(LUẬN văn THẠC sĩ) developing students’ critical thinking skills through project based learning – an action research study at a high school in bac giang province

Project- based learning with the development of students’ English skills

Rationale for the study

In recent decades, traditional classrooms have evolved from passive learning environments to dynamic spaces that address the needs of the modern workforce This transformation emphasizes the cultivation of essential 21st-century skills, including critical thinking, communication, collaboration, and creativity, as highlighted by the Partnership Forum for 21st-Century Skills.

Figure 1: 21 st Century Student Outcomes and Support Systems and Support

Critical thinking has been included in many models of skills that are important for education and workforce success (Trilling & Fadel, 2009)

Fostering critical thinking skills in students is crucial for their educational success, as it enables them to analyze global issues, solve problems creatively, collaborate effectively, and adapt to rapidly evolving technologies By teaching critical thinking in the classroom, educators help students enhance their concentration and analytical abilities It is the responsibility of teachers to equip students with the necessary strategies and skills to navigate the overwhelming amount of information they encounter.

Many Vietnamese students, particularly those in remote and mountainous areas, have not benefited from the development of critical thinking skills in their education Unlike their Western counterparts, these students often face a curriculum that emphasizes rote memorization for examinations, leading to a lack of motivation to engage with the material beyond test preparation Consequently, learners focus on repeating and reciting factual information from textbooks, often remaining uncritical of the content provided by teachers or the educational materials.

Researchers often wonder how to enhance their students' critical thinking skills Numerous studies indicate that project-based learning effectively fosters both deep content understanding and critical thinking abilities (Bell, 2010; Blumenfeld et al., 1991) The advantages of integrating project work into foreign language instruction have been widely acknowledged These findings motivate the researcher to conduct action research focused on improving students' critical thinking skills through project-based learning.

Aims of the study

This study investigates the influence of project-based learning on enhancing students' critical thinking skills and provides a framework for teachers to effectively implement this approach By focusing on activities designed to foster critical thinking, the research aims to demonstrate how project-based learning can serve as a valuable tool for educators in developing these essential skills among students.

Research questions

In order to achieve the research objective, the researcher will answer the following questions:

(1) What activities in project-based learning can teachers do to develop critical thinking for students?

(2) What are the students’ attitudes towards project-based learning to develop critical thinking skills ?

Significance of the study

This study investigates the impact of project-based learning on the enhancement of students' critical thinking skills Upon completion, the thesis aims to offer both theoretical and practical contributions Theoretically, it seeks to illustrate the role of critical thinking in foreign language classrooms and how project-based learning fosters these essential skills Additionally, this research aspires to be a dependable resource for high school teachers, providing valuable insights into the implementation of project-based learning in educational settings.

Scope of the study

The researcher focuses on implementing project-based learning to enhance critical thinking skills among students The study involves 40 participants from class 11A1 at Lang Giang 1 High School, located in the mountainous region of Bac Giang Province.

Method of the study

The method employed in this study is action research, with the use of a number of instruments, namely observation, questionnaires, and interview

Action research is the optimal approach for this study, as it focuses on enhancing students' critical thinking skills in a specific context By utilizing a variety of instruments, the research aims to gather reliable data and closely examine the effectiveness of project-based learning.

Design of the study

The study is divided into three main parts as follow:

Part A: Introduction presents the rationale for study, aims, research questions, the significance, the scope, the method and the design of the study

Part B: Development is organized around three chapters as follows:

Chapter 1- Literature review synthesizes the theoretical framework of the study related to critical thinking skills, project-based learning,theirlearning, their relations as well as the ways project-based learning improve students‟ critical thinking skills

Chapter 2 – Methodology illustrates the context, the methodology used in this study including the subject, the data collection instruments, data collection procedure, and data analysis

Chapter 3 – Findings consists of a comprehensive analysis of the data

Part C: Discussion and Conclusions encapsulates the key topics addressed in the thesis, evaluates the findings, acknowledges certain research limitations, and explores implications for teaching English Additionally, it offers recommendations for future research endeavors.

LITERATURE REVIEW

Critical thinking skills

Critical thinking is a widely discussed concept in everyday life, often mentioned in speeches, media, and educational curricula However, its definition remains elusive, leading to various interpretations across different contexts.

John Dewey, an influential American philosopher, psychologist, and educator, laid the groundwork for the modern tradition of critical thinking He defines critical thinking as "an active, persistent and careful consideration of a belief or supposed form of knowledge in light of the grounds which support it and the further conclusions to which it tends" (Dewey, 1933, p.9).

Dewey defines reflective thinking as the process of questioning one's beliefs by evaluating reasoning and considering the implications of those beliefs Glaser (1941) identifies three essential components of critical thinking: an openness to thoughtfully engage with problems, knowledge of logical inquiry methods, and skills in applying these methods This form of thinking enables individuals to recognize problems, utilize evidence to draw conclusions, and make informed judgments in everyday situations Black et al (2012) further emphasize that critical thinking is rooted in analysis and rationality, highlighting the processes that facilitate this cognitive approach.

“AnalysingAnalyzing arguments; judging the relevance of significance of information; evaluating claims, inferences, arguments and explanations; constructing clear and coherent arguments; forming well-reasoned judgments and decisions.” (Black et al., 2012, p.58)

Although a number of different researchers have defined critical thinking,

Bloom‟s Taxonomy (1956) ( See Figure 1) is the most cited work in terms of critical thinking, covering a number of commonalities of frameworks of such skills

(Gall, 1970) The six levels within the cognitive domain are divided into two levels of thinking skills:

- Lower-Order Thinking Skills : Knowledge, Comprehension and Application

- Higher-Order Thinking Skills : Analysis, Synthesis and Evaluation (Bloom, 1956)

Table 1: Bloom’s Taxonomy by Bloom (1956)

3 Application Applying knowledge to new situations

4 Analysis Breaking information into pieces

5 Synthesis Integrating parts or elements together into a whole new unit

This study presents Moon's (2007) definition of critical thinking within the context of English language learning Critical thinking is characterized as the capacity to evaluate diverse information from various sources, process it creatively and logically, and critically analyze it to reach well-reasoned conclusions that can be justified and defended.

The importance of teaching critical thinking skills in foreign language

The primary goal of language education, alongside various teaching methodologies, is to cultivate creative and critical thinkers Over the years, educational scholars have extensively examined critical thinking, which continues to gain recognition among educators, researchers, and administrators The significance of integrating critical thinking into educational curricula has been thoroughly investigated, highlighting its essential role in fostering effective learning.

In today's fast-paced societies, individuals must develop extensive knowledge and robust critical thinking skills To foster these essential abilities, classroom environments must become more dynamic and engaging Central to this transformative learning process is the emphasis on critical thinking, which plays a pivotal role in enhancing students' educational experiences.

Critical thinking development provides students with the skills they need to make decisions in a rapidly changing world, discover solutions to social justice problems, and develop into lifelong learners (Ku, 2009)

Developing critical thinking skills is essential for students, particularly because English has become the global lingua franca for intercultural communication among non-native speakers As noted by Liaw (2007, p.51), the demand for higher-order thinking skills is growing in our knowledge-based society, making it the responsibility of educators to help students cultivate these critical thinking abilities while learning English.

Undoubtedly, there is a consensus among researchers that providing students with opportunities to act on their thinking is essential for students to engage effectively in language learning and thinking.

Project-based learning

Project-based learning is gaining recognition as an effective instructional method that emphasizes active engagement and collaboration This approach involves defining clear objectives, fostering student participation, and highlighting the teacher's role as a facilitator Key features include real-world relevance, critical thinking, and problem-solving skills The benefits of project-based learning encompass enhanced student motivation, deeper understanding of content, and the development of essential skills for future success Overall, the process of project-based learning encourages a dynamic educational experience that prepares students for real-life challenges.

