INTRODUCTION
Rationale of the study
Globalization significantly impacts the world’s economy, politics, culture, society, and education, making English the most crucial international language In Vietnam, English is essential for enhancing the lifestyle and living standards of its people, leading to better job opportunities, higher salaries, and increased chances for studying abroad Acknowledging this importance, the Vietnamese government has implemented plans to teach English from elementary school through university, making it a mandatory subject in the General Certificate of Secondary Education Additionally, the Ministry of Education and Training has introduced various strategies to improve the quality of English teaching and learning in the country.
We have carried out many changes and renovations in national curriculum, teaching methodology, testing and assessment as well as other conditions to assert these tasks to be done successfully
The essence of English teaching and learning focuses on enhancing students' communication skills through the practice of listening, speaking, reading, writing, and linguistic elements such as phonetics, vocabulary, and grammar A key methodology in the English curriculum is the communicative approach, aimed at fostering learners' communicative competence (Nunan, 1988) To communicate effectively in English, it is essential to develop speaking skills in conjunction with other language skills, as this integration significantly improves overall communication success.
English language acquisition is greatly influenced by speaking proficiency, as highlighted by Bailey (2005) To improve speaking skills, it is essential to focus on effective syllabus design, teaching principles, appropriate task types, and relevant materials, along with comprehensive speaking assessments.
The methodology for teaching a second language has evolved significantly over the decades, with no single method proving universally effective for all classrooms Each classroom is unique, with distinct goals and learners, leading to a variety of foreign language teaching methods tailored to different approaches and purposes The most effective language teaching strategies depend on factors such as learning styles, specific contexts, teaching stages, and learning objectives (Brown, 2000) Among these methods, Project-Based Learning (PBL) stands out as a highly effective approach that enhances student motivation PBL encourages active exploration, fosters authentic language use in real-life situations, and promotes student-centered learning environments that emphasize lifelong skills and collaboration, whether in small groups or larger class settings.
Since 2007, Nguyen Hue High School, located in a low-income mountainous commune, has implemented a seven-year English teaching program aimed at helping junior high school students achieve Level 3 proficiency, as defined by Vietnam's foreign language competence framework This level enables students to communicate effectively in everyday situations using basic expressions and vocabulary However, both teachers and students face significant challenges, including the lack of integration of the four language skills in teaching, limited practice time, inadequate teacher training for English as a foreign language, students' low confidence and poor practice skills, and insufficient teaching resources Therefore, it is essential to introduce new and effective techniques to enhance students' English learning, particularly in developing their speaking skills.
Based on the explanation above, the writer is engrossed in conducting an experimental research entitled: “ Applying Project-based learning to improve
English speaking skills for the tenth-grade students ” to stimulate the English speaking skills for the tenth-grade students at Nguyen Hue High School.
Significance of the study
This study contributes to the theory of English Language Teaching by exploring the impact of Project-Based Learning on enhancing high school students' speaking skills Previous research has shown that Project-Based Learning positively influences students' speaking abilities It is anticipated that this research will not only reinforce the theory of Project-Based Learning but also yield significant outcomes.
This study aims to promote student-centered classrooms by enhancing students' English competence, cooperation, and motivation The researcher seeks to provide valuable insights for English teachers regarding the effectiveness of Project-Based Learning in developing students' speaking skills With hopeful expectations, this approach could be widely implemented in high schools to foster students' interest in English speaking and boost their confidence in communicating in the target language.
To sum up, this study is built up to explore previous related theories to get background knowledge of Project-Based Learning along with to change and promote educational situations.
Research aim and objectives
The aim of this study is to enhance speaking skills for the tenth grade students by applying Project-Based Learning
To achieve the above objectives, the present research attempts to set the following objectives:
- To find out whether Project-Based Learning can encourage the 10 th form students to improve their speaking skills or not
- To investigate the attitudes of the tenth-grade students towards the application of Project-Based Learning to their English speaking lessons.
Research questions
This research investigates the effectiveness of Project-Based Learning in enhancing speaking skills among senior high school students The study is guided by specific research questions aimed at uncovering the benefits of this teaching approach.
1 To what extent does Project-Based Learning improve the students’ speaking skills?
2 What are the students’ attitudes towards Project-Based Learning?
Methods of the study
This study utilizes action research to implement Project-Based Learning (PBL) directly in the classroom It incorporates both qualitative and quantitative data collection methods; qualitative data is gathered through student interviews to assess their opinions on PBL activities, while quantitative data is collected via questionnaires and tests The findings from these instruments will evaluate students' overall attitudes toward PBL and their perceptions of its effectiveness on their speaking abilities Additionally, pre-test and post-test scores will be analyzed to determine the impact of PBL on students' speaking performance The integration of both methods will allow for a comprehensive comparison between speaking scores and data obtained from interviews and questionnaires.
