INTRODUCTION
Rationale of the study
Project-based language teaching has been extensively researched for its benefits (Haines, 1989; Thomas, 2000; Richards & Renadya, 2002; Smith, 2005; Markham, 2011), yet many schools continue to face challenges in its implementation (Thomas, 2000; Gallacher, 2004; Chen, 2010; Huyen, 2010; Trimble, 2017) While studies have primarily focused on teachers' perceptions and their roles in project-based learning (Huyen, 2010), there has been insufficient attention to students' perspectives Furthermore, despite the integration of this teaching approach in official state primary school textbooks in Vietnam, existing research has not addressed the challenges encountered during project activities Additionally, there is a scarcity of studies on project-based learning methods in primary schools, with previous research predominantly centered on writing in high schools and colleges (Huyen, 2010) Teachers and students at Phu Linh primary school, in particular, are experiencing difficulties with project-based activities.
Those concerns have led to the constitution of the study “A Study On The Benefits and Challenges Of Applying Project - Based Activities At a Primary School in
Aims of the study
The study aims at finding out the benefits and challenges of applying projected- based activities to students’ speaking skills at Phu Linh primary school.
Research questions
In order to achieve the aims mentioned above, the study seeks to answer the following questions:
Question 1: What are the benefits of applying project- based language teaching in improving speaking skills as perceived by students and teachers at Phu Linh primary school?
Question 2: What are the challenges of applying project- based language teaching in improving speaking skills encountered by students and teachers at Phu Linh primary school?
(1) Identifying the benefits of applying project-based language teaching method in improving speaking skills at Phu Linh Primary School as perceived by students and teachers
(2) Identifying the challenges of applying project-based language teaching method in improving speaking skills at Phu Linh Primary School encountered by students and teachers
Scope of the research
1) Benefits and problems of applying project- based language teaching in improving speaking skills at Phu Linh primary school
(2) Research scope: focuses on English teachers and students at Phu Linh Primary School
(3) Contents: project-based language teaching, speaking skills, its real situation and suggestions
(4) Time: 1 st semester in the school year 2018-2019
Significance of the study
The research aims to identify the challenges of implementing project-based language teaching (PBL) for speaking skills at Phu Linh Primary School English teachers will gain insights into the difficulties they face with PBL and strategies to overcome them, ultimately enhancing their students' speaking abilities through project-based activities Both educators and learners will benefit from engaging in classroom projects that foster speaking skill development Additionally, the study serves as a valuable resource for teachers and researchers interested in PBL, particularly for those encountering difficulties in executing projects within the language classroom.
Structure of the thesis
The study is divided into five chapters
Chapter I: Introduction – presents the rationale, the aims, the research questions, the scope, the significance and the structure of the study
Chapter II:Literature Review – provides the theoretical background of speaking skills, project-based learning and the previous studies relating to implementing project-based learning
Chapter III: Research Methodology – provides the research procedures, the setting, the participants, the data collection instruments and the ways to analyze data
Chapter IV: Data Analysis and Discussion–presents the results from data analysis basing on the research questions
Chapter V: Conclusion- includes the major findings, the limitations and the suggestions for further studies
LITERATURE REVIEW
Theoretical background of project- based language teaching
2.1.1 Definition of projects and project- based language teaching
According to Becktt (2002), projects encompass a range of individual or collaborative tasks, including the development of research plans and questions, as well as the execution of these plans through empirical or document research This process involves collecting, analyzing, and reporting data both orally and in writing (Becktt, 2002, p.54) As a result, projects can be undertaken by individuals or groups to accomplish various smaller tasks effectively.
Project-based language teaching is rooted in the concept of "learning by doing," originally advocated by Dewey (1897), who emphasized that students acquire knowledge not only from teachers but also from their communities through real-life activities Echoing Dewey's views, Smith (2005) asserts that real-life experiences are essential for children to build a foundation for abstract concepts As noted by Moss & Duzer (1998), project-based learning contextualizes education by presenting learners with challenges to solve or products to create, thereby fostering problem-solving skills and creativity.
Project-based language teaching, as defined by Thomas (2000), is an educational model where teachers facilitate learning through complex projects that engage students in critical thinking, problem-solving, and decision-making activities This approach allows students to work autonomously over extended periods, ultimately leading to the creation of realistic products or presentations Additionally, projects are long-term endeavors that foster teamwork among students and culminate in a final output (Thompson & Beak, 2007, as cited in Cruz & Vik, 2007).
Markham (2010) also defines this approach as a way of integrating knowing and
Project-based language teaching empowers students to apply their knowledge to solve real-world problems, enhancing their learning experience By engaging in authentic tasks, students can effectively utilize what they have learned in the classroom, bridging the gap between theory and practical application in real-life situations.
Project-Based Learning (PBL) fosters collaboration between teachers and students to address real-world problems, driven by a central question, culminating in the creation and presentation of a final project.
2.1.2 Features of project- based language teaching
The core principal of project-based learning is to create an educational process that embraced the motivations and interests of individuals within a holistic approach to learning(Kozlowski, 2009)
Discussing the features of project-based language teaching, Thomas (2000) discusses five features associated with centrality, driving question, constructive investigations, autonomy, and realism
- PBL projects are central, not peripheral to curriculum
- PBL drives students to encounter the central concepts and principles of a subject
- Projects involve students in a constructive investigation
- Projects are student- driven to some significant degree
- Projects are realistic, not school- like
In addition, the features of project work are also discussed by Richards
&Renadya (2002) They are content-focused, student-centered, cooperative, motivating, empowering and challenging This approach also leads to an oral product like a presentation, a report and a stage performance
In terms of the process of project- based work, Chard (2001, as cited in Curtis,
2002) points out three phases in a project
The aim of this phase is to help students identify the topic for the project and develop a plan for it
In this phase, students are required to conduct research and execute their projects by gathering information through reading, writing, or drawing Teachers play a crucial role in assisting learners who may have limited language skills or minimal experience in collaborative work.
