An exploratory study of students’ perception of the benefits and challenges in the implementation of project based learning at a high school in ha noi

DECLARATION I hereby certify that the thesis named "An exploratory study on students’ perceptions of the benefits and challenges of project-based learning at a secondary school in Ha No

INTRODUCTION

Rationale of the research

English is generally recognized as the main lingua franca in the world due to its profound impact on a variety of aspects of life It is therefore essential to become fluent in English In teaching English as a second language, the conventional approach of grammar translation continues to be extensively employed, wherein students learn grammar rules mechanically and do subsequent practice Regrettably, this method appears to be ineffective in fostering students’ proficiency in the four language skills of speaking, listening, reading, and writing (Richards & Rodgers,

2014) To this end, several modern learning approaches and methods have been introduced and implemented to facilitate learners in achieving their goals efficiently Over the past few decades, project-based learning (PBL), a contemporary method, has gained considerable attention and been employed in numerous settings PBL is a more comprehensive and student-centered approach that involves students undertaking meaningful tasks based on real-world-related issues and questions This encourages pupils to simultaneously learn the language while arousing their interest and motivation PBL is also believed to assist students in sharpening transferable skills like communication and teamwork, among others, which is beneficial for their future careers (Thomas, 2000)

In Vietnam, research and teaching practices on PBL have been more prevalent at the tertiary level, resulting in increased familiarity and comfort with this approach among students However, PBL is still seldom utilized in the context of the secondary school EFL curriculum, and research on its efficacy in this setting remains limited Recognizing the imperative roles of PBL in facilitating students’ learning and creating productive classroom environments for the students, the Ministry of Education and Training (MOET) has attempted to introduce and apply PBL in the new ten-year English textbooks designed for the National Foreign Language 2020 Project Projects are included in each unit to help promote learner autonomy for EFL secondary school students and lifelong learning At the gifted lower secondary school in Hanoi, where I work, students are introduced to projects early on Given the scant amount of research that is currently available and the benefits of PLB, the researcher undertook an investigation to learn how 6th graders at Ha Noi's gifted lower secondary schools perceived the advantages and difficulties of implementing PBL in the context of English classes.

Aims of the research

This study aims to understand sixth-grade students' perceptions of the benefits and challenges associated with Project-Based Learning (PBL) in their English classes at a school in Hanoi Specifically, it seeks to examine how students view PBL’s role in their language development, its enhancement of transferable skills, its influence on their personal outlook, and its impact on their intrinsic motivation Additionally, the research investigates potential barriers students may encounter, exploring whether factors such as the learning environment, teacher-student dynamics, and individual characteristics, as perceived by the students, affect their engagement with PBL.

Scope of the research

The study focuses on sixth-grade students at a gifted school in Hanoi, capturing their perspectives on the use of PBL in English classes throughout the 2023–2024 academic year By conducting interviews and questionnaires, it gathers detailed insights into the perceived benefits and challenges of PBL within this specific educational setting, aiming to understand its impact on students’ learning experiences.

Research questions

- What benefits do students perceive in the integration of PBL into English classes at the lower secondary level?

- What challenges do students perceive in the integration of PBL into English classes at the lower secondary level?

Methods of research

The study used an exploratory research approach to learn about students’ perspectives on the benefits and challenges of PBL in English classes Interviews and questionnaires were employed to collect data.

Significance of the study

Considering the limited research on lower secondary students' attitudes toward project-based learning (PBL), this study holds significant importance Its findings suggest a valuable approach to enhancing students' English proficiency and transferable skill development Moreover, the study contributes to the existing literature on PBL by providing a Vietnamese perspective on its perceived benefits and challenges, thereby enriching our understanding of how PBL influences student language and skill acquisition.

Design of the study

The thesis is structured into five chapters

This chapter outlines the rationale, the aims, the questions, the methods, the scope of the study, the significance, and the organization of the study

This chapter presents key concepts, theoretical frameworks, and related studies

This chapter describes the context and methodology of the study

This chapter presents and analyzes the major findings

The chapter recapitulates all the main points discussed throughout the thesis, provides pedagogical implications, and suggests further research orientation.

LITERATURE REVIEW

Project-based learning

According to Beckett (2002), academics and educators have used a variety of terminologies to refer to the concept of 'project-based learning,' including project work, project method, project approach, and project-oriented approach Additionally, there exist multiple definitions of project-based learning, each reflecting the underlying theories or perspectives of the authors Blumenfeld et al

(1991) and Thomas Markham (2012) stress the importance of integrating knowledge with its practical application, while Hedge (1993) and Cooper and Murphy (2016) focus on the significance of reinforcing language skills Kartz and Chard (2000) emphasize the role of content learning in education

Thomas Markham (2012) and Blumenfeld et al (1991) both highlight the crucial role of integrating knowledge and application in PBL Markham (2012) views PBL as a means of merging knowing and doing, whereby learners not only acquire knowledge and core curriculum elements but also apply them to solve meaningful problems PBL redirects the focus of education from the curriculum to the student, encouraging them to become more active and independent learners To achieve exceptional results, learners must possess collaboration skills, passion, and creativity, which cannot be learned solely through textbooks but require experiential engagement Sharing the same viewpoint, Blumenfeld et al (1991) define project- based learning as a comprehensive approach that engages students in investigation to seek solutions to non-trivial problems through a range of activities that integrate language skills Learners can generate and refine questions, debate ideas, predict outcomes, design plans and experiments, gather and analyze data, and draw conclusions, among other activities The foundation of PBL rests on the authenticity or real-life application of the research Students work collaboratively as a team, provided with a "driving question" to answer or respond to, and directed to create an artifact (or artifacts) to present their acquired knowledge Artifacts may take various forms, including written pieces, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations

Within the context of English language instruction, Hedge (1993) views PBL as a valuable approach for enhancing learners' competence and fluency through the completion of extended tasks She characterizes a project as a task that encompasses numerous activities, integrating language learning, and working towards a jointly agreed goal, such as planning, gathering information, discussing information, problem-solving, and presenting orally or in written form Similarly, Cooper and Murphy (2016) emphasize the significant role of PBL in honing students' language skills through project completion within and outside the classroom In order for students to share their work and reflect on the processes they engage in, teachers are expected to provide a creative and engaged learning environment Kartz and Chard

(2000) illustrate project-based learning as an "in-depth study" of a specific topic that individuals, groups, or the whole class may undertake to explore a theme or topic PBL divides project work into days or weeks, depending on the age of the pupils and the topic The term "project work" refers to a way of teaching and learning content Children actively participate in their own studies, and the teacher encourages them to interact with people, things, and their surroundings in a meaningful way The content of such initiatives is drawn from the children's everyday lives

It is obvious that there are various viewpoints on how to define PBL This thesis defines project-based learning as an extended assignment that calls for students to work both individually and cooperatively to solve a problem or produce a product, enabling them to gain critical knowledge and skills

According to Fried-Booth (1986), every project, regardless of its length, follows three stages: planning, implementation, and creating the end product During the planning stage, teachers and students work together to determine the project's scope and content In the implementation stage, teachers are expected to provide support and monitor progress as tasks are completed The final stage involves students completing their jobs by creating and sharing the products, and the teachers give evaluations and feedback Despite its conciseness, Pried-Booth's model has flaws because there is no opportunity for students to self-evaluate or reflect on the project process

Later, Papandreous (1996) introduces a model that depicts the project work in six steps in "An Application of the Projects Approach to EFL."

