INTRODUCTION
Rationale
English serves as a global language essential for various cultural, social, political, and economic contexts Recognizing its significance, the Ministry of Education in Vietnam integrated English into the primary school curriculum, making it a core subject alongside Math and Vietnamese As a result, students are now introduced to English starting in the first grade.
It can be said that learning a foreign language at early age will be more receptive to children in comparison with when they are older, especially for speaking
Teaching and learning English in provinces like Quang Binh face significant challenges compared to major cities such as HCMC and Hanoi Despite the Department of Education and Training's efforts to enhance foreign language education, many elementary school students graduate unable to form complete English sentences This issue stems not from the students or teaching materials, but rather from outdated teaching methods that lack inspiration A reliance on textbooks can lead to boredom; therefore, creating a fun and engaging classroom atmosphere that combines learning with play, and connects lessons to the real world, is essential for fostering students' interest in language acquisition.
Project-Based Learning (PBL) is an effective strategy for helping students overcome challenges in learning English, as it spans an extended period and culminates in presentations that enhance speaking skills such as confidence, grammar, and pronunciation According to education researcher Sylvia Chard, one of the key benefits of project work is its ability to make school experiences more akin to real life, engaging students in meaningful investigations of relevant topics Ultimately, PBL fosters a comfortable and enjoyable classroom atmosphere that motivates students to learn English with enthusiasm and confidence.
Considering the positive factors of PBL, the study was conducted on the implementation of Project-Based Learning (PBL) at primary schools in Dong Hoi City.
Aim of the study
- Find out teachers‘ perceptions of PBL for primary pupils and the way they implement PBL
- Discover the perceived challenges and benefits in implementing PBL.
Scope of the study
The study focused on using Project-Based Learning in English lessons at primary schools in Đồng Hới City in the school-year of 2018-2019.
Research questions
With the aim to investigate the perceptions on PBL in teaching and learning at primary schools, this research attempt to answer the three following questions:
(1) What are teachers‘ perceptions of PBL for primary school pupils?
(2) How do teachers implement PBL?
(3) What are the perceived challenges and benefits in implementing PBL?
Significance of the study
This study aims to provide evidence supporting the enhancement of English language skills through project-based learning The findings are expected to highlight the effectiveness of the project-based approach within English learning environments across various aspects.
The research findings aim to significantly benefit both teachers and students in the realm of English as a Foreign Language (EFL) For educators, the insights gained will offer effective alternative teaching techniques to enhance student communication skills in EFL Conversely, students can anticipate new strategies and varied learning activities that will aid in the improvement of their EFL proficiency.
(2) The significance for further research and development
The research findings could also provide some leads for further research and development efforts.
Research structure
The research consists of five chapters, including this introduction The chapters are included as follows:
Chapter 1: INTRODUCTION: The presentation of the research rationale, research aims, research questions, the scope as well as the structure of the research
Chapter 2: LITERATURE REVIEW: The review of some previous related research
Chapter 3: METHODOLOGY: The description of the research methods, participants, data collection and data analysis process
Chapter 4: FINDINGS AND DISCUSSION: This chapter concentrates mainly on the data collected from questionnaires, interviews and class observation In this chapter, the data collected will be analyzed to answer the research questions Then, a discussion is conducted based on the collected data from the research
Chapter 5: CONCLUSIONS: This final chapter which summarizes the whole research and then the pedagogical implications related to the main issues of the thesis are provided.
LITERATURE REVIEW
Theoretical foundations for project-based learning
A comprehensive review of relevant literature was conducted to address the research questions, establishing a solid foundation for analysis and enhancing the understanding of data findings This literature review evolved from a descriptive focus on project-based learning processes to a more analytical examination of the institution's inner workings and the cultural and organizational dynamics involved.
Project-based Learning (PBL) and Experiential Learning are established theories in education, with PBL gaining increasing prominence in various educational materials This teaching approach warrants further investigation and empirical research to validate its effectiveness John Dewey, a pioneer in the early 20th century, laid the groundwork for PBL by championing action-based learning and experiential education His educational philosophy emphasized democratic and social-behaviorist principles, advocating for classrooms that mirror society and encourage students to be active participants in their learning Dewey believed that logical reasoning and discussion are essential components of collaborative problem-solving in the classroom.
John Dewey significantly influenced the educational reform movement in the United States, paralleling earlier European proposals that advocated for experience-based, action-oriented, and perception-driven education As a pragmatist, Dewey highlighted the importance of the learning process in shaping responsible citizens and fostering a collaborative society in his seminal work, "Democracy and Education" (1916).
During the Reform Movement, Kilpatrick emerged as a key philosophical figure, viewing education as a purposeful activity (Kilpatrick, 1918, in Legutke & Thomas, 1991, p.157) In 1918, he expanded on Dewey's ideas through The Project Method, advocating for classrooms to embody the principles of learning while upholding ethical conduct Additionally, notable European influences such as Johann Pestalozzi, Maria Montessori, and Jean Piaget significantly contributed to the development of Project-Based Learning (PBL) during this period.