Project-based learning is a student-centered instructional model that organizes education around projects, allowing students to select, plan, investigate, and create a product or presentation that addresses real-world questions or challenges (Thomas, 2000; Holm, 2011) This approach not only engages learners in meaningful activities but also immerses them in real-life situations, making it an effective method for fostering critical thinking and problem-solving skills among students.

Project-based learning involves complex tasks centered around challenging questions or problems, engaging students in design, problem-solving, decision-making, and investigative activities This approach allows students to work autonomously over extended periods, ultimately resulting in realistic products or presentations.

In the context of this study, a project is defined as a long-term activity lasting several weeks, encompassing various individual or collaborative tasks According to Stoller (2006), these projects can take several forms, including production, performance, and organizational projects Key components of a project involve developing research questions and executing the plan through empirical or document research, which includes collecting, analyzing, and reporting data orally (Thomas, 2000).

Project-based learning actively engages students, contrasting with the passive learning seen in traditional methods According to Bell (2010), this approach allows students to explore a given topic through research and project work, either individually or in groups, while teachers facilitate and monitor the process In this collaborative environment, students work together to tackle real-world problems aligned with the curriculum, determining their own strategies and activities to address specific questions.

(Solomon, 2003) As a result, students are trained to be critical and responsible for their learning (Bell, 2010; Postholm, 2005)

Different authors propose various methods for implementing project-based learning This article focuses on a specific model that integrates project management frameworks and documentation, following the four phases outlined by Kriwas (1999).

Stage 1: Speculation: A suitable topic is identified following discussion among the group members

Stage 2: Designing the project activities: Activities are designed and roles are assigned, as well as where information and resources will be sourced from and a structure is devised for the tasks in the projects

Stage 3: Conducting the project activities: At this stage the groups implement the activities designed in the previous stage Students gather information, process and categorize it The next phase is synthesis and processing of information gathered

The final products are displayed in the school or the wider community, and become a stimulus for thought and action for other students, teachers and local community

Stage 4: Evaluation: Evaluation refers to the assessment of the activities from participants and discussion about whether the initial aims and goals have been achieved, implementation of the process, and final products Evaluation includes evaluation from others, as well as self-evaluation

Project-based learning has become increasingly popular, supported by research from various theoretical perspectives and methodologies The findings highlight its importance in creating a learning process and environment that is more enjoyable, meaningful, and authentic, which is often unattainable in traditional classroom settings.

Relations between project-based learning and the development of students‟

Researchers have also found that project-based learning is a successful way of teaching 21st-century skills because it increases student engagement and content learning (Bell, 2010)

In 1986, Meyer identified four essential elements for fostering critical thinking in a learning environment: stimulating student interest, creating meaningful discussions, exposing students to diverse perspectives, and nurturing a supportive atmosphere Project-based learning effectively incorporates these principles by encouraging students to connect prior knowledge with new insights while actively engaging with concepts This approach not only cultivates 21st-century skills and a lasting curiosity for knowledge but also allows students to apply classroom learning to real-world situations Additionally, project-based learning enhances career exploration, promotes technology use, boosts student engagement, strengthens community ties, and ensures content relevance (Blumenfeld et al., 1991).

The synthesis of existing literature highlights the significant advantages of project-based learning in enhancing critical thinking skills for both teachers and students in foreign language education To effectively foster critical thinking in students, it is essential to identify specific tasks and activities that can be implemented This topic of project work and its application in language teaching will be explored in greater detail in subsequent sections of the thesis.

How can project-based learning improve students‟ critical thinking skills?

The author has focused on theoretical concepts of critical thinking and project-based learning, acknowledging the challenges in effectively implementing project-based learning that fosters critical thinking Unlike innate skills such as speaking or running, critical thinking is a complex set of abilities that requires intentional development over time While teaching and enhancing critical thinking skills can be difficult, it is achievable Angelo (1995) proposes that educators can enhance students' critical thinking skills through targeted strategies.

(1) Providing time for well-planned, focused and interactive student discussions that connect prior and subsequent knowledge;

(2) Providing guide practice and then assess students‟ ability to solve problems and explain how they solve problems;

(3) Talking through various strategies to direct and control attention and thinking

Teachers should provide students with opportunities to exercise judgment in various stages of project work, including gathering, analyzing, and synthesizing information, as well as formulating and evaluating conclusions Key activities that enhance critical thinking skills include evaluating the reliability of information sources, engaging in critical questioning, connecting prior knowledge to new topics, and analyzing and assessing gathered information Additionally, creating final products and evaluating projects using rubrics and feedback are essential for fostering students' critical thinking abilities (Hughes, J 2014).

1.5.1 Evaluating the realiabilityreliability of sources of information

Evaluating information sources is crucial in project-based learning, as not all information is reliable or relevant The vast amount of electronic information requires students to assess the credibility of various sources (Brookhart, 2010) Students must decide what to search for and determine whether the material they find is valid and useful for their projects By critically evaluating sources, students transform into “agents of texts and not victims of texts” (Harste & Albers, 2010, p 123) This skill enables them to locate, question, and validate information, fostering their development as independent, lifelong learners and critical thinkers.

The process of thinking is significantly influenced by questions, as noted by Elder and Paul (1998) Consequently, educators can leverage questioning techniques to enhance students' understanding and foster critical and creative thinking skills.

(1998, p.62) strongly advocated that “ thinking is driven by questions, not answer, and “ questions define tasks, express problems and deleneatedelineate issues”

Wiggle (1999) emphasizes that an effective questioning strategy can engage all students in the learning process, prompting them to actively prepare responses It is essential to provide sufficient wait-time for cognitive processing, which fosters opportunities for students to engage in higher-level thinking, as outlined in Bloom's Taxonomy.

In 1956, questions can be categorized into six distinct types: knowledge, comprehension, application, analysis, synthesis, and evaluation Each type serves a specific function, with knowledge focusing on the ability to recall previously learned material.

Comprehension involves grasping facts and ideas, while application refers to utilizing principles, theories, or procedures in new contexts to solve problems Analysis breaks down material into components to interpret their relationships, and synthesis combines diverse elements to create a new structure or meaning Lastly, evaluation entails making informed judgments about the value of ideas or materials.

According to Kennedy et al (1991), critical thinking is primarily represented by the three highest levels of skills: analysis, synthesis, and evaluation To foster students' critical thinking abilities, it is essential to prioritize higher-order questions in educational settings.

1.5.3 Making connection between prior knowlegeknowledge and topics

Students bring diverse pre-existing knowledge, skills, beliefs, and attitudes to school, which shape their engagement with and interpretation of new information This processing and integration of new knowledge significantly influence their ability to remember, think critically, apply concepts, and generate new ideas.

In project-based learning, linking prior knowledge to new topics enhances critical thinking skills, enabling students to make, suspend, or revise judgments This approach allows learners to connect new information with their existing knowledge, beliefs, and assumptions, interpreting incoming data and sensory experiences through their established understanding (Vygotsky, 1978; National).

Research Council, 2000 ) In fact, there is a widespread agreement among researchers that students must connect new knowledge to previous knowledge in order to learn (Bransford ,1986 ; Resnick, 1987 )

1.5.4 Collecting , analysinganalyzing and evaluating information

Analytical skills refer to the ability to collect and analyze information, problem- solve, and make decisions McPeck, J E (1990) defines critical thinking as

Project-based learning requires students to actively and skillfully conceptualize, apply, analyze, synthesize, and evaluate information to reach informed conclusions It is essential for students to find, analyze, and evaluate data to support their arguments with high-quality evidence.

