INTRODUCTION
Rationale of the study
Numerous studies have highlighted the benefits of project-based language teaching (Haines, 1989; Thomas, 2000; Richards & Renadya, 2002; Smith, 2005; Markham, 2011) Despite these advantages, many schools continue to face challenges in effectively implementing this teaching method in their classrooms (Thomas, 2000; Gallacher, 2004; Chen, 2010).
Research on project-based learning in Vietnam has primarily focused on teachers' perceptions and their roles in its implementation, with limited attention given to students' perspectives (Huyen, 2010; Trimble, 2017) Despite the integration of this approach into official primary school curricula for several years, studies have not addressed the challenges faced during project activities Additionally, there is a scarcity of research on project-based learning in primary schools, as previous studies predominantly concentrated on high school and college contexts (Huyen, 2010) Consequently, both teachers and students at Phu Linh Primary School encounter significant difficulties in executing project-based activities.
Those concerns have led to the constitution of the study “A Study On The Benefits and Challenges Of Applying Project - Based Activities At a Primary School in
Aims of the study
The study aims at finding out the benefits and challenges of applying projected- based activities to students’ speaking skills at Phu Linh primary school.
Research questions
In order to achieve the aims mentioned above, the study seeks to answer the following questions:
Question 1: What are the benefits of applying project- based language teaching in improving speaking skills as perceived by students and teachers at Phu Linh primary school?
Question 2: What are the challenges of applying project- based language teaching in improving speaking skills encountered by students and teachers at Phu Linh primary school?
(1) Identifying the benefits of applying project-based language teaching method in improving speaking skills at Phu Linh Primary School as perceived by students and teachers
(2) Identifying the challenges of applying project-based language teaching method in improving speaking skills at Phu Linh Primary School encountered by students and teachers
Scope of the research
1) Benefits and problems of applying project- based language teaching in improving speaking skills at Phu Linh primary school
(2) Research scope: focuses on English teachers and students at Phu Linh Primary School
(3) Contents: project-based language teaching, speaking skills, its real situation and suggestions
(4) Time: 1 st semester in the school year 2018-2019
Significance of the study
The research aims to identify the challenges faced by English teachers at Phu Linh Primary School in applying project-based language teaching (PBL) to enhance students' speaking skills By addressing these challenges, teachers can effectively improve their students' speaking abilities through project-based learning activities This study not only benefits both teachers and students by fostering a collaborative learning environment but also serves as a valuable resource for educators and researchers interested in implementing PBL strategies Additionally, it offers guidance for teachers struggling to conduct projects in their language classrooms, ultimately promoting effective language acquisition.
Structure of the thesis
The study is divided into five chapters
Chapter I: Introduction – presents the rationale, the aims, the research questions, the scope, the significance and the structure of the study
Chapter II:Literature Review – provides the theoretical background of speaking skills, project-based learning and the previous studies relating to implementing project-based learning
Chapter III: Research Methodology – provides the research procedures, the setting, the participants, the data collection instruments and the ways to analyze data
Chapter IV: Data Analysis and Discussion–presents the results from data analysis basing on the research questions
Chapter V: Conclusion- includes the major findings, the limitations and the suggestions for further studies
LITERATURE REVIEW
Theoretical background of project- based language teaching
2.1.1 Definition of projects and project- based language teaching
Becktt (2002) defines projects as encompassing a range of individual or collaborative tasks, including the development of research plans and questions, as well as executing these plans through empirical or document-based research This process involves collecting, analyzing, and reporting data both orally and in writing (Becktt, 2002, p.54) Consequently, projects can be undertaken by individuals or groups, allowing for the completion of multiple smaller tasks.
Project-based language teaching is rooted in the concept of "learning by doing," originally advocated by Dewey (1897), who believed that students acquire knowledge not only from teachers but also through real-life experiences in their communities Echoing Dewey's perspective, Smith (2005) emphasizes the importance of experiential learning for children, as it lays the groundwork for understanding abstract concepts According to Moss & Duzer (1998), project-based learning contextualizes education by presenting learners with challenges to solve or products to create, thus fostering practical problem-solving skills and creativity.
Project-based language teaching, as defined by Thomas (2000), is an educational model where teachers facilitate learning through complex projects that tackle challenging questions or problems This approach actively engages students in activities such as design, problem-solving, decision-making, and investigation It allows students to work independently over extended periods, ultimately leading to the creation of realistic products or presentations Additionally, projects are long-term endeavors that promote teamwork among students and culminate in a final outcome (Thompson & Beak, 2007, as cited in Cruz & Vik, 2007).
Markham (2010) also defines this approach as a way of integrating knowing and
Project-based language teaching empowers students to apply their knowledge to solve real-world problems, enhancing their learning experience In language classrooms, this approach enables learners to utilize what they have acquired in practical situations, leading to meaningful outcomes and a deeper understanding of the language.
Project-Based Learning (PBL) fosters collaboration between teachers and students to tackle real-world problems, driven by a central question This approach encourages the creation of tangible outcomes, culminating in a presentation of the final project.
2.1.2 Features of project- based language teaching
The core principal of project-based learning is to create an educational process that embraced the motivations and interests of individuals within a holistic approach to learning(Kozlowski, 2009)
Discussing the features of project-based language teaching, Thomas (2000) discusses five features associated with centrality, driving question, constructive investigations, autonomy, and realism
- PBL projects are central, not peripheral to curriculum
- PBL drives students to encounter the central concepts and principles of a subject
- Projects involve students in a constructive investigation
- Projects are student- driven to some significant degree
- Projects are realistic, not school- like
In addition, the features of project work are also discussed by Richards
&Renadya (2002) They are content-focused, student-centered, cooperative, motivating, empowering and challenging This approach also leads to an oral product like a presentation, a report and a stage performance
In terms of the process of project- based work, Chard (2001, as cited in Curtis,
2002) points out three phases in a project
The aim of this phase is to help students identify the topic for the project and develop a plan for it
In this phase, students are tasked with conducting research and executing their projects, which involves gathering information through reading, writing, or drawing Teachers play a crucial role in assisting learners who may have limited language skills or lack experience in teamwork.
