Introduction
Rationale
English is essential for global integration and communication, serving as the primary language for people across various countries to connect Therefore, mastering English is crucial for successful global interactions.
In today's era of industrialization and integration, education must evolve to meet the needs of students who prefer practical experience over traditional theoretical knowledge Modern learners are increasingly engaged in project-based learning, which allows them to tackle real-world problems and apply their lessons in meaningful ways This innovative approach to teaching fosters a deeper understanding of subject matter and enhances the overall educational experience.
Project-Based Learning (PBL), as defined in the 2000 handbook by John W Thomas, is an innovative classroom model that moves away from traditional, short, teacher-centered lessons Instead, PBL emphasizes long-term, interdisciplinary, and student-centered activities that are connected to real-world issues This approach encourages students to engage in complex, abstract tasks that deepen their understanding and foster true knowledge The significance of Project-Based Learning is increasingly recognized, leading to its application across various subjects, including Math, Technology, and Geography.
In 2008, Vietnam's foreign language curriculum underwent significant changes, particularly with the introduction of project-based learning in English textbooks as part of the national foreign languages project 2020 This innovative approach aims to create an engaging learning environment where students draw their own conclusions rather than relying solely on lectures Each unit in the "Tiếng Anh 6" textbook includes project work, which allows students to integrate knowledge from various subjects and apply it to real-life scenarios This hands-on experience fosters essential skills such as collaboration, communication, and independent learning, preparing students for lifelong challenges The project work, often conducted in groups, encourages creativity and enhances students' ability to work autonomously As highlighted in the teacher's book for "Tiếng Anh 6," implementing project-based learning is crucial for developing students' skills and expanding their imagination in relation to the unit projects.
The application of Project based learning into teaching and learning has been considered as valuable and interesting points in the educational innovation
The introduction of the grade 6 New English textbook in 2012 marked a significant advancement in English language education The implementation of project-based activities in teaching has been recognized as a substantial improvement within the curriculum.
As an English teacher in Vinh city, I have closely worked with the "Tiếng Anh 6" textbook and discovered that project activities significantly enhance students' English skills and motivation My 6th grade students, who are new to project work, show a keen interest in participating To better understand their perspectives and the impact of these activities on their motivation, I initiated an investigation into the project work outlined in the "Tiếng Anh 6" textbook.
Aims of the study
This study was carried out with the following aims:
- To investigate the attitudes of 6 th grade students at Ha Huy Tap secondary school to project work in their English class
- To identify which factors of project work in the English textbook Tiếng Anh 6 motivate 6 th graders
- To identify the effects of project work on 6 th graders’ motivation in their English lessons.
Research question
In order to achieve the above aims, the study seeks the answers for the following research questions:
1 What are the attitudes of 6 th grade students at Ha Huy Tap secondary school to project work in their English class?
2 What factors of project work in English textbook Tiếng Anh 6 motivate students?
3 What are the effects of project work on 6 th graders’ motivation in their English lessons?
The scope of the study
This study examines how project work in the English textbook Tiếng Anh 6 influences the motivation of 6th graders at Ha Huy Tap Secondary School The goal is to identify effective strategies for maximizing the benefits of project work in English lessons for these students.
The design of the study
The study is divided into 3 parts:
Chapter 1: Introduction presents the rationale, aims, research questions, scope of the study and its design
Chapter 2: Literature Review presents the theoretical background of project work and motivation
Chapter 3: Research methodology introduces participants, method and procedure of data collection
Chapter 4: Data discussion and findings This chapter includes the presentation of data analysis and discussion, and the presentation of main findings
Chapter 5: Conclusion This part summarizes the main ideas of the study, present implication, limitation of the study and suggests further study.