Step 1: Preparation: The teacher initiates the topic and encourages students to engage in discussion

Step 2: Planning: The teacher and students work together to select the most suitable approach for gathering and analyzing information and assign the tasks accordingly Step 3: Research: Students work either independently or in groups to collect information from different sources

Step 4: Conclusions: Students analyze the collected information and draw conclusions

Step 5: Presentation: Students present their final work to the entire class

Step 6: Evaluation: The teacher evaluates the students' efforts and provides constructive feedback

Papandreou's model, similar to Fried-Booth's, divides tasks into separate stages The planning and preparation phases correspond to Fried-Booth's planning stage, while research and conclusion align with the implementation stage Presentation and evaluation are like the final stage of Fried-Booth's model Essentially, Papandreou's model is another variation of Fried-Booth's approach Stoller's five-stage framework is a more recent development that addresses the shortcomings of earlier models It reflects her evolving ideas on problem-based learning over the past three decades, from Sheppard and Stoller's eight-step process in 1995 to Alan and Stoller's ten-step process in 2005, to Stoller's seven-eight-step process in 2012, and ultimately the current five-step process as of 2020

During the initial stage of this problem-based learning approach, the project's theme, topic, and final outcomes are determined by considering the students' interests and using materials as a source for themes Effective themes must meet five criteria, including being relevant to the students' communities, studies, and lives, having multiple resources for reference, sparking their curiosity, motivating them, and instilling a sense of pride The final outcomes of the project align with the curricular aims, course goals, and student needs The roles of both teachers and students may vary depending on the students' level and the context, but generally, students have some say in ensuring their commitment to the project

Students are involved in the process of collecting information, using various types and methods of collection The teachers' support and guidance are provided based on the course goals and students' needs, and they often review the key grammatical structures as well as the vocabulary related to the theme or topic

Teachers serve as guides, helping students to review the purpose of the project, collect information, determine relevant and less appropriate information, and analyze the data to discover patterns, trends, or categories They also assist in summarizing or synthesizing data Meanwhile, students collaborate in groups to compile or analyze the information they have gathered

Teachers can incorporate support structures into classroom tasks to help students prepare for presenting their finished projects Once complete, students showcase the outcome products to their intended viewers

To guarantee the successful completion of projects, two rounds of reflection by both teachers and students are suggested Teachers assess students' progress in language development, content learning, strategy implementation, decision-making abilities, and collaboration skills and prompt students to reflect on their own achievements in terms of content, language, skills, strategies, process, and product Similarly, teachers reflect on the strengths and weaknesses of the project to identify areas for further improvement

The diagram below illustrates the content of each stage (Stoller, 2020, p.31.)

Figure 1: Stoller’s five stage PBL framework (Stoller, 2020, p.31)

It is evident that the stages outlined in this model are precise and straightforward This framework eliminates the extensive overlap between project stages by highlighting the repetitive nature of the project, which provides students with a clear sense of progression Additionally, the teacher-student relationship is intertwined in cycles, emphasizing the teacher's evolving roles and the students' language needs Moreover, this framework strongly emphasizes the value of reflective and evaluative tasks

Although several definitions and stages of PBL have been covered, the next section is critical for getting insights into PBL by studying the key elements of PBL Specifically, this section examines key features of PBL linked to the learning process, learner roles, and instructor responsibilities

Previous studies

Global and local studies, including those conducted in Vietnam, have highlighted the diverse benefits of PBL in English instruction These studies indicate that PBL can enhance learners' language acquisition, improve their attitudes toward learning, and foster positive learning traits For instance, Kornwipa Poonpon's 2018 study explored undergraduate students' perspectives on PBL, revealing valuable insights into how interdisciplinary projects effectively boost English proficiency Similarly, Kokhan Bas's research (2010-2011) demonstrated that ninth-grade students engaged in PBL achieved higher academic success and exhibited more positive attitudes compared to those receiving traditional instruction

Additional research has underscored PBL's role in promoting favorable learning traits Li Ke (2010) found that PBL enhances innovative, communicative, and cooperative skills, while Tomei, Glick, and Holst (1999) noted that increased input and relevant content through PBL foster creativity and imagination At King Mongkut’s University of Technology, Wachid and Wattansin (2015) reported that students had positive attitudes toward project work, appreciating the benefits of teamwork and learning autonomy In Vietnam, Hoang's (2017) study of tenth-grade students revealed that project activities significantly enhanced English skills, broadened knowledge, and increased motivation

However, despite these benefits, challenges in implementing PBL have also been identified Ngo (2014) highlighted difficulties students face in embracing autonomy and adjusting to the teacher's role as a facilitator, especially in a context that traditionally relies on teacher-centered methods Pham's study identified additional obstacles, such as unfamiliarity with group work and long project durations, while Alabbus (2018) found that insufficient collaborative skills sometimes led to imbalances in group dynamics

Moreover, while the existing literature emphasizes the effectiveness of PBL, there is a notable gap concerning its application to younger learners, particularly sixth-grade students Most research has concentrated on older or higher-level students, leaving a lack of insights into how PBL impacts younger learners’ development of transferable skills, motivation, and collaborative abilities in English classes Additionally, few studies have explored the specific challenges of PBL within the Vietnamese educational context, where traditional teaching methods remain dominant

This study aims to fill this gap by investigating sixth-grade students' perceptions of the benefits and challenges of PBL in English instruction at a school in Hanoi By focusing on this age group and considering the specific cultural and educational dynamics in Vietnam, this research seeks to provide valuable insights into how PBL can be effectively adapted for younger learners, thereby enriching the existing body of knowledge on PBL's application in diverse educational contexts Through this exploration, the study aims to contribute to a deeper understanding of PBL's potential and its challenges, ultimately informing educators and policymakers about best practices for implementing PBL in secondary education

This chapter provides a comprehensive overview of PBL, focusing on its definitions, processes, and essential characteristics PBL merges theoretical knowledge with practical application, fostering active learning through collaboration and problem-solving The learning process typically unfolds in stages—planning, implementation, and product creation—guided by Stoller’s five- step framework Key features of PBL include learner-centeredness and authenticity, empowering students to take ownership of their learning experiences While PBL effectively enhances language skills and promotes independence, it also presents challenges such as time constraints and difficulties in assessment This study aims to explore sixth-grade students' perceptions of PBL's benefits and challenges in English instruction, providing valuable insights for educators and policymakers.