After completing their projects, students can share their results through various formats, including presentations or community dissemination According to Moss and Van Duzer (1998), Chard (2001, as cited in Curtis, 2002), and Gallacher (2004), presentations are the most common method for sharing these results with an audience Additionally, Gallacher (2004) recommends that teachers provide feedback and evaluations following the presentations, focusing on key aspects such as content, design, language use, and oral delivery.
Zafirov (2013) identifies nine phases that shape the process of project-based learning These phases are example, responsibility, research, criterion creation, materials, project preparation, presentation preparation, presentation, reflection
In comparison with three phases suggested by Chard (2001, as cited in Curtis,
In the framework proposed by Zafirov (2013), the process is divided into three key phases: Phase 1 focuses on orientation and planning, which includes examples and responsibilities; Phase 2 encompasses research, materials, and project preparation; and Phase 3 involves the preparation and delivery of presentations to share results.
Phase 6- project preparation is one of the most important phases since students need to create the project In this phase, teachers can play a role as classroom coaches Stix & Hrbek (n.d) suggest thatteachers should ask themselves the following questions
Do the students have a clear understanding of the task?
Does each student have ownership of her role within the group?
Are the students attentive and working together cooperatively?
Are the resources that students use geared to their comprehensive level of understanding?
Are any groups stumbling in a way that is blocking their work due to heightened emotions?
Zafirov (2013) introduced a ninth phase called reflection, where students evaluate their preferences regarding the project and their group dynamics Similarly, Fredricka (as cited in Richards & Renadya, 2002, p.112) outlines ten essential steps for developing a project within a language classroom, aligning with the ideas of previous researchers.
Agree on a theme for the project
Prepare students for the language demands of Step 5
Prepare students for the language demands of step 7
Prepare students for the language demands of step 9
Project-based learning involves four key steps: orientation and planning, implementation, presentation, and evaluation Initially, students grasp the project objectives and devise a plan for execution Next, they collaborate in groups to carry out the project with guidance from their teachers Following the implementation phase, students present their final product Finally, both teachers and students assess the outcomes of the project.
2.1.4 Benefits of the project-based language teaching
Thanks to the implementation of PBL, disciplines in the classroom and teacher- student interactions are increased (Yang& Puakpong, 2016) In addition, Marisah
& Robiasih (2017) indicate that PBL gives teachers more opportunities to help and guide students to use vocabulary, grammar and pronunciation; correct mistakes related to word choice and pronunciation
Project-based learning offers numerous advantages, including enhanced motivation, improved language skills, and the promotion of autonomous learning It emphasizes the creation of a tangible end product, fosters authentic skills, and strengthens interpersonal relationships through collaborative group work Additionally, this approach provides a balanced context that addresses the dual needs for fluency and accuracy in learning.
According to Yang & Puakpong (2016), project-based learning (PBL) significantly enhances students' motivation, participation, and performance Students not only enjoy the projects but also express a desire to engage in more speaking activities, leading to increased confidence and dedicated practice outside of lessons Additionally, PBL fosters greater interaction among peers, allowing students to acquire new knowledge and information, ultimately improving their fluency and ability to construct longer sentences.
According to Trimble (2017), project-based learning at Bate Middle School has led to numerous benefits, including heightened student engagement, enhanced pride in their work, improved self-efficacy, and the development of essential 21st-century skills Additionally, this approach has resulted in increased student attendance rates and a reduction in behavioral issues.
Research indicates that Project-Based Learning (PBL) significantly enhances students' speaking skills and overall language proficiency Ha (2014) highlights that students exhibit positive attitudes towards PBL, which contributes to improved speaking performance Similarly, Marisah & Robiasih (2017) note that PBL boosts student motivation and performance, as they engage in project activities that allow them to apply lexical and grammatical knowledge Additionally, they report improvements in pronunciation with teacher support Anh (2017) further emphasizes that PBL fosters integrated language skills, critical thinking, and problem-solving abilities, while also increasing students' confidence and communication skills This approach allows students to assume various roles, thereby providing valuable real-world experiences.
2.1.5 Challenges of applying project-based language teaching
Related studies
Maulany (2013) conducted action research on project-based learning (PBL) to enhance primary school students' speaking skills The study revealed that PBL effectively improves various aspects of speaking, specifically comprehension, vocabulary, grammar, fluency, and pronunciation, with comprehension and vocabulary showing the most significant improvement These key elements informed the design of the questionnaire used in the current study.
A study by Ali & Henawy (2015) investigated the effectiveness of Project-Based Learning (PBL) in enhancing English oral performance The findings indicated that students had a positive perception of PBL's benefits and usefulness, resulting in significant improvements in their oral communication skills.
A study by Yang & Puakpong (2016) examined the impact of project-based learning (PBL) on the speaking abilities of non-English major Chinese students, revealing that PBL positively influenced both their speaking skills and overall perceptions To gather students' opinions on PBL, the researchers employed a five-point rating scale questionnaire, which informed the design of items in the current research's questionnaire focused on enhancing speaking skills through PBL.
Research has evaluated the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills; however, it has not addressed the potential challenges associated with PBL or the roles that teachers play during these lessons.
In her 2010 study at Sao Do College, Hoa examined the impact of project-based learning (PBL) on enhancing students' speaking skills The research revealed that both teachers and students recognized several benefits of PBL, including its ability to motivate students to engage in speaking activities and foster independent learning.
Interpersonal relations can be enhanced through project work; however, several disadvantages arise during this process Key challenges include organizational issues, monitoring difficulties, and personal problems faced by both teachers and students Teachers often struggle to plan and prepare project-related lessons effectively, as well as to track students' progress and understanding Additionally, personal issues such as student disinterest, fear of language challenges, and disappointment with the project can hinder success Other student-related challenges include excessive use of the first language and varying skill levels, which may lead to some students completing tasks faster than others, resulting in idle time.
In a study conducted by Ha (2014) at An Lao High School, the effectiveness of Project-Based Learning (PBL) in enhancing the speaking skills of 10th grade students was examined The research focused on students’ attitudes towards PBL and its impact on their English speaking abilities Findings revealed that students held positive attitudes towards PBL, which significantly contributed to the improvement of their speaking, collaborative, and computer skills.
