INTRODUCTION
Rationale
English is essential for global connectivity, particularly in the context of globalization and economic integration Educators are increasingly focused on equipping students with practical English skills for real-life situations In response, the Ministry of Education and Training of Vietnam emphasizes a student-centered teaching approach, where teachers act as facilitators and guides This method fosters students' creativity, problem-solving abilities, and self-directed learning, preparing them effectively for future challenges.
“key skills” such as independence, responsibility, cooperation and critical thinking
In 2008, the Ministry of Education and Training, with the Prime Minister's approval, initiated the National Foreign Language Project 2020, emphasizing the need for innovation in language education A key component of this project was the development of a new series of English textbooks for grades 3 through 8.
9, 10, 11 and 12 The format of this new textbook set is completely different from the old ones The most interesting and remarkable feature in this new textbook is the
The "Projects" section utilizes a Project-based Learning (PBL) approach that emphasizes learner-centered education, allowing students to choose content areas and project types This method encourages students to understand their activities, the significance of their work, and the assessment criteria By involving students in goal-setting for their assessments, PBL fosters motivation and active engagement, which are crucial for the success of this educational methodology.
Project-Based Learning (PBL) has been implemented at Vo Nguyen Giap Gifted High School for two years, utilizing the pilot textbooks Tieng Anh 10 and Tieng Anh This innovative approach provides numerous advantages for both students and teachers, enhancing the educational experience and fostering deeper engagement with the material.
Vo Nguyen Giap Gifted High School has been designated as a model institution for English teaching in Quang Binh province, with the aim of ensuring that students achieve a B1 level by the end of upper secondary school However, the author, who has been involved in this pilot program for two years, observes that many students struggle with project-based learning, and teachers face challenges in applying this new methodology This difficulty stems primarily from two factors: many teachers are accustomed to traditional teaching methods that may not engage all students effectively, particularly those who excel in creative areas like writing and music but find presentation formats like PowerPoint daunting Additionally, the varying skill levels and learning objectives among students in different classes complicate the implementation of a one-size-fits-all approach To address these issues, the author emphasizes the importance of motivating all students in project-based learning by allowing them to select assignments that align with their individual strengths and interests.
The Multiple Intelligence (MI) theory, proposed by Dr Howard Gardner in 1983, offers a valuable framework for addressing educational challenges in gifted schools like Vo Nguyen Giap Gifted High School Gardner's theory, outlined in his book "Frames of Mind," emphasizes that human cognitive abilities are pluralistic rather than unitary, identifying at least eight distinct types of intelligence: Verbal/Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist Each individual possesses a unique combination of these intelligences, leading to varying strengths and weaknesses in learning styles As Gardner notes, no person is devoid of intelligence; instead, everyone has a different blend of intelligences that shapes their personal learning experiences.
The MI theory is well-suited for teaching projects at Vo Nguyen Giap Gifted High School due to its focus on students' unique intelligences based on their subject specializations Each class comprises students with diverse types of intelligences, aligning with the principles of MI theory Additionally, the school's dynamic environment, fostered by various activities and programs organized by the Youth Union, enhances students' engagement and soft skills development, making it easier for them to adopt MI strategies in their learning process.
This research, titled “An Application of the Multiple Intelligences Theory in Project-Based Teaching: The Case of Pilot Textbook Tieng Anh 11,” aims to enhance student motivation in project execution The author hopes this study will benefit those interested in project-based language teaching and contribute to the broader process of teaching and learning English as part of the 2020 Project.
Aims of the study
This study explores the implementation of Multiple Intelligences (MI) theory in Project-Based Teaching within English classes The research aims to determine if applying MI theory can enhance student interest and motivation in project work, while also improving their language performance.
Significance of the study
This study aims to significantly enhance the English learning and teaching process by providing valuable insights into the application of Multiple Intelligences (MI) theory in Problem-Based Teaching (PBT) The research will serve as a foundational resource for teachers, students, and educational practitioners interested in effectively implementing MI theory in their educational practices.
