The application of project based learning in learning english at vung tau secondary school EFL student’s prospects and challenges (master’s thesis)

MINISTRY OF EDUCATION AND TRAINING BARIA-VUNGTAU UNIVERSITY TRAN THI THU HUYEN THE APPLICATION OF PROJECT-BASED LEARNING IN LEARNING ENGLISH AT VUNG TAU SECONDARY SCHOOL: EFL STUDENT’S

MINISTRY OF EDUCATION AND TRAINING

BARIA-VUNGTAU UNIVERSITY

TRAN THI THU HUYEN

THE APPLICATION OF PROJECT-BASED LEARNING IN LEARNING ENGLISH AT VUNG TAU SECONDARY SCHOOL: EFL STUDENT’S

PROSPECTS AND CHALLENGES

MASTER’S THESIS

Ba Ria - Vung Tau, March 2023

MINISTRY OF EDUCATION AND TRAINING

BARIA-VUNGTAU UNIVERSITY

TRAN THI THU HUYEN

THE APPLICATION OF PROJECT-BASED LEARNING IN LEARNING ENGLISH AT VUNG TAU SECONDARY SCHOOL: EFL STUDENT’S PROSPECTS AND CHALLENGES

MASTER’S THESIS

Submitted to the Postgraduate Institute in partial fulfillment of the

Master’s degree in TESOL Course code: 8140111

SUPERVISOR: DUONG MY THAM, PH.D

Ba Ria - Vung Tau, March 2023

ABSTRACT

The objective of this research is to explore the views of Vung Tau secondary school students on the potential benefits and difficulties of using project-based learning in their English language classroom A mixed research approach was utilized, combining qualitative and quantitative methods, to gather data from 298 students across all eight classes The researcher employed questionnaires and semi-structured interviews to collect data, with the former focusing on students' opinions

on the advantages and challenges of using project-based learning in English language learning The semi-structured interviews were used to validate the results obtained from the questionnaires The collected data was analyzed using SPSS 20.0, generating mean scores and standard deviation The findings revealed that most of the students were in favor of project-based learning in English language learning, citing teamwork, problem-solving, student-centeredness, high-tech utilization, information collection, analysis ability, collaborative skills, and activeness as the main advantages However, some challenges were also identified, including time management and a lack of experience in project design The students had neutral opinions on translation from Vietnamese to English, computer skills, domination, interaction, and information collection The study concludes with a recommendation

Keywords: challenges, prospects, secondary school students, PBL, Vung Tau

secondary EFL context

TABLE OF CONTENTS

ABSTRACT i

TABLE OF CONTENTS ii

APPENDICES v

LIST OF FIGURES vi

LIST OF ABBREVIATION viii

STATEMENT OF ORIGINAL AUTHORSHIP ix

ACKNOWLEDGEMENTS x

RETENTION AND USE OF THE THESIS xi

CERTIFICATE OF ORIGINALITY xii

CHAPTER 1: INTRODUCTION 1

1.1 Background of the study 1

1.2 Statement of the problem 2

1.3 Rationale for the study 5

1.4 Research aim(s) and objectives 7

1.5 Research questions 7

1.6 Significance of the Study 8

1.7 Definition of terms 8

1.8 Organization of the study 9

CHAPTER 2: LITERATURE REVIEW 10

2.1 Definition of projects 10

2.2 The concept of Project-based learning (PBL) 11

2.2.1 Definition of PBL 11

2.2.2 Phases of a project-based lesson 13

2.3 The application of PBL in EFL education 16

2.3.1 Prospects in the application of project-based lessons 16

2.3.2 Challenges in the application of project-based lessons 20

2.4 Previous studies 22

2.4.1 Previous studies in the international contexts 22

2.4.2 Previous studies in the Vietnamese EFL context 25

2.5 Conceptual framework of the study 26

2.6 Summary 27

CHAPTER 3: RESEARCH METHODOLOGY 28

3.1 Research design 28

3.2 Research setting 29

3.3 Participants 30

3.4 Research instruments 32

3.4.1 Questionnaire 32

3.4.2 Semi-structured interview 35

3.5 Data collection procedure 36

3.5.1 Questionnaire 36

3.5.2 Semi-structured interview 36

3.6 Data analysis procedure 37

3.6.1 Questionnaire 37

3.6.2 Semi-structured interview 38

3.7 Validity and reliability 38

3.7.1 Questionnaire 38

3.7.2 Semi-structured interview 39

3.7.3 Questionnaire piloting 39

3.7.4 The result of pilot questionnaire with students 40

3.8 Summary 40

CHAPTER 4: RESULTS AND DISCUSSION 41

4.1 Results 41

4.1.1 Prospects of Vung Tau Secondary School Students in EFL Classrooms with Project-Based Learning 41

4.1.2 Challenges of Vung Tau Secondary School Students in EFL Classrooms with Project-Based Learning" 44

4.2 Discussion 47

4.3 Summary 48

CHAPTER 5: CONCLUSION & RECOMMENDATION 49

5.1 Conclusion 49

5.2 Pedagogical implications 50

5.3 Limitations 51

5.4 Recommendations for Further Research 52

REFERENCES 54

APPENDICES

APPENDIX A: QUESTIONNAIRE (English version) 60 APPENDIX B: BẢNG HỎI KHẢO SÁT DÀNH CHO HỌC SINH (BẢN TIẾNG VIỆT) 65 APPENDIX C: INTERVIEW (English version) 70 APPENDIX D: CÂU HỎI PHỎNG VẤN DÀNH CHO HỌC SINH (BẢN TIẾNG VIỆT) 73 APPENDIX E: THE APPLICATION OF PBL IN THE GLOBAL SUCCESS ENGLISH TEXTBOOK FOR VIETNAMESE SECONDARY SCHOOLS 76 APPENDIX F: SEVERAL PROJECT BASED LEARNING EXERCISES FOR 8TH GRADE STUDENTS ARE PRACTICED IN ENGLISH CLASS AT VUNG TAU SECONDARY SCHOOL 80 APPENDIX G: THE SEMI-STRUCTURED INTERVIEWS TO INVESTIGATE STUDENTS' PROSPECTS AND CHALLENGES IN PBL (VIETNAMESE VERSION) 95