Jean Piaget is renowned for his influential theory of cognitive development, which emphasizes the importance of fostering creativity in education He argued that education should focus on cultivating inventors and innovators rather than merely conforming to societal norms This perspective aligns closely with the principles of Project-based Learning, which encourages students to engage in creative problem-solving and innovation.
F.J.J Buytendijk, a Dutch existential psychologist, introduced holistic humanistic methods for learning that engage the whole body (van Lier, 2006) Meanwhile, Kurt Lewin, often regarded as the "founder of social psychology," significantly advanced the field by pioneering research in group dynamics, action research, and organizational development (Marrow, 1969).
The social constructivist theory of Lev Vygotsky, particularly his concept of the zone of proximal development, underpins project-based learning (PBL) Vygotsky (1978) explored child development, emphasizing the influence of culture and interpersonal communication He noted that higher mental functions evolve both historically within specific cultural groups and individually through social interactions with key figures in a child's life, especially parents and other adults (Brown, 2000).
Paulo Freire significantly contributed to the evolution of democratic learning by emphasizing the politicized role of educators and the transformative potential of education to combat oppression He advocated for problem-posing education, which fosters creativity, reflection, and active engagement with real-world issues beyond the classroom Freire's perspective aligns with the principles of project-based learning (PBL), highlighting the reciprocal roles of teachers and students, where educators learn from their students and learners take on teaching responsibilities, thereby enhancing classroom participation.
Kolb's (1984) influential work, "Experiential Learning: Experience as the Source of Learning and Development," draws on the foundational ideas of Dewey, Lewin, and Piaget, establishing a significant connection to Project-Based Learning (PBL) Although Kolb's era differs from these scholars, his integration of philosophical practicality, social psychology, and cognitive-developmental humanism offers a unique perspective on learning He aimed for Experiential Learning Theory to transcend mere academic discourse and become a vital framework for understanding educational development.
Experiential learning theory is a substantial and enduring educational approach that emphasizes lifelong learning grounded in social psychology, philosophy, and cognitive psychology It is structured around a four-stage cycle: immediate concrete experience leads to observation and reflection, which informs the development of theories or ideas These theories guide new actions, creating further experiences To engage fully in this process, learners must develop concrete experience skills (CE), reflective observation skills (RO), abstract conceptualization skills (AC), and active experimentation skills (AE) (Lewis, 1986, p 100).
The contributions of key scholars to project-based learning (PBL) have been invaluable, transforming traditional teaching methods into more engaging and effective approaches Their innovative concepts, including action-based learning, experiential learning, group dynamics, and interpersonal communication, have significantly influenced modern educational theories Together, these ideas create a comprehensive framework for understanding and implementing PBL, ensuring that lessons are dynamic and interactive for both students and teachers.
Project Based Learning
Project-based learning (PBL) is a student-centered educational approach that emphasizes active exploration of real-world challenges, enabling students to gain deeper knowledge Through extended investigations, students engage with complex questions or problems, contrasting traditional methods like rote memorization and teacher-led instruction PBL fosters inquiry-based learning by encouraging students to seek answers and solutions rather than simply receiving established facts.
Projects are collaborative activities that emphasize themes rather than specific language objectives, as noted by Haines (1989) A key element is the involvement of students in selecting topics and determining working methods, timelines, and final outputs This approach allows students to focus on achieving a common goal without strict language targets, enabling them to naturally recycle existing language skills Projects can vary in intensity, ranging from short, concentrated efforts to longer studies that span several weeks with weekly sessions.
Chard and Katz (2000) highlight the differences between traditional instruction and authentic project-based learning in early childhood education for children aged three to eight In a project-based setting, teachers facilitate skill acquisition while providing numerous opportunities for students to apply those skills, fostering intrinsic motivation through interest and engagement Children are given choices in their learning activities, allowing them to set their own challenges, and they assume the role of experts, leveraging their strengths Additionally, there is a shared responsibility for learning, progress, and achievement between teachers and students.
Project-Based Learning (PBL) is an effective instructional method that fosters student engagement through collaborative exploration It enhances students' ability to gain new insights by linking their learning to meaningful problem-solving tasks Understanding the relevance of facts and skills—specifically when, why, and how they apply—significantly boosts their learning experience (Bransford, Brown, & Conking, 2000, P.23).
Project-Based Learning (PBL) is defined by Boss and Krauss (2007) as an educational approach where students explore open-ended questions and utilize their knowledge to create authentic products This method encourages student choice, fostering an environment conducive to active learning and collaboration among peers.
According to Hedge (1993), a project is an extensive task that integrates various language skills through multiple activities aimed at achieving a common goal These activities may involve planning, gathering information through reading and listening, discussing findings, solving problems, and presenting results Hedge highlights that projects are authentic English language tasks that prioritize student-centered experiences over teacher-directed instruction, empowering students to take responsibility for planning, executing, and presenting their work In Project-Based Learning (PBL), students engage in investigation, negotiation, hypothesis formation, debate, experimentation, and planning, driven by their natural curiosity and interests.