METHODOLOGY

Exploratory research

The study employs an exploratory research design for several reasons Firstly, the subject of project-based learning in a lower secondary school in Hanoi remains relatively unexplored, necessitating a thorough investigation to uncover how students perceive its benefits and challenges This unexplored nature of the topic makes exploratory research particularly suitable Secondly, the research questions are complex, requiring an examination of a broad scope of potential aspects The complexity stems from the potential influences of various individuals and contextual factors, making it essential to adopt a research design capable of addressing such intricacies

Furthermore, exploratory research is particularly advantageous in qualitative research designs, which are adept at unraveling complex phenomena and gaining deep insights into human experiences In this instance, qualitative methods such as interviews are crucial, as they facilitate a more profound understanding of the experiences and perceptions of lower secondary school students in Hanoi regarding PBL By employing qualitative methods, the study aims to capture the nuanced perspectives of students, thereby providing a comprehensive understanding of the benefits and challenges associated with project-based learning in this context.

Setting of the study

The research was carried out at a prestigious lower secondary school in Hanoi known for its challenging academic curriculum and focus on nurturing the abilities of gifted students This educational institution encompasses both middle and high school levels Annually, the middle school identifies gifted students from elementary schools through competitive exams in three main subjects: English, math, and Vietnamese From around 4,000 exam-takers, only the top 200 performers are admitted, resulting in an exceptionally low acceptance rate of 5%

These selected students receive a high-quality education and are taught by the same faculty as their high school counterparts

In terms of classroom facilities, each classroom is equipped with essential resources, including a spacious blackboard, a loudspeaker, and a projector This provision enables students to effectively utilize these tools, particularly when presenting their final project products, if the need arises

The research was conducted over the academic year 2023–2024, spanning from

September to mid-March, and involved a sample of 200 sixth-grade students These students were drawn from five different classes: 6A, 6B, 6C, 6D, and 6E, all of which had teachers who implemented PBL in their English lessons The students had been studying English for at least two years and had passed a rigorous entrance examination, ensuring that they possessed English language skills ranging from A2 to B1 This proficiency level was crucial for the successful implementation of PBL in their classes

Most of the students displayed a positive attitude toward learning and were eager to improve their English and develop other skills However, a few students perceived

English as a challenging subject and found it difficult to collaborate on projects as part of a team

Sixth graders were selected for this study because they are at a pivotal stage in their education, transitioning from elementary to lower secondary school At this point, students begin to engage more deeply with subjects like English, and their attitudes toward new learning methods, such as PBL, can significantly influence their future academic success Moreover, having already passed a demanding entrance exam, these students were well-prepared to handle more advanced educational methods like PBL, making them an ideal group for this study

Comment [TN1]: Bổ sung lý do chọn six-graders

In the school where the study was conducted, English is a mandatory subject in the curriculum, and students must successfully complete examinations in this subject The current textbook utilized by 6th-grade students is "Tieng Anh 6-Global Success," authored by Hoang Van Van, Nguyen Thi Chi, Le Kim Dung, and others This textbook is the second in a four-book series written for Vietnamese students learning English as a foreign language (EFL) in lower secondary institutions It follows a systematic, cyclical, and theme-based syllabus, which received approval from the Ministry of Education and Training in December 2018 The syllabus emphasizes language use, covering pronunciation, vocabulary, and grammar, with a focus on enhancing the four language skills: listening, speaking, reading, and writing

The textbook consists of 12 units, each containing seven sections that provide language material for seven 45-minute classroom sessions The seventh section of each unit includes the "Looking Back" and "Project" components The teacher used the questions from the project section to create questions for the student projects.

Description of the project

Project-based learning is required in the school's English classrooms and is based on the textbook

PBL was implemented for both semesters and throughout the entire 2023–2024 school year, starting from December 2023 until mid-May 2024

At the start of each semester, teachers informed students that they would be working on group projects The project themes were drawn from the Project section of the textbook However, the teacher and students discussed whether to keep or modify the textbook project requirements Each class was then randomly divided into 10 groups, with 5 projects assigned per semester Since there were only 5 projects each semester for the 10 groups, each pair of groups was assigned the same project

Each unit consisted of 7 lessons, with 6 lessons dedicated to learning and the final lesson (lesson 7) reserved for group presentations During the six learning lessons, teachers covered grammar, pronunciation, vocabulary, and the four language skills, providing students with sufficient background knowledge and vocabulary related to the project topics For instance, Unit 1 required students to research different types of houses and design their dream house Prior to this, teachers taught vocabulary related to houses and conducted reading, speaking, listening, and writing activities on the topic of schools

Students discussed in their group further details to complete the project, such as the tasks of each member and how to find information, brainstorm ideas, work together, and reach agreements During the project, teachers answered students' questions related to the project and provided reading and listening materials from books or websites as needed Students were encouraged to creatively choose their preferred presentation format, such as PowerPoint, posters, or recorded video presentations

To facilitate smooth presentations, students were advised to write a script and could optionally send it to the teacher for feedback Teachers also provided guidance on group work dynamics, appointing a leader, and ensuring tasks were evenly distributed among group members They intervened only if issues arose during group work Furthermore, teachers instructed students on data collection methods, such as using online questionnaires for surveys

During the presentation session in lesson 7 of each unit, groups had to present their assigned project Each group was allotted approximately 10–20 minutes for their presentation, followed by questions from the teacher and classmates Feedback was provided to each group, and students were asked to reflect on their learning experiences and group dynamics Group performance and projects were evaluated based on five criteria: content, delivery, visual aids, structure, and responses to questions Overall, teachers acted as facilitators, guiding students while allowing them to take ownership of their work and fostering independent learning

The project topics and their requirements are as follows:

Students research different types of schools and work in groups to design their ideal school at home They will then present their findings and their dream school to the class

Students will research different types of houses and work in groups to create designs for their own strange homes They will then present their findings and their strange homes to the class

In groups, students will compile a yearbook featuring photos and information about their friends' appearances, personalities, hobbies, and more They will present their completed yearbooks to the class

Students will select and research a location within their neighborhood, then share their findings with the class through oral presentations supported by PowerPoint, posters, or pictures

Unit 5: Natural Wonders of Vietnam

Students will choose a natural wonder in Vietnam and conduct research about it They will then deliver presentations about their chosen natural wonder to the class, utilizing PowerPoint, posters, or pictures

Students were expected to conduct surveys or interviews among their friends to determine the importance of television in their lives They could either use the questions provided in the textbook or develop a new set of questions