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The revised taxonomy by Anderson and Krathwohl (2000) is well-suited for project-based learning, as it emphasizes that a completed product results from thorough and careful analysis This approach can effectively enhance students' critical thinking skills, demonstrating how project-based learning aligns with these educational principles.

Table 2: Revised taxonomy by Anderson and Krathwohl (2000)

Collection of information – identifying all related information about questionnaire/ report/ poster and the topic Retrieving, recalling, or recognizing knowledge from memory

Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material

Understanding the structure and purpose of various formats such as questionnaires, reports, and posters is essential It involves interpreting and deriving meaning from both written and graphic messages Key activities include exemplifying, classifying, summarizing, inferring, comparing, and explaining these functions effectively.

Application of the idea of questionnaire/ report/ poster Carrying out or using a procedure through executing, or implementing

Applying related and refers to situations where learned material is used through products

Analyzing the requirements for a questionnaire, report, or poster involves a thorough examination of the necessary components, including the addition and omission of items This process entails breaking down material or concepts into their parts and understanding how these parts interrelate within the overall structure or purpose Key mental actions in this analysis include differentiating, organizing, and attributing, which enable one to distinguish between various components Ultimately, effective analysis can be demonstrated by the creation of the final product.

Evaluating the questionnaire/ report/ poster with the certain criteria that was discussed in the class Making judgments based on criteria and standards through checking and critiquing

Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation

Creating the product- questionnaire/ report/ poster ready

Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure

Formatted through generating, planning, or producing Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product

1.5.6 Evaluating the project - using rubrics and feedback form

Evaluation is closely associated with critical thinking Some writers such as

Beyer (1985) and D‟Angelo (1971) seem to equate “critical thinking” with

“evaluation.” Most theorists, however, describe critical thinking as including evaluation among several other higher order thinking processes (Ennis 1989; Paul 1992)

Incorporating critical thinking skills into project-based learning activities compels students to thoroughly understand concepts and engage in comprehensive thinking They are tasked with analyzing, interpreting, evaluating, concluding, and gathering information about real-life phenomena, thereby enhancing their critical thinking abilities.

Summary

This chapter emphasizes the significant role of project-based learning in enhancing critical thinking skills within the English language classroom The literature review reveals that project-based learning offers numerous advantages, effectively fostering students' critical thinking abilities Furthermore, the findings strongly suggest that project-based learning serves as a valuable tool for facilitating language acquisition while simultaneously improving students' critical thinking skills.

Critical thinking skills can be enhanced through various stages of project-based learning, which can be assessed by examining the sources students utilize, the questions they pose, the problems they address, the products they develop, and their evaluation methods This theoretical framework aims to produce effective outcomes Therefore, it is essential to explore practical activities that specifically foster the development of students' critical thinking abilities.

Bold, Font color: Auto issue of project work and its use in language teaching will be dealt with in detail in later parts of the thesis

METHODOLOGY

Context of the study

Lang Giang 1 HighSchoolHigh School - one of the mountainous schools in

Bac Giang Province, where the author serves as an English teacher, was selected for this action research due to identified challenges in English teaching and learning at her school.

The teaching of English remains heavily influenced by traditional methods, emphasizing grammar instruction and strict teacher control throughout lessons In addition to grammar, educators focus on vocabulary, reading skills, and exam techniques to help students achieve higher scores in entrance examinations Many teachers struggle to envision a learning environment where students have autonomy and take responsibility for their own education.

The influence of English examinations significantly affects the teaching and learning of the language in schools Students often prioritize memorizing isolated words and structures to succeed in various tests, including the fifteen tests, forty-five-minute assessments, and the GCSE (General Certificate of Secondary Education) Consequently, both teachers and students tend to overlook the cultivation of critical thinking skills in their English education.

The potential issues identified by the researcher may hinder students' opportunities to enhance their critical thinking skills It is crucial for language teachers to address these learning challenges effectively.

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Research questions

This study aims at developing students‟criticalstudents‟ critical thinking by using project-based learning by seeking to the following questions:

1 What activities in project-based learning can teachers do to develop critical thinking for students?

2 What are the students’ attitudes towards project-based learning to develop critical thinking skills ?

The study

This section outlines the study's participants and the rationale for employing action research It details the action procedures and the implementation of project-based learning aimed at enhancing students' critical thinking skills.

In the 2016-2017 school year, Class 11A1 at Lang Giang Gang 1 High School in Bac Giang Province comprised 40 students, primarily from rural farming backgrounds Their limited exposure to English outside the classroom has resulted in a focus on traditional, classroom-based learning The class consists of 22 females and 18 males, all of whom have studied English for at least seven years The students exhibit diverse personalities, with English proficiency levels ranging from upper beginner to intermediate.

2.3.2 Reasons for using action research

The researcher opted for action research as the study's approach to effectively change and enhance practices within a specific context According to Nunan and Bailey (2009), action research is characterized as a systematic and iterative process aimed at fostering improvement.

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(1) identifying an issue, problem, or puzzle we wish to investigate in our own context;

(2) thinking and planning an appropriate action to address that concern;

(4) observing the apparent outcomes of the action;

(5) reflecting on the outcomes and on other possibilities;

Action research serves as a valuable and practical methodology for educators and educational researchers, primarily aimed at enhancing educational practices Its foremost objective is to improve teaching methods used by practitioners while fostering new insights that can be applied to various educational contexts.

In the realm of English language teaching, the researcher adopted the action research framework proposed by Kemmis and McTaggart (1988), which encompasses four key phases: planning, action, observation, and reflection By implementing two cycles of research, the researcher aimed to identify and rectify deficiencies from the initial cycle, thereby enhancing the effectiveness of the subsequent teaching and learning processes This structured approach guided the execution of the current study.

Research instruments

The researcher, acting as a participant-observer, gathered data through student interactions and researcher artifacts, ensuring credibility by employing triangulation According to Hendricks (2006), data triangulation minimizes the potential for errors when consistent results emerge from multiple sources The study utilized various data collection instruments, including observation sheets, questionnaires, and interviews.

The following sections describe the various methods of data collection and how they were implemented

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Observation is a valuable method for collecting information in a second and foreign language classroom, focusing on language types, interactions, and instructions (Gass & Makey, 2005) This research employs two forms of observation: pre-observation, which occurs before data collection (see Appendix 4), and classroom observation, aimed at evaluating the impact of project-based learning activities on students' critical thinking skills The classroom observation (see Appendix 5) specifically assesses student participation in activities designed to enhance critical thinking skills through project-based learning during the intervention.

The main objective of questionnaires is to collect data from research participants, enabling researchers to analyze this information and address their research questions The design of the questionnaire is closely aligned with the goals of the research project and the specific questions being investigated.

The questionnaire was helpful for including all the students in the class as it was an evaluation of their experience of critical thinking lessons (see Appendix 6)

The questionnaires in the present study were adapted from Critical Thinking

The questionnaires developed by Castle (2006) aim to assess students' perceptions of critical thinking improvements during a course, without focusing on their self-assessed skill levels This study utilizes an adapted version featuring 11 items categorized into three areas: students' interests in project topics, the changes they experience after engaging in project-based learning to enhance critical thinking skills, and the relationship between project-based learning and the development of their English skills The original questionnaire included two additional items that examined students' views on the teacher's role in fostering critical thinking.

The original version also included one more part which asked for background details of gender, age range, highest level of qualification obtained and

Roman, Font color: Auto, Condensed by 0.3 pt whetherpreviouswhether previous courses involving learning critical thinking skills had been undertaken

To improve the study's reliability and validity while minimizing the limitations of observations and questionnaires, the researcher employs a semi-structured interview method inspired by Hatch's framework.