Skehan (1998) characterizes PBL in the following quote:
Project work fosters the gradual development of learner autonomy, allowing students to take on increasing responsibility This approach effectively prepares learners to engage with their education in a manner that aligns with their individual abilities, learning styles, and preferences.
Eyring (2001) views PBL under the following pretense,
Project work embodies the ideal experiential language learning method, emphasizing a unique perspective on learning dynamics, power relations, and the roles of teachers and learners It offers a distinct understanding of knowledge and curriculum while enhancing learning experiences This approach also facilitates control over the learning process, fosters motivation, and provides a framework for evaluation.
Another quote that summarizes PBL is from Fried-Booth (2002),
Project work emphasizes a student-centered approach focused on producing a tangible end-product The process of reaching this goal is what makes project work valuable, as it allows students to build confidence, foster independence, and collaborate effectively in a real-world setting.
Project-Based Learning (PBL) is an effective educational approach that enables students to develop and apply their skills and knowledge through engaging with complex, real-world projects.
Project work aligns with Dewey's philosophy of knowledge construction, emphasizing that experiential learning, collaborative discussions, and the reflection on ideas significantly enhance our understanding of the world (Gandini, 1997) Various authors have outlined the essential characteristics and framework of project work, highlighting its effectiveness in fostering deeper learning experiences (Fried-Booth, 1997; Haines).
(1989) and Legutke and Thomas, (1991), there are a number of common features in terms of benefits that have taken into account in the ELT classroom These include:
Integrated skills focus – all four skills are used in a natural way
Student-centeredness – content and methodology can be decided by learners promoting autonomy
Increased motivation – with content learning being the focus, learners become personally involved in the project
Cooperative and collaborative – interpersonal relations are developed through the cooperative rather than competitive nature of project work
Learning outcomes – end product of presentation or publication provides authentic purpose for the project
Balance of process and product – provides focus on fluency and accuracy work throughout the project
Opportunity for feedback and assessments from expert sources
Opportunity for reflective thinking and student self-assessment
Authentic assessments (portfolios, journals, etc.)
The researcher finds that With its distinctive features, PBL has drawn a lot of attention and support from educators, teachers and learners
Projects can be categorized based on the level of involvement from instructors and learners in determining the nature and sequence of project-related activities According to Henry (1994), there are three distinct types of projects that illustrate these differences.
Structured projects: they are determined and organized by the teacher in terms of the topic, materials, methodology and presentation It has the following characteristics:
Students are provided with a topic prescribed by the teacher, along with a selection of options to choose from The article outlines specific methods for collecting and analyzing information, allowing students to engage in a structured approach to their chosen subject Additionally, teachers may present multiple topics, giving students the opportunity to select one that aligns with their interests.
Semi-structured: project offers the project area and methodology, but requires the students to take on more responsibility; they are organized by both the teacher and the students
Unstructured projects are defined by the students themselves
Encounter projects require direct contact with native speakers or outside the classroom people
Projects may also differ in the way information is reported Stoller (1997) identifies three categories all of which yield different end–product as the following:
Student production projects encompass a variety of creative outputs, including bulletin boards, videos, poster sessions, radio programs, written reports, handbooks, travel itineraries, menus, letters, and brochures The primary focus of these projects is to foster written production, allowing students to engage in meaningful and diverse forms of communication.
Performance projects lead to things such as debates, oral presentations, theatre, food fairs or fashion shows
Organizational projects involve planning and forming a club or conversation table or partner program
Projects can also differ in the way data is collected and sources of information as demonstrated by the following five types suggested by Stoller (1997, p 5) such as:
Research projects requiring library research;
Text projects which use encounters with texts such as literature, reports, news, media, video and audio material, or computer-based information
Correspondence projects necessitate communication with individuals or businesses through the use of letters, faxes, phone calls or email
Survey projects require students to create the survey instrument and then go out and collect the information for analysis
2.2.4 Benefits of Project-based Learning
There were many benefits of incorporating project work in second and foreign language settings suggested
Traditional learning often remains confined to academic theory, while project-based learning (PBL) bridges the gap to real-world applications PBL equips students with the skills to tackle real-life challenges, reflecting the daily tasks of professionals.