Scope of the study
This study examines the impact of Project-Based Learning on enhancing the speaking skills of students learning English as an optional subject at Nguyen Hue High School.
This research is carried out in English-specialized class with 40 tenth grade students at Nguyen Hue High School in the second term of the school year 2019-2020.
Structure of the study
The study is divided into three parts
Part 1 - Introduction relates to the rationale for the research Besides, it shows the significance of the study, the aims and objectives, research questions, the scope, the methods and the design of the study
Part 2 - Development has three chapters
Chapter 1 - Theoretical background and literature review supplies an overview of theoretical background and previous studies involved in the research topic
Chapter 2 - Research Methodology describes the methods used for this study, data collection instruments, data collection procedures and data analysis procedure
Chapter 3 - Findings and Discussion provides the findings and discussion of the research based on results of the action research methodology
Part 3 - Conclusion comes up with the summary and limitations of the study and adds some suggestions for further studies.
DEVELOPMENT
This chapter provides a concise overview of the literature regarding speaking skills, the Communicative Language Teaching Approach, and Project-Based Learning It highlights the effectiveness of Project-Based Learning in enhancing students' speaking skills within the classroom environment.
Speaking is one of the four essential language skills, enabling learners to communicate effectively to achieve specific goals and express their ideas, intentions, and viewpoints Individuals proficient in a language are recognized as its speakers, leading to various definitions of speaking proposed by numerous authors.
According to Byrne (1984:8), speaking is defined as oral communication that occurs through a two-way interaction between a speaker and a listener This process engages both productive and receptive skills, necessitating the presence of at least two participants: the speaker, who conveys information, and the listener, who absorbs it.
According to Chaney (1998:13), speaking involves constructing and sharing meaning through verbal and nonverbal symbols across various contexts, making it an essential aspect of second language learning and teaching This highlights that students can effectively communicate to exchange information and express their thoughts and feelings.
According to Wilson (1983:5), speaking is defined as the development of the relationship between the speaker and listener, involving the application of various linguistic, psychological, and physical rules in communication This highlights that speaking is a crucial component of interactive communication, where individuals switch between the roles of speaker and listener to convey information, ideas, and emotions through oral language Therefore, the quality of students' speaking skills is essential for effective communication.
THEORETICAL BACKGROUND AND LITERATURE REVIEW
Speaking skills
Speaking is one of the four essential language skills, enabling learners to communicate effectively and express their ideas, intentions, and viewpoints Individuals proficient in a language are recognized as speakers of that language Consequently, numerous authors have proposed various definitions of speaking to capture its significance in communication.
According to Byrne (1984:8), speaking is defined as oral communication that occurs through a two-way interaction between a speaker and a listener This process involves both productive and receptive skills, highlighting the necessity of at least two participants: the speaker, who conveys information, and the listener, who absorbs it.
According to Chaney (1998:13), speaking is defined as the process of creating and sharing meaning through verbal and nonverbal symbols across various contexts, highlighting its essential role in second language acquisition and instruction This underscores the importance of enabling students to effectively communicate, allowing them to exchange information and express their thoughts and feelings.
Speaking, as defined by Wilson (1983:5), is the development of the relationship between speaker and listener, encompassing logical, linguistic, psychological, and physical rules relevant to communication It serves as a central element in the interactive process of conveying information, ideas, and emotions through oral language The quality of students' speaking is influenced by their emotional state, impacting both fluency and structure The primary objective of speaking is effective communication, which requires the speaker to grasp the meaning of the information being shared, assess its impact on the listener, and understand the fundamental principles of communication.
According to Brown (1994), speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information This definition highlights three key aspects of speaking skills: first, productive skills involve the active production of language through the coordination of speech organs such as the lips, tongue, and vocal cords Second, expressing meaning emphasizes the goal of verbal communication, which is to share opinions and experiences, allowing the speaker to convey meaning effectively to the listener Lastly, speaking is a process that can be directly observed and empirically measured, focusing on the speaker's accuracy and efficiency in communication.
Speaking is a vital aspect of communication that involves both verbal and nonverbal cues, facilitating the exchange of messages in our daily lives.
Effective speaking competence enables learners to engage in both transactional and interpersonal conversations in daily life These two types of conversations serve distinct purposes: interpersonal functions help build and maintain social relationships, while transactional functions focus on information exchange According to Jack C Richards (2008), successful communication involves three speaking functions: talk as interaction, talk as transaction, and talk as performance Each of these functions requires unique teaching approaches, as highlighted by Brown and Yule (1983).
Talk as interaction embodies the essence of conversation, emphasizing the social function of communication It prioritizes the dynamics between speakers and their self-presentation over the actual content of the message.
"Talk as transaction emphasizes the importance of clear and accurate communication, prioritizing the content of the message over the social dynamics between participants."