(2002) framework, which allows the interviewer to ask probing questions and ask interviewees to clarify unclear answers and follow up on interesting one The

The use of formal, semi-structured, and in-depth interviews enabled the researcher to prepare guiding questions while remaining flexible to explore new topics that emerged during the discussions (Hatch, 2002, p 94) Interviews were conducted with three students, focusing on five key questions designed to investigate their attitudes towards project-based learning and its effectiveness in enhancing their critical thinking skills.

The article discusses the challenges faced by students in developing their English skills during project-based lessons It emphasizes the importance of gathering recommendations to enhance future lesson plans, enabling teachers to implement necessary adjustments To facilitate understanding, the interviews conducted in English are translated for the students.

Vietnamese.QuestionsVietnamese Questions for interview can be seen in Appendix

Through the triangulation of the observation, questionairesquestionnaires and semi-structure interview, the researcher was expected to answer research questions addressed.

Data collection procedures

2.5.1 Stage 1: Plan - Plan the action

Modern society requires students to possess strong thinking skills

Witnessing the lack of students‟ critical thinking skills and main problems in teaching and learning English in her school as identified in the context of the study,

The researcher conducted an in-depth examination of methods to enhance students' critical thinking skills Inspired by a literature review on project-based learning, she identified its potential benefits for improving her students' overall English language proficiency and specifically their critical thinking abilities Following the approval from Lang Giang 1 High School and the Foreign Language department, she proceeded with the implementation.

The Language Department is set to conduct research aimed at enhancing teaching and learning methods This initiative includes the development of an evaluation tool, specifically observation sheets, which will assess various aspects of the educational process These sheets will focus on teachers' activities, students' engagement, the overall learning atmosphere, and the dynamics of the classroom environment.

2.5.2 Stage 2: Act- Putting the plan into action

2.5.2.1 The implementation of project-based learning to develop students’ critical thinking skills

In the 2016-2017 academic year, project-based learning was implemented in an action research study during the second semester, following the Lunar New Year, across two cycles The primary aim was to enhance critical thinking skills, enabling students to evaluate the validity and reliability of information sources, engage in critical questioning, collect and analyze data, and create final products assessed through rubrics Additionally, the secondary goal focused on improving students' English language skills.

The "For a Better Community" project spanned five weeks, engaging students in collaborative efforts to identify individuals or places in need within their community Participants focused on recognizing specific problems and devising actionable plans aimed at community development Following their planning phase, students volunteered in their local area and subsequently reflected on their experiences through presentations, fostering a deeper understanding of community service and its impact.

In the second project “ The best invention” in the next five weeks in cycle 2, students had to take part in the contest “ Best invention of the year” to design a

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Create an engaging poster on a large sheet of paper showcasing your imaginative invention These posters will be displayed on the classroom wall, allowing all students to participate in voting for their favorite invention.

2.5.2.2 Stages of project-based learning

A detailed description of how the projects were implemented in this study was as follow: a Speculation

In the first week, the researcher introduced critical thinking skills, explored various higher-order questions, and examined the reliability of sources, highlighting their importance in critical practice By simplifying key research concepts and promoting collaboration, the researcher fostered an environment for idea sharing During the second session, project-based learning was discussed, focusing on how to effectively conduct projects that enhance critical thinking skills The researcher sought student input on their expectations for the lesson, emphasizing the significance of their feedback in shaping the lesson plan and research outcomes Subsequently, the class was divided into small groups of four or five, based on friendship and familiarity, facilitating initial discussions on the main topic and related subtopics.

Activities were adapted and designed from critical thinking ( Hughes, J

In 2014, roles were assigned, and a structure was established for project tasks, detailing where to source information and resources All students participated in brainstorming sessions to share ideas related to the topic, ultimately leading to a collective decision The group engaged in discussions to clarify their preconceptions, organizing the generated ideas into prior knowledge This collaborative process also involved formulating questions that addressed the group's learning needs.

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Students in each group took responsibility for their chosen tasks, allowing them to engage deeply with the project This phase emphasized the importance of evaluating the reliability of information sources and encouraged students to critically question the information presented to them while conducting project activities.

In this phase, the groups executed the activities planned earlier, where students collected, processed, and categorized information They engaged in discussions about their findings, collaborated to write English summaries, and presented their results to the entire class.

Evaluation encompasses the assessment of participant activities and a discussion on the achievement of initial goals and objectives, the implementation process, and the final outcomes It involves feedback from others as well as self-evaluation.

2.5 3 Stage 3: Observe – Observing the results of the plan

Over a ten-week period, the researcher observed the enhancement of students' critical thinking skills through project-based learning To capture significant incidents and emerging themes, the researcher meticulously recorded observations on paper, detailing specific classroom occurrences during lessons Grounded in a conceptual framework, the observations focused on critical thinking skills and their subskills, aligning them with the stages of the project-based learning process This structured approach allowed the researcher to assess how participants engaged in the design process to cultivate critical thinking abilities.

The study employed a participant-observer approach, where the researcher utilized a notebook for detailed classroom observations To enhance documentation, she also captured the class and project exhibit using her cell-phone video camera, ensuring a comprehensive record of all planned activities.

Bold, Font color: Auto the project-based learning, along with additional reflection notes, were kept in the researcher‟s diary

The researcher developed questionnaires based on existing research and evaluative criteria from various scholars Feedback from a pilot group consisting of two teachers and two 11th-grade students was utilized to refine the questionnaires Ultimately, 40 printed survey questionnaires were distributed to students in class 11A1 at Lang.

Giang 1 High School in order to elicit responses from the whole class regarding the intervention During the evaluation process, the respondents could comunicatecommunicate directly with the researcher to receive detail instructions to ensure that the items will be fully understood

To enhance the clarity of the selected-response questions in the questionnaire, the researcher conducted follow-up interviews with three learners after introducing the intervention These interviews mirrored the questionnaire's questions, allowing for the collection of additional data Each interview lasted about 15 minutes, featuring friendly discussions to gather further insights and recommendations Importantly, the interviews aimed to supplement the questionnaire data rather than provide entirely new information.

2.5.4 Stage 4: Reflect – Reflecting and planning for further action

The teacher and students‟ activities during the learning process observed are discussed in this stage.

Data analysis

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Over a ten-week period, the researcher monitored the enhancement of students' critical thinking skills through project-based learning To capture significant events and recurring themes, the researcher documented her observations on paper, detailing incidents that occurred during class lessons.

The observation focused on critical thinking skills within a project-based learning framework, linking essential subskills to the project's steps This approach allowed the researcher to analyze how participants employed the design process to enhance their critical thinking Evidence was gathered from various sources, including the questions posed, problems addressed, products created, and evaluations of peers' work, reflecting different stages of each project.

Observations were conducted from the perspective of a participant-observer

The researcher utilized a notebook to document classroom observations, ensuring that all planned activities for the project-based learning were recorded alongside reflective notes in the research diary.

Data gained through classroom observations were analyzed quantitatively

In this study, event sampling was employed to analyze the activity of "critical questioning," which is essential for enhancing students' critical thinking skills in classroom settings This method is particularly effective for focusing on specific events within educational practices, as highlighted by Turner and colleagues.

In event sampling, the researcher records the frequency of specific target actions, such as during the "critical questioning" activity where marks are noted each time teachers pose questions Classroom interactions are then documented using a partial transcription technique to capture the essential elements of these exchanges.

