INTRODUCTION
Reasons for the study
The new English book offers both teachers and students exciting experiences through diverse topics that relate to real life Global Success equips students with numerous engaging lessons, encouraging them to take responsibility for their actions while also preserving their cultural identities Most importantly, it inspires students to dream big and strive to achieve their passions.
Project-based learning has gained significant attention this year, particularly through inspiring examples shared by Ha Anh Phuong As English teachers in Tan Ky town, we are eager to creatively and effectively implement this teaching method Despite its familiarity, we aim to enhance our approach to project-based learning Therefore, we plan to conduct a teaching experience for 10th graders titled “Applying project-based learning to raise students’ awareness of life in Tieng Anh 10 at Tan Ky High School.”
Aims of the study
The study aims to enhance students' awareness of life lessons by applying and developing their language, knowledge, and skills within the authentic context of a project.
Methods of the study
Collect a wide range of project based learning to teach students effectively Conduct it in our teaching classes.
Object for study
Scope of the study
- Apply in the looking back lessons in Tieng Anh 10
- Due to limitation of time, only the students of 10A1, 10D1, 10D3, 10A3 were asked to participate in our study.
CONTENT
Theoretical and practical background
1.1.1 Definition of project based learning
There are different definitions of project based learning offered in a number of materials by famous websites and researchers as follow
+ Pblwork.org: Project based learning (PBL) is a teaching method in which students learn by actively engaging in real world and personally meaningful projects
Pblwork.org defines project-based learning as an educational approach where students acquire knowledge and skills through an extended investigation of real-world questions, problems, or challenges.
Miss Hong Dinh from Bie.org describes project-based learning as a systematic teaching approach that actively involves students in acquiring essential knowledge and developing 21st-century skills This method revolves around a student-driven inquiry process, focusing on complex, real-world questions and thoughtfully crafted products and learning tasks.
1.1.2 Benefits of project based learning
+ Develop and apply language knowledge and skills in authentic context of a project
+ 21st century skills, critical thinking, collaboration, communication, problem solving, self- direction
+ Opportunities for meaningful input, output interaction, and feedback (SLA perspective)
+ Easy to align with standards
+ Agree on the theme of project
+ Determine the ultimate outcome of project
+ Prepare students for language demands gather information
+ Prepare student to combine and analyze data
+ Prepare students for language and demands of final activity
+ Cambridge dictionary: Awareness is something that is exists or understanding of a situation or subject at the present time based on information or experience
+ Psychologist Shelly Buval and Robert Wicklund: Awareness is the state or ability to perceive to feel or to be conscious of events, objects, or sensory patterns
1.1.5 The importance of raising students’ awareness of life
+ Help students learn a lot of useful life skills
+ Motivate students to use English to express their ideas of life in various situations
Encouraging students to collaborate effectively in teams fosters positive outcomes and enhances their awareness of life This collaborative approach helps them develop better behaviors and a deeper understanding of their surroundings.
Our students are enthusiastic about project-based learning, yet they struggle with using language effectively to design and represent their projects To address these challenges, we have implemented teaching methods that not only introduce a variety of project types but also enhance students' awareness of real-life applications This approach fosters their eagerness to engage in projects, as finding practical solutions is a key focus of our teaching experience.
Solutions
To help students get accquainted to applying project based learning with the aims to raise students’ awareness of life, we have organized these following solutions in the classroom
Students are tasked with creating a cartoon video that reflects the lesson topics, where they will role-play various characters and use their voices to bring these characters to life.
Objective: to provide students with opportunities to develop their collabration skills Besides, this activity also urges students of their duties and responsibilities of their family and the environment
Step 1: Teacher puts students in to groups and have them to choose their group leaders Teacher asks them to assign tasks for each group member, making sure that all group members contribute their project work
Step 2: Teacher tells students about the project requirements and shows them how to make a cartoon video (Students can use some popular apps such as vyond, animiz, cap cut…)
Step 3: Teachers provides students deadline to complete their projects
Step 4: Teacher invites two or three groups to give their presentations T encourages the rest of the class to ask questions at the end
Step 5: Teacher gives students a checklist for peer and assessment
Step 6: Teacher gives praise and feedback after each presentation
The goal is to enhance technology skills by creating family videos focused on assisting with household chores This initiative also fosters a greater awareness among family members about the importance of sharing responsibilities at home.