Project-based learning provides an opportunity for students to engage deeply with the target content, bringing about a focus on long-term retention
PBL also improves student attitudes toward education, thanks to its ability to keep students engaged
An Overview of Related Previous Study
2.3.1 Studies Related to the Effectiveness of Project-based Learning on English language skills
To reinforce knowledge which is necessary for the study, the researcher has learned a lot about previous articles and studies on PBL
Petersen's (2004) thesis investigated the perspectives and usage of Project-based Learning (PBL) among teachers and students at two ESL schools in Victoria, BC, involving 30 teachers and 88 students The study utilized both quantitative and qualitative data, with quantitative data derived from Likert scale survey questions, while qualitative data was collected through open-ended survey questions, one-on-one interviews, and artifacts such as worksheets Parallel questionnaires were administered to both teachers and students to gauge their opinions on PBL, including its implementation and examples of projects The data was analyzed using the Statistical Package for the Social Sciences (SPSS) to identify differences in opinions between teachers and students Overall, the findings revealed a generally positive perspective towards PBL among both groups, with teachers and students favoring traditional ESL practices while still appreciating various aspects of the PBL approach.
Fragoulis's (2009) article explores the implementation of project work in teaching English as a foreign language in Greek state primary schools, highlighting a case study that transitions from theory to practice The study presents the theoretical foundations of project-based learning, discusses challenges faced, and outlines the benefits of student participation Conducted with fifteen sixth-grade students, aged 11-12, in a village in Achaia, Greece, the project involved two teachers: one experienced in modern teaching methods and the other an English teacher Over six months, students dedicated two hours per week to the project within the school day The study aims to equip educators with effective strategies for implementing project-based learning in foreign language settings.
Kaldi's (2010) study examined the impact of project-based learning on primary school pupils with learning difficulties, focusing on their academic performance and attitudes towards self-efficacy, task value, group work, and teaching methods Conducted in six Greek fourth-grade classrooms with 94 pupils of varying learning abilities, the research utilized a pre-experimental design alongside case study methodology, specifically targeting students with learning difficulties Data collection involved standardized screening tests, knowledge assessments, attitude scales, interviews with pupils and teachers, and classroom observations The findings indicated that project-based learning positively influenced academic performance, motivation, and group work engagement among pupils with learning difficulties, who expressed a preference for experiential learning over traditional teaching methods.
Holm's (2011) study reviews research from 2000 to 2011 on the effectiveness of project-based instruction across preschool, elementary, and secondary education, focusing on academic, learner, and teacher response outcomes By analyzing seventeen articles from education-related journals, the review offers historical context and a definition of project-based learning It synthesizes key themes from the literature, including attitudes of students and teachers, academic outcomes, and insights from recent studies on specific student subgroups The author discusses factors that can influence the success of project-based methodologies and suggests areas for further research Overall, the findings present a generally positive view of project-based learning while acknowledging some practical and theoretical concerns raised by educators and researchers.
A study by Chu et al (201) investigated the impact of an inquiry-based approach to group projects on primary school students' reading skills in Hong Kong Utilizing a case study design, the research involved collaboration among three types of teachers and a school librarian to enhance students' reading abilities and interests Participants included Primary 4 students, teachers, and parents, with reading skills assessed through the Progress in International Reading Literacy Study (PIRLS) tests, while surveys and interviews gauged perceptions of the inquiry project-based learning (PBL) approach The analysis of both quantitative and qualitative data revealed significant positive effects on students' reading skills and attitudes, suggesting that their self-perceptions played a crucial role in these improvements Notable advancements were observed in reading comprehension, speed, and vocabulary, providing valuable insights for the broader implementation of inquiry PBL in primary education.
2.3.2 Summary of The Findings of Previous Studies
Having reviewed the previous studies, the researcher gained a solid knowledge of PBL method
All the previous studies agreed on the effectiveness of using project – based learning strategy on improving English skills
Research consistently shows that project-based learning significantly boosts student motivation and engagement in their studies Kaldi (2010) highlights that students facing learning challenges can particularly benefit from this approach, improving their academic performance, self-efficacy, and appreciation for the subject matter, as well as enhancing their collaboration and involvement within group settings.
As regards the second domain concerning the impact of project-based learning strategy on English language skills, the results of the studies of Petersen (2004), Chu et al (2011).
METHODOLOGY
Research approach
Condelli & Wrigley (2004) assert that the most effective research design is one that combines both qualitative and quantitative methods Therefore, this study employs a mixed-methods approach, integrating these two research methodologies to enhance the depth and reliability of the findings.
This research focuses on developing an effective teaching method to enhance student learning By employing a mixed-methods approach that includes both quantitative and qualitative analysis, the study identifies existing educational challenges through data collection methods such as questionnaires, interviews, and observations.
The research utilized a combination of quantitative and qualitative methods to gather and analyze data regarding perceptions and implementation of Project-Based Learning (PBL) Questionnaires were employed to gain initial insights, while interviews and observations provided a deeper understanding of the issues Individual interviews were conducted in both oral and written forms, depending on the context, while observations took place in primary school lessons in Dong Hoi City This mixed-method approach ensured a comprehensive analysis of the data, allowing for detailed descriptions of the study's focus All data was meticulously analyzed and presented in tables.