Literature review
PROJECT WORK
2.1.1 An overview of Project Based Learning
The shift from teacher-centred to learner-centred approaches in language learning has led to the rise of experiential methods that promote deeper learning through active engagement with real-world challenges (Pellegrino & Hilton, 2012; Peterson, 2012) One prominent approach is Project Based Learning (PBL), initially introduced by William Heard Kilpatrick as the 'project method' (Peterson, 2012) PBL is defined as a systematic teaching method that immerses students in acquiring knowledge and skills through an extensive inquiry process focused on complex, authentic questions and well-structured tasks (Introduction to Project Based Learning).
Project Based Learning (PBL) is an instructional approach that engages students in solving real-world problems through investigations, as outlined by 1991 It encourages learners to ask and refine questions, debate ideas, design experiments, analyze data, and communicate findings, ultimately fostering independent problem-solving skills According to Moss and Van Duzer (1998), PBL contextualizes learning by presenting challenges that students must navigate, while Thomas (2000) describes it as a model that organizes learning around projects By focusing on student-centered learning, PBL aims to enhance students' abilities to create artifacts and propose solutions to complex issues.
2.1.2 The use of project work in the teaching of English as a foreign language 2.1.2.1 Definition of project work
Project-based learning has gained significance in today's educational landscape, addressing the challenges of the 21st century This instructional strategy is commonly incorporated into ESL/EFL curricula, allowing students to engage deeply with topics through research and exploration By focusing on their own ideas, questions, and interests, students gain new knowledge through hands-on projects, fostering a more immersive learning experience.
Project work serves as a valuable learning experience that enables students to integrate their knowledge and apply it in real-life contexts According to Diana Fried-Booth (1997), this approach immerses students in authentic learning, where language is utilized for genuine communication Emphasizing a student-centered methodology, project work culminates in tangible end-products that reflect the students' learning and engagement.
Project work, as defined by Legutke and Thomas (1993), is a collaborative teaching and learning approach centered around themes and tasks, emerging from negotiation among participants It promotes self-directed actions for individuals and small groups within a structured framework that outlines goals and procedures This method achieves a dynamic balance between process and product orientation, fostering an experimental and holistic learning experience that integrates theory with practice and addresses the dualism between body and mind.
Project work is considered by its proponents not as a substitute for traditional teaching methods, but as a complementary approach to learning This method can be effectively utilized across various levels, ages, and abilities of students (Haines 1989:1).
2.1.2.2 The features of project work
To clarify the concept ‘project’ used in Project-based learning, many features are proposed by authors in the field
Mergendoller and Michealson (1999) define project-based learning as an approach centered on challenging questions, allowing students to take a leading role in design, problem-solving, and decision-making, thereby fostering autonomy Similarly, Filipatou & Kaldi (2010) emphasize that projects stem from research questions generated by students or collaboratively with teachers, which can be refined throughout the study Thomas (2000) identifies five essential criteria for effective projects in this learning model: centrality, a driving question, constructive investigation, autonomy, and realism.
1 PBL projects are central, not peripheral to the curriculum
2 PBL projects are focused on questions or problems that ‘drive’ students to encounter (and struggle with) the central concepts and principles of a discipline
3 Projects involve students in a constructive investigation
4 Projects are student-driven to some significant degree
5 Projects are realistic, not school-like
Project work is highly effective in language learning as it naturally extends classroom activities, according to Stoller (1997) He highlights key characteristics of project work that resonate with various authors in the field, emphasizing its role in enhancing the learning experience.
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 students centered, though the teacher plays a major role in offering support and guidance through 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, 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 that can be shared with others, giving the project a real purpose The value of 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 stage
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
2.1.2.3 The benefits of project work in teaching English as a foreign language
Project-based learning is recognized as advantageous for teaching English as a foreign language globally, especially in Vietnam Fried-Booth (2002) highlights that the project work process fosters students' confidence and independence Additionally, Stoller (2006:27) notes that this approach enhances self-esteem and encourages positive attitudes towards learning Filippatou & others support this perspective, reinforcing the value of project-based learning in language education.