“Talk as performance refers to public talk, that is, talk that transmits information before an audience, such as classroom presentations, public announcements, and speeches.”
In English classes, addressing three key issues is essential for designing effective speaking activities The researcher found that Project-Based Learning (PBL) offers students a valuable opportunity to engage in various types of conversations.
1.3 The importance of teaching speaking skills
In today's globalized world, effective communication through speech is essential for sharing ideas and fulfilling desires This is especially true in classrooms, where fluency in second or foreign languages is a top priority Speaking is a crucial skill that warrants greater focus in both first and second languages, as it reflects individuals' thoughts and personalities.
Speaking is an interactive task that requires real-time processing, allowing learners to use words and phrases fluently with minimal conscious thought According to Harmer (2001), effective speakers must internally process language and organize it coherently to ensure clarity and convey intended meanings Incorporating speaking activities in language lessons is essential for helping students become comfortable with oral English, as these activities provide practical speaking practice in a safe classroom environment.
Teaching speaking is crucial in second language learning, as effective communication enhances a learner's success in both academic and life contexts Language teachers should prioritize speaking skills over mere memorization, fostering an environment that encourages meaningful communication Project-Based Learning (PBL) plays a significant role in helping students excel in the three core functions of speaking while also developing essential life skills Furthermore, PBL activities promote active participation and make the learning experience more meaningful and enjoyable for students.
Communicative Language Teaching Approach
Throughout the evolution of language teaching, various methods have emerged, including the Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, and the Natural Approach Among these, Communicative Language Teaching has gained prominence as a modern and effective methodology for teaching English as a second or foreign language, widely adopted across the globe.
Since its emergence in the 1970s, Communicative Language Teaching (CLT) has prompted extensive discussion among researchers and educators regarding the concept of communicative competence Savignon (1984) noted that CLT is interpreted differently by various practitioners In the 1970s, Savignon and fellow language teachers sought alternatives to the Audio-lingual Method, ultimately favoring CLT His 1972 research indicated that students exposed to both CLT and audio-lingual methods performed better than those who experienced only audio-lingual teaching, which focuses on repetition and habit formation but lacks opportunities for genuine communication Despite its popularity as a research topic, there remains a gap in understanding and implementation of CLT among teachers and learners.
Nunan (1989) describes this method as a system for expressing meaning through activities that emphasize oral communication and meaningful language use tailored to learners' needs The objectives incorporate both functional skills and linguistic goals, positioning learners as negotiators and integrators in the learning process Meanwhile, teachers act as facilitators, guiding communication Additionally, materials are designed to support communicative language use, focusing on task-based and authentic content.
Additionally, Brown (2007: 378) states CLT as “an approach to language teaching methodology that emphasizes authenticity, interaction, student- centered learning, task based activities, and communication for the real world, meaningful purposes”
Furthermore, Brown (2007: 241) also gives four interrelated features of CLT:
Classroom goals are focused on all of the components of CC (communicative competence) and not restricted to grammatical or linguistic competence
Language techniques aim to engage learners in the practical and authentic use of language for meaningful communication Rather than concentrating on organizational language forms, the emphasis is on aspects of language that empower learners to achieve their communicative goals effectively.
Fluency and accuracy are complementary principles in communicative techniques, where fluency may sometimes take precedence over accuracy to ensure that learners remain meaningfully engaged in language use.
In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts
Communicative Language Teaching (CLT) is widely recognized as the most effective method for enhancing students' communication skills Its key features include a learner-centered and experience-based approach, which promotes fluency and accuracy by integrating the four language skills as they naturally occur in real-life contexts Through CLT, students not only generate and discover grammatical rules but also improve their vocabulary and grammatical patterns Engaging in group activities fosters a collaborative learning environment, leading to higher motivation levels compared to traditional teacher-centered classrooms.
Project-Based Learning
3.1 Definitions of Project-Based Learning
Project-Based Learning (PBL) aligns with the progressive educational philosophy of John Dewey, who emphasized "learning by doing." Dewey believed that classrooms should function as micro-societies, fostering an environment where students are encouraged to take center stage in their own learning journey.
Further developments of the Project-Based education as a pedagogy later were based on the experience- and perception-based theories on education proposed by various theorists
According to Haines (1989: 1), PBL is defined as follows:
Projects are collaborative activities that emphasize themes rather than specific language objectives, allowing students to actively choose topics and determine working methods, timelines, and outcomes This student-driven approach fosters engagement and enables the recycling of existing language skills in a natural context Project work can vary in intensity, ranging from short-term intensive tasks to extended studies that occur weekly over several weeks.
Fried-Booth (1986:8) defines a "project" as a framework where language tasks emerge organically, evolving progressively in alignment with a central goal, which is the project itself.
Hedge (1993) defines projects as comprehensive tasks that typically incorporate various language skills through a series of activities aimed at achieving a common objective These activities may involve planning, collecting information through reading, listening, interviewing, and observing, engaging in group discussions, solving problems, reporting both orally and in writing, and presenting findings.
