INTRODUCTION
Rationale
English has emerged as an essential international language and a mandatory subject in Vietnamese schools, particularly following Vietnam's accession to the WTO in 2007 Its significance as a universal means of communication across various fields has fostered closer connections among countries Consequently, enhancing the quality of English teaching and learning has become a primary objective for educators in Vietnam.
Effective communication in English hinges on speaking skills, yet many students struggle with oral proficiency despite being able to read and write well At my school, numerous students face challenges during speaking activities, particularly when responding to oral questions, often feeling shy about expressing their thoughts Several factors contribute to this issue, including limited vocabulary, grammar difficulties, and pronunciation challenges Additionally, students often lack the confidence to speak in front of their peers, fearing mistakes that may hinder their progress in developing their speaking abilities.
To address the challenges faced by students in language acquisition, teachers should implement effective techniques, with Project-Based Learning (PBL) being highly recommended PBL empowers students to design, plan, and execute projects that culminate in tangible products, fostering critical thinking and motivating them to apply their language skills in real-world contexts For instance, students may create a video clip in English or present a project in class with teacher support This method not only enhances students' interest but also boosts their creativity in developing speaking skills.
Based on the explanation and all the reasons above, the author decided to conduct a study on: “Using Project- based Learning to improve 8 th graders’ English speaking skill”.
Aims and Objectives
- Improve the speaking skill of the students at a secondary school
- Investigate the influences of PBL on students’ speaking skill (fluency, accuracy, …)
+ To find out whether the application of PBL has any significant impact on the improvement of the students’ speaking performance
+ To investigate the challenges that teachers can encounter when applying PBL in teaching speaking skill to secondary school students
+ To investigate the students’ attitudes towards the application of PBL in teaching speaking skill
Research questions
In order to achieve the aims mentioned above, the study seeks the answers to the following questions:
1 To what extent does the use of Project- based Learning help to improve the students‟ speaking skill?
2 What are the students‟ attitudes towards the application of Project- based Learning in improving their speaking skill?
3 What challenges can the teacher encounter when applying PBL in improving secondary school students‟ speaking skill?
Research methods
An action research project was conducted to explore the impact of Project-Based Learning (PBL) on the English speaking skills of language learners The study utilized various data collection methods, including intervention projects, speaking tests, survey questionnaires, and field notes A total of 40 secondary school students from Nghi Loc district in Nghe An participated in the research.
Scope of the study
This study investigates the impact of Project-Based Learning on enhancing the speaking skills of 8th graders, focusing on five key areas: comprehension, vocabulary, grammar, fluency, and pronunciation A total of 40 students from the same class participated in the research.
Significance of the study
This study serves as a valuable resource for researchers focused on enhancing students' speaking skills The author advocates for the effective implementation of Project-Based Learning (PBL) by teachers in the English speaking instruction process.
Structure of the thesis
This research comprises five chapters as follow:
Chapter 1: Introduction – In this chapter, the rationale of the problem dealing with the topic, the aims of the study, the research questions and the scope of the study, the research methods, significance of the study, and the structure of the thesis
Chapter 2: Literature review – The relevant literature on speaking skills, Project-based language teaching and learning and some related previous studies reviewed in this chapter
Chapter 3: Methodology – The third chapter introduces research methodology of the study It explains the materials, participants, instruments for data collection, research procedures and data analysis procedures
Chapter 4: Findings and Discussions – This chapter presents the results and discussions developed after the impacts analyzed
Chapter 5: Conclusion – This fifth chapter covers the conclusion, implications, limitations of the study and some suggestions for further researches Following these chapters are the references and appendices.
LITERATURE REVIEW
Speaking
“Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information” (Brown, 1994 and Burns & Joyce, 1997) Speaking enables students to send and receive information through conversation
Speaking is considered the most crucial of the four language skills, as highlighted by Ur (1991) To enhance their language competence, students must effectively use a foreign language in real-life situations beyond the classroom and understand how language functions as a communication tool within the classroom.
Effective communication aims to achieve specific tasks, such as delivering messages, gathering information, or sharing opinions Unlike delivering a continuous oral presentation, real communication involves interaction with others for defined objectives According to Nunan (1998), speakers should begin with mastering individual sounds, progressing through words and sentences, ultimately leading to proficiency in discourse.
Speaking is considered a fundamental skill to master, especially in language acquisition As the focus on developing language skills intensifies, it becomes crucial to identify and apply effective techniques that enhance speaking abilities For foreign language learners, achieving proficiency in speaking is a top priority, and they often assess their success in learning English based on their progress in speaking the language.
According to Brown (2001), the objectives and methods for teaching conversation vary widely based on the students, the teacher, and the class context Recent educational research has identified key parameters for developing effective objectives and techniques in conversation instruction.
Most learners are unlikely to achieve an accent-free proficiency in a foreign language Consequently, language programs should prioritize teaching the language as a whole, within meaningful contexts, while emphasizing the automaticity of production rather than solely focusing on phonological details (Nguyen and Tran, 2015).
Accuracy is the ability to speak correctly without making serious mistakes and therefore the teacher's correction in speaking activities is very necessary
Fluency in speaking refers to the capability to communicate confidently without unnecessary pauses or hesitations However, if a teacher focuses heavily on correcting students' mistakes, it can negatively impact their fluency.
