VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY AN GIANG UNIVERSITY FACULTY OF FOREIGN LANGUAGES UNDERGRADUATE THESIS TEACHERS’ AND STUDENTS’ PERCEPTIONS OF IMPLEMENTING PROJECT- BASED L
Rationale of the study
In recent decades, communication has undergone significant transformation due to increased globalization and digitization English has emerged as the most widely spoken language globally, serving as the primary language in many educational institutions This international language facilitates easy connections among people, making English proficiency essential for effective communication across cultures and a crucial factor for success in various fields.
The importance of English education in Vietnam has grown significantly due to globalization, leading educators to prioritize English as a mandatory subject across all school levels, from elementary to university To support this initiative, the Educational Department must reform textbooks, which are crucial for achieving educational objectives and facilitating the acquisition of diverse information Textbooks serve as essential resources in English Language Teaching (ELT) programs, ranking as the second most important element in foreign language classrooms after the teacher, as noted by Riazi (2003).
In response to the need for updated English textbooks, the Ministry of Education and Training (MOET) issued Decision 5209/QĐ-BGDT on November 23, 2012, approving a pilot English curriculum for Vietnamese high schools This initiative introduced three new textbooks: English 10, English 11, and English 12, aimed at enhancing students' language abilities and communication skills in English The curriculum focuses on developing the four essential skills of reading, speaking, listening, and writing, which are crucial for effective language use (Mariani, 2020).
English language textbooks include significant changes regarding the materials, methods, and teaching principles, specially, they replaced by
Project-based learning (PBL) emphasizes task-based approaches, where project work and reflective learning are essential components for both teachers and students This instructional method encourages active participation in authentic inquiries related to real-world problems (Barak & Yuan, 2021) In PBL, projects consist of various tasks that integrate linguistic skills through diverse activities (Fauziati, 2014) Students engage in inquiry, solution building, and collaboration to tackle real-world challenges, working individually or in small groups to create tangible outcomes (Gültekin, 2007) Upon project completion, students present their findings through reports or presentations, often utilizing tools like PowerPoint, Prezi, Canva, or Google Slides.
To determine the effectiveness of Project-Based Learning (PBL) in the classroom, it is crucial to study the perceptions of both teachers and students regarding this new approach Understanding these views is vital, as they can significantly influence future teaching methods and learning outcomes Therefore, conducting research on these perceptions is essential to assess the impact of PBL on educational practices.
Numerous studies have explored Project-Based Learning (PBL), but most findings have concentrated on either teachers or students, leaving a gap in the research literature regarding the implementation and challenges of PBL This study aims to address this gap by examining both students' and teachers' perceptions of PBL in high school settings, with the goal of identifying obstacles and proposing relevant solutions.
Research aims
This research focuses on three key objectives: first, to explore the perceptions of high school teachers and students regarding the impact of Project-Based Learning (PBL); second, to identify the challenges encountered by both teachers and students in implementing PBL; and third, to propose solutions aimed at enhancing the effectiveness of PBL in English language teaching and learning at the high school level.
Research questions
The following research questions were raised of the study:
(1) What are the teachers’ and students’ perception of applying PBL in teaching and learning English?
(2) What benefits and challenges do teachers and students face when using PBL?
(3) What solutions can be used to improve the effectiveness of PBL in teaching and learning English?
Significance of the study
This study's findings will aid teachers in reflecting on their implementation of Project-Based Learning (PBL) By interpreting teachers' perspectives, experiences, and attitudes toward PBL, the research offers valuable insights into the challenges encountered by both educators and students in this learning approach.
A deeper understanding of students' perceptions and challenges regarding Project-Based Learning (PBL) enables teachers to identify effective strategies for overcoming these obstacles This insight enhances the implementation of PBL, allowing educators to better guide their students in project work and equip them with essential skills for collaboration and project development.
The study findings highlight the significance of Project-Based Learning (PBL) for students, enhancing their understanding of its benefits and motivating them to engage more actively in the English learning process Additionally, student participants recognize the challenges they face while implementing PBL, leading them to adapt their project approaches for improved productivity.
Despite existing studies on Project-Based Learning (PBL), there remains a need for additional research in this area This study contributes valuable data that may assist future researchers English as a Foreign Language (EFL) teachers, particularly in developing countries, encounter an increasing array of challenges each year (Al Barwani, et al).
Research in this field can help address challenges faced by teachers and provide valuable data to enhance their teaching strategies Additionally, students can modify their approaches in project-based learning (PBL) to expedite their English language acquisition.
Structure of the thesis
The research consists of five major chapters as follow:
The first chapter provides a comprehensive overview of the research topic, outlining the rationale for the study, identifying the research problem, and presenting the research questions It also details the aims and objectives of the research, highlights the significance of the study, and explains the organization of the thesis.
Definitions of Project-based learning (PBL)
Project-Based Learning (PBL) is defined by various authors as a student-centered approach that combines language skills to achieve a common goal through activities such as listening, reading, speaking, and problem-solving (Hedge, 1993) Thomas (2000) describes PBL as complex tasks based on real-world problems, resulting in tangible products like presentations or publications Thompson & Beak (2007) emphasize that PBL requires collaboration and culminates in significant outcomes Fried-booth (2002) highlights that students design and plan their projects, fostering independence and confidence Ultimately, PBL engages students in meaningful learning experiences, guided by teachers, allowing them to take ownership of their education.
Project-Based Learning (PBL) is an educational approach that emphasizes learning through engaging in projects designed to help students build their knowledge in a specific discipline According to Thomas (2000), PBL is defined by five key features Firstly, projects are integral to the curriculum, serving as the primary means for students to learn content Secondly, PBL is driven by a central question, focusing learners on thematic problems that encourage exploration of core concepts Lastly, PBL requires students to engage in constructive inquiry, tackling open-ended questions that promote deeper understanding.
In Project-Based Learning (PBL), students actively investigate problems rather than passively receiving knowledge from teachers This approach encourages student-driven projects, where learners collaborate in groups to make decisions and solve problems, fostering responsibility for their own learning and enhancing communication skills PBL emphasizes realistic projects that stem from real-world issues, ensuring authenticity in the learning experience Additionally, PBL incorporates various assessment methods, including teacher, peer, and self-assessment, to evaluate student progress effectively.