LIST OF FIGURES

PAGES

Figure 2 1 Seven phases of PBL model (Nizwardi & Ramli, 2016) 14 Figure 2 2 Conceptual framework of the study 27

LIST OF TABLES

PAGES

Table 3 1 Demographic information of the students 31 Table 3 2: Questions in the questionnaire 33 Table 3 3 Agreement Rating Scale 37 Table 4 1 Descriptive statistics of the students’ prospects of the application of the project-based learning in EFL classroom ……….42Table 4 2 Descriptive statistics of the students’ challenges in applying project-based learning in EFL classroom 45

LIST OF ABBREVIATION

EFL English as a Foreign language

IOE Internet-Based Olympiad of English Exam

STATEMENT OF ORIGINAL AUTHORSHIP

To the best of my knowledge, this thesis does not include any previously submitted work that was used to fulfill the requirements of an award from this or any other higher education institution Furthermore, I attest that the content of this thesis does not contain any material that has been previously published or written by another individual, unless proper reference and credit is given

Signature: _

Date: _

I would also like to extend my appreciation to the principals and teachers of the sample schools for their cooperation in facilitating the data collection process

Lastly, I am indebted to my family, particularly my parents who have been a constant source of support and assistance in taking care of my son while I attended

MA classes and worked on my thesis I am also grateful to my parents-in-law for their understanding and timely encouragement Additionally, I express my special thanks

to my husband for his continuous spiritual support in both my career and personal life

RETENTION AND USE OF THE THESIS

As a TESOL degree candidate, I, Tran Thi Thu Huyen, acknowledge and accept the University's guidelines regarding the archiving and use of deposited theses

in the Library

I consent to the availability of my thesis for research and academic purposes, subject to the standard protocols and regulations set by the Librarian pertaining to the maintenance, borrowing, or duplication of theses

Ba Ria – Vung Tau, March 2023

Signature

TRAN THI THU HUYEN

CERTIFICATE OF ORIGINALITY

This is to certify that the work titled:

“THE APPLICATION OF PROJECT-BASED LEARNING IN LEARNING ENGLISH AT VUNG TAU SECONDARY SCHOOL: EFL STUDENT’S PROSPECTS AND CHALLENGES”

submitted by TRAN THI THU HUYEN is original and has been created solely by

the author No previously published work or other sources have been used without proper citation and acknowledgment

The author certifies that the work is original and has not been previously submitted for any other academic program or award

Ba Ria – Vung Tau, March 2023

Signature

TRAN THI THU HUYEN

CHAPTER 1: INTRODUCTION

This chapter presents the introduction of the research, which includes the background of the study; the statement of the problem; the rationale; the research aim and objectives; the research questions; the significance of the research; and the definition of the key terms The structure of the research is presented at the last of the chapter

1.1 Background of the study

Currently, with the trend of development and world integration, Vietnam as well

as other Asian countries are very necessary to train human resources who know how

to use English at work In some countries in the region such as Thailand; Malaysia and the Philippines, the Governments have introduced policies on foreign language training for students to prepare for access to the regional and international market However, according to Hong T T T (2010), the quality and effectiveness of English teaching and learning in Vietnam today are still very low compared to the requirements of society and the global context It shows that the majority of Vietnamese people’s ability to meet the requirements of work, transaction, research, and study in English is still limited

Vu H T., & Nguyen T T H (2015) said that it can be seen from the perspective

of language policy that there is no country in the world that emphasizes the role of foreign language competence in training and using human resources like Vietnam In recruitment, foreign language proficiency is one of the important requirements for selecting and appointing personnel at state agencies and organizations In most other countries, the teaching of foreign languages is only done in high schools; however,

in Vietnam, foreign languages are considered compulsory subjects to be taught at the primary level, secondary level, high school level, and university level

One of the major goals of the new general education program, as described in Circular No.32/2018/TT-BGDĐT, is to help build a generation of students capable

of developing their potential and individual creativity (Vietnam Ministry of Education and Training, 2018) When students are given opportunities and encouraged to apply their knowledge in practice, apply lessons; and develop their own creative ideas; the knowledge in the program will become vivid and real, practical and easy to understand; and students will have more interest in learning Personalization, creativity, and application can be considered as important new points emphasized in the innovation of teaching methods under the new general education curriculum These are also common points that can be seen in the content of education

in the 21st century, supported by many organizations and educators around the world The international organization for education affirmed that education in the 21stcentury needs to equip learners with four skills including communication; collaboration; critical thinking; and creative thinking, referred to as the 4C’s (Partnership for 21st Century Learning, 2019) These skills not only help students learn more effectively in school but also play an important and necessary role for learners to succeed in life

According to the language education policy in Vietnam, foreign languages hold

a significant position However, despite this emphasis, the overall foreign language competency of students at various educational levels has yet to meet the developmental needs of the country (Tran, 2019) The results of the analysis of scores

on the English high school graduation exam in the whole country in 2022 showed that there were 866,196 candidates taking the English test, of which the average score was 5.15 points, the median score was 4.8 points; the score with the most candidates was 3.8 point (Thanh H H., 2022) The number of candidates with score <=1 was

423, accounting for 0.05 % (Thanh H H., 2022) The number of candidates scoring below average was 446.648, accounting for 51.56% The results showed that the teaching and learning quality of English in Vietnam is not high (Thanh H H., 2022)