In her 2017 study, Anh explored the enhancement of English speaking skills through project-based learning (PBL) at a Vietnamese foreign language school, highlighting both its benefits and challenges The findings revealed that PBL fosters integrated language skills, boosts critical thinking and problem-solving abilities, and encourages flexibility among students by allowing them to assume various roles Furthermore, it enhances students' confidence and communication skills while providing valuable opportunities to engage with real-world situations However, challenges such as managing real-life tasks, refining topics, collaborating in groups, and conducting online research were identified as significant hurdles for students in the PBL process.
Previous studies have highlighted the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills However, there is a lack of research focusing on student motivation and interaction during PBL lessons, particularly in primary schools in Vietnam This study aims to fill that gap by assessing the implementation of PBL in this context, providing valuable insights for teachers and students to understand its current application and identify areas for improvement.
Summary
The literature review establishes a foundational framework for examining the impact of project-based learning on enhancing speaking skills It systematically explores relevant topics, demonstrating their connections to the research study Key insights into speaking skills and project-based learning are highlighted, with the review organized into sections that directly address the research questions posed by the researcher.
RESEARCH METHODOLOGY
Setting of the study
The study took place at PhuLinh Primary School in Soc Son District, Hanoi, where the researcher serves as an English teacher, aiding in the data collection process The school is equipped with modern facilities for English learning, including projectors in each classroom and two dedicated English rooms featuring interactive panels and televisions During the 2018-2019 academic year, PhuLinh Primary School had a total of 30 classes ranging from grade 1 to grade 5.
The study involved a total of 1,141 students, focusing specifically on 614 students from grades 3 to 5 who are engaged in Project-Based Learning (PBL) at Phu Linh Primary School, alongside three English teachers The classes consist of students with varying English proficiency levels, as there are no gifted classes at the school To ensure objectivity in the research findings, the researcher did not participate as a participant This setting provides a genuine teaching environment for implementing PBL, aligning well with the study's objectives.
Research procedures
Chapter 3 outlines the research instruments used in the study, detailing the research procedure, setting, participants, and data collection methods It presents the tools, techniques, and processes employed for data analysis to effectively address the research questions The entire study procedure is illustrated through a series of clearly defined steps.
Step 1: Conduct a preliminary study to identify the benefits and challenges of PBL
Step 2: Determine Participants and Sample of the study
Step 3: Build scale and design questionnaires
Step 4: Design interview questions, and classroom observation form
Step 5: Pilot questionnaire, interview and classroom observation
Step 6: Conduct survey, interview,classroom observation and collect data
Step 7: Analyze data based on research questions
Conduct a preliminary study
The researcher identifies the advantages and challenges of implementing Project-Based Learning (PBL) to enhance speaking skills, while also reviewing prior studies to understand the current landscape of PBL application in this area.
The following tables list out the summary of the real situation of implementing
PBL in improving speaking skills as perceived by teachers and teachers
Students’ benefits of applying project- based learning in applying PBL
Motivation Be interested and enthusiastic in the project activities
(2017) Gallacher (2004) Yang& Puakpong(2016) Want more opportunities to speak in class
Feel confident to speak English in front of the class
Be willing to speak in their small groups The hypothesis of the author Spend more time practicing speaking after PBL lessons
Interact with other students in their groups
Talk about the projects without hesitating
The hypothesis of the author
Make questions for other groups Learn new words and phrases from other students
Students’ benefits of applying project- based learning in applying PBL
Use the target vocabulary learnt from the previous lessons
(2017) Use the structures learnt from the previous lessons
Pronounce the words correctly thanks to and students’ comments and teachers’ guide Respond quickly to teachers’ and students’ questions in the evaluation
(2017) Speak English fluently after PBL lessons Yang& Puakpong(2016) Speak longer sentences after PBL lessons
Teachers’ benefits of applying project- based learning in applying PBL
Improve discipline in the classroom and then have more time for speaking practice
Assist and guide students in terms of vocabulary, structures and pronunciation
(2017) Correct students’ mistakes in word choice, pronunciation
(2017) The hypothesis of the author
Table 3.1 Summary of the benefits of using project- based learning in improving speaking skills (Source: Summary of the author)
Students’ challenges of using PBL Researchers
Understand the requirement of the project Hoa (2010)
Express ideas in English Yang&
Use L1 language too much Gallacher (2004)
Have time for speaking practice before the presentation step
The hypothesis of the author
Respond to feedback, questions from teachers and other students
Teachers’ challenges of using PBL
Manage time Marx et al (1997)
Support students’ activities (scald folding students’ activities: giving them too much freedom or too little modeling
Face students who lack interest or motivation Hoa (2010)
Have enough knowledge and experience in the projects to guide students
The hypothesis of the author
Table 3.2 Summary of the challenges of using PBL in improving speaking skills (Source: Summary of the author)
The author conducts a survey by selecting eight individuals to gather insights on the current implementation of Project-Based Learning (PBL) This group comprises three English teachers from Phu Linh Primary School, two from Le Quy Don Primary School, two from Wellspring Primary School, and one from Nguyen Binh Khiem High School.
Before interviewing these people, the researcher emails the benefits and challenges of using PBL to them so that they can have a look The result of the
18 preliminary study will be the basis to build up research model, questionnaire, interview and observation form.
Description of the curriculum and the textbook
Regarding the curriculum, there are four periods of English per week for students in grade 3, 4 and 5 Each 35-minute period covers one lesson of the textbook
The official textbooks for students at Phu Linh primary school are Tieng Anh
The Ministry of Education and Training has published textbooks 3, 4, and 5, which follow a systematic and thematic syllabus designed to develop language skills, with a strong emphasis on listening and speaking in the early stages Each textbook employs a carefully sequenced pedagogy that includes warm-up, presentation, practice, application, and assessment, organized around four main themes: Me and My Friends, Me and My School, Me and My Family, and Me and the World Around The course book consists of 20 units, each containing six lessons, culminating in a project activity The initial five lessons focus on vocabulary and structures that support the project in the final lesson, while project-based learning (PBL) activities involve tasks such as designing cards, drawing, making presentations, interviewing, acting, and sharing about school or family.