After completing a project, students can share their results through various formats, such as presentations or community dissemination According to Moss and Van Duzer (1998), Chard (2001, as cited in Curtis, 2002), and Gallacher (2004), presentations are the most common method for sharing project outcomes Additionally, Gallacher (2004) emphasizes the importance of teachers providing feedback and evaluations post-presentation, focusing on key aspects like content, design, language use, and oral delivery.
Zafirov (2013) identifies nine phases that shape the process of project-based learning These phases are example, responsibility, research, criterion creation, materials, project preparation, presentation preparation, presentation, reflection
In comparison with three phases suggested by Chard (2001, as cited in Curtis,
Zafirov (2013) outlines steps that closely align with previous methodologies, structured into three distinct phases: Phase 1 focuses on orientation and planning, incorporating examples and responsibilities; Phase 2 emphasizes research and implementation, highlighting the importance of materials and project preparation; and Phase 3 is dedicated to sharing results through effective presentation preparation and delivery.
Phase 6- project preparation is one of the most important phases since students need to create the project In this phase, teachers can play a role as classroom coaches Stix & Hrbek (n.d) suggest thatteachers should ask themselves the following questions
Do the students have a clear understanding of the task?
Does each student have ownership of her role within the group?
Are the students attentive and working together cooperatively?
Are the resources that students use geared to their comprehensive level of understanding?
Are any groups stumbling in a way that is blocking their work due to heightened emotions?
Zafirov (2013) introduced a ninth phase called reflection, where students express their likes and dislikes regarding the project and their group dynamics Similarly, Fredricka (as cited in Richards & Renadya, 2002, p.112) outlines ten steps for developing a project within a language classroom, echoing the ideas of the previously mentioned researchers.
Agree on a theme for the project
Prepare students for the language demands of Step 5
Prepare students for the language demands of step 7
Prepare students for the language demands of step 9
Project-based learning involves four key steps: orientation and planning, implementation, presentation, and evaluation Initially, students clarify their objectives and create a plan for their project In the implementation phase, they work collaboratively in groups with guidance from teachers Following this, students present their final product to showcase their work Finally, both teachers and students assess the outcomes of the project.
2.1.4 Benefits of the project-based language teaching
Thanks to the implementation of PBL, disciplines in the classroom and teacher- student interactions are increased (Yang& Puakpong, 2016) In addition, Marisah
& Robiasih (2017) indicate that PBL gives teachers more opportunities to help and guide students to use vocabulary, grammar and pronunciation; correct mistakes related to word choice and pronunciation
Project-based learning offers several advantages, including enhanced motivation, improved language skills, and the promotion of autonomous learning It results in tangible end products and fosters the development of authentic skills Additionally, this approach encourages interpersonal relationships through collaborative group work, creating a context that balances the need for both fluency and accuracy in learning.
According to Yang & Puakpong (2016), project-based learning (PBL) significantly enhances students' motivation, participation, and performance Students not only enjoy engaging in projects but also exhibit a desire to communicate more, leading to increased confidence in their speaking abilities Additionally, PBL fosters greater interaction among peers, enabling students to acquire new knowledge and information from one another As a result, they demonstrate improved fluency and the ability to construct longer sentences in their speech following the lessons.
According to Trimble (2017), project-based learning at Bate Middle School has led to numerous benefits, including heightened student engagement, enhanced pride in their work, improved self-efficacy, greater attainment of 21st-century skills, increased attendance rates, and a reduction in behavioral issues.
Research indicates that Project-Based Learning (PBL) significantly enhances students' speaking skills and overall performance Ha (2014) notes that students exhibit positive attitudes towards PBL, which fosters their speaking abilities Similarly, Marisah & Robiasih (2017) highlight that PBL boosts motivation and engagement, allowing students to effectively apply lexical and grammatical knowledge while improving their pronunciation with teacher support Additionally, Anh (2017) reveals that PBL promotes integrated language skills, critical thinking, and problem-solving abilities Her findings suggest that PBL increases students' flexibility by enabling them to assume various roles, enhances their confidence and communication skills, and offers valuable real-world experiences.
2.1.5 Challenges of applying project-based language teaching
Related studies
Maulany (2013) conducted action research on project-based learning (PBL) to enhance speaking skills among primary school students The study revealed that PBL effectively improved various aspects of speaking, including comprehension, vocabulary, grammar, fluency, and pronunciation, with comprehension and vocabulary showing the most significant improvement These key elements informed the design of the questionnaire for the current study.
A study by Ali & Henawy (2015) investigated the impact of Project-Based Learning (PBL) on enhancing English oral performance The findings revealed that students had a positive perception of PBL's benefits and usefulness, leading to significant improvements in their oral communication skills.
A study by Yang & Puakpong (2016) examined the impact of project-based learning (PBL) on the speaking abilities of non-English major Chinese students, revealing that PBL significantly enhanced their speaking skills and positively influenced their perceptions Utilizing a five-point rating scale questionnaire, the researchers gathered student feedback on PBL's effectiveness in improving speaking skills, which informed the design of the questionnaire for the current research.
Research has evaluated the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills However, the challenges associated with PBL and the crucial roles teachers play during these lessons remain unexplored.
In a study by Hoa (2010) at Sao Do College, the impact of project-based learning (PBL) on students' speaking skills was examined, revealing both advantages and disadvantages as perceived by teachers and students The findings highlighted that PBL significantly encourages student participation in speaking activities and fosters autonomous learning among learners.
Interpersonal relations are fostered through project work; however, several challenges arise during this process The research highlights that organization, monitoring, and personal issues are significant obstacles Teachers often struggle with planning project-related lessons and tracking students' progress, understanding, and learning outcomes Additionally, personal challenges include students' lack of interest and motivation, fear of meeting new language demands, and disappointment with the project Other concerns involve students frequently using their first language and disparities in skill levels, which can lead to some students finishing projects faster than others, leaving them with nothing to do.
In her 2014 study, Ha explored the enhancement of speaking skills through Project-Based Learning (PBL) among 10th grade students at An Lao High School The research focused on students' attitudes toward PBL and its effects on their English speaking abilities Findings indicated that students held positive views of PBL in English lessons, leading to significant improvements in their speaking, collaboration, and computer skills.
