INTRODUCTION
Background to the study
Society has undergone numerous changes, directly influencing language teaching and learning methods In the 21st century, the history of language education has seen significant innovation, driven by a surge in research on project-based learning (PBL) This modern approach emphasizes student engagement and practical application, making it a prominent focus in contemporary classrooms Embracing PBL aligns with educational trends that prioritize active learning strategies, fostering more effective language acquisition.
According to Bender (2012), the traditional roles of teachers evolve into new teaching models through the use of Project-Based Learning (PBL) In a PBL classroom, teachers act as guides and facilitators, supporting students in planning, executing, and presenting their projects Students typically work collaboratively in groups to develop their ideas, enhance teamwork skills, and effectively communicate their findings (King & Smith, 2020) Incorporating PBL fosters active student engagement and encourages creativity, critical thinking, and real-world problem-solving skills in the learning process.
According to Railsback (2002), project-based learning is an authentic educational approach where students actively plan, implement, and evaluate real-world projects This method emphasizes realistic, non-school-like activities that extend beyond classroom settings, fostering practical application and deeper understanding.
Patton (2012) shows that project-based learning relates to students designing, planning, and doing an extended project that creates a publicly-exhibited outcome such as a product, publication, or presentation
Thomas (2000) defines project-based learning as an instructional approach that provides students with opportunities to actively engage in creating realistic projects, either individually or collaboratively This model fosters hands-on participation, enabling learners to develop practical skills and deepen their understanding through real-world tasks Implementing project-based learning enhances student engagement and promotes active learning, making it an effective educational strategy.
According to Westwood (2008), projects integrate both prior and current knowledge and skills that students have gained over time Project-Based Learning (PBL) is rooted in constructivist principles, fostering student engagement through active problem-solving This approach enhances learners' understanding by encouraging them to apply their knowledge in real-world scenarios.
Dewey (1959), a pioneer of project-based learning (PBL), emphasizes that students achieve deeper understanding when engaging in meaningful tasks connected to real-world problems This approach allows students to apply their knowledge directly to tackle real-life situations, providing practical benefits that traditional learning methods may lack (Poonpon, 2017) Incorporating real-world relevance in PBL enhances students’ ability to transfer skills beyond the classroom, fostering critical thinking and problem-solving abilities essential for lifelong success.
According to Ngadiso et al (2021), problem-based learning (PBL) enhances student engagement by increasing their interest in the learning process while helping them develop essential skills Therefore, implementing PBL in teaching and learning is an effective strategy to improve students’ ability to acquire knowledge and skills, making it one of the best educational approaches for fostering active learning.
Learner attitude is a crucial factor that significantly impacts language performance According to Ajzen (2005), attitude is a hypothetical construct similar to personality traits, which cannot be directly observed but is inferred from measurable responses These responses reveal positive or negative assessments of the attitude object, with attitude defined as a tendency to respond favorably or unfavorably to an object, person, institution, or event.
According to Latchanna and Dagnew (2009), attitude is a crucial concept for understanding human behavior, defined as a mental state comprising beliefs and feelings Beliefs about language learning play a significant role in determining success in language classes Gardner (1985) emphasizes that positive attitudes toward learning a second or foreign language are positively linked to better learning outcomes, highlighting the importance of attitude in language acquisition.
Positive language attitudes are crucial for successful English learning, as they create a positive orientation towards acquiring the language (Karahan, 2007) Such attitudes significantly influence students' motivation and overall performance in language learning Students with positive attitudes tend to experience greater achievement and comfort, while negative attitudes can hinder progress and lead to poorer results (Tella, Indoshi, & Othuon, 2010) Thus, fostering positive language attitudes is essential for enhancing language learning outcomes.
When learners hold positive attitudes toward project-based learning that connects to their own lives, they acquire knowledge more effectively and apply it to solve real-world problems accurately Similarly, teachers with a positive mindset toward implementing projects in their teaching are more likely to actively integrate this approach, resulting in numerous benefits for both educators and students This methodology not only enhances students' language skills but also deepens their overall language knowledge, leading to a more engaging and effective learning experience.
Statement of the problem
Project-Based Learning (PBL) is widely regarded as a highly effective method in English language acquisition, enhancing overall academic performance (Bas, 2011) It significantly improves students' language skills, making learning more engaging and practical (Stoller, 2006) Additionally, PBL fosters the development of essential social skills, contributing to well-rounded personal growth (Wurdinger & Qureshi).
2015) It is stated that the implementation of PBL in language teaching and learning brings many advantages to both EFL teachers and students
Implementing Problem-Based Learning (PBL) significantly enhances students' learning attitudes by increasing motivation and engagement PBL effectively boosts students' interest and participation in the language learning process, leading to improved learning outcomes According to Erdem (2012), PBL helps to elevate both the motivation and the level of stimulation in students, making it a vital instructional approach for active and meaningful language acquisition.
Research on Project-Based Learning (PBL) has been widely conducted across Vietnam, significantly contributing to the evolution of teaching methods nationwide However, there has been a lack of specific studies on this approach at Vung Tau High School, one of the city's most prestigious institutions known for its strong faculty Despite students' proficiency in English, they often lack opportunities to apply their language skills in real-life situations Implementing PBL is considered an effective solution to bridge this gap, enabling students to develop practical language use through engaging, real-world tasks.
Effective teaching methods are essential to enhance student motivation and promote active participation in learning activities Project-Based Learning (PBL) has been identified as a valuable approach to maintain students' enthusiasm throughout the learning process, leading to increased attention and better achievement in language learning Recognizing the numerous benefits of PBL in language education, this research aims to explore the attitudes of teachers and Grade 11 students at Vung Tau High School towards implementing PBL in English classes Incorporating PBL can significantly improve language learning outcomes and foster a more engaging classroom environment.
Aims of the study
This study is done to reach the following aims
• To investigate the students’ attitudes towards the application of project-based learning in English language learning at Vung Tau high school
• To investigate the teachers’ attitudes towards the application of project-based learning in English language learning at Vung Tau high school
• To explore the similarities and differences between teachers’ and students’ attitudes towards the application of PBL.
Research questions
In order to attain the aforementioned aims, the thesis addresses the following questions:
1 What are EFL students’ attitudes towards the application of project-based learning in English language learning at Vũng Tàu high school?
