INTRODUCTION
Rationale of the study
The demand for strong English communication skills is growing in both daily life and professional environments, making speaking a crucial component of second language acquisition This trend has prompted Dong Thuy Anh High School, a reputable institution in Thai Binh province, to focus more on enhancing students' speaking abilities Despite these efforts, achieving oral proficiency in English remains an elusive goal for many students.
In the researcher’s teaching environment, it is evident that most students desire fluency in spoken English; however, they struggle to successfully complete speaking tasks Despite having strong ideas and the ability to articulate their opinions well in writing, they often experience nervousness, hesitation, and disorganization when asked to speak Many students lack enthusiasm for oral activities and prefer to work independently rather than collaboratively This reluctance can be attributed to factors such as anxiety, shyness, and a lack of confidence and effective communication skills in English Additionally, ineffective teaching strategies, unengaging textbook activities, and limited opportunities for oral communication contribute to students’ passivity during speaking lessons.
To enhance student engagement in communicative tasks, researchers advocate for authentic learning experiences that integrate real-world problems into the classroom This approach fosters curiosity and inquiry, motivating students to actively participate in speaking lessons Project-Based Learning (PBL) has gained prominence as an effective method, as it allows students to tackle real-world challenges while developing cross-curricular skills in collaborative groups, as noted by the George Lucas Educational Foundation (2001).
This study explores the implementation of Project-Based Learning (PBL) to enhance English speaking skills among eleventh-grade students at Dong Thuy Anh High School, highlighting the significant benefits PBL offers to student learning and engagement.
Aims and objectives of the study
This study conducted at Dong Thuy Anh High School aims to determine the effectiveness of Project-Based Learning (PBL) activities in enhancing the speaking skills of 11th-grade students The improvement in their speaking competence is assessed through two tests: one administered prior to the PBL implementation and another following it Additionally, the research explores students' attitudes towards PBL, focusing on its effectiveness and their perceptions regarding its implementation in the classroom.
In short, the objectives of the study could be summarized into two research questions as follows:
1 To what extent does the Project- Based Learning help to improve speaking skill for grade 11 students at Dong Thuy Anh High School?
2 What are the students‘ opinions on the PBL in learning speaking?
Significance of the study
Upon completion, this study will be among the first to explore the implementation of Project-Based Learning (PBL) at Dong Thuy Anh High School Its findings will be valuable for English teachers at the school and for researchers interested in further examining the application of PBL with high school students.
The study utilizes action research to implement Project-Based Learning (PBL) in the researcher’s classroom, thereby enhancing the validity of PBL's feasibility in educational settings The findings and recommendations derived from this study could serve as valuable insights for policymakers at Dong Thuy Anh High School and other schools across the country considering the integration of PBL into their curricula.
Methods of the study
This study employs an action research approach, implementing Project-Based Learning (PBL) directly in the researcher’s classroom It utilizes both qualitative and quantitative methods for data collection and analysis Qualitative data is gathered through interviews, capturing students' opinions on PBL activities, while quantitative data is collected via questionnaires and tests The findings from these instruments will reflect students' overall attitudes towards PBL and their perceptions of its effectiveness in enhancing their speaking skills Additionally, pretest and posttest scores will be analyzed to assess the impact of PBL on students' speaking abilities The integration of both methods allows for a comprehensive comparison of speaking scores with insights gained from interviews and questionnaires.
Structure of the study
The paper consists of five chapters as follows:
Chapter 1 serves as the general guideline for the whole paper The rationale, aims and objectives, significance and methods of the study are presented clearly
Chapter 2 provides the theoretical base for the study Specifically, key terms such as speaking and PBL are adequately explained Also, the related studies are also discussed
Chapter 3 illustrates the methodology to carry out the study Also, the participants and instrument of data collection are mentioned The choice of participants and data collection methods is justified in this chapter Furthermore, the procedure to carry out the research is mentioned
Chapter 4 discusses the findings from the pretest and posttest, questionnaire and interviews These data are analysed thoroughly to answer the research questions
Chapter 5 summarizes the findings of the study and the suggestions for other researchers, colleagues and policymakers Besides, the limitations of the study are discussed
The last parts are Appendices and Bibliography.