In her 2017 study, Anh explored the impact of project-based learning (PBL) on enhancing English speaking competence at a foreign language school in Vietnam The research highlighted several benefits of PBL, including the development of integrated language skills, improved critical thinking and problem-solving abilities, and increased student flexibility through role-taking Additionally, PBL fosters greater confidence and communication skills in students while providing opportunities to engage with real-world situations However, the study also identified challenges faced by students, such as difficulties in managing real-life tasks, narrowing down topics, collaborating in groups, and conducting online research.
Previous studies have highlighted the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills However, there is a lack of research focusing on students' motivation and interaction during PBL lessons, particularly in the context of primary schools in Vietnam This study aims to fill that gap by providing insights into the current implementation of PBL, enabling both teachers and students to identify its strengths and weaknesses for future improvements.
Summary
The literature review establishes a framework for exploring the implementation of project-based learning to enhance speaking skills Each section examines pertinent topics that connect to the study, providing essential insights into both speaking skills and project-based learning Additionally, the review is organized into segments that align with the research questions posed by the researcher, ensuring a comprehensive analysis of the subject matter.
RESEARCH METHODOLOGY
Setting of the study
The research was conducted at PhuLinh Primary School in Hanoi, where the researcher serves as an English teacher, facilitating data collection Located in the Soc Son District on the outskirts of Hanoi, the school boasts modern facilities for English learning, including projectors in each classroom and two dedicated English rooms equipped with interactive panels and TVs During the 2018-2019 academic year, the school hosted 30 classes spanning grades 1 to 5.
The study involved a total of 1,141 students, focusing on 614 students from grades 3 to 5 who participated in Project-Based Learning (PBL) at Phu Linh Primary School The research included three English teachers, and since there are no gifted classes at the school, the student population consisted of mixed English proficiency levels To ensure objectivity in the research findings, the researcher did not engage as a participant This setting provided a realistic teaching environment for implementing PBL, aligning well with the study's objectives.
Research procedures
Chapter 3 outlines the research instruments, including the research procedure, setting, participants, and data collection methods It details the tools, techniques, and processes used for data analysis to address the research questions The study's entire procedure is illustrated through a series of defined steps.
Step 1: Conduct a preliminary study to identify the benefits and challenges of PBL
Step 2: Determine Participants and Sample of the study
Step 3: Build scale and design questionnaires
Step 4: Design interview questions, and classroom observation form
Step 5: Pilot questionnaire, interview and classroom observation
Step 6: Conduct survey, interview,classroom observation and collect data
Step 7: Analyze data based on research questions
Conduct a preliminary study
The researcher identifies the advantages and obstacles of implementing Project-Based Learning (PBL) to enhance speaking skills, while also reviewing existing studies to understand the current application of PBL in this context.
The following tables list out the summary of the real situation of implementing PBL in improving speaking skills as perceived by teachers and teachers
Students’ benefits of applying project- based learning in applying PBL
Motivation Be interested and enthusiastic in the project activities
(2017) Gallacher (2004) Yang& Puakpong(2016) Want more opportunities to speak in class
Feel confident to speak English in front of the class
Be willing to speak in their small groups The hypothesis of the author Spend more time practicing speaking after PBL lessons
Interact with other students in their groups
Talk about the projects without hesitating
The hypothesis of the author
Make questions for other groups Learn new words and phrases from other students
Students’ benefits of applying project- based learning in applying PBL
Use the target vocabulary learnt from the previous lessons
In 2017, students utilized previously learned structures, improved their pronunciation through peer feedback and teacher guidance, and demonstrated their ability to respond promptly to questions during evaluations.
(2017) Speak English fluently after PBL lessons Yang& Puakpong(2016) Speak longer sentences after PBL lessons
Teachers’ benefits of applying project- based learning in applying PBL
Improve discipline in the classroom and then have more time for speaking practice
Assist and guide students in terms of vocabulary, structures and pronunciation
(2017) Correct students’ mistakes in word choice, pronunciation
(2017) The hypothesis of the author
Table 3.1 Summary of the benefits of using project- based learning in improving speaking skills (Source: Summary of the author)
Students’ challenges of using PBL Researchers
Understand the requirement of the project Hoa (2010)
Express ideas in English Yang&
Use L1 language too much Gallacher (2004)
Have time for speaking practice before the presentation step
The hypothesis of the author
Respond to feedback, questions from teachers and other students
Teachers’ challenges of using PBL
Manage time Marx et al (1997)
Hoa (2010) Manage classrooms (different students
Support students’ activities (scald folding students’ activities: giving them too much freedom or too little modeling
Face students who lack interest or motivation Hoa (2010)
Have enough knowledge and experience in the projects to guide students
The hypothesis of the author
Table 3.2 Summary of the challenges of using PBL in improving speaking skills (Source: Summary of the author)
The author gathers insights on the practical application of Project-Based Learning (PBL) by interviewing eight educators, comprising three English teachers from Phu Linh Primary School, two from Le Quy Don Primary School, two from Wellspring Primary School, and one from Nguyen Binh Khiem High School.
Before interviewing these people, the researcher emails the benefits and challenges of using PBL to them so that they can have a look The result of the
18 preliminary study will be the basis to build up research model, questionnaire, interview and observation form.
Description of the curriculum and the textbook
Regarding the curriculum, there are four periods of English per week for students in grade 3, 4 and 5 Each 35-minute period covers one lesson of the textbook
The official textbooks for students at Phu Linh primary school are Tieng Anh
The Ministry of Education and Training has published textbooks 3, 4, and 5, which follow a systematic, cyclical, and theme-based syllabus emphasizing the development of listening and speaking skills in the early stages Each textbook is designed with a carefully sequenced pedagogy that includes warm-up, presentation, practice, application, and assessment, focusing on four main themes: Me and My Friends, Me and My School, Me and My Family, and Me and the World Around The course book consists of 20 units, each containing six lessons and a project activity The initial five lessons introduce vocabulary and structures that support the project in the final lesson, with PBL activities such as designing cards, drawing, presentations, interviews, acting, and collecting items for presentations.