2 What are EFL teachers’ attitudes towards the application of project-based learning in English language learning at Vũng Tàu high school?
3 What are similarities and differences between students’ and teachers’ attitudes at Vung Tau high school towards PBL?
Scope of the study
This study was conducted at Vung Tau High School in Vung Tau City, Ba Ria - Vung Tau Province, during the 2021-2022 academic year The research involved a total of 2,135 students across grades 10, 11, and 12.
The study involved grade 11 students and English teachers at Vung Tau High School Both quantitative and qualitative research methods were employed to ensure comprehensive and accurate results.
Data were collected using both questionnaires and semi-structured interviews to ensure comprehensive insights The study focused on students from classes 11A4 and 11A10 and English teachers in the foreign department at Vung Tau High School This mixed-method approach provided valuable information on students' learning experiences and teachers' perspectives The use of diverse data collection tools aimed to enhance the reliability and depth of the research findings.
Significance of the study
This study investigates the attitudes of students and teachers towards Project-Based Learning (PBL) in Grade 11 English at Vung Tau High School, comparing their perspectives to identify similarities and differences It aims to provide valuable insights that can inform both theoretical frameworks and practical approaches to language teaching and learning The findings are intended to support the development of effective PBL strategies not only at Vung Tau High School but also across other high schools in Vietnam, enhancing the overall quality of English education.
On a theoretical foundation, this study is expected to give profound understanding on PBL application in learning process This research is significant because it gives many benefits that teachers and students can get when implementing PBL as well as defines the students’ and EFL teachers’ attitudes towards the implementation of PBL in learning EFL at Vung Tau high school, which causes great impacts on students’ improvements
On a practical foundation, the findings of the study may be adventageous to not only students who have a chance to improve their language knowledge, language skills and social skills but also teachers who are making their efforts to apply PBL in language teaching and learning process in their classrooms First, PBL is stated to be capable of making the attitudes of the students towards learning process more positive (Baş, 2011) And identifying students’ attitudes toward the application of PBL in learning English is very important in determining the accomplishment of the learning process (Baş & Beyhan, 2010) Second, the research provides primary foundation for PBL implementation in classroom for the future, so high school teachers can have more stimuli and understanding to confidently apply PBL in English classrooms Last but not least, it is believed that the results of the research may be applied to other subjects and in other high schools in Vietnam.
Definitions of the terms
With a view to providing a specific understanding of the issues discussed in this study, it is of great importance to define many terms as follows
According to Cambridge Dictionary, “project” is a piece of work which is planned or an activity that is finished over a period of time and tended to attain a specific purpose In learning, “project” is a study of a special subject which students do over a period of time
According to the Oxford Dictionary, the term “project” varies across different fields but generally refers to a prearranged piece of work aimed at discovering new information, creating innovations, or improving existing processes In education, a “project” is specifically defined as a carefully studied piece of work that students undertake over a period of time, focusing on a particular subject This comprehensive approach highlights the importance of projects in fostering research, creativity, and in-depth learning among students.
Problem-Based Learning (PBL) is a dynamic educational approach, with evolving definitions emphasizing collaborative problem-solving among students (Kubiatko & Vaculová, 2011) According to Katz and Chard (2000), PBL is a highly effective methodology that encourages students to express ideas, ask questions, develop theories, and utilize various tools, applying skills in real-world contexts It fosters creativity by enabling students to find solutions both inside and outside the classroom Du and Han (2016) highlight that PBL is a student-centered approach that organizes learning around projects, promoting active engagement and practical application of knowledge.
In Cambridge Dictionary, “attitude” is defined as a feeling or view of something or someone, or a way of performing that is caused by this
According to the Oxford Dictionary, "attitude" refers to the mindset and feelings you have towards someone or something It encompasses your thoughts and perceptions as well as your behavior, reflecting how you think and feel about a particular person or situation Understanding attitude is essential for assessing how individuals respond and interact in various contexts.
Learning attitudes refer to students' perspectives towards the learning process and activities According to Irvansyah et al (2020), the level of students’ engagement in learning activities is influenced by their attitudes; positive learning attitudes enhance concentration and motivation, leading to more effective learning Students with a positive attitude toward learning are more interested and motivated, which facilitates smoother learning experiences Consequently, students with positive learning attitudes tend to participate more actively and achieve higher academic success compared to those with negative attitudes.
Organization of the study
This study report comprises five separate chapters
Chapter 1 provides an introduction and the background to the study It is also written to state the problems as well as the aims and objectives of the study The research questions, the scope and the significance of the study are mentioned in this chapter The next part of this chapter is definitions of key terms The last part of this chapter is about organization of the study
Chapter 2 is the literature review, presenting an overview of previous research relating to PBL, its benefits and its effects on students’ learning attitudes This chapter also mention to the two key terms PBL and attitude that are reviewed through different researchers’ viewpoints As for PBL, the definitions, the principles, the benefits of PBL and its impacts on students’ learning attitude are analyzed in different aspects of view On the topic of attitudes, the definitions along with the three main attitude components and the common models of attitudes are discussed
Chapter 3 gives an outline of the research methods so as to get the objectives mentioned in chapter one It also describes the research design with general information of the methods and participants After that, it illustrates more thorough information of research site, sample and sample procedures, research instruments, data collection procedures This chapter ends with how the data analysis procedures are done
Chapter 4 provides the outcomes which are analyzed by mix methods and the discussions of data gathered from the questionnaire, semi-structured interview It begins with the students’ attitudes towards the application of PBL in learning and its impact on students’ performance Next, it presents the teachers’ attitudes towards the application of PBL in learning The similarities and differences between teachers’ and students’ attitudes at Vung Tau high school towards PBL is mentioned in this chapter It also states discussions of the research findings which relate to the research findings before In the end, it ends with a summary
Chapter 5 presents the conclusion of the study It shows the summary of the main findings of the research It states not only its pedagogical implications but also its limitations Finally, it gives the recommendations for the further research.
LITERATURE REVIEW
Attitudes
Success in learning a foreign language depends on multiple factors, including students’ language skills and their attitudes towards learning Research by Cheng and Dửrnyei (2007) highlights that language achievement is influenced not only by linguistic abilities but also by positive learner attitudes Developing both language proficiency and a motivated mindset is essential for mastering a new language effectively.