Phu Linh Primary School has been utilizing the current curriculum and textbooks for approximately five years Annually, English teachers receive training focused on the curriculum, textbooks, and effective teaching methods.
Participants
The study focuses on 614 students in grades 3, 4, and 5 at Phu Linh Primary School who are engaged in Project-Based Learning (PBL) activities A sample of 107 students from three classes in these grades was selected for the research.
A total of 107 students across grades 3 to 5 have been engaged in Project-Based Learning (PBL), with 40 students in grade 3 participating since September 5, 2018, 35 students in grade 4 for over a year, and 32 students in grade 5 for more than two years Each of these students undertakes two to three projects monthly, making them suitable candidates for research For the interviews, three students were randomly selected from different grades: S1 from grade 3, S2 from grade 4, and S3 from grade 5.
Three teachers of English at Phu Linh Primary School are coded as T1, T2 and T3 They are invited to participate in the study The following table provides their information
Teaching experience 10 years 8 Years 2 years
Experience in PBL 5 years 5 years 2 years
Table 3.3 The information of English teachers
Table 3 highlights the varied teaching experience among three teachers involved in Project-Based Learning (PBL) Teachers T1 and T2 bring nearly a decade of English teaching experience, while T3 has only two years Despite these differences in experience, all three teachers manage the same number of classes and projects, ensuring equal opportunities to implement PBL in their classrooms.
Data collection instruments
Questionnaires are widely utilized research tools across various fields, including education, psychology, and sociology, for data collection Lumley and Brown (2005) demonstrated their effectiveness in language testing research by gathering background information on test candidates, conducting needs analysis, facilitating test development, and evaluating assessments Creswell (2002) highlighted several advantages of questionnaires, such as their ability to collect learners' opinions without requiring personal identification, which minimizes bias in results Additionally, questionnaires can efficiently survey large classes or groups, providing objective and precise data Therefore, researchers often opt for questionnaires as their primary data collection instrument.
The questionnaire was designed with two main parts
Part 1 was to collect students’ opinions about the real situation of applying PBL in improving speaking skills Questions in part 1 were designed according to the preliminary study(see Table 3.1 & table 3.2) to measure the benefits and drawbacks of PBL Likert- 5 – scale was applied to construct the questionnaire Scale 1: totally disagree
In addition to the Likert - 5 - scale statements, students are encouraged to provide more different benefits and problems which they have experienced in doing project - based activities
Part 2 was to collect the personal information of teachers and students (name,
A questionnaire was administered to 107 students to explore their views on the benefits and challenges of Project-Based Learning (PBL) in enhancing speaking skills The first part of the questionnaire consists of 19 items, categorized as follows: items 1 to 5 assess motivation, items 6 to 9 evaluate participation, items 10 to 14 measure performance, items 15 to 17 focus on time management, and items 18 and 19 examine language use (refer to Appendix 1).
This study employed semi-structured interviews alongside questionnaires to gather insights from teachers and students regarding the current state of Project-Based Learning (PBL) This qualitative approach enabled the researcher to compare responses across participants and explore situations that are not easily observable, particularly from individuals who may be uncomfortable with other data collection methods (Mackey & Gass, 2005) The findings from the interviews were used to reinforce the questionnaire results, with all interviews conducted individually and recorded to aid in the data analysis process.
The initial interview focused on three English teachers from Phu Linh Primary School to explore their perspectives on the advantages and challenges of Project-Based Learning (PBL) The interview included two specific questions regarding PBL, as detailed in Appendix 2.
The second interview was designed for three students who come from grade 3, 4,
5 to investigate their opinions about the benefits and challenges of PBL In this interview, there are three questions related to the benefits and challenges of PBL (see Appendix 3)
Classroom observation was conducted for several key reasons Firstly, it enables the researcher to gather live data from real situations (Cohen, Manion, and Morrison, 2007) Secondly, the observations help the researcher gain a deeper understanding of the context (Patton, 1990, as cited in Cohen, Manion, and Morrison, 2007) Lastly, this method was used in conjunction with questionnaires to minimize the subjectivity of both teachers and students.
This study employed 22 questionnaires and structured observations using a rating scale to effectively document the occurrence of specific phenomena, including the timing, location, and frequency of these events This approach enabled the researcher to compare behaviors across different research contexts.
Three classroom observations were conducted in grades 3, 4, and 5, focusing on the teaching practices of instructors T1, T2, and T3 The researcher utilized observation forms to assess both student and teacher behaviors during Project-Based Learning (PBL) lessons.
The classroom observation form with two main parts(see Appendix 4) was designed according to the preliminary study(see Table 3.1 & table 3.2) to observe students' and teachers' behaviors during project lessons
Part 1 was to get observers’ opinions about students’ behaviors related to using PBL in improving speaking skills
Part 2 was to get observers’ opinions about teachers’ behaviors related to using PBL in improving speaking skills
Likert- 5- scale was used to design items
1: Does not at all reflect what went on
2: Only marginally reflects what went on
4: Describe rather well what went on
5: Is a totally accurate reflection of what went on
There are 28 items in this part Items from 1-14 show observers’ opinion about students’ behaviors in the classroom; items from 15- 28 show observers’ opinion about teachers’ behaviors in the classroom.
Pilot study
After developing research instruments, the researcher conducted a pilot study involving 30 students—10 from grade 3, 10 from grade 4, and 10 from grade 5—along with three teachers This pilot study assessed the feasibility of the research and evaluated the effectiveness of the data collection instruments and techniques Additionally, it allowed the researcher to examine the format and content of the research instruments for appropriateness.
After gathering feedback from both students and the teacher, the researcher revised the content and format of the research instruments to ensure they were appropriate for the target population before distributing them to all participants.
Data analysis
After gathering data through questionnaires, interviews, and observations, the researcher conducted a thorough analysis A total of 107 survey sheets were distributed and returned by students, allowing for the calculation of descriptive statistics using Excel software to identify common trends and response patterns This quantitative data facilitated comparisons regarding the elements of Project-Based Learning (PBL) and its application among various participant groups Additionally, qualitative data from three student interviews and three teacher interviews were analyzed thematically to extract key insights.