1.2 Statement of the problem

English became a mandatory subject in primary schools across Vietnam in

2008 The Vietnamese government also approved the “Teaching and Learning of

Foreign Languages (TLFL) in the National Formal Education System (NFES) from

2008 to 2020” (Decision No 1400/QD-TTg) (Huynh, 2019) Modernize foreign language teaching and learning at all levels of education; improve young Vietnamese’ ability to communicate effectively and confidently in a foreign language (primarily English); meet the needs of the country’s industrialization and modernization; and achieve the project’s objectives (Hoang V T.,2010) The NFLP 2008-2020 was revised and expanded in December 2017 The project has been extended from 2017

to 2025 as a result of these approved amendments

Despite the significant attention paid to the teaching and learning of English, the outcomes of English education in Vietnam have not met the expected standards There are numerous factors that contribute to the ineffective quality of English teaching and learning in Vietnam According to Nguyen's (2012) research, recent surveys have revealed that the outcomes of foreign language instruction in schools are not satisfactory Although most students are able to understand and use basic English expressions such as greetings and names, they struggle to retell a story of around 100 words or even fewer words This lack of progress has caused frustration for both students and parents alike Even after seven years of studying English at primary and secondary schools, along with an additional three years of study at the high school level, many students still struggle with listening, speaking, reading, and writing in English Hoang (2015) also pointed out that while teacher training programs have made strides in meeting foreign language standards, the curriculum, textbooks, and teaching methods have not undergone significant changes Consequently, the assessment methods used in the teaching process have remained unchanged, leading to a lack of improvement in the quality of learning

Project-based learning, often known as PBL, has gained popularity in a variety

of educational institutions over the course of the last few decades Even though efforts have been made to include the natural learning environment of a kid in the language classroom, it is not an easy task to make language learning occur naturally in a way that rich experiences might be achieved by students with varying degrees of language

proficiency The ability to work effectively in a group setting, as well as to think critically and creatively, is regarded as being of equal importance because these are regarded as essential skills for future professionals to have in the 21st century This

is in response to the growing demand that students be prepared to be competent users

of English in a skilled work context Learning should go further than the traditional practice of chalk and board, in which the teacher is the only sender of knowledge and the students are passive recipients This enhanced research design of teaching is intended to improve the quality of the learning experience, so it is important that learning should go beyond this practice In point of fact, the time that is allotted for the development of a learner’s natural curiosity may be constrained in a conventional classroom setting This is especially the case when the focus is maintained on the topic that is being taught rather than on how pupils learn The delivery of content rather than fresh learning is the focus of such a teacher-based approach, which has a tendency to adopt a more structured type of learning A more learner-centered and holistic approach to learning is thus required because it promotes efforts that awaken the students’ attention, that kindle their willingness to learn, that involve them in relevant learning environments, and that offer them a sense of society miniatures where they may operate with real objects and real people where learning is formed

by real contact with, or exposure to, more real-life scenarios

Vung Tau secondary school pays much attention to the learning and teaching quality However, the results of English learning and teaching are not high The school has also applied project-based learning to promote interaction among students

to improve their learning However, it seems that they do not strictly follow the procedures of project-based learning As a result, their results in learning are not good They also may encounter challenges in using project-based learning to promote their cooperation in learning

Thus, this research will focus on exploring their perceptions of prospects towards the application of project-based learning in learning English language and find out the challenges they must encounter in the learning and teaching process

1.3 Rationale for the study

No one can deny the importance of English as an international language in today’s era of globalization and deep and multi-facet integration No student, no school is outside the general trend of the times However, recognizing and evaluating the role of English in schools in general and in secondary schools in particular and how to make students like studying to get the best results to meet the current demand for high-quality human resources is still not a question that has not been satisfactorily answered

Innovating teaching methods is one of the urgent requirements to improve the quality of education and training of the country Along with renovating the curriculum and teaching facilities, improving teaching methods is a key step in determining the quality of teaching and learning in schools Teaching methods affect learners Teachers innovate the way of teaching so that learners are more active in the learning process

In teaching English, one method that has attracted a lot of attention is the project-based learning method This method is expected by many educators and teachers to help realize the goal of applying knowledge and language ability in practice In the pilot set of textbooks for the English program from grade 6 to grade

12 of Education Publishing House, PBL is compulsory content, designed at the end

of each lesson (Hoang, 2015) With many new sets of books, officially approved by the Ministry of Education for circulation in the current secondary school and high school curriculum with grades 6; 7; and 10, PBL also is content that is integrated into the program and encourages teachers to organize for students to do (Hoang T.T.T, 2022; Vo T.M.H, 2021) In the past 2 years, when the Covid-19 epidemic was complicated and when students in many localities across the country had to switch to online learning and testing, PBL is the form approved by the Ministry of Education and Training Many educational institutions consider and encourage the application

of PBL as a learning method that combines general assessment and assessment of learners’ capabilities, avoiding many risks in taking centralized online tests