Projects can enhance the conventional instructional style outlined in the English curriculum for Vietnamese high school students (Loi, 2012) They provide opportunities for students to practice English while developing their study skills A project is a complex activity that involves students in designing, decision-making, problem-solving, and investigative tasks, allowing them to work independently over extended periods and produce realistic outcomes (Thomas, 2000) Beckett (2002) describes projects as collaborative efforts that include creating a research strategy, executing the plan through document research, and reporting findings Haines (1989) emphasizes that projects focus on topical content rather than specific language targets, enabling students to recycle previously learned language in a natural context This approach fosters the integration of multiple skills, allowing students to use any language they possess to achieve specific goals Hedge (1993) highlights that projects are authentic English language activities centered on student experiences, promoting accountability in planning and presenting their work According to Willis (1996), projects encourage creativity, involve multiple stages, and incorporate various task types such as ordering, sorting, and problem-solving, with group collaboration being essential for successful completion.
In general, the characterization above indicates that a project is an extended creative activity which contains a question for inquiry and may
The project discussed in this study entails the completion of multiple sub-tasks by a small group of students They develop a work plan, analyze and gather information, synthesize their findings, and ultimately decide on a specific format to report their research outcomes.
In conclusion, the researcher identifies Project-Based Learning (PBL) as a systematic and innovative teaching approach that enhances student engagement through in-depth exploration of complex questions This method emphasizes experiential learning, equipping students with essential knowledge and skills while encouraging them to actively question, think critically, and make real-world connections in their studies.
Advantages of applying PBL
Project-Based Learning (PBL) offers significant advantages in teaching English as a second or foreign language According to Fried-Booth (2002), the journey to completing a project fosters student confidence and independence, leading to enhanced self-esteem and a more positive attitude towards learning Skehan (1998) emphasizes that PBL promotes student autonomy, particularly when learners are actively involved in project planning, as it encourages them to take responsibility for their own educational journey.
Improved language skills are a significant benefit of engaging in authentic activities, as noted by Levine (2004) These activities encourage purposeful communication, enabling students to use language in real-world contexts By exploring tasks from different perspectives, students enhance their teamwork and reflective skills while generating diverse solutions and outcomes.
Project-Based Learning (PBL) facilitates the natural integration of reading, writing, listening, and speaking skills, as highlighted by Stoller (2006) Through activities such as reading materials, writing reports, participating in debates, and engaging with multimedia presentations, students can significantly enhance their English abilities Notably, PBL particularly boosts speaking competence by allowing students to expand their vocabulary, as noted by Torres and Rodríguez.
2017) As a result, learners are able to express their own ideas, communicate suitable messages and complete tasks in projects These authors highlight that
A broad vocabulary empowers students to overcome their fear of speaking and boosts their confidence Additionally, Project-Based Learning (PBL) enhances students' speaking skills in the classroom, leading to increased self-assurance during presentations (Pham, 2014).
Research by Lee (2002) highlights that project-based learning (PBL) significantly boosts students' motivation, engagement, and enjoyment by aligning projects with their interests and specific contexts Real assignments enhance relevance, fostering greater interest and deeper learning Students are more motivated in PBL environments as they become fully immersed in their tasks, and the flexible nature of classroom language, tailored to the activity, further contributes to their enjoyment and motivation.
Project-Based Learning (PBL) enhances students' social skills and group cohesiveness, as noted by Coleman (1992) By integrating PBL into the curriculum, it fosters stronger social connections among team members and improves collaboration among students, teachers, and the community This approach enables students to develop essential collaborative abilities, such as relying on each other's work and providing constructive feedback In foreign language teaching, engaging students in concrete tasks in pairs and groups promotes knowledge sharing and encourages more personal interaction among students.
According to Allen (2004), project-based learning (PBL) enhances problem-solving abilities and fosters higher-order critical thinking skills, which are essential for lifelong learning and can be applied in various real-world contexts beyond the classroom.
Harris (2014) emphasizes that Project-Based Learning (PBL) is an innovative educational strategy featuring a unique assessment method This approach encourages continuous self-evaluation among learners, incorporating diverse and frequent assessments such as teacher evaluations, peer reviews, self-assessments, and reflective practices PBL proves to be highly beneficial for all learners, especially for students studying English.
Disadvantages of applying PBL
While Project-Based Learning (PBL) offers many benefits, it also presents certain drawbacks that educators must take into account Teachers encounter a variety of challenges when integrating PBL into English as a Foreign Language (EFL) classrooms.
Implementing Project-Based Learning (PBL) in English as a Foreign Language (EFL) classrooms presents several challenges, including insufficient teacher training, limited resources, and cultural discrepancies between local expectations and the PBL methodology These multifaceted obstacles can make the integration of PBL more difficult than anticipated (Thomas, 2000).
One significant challenge teachers face is the scarcity of time, as Project-Based Learning (PBL) necessitates extensive research and preparation (Thomas, 2000) The preparation required varies based on the project's nature and the teacher's existing knowledge of the subject Since projects stem from students' genuine interests, there may be instances where teachers possess little to no prior knowledge about the topic, particularly for EFL teachers in unfamiliar cultural contexts Additionally, time constraints can be exacerbated by overwhelming class schedules and other responsibilities.
In a study by Harris (2014), 105 teachers were surveyed to assess their perceptions of the challenges associated with implementing Project-Based Learning (PBL) during its initial years The most significant challenge identified by the majority of participants was the time-consuming nature of PBL implementation, which included both classroom execution and project planning Additionally, teachers highlighted difficulties in meeting testing responsibilities, adhering to school schedules, achieving all project objectives, and effectively organizing the projects as key challenges in the PBL process.
Designing project activities and developing driving questions pose significant challenges for teachers, as highlighted by Bell (2010) Du et al (2013) emphasized the need for knowledge support in Project-Based Learning (PBL), while Baysura et al (2016) noted that many teachers hesitate to adopt PBL due to unfamiliarity with the approach and uncertainty in guiding students through projects.
Teachers encounter challenges in supporting and motivating students throughout the project process, particularly in fostering teamwork skills According to Kapp (2009), the ability of students to collaborate effectively is crucial for their success.
One of the most challenging aspects of Project-Based Learning (PBL) is the need for teacher support, as highlighted by Kolodner et al (2003) They emphasize the importance of fostering a collaborative classroom culture where students take responsibility for assisting one another and view mistakes as opportunities for learning This approach is also relevant in English teaching, as noted by Farooqui.