After transcribing, the transcribed data were coded Questions were categorized into the six categories of Bloom‟s Taxonomy (1956)

The researcher transcribed interactions from five additional activities and reflected on her objectives after each cycle She assessed what went well and identified areas for growth in future cycles This analysis provided valuable insights into the potential for success in her classroom, ensuring that all students' needs were met while adhering to the initial study requirements.

Data collected from the questionnaire at the conclusion of the second circle were analyzed using descriptive statistics, while the interview data underwent qualitative analysis The recorded interviews were transcribed to convert the audio content into written form (Dürnyei, 2007).

Summary

This action research study explored the connection between project-based learning and critical thinking skills, addressing the observed deficiency in critical thinking abilities among students in class 11A1 at a high school in Lang.

Giang 1 High School in Bac Giang Province, a mountainous area A student- centered strategy such as project-based learning promised to develop critical thinking that the traditional teaching method neglects The researcher conducted the study with the action research methodology consisting of two cycles which involves four broad phrases: plan, action, observe and reflect (Kemmis and Mc Taggart,

In the planning phase of the study, the researcher pinpointed a practical issue, established a focused research objective, and reviewed relevant literature During the action phase, she executed two projects aimed at enhancing critical thinking skills, which included the ability to formulate insightful questions, evaluate diverse information from various sources, and process this information creatively and logically, ultimately leading to thorough analysis and the creation of a final product.

In the observe phase, data was gathered and analyzed through observations, questionnaires, and interviews In the final phase of the action research cycle, known as reflect, the effectiveness of the responses to the research questions was evaluated, and potential directions for future research were identified.

FINDINGS

Findings from the observation

Over a ten-week period, the researcher conducted observations during two cycles to assess students' classroom behavior and performance in project-based learning activities aimed at enhancing critical thinking skills Focused on the development of these skills, the researcher noted students' attitudes, cooperation, and the rapport within groups and the class as a whole Detailed entries were made in a teacher's diary throughout the projects The observations revealed a marked improvement in students' behavior and performance during the projects compared to their first semester, as the researcher taught the same class for the entire school year.

3.1.1 The first cycle - Project “ For a better community”

3.1.1.1 Critical thinking objectives of the project

The project aims to enhance critical thinking skills by teaching participants to assess the reliability of information sources, synthesize diverse data, and conduct thorough research on various topics Additionally, it focuses on planning, creating, organizing, and presenting products that effectively convey understanding tailored to specific audiences This initiative also contributes to the improvement of English language skills.

3.1.1.2 Observing the results of the implementation

Project-based learning effectively enhances students' critical thinking skills by engaging them in activities such as evaluating the reliability of information sources.

When asked about reliable sources for their projects, students primarily suggested the Internet, unaware of how to assess the credibility of the information they found Recognizing the importance of evaluating source quality, the teacher provided a list of various information sources and instructed the students to rate each one on a scale of 1 to 3 This exercise aimed to enhance their skills in discerning the reliability of the resources they intended to use.

2 = It might be credible but I’d have to check the information in another source as well

3 = A very credible source of information

The activity serves as an engaging introduction to evaluating the trustworthiness of information sources It emphasizes the importance of assessing the credibility of the sources before accepting the information presented Students shared their perspectives on various sources, highlighting the necessity of verifying information and critically analyzing where it originates This exercise fosters critical questioning skills, encouraging students to think deeply about the reliability of the information they encounter.

In this activity, when the teacher asked students to make questions about the topics of the projects, students looked worried and frustrated Teacher had to

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To enhance students' critical thinking skills, it is essential to scaffold their learning by presenting non-Googleable Driving Questions that encourage deeper inquiry Unlike simple questions such as "What are harmful pesticides for the community?" which can be easily answered through a quick search, more complex questions like "What are the most harmful impacts of pesticides on your community?" require students to engage in thoughtful analysis and discussion By focusing on these types of questions, students develop the ability to critically evaluate information and explore solutions, fostering a more profound understanding of the subject matter.

What evidence is there that your village is polluted?

Why do you think that you need to do voluntary work to help the needy?

What do you think about the saying “ The happiest people are the people who bring happiness to others”?

This activity highlighted the limitations of closed questions that yield only yes or no answers, demonstrating that open questions are far more effective for fostering critical thinking The teacher engaged students by asking a variety of questions, encouraging them to develop their own inquiries while simultaneously reviewing the necessary structures for formulating questions.

At the beginning of the project, students demonstrated weak critical thinking skills, but with the teacher's encouragement, they gradually overcame their uncertainties Initially, students struggled with shyness when sharing opinions, hesitated to ask questions, and faced language barriers due to the English subject However, as they began to connect their prior knowledge with the new topics, their confidence and engagement improved significantly.

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To foster connections between new concepts and existing knowledge, the teacher encouraged students to identify five themes from their course relevant to "For a Better Community." Initially, this approach resonated with higher-ability students, but over time, it successfully engaged all students in the learning process.

During a class discussion, the teacher facilitated brainstorming by writing the central theme "For a Better Community" on the board, encouraging students to share their ideas on related topics such as reducing harmful pesticide use, environmental protection, launching campaigns against plastic bags, and aiding those in need To enhance understanding, the teacher linked new concepts to previous lessons, similar subjects, and relevant current events, fostering a comprehensive exploration of community improvement.

Engaging in deep thinking allows students to link new information to their existing knowledge, forming a network of concepts that enhances their understanding This process promotes cognitive maturity by encouraging them to make, suspend, or revise their judgments while collecting, analyzing, and evaluating information effectively.

The author's class observation revealed significant improvements in students' critical thinking skills during the course compared to their first semester Students demonstrated enhanced abilities in gathering information from various sources, actively taking notes, engaging in discussions with peers, and verifying their understanding The course focused on the topic "Protecting your community from harmful pesticides," emphasizing a comprehensive approach to studying related issues.

- Search in a variety of information sources ( magazines, newspapers, the Internet, and the libraries)

- Collect images, video clips or articles about the problem in their community

After assessing the needs and requirements for a talk show, students carefully selected relevant information and eliminated any unnecessary content They then evaluated the talk show using a predetermined set of criteria.

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Roman is set to develop a new talk show, drawing comparisons with existing programs to assess its alignment with traditional talk show criteria The evaluation process will identify necessary modifications to enhance its appeal and effectiveness This initiative is designed to inspire students to seek information and discover optimal solutions, ultimately leading to the creation of a polished final product.

In the final stage of the project, students engaged in generating, discovering, and reconstructing ideas while envisioning alternatives for community improvement One group presented their initiative titled “A Talk Show - Saving Our Community from Harmful Pesticides,” aiming to address the impact of pesticides on local health and agriculture Students creatively assumed various social identities, including that of a farmer and a representative from the Food and Agriculture Organization (FAO), to explore diverse perspectives on this pressing issue.

Ministry of Health, an environmentalist and a lecturer of Vietnam Academy of

Findings from the questionnaires

This section explores students' perceptions of project-based learning as a means to enhance critical thinking skills, addressing the second research question: "What are the students’ attitudes towards project-based learning to develop critical thinking?"

The findings results are shown in the tables and chart as follows:

3.2.1 Students’ interest about topics of projects

No Topics Strongly agree Agree Not sure Disagree Strongly disagree

Table 3 : Students’ interest about topics of projects

Table 3 illustrates student interest in project topics from the course, revealing strong support for both subjects Notably, 87% of students found the topic "For a Better Community" engaging, highlighting its effectiveness in fostering critical thinking skills.