PBL can be said to have originated in the 1900s, with Dewey's (1902) view that when learners engage in meaningful and real-life learning activities, they will deepen their understanding of the lessons This is the method of learning through action (Dewey, J., 1902) There are many kinds of research and definitions of PBL in the world, but most of them share the common view that PBL puts learners in a real-life environment, with requirements to solve specific tasks and solutions In addition, PBL creates conditions for learners to learn and develop according to their individual needs and abilities over a sufficiently long period of time and often takes place outside the classroom Moreover, PBL creates opportunities for learners to collaborate, work

in groups, and promote autonomy initiative, creativity, critical thinking, and solving skills (Doppelt, 2003; Bender, 2012)

problem-Larmer (2015) also provides a framework describing seven qualities that should

be included in a project, which is widely agreed upon by many educators, namely challenging tasks; the ability to continuously investigate problems; learners are given opinions and choices; practicality of application; self-assessment ability; critical thinking ability; and announced products (Larmer, 2015) PBL is a method to help develop many 4C’s skills as well as help realize the goal of applying knowledge in practice, promoting the potential and creativity of individual students Learners work

in groups, take the initiative in arranging implementation time, and can choose their own research topics, forms of expression, and products; projects to solve problems in life, based on knowledge and skills built in lessons combined with active inquiry and individual creativity, unity in the working group Project products are diverse, both having their own imprint and meeting the general requirements of the subject These strengths make PBL an increasingly popular teaching method, which is of interest to many English teachers, as well as many educational institutions encouraging integration in teaching (Hoang T.T.T, 2022; Vo T.M.H, 2021) Although mentioned

as a new method, with many advantages, the application of PBL in teaching is not an easy and smooth journey for many English teachers Many teachers, especially in middle and high schools, which for many years have used pilot books and projects as

a mandatory part of the program, still have many concerns (Tran, 2016) Numerous educators teaching English to middle and high school students have reported disregarding the project-based learning (PBL) component of textbooks, choosing to concentrate on reinforcing language fundamentals like grammar, vocabulary, and pronunciation, as well as enhancing English reading, listening, speaking, and writing abilities Some teachers have attempted to integrate PBL in their lessons, but they express bewilderment and disappointment with its effectiveness PBL is frequently discussed, but educators may struggle with how to effectively implement it in their teaching approach

Therefore, this research with the title “The application of Project-Based

Learning in learning English at Vung Tau Secondary School: EFL student’s prospects and challenges” is chosen to explore Vung Tau secondary school students’

prospects and challenges in applying project-based learning in learning English language A recommendation is provided to help apply project-based learning better

in learning English language

1.4 Research aim(s) and objectives

This research aims to investigate the prospects and challenges in the application

of project-based learning at Vung Tau secondary school To be consistent with the research aim, two research objectives are built as follows:

(1) To explore Vung Tau secondary school students’ prospects of the application of project-based learning in EFL classrooms;

(2) To find out the challenges that Vung Tau secondary school students may encounter in applying project-based learning in EFL classrooms;

1.5 Research questions

After setting up the research aim and objectives, the following research question

is built according to the research objectives:

(1) What are Vung Tau secondary school students’ prospects when project-based learning is applied in EFL classrooms?

(2) What challenges do Vung Tau secondary school students probably encounter

in project-based EFL classrooms?

1.6 Significance of the Study

The objective of this study is to explore the views and challenges of EFL students at Vung Tau secondary school regarding the implementation of project-based learning in their English language education The findings of this research are intended to make a contribution to the theoretical framework related to project-based learning, which could aid teachers and researchers in discovering new methods to help students overcome difficulties in applying project-based learning in their learning process

Additionally, this study can be used as a reference guide for utilizing based learning to enhance students’ learning in EFL classrooms The significance of this research lies in the role of project-based learning in fostering collaborative learning among EFL students, leading to better academic outcomes Therefore, this research highlights the practical application of project-based learning in the teaching and learning of English

project-1.7 Definition of terms

There are several key terms of the research that should be defined as follows:

Project-based learning is a student-centered learning method that directs

students to acquire knowledge and skills by embarking on a specific project to solve

a problem Students will go through a process of discovery to solve a challenging

project that requires thinking

Secondary school is also called a middle school or junior high school It is a

place of learning for students aged from 12 to 15 years old, whose grades are above elementary school and below high school In some places, there will be levels of one school In this study, Vung Tau secondary school was selected as a research setting

Prospects refer to decision making under condition of risk Decisions are based

on judgments

exertion to accomplish successfully, thus assessing an individual's capabilities

1.8 Organization of the study

The current study is comprised of five chapters, which are outlined as follows: Chapter 1 is the introduction and provides the study's background, problem statement, rationale, research objectives and questions, the significance of the research, and definitions of key terms

Chapter 2 is the literature review and covers the theory of project-based learning, the benefits and challenges of implementing project-based lessons, previous research, and the conceptual model of the study

Chapter 3 is the research methodology and includes the research questions, design, setting and participants, research instruments, and data collection and analysis procedures

Chapter 4 is the findings and discussion section, which presents the research results addressing the first and second research questions: the prospects of project-based learning application in English as a Foreign Language classrooms for Vung Tau secondary school students and the potential challenges encountered by the students in implementing project-based learning

Chapter 5 is the conclusion and provides a summary of the research, limitations, implications, and recommendations for future studies

CHAPTER 2: LITERATURE REVIEW

This chapter covers several theories related to the research It begins with a definition of projects, followed by an explanation of various concepts related to project-based learning These include the definition of PBL, the different phases involved in a project-based lesson, the implementation of PBL in EFL education, the benefits of using project-based lessons, and the challenges associated with implementing them Finally, the chapter discusses previous studies and presents a conceptual framework

2.1 Definition of projects

According to Jones, Rasmussen, and Moffitt (1997) and Thomas, Mergendoller, and Michaelson (1999), projects are complex tasks that revolve around challenging questions or issues These tasks necessitate student involvement in activities such as problem-solving, design, investigation, and decision-making Additionally, projects offer students the opportunity to work independently for extended periods of time, resulting in the creation of practical products or presentations On the words of Thomas (2000, p.29), “projects are central, not peripheral to the curriculum Projects are focused on questions or problems that drive students to encounter (and struggle with) the central concepts and principles of a discipline Projects involve students in

a constructive investigation Projects are student-driven to some significant degree Projects are realistic, not school-like” Megh (2020) defined that projects mean learners’ effort to obtain certain results, with the involvement of activities and resources The projects have constraints such as quality, cost and time and things related to changes (Megh, 2020) Megh (2020) added that projects have definite beginnings and definite ends The results of the projects must be unique results, products and service