In 2007, it was highlighted that the education system in Bangladesh has hindered students' spoken English skills, leaving them unable to think independently and handle unfamiliar situations Teachers attributed this issue to the system's tendency to make students hesitant in using English, which posed significant challenges in improving their presentation skills Similarly, Hoang (2017) pointed out that Vietnamese school students also struggled with English proficiency and independent work, which negatively impacted the effectiveness of Project-Based Learning (PBL) implementation.
Different educators face various challenges with Project-Based Learning (PBL), particularly in sustaining student engagement A case study by Brooks (2016) revealed that students often struggled to maintain focus during project tasks Although student autonomy is intended to enhance engagement, not all teachers view it as a practical solution, as illustrated by the teacher in the case study Additionally, the teacher identified other difficulties, including student readiness, balancing the curriculum with project demands, and the limited availability of time.
The perceptions of the teachers and students of PBL
Defining abstract concepts like "teachers' perceptions" can be challenging Research has sought to clarify this terminology, which refers to the thoughts and mental frameworks that teachers develop regarding their students and professional practices These perceptions are shaped by their life experiences and background knowledge, significantly impacting their teaching methods and activities.
Borg (2003) describes an unobservable aspect of teaching that encompasses teachers' knowledge, beliefs, and thoughts Specifically for language teachers, this includes linguistic knowledge, beliefs, attitudes, assumptions, principles, theories, and conceived ideas Additionally, it encompasses thoughts and decisions related to teaching, learning, subjects, curriculum, activities, tasks, self, colleagues, assessment, and contextual factors (Borg 2006) This extensive list highlights the comprehensive range of cognition that language teachers possess, as outlined by Borg (2006).
11 perceptions As a result of this definition, the author of this study will aim this work towards the gathering of data and an analysis and interpretation of this process
Teachers' perceptions and beliefs significantly impact their instructional practices and decision-making during lesson planning (Phipps, 2009) These ingrained beliefs often persist throughout their careers, influencing their responses to new ideas and research (Borg, 2003) As a result, teachers may resist changes suggested by research, interpreting new concepts through the lens of their existing knowledge Understanding how teachers think is crucial for comprehending their teaching activities, especially in the context of project-based learning.
2.4.2 Student’s perceptions definition and its importance
Brown (2001) emphasizes the crucial role of perceptions in learners' educational experiences, while Gardner and Lambert (1972) assert that cognitions are vital for mastering a language and enhancing language acquisition Perception involves how students recognize various stimuli that impact their senses, and these perceptions significantly shape the messages they receive from teachers Therefore, exploring students' perceptions is essential for this study.
According to Douglas (2000), it is true that a good project is challenging
Project-Based Learning (PBL) encourages students to exceed their perceived limits by applying knowledge rather than merely acquiring it In this approach, students must showcase their understanding of content, demonstrate their abilities, and highlight newly acquired skills The student’s role transitions from passive information receiver to active meaning-maker, engaging with real-world problems that mirror professional practices Clear standards and criteria facilitate regular self-reflection, while teacher conferences, critique sessions, peer reviews, and class discussions provide opportunities for constructive feedback, ultimately enhancing the quality of their projects.
12 interactions, students must make many decisions about what is meaningful to them and to their purpose
According to Fernandes (2012), students are encouraged to take on greater responsibility in locating resources and fulfilling cooperative team roles such as facilitator, timekeeper, reporter, or recorder They often showcase their final products, performances, exhibitions, or demonstrations to an audience beyond the school, which can contribute to the evaluation process alongside teachers and peers (Harris, 2014) Assessment may encompass various learning dimensions, including not only knowledge and understanding of the material but also skills, work habits, and problem-solving techniques.
Research Design
The study investigated high school teachers' and students' perceptions of implementing Project-Based Learning (PBL) in new English textbooks using a mixed-methods approach By combining qualitative and quantitative data, the research aimed to enhance reliability and minimize biases A descriptive quantitative method was employed, utilizing a questionnaire for numerical data collection, while qualitative insights were gathered through face-to-face interviews This dual approach allowed for a comprehensive analysis of the correlation between various variables and provided a deeper understanding of participants' perceptions regarding the phenomenon.
Researchers utilize questionnaires to gather information on participants' genders, experiences, grades, and perceptions This tool aims to measure various characteristics, as highlighted by Johnson and Christensen (2008) Specifically, the questionnaire seeks to explore the perceptions of teachers and students regarding Project-Based Learning (PBL), focusing on the benefits, challenges faced, and strategies to overcome these difficulties.
Participants were interviewed about Problem-Based Learning (PBL) to obtain flexible and descriptive information Follow-up questions allowed the researcher to gather detailed insights from the subjects A focus group discussion, involving 5-10 individuals, was chosen as the qualitative research method (Hennink, 2018) This approach aims to explore diverse viewpoints on the issue, enhancing the understanding of the matters at hand.
Focus group discussions allow participants to share their insights, listen to others, and refine their viewpoints, leading to a rich collection of data Researchers can seek clarification and encourage participants to express their perspectives, enhancing group support and increasing the volume of responses Additionally, group discussions can effectively address time-consuming issues, making the process more efficient.
The study was conducted at the Pedagogical Practice School in Long Xuyen city, where new English textbooks (English 10 and English 11) have been piloted in select classes The implementation of these textbooks varies based on teachers' and students' foreign language competencies, as well as school facilities Consequently, the new English textbooks have not been introduced in all classes at the school To address this, the researcher focused on classes utilizing Project-Based Learning (PBL) with the new English textbooks.
Participants
This study involved two groups of participants: high school English teachers, and high school grades (10 th , 11 th grades) students
A study was conducted involving four female high school teachers from Long Xuyen city, who participated in semi-structured interviews Among them, two teachers have over a decade of experience teaching English.
With a combined teaching experience of 16 years and 10 years, the educators frequently utilize Project-Based Learning (PBL), showcasing their extensive expertise Notably, two teachers implement PBL more than twice a month, while the others engage their classes in projects once a month They collectively shared their insights on the challenges faced in applying PBL and the strategies they employ to overcome these issues.
A total of 80 high school students were randomly selected from a school in Long Xuyen city for a study conducted via Google Forms due to the Covid-19 pandemic The participants included 27 male and 53 female students, with 33 in grade ten and 47 in grade eleven The students exhibited varying levels of English proficiency, with 12 identified as good at English.