Language researchers, teachers, and students should recognize that positive attitudes from both educators and learners significantly motivate language teaching and acquisition Focusing on the attitudes of teachers and students is crucial, as their outlook can greatly influence the success of learning a target language Cultivating a positive mindset in the language learning environment enhances motivation and contributes to more effective language acquisition.
This study explores language learning attitudes by utilizing established models to develop survey and interview questionnaires These tools are designed to assess learners' dispositions towards language acquisition, forming the core theoretical framework of the research By examining these attitudes, the study aims to gain insights into factors that influence language learning success The use of validated models ensures the reliability and validity of the data collected, supporting a comprehensive understanding of learner motivation and perceptions.
It will be clearly explained in the definitions below
Attitude is a complex concept with diverse definitions, making it difficult to pinpoint a single, universal meaning Historically, it was primarily viewed as a physical pose, often associated with the way people positioned themselves in portraits (Baker, 1992) Understanding attitude involves exploring both its physical expressions and deeper psychological implications, highlighting its importance in personal and social contexts.
An attitude is a relatively enduring organization of beliefs around an object or situation that predisposes individuals to respond in a preferred manner (Smith, 1971) It is held in relation to aspects of the surrounding environment, such as other people, physical objects, behaviors, or policies, shaping how individuals react to their surroundings (Ajzen and Fishbein, 1977) Additionally, an attitude is considered a mental or neural state organized through experience, which influences a person's response to various situations and stimuli (Pickens, 2005) These definitions highlight the role of attitudes in guiding behavior and their basis in individual beliefs and experiences.
Attitudes are defined as the way individuals perceive and tend to behave towards objects, people, or situations, often with an evaluative component, as described in the 'World English Dictionary.' According to Oxford Advanced Learners’ Dictionary (2008), attitude reflects how one thinks and feels about someone or something and how that influences behavior Gardner (1985) explains that an individual’s attitude is an evaluative reaction based on personal beliefs or opinions about a specific referent Malhotra (2005) describes attitude as an instant evaluation of an object or feeling, while Amirul Ihsan (2013) emphasizes that attitude involves a positive or negative assessment of various aspects of surroundings, including persons, events, and activities.
According to Ajzen (2005), attitudes have been central to understanding human behavior, with extensive research evaluating various types of attitudes over the years As new social problems emerge, additional attitudinal domains are increasingly examined to better understand their influence on behavior and social dynamics.
People's attitudes toward various topics or places can be either positive or negative, shaped by three key components The cognitive component involves a person’s beliefs and thoughts about the subject, forming a mental understanding The affective component relates to the individual’s feelings or emotional responses toward it Lastly, the behavioral component reflects the actions or reactions a person exhibits based on their attitudes Understanding these three components is essential for analyzing how individuals perceive and interact with different environments or concepts.
According to Rosenberg and Hovland (1960) and Jain (2014), attitudes are psychological phenomena that develop over time through indirect observation or gradual acquisition Attitudes are comprised of three interconnected components, which collectively influence an individual's behavior and perceptions Understanding these components is essential for analyzing how attitudes form and change, making them a key focus in psychological and social research.
A cognitive component, that is the idea generally utilized by humans in thinking, thus categories are inferred from constancy in replies to discriminatively different stimuli (Triandis, 1971)
Beside that, Abidin, Mohammadi and Alzwari (2012) shows that the cognitive component relates to learners’ beliefs and knowledge about teaching and learning methods, classroom activities and so on
As Fiske (1982) defined cognitive component is the combination of the experiences of attitude objects and the information in different courses, which are called information and perceptions
In language learning, cognitive factors play a crucial role in understanding and retaining new information They involve connecting prior knowledge with new concepts, creating and integrating new knowledge, and verifying its accuracy Additionally, applying newly acquired skills across diverse contexts enhances language proficiency and promotes deeper learning.
In terms of PBL, it is believed that when people associate an object with positive attributes, they have more positive attitudes toward it
The affective component of attitude, which encompasses emotions that influence ideas (Triandis, 1971), plays a crucial role in the learning process According to Xu et al (2009), the emotional aspect significantly impacts learning, as various emotional factors affect how students engage with educational activities Both teachers and students experience diverse emotional activities during the learning process, resulting in several benefits such as improved motivation and deeper understanding Integrating positive emotions into education enhances learning outcomes and fosters a more effective educational environment.
According to Jain (2014), the affective component, or emotional attitude, signifies a person's feelings and expressions toward others or objects When someone is interested in another person or thing, they typically hold positive feelings and demonstrate positive behaviors This emotional aspect plays a crucial role in shaping attitudes and interpersonal interactions.
Similarly, the definition of affective component presented by Eagly and Chaiken (1998) that the emotional experiences and preferences such as the likes or dislikes towards an object is affective factors
Agarwal and Malhotra (2005) explain that the operational mechanism of emotion aligns with cognitive processes, indicating that affective evaluation is a blend of feelings, emotions, and evaluative judgments based on beliefs This integrated model of attitude and choice highlights how emotional and cognitive factors together influence consumer decision-making Understanding this relationship is crucial for businesses aiming to shape consumer attitudes and enhance market strategies.
Language learning is a sensitive process influenced by various emotional factors, as highlighted by Hascher (2010) Positive and negative student attitudes towards Project-Based Learning (PBL) significantly impact their learning strategies, according to Railsback (2002) Therefore, understanding and addressing learners' emotions and inner feelings are crucial for enhancing their overall learning experience, as emphasized by Salmee (2019).
According to Triandis (1971) and Jain (2014), the behavioral component reflects an individual's predisposition to act and is a key factor in explaining participation and involvement in specific tasks It pertains to how individuals' actions are influenced by their attitudes toward an object or activity, highlighting the role of behavior in shaping overall engagement and response.
It has great influence on the ways individuals act or behave
Project-based learning (PBL)
Project-based learning (PBL) is increasingly popular in mainstream education, as highlighted by Greenier & Greenier (2018) Although various definitions of PBL exist and evolve over time (Tran Phan Ngoc Tu & Tran Quoc Thao, 2021), researchers have developed comprehensive summaries to clarify its core principles PBL emphasizes active student engagement through real-world projects, fostering critical thinking, collaboration, and problem-solving skills essential for modern education Adoption of PBL enhances student motivation and deepens learning, making it a valuable instructional approach in diverse educational settings.
