INTRODUCTION
Rationale
English is the world's most widely spoken language, serving as a vital means of communication in key areas such as science, technology, business, and diplomacy It fosters mutual understanding and collaboration across cultures and political landscapes among nations.
In Vietnam, English is a mandatory subject in educational institutions, starting from primary school through to university Despite the widespread emphasis on English teaching methods, the quality of instruction has often fallen short of expectations This is primarily due to an overemphasis on grammar and reading skills, stemming from the misconception that Vietnamese learners only require reading and writing abilities for academic success and future studies.
Speaking skill is essential for developing communication competence in English learners, making it a primary focus in many educational settings English teachers are continually seeking effective strategies to enhance language learning Project-Based Learning has emerged as a promising approach that meets the demands of language instruction, effectively increasing student interest and motivation (Brophy, 2004, as cited in Tsiplakides, 2009).
Project-Based Learning enhances speaking skills by allowing learners to demonstrate their creativity and abilities through project completion, drawing on their personal experiences throughout the process.
Aims of the study
This study was conducted to meet the following aims:
- To find the answers to the common assumption about the learning English and the students‟ actual learning attitude to evaluate the effectiveness of the application PBL in teaching speaking
- To investigate the current English speaking teaching and learning situation in order to find out the difficulties in learning and teaching English speaking at Vinh Phuc Secondary School
- To give suggestions for the teachers to overcome the difficulties when they applied this method in teaching speaking skill.
Significance of the study
The research emphasizes the enhancement of speaking skills in language education by addressing students' needs, thoughts, and ideas during project-based learning (PBL) As a result of PBL, students gain confidence in speaking English and become more engaged in their language learning process.
Project-Based Learning (PBL) offers researchers a valuable avenue for discovering effective methods to enhance speaking skills This study serves as a resource to improve students' speaking abilities through the implementation of diverse activities and techniques.
Research questions
The research aims to address the following questions:
1 What are the students’ attitudes toward Project – Based Learning activities?
2 Does PBL help students improve their speaking skill? If so, to what extent?
3 What difficulties do the teachers meet when applying PBL to teach speaking skill to 8 th grade students?
Organization of the study
This study consists of five chapters:
Chapter 1: Introduction presents rationale, aims of the study, significance of the study, scope of the study, method of the study and organization of the study
Chapter 2: Literature review gives the theoretical background of using Project-
Chapter 3: Methodology describes the research setting, research questions, research design, research method, the instruments, the participants and the procedures of the teacher at Vinh Phuc Secondary School
Chapter 4: Findings and discussions describes the data of the survey questionnaires, observations and interviews
Chapter 5: Conclusion presented some discussion, solutions to the actual problems, some limitations and recommendations for further study
LITERATURE REVIEW
Language Teaching Approaches
The history of language teaching spans a considerable period, characterized by an ongoing debate over teaching methods, especially in the last century Key methods that have notably influenced the development of speaking skills include the Grammar Translation Method, Direct Method, Audio-lingual Method, and Communicative Language Approach.
The Grammar-Translation Method (GTM) is a foreign language teaching approach rooted in classical methods It emphasizes activities that enable learners to practice sentences featuring the targeted grammatical structures.
In grammar-translation classes, students focus on learning grammatical rules and practicing them through drills and translation exercises between their native language and the target language The primary objectives of this method are to enhance students' reading abilities and to cultivate their overall mental discipline Through techniques such as repetition and grammatical transformation, learners engage with grammatical structures Despite lacking a theoretical framework, the grammar-translation method is widely utilized in language teaching worldwide.
The Direct Method (DM), often referred to as the natural method, is a widely used approach in foreign language teaching that emphasizes a direct connection between thoughts and expressions without relying on the learners' native language This method prohibits translation, focusing instead on conveying meaning directly in the target language through demonstrations and visual aids According to Richards and Rodgers (2001), language learning through DM mirrors first language acquisition, fostering an immersive learning environment Teachers employ creativity and flexibility in their techniques, encouraging students to engage in role-playing, question-and-answer sessions, and repetition to enhance their language skills.
The Audio-lingual Method (ALM) is rooted in behavioral psychology and emphasizes habit formation through memorization of target language patterns via dialogues and drills, focusing on repetition, substitution, and transformation This inductive approach suggests that language rules are "caught" rather than "taught" (Richards and Renandya, 2002) However, Brow (1994) critiques the method, arguing that language acquisition does not solely rely on habit formation and that avoiding errors is not always necessary Despite its attempts to incorporate previous language teaching methodologies, the ALM ultimately falls short in providing a comprehensive understanding of language.
Although there have been several changes in the methods of teaching English in Vietnam, the communicative approach and student-centeredness approach are still regarded as the two most effective
Communicative Language Teaching (CLT) originated in the British language teaching tradition during the late 1960s, as identified by Larsen (1986) British applied linguistics emphasized the importance of communicative proficiency over mere structural mastery in language education This shift arose from observations that students could accurately produce sentences in a classroom setting but struggled to use them appropriately in real-world communication.
The Communicative Language Teaching (CLT) approach has garnered significant interest among educators and experts in the ongoing reform of teaching methods Unlike a traditional method, CLT serves as a framework that guides teachers in fostering communicative competence among learners However, the implementation of CLT in English as a Foreign Language (EFL) contexts often presents challenges To enhance its effectiveness, targeted research on the application of CLT in specific settings is essential, enabling the realization of its intended outcomes.
Communicative Language Teaching (CLT) emphasizes the use of language in practical contexts rather than focusing solely on grammar structures This approach encourages learners to take an active role in their education, fostering independence and engagement As a result, students are able to integrate the foreign language with their personal identities, leading to increased emotional security and confidence in their language skills (Littlewood, 1981).
Diane Larsen-Freeman (1986) emphasizes that the goal of this teaching method is to develop students' communicative competence To achieve this, students must understand linguistic forms, meanings, and functions Additionally, they should recognize that multiple forms can fulfill the same function, highlighting the versatility of language use.