One significant barrier to developing speaking skills is the anxiety stemming from the fear of making mistakes or being misunderstood The concept of "language ego" leads learners to associate their identity with their speech, resulting in a reluctance to speak for fear of judgment This fear can hinder success in second language acquisition by diminishing motivation and self-confidence.
Conversations are inherently collaborative, complicating interactive discourse due to the influence of the interlocutor The effectiveness of a speaking task is impacted by the skills of the conversation partner, meaning that a learner's performance is shaped by who they are speaking with Each participant in a conversation acts as both a speaker and a listener, making comprehension crucial for effective responses Without understanding the dialogue, one cannot engage meaningfully.
Speaking performance can be affected by performance conditions There are four types of performance conditions including time pressure, planning, the standard of performance and the amount of support
Topical knowledge refers to the speaker's understanding of relevant information about a subject When learners acquire knowledge about a topic, they can effectively use language to relate to their surroundings As noted by Bachman & Palmer (1996, cited in Nguyen and Tran), topical knowledge consists of knowledge structures stored in long-term memory, which significantly influences speaking skills.
Many students face challenges that hinder their ability to communicate verbally, especially those learning a foreign language The difficulties encountered in developing speaking skills can significantly impact their language acquisition process.
Inhibition refers to the hesitation learners experience when speaking in a target language due to fear of making mistakes and facing criticism This anxiety often leads to shyness, as they become self-conscious about the attention of their peers.
Many learners struggle with expressing themselves due to a lack of motivation or inspiration, often stemming from teachers selecting topics that are either unsuitable or unfamiliar to them This disconnect can hinder their ability to engage in meaningful communication.
In large classes, low or uneven participation can hinder effective communication, as each student has limited speaking time, with only one student talking at a time This often leads to a situation where a few learners dominate the discussion while others contribute minimally or not at all, making it challenging for all voices to be heard.
In speaking classes, learners often revert to their shared mother-tongue, especially when explaining concepts to partners, as it facilitates easier understanding and communication.
2.1.4.1 How to assess speaking skill
Assessing speaking skills is probably one of the biggest challenges compared to the three language skills because you have to pay attention to aspects such as:
Fluency: This means speaking easily, reasonably quickly and without having to stop and pause a lot
Pronunciation: The result of producing the sounds of speech, including stress, articulation and intonation
Vocabulary: The words used in a language
Accuracy: The correction in Learners’ use of the language system including grammar, pronunciation and vocabulary
Interaction: The ability to interact with others during communicative tasks Communication: The students’ ability to transmit their ideas
2.1.4 2 Basic Types of Speaking Assessment Tasks a Imitative
Imitative speaking tasks are based on repetition You just need to repeat a sentence you hear and focus on pronunciation
Test makers may opt for this assessment type when they are not focused on evaluating a test taker's ability to understand, convey meaning, or engage in interactive conversations Instead, the assessment emphasizes phonetic, prosodic, lexical, and grammatical competence, particularly in pronunciation.
A check on stress-pattern, rhythm and pronunciation alone may be conducted using reading aloud We use reading aloud as a companion for other more communicative tasks
DRT is beneficial to elicit a specific grammatical form or a transformation of a sentence which requires minimal processing
Project- based learning (PBL)
Project-based learning (PBL) is an instructional approach that contextualizes education by engaging students with complex tasks centered around challenging questions or problems According to Moss and Van Duzer, PBL encourages learners to solve real-world issues or develop products, culminating in tangible outcomes such as presentations, exhibitions, or publications This model organizes learning over specific time periods, fostering deeper understanding and practical application of knowledge (Thomas, 2000).
Project-Based Learning (PBL) is an authentic instructional strategy that enables students to plan, implement, and evaluate projects with real-world applications beyond the classroom (Blank, as cited in Railsback, 2002) This approach is grounded in constructivism, emphasizing the active role of students in designing their own learning experiences.
Project-Based Learning (PBL) is a long-term educational approach that emphasizes teamwork among students to create a final product Not every task qualifies as a project; rather, students take the lead in designing and planning their projects, as highlighted by Patton (2012) This method fosters active engagement in the learning process, allowing students to learn through self-directed projects with guidance from teachers.
The PBL technique encourages students to engage in open discussions by sitting in a circle, allowing them to freely communicate about the problem at hand This collaborative environment fosters confidence and encourages students to use language without hesitation, enhancing their classroom experience.
Project-based learning is an engaging educational method that encourages students to investigate real-world challenges, fostering a deeper understanding of their subjects This approach not only enhances knowledge but also promotes confidence and self-direction through collaborative group work.
Project-Based Learning (PBL) aims to enhance students' lifelong learning skills by contextualizing education through problem-solving This approach boosts students' motivation, enthusiasm, and collaboration while improving their problem-solving abilities.
* PBL is a learner- centered method
* PBL involves learning activities which are integrated with real-world issues
* PBL provided students opportunities to participate actively in making projects within the group or individual work to improve language skills
* PBL is a dynamic approach to teaching language in which students are encouraged to develop their critical thinking skill and social skills
* Projects involve students in a constructive investigation
* Projects are realistic, not school-like
2.2.3 Benefits of PBL in teaching English as a foreign language
English has been taught as a foreign language in Vietnam for many years, yet the adoption of Project-Based Learning (PBL) among teachers remains limited Despite this, PBL offers numerous advantages that can enhance the learning experience.