LITERATURE REVIEW
Speaking in foreign language learning
According to Nunan (1999), speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information The form and meaning of speech are influenced by the context, including the participants, their experiences, the physical environment, and the purpose of communication While speaking can be spontaneous and evolving, it is not entirely unpredictable Effective speaking requires learners to possess linguistic competence, which includes grammar, pronunciation, and vocabulary, as well as sociolinguistic competence, which involves understanding when, why, and how to use language appropriately.
Teaching speaking skills involves several key components, as outlined by Nunan (2003) First, learners must be able to produce English speech sounds and patterns accurately Additionally, they should master word and sentence stress, intonation patterns, and the rhythm of the language It's essential for students to choose appropriate vocabulary and sentence structures based on the social context, audience, situation, and subject matter Organizing thoughts in a logical and meaningful sequence is also crucial Furthermore, language should be used to express personal values and judgments effectively Lastly, achieving fluency is important, allowing learners to communicate quickly and confidently with minimal unnatural pauses.
In today's world, the primary objective of teaching speaking is to enhance students' communicative skills, enabling them to express themselves effectively while adhering to social and cultural norms in various situations According to Burkart (1998:13), the aim of teaching spoken language is to equip students with the ability to produce spoken messages as they engage in diverse tasks beyond the classroom This skill set allows them to interpret, express, and negotiate meaning in real-life contexts.
To effectively teach speaking in EFL classrooms, educators must cultivate an environment that encourages real-life communication through authentic activities and meaningful tasks, thereby enhancing students' oral language skills.
To effectively enable students to communicate in English, teachers must implement a classroom-speaking process grounded in the principles outlined by Brown (2007).
2 Encourage the use of authentic language in meaningful contexts
3 Provide appropriate feedback and correction
4 Capitalize on the natural link between speaking and listening
5 Give students opportunities to initiate oral communication
6 Encourage the development of speaking strategies
Project-Based Learning
2.2.1 Definition of Project-Based Learning
Project-Based Learning (PBL) is a multifaceted educational approach that has garnered significant interest among researchers, leading to various definitions Each of these definitions reflects the distinct theories and perspectives held by the authors, highlighting the complexity and depth of PBL as a teaching methodology.
Project-Based Learning is rooted in a pedagogical approach that emphasizes the importance of students engaging with and solving real-world problems for effective learning Research by Barron & Darling-Hammond (2008) and Thomas (2000) highlights that this educational method involves hands-on experiences that foster critical thinking and collaboration among students.
students learning knowledge to tackle realistic problems as they would be solved in the real world
increased student control over his or her learning
teachers serving as coaches and facilitators of inquiry and reflection
students (usually, but not always) working in pairs or groups
According to John Thomas (2000), project-based learning involves engaging students in complex tasks centered around challenging questions or problems This approach encourages design, problem-solving, decision-making, and investigative activities, allowing students to work autonomously over extended periods Ultimately, project-based learning culminates in the creation of realistic products or presentations.
According to The Buck Institute for Education (BIE, 2012), Project-Based Learning (PBL) is a systematic teaching method that immerses students in acquiring knowledge and skills through an extensive inquiry process This approach revolves around complex, authentic questions and involves carefully designed products and tasks PBL can span different durations and integrate multiple content areas, promoting deeper learning and engagement.
Project-Based Learning (PBL) is a teaching method that enables students to design, plan, and execute extended projects that result in publicly exhibited outputs, such as products, publications, or presentations (Patton, 2012) This approach fosters purposeful communication among learners as they engage in authentic project work, allowing them to utilize language in a natural context (Haines, 1989, as cited in Fragoulis).
2009) and participate in meaningful activities which require authentic language use (Fragoulis, 2009)
2.2.2 Characteristics of Project-Based Learning
In a review of the research on project-based learning, Thomas (2000) identified five distinguishing features of project-based learning:
The use of projects that focus on content that is central to the curriculum These projects become the primary vehicle for content learning, and often, assessment
Projects are based on questions of importance or driving questions
(Blumenfeld et al., 1991) Driving questions must be germane to the content, and crafted both to engender optimal student engagement and foster active intellectual pursuit of solutions
Projects involve students in ways that require them to identify problems, develop and design solutions, and create an end product such as a presentation, report, invention, or model
Projects are student-centered to the greatest extent possible Teachers serve as resources, facilitators and guides, but it is the students who define, choose and carry out their projects
Projects are developed from reality-based ideas and problems rather than on academic exercises and pursuits The projects represent authentic efforts in solving or investigating real-world dilemmas
Project-Based Learning (PBL) is an engaging approach that emphasizes active and inquiry-based learning Unlike traditional methods that rely on rote memorization and teacher-led instruction, PBL encourages students to explore questions, tackle problems, and analyze real-world scenarios, fostering deeper understanding and critical thinking skills.