Students were required to research and present the most popular traditional games

Unit 9: Cities of the world

Students were to choose a city they would like to visit and present their findings

Unit 10: Our houses in the future

Students were to research, identify an appliance they would like to have in the future, and present their findings using visual aids in class

Students were expected to research and propose ways to reuse old items and present their findings through a visual presentation They were permitted to bring in real objects to the classroom in class

At the end of the second semester, a Likert-scale questionnaire was conducted to collect quantitative data on the perceptions of 200 students regarding project-based learning (PBL) This scale enabled students to indicate their level of agreement or disagreement with various statements, yielding detailed data for statistical analysis The organized structure of the questionnaire made it easier to compare different aspects of PBL, including its challenges and advantages, while also helping to reveal patterns or trends in students' attitudes

The questionnaire consisted of 40 items designed to cover a broad range of topics related to PBL 16 questions addressed difficulties faced by students: 8 focused on context-related challenges, 5 on teacher-related issues, and 3 on student-related difficulties The remaining 24 questions assessed the advantages of PBL, including

6 on language proficiency, 9 on transferable skills, 6 on personal attributes and self- discipline, and 3 on intrinsic motivation These items were adapted from existing research and aligned with the theoretical framework of PBL as outlined by Musa, Mufti, Latiff, & Amin (2012) and Efendi (2017)

To ensure comprehension, the questionnaire was provided in both Vietnamese and English and was designed to be clear and age-appropriate A pilot test with a small group of students helped refine any ambiguous or complex statements During administration, the teacher was available to offer explanations or clarifications as needed

In addition to the questionnaire, qualitative data were gathered through 20-minute interviews with 20 students These interviews provided in-depth insights into students' experiences with PBL and offered personalized feedback

The selection of these 20 students was conducted using a stratified sampling method to ensure a representative and diverse sample Students were divided into subgroups based on criteria such as gender and academic performance, and within each stratum, participants were chosen using random sampling with a random number generator This approach balanced the need for diverse perspectives with practical feasibility, ensuring a manageable workload for conducting and analyzing interviews while reaching data saturation

Data analysis

The Likert-scale questionnaire data were analyzed using descriptive statistics to identify patterns in students' perceptions of PBL Each response was scored from 1 (strongly disagree) to 5 (strongly agree), and frequencies for each response category were calculated to provide a clear view of student attitudes

The qualitative data obtained from the interviews were analyzed using thematic analysis, which involves identifying, analyzing, and reporting patterns (themes) within the data This process was conducted through several levels of coding The recorded interviews were transcribed verbatim Initial coding was then performed by reading through the transcripts and noting significant phrases, sentences, or segments relevant to the research questions These initial codes were reviewed, and similar codes were grouped into more specific themes (focused coding) For example, codes related to difficulties in understanding the PBL process were grouped under a broader theme of "context-related difficulties." The final step involved selecting the core themes that emerged most frequently and were most relevant to the research questions These themes were used to construct a narrative that provided a detailed understanding of students' experiences with PBL, highlighting both benefits and challenges By analyzing the qualitative data, recurring themes and unique insights emerged, deepening the quantitative findings and offering a comprehensive view of students' perceptions of PBL

This chapter outlines the methodology used to explore PBL among sixth-grade students at a school in Hanoi An exploratory research design was chosen due to the limited study of PBL in this context, involving a sample of 200 students from five classes using the "Tieng Anh 6-Global Success" textbook Data were collected through a Likert-scale questionnaire assessing perceptions of PBL's challenges and benefits, alongside semi-structured interviews with 20 students selected for diverse perspectives Quantitative data were analyzed with descriptive statistics, while qualitative data underwent thematic analysis, providing a comprehensive understanding of students’ attitudes toward PBL and its impact on their learning experiences.

FINDINGS AND DISCUSSION

Questionnaire

Question 1: You are not given enough time to do the project

Question 2 PBL is not suitable for learning English as a second language

Question 3: PBL is new and unfamiliar to you

Question 4: The project task is too difficult for you to carry out

Question 5: PBL activities fit well with what I learn in English class

Question 6: My project work is graded fairly and accurately

Question 7: The classroom is well equipped for PBL activities

Question 8: I can easily find materials and resources for my project

Table 1: Questionnaire results in terms of context-related challenges

The table provides insights into the context-related difficulties encountered by participants during the project

Regarding time management, 32% of students feel they did not have enough time for the project, while nearly 60% disagree with this statement This suggests that time constraints may affect some students' learning experiences

On the effectiveness of PBL for teaching English as a Second Language (ESL), over 85% of students view it as useful and acceptable This indicates that PBL is recognized for its effectiveness, and efforts should focus on addressing specific issues rather than questioning the method's overall validity

The novelty of PBL does not seem to be a major concern, with only 9% of students finding it challenging

About two-thirds of students find the project assignments manageable, while the remaining third do not This implies that while the project tasks are generally suitable, some adjustments may be necessary to better align with students' skill levels for a more effective learning experience

PBL's alignment with the English curriculum is well-regarded by 85% of students Opinions on project evaluation are mostly positive, with 75% of students expressing favorable views, though 20% are neutral and 5% disagree, indicating areas for improvement in grading Similarly, 68% of students view classroom facilities positively, but 23% are neutral and 9% disagree or strongly disagree

Most students (64%) report ease in accessing materials and resources for their projects, while 36% express neutrality or dissatisfaction, suggesting a need for additional support in resource accessibility

On the whole, the context presents some difficulties These include time constraints that may have an impact on the caliber of project work, the need to match project complexity to students' skill levels, and ways to address particular issues while preserving the efficacy of project-based learning in ESL contexts Other factors to take into account are the availability of resources, the sufficiency of facilities, and the impartiality and correctness of project assessments

Question 9: You receive little guidance from your teacher during the project Question 10: You feel demotivated due to your teacher' attitude during the project Question 11: Your teacher is not proficient in the English language

Question 12: Your teacher does not assess students’ projects well

Table 2: Questionnaire results in terms of teacher-related challenges

The survey results show that 55% of students disagree or strongly disagree with the statement "You receive little guidance from the teacher during the project," indicating they feel well-supported However, 38% are neutral, and 6% agree, suggesting that some students may need clearer communication or additional assistance

Regarding motivation, 87% of students strongly disagree or disagree with the idea that they feel demotivated by their teacher's attitude, indicating a positive teacher- student relationship that likely fosters motivation

All students believe their teacher is fluent in English, suggesting they view their teacher as effective in facilitating learning, especially in project-based scenarios Regarding project assessment, 72% of students disagree or strongly disagree with the claim that their teacher does not assess projects well, indicating that most believe the assessments are effective Nonetheless, 22% are neutral, and 6% agree with the statement, pointing to some concerns about the teacher’s assessment skills