Nguyen Thi My Le emphasizes the importance of selecting the most suitable communication form based on social context and the roles of the participants Additionally, effective communication requires the ability to negotiate meaning collaboratively with interlocutors.
In Communicative Language Teaching (CLT), the teacher's role is less dominant compared to traditional teacher-centered methods, as students take on greater responsibility for managing their own learning.
2.1.5.1 Definition of Project-Based Learning
Various researchers have provided numerous definitions of a project, reflecting different perspectives in the literature Initially, the concept was linked to real-world activities, emphasizing both meaning and form However, since 2000, more comprehensive definitions have emerged, showcasing the evolving understanding of projects and project-based language teaching This article highlights selected definitions that illustrate the shifts in perceptions regarding these concepts.
Project-Based Learning (PBL) is an innovative teaching approach that emphasizes "learning by doing" and is gaining popularity due to its effectiveness According to Thomas, PBL involves engaging students in complex tasks centered around challenging questions or problems, fostering skills in design, problem-solving, decision-making, and investigation This method encourages community interaction within a limited timeframe and culminates in the creation of realistic products or presentations.
According to David (2008, as cited in Tsiplakides, 2009), Project-Based Learning (PBL) enables students to integrate language and various skills in real-world contexts, extending beyond traditional classroom subjects Despite slight variations in definitions, they all highlight the importance of communicative language use, emphasizing that projects engage learners by focusing on their experiences while executing the project.
Nguyen Thi My Le 8 rather than gaining knowledge in a passive way according to the traditional school methods
According to Boss and Krauss (2007), Project-Based Learning (PBL) is an educational approach where students explore open-ended questions and utilize their knowledge to create genuine products This method encourages student choice, fostering active learning and collaboration among peers.
The Speaking Skill
Speaking is defined in various ways, with Chastain (1988) describing it as the application of background and linguistic knowledge to craft meaningful oral messages for a specific audience Bygate (1987) emphasizes that speaking is a skill through which learners are often evaluated, significantly influencing their ability to form and maintain friendships.
Speaking is a vital tool for social solidarity, professional advancement, and business interactions It is an interactive process that involves constructing meaning through the production, reception, and processing of information (Burns & Joyce, 1997) According to Julie Hebert (in Richards & Renandya, 2002), speaking requires two or more individuals using language for interaction and transactional purposes, distinct from merely expressing written language orally Tarigan (1990) defines speaking as the ability to articulate sounds and words to express thoughts, ideas, and feelings effectively.
Speaking encompasses both interaction and transaction, serving various purposes Transactional communication focuses on conveying information, while interactional communication aims to build and sustain social connections.
Nguyen Thi My Le 13 emphasizes that effective speaking involves purposeful communication, distinguishing it from mere practice or learning without intent It is crucial to differentiate between spoken and written language, as speaking encompasses more than just reading text aloud; it includes discussions, speeches, debates, dialogues, and conversations Spoken language can be categorized into monologues and dialogues, with dialogues being particularly vital for high school students, as they play a key role in developing speaking skills and serve as essential tools for social interaction.
Attitude is a complex theoretical construct which according to Baker is used to
Human direction and persistence are influenced by attitudes, which Gardner (1985) defines as evaluative reactions to specific objects or referents, shaped by individual beliefs and opinions This operational definition highlights the importance of personal perspectives in forming attitudes, ultimately guiding human behavior and decision-making.
Attitude refers to an individual's tendency to respond positively or negatively to various objects, people, institutions, or events, as noted by Baker (1992) Unlike physical traits or actions, attitudes are not directly observable or measurable Often, these attitudes remain dormant and surface only in response to specific stimuli, manifesting as stated beliefs, expressed feelings, or observable behaviors While attitudes do not directly impact language learning, they play a crucial role in fostering motivation.
The attitude and motivation towards learning a second language significantly influence the success of language acquisition According to Krashen (1987), learners' efforts are affected by what he termed the "affective filter," which can either enhance or hinder their natural ability to acquire a new language Consequently, learners must navigate the challenge of not only absorbing new information but also managing their psychological readiness to learn.
Nguyen Thi My Le 14 which is part of his own culture but rather of acquiring symbolic elements of different ethno-linguistic community
Attitudes toward learning a second language, such as English, can be shaped by various factors, leading to either positive or negative experiences Key influences on these learning attitudes include the motivations behind learning English and the level of anxiety experienced by learners Understanding these factors is essential for fostering a more effective language learning environment.
“self-esteem” And “tolerance of ambiguity”
English is now a global language, spoken in many countries and taught as a foreign language in over 100 nations Its influence on daily life is significant, making it essential for accessing advancements in technology and understanding the economic dynamics of countries like Britain and the USA Furthermore, English dominates mass media, including newspapers, radio, and television, and is widely used in fields such as science, medicine, agriculture, engineering, and tourism To thrive in today's modern society and enhance your career opportunities, acquiring at least a basic knowledge of English is crucial.
English has become a crucial foreign language in our country, as it is now a mandatory subject in schools according to the curriculum framework established by the Ministry of Education and Training To achieve academic success, students must possess a significant level of English knowledge and motivation in their studies Additionally, for post-graduate candidates, proficiency in English is required for entrance examinations.
2.2.4 The importance of teaching speaking skill
In human daily communication, not all people have daily reading and writing needs, but listening and speaking It is spoken language that is a vehicle to help interlocutors
Effective communication in schools relies heavily on listening and speaking skills, which are essential for maintaining relationships and expressing emotions Research indicates that speaking should be a primary focus in language learning, as it is often viewed as the most important skill According to Ur (1996), individuals proficient in a language are commonly referred to as its "speakers," and language learners often measure their proficiency by their speaking ability Fluency in conversation is prioritized over reading, writing, or comprehension, with learners assessing their progress based on their spoken communication achievements (Burkart, 1998).