The best invention” reached 97 % In general, most of the respondents enjoyed the topics of projects

3.2.2 Students’ changes after taking part in the lessons using project-based learning to develop critical thinking skills

No Changes Strongly agree Agree Not sure Disagree Strongly disagree

Through project-based learning, I have improved the ability to judge the value of new information or evidence presented to me

Through project-based learning, I have improved the ability to make critical questions and actively engage in critical questioning

Through project-based learning, I have improved the ability to make connections between prior knowledge and topics

Through project-based learning, I have improved my ability to collect, analyze and judge the value of information

Through project-based learning, I have improved the ability to create solutions or final products

Through project-based learning, rubrics and assessment of projects have stretched my intellectual abilities

I have learnt more about how to justify why certain procedures are undertaken in my projects

I have developed a more focused and systematic way of thinking

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Table 4 : Students’ changes after taking part in the lessons using project-based learning to develop critical thinking skills

The implementation of project-based learning has significantly enhanced students' critical thinking skills, with 87% of participants acknowledging improvements in their ability to evaluate new information Additionally, 90% of students found that this learning approach facilitated the formulation of critical questions and active engagement in inquiry Over 90% reported advancements in connecting prior knowledge with new topics and developing solutions or final products Furthermore, 90% agreed that project-based learning has strengthened their skills in collecting, analyzing, and assessing the value of information.

3.2.3 Project- based learning with the development of students’ English skills

Chart 1 : Project- based learning with the development of students’ English skills

A significant 90% of respondents either strongly agreed (72.5%) or agreed (17.5%) that project-based learning effectively enhances English skills, while none disagreed and 10% remained undecided These findings indicate a successful outcome for the action research conducted.

The survey results indicate that a significant majority of participants believe the course effectively enhanced their critical thinking skills This strong endorsement of project-based learning as a method for fostering critical thinking demonstrates that educators can positively influence student outcomes by effectively implementing this teaching approach.

The results from the questionnaires indicated students' evaluations of project-based learning's effectiveness in enhancing their critical thinking and English skills To gain deeper insights, the researcher conducted semi-structured interviews, which provided additional findings on this topic.

Findings from interview

A list of five questions was drawn up to support the findings from teacher‟s observation as well as the questionnaire and to get further information (See

Appendix 11) This section discusses the results of the interviews (See Appendix

12) The first question asked whether they had enjoyed the course, the responses were largely positive

Student 1: “ In my opinion, this course is a valuable experience I had chance to widen my knowledge about the topic and also had chance to practice my oral

English I shared my ideas with my friends and we worked together to complete the projects.”

Student 2: “ I never took part in so many activities in project-based learning I am proud of my accomplishment in this course When playing the role of a scientist in project 1 I felt like I was a real scientist ”

Student 3: “ I enjoyed the activities in project-based learning This was a rewarding experience It was great to create the final product in project “ The best invention”, to complete the poster and the communication in our group was also all right Thank you for this possibility to have fun during an English lesson I was proud of the product “ the best invention” of my group.”

Participants emphasized the significance of project-based learning in enhancing English skills, including speaking and reading This approach not only allowed them to expand their vocabulary but also facilitated easier learning of the language through the collection and analysis of relevant information on various topics.

In a recent survey conducted by the teacher, students overwhelmingly affirmed that project-based learning significantly enhances their critical thinking skills Additionally, they expressed a strong preference for engaging in these hands-on activities, highlighting the effectiveness of this educational approach.

Before the course, participants relied on Google for information without critical evaluation and seldom asked probing questions in English Initially apprehensive about engaging in discussions, they gradually became more active, sharing their insights and comments The critical thinking skills they honed through project-based learning proved to be valuable and applicable for their future careers.

The interviews also revealed some difficulties when students did projects

Student 1: “We spent too long time for the project s I was too busy to complete the second project At that time we were going to take the final examination of the second semester of 2016-2017 school year I want to start earlier and last longer I lack time to finish the project “ The best invention”

Student 2: “In my group, some friends tried to control the group We sometimes even had quarrels as they wanted to proved themselves to be right and wanted others to follow their ideas.”

Student 3: “Presentation of projects is a difficult task I feel stressed to make a presentation in front of the class.”

To enhance critical thinking skills in future projects, students suggested that teachers allow them to choose their project topics Additionally, they recommended grouping strong students together to facilitate task completion It was also emphasized that teachers should define clear roles for each group member from the outset to prevent dominance by a few and ensure balanced participation among all students.

The analysis of student responses to interview questions revealed a notable enhancement in both critical thinking and English language skills as a result of project-based learning It is clear that all students expressed satisfaction with this learning approach, highlighting its effectiveness in fostering critical thinking abilities.

Summary

To conclude, the results demonstrated that there was an agreement on the effectiveness of project-based learning to develop students‟ critical thinking skills

The observation findings indicate that activities such as evaluating information sources, critical questioning, and connecting prior knowledge significantly enhance students' critical thinking skills, with the teacher acting as a facilitator Questionnaire and interview results show that nearly all students are satisfied with project-based learning for developing critical thinking and English skills Despite its time-consuming nature, this method is viewed as an effective strategy for fostering critical thinking Overall, project-based learning provides numerous benefits for students.

This chapter summarizes the research problem, methodology, and findings, followed by conclusions drawn from the results Additionally, it highlights implications and offers recommendations for future research aimed at enhancing educational environments, specifically focusing on the use of project-based learning to foster critical thinking skills.

Recapitulation of the research

This research was initiated due to the observed lack of critical thinking skills among students in the researcher’s class To enhance these skills, the researcher explored literature and identified project-based learning as a promising approach Extensive consultation of references and studies on project-based learning and critical thinking in English language education informed the study's design The primary objective was to assess the effectiveness of project-based learning activities in fostering students' critical thinking skills and to evaluate their attitudes towards this learning method To achieve this, the researcher employed action research and utilized three data collection tools: observation, questionnaires, and interviews.

The researcher designed lesson plans utilizing project-based learning strategies to enhance critical thinking skills among students through two projects conducted over ten weeks, starting in the middle of the second semester of the 2016-2017 school year The study focused on class 11A1 at Lang Giang 1 High School in Bac, employing diverse techniques and activities to facilitate effective learning outcomes.

Being aware that the goal is to know the effect of project-based learning to scaffold critical thinking, the author mainly concentrates on analyzing activities to

Developing critical thinking skills is essential for students, allowing them to enhance their English proficiency in alignment with their current level This practice not only fosters analytical abilities but also contributes to overall language improvement.

English through its use or as a necessity.

Discussion

The study's observations and questionnaire results indicate that project-based learning significantly enhances students' critical thinking skills This effectiveness can be summarized through key findings that highlight the positive impact of engaging students in hands-on projects.

Evaluating the reliability of information sources is a crucial activity for students, as it enables them to assess whether a text merits further in-depth reading This process fosters critical thinking skills, encouraging careful and reflective analysis based on specific criteria.

Engaging in "critical questioning" activities significantly enhances students' critical thinking skills This intervention fosters improvements in clarity, accuracy, relevance, logic, and fairness of concepts, demonstrating its effectiveness in promoting deeper understanding through thoughtful inquiry.

Students engage in critical thinking by defining terms, considering information, evaluating evidence, and comparing alternative actions Previous research supports these findings (Elder & Paul, 1998) Due to the complexity of these tasks, scaffolding is essential; teachers must offer support and undertake tasks that students are not yet able to manage independently, as noted by Brown (1991).

Connecting new information to students' prior knowledge enhances their interest and curiosity, while also giving instruction a sense of purpose This approach not only engages learners but also fosters a deeper understanding of the topic at hand.

When students can connect what they are learning to accurate and relevant prior knowledge, they learn and retain more

Moreover, in the activity “collecting, analyzing and evaluating information”, students isolate the author‟s arguments and views and started to

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Higher-order critical thinking skills require students to evaluate the distinction between factual evidence and the author's opinions According to Solomon (2003, p 20), with proper teacher guidance, students can gather evidence from diverse sources and synthesize and analyze this information to derive knowledge By learning to question apparent truths and consider potential consequences, students become equipped to make informed decisions based on facts rather than myths or propaganda.