Phu Linh Primary School has implemented the current curriculum and textbooks for approximately five years, ensuring that English teachers receive annual training on the curriculum, teaching methods, and textbooks.
Participants
The research focuses on 614 students in grades 3, 4, and 5 at Phu Linh Primary School engaged in Project-Based Learning (PBL) activities A sample of 107 students from three different classes within these grades was selected for the study.
A total of 107 students across grades 3 to 5 have engaged in Project-Based Learning (PBL), with 40 students in grade 3 starting on September 5, 2018, 35 students in grade 4 participating for over a year, and 32 students in grade 5 involved for more than two years Each student undertakes two to three projects monthly, making them suitable for the researcher's data management For the interviews, three students—coded as S1 (grade 3), S2 (grade 4), and S3 (grade 5)—were randomly selected from different grades.
Three teachers of English at Phu Linh Primary School are coded as T1, T2 and T3 They are invited to participate in the study The following table provides their information
Teaching experience 10 years 8 Years 2 years
Experience in PBL 5 years 5 years 2 years
Table 3.3 The information of English teachers
Table 3 highlights the varying teaching experiences among three teachers involved in Project-Based Learning (PBL) Teachers T1 and T2 bring nearly a decade of English teaching experience, while Teacher T3 has two years of experience Despite these differences, all three educators are responsible for the same number of classes and projects, ensuring equal opportunities for implementing PBL in their classrooms.
Data collection instruments
Questionnaires are widely used research tools in fields like education, psychology, and sociology for data collection Lumley and Brown (2005) highlighted their effectiveness in language testing by gathering background information on test candidates, aiding needs analysis, fostering test development, and evaluating tests Creswell (2002) noted several advantages of questionnaires, including their ability to help teachers understand learners' perspectives without requiring personal information, which minimizes bias in results Additionally, questionnaires can efficiently survey large groups, providing objective data that supports researchers in collecting information from numerous participants Consequently, the researcher opted to use questionnaires as the primary research instrument.
The questionnaire was designed with two main parts
Part 1 was to collect students’ opinions about the real situation of applying PBL in improving speaking skills Questions in part 1 were designed according to the preliminary study(see Table 3.1 & table 3.2) to measure the benefits and drawbacks of PBL Likert- 5 – scale was applied to construct the questionnaire Scale 1: totally disagree
In addition to the Likert - 5 - scale statements, students are encouraged to provide more different benefits and problems which they have experienced in doing project - based activities
Part 2 was to collect the personal information of teachers and students (name,
A questionnaire was administered to 107 students to explore their perceptions regarding the benefits and challenges of Project-Based Learning (PBL) in enhancing speaking skills The first part of the questionnaire consists of 19 items, categorized as follows: items 1 to 5 assess motivation, items 6 to 9 evaluate participation, items 10 to 14 measure performance, items 15 to 17 address time management, and items 18 and 19 focus on language use.
In this study, semi-structured interviews were conducted alongside questionnaires to gather teachers' and students' perspectives on the current state of Project-Based Learning (PBL) This qualitative research method enabled the researcher to compare responses from various participants and explore situations that may not be directly observable, particularly from those who may feel uncomfortable sharing their thoughts in other formats (Mackey & Gass, 2005) The findings from the interviews were used to complement the questionnaire results, with all interviews conducted individually and recorded to facilitate data analysis.
An interview was conducted with three English teachers at Phu Linh Primary School to explore their perspectives on the benefits and challenges of Project-Based Learning (PBL) The interview included two specific questions focused on PBL (refer to Appendix 2).
The second interview was designed for three students who come from grade 3, 4,
5 to investigate their opinions about the benefits and challenges of PBL In this interview, there are three questions related to the benefits and challenges of PBL (see Appendix 3)
Classroom observation was conducted for several key reasons Firstly, it enables the researcher to gather live data from real situations (Cohen, Manion, and Morrison, 2007) Secondly, the data obtained from these observations aids the researcher in comprehending the context better (Patton, 1990, as cited in Cohen, Manion, and Morrison, 2007) Lastly, this method was utilized alongside questionnaires to minimize the subjectivity of responses from both teachers and students.
This study employed 22 questionnaires and structured observations using a rating scale to effectively document details regarding the timing, location, and frequency of specific phenomena This approach enabled the researcher to compare behaviors across different research contexts.
Three classroom observations were conducted in grades 3, 4, and 5, focusing on the teaching methods of T1, T2, and T3 The researcher utilized observation forms to analyze the behaviors of both students and teachers during Project-Based Learning (PBL) lessons.
The classroom observation form with two main parts(see Appendix 4) was designed according to the preliminary study(see Table 3.1 & table 3.2) to observe students' and teachers' behaviors during project lessons
Part 1 was to get observers’ opinions about students’ behaviors related to using PBL in improving speaking skills
Part 2 was to get observers’ opinions about teachers’ behaviors related to using PBL in improving speaking skills
Likert- 5- scale was used to design items
1: Does not at all reflect what went on
2: Only marginally reflects what went on
4: Describe rather well what went on
5: Is a totally accurate reflection of what went on
There are 28 items in this part Items from 1-14 show observers’ opinion about students’ behaviors in the classroom; items from 15- 28 show observers’ opinion about teachers’ behaviors in the classroom.
Pilot study
Following the design of research instruments, a pilot study was conducted involving 30 students—comprising ten students from grades 3, 4, and 5 each—and three teachers This pilot study aimed to assess the feasibility of the research and evaluate the suitability of the data collection instruments and techniques Additionally, it allowed the researcher to examine the format and content of the research instruments.
After gathering feedback from both students and the teacher, the researcher revised the content and format of the research instruments to ensure they were suitable for the target population before distributing them to all participants.