Research questions
The research questions to be addressed in this study will focus on the following:
1 How does MI theory application in Project-Based Teaching influence students‟ motivation in Project-Based Learning?
2 Does MI theory application in Project-Based Teaching improve students‟ language performance? If so, to what extent?
Scope of the study
An experiment was conducted with 30 11th-grade students from the Physics specialized class at Vo Nguyen Giap Gifted High School, who utilize the Pilot Textbook Tieng Anh 11 as their primary resource These students, aged 16 to 17, have been studying English since grade 3, resulting in a solid proficiency in the language Their strong English skills enable them to complete projects efficiently and present their final products persuasively.
Organization of the study
The study consists of five chapters
Chapter 1 is for the Introduction in which we present the rationale of the study as well as its aims, research questions, scope and the organization
Chapter 2 delves into the theoretical foundations of two key concepts: Multiple Intelligences Theory and its relevance to English language teaching, alongside Project-Based Learning and its application in the same context.
Chapter 3 is reserved to describe how the experiment was conducted This is composed of the methodology used, participants, tools used to collect data This chapter ends with the procedure of the research
Chapter 4 reveals the findings drawn through the analysis of the collected data and opinions Based o this analysis, the discussion of the research questions was conducted
In Chapter 5, the author will conclude her study by summarizing the key findings, discussing practical implications, addressing the study's limitations, and offering suggestions for future research.
THEORETICAL BACKGROUND
Multiple Intelligences Theory and its application in English Language Teaching
2.1.1 Background of Multiple Intelligences Theory
Intelligence has long been a focal point of research and discussion among scholars and educators, with countless definitions and theories emerging since the 19th century, yet no universal agreement has been achieved According to Merriam-Webster, intelligence encompasses the ability to learn, understand, and adapt to new situations, as well as the skillful application of reasoning The "Mainstream Science on Intelligence" statement defines it as a general mental capability that includes reasoning, problem-solving, abstract thinking, and learning from experience This understanding of intelligence transcends mere academic knowledge or test-taking skills, highlighting a deeper ability to comprehend and navigate our environment effectively.
According to Gottfredson (1994), judgment, often referred to as "good sense," "practical sense," or "initiative," is the ability to adapt oneself to circumstances, though its significance is often underestimated compared to other cognitive faculties Despite various interpretations, there remains no universally accepted definition of judgment (Howard, as cited in Binet & Simon, 1916).
Since its inception by French psychologists Alfred Binet and Theodore Simon in 1905, the Intelligence Quotient (IQ) test has sparked significant debate While it has driven extensive research on intelligence and found widespread application in education, the IQ test primarily focuses on test scores, neglecting the cognitive and emotional processes that contribute to a person's intelligence This conventional approach to measuring intelligence underscores the early belief that it can be quantified through standardized test questions.
In 1983, Howard Gardner, a developmental psychologist and professor at Harvard Graduate School of Education, introduced the theory of Multiple Intelligences in his influential book.
In "Frames of Mind: The Theory of Multiple Intelligences" (1983), Howard Gardner redefines intelligence as the capacity to solve real-life problems, create new challenges, and provide valued services within one's culture His Multiple Intelligences (MI) theory has significantly challenged conventional perceptions of intelligence, critiquing the reliance on IQ tests and traditional educational methods.
IQ tests primarily assess linguistic and logical-mathematical intelligences, often neglecting other forms of intelligence This focus in school education limits the development of students' diverse abilities, leading to a situation where many high-achieving students struggle with real-world problem-solving after graduation Gardner (1999) emphasizes that the true aim of education should encompass a broader understanding of intelligence.
Education today must lay the groundwork for a deeper understanding of various realms, including the physical, biological, human, and technological worlds, as well as self-literacy and essential skills These disciplines should be viewed as tools that empower us to explore and comprehend significant questions, topics, and themes.
According to Gardner, students overall ability cannot be simply measured by
IQ tests should not solely define a student's abilities, as education aims to nurture diverse intelligences rather than just high scores According to Gardner (1999), human intelligence can be categorized into eight distinct forms: verbal/linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic Each individual possesses a unique blend of these intelligences, and it is essential for educators to recognize that every student excels in their own way Emphasizing appreciation for each student's strengths and addressing their individual needs is crucial for fostering a supportive learning environment.