Project-based learning is an instructional method that contextualizes education by engaging students with real-world problems to solve or products to create (Moss & Van Duzer, 1998) This approach fosters opportunities for students to enhance their creativity, critical thinking, collaboration, self-directed learning, and various other essential study skills.
Katz & Chard (2000) demonstrate that Project-Based Learning is an effective educational strategy that empowers students to express their opinions on topics of interest, ask questions, formulate estimates, and develop theories This approach utilizes various tools and skills in real-life contexts, fostering creativity in problem-solving both inside and outside the classroom.
Project-Based Learning (PBL) is evolving, yet it fundamentally involves engaging students in complex, real-world projects that enhance their skills and knowledge While the outcomes of PBL can often be anticipated, they sometimes serve primarily as experiences that allocate resources like materials and time.
3.2 Key features of Project-Based Learning
Project-Based Learning (PBL) exhibits consistent features recognized by educators and researchers alike According to Stoller (2007:4-5), the common characteristics of PBL include a focus on real-world problems, collaboration among students, and the development of critical thinking skills.
1 Project work focuses on content learning rather than on specific language targets Real-world subject matter and topics of interest to students can become central to projects
2 Project work is student-centered, though the teacher plays a major role in offering support and guidance throughout the process
3 Project work is cooperative rather than competitive Students can work on their own, in small groups, or as a class to complete a project, sharing resources, ideas, and expertise along the way
4 Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks
5 Project work culminates in an end product (e.g., an oral presentation, a poster session, a bulletin board display, a report, or a stage performance) that can be shared with others, giving the project a real purpose The value of the project, however, lies not just in the final product but in the process of working towards the end point Thus, project work has both a process and product orientation, and provides students with opportunities to focus on fluency and accuracy at different project-work stages
6 Project work is potentially motivating, stimulating, empowering, and challenging It usually results in building student confidence, self-esteem, and autonomy as well as improving students’ language skills, content learning, and cognitive abilities
Project-Based Learning (PBL) offers numerous benefits for both students and teachers, supported by a growing body of academic research This innovative approach engages students, reduces absenteeism, enhances cooperative learning skills, and boosts academic performance, as highlighted by the George Lucas Educational Foundation in 2001.
Project-Based Learning empowers students to select their own project topics, fostering a sense of responsibility and engagement in the decision-making process This approach encourages exploration and creativity, making learning unpredictable yet enriching As students delve into their chosen subjects, they develop essential metacognitive skills, including problem analysis, information selection, and effective summarization By connecting projects to their real-world experiences, students draw inspiration from their imaginative surroundings, making each learning experience unique and impactful This diversity and effectiveness make Project-Based Learning a distinctive educational method.
Teachers experience significant advantages, including improved professionalism, enhanced collaboration with colleagues, and the chance to forge meaningful relationships with students (Thomas, 2000) Additionally, many educators find fulfillment in implementing a model that caters to diverse learners by offering a broader array of learning opportunities within the classroom.
Project-Based Learning (PBL) is an active and inquiry-based learning approach that emphasizes real-world challenges and problem-solving Unlike traditional methods that rely on rote memorization and teacher-led instruction, PBL encourages students to engage with questions and scenarios, fostering deeper understanding and critical thinking skills.
The implementation of Project-Based Learning was done in four stages They are speculation, designing the project activities, conducting the project activities, and evaluation
Project-Based Learning in speaking skills
Project-Based Learning (PBL) offers numerous benefits when applied in the classroom, including enhanced motivation, improved problem-solving abilities, and strengthened collaboration and communication skills Additionally, PBL fosters creative and critical thinking, media research skills, and effective resource management Specifically for teaching speaking skills, the advantages of implementing PBL are significant, as highlighted by Fragoulis (2009:92).
1 Project-Based provides contextual and meaningful learning for students
2 Project-Based Learning can create an optimal environment for practicing speaking English
3 Project-Based Learning makes students actively engage in project learning
4 Project-Based Learning enhances students’ interest, motivation, engagement, and enjoyment
5 Project-Based promotes social learning that can enhance collaborative skills
6 Project-Based Learning can give an optimal opportunity to improve students’ language skills
Project-Based Learning empowers students to integrate knowledge from various disciplines and apply it creatively in real-life situations This approach enhances their confidence in communication, particularly in engaging with foreigners in English.
Project-Based Learning empowers students to engage in self-study and explore relevant topics, enhancing their English vocabulary and communication skills This approach fosters cooperation, independent learning, and prepares students for lifelong careers while equipping them to tackle life's challenges.
Project-Based Learning significantly boosts the confidence of hesitant students, particularly those who struggle with communication and feel ashamed or fearful of speaking English This approach provides a valuable opportunity for weaker students, allowing them to practice their English speaking skills in a supportive environment.