Data analysis
The researcher conducted a comprehensive analysis of data collected from questionnaires, interviews, and observations, focusing on two types of data A total of 107 survey sheets were distributed and returned by students, allowing for the calculation of descriptive statistics using Excel software to identify common trends and patterns in responses This quantitative data facilitated comparisons regarding the elements of Project-Based Learning (PBL) across different participant groups Additionally, qualitative insights were derived from three student interviews and three teacher interviews, which were analyzed thematically.
The researcher used the data from questionnaires as the main source and the data from classroom observations and interviews as additional sources to support the results of the study.
Limitations of the methods
While questionnaires enable researchers to gather data from a significant number of respondents, they can present challenges Students might lack motivation to provide truthful and accurate responses, and their recollection of relevant information could be impaired due to forgetfulness or boredom To mitigate these issues, researchers administered the questionnaires immediately following project-based activities, instructing students to complete the surveys and allowing them to take them home for more thoughtful responses.
Summary
Chapter III provides seven steps in the research procedure and key information about the setting, the participants, the data collection instruments, data analysis and the limitations of the research
DATA ANALYSIS AND DISCUSSION
Real situation of PBL in improving speaking skills as perceived by students
The real situation of PBL in improving speaking skills as perceived by teachers
The summary of the benefits and challenges of using PBL in improving speaking skills
4.1 Real situation of PBL in improving speaking skills as perceived by students
This study assessed the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills by analyzing questionnaire data focused on motivation, participation, and performance Complementary data from classroom observations and interviews were utilized to reinforce the findings.
I am interested in the project activities 4.78 4.51 4.47 4.59
I want more opportunities to speak English 4.73 4.51 4.19 4.48
I feel confident to speak in front of the class 3.83 3.51 3.47 3.60
I am willing to speak in my group 4.63 4.06 4.53 4.40
I spend more time speaking English after PBL lessons 4.33 4.03 4.03 4.13
Table 4.1.1.Students’ motivation in PBL according to students’ questionnaires
Table 4.1.1 reveals that the motivation levels of students engaged in Project-Based Learning (PBL) is 4.24, while students in grades 3, 4, and 5 exhibit motivation scores of 4.46, 4.13, and 4.14, respectively These findings indicate a strong motivation among students participating in PBL.
Students in grade 3 exhibit a higher interest in Project-Based Learning (PBL) compared to their peers in grades 4 and 5, with a mean score of 4.46 This increased enthusiasm may stem from the novelty of PBL for younger students and the simplicity of their project topics, which are more relatable to real life While students express a willingness to speak English within their groups, indicated by a score of 4.40, they lack confidence when performing in front of the entire class, as reflected in a score of 3.60 Notably, students are motivated to practice speaking English not only during PBL lessons but also afterwards, with a score of 4.13, highlighting the positive impact of PBL on their speaking skills Classroom observations further corroborate that students demonstrate high motivation for PBL activities.
Be interested in the project 5 4 4 4.33
Feel confident to speak English in front of the class 3 4 4 3.67
Be willing to speak English in their groups 5 4 4 4.33 Table 4.1.2 Students’ motivation in PBL based on classroom observations
Three classroom observations revealed that students show a strong interest in project work and are eager to speak English within their small groups, both scoring 4.33 Consistent with questionnaire findings, students feel more confident using English in smaller settings compared to larger ones, with third graders demonstrating heightened motivation for both projects and English speaking.
Student interviews reveal high engagement and confidence in speaking English during project lessons, with many expressing a desire for more time dedicated to these activities One student emphasized, “I really want to have many PBL lessons because I can learn and do what I like, such as drawing, talking about my school, class, and making cards.”
The findings from questionnaires, classroom observations, and interviews highlight both the advantages and challenges of Project-Based Learning (PBL) in relation to student motivation A key benefit identified is that PBL actively encourages students during project lessons.
Third-grade students exhibit greater encouragement compared to those in fourth and fifth grades They are eager to engage in speaking English during project lessons and practice their speaking skills afterward, demonstrating increased confidence in smaller groups However, a challenge they face is presenting their projects to the entire class.
I interact more frequently with other students 4.00 4.11 4.13 4.08
I can give feedback on other students’ presentation 3.93 3.86 3.63 3.80
I can talk about the project without hesitating 4.15 3.86 4.03 4.01
I can make questions for other groups 2.93 3.26 3.53 3.24 Table 4.1.3 Students’ participation in speaking activitiesaccording to students’ questionnaires
Table 4.1.3 indicates that students' overall participation in Project-Based Learning (PBL) is 3.78, with grades 3, 4, and 5 showing participation scores of 3.75, 3.77, and 3.83, respectively This reveals that students' participation is significantly lower than their motivation levels, which may be attributed to their difficulties in providing feedback (3.80) and formulating questions (3.24) for peers Notably, grade 5 students exhibit higher involvement compared to other grades, likely due to their increased experience and engagement in PBL projects.
Student participation in Project-Based Learning (PBL) is relatively low, with an average score of 3.25 Notably, fifth-grade students exhibit higher participation levels compared to their peers in other grades Additionally, there is a lack of engagement among students in providing feedback and posing questions to one another.
Give feedback on other students’ performance 2 3 3 2.67
Make questions for other groups 2 2 3 2.33
Table 4.1.4 Students’ participation based on classroom observations
The interviews revealed that students had the opportunity to interact more frequently with their peers during the project However, two students, S2 and S3, expressed difficulty in providing comments and asking questions about others' performance S2 specifically stated, "I don’t give comments and don’t know how to comment."
The findings from questionnaires, classroom observations, and interviews highlight the advantages and disadvantages of Project-Based Learning (PBL) concerning student participation While PBL fosters enhanced interaction between students and teachers, as well as among peers, it also reveals a drawback: students often refrain from providing feedback or asking questions during their classmates' presentations.