The researcher used the data from questionnaires as the main source and the data from classroom observations and interviews as additional sources to support the results of the study.
Limitations of the methods
While questionnaires enable researchers to gather data from a large number of respondents, they can present challenges Students may lack motivation to provide truthful responses and might not fully understand their reasoning due to memory issues or boredom To mitigate these drawbacks, researchers administered the questionnaires immediately after project-based activities, guiding students on how to complete them, and permitted them to take the surveys home for thoughtful completion.
Summary
Chapter III provides seven steps in the research procedure and key information about the setting, the participants, the data collection instruments, data analysis and the limitations of the research
DATA ANALYSIS AND DISCUSSION
Real situation of PBL in improving speaking skills as perceived by students
The real situation of PBL in improving speaking skills as perceived by teachers
The summary of the benefits and challenges of using PBL in improving speaking skills
4.1 Real situation of PBL in improving speaking skills as perceived by students
This study assessed the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills by analyzing data from questionnaires that focused on students' motivation, participation, and performance Additionally, classroom observations and interviews were conducted to further validate the findings.
I am interested in the project activities 4.78 4.51 4.47 4.59
I want more opportunities to speak English 4.73 4.51 4.19 4.48
I feel confident to speak in front of the class 3.83 3.51 3.47 3.60
I am willing to speak in my group 4.63 4.06 4.53 4.40
I spend more time speaking English after PBL lessons 4.33 4.03 4.03 4.13
Table 4.1.1.Students’ motivation in PBL according to students’ questionnaires
Table 4.1.1 reveals that the motivation levels of students engaged in Project-Based Learning (PBL) average at 4.24, while students in grades 3, 4, and 5 show motivation scores of 4.46, 4.13, and 4.14, respectively These findings demonstrate that students exhibit a strong motivation towards PBL activities.
Students in grade 3 show a higher interest in Project-Based Learning (PBL) compared to their peers in grades 4 and 5, with a mean score of 4.46 This increased enthusiasm can be attributed to the novelty of PBL for younger students, along with the simplicity and real-life relevance of their project topics While students express a willingness to speak English in group settings (4.40), their confidence diminishes when performing in front of the entire class (3.60) Nevertheless, PBL encourages students to practice speaking English not only during lessons but also afterward, as indicated by a score of 4.13 Classroom observations further confirm that students are highly motivated by PBL activities.
Be interested in the project 5 4 4 4.33
Feel confident to speak English in front of the class 3 4 4 3.67
Be willing to speak English in their groups 5 4 4 4.33 Table 4.1.2 Students’ motivation in PBL based on classroom observations
Classroom observations indicate that students show a strong interest in project work and are eager to communicate in English within their small groups, both scoring 4.33 Consistent with questionnaire findings, students exhibit greater confidence in using English in smaller settings compared to larger ones, with third-grade students demonstrating heightened motivation for both projects and English-speaking activities.
Student interviews reveal a high level of engagement in project-based learning (PBL) lessons, with students expressing confidence in speaking English within their groups They desire more time dedicated to these lessons, as one student noted, “I really want to have a lot of PBL lessons because I can learn and do what I like, such as drawing, talking about my school, class, and making cards.”
The findings from questionnaires, classroom observations, and interviews highlight both the benefits and challenges of Project-Based Learning (PBL) in relation to student motivation A key advantage is that PBL actively encourages students during project lessons, fostering a more engaging learning environment.
Third-grade students exhibit greater encouragement compared to their fourth and fifth-grade peers They demonstrate readiness to engage in English during project lessons and practice speaking outside of class, showcasing increased confidence in smaller group settings Nevertheless, a significant challenge for these students lies in presenting their projects to the entire class.
I interact more frequently with other students 4.00 4.11 4.13 4.08
I can give feedback on other students’ presentation 3.93 3.86 3.63 3.80
I can talk about the project without hesitating 4.15 3.86 4.03 4.01
I can make questions for other groups 2.93 3.26 3.53 3.24
Table 4.1.3 Students’ participation in speaking activitiesaccording to students’ questionnaires
Table 4.1.3 indicates that students' overall participation in Project-Based Learning (PBL) is 3.78, while participation rates for grades 3, 4, and 5 are 3.75, 3.77, and 3.83, respectively This suggests that students' engagement in PBL is significantly lower than their motivation levels, which is evidenced by their feedback ability (3.80) and question-asking skills (3.24) being underdeveloped Notably, grade 5 students exhibit higher participation compared to their peers, likely due to their increased experience and involvement in previous projects.
Student participation in Project-Based Learning (PBL) is relatively low, with an average score of 3.25, although fifth-grade students demonstrate higher engagement compared to their peers Additionally, there is a noticeable lack of attention among students when it comes to providing feedback and formulating questions for one another.
Give feedback on other students’ performance 2 3 3 2.67
Make questions for other groups 2 2 3 2.33
Table 4.1.4 Students’ participation based on classroom observations
In the same way, the result from the interviews also present that students could interact with other students more frequently in the project Two students (S2 and
S3 expressed uncertainty about providing feedback and formulating questions regarding others' performance, while S2 admitted, "I don’t give comments and don’t know how to comment." This highlights a common challenge in effective communication and constructive criticism within teams.
The findings from questionnaires, classroom observations, and interviews highlight both the advantages and disadvantages of Project-Based Learning (PBL) regarding student participation While PBL enhances interaction between students and teachers, as well as among peers, it also reveals a lack of engagement, as students often refrain from providing feedback or asking questions during their classmates' presentations.
I use the words learnt from previous lessons 4.60 4.17 4.31 4.36
I use the structures learnt from previous lessons 4.68 4.06 4.13 4.29
I answer quickly teachers’ and other students’ questions 3.88 3.94 3.97 3.93
I speak English fluently after PBL lessons 3.85 3.97 3.97 3.93
I speak longer sentences after PBL lessons 3.23 3.51 2.78 3.17 Table 4.1.5 Students’ performance from students’ questionnaires
The overall performance of participants stands at 3.94, with grade 3, 4, and 5 students scoring 4.05, 3.93, and 3.83, respectively, indicating that student performance is below expectations relative to their motivation Notably, grade 3 students outperform their peers in grades 4 and 5 While students demonstrate proficiency in using vocabulary (4.36) and structures (4.29) from prior lessons for projects, they struggle with providing quick responses to questions, speaking English fluently, and constructing long sentences following Project-Based Learning (PBL) lessons.
