the variety of responses rather than the total number of students who completed the questionnaire.
Chart 4.4: The benefits of PBL
Project-Based Learning (PBL) offers significant benefits for students, including the development of essential soft skills such as teamwork, presentation, and communication A substantial 70% of students report that PBL enhances their background knowledge through research, while 66.7% find learning to be more enjoyable and motivating Additionally, over 50% of students feel that PBL exposes them to real-life situations, equipping them with the skills to navigate these challenges effectively Overall, student feedback strongly supports the advantages of PBL in education, highlighting its role in fostering a more engaging and practical learning environment.
Chart 4.5: The benefits of PBL in learning speaking skills
Chart 5 illustrates that all facets of speaking skills are enhanced through project participation, allowing students to expand their vocabulary and grammar This engagement enables them to express their ideas more clearly and fluently Nonetheless, only 56.7% of students believe there is room for improvement in their pronunciation.
Chart 4.6: Students’ difficulties when implementing PBL
A significant number of students reported facing challenges while working on projects, with 56.7% (17 students) indicating that these tasks required considerable time and effort Additionally, 53.3% (16 students) expressed dissatisfaction with the lack of group collaboration The key areas of concern included message content, vocabulary and grammar range, pronunciation, fluency and coherence, and interactive communication.
70% a Time and energy consumption b Ineffective group work c Limited access to necessary materials and technology d Lack of instructions and guidance from the teacher
Series1 effectively 8 students (26.7%) had limited access to necessary materials and technology Only 2 students (6.7%) pointed out that they need more instructions and guidance from the teacher.
Analysis of the interview
After implementing the teaching action, I conducted interviews with six students after school to avoid disrupting their learning I first asked if they enjoyed project-based learning activities and why or why not Following that, I inquired whether they believed these activities improved their English speaking skills, encouraging them to elaborate on their reasons.
According to a recent questionnaire, most students found Project-Based Learning (PBL) to be engaging and beneficial Student 1 expressed, “I like PBL because it is quite interesting,” while Student 2 highlighted the social aspect, stating, “I can go with my friends to many places and gain practical knowledge, making learning less stressful.” PBL not only captivated students' interest but also allowed them to explore various fields of knowledge outside traditional classrooms Students enjoyed collecting data with friends, making the experience enjoyable and enriching Student 3 remarked, “PBL gives me more knowledge about the culture, cuisine, and festivals of different countries,” while Student 4 emphasized the excitement of learning through projects, stating, “This new way of learning is not constrained by boring grammar lessons; it’s fun and helps me understand reality better.”
Students can enhance various skills and competencies, particularly in information technology, which is crucial for thriving in the Industrial Revolution 4.0 They reported improvements not only in their speaking abilities but also in teamwork and group collaboration, ultimately boosting their confidence.
All six students interviewed agreed that Project-Based Learning (PBL) significantly enhances their English speaking skills They noted that while researching information, they encountered and learned many new words, which they reinforced by looking them up in a dictionary and practicing their pronunciation through listening and repetition One student emphasized that PBL not only boosts confidence in public speaking but also improves teamwork skills and proficiency in creating PowerPoint presentations.
Student 6 expressed her concerns about the disadvantages of Project-Based Learning (PBL), stating that it hindered her ability to respond quickly in speaking situations, as she felt her skills were primarily based on memorization rather than reflexive responses Her post-test results were slightly lower than her pre-test scores, indicating limited improvement She acknowledged that while PBL helped enhance her vocabulary, it did not foster reflective thinking This lack of opportunity for practice and her reluctance to engage may have contributed to her minimal progress in speaking skills.
Student 3 expressed that Project-Based Learning (PBL) increases their stress levels due to a lack of confidence in speaking without hesitation They feel pressured by time constraints, as they need to balance PBL with studying for other subjects.
While acknowledging the benefits of Project-Based Learning (PBL), she expressed that it only partially enhances her speaking skills She noted that PBL induces stress due to her uncertainty in speaking confidently and highlighted that it is a time-consuming process Consequently, these factors contributed to her perception of ineffective learning.
The interviews revealed that most students enjoyed Project-Based Learning (PBL) and felt satisfied and excited about using English in this context However, a few students, such as Student 6, showed disinterest in PBL, while others, like Student 3, experienced stress due to challenges in completing projects This highlights the critical role of motivation in student success Therefore, alongside selecting appropriate teaching methods, it is essential for teachers to focus on motivating and engaging students, which demands their knowledge, competence, and dedication.