According to Kaldi (2010:25), group work fosters independent learning as students engage in self-reflection and evaluate their own processes Project-Based Learning (PBL) enhances academic performance, boosts motivation, promotes cooperative learning, fosters social acceptance, and increases overall engagement in the learning process.
Project-based learning in English class fosters responsibility, motivation, and knowledge acquisition through collaborative group work, as noted by Bas (2010) and supported by Lee (2002), Brophy (2004), and Larsen-Freeman (2000) Lee emphasizes that this approach enhances student motivation and enjoyment, while Brophy highlights that authentic project tasks increase engagement and promote learning Larsen-Freeman adds that the dynamic nature of projects contributes to enjoyment and motivation Students thrive in collaborative settings, often expressing satisfaction with their projects, as found by Yamamoto & Kimura (2013) Well-designed projects can spark interest and value by incorporating variety, challenge, choice, and real-world questions Westwood (2006) asserts that projects promote meaningful learning by connecting new knowledge to students' prior experiences, ultimately fostering self-direction and motivation.
Project-based learning has been shown to enhance language skills (Levine, 2004) by providing students with opportunities for purposeful communication through engaging in authentic, real-world tasks This approach allows learners to use language in a natural context, fostering participation in meaningful activities that necessitate genuine language use.
Fragoulis (2009) reports that most learners’ willingness to participate in learning activities increased They showed an improvement in all four language skills especially their speaking and listening skills
Project-based learning significantly enhances students' social and cooperative skills, fostering group cohesiveness and relationships among peers (Coleman, 1992) This approach not only promotes collaboration among learners but also engages community members, providing essential opportunities to develop collaborative abilities According to Fragoulis (2009), students involved in project work recognized their responsibilities as team members, improved their conflict resolution skills, and learned to embrace their assigned roles Notably, all students, irrespective of their language proficiency or motivation levels, showed growth in their cooperative skills.
MOTIVATION IN LANGUAGE LEARNING
Motivation in learning is a significant area of research, with various studies exploring its definition and impact According to Scott Thornbury, motivation is the driving force that propels learners toward their goals, playing a crucial role in determining their success or failure in language acquisition Learners may have short-term objectives, like completing classroom tasks, or long-term aspirations, such as achieving fluency akin to native speakers (Thornbury, 2006) Dornyei (1996a) emphasizes that motivation theories aim to address the complex question of human behavior, highlighting that the diversity of psychological perspectives contributes to a multitude of motivation theories, which can often lead to confusion rather than clarity.
Motivation is the driving force that sustains intentions and goals, influencing an individual's desire to take action (Ames & Ames, 1989) In the context of second language and foreign language learning, various types of motivation can significantly impact the learning process (Richard, 1992).
From the above ideas, it could be defined that motivation refers to the reasons that activate person’s desire to do something by their own willingness and volition
2.2.2 Motivation in foreign language learning
The term motivation has become common in teaching and learning foreign language recently when numerous studies have been carried out into the motivation
Motivation plays a crucial role in foreign language learning, influencing learners' efforts and overall achievement According to Dürnyei (1998), the motivation framework comprises three levels: the Language Level, which focuses on integrative and instrumental motivations related to the culture, community, and utility of the second language; the Learner Level, which encompasses stable personality traits such as the need for achievement and self-confidence, as well as factors like language anxiety and perceived competence; and the Learning Situation Level, which includes Course-Specific, Teacher-Specific, and Group-Specific motivations Ultimately, understanding motivation is essential for enhancing success in foreign language acquisition.
Motivation plays a crucial role in the success and failure of learning a second language (L2) While factors such as aptitude, learner preferences, beliefs, and age of acquisition also influence L2 learning achievements, motivation is widely recognized as the most significant Understanding motivation is essential for educationalists, psychologists, teachers, and learners alike, as it can greatly impact language learning outcomes.