Previous studies
Project-Based Learning (PBL) has its origins in the "learning by doing" philosophy advocated by John Dewey, a prominent American educational reformer Over the past 25 years, PBL has evolved into a distinct teaching and learning method due to significant developments in educational practices.
Numerous documents discuss the method of Project-Based Learning (PBL); however, in relation to enhancing speaking skills among high school students, researchers identified several pertinent studies that contribute to this area of research.
Herlina Dewi's 2016 study, "Project-Based Learning Techniques to Improve Speaking Skills," focuses on enhancing the speaking abilities of grade eleven Accounting students at SMKN 1 Banda Aceh through a classroom-based action research approach The study aims to improve English as a Foreign Language (EFL) speaking skills, assess the effectiveness of the Project-Based Learning (PBL) technique, and gather student feedback on its implementation Results indicate that the PBL technique significantly enhances students' speaking achievements, while also fostering positive responses such as increased motivation, happiness, and confidence among the learners.
Ruth Olivia Angelina Pakpahan's research, titled "Improving Speaking Skill of Tourism Vocational High School Students Through Project," explores the effectiveness of project-based learning in enhancing speaking proficiency among 64 tourism students The study involved a quasi-experimental design with 32 students in both the experimental and control groups While the experimental group received English instruction through project-based learning, the control group was taught using conventional methods The findings concluded that project-based learning significantly improves speaking skills for tourism students.
Yang and Puakong (2016) conducted a study examining the effects of Project-Based Learning (PBL) on non-English major Chinese university students The findings revealed that the experimental group engaged in PBL demonstrated greater improvement in English speaking tests compared to the control group Additionally, the study highlighted that PBL creates an authentic learning environment and fosters enhanced learning autonomy among students.
In her thesis, "Developing Students' Speaking Skills through Project-Based Learning," Mrs Pham Thi Thu Ha from Vietnam National University, Hanoi, University of Languages and International Studies, aimed to investigate tenth-grade students' attitudes towards Project-Based Learning (PBL) in optional English lessons and its impact on enhancing their speaking skills The research conducted at An Lao High School demonstrated that PBL not only shifted students' perceptions and attitudes during speaking lessons but also significantly improved their English speaking abilities.
Research by Ngo (2014) highlights the challenges faced by Vietnamese teachers in facilitating Project-Based Learning (PBL) activities Additionally, students experience significant difficulties in enjoying autonomy within this learning framework.
Embracing the role of the teacher as a facilitator is essential in the context of Project-Based Learning (PBL), which starkly contrasts with traditional teaching methods prevalent in Vietnam Research indicates that this shift requires significant time and effort for both Vietnamese teachers and students to adapt to the PBL approach effectively.
In conclusion, while previous research has explored the application of Project-Based Learning (PBL) in teaching English speaking across various student grades, including vocational high schools, there is a noticeable gap in studies addressing new curricula for K-12 students introduced by the Ministry of Education and Training in 2013 At Nguyen Hue High School, it has been observed that tenth-grade students face significant challenges in speaking English, primarily due to a lack of confidence and limited vocabulary, often described as "laziness." These challenges have motivated the researcher to undertake a study titled, “Applying Project-Based Learning to Improve English Speaking Skills for Tenth-Grade Students.”
In summary, this chapter has explored the theoretical foundations of the study, focusing on the fundamentals of speaking skills and the Communicative Language Teaching Approach, as well as the role of Project-Based Learning in enhancing speaking skills, while also referencing relevant prior research on the subject.
RESEARCH METHODOLOGY
Methods of research
This study aimed to investigate the impact of Project-Based Learning on enhancing English speaking skills, utilizing action research with mixed methods for data collection.
Action research, as defined by Parsons and Brown (2002), is an investigative approach utilized by teachers to address challenges and enhance their professional practices within the classroom This method involves systematic observation and data collection, enabling educators to reflect, make informed decisions, and develop more effective teaching strategies.
A Christine Miller (2007), meanwhile, considers action research to be a natural part of teaching Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners
Action research serves three main purposes: it aims to enhance teaching activities, deepen the understanding of these activities, and improve the overall educational environment within the teaching process.
This research solved my own problems in my teaching English speaking skills, and therefore it supplied my students with better opportunities to improve their English speaking skills
The research employs both quantitative and qualitative methods to address the research questions The quantitative approach includes pre and post speaking tests adapted from the English 10 Teacher's book, designed to assess A2 level students' speaking skills These tests consist of three parts, allowing the researcher to evaluate candidates' speaking proficiency based on five criteria: message content, vocabulary and grammar range, pronunciation, fluency and coherence, and interactive communication For the qualitative aspect, the researcher utilized interviews and a Likert-scale questionnaire to gauge students' opinions on Project-Based Learning (PBL) The questionnaire focuses on two main areas: students' attitudes toward PBL and their perceptions of lesson topics, teacher instruction, learning activities, and language resources Additionally, students' self-perceptions regarding their English speaking development will be compared with test results Six students participated in interviews to provide deeper insights into the effectiveness of PBL in enhancing tenth graders' English speaking skills.