The Multiple Intelligences (MI) theory has garnered significant attention from researchers and educators globally, leading to promising outcomes in educational settings Its successful implementation across various schools in the USA and beyond has transformed English language teaching, benefiting learners of all ages MI theory fosters awareness of individual student potential among both teachers and students, instilling hope and motivation in the teaching and learning processes This underscores the importance of deeply understanding and exploring the essence and practical applications of MI theory in real-world educational contexts.
2.1.2 Definition of Multiple Intelligences Theory
In 1983, Howard Gardner, a Harvard professor, introduced the Multiple Intelligences Theory in his influential book, "Frames of Mind." Initially, he identified seven intelligences: Verbal/Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, and Intrapersonal In 1999, he expanded this list to include Naturalist Intelligence, while also suggesting the potential for a ninth intelligence, Existential Intelligence, which remains under research Gardner emphasizes that this framework is not exhaustive, leaving room for the discovery of additional intelligences.
Verbal/Linguistic Intelligence encompasses a deep sensitivity to both spoken and written language, enabling individuals to acquire languages and effectively use language to achieve specific goals Learners with this intelligence possess strong auditory skills, excel in speaking, and prefer thinking in words over images Their abilities include effective communication through speaking and listening, writing, storytelling, teaching, employing humor, persuading others, and analyzing language usage.
In the classroom they need books, tapes, writing tools, paper, diaries, dialogue, discussion, debate and stories
Logical-mathematical intelligence is characterized by the ability to analyze problems logically, perform mathematical operations, and explore issues scientifically Learners with this intelligence think conceptually, recognizing logical and numerical patterns while making connections between information They are naturally curious, often asking questions to deepen their understanding Key skills include problem-solving, categorizing information, grasping abstract concepts, and executing complex mathematical calculations In educational settings, these learners benefit from hands-on materials for experimentation, science resources, manipulatives, and field trips.
Visual/Spatial learners excel in thinking through images, requiring mental visuals to effectively retain information They thrive on engaging with maps, charts, pictures, videos, and films, showcasing skills in puzzle-solving, reading, writing, and interpreting visual data In educational settings, these learners benefit from the use of art, videos, slides, games, illustrated books, and field trips to enhance their understanding and engagement.
Bodily-kinesthetic intelligence involves using one's body to solve problems and coordinating movements through mental abilities Learners with this intelligence express themselves through movement, showcasing strong balance and hand-eye coordination They effectively remember and process information by interacting with their environment Their skills encompass dancing, sports, physical coordination, hands-on experimentation, body language, acting, and creative building In the classroom, they thrive with activities such as role plays, drama, physical movement, and hands-on learning experiences.
Musical intelligence encompasses the ability to perform, compose, and appreciate musical patterns, with learners in this domain thinking in sounds, rhythms, and patterns These individuals respond instinctively to music, demonstrating sensitivity to both musical elements and environmental sounds Key skills associated with musical intelligence include singing, playing instruments, composing, memorizing melodies, and grasping the structure and rhythm of music In educational settings, musical learners benefit from engaging with music through singing, listening, and playing instruments while utilizing visual aids like maps, charts, pictures, videos, and movies.
Researches on Multiple Intelligences Theory abroad and in Viet Nam
This article summarizes key studies on Multiple Intelligences (MI) theory, both domestically and internationally, highlighting the significant interest it has garnered among researchers and educators since its inception.
2.2.1 Researches on Multiple Intelligences Theory abroad
In his 1983 book, "Frames of Mind: The Theory of Multiple Intelligences," Howard Gardner introduced a groundbreaking theory that identifies seven distinct types of intelligence, later expanding the framework to include an eighth Additionally, Gardner examined the potential for further intelligences in his article, "Are There Additional Intelligences? The Case for the Naturalist."