Motivated students tend to learn more effectively and quickly than their less motivated peers, as noted by Spolsky (1990) In language acquisition, a lack of motivation can lead to diminished effort and eventual failure, while motivated learners are more likely to achieve success Vashisht (2015) highlights that our interests and desires are key motivational factors influencing human behavior, and this principle applies to language learning as well Both students and teachers require motivation to engage in the learning process; for instance, the desire to achieve higher exam scores can serve as a significant motivator for students.
Dornyei (1997) emphasizes that research into L2 motivation is a vibrant and largely autonomous area, focused on addressing significant social, psychological, behavioral, and cultural complexities (p.39) He also identifies three fundamental historical periods in the study of L2 motivation.
1 The social psychological period (1959–1990) – characterised by the work of Robert Gardner and his associates in Canada
2 The cognitive-situated period (during the 1990s) – characterised by drawing on cognitive theories in educational psychology
3 The process-oriented period (the turn of the century) – characterised by an interest in motivational change
Numerous studies from the 1990s highlight the significance of second language (L2) motivation, as noted by Dornyei (2009) The foundational research on motivation originates from social psychology, with Gardner’s theory emphasizing that students' attitudes toward a specific language significantly impact their success in learning that language (Gardner, 1985).
According to Gardner (1985), motivation encompasses four key aspects: goal, effort, desire, and attitude In the context of second language (L2) learning, L2 motivation reflects learners' desires to acquire the language, the effort they invest in the process, and their overall attitude towards learning it Over recent decades, there has been significant exploration into defining and understanding second and foreign language motivation Gardner emphasized that L2 motivation is a blend of effort and desire aimed at achieving language learning goals, along with positive attitudes towards the learning experience (cited by Thu Huong Ngo).
Dửrnyei (2011) found that motivation to learn an L2 presents a particularly complex and unique situation even within motivational psychology, due to the multifaceted nature and roles of language itself
Motivation plays a crucial role in determining the success and pace of second or foreign language acquisition, as highlighted by Dửrnyei (2011) It serves as a driving force that not only inspires learners to begin their language journey but also empowers them to maintain their commitment throughout the learning process.
Learners' motivation is a key variable that frequently concerns and challenges practitioners in language classrooms (Cheng & Dửrnyei, 2007)
Hassan (2009) stated that learners’ motivation varies because there are numerous endogenous and exogenous factors such as sociocultural circumstances, professional needs, and language requirements for international education
“Endogenous factors bring pleasure and satisfaction to a student, and exogenous factors relate to the tangible benefits attached to an activity” (Noels, Clement, & Pelletier, 1999, cited by Hasan)
Motivation in second language acquisition is defined by Ellis (1994) as the learners' effort driven by their need or desire to learn Lightbrown and Spada (2001) further elaborate that motivation is a complex phenomenon influenced by learners' communicative needs and their attitudes towards the second language community When learners recognize the necessity of speaking the second language to connect with others or achieve specific goals, they become inspired to develop their skills and expertise.
Frequently, Cook (2002) believes that three factors influencing L2 Acquisition includes age, personality and motivation As Burgess (2005) argued that motivation is an essential part in learning, quoted by Mahadi and Jafar (2012)
Oxford and Shearin (1994) in their modern language study on motivation indicates six factors that could influence language learning motivation as follows:
Attitude plays a crucial role in language learning, encompassing one's sentiment towards the learning community and the target language, as well as beliefs about personal abilities, self-efficacy, and anxiety levels Learning goals serve as motivating factors for students, influencing their engagement in the process Involvement reflects how actively and consciously learners participate in their language acquisition journey Environmental support, including assistance from teachers and peers, along with cultural and extracurricular integration, significantly enhances the learning experience Additionally, personal attributes such as aptitude, age, gender, and prior learning experiences contribute to the overall effectiveness of language learning.