Effective language teaching hinges on students' willingness to engage in speaking practice, necessitating that teachers customize their instruction to meet individual needs Educators should focus on teaching listening skills, conversational techniques, and collaborative meaning-making in a supportive environment Creating opportunities for real-life communication through authentic activities and meaningful tasks is essential for promoting oral language development Students must be encouraged to express themselves verbally and become adaptable users of their language skills Both teachers and students should maintain a clear communicative goal to maximize learning both inside and outside the classroom.
2.2.6 Problems with speaking activities and solutions
Students often face various challenges that hinder their confidence in using a foreign language during verbal communication According to Ur (1996:121), there are four common issues that nearly all foreign language learners experience throughout their language acquisition journey.
Inhibition in speaking arises from the need for real-time interaction with an audience, unlike other skills such as reading, writing, and listening Learners frequently experience anxiety about making mistakes, fear criticism, or feel shy about the attention their speech draws.
Many teachers encounter students who struggle to express themselves, often citing a lack of motivation to speak Even when not feeling inhibited, learners frequently voice their frustration over not having anything to say, driven more by a sense of obligation than genuine desire to communicate.
Strategies for developing speaking in PBL
Students should effectively communicate by maximizing their current proficiency while minimizing confusion caused by pronunciation, grammar, and vocabulary errors It's essential for them to adhere to the social and cultural norms relevant to each communication context To enhance students' speaking skills, teachers should implement a balanced activities approach, carefully selecting engaging speaking activities that stimulate student interest and promote communicative efficiency.
To enhance communicative competence in the classroom, instructors should design speaking activities that include a clear purpose, an information gap, and diverse forms of expression By integrating a range of communicative activities, both in and out of the classroom, students can feel more at ease and gain confidence while learning a foreign language and developing their communicative skills.
Teachers can enhance language learning by incorporating outdoor activities, providing students with opportunities to practice speaking and pronunciation in a supportive environment By offering bonus marks and reassuring students that mistakes are part of the learning process, teachers can encourage more English conversation in class Additionally, organizing excursions to places like the zoo, market, beach, or picnics allows for immersive learning experiences in English-speaking settings, fostering natural language use.
Project-Based Learning (PBL) serves as a vital link between classroom English usage and real-life applications, making it essential for teachers to offer ample guidance and feedback For PBL to be effective, educators must clearly outline all tasks, provide comprehensive instructions for project development, and actively engage with students throughout the learning process.
Nguyen Thi My Le 19 answer questions and encourage learner motivation In order to create effective PBL activities, the teacher needs to:
Encourage students to work in pairs, groups, and work individually
Combine textbook and relevant materials
Give feedback regularly by marking and giving comments on students‟ speaking
Encourage the students to speak by suggested questions
Make a careful choice of topic and task to stimulate interest
Give some instruction or training in discussion skills
Project-Based Learning (PBL) involves short micro activities that enhance traditional textbook instruction, typically following each unit or every two units However, many students struggle to effectively engage with these suggested projects To facilitate the implementation of PBL and motivate students, teachers are encouraged to adopt specific strategies and activities.
Family/ Personal relations Family Tree
School / Education Interview: School Facilities and Activities
Food / Drink Cookbook: Traditional dishes
Hobbies / Recreation Photo Story: Memories from your holiday
Shopping and Shops Catalogue: shopping places in your town
Health and Welfare Healthy Menu / Poster
The Arts Poster about Favorite Artist/ Shows or
Exhibitions Science and Technology PowerPoint Presentation / Poster
Nature / Ecology Class Wall Magazine
Discussion activities in which learners are asked to exchange opinions or ideas are an important part of many lessons A discussion may be either a class or a group activity
Many learners often hesitate to express their thoughts, making it essential for teachers to effectively encourage participation and maintain organization during discussions To facilitate this, educators can group students to explore topics before engaging in whole-class discussions, creating a more comfortable environment for sharing opinions Additionally, providing students with preparation time and specific tasks for formal discussions can enhance their confidence Traditional methods, such as assigning topics, can also be beneficial, with suggestions like discussing a recent film or event to spark conversation.
Teachers can effectively engage students by incorporating various methods beyond traditional topics, such as using pictures, objects, songs, or short conversations to spark discussion Presenting a problem or scenario can also encourage students to think critically and participate actively Following these activities with targeted questions or requirements helps facilitate meaningful conversations about relevant themes like family life, fitness, career choices, and travel, ultimately enriching the learning experience.
Role-play is an effective educational tool that allows students to step outside the traditional classroom setting and see the practical applications of English in real-life situations Teachers initiate role-play by establishing a specific scenario, utilizing visual aids or providing situational prompts to guide the activity To enhance creativity and engagement, students receive tailored cue cards based on their assigned roles They then collaborate in pairs or groups to discuss, plan, and rehearse their dialogues While teachers should encourage participation during class performances, it’s important to respect students' comfort levels and not force them to perform if they choose not to.
Games are an effective way to engage students in language learning, fostering both accuracy and fluency They can be played in pairs, groups, or with the entire class Accuracy-focused games, such as guessing and memory games, serve as excellent alternatives to traditional drills by enhancing recall and comprehension For fluency-focused activities, it's crucial for teachers to choose games appropriate for the students' linguistic levels, provide clear instructions, and monitor progress If a game isn't resonating with the students, it’s important to halt it promptly to maintain their interest.
Songs, alongside games, provide students with a way to unwind after intense activities, fostering a relaxed and enjoyable learning environment Singing practice enhances students' pronunciation and intonation skills, making it a valuable educational tool Teachers need not worry about their singing abilities, as numerous recordings by native singers are readily available Additionally, song lyrics can serve as effective texts in speaking classes, enriching the learning experience.
Nguyen Thi My Le 22 class discussions or get students to talk about the music of the song, about the composer, about the singer
2.3.4.5 Pair work or group work
Group work is essential in communicative activities, offering numerous benefits such as increased student talking time, effective management of large classes, and fostering an environment for free communication with minimal teacher control However, challenges like noise, time consumption, reliance on the mother tongue, and mistakes can arise To address these issues, teachers should form groups simply, create mixed-ability teams, carefully select and prepare group activities, refrain from correcting errors unless necessary, and conclude group work at the right moment to facilitate effective follow-up.