2.2.1 Definitions of project-based learning
Dewey and Dewey (1915) states that PBL is a pedagogical approach It is applied to language learning in the 1970s and has been gaining momenta ever since
According to Korkmaz and Kaptan (2001), project-based learning is an educational approach that focuses on solving real-world problems through individual or small group efforts This method promotes an attitude similar to real-life situations, enhancing practical skills and collaborative problem-solving Implementing project-based learning can improve student engagement and foster critical thinking skills, making it a valuable strategy in modern education.
Beckett (2002) defines a project as a "long-term activity that involves a variety of individuals or cooperative tasks" including planning, researching, and reporting
According to Fried- Booth (2002), project work is student-centred and situated in the real world
Project-Based Learning (PBL) is a systematic teaching approach that actively involves students in acquiring knowledge and skills through an extended inquiry process This method revolves around complex, authentic questions and emphasizes the creation of carefully designed products and tasks According to Markham (2003), PBL fosters deeper engagement and enhances learning outcomes by encouraging students to explore real-world problems through structured, student-centered activities.
Güleksiz and Fidan (2013) highlight that Project-Based Learning (PBL) is a highly effective teaching method that encourages students to actively engage with real-world problems This approach enables students to identify various solutions, fostering critical thinking and problem-solving skills Moreover, PBL promotes active participation in the learning process, making students more aware of their surrounding issues and enhancing their overall learning experience Incorporating PBL into education can significantly improve student motivation and understanding.
Project-Based Learning (PBL) is a research-driven, practical teaching approach that promotes collaboration among learners It encourages students to work together to improve, construct, and present their creations, both inside and outside the classroom This method enhances active engagement and real-world application skills, making it an effective strategy for experiential learning (Devkota et al., 2017).
Project-Based Learning (PBL) is a student-centered educational approach that emphasizes active student engagement over an extended period In PBL, students select a real-world question or problem, plan their approach, conduct research, and create a final product, presentation, or performance This method fosters critical thinking, collaboration, and practical skills essential for real-life applications, making it an effective strategy for enhancing student learning and engagement.
2.2.2 The process of project-based learning
Papandreous (1994) emphasizes that every project results from a series of student activities integrated into a cohesive process While project processes may vary across different studies, they typically share key stages or features Understanding these essential steps is crucial for effective project management and successful outcomes.
According to Fried Booth (2002), there are three stages in conducting project work: starting in the classroom, practicing in the authentic world and coming back to the classroom
Beside that, Wrigley (1998) presents that most project work contains topic choosing, planning, researching and products-making
Korkmaz and Kaptan (2000) outline the six-step process of Project-Based Learning (PBL), beginning with Step 1: stating the subject and sub-subjects and organizing student groups During this initial phase, resources are explored, and a project framework is established, laying the foundation for effective inquiry-based learning.
Step 2: Groups create projects A project plan is made in this part
Step 3: Application of the project In this period, the students organize group members and then they analyze the data and information
Step 4: Planning of the presentation The students define the important points in their presentation and then make a decision on how to perform the project in this stage
Step 5: Making the presentation In this part, the students can make presentations in any places such as in different schools, classes, ect
Step 6: Evaluation Students give the feedback on the project to each other Not only the students but also the teachers share the outcome with everyone
Stoller initially developed an original eight-step framework that enhanced previous research in the field To stay current with evolving educational practices, he revised this model into a comprehensive ten-step process in 2006 This updated framework provides a more detailed and effective approach to language learning and teaching.
Step 1: Students and facilitator decide on a theme for the project
Step 2: Students and facilitator find out the final result
Step 3: Students and facilitator organize the project
Step 4: Facilitator prepares the language demands of information gathering for students Step 5: Students collect information
Step 6: Facilitator gives students the language demands of gathering and analyzing data Step 7: Students collect and analyze information
Step 8: facilitator makes preparation for the language demands of the final activity for students
Step 9: Students give the final product
Step 10: Students assess the projects
This model introduces key modifications in steps 4, 6, and 8 to distinguish it from the original framework Designed for simplicity and ease of management, this approach enables students and teachers to implement project-based learning (PBL) effectively As a result, students' language and social skills are significantly enhanced, ultimately leading to the successful achievement of the project's goals.
2.2.3 Principles to project-based learning
There are various principles to PBL and different researchers give different ideas Barron et al (1998) discussed main four principles necessary for the success of PBL including:
• promoting participation and involvement through proper social organizations
Ayas and Zeniuk (2001) added two elements for PBL model:
• leader role models setting the attitudes for learning and monitor the behaviors and results
• the need to build a psychologically safe learning environment
Cocco (2006) introduced three following constructivist principles of PBL:
• learners are actively involved in the learning process
• they achieve their goals through social interactions and the sharing of knowledge and understanding
These principles focus on fostering a more active learning environment where students utilize diverse skills to achieve their goals They are interconnected and mutually supportive, emphasizing the importance of setting clear learning objectives and enhancing students' awareness of their learning activities As a result, learners participate actively and responsibly in their education, engaging in self-assessment and working efficiently to reach their personal learning goals.
2.2.4 The major benefits of project-based learning
Project-Based Learning (PBL) significantly enhances students' learning autonomy by actively engaging them in the learning process According to Skehan (1998), student participation in project planning leads to improved self-regulated language learning (SRLL) Furthermore, Frangoulis (2009) highlights that PBL promotes learner autonomy through the emphasis on collaborative group work and giving students choices in their learning activities.
Fried-Booth (2002) emphasizes that the project-work process enhances students' confidence and independence Additionally, implementing Project-Based Learning (PBL) in education improves students' self-regulation skills over time, leading to more autonomous learners (Hoang Thi Ngoc Diem, 2009; Nguyen Van Loi, 2017; Tran Phan Ngoc Tu & Tran Quoc Thao, 2019).
Implementing project-based learning (PBL) can significantly enhance students' academic achievement and foster a productive learning environment According to Bas and Beyhan (2010) and Ergul and Kargin (2014), PBL positively impacts academic performance Sumarni (2015) highlights that PBL promotes the development of students’ metacognitive skills, contributing to improved academic outcomes Additionally, Kettanun's (2015) experimental research at Bangkok University demonstrates that project-based EFL classrooms help learners improve language performance, cognition, work ethics, and interpersonal skills.