55 students had average level and the others were poor proficiency
Table 1 Distribution of students by gender, grade, and their proficiency
Among 20 students who completed the questionnaire and agreed joining the interview, ten students were invited in the group interviews based on some specific criteria The researcher used purposive sampling method (Ilker, et al,
2016) to select ten participants for the focus group depending on their grade (10,
The study involved a diverse group of participants, including three male and seven female students from grades 10 and 11, with varying English proficiency levels categorized as good, average, and poor This diversity in gender, grade, and language skills contributed to a rich array of viewpoints, enhancing the research data A detailed description of the student participants is provided in Table 2.
Table 2 Description of participants of focus group
11 10 Male Female Good Average Poor
Research Instruments
The study used two data collection instruments, questionnaire and focus group
The questionnaire was selected as the first tool for data collection The questionnaire was designed for students
A questionnaire was administered to 80 students, consisting of two parts: the first part gathered demographic information such as gender, grade, and English proficiency, while the main section assessed students' opinions on Project-Based Learning (PBL), including its definitions, benefits, challenges, and potential solutions Responses were rated on a scale from 1 to 5, with '5' indicating Strongly Agree (SA) and '1' indicating Strongly Disagree (SD) To facilitate understanding and prompt responses, a bilingual survey questionnaire in English and Vietnamese was utilized.
The study incorporated a questionnaire consisting of 48 questions in English, divided into two sections The first section focused on defining Project-Based Learning (PBL), while the second addressed its benefits, challenges, and potential solutions The questionnaire was developed using insights from previous research, with benefits adapted from Wanchild & Wattanasin (2015) and challenges based on Harris (2014) The overall design was influenced by the work of Thomas.
& Mergendoller (2000) was used to develop questions related to solutions questionnaire for students for using PBL
Interviews were selected as a method to gather in-depth insights into the perceptions and challenges faced by teachers and students, which might not be captured through questionnaires The interview questions were developed based on Hatch's framework (Hatch, 2002).
The teacher interviews provided valuable insights into their perceptions of the benefits and challenges associated with implementing Project-Based Learning (PBL) Following the completion of questionnaires, four teachers were invited to participate in interviews, facilitating a deeper understanding of their thoughts and experiences with PBL Each interview lasted approximately 30 to 40 minutes and was conducted via the Google Meet platform.
The researcher organized group interviews with participants from grades 10 and 11, forming two focus groups: one with five grade ten students and another with grade eleven students As noted by Powell and Single (1996), focus groups are effective in generating questions and concepts for questionnaires and interviews The study included various questions aimed at understanding the challenges and benefits experienced by ten purposively selected students after engaging with lessons through Problem-Based Learning (PBL) The researcher conducted interviews at the students' school, with each group spending 30 to 40 minutes answering the interview questions.
Data Collection Procedures
To validate the questionnaire's effectiveness, the author conducted a pilot test by distributing it to five volunteer students This process aimed to assess the time required for completion and to evaluate the clarity and comprehensibility of the content, structure, and instructions for participants.
The pilot study led to an updated questionnaire layout and style, enhancing its appeal to potential participants, which is expected to improve response quality and increase completion rates (Dornyei, 2003) Additionally, it was essential to establish a method for verifying the reliability of the information provided by five volunteer participants.
The initial phase of data collection involved distributing questionnaires via Google Forms at PPS These questionnaires were directed at students studying English with new textbooks, and the collection process took approximately two weeks to complete.
The second stage involved semi-structured individual interviews with four teachers, allowing the researcher to gather their insights and perspectives on Project-Based Learning (PBL) This approach facilitated an exploration of the challenges and concerns teachers face during the implementation of PBL.
The researcher conducted in-depth interviews with ten purposefully selected students from the questionnaire participants to gain insights into the challenges they encountered Each focus group interview lasted between 30 to 40 minutes, allowing the students to thoroughly respond to the interview questions.
Data Analysis
This mixed methods approach contributed both qualitative and quantitative results The quantitative data from the questionnaire were analyzed
In the data analysis procedure, students' perceptions of Project-Based Learning (PBL) were examined through questionnaires, focusing on its definitions, benefits, and challenges by categorizing related questions.
The data from the questionnaire were analyzed using IBM SPSS Statistics 22.0 To verify the reliability of the questionnaire's questions, Cronbach’s Alpha coefficient was utilized on the collected data.
Semi-structured interviews were conducted to collect and analyze qualitative data, which was recorded solely for research purposes The data underwent validation through content analysis, as outlined by Satu Elo and Helvi Kyngas (2008) This qualitative content analysis involved three key processes: preparation, organization, and reporting of the interview responses.
Students’ and teachers’ perceptions of PBL
The interview data indicated that students’ viewpoints towards the implementation of PBL were positive They agreed that it was effective in enhancing their speaking skills
“Actually, I’m interested in doing the projects because I can learn more knowledge about the topic in the project” (Student 1)
“I’m happy because the teacher provide actual and interesting topics so that we can learn English as we are in real-life situations” (Student 2)
“The teacher gave a challenging problem, so it inspired us to discover how to deal with the challenge” (Student 5)
“PBL is necessary because it improves skills for high school students, especially soft skills” (Student 3)
“It is essential to do projects because students can improve self-confidence when presenting the project.” (Student 6)
A cooperative learning environment significantly contributed to students' positive attitudes toward project-based learning (PBL) with presentations In this engaging atmosphere, students actively participated in their learning while collaborating with peers They worked together on projects, which involved investigating, applying knowledge, creating data, and solving problems.
“When I work in groups through implementing projects, I become more responsible I try to collaborate with my partners to complete the project on time” (Student 2)
“In our group, we assisted each other in collecting information, designing the presentation, expressing the ideas and overcoming the obstacles to finish PBL” (Student 4)
To find the related information dealing with the implementation of PBL, teachers were invited to the interview There were four teachers participated in the interview
Participants expressed a favorable view on the implementation of Project-Based Learning (PBL) in their classrooms, highlighting its significant benefits for language acquisition, particularly in enhancing speaking and collaborative skills Teachers also recognized the value of PBL in the context of learning and teaching English at the high school level.
Project-Based Learning (PBL) is highly suitable for English classes for several reasons Firstly, it significantly improves students' speaking skills, enabling them to communicate more freely and spontaneously Secondly, PBL integrates real-life contexts and technology into the learning experience, allowing students to use various media and information sourced from the Internet.