L2 motivation is significantly influenced by the context in which learners find themselves According to Ushioda (2009), it is essential to view second language learners as individuals embedded in specific cultural and historical settings Their motivation and identities are both shaped by and contribute to these contexts, highlighting the interplay between personal experiences and the surrounding environment in language learning.
Thus, with the description of motivation in second or foreign language learning with its elements has showed in indisputable role of motion in L2 Acquisition
Motivation plays a crucial role in the success of second language (L2) acquisition, with varying effectiveness across different motivational forms One of the most significant theories in this realm is Gardner's socio-psychological paradigm, established in 1985 According to Kiziltepe (2000), while numerous theories on motivation exist across psychology and sociology, Gardner's Social-educational Model remains the most influential, highlighting its foundational impact on language learning.
Dorneyi (2009) supposes three particularly well developed areas of Gardner’s motivation theory: (1) the construct of the integrative motive; (2) the Attitude/Motivation Test Battery and (3) the socio-educational model
Integrative motive refers to the motivation to learn a second language driven by positive feelings towards the community that speaks it (Gardner, 1985) This concept comprises three key components: first, integrativeness, which encompasses integrative orientation, interest in foreign languages, and attitudes toward the target community, reflecting the learner's eagerness to engage with others from different backgrounds (Gardner, Tremblay, and Masgoret, 1997) Second, attitudes towards the learning situation involve perceptions of the teacher, course, materials, and extracurricular activities (Gardner, 2003; Dürnyei, 2001b) Lastly, motivation itself includes the learner's effort, desire, and overall attitudes toward the learning process.
The second area, the socio-educational model, has vital importance since it distinguishes the four separate characteristics of the second language acquisition process:
1 Antecedent factors (which can be biological or experiential such as gender, age or learning history)
2 Individual difference (i.e learner) variables such as intelligence, language aptitude, motivation, and language anxiety
The Attitude Motivation Test Battery (AMTB) is a key component of Gardner’s motivation theory, designed to adhere to psychometric principles and serve as a scientific tool for assessing language learning attitudes Comprising over 130 items, the AMTB evaluates various aspects such as attitudes towards the French community, interest in foreign languages, perceptions of European French people, and attitudes towards learning French, all measured through a Likert-scale format This comprehensive instrument plays a crucial role in understanding integrative orientation in language acquisition.
Research methodology
Study design
To address the research questions, a mixed-method approach is utilized, incorporating both quantitative and qualitative data collection and analysis This design involves gathering numeric data from student and teacher questionnaires, alongside qualitative insights obtained through interviews.
Participants of the study
This study aims to explore the impact of project work on the motivation of 97 sixth-grade students learning English at Ha Huy Tap Secondary School, alongside the insights of six teachers responsible for teaching this grade.
At Ha Huy Tap Secondary School, students with a minimum of three years of English learning experience will be randomly selected to participate in a study Among these participants, some have achieved an A2 level according to the Common European Framework of Reference for Languages (CEFR).
Instruments of data collection
In order to achieve the aims of the study, the researcher used the following tools:
To gather data, a questionnaire was administered to both student participants and teachers According to Forcese and Richer (1973:85), questionnaires are effective in eliciting reliable data, saving time, and reaching a larger number of respondents To ensure comprehension, the student questionnaire was translated into Vietnamese.
Questionnaires are a popular tool for data collection in research, especially in language acquisition studies They are quick to administer and can be easily quantified, particularly when using multiple-choice questions.
The questionnaires designed from the adoption of Ankara’s questionnaire model
(2007) and Wattanasin’s questionnaire model in accordance to attitudes investigation research
3.3.1.1 The steps of designing the questionnaire
To design the questionnaires, the researcher strictly follows the steps as below:
In the initial step of the study, the objectives and research questions were analyzed to identify the respondents, their backgrounds, and their reading levels, ensuring a comprehensive understanding of the existing literature.