2.2 The concept of Project-based learning (PBL)

2.2.1 Definition of PBL

Thomas (2000) defines PBL as a learning model that focuses on projects, which are intricate and challenging tasks that require students to engage in designing, problem-solving, decision-making, or investigative activities With PBL, students have the opportunity to work relatively independently over an extended period of time and produce realistic products or presentations Nguyen (2011) notes that PBL

is a dynamic teaching approach that enables learners to explore problems, challenges, and issues, leading to a deeper understanding of the subject matter Retention of knowledge gained through PBL is higher than through traditional learning methods, and PBL fosters students' self-confidence and self-direction as they work both individually and in teams

According to Blumenfeld and colleagues (1991), project-based learning involves students in their own education through research projects This methodology centers on students seeking answers to non-trivial problems through various activities, such as refining and posing questions, discussing and debating ideas, forming hypotheses, developing plans and experiments, collecting and analyzing data, drawing conclusions, presenting their findings, asking further questions, and creating artifacts

Bell (2010) contends that student-centered project work is driven by the need to produce a final outcome However, it is the process of achieving that outcome that makes project work valuable The process provides students with opportunities to develop their confidence and independence; and to work collaboratively in a real-world context on a project that they have defined themselves, rather than being imposed on them externally (Blumenfeld et al., 1991) Project-based learning is based

on constructivist teaching methods that prioritize students' practical experiences in the classroom over textbook reading and lectures (Park & Hiver, 2017)

Project-based learning (PBL) is a teaching approach that places students at the center of the learning process, encouraging them to actively engage in real-world challenges and problems in order to achieve a deeper understanding If a student is serious about learning, they will spend a significant amount of time delving into and solving a difficult question or problem It's a hands-on, inquiry-based approach to learning What sets PBL apart from other methods of teaching is that it asks students

to think critically and creatively rather than simply regurgitate facts (Putri, Artini & Nitiasih, 2017)

In project-based learning (PBL), students take a central role in their own education by formulating a question and conducting research with the guidance of the instructor Unlike traditional teaching methods that follow a fixed lesson plan leading to specific learning outcomes or objectives, PBL allows students to delve deeply into a topic of interest and explore it extensively (Korkmaz & Kaptan, 2000; Harris & Katz, 2002)

According to Thomas, Mergendoller, and Michaelson (1999), project-based learning involves challenging problems and empowers students to take a central role

in designing, problem-solving, and decision-making, providing opportunities for comparative independence This approach to education is grounded in a societal view and recognizes learning as a participatory social experience Practical, real-world, and self-guided education is emphasized, and extracurricular activities such as museum visits, classroom experiments, and other enriching experiences are utilized to enhance learning Students create, implement, and evaluate projects with real-world applications Project-based learning is a comprehensive teaching approach that focuses on involving students in the exploration of difficult, authentic problems and the creation of carefully designed products and activities To implement project-based learning in the classroom, it is necessary to provide students with the required information, and classroom activities should be student-centered, cooperative, and engaging (Moursund, 1999)

Moursund (1999); Thomas, Michealson, and Mergendahl (2002) defined that project-based learning engages students in acquiring information and skills through

a prolonged inquiry process built around challenging, authentic questions and carefully planned products and assignments Through students' interaction with complicated and unique challenges, project-based learning improves the quality of learning and contributes to higher-level cognitive development (Blank, 1997; Bottoms & Webb, 1998) Through project-based learning, students are exposed to a variety of skills and abilities, including cooperation, project planning, decision making, and time management (Blank, 1997; Dickinson et al., 1998) An emphasis

on the individual learner is what sets project-based education apart (Lee, 2015) The projects are designed around concerns or difficulties that force students to come face

to face with and discuss fundamental ideas and principles of a field A continuous inquiry process focused on difficult, authentic questions and the thoughtful creation

of products and activities characterizes project-based learning, which actively involves students in the acquisition of knowledge and skills (Maida, 2011) Project-based learning enhances students' motivation Teachers frequently observe an increase in participation, class attendance, and assignments readiness (Bottoms & Webb, 1998) Blumenfeld et al., (1991) stated that students can be highly motivated, feel eagerly engaged in their personal study, and produce complicated, high task when project-based learning is implemented well by teachers Students and teachers both

in project-based learning classrooms pay attention to the steps leading up to the finished product, whether that's acquiring new vocabulary or analyzing data (Park & Hiver, 2017) Fundamentally, the project's value lies less in its completion than in the lessons acquired A project can take any form at all so long as it yields several outcomes that can give students ongoing review and possibilities to grow as learners (Parker, 2020)

2.2.2 Phases of a project-based lesson

According to Nizwardi and Ramli (2016), PBL can be implemented through a seven-phase process These phases are categorized into three main phases The first

phase is the debriefing of skill competence, which involves formulating the expected learning outcomes, understanding the teaching material concepts, and providing skills training The second phase is project work, which includes designing the project theme, marking the project proposal, and executing the project tasks The final phase

is the presentation of the project report

Figure 2 1 Seven phases of PBL model (Nizwardi & Ramli, 2016)

To begin the PBL process, teachers and students interact to explore and gather information about the learning outcomes and relevance of the study materials This aligns with the contextual teaching and learning approach, which connects subject matter content to real-world situations and motivates students to apply knowledge to

their lives (Bers & Erickson, 2001) In PBL, real-world tasks are central to the students' attention, and meaningful work tasks are used to motivate students (Balve

& Albert, 2015) The students are directed to discuss real-world problems to promote

a growing sense of concern and motivation to solve problems related to their field of study