Use target words from previous lessons 5 4 4 4.33
Use target structures from previous lessons 5 4 4 4.33
Answer quickly teachers’ and other students’ questions 2 3 3 2.67
Table 4.1.6 Students’ performance from class observations
Class observations indicated that students' performance in Project-Based Learning (PBL) was relatively low, scoring an average of 3.89 Similar to questionnaire findings, students demonstrated the ability to utilize target vocabulary and structures from previous lessons in their projects Notably, third-grade students outperformed their peers; however, they struggled to respond quickly to questions from both teachers and fellow students.
Student interviews corroborate the findings, revealing that learners effectively apply vocabulary and structures from prior lessons in their projects For instance, S1 mentioned utilizing terms related to schools, such as “gym, classroom, library, playground, computer room,” along with the phrase “That’s my school” in his Lesson 3, Unit 7 project Similarly, S2 indicated that she could incorporate vocabulary and models from earlier lessons into her work.
The project activities focused on teaching primary school students essential vocabulary related to their school environment, specifically phrases like “primary school,” “address,” and “street,” along with the structure “My school is in….” These engaging activities not only facilitated learning but also aided students in retaining the target words and grammatical structures for an extended period.
To sum up, the data from questionnaires, classroom observations and interviews
Real situation of PBL in improving speaking skills as perceived by
To evaluate the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills, teachers utilized data from questionnaires focusing on key factors such as interaction, feedback, correction, time management, student engagement, language use, and overall knowledge and experience Furthermore, classroom observations and interviews provided additional insights to reinforce the findings.
The classroom observations reveal that teachers have more interaction with students during the projects and teachers support students with vocabulary and structures
Interact with students more frequently 5.00 5.00 4.00 4.67
Help students use suitable words for the projects 5.00 5.00 4.00 4.67
Help students use suitable structures for the projects 5.00 4.00 4.00 4.33
Table 4.2.1 Teacher- student interaction according to classroom observations
In a recent interview, T3 shared that her fifth-grade students struggled to discuss their plans for the upcoming week during lesson 3 of Unit 5 To help them, she recommended engaging activities such as playing chess, swimming, and listening to music Additionally, she encouraged her students to use the phrase structure with "will" to effectively communicate their future plans.
In short, PBL brings many benefits to teachers related to teachers’ interaction and support
Correct students’ mistakes in word choice 3.00 3.00 3.00 3.00
Correct students’ mistakes in grammar 4.00 5.00 5.00 4.67
Correct students’ mistakes in pronunciation 4.00 4.00 5.00 4.33 Table 4.2.2 Feedback and correction according to classroom observation
Classroom observations indicate that teachers dedicate significant time to providing feedback and correcting students' grammar and pronunciation errors; however, they often overlook the importance of word choice during Project-Based Learning (PBL) lessons.
Interviews reveal that Project-Based Learning (PBL) aids teachers in correcting students' grammar and pronunciation errors Moreover, it enables educators to assess their students' comprehension of previously taught vocabulary and structures, thereby enhancing the overall teaching process.
Time for students to practice speaking before the presentation step 4.00 4.00 5.00 4.33
Time for all groups in the presentation step 3.00 3.00 1.00 2.33
Time for feedback & evaluation 3.00 2.00 1.00 2.00 Table 4.2.3 Time for PBL according to classroom observations
Classroom observations reveal that while teachers allocate time for students to practice speaking, they often neglect to invite all groups to present their projects and fail to provide necessary feedback and evaluations.
In interviews, all teachers identified time management as the most significant challenge of Project-Based Learning (PBL) Teacher 1 noted that with only 35 minutes per lesson, she must fit in two or three activities, including the project component.
In a time-constrained educational environment, teachers often allocate approximately 15 minutes for reading and writing activities, prioritizing project work instead One teacher noted the necessity of rushing through other sections or assigning reading and writing tasks as homework to accommodate project completion For projects involving drawing, coloring, or crafting, students are frequently asked to complete these tasks at home to allow for in-class presentations However, educators acknowledge that this approach sometimes leads to insufficient time for all presentations and evaluations.
Time poses a significant challenge for teachers, as they often struggle to effectively deliver projects while ensuring all essential steps, particularly presentation and evaluation, are thoroughly addressed.
The table 4.2.4 shows that teachers have problems with student management To be more specific, teachers cannot manage all students especially students with little motivation and interest during the projects
1.50 3.00 3.00 2.50 students of different levels during the projects 2.00 3.00 3.00 2.67 students with little motivation and interest 1.00 3.00 3.00 2.33 Table 4.2.4 Student management according to classroom observations
Managing diverse student groups in project-based learning poses challenges, as highlighted by T1, who noted that varying levels, genders, characteristics, and interests can hinder motivation For example, female students often engage more with drawing and design activities, while male students may show less interest Additionally, T2 pointed out that the mixed skill levels create further complications; higher-level students are more likely to participate and present, whereas lower-level students often feel shy and lack confidence, resulting in minimal involvement in projects.
Use suitable language(L1/ L2) for giving instructions and communicating with students
Table 4.2.5 Language use according to classroom observations
Classroom observations reveal that teachers have an average language use score exceeding 4.0, indicating their proficiency in delivering instructions and communicating effectively with students during project-based learning (PBL) sessions The research highlights that three teachers find it easy to use both English and Vietnamese for instructions In interviews, they noted, “I combine both languages in the projects,” with higher-level students primarily using English, while lower-level students occasionally receive translations into Vietnamese Overall, language use poses no challenges for teachers in conducting PBL lessons.