Teacher may give some suggestions before they make videos
What do you do to help with family chores?
How often do you do these household chores?
Life skills you can learn from sharing housework
Teacher should provide them with some useful expressions in a presentation
- Welcoming the audience and introducing the topic
Hi everyone I’m here today to talk to you about……
Good morning / good afternoon Today, I’d like to talk to you about…
Hi guys I’d like to share with you…
Hi everyboby I’m delighted to be here today to tell you about…
Hello everyone I’m going to talk about… / As you know, today I’m going to talk to you about
Hi guys On behalf of our group members I’d like to present to you …
To start / begin with….Then… Next…Finally
I’ll start off by giving you… Then I will look at… Next,… and finally… The firt point is… Another idea is … My next point is… And finally…
- Finishing the presentation and thanking the audience
That concludes our presentation today Thank you for listening
That’s the end of my presentation Thank you for your attention
That brings us to the end of my presentation Sincerely thank you for your listening
That’s all for my talk today Many thanks for your attention
Suggested answer for household chores:
+ clean the house / clean the floor
+ wash the dishes / do the dishes
+ put out the rubbish / throw garbage / sort litter
Some images in students’videos of group 1 and group 2 from 10A1 class
Members of group 3 and 4 from 10A1 are eager after finishing their presentations with cartoon videos
Suggested checklist for peer assessment:
Comments(in English or Vietnamese) DELIVERY
- The presenters greeted the audience
- The presenters spoke clearly and naturally
- The presenters cooperated when delivering the talk
- The presenters interacted with the audience
- The presenters used videos to illustrate their ideas
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about helping with family chores
- What do you do to help with family chores?
- How often do you do these household chores?
- Life skills you can learn from sharing housework
Suggested checklist for self-assessment:
Comments( in English or Vietnamese) DELIVERY
- I cooperated with my group members when delivering the talk
- I used videos to illustrate my ideas
CONTENT: The presentation includes the following information about helping with family chores
- What do you do to help with family chores?
- How often do you do these household chores?
- Life skills you can learn from sharing housework
Example 2: Unit 9: Protecting the environment
The primary goal is to empower students to create a video showcasing a local environmental organization in their community This project not only highlights the significance of environmental protection but also encourages students to take action against the negative effects of human activities on the environment.
Some suggestions may appear in the presentation
5 Your feeling of the organization
Green Park, established in 2020 in Tan Ky town, has become a leading environmental organization that engages local teenagers in preserving the beauty of our main park Every weekend, young volunteers take on responsibilities such as picking up litter, mowing grass, and sorting waste The organization actively promotes a "Green Life" through impactful slogans and campaigns, demonstrating that small actions can lead to significant change Green Park has made a lasting impression on both local residents and foreign visitors, and I take great pride in our community's commitment to environmental stewardship Thank you for your attention.
Ninh and Ha Vy, students of 10D3 are delivering a presentation about their local environmental organization
Suggested checklist for peer assessment:
Comments( in English or Vietnamese) DELIVERY
- The presenters greeted the audience
- The presenters spoke clearly and naturally
- The presenters cooperated when delivering the talk
- The presenters interacted with the audience
- The presenters used videos to illustrate their ideas
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about a local environmental organization
- Your feeling of the organization
Suggested checklist for self-assessment:
Comments( in English or Vietnamese) DELIVERY
- I cooperated with my group members when delivering the talk
- I used a video to illustrate my ideas
CONTENT: The presentation includes the following information about about a local environmental organization
- Your feeling of the organization
In this activity, students engage in oral presentations about their products, allowing them to connect their designs to the topics taught by their teachers This approach not only fosters active participation but also enhances students' skills.