In summary, the survey reveals that students generally view their teacher’s role positively, feeling well-guided and motivated They also believe the teacher is fluent and assesses projects effectively However, some students seek more guidance and have minor concerns about assessment fairness

Question 13: Students lack the necessary skills to complete the project

Question 14: Students’ different English proficiency levels cause problems for group members

Question 15: Students’ different attitudes towards the project cause problems for the completion of the project

Table 3: Questionnaire results in terms of student-related challenges

The survey reveals several challenges related to student involvement in projects, including skills, English proficiency, and attitudes Opinions on fundamental project skills are mixed: 31% are neutral, 38% agree or strongly agree, and 31% disagree or strongly disagree, indicating varied confidence in these skills

Regarding English proficiency, 42% do not view language differences as a major issue, while 43% are concerned about their impact on group dynamics

Most students (77%) recognize that varying attitudes can hinder project completion, highlighting attitudinal differences as a significant challenge

Overall, the survey shows mixed views on project skills and English proficiency, but a consensus that diverse student attitudes significantly impact project success

Question 1 Project work helps me improve my vocabulary

Question 2 Project work helps me improve my grammar

Question 3 Project work helps me improve my English listening skills

Question 4 Project work helps me improve my English reading skills

Question 5 Project work helps me improve my English speaking skills

Question 6 Project work helps me improve my English writing skills

Table 4: Questionnaire results in terms of language abilities

Most participants believe that project work significantly enhances vocabulary, with 88% agreeing that it helps improve their vocabulary While students see greater gains in vocabulary compared to grammar, a majority (64%) also feel that project work aids in grammar improvement However, 31% of respondents are neutral, indicating some uncertainty or variability in their experience of grammar enhancement through projects

In terms of overall English proficiency, students show progress in all four language domains: speaking, writing, reading, and listening Specifically, there is strong positive feedback on reading skills, with 85% of participants agreeing or strongly agreeing that project work boosts their reading abilities Speaking skills also receive a positive assessment, with 79% agreeing or strongly agreeing that projects help improve their speaking Writing skills are similarly viewed positively, with 80% of respondents acknowledging improvements through project work On the other hand, responses regarding listening skills are mixed While over half of the participants agree or strongly agree that projects enhance their listening abilities, 33% are neutral, and 16% disagree or strongly disagree, indicating some negative feedback

In general, project work is typically viewed as a thorough method of enhancing English ability However, it appears to be less effective in improving listening skills, indicating a potential area for refinement

Question 7: Project work improves my teamwork skills

Question 8: Project work improves my presentation skills

Question 9: Project work improves my negotiation skills

Question 10 I learn to work successfully with students from different groups in the class

Question 11 I improve my social skills through interactions with group members and the teacher

Table 5: Questionnaire results in terms of communication and interpersonal skills

The survey results show a generally favorable view of communication and interpersonal skills Respondents believe that project work greatly enhances their teamwork abilities, with 87% agreeing or strongly agreeing It also positively impacts presentation skills, with 83% sharing this view

The data further suggests that project work has a beneficial effect on negotiation skills, with 65% of respondents agreeing or strongly agreeing However, the presence of a notable neutral group (27%) indicates varied experiences, highlighting a need for more targeted training and clearer role definitions in negotiation

Interview

The interview results support the survey's findings and provide a more thorough explanation

Many students expressed satisfaction with the time provided, attributing this to the teachers' practice of communicating project details and deadlines well in advance One student commented, "I think the time you gave us for our project is enough

You always assign the project really early (about the start of the term)." Another echoed this sentiment, stating, "Our teacher usually gives us at least one month to work on our project And she announces the deadline very soon, so we have a lot of time to prepare and get it done."

These responses underscore the effectiveness of early deadline communication in helping students manage their time By receiving project assignments at the beginning of the term, students can plan their work in coordination with other academic and extracurricular commitments, reducing stress and enabling a more organized approach to PBL tasks

However, the interview results also shed light on the challenges faced by the 32% of students who felt time-constrained These students highlighted specific issues such as the burden of attending extra classes, the demands of other subjects, and the intensive nature of project tasks For example, one student mentioned, ―I don’t have enough time to complete the project because I have deadlines from other subjects, too.‖ Another added, ―I don’t think I have adequate time because I also have to go to extra classes.‖

The complexity and multifaceted nature of PBL itself contribute to these time management difficulties As one student pointed out, projects require "extensive research, PowerPoint creation, and other things," which can be overwhelming when combined with other academic responsibilities

These findings suggest a need for more flexible time management strategies within PBL Flexible deadlines, additional support for time management, or adjusting workloads to better meet students' diverse needs Addressing external factors like extracurricular classes and overlapping deadlines is also crucial to ensuring all students have an equal opportunity to succeed

Interviews highlight that students value PBL for its positive effects on their language skills, such as vocabulary development, writing improvement, and practical application Additionally, students appreciate the collaborative nature of PBL, which deepens their understanding of the material and enhances their teamwork abilities As one student noted, "Project-based learning works well for me It helps me learn new vocabulary and writing skills throughout the process." Another student added, "Using projects to study English is effective because it goes beyond just listening to the teacher; it involves completing tasks and applying what we've learned in practice."

Most students find PBL manageable, primarily due to their familiarity with the method, which is commonly applied in various subjects at their school This familiarity has enabled students to develop essential skills and adapt more easily to the PBL approach One student commented, "The project-based learning we do in English class is also used in many other subjects It helps us get used to presenting and builds skills we'll need later on."

Students’ perceptions of PBL task complexity vary significantly About two-thirds find the projects manageable, with some initially struggling but eventually overcoming challenges These students view the difficulties as essential to the learning process, leading to the discovery of new skills like teamwork and presentation abilities As one student noted, "Challenges are part of learning and help us discover talents we wouldn't learn otherwise." Another shared, "I had trouble at first but overcame it, and now I’m fine."