Howard Gardner's Multiple Intelligences (MI) theory, first introduced in 1983 and further explored in his 1998 work "Intelligence, Spiritual and Existential Intelligences," has significantly impacted the educational landscape globally Initially rooted in psychology, Gardner later emphasized the educational implications of MI in his final chapter of "Frames of Mind." This theory has sparked considerable interest among researchers and educators, particularly in the United States, where extensive exploration and practical application have occurred over the past two decades Influential figures such as T Armstrong, J Maker, D Lazear, L Campbell, and B Campbell have contributed to the advancement of MI theory through numerous scholarly articles and large-scale research initiatives like "Project Zero" and "Arts." Their efforts have played a crucial role in integrating MI theory into educational reform, enhancing its relevance and application worldwide.
Doctor Thomas Armstrong, having read Gardner‟s work Frames of Mind, writes the book Multiple Intelligences in the Classroom (1994) based on the theory
The book presents effective strategies for implementing Multiple Intelligences (MI) theory in classroom settings, drawing from extensive teaching experiences Widely adopted in numerous countries, it offers valuable insights for educators and students alike With a variety of methods for seamlessly integrating MI theory into everyday teaching practices, the book serves as a practical guide that is easily accessible for teachers.
In 2009, the latest research on the practical application of MI theory
"Multiple Intelligences Around the World," published in the U.S., integrates practical research findings from over 20 countries and regions, covering studies from all four continents The book references the insights of multiple intelligence practitioners to illustrate the global application of the theory in countries like America, Japan, and China It highlights successful educational reform stories from various nations, making it an invaluable resource for psychologists, educators, parents, and those interested in deepening their understanding of the research The theory of multiple intelligences opens new avenues for studying intelligence, and as it gains recognition in Western countries, its concepts and spirit are also being embraced in Vietnam.
2.2.2 Researches on Multiple Intelligences Theory in Viet Nam
Despite being established over 30 years ago, Multiple Intelligences (MI) theory has not gained significant attention among Vietnamese education practitioners In 2011, Le Quang Long translated Thomas Armstrong's book, "Multiple Intelligences in the Classroom" (2009), yet research on this theory within educational settings, particularly in English teaching, remains limited Notably, Vo Thanh Ha (2013) conducted a study on the application of MI theory in primary education, titled "Nghiên cứu."
The theory of Multiple Intelligences and its application in primary education has garnered limited academic attention, as evidenced by statistics from 2014 showing only three Master's theses in English related to this topic since 2002 Among these, two studies, conducted by M.A Chau Van Don (2012) and Nguyen Thi Diem (2004) at Hue University of Foreign Languages, focus on upper secondary schools Additionally, Le Thi Tuyet Hanh (2013) researched the application of Multiple Intelligences Theory to enhance word recognition among EFL learners at Vinh University.
At the University of Hue, two Ph.D theses are currently exploring the application of Multiple Intelligences (MI) theory The first thesis, conducted by Chau Van Don, investigates the impact of MI theory on enhancing students' English speaking skills The second thesis, authored by Le Thi Tuyet Hanh, examines the relationship between MI theory and vocabulary teaching strategies for university students.
The Multiple Intelligences (MI) theory, introduced in the 1980s by Howard Gardner, has garnered significant attention from educators and has led to various educational initiatives worldwide This theory has been implemented in numerous schools, enhancing curricula through its robust theoretical framework However, most research, both internationally and in Vietnam, tends to focus on broader aspects of MI theory, such as its overall impact on education and its integration into curriculum design, rather than exploring its specific applications in different educational phases As research on MI theory in Vietnam is still in its early stages, many studies rely on findings from international sources.
The article "An Application of the Multiple Intelligences Theory in Project-Based Teaching: The Case of Pilot Textbook Tieng Anh 11" highlights a novel approach to integrating multiple intelligences theory into English teaching practices at upper-secondary schools It emphasizes the potential of this integration to enhance educational outcomes in our country.
Project-Based Learning
A project, as defined by Mintzberg (1983), is an organizational unit tasked with solving a unique and complex problem, while Collins (1987) views it as an idea or plan set for future execution or currently in progress Despite various definitions, projects share common characteristics, notably a defined timeframe with a clear start and finish Many initiatives labeled as "projects" may actually be programs due to their indefinite nature and broader objectives Essential to a project is a specific, identifiable goal that can be achieved, encompassing a range of activities that yield quantifiable and qualifiable deliverables, ultimately contributing to the overall objective.