I use the words learnt from previous lessons 4.60 4.17 4.31 4.36
I use the structures learnt from previous lessons 4.68 4.06 4.13 4.29
I answer quickly teachers’ and other students’ questions 3.88 3.94 3.97 3.93
I speak English fluently after PBL lessons 3.85 3.97 3.97 3.93
I speak longer sentences after PBL lessons 3.23 3.51 2.78 3.17 Table 4.1.5 Students’ performance from students’ questionnaires
The overall performance of participants is 3.94, with grade 3, 4, and 5 students scoring 4.05, 3.93, and 3.83 respectively, indicating that their performance is subpar compared to their motivation levels Notably, grade 3 students outperform their peers in grades 4 and 5 While students demonstrate proficiency in using vocabulary (4.36) and sentence structures (4.29) from prior lessons for projects, they struggle with providing quick responses, speaking English fluently, and constructing longer sentences during PBL lessons.
Use target words from previous lessons 5 4 4 4.33
Use target structures from previous lessons 5 4 4 4.33
Answer quickly teachers’ and other students’ questions 2 3 3 2.67
Table 4.1.6 Students’ performance from class observations
Class observations indicate that students' performance in Project-Based Learning (PBL) is relatively low, with an average score of 3.89 Similar to questionnaire findings, students are able to utilize target vocabulary and structures from prior lessons in their projects Notably, third-grade students demonstrate better performance compared to their peers; however, they struggle with responding promptly to questions from both teachers and classmates.
Student interviews corroborate the findings, revealing that learners effectively incorporate vocabulary and structures from prior lessons into their projects For instance, one student (S1) noted the use of school-related terms such as "gym," "classroom," "library," "playground," and "computer room," along with the phrase "That’s my school" in their Lesson 3, Unit 7 project Another student (S2) mentioned utilizing vocabulary and models from earlier lessons, demonstrating the practical application of learned content.
The project activities at primary school focused on essential vocabulary such as "address" and "street," allowing students to effectively discuss their school location by using phrases like "My school is in…." These engaging activities not only reinforced their understanding of the target words but also aided in long-term retention of the language structures.
To sum up, the data from questionnaires, classroom observations and interviews
Real situation of PBL in improving speaking skills as perceived by
To assess the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills from a teacher's perspective, data from questionnaires were primarily analyzed, focusing on aspects such as interaction, feedback, correction, time management, student engagement, language usage, and educators' knowledge and experience Additionally, classroom observations and interviews were conducted to further validate the findings.
The classroom observations reveal that teachers have more interaction with students during the projects and teachers support students with vocabulary and structures
Interact with students more frequently 5.00 5.00 4.00 4.67
Help students use suitable words for the projects 5.00 5.00 4.00 4.67
Help students use suitable structures for the projects 5.00 4.00 4.00 4.33
Table 4.2.1 Teacher- student interaction according to classroom observations
In a recent interview, T3 shared that fifth-grade students struggled to discuss their plans for the upcoming week during lesson 3 of Unit 5 To assist them, she recommended engaging activities such as playing chess, swimming, and listening to music Additionally, she encouraged her students to utilize the "will" structure when expressing their future plans.
In short, PBL brings many benefits to teachers related to teachers’ interaction and support
Correct students’ mistakes in word choice 3.00 3.00 3.00 3.00
Correct students’ mistakes in grammar 4.00 5.00 5.00 4.67
Correct students’ mistakes in pronunciation 4.00 4.00 5.00 4.33 Table 4.2.2 Feedback and correction according to classroom observation
Classroom observations indicate that teachers dedicate significant time to providing feedback and correcting students' grammar and pronunciation errors; however, they often overlook the importance of word choice during Project-Based Learning (PBL) lessons.
Interviews reveal that Project-Based Learning (PBL) enables teachers to effectively address students' grammar and pronunciation errors Furthermore, it allows educators to assess students' comprehension of previously taught vocabulary and structures, enhancing their overall teaching process.
Time for students to practice speaking before the presentation step 4.00 4.00 5.00 4.33
Time for all groups in the presentation step 3.00 3.00 1.00 2.33
Time for feedback & evaluation 3.00 2.00 1.00 2.00 Table 4.2.3 Time for PBL according to classroom observations
Classroom observations reveal that while teachers allocate time for students to practice speaking, they often neglect to call on all groups to present their projects and fail to provide necessary feedback and evaluation.
In interviews, all teachers identified time management as the most significant challenge of Project-Based Learning (PBL) Teacher T1 noted that with only 35 minutes allocated for each lesson, she must fit in two or three activities, including the project activity, which complicates the scheduling and execution of PBL effectively.
In order to allocate sufficient time for projects, teachers often limit reading and writing activities to about 15 minutes, sometimes opting to assign these tasks as homework One teacher mentioned that to manage time effectively, they encourage students to complete drawing, coloring, and crafting activities at home, allowing for more focus on in-class presentations However, they acknowledged that this approach occasionally results in insufficient time for all presentations and evaluations.
Time poses a significant challenge for teachers, as they often struggle to effectively deliver projects while ensuring all essential steps, particularly presentation and evaluation, are adequately addressed.
The table 4.2.4 shows that teachers have problems with student management To be more specific, teachers cannot manage all students especially students with little motivation and interest during the projects
1.50 3.00 3.00 2.50 students of different levels during the projects 2.00 3.00 3.00 2.67 students with little motivation and interest 1.00 3.00 3.00 2.33 Table 4.2.4 Student management according to classroom observations
Managing student projects can be challenging due to the varying levels, genders, characteristics, and interests of students T1 noted that project topics often fail to engage all students, as female students tend to prefer drawing and design activities, while male students may show little interest Additionally, T2 highlighted that the mixed ability levels create further difficulties; higher-level students are more inclined to participate in discussions and presentations, while lower-level students often feel shy and lack confidence, resulting in minimal involvement in projects.
Use suitable language(L1/ L2) for giving instructions and communicating with students
Table 4.2.5 Language use according to classroom observations
Classroom observations indicate that teachers' language use has an average score exceeding 4.0, reflecting their ability to effectively communicate and provide instructions during project-based learning (PBL) Three teachers reported no difficulty in using either English or Vietnamese for instructions, often combining both languages in their lessons Higher-level students primarily engage in English, while lower-level students occasionally receive translations into Vietnamese Overall, language use is not a barrier for teachers in conducting PBL lessons.