According to Fried-Booth (2002), students experience increased confidence and independence upon completing a project, as the process encourages them to share their opinions with peers, teachers, and community members This collaborative environment enhances their teamwork skills and fosters a strong spirit of cooperation.
Students experience a boost in self-esteem and a positive attitude toward learning, particularly when they engage in project planning and choose their own topics This active involvement fosters autonomy in their learning process, as they take responsibility for their education Consequently, they can utilize language in a natural context and engage in meaningful activities that necessitate authentic language use.
Teachers who implement Project-Based Learning (PBL) in language instruction foster critical thinking and enable students to connect their learning to real-life experiences By allowing ample time for project completion, students can effectively plan, revise, and reflect on their learning, resulting in a deeper and more meaningful educational experience.
Teachers implementing project-based learning (PBL) in their English classes discover that it is a vital teaching model that promotes learner-centered methods With guidance and mentorship from experienced educators, students in a PBL environment take responsibility for their own learning and gain control over their educational process.
2.2.4 Challenges of PBL in English classroom
EFL teachers recognize Project-Based Learning (PBL) as an enjoyable and effective method for student engagement However, many struggle to create tailored project activities While guidelines in teacher's manuals provide basic instructional strategies for 8th-grade English teachers, they often lack detailed instructions on successfully implementing PBL in the classroom.
Many teachers feel confused about how to effectively guide students in completing and presenting project assignments in English, particularly under the constraints of limited classroom time Observations and discussions with educators and students reveal ongoing challenges in implementing the new secondary education curriculum, which emphasizes project-based learning (PBL) to enhance communicative skills A lack of understanding of PBL principles and procedures often hinders teachers' ability to successfully adopt this approach, leading some to overlook its benefits Additionally, teachers report difficulties in managing projects within large classes, where students may have varying levels of English proficiency or negative attitudes towards PBL Moreover, some educators find that the projects outlined in the textbook are unsuitable for their classes due to limited resources or insufficient background knowledge on the topics being taught.
One of the main challenges in promoting Project-Based Learning (PBL) in English classrooms is the uncertainty among teachers regarding how to effectively assess student project work Many educators struggle with selecting appropriate evaluation tools and creating assessment criteria, such as rubrics, checklists, and self/peer/teacher assessment forms This lack of familiarity can make project work feel like a daunting task for teachers who view it primarily as a means of measuring student progress.
Teachers begin by selecting project topics aligned with the curriculum and engaging in discussions with students During this phase, both teachers and students explore various possibilities to ensure a seamless progression of the projects.
Stage 2: Designing the project activities
This stage refers to organizing the structure of a project activity that includes group formation, role assigning, concerning methodology decision, information source
Stage 3: Conducting the project activities
Related previous studies
Project- based learning has been investigated in a great number of studies over the last decade To support this research, some previous studies were reviewed by the researcher
Research by Permatasari (2013) highlights the crucial role of teachers in guiding learners, who transition from passive recipients of knowledge to active collaborators in the learning process This shift necessitates a move from teacher-centered to learner-centered classrooms, allowing students more opportunities to practice language skills Consequently, the structures and features of speaking tasks in group work enhance the appeal of college English classes.
Research by Maulany (2013) revealed that students responded positively to the Project-Based Learning (PBL) technique, leading to a notable increase in participation during speaking classes Additionally, individual assessments showed marked improvements in students' speaking abilities Therefore, when carefully planned, the PBL technique proves to be an effective method for enhancing students' speaking skills.
Research by Febriawati (2012) demonstrated a significant enhancement in students' speaking performance through the use of the PBL technique The students showed notable improvements in key speaking skills, including pronunciation, vocabulary, accuracy, and fluency, while also experiencing positive changes in their behavior.
A study titled “The Implementation of Project-Based Learning to Teaching Speaking a Spoken Advertisement for the Eighth Graders of SMPN 40 Surabaya” by Humairoh (2014) demonstrates the effectiveness of Project-Based Learning in enhancing speaking skills The research revealed that students were enthusiastic about the method, finding it interesting and easy to follow, which fostered their creativity in project execution Furthermore, the improvement in students' speaking skills was evident in their presentations of advertisement texts throughout each cycle.
Accordingly, the researcher conducted a classroom based action research study to improve the quality of her teaching performance and to improve the students’ speaking skills using the PBL Technique.
METHODOLOGY
Context of the study
At a secondary school in Nghi Loc District, Nghe An, I teach English alongside three experienced colleagues, each with over 20 years of teaching experience Our school serves nearly 700 students across 16 classrooms, catering to grades 6 through 9 Notably, these students have been learning English since grade 2, demonstrating a solid foundation in the language.
Many students in Nghi Phuong Village, located in the rural Nghi Loc District of Nghe An, are eager to learn English speaking skills due to the clear advantages that proficiency in English offers However, they face challenges such as limited social and topical knowledge, as well as a lack of strong English language foundations Additionally, their rural environment restricts opportunities for English communication both in and out of school.