Creating final products is essential in project-based learning as it requires students to document their journey from idea to implementation This process enhances cognitive skills through analysis, investigation, planning, and evaluation, ultimately fostering critical thinking Additionally, student presentations play a crucial role in their learning, improving spoken English and expanding their knowledge of social topics and relevant vocabulary The creation of unique products also promotes deep levels of authenticity and relevance (Grant, 2011).

The final activity of project-based learning involves evaluating the project through rubrics and feedback forms, allowing students to assess their engagement in the problem-solving process Teachers utilize various assessment methods, including peer evaluations and self-assessments, to ensure comprehensive feedback and agreement among group members, which minimizes issues like lack of attention during presentations Students are made aware of the evaluation criteria, enhancing their understanding of how they will be assessed A key component of fostering critical thinking skills in project-based learning is the implementation of formative assessment and feedback, enabling students to gauge their progress and the effectiveness of their thinking Reflection and discussion further enhance the projects' capacity to promote critical thinking skills.

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According to the results of questionaires and interview, almost all students are generally satisfies with projecxt-bsed learning to develop critical thinking skills

The interview findings indicate that students had several concerns regarding the project's timing, expressing a wish for an earlier start and a longer duration to complete their work Many felt rushed and unable to finish their projects adequately Additionally, negative feedback highlighted issues with group dynamics, where some members attempted to dominate the group, causing stress among others Furthermore, students reported feeling anxious about presenting in front of the class, particularly those who had never done so before.

Limitations of the study

The study has some following limitations:

This study faces limitations in generalizability due to the small sample size of only 40 participants, which restricts the applicability of the intervention to other classes, levels, and contexts Additionally, the findings are based on just three interviews, making it challenging to draw broader conclusions.

The study primarily examines the enhancement of critical thinking skills through specific activities in project-based learning; however, it overlooks other influential factors, such as product assessment and the promotion of student reflection, that also contribute to the development of these skills (Green & Johnson, 2010).

Recommendations of the study

This section will discuss some implications for institutions, teachers, and students

To enhance critical thinking in educational institutions, it is essential for authorities to offer support and guidance to both teachers and students, particularly during the implementation of project-based learning Additionally, ongoing monitoring and encouragement of effective strategies are crucial for successfully integrating project-based learning, thereby fostering critical thinking skills.

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For teachers, they should train themselves and do more research about the topic of critical thinking skills and project-based learning in their development

Teachers must thoughtfully implement research findings by scaffolding project-based learning stages, which will help students develop critical thinking skills This includes guiding them in formulating critical questions, collecting and analyzing information, creating academic posters, conducting in-class presentations, and structuring their paper presentations effectively.

For students, it is not just enough to acquire the knowledge and the skills in critical thinking, students should be encouraged to apply such skills in their daily lives.

Suggestions for further study

Further research is needed to examine the implementation of project-based learning to develop critical thinking skills at various levels in different contexts

Besides, future studies may also examine factors analysis that affect the success and failure of project-based learning in developing critical thinking skills.

Conclusion

This chapter presents a summary of the study's findings, along with implications, limitations, and recommendations for future research The author emphasizes the significance of critical thinking and project-based learning, exploring their interconnection and the practical application of project-based learning to enhance students' critical thinking skills The primary objective is to facilitate effective learning, ensure quality knowledge, and foster holistic student development, preparing them to meet the challenges of the 21st century Critical thinking must be intentionally taught through both theoretical and practical approaches Engaging students in meaningful opportunities for deep understanding of the curriculum is essential in education, making project-based learning a highly recommended strategy.

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Student-led projects enhance essential real-world skills, including research, creative thinking, and critical thinking, by encouraging collaborative group work and fostering individual management abilities.

The methodology employed in the project, including the sources consulted, the questions posed, the challenges addressed, the product developed, and the evaluation process, significantly contributed to students' enhancement of their critical thinking skills.

Project-based learning empowers students to actively construct their knowledge, fostering responsibility and independence as learners and thinkers This approach transcends rote memorization, engaging students at the highest levels of the revised taxonomy.

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LESSON PLAN Project 1: “ FOR A BETTER COMMUNITY”

Overview of the project: In this project, students have to

- Identify someone/ a place in their community that need help or a problem in their community need to be solved

- Identify the problems and make a plan which are necessary for community development in the community

- Suggest a plan to solve the problem

- Volunteer in their community and reflect on their volunteer experiences in a presentation

1 Language objectives: By the end of the four lessons, the students will be able to obtain:

- General knowledge: some information about activities for community development

- Vocabulary: words related to activities for community development

- Skills: speaking skill - presenting on one activity for community development

- Students will evaluate and synthesize a variety of information

- Students will research background of a topic

- Students will plan, create, organize, and present an appropriate product that demonstrates understanding of purpose and audience

II Materials: projector, laptop, chalk, blackboard, reading materials

III Driving Question: What can you do for your community development?

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- Teacher and students agree on the topic “For a better community”

- Teacher divided the class into small groups of four students b Designing the project activities

- Identify someone/ a place in your community that need help or a problem in their community need to be solved

- List some problems of the issue

- Suggest a plan to solve the problem

- Volunteer in their community and reflect on their volunteer experiences in a presentation c Conducting the project activities

- Gather and process information then display the final product in front of the class d Evaluation

- Evaluate the project including activities, aims, achieved goals, implementation of the process and the final product

- Students will be addressed as a whole class during questioning

- Student will work in groups when brainstorm prior knowledge

- Students will work in individually when reading material and evaluate the reliability of sources of information

2 Other Classroom Assessments For Learning

LESSON PLAN Project 2: “ THE BEST INVENTION”

In this project, students collaborate in groups to conceptualize their ideal invention, something they have always desired They will create a large poster showcasing their invention and deliver a presentation to share their ideas effectively.

1 Language objectives: By the end of the lessons, the students will be able to obtain:

- General knowledge: some information about inventions

- Vocabulary: words related to inventions

- Skills: speaking skill - presenting on one inventions, their uses and their benefits

- Students will evaluate and synthesize a variety of information

- Students will research background of a topic

- Students will plan, create, organize, and present an appropriate product that demonstrates understanding of purpose and audience

II Materials: projector, laptop, chalk, blackboard, reading materials

III Driving Question: Why is it the best invention?

- Teacher and students agree on the topic “ The best invention”

- To inspire Ss‟ imagination, teacher gives some examples of imaginary inventions based on objects owned by the characters in a cartoon or story: Harry

Porter‟s invisibility cloak, Doraemon‟s magic pocket, Aladdin‟s magic lamp, etc

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- Discuss the inventions and select the best invention in groups

- Prepare a presentation to persuade the benefits of the invention c Conducting the project activities

- Gather and process information then display the final product in front of the class d Evaluation

- Evaluate the project including activities, aims, achieved goals, implementation of the process and the final product

- Students will be addressed as a whole class during questioning

- Student will work in groups when brainstorming prior knowledge

- Students will work in individually when reading material and evaluate the reliability of sources of information

VI Products: Poster and Presentation

2 Other Classroom Assessments For Learning:

ACTIVITIES IN PROJECT-BASED LEARNING TO DEVELOP CRITICAL

1 Activity 1: Evaluating the reliability of sources

Critical thinking aim: To evaluate the reliability of sources of information

Language aim: To discuss the topic

Rationale: Before we accept information that is presented it‟s important to consider whether we trust the source of the information

Critical thinking aim: To develop students‟ critical questioning skills

Language aim: To practise the language of asking closed and open questions

To cultivate effective critical thinking skills, students must learn to ask probing questions This activity highlights the limitations of closed questions that yield only yes or no answers, demonstrating that open-ended questions are far more beneficial for critical inquiry Additionally, students will reinforce their understanding of the necessary structures for formulating questions effectively.