Objectives: after doing this activity, students will be able to:
Have a change to express their point of view with classmates
Develop critical thinking, problem solving, communication skill and collaboration
Recycle and invent a lot of attractive products
Step 1: Teacher devides the class into groups and asks them to assign tasks (Eg: Who will collect information? Who will prepare products? Who will write the report? And who will present?) to each group member
Step 2: Teacher tells students about the project requirements
Step 3: Teacher explains to students how they can get information: Eg: search the enternet, read newspapers, reference books…)
Step 4: Teacher helps students set the deadline for tasks
Step 5: Teacher asks students to prepare for the project which is an oral presentation
Step 6: Teacher gives a checklist for peer and self-assessment to students Step 7: Teacher invites each group to give their presentations
Step 8: Teacher calls students to give feedback and marks if necessary
Example 1: Unit 2: Human and environment
Objectives: Help students to take more responsibility for protecting the environment by recycling together Provide students with opportunities to improve communication skills
Some useful information about that products
- Reason: simple to do and easy to use
- Process: cut and decorate them to our hobby
- Lesson: protect our environment, protect our life
Hello, I'm Khiem, and I'm excited to introduce our innovative product that promotes environmental sustainability Recycling is essential for a greener planet, and among various recyclable items, plastic bottles stand out as a popular choice Our group has creatively transformed these bottles into beautiful flower arrangements The process is simple: cut the bottles to your desired size, decorate them with lovely designs, and finally, fill them with plants or flowers This easy-to-use solution not only enhances your space but also contributes to environmental protection Remember, by protecting our environment, we safeguard our future Thank you for your attention.
Images of students’ recycling products from 10A3 class
Suggested checklist for peer assessment:
Comments( in English or Vietnamese) DELIVERY
- The presenters greeted the audience
- The presenters spoke clearly and naturally
- The presenters cooperated when delivering the talk
- The presenters interacted with the audience
- The presenters used products to illustrate their ideas
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about their products
Suggested checklist for self-assessment:
Comments(in English or Vietnamese) DELIVERY
- I cooperated with my group member when delivering the talk
- I used products to illustrate my ideas
CONTENT: The presentation includes the following information about their products
Objectives: help students have opportunities to create products for the class room Then, each group will present a useful invention for the classroom
- What ‘s the product of your invention? (it’s a new and useful invention)
- What does it look like?
- How can it be used in the classroom?
- Why do you think it will be a useful invention?
Today, our group is excited to present a multi-purpose storage box, a highly useful invention for the classroom This neatly designed box allows teachers to organize essential items like chalk, rulers, and notebooks conveniently on their desks By using this storage solution, teachers can easily access their materials while keeping their tables clean and free from chalk dust In my opinion, this invention significantly enhances the classroom environment, making it more friendly and efficient for both teachers and students Thank you for your attention to my presentation.
Inventions for learning of group 2 and 3 from 10 A3 class
Suggested checklist for peer assessment:
Comments( in English or Vietnamese) DELIVERY
- The presenters greeted the audience
- The presenters spoke clearly and naturally
- The presenters cooperated when delivering the talk
- The presenters interacted with the audience
- The presenters used products to illustrate their ideas
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about their inventions
- What ‘s the product of your invention?
- What does it look like?
- How can it be used in the classroom?
- Why do you think it will be a useful invention?
Suggested checklist for self-assessment:
Comments( in English or Vietnamese) DELIVERY
- I cooperated with my group members when delivering the talk
- I used products to illustrate my ideas
CONTENT: The presentation includes the following information about about our inventions
- What ‘s the product of your invention?
- What does it look like?
- How can it be used in the classroom?
- Why do you think it will be a useful invention?
The Dream Job Project offers students an engaging curriculum that allows them to share their aspirations for future careers This initiative excites students, as it provides them with the opportunity to openly express their desired professions.
Objectives: After studying the lesson, students can develop their comunication and collaboration skills by reporting their dream jobs
Step 1: Teacher asks students to prepare for the project through out the unit which is an oral presentation relating to the topic
Step 2: Teacher has students work in in their groups and give them a few minutes to get ready for the presentations
Step 3: Teacher gives students a checklist for peer and self assessment
Step 4: Teacher invites groups to give their presentations
Step 5: Teacher encourages the rest of the class to ask questions at the end Step 6: Teacher gives feedback after each presentation
Objectives: Help students realise their dream job in the future This also encourages them to make their dreams come true
The information should be included in their talk:
Name of you dream job
The reasons why you want to choose that job
Your preparation for that job
I am excited to share my dream job of becoming an English teacher, as English is my favorite subject I believe that teaching English is the right path for me, as it allows me to help children enhance their skills in listening, speaking, reading, and writing I am currently working hard to gain admission to my desired university and am committed to achieving my goals in the future Thank you for listening.