In Project-Based Learning (PBL), utilizing small working pairs or groups is essential, as it fosters peer learning and enhances practice on various topics This structure allows teachers to effectively manage the classroom while promoting stronger relationships among students, which can lead to increased cooperation and a friendly atmosphere—crucial elements for successfully learning a foreign language.
METHODOLOGY
Research setting
At Vinh Phuc Secondary School in Ben Tre City, I teach English alongside a dedicated team of eight experienced educators, each with over 20 years of teaching expertise Annually, our school welcomes more than 1,450 students eager to learn the English language.
Our program includes 36 classrooms for students in grades 6 to 9, all of whom have been studying English for seven years Four years ago, we introduced a new pilot curriculum approved by the Ministry of Education and Training, extending English instruction to a total of ten years Currently, we offer one or two classes per grade level, primarily consisting of high-achieving students, which greatly facilitates the teaching process for educators involved in this program.
In today's educational landscape, the rise of communicative language teaching and the incorporation of project-based learning (PBL) significantly enhance foreign language instruction, particularly in developing speaking skills This approach not only equips students with essential communication abilities but also fosters greater self-confidence and enthusiasm for speaking English.
Research questions
For the purpose of clarity the research questions guiding this study are being reiterated here As discussed earlier, the following questions are to be answered:
1 What are the students’ attitudes toward Project – Based Learning activities?
2 Does PBL help students improve their speaking skill? If so, to what extent?
3 What difficulties do the teachers meet when applying PBL to teach speaking skill to 8 th grade students?
Scope of the study
Teachers aim to enhance students' speaking skills through Project-Based Learning by incorporating various activities that involve pair and group work, culminating in projects at the end of each unit.
The research collects statistics from survey with about 44 students in the same class at Vinh Phuc Secondary School - Ben Tre City.
Method of the study
Participants: the study is carried out with the participation of 8 teachers and 44 students
This study employs a combination of qualitative and quantitative methods, utilizing survey questions and classroom observations as data collection instruments The research focuses on the teaching and learning process across 57 periods during the first semester.
Materials: The pilot curriculum for 8 th graders.
Research design
The study's research design encompasses four key elements: general methods, instrumentation development, sample selection, and data collection The exploration methods design is vital for the study's success Over a four-month period, from September to December 2017, the measurement instruments were developed, and data collection was implemented.
Questionnaires were distributed to gather insights on students' preferred techniques and methods, as well as teachers' opinions The collected data served as a foundation for recommending effective speaking techniques and activities tailored for students at the school.
Research method
This study employs both quantitative and qualitative methods to analyze data related to students' attitudes toward learning English through Project-Based Learning (PBL) activities The quantitative approach utilizes survey questionnaires to assess the frequency distribution of responses, while the qualitative method focuses on understanding students' impressions, feelings, thoughts, and evaluations regarding PBL, including its effects and challenges in speaking learning and teaching.
Participants
The survey targeted grade 8 students at Vinh Phuc Secondary School to assess their attitudes towards speaking skills and identify key factors influencing their learning Analyzing the collected data will provide insights into these students' perceptions and challenges in developing their speaking abilities.
The author conducted interviews with eight English teachers to gain insights into the challenges they encounter and the techniques they employ in Project-Based Learning (PBL) These discussions provided a deeper understanding of the difficulties faced by educators in this instructional approach.
Data collection instruments
A questionnaire was administered to 44 students, featuring 10 questions focused on their personal information The purpose of this survey was to gather insights into the students' attitudes toward learning English speaking skills and to identify factors influencing their engagement in project-based learning (PBL).
A questionnaire was developed for eight teachers, featuring six questions focused on the challenges they encounter while teaching English speaking skills The survey aimed to identify the difficulties faced by students in the speaking classroom and the strategies teachers have implemented to address these issues Additionally, it explored the teachers' beliefs regarding the effectiveness of Project-Based Learning (PBL) in enhancing English speaking proficiency.
To validate the descriptive process, the researcher observed various teachers' classes to identify the speaking tasks assigned to students This involved recording all classroom activities, including the teacher's questions and explanations, student presentations, and the teachers' instructional methods.
Data collection procedures
The research conducted at Vinh Phuc Secondary School utilized an empirical approach, focusing on descriptive and exploratory methods Starting in August 2017, the initial pilot study involved 8th-grade students, with a clearly prepared questionnaire designed to minimize misunderstandings due to the students' limited terminology knowledge The aim was to gather relevant information and accurate data to fulfill the survey's objectives A multiple-choice format was selected for its convenience and efficiency.
At the start of the class, students received a questionnaire accompanied by a clear explanation of its purpose, allowing them 20 minutes to complete it The collected responses were recorded in a data sheet for subsequent analysis Additionally, Graduation Exam Tests and scores from 2002 to 2005 were considered, providing valuable insights into the challenges of English teaching and learning in Vietnamese high schools and potential solutions to these issues.
An introduction to the current Textbook Tieng Anh 8
Tieng Anh 8 is the third level of English textbooks designed for Vietnamese lower secondary school students learning English as a foreign language It adheres to the systematic and theme-based syllabus approved by the Ministry of Education and Training in January 2012, emphasizing language use—including pronunciation, vocabulary, and grammar—to enhance the four core skills: listening, speaking, reading, and writing.
3.10.1 The contents of the current Textbook Tieng Anh 8
The Students' Book comprises 12 main units, each containing seven sections designed for seven 45-minute classroom lessons These units are richly illustrated and cross-curricular, focusing on theme-based content that enhances student motivation and provides memorable, joyful learning experiences Each unit begins with clear learning objectives that outline the key language and skills to be taught.
3.10.2 The structure of the current Textbook Tieng Anh 8
Each unit in this book consist of seven sections They are:
Section 7: Looking back and Project
The Project enhances students' independent and collaborative skills while fostering creativity in relation to the unit topic.