Implementing Project-Based Learning (PBL) enhances language skills, particularly speaking abilities (Stoller, 2006) According to Torres and Rodríguez (2017), students improve their speaking skills by engaging in PBL, as they need to expand their vocabulary to express ideas, communicate messages, and complete project tasks effectively.
Factors influencing students’ attitudes towards learning English
Students' attitudes toward learning English, whether positive or negative, represent their long-term emotional disposition toward the language (Iuliana Marchis, 2011) These attitudes significantly influence students' English learning outcomes, with a positive attitude often leading to better performance Various internal and external factors impact these attitudes, shaping students' motivation and engagement with English language learning Recognizing and addressing these factors can enhance student attitudes and improve their overall success in learning English.
Internal factors such as students' self-confidence, willingness to take risks, levels of worry, curiosity, and awareness of the importance of English for their future significantly influence their attitudes toward language learning (Le Xuan Mai & Le Thanh Thao, 2022) Additionally, students' perceptions of the usefulness of English in everyday life and future careers play a crucial role in shaping their motivation and positive attitudes toward learning the language (Iuliana Marchis, 2011).
External factors significantly influence students’ attitudes toward learning English, with teachers’ positive attitudes, confidence, and support playing a crucial role (Iuliana Marchis, 2011) Additionally, educational environment aspects such as classroom setup, seating arrangements, textbooks, and learning materials also impact students’ motivation and engagement (Getie, 2020) Furthermore, social factors—including the influence of parents and peer groups—considerably affect students’ responses and attitudes towards learning English.
English (Iuliana Marchis, 2011) Last but not least, students’ achievements in learning outcomes, language skills and social skills also have a remarkable effect on students’ attitudes towards learning English (Getie, 2020).
Materials and courses
English is a mandatory subject in the curriculum, ensuring all students acquire essential language skills The English course book and curriculum are developed by the Ministry of Education, not created by individual schools, standardizing the learning experience across educational institutions.
Each course book comprises 16 units, with 8 units allocated to each semester, ensuring a comprehensive curriculum Teachers are required to adhere to the fixed timetable set by the Ministry of Education and follow the prescribed syllabus without modifications The curriculum aligns with national content standards tailored for learners of similar age and grade levels, promoting consistent educational quality Each unit is designed to develop students’ core competencies in Listening, Speaking, Reading, and Writing, supporting their overall language proficiency.
The school’s English curriculum includes 3-4 lessons per week, offering consistent language practice It emphasizes all four essential skills—Listening, Speaking, Reading, and Writing—treating them with equal importance to ensure balanced language development This comprehensive approach aims to enhance students' overall English proficiency through regular, skill-integrated lessons.
The Grade 11 English curriculum learning outcomes are outlined in The Vietnamese National Foreign Language Project 2020 (Project 2020), initiated in 2008 to enhance foreign language proficiency among students across high schools, vocational schools, colleges, and universities This project aims to modernize and improve foreign language teaching and learning methods nationwide, ensuring that students develop essential language skills to meet current educational and global integration standards.
In the grade 11 English curriculum, students are required to complete four frequent tests and two periodic assessments, including the mid-term and end-of-term exams To encourage active participation, students can earn bonus points by engaging in English extracurricular activities organized by the School Foreign Languages Department These activities include events like the English Eloquence Contest and the English-French-Japanese Singing Contest, providing students with opportunities to showcase their language proficiency, speaking abilities, and singing talents.
At the end of each semester, Vung Tau High School’s English Speaking Club organizes engaging projects where student groups visit the city center or beach to interact with foreigners These initiatives provide an immersive environment that significantly enhances students’ English speaking skills and intercultural communication Such activities foster practical language learning and create a dynamic platform for students to apply their English knowledge in real-world settings Overall, these projects contribute to the development of effective language acquisition and cultural awareness among students.
Previous research
Recent research highlights the growing emphasis on Problem-Based Learning (PBL) as an effective educational approach to enhance student engagement By integrating PBL into teaching and learning, educators can promote active participation and foster critical thinking skills among students This innovative method supports the exploration and application of new teaching strategies aimed at improving learning outcomes and student motivation.
Numerous studies, including those by Baran and Maskan (2010), Kaldi, Filippatou, and Govaris (2011), Van Rooij (2009), and Veenman, Kenter, and Post (2000), consistently demonstrate that Problem-Based Learning (PBL) significantly influences students' attitudes and enhances their academic achievement.
Moreover, the results show that the use of PBL increases the students’ success in their learning process and changes students’ attitudes towards learning foreign language
Another research implemented by Asri, Setyosari, Hitipeuw and Chusniyah (2017) aimed at investigating the influence of PBL strategy and self-regulation on mathematics learning
In another research by Haryatti (2017), the researcher aimed at determining the students’ attitudes towards the use of PBL in the application of Computer AssistedLanguage Learning (CALL)
Research indicates that undergraduate students have a positive perception of Problem-Based Learning (PBL) in studying English as a second language, highlighting increased motivation and engagement (Azman & Shin, 2012) Additionally, Chu et al (2017) found that integrating PBL in language learning enhances students' interest and overall motivation, making the learning process more effective.
Greenier (2018) found that both students and teachers hold positive perceptions of the 10Cs of the PBL TESOL curriculum, considering it more engaging and stimulating compared to traditional teaching methods.
Recent research in Vietnam has focused on students' attitudes towards Problem-Based Learning (PBL) Nguyen Thi Van Lam (2011) explores key aspects of PBL, including its definitions, benefits, and effective implementation processes This body of work highlights the growing interest in understanding and optimizing PBL to enhance student engagement and learning outcomes.
In the study conducted at Thai Nguyen University by Hoang Thi Ngoc Diem (2012), she shared her own experience in implementing a project called “Faculty voice”
Ngo Hoang Huu (2014) implemented a study with the aims of exploring the use of PBL among English-majored students in the course “Intercultural Communication” at Vietnam National University
Pham Thi Thu Ha (2014) conducted a survey at An Lao High School to investigate the students’ attitudes towards PBL and its effects on students’ English speaking skill
Nguyen Van Khanh (2015) emphasizes the importance of integrating Project-Based Learning (PBL) into English for Specific Purposes (ESP) courses to align with modern teaching trends This approach facilitates a more communicative method of language instruction, enhancing students' practical language skills and engagement Implementing PBL in ESP programs supports current educational trends that prioritize interactive and real-world communication skills development.