Setting of the study
Nguyen Hue High School in Tam Diep City is the first national standard school in Ninh Binh province's secondary education, equipped with modern teaching and learning facilities Recognizing the significance of language skill development, the school administration and English teachers initiated a trial English program in 2015 to enhance students' proficiency.
10 (Tiếng Anh 10 thí điểm) textbook in some classes In the school year 2019-
2020, the school has decided to select the trial version of English 10 (Tiếng Anh
10 thí điểm) program for all 360 tenth-grade students with a view to enhancing
Effective English communication skills are essential for students in their daily interactions, particularly for 10th graders, who are categorized into three distinct groups based on their academic focus The first group consists of students from natural sciences, emphasizing Mathematics, Physics, and Chemistry for the National Secondary Education Examination The second group includes students from the A1 track, who study Mathematics, Physics, and English Lastly, the third group comprises students from social sciences, focusing on Mathematics, Literature, and English as their core subjects.
After five years of teaching these course books, the researcher identified significant challenges related to students' low English proficiency in speaking Many students struggled with various speaking difficulties, with a lack of confidence being the most critical issue, which hindered their progress in developing English speaking skills Additionally, challenges related to the content of their speech, including ideas and grammar, as well as pronunciation, further obstructed their ability to communicate effectively.
Nguyen Hue High School promotes independent English learning by offering specialized classes equipped with two private rooms that feature radios, computers, projectors, and TV sets Students benefit from an optional morning period and four afternoon lessons each week, enhancing their language skills through Project-Based Learning.
The Tiếng Anh 10 textbook aims to enhance students' basic communicative skills while providing essential knowledge and cultural insights in English By implementing the Communicative Approach, the focus shifts from merely mastering grammatical structures to achieving communicative proficiency However, the textbook's time allocation and learning activities are inadequate to fulfill students' needs for effective communication Consequently, the researcher introduced Project-Based Learning, which proved to be an effective method for improving students' communicative competence.
Participants
This study involved 40 students from class 10H, an English-specialized program focusing on Social Sciences, Mathematics, Literature, and English The participants used the ten-year "Tiếng Anh 10" textbook, designed for students beginning their English education in Form 3 and continuing through Form 12.
In the first term of the 2019-2020 school year, students in class 10H exhibited varying levels of English proficiency despite being of the same age and class Approximately 30% of the students demonstrated strong English skills, with final grades between 8.0 and 8.8, while 55% scored between 6.5 and 7.9, indicating a generally good command of the language None of the students fell below average, suggesting that most were proficient in English These participants were selected as they were part of the researcher's class, and all had been learning English since primary school, resulting in proficiency levels ranging from average to above average.
At Nguyen Hue High School, students in class 10H attend three English lessons weekly, following the "Tiếng Anh 10" curriculum, along with one optional period The study was carried out over sixteen optional periods.
Research design
Action research is a systematic approach that enables teachers to learn, implement, and assess their teaching methods to enhance student learning outcomes As outlined by Sue Davidoff and Owen van den Berg (1990), this process consists of four essential steps: planning, acting, observing, and reflecting, which collectively contribute to improving the quality of education.
Step 1: Planning: The problem is made out Then, the plan is carried out so as to make a change and deal with the identified problem
Step 2: Action: The plan is carried out
Step 3: Observation: The process of implementation and results are observe
Step 4 involves reflection, where the observed processes and outcomes are thoroughly analyzed and evaluated This critical assessment allows for necessary adjustments to be made to the initial plan, enhancing its effectiveness.
Although the study followed these four steps, some suitable adaptations are made to satisfy the research questions The particularized plan was mentioned in the next part.
Data collection procedure
The data collection for this study was conducted over 16 weeks at Nguyen Hue High School, spanning from January to the end of June This process followed the initial steps of action research, with specific adjustments made to align with the research questions.
The researcher identified a significant issue with students' poor performance in English communication and their lack of engagement in in-class speaking activities To address this problem, she implemented a trial activity focused on teaching speaking skills through Project-Based Learning The study aims to evaluate the effectiveness of this method in enhancing participants' speaking abilities and determining its acceptability among students.
To effectively implement Project-Based Learning in the classroom, a comprehensive action plan was developed, focusing on three carefully selected projects aligned with the Tiếng Anh 10 Textbook, Book 2 curriculum To enhance student preparation, detailed lesson plans and advanced homework assignments were created, ensuring a thorough understanding of the project topics.