2.2.3 Benefits of Project-Based Learning
Project-based learning provides numerous advantages for students and teachers alike, as supported by extensive academic research This educational approach effectively engages students, reduces absenteeism, enhances collaborative learning skills, and leads to improved academic performance, according to the George Lucas Educational Foundation.
For students, benefits of project-based learning include:
Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000)
Students engaged in project-based learning demonstrate academic gains that are equal to or exceed those achieved through traditional educational models, as they take greater ownership of their learning process (Boaler, 1997; SRI).
Opportunities to develop complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI, 2000)
Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback,
For teachers, PBL also helps them to enhance their professionalism, stimulate collaboration among colleagues and provide more opportunities to build relationships with students (Thomas, 2000)
Project-Based Learning (PBL) is increasingly recognized as an effective method for teaching English as a second or foreign language Thomson and Beak (2007) highlight that PBL focuses on real-life problems, making the learning experience more engaging for ESL learners compared to conventional lecture-based approaches.
According to Ke (2010), the main objective of implementing projects in EFL classrooms is to create an effective teaching environment that encourages learners to use English and enhance their oral skills Additionally, secondary goals include fostering independent thinking, problem-solving, decision-making abilities, practical research skills, and overall planning activities.
In summary, project work serves as a powerful motivator, fostering empowerment and challenge among students It enhances their confidence, self-esteem, and autonomy while simultaneously improving language skills, content knowledge, and cognitive abilities.
2.2.4 Theoretical framework: PBL approach to teaching speaking
According to Kriwas (1999, as cited in Bell, 2010) there are four stages in implementing Project-Based Learning:
At this stage, educators present project topic options aligned with the curriculum and engage in discussions with students Together, they explore various possibilities to ensure a seamless progression toward successful project completion (Bell, 2010).
Stage 2: Designing the project activities
This stage refers to organizing the structure of a project activity that includes group formation, role assigning, concerning methodology decision, information source, etc (Bell,2010)
Stage 3: Conducting the project activities
During this phase, groups execute the activities they previously planned and designed Students collect information, engage in discussions with their peers, seek assistance from teachers for any challenges faced, and present their final products, which may include presentations, performances, or publications, to the class, school, or broader community.
Evaluation involves assessing participant activities and discussing the extent to which initial aims and goals have been met, along with the implementation process and final outcomes.
According to Bell (2010), the evaluation of a project organization encompasses not only the challenges faced during its execution but also students' attitudes towards the project This evaluation process includes both self-assessment and feedback from others, highlighting the importance of multiple perspectives in understanding project effectiveness (Fragoulis, 2009).
In applying the PBL technique in the classroom, Marx (1997) set out problems teachers may have with enactment during the class as below:
Time: projects often take longer than anticipated
Classroom management: classrooms sometimes feel loud and disorderly
Control: teachers often feel the need to control the flow of information while at the same time believing that students' understanding requires that they build their own understanding;
Support of student learning: teachers find it difficult in finding a balance between helping a student and given them independence and control of their learning
Technology use: teachers may have difficulty incorporating technology into the classroom, especially as a cognitive tool
Assessment: teachers may have difficulty designing assessments that require students to demonstrate their understanding
To overcome the above barriers, Liu, Wivagg, Geurtz, Lee, and Chang
Related studies
Project-based learning has emerged as a leading educational approach, recognized for its ability to equip students with essential 21st-century skills As a result, extensive research has been conducted to assess its effectiveness and identify optimal implementation strategies in schools.
Research indicates that Project-Based Learning (PBL) significantly enhances students' speaking skills A study by Yang and Puakong (2016) found that non-English major Chinese students in a PBL experimental group showed greater improvement in English speaking tests compared to a control group The findings suggest that PBL not only creates an authentic learning environment but also fosters student autonomy in learning Additionally, Dewi (2016) emphasizes that PBL effectively boosts students' speaking competence, receiving positive feedback from participants.