Many students from low-income families struggle with English due to the need to assist their parents with chores and work after school Additionally, a lack of motivation to engage with peers in school stems from shyness and fear of making mistakes, which hinders their ability to express their opinions.
Many textbooks contain topics that students find unengaging and familiar, leading to a lack of motivation and discussion Additionally, since most tests emphasize written language, students tend to prioritize other skills over speaking.
In today's educational landscape, the advancement of communicative language teaching and the incorporation of project suggestions at the conclusion of textbook units highlight the effectiveness of Project-Based Learning (PBL) in enhancing foreign language instruction and speaking skills.
Despite the guidelines provided in the teacher’s book for teaching project activities, many educators feel uncertain about effectively guiding students in their projects A significant number of teachers struggle with instructing students on how to present their final work in English, which is essential for meeting educational requirements This confusion may stem from a lack of understanding of the principles and procedures involved in project-based learning, hindering their ability to implement this teaching approach successfully.
Many teachers find it challenging to implement the Project in the new textbook, particularly in large classes where students exhibit varying levels of English proficiency or negative attitudes towards Project-Based Learning (PBL) As a result, they often overlook or neglect these meaningful activities.
Classroom observations and discussions with teachers and students reveal that both instructors and learners encounter significant challenges in adapting to the new secondary education curriculum This curriculum emphasizes project assignments aimed at enhancing students' communicative performance, yet difficulties persist in its implementation.
Recognizing the significance of Project-Based Learning (PBL), the author aims to thoroughly explore its definitions and advantages, while also outlining the essential steps for effectively implementing a PBL project.
Research approach
This study utilized Classroom Action Research (CAR) to enhance students' speaking skills CAR serves as a reflective process, enabling teachers to investigate and analyze various teaching and learning elements, ultimately leading to actionable improvements in current practices for better educational outcomes.
This research focuses on the action teaching and learning process, where the researcher will collect and analyze data to draw conclusions and compile a report The outcome of the study will provide a detailed description of how Project-Based Learning (PBL) is utilized to teach speaking skills to students.
This research is aimed to improve the students’ speaking skill through PBL at eighth grade of a secondary school The grade – 8 students were chosen since a few reasons:
(1) Most of students here had difficulties in expressing or speaking in English
(2) Students were inactive in the class
(3) Most students had low motivation in speaking
This study utilizes Classroom Action Research (CAR) as its research design, which, as defined by Latief (2012), focuses on developing innovative instructional strategies to enhance English learning success for students The primary objective is to identify existing issues within the classroom and to implement immediate improvements in teaching practices.
The writer develops a strategic activity aimed at addressing classroom challenges, implements the plan as a practical solution, observes the outcomes, and ultimately reflects on the action research to enhance the teaching and learning experience.
Classroom Action Research activities involve repeated cycles, each consisting of planning, acting, observing, and reflecting As quoted by Latief
(2011), Kemmis & McTaggert (1988) state the result of one cycle is used to determine the need for the following cycle, until the problems are solved by the strategy
In this phase, the researcher outlined the lesson plan, including the materials, media, time allocation, schedule, and observation instruments The lesson content was aligned with the curriculum syllabus, focusing on speaking skills related to asking, giving, and rejecting information and opinions, specifically for eighth-grade secondary school students To facilitate observation, the researcher utilized photographs, field notes, and question sheets.
The researcher implemented a structured lesson plan to teach speaking skills to eighth-grade students through project-based learning The class was divided into groups of five, and worksheets were distributed along with clear instructions on their tasks By the end of the session, nearly all groups completed their projects, leading to presentations in the following class The researcher maintained the same approach throughout the study.
In this phase of the study, the researcher tracked students' speaking progress through observation sheets, concentrating on student-student and student-teacher interactions, as well as their activities during the teaching and learning process The English teachers collaborated with the researcher, sharing insights and noting the strengths and weaknesses of the lesson plan implementation using Project-Based Learning (PBL) in teaching speaking.
Following the implementation of project-based learning (PBL) in teaching speaking, the researcher reflected on classroom occurrences to assess the impact of the approach This evaluation of both the process and outcomes of PBL proved invaluable in guiding decisions for future cycles of instruction.
Research method
The research involved 40 eighth-grade students from the same class and was conducted in two cycles After completing the pre-research phase and following the established procedures for data collection, the writer compiled the findings into a comprehensive research report.
To assess students' speaking progress, the researcher utilized both qualitative and quantitative data collection methods Qualitative data were collected through an observation checklist to identify problems and field notes to document classroom occurrences, including student reactions and the researcher’s actions during the planning, acting, observation, and reflection phases This qualitative data complemented the findings from the observation checklist.
Quantitative data were gathered through speaking tests conducted in each cycle, where students presented their group project products This data enables the researcher to assess whether there has been an improvement in the students' speaking skills.
Data collection instruments
All the information related to the data collections in the teaching and learning process was collected by using observation checklist, field notes, questionnaire sheet and test
The Observation Checklist was utilized throughout the learning process to assess and evaluate student improvement This tool focused on key aspects such as student activeness, motivation, interpersonal skills, and English speaking abilities.