In these images, Hanh and Hieu from 10 A1 are talking about their dream jobs
Suggested checklist for peer assessment:
Comments( in English or Vietnamese) DELIVERY
- The presenters greeted the audience
- The presenters spoke clearly and naturally
- The presenters cooperated when delivering the talk
- The presenters interacted with the audience
- The presenters used photos / pictures to illustrate their ideas
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about their dream job in the future
Name of your dream job
The reasons why you want to choose that job
Your preparation for that job
Suggested checklist for self-assessment:
Comments( in English or Vietnamese) DELIVERY
- I cooperated with my group members when delivering the talk
- I used photos / pictures to illustrate my ideas
CONTENT: The presentation includes the following information about their dream job in the future
- Name of your dream job
- The reasons why you want to choose that job
- Your preparation for that job
In volunteer project, students will have to find some information about a volunteer project in their local area
After completing the lesson, students will be equipped to deliver an engaging oral presentation on a volunteer project from the previous unit, utilizing photos or images to effectively illustrate their concepts.
Step 1: Teacher divides the class into groups
Step 2: Teacher asks students to choose their leaders of their groups
Step 3: Teacher asks students to prepare the project of the unit
Step 4: Teacher reminds students of out date
Step 5: Teacher gives checklist to students
Step 6: Teacher invites groups to deliver their presentations
Step 7: Teacher calls the rest of the class to give comments
Step 8: Teacher gives feedback and marks to students
Objectives: help students to prepare a volunteer project Then they will present their information about a volunteer project
Questions used in the presentation:
1 What is the vonlunteer project about?
2 What are the aims of the project?
3 Who takes part in the project?
4 What are the main activities of the project?
Volunteering has been one of the most rewarding experiences of my life, providing me with the opportunity to help others Each summer, I participate in the Green Summer volunteer program in my town, where I connect with orphans I spend quality time playing with them, sharing candies and books, and offering a listening ear to their struggles while encouraging them to lead better lives.
Engaging in volunteer work not only allows me to unwind after school but also enhances my confidence and equips me with valuable skills I find great joy in bringing happiness to underprivileged children Thank you for your attention during our presentation today.
Students of group 1 and 3 from 10D1 are talking about their volunteer projects Suggested checklist for peer assessment:
Comments( in English or Vietnamese) DELIVERY
- The presenters greeted the audience
- The presenters spoke clearly and naturally
- The presenters cooperated when delivering the talk
- The presenters interacted with the audience
- The presenters used photos / pictures to illustrate their ideas
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about a volunteer project
What is the vonlunteer project about?
What are the aims of the project?
Who takes part in the project?
What are the main activities of the project?
Suggested checklist for self-assessment:
- I cooperated with my group member when delivering the talk
- I used photos / pictures to illustrate my ideas
CONTENT: The presentation includes the following information about a volunteer project
What is the vonlunteer project about?
What are the aims of the project?
Who takes part in the project?
What are the main activities of the project?
As we know, performance project provides students with a lot of knowledge about forms of traditional music and places of scenic beauty in their locations
Objectives: to encourage students to develop their collaboration skills and practice giving a performance
Step 1: Teacher asks students to prepare for the project through out the unit The focus of this lesson should be on the final product which is a performance
Step 2: Teacher has students work in their groups
Step 3: Teacher gives students a checklist for peer and self- assessment Step 4: Teacher lets students to give their presentations
Step 5: Teacher calls on the rest of the class to ask questions at the end Step 6: Teacher gives prise and feedback after each presentation
Objectives: help students realise the values of their traditional music in their village This is a good chance for them to introduce and develop their special songs
Suggested information in their performance:
A performance of their traditional music
Welcome to our presentation on Lam Khap singing, a traditional music form of the Thai minority that dates back to the Nguyen dynasty in the 16th century This unique art form features traditional instruments such as trumpets and flutes, and performers typically wear long black dresses with distinctive belts As a proud member of the Thai minority, I encourage everyone to explore and appreciate the special characteristics of Lam Khap music Thank you for your attention, and we hope you enjoy listening to this beautiful tradition.