Show knowledge and experience about the projects to guide students 2.00 3.00 3.00 2.67
Table 4.2.6 Teachers' knowledge and experience
Classroom observation forms reveal that teachers lack sufficient knowledge and experience related to project-based learning (PBL), hindering their ability to effectively support students Interviews indicate that educators primarily assist with pronunciation and grammar rather than project content Many teachers struggle with unfamiliar projects, particularly those designed for fifth-grade students, due to their limited expertise in the subject matter.
36 said that she had the difficulties in the topics of “health, home accidents, and strange jobs like astronauts, scientists and explorers”
Project-Based Learning (PBL) offers significant benefits in enhancing teacher-student interaction, providing valuable feedback, facilitating correction, and improving language use However, it also presents challenges such as time management, student oversight, and varying levels of knowledge and experience among students.
Summary of the benefits and challenges of using PBL in improving
4.3.1 Summary of the benefits of using PBL in improving speaking skills Students
Project-Based Learning (PBL) offers numerous advantages for students, including increased motivation to engage in discussions during project lessons and practice speaking in smaller groups Additionally, PBL fosters more frequent interactions among students, enhancing collaboration and communication skills Furthermore, it enables students to recall and apply vocabulary and structures learned in previous lessons within the context of their projects.
Project-Based Learning (PBL) enhances interaction between students and teachers, allowing educators to provide tailored support during lessons It offers teachers the opportunity to address students' grammatical and pronunciation errors that may go unnoticed in traditional lessons, while also assessing their comprehension of prior material Additionally, PBL allows for flexible language use, enabling teachers to seamlessly incorporate both English and Vietnamese to facilitate student understanding.
4.3.2 Summary of the challenges of using PBL in improving speaking skills Students
PBL poses the following problems to students The first problem is that students
Many students lack confidence when speaking in front of their classmates, which affects their participation in Project-Based Learning (PBL) Despite having motivation, they often do not provide feedback or ask questions, and struggle to respond quickly to inquiries from teachers and peers Additionally, their English fluency is limited, making it difficult for them to construct long sentences after lessons Time constraints further exacerbate the issue, as students do not have enough time to prepare, present their projects, and offer comments Furthermore, language barriers persist, with grade 3 students frequently resorting to their mother tongue during project discussions.
Project-Based Learning (PBL) presents significant challenges for both students and teachers One major issue is that teachers often overlook students' mistakes in word choice, concentrating primarily on grammar and pronunciation errors Additionally, teachers struggle to manage the time required for all phases of project lessons, from preparation to evaluation They also encounter students with varying skill levels and limited motivation, which complicates the learning process Furthermore, many teachers lack sufficient knowledge and experience in PBL, hindering their ability to effectively guide students.
Summary and conclusion
The previous chapter focuses on answering two following questions:
Question 1: What are the benefits of applying project-based language teaching in improving speaking skills as perceived by students and teachers at Phu Linh primary school?
Question 2: What are the challenges of applying project-based language teaching in improving speaking skills encountered by students and teachers at Phu Linh primary school?
To address the research questions, the researcher distributed questionnaires to 107 students in grades 3, 4, and 5, and interviewed three English teachers Additionally, three classroom observations were conducted across different classes in these grades The primary focus of the research was on the data obtained from the questionnaires, while the results from classroom observations and interviews served as supplementary information The analysis encompassed three data sources: questionnaires, classroom observations, and interviews, allowing for a comprehensive examination of both students' and teachers' perspectives on the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills.
The research on the benefits of Project-Based Learning (PBL) involved collecting data from questionnaires, classroom observations, and interviews with both students and teachers Students identified three primary advantages of PBL: increased motivation, enhanced interaction, and improved performance They reported feeling more motivated during project lessons and more confident speaking in smaller groups Additionally, PBL fosters more frequent interactions with peers and teachers, while also aiding students in recalling and applying vocabulary and structures from prior lessons Teachers also recognized numerous benefits from PBL, highlighting its positive impact on the learning environment.
Project-Based Learning (PBL) enhances interaction between teachers and students during speaking activities, allowing for meaningful engagement Additionally, it provides teachers with the opportunity to address and correct students' pronunciation and grammar errors Furthermore, PBL serves as an effective method for assessing students' comprehension and application of target vocabulary and structures.
The research identified five main challenges faced by students in Project-Based Learning (PBL) Firstly, students lack confidence when speaking in front of large groups, which affects their participation Secondly, they often refrain from providing feedback or asking questions to peers during PBL activities Additionally, students exhibit slow reactions to inquiries from both classmates and teachers A significant obstacle is the time limitation, which restricts their ability to effectively communicate in English, present, and evaluate projects Furthermore, grade 3 learners frequently rely on their mother tongue, complicating language usage Teachers also encounter similar time constraints while managing projects and often overlook students' errors in word choice, struggle to convey project-related knowledge, and face challenges in engaging students with varying skill levels and motivation.
Pedagogical implication for applying PBL in improving speaking skills
A recent study highlights the challenges faced by students and teachers in implementing Project-Based Learning (PBL) for developing speaking skills To address these issues, it is essential to extend project timelines or allocate a dedicated 35-minute project for each unit, ensuring comprehensive coverage of all project steps Encouraging students to use their first language (L1) more often during projects can facilitate better communication, alongside establishing clear language use guidelines in the classroom Furthermore, it is crucial for teachers to participate in training courses prior to initiating PBL, enhancing their knowledge and experience Overall, effective implementation of PBL requires strategic planning and support for both students and educators.
To enhance speaking skills through a novel approach, it is essential for the Ministry of Education and Training, along with educational departments and school administrators, to conduct annual workshops These workshops will provide teachers with valuable opportunities to share their knowledge and experiences in implementing Project-Based Learning (PBL) effectively.