The research employed a speaking test aligned with the A2-level of the language proficiency framework established by the Ministry of Education and Training to assess students' speaking abilities before and after Project-Based Learning lessons This 15-minute assessment aimed to evaluate the impact of Project-Based Learning on students' speaking skills, with scores ranging from 0 to 10, where 0 represents the lowest score and 10 the highest.
Moreover, the projects’ timeline was made There were three primary projects designed and conducted during 12 weeks The specified time for every key project was 4 week
During twelve optional periods, Project-Based Learning was systematically implemented in teaching, allowing students to engage in hands-on projects and presentations Additionally, students maintained weekly journals reflecting their attitudes toward Project-Based Learning and its potential impact on their engagement in the classroom.
As students entered the second term of the school year, research provided a list of topics aligned with the Tiếng Anh 10 curriculum, specifically from Units 6 to 8, which included Gender Equality, Cultural Diversity, New Learning Methods, Environmental Preservation, and Ecotourism After thorough discussions between the students and the researcher, three project topics were selected.
There were three themes in the project:
Theme 1: Popular festivals in Vietnam
Theme 2: Personal electronic devices in class
Theme 3: The development of Ecotourism in your province
Over a span of twelve optional periods, each lasting four weeks, projects were implemented to enhance students' speaking skills through cooperative learning methods The primary goal was to boost students' motivation and self-confidence in using English as a foreign language, facilitated by the application of Project-Based Learning in their English lessons.
The implementation of Project-Based Learning across the three projects followed a consistent approach, with student groups engaging in a structured process over four weeks Each project was developed through three key stages of Project-Based Learning, ensuring a cohesive learning experience.
In the first period, class 10H students were organized into eight small groups of five, where they collaboratively developed a project plan and divided tasks among themselves During the first week, they conducted research at home, which was deemed the most crucial phase of the project, involving various activities such as group work, individual research, and teacher consultations The students needed to agree on meeting schedules, individual responsibilities, project outlines, organization, and content Ultimately, the success of the project hinged on the students' dynamism, creativity, and cooperation.
During this phase, the researcher monitored students' progress and provided necessary support To ensure students were on track, the group leader was asked to report weekly progress and outcomes This stage aimed to foster self-study habits among students, promoting their academic growth The researcher offered assistance as needed, and prior to the second period, students completed a written assignment and a PowerPoint presentation The final presentation was evaluated based on criteria such as the sufficiency of information, creativity, and persuasiveness, which were essential for success in the project.
The stage was illustrated in the following table:
Time Projects’ contents Students’ tasks General requirements
Group 1: Find out some general information about Mid-Autumn Festival and Hung King Temple Festival in Vietnam (Students should focus on the following information: time, purpose and main activities of these festivals)
Group 2: Present the most distinctive features of customs and traditions in Vietnam
Group 3: Explore typical characteristics of the Vietnamese people
- Each group has a leader group and 7 other members
- Groups take on the following tasks in each project + Discussing their topics and assigning in a community in Vietnam
Group 5: Describe some aspects of Vietnamese culture and some Dos and Don’ts to help foreigners avoid embarrassment during their stay in Vietnam their tasks + Searching for information on the Internet and other mass media
+ Finding and collecting data + Preparing the final products
Personal electronic devices in class
Group 1: Introduce some useful electronic devices used in learning
Group 2: Describe a digital English classroom
Group 3: Explore advantages and disadvantages of using electronic devices in learning
Group 4: Talk about how children in your country use mobile electronic devices
Group 5: Discuss the reasons for the use of electronic devices in your school and suggest some possible rules of limiting the use of the electronic devices
Group 1: Introduce some famous destinations in your province
Group 2: Design 4 travel brochures promoting 4 eco tours in your province
Group 3: Present the benefits of ecotourism development for the environment and local people
Group 4: Talk about some principles of ecotourism
Group 5: Make a plan to develop ecotourism in your province
During the final three periods, students presented their projects in pairs, with two groups showcasing their work each week While one group presented, the rest of the class listened attentively and respectfully, taking notes if needed Each presentation included a ten-minute segment for questions and discussions, fostering engagement and collaboration among students.
In the step, the researcher observed the impacts of the action and collected the data
At the conclusion of the first term, a pre-speaking test was implemented to assess students' speaking proficiency, aligned with A2-level criteria, prior to the initiation of Project-Based Learning lessons.
- Post-speaking test: After students completed three given projects, the researcher provided a post-speaking test
To address the second research question, questionnaires were utilized to gather students' opinions on the implementation and effects of Project-Based Learning in their classroom Completed questionnaires were submitted directly to the teacher Additionally, interviews were conducted with six randomly selected students from three different pre-test speaking score levels in class 10H These interviews were conducted in Vietnamese, allowing for clarity and enabling students to comfortably express their thoughts.
Data collection instruments
The researcher utilized various methods to gather adequate data for the study, employing diverse research instruments including pre-tests, post-tests, questionnaires, and interviews This comprehensive approach facilitated the successful completion of the research, which is detailed in the following description of the applied instruments.