Nguyen Thi My Le 28 done the projects as an extra-curricular activities (for pair work or group work) or as homework (individually)
3.10.3 The projects in the current Textbook Tieng Anh 8
Unit 1: Join our leisure activity!
Unit 4: Customs and traditions: How they have changed
Unit 6: Entries in my Diary
In Unit 7, your group is tasked with competing to lead the Green Club at your school by addressing the question: "What actions would you take to reduce pollution in our country if you were the Minister of Natural Resources and Environment?" To effectively communicate your ideas, you will create a visually engaging collage and deliver a presentation that outlines your proposed strategies for pollution reduction.
Unit 10: “Action Take one! Action Take two!” In groups, prepare two versions of a short sketch involving a communication breakdown to perform in class
Unit 11: Young Inventors (Write/ talk about your invention)
Summary
Chapter three outlines the research methods and processes used to collect data, focusing on the challenges perceived by English teachers and the solutions they propose to address these issues The subsequent chapter will present the analysis of this data.
FINDINGS AND DISCUSSIONS
Students‟ opinions of learning English
Learning English in Vietnamese high-schools can help you CHOICE
A Develop the 4 skills of English (listening, speaking, reading, writing) 2 (4.6%)
B Develop reading and writing skills 11 (25%)
C Have enough words and expressions to communicate in English 4 (9.1%)
D Have a good knowledge of English grammar 19 (43.2%)
F Learn English by yourself at home 3 (6.8%)
Table 4.1: Students’ opinions about learning English in Vietnamese high-schools
A recent survey revealed that 43.2% of high school students believe that learning English significantly enhances their understanding of grammar, while 25% feel it improves their reading and writing skills Additionally, 11.3% of students indicated that studying English helps them acquire new information, and 9.1% stated that it equips them with a sufficient vocabulary and expressions.
Nguyen Thi My Le (30) highlights that only 6.8% of students learn English independently at home, and merely 4.6% effectively develop all four language skills This data underscores that reading and writing dominate English classes in high schools, with a significant emphasis on grammar Consequently, the focus on grammar limits the development of students' communication skills, suggesting that current high school English teaching methods fail to meet the primary goal of fostering effective communication in the target language.
Students‟ opinions towards speaking activities
You want to develop your speaking skill because
OPTION 1 OPTION 2 OPTION 3 OPTION 4 TOTAL
A English is the most popular language nowadays
B You want to use English to communicate (talk to friends; to foreigners; sing; chat on the internet; etc.)
C You want to study abroad later
D You want to pass the exam 8
Table 4.2: Students’ opinions of developing their speaking skill
Students express a strong desire to improve their speaking skills in English for several key reasons Primarily, 52.3% acknowledge that English is the most widely spoken language today, making it essential to master Additionally, 47.7% aim to pass exams using the English knowledge acquired in school Furthermore, 36.3% of students wish to communicate effectively in English, whether chatting with friends, interacting with foreigners, or engaging online Lastly, 47.7% recognize the importance of English for future study abroad opportunities.
The significance of English in contemporary life is undeniable, leading students to recognize the necessity of mastering the language Educators must focus on effective teaching strategies that provide students with sufficient language input This approach will not only prepare them for exams but also enable them to communicate successfully in English both inside and outside the classroom.
When the teacher speaks English, you often: CHOICE
The reason of the answer:
A You are accustomed to listen to the teacher speaking English in the class 5 (11.4%)
B Your previous teachers seldom spoke English in class 21 (47.7%)
C You can guess through the teacher‟s gestures and facial expressions 8 (18.2%)
D The teacher speaks fast and uses many new words 10 (22.7%)
Table 4.3: Students’ opinions of their teacher’s speaking
Due to limited exposure to spoken English, only 18.2% of students clearly understood their teacher, while 72.7% grasped only a little, and 9.1% did not understand at all A mere 11.4% reported being accustomed to listening to their teacher in English, with 47.7% noting that their previous teacher rarely spoke English in class Additionally, 18.2% could infer meaning through gestures and facial expressions, and 22.7% felt the teacher spoke too quickly and used many unfamiliar words.
Question 4: How often do you speak English in English class time?
You speak English in English class time CHOICE
Table 4.4: Students’ opinions of their English class time
The frequency of English spoken in class reflects students' commitment to mastering the language A survey of high school students revealed that 22.7% always spoke English willingly, while 16% usually did Approximately 47.7% sometimes expressed their opinions in English, whereas 9.1% rarely spoke it, and 4.5% never did so unless prompted by the teacher Many students hesitated to speak in front of the class due to shyness or fear of making mistakes, indicating that opportunities for speaking English varied significantly among them.
Students‟ attitude toward applying PBL in the speaking lesson
Question 5: What do you think about the lessons using PBL?
Table 4.5: Students’ attitude toward the speaking lessons using PBL
As can be seen from this table, 66% of the students found using PBL in the speaking lessons interesting because the projects posed big challenge to them However, 20 % of
Nguyen Thi My Le, 34, found that only 14% of students perceived Project-Based Learning (PBL) as manageable, with no students considering it easy The majority expressed a lack of confidence in their English communication skills However, the findings indicate that PBL positively impacts students' learning attitudes.
Question 6: When are you ready to speak in projects?
B Join only when being asked 11 (25%)
C Join only when feeling interested 6 (13.7%)
Table 4.6: Students’ participation in projects
The table highlights student participation in project work, revealing that 59% of participants actively engaged in tasks Among them, 25% joined projects when prompted by their teacher, while 13.7% participated based on personal interest Despite being placed in groups, only 13.7% of students contributed to discussions about the projects, and a mere 2.3% opted not to participate at all.
Question 7: What should the teachers do to motivate students to take part in PBL?