Projects can be categorized into various types based on information reporting methods Haines identifies three main types: Production projects, which encompass bulletin board displays, videos, radio programs, poster sessions, written reports, photo essays, letters, and handbooks; Performance projects, which include debates, oral presentations, food fairs, and fashion shows; and a third type yet to be defined.
Organizational projects connected with the planning and formation of a club, conversation table, or conversation partner program
In terms of data collection techniques and sources of information, Legutke and Thomas (1991) and Haines (1989) also classified projects into 5 categories:
Research projects encompass various activities such as reports and displays, while survey projects focus more on interviews and summarizing findings Text projects concentrate on written content rather than interpersonal interactions Correspondence projects involve communication with individuals, and encounter projects facilitate direct face-to-face engagement with guest speakers or external individuals.
Henry (1994) identified three types of projects based on the involvement of teachers and students in determining the nature and sequence of activities Structured Projects are fully organized by the teacher, including aspects like topic, materials, methodology, and presentation In contrast, Unstructured Projects are primarily defined by the students themselves Semistructured Projects represent a collaborative approach, where both teachers and students share the responsibility for defining and organizing the project.
In summary, teachers should select the most appropriate project format based on the teaching context, curriculum objectives, student levels and interests, as well as time constraints and available materials To effectively meet teaching goals, it is beneficial for educators to combine various types of projects However, making the right choice necessitates a comprehensive understanding of Project-Based Learning (PBL).
2.3.2.1 Definitions of Project-Based Learning
It is often noted that it takes approximately twenty years for new academic concepts and insights to be integrated into public school curricula This delay is also evident in the adoption of Project-Based Learning (PBL), as highlighted in Kasíková's study (Rousová, 2008, p 10).
A project is a unique learning task that empowers students to select their own topics and explore them in depth, leading to unpredictable outcomes This type of assignment fosters initiative, creativity, and organizational skills while encouraging students to take responsibility for addressing challenges related to their chosen subject.
De Jesus (2012) emphasizes that project-based learning (PBL) is an engaging teaching method where students tackle real-world problems and challenges This approach not only fosters the development of cross-curricular skills but also encourages collaboration through small group work.
Projects, as defined in PBL handbooks for educators, are intricate tasks centered around challenging questions or problems They engage students in design, problem-solving, decision-making, or investigative activities, allowing them to work autonomously for extended periods These projects ultimately result in realistic products or presentations, fostering deeper learning experiences (Jones, Rasmussen, & Moffitt, 1997; J Thomas, Mergendoller, & Michaelson, 1999).
Project-Based Learning (PBL) is an instructional approach that focuses on student engagement and inquiry, as highlighted by Bell (2010) In PBL, students formulate questions and conduct research with the guidance of their teacher, promoting a deeper understanding of relevant topics Unlike traditional lesson plans that follow a strict path to predetermined outcomes, PBL encourages comprehensive exploration and critical thinking, as supported by Erdem & Akkoyunlu (2002), Harris & Katz (2001), and Korkmaz & Kaptan (2000).
Project-Based Learning (PBL) offers engaging educational experiences where students tackle complex, real-world projects, allowing them to develop and apply essential skills and knowledge While the desired outcomes can often be outlined in advance, PBL also provides valuable experiences that help allocate resources like time and materials effectively.
Project-Based Learning (PBL) is defined as an authentic educational strategy where students collaboratively solve real-world problems, culminating in the creation of tangible products such as theses, reports, design plans, or models This approach involves extensive student engagement and a diverse range of educational activities, emphasizing planning, implementation, and evaluation of projects that extend beyond the classroom setting.
Although defined in various ways, projects have some primary features which are discussed in the following part
2.3.2.2 Key features of Project-Based Learning
Project work has drawn much attention from a number of language educators, including Carter and Thomas (1986), Ferragatti and Carminati (1984), Fried-Booth (1982), Haines (1989), Legutke (1984, 1985), Legutke and Thiel
(1983), Papandreou (1994), Ken Sheppard and Fredricka L Stoller (1995), and Ward (1988) In spite of the different perspectives of approaching, they share the same features
Project work emphasizes learning through content rather than targeting specific language skills It centers around students' real-world subjects and their personal interests, making the project relevant and engaging.