Truong Thi Thanh Canh (2017) conducted a study at Vien Dong College so as to discover the students’ attitudes towards project work in fostering students’ autonomy in English speaking class
Nguyen Van Loi (2017) conducted a study with 50 second-year English-major students over two semesters to examine the impact of project-based teaching on learner autonomy The research aimed to determine how incorporating projects into language instruction influences students' independence and self-directed learning skills The findings suggest that project-based approaches significantly enhance learner autonomy, encouraging students to take greater responsibility for their language development and fostering active engagement in the learning process.
Tran Phan Ngoc Tu and Tran Quoc Thao (2019) conducted a study to explore the attitudes of 155 EFL students at Bui Thi Xuan High School towards problem-based learning (PBL) when integrated with new English textbooks Their research highlights students’ perceptions and acceptance of PBL as an effective teaching approach in enhancing English language skills The findings suggest that implementing PBL with updated textbooks can positively influence students' engagement and learning outcomes in EFL classrooms This study provides valuable insights into the benefits of PBL for improving language proficiency among high school students.
Hoang Yen Phuong and Le Hong Cam Tu (2017) also conducted a study to explore
“Students’ attitudes towards project activities in pilot English textbooks”.
Conceptual framework
This study aims to explore teachers’ and Grade 11 students’ attitudes towards Problem-Based Learning (PBL) at Vung Tau High School in Ba Ria Vung Tau Province It investigates these attitudes across three key dimensions: affective, cognitive, and behavioral components, building on previous research (Smith, 1971) The research is grounded in existing literature on students’ and teachers’ beliefs, attitudes, and knowledge, as well as the factors that shape these belief systems, providing a comprehensive theoretical framework for understanding perceptions of PBL.
Chart 2.1: Conceptual framework of the study
Summary
This chapter explores the key aspects of Problem-Based Learning (PBL), including its definitions, principles, and major benefits for enhancing student engagement and critical thinking It also addresses the common challenges faced by teachers and students in implementing PBL effectively Additionally, the chapter discusses the concepts of attitude, its components, and how attitudes influence student achievements The concluding section presents the conceptual framework guiding the research, providing a structured understanding of how PBL impacts educational outcomes.
METHODOLOGY
Research design
This study employed a survey methodology to examine the attitudes of EFL students and teachers toward implementing project-based learning in English language education at Vung Tau High School Both qualitative and quantitative data were collected and analyzed using questionnaires and semi-structured interviews to address three key research questions The research highlights the perceptions and experiences of participants regarding the effectiveness and challenges of project-based learning in improving English language skills Findings suggest that project-based learning fosters student engagement and enhances language proficiency, while also revealing areas for instructional improvement This comprehensive approach provides valuable insights into the integration of project-based methods in EFL classrooms, contributing to the development of effective language teaching strategies.
1 What are EFL students’ attitudes towards the application of project-based learning in English language learning at Vung Tau high school?
2 What are EFL teachers’ attitudes towards the application of project-based learning in English language learning at Vung Tau high school?
3 What are similarities and differences between teachers’ and students’ attitudes towards PBL at Vung Tau high school?
Survey research, as defined by Lavrakas in the "Encyclopedia of Survey Research Methods" (2008), is a systematic approach to collecting, analyzing, and interpreting data from multiple individuals to generate knowledge and support decision-making Its primary goal is to gain insights into the behaviors, opinions, and characteristics of a specific group of people, making it a vital tool for understanding diverse populations.
A research survey effectively assesses the general capabilities of a large population, known as the 'population of interest,' which is the broader group targeted by the study These surveys can be distributed through various methods like email or fax, enabling researchers to collect data quickly and cost-effectively from participants worldwide This approach facilitates efficient data gathering in a short timeframe, making it a valuable tool for broad-scale research.
Survey methods offer high representativeness, making it easier to identify statistically significant results compared to other approaches They facilitate effective analysis of multiple variables, providing comprehensive insights Carefully piloted survey questions ensure consistent responses across all participants, leading to more precise data measurement and improved data accuracy.
A research survey is an ideal tool for studies as it provides participants with a standardized stimulus, helping to eliminate researcher biases This advantage allows for more reliable data collection Consequently, the researcher utilized a survey to examine EFL students' and teachers' attitudes toward implementing project-based learning in English language education at Vung Tau high school.
The researcher employed a combination of qualitative and quantitative research methods, integrating both approaches within a single study, as described by Johnson et al (2007, p 123) This mixed-methods approach has gained significant momentum recently, evolving into a prominent research methodology The rapid development of qualitative and quantitative research methods in recent years highlights their increasing importance and versatility in academic investigations.
Integrating both qualitative and quantitative research methods enriches the findings, enhances the validity of the study, and advances existing knowledge in the field (Molina-Azorin & López-Gamero, 2016) Creswell and Plano Clark (2007) emphasize that combining these approaches provides a more comprehensive understanding of research phenomena, leading to more robust and reliable results.
According to Almalki (2016), combining qualitative and quantitative research methods enhances data collection from diverse sources, resulting in a comprehensive and effective research design This mixed-method approach increases validity and ensures the study effectively achieves its aims and objectives.
Qualitative and mixed-method research are highly flexible, allowing for separate implementation of different stages and yielding equally accepted results Their ease of implementation simplifies maintenance and enhances focus during the research process Overall, employing both qualitative and mixed-method approaches offers greater possibilities and depth than relying on a single method, making them valuable for comprehensive studies (Greene, 2005).
Research site
The study was conducted at Vung Tau High School, located at 9 Thi Sach Street, Ward 8, Vung Tau City, Ba Ria - Vung Tau province, serving students from grades 10 to 12 The school has large class sizes, with approximately 40 to 50 students per class, reflecting a high student-to-teacher ratio Its administrative team includes one principal and three vice-principals responsible for overseeing all teaching and learning activities Vung Tau High School comprises seven academic departments: Math - Computing, Physics - Technology, Chemistry - Biology, Foreign Languages (English, French, Japanese), Literature, History – Geography – Civic Education, and Physical Education During this academic year, the school enrolled 2,135 students across 48 classes, making it a significant educational institution in the region.
Vung Tau High School, one of the most prestigious and leading high schools in Ba Ria - Vung Tau province, has a rich history of 67 years of foundation and development The school is equipped with modern facilities, including classrooms featuring 100-inch screens and always-online computers, which enhance students' learning experience and facilitate project work.