Project-Based Learning (PBL) is a relatively new teaching method in Vietnam, with limited application across educational settings Research on PBL's implementation in the Vietnamese context remains scarce, as highlighted by Pham (2014).
MA thesis concludes that PBL is a great activity to inspire high school students to learn and improve their speaking skills However, in the research conducted by Ngo
(2014), it is concluded that Vietnamese teachers encounter difficulties in being a facilitator in PBL activities Apart from that, students got a lot of problems in
The research highlights the importance of "enjoying autonomy" and "accepting the teacher's new role as a facilitator" in the context of Project-Based Learning (PBL) This approach stands in stark contrast to traditional teaching methods prevalent in Vietnam, indicating that both teachers and students will require significant time to adapt to this innovative educational strategy.
In short, this chapter has provided a theoretical background for the study Also, this chapter gives an overview of PBL in the previous researchers.
RESEARCH METHODOLOGY
Research methodology
This study utilizes an action research approach, implemented directly in the classroom where the researcher teaches As defined by Koshy (2005), action research involves a rigorous inquiry aimed at refining educational practices, with evidence-based outcomes that enhance the professional development of the practitioner.
Action research is a method that generates new knowledge through inquiries conducted in specific, practical contexts According to Bassey (1998), it aims to understand, evaluate, and improve educational practices Researchers, including Hopkins (2002), agree that action research merges substantive action with a systematic research process, serving as a disciplined inquiry that fosters personal understanding while striving for improvement and reform.
The action research approach was chosen due to the following reasons:
The study adopts a teacher's perspective rather than a researcher's, focusing on real English teaching to implement practical solutions and evaluations Action research is cyclical, allowing for continuous revision, re-planning, and improvement of the teaching process It fosters collaboration between teachers and students, as teachers conduct research based on their classroom experiences while involving students in the study through projects and feedback.
Action research is highly effective in project-based learning as it allows teachers to conduct inquiries that enhance English teaching practices Educators possess the best understanding of their teaching environment, students, and curriculum, making action research a valuable tool for identifying challenges and developing tailored solutions By implementing action research, teachers can address their specific needs, transform their teaching methods, and ultimately improve student learning outcomes.
To address the research questions, a combination of quantitative and qualitative methods was employed The quantitative approach involved pre and post speaking tests adapted from the Cambridge PET speaking test, consisting of four parts to assess participants' English speaking levels, with scores evaluated based on criteria including grammar and vocabulary, discourse management, pronunciation, and interactive communication For the qualitative aspect, interviews and a Likert-scale questionnaire with 15 questions were administered to gauge students' opinions on Project-Based Learning (PBL) lessons, focusing on their attitudes and perceptions regarding lesson topics, teacher instruction, learning activities, and language resources Additionally, students' self-perceptions of their speaking improvements were compared with test results Six students, selected randomly from three proficiency levels (poor, average, and good), participated in interviews to provide deeper insights into their experiences with PBL lessons, allowing for a comparison with questionnaire findings.
Setting of the study
Dong Thuy Anh High School, located in Thai Binh province, is a public institution where students must pass an entrance exam in Maths, Literature, and English to enroll For those aiming to join the English-specialized class, a minimum score of 8 out of 10 in English is required This stringent criterion ensures that only proficient English learners are selected, thereby enhancing the effectiveness of Project-based learning in the English-speaking classroom.
At Dong Thuy Anh High School, independent English learning is actively promoted The school boasts a well-equipped library featuring radios, computers, and a variety of books Students in the English-specialized classes benefit from an additional optional morning class and three afternoon lessons each week Furthermore, the implementation of a Project-Based Learning initiative enhances their educational experience.
Participants
The study involved 40 11th grade Vietnamese students from Dong Thuy Anh public high school, all of whom were currently taught by the researcher Each participant had a minimum of five years of English language study and demonstrated a good proficiency in the language.
Research design
The chosen research approach for the current study was action research According to MacIsaac (1995), a typical action research cycle includes four steps:
“plan, act, observe and reflect”
Step 1- Planning: The problem is identified Afterwards, the plan is made in order to make a change and solve the problem
Step 2- Action: The plan is carried out
Step 3- Observation: The process of implementation and results are observed
Step 4- Reflection: The process and the results are analyzed and evaluated after being observed Therefore, some adjustment will be added to the initial plan to make it better
This study follows these four steps; yet some adjustments are made to suit the research questions The detailed plan can be found in 3.5 Data collection procedure.