To comprehend the teaching material, teachers play a crucial role in guiding students to study the modules and facilitate classroom discussions Students are actively encouraged to participate in group discussions, which promote cooperation and help them develop social and personal skills However, cooperative learning can cause students to feel anxious as it requires them to succeed at every stage Despite this, cooperative learning environments support permanent learning and provide opportunities for higher levels of achievement and knowledge retention through cognitive activities (Altun, 2015; Tran, 2014)

The phase of skills training in PBL involves providing students with vocational training techniques and teaching them how to operate machinery related to the subject matter The aim is to ensure that students have a good understanding of the technical

or operational machinery that they will be working with in their projects Before students begin working on their projects, they are given practice sessions to debrief and hone their skills The teaching method for providing technical and operational skills training can involve demonstrations and practical exercises

The collaborative process of identifying real-world problems or challenges within the community is the initial phase of designing a project theme in project-based learning (PBL) This approach aims to create a learning-focused environment, instead of one that emphasizes teaching, in response to a rapidly changing world The identification of potential areas for investigation involves surveys and interviews with community members and students to determine their concerns Real-world sources

of information, such as interviews and internet sites, are used by students to investigate the problems further After selecting a specific real-world issue, students work in groups to identify products that could address the problem or create an

innovative product with economic value The teacher provides feedback, suggestions, and approval to the student groups as they prepare a draft proposal

The project proposal phase involves identifying the problem, proposing solutions, creating a framework, estimating production, listing required materials and consumables, and calculating the costs of machines and estimated production activities The availability of consumables and machinery facilities owned by the school must also be considered, along with the suitability and cost of materials, as suggested by Khurmi and Gupta (2005)

During the project execution phase, students engage in practical activities that require good teamwork, demonstrate their performance quality, and solve project-related problems The teacher acts as a mentor, tutor, supervisor, and evaluator, allowing students to carry out the learning process through inquiry and construction

of project tasks Bergh et al (2006) suggest that success in today's job market often requires the ability to operate in ambiguous and ever-changing environments, handling non-routine and abstract work processes

The final step of the PBL process is the presentation of the project report, where students present their work and results in a classroom seminar The teacher evaluates the students' mastery of the project tasks and engages in discussions about any deficiencies in the process and results Kubiatko and Vaculova (2011) note that the focus of the seminar is on the discussion between the teacher and students, with students presenting their own perceptions and evaluating each other's work, suggesting ways to improve their own presentations, and identifying mistakes that were made The teacher summarizes the views and evaluations of the evaluators

2.3 The application of PBL in EFL education

2.3.1 Prospects in the application of project-based lessons

It is no longer sufficient for students to simply memorize facts and recite them without context in order to succeed in today's world Students must be able to read, write, and do math in order to solve complex problems, but they must also have 21st-

century skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools) An experienced teacher guides and mentors, students with this combination of skills into becoming directors and managers of their own educational journeys (Krajcik & Blumenfeld, 2006) Quality-driven activity is the foundation of project-based learning, which in turn helps students acquire habits that are important for success in today's global economy (Maida, 2011) In contrast to more traditional exercises meant to assist students retain knowledge in the absence of a central question; students engaged in projects are often required to apply what they have learned in a practical context While such traditional activities may have some relevance to one another and aid in the learning of curriculum content, they do not contain the same promise that learning will occur as

do activities arranged in the service of an essential intellectual aim (Sizer, 1984) Proponents of project-based learning assert that students acquire knowledge of fundamental ideas and concepts as they study and seek answers to challenges Through the use of projects, students are immersed in authentic, context-specific problem-solving situations This way, students can see that the questions and answers they encounter in their everyday work are valuable and amenable to systematic investigation, which can help them make connections between classroom events and real-world experiences (Blumenfeld et al., 1991) Therefore, project-based learning necessitates students' sustained participation over a long period of time

An additional benefit of project-based education is that it encourages students

to make connections between different academic disciplines and to provide a broader, rather than more restricted, perspective on the topics being studied A wide variety of students and classroom settings can benefit from using projects as a teaching tool (Blumenfeld et al., 1991)

According to Tretten and Zachariou (1997), students improved their work ethic, logical analysis, and output through projects More students at the project-based school passed the national exam than students at the traditional school, according to

a longitudinal study of teaching mathematics in a secondary school conducted by Boaler (1998)

Real-world context and technology are integrated into the curriculum to encourage students to become self-directed workers, critical thinkers, and lifelong learners While breaking down barriers like classroom isolation, apprehension about embarking on a new process, and lack of confidence in success, teachers can connect with administrators and subject-area experts while also sharing ideas with parents (Krajcik & Blumenfeld, 2006) Students in project-based learning assignments are tasked with conducting research, collaborating with peers, interpreting information, and developing original products in an effort to solve real-world problems (Lee, 2015) The value of community as a tool for change is also highlighted (Maida, 2011) Because of this, knowledge, information, and data can be shared in a less formal setting Students are encouraged to practice higher-level cognitive abilities like analysis, synthesis, and evaluation (Lee, 2015) Knowledge-based attitudes and actions among students should shift as a consequence of this effort Westwood (2006) argues that students benefit from projects because they develop self-direction and engagement, since they are responsible for their own learning, and because they utilize a wide range of ways of interaction and presentation Assignments that are relevant to real-world situations and similar to projects worked out in the corporate world increase students' enthusiasm and active engagement in learning, according to research by Curtis (2002)

As well as teaching and learning, PBL is a form of collaboration According to Cornell and Clarke (1999), PBL not only gave secondary school students the chance

to collaborate on projects, learn new skills, and advance at their own pace, but it also helped students who were struggling academically Learning in groups relies on constructivism, which emphasizes interaction between students through means like

as questioning, discussion, and the exchange of ideas (Jarvis et al., 1998) Taking responsibility for one's own education will lay the groundwork for how one

collaborates with others in the future PBL has been shown to benefit middle school students of all abilities, according to research by Barron et al (1998) and Liu and Hsiao (2002) Veenman et al (2000) conducted research in Dutch primary schools to investigate the use and evaluation of cooperative learning by both teachers and pupils The study found that pupils showed a positive attitude towards cooperative learning and rated the effectiveness of their group work highly