Project-Based Learning (PBL) enhances student motivation for group work, fostering teamwork and collaboration Students appreciate the opportunity to engage and practice alongside their classmates, which not only strengthens their friendships but also promotes effective collaboration skills.
“The project was the direct outcome of the students working to achieve their project goals; of course, students strengthened collaboration skills by default.” (Teacher 3)
Students will learn to utilize peer assessment to evaluate their teammates' work, with teachers providing guidance and mentorship This approach will help students effectively divide tasks among peers, fostering independence and enhancing teamwork skills.
Project-Based Learning (PBL) is a student-centered approach where teachers guide learners to reach specific goals through independent study and collaboration with peers Students present their discoveries to the class and learn to utilize peer evaluation to assess their teammates' contributions.
Teachers implement Project-Based Learning (PBL) in their classrooms across various topics, with the unit themes chosen at random To facilitate this approach, the teacher organizes the class into small groups.
In groups of five or six, every member was required to participate in discussions, with the teacher evaluating their performance for grading Each educator employed various strategies to effectively implement Project-Based Learning (PBL), which inspired students to engage and complete their tasks.
In a Project-Based Learning (PBL) environment, I organized the class into groups, assigning each to research information from books or the Internet Each group was tasked with creating a presentation to share their findings with the class, utilizing various formats such as PowerPoint presentations, posters, images, or role plays.
In my class, we utilized drama performance as a form of Project-Based Learning (PBL) I organized the students into groups to explore the theme of the drama, followed by assigning them the task of creating a scenario based on their chosen topic over a two-week period Ultimately, each group presented their drama performance in front of the class.
Students’ and teachers’ perceptions of the advantages of learning
4.2.1 Questionnaire results about students’ perceptions of the advantages of PBL
Table 4 presents a summary of the positive findings regarding students' perspectives on the use of Project-Based Learning (PBL), as analyzed using the Descriptive Test in SPSS 22.0.
Table 4 Student’s perception of advantages of PBL
A one-sample T-test was conducted to evaluate high school students' perceptions of the benefits of Project-Based Learning (PBL), using a test value of 3.0 The results indicated a significant difference, with a mean score of 3.35 (t=4.13; p=.00), suggesting that participants generally recognized the advantages of PBL.
Table 5 Result of One-sample Test of the advantages of PBL
Table 6 Questionnaire results about students’ perceptions of the advantages of PBL
Doing the projects helps me improve my teamwork skills
My learning outcomes improve after doing the projects in the textbooks
Doing the projects helps me to increase my interest in learning
The implementation of projects helps me apply the knowledge and skills learned in real life
PBL helps me to enhance my speaking competence 3.75 15 28.75 41.25 11.25 3.41 1.00
It is important for me to expand my knowledge in the textbooks by doing the projects in the English textbooks
I improve my critical thinking skills when doing the projects in the textbooks
I improve my ability to assess my own learning process
I improve my creative skills when doing the projects in the textbooks
I improve my decision- making skills when doing the projects in the textbooks
PBL helps me to enhance my self- regulated learning performance
It is important for me to do the projects in the
I improve my communicative skills when doing the projects in the textbooks
I improve my problem- solving skills when doing the projects in the textbooks
I improve my ability to assess the production of my friends on my own
Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA)
A study involving 80 students revealed that the implementation of a Project-Based Learning (PBL) activity significantly enhanced their collaboration and teamwork skills, with an average agreement score of 3.59 The necessity of group work during the project allowed students to effectively share responsibilities and engage in cooperative learning throughout the duration of the project.
Besides most participants indicated that “Doing the projects helps me improve my teamwork skills” (M=3.59) It illustrated that “My learning outcomes improve after doing the projects in the textbooks” (M=3.45), and
Engaging in projects significantly boosts my interest in learning English, as reflected by a high mean score of 3.45 Additionally, the practical application of knowledge and skills gained through project implementation is evident, with a mean score of 3.43 Furthermore, project-based learning (PBL) effectively enhances my speaking competence, achieving a score of 3.41.
The analysis of students' perceptions regarding interpersonal skills reveals that engaging in projects from English textbooks enhances their knowledge (M=3.39) Additionally, the majority of respondents acknowledged improvements in creativity and critical thinking skills (M=3.36), decision-making abilities (M=3.34), and problem-solving skills (M=3.21) through their project work.
Project-Based Learning (PBL) encourages students to enhance their creativity and self-regulated learning performance (M=3.33) while tackling challenging problems By engaging in PBL, students can explore their lessons and apply them to real-life situations, utilizing diverse material sources for information and gaining insights through analysis and synthesis Consequently, PBL equips learners with essential skills to become active members of society.
27 and model the basic skills for future living, which is one of the valuable goals of education
4.2.2 Interview results about students’ perceptions of the advantages of PBL
Interviews with students revealed significant improvements in teamwork skills Many students expressed positive feedback about their experiences working in teams For instance, one student noted, “I learnt to be more flexible when working with my teammates,” while another shared, “I have gained better responsibility for the given job and volunteered to aid my team.” Additionally, a student mentioned, “I learnt how to cope with awkward situations.” These insights underscore the value of collaborative work in enhancing students' interpersonal skills and responsibilities.
5) “My friends helped me a lot in improving my English and making me more confident” (Student 8)
Students collaborated effectively on projects, helping each other meet learning objectives and complete assignments Group activities were assigned to ensure individual accountability, which enhanced motivation and fostered a cooperative learning environment As a result, students not only engaged more with their classmates but also saw improvements in their speaking skills.
In our group, we collaborated to gather materials, with one student handling translations while another focused on creating PowerPoint slides Once we completed our tasks, each member practiced their presentation, while the others listened and provided constructive feedback.
I was responsible for collecting information, followed by data analysis to determine our presentation focus We then created PowerPoint slides, with my colleagues helping to assess both the quantity and quality of the information gathered.
Many respondents highlighted the enhancement of their English speaking skills as a significant benefit of the project One student noted, “I acquired more confidence in my English speaking,” while another stated, “I have improved my English, especially reading and speaking skills.” Additionally, a participant mentioned, “I have learnt a lot of vocabulary through doing the project.” Furthermore, one student expressed that the repeated practice of presenting the project helped to reduce their anxiety in public speaking, saying, “doing the project lessened my anxiety in public speaking.”