Vung Tau city is renowned for its high-quality education and excellent teachers, with over 40% holding master's degrees The foreign languages faculty is known for caring, helpful, and knowledgeable teachers dedicated to student success The English department consists of 14 experienced Vietnamese teachers who are enthusiastic and skilled at teaching upper secondary students Committed to adopting modern teaching methods, they strive to provide students with the best learning outcomes.
Vung Tau High School is renowned for its students' excellent behavior, strong studiousness, and independence The students demonstrate remarkable English learning abilities, with Ba Ria Vung Tau province ranking third nationwide in English at the last national exams, and Vung Tau High School ranking second among local high schools Additionally, most students obtain IELTS certificates with a minimum band score of 6.0 each year These students actively participate in learning activities, embracing change and challenges to continuously improve their skills.
Ba Ria - Vung Tau province's government has increased the English curriculum by adding two extra periods per class, providing more opportunities for teachers and students to engage in project-based learning (PBL) This decision aims to enhance the effectiveness of teaching and learning English as a foreign language by offering additional time for practical and interactive activities The expanded schedule encourages the integration of PBL methods, fostering improved language skills and student engagement in the classroom.
The Grade 11 English curriculum comprises 16 units and 6 test-yourself sections, divided into 8 units and 3 test-yourself parts per semester, each with five lessons: reading, speaking, listening, writing, and language focus The learning outcomes align with the Vietnamese National Foreign Language Project 2020 (Project 2020), launched in 2008 to enhance foreign language proficiency across all levels of education Its goal is to build learners' confidence and competence in communication using foreign languages Project 2020 aims to revolutionize foreign language teaching and learning methods According to Decision No.1400, high school students are expected to reach Level 3 (B1 level) of the Common European Framework of Reference for Languages (CEFR) after completing the three-year high school program, ensuring a standardized measure of English language proficiency.
Sample and sampling procedures
This study involved 93 students from class 11A4 and 11A10, along with ten English teachers at Vung Tau High School, ensuring a diverse participant pool Participants were selected through convenient sampling, a common method for focus groups that offers advantages such as saving time and costs (Stewart & Shamdasani, 1990) The sample size of 93 exceeds the minimum recommended number of thirty, indicating that the study's participants adequately represent the larger population (Cohen, Manion, & Morrison, 2007).
This study involved 11th-grade male and female students from classes 11A4 and 11A10, all familiar with modern school equipment, which facilitated their project work To ensure unbiased results, all participating students were at the same academic level within their class The teaching staff consisted of experienced male and female teachers, each with over ten years of high school teaching experience Conducted during the 2021–2022 academic year, the study included both students and English teachers after informing them of its purpose and securing their participation.
It can be seen from Table 3.1, the students’ general information was presented clearly with 4 items including gender, time for learning English, learning at center, and time for project preparation
A total of 96 questionnaires were distributed to students, with 93 completed and collected by the researcher Among the participants, 54.9% were male (51 students), and 45.1% were female (42 students), indicating a slightly higher number of male participants despite the overall balanced gender distribution.
Time for learning English: There were differences in the time for learning English from
The most common duration among participants was 8 years, representing 31.1% with 27 individuals The second most frequent was 10 years, accounting for 20.4% or 19 participants Followed by 7 years, with 13.9% or 13 participants, and 6 years, comprising 11.8% with 11 individuals These findings highlight the distribution of experience levels within the group, emphasizing the prominence of the 8-year mark.
“5 years” (12 participants making up 12.9%) with only 1.1% Finally, the least was “9 years” with 9 participants (9.9%)
The majority of participants in the study (79.6%) attended an English learning center, indicating a strong preference for structured language education Conversely, only 20.4% of students did not attend an English center Overall, participation in English centers is significantly higher among students, highlighting the importance of these institutions in English language learning.
Project preparation: The time for project preparation was divided into 3 groups, including
Most students, accounting for 55.9% with 52 respondents, reported taking “2 weeks” to prepare for their projects Additionally, 30.1% of students (28 individuals) indicated they needed “more than 2 weeks,” while a smaller group of 14% (13 students) required only “one week” for their project preparation These findings highlight varying time commitments among students for project readiness, emphasizing the significance of adequate planning time.
A semi-structured interview was conducted with ten high school English teachers in Vung Tau, including one male and nine females, all with extensive teaching experience These teachers were colleagues of the researcher and had actively participated in previous research projects, facilitating a convenient and efficient interview process Their familiarity with the researcher and involvement in related projects helped save time and resources while providing valuable insights.
The chart 3.2 described the teachers’ general information which was presented with 3 items consisting of gender, qualifications, and time for teaching
Gender: among interviewees, only one teacher is female (10%) while the number of females is 9 (accounting (90%) The chart showed clearly that the female overwhelmed the male
Qualifications: the qualifications of all teachers met the demands of MOET in teaching Specifically, there were 4 teachers making up 40% who are BA while the number of MA teachers is 6 (60%)
The chart indicates that there is no significant difference in teaching duration between teachers with "under 10 years" and those with "10 to 20 years," each accounting for 30% Meanwhile, teachers with over 20 years of experience comprise the largest group at 40%, highlighting their extensive teaching careers This data underscores the distribution of teaching experience among educators.
The description of the projects
3.4.1 The first project (carried out online)
This project engages Grade 11 students in collaborative learning by having them work in groups of eight to review Conditional clauses from Unit 7, Part D: Language Focus Students choose a story, situation, dialogue, or conversation to practice using Conditional clauses, fostering teamwork and critical thinking The project requires students to create a presentation that includes a short story or dialogue demonstrating their understanding of Conditional grammar points, along with a brief explanation of how and when these clauses are used To enhance engagement and authenticity, students incorporate role-plays, videos, and photos into their performances, making the learning process both interactive and visually appealing.