Project work is student-centered, though the teacher plays a major role in offering support and guidance throughout the process
Project work fosters collaboration among students, promoting teamwork over competition By allowing students to engage individually, in small groups, or as a whole class, they can share resources, ideas, and expertise, enhancing the learning experience.
Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks
Project work culminates in a tangible end product, such as an oral presentation, poster session, or report, which can be shared with others, adding real purpose to the endeavor The true value of project work extends beyond the final outcome; it lies in the collaborative process leading to that outcome This dual focus on both the process and the product allows students to enhance their fluency and accuracy at various stages of the project, enriching their learning experience.
The contents of the Current Pilot Textbook Tieng Anh 11
The article outlines a curriculum consisting of 10 units, divided into two volumes Volume 1, designated for the first semester, includes 5 thematic units: Unit 1 focuses on the Generation Gap, Unit 2 explores Relationships, Unit 3 addresses Becoming Independent, Unit 4 emphasizes Caring for Those in Need, and Unit 5 highlights Being Part of Asia.
Volume 2 is used for the second semester with 5 units Each unit is related with one topic: Unit 6: Global Warming; Unit 7: Further Education; Unit 8: Our World Heritage Sites; Unit 9: Cities of the Future and Unit 10: Healthy lifestyle and Longevity.
The structure of the Current Pilot Textbook Tieng Anh 11
There are 10 units with 10 different topics Each unit is taught in 8 periods with 8 lessons:
Lesson 8: Language 2: Looking back and project
The project Activities in the Current Pilot Textbook Tieng Anh 11
The final project of the unit allows students to apply their language and skills in a realistic context by conducting surveys or research about their friends, neighborhood, or broader world This hands-on task not only enhances their understanding of real-life situations but also fosters teamwork, developing collaborative skills and boosting team spirit among students.
Project for Unit 1: Interviewing peers about generation gap conflicts in their family and reporting to the class
Project for Unit 2: Telling a story about friendship in a storytelling contest
Project for Unit 3: Completing a questionnaire to find out how independent you and your friends are
Project for Unit 4: Conducting a survey and preparing an action plan for voluntary work in your neighborhood
Project for Unit 5: Finding out information to answer quiz questions and preparing a report on ASEAN
Project for Unit 6: Making an action plan of an environmental activity to reduce the carbon footprint of your school and community
Project for Unit 7: Discussing reasons for taking a gap year and reasons for starting university immediately, and presenting them in class
Project for Unit 8: Selecting a heritage site in Viet Nam and making a proposal for its preservation and protection
Project for Unit 9: Designing a poster of an ideal city
- Giving a presentation on a longevity hot spot
- Conducting a survey on factors that help people to live longer
The project design in each unit typically caters to a single learning style, making it ineffective for all students in the class To enhance student motivation and improve language performance, it is recommended that Multiple Intelligences (MI) theory be integrated into Project-Based Learning (PBL) when assigning projects.
RESEARCH METHODOLOGY
Context of Study
The study took place at Võ Nguyên Giáp (VNG) Gifted High School in Dong Hoi city, Quang Binh province, where Project-Based Teaching (PBT) has been implemented in English education for two years Recognized for its high educational standards and successful students, VNG Gifted High School is a selective institution serving grades 10 to 12 The school focuses on nurturing students' talents in specific subjects while promoting their overall development, offering ten classes per grade, with nine dedicated to specialized subjects such as Math, Chemistry, Physics, Information Technology, Biology, English, History, Geography, and Literature.
VNG Gifted High School stands out as a premier institution in the province, recognized as a model school for English language teaching under the National Foreign Language Project 2020 The school benefits from superior teaching conditions, with class sizes ranging from 24 to 35 students, which facilitates effective group work for projects Students, who have been learning English since grade 3, exhibit intelligence, creativity, and diligence, enabling them to complete projects efficiently and present their work convincingly Furthermore, the school boasts a highly qualified teaching staff, with all teachers achieving a C1 proficiency level in English These factors create an ideal environment for implementing Project-Based Learning (PBL) in English instruction.