Students in 10D1 class are performing their trational music
Suggested checklist for peer assessment:
Comments( in English or Vietnamese) DELIVERY
- The presenters greeted the audience
- The presenters spoke clearly and naturally
- The presenters cooperated when delivering the talk
- The presenters interacted with the audience
- The presenters used music, costumes and instruments to illustrate their ideas
- The presenters concluded their talk appropriately
CONTENT: The presentation includes the following information about a performance of their traditional music
Suggested checklist for self-assessment:
Comments( in English or Vietnamese) DELIVERY
- I cooperated with my group members when delivering the talk
- I used music, instruments and costumes to illustrate my ideas
CONTENT: The presentation includes the following information about a performance of our traditional music
Objectives: help students to design an ecotour and then give an oral presentation Promote students to cooperate with their group members when delivering the talk
- Name and location of the tour
- Wha is it famous for?
- What can tourists do there?
Findings and evaluation
This year, we implemented a new teaching method for 10th graders and conducted surveys among the students The findings from our research are illustrated in the accompanying bar charts.
The chart displays the percentage of students interested in the project method across four classes—10A1, 10D1, 10D3, and 10A3—before and after conducting experiments Initially, interest levels were low, with only 41.46% of 10A1, 44.44% of 10D1, 26.08% of 10D3, and 15.91% of 10A3 expressing enthusiasm However, following the implementation of the project method, there was a significant increase in interest: 92.68% for 10A1, 93.33% for 10D1, 73.91% for 10D3, and 56.82% for 10A3.
The graph illustrates the increase in the proportion of students acquiring essential life skills across four classes before and after an experiment Notably, post-experiment data reveals a significant rise in students engaging in household chores with their parents, taking small practical steps to protect the environment, creating useful learning products, and sharing traditional music and scenic spots with their peers.
The survey on the urgency and feasibility of the title
The survey on the urgency and feasibility of the title” Applying project based learning to raise students’ awareness of life in Tieng Anh 10 at Tan ky high school.”
4.2 Results of the survey on the urgency and feasibility of the tittle
We use Microsoft excel 2013 to find the average score
We have the following valuable distance:
4.2.1 The urgency of the suggestion solutions
Table 2 Value the urgency of the suggested solutions
5 Dream school project 3.29 Very urgent
6 Design product project 3.49 Very urgent
The survey results indicate an average urgency score of 3.29, categorizing the need as "very urgent." All proposed solutions range from urgent to very urgent, with four solutions rated as very urgent Notably, the volunteer and performance projects received mean scores of 3.28 and 3.29, while the dream school and design product projects scored 3.29 and 3.49, respectively Overall, it is evident that several solutions implemented in teaching experiences are deemed very urgent.
4.2.2 The feasibility of the suggested solutions
Table 3: Value the feasibility of the suggested solutions
5 Dream school project 3.36 Very feasible
6 Design product project 3.42 Very feasible
From the above table, we can have some following feedbacks:
From an oral perspective, the proposed solutions demonstrate significant feasibility, with three out of six solutions rated as highly viable The research project received a mean score of 3.32, the dream school project scored 3.36, and the design product project achieved an average score of 3.42.
This school year, Tan Ky High School has successfully implemented feasible solutions that can be applied to a large number of students across all grade levels.
CONCLUSION AND SUGGESTION
Conclusion
In our study, we have applied project based learning to raise students’ awareness and have achieved some positive results
+ It helps our students improve these following points considerably: critical thinking, problem solving, communication, and collaboration skills
+ Students’ attitude to life has changed positively They have taken the responsibility for problems of life
+ Students have become more confident to express their ideas about different situations in life
Obviously, this study has been real of help to our beloved students.
Suggestion
To enhance the significance of our study, it is essential to involve a diverse group of students across various levels Implementing project-based learning not only fosters a greater enthusiasm for studying English but also heightens students' awareness of real-life applications We extend our heartfelt gratitude to our colleagues and dedicated students whose unwavering support has been instrumental in the completion of this research.
APPENDIX
Appendix 1 presents the survey sheets and results regarding the urgency and feasibility of solutions aimed at enhancing students' awareness of life in English 10 at Tan Ky High School through project-based learning, as evidenced by data collected via Google Forms.
Survey sheet on the urgency of the suggested solutions
Survey sheet on the feasibility of the suggested solutions
The number of participants of the survey
The result of the survey on the urgency of the suggested solutions
The result of the survey on the feasibility of the suggested solutions
Appendix 2: Suggested checklist for peer assessment and self- assessment
A peer assessment of group 3 for group 2 of 10D3 class
A self – assessment of Trang from 10D3
A peer assessment of group 1 for group 2 of 10A1 class
A self – assessment of Hang from 10A1 class