Participants
The participants of the research were 40 English teachers in 20 primary schools in Dong Hoi City (the academic year 2018-2019)
The age of participants ranges from 20 to under 50 years old with teaching experience from less than 10 years to under 30 years
A study involving 23 randomly selected English teachers from primary schools in Dong Hoi City explored their experiences with Project-Based Learning (PBL) The teachers were informed about an upcoming questionnaire designed to gather insights on their techniques, experiences, and the outcomes they achieved through PBL.
Instruments for data collection
In order to obtain a sufficient collection of reliable and valid data for the study, the researcher conducted class observation, questionnaires and interviews were fully used
The study utilized a participant-observer approach, with teachers at select schools informed about the research's purpose and aware of the researcher's presence Each observation session lasted approximately 30 to 40 minutes, adhering to the limited time constraints typical in primary school settings.
The researcher conducted observations in four lessons at four different primary schools
Classroom and project observations were prearranged with teachers, and notes were meticulously recorded using a Livescribe pen and notebook, later uploaded to a digital archive Collected documents from teachers were systematically categorized based on content, such as graphic organizers and unit overviews, and compared to interview data regarding the design, implementation, and assessment of PBL lessons and activities Although the documents and observations differed in detail and scope, they offered essential insights that supported the data gathered from interviews.
The questionnaire explored teachers' backgrounds, their perceptions of Project-Based Learning (PBL) in teaching speaking skills, the challenges they face while implementing this technique, and their expectations for each speaking lesson.
To approach the issue more effectively, open-ended and closed-ended questions were taken into account
The data collection process was conducted in three phases: piloting, administering questionnaires, and gathering data The questionnaire comprised two main sections: the first focused on participants' personal information, including sex, age, years of experience, current teaching grade, and weekly teaching periods The second section examined the use of project-based learning (PBL) in English classrooms, divided into two parts The first part assessed teachers' perceptions of PBL through twelve statements with a five-point Likert scale, ranging from "Strongly disagree" to "Strongly agree." The second part evaluated the frequency of various PBL aspects, featuring thirteen statements with four response options from "Never" to "Almost always."
The researcher conducted one in-person, semi-structured interview with each teacher participant, utilizing open-ended questions to foster meaningful responses These interviews focused on gathering participants' insights on project-based learning as an integral part of the curriculum and their experiences with the project-based approach.
Due to scheduling and time constraints, the number of interviews conducted with each participant was adjusted Participant checks for these interviews were carried out with nearly all participants, although the time gap between the interviews and the checks was also influenced by scheduling issues.
The researcher conducted interviews with twenty-three primary school English teachers in Dong Hoi City, utilizing both questionnaires and interviews as data collection methods The interviews, comprising ten targeted questions, aimed to gather essential information and validate the findings from the questionnaires By employing tape-recording and note-taking, the researcher ensured accurate data tracking This method allowed for a deeper exploration of the teachers' thoughts and feelings, particularly when questionnaire responses were unclear or incomplete To maintain participant confidentiality, the teachers were referred to as "teacher interview" rather than by their real names.
Data collection procedures
The researcher intends to collect information in the academic year 2018-2019 The procedure of the research consists of the following steps:
(1) Gathering information and reviewing the previous research related to the study
(2) Interviews and questionnaires will be carried out to get information from teachers on the efficiency of the use of PBL in developing fifth graders‘ English speaking skill
(3) The results of class observation will be used to evaluate the success of using PBL to develop student's English speaking skill
(5) Taking statistical calculation and describing data
(6) Explaining and interpreting the collected data presented in tables and charts.
Data analysis
Data analysis was mainly based on qualitative and quantitative approaches
Interviews and participant checks were systematically organized by the titles and names of each participant A detailed field log recorded all tasks by date, including notes that captured additional thoughts and preliminary analyses during the transcription of the interviews.
In the final stages of data analysis, a streamlined set of codes was inputted into an online visual thinking tool and organized into preliminary categories using concept mapping The coding framework was revisited to assess the codes based on their level of analysis, distinguishing between descriptive and topic codes Topic codes were subsequently categorized into themed bins that aligned with the initial research questions and additional sub-questions that emerged throughout the data analysis process.
Classroom and project observations were pre-scheduled with teachers, and notes were meticulously recorded using a live scribe pen and notebook These notes were subsequently uploaded to a digital archive for easy access The collected documents from teachers were systematically classified by content, such as graphic organizers and unit overviews, and analyzed alongside interview data that highlighted the design, implementation, and assessment methods of Project-Based Learning (PBL) lessons and activities.
Chapter summary
This chapter outlines the research methodology, detailing the use of both quantitative and qualitative methods It includes information about the participants, specifically 40 English teachers from primary schools in Dong Hoi City The data collection involved three key methods: questionnaires, interviews, and observations To enhance clarity, the analyzed data is presented in tables and charts In-depth analysis and reporting of the research findings will be provided in the upcoming chapter on Findings and Discussion.
FINDING AND DISCUSSIONS
Results of data analyses
This section provides a quantitative analysis of the questionnaire results, highlighting the opinions and frequency of usage regarding the principles of Project-Based Learning (PBL) among 40 surveyed teachers.