In this study, the researcher consistently documented observations while applying the Project-Based Learning strategy Field notes were utilized to track progress and record activities during the teaching and learning process, allowing for a comprehensive evaluation of the teaching outcomes and research findings.
The designed questionnaires included 10 questions aimed at students, serving to gather data on their responses regarding the English teaching and learning process through the project-based learning strategy.
A test serves as a tool to evaluate student abilities, and in this study, the researcher determined scores using a speaking assessment rubric This rubric includes five key criteria: comprehension, pronunciation, vocabulary, fluency, and grammar.
To assess the effectiveness of the research strategy, performance tests are conducted, and if the results are unsatisfactory, the process will advance to the next cycle The analysis results are compared against predefined success criteria, and any weaknesses identified in the initial cycle are addressed in subsequent cycles This iterative process continues until the success criteria are met.
The analysis encompasses both qualitative and quantitative data to assess the success of the implemented actions Qualitative data was gathered through observation checklists, questionnaires, and field notes, while the oral test activities provided quantitative data.
Data collection procedures
The researcher collects information in the academic year 2018- 2019 The procedure of the research includes the following steps:
1 Gathering information and reviewing the previous research related to the study
2 Questionnaires are carried out to get information from teachers and students on the efficiency of the use of PBL in developing eighth graders’ English speaking skill
3 The results of classroom observations are used to evaluate the success of using PBL for improving students’ English speaking skill
5 Taking statistical calculation and describing data
6 Explaining and interpreting the collected data presented in tables and charts
3.6 The projects in Tieng Anh 8
1 Leisure activities Join our leisure activity!
2 Life in the countryside I love the countryside
3 People of Viet Nam Ethnic Fashion Show!
4 Our customs and traditions How they have changed
5 Festivals in Viet Nam Talent Show
6 Folk Tales Entries in my diary
7 Pollution Discuss the causes and effects of pollution & ways to reduce it
8 English speaking countries Explore us!
10 Communication Prepare two versions of a short sketch to perform in class
11 Science and technology Talk about your invention
12 Life on other planets Space Exploration
The analysis of both qualitative and quantitative data aims to determine the success of the implemented actions Qualitative data was gathered through observation checklists, questionnaire sheets, and field notes, while the results of oral tests provided the quantitative data necessary for evaluation.
The improvement in students' speaking skills is evidenced by the rising number of students achieving the highest ratings in various speaking aspects, which are evaluated on a scale from one to five In this scale, one represents the lowest criterion while five signifies the highest The specific meanings of each criterion can be referenced in the accompanying table.
Comprehension Vocabulary Grammar Fluency Pronunciation
Speaks in L2 with accurate English words
Produces accurate sentences, no grammar mistakes
Speaks in L2 very fluently & effortlessly
Understands nearly everything at normal speed
Speaks mostly in L2, with few L1 words
Produces some phrases with accurate word orders
Speaks in L2 less fluently due to few problems of vocabulary
Has a few mistakes but can be understood
Understands most of what is said at slower speed with many repetitions
Adequate but not rich vocabulary
Produces incorrect sentences or phrases
Speaks mostly in L2 with some pauses and hesitancy
Pronounce English words in mother tongue accent
Misunderstands the questions & has difficulty understand what
Answers mostly in L1, with 1-3 English
Speaks mostly in L1, tries to speak in L2 but so many
Needs some repetitions in pronouncing the words to is said words/phrases
Unable to comprehend the material to express or respond the questions correctly
Little or no language produced due to vocabulary limitations
Little or no language produced, speak in L1 all the time
Unidentified because of speaking in L1 all the time
Table 3.1 The Criteria of Speaking Aspects
The students’ speaking scores were gathered by summing up the scores of all the aspects (Total score: 25) Final score: 4* 25 = 100 It can be seen in the following detailed evaluation tables:
ENGLISH SPEAKING SKILL EVALUATION FORM
Direction : Give a score (scales from 1-5) in an appropriate box in each category.
No Name Comprehension Vocabulary Grammar Fluency Pronunciation Total
The next table summarizes the increase of the student number from the low criteria of speaking aspects to the high ones which is compared with cycles:
Criteria Pre-test Post-test 1 Post-test 2
Table 3.2 The increase of the Student Number in Speaking Aspect Criteria
To see the students’ speaking improvement of each cycle, all the students’ mean score in each cycle before and after treated by Project- based Learning was described clearly:
Score Pre-test Cycle 1 Cycle 2 Mean
Data analytical framework
The analysis encompasses both qualitative and quantitative data to evaluate the success of the implemented actions Qualitative data was gathered through observation checklists, questionnaires, and field notes, while quantitative data was derived from oral test activities.
The improvement in students' speaking skills is reflected by the growing number of students achieving the highest ratings in speaking aspects, which are evaluated on a scale from one to five The lowest score is one, while the highest is five, with each criterion clearly defined in the accompanying table.