Show knowledge and experience about the projects to guide students 2.00 3.00 3.00 2.67
Table 4.2.6 Teachers' knowledge and experience
Classroom observation forms reveal that teachers lack sufficient knowledge and experience related to project-based learning (PBL), which hinders their ability to support students effectively Interview results indicate that educators primarily focus on assisting students with pronunciation and grammar rather than engaging with the complexities of PBL Many teachers struggle with unfamiliar projects, particularly those designed for fifth-grade students, due to their limited expertise in the subject matter.
36 said that she had the difficulties in the topics of “health, home accidents, and strange jobs like astronauts, scientists and explorers”.
Project-Based Learning (PBL) presents both advantages and challenges as observed by teachers While it enhances teacher-student interaction, feedback, correction, and language use, it also poses difficulties in terms of time management, student oversight, and the varying levels of knowledge and experience among students.
Summary of the benefits and challenges of using PBL in improving
4.3.1 Summary of the benefits of using PBL in improving speaking skills Students
Project-Based Learning (PBL) offers numerous advantages for students It enhances motivation by encouraging them to engage in discussions during project lessons and to practice speaking in smaller group settings, which can be less intimidating than addressing the entire class Additionally, PBL fosters increased interaction among students, promoting collaboration and communication Furthermore, it allows students to recall and apply vocabulary and grammatical structures learned in prior lessons, reinforcing their language skills in a practical context.
Project-Based Learning (PBL) benefits both students and teachers by enhancing interaction during project lessons, allowing teachers to provide tailored support It enables teachers to address students' grammar and pronunciation errors effectively, which may not be possible in traditional lessons, while also assessing their understanding of prior content Furthermore, PBL allows teachers to utilize both English and Vietnamese, facilitating better comprehension for students.
4.3.2 Summary of the challenges of using PBL in improving speaking skills Students
PBL poses the following problems to students The first problem is that students
Many students lack confidence when speaking in front of the class, which affects their participation in Project-Based Learning (PBL) Despite showing good motivation, they often do not provide feedback or ask questions during PBL activities Additionally, students struggle to respond quickly to inquiries from teachers and peers, and they face challenges in speaking English fluently and constructing long sentences Time constraints further exacerbate these issues, as students do not have enough time to prepare, present their projects, and offer feedback at the end of lessons Moreover, language barriers persist, particularly for grade 3 students, who frequently resort to using their mother tongue during project communications.
Project-Based Learning (PBL) presents significant challenges for both students and teachers One major issue is that educators often overlook students' errors in word choice, concentrating primarily on grammar and pronunciation mistakes Additionally, teachers struggle with time constraints, finding it difficult to manage all phases of project lessons, from preparation to evaluation They also encounter a diverse range of student skill levels and varying degrees of motivation during these lessons Furthermore, many teachers lack sufficient knowledge and experience in PBL methodologies, which hinders their ability to effectively guide students through the process.
Summary and conclusion
The previous chapter focuses on answering two following questions:
Question 1: What are the benefits of applying project-based language teaching in improving speaking skills as perceived by students and teachers at Phu Linh primary school?
Question 2: What are the challenges of applying project-based language teaching in improving speaking skills encountered by students and teachers at Phu Linh primary school?
To investigate the research questions, the researcher distributed questionnaires to 107 students in grades 3, 4, and 5, and engaged three English teachers Additionally, three classroom observations were conducted across different classes in the same grades The study also included interviews with three English teachers and three students from grades 3, 4, and 5 The primary focus of the research was on the questionnaire data, with classroom observations and interviews serving as supplementary information The analysis encompassed three data sources: questionnaires, classroom observations, and interviews, examining both students' and teachers' perspectives on Project-Based Learning (PBL) and its effectiveness in enhancing speaking skills.
The research on the benefits of Project-Based Learning (PBL) revealed that both students and teachers perceive significant advantages Students reported three key benefits: increased motivation, enhanced interaction, and improved performance They feel more motivated during project lessons and are more confident speaking in smaller groups Additionally, PBL facilitates more frequent interactions with peers and teachers Students also demonstrate better retention and application of vocabulary and structures learned in previous lessons Teachers, too, recognize numerous benefits from PBL, highlighting its positive impact on the learning environment.
Project-Based Learning (PBL) enhances interaction between teachers and students during speaking activities, allowing for more dynamic communication Additionally, PBL provides teachers with the opportunity to address and correct students' pronunciation and grammar errors This approach also enables educators to evaluate students' comprehension and application of key vocabulary and grammatical structures effectively.
The challenges of Project-Based Learning (PBL) identified through questionnaires, classroom observations, and interviews reveal five primary issues faced by students Firstly, students lack confidence in speaking before large groups, which inhibits participation Secondly, they are hesitant to provide feedback or ask questions during PBL activities Additionally, students often respond slowly to inquiries from peers and teachers A significant challenge is the time limitation, which restricts their ability to communicate effectively in English and engage fully in presentations and evaluations Furthermore, the reliance on their mother tongue poses language usage problems for third-grade learners Teachers also encounter time constraints when managing projects and often overlook students' errors in word choice They struggle to convey project-related knowledge and face difficulties in addressing the diverse skill levels of students, compounded by a lack of motivation and interest.
Pedagogical implication for applying PBL in improving speaking skills
A recent study highlights the challenges faced by students and teachers in implementing Project-Based Learning (PBL) for speaking skills To address these difficulties, it is recommended to extend project time or allocate a dedicated 35-minute session for each unit, ensuring that all project steps are thoroughly covered Encouraging students to use their first language (L1) more frequently during projects can enhance their engagement, while establishing clearer rules for language use in the classroom is essential Furthermore, providing teachers with training courses prior to project implementation will help them build the necessary knowledge and experience to effectively facilitate PBL.
To enhance speaking skills, it is essential for the Ministry of Education and Training, along with school administrators, to organize annual workshops These workshops will provide teachers with valuable opportunities to share their knowledge and experiences in implementing Project-Based Learning (PBL) effectively.