Data collection procedure
The data collection for this study was conducted over 15 weeks at Dong Thuy Anh High School, from January to April 2018 This process adhered to action research steps, with modifications made to align with the specific research questions.
The researcher observed that students struggled with English communication and lacked engagement in speaking activities, prompting her to implement a trial teaching method focused on speaking skills This study aims to evaluate the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking abilities and determining its suitability for her class.
- Develop a plan of action: Three projects were developed to teach PBL in the class The project topics were carefully chosen based on the current curriculum of
In the 11th-grade English textbook, the researcher observed real-world issues that resonate with students, leading to engaging discussions To enhance learning, detailed lesson plans and advanced homework assignments were crafted, aimed at better preparing students for their projects.
According to the language proficiency framework set by the Ministry of Education and Training, high school graduates must achieve a B1-level, equivalent to the Cambridge PET level To assess the impact of Project-Based Learning (PBL) on students' speaking skills, the researcher adapted a PET speaking test for evaluation before and after the PBL lessons This test, lasting no more than 15 minutes, measures participants' English speaking abilities on a scale of 0 to 5, with 0 being the lowest and 5 the highest The scores are categorized into three levels: weak (below 2), average (2 to 3), and good (above 3).
The project timeline was established over a 12-week period, focusing on three primary projects, each allocated four weeks Each main project included two related mini-projects, which needed to be completed within two weeks The second week of every mini-project was dedicated to presentations and assessments.
The implementation of Project-Based Learning (PBL) involved dividing a chosen class into eight small groups, each consisting of five students Students received handouts in advance to familiarize themselves with the topic, and proper instructions and supervision were provided to ensure a smooth project completion without frustration Throughout the project, vocabulary and B1-level discursive expressions were introduced or reviewed in the first and third weeks to aid group discussions Each group presented their work in the second and fourth weeks, receiving valuable peer comments and teacher feedback to enhance their learning experience.
In this step, the researcher observed the effect of the action and collected the data
- Pre-PBL speaking test: The PET-adapted speaking pretest was carried out to note down the speaking level of the students before PBL lessons
- Post-PBL speaking test: After the project 3 was completed, a post-speaking
PET-level test was carried out after a few days for the first research question
After completing each project, the researcher maintained a teaching journal to reflect on the project's implementation This practice helped identify achievements and address student challenges, allowing for necessary adjustments in future cycles.
To address the second research question, a self-reported questionnaire featuring 15 Likert-style questions was distributed to students, focusing on their views regarding the implementation of Project-Based Learning (PBL) and its impact The teacher clarified complex terms to eliminate misunderstandings, and students submitted their completed questionnaires directly to the teacher To facilitate open expression, the questionnaire was translated into Vietnamese, allowing participants to respond in either English or Vietnamese Additionally, interviews were conducted with six randomly selected students from three different pretest speaking score levels, ensuring comfort and clarity by conducting the interviews in Vietnamese, which enabled participants to articulate their opinions more precisely.
The analysis of data from pre and post tests, questionnaires, and interviews aimed to assess the impact of Project-Based Learning (PBL) on students' attitudes and learning outcomes Following this evaluation, the effectiveness of the PBL approach will be reviewed, and necessary adjustments will be made to better align PBL lessons with classroom conditions and student needs.
To analyse the collected data, both quantitative and qualitative methods are utilized
Pre and post speaking tests
To evaluate the effectiveness of Project-Based Learning (PBL) lessons, the researcher will compare the mean scores of pre-tests and post-tests Students will be categorized into three groups—bad, average, and good—based on their pre-test scores, allowing for a clear assessment of improvement within each group Furthermore, the analysis will include comparisons of pre and post-test mean scores across key criteria such as grammar and vocabulary, discourse management, pronunciation, and interactive communication, providing insights into the specific areas of student development.
The analysis of the questionnaire will utilize descriptive statistics, beginning with the categorization of responses The researcher will tally the number of students who agree, disagree, strongly agree, strongly disagree, or have no opinion regarding the implementation of Project-Based Learning (PBL) Subsequently, the data will be presented as percentages, with frequency distributions illustrated through graphs.