Teachers’ techniques do to motivate students to take part in speaking activities CHOICE
B Be enthusiastic, friendly and helpful 19 (43.2%)
C Encourage you with nice compliments and a good feedback 30 (52.3%)
D Give interesting topics, games and activities in speaking skill 22 (50%)
E Not pay attention to your mistakes but your strong side 25 (56.8%)
Table 4.7: Students’ motivation in taking part in projects
A significant 50% of students expressed the need for clear instructions from teachers, as ambiguity can lead to confusion and misdirection in lessons Additionally, 50% appreciated engaging topics, games, and activities that enhance speaking skills Furthermore, 56.8% of students preferred encouragement focused on their strengths rather than their mistakes Teachers' feedback was valued by 52.3% of students, highlighting the importance of constructive comments in class Most students desired teachers to be flexible, tolerant, and understanding to boost their confidence in speaking Lastly, 43.2% of students emphasized the importance of teachers being enthusiastic, friendly, and helpful in the classroom.
In summary, students desire teachers to foster a communicative environment, provide clear guidance, exhibit friendliness and helpfulness, offer positive reinforcement for their speaking skills, and deliver constructive feedback.
The effects of PBL in improving the students‟ speaking skill
Question 8: Which activities do you enjoy in speaking lessons?
The activities applied by the teachers (responded by students)
Pair-work/ Group-work and problem solving 5 (56.8%) 34 (77.3)
Visual aids (picture, map, music, handouts, computers) 21 (47.7%) 32 (72.7%)
Table 4.8: Activities applied by the teachers and students’ preference
The preferred activities among students included pair work, group work, and problem-solving (77.3%), along with the use of visual aids such as pictures, maps, music, and computers (72.4%) Additionally, picture description was favored by 56.8% of students, while interviews and games/shows were enjoyed by 52.3% and 45.5%, respectively Students found these activities easy to prepare, suitable for their English proficiency, engaging, and providing opportunities for self-expression Although role-play was occasionally favored by 40.1% of teachers, it was less popular among students due to vocabulary and social knowledge limitations Games in speaking lessons were particularly enjoyed by 52.3% of students, as they helped reduce stress and increase motivation, despite only 59% reporting their teachers used games Overall, effective speaking activities favored by both teachers and students included question and answer exchanges, interviews, and picture descriptions, highlighting the importance for teachers to assess and address students' needs in their instruction.
Question 9: How do you enjoy the following activities?
Activities Really enjoy Enjoy Don’t care Don’t enjoy
Table 4.9: Activities enjoyed most by students
Table 4.9 reveals that individual work was the least favored activity among students, with only 6.8% expressing high interest and 68.2% indicating they did not enjoy it In contrast, pair work was preferred by 86.6% of students, with 15.9% finding it enjoyable While pair work facilitates role-playing and reduces anxiety in speaking, it limits the sharing of ideas with classmates Group work emerged as the most popular choice, with 91% of respondents favoring this collaborative approach.
A significant majority of learners, with 34.2% expressing a strong preference and 56.8% indicating enjoyment, favor working in groups, while only 9% show indifference or dislike for this activity These statistics suggest that group and pair work are generally well-received among learners Furthermore, engaging in collaborative projects through Project-Based Learning (PBL) can foster learners' sense of responsibility and help mitigate issues such as anxiety, laziness, and unfamiliarity.
Question 10: How effective is PBL on your speaking skill?
The effects of PBL on speaking skill CHOICE
Table 4.10: Students’ responses to the effect of PBL
According to the data in Table 4.10, a significant 63.6% of participants rated Project-Based Learning (PBL) as "very effective" in speaking lessons, contrasting sharply with only 2.3% who deemed it "ineffective." Additionally, 22.7% of students considered PBL to be "effective," while 11.4% selected other ratings.
Most students showed a favorable response towards the use of Project-Based Learning (PBL) in their speaking lessons, indicating that they found it effective Consequently, the implementation of PBL in teaching English speaking can be regarded as a successful approach.
Data analysis and findings from teachers
4.2.1 Teachers’ attitudes toward applying PBL in speaking lesson
Question 1: How important is the use of PBL in teaching speaking?
Chart 4.1: The role of applying PBL in Teaching English speaking
According to the survey results presented in chart 4.1, all participating teachers recognized the significance of Project-Based Learning (PBL) in their English speaking classes Specifically, 50% of teachers acknowledged its importance, while 25% deemed it very important Additionally, 12.5% of teachers considered PBL to be somewhat important, and another 12.5% did not see its relevance Overall, the teachers expressed a consensus that PBL fosters a cooperative learning environment and enhances classroom dynamics, reflecting their positive attitudes towards its implementation in teaching English speaking.
Question 2: How often do you use Project-Based Learning in teaching English speaking to your students?
Chart 4.2: Teachers’ opinions for the frequency of using PBL
The chart reveals a diverse range of opinions among teachers regarding the frequency of using Project-Based Learning (PBL) Specifically, some teachers consistently implement PBL, while others do so infrequently Notably, 50% of educators prefer to use PBL sometimes, 25% typically employ it, and none indicated that they never use this teaching method.
Question 3: Do you think using PBL can develop students’ speaking skill?
Chart 4.3: Teachers’ Feedbacks on Students’ improvement PBL to in the speaking
Yes, very much Yes but not much Not really Not at all
The findings indicate that a significant majority of teachers are aware of Project-Based Learning (PBL) and its potential benefits for enhancing students' speaking skills Specifically, 62.7% of teachers believe that PBL can greatly improve students' speaking abilities, while 25% think it can help, albeit to a lesser extent Only 12.5% of teachers feel that PBL does not significantly enhance speaking skills, and notably, none of the teachers suggested that PBL is ineffective in developing these skills.
Question 4: What do you think of PBL?
Chart 4.4: Teachers' opinions about PBL in teaching speaking
10 A Help students enjoys learning English
C Motivate students to work in group.
E Make students take more active role in class
Chart 4.4 presents teacher' responses on teachers' views of PBL in their classes Many teachers (100%) accepted that PBL helped their students enjoy learning English As stated in chart 4.4, many respondents (75%) confirmed that PBL enabled the students to improve their presentation skill “Motivate students to work in group” indicated that in a large percentage of teachers (75%) Five teachers (63%) believed that PBL helped students communicate in English confidently In brief, these findings informed us that PBL is really a new perception in teaching English speaking
4.2.2 Teacher’s difficulties encountered when applying PBL
Question 5: What problems are you facing when adopting PBL in teaching speaking English?