Comprehension Vocabulary Grammar Fluency Pronunciation
Speaks in L2 with accurate English words
Produces accurate sentences, no grammar mistakes
Speaks in L2 very fluently & effortlessly
Understands nearly everything at normal speed
Speaks mostly in L2, with few L1 words
Produces some phrases with accurate word orders
Speaks in L2 less fluently due to few problems of vocabulary
Has a few mistakes but can be understood
Understands most of what is said at slower speed with many repetitions
Adequate but not rich vocabulary
Produces incorrect sentences or phrases
Speaks mostly in L2 with some pauses and hesitancy
Pronounce English words in mother tongue accent
Misunderstands the questions & has difficulty understand what
Answers mostly in L1, with 1-3 English
Speaks mostly in L1, tries to speak in L2 but so many
Needs some repetitions in pronouncing the words to is said words/phrases
Unable to comprehend the material to express or respond the questions correctly
Little or no language produced due to vocabulary limitations
Little or no language produced, speak in L1 all the time
Unidentified because of speaking in L1 all the time
Table 3.1 The Criteria of Speaking Aspects
The students’ speaking scores were gathered by summing up the scores of all the aspects (Total score: 25) Final score: 4* 25 = 100 It can be seen in the following detailed evaluation tables:
ENGLISH SPEAKING SKILL EVALUATION FORM
Direction : Give a score (scales from 1-5) in an appropriate box in each category.
No Name Comprehension Vocabulary Grammar Fluency Pronunciation Total
The next table summarizes the increase of the student number from the low criteria of speaking aspects to the high ones which is compared with cycles:
Criteria Pre-test Post-test 1 Post-test 2
Table 3.2 The increase of the Student Number in Speaking Aspect Criteria
To see the students’ speaking improvement of each cycle, all the students’ mean score in each cycle before and after treated by Project- based Learning was described clearly:
Score Pre-test Cycle 1 Cycle 2 Mean
FINDINGS AND DISCUSSIONS
The improvement of the students’ speaking skill
This research, conducted in two cycles, aimed to enhance students' speaking skills through the Project-Based Learning (PBL) technique The researcher, acting as the teacher, facilitated and observed the teaching and learning process, encouraging students to practice their speaking abilities extensively.
The researcher implemented several strategies in the teaching and learning process, including Project-Based Learning, the use of classroom English, engaging media, providing feedback on student performance, and allowing students the opportunity to correct their work.
The implementation of classroom English significantly enhanced student participation and provided more opportunities for speaking, while Project-Based Learning further engaged students in their English studies Increased speaking time led to improved speaking skills, and group work fostered greater confidence among students Feedback from the researcher after each cycle contributed to ongoing improvement Utilizing engaging media also aided in enhancing students' comprehension Data collection indicated notable progress from the first to the second cycle, addressing initial challenges such as student shyness and lack of attention during peer interactions Actions taken in both cycles were aimed at achieving better outcomes in students' speaking abilities.
The implementation of Project-Based Learning (PBL) in the classroom significantly enhanced students' speaking skills Initial observations revealed that many students predominantly used their first language (L1) when interacting with the teacher in English, with some not responding at all However, after eight PBL sessions, students began to engage and communicate in English This improvement is reflected in the increased number of students achieving the highest criteria in speaking assessments, which are rated on a scale from one to five, with five being the highest level of proficiency.
Comprehension Vocabulary Grammar Fluency Pronunciation
Speaks in L2 with accurate English words
Produces accurate sentences, no grammar mistakes
Speaks in L2 very fluently & effortlessly
Understands nearly everything at normal speed
Speaks mostly in L2, with few L1 words
Produces some phrases with accurate word orders
Speaks in L2 less fluently due to few problems of vocabulary
Has a few mistakes but can be understood
Understands most of what is said at slower speed with many repetitions
Adequate but not rich vocabulary
Produces incorrect sentences or phrases
Speaks mostly in L2 with some pauses and hesitancy
Pronounce English words in mother tongue accent
Misunderstands the questions & has difficulty understand what is said
Answers mostly in L1, with 1-3 English words/phrases (Madsen 1983)
Speaks mostly in L1, tries to speak in L2 but so many pauses and
Needs some repetitions in pronouncing the words to understand them
Unable to comprehend the material to express or respond the questions correctly
Little or no language produced due to vocabulary limitations
Little or no language produced, speak in L1 all the time
Unidentified because of speaking in L1 all the time
Table 4.1 The Criteria of Speaking Aspects
The next table summarizes the increase of the student number from the low criteria of speaking aspects to the high ones:
Criteria Pre-test Post-test 1 Post-test 2
Table 4.2 The increase of the Student Number in Speaking Aspect Criteria
The speaking assessment results revealed significant improvements in comprehension and vocabulary among students This progress is evidenced by an increase in the number of students achieving the highest criteria in both areas.
Before implementing PBL treatments, many students struggled to understand English instructions from their teacher However, following the treatments, comprehension improved significantly, with the number of students in the C5 group increasing from 12 out of 40 in the Pre-test to 20 in the Post-test 2.
The students demonstrated significant improvement in their vocabulary skills, as evidenced by the increased number of students meeting the highest criteria Initially, only 6 students were able to communicate in L2 using accurate English vocabulary, while 11 students struggled with a limited vocabulary.
After each treatment cycle, students showed significant improvements in pronunciation, fluency, and grammar Initially, many students struggled with mispronouncing words, which led to a lack of confidence and fear of making mistakes However, by the end of the cycles, 50% of the students, or 20 individuals, were able to pronounce words correctly.