The interviews will be analyzed and organized into key themes, including students' attitudes towards Problem-Based Learning (PBL), their perceptions of PBL lessons, and their recommendations for improving PBL experiences.
The study employed a triangulation design that incorporated pre-test and post-test assessments along with close-ended items in individual questionnaires This explanatory design, complemented by follow-up interviews, effectively addressed the research objective of comparing participant perspectives on the varying effects of project-based learning in English speaking classrooms By utilizing a diverse mix of methods, the research was able to mitigate the limitations of each approach, resulting in broader, well-validated, and substantial findings for the identified research problems (Creswell, 2013).
This chapter has provided in details the analysis of data and data collection methodology that were utilised in this study
All versions of the data collecting instruments could be found in the Appendices.
Data analysis
This chapter presents a comprehensive analysis of data collected through various research instruments, including the speaking pretest and posttest, self-reported questionnaires, and semi-structured interviews Additionally, it offers an in-depth discussion of the results in relation to the research questions.
4.1.1 Classification of the students’ levels based on the pretest results
This study aims to determine the effectiveness of Project-Based Learning in enhancing speaking skills among grade 11 students at Dong Thuy Anh High School To assess the impact of this learning approach, PET-adapted speaking pretests and posttests were administered, allowing for a comparison of students' speaking abilities before and after the implementation of the project-based curriculum.
In the pretest, all students scored between 1 and 4.5, with no scores below 1 or above 4.5 Based on their total scores, students were categorized into three groups: those scoring below 2 are classified as "weak," while those scoring between 2 and 3 fall into the "average" category.
―average‖ and ―above 3‖ is ―good‖
Pretest score Number of students
Figure 1: The number of students in each group arranged by their pretest speaking scores
Weak group (pretest total score below 2)
The number of students in this group is 16 The pretest scores of these students are in a set of {1; 1.25; 1.5; 1.75}
Average group (pretest total score from 2 to 3)
FINDINGS AND DISCUSSIONS
Research question 1
4.1.1 Classification of the students’ levels based on the pretest results
This study aims to determine the effectiveness of Project-Based Learning in enhancing speaking skills among grade 11 students at Dong Thuy Anh High School To evaluate the improvements, PET-adapted speaking pretests and posttests were administered.
In the pretest, all students scored between 1 and 4.5, with no scores below 1 or above 4.5 Based on these scores, students were categorized into three groups: those scoring below 2 are classified as "weak," those scoring between 2 and 3 are considered "average," and those scoring above 3 are deemed "strong."
―average‖ and ―above 3‖ is ―good‖
Pretest score Number of students
Figure 1: The number of students in each group arranged by their pretest speaking scores
Weak group (pretest total score below 2)
The number of students in this group is 16 The pretest scores of these students are in a set of {1; 1.25; 1.5; 1.75}
Average group (pretest total score from 2 to 3)
16 students belong to this group The range of this group‘s scores is in {2; 2.25; 2.5 ; 3}
Good group (pretest total score above 3)
There are only 8 students getting the top scores in the pretest They got the scores in the range of {3.25; 3.5; 4; 4.5} None of the students got the maximum score, i.e 5
This structure enables the monitoring of each group's progress in their speaking tests following participation in Project-Based Learning (PBL), allowing for the identification of which group of students gains the most advantages from this educational approach.
To gain a comprehensive understanding of how Project-Based Learning (PBL) enhances students' speaking scores, a comparison of overall speaking skills and specific sub-categories of the speaking marking criteria—such as grammar and vocabulary, discourse management, pronunciation, and interactive communication—was conducted Additionally, to gather insights into students' perceptions of their speaking skill improvements following PBL participation, the researcher included targeted questions in a questionnaire and conducted interviews to explore the participants' views on their progress.
4.1.2 Effects of PBL on the students’ overall speaking skills
To determine the effectiveness of Problem-Based Learning (PBL) in improving students' speaking scores, a comparative analysis was conducted between the pretest and posttest scores of the entire class, as well as individual level groups, to assess the impact of PBL on speaking proficiency.