The pre-test and post-test were designed with the same structure and varying difficulty levels to assess and compare students' language skills before and after the implementation of Project-Based Learning The pre-test, administered at the start of the research, required students to discuss topics from the first term, such as Family Life, Your Body and You, Music, A Better Community, and Inventions In contrast, the post-test focused on the project topics that students had just completed during the second term Both assessments included three main components to ensure comprehensive evaluation.
+ Part 1 - Interview (2-3 minutes): Talk to the examiner The examiner greets and asks candidates about some personal information (career, hobbies, habits, daily activities) in turn
In the collaboration segment, contestants engage in a discussion about a picture using provided hints and respond to topic-related questions, such as those concerning "holiday." Each participant speaks for one minute in turn, allowing them to compare, describe, and share their perspectives Ultimately, the best option is selected based on their performance in this speaking section.
In Part 3 of the discussion, the interlocutor presents contestants with two options: paired discussion or individual discussion Both options focus on a statement related to the topic depicted in the images from Part 2, encouraging deeper engagement with the subject matter.
The maximum point for the speaking test was 10 points and there were five criteria for the test:
Vocabulary and grammar range (10 points)
The results of two tests were analyzed to evaluate the improvement in students' oral competence before and after implementing Project-Based Learning Additionally, two English teachers from Nguyen Hue High School were invited to assess the students' speaking skills.
- Questionnaires: The questionnaire was used to get information about the students’ attitude toward Project-Based Learning and their changes or success in speaking skills after some projects were done
The data collection procedure involved three phases, beginning with the induction of a questionnaire among a motivated sample of students from the same class This initial phase aimed to gather feedback on the questionnaire's effectiveness, allowing the researcher to make necessary adjustments and finalize the instrument for subsequent use.
In Phase 2, the researcher distributed a questionnaire to the target population, providing clear instructions for completion Participants were asked to write their names for future interviews, and the questionnaires were conveniently delivered to ensure efficient responses.
In Phase 3, the researcher carefully selected participant responses, ensuring they met the quality standards outlined in the questionnaire Only the regular responses that aligned with the specified requirements were included in the analysis.
The questionnaire, adapted from the Likert scale, was designed with clarity and logical language to ensure students fully understood the questions It primarily utilized multiple-choice format to gather data addressing two key research questions about challenges faced by students in English speaking lessons and project participation Comprising four questions, the first assessed students' attitudes towards Project-Based Learning, while the second and third explored the achievements gained from this approach The fourth question focused on the difficulties encountered during project implementation.
After analyzing the results of the students' tests and questionnaire data, the researcher conducted interviews with six randomly selected students This group included three students who showed significant improvement in their post-test scores, two students whose post-test scores remained the same or decreased compared to their pre-test scores, and one student with the lowest test results.
The researcher conducted the interviews in Vietnamese to facilitate easier expression of opinions among students Participants were encouraged to share their thoughts freely, resulting in a more open dialogue Due to the limited number of interview questions, each session lasted approximately five minutes.
The primary goal of the interview was to gather insights from selected students regarding their perceptions of Project-Based Learning (PBL) activities The first question aimed to assess the students' attitudes towards PBL, while the second question focused on understanding how these activities impact their speaking skills in English This approach allowed the researcher to gain a deeper understanding of both the students' preferences for PBL and its effectiveness in enhancing their overall speaking abilities.
In conclusion, the use of mixed methods aimed to provide the researcher with a deeper understanding and broader perspective of both theory and practice, ultimately leading to more reliable results.
Data analytic method
The researcher utilized various instruments, including pre-tests, post-tests, questionnaires, and interviews, to gather data and gain insights into students' initial achievements, their progress after the intervention, and their attitudes toward the new learning method Quantitative data was obtained from the pre-test and post-test scores, with mean scores calculated by summing all individual scores and dividing by the number of participants The analysis followed the formula adapted from Soenardi (2008:212) to ensure accurate interpretation of the results.
Note: M: The mean score of the students’ achievement of each English skill
∑X: The sum of individual scores
N: The total number of individuals
The data collected from the questionnaires were statistically analyzed by calculating the number of responses and their corresponding percentages The researcher then organized these statistics into various categories, presenting them in charts and tables for clearer illustrations and explanations.
Chapter 2 offers a comprehensive overview of the study, detailing its background, which motivated the researcher to undertake the research It outlines the adoption of action research, aligning with the study's nature Additionally, this chapter clarifies key components such as the study setting, participant demographics, data collection instruments and procedures, as well as the methods used for data analysis.
Chapter 2 outlines the research methodology and data collection instruments, detailing the rationale behind the chosen methods and the systematic execution of the data procedures and intervention implementation The subsequent chapter will analyze the results from tests, questionnaires, and interviews.