Discussion of the findings
This study aims to evaluate the effectiveness of Project-Based Learning (PBL) on students' speaking skills and their attitudes toward this educational approach Through data triangulation, the researcher concluded that PBL significantly enhances students' achievement in English speaking The findings indicate that PBL not only improves speaking skills but also fosters a highly positive attitude among students towards this learning method Recommendations for future research on this topic were also provided.
The findings reveal that Project-Based Learning (PBL) significantly enhances students' English speaking skills Data from questionnaires and interviews confirm that PBL not only expands students' vocabulary and boosts their confidence in speaking but also cultivates essential communication and presentation skills Students noted that gathering information for their projects aids in building vocabulary and grammar, ultimately fostering language development and generating more ideas for effective speaking.
Project-Based Learning (PBL) enhances student outcomes by fostering motivation and active engagement in the learning process The interactive tasks and frequent reciprocal interactions encourage enthusiastic participation among students In cooperative settings, each student's goals are influenced by their peers' actions, as noted by Johnson & Johnson (2009) These findings align with prior research, confirming the positive impact of PBL on student achievement.
Project-Based Learning (PBL) activities enhance students' self-confidence, argumentative communication, and teamwork skills, fostering individual and group responsibility This collaborative approach encourages students to support each other, contributing to the overall success of their group Aligning with constructivist learning theory, which emphasizes learners' active role in constructing meaningful knowledge through environmental interaction (Bruner, 1996), PBL promotes critical, logical, and independent thinking essential for effective learning Additionally, students benefit from cooperative interactions, perceiving the instruction as more engaging and student-centered Consistent with previous research (Harmer Niconla, 2014; Hilton-Johns, 1988; Thomas, 2000), the findings indicate that PBL leads to improved academic achievement.
A recent questionnaire revealed strong support among students for the new teaching technique, Project-Based Learning (PBL) The majority expressed positive attitudes, particularly enjoying the opportunity to explore knowledge relevant to their projects Additionally, students appreciated the chance to enhance their vocabulary and improve pronunciation while preparing for presentations However, they noted challenges with group work, citing issues with some members being lazy and irresponsible.
Summary
The study revealed a significant improvement in students' English speaking abilities, as evidenced by the notable difference between pre-test and post-test scores across five assessment levels based on the B1 CEFR rubric Data collected by the researcher demonstrated that students enhanced their oral production skills progressively from project 1 to project 3 Furthermore, the findings confirmed that Project-Based Learning (PBL) effectively facilitated this improvement, equipping students with essential speaking skills for more effective oral presentations.
Students expressed high satisfaction with the Project-Based Learning (PBL) approach implemented in the classroom, noting significant improvements in vocabulary, pronunciation, grammar, and structures The most notable enhancement was observed in vocabulary and grammar range, while message content also saw considerable progress Students reported acquiring more vocabulary and content knowledge relevant to their studies, which boosted their motivation and self-confidence in using English as a Foreign Language (EFL) PBL fostered a more enjoyable learning environment, allowing students to collaborate, gather data, and engage in open discussions As a result, they became more fluent and accurate in their oral presentations, gaining greater confidence in speaking and increased opportunities for practice during class This shift led to heightened interest in communicative activities, transforming the classroom atmosphere from a traditional, teacher-centered model to a more dynamic and interactive learning space where students were actively engaged and vocal.
The study demonstrates that Project-Based Learning (PBL) effectively enhances students' speaking and presentation skills, which are essential both academically and in everyday life However, it is unrealistic to expect students to deliver strong presentations immediately, as various challenges exist for both students and teachers in preparation Teachers should act as facilitators, encouraging students to engage with the topics and alleviating their presentation anxiety The primary objective of each presentation task is to allow students to express themselves authentically, rather than to evaluate their performance as right or wrong.
While many students appreciate project work, its effectiveness in achieving semester objectives remains uncertain It is crucial for teachers to collaborate in designing suitable projects for each semester Regardless of the varying objectives, these projects should ultimately focus on enhancing students' language skills and fostering essential soft skills for their future careers.
This chapter presents an analysis of data collected from various sources, including pre-test and post-test assessments, questionnaires, and semi-structured interviews, alongside a discussion grounded in existing literature The key findings are summarized as follows.
Research findings indicate that Project-Based Learning (PBL) effectively enhances students' speaking skills Analysis of questionnaires and interviews revealed positive student perceptions of PBL and the benefits gained from project completion Furthermore, discussions addressed two primary research questions related to the study.
The implementation of Project-Based Learning (PBL) significantly enhanced 11th graders' speaking skills and overall English as a Foreign Language (EFL) proficiency This approach not only improved students' ability to communicate effectively but also allowed them to apply their subject knowledge in practical contexts The findings of this exploratory study underscore the importance and practicality of integrating PBL into English speaking instruction.