Project-Based Learning (PBL) with English presentations provides students the opportunity to enhance their speaking skills through project presentations By participating in these projects, students can improve their public speaking abilities and engage in genuine communication activities This approach fosters real-world communication experiences, allowing learners to develop confidence and proficiency in their speaking skills.
Students can enhance their English speaking skills and confidence through presentation assignments that require them to research topics and gather essential information in English The process of delivering a PowerPoint presentation not only fosters their speaking abilities but also improves their oral presentation skills Examples of how project-based learning (PBL) with presentations has contributed to the development of these skills are highlighted in the following extracts.
“PBL boosts my speaking confidence Furthermore, because I have needed to practice pronunciation, I can improve my pronunciation”
“I promote speaking abilities through PBL activities I have lots of freedom to express myself” (Student 10)
Whereas, technology was considered as a required tool in this work
Students utilized technology tools to prepare their presentations, exploring the Internet for materials and creating illustrations Each group was assigned technical tasks tailored to their skills and preferences In Project-Based Learning (PBL), students leverage their technological skills to engage in learning activities that enhance their language abilities.
“I applied a range of technology to help me in discovering the information” (Student 1)
“When our group carried out the project, we usually apply Power point in the presentation, this help me improve technology skills” (Student 9)
4.2.3 Interview results about teachers’ perceptions of the advantages of PBL
Four educators emphasized that Project-Based Learning (PBL) is primarily utilized to structure major topics into assignments for both individual and group projects They highlighted the importance of integrating group work, research, teamwork, information sharing, problem-solving, and individual learning within PBL activities Additionally, students are encouraged to assess their peers during group work The teachers noted that PBL fosters the development of communication skills, enhancing students' speaking abilities while incorporating technology to improve their overall performance.
Students’ and teachers’ perceptions of the disadvantages of learning
4.3.1 Questionnaire results about students’ perceptions of the disadvantages of PBL
Table 7 illustrated the outcomes of the students' viewpoints on the challenges of integrating PBL, was calculated by the Descriptive Test using the software SPSS 22.0
Table 7 Student’s perception of the disadvantages of PBL
The one-sample T-test was executed with a test value of 3.0 and indeed the mean score of students' recognitions of the challenges of implementing PBL in
A T-test analysis revealed a significant difference between the mean score of students' perceptions regarding the challenges of using Problem-Based Learning (PBL) (M=2.62) and the test value of 3.0 (t=-4.41; p=.00) This indicates that participants generally held neutral views on the difficulties associated with PBL implementation.
Table 8 Result of One-sample Test of the disadvantages of PBL
Table 8 categorizes the questions into internal and external factors, while research question one investigates teachers' perceptions of the primary challenges they face in implementing Project-Based Learning (PBL) Additionally, Table 9 presents data on perceived obstacles, ranked from highest to lowest, to identify which challenges students find most and least difficult when engaging with PBL.
The most major for the participants were the external aspects, from Table
The survey revealed that the most significant challenges faced by participants include a lack of confidence when presenting projects in English, uncertainty about how to initiate project work, time wastage during project execution, diminished interest in project topics, and difficulties in designing effective project presentations.
Students exhibited a significant lack of confidence when presenting projects in English, with a mean score of 2.93 Additionally, many expressed uncertainty about how to initiate their projects, reflected in a mean score of 2.87 Time constraints emerged as a notable issue, with a mean score of 2.82, leading some respondents to reject the implementation of Project-Based Learning (PBL) due to concerns over excessive time demands and increased workload.
Many students expressed concerns about the project's duration (M=2.81) and their motivation by its conclusion, suggesting that short-term projects may be more effective for high school learners than long-term ones Additionally, students were unfamiliar with project-based learning and group collaboration, leading to imbalances in participation; while specific roles were assigned, some students dominated tasks while others contributed minimally Furthermore, discomfort among peers (M=2.23) resulted in reduced learning outcomes when engaging in project-based learning (M=2.40).
Students face several external challenges when implementing Project-Based Learning (PBL), with the most significant issue being the lack of available resources and materials (M=2.78) Additionally, there is a scarcity of models or examples for students to reference during PBL (M=2.39) While some difficulties arise, such as unclear instructions from teachers and a lack of guidance on the quality of work presented, these are considered less challenging in the overall context of PBL implementation.
Table 9 Result of the questionnaire of the difficulties of PBL
I am not confident when presenting my project in
I don't know how to start to conduct the projects 16.25 25 26.25 20 12.5 2.87 1.26
I wasted time when doing the projects 13.75 23.75 35 21.25 6.25 2.82 1.11
I am not interested in the topic of the project any more
I don’t know how to design a project presentation 16.25 35 23.75 17.5 7.5 2.65 1.17
I am lack of teamwork skills 20 28.75 27.5 15 8.75 2.64 1.21
I am not familiar with learning English through projects
I learned fewer things than at other times 21.25 38.75 23.75 11.25 5 2.40 1.09
I was not comfortable with my peers 26.25 40 22.5 7.5 3.75 2.23 1.04
We did not share materials between classmates 13.75 22.5 40 20 3.75 2.78 1.04
We did not manage to do the task well when we worked in a group
There is a lack of funds, materials or resources for conducting the projects
The teacher did not give us clear instructions 21.25 35 28.75 13.75 1.25 2.39 1.01
There is a lack of models or examples for me to follow when applying PBL
The teacher did not indicate to us the quality of the word presented
Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA)
4.3.2 Interview results about students’ perceptions of the disadvantages of PBL
Participants in the project-based learning (PBL) experience noted several benefits, yet they also faced challenges during the project work A common concern among them was a lack of confidence when presenting their work in English.
“I was typically embarrassed to present the project since I'm not confident in my English.” (Student 2)
“Because I’m not good at speaking English, it was difficult for me to express the messages to my friends.” (Student 3)
“It is challenging to make sentences in English.” (Student 6)
“I couldn't think of words in English because I’m getting used to speaking in mother tongue.”(Student 10)
There was also other hindrances when implementing PBL that the majority of participants supported that it was difficult to establish a timetable that we could work together on
“The group members didn't have enough time to meet and execute the project” (Student 1)
“I couldn't complete the project effectively due to lack of time.” (Student
Students acknowledged the benefits of group work in project-based learning (PBL) but also identified challenges in team interactions They viewed teamwork as a major hurdle in PBL implementation, second only to time constraints.