20 elementary schools in Dong Hoi city There were two sections in this questionnaire
The initial research question focused on teachers' views regarding projects and project-based learning To address this inquiry, the researcher analyzed twelve questionnaire items that assessed teachers' opinions on key characteristics of project-based learning, using a scale from strongly disagree to strongly agree (refer to Appendix A for details).
There were12 questionnaire items in this section and 40 teachers took part in the survey
4.1.1.1 Overall teachers’ perspectives from questionnaire
Teachers’ perceptions on the importance of PBL
Table 4.1 Attitude of teachers towards the use of PBL
1 PBL is the best way of learning that links what students learn in their textbooks and real life around them
1 = strongly disagree 2 = disagree 3 = not sure
The initial statement aimed to investigate whether Project-Based Learning (PBL) is the sole method for connecting textbook knowledge to real-life applications A significant majority of teachers support this view, with 52.5% agreeing and 37.5% strongly agreeing that PBL is the most effective approach for bridging academic content and practical experience Only a small percentage of teachers, 10%, expressed uncertainty regarding this assertion.
Teachers’ perceptions on the purpose of a project
Table 4.2: Overall teachers‟ perceptions on the purpose of a project
2 In PBL, students just focus on the content of the lesson or theme rather than individual language items/ points or skills
1 = strongly disagree 2 = disagree 3 = not sure
In the second statement, the researcher aimed to clarify the project's purpose and the students' objectives A significant majority of surveyed teachers, 70%, agreed and 27.5% strongly agreed that in Project-Based Learning (PBL), students should concentrate on the overall content of the topic instead of individual language elements or skills.
Teachers’ perceptions on the topic of a project
Table 4.3: Overall teachers‟ perceptions on the topic of a project
3 In PBL, the topic for the project should be determined by teachers
4 Students and teachers should agree on a topic for the project
1 = strongly disagree 2 = disagree 3 = not sure
In the third and fourth statements, the researcher sought to identify who determined the project topic An overwhelming majority of teachers, 95%, concurred that the project topic should be collaboratively decided by both teachers and students.
Teachers’ perceptions on the preparation for a project
Table 4.4: Overall teachers‟ perceptions on the preparation for a project
5 Teachers should use a variety of materials in
6 Tasks or activities for the project should be diverse (interview, presentation, report,…)
7 Teachers should come up with tasks or activities that can handle all four language skills ( listening, speaking, reading and writing)
1 = strongly disagree 2 = disagree 3 = not sure
In the fifth statement of the questionnaire regarding the sources of materials utilized in Project-Based Learning (PBL), all surveyed teachers unanimously agreed on the importance of incorporating a diverse range of materials in PBL.
All surveyed participants agreed that the tasks and activities for a project should be diverse, although it is not essential for them to incorporate all four skills: listening, speaking, reading, and writing.
Teachers’ perceptions on the forms of working in PBL
Table 4.5: Overall teachers‟ perceptions on the forms of working in PBL
8 In PBL, group work is more effective than individual work
1 = strongly disagree 2 = disagree 3 = not sure
The eighth questionnaire item revealed various preferences for working forms in Project-Based Learning (PBL), highlighting that 52.5% of respondents found group work more effective than individual work, with an additional 22% strongly agreeing However, 17.5% of participants disagreed with this view.
Teachers’ perceptions on the roles of teachers and students in PBL
Table 4.6: Overall teachers‟ perceptions on the roles of teachers and students in PBL
9 Teachers should play different roles in class
10 Students should assume different roles as well (manager, actor, writer, researcher,…)
1 = strongly disagree 2 = disagree 3 = not sure
Next, the researcher mentioned teachers and students‘ role in PBL (statement 9 and
10) Almost participants agreed that teachers and students should play different roles in class (80% agreed and 20% strongly agreed)
Teachers’ perceptions on the evaluation in PBL
Table 4.7: Overall teachers‟ perceptions on the evaluation in PBL
11 Only teachers can evaluate students‘ final outcome of the project
12 Students can self- evaluate their final outcome (with their teachers or classmates/partners)
1 = strongly disagree 2 = disagree 3 = not sure
The researcher emphasized the significance of project evaluation, revealing varied opinions among participants A notable 57.5% agreed, and 22.5% strongly agreed that students are capable of self-evaluating their final outcomes, while 5% remained uncertain Conversely, a substantial majority, 72.5%, disagreed with the notion that only teachers should evaluate students' final results.
4.1.1.2 Overall Teachers’ Use of Project Based Learning
This section explores teachers' perspectives on the frequency of various components in a project-based approach within the classroom The findings provide insights that address research questions 1 and 2.