The limitation of the study
The study's findings may not fully represent the impact of Project-Based Learning (PBL) on all primary school students in Hanoi due to its limited sample size and unexamined benefits and challenges of PBL, leading to skepticism about its validity However, the author emphasizes that participants were randomly selected, and the research is grounded in accurate teaching and learning data To enhance credibility, students were given questionnaires to complete at home Ultimately, the research identifies benefits of PBL in enhancing speaking skills but does not assess its overall effectiveness.
time for PBL according to students’ questionnaires
The data in Chart 4.1 indicates that students struggle with time management in Project-Based Learning (PBL), particularly in practicing their speaking skills (mean score of 3.34) and delivering presentations (mean score of 3.23) A significant challenge is the insufficient time allocated for providing feedback and asking questions post-presentation, which received a mean score of 3.00 Notably, fifth-grade students face greater difficulties with time constraints, as evidenced by their average scores falling below 2.9.
Table 4.1.7 Students’ spending time for PBL based on classroom observations
Time for English speaking Time for presenting Time for comments; Q & A
Classroom observations corroborate findings from student questionnaires, revealing that time management is a significant challenge for students, particularly in terms of speaking and presenting their projects Notably, fifth-grade students experience greater difficulties with time constraints compared to their peers, hindering both their project presentations and evaluations.
Student interviews reveal that time constraints significantly hinder their ability to practice speaking and present projects effectively One student noted that with only 15 minutes allocated for the entire project—five for preparation and practice, and the remainder for presentations—there is insufficient time for meaningful engagement Additionally, the teacher often lacks the time to listen to all presentations from the six groups, which compounds the issue Another student expressed frustration over the complexity and length of the projects, stating that it limits their practice time Consequently, some groups missed the opportunity to present despite their willingness, and this time limitation adversely affects the evaluation process, as teachers struggle to provide feedback and assessments.
Time poses a significant challenge for students in Project-Based Learning (PBL), as they often struggle to find sufficient opportunities to practice their English speaking skills before presentations Additionally, limited time hinders their ability to effectively prepare their project presentations and provide constructive feedback on their peers' performances.
Data from questionnaires Data from classroom observations
Table 4.1.8 presents findings from student questionnaires and classroom observations, indicating that language use poses challenges for grade 3 students in Project-Based Learning (PBL), with mean scores below 4.0 These students predominantly communicate in Vietnamese with peers and teachers, while those in grades 4 and 5 primarily use English Consequently, the reliance on English for communication during projects is a significant issue for grade 3 students, unlike their older counterparts in grades 4 and 5.
Student interviews reveal that while they attempted to communicate in English during projects, they often resorted to Vietnamese for exchanging ideas and casual conversations This tendency may stem from their comfort with their mother tongue and varying proficiency in English For instance, a third-grade student expressed difficulty in articulating her thoughts and opinions in English, leading her to frequently use Vietnamese phrases such as "let's discuss," "Have you finished drawing?", "can you talk?", "I agree," "I think this activity is bad," and "Should we change it?"
Project-Based Learning (PBL) offers students significant advantages and challenges concerning motivation, participation, performance, time management, and language use On the positive side, PBL enhances students' motivation to communicate in English and fosters opportunities for peer interaction, which aids in the retention and application of target vocabulary and structures However, a notable drawback is the lack of confidence among students when speaking in front of the entire class.
Students, particularly those in grade 5, often struggle with time management, while grade 3 students face challenges with language use These issues can hinder their ability to respond quickly and construct longer sentences effectively.
4.2 Real situation of PBL in improving speaking skills as perceived by teachers
To evaluate the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills, teachers utilized data from questionnaires focusing on key aspects such as interaction, feedback, correction, time management, student engagement, language use, and their own knowledge and experience Additionally, classroom observations and interviews provided supplementary insights to reinforce these findings.
The classroom observations reveal that teachers have more interaction with students during the projects and teachers support students with vocabulary and structures
Interact with students more frequently 5.00 5.00 4.00 4.67
Help students use suitable words for the projects 5.00 5.00 4.00 4.67
Help students use suitable structures for the projects 5.00 4.00 4.00 4.33
Table 4.2.1 Teacher- student interaction according to classroom observations
In a recent interview, T3 shared that her fifth-grade students struggled to discuss their upcoming plans during lesson 3 of Unit 5 To help them, she recommended engaging activities such as playing chess, swimming, and listening to music Additionally, she encouraged her students to utilize the "will" structure when expressing their future plans.
In short, PBL brings many benefits to teachers related to teachers’ interaction and support
Correct students’ mistakes in word choice 3.00 3.00 3.00 3.00
Correct students’ mistakes in grammar 4.00 5.00 5.00 4.67
Correct students’ mistakes in pronunciation 4.00 4.00 5.00 4.33 Table 4.2.2 Feedback and correction according to classroom observation
Classroom observations indicate that while teachers dedicate significant time to providing feedback and correcting grammar and pronunciation errors, they often overlook the importance of word choice during Project-Based Learning (PBL) lessons.
Interviews indicate that Project-Based Learning (PBL) aids teachers in correcting students' grammar and pronunciation errors while also allowing them to assess students' comprehension of previously taught vocabulary and structures This approach enhances the overall teaching process.
Time for students to practice speaking before the presentation step 4.00 4.00 5.00 4.33
Time for all groups in the presentation step 3.00 3.00 1.00 2.33
Time for feedback & evaluation 3.00 2.00 1.00 2.00 Table 4.2.3 Time for PBL according to classroom observations
Classroom observations reveal that while teachers allocate time for students to practice speaking, they often fail to call on all groups to present their projects and provide necessary feedback and evaluations.
In interviews, all teachers identified time as the biggest challenge of Project-Based Learning (PBL) Teacher 1 noted that with only 35 minutes per lesson, she had to fit in two or three activities, including the project activity.
Teachers allocate approximately 15 minutes for reading and writing activities within their projects, often admitting that they must expedite other sections or assign reading and writing tasks as homework to manage time effectively For projects involving drawing, coloring, or crafting, students are typically instructed to complete these at home to allow for adequate presentation time in class However, teachers acknowledge that they occasionally struggle to find sufficient time for all presentations and evaluations.