- Step 2: in this step, the statements and questions for the questionnaires were generated The content from literature review was transformed in to statements and questions
In Step 3, a Likert scale was utilized to assess students' attitudes towards project work, identify motivating factors in their English learning, and gather their opinions on the impact of project work on their English competence Additionally, the scale aimed to capture teachers' perspectives on how project work influences student motivation.
In Step 4, the reliability of the questionnaires was established through a pilot test involving 20 sixth graders and 5 teachers not included in the main sample Data from this pilot test were analyzed using SPSS software with the Alpha Cronbach technique, yielding results that indicated good reliability for the scales Subsequently, the finalized questionnaires were administered to the participants.
3.3.1.2 Description of the questionnaire a Questionnaire for the student participants
The questionnaire is structured into two main parts to address the research questions and draw from existing literature The first part gathers demographic information from students, including their gender, age, place of birth, and the length of time they have been learning English The second part consists of five sections designed to delve deeper into specific areas of interest.
Section 1 includes 8 five-point scale response questions These questions elicit respondents’ attitude to the project works in their English class
Section 2 elicits respondents’ opinion on the 12 projects they have learnt in their English lessons
Section 3 contains 13 five-point scale response questions to elicit respondents’ opinions on the factors which motivate them in their English lesson using project work
Section 4 constitutes 10 five-point scale response questions to elicit respondents’ opinions on the effects that project works have on their English competence
The five-point Likert scale was utilized to assess participants' responses, ranging from strongly disagree to strongly agree Participants indicated their level of agreement by selecting one of the options These responses were subsequently coded for quantification, enabling the researcher to effectively analyze the data Additionally, a questionnaire was administered to teachers.
A questionnaire was developed for teachers of sixth-grade English courses at Ha Huy Tap Secondary School to assess the impact of project work on student motivation This survey included 14 questions utilizing a five-point Likert scale, ranging from "strongly disagree" to "strongly agree." Teachers were instructed to select their responses, which were subsequently coded for quantitative analysis by the researcher.
The reliability of the scales in both the students' and teachers' questionnaires was assessed to ensure consistency in results when reapplied under the same conditions The reliability was measured using the Cronbach Alpha technique, which yielded results as presented in tables 3.1 and 3.2, demonstrating the scales' consistency and dependability.
Table 3.1 Reliability coefficient in students’ questionnaire
Opinions on factors motivating students in their English lessons using PW
Effects of PW on students’ motivation 10 0.862
Table 3.2 Reliability coefficient in teachers’ questionnaire
Teachers’ view on project work’s effects on
The results in Table 2.1 and Table 2.2 assert that the scales had good reliability Anpha Cronbach coefficient indicates that the scales are reliable to be applied in the study
A semi-structured interview was conducted with 20 randomly selected students to gain deeper insights into questionnaire results The interviews, conducted in Vietnamese, were recorded and comprised three key questions.
1 What are your thought and feeling in general towards all the projects you have learnt during the course?
2 What do you like most in the lessons using project?
3 Are you motivated to do projects? Why? Why not?
Statistical analysis procedures
The quantitative data from the questionnaire were analyzed using SPSS software to determine central tendency values This analysis enabled the researcher to assess the attitudes and opinions of 6th graders regarding project work and its impact on their English lessons, as well as to evaluate teachers' perceptions of how project work influences student motivation.
The responses to each question were coded using a scale in ascending order of merit scoring from 1 to 5 ranging from strongly disagree to strongly agree
All the data were processed by descriptive statistics tool in SPSS and then mean values calculated were divided by 5 scales as below:
From 1 to 1.80 The positive attitude towards project work is very low
From 1.81 to 2.60 The positive attitude towards project work is low
From 2.61 to 3.40 The positive attitude towards project work is moderate
From 3.41 to 4.20 The positive attitude towards project work is high
From 4.21 to 5.00 The positive attitude towards project work is very high
The qualitative analysis of interview data involved transcribing, translating, and categorizing responses based on the project work aspects outlined in the questionnaire The researcher then coded the data to align with these specific areas of investigation.