Students‟ low proficiency of English 8/8 100%
Shortage of time to develop a successful project 8/8 100%
Students use Vietnamese in pair work and group work 7/8 87.5%
Lack of authentic teaching materials 7/8 87.5%
Table 4.11: Problems teacher faced in PBL
Teachers face significant challenges in teaching English speaking skills, including large class sizes, students' low proficiency, limited time, and the frequent use of Vietnamese during activities All teachers surveyed (100%) identified low proficiency and time constraints as major issues, while 87.5% noted that students often resorted to Vietnamese during pair and group work, making it difficult to manage large classes effectively This hindered the goal of developing students' communication skills Additionally, a lack of authentic materials was a common concern, with 87.5% of teachers reporting that available resources were either outdated or insufficient, prompting them to create their own materials, which unfortunately lacked authenticity As a result, implementing project-based learning (PBL) in speaking lessons proved to be quite challenging for educators.
4.2.3 Solutions to the difficulties from the students in teaching speaking
Solutions to difficulties caused by the students
Solutions to difficulties caused by the students
Use pair work/ group work 8 100%
Move around to observe and help the students 8 100%
Divide the students into pairs or groups including good and bad students so that they can help one another
Design exercises suitable for the students‟ level 6 75%
Move around to observe and help the students 4 50%
Encourage the students by grades 4 50%
Criticize the students for their level 0 0%
Using Vietnamese during pair work and group work
Set tasks suitable for the students‟ level 7 87.5%
Move around to observe the students 7 87.5%
Solutions to difficulties caused by the students
Remind the students to use English 4 50%
Encourage the students to speak English 4 50%
Create a variety of activities to have the students participate in
Encourage the students to share their ideas with the teacher 2 25%
Limited motivation in learning speaking
Create the interesting topics, which are suitable for the students‟ level
Help the students do brainstorming so that they have 7 87.5%
Solutions to difficulties caused by the students
Categories PERCENTAGE (%) something to talk about
Encourage the students by grades 4 50%
Use praise to the students 2 25%
Get the students to speak 2 25%
Explain the importance of speaking in the classroom to the students
Table 4.12: Solutions to difficulties caused by the students
Teachers expressed concerns about the challenges posed by large class sizes, as highlighted in Table 4.12 All teachers agreed that training students to work in small groups of five to seven would be highly beneficial This approach encourages participation by allowing students to sit in a circle, fostering engagement Additionally, smaller group sizes help prevent laziness and maintain discipline among students.
In Vietnamese high-schools we often have large classes Each class has from 45 to
In a class of 55 students, many individuals may not have the opportunity to speak throughout the semester This large class size poses challenges for teachers implementing Project-Based Learning (PBL), as the noise generated during activities can disrupt the learning environment Additionally, when students work in pairs or groups, it becomes increasingly difficult for teachers to manage the classroom effectively.
Nguyen Thi My Le, aged 46, emphasizes the importance of providing adequate time for feedback on group presentations In a Project-Based Learning (PBL) environment, smaller class sizes or small groups facilitate friendly cooperation among students, allowing them to effectively practice the target language while working on their projects.
A significant 87.5% of educators favored pairing students, regardless of their proficiency levels, to foster mutual support Additionally, 75% of them focused on designing exercises that align with their students' abilities Notably, none of the participants (0%) expressed intentions to overlook or criticize students with lower proficiency, emphasizing an inclusive approach to teaching.
To address students' low English proficiency, respondents emphasized two key strategies: implementing pair or group work that mixes proficient and less proficient students, and designing tasks tailored to students' skill levels In group settings, all members must share responsibility for task progress, with a focus on bridging information gaps to facilitate communication Teachers should actively circulate the classroom to observe and assist students as needed, while also collecting and addressing common errors in front of the class to benefit the majority Designing tasks that align with students' abilities is crucial, as it allows them to successfully complete assignments Tasks should be organized from easy to difficult to ensure gradual progression Additionally, when oral presentations are challenging or complex projects require more support, teachers should revert to these two strategies with appropriate methods to help struggling students keep pace with their peers.
Use of Vietnamese during pair work and group work
According to the teachers, the students‟ use of Vietnamese during pair work or group work was another hindrance All the teachers suggested other solutions as they
Nguyen Thi My Le, aged 47, effectively developed engaging topics and tasks tailored to her students' levels A significant majority of teachers, 87.5%, viewed actively moving around the classroom to observe students as a beneficial strategy to overcome challenges Additionally, the same percentage of teachers expressed their willingness to provide assistance to students, with none of the respondents considering criticism for the use of Vietnamese as an option.
To enhance communication skills effectively, learners should engage in speaking practice as frequently as possible However, in Vietnamese high schools with large classes of forty to fifty students, this can be challenging A practical solution is to divide the class into pairs or small groups of four to eight participants for various activities Additionally, group activities foster a collaborative environment, allowing all members to learn from and support one another.
Group settings provide an ideal environment for shy students or those lacking confidence, allowing them to express themselves freely among a small group of peers, which helps boost their self-esteem Furthermore, group work enables teachers to shift from being mere instructors to facilitators, allowing them to circulate the classroom, offer assistance as needed, assess individual student performance, note language mistakes for future remediation, and dedicate more time to slower learners.
Students’ lack of motivation for communicative competence
To address students' passive learning styles, all respondents (100%) emphasized the importance of teachers implementing diverse activities to encourage participation Additionally, a significant majority (87.5%) advocated for the inclusion of communicative activities in the classroom Teachers identified three key strategies to enhance student motivation, with all agreeing that creating engaging topics is essential.
Nguyen Thi My Le, 48, emphasizes that 87.5% of students prefer brainstorming techniques to generate discussion topics, while 75% believe that incorporating communicative games can enhance the learning environment.
Results from class observation
A researcher and eight teachers participated in classes organized for project implementation, documenting all activities Following classroom visits, the teachers used observation checklists to assess one another based on six criteria: teacher preparation, presentation, teaching methods, personal characteristics, student engagement, and feedback provided by the teacher.