This group sees PBL challenges as opportunities for personal growth, enhancing their ability to work in teams, present ideas, and apply new knowledge Their positive outlook underscores PBL’s potential to foster resilience and skill development

However, another group of students finds PBL tasks significantly challenging, often due to the complexity of the assigned topics or the structure of the projects One student remarked, "It's very challenging during the process; it seems easy at first glance, but when you start working on it, it's unbelievably difficult." This student further elaborated, saying, "For example, summarizing the origins and history of a topic (such as a film) while still ensuring completeness and conciseness." Another student pointed out that "There are many topics that are quite difficult to explore." These differing perceptions indicate that while PBL is effective for many, it may require refinement to ensure all students can engage with tasks at an appropriate level For the majority, challenges are integral to learning, but for others, task complexity can be a barrier to success, highlighting the need for differentiated support or adjustments

Most students believe that PBL activities are well-aligned with the topics in their English textbooks, indicating that the projects are intended to complement and enhance the learning objectives of each unit For example, if a textbook unit focuses on "My School," a related project might involve students creating a detailed presentation or report about their own school This close alignment allows students to directly apply the language skills and vocabulary they have learned in a practical setting, which reinforces their understanding and helps them retain the material better

The general perception among students is that their project work is graded fairly and accurately, with most expressing satisfaction with the scores they receive For instance, one student mentioned, "I think my teacher graded my project quite fairly

I am happy with my score." This positive feedback suggests that the grading system, in general, is effective in evaluating student performance

However, concerns arise when it comes to group projects Some students feel that their individual contributions are not adequately recognized, which can lead to a sense of unfairness For example, one student noted, "My groupmate didn’t do much but still got a good score for teamwork I hope that each of us is graded individually for our performance." This highlights a common issue where the efforts of more active members can be overshadowed by less engaged ones

Additionally, there is a desire for more transparency in the grading process Some students have expressed confusion over the grading criteria, as one student shared,

"I don’t really understand the marking criteria I hope the teacher explains more about our score." This highlights a need for educators to provide clearer guidelines and explanations regarding how grades are determined, ensuring that students fully understand the basis for their evaluations

Discussions

In terms of context-related challenges, the findings reveal a positive reception of the methodology, indicating its appropriateness and the students' familiarity with it However, time allocation remains the primary challenge, necessitating additional support from teachers, particularly for students with heavy workloads This is consistent with several studies which highlight that insufficient time is a significant obstacle to the successful implementation of project-based learning, affecting both students' and teachers' ability to manage the workload effectively (Guo, Saab, Post, and Admiraal, 2020) Other less significant factors identified include aligning project complexity with students' skill levels and addressing specific issues while maintaining the effectiveness of project-based learning in an ESL context, as well as the availability of resources, the adequacy of facilities, and the fairness and accuracy of project assessments

Regarding teachers, the research indicates that the teacher-student dynamic is generally positive However, there is a need for more detailed guidance and feedback from teachers, especially for complex tasks, to help students navigate challenges effectively This requirement for detailed teacher guidance and feedback is also supported by similar findings in the literature, which emphasize the importance of scaffolding in project-based learning Bell (2010) argued that scaffolding is essential for helping students manage the complexities of project- based tasks, ensuring they receive the necessary support to achieve learning outcomes

The most significant issue appears to be with the students, who may have varying skill levels, language proficiency, and attitudes This aspect adds a new dimension to the discourse on PBL in ESL contexts, suggesting that a one-size-fits-all approach may not be effective

PBL in English instruction offers several notable benefits Most students find that project work significantly enhances their vocabulary, reading, speaking, and writing skills, with some improvement in grammar and listening, though experiences with these aspects vary PBL also supports the development of critical thinking and problem-solving abilities, and students generally see improvement in their time management skills

PBL is particularly effective in enhancing communication and interpersonal skills, notably teamwork and presentation abilities However, responses about negotiation skills and collaboration with diverse peers are mixed, highlighting the need for more targeted strategies in these areas

In terms of personal qualities, PBL fosters a greater sense of responsibility, independence, creativity, and active learning Students appreciate the opportunity to explore their interests and strengths, though some remain uncertain about how well PBL helps them respect others

Moreover, PBL increases students' intrinsic motivation, making learning English more engaging and enjoyable While some find it less challenging, others still view it as a significant challenge The study also reveals that many students do not see a strong connection between project work and skills beneficial for future careers, suggesting a need for better alignment with career-related skills

These findings align with previous research on the benefits of PBL, including studies by Fried-Booth (2002), Philips et al (2005), Nguyen and Meir (2009), Gallacher (2012), and Stoller (2017) A unique aspect of this study is its emphasis on the need for more targeted strategies to improve collaboration among diverse peers and the uncertainty about whether PBL effectively enhances work-related skills Overall, PBL is valued for improving language proficiency, transferable skills, personal qualities, and intrinsic motivation, though some areas could benefit from further refinement

In conclusion, the study revealed that students generally value the role of PBL in advancing their vocabulary, grammar, and skills in reading and speaking, though they noted minimal improvement in listening abilities Beyond language learning, students regarded PBL as valuable for building teamwork and presentation skills However, opinions were mixed regarding its impact on negotiation and interpersonal skills, with some students voicing frustration over uneven contributions from group members While students acknowledged the supportive role of their teachers, they expressed a desire for clearer grading criteria and additional guidance on more complex tasks

Personal growth was also a notable outcome, as PBL encouraged students to develop independence, creativity, and a strong sense of responsibility Although students appreciated PBL's interactive approach, which increased their motivation to learn English, many found the projects both challenging and somewhat detached from career-related skills Overall, the study highlights PBL's effectiveness in fostering language and transferable skills, while suggesting that additional guidance and a closer connection to career skills could further enhance the learning experience.

CONCLUSION

Recapitulation

The findings of this thesis highlight the effectiveness of the PBL method for ESL students Specifically, students demonstrated improvements in language proficiency, transferable skills, personal qualities, and intrinsic motivation, emphasizing the success of this teaching approach in classrooms However, the findings reveal that students did not show significant improvement in social and interpersonal skills, indicating a need for interventions such as structured group activities and social skills training Furthermore, the study did not establish a clear link between PBL and the development of work-related skills among secondary students This lack of correlation may be due to factors such as the limited career orientation of secondary students and their minimal exposure to real-world work contexts Consequently, the impact of PBL on work-related skills may be less evident in this demographic, suggesting a need for further investigation and targeted interventions to address this aspect of student development within the PBL framework

When examining the challenges of PBL, student-related issues were the most significant Some students struggled to collaborate with peers who had different skills, levels, and attitudes Additionally, context-related problems, such as time constraints, created obstacles for students facing external demands that interfered with project deadlines While it is important to recognize the instructor's role in effectively supporting PBL, it is recommended that teachers provide additional support, particularly for complex tasks Moving forward, addressing these challenges through targeted interventions and adjustments to the PBL framework can further enhance its effectiveness for ESL secondary students.