There were 13 questionnaire items in this section and 40 teachers took part in the survey
The frequency of use of PBL
Table 4.8: Teachers‟ frequency of using PBL
1 PBL is used in every unit - 25% 55% 20%
2 The topic is determined by both teachers and students.
1 = Never 2 = Sometimes 3 = Often 4 = Almost always
A significant majority of participants (55%) reported frequently using Project-Based Learning (PBL) in every unit, with 20% indicating they always implement it Additionally, over half of the respondents (60%) noted that the themes for each project were consistently established by both teachers and students.
Table 4.9: Goals of used projects
3 Projects have real world relevance - - - 100%
4 Projects are linked to the theme or content of the lesson
1 = Never 2 = Sometimes 3 = Often 4 = Almost always
In response to questionnaire items 3.4 and 5, all participants (100%) consistently engaged in projects that were relevant to real-world applications and aligned with the lesson themes, showcasing a diverse range of project tasks.
The materials used in PBL
Table 4.10: Teachers‟ tendency of using materials in PBL
6 Teachers prepare necessary materials for students such as flashcards, model transcripts,…
7 Teachers use a variety of materials in addition to textbooks (films, internet,…)
1 = Never 2 = Sometimes 3 = Often 4 = Almost always
Related to materials used in PBL (statement 6 and 7), the majority of surveyed teachers sometimes prepared necessary materials for students and used a variety of materials beside textbooks as well
The forms of working for a project
Table 4.11: Teachers‟ tendency of using work forms in PBL
8 Group work is used more often than individual one
1 = Never 2 = Sometimes 3 = Often 4 = Almost always
Only 7.5% of teachers consistently utilized group work for projects, citing its effectiveness Meanwhile, 25% of participants frequently incorporated group activities, while 42.5% expressed partial agreement, opting to alternate between group work and individual or whole-class approaches.
The language skills used in PBL
Table 4.12: Result of teachers‟ tendency of using language skills in PBL
9.The projects have to use all four language skills (listening, speaking, reading and writing)
10.Listening and speaking skills are most focused in PBL
1 = Never 2 = Sometimes 3 = Often 4 = Almost always
A significant 62.5% of participants indicated that not all four essential skills—listening, speaking, reading, and writing—were necessary for project implementation Additionally, 67.5% reported that their primary focus consistently centered on the two key skills of listening and speaking.
Table 4.13: The core of a project
11 The classes are learner-centered - - - 100%
1 = Never 2 = Sometimes 3 = Often 4 = Almost always
The questionnaire item having the statistically significant is item 11 Questionnaire item 11 for teachers was: the classes are learner-centered 100% of teachers said they always had learner-centered classes
Table 4.14: Result of teachers‟ evaluation in PBL
12 Students take part in evaluating their final outcome of the project
13 Teachers evaluate and grade their students through projects, not just periodic tests
1 = Never 2 = Sometimes 3 = Often 4 = Almost always
The two last questionnaire items were for evaluating each project Similar to section
1 - Teacher's perceptions of PBL, most participants often let their students participate in evaluating the final outcome of a project
The results of the overall teachers‘ frequency section can be seen in table 4.14, as above
The questionnaire revealed significant insights into Project-based Learning (PBL) among teachers, highlighting a consensus on key principles: the importance of collaborative topic selection between students and teachers, the necessity of distinct roles in the classroom, and the value of student self-evaluation alongside peer feedback Furthermore, it was noted that most educators frequently incorporate PBL characteristics in their teaching practices, such as collaborative topic selection, diverse teacher roles, an emphasis on listening and speaking skills, and maintaining a learner-centered classroom environment.
Discussion
The researcher analyzed data from three sources: questionnaires, interviews, and observations, linking the findings to the research questions and discussing relevant theoretical issues presented in Chapter 2.
4.2.1 Teachers’ perceptions of PBL for primary pupils (in relation to Research question one)
"A successful innovation may be one that reconceptualizes existing ideas that stakeholder‘s value but have not yet become practice Innovation can be an evolution, not necessarily a revolution‖ (Welch, 2011, p.63)
The quote by Welch encapsulates the changes observed in primary schools in Dong Hoi City, where project-based learning, although not new, is increasingly embraced by progressive educators Despite a lack of quantitative research supporting specific best practices for project-based learning—largely due to challenges in controlling various environmental factors—there has been a notable increase in studies and articles on the subject in the past decade compared to earlier years.
The research aimed to explore teachers' perceptions of Project-Based Learning (PBL) for primary school pupils, revealing a predominantly positive outlook Quantitative results indicated strong teacher agreement on several PBL aspects, including group work, diverse materials, final product creation, role assumption, and extended project duration These preferences suggest that teachers value PBL for its ability to create a dynamic and engaging classroom environment, facilitating meaningful language learning experiences (Savignon, 2001).
Teachers generally view collaborative work leading to an end product in Project-Based Learning (PBL) as a positive approach Nearly all educators reported having implemented projects in their classrooms, indicating strong support for the use of projects in ESL instruction.