“I feel uncomfortable when express the ideas to my group members.”
“I am not able to share my idea about the project with my group due to the group leader usually ignore my opinion” (Student 7)
The primary challenges in implementing Project-Based Learning (PBL) are the insufficient materials, resources, and funding Students often struggle to find relevant resources, and securing adequate funding for their projects poses an additional difficulty.
“It's difficult to find accurate information on Google We don't know what reliable resources are” (Student 1)
“We usually lack of funds to prepare the group project” (Student 7)
4.3.3 Interview results about teachers’ perceptions of the disadvantages of PBL
Teachers encountered various challenges during the implementation of Project-Based Learning (PBL), with the most common difficulties highlighted in interviews Key issues included managing project work time, developing teamwork skills, and assessing projects, all of which were influenced by the support provided by schools.
The findings of this study reveal that participants encounter challenges akin to those noted in existing literature, particularly regarding time constraints A significant barrier is the lack of time, as teachers often need to dedicate their personal time after lessons to manage Project-Based Learning (PBL) The time allocated for project work frequently falls short when adhering to the recommended durations from textbooks PBL demands extensive time investment, which is hindered by the typically brief session lengths of 45 minutes.
34 enough time to work on projects outside of the classroom owing to the load of other student topics
“I believed the time allocated for the students to adequately finish and present their work, and as a result, they had to be a little harsh on them”
“I also considered that 45-minutes project lesson time were insufficient to complete the project successfully More time would enable more successful project completions” (Teacher 2)
Teachers have identified that group work poses a significant challenge in the implementation of Project-Based Learning (PBL) due to unequal contributions from students who do not actively participate This issue may stem from a lack of knowledge and experience in effectively organizing students for collaborative teamwork.
The teacher expressed concerns about group collaboration, noting that students with lower proficiency levels might find the project workload overwhelming Additionally, many students appeared too anxious and stressed to effectively present their findings.
Finally, assessing the project to determine a grade was considered issues Themes associated with this response category include “rubrics” and
“I find it difficult to give an individual score for a group project The students are different proficiencies” (Teacher 3).
Students’ and teachers’ perceptions of the solutions to address the
4.4.1 Questionnaire results about students’ perceptions of the solutions to address the challenges of PBL
Table 10 Student’s perception of the solutions of PBL
Table 11 Result of One-sample Test of the solutions of PBL
The one-sample T-test revealed that high school students had a positive perspective on the solutions for addressing the challenges of Project-Based Learning (PBL), with a mean score of 4.0 The overall mean score of 3.79 (SD = 0.854) indicates a favorable viewpoint towards resolving PBL issues The T-test results showed a significant difference between the mean score of students' perceptions (M = 3.79) and the test value of 3.0 (t = -2.153; p = 0.034) Data from the questionnaire further confirmed that participants held positive cognitions regarding the solutions to the challenges of implementing PBL.
High school students exhibit positive perceptions regarding solutions to address challenges in Project-Based Learning (PBL) According to Table 12, a significant majority of EFL high school students emphasized the importance of allocating sufficient time for project completion (M=3.97) and fostering an open atmosphere that enhances comfort and focus on projects (M=3.97) These two factors received the highest scores among all items Additionally, students expressed a strong preference for having the freedom to choose topics of interest and access to reference sources for project implementation, which also garnered high scores.
In term of presenting the project, it is essential to train them more about presentation skills and the way to present projects as well as collaboration skills
Teachers play a crucial role in fostering student collaboration, with a significant agreement among students on its importance (M=3.85) Additionally, students feel more motivated when engaged in projects, highlighting the impact of teachers in cultivating a collaborative classroom environment (M=3.81).
Teachers play a crucial role in setting clear objectives and expectations for project requirements, with the primary goal of the project rated at M=3.81 Additionally, providing detailed instructions on project criteria is essential, as indicated by a score of M=3.80 To effectively address challenges in Project-Based Learning (PBL), respondents agree on the importance of offering examples of project activities (M=3.76), teaching teamwork skills (M=3.75), and providing financial support for projects (M=3.59).
Finally, technology use is often considered as a challenge of implementing
PBL, for this reason it is necessary to educate students use software for presenting the projects (such as PowerPoint, Word, MP3, Video, and
Recording) (M=3.80) along with give advice (M=3.78) and support ideas related to the topic of the project (M=3.77)
Table 12 Result of the questionnaire of the solutions of PBL
Strongly Disagree (SD), Disagree (D), Neutral (N), Agree (A), Strongly Agree (SA)
Teachers give enough time for students to do the projects 0 8.75 17.5 41.25 32.5 3.97 92
Teachers create the atmosphere of openness, which helps students feel comfortable focusing on the projects
Students are free to select topics for projects 1.25 7.5 23.75 32.5 35 3.93 1.00
Teachers should provide students how to look for and process information for the projects
Students are introduced to many reference sources for project implementation
Teachers should train students more about presentation skills and the way to present projects
Teachers should focus on helping student cooperates with their partners
Students are inspired to have motivation in carrying out projects
1.25 12.5 16.25 43.75 26.25 3.81 1.00 Teachers stressed the main objective of the projects 1.25 12.5 20 36.25 30 3.81 1.04
Teachers should observe their students’ performance to identify what they doing well and what they need to improve upon
Teachers should give instructions more clearly on the implementation and requirements of each project
Teachers should educate students use software for presenting the projects (such as
Teachers give advice, lessons to students and guide them the steps to make a project
Teachers support knowledge and ideas related to the topic of the project
Students are given examples of designing project activities for them to implement more easily
Students are instructed on teamwork skills 3.75 10 21.25 37.5 27.5 3.75 1.08
Students are supported financially for projects 3.75 15 28.75 23.75 28.75 3.59 1.16
4.4.2 Interview results about students’ perceptions of the solutions to address the challenges of PBL
This research identified several obstacles faced during project work and explored how students address the challenges of adopting Project-Based Learning (PBL) Participants provided valuable suggestions that significantly enhanced their projects Data analysis revealed that a majority of students (73.75%) agreed that "Teachers give enough time for students to do the projects," indicating this as the most critical factor in overcoming challenges associated with PBL, as illustrated in Table 12.
Teachers should focus on enhancing students' presentation skills, as indicated by a high mean score of 3.85 Notably, 28.75% of students strongly agreed with this statement, while 40% expressed their agreement.