Recommendations

In a PBL setting, shifting from group to individual assignment marking can help address issues of grading pressure and inaccuracies in assessment By removing group ratings, students are less concerned about how their peers’ contributions affect their own grades, fostering a more collaborative environment focused on mutual understanding rather than competition for grades This approach ensures each student’s effort and performance are assessed individually, thus avoiding grade inflation and better reflecting their actual learning

To improve collaboration and task clarity, there are several measures Developing explicit standards that define each team member’s roles and responsibilities ensures significant contributions from all, promoting accountability and shared ownership Additionally, providing criteria and checklists for each task simplifies the process and ensures all components are addressed Teaching effective teamwork skills— such as communication, active listening, and valuing diverse opinions—further enhances collaboration within the group

The challenge of false data from group grades, which can mask learning gaps and create inaccurate assessments, can be also addressed By focusing on individual assessments, teachers can avoid the complications of grade inflation and better understand each student’s unique learning needs

For effective supervision and support, Kohl’s learning cycle is recommended This approach involves creating a learning environment that emphasizes experimentation and reflection Supervisors can improve group dynamics by leading discussions, preparing experimental tasks, and encouraging reflective practices This structured approach aids students in developing stronger project skills and promotes more effective group collaboration

5.2.2 Optimize time management and support structures

To address the challenge of insufficient time for project completion, which significantly impacts students' ability to manage their workload, a multifaceted approach is necessary Extending project deadlines provides students with more flexibility, reducing stress and allowing them to produce higher-quality work By breaking down projects into smaller, manageable milestones with intermediate deadlines, students can better track their progress and receive timely feedback, which helps them stay focused and make necessary adjustments throughout the project

Moreover, offering additional support is crucial for students who face heavy workloads Implementing after-school help sessions, providing access to online resources, and establishing peer mentoring programs can offer targeted assistance and guidance These support mechanisms ensure that students receive the help they need outside regular class hours, which can be particularly beneficial for those struggling with time management

Incorporating effective time management training into the curriculum is another vital step Workshops or resources focused on strategies for balancing project work with other academic and personal responsibilities can equip students with the skills to organize their tasks more efficiently By teaching students how to prioritize and manage their time effectively, educators can help them navigate their PBL experiences with greater ease

5.2.3 Tailor instruction and scaffolding to diverse student needs

To address the challenge of varying student skill levels, language proficiency, and attitudes within PBL, it is essential to tailor both instruction and scaffolding to accommodate diverse student needs Differentiated instruction plays a crucial role in this process by adjusting the complexity of projects according to each student’s abilities and language skills This could involve offering tiered tasks, where students can choose assignments that match their current level of proficiency, or providing additional resources and targeted support for those who need it Alongside differentiated instruction, targeted scaffolding is vital for offering personalized guidance and feedback By implementing regular check-ins and formative assessments, teachers can closely monitor student progress and address specific challenges as they arise

Additionally, designing projects with customizable options allows students to select tasks that align with their strengths and interests, thus fostering greater engagement and motivation This approach not only accommodates varying skill levels but also supports diverse learning styles and preferences To ensure that these strategies are effectively employed, it is also important to invest in professional development for teachers Training educators in effective scaffolding techniques and differentiated instruction strategies equips them with the skills necessary to support all students within the PBL framework By implementing these recommendations, educators can better manage time constraints and provide tailored support, enhancing the overall effectiveness of project-based learning and ensuring that every student has the opportunity to succeed.

Limitation of the research

The research on PBL for ESL secondary students is subject to several limitations that warrant consideration Firstly, the size of the survey data, comprising only 200 participants, may restrict the generalizability of the findings With a relatively small sample size, the research may not fully capture the diverse characteristics and nuanced experiences associated with PBL implementation among ESL students Consequently, the findings may lack the robustness necessary to draw comprehensive conclusions regarding the effectiveness of PBL in diverse educational settings

Secondly, the survey was conducted in a gifted school setting, where students are inherently highly intelligent and benefit from excellent school facilities This presents a potential limitation in extrapolating the findings to a broader context, particularly at a country-wide scale Implementing PBL in less resourced settings, such as rural areas where second language education may not be prioritized, poses significant challenges The disparity in educational resources and pedagogical support may hinder the feasibility and effectiveness of PBL implementation in such contexts, thereby limiting its potential impact on ESL student learning outcomes Overall, while the research offers valuable insights into the application of PBL for ESL secondary students, it is essential to acknowledge these limitations when interpreting the findings Future studies should aim to address these limitations by employing larger and more diverse samples, as well as exploring strategies to adapt PBL to a variety of educational settings, including those with limited resources and infrastructure By doing so, researchers can gain a more comprehensive understanding of the potential benefits and challenges associated with PBL implementation for ESL students across diverse contexts

To enhance the understanding of PBL in English language education, several areas require further investigation

Firstly, expanding the sample diversity in future studies is essential The current research, with its small sample size and focus on a gifted school setting, may not reflect the experiences of students in different educational contexts Including a broader and more varied group of students, particularly from rural or less-resourced schools, could provide insights into how PBL operates across diverse settings and its consistent benefits and challenges

Secondly, research should explore how PBL can be more effectively aligned with career readiness Integrating real-world tasks and career-oriented skills into projects may enhance their relevance and preparation for future careers Collaborations with industry professionals or designing projects that reflect professional skills could offer practical improvements in career readiness

Another area for investigation is the evaluation of time management strategies within PBL Research could assess methods for managing time, such as adjusting deadlines and breaking projects into smaller tasks, to alleviate time-related challenges for students

Assessing the impact of differentiated instruction and scaffolding on students with varying skill levels and language proficiencies is also crucial Studies should explore how tailored instruction and personalized feedback influence student outcomes, offering insights into optimizing PBL to meet diverse learning needs Furthermore, examining the role of teacher training in implementing PBL effectively is important Research focusing on professional development related to scaffolding and differentiated instruction can improve teaching practices and PBL effectiveness

Finally, conducting longitudinal studies to track the long-term impact of PBL on students' language proficiency, transferable skills, and personal development will provide a comprehensive view of its lasting effects

By addressing these areas, future research can contribute to a more nuanced understanding of PBL and its implementation, ensuring that it effectively meets the needs of ESL students and enhances their overall educational experience

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My name is Tran Ngoc Anh, and I am conducting a master's research study titled

"An exploratory research of students' perceptions of the benefits and challenges of the implementation of project-based learning at a lower secondary school in Hà Nội."

I would like to request your valuable assistance in completing the survey questionnaire for this research Please be assured that all information provided by you will be solely used for the study's purpose, and you can trust that your identity will remain confidential throughout the data analysis and discussions

Thank you very much for your kind cooperation

Please rate each of the following questions on a scale of 1–5, where 1 indicates

"strongly disagree," 2 indicates "agree," 3 indicates "neutral," 4 indicates "agree," and 5 indicates "strongly agree."