Teaching has traditionally been a behind-closed-doors activity between moderately consenting participants

 The use of PBL and technology allows students, teachers, and administrators to learn outside of the classroom, promoting lifelong learning

 Students become active, lifelong learners who actively contribute to the creation

of a new knowledge base

 Children learn to be self-directed learners, which is the first step toward becoming lifelong learners, in PBL classrooms

As Mahasneh & Alwan (2018) explain, PBL is a systemic program, which allows children to actively participate and feel part of the learning process where they collaborate and execute knowledge results as intrinsic motivation Some academics claim that the benefits of these strategies include eliminating learners' misunderstandings and fostering more learning experiences (Hanipah, Florentinus &

RC, 2018) As per Poonpon (2017), PBL is the most common creative training methodologies in science and English classrooms This is reinforced by Bakar, Noordin & Razali (2019), who remark on the rapid rise in the usage of this classroom instruction in English classes, while Kimsesiz (2017) demonstrate the value of students' actively participating in construction learning in class where they are expected to The learning approach also assists children in learning pragmatic reasoning abilities, allowing them to effectively participate in inquiry and operational decisions (Sayuti et al., 2020, pp.1832) Project-based learning improves students 'computational thinking skills by raising questions, discussing ideas, and making

judgments, boosting their scientific issue skills and capacities (Kovalyova, Soboleva

& Kerimkulov, 2016) Furthermore, project-based learning encourages student teamwork and the realization that each member of the team has duties to the others Different learning styles in children are well-documented They learn from a wide range of backgrounds and experiences Additionally, it is acknowledged that children have a wider range of abilities than they have been allowed in regular classrooms with the traditional text-focused focus (Krajcik & Blumenfeld, 2006) Due to the fact that students must use all of their senses while researching and solving

a problem, as well as communicating their findings, PBL takes into account these differences At higher levels of achievement, children can use their strengths when they are engaged in what they are doing

 Explore the power of wind by building wind turbines with your students You can use materials like paper, cardboard, or even recycled items to make simple wind turbines that can generate energy This activity can help students learn about renewable energy sources and environmental sustainability

 Organize a science fair where students can present their own experiments and research This is a great way to encourage students' curiosity and interest in science,

as well as provide them with an opportunity to practice communication and presentation skills

 Create a virtual field trip by using technology to take your students on a virtual journey to historical sites, museums, or even other countries This activity can help students learn about different cultures and historical events while also providing an engaging and interactive learning experience

2.3.2 Challenges in the application of project-based lessons

When implementing PBL in language education, teachers and students are likely to face challenges in the application of project-based lessons According to Cintang, Setyowati, and Handayani (2018), time management is a significant challenge for teachers Teachers may believe that they require strong time

management skills to implement project-based learning effectively Teachers who have successfully applied project-based learning have demonstrated the ability to manage their time well, ensuring that all materials are completed within the allotted timeframe Moreover, Aldabbus (2018) stated that the teachers have obstacles in deciding the topic in the textbook to be taught by PBL The reason of this challenge

is that the design of the curriculum is not for PBL Therefore, the teachers are difficult

in choosing which topic will be taught with the application of PBL In addition, the school schedule is a barrier for the teachers in the process of using PBL to teach English language to their students The reason is that they have to complete certain topics in certain time as planned by the MOE With the application of PBL, the teachers have to take more time than other teaching methods; so, using PBL will delay the processes of presenting and covering the lessons scheduled by MOE Dahlgren et

al (1998) also gave statement that it is time consuming for many teachers to conduct PBL; and they are not able to cover as much material as a traditional lecture-based style

Aldabbus (2018) further noted that certain pre-service teachers encountered difficulties when using PBL because they lacked confidence and were hesitant to adopt it They held a preconceived notion that implementing PBL would lead to excessive noise in the classroom, making it difficult to regain students' attention Additionally, providing support to students and monitoring their progress during PBL implementation proved to be challenging Some pre-service teachers also struggled with focusing on all aspects of PBL Aldabbus's (2018) research revealed that participants lacked confidence in applying PBL because they were unsure whether to assess the process of conducting the project or the final product, likely due to their limited experience

Aldabbus (2018) discovered that students face challenges in learning the English language as well Some students tended to dominate group work and did not allow their peers to take an active role in the project, while others tried to steer the project towards their own interests, particularly high-achievers This behavior caused

frustration among those who were not given an opportunity to participate and made them unwilling to continue working with the same group This issue may have arisen due to a lack of exposure and training in collaborative work skills prior to undertaking the project, or ineffective group working rules However, teachers can assist students

in building a solid foundation for these skills by utilizing scaffolds (Hmelo-Silver & Barrows, 2006, p 24) to set them up for success

In addition, technology plays a vital role in PBL; however, some students may not have personal devices or access to technology, which hinders their ability to search for and share information with their group mates Another challenge identified

in the study is that some students tend to rush through the project with the sole aim

of completing it, rather than focusing on the learning process itself This may be due

to the fact that students are still primarily focused on getting good grades and prioritizing exam results over skill acquisition

2.4 Previous studies

2.4.1 Previous studies in the international contexts

In the study of Baş, G., & Beyhab, Ö (2010) compared the effectiveness of a more traditional approach to teaching a foreign language with a more modern approach that emphasized the use of multiple intelligences to facilitate project-based learning The study also evaluated students' attitudes toward English instruction Karatli Sehit Sahin Yilmaz Elementary School in Nigde, Turkey served as the location for the study, which took place throughout the education-instruction year 2009–2010 The research was carried out with the participation of a total of fifty fifth-grade kids from this particular school, split across two distinct classes The findings

of the study revealed a discernible split in the levels of attitude exhibited by the two groups that were studied: the experiment group and the control group In addition to this, it was discovered that the activities based on the multiple intelligences approach were more successful in fostering the growth of positive attitudes among the pupils