In summary, the researcher adopted a mixed method approach Questionaire, interview were used to collect data Both quantitative and qualitative data were processed using many different techniques.
Results and discussion
Results
In this study, two questionnaires were administered to 97 6th graders at Ha Huy Tap secondary school and 6 English teachers who teach grade 6 at the same school
The study aimed to quantitatively assess students' attitudes and opinions regarding project work in their English classes, as well as its motivational impact To ensure the validity of the findings, it is crucial to evaluate the reliability of the data gathered from students' responses to the questionnaire.
The Anpha Cronbach technique was employed to assess the correlation between student and teacher responses to the questionnaire With a reliability coefficient (RSB) exceeding 0.7 for the entire questionnaire, it is concluded that the data gathered from student responses is reliable.
The data collected from the questionnaire for student participants is organized into four key sections: students' attitudes toward project work in their English classes, their opinions on the projects completed during the school year, their motivations for engaging in English lessons through project work, and the perceived effects of project work on their motivation In contrast, the teachers' questionnaire specifically examined their perspectives on how project work influences student motivation.
Followings are the results from the analysis of the data
4.1.1 Students’ attitude towards project work
The questionnaire assessing students' attitudes towards project work in their English course included eight items, with seven receiving average scores ranging from 3.43 to 3.77 Overall, students indicated that project work fostered their creativity, increased their confidence in speaking, and enhanced their interest in learning English They found the project work practical and beneficial, contributing to improvements in their English skills and collaboration with classmates Notably, the item reflecting that project work helped consolidate their knowledge achieved the highest average score of 3.77 However, students expressed uncertainty about their eagerness to participate in project work lessons, resulting in a moderate average score of 3.27 for this item.
The standard deviation of most items was 0.821 or higher, indicating a wide variability in responses Additionally, there was a significant difference in students' answers, with responses varying from option 1 to option 5.
Table 4.1a Students’ attitude to the project work
Mean Median Mode Min Max Range S.D
1.1 The project work lesson makes me use my creativity
1.2 The project work lessons are practical and useful
1.3 I am eager to participate in project work lesson
1.4 I feel braver to open up 3.43 3 3 1 5 4 0.821 1.5 Project work lessons make my English studying more interesting
1.6 I can increase the skills of collaboration with my classmates
1.7 I can consolidate my knowledge through project work
English learning are improved considerably after each project work lessons
Strongly Disagree = 1 – 1.8 Disagree = 1.81 – 2.6 Not sure = 2.61 – 3.4
The results from the study align with the interviews, indicating that a significant majority of students hold a positive attitude towards project work, with most interviewees expressing a preference for engaging in projects.
Engaging in class presentations allows me to share my project and exchange valuable insights with my peers This collaborative environment not only enhances my learning experience but also helps me acquire new vocabulary more effectively.
‘the class atmosphere is very active, we all feel eager to listen to our friends’ project presentation.’
One student expressed a negative attitude towards project work, stating that he disliked it because it required significant time investment and extensive research to gather the necessary information for completion.
Table 4.1b Students’ opinion on types of PW
Types of PW central tendency Dispersion
Mean Median Mode Min Max Range S.D
Strongly Disagree = 1 – 1.8 Disagree = 1.81 – 2.6 Not sure = 2.61 – 3.4
The analysis of students' responses in Table 4.1b indicates a strong preference for all types of project work completed during the course, with nine out of twelve items receiving high average scores Notably, items 2.1, 2.5, and 2.6, which involved writing descriptions, letters, and creating a quiz game show, achieved the highest scores The mode for item 2.6 reached its peak value, indicating that the majority of students selected the highest satisfaction option In contrast, items 2.4 and 2.8, also focused on writing descriptions, received moderate average scores of 3, likely due to variations in the topics assigned Overall, the results reflect students' preferences for project work, particularly those involving creative writing and interactive elements.