It also influences their fluency
The students’ speaking scores were gathered by summing up the scores of all the aspects (Total score: 25) Final score: 4* 25 = 100 It can be seen in the following detailed evaluation tables:
ENGLISH SPEAKING SKILL EVALUATION FORM
Direction : Give a score (scales from 1-5) in an appropriate box in each category.
No Name Comprehension Vocabulary Grammar Fluency Pronunciation Total
Table 4.3: The students’ Pre-Speaking Test Result
ENGLISH SPEAKING SKILL EVALUATION FORM
Direction : Give a score (scales from 1-5) in an appropriate box in each category
No Name Comprehension Vocabulary Grammar Fluency Pronunciation Total
Table 4.4: The students’ Post-Speaking Test Result in cycle 1
ENGLISH SPEAKING SKILL EVALUATION FORM
Direction : Give a score (scales from 1-5) in an appropriate box in each category
No Name Comprehension Vocabulary Grammar Fluency Pronunciation Total
Table 4.5: The students’ Post-Speaking Test Result in cycle 2
The researcher assessed the students' scores to determine the average mean score for each cycle before and after the implementation of Project-Based Learning (PBL) To evaluate the effectiveness of the PBL technique in the speaking class, a comparison was made between the students' results from the pre-test and those from Cycle 1 and subsequent cycles.
2 The mean score of students in the pre- test was only 51.4, then improved in the cycle 1 to be 70.3 In cycle 2, the better improvement was reached and the mean score was 80 Thus it can be concluded that the implementation of PBL technique was effective in improving the students’ speaking skills The following chart will describe clearly the students’ speaking improvement of each cycle:
Score Pre-test Cycle 1 Cycle 2 Mean 51.4 70.3 80
Chart 4.1: Students’ Speaking Mean Score in each cycle
The attitudes of the students toward the application of PBL in improving
A questionnaire was administered to assess students' attitudes towards the implementation of Project-Based Learning (PBL) in enhancing their speaking skills The findings revealed that students felt motivated to actively engage in speaking English during class, as PBL activities encouraged them to participate Students expressed that this strategy was enjoyable and beneficial for improving both their speaking abilities and confidence Their enthusiasm was evident not only in the questionnaire responses but also through the researcher’s observation checklist and field notes during the teaching and learning process.
Question 1: What skill of four English skills do you find the most difficult?
Chart 4.2: Students’ opinion about the most difficult skill
According to the chart, 45% of students struggle the most with speaking skills, which require significant practice for effective verbal communication Many students face challenges in oral communication due to limited vocabulary and grammar knowledge, often feeling shy about making mistakes Additionally, 35% of students find listening difficult, leading to boredom during listening lessons, while only 15% reported no significant challenges in these areas.
Listening Speaking Reading Writing reading and 5% is writing This shows that students feel easier to learn writing and reading skill
Question 2: What are your purposes when learning English speaking skill?
The aim of this question is to get information about the students’ motivation in learning English speaking skill Below is the result from the survey:
A Because it is compulsory skill in English 26 65%
B In order to get high mark in English 8 20%
C In order to communicate with foreigners 4 12%
D Want to study abroad later 2 5%
Table 4.6: Students’ motivation of learning English Speaking Skill
Table 4.3 reveals that 65% of students lack interest in developing their speaking skills, which they are required to learn as part of their English curriculum This lack of enthusiasm often results from the compulsory nature of the skill, suggesting that forced learning can lead to negative outcomes To address this issue, it is essential for teachers to understand the underlying reasons for students' disinterest and to implement strategies that enhance their motivation to engage with speaking skills.
Only 20% of students study English to achieve high exam scores, while a mere 12% learn the language for communication purposes, such as conversing with friends or engaging with foreigners online Additionally, 5% of students focus on English to prepare for future studies abroad.
In conclusion, many students lack interest in developing their English speaking skills It is crucial for teachers to emphasize the significance of speaking proficiency for enhancing English competence and future job prospects By recognizing the value of speaking skills, students may become more motivated to engage in their English learning journey.
Question 3: How often do you speak English in English class time?
Chart 4.3: Students’ opinion for the frequency of speaking English The frequency of speaking English in class time also showed how much effort students wanted to master it As a result, 25% of the students (10/40) said that they “always” spoke English willingly and 22,5% “usually” spoke English in class More than half of students (55 %) responded that they “sometimes” expressed their own ideas in English during class time 12,5 “rarely” spoke it and 5% “never” spoke English in class because they felt shy or worried about making mistakes
Question 4: What factors affect your speaking ability?
A Lack of the topical knowledge 10 25%
D Teacher’s teaching way is not interesting 10 25%
Table 4.7: The factors affect Students’ Speaking Abilities
Always UsuallySometimesRarely Never
This article explores the factors contributing to students' low speaking abilities in English A significant 35% of students attribute their struggles to a limited vocabulary, highlighting the importance of having a robust word bank for effective speaking practice Additionally, 25% of students feel they lack topical knowledge, while another 25% express disinterest in speaking due to unengaging teaching methods The teacher's failure to create stimulating speaking activities diminishes motivation among students Furthermore, a lack of confidence poses a major barrier, as many students hesitate to speak for fear of making mistakes.