Figure 2: Mean comparison of overall pretest and posttest scores
The overall mean of posttest scores for the class increased by 0.325, indicating significant positive changes in speaking scores after Project-Based Learning (PBL) lessons Notably, the average group exhibited the highest improvement, with a mean score increase of approximately 0.47 points, suggesting they benefitted the most from PBL The good group followed with a 0.31 point increase, while the weak group showed the least progress, indicating minimal improvement in their speaking skills Interviews revealed that students in the weak group dedicated less time to PBL and continued to struggle with speaking, resulting in limited score enhancement Additionally, the good group, already achieving high scores between 3 and 4.5, faced challenges in further improving their scores due to the higher requirements for advanced levels, preventing them from surpassing the average group's progress.
A significant majority of participants, over 75%, expressed that their English speaking skills improved after participating in the PBL class, while only about 30% of students disagreed on the usefulness of PBL for their learning.
Figure 3: Students' perception on their speaking skill improvement after PBL lessons
This result agrees with not only the posttest speaking scores but also with the interviews Most of the students stated that they improved their speaking skills to some extent
Secondly, I felt my speaking skills have improved because I practiced a lot I also feel less nervous and trembling when delivering a presentation in front of our class
I felt that I made a little improvement in speaking At least, I managed to stand up in front of the class and speak English, which I had never done before
Although there is one student who still feels that his speaking skills did not improve:
About my speaking skills, I still feel it is very bad as before
Over half of the students reported increased confidence in delivering presentations and speaking English in front of their peers after participating in Project-Based Learning (PBL) lessons, likely due to the four presentations they were required to complete during the course.
Figure 4: Students' perception on PBL's boosting their confidence
As Student 2 stated, she felt “less nervous and trembling when delivering a presentation in front of our class.”
I have become more familiar with presenting in front of my class, despite acknowledging that my talk still needs improvement Like my group members, I focused on correcting my pronunciation, which has helped boost my confidence in speaking English.
I know I still have to try harder
I felt that I made a little improvement in speaking At least, I managed to stand up in front of the class and speak English, which I had never done before
In interviews, several students revealed challenges in articulating their ideas and participating in discussions They primarily used English during supervised in-class discussions, often reverting to Vietnamese for conversations at home.
I have experienced some difficulties in communicating with my peers, particularly when expressing ideas in English Often, I find it easier to articulate my thoughts in Vietnamese, which can lead to a feeling of limited vocabulary in English I believe my peers share similar challenges In class, we primarily discussed topics in English, but during our preparation at home, we mostly relied on Vietnamese, occasionally adding humor by incorporating English phrases.
Initially, discussing in English with my peers was challenging due to our limited practice However, your presence in the classroom encouraged us to engage in English discussions, which helped us become more comfortable over time For our at-home preparation, we primarily relied on Vietnamese, although we occasionally experimented with English Despite this progress, I still find using Vietnamese more comfortable than English.
In short, the students made improvement in term of speaking skills; yet, they still need to boost their confidence more
4.1.3 Effects of PBL on the students’ grammar and vocabulary
In the speaking test, one key criterion assessed is "grammar and vocabulary." To analyze the variations in students' scores for this criterion, the researcher compares the mean differences.
Mean of grammar and vocabulary pretest scores
Mean of grammar and vocabulary posttest scores
Figure 5: Mean comparison of grammar and vocabulary scores of the pretest and posttest
The entire class demonstrated improvement in grammar and vocabulary during their speaking tests Notably, the average group showed the most significant progress, with an increase of 0.42 points in their posttest scores In contrast, the good group only improved by about 0.19 points, which is considerably less than the average group's progress Surprisingly, the weak group showed no change in their scores, as indicated by a difference of zero between their means.
The findings are supported by data gathered from questionnaires and interviews, revealing that nearly 60% of participants agreed or strongly agreed that their grammar knowledge has improved, as indicated by their responses to the 13th question.
Figure 6: Students' perception on their improvement in grammar and vocabulary after PBL lessons
Moreover, students from the average and good group in the interviews stated that they improved their grammar and expand their vocabulary Student 1 from the good group stated that:
Yes, I think the structures and vocabulary are handy and easy to our level so there is no difficulty at all
Student 2 from the good group also said:
Research question 2
The second research question investigates students' perceptions of Project-Based Learning (PBL) in enhancing their speaking skills To gather insights, a Likert-scale questionnaire was employed, focusing on PBL implementation in the classroom and its perceived benefits for learning speaking The analysis of students' opinions on PBL's advantages is complemented by speaking test results from the previous research question Additionally, to provide a deeper understanding, the researcher conducted interviews with six randomly selected students from varying proficiency levels: weak, average, and good.