1 You are not given enough time to do the project

2 PBL is not suitable for learning English as a second language

3 PBL is new and unfamiliar to you

4 The project type is too difficult for you to carry out

5 PBL activities fit well with what I learn in English class

6 My project work is graded fairly and accurately

7 The classroom is well equipped for PBL activities

8 I can easily find materials and resources for my project

9 You receive little guidance from your teacher during the project

10 You feel demotivated due to your teacher' attitude during the project

11 Your teacher is not proficient in the English language

12 Your teacher does not assess students’ projects well

13 Students lack the necessary skills to complete the project

14 Students’ different English proficiency levels cause problems for group members

15 Students’ different attitudes towards the project cause problems for the completion of the project

1 Project work helps me improve my vocabulary

2 Project work helps me improve my grammar

3 Project work helps me improve my English listening skills

4 Project work helps me improve my English reading skills

5 Project work helps me improve my English speaking skills

6 Project work helps me improve my English writing skills

7 Project work improves my teamwork skills

8 Project work improves my presentation skills

9 Project work improves my negotiation skills

10 I learn to work successfully with students from different groups in the class

11 I improve my social skills through interactions with group members and the teacher

Critical thinking and problem-solving skills

12 Project helps me improve problem-solving skills

13 Project helps me improve decision-making skills

14 Project helps me improve critical-thinking skills

15 Project work improves my time-management skills

Self-responsibility and personal qualities

16 Project work helps me to enhance my sense of responsibility

17 Project work helps me to be a more independent learner

18 Project work helps me to be a more active learner

19 Project work allows me to be a more creative learner

20 Project work gives me a chance to learn more about my interests and strengths

21 I learn how to respect others

22 Project work increases my interest in learning English in class

23 Project work makes me think that learning English is not so difficult for me

24 Project work helps me really learn something good for my future job

BẢN KHẢO SÁT DÀNH CHO HỌC SINH

Tôi tên là Trần Ngọc Anh, và tôi đang thực hiện một nghiên cứu thạc sĩ mang tên

"Nghiên cứu khám phá về nhận thức của học sinh về những lợi ích và thách thức trong việc áp dụng phương pháp học dựa trên dự án tại một trường trung học ở Hà Nội."

Tôi rất mong nhận được sự hỗ trợ quý báu của bạn trong việc hoàn thành bảng khảo sát cho nghiên cứu này Bạn hoàn toàn có thể yên tâm rằng tất cả thông tin bạn cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu, và danh tính của bạn sẽ được giữ bí mật trong suốt quá trình phân tích và thảo luận dữ liệu

Xin chân thành cảm ơn sự hợp tác của bạn!

Xin vui lòng đánh giá từng câu hỏi sau trên thang điểm từ 1 đến 5, trong đó 1 là "rất không đồng ý," 2 là "không đồng ý," 3 là "trung lập," 4 là "đồng ý," và 5 là "rất đồng ý."

Các thách thức liên quan đến bối cảnh

STT Câu hỏi Trả lời

1 Em không có đủ thời gian để thực hiện dự án

2 Học theo dự án (PBL) không phù hợp để học tiếng Anh như một ngôn ngữ thứ hai

3 PBL là phương pháp mới và xa lạ với em

4 Các dạng bài PBL khó đối với em

5 Các hoạt động của PBL phù hợp với điều em học trên lớp

6 Dự án của em được chấm công bằng và chính xác

7 Lớp học được trang bị tốt cho các hoạt động PBL

8 Em có thể dễ dàng tìm thấy tài liệu cho dự án của mình

Các thách thức liên quan đến giáo viên

STT Câu hỏi Trả lời

9 Em nhận được rất ít hướng dẫn từ giáo viên trong quá trình thực hiện dự án

10 Em cảm thấy mất động lực do thái độ của giáo viên trong quá trình làm dự án

11 Giáo viên của em không thành thạo ngôn ngữ tiếng Anh

12 Giáo viên không đánh giá đúng các dự án của học sinh

Các thách thức liên quan đến học sinh

13 Học sinh thiếu kỹ năng cần thiết để hoàn thành dự án

14 Sự chênh lệch trình độ tiếng Anh giữa các học sinh gây ra khó khăn cho các thành viên trong nhóm

15 Thái độ khác nhau của học sinh đối với dự án gây ra khó khăn cho việc hoàn thành dự án

STT Câu hỏi Trả lời

1 Làm dự án giúp em cải thiện vốn từ vựng

2 Làm dự án giúp em cải thiện ngữ pháp

3 Làm dự án giúp em cải thiện kỹ năng nghe tiếng Anh

4 Làm dự án giúp em cải thiện kỹ năng đọc tiếng Anh

5 Làm dự án giúp em cải thiện kỹ năng nói tiếng Anh

6 Làm dự án giúp em cải thiện kỹ năng viết tiếng Anh

STT Câu hỏi Trả lời

Kỹ năng giao tiếp và kỹ năng xã hội

7 Làm dự án giúp em cải thiện kỹ năng làm việc nhóm

8 Làm dự án giúp em cải thiện kỹ năng thuyết trình

9 Làm dự án giúp tôi cải thiện kỹ năng đàm phán

10 Em học được cách làm việc hiệu quả với các bạn trong lớp

11 Em cải thiện kĩ năng xã hội thông qua việc tương tác với các bạn và giáo viên

Kỹ năng tư duy phản biện và giải quyết vấn đề

12 Làm dự án giúp em cải thiện kỹ năng giải quyết vấn đề

13 Làm dự án giúp tôi cải thiện kỹ năng ra quyết định

14 Làm dự án giúp tôi cải thiện kỹ năng tư duy phản biện

15 Làm dự án giúp tôi cải thiện kỹ năng quản lý thời gian

Tự chịu trách nhiệm và phẩm chất cá nhân

STT Câu hỏi Trả lời

16 Làm dự án giúp em nâng cao tinh thần trách nhiệm

17 Làm dự án giúp em trở thành người học độc lập hơn

18 Làm dự án giúp em trở nên tích cực hơn trong việc học

19 Làm dự án giúp em trở thành người học sáng tạo hơn

20 Làm dự án cho em cơ hội tìm hiểu thêm về sở thích và điểm mạnh của bản thân

21 Tôi học cách tôn trọng người khác Động lực nội tại

STT Câu hỏi Trả lời

22 Làm dự án tăng sự hứng thú của em trong việc học tiếng Anh trong lớp

23 Làm dự án khiến em nghĩ rằng học tiếng Anh không quá khó đối với em

24 Làm dự án giúp em thực sự học được điều gì đó tốt cho công việc tương lai của mình

1 What do you think about the time for your projects?

2 How well does project-based learning help you improve your English skills?

3 How well do the projects fit with your English lessons?

4 How do you find the difficulty of the project tasks?

5 How do you feel about the resources and materials for your projects?

6 How do you feel about the support and guidance from your teacher during projects? Are the assessments fair?

7.How do you think your teacher’s English skills affect your project work?

8 How do your peers impact your work on projects?

9 How has project-based learning improved your English skills?

10 What skills have you gained from working on projects?

Self-Responsibility and Personal Qualities

11 How have PBL projects helped you take more control of your learning?

12 How have PBL projects made you more creative and proactive?

13 How do projects affect your motivation to learn English?