Despite the advantages of new teaching methods, both teachers and students face significant challenges Teachers struggle to balance the need for extensive linguistic knowledge required for national exams with the development of integrated skills Currently, students at the author's school are using the new pilot textbooks, Tieng Anh 10 and Tieng Anh 11, which need to be tailored to better align with students' needs and preferences Additionally, many teachers remain accustomed to traditional teaching methods, creating obstacles in implementing more progressive approaches Furthermore, the varying proficiency levels among students in different classes, along with their diverse learning objectives, necessitate a flexible application of teaching methods.
The author aims to implement MIT in PBT to enhance student motivation in project work and improve their language performance.
Research Approach
The current study employed a mixed-method research design, combining qualitative and quantitative approaches to enhance data analysis According to Pham (2014), this integration allows for a more comprehensive understanding, as the quantitative method identifies effective strategies but may lack explanatory depth Conversely, qualitative methods enrich the findings by offering insights into practical applications Together, these methodologies strengthen the research design, ensuring more valid and reliable outcomes Various research instruments, including questionnaires, MI inventory, teacher diaries, classroom observations, and document analysis, were utilized to gather data.
The aims of the experiment were to answer two following research questions:
1 How does MI theory application in Project-based Teaching influence students‟ motivation in PBL?
2 Does MI theory application in Project-based Teaching improve students‟ language performance? If so, to what extent?
Participants
This intervention research involved 30 motivated 11th-grade Physics students at Vo Nguyen Giap Gifted High School in Quang Binh province, all approximately 17 years old The study focused on this group because they had been using the pilot textbook for a year, allowing them to become familiar with project-based learning (PBL) The author opted against using separate classes for control and experimental groups, citing Thomas Armstrong's (2009) view that differences in multiple intelligences can vary significantly between classrooms The experiment was conducted over three months, from February to May 2016.
Data Collection Instruments
To achieve effective results, a variety of experimental instruments were utilized, including survey questionnaires, MI inventory, classroom observations, lesson plans, teacher's diaries, and document analysis Each of these instruments will be elaborated upon in the subsequent sections.
Using questionnaires as a data collection method offers significant advantages, including cost-effectiveness and practicality, as they are easy to administer and evaluate They enable researchers to gather self-reported information from learners about their beliefs, motivations, and reactions to learning and classroom activities (Mackay & Guss, 2005, cited in Le, 2008) Given these benefits, employing questionnaires in this research is a suitable choice.
To gain insights into the current teaching and learning initiatives at VNG Gifted High School and the impact of MI teaching, two questionnaires were administered: one prior to the experiment and another afterward The initial questionnaire aimed to gather students' opinions on Project-Based Learning (PBL) and Project-Based Teaching (PBT), as well as the challenges they faced during project execution This approach allowed the author to better understand student expectations and identify potential solutions to the encountered difficulties.
The second questionnaire seeks to determine the effectiveness of applying Multiple Intelligences (MI) theory in the experimental class, specifically assessing its impact on enhancing Project-Based Learning and evaluating the extent to which MI theory contributes to improving students' language performance.
To ensure students fully understood the questions in the study's questionnaires (Appendix 1 and Appendix 2), all items were written in Vietnamese The questionnaires were distributed one day prior to the survey to allow participants ample time and privacy for independent and thorough responses Respondents had the option to remain anonymous and were encouraged to share their thoughts candidly.
All questionnaires were adapted from official questionnaires Therefore, their reliability and validity could be guaranteed
The Multiple Intelligences Inventory, adapted by renowned expert Michael Berman, focuses on the application of Multiple Intelligences in English Language Teaching This inventory is derived from Berman's influential book, "A Multiple Intelligences."