The analysis of interviews regarding teachers' perspectives on Project-Based Learning (PBL) revealed several key areas, including definitions, goals, and effectiveness While teachers collectively provided a comprehensive understanding of PBL, many individually overlooked essential elements, such as the connection of tasks to achieve a final product, leading to uncertainty about their implementation of a project-based approach Teachers identified various goals associated with project work, including enhancing group communication, improving language skills, conducting research, presenting information clearly, expanding vocabulary, and fostering self-efficacy Regarding effectiveness, most teachers acknowledged that project work promotes collaboration, discovery, language retention through personal engagement, meaningful content, motivation, and skill integration Observations further highlighted teachers' perceptions of PBL, revealing clarity in project purposes and adherence to PBL principles across the four observed lessons These lessons not only showcased a solid foundation in project-based learning but also created an enjoyable classroom atmosphere, resulting in students mastering the core content by the lesson's end.
4.2.2 Teachers’ implementing PBL ( in relation to Research question two)
The second section of the questionnaire focused on teachers' perspectives regarding project-based learning (PBL) in L2 classrooms The researcher inquired about the extent to which projects were utilized in their teaching Recognizing that the concept of projects can vary among educators, she also assessed the frequency of various PBL strategies employed in their classrooms This approach allowed for a comparison between teachers' beliefs about PBL and its actual implementation The questionnaire included parallel items using a 4-point scale, ranging from "never" to "almost always," covering topics such as inside and outside classroom projects, offering students free project choices, and allowing them to select discussion topics.
The interview section revealed key insights into the research question, particularly through questions 2, 4, and 6 Teachers predominantly utilized presentations as their main project type, likely due to the effective communication and practice of listening and speaking skills they promote Strategies employed included providing students with examples of prior work and clear handouts outlining project requirements Teachers noted that project implementation required significant time, suggesting that optimal projects should be prepared before or after lessons, with student presentations scheduled for subsequent classes In contrast, simpler projects, such as creating name cards or conducting interviews, could be executed during class time.
Classroom observations revealed the successful implementation of the Project-Based Learning (PBL) approach, with teachers effectively grasping its core principles Students demonstrated enthusiasm for attending class and, upon completing the lesson, were able to articulate the key concepts they utilized in their projects.
4.2.3 The perceived challenges and benefits in implementing PBL ( in relation Research question 3)
Implementing Project-Based Learning (PBL) yields numerous benefits, as evidenced by positive teacher feedback across three data sources Educators note that PBL reinforces student learning and fosters cooperation and interaction This approach encourages thematic focus, promotes self-efficacy and responsibility, and enhances enthusiasm among students Additionally, PBL aids in community integration, cultivates 21st-century skills, emphasizes interactive and purposeful activities, and develops integrated skills Ultimately, it enhances the value of learning while aligning with students' interests, aptitudes, and diverse learning styles.
While project-based learning (PBL) offers numerous benefits, teachers encounter significant challenges that deter them from fully embracing this method Data analysis, particularly from interviews, revealed that common obstacles include time constraints, large class sizes, and heavy workloads for both educators and students Over half of the surveyed teachers indicated that lesson time was insufficient for effective project implementation, often leading to projects being prepared at home and merely presented in class.
Teachers frequently express challenges associated with the project-based approach, with time constraints being the most significant concern A study focusing on middle school educators implementing project-based learning in science confirmed that inadequate time to complete project requirements remains a critical issue (Akinoglu et al., 2008, p.208).
The most challenging aspect of my annual preparation is the necessity to thoroughly understand my content While this task is not inherently difficult, it is time-consuming, as a deep knowledge of the subject significantly reduces the overall workload.
According to Reed (2001, pp 11-12), establishing a genuine learning school requires significant time investment in several key areas: developing a shared vision, collaborating in teams, reflecting on practices, and understanding the school’s role within a broader system.
Overcrowded classrooms pose significant challenges for both students and teachers, often hindering students' ability to present their projects due to time constraints The excessive workload during lessons makes it difficult to effectively teach essential skills while also implementing project-based learning (PBL) Overcoming these obstacles is crucial for maximizing the effectiveness of PBL in educational settings.
Hmelo-Silver (2004) highlights several challenges in implementing the Problem-Based Learning (PBL) model within K–12 education Unlike medical schools, which utilize an integrated, interdisciplinary curriculum centered around problems, K–12 teachers must evaluate students based on specific subject areas, making it difficult to align problems with these divisions Effective implementation of PBL in shorter classroom periods necessitates meticulous planning Therefore, there is a pressing need for evidence-based instructional strategies that clarify which PBL elements are crucial for achieving specific educational outcomes, enabling educators to tailor PBL effectively to their unique contexts.
Chapter summary
This chapter discusses the findings of an empirical study conducted through surveys, interviews, and observations of teachers The data reveals that most teachers recognize the significance of Project-Based Learning (PBL) in the ESL classroom Additionally, the study clarifies the implementation of PBL and explores the challenges teachers face when using this approach Understanding these difficulties and the factors influencing PBL usage will help educators integrate engaging activities that motivate learners and enhance their participation in lessons.