At the conclusion of the study, it was found that students who were educated using the multiple intelligences supported project-based learning method had a higher level

of motivation and were more successful in their academic endeavors than students who had been educated using traditional learning techniques

In the study of Genc (2015), it evaluated whether or if students' views about the natural world change as a result of participating in project-based learning activities

In the study that was carried out with 39 students who are enrolled in the course, researchers studied whether or not students who generated projects on environmental issues saw shifts in their attitudes toward the environment In order to provide more context for the study's findings, a mixed-method explanatory design was utilized After receiving instruction on fundamental environmental ideas as well as project-based learning, the students worked together in groups to formulate solutions to environmental issues using what they had learned Students were given presentations

on the projects that they had made in order to educate them The findings of this research indicate that, despite the absence of a statistically significant gender gap in environmental views, project-based learning had a favorable impact on the environmental attitudes of the students who participated in the study Students characterized the use of project-based learning in environmental education as a methodology that offers numerous advantages, including the promotion of research and the consolidation of knowledge gained throughout the course of the project Students felt that by engaging in this activity, they were better able to define environmental issues and participate more actively in the process of finding solutions

to those issues

In a study conducted by Khan and Mohakud (2018), the effectiveness of based learning was examined based on students' attitudes towards it, taking into account their gender, age, habitat, and discipline The study used purposive sampling techniques and 119 students from the Bardhaman district in West Bengal participated The researchers collected data using a self-made attitude scale and analyzed it using SPSS 21.0 software, employing t-test and percentage analysis The findings of the study showed that most of the students had a highly positive attitude towards the effectiveness of PBL Additionally, the study indicated that there was no significant

project-difference in students' attitudes towards PBL with regard to their gender, age, habitat,

or discipline

According to Zhou, S N., Zeng, H., Xu, S R., Chen, L C., & Xiao, H (2019), the students in all grade levels of elementary school participated in the research study, and their views about science, technology, engineering, and mathematics were investigated It was recommended to implement the Project-based Integrated STEM Program in order to investigate the shifts in perspective that primary school pupils have regarding STEM Both the pre-test and the post-test made use of an evaluation

of S-STEM, which includes both the STEM subscale and the 21st century skills subscale Students ranging from grades one to six made up the total number of participants, which came to 242 altogether The research was carried out in a comprehensive school in the Chinese province of Guangdong, which is located in the middle of the country In addition to elementary education, the institution also imparts knowledge to students in kindergarten and students in the junior high school No of their gender or grade level, the primary students in the study group revealed views regarding the S-STEM in the pre-test that were not significantly different from one another In light of the findings of the comparison between the pre-test and the post-test, it is clear that the Project-based Integrated STEM Program had a favorable impact on the attitudes of the students towards STEM

Sukiawati and Nurfaidah (2020) carried out a research study at the University

of IAIN Kendari's English language education program The study aimed to investigate the benefits of project-based learning (PBL) in a multimodal platform and

to explore the students' perceptions of PBL implementation in this context A descriptive qualitative method was used, and 26 fifth-semester students participated

in the study The students reflected on the implementation of PBL in the multimodal platform in their classroom The results of the study showed that PBL had several advantages for the students' learning process, and the students had a positive perception of PBL implementation in the multimodal platform in their classrooms Therefore, the study suggests that teachers can use PBL in the multimodal platform

as a teaching and learning technique to improve students' performance and perception

in their learning and teaching process

2.4.2 Previous studies in the Vietnamese EFL context

Nguyen (2019) conducted a study to investigate how project-based teaching affected 11th-grade students' English speaking skills and their attitudes towards its implementation in a high school in Hung Yen The study found that project-based teaching was effective in improving the students' oral competence and that the students had positive attitudes towards it

Tran and Tran (2020) explored the attitudes of 155 EFL high school students towards the use of PBL in learning new English textbooks in Vietnam The study found that the students had positive attitudes towards PBL in terms of their cognitive, affective, and behavioral aspects

Vu (2020) investigated Vietnamese EFL students' attitudes towards based learning assessment and found that the students had a favorable attitude towards it, specifically regarding task value, task clarity, and resource

project-Duong (2020) conducted a study involving 60 11th-grade students from Tra Vinh province to investigate the effectiveness of project-based learning in enhancing students' speaking skills and their perceptions of speaking skills through project activities The study found that project-based learning had a significant positive impact on students' speaking skills and that they had a positive perception of PBL in speaking lessons because it enhanced their confidence, collaboration, and autonomy The studies provide valuable insights into the effectiveness of PBL in enhancing EFL students' skills and attitudes towards learning

All in all, previous research has discussed the impact of PBL on English

language learning and the attitudes of students towards its implementation However, there has been limited discussion on the potential benefits and difficulties faced by both students and teachers when using PBL for English language learning Therefore,

this study aims to investigate the perspectives and challenges of both students and teachers in regards to the use of PBL for English language learning

2.5 Conceptual framework of the study

PBL is one of new learning and teaching method used to improve learners’ learning ability The PBL is assessed to help students improve presentation skills, problem solving, discussion skill, interaction skill, social skill, professional knowledge, etc (Aldabbus, 2018; Setyowati & Handayani, 2018; Krajcik

&Blumenfeld, 2006; Clarke, 1999) This research does not focus examining the effects of PBL on improving language skills, but concentrate on exploring the prospects and challenges of both students and teachers in learning and teaching English language