Classroom observation result reflect the reality in which the teachers adopted PBL in teaching speaking The findings collected from the classroom observation are followed:
1 Well-prepared and well-organized in class 6 75%
2 Apparently and appropriately prepared objectives of the 6 75%
3 Language of instructions is clear and concise and the students are able to carry them on 6 75%
4 The lesson is smooth, sequenced and logical 7 75%
6 Materials are presented at the students‟ level of comprehension 6 75%
7 The teacher shows an interest in, enthusiasm for the subject taught 6 75%
8 The teacher move around the class and be ready to help more for the students 6 75%
9 There are balance and variety of activities during the lesson 6 75%
10 Examples and illustrations are used effectively 6 75%
11 Instructional aids or resource materials are used effectively 6 75%
12 Drills are used and presented effectively 6 75%
13 Teachers explores genuine situations in the class 6 75%
14 Structures and vocabulary are taken out of students‟ presentation and applied to the real contexts of students‟ culture and personal experience
15 Students are active to do their presentation 6 75%
16 24 Students are encouraged to ask questions, to disagree or to express their own ideas during the presentation 6 75%
17 The students are able to draw the attention with their presentation and give out comments 6 75%
20 Teacher encourages and assures full student participation 4 50%
21 The students are attentive and involved 6 75%
22 Teacher organizes effectively individual, pair work, and group work to do the project 6 75%
23 Teacher controls and directs the class 4 50%
24 Teacher gives out a clearly checklist and rubric 5 62.5%
25 Teacher‟s feedback helps students improve their speaking skills 5 62.5%
Table 4.13: Result of class observations
Incorporating various Project-Based Learning (PBL) activities and techniques into English speaking instruction has proven effective According to the data presented in Table 4.13, a significant majority of teachers (75%) meticulously prepared their lessons, establishing clear objectives to guide their teaching and ensure successful outcomes.
The lessons were conducted smoothly and logically, with 75% of teachers demonstrating a strong interest in the subject matter Most teachers provided instructions in English and immediately translated them into Vietnamese, ensuring that students could easily follow along This bilingual approach was well-received by students, who preferred it over receiving instructions in only one language.
A limited number of teachers provided instructions solely in English, leading to confusion among students Additionally, while some educators incorporated authentic materials into their lessons, only a small fraction utilized the course book effectively.
A recent study revealed that 75% of teachers actively moved around the classroom during activities, while only 20% remained stationary at the front waiting for student responses Notably, only one teacher interrupted students for immediate error corrections The majority of teachers effectively utilized examples, illustrations, and drills, successfully transferring learned structures from artificial contexts to real-life applications They demonstrated patience in eliciting student responses, although time constraints at the lesson's end posed challenges While 75% acknowledged the significance of word stress, they often overlooked sentence intonation Most teachers maintained clear vocal delivery, though some exhibited inadequate English fluency.
The interaction between teachers and students was designed to enhance English proficiency, with a focus on the approach where the teacher acts as a facilitator while students take on the role of communicators In this model, teachers minimized their speaking time, primarily providing task explanations and guidance for project activities This approach empowered students to take control of the classroom, fostering self-confidence and increasing their willingness to engage in project work When faced with challenges in understanding project tasks, students actively sought assistance from their peers or the teacher, demonstrating a collaborative learning environment.
The way of testing and assessment
To effectively assess students' speaking abilities, educators can implement continuous assessment throughout the school year, focusing on individual or group interactions lasting 5 to 10 minutes at the beginning of each class This can be achieved through teacher-student (T-S) or student-student (S-S) interactions, as well as role-play activities Additionally, conducting short oral tests over two or three lessons allows for a comprehensive evaluation of each student's proficiency on specific topics.
Nguyen Thi My Le, at 54, emphasizes the importance of student participation in speaking activities for effective assessment This assessment encompasses various components, including grammar, vocabulary, comprehension, fluency, pronunciation, and task performance The scoring rubric for speaking aligns with established theories and indicators, ensuring a comprehensive evaluation process.
Maximum has 4 mistakes & not change meaning 4 Have> 5 mistakes & not change the meaning 3 Have> 5 mistakes & change the meaning 2
Little or no language produced 1
Adequate but not rich vocabulary 3
Little or no language produced 1
Maximum has 3 mistakes & can be understood 4Have> 4 mistakes & can be understood 3Have> 4 mistakes & difficult to be understood 2
Little or no language produced 1
Speech on all professional and general topics as effortless and smooth as a native speaker‟s
Speech is effortless and smooth, but perceptibly non- native
Very hesitant and brief utterances Sometimes difficult to understand
Very confidently, loudly and naturally and uses gesture
Fairly confidently, loudly and naturally and occasionally uses gesture
Quite confidently, quite loudly and quite naturally and occasionally uses gesture
Does not speak confidently, a lot of pause, speech is absolutely a memorization of text, no use of gesture
The participant did not deliver his/her speech 1
Table 4.14 Score Rubric of Speaking Test
Testing speaking skills in large classes presents significant challenges It is essential for both teachers and administrators to thoughtfully consider the questions of what, when, and how to assess speaking abilities, as effective testing is crucial for accurately measuring students' communicative competence.
The score rubric assigns a maximum of five points for each indicator, indicating that students with nearly flawless performance in all areas demonstrate successful speaking skills A score of four is awarded to students who make minimal errors, while an average score is represented by a three.
Students demonstrate an average level of speaking competence, with a score of two indicating poor skills that require significant improvement The minimum score for each indicator is set at one.
Summary
This chapter presents an analysis of the survey results, focusing on four key areas: (1) students' attitudes toward Project-Based Learning (PBL) in speaking lessons; (2) challenges teachers face in teaching speaking; (3) PBL techniques and activities employed by teachers; and (4) classroom observations The findings align with existing knowledge about students' proficiency and the teaching and learning of English The next chapter will offer conclusions and recommendations based on these study results.