The limitation of the study
The study's findings may not universally apply to all primary school students in Hanoi due to its limited sample size, leading to skepticism about the validity of project-based learning (PBL) While the researcher acknowledges the various benefits and challenges of PBL that remain unexplored, they emphasize that participant selection was random and based on accurate teaching and learning data To enhance the credibility of the survey, students were given questionnaires to complete at home Ultimately, the research highlights the advantages of PBL in enhancing speaking skills but does not assess its overall effectiveness.
time for PBL according to students’ questionnaires
The data illustrated in Chart 4.1 indicates that students struggle with time management in Project-Based Learning (PBL), particularly in practicing speaking before presentations (3.34) and during the actual project presentations (3.23) A significant challenge lies in their insufficient time for providing feedback and asking questions post-presentation, which scored a mean of 3.00 Furthermore, fifth-grade students face greater time constraints compared to their peers, with mean scores falling below 2.9.
Table 4.1.7 Students’ spending time for PBL based on classroom observations
Time for English speaking Time for presenting Time for comments; Q & A
Classroom observations, mirroring findings from student questionnaires, reveal that students face significant time management challenges They struggle to find adequate time for speaking prior to project presentations, which affects both the presentation and evaluation processes Notably, fifth-grade students experience greater difficulties with time constraints compared to their peers in other grades.
Student interviews reveal a significant challenge regarding time constraints for practicing and presenting projects One student noted that they only had 15 minutes for the entire project, with just five minutes allocated for preparation and practice, and limited time for presentations from multiple groups This restriction often prevents teachers from adequately listening to all presentations Another student expressed frustration over the lengthy and complex nature of the projects, which further reduces their available practice time Consequently, some groups were unable to present their work despite their willingness to do so These time limitations not only hinder effective presentations but also impact the evaluation process, as teachers lack the opportunity to provide meaningful feedback.
Time management poses significant challenges for students engaged in Project-Based Learning (PBL), as they struggle to find adequate time for practicing their English speaking skills before presentations Additionally, the limited timeframe hinders their ability to effectively prepare their project presentations and provide constructive feedback on their peers' performances.
Data from questionnaires Data from classroom observations
Table 4.1.8 presents the findings from student questionnaires and classroom observations regarding language use The mean scores below 4.0 indicate that language use poses challenges for grade 3 students in Project-Based Learning (PBL) These students predominantly communicate in Vietnamese with their peers and teachers during projects, whereas students in grades 4 and 5 primarily use English Consequently, the reliance on English for communication during projects is a significant issue for grade 3 students, unlike their counterparts in grades 4 and 5.
Student interviews revealed that while they attempted to use English for project discussions, they often reverted to Vietnamese for exchanging ideas and chatting with friends This behavior may stem from their comfort with their mother tongue and their limited proficiency in English For instance, a third-grade student expressed difficulty in communicating her thoughts and opinions with peers, leading her to rely on Vietnamese phrases such as "let’s discuss," "Have you finished drawing?," "can you talk?," "I agree," "I think this activity is bad," and "Should we change it?"
Project-Based Learning (PBL) presents both advantages and challenges for students, particularly in areas such as motivation, participation, performance, time management, and language use On the positive side, PBL enhances students' motivation to communicate in English and fosters interaction among peers, which aids in the retention and application of key vocabulary and grammatical structures However, a significant drawback is that many students lack confidence when it comes to speaking in front of the entire class.
Students, particularly those in grade 5, often struggle with time management, which can lead to significant challenges in their academic performance Additionally, language barriers pose difficulties for younger students, especially those in grade 3, affecting their ability to communicate effectively and respond promptly to questions.
4.2 Real situation of PBL in improving speaking skills as perceived by teachers
To evaluate the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills, teachers utilized data from questionnaires focusing on key areas such as interaction, feedback, correction, time management, student engagement, language use, and overall knowledge and experience Additionally, classroom observations and interviews provided supplementary insights to reinforce the findings.
The classroom observations reveal that teachers have more interaction with students during the projects and teachers support students with vocabulary and structures
Interact with students more frequently 5.00 5.00 4.00 4.67
Help students use suitable words for the projects 5.00 5.00 4.00 4.67
Help students use suitable structures for the projects 5.00 4.00 4.00 4.33
Table 4.2.1 Teacher- student interaction according to classroom observations
In interviews, T3 shared that her fifth-grade students struggled to discuss their plans for the upcoming week during lesson 3 of Unit 5 To assist them, she recommended engaging activities such as playing chess, swimming, and listening to music Additionally, she encouraged her students to use the future tense structure with "will" to articulate their plans effectively.
In short, PBL brings many benefits to teachers related to teachers’ interaction and support
Correct students’ mistakes in word choice 3.00 3.00 3.00 3.00
Correct students’ mistakes in grammar 4.00 5.00 5.00 4.67
Correct students’ mistakes in pronunciation 4.00 4.00 5.00 4.33 Table 4.2.2 Feedback and correction according to classroom observation
Classroom observations indicate that teachers dedicate significant time to providing feedback and correcting students' grammar and pronunciation errors However, they often overlook the importance of word choice during Project-Based Learning (PBL) lessons.
Interviews indicate that Problem-Based Learning (PBL) enables teachers to effectively address students' grammatical and pronunciation errors Furthermore, it allows educators to assess students' comprehension of previously taught vocabulary and structures, thereby enhancing the overall teaching process.
Time for students to practice speaking before the presentation step 4.00 4.00 5.00 4.33
Time for all groups in the presentation step 3.00 3.00 1.00 2.33
Time for feedback & evaluation 3.00 2.00 1.00 2.00 Table 4.2.3 Time for PBL according to classroom observations
Classroom observations reveal that while teachers allocate time for students to practice speaking, they often neglect to call on all groups to present their projects and fail to provide necessary feedback and evaluation.
In interviews, all teachers identified time management as the most significant challenge of Project-Based Learning (PBL) Teacher 1 noted that she has only 35 minutes for each lesson, which must accommodate two or three activities, including the project component.
To manage the limited time available for projects, educators often allocate about 15 minutes for reading and writing activities, leading to adaptations such as assigning these tasks as homework One teacher noted the necessity of quickly covering other content to ensure project completion Additionally, for projects involving drawing, coloring, or crafting, students are frequently asked to work on these at home to allow for adequate presentation time in class However, teachers acknowledged that they sometimes struggle to fit all presentations and evaluations into the available timeframe.