The 'draw and show' project received a rating of 3, with an average score of 3.3 Notably, although students worked on two poster assignments during the course, their responses varied significantly between the two projects This discrepancy is highlighted by their mode indicators, with one project scoring a high value of 2.9, while the other remained neutral at 2.10 This variation may be attributed to the specific topics selected for the posters, suggesting that the subject matter has a greater impact on students' attitudes toward the task than the type of project itself.
The high standard deviation across all topics indicates a significant variation in the distribution of students' responses, reflecting a diverse range of projects undertaken by the students.
A questionnaire consisting of 14 items was administered to students to identify the aspects of project work that motivate them in their English lessons The responses were organized into six distinct categories.
4.1.2.1 Factors relating to the topics of PW
Table 4.2 reveals that the mean values for two items related to project work topics reached a scale of 4, indicating that students generally felt familiar with the topics and believed the necessary information for their projects was accessible However, the standard deviation score highlighted significant variability in student responses Notably, despite the mean value of item 3.3 also being 4, the mode indicated that many students selected the neutral option (3), suggesting uncertainty regarding the accessibility of information needed to complete their projects.
Table 4.2 Factors relating to the topics of PW
Motivating factors Central tendency Dispersion
Mean Median Mode Min Max Range S.D
3.2 Most topics are familiar to my life 3.94 4 4 2 5 3 0.839
3.3 I can conduct the project easily because most information is accessible
Strongly Disagree = 1 – 1.8 Disagree = 1.81 – 2.6 Not sure = 2.61 – 3.4
4.1.2.2 Factors relating to students’ cooperation
Students' collaboration in learning activities is a significant benefit of project work As indicated in Table 4.3, a mean score of 3.81 reflects that most students felt motivated to engage in project work due to the opportunity to build close relationships with their peers Additionally, the item regarding support from teachers and peers received a higher average score, highlighting its importance in the project completion process The standard deviation of 0.781 suggests notable variability in the students' responses, indicating differing levels of agreement on this aspect.
Table 4.3 Factors relating to students’ cooperation
Motivating factors Central tendency Dispersion
Mean Median Mode Min Max Range S.D
3.1 I have closer relationship with my group members after the lesson
3.4 I completed the project independently with support of my teacher and peers
4.1.2.3 Factors relating to students’ autonomy
Table 4.4 shows that students reported high average scores regarding the motivating factors in their project work A significant number of students felt motivated by the freedom to take on roles within their groups, the opportunity to review their knowledge, their sense of responsibility to contribute, and the time allocated to complete the project.
Table 4.4 Factors relating to students’ autonomy
Motivating factors Central tendency Dispersion
Mean Median Mode Min Max Range S.D
3.5 I can choose my role in the group 3.71 4 4 1 5 4 0.988
3.8 I can remind the knowledge I have learnt and background knowledge to conduct my task
3.9 I make a lot of effort to think about the ideas and plan my project
3.10 I often have time to collect information and make a choice of selecting information
4.1.2.4 Factors relating to teacher’s facilitation
Pedagogical implications
In the light of the study findings, following are some pedagogical implications concerning the effects of project work in the textbook English 6 on students’ motivation in their English class
1 The use of projects in English class is recognized beneficial to the students
2 The topics of the projects should be carefully selected so that they meet the students’ needs and interests
3 The project requirements should be simple and relevant to the students’ language proficiency and their background knowledge
4 Teachers should support students with prior language and background knowledge before assigning the projects to them
5 Self- assessment should be tackled with care The students find it rather demotivation
This section presents the results of an analysis focused on students' attitudes towards project work in English class, exploring their opinions on motivating factors and the impact of projects on their learning motivation Additionally, it discusses teachers' perspectives on how these projects influence student motivation These key findings provide a foundational basis for the researcher to draw important pedagogical implications.