“We need more materials about the topic before conducting the project”
Some respondents agree that students are free to select topics for projects (67.5%), while other claim that teachers should focus on helping student cooperates with their partners (66.25%)
“We want to select the appropriate topic for our projects It helps my team complete the work easily and effectively” (Student 1)
“I believe that teachers should provide students to work in groups to have a good cooperation.” (Student 4)
4.4.3 Interview results about teachers’ perceptions of the solutions to address the challenges of PBL
Teachers encounter numerous challenges, many of which stem from external factors To effectively implement Project-Based Learning (PBL), school systems should prioritize addressing these issues A common concern among educators is the struggle to find adequate time within the existing schedule for PBL activities Suggestions from respondents often revolve around adjusting the schedule's structure or optimizing the use of available time.
Effective teamwork in Project-Based Learning (PBL) requires teachers to form groups thoughtfully, ensuring that specific goals align with the readiness levels of all students To assess group work, teachers develop clear criteria for projects, encouraging students to evaluate their peers' presentations After the presentations, teachers collect the rubrics to provide constructive feedback.
Teachers utilize special grading rubrics to assess student work, which clearly outline expectations and enable objective monitoring of progress Peer evaluation fosters student autonomy and responsibility, as it discourages complacency by ensuring that individual contributions are recognized When all team members receive the same grade, motivation to excel diminishes Thus, peer evaluation serves as an effective tool for enhancing accountability among students while benefiting educators in the assessment process.
“To solve this issue, I attempt to have as a lots one on one meetings as I can to evaluate progress I also give individual components to help determine scores” (Student 1).
The differences between students’ grades and their proficiency in term
The study utilized inferential statistics and an Independent samples T-test to assess the significant differences in perceptions between tenth and eleventh grade students regarding the implementation of Project-Based Learning (PBL).
The analysis reveals no statistically significant difference in the recognition of Project-Based Learning (PBL) among tenth and eleventh-grade students (p=0.646) Both groups exhibited similar mean scores, with tenth graders averaging 3.31 (SD=0.554) and eleventh graders averaging 3.42 (SD=0.481), indicating a consistent perspective on the use of PBL across both grades.
Table 13 Independent Samples Test for grade difference in case of using PBL
Grade N Mean SD Std Error Mean Sig
To assess the diversity of students' impressions regarding their proficiencies in Project-Based Learning (PBL), a One-way ANOVA test was conducted The results revealed significant differences in students' perspectives on the benefits, drawbacks, and potential solutions to these issues, as indicated by the p-values exceeding 0.05 (refer to Table 14).
Table 14 ANOVA test one students’ proficiency of implementing PBL
Sum of Squares Df Mean Square F Sig
Between Groups (with different proficiency) 1.682 2 841 3.402 038
Within Groups (with different proficiency) 19.031 77 247
Key findings
This section highlights the essential findings from the research, based on the results of both questionnaires and interviews Data collected from these two methods was analyzed to address the three research questions effectively.
Research question 1 Teachers’ and students’ perception of applying PBL in teaching and learning English
The study found that high school students have a positive attitude towards Project-Based Learning (PBL), expressing enjoyment in learning English through this method Additionally, students showed enthusiasm for learning English, viewing it as a challenge that helps enhance their language competence.
The implementation of Project-Based Learning (PBL) has shown positive effects on students, significantly enhancing their English language skills Teachers noted that PBL provides students with more opportunities to practice and master English competencies They concurred that PBL not only improves students' speaking abilities but also fosters collaboration among classmates and encourages the evaluation of their peers' work.
Research question 2 Teachers’ and students’ perceptions about advantages and disadvantages when using PBL
- Teachers’ and students’ perceptions of advantages of PBL
Both teachers and students recognized the effectiveness of Project-Based Learning (PBL), highlighting its numerous benefits They noted that PBL fosters students' confidence in speaking English and promotes collaborative work By encouraging group interactions, students can apply classroom knowledge to real-life challenges under teacher guidance This approach allows students to express their ideas and complete project tasks, ultimately enhancing their speaking skills and expanding their vocabulary.
Project-Based Learning (PBL) enhances students' speaking, collaboration, and technology skills Feedback from learners indicates that engaging in PBL allows them to utilize various technical tools during project presentations, thereby improving their technological competence Consequently, the integration of technology within PBL not only accelerates students' speaking achievements but also strengthens their overall communication and collaboration abilities.
In addition, teachers emphasized that students became more active when doing the project Student were interested in conducting the projects that were related to real-life situations
- Teachers’ and students’ perceptions of disadvantages of PBL
While the implementation of Project-Based Learning (PBL) offers numerous advantages from the perspectives of both students and teachers, it also presents challenges Research indicates that the PBL model requires more time for effective teaching and learning of English Time management emerged as a significant challenge for both educators and learners Teachers expressed concerns about the extensive time needed to guide students, provide feedback, and assess their work Similarly, students faced time constraints as they needed to coordinate with group members to discuss and collaborate on their projects.
Group work poses significant challenges for both students and teachers, as many students struggle to contribute equally to projects Despite the assignment of clear roles, some individuals tend to dominate the tasks, often leaving others with minimal responsibilities This imbalance is exacerbated by a lack of collaboration skills and knowledge among students, making it difficult for them to express their opinions during group discussions and interact effectively with their peers.
Students reported several challenges in conducting their projects, primarily stemming from a lack of confidence and insufficient materials Many expressed discomfort in presenting their projects in English, often resorting to their mother tongue, which hindered their self-confidence in speaking English Additionally, the scarcity of available resources and materials made it difficult for students to find accurate information related to their project topics on social media.
Evaluating student performance is a significant challenge for teachers, as they must assess groups based on individual criteria This complexity makes it difficult to assign accurate scores reflecting students' abilities Consequently, teachers are encouraged to adopt appropriate methods, such as Project-Based Learning (PBL), to effectively evaluate student competence.
Research question 3 Solutions do teachers responds to these challenges
To effectively address the challenges of Project-Based Learning (PBL), it is essential for schools to adjust their schedules to allow sufficient time for students to fulfill project requirements Clearly outlining project objectives helps students grasp the expected outcomes more efficiently Participants noted that teachers play a crucial role in supporting students by enhancing their presentation and technology skills Additionally, fostering a collaborative learning environment encourages active student engagement.
It was crucial to supports the materials and resources related to the topic of the project.