The article "Road To An ELT Classroom" explores concepts developed by educational psychologist Howard Gardner, focusing on the Multiple Intelligences Checklist for EFL students, which is adapted from Mary Ann Christison's work published in the MEXTESOL Journal in 1996 Initially, the checklist identified seven types of intelligence; however, with the recent addition of naturalist intelligence, the checklist has been updated to reflect this change.
The inventory consists of 48 statements divided into eight types of intelligences, designed for students to complete in ten minutes To ensure data validity and reliability, the questionnaire was presented in Vietnamese, considering the students' English proficiency Prior to administering the questionnaire, the author educated the students about multiple intelligences and emphasized the importance of honesty in their responses, assuring them that their answers would not affect their academic results Each intelligence type included eight descriptions, and students were instructed to score each description from 0 to 4 based on their personal experiences The students with the highest scores in a particular intelligence were identified as having a strong presence of that intelligence.
The study utilized pre- and post-questionnaires, MI inventory, and classroom observations to gather data Observations focused on classroom procedures, student behavior, and performance during PBL lessons Throughout the research, the author served as a non-participant observer, documenting insights in teaching journals after each lesson.
Armstrong (2008) emphasizes that no existing test can comprehensively assess students' multiple intelligences, suggesting that observation is the most effective tool available Similarly, Gardner (2008), as referenced by Derakhshan and Faribi (2015), argues that traditional short-answer exams are inadequate He advocates for an approach that involves engaging individuals in tasks and evaluating their skill levels through observation.
Two lesson plans were developed for two project sections based on the Multiple Intelligences (MI) theory The entire process of these lessons was meticulously documented in the teacher's diary.
To investigate the impact of Multiple Intelligences (MI) theory on language performance in Project-Based Teaching, assessment rubrics were utilized These rubrics are increasingly favored by educators for clearly communicating assignment expectations, offering targeted feedback during the development process, and facilitating the grading of final submissions While definitions of "rubric" may vary among teachers, Andrade's widely recognized definition describes it as a document that outlines assignment expectations by specifying criteria and detailing quality levels ranging from excellent to poor.
A rubric of criteria was developed to assess students' project execution, incorporating six distinct types of rubrics within two lesson plans These include the oral presentation rubric, product/poster rubric, video rubric, mind map rubric, timeline rubric, letter writing rubric, and drama rubric, each tailored with specific criteria For instance, the oral presentation rubric evaluates content, comprehension, clear speech, pronunciation, enthusiasm, and preparedness The mind map rubric focuses on format, content, color, illustration, and neatness The poster rubric assesses topic coverage, graphic use, organization, layout, and mechanics, while the letter-writing rubric examines salutation, sentence structure, grammar, punctuation, and content accuracy Additionally, the timeline rubric includes criteria such as title, date, content, fonts, colors, and resources, ensuring a comprehensive evaluation of student performance across various project formats.
11) comprises Voice, Audience, Accuracy of script, Facial expression and body language and Overall The score of each criterion ranges from 0 to 4 cores and total mark is 20 If students get marks from 18 to 20, they will reach excellent level If they get 16 to 17, their performance is good If they get 14 to 15, their project performance is satisfactory Marks from 12 to 13 are unsatisfactory and below 12, students have to redo projects
The author evaluated student performance after each Project-Based Learning (PBL) lesson, and subsequently analyzed the rubrics to present the outcomes of the students' final products using tables and charts.
Procedures of the research
In her experimental research, the author meticulously followed a structured procedure, beginning with observations and diary notes on two project-based learning lessons using traditional methods during the first semester At the semester's conclusion, she conducted a survey to gauge students' attitudes towards project-based learning In the second semester, she introduced a multiple intelligences (MI) inventory to familiarize participants with the concept, followed by distributing the MI Inventory to assess their intelligence profiles The author then implemented two project-based learning lessons grounded in MI theory every three weeks, while simultaneously analyzing students' language performance rubrics to evaluate their achievements Throughout the study, she conducted classroom observations and, after its completion, assessed changes in students' interest in project-based learning through a post-questionnaire.
Conclusion
This chapter outlines key aspects of the study's context, methodology, and research procedures It discusses the subjects involved and the instruments used for data collection, as well as the overall data collection process The subsequent chapter will reveal the study's findings.