Question 5: What does your teacher do when you make mistakes?
Chart 4.4 Teachers’ attitude about students’ mistakes
Making mistakes is a natural part of practicing speaking, and understanding teachers' reactions to these errors is crucial Research indicates that over half of the students (55%) reported that their teachers directly corrected their mistakes and encouraged them to repeat their responses This approach reflects the teachers' intention to enhance students' speaking skills through immediate feedback.
A Encourage me and say:”It’s normal”
D Seem angry their students will not make those mistakes again There are 20% of students feel motivated in speaking because the teacher often gives positive feedback and encourage them to speak as much as possible Only 5% of students feel afraid of express their ideas because the teacher seems angry when they make mistakes This rarely happens, but may be these students still make errors although their teacher explains so many times Finally, 15% suppose that their teacher sometimes ignore their mistakes Time limitation is probably the cause of this problem
Question 6: What do you think about the speaking lessons using PBL?
Table 4.8: Students’ attitude toward speaking lesson using PBL
A significant 65% of students reported that they found Project-Based Learning (PBL) in speaking lessons engaging due to the challenging nature of the projects Conversely, 15% of students faced difficulties in implementing PBL effectively.
Twenty percent of students considered Project-Based Learning (PBL) to be standard, while none believed it to be easy Many expressed a lack of confidence in their English communication skills However, the findings indicate that PBL positively impacted the students' learning attitudes.
Question 7: Are you willing to speak in projects?
Chart 4.5: Students’ Participation in projects The pie chart above shows students’ participation when doing projects
A significant 32.5% of students report increased motivation to speak during lessons, while over half (55%) actively engage when speaking activities are interesting However, 12.5% of students demonstrate low motivation and reluctance to participate, despite the teacher's implementation of Project-Based Learning (PBL) strategies.
Question 8: What speaking activities do you enjoy?
D Pair work or group work 35 85%
Table 4.9: Students’ Interest in Types of Speaking Activities
Yes, I feel more motivated to speak
It depends on the speaking activities and projects given
No, I feel unmotivated and reluctant to speak
A significant majority of students, 85%, express a preference for pair and group work, highlighting that these collaborative activities foster a supportive environment for open communication In small groups, students benefit from peer learning and gain additional practice with the subject matter, while teachers can effectively manage the classroom dynamics.
A significant 62.5% of students expressed their enjoyment of games during speaking lessons, highlighting that these activities helped reduce stress and increased their motivation to engage with the tasks Additionally, 60% of students reported a positive experience with picture description activities.
Only 35% of students enjoyed role play, citing a lack of English vocabulary and social knowledge as barriers In contrast, over half of the students (55%) preferred interviews, finding this activity interesting and a valuable opportunity to express their opinions.
In short, if the speaking activities are interesting, they will increase students’ interest in learning speaking skills
Question 9: According to you, what should the teacher do to motivate students to take part in PBL?
A Create interesting topics and tasks suitable for students’ level.
B Have clear instructions & support some suggested questions
D Encourage students with compliments & positive feedback 32 (80%)
Table 4.10: Students’ motivation in taking part in projects
As can be seen in this table, most of the students (75%) hoped that the teacher should create interesting topics and tasks suitable for students’ level
The challenges that teacher can encounter when applying PBL in improving
In this study, the researcher consistently documented observations while applying the Project-Based Learning strategy These field notes were essential for tracking progress, recording activities and events, and identifying the challenges and difficulties faced by the teacher during the teaching and learning process.
Teaching speaking English presents several challenges for teachers, particularly in large classes where students have limited opportunities to practice The combination of low student proficiency and restricted time for speaking practice exacerbates this issue, as teachers must allocate time to teach other language skills such as structure, reading, listening, and writing Additionally, the frequent use of Vietnamese during pair and group work hinders effective communication and makes it difficult for teachers to manage the classroom Consequently, achieving the goal of enhancing students' communicative abilities becomes a significant struggle.
The absence of authentic teaching materials poses a significant challenge in creating effective speaking activities for students Additionally, certain projects outlined in the textbook are inappropriate due to students' insufficient topical knowledge.
The last problem was assessment forms Creating criteria for project assessment seem to be new and challengeable for me in using project work as a kind of progress test
Speaking as a skill requires extensive practice to achieve fluency According to Davis (2003), active engagement in language practice allows students to explore a broad range of topics To enhance the teaching and learning of speaking skills through Project-Based Learning (PBL), the author proposes effective solutions to address existing challenges.
In a large classroom, I organize students into small groups, allowing them to sit together for enhanced collaboration This arrangement not only fosters interaction among students but also enables me, as the teacher, to easily circulate and provide support where needed.
To address students' low English proficiency, teachers should implement pair or group work that includes a mix of both high and low-performing students, while designing tasks that are appropriate for their varying skill levels.
To minimize the use of Vietnamese during pair and group work, teachers should develop engaging topics and collaborative activities This approach fosters an environment where all group members can actively participate, learn from one another, and support each other's language development.
To address the shortage of authentic teaching materials, both teachers and students should explore engaging resources available online Utilizing these authentic materials can enhance the learning experience and increase student interest in speaking activities.