Most interviewees expressed a favorable view of project-based learning (PBL), with 60% of students acknowledging that it enhances their participation in speaking activities, significantly outpacing the 30% who disagreed A minimal number of students remained neutral, aligning with interview data that supports the positive impact of PBL on student engagement.
Figure 13: Students' opinions on their involvement in PBL class
A survey conducted among the class revealed that over 70% of students disagreed or strongly disagreed with the notion that Project-Based Learning (PBL) is unnecessary due to its lack of relevance to exams In contrast, only 30% of the students believed that PBL's disconnect from exam content made it unnecessary.
Figure 14: Students' opinions on the unnecessity of PBL in English speaking classroom
So in short, students are willing to join in lessons with PBL even though it is not exam- related
A significant majority of students, nearly 75%, expressed a desire for increased Project-Based Learning (PBL) activities in their classes, while only 25% opposed this approach This overwhelming preference indicates that students are highly supportive of PBL and are eager to engage in more of these learning experiences in the future.
Figure 15: Students' opinions on carrying out more PBL activities in the future
4.2.2 Student’s perception of the PBL speaking lessons
A recent survey revealed that over 70% of students believe Project-Based Learning (PBL) is an effective speaking activity for English classes, while just over 20% disagreed with this view.
Figure 16: Students' opinions on the appropriateness of PBL in English speaking classroom
The research, derived from questionnaires and interviews, categorizes student opinions on Project-Based Learning (PBL) lessons into four key areas: topics, teacher instruction, learning activities, and language resources Importantly, these findings align with the teacher's observations recorded in teaching journals.
Figure 17: Students' opinions on the appropriateness of the project topics
Over 50% of students found the project topics suitable, while the remaining students felt otherwise Teacher observations indicated that most students preferred topics 1 and 2, but encountered difficulties with topic 3, a trend that aligns with interview findings.
The interviewees expressed great enthusiasm for the topic of graduation parties, viewing them as significant milestones in their academic journey These celebrations are cherished memories for students as they transition to the next school year and bid farewell to their school Student 2 shared, “I hope next year, after completing the 12th grade, we will have a memorable graduation party I’m so excited about it,” highlighting the collective excitement among peers Similarly, Student 4 reflected on the thrill felt by the entire class during their first project, underscoring the importance of these experiences in their school life.
I'm excited about organizing a memorable graduation party for my class next year We plan to create a special collection of graduation photos, and it seems everyone in my class shares this enthusiasm for the celebration.
Several interviewees expressed their enthusiasm for the first topic, citing their enjoyment of handicrafts One student stated, “I like making some handicrafts, so I like the first topic a lot.” Additionally, a positive and joyful environment contributed to the students' preference for this topic.
I enjoyed discussing with friends and making some artful things such as decorative stuffs to deliver the presentation about parties
(Student 1) You know, when we chose music for the graduation party, it is also a good time with members in my group
Therefore, it can be concluded that the first topic is favorable to the students
The second topic, focused on establishing a volunteering club, is perceived as challenging and dry by students Despite having learned about volunteering in class, most students lack practical experience in volunteering or managing a club, making the subject particularly difficult for them to grasp.
The second topic felt somewhat dry and challenging, as we lacked experience and ideas about establishing an organization It seemed a bit too advanced for us, making it the most difficult subject to engage with.
The second topic presents a challenge for us, as we lack experience in volunteering activities and have not participated in any volunteering clubs This has left us with limited ideas on how to effectively organize the club, making the task feel more overwhelming and abstract.
The second topic presents a challenge due to our limited experiences, yet it highlights the importance of being responsible to our community I aspire to join the Youth Volunteering Club at university, as I believe it will provide valuable opportunities for community engagement and personal growth.
Notably, Student 2 suggested to delete the topic 2 to choose a “familiar” topic to them
The final topic discussed in class sparked deep reflection, focusing on the concept of a "gap year" and the key factors influencing university selection Many interviewees shared their thoughts on the significance of taking a gap year, while the decision of choosing a university emerged as a major concern for students preparing for the upcoming school year, prompting them to engage seriously with the subject.