3 Activity 3: Making connections between prior knowledge and topics

Critical thinking aim: To make connections between a new theme and familiar topics as well as the prior knowledge

Language aim: To talk about a topic and use topic vocabulary

Students often encounter topics that feel unfamiliar, making it challenging for them to express their opinions effectively This is particularly true for younger teens, who may find it difficult to engage with subjects that seem distant from their personal experiences.

(sometimes limited) life experience Use this activity to demonstrate how to relate a new topic to their familiar topics and their life experience

4 Activity 4: Collecting, analyzing and evaluating information

Critical thinking aim: To know how to collect information from sources, analyze and evaluate the information

Language aim: To read about a topic and use topic vocabulary

To cultivate a critical mindset, students must learn to view arguments from multiple perspectives This involves acquiring the skills necessary to gather information and effectively analyze and evaluate data from diverse sources.

5 Activity 5: Creating the final products

Critical thinking aim: To bring together all the stages in critical thinking and apply relevant ideas into a the final products ( presentation, talkshow, poster )

Language aim: To input the language of presenting

Rationale: By seeing things from different views, students‟ critical thinking will be improved

6 Activity 6: Evaluating the projects using rubrics and feedback sheet

Critical thinking aim: To assess the arguments and opinions presented

Language aim: To assess the language used in the presentation

Rationale: Rubrics and feedback form help students to understand the different criteria that we are wanting to develop and the levels that they will need to perform to achieve

Number of students: -Level of Students: -

1 What is the content and structure of the class you will be teaching?

2 Describe your students in this class

3 What have students been asked to do in preparation for this class?

4 What is your goal for the lesson? What do you hope students learn or be able to do as a result?

5 What are your plans for achieving these goals?

6 What teaching methods/teaching aids will be used?

7 What has been taught in previous lessons in this course? How does this lesson fit into the course as a whole?

8 Will this class be a typical example of your teaching? If not, what will be different?

9 What would you like me to specifically focus on during the observation? (Use this question for formative reviews, in particular)

10 Is there anything else I should be aware of prior to the observation?

Little or no effort shown

Evaluating the reliability of sources of information

Making connections between theme and topics

Collecting, analyzing and evaluating information

Evaluating the project- using rubrics

This survey aims to gather students' opinions on the effectiveness of project-based learning in enhancing critical thinking skills Your participation is invaluable, and we kindly ask you to respond to the questions by selecting the option that best reflects your views Thank you for your cooperation!

In responding to the statements in this table, please put a tick (√) in the appropriate choice as follows:

1 (Strongly agree) 2 (Agree) 3 (Not sure) 4 (Disagree) 5 (Strongly disagree)

1 Topic “ For a better community” is interesting

2 Topic “The best invention” is interesting

3 Through project-based learning, I have improved the ability to judge the value of new information or evidence presented to me

4 Through project-based learning, I have improved the ability to make critical questions and actively engage in critical questioning

5 Through project-based learning, I have improved the ability to make connections between prior knowledge and topics

6 Through project-based learning, I have improved my ability to collect, analyze and judge the value of information

7 Through project-based learning, I have improved the ability to create solutions or final products

8 Through project-based learning, rubrics and assessment of projects have stretched my intellectual abilities

9 I have learnt more about how to justify why certain procedures are undertaken in my projects

10 I have developed a more focused and systematic way of thinking

11 Project-based learning has helped me to develop English skills

Thank you very much for your cooperation!

1 Frequency of questions tally chart

Questions asked by the teacher Questions asked by the students

Critical thinking tally chart ( To be used to record the types of questions used in a lesson)

Knowledge ( Questions used to recall facts)

Comprehension ( Questions used to seek understand of facts)

Application ( Questions used in a new learning situation, such as problem solving)

Analysis ( Questions that seek to examine detail, or which makes inferences and/or look for answers)

Synthesis ( Questions which see to change or create something new)

Evaluation ( Questions which seek to justify present and/or defend opinions by making judgments)

VOLUNTEERS KICK OFF CAMPAIGN TO REDUCE USE OF PLASTIC

- Nguyen Thao Duyen: The leader

-Nong Thi Kieu Oanh: Power point designer

- Nguyen Nhat Mai, Nguyen Thao Phuong: Contribute content

Nowadays, people are used to using plastic bags to carry things when they go shopping It seems to become bad habit - which happens every day, everywhere

Our environment is increasingly polluted, and one significant contributor to this issue is plastic bags Here are compelling reasons to refuse their use:

Plastic bags, derived from nonrenewable petrochemicals, are notoriously difficult to decompose, taking up to 1,000 years to break down completely This prolonged lifespan contributes to significant accumulation in natural environments, resulting in detrimental impacts on the landscape.

That not only makes the view bad but also causes great harm to the environment

Every year, around 100,000 sea turtles and other marine creatures lose their lives due to ingesting plastic bags, mistaking them for food, or becoming entangled in them, according to the Natural Environment This poses a significant threat to wildlife, as consuming plastic can be fatal Additionally, plastic bags littering the environment hinder plant growth and disrupt ecosystems.

Boiling food in plastic bags poses significant health risks, as it can lead to various illnesses and injuries Additionally, the burning of plastic releases toxic gases that further endanger human health.

 The cause of white pollution

OUR TEAM DO ACTIONS TO HELP

 First, we go to the nearby market propagandize for people about the disadvantages of using plastic bags

 Second, we encourage people to use cloth bags instead of plastic bags

Cloth bags are made by organic materials and are less harmful to the environment

 Third, we give some cloth bags for them to try using it

THE RESULT OF VOLUNTARY WORK

THE ADVANTAGES OF OUR VOLUNTARY WORK

 The environment will be cleaner and the atmosphere will be fresher

 People will use cloth bags instead of plastic bags so the pollution can be reduced

 Volunteer work strengthens our skills such as: communication skills; ability to work with others, to take direction and lead others; improve time management and dedication

In short, although our work is not big enough to change all the community, we had interesting and meaningful experience to help the world to be better

SAMPLE PRODUCT 2 Group 2: Nguyen Giang Thanh(leader), Nguyen Ngoc Linh, Duong Thi Thuong, Le

Thanh : Hello everyone I‟m Thanh- the leader of team 1 and here are my teammates: Nguyet, Ngoc Linh and Thuong

Today, we‟d like to tell you about our plan of doing voluntary work

Khanh, a seven-year-old boy from a disadvantaged background, faces the challenge of a serious illness that often requires him to miss school for hospital visits Despite these hardships, he remains determined to keep pace with his classmates and aspires to become a doctor in the future.

This morning, we were deeply moved by our encounter with Ngoc Linh, feeling his strength and resilience In an effort to support him, we assisted with his studies, donated books and a box of crayons, and brought him his favorite cakes Additionally, we helped his mother with household chores, including sweeping and cooking meals.

Tiêu đề	Developing Students’ Critical Thinking Skills Through Project-Based Learning – An Action Research Study At A High School In Bac Giang Province
Tác giả	Ngô Thị Thu Trang
Người hướng dẫn	Dr. Vũ Thị Thanh Nhã
Trường học	Vietnam National University, Hanoi
Chuyên ngành	English Teaching Methodology
Thể loại	M.A. Minor Thesis
Năm xuất bản	2017
Thành phố	Hanoi

Định dạng
Số trang	87
Dung lượng	1,3 MB