Name of the project: Conditional clauses revision
Give the performances of a story/situation/dialogue/ conversation they have chosen to practice some grammar points of Conditional clauses; a short explanation about how and when they are used
After carrying out the project, the participants can
- enrich vocabularies relating the topic/ story/ situation they chose
- use Conditional clauses correctly and efficiently
The project was carried out following a ten-step process of Stoller (2005)
Step 1: Teacher gives the project: present a story/ situation/ dialogue/ conversation in which Conditional Clauses are used
Step 2: Students work in group to decide on the type they want to present (story, situation, dialogue, or conversation)
Step 3: Teacher and students decide on the presentation time of the project (2 weeks after teacher gives the project)
Step 4: Teacher gives the instructions how to do the project (free type, students can use video, film, story on the Internet)
Steps 5: Students work in groups to plan the project particularly (the particular work of each member of the group)
Step 6: Teacher gives the language requirements of the project (at least two basic types, one mix type, one inversion and one equivalent of Conditional Clauses must be used in their presentation)
Step 7: Students carry out the projects (work individually and by groups to give the final products to prepare for the presentation)
Step 8: Teacher reminds and makes preparation for the language demands of the final activity for students
Step 9: Students present their final products in front of the class (all members of the group must take part in this activity)
Step 10: Students assess their own project as well as their classmate’s products, then teacher assesses students’ projects
3.4.2 The second project (carried out offline)
In this project, students participate in a simulated cultural exchange program, working in groups of eight to introduce a country and its famous celebration or festival They present detailed descriptions of the festival, including important Dos and Don’ts to enhance understanding To make their presentation engaging and authentic, students incorporate role-play, videos, and photos This activity encourages teamwork, cultural awareness, and creative communication skills, aligning with Grade 11, Unit 8, Part A: Reading curriculum objectives.
Name of the project: Celebration/festival
Give the performances of a story/situation/dialogue/ conversation about detailed descriptions of a famous/beloved celebration/festival and its Dos and Don’ts
After carrying out the project, the participants can
- enrich vocabularies relating to celebration/festival
The project was carried out following a ten-step process of Stoller (2005)
Step 1: Teacher gives the project: present a story/ situation/ dialogue/ conversation about detailed description of a famous/beloved celebration/festival and its Dos and Don’ts
Step 2: Students work in group to decide on the type (story, situation, dialogue, or conversation) and the celebration/festival they want to present
Step 3: Teacher and students decide on the presentation time of the project (2 weeks after teacher gives the project)
Step 4: Teacher gives the instructions how to do the project (free type, students can use video, film, story on the Internet)
Steps 5: Students work in groups to plan the project particularly (the particular work of each member of the group)
Step 6: Teacher gives the language requirements of the project (detailed description of a famous/beloved celebration/festival and its Dos and Don’ts must be in their presentation and the presentation is so attractive that everyone wants to take part in)
Step 7: Students carry out the projects (work individually and by groups to give the final products to prepare for the presentation)
Step 8: Teacher reminds and makes preparation for the language demands of the final activity for students
Step 9: Students present their final products in front of the class (all members of the group must take part in this activity)
Step 10: Students assess their own project as well as their classmate’s products, then teacher assesses students’ projects.
Research instruments
This study employed both qualitative and quantitative research methods using a concurrent design to simultaneously collect comprehensive data Data collection involved two key instruments: a student questionnaire for quantitative analysis and semi-structured interviews with English teachers for qualitative insights To ensure the validity and reliability of the instruments, they were reviewed and evaluated by an expert in English language studies before being administered to study participants.
A questionnaire is a research instrument used to collect data on respondents’ attitudes, experiences, or opinions, as described by Pritha Bhandari (2021) It typically includes a combination of close-ended questions for students and open-ended questions for English teachers, allowing for both qualitative and quantitative data collection This versatile tool helps researchers gather comprehensive insights across different respondent groups.
Questionnaires are an essential research instrument due to their ability to reliably and validly gather relevant information (Hamed, 2016) They are highly effective for collecting data from large groups, such as entire classes or multiple populations (Griffee, 2012) Additionally, questionnaires offer a cost-efficient way to quickly gather extensive data from many participants, allowing for rapid and straightforward data analysis (Kabir, 2016) Their capacity for objective and scientific analysis makes them particularly valuable in quantifying changes over time, with research statements designed based on research questions and relevant literature.
The questionnaire preparation process involved four key stages: initially, a set of items was distributed to each target group to assess content relevance Next, a pilot study was conducted to evaluate the reliability of the questionnaire, ensuring its consistency Based on the pilot study results, the questionnaire was revised and refined to improve validity Finally, the updated version was thoroughly evaluated and implemented in the main study, completing the development process.
This study examined teachers’ and students’ attitudes towards implementing Project-Based Learning (PBL) in English language education at Vung Tau High School It analyzed two projects from the 2021-2022 academic year—one conducted online due to the COVID-19 pandemic and another held offline at the school—focusing on students in classes 11A4 and 11A10 The research aimed to evaluate the perceptions of students and English teachers regarding the effectiveness and challenges of using PBL in EFL learning Findings suggest that both teachers and students generally view PBL as a valuable pedagogical approach that enhances engagement and language skills, despite facing some challenges related to online implementation The study provides insights into the attitudes towards PBL, contributing to the development of effective EFL teaching strategies at Vung Tau High School.
The study analyzed questionnaire results from a targeted population comprising 11A4 and 11A10 students at Vung Tau High School The research focused on three key attitude components: cognitive, affective, and behavioral, to provide comprehensive insights into students' perspectives By grouping responses within these components, the study offers valuable findings on student attitudes, facilitating targeted educational strategies These insights contribute to understanding student motivations and behaviors, supporting the development of effective teaching approaches.
The researcher developed the questionnaire by adapting established instruments from previous studies, including Tran Phan Ngoc Tu and Tran Quoc Thao's 2019 research on EFL students' attitudes towards project-based learning and their use of self-regulated language learning strategies at Bui Thi Xuan High School Additionally, the questionnaire incorporated insights from Hoang Yen Phuong and Le Hong Cam Tu's 2017 study on students’ attitudes towards project activities in pilot English textbooks, ensuring a comprehensive tool to assess student perspectives and engagement in project-based language learning.
The students’ responses with five levels involving strongly disagree, disagree, neutral, agree, strongly agree are measured by the five-point Likert scale The responses comprised
The questionnaire used a Likert scale from 1 (Strong Disagree) to 5 (Strong Agree) to measure students' responses To ensure clarity and accuracy, the questionnaire was translated into Vietnamese, facilitating easier understanding among students A pilot test was conducted with 10 students from a different class to validate the questionnaire Subsequently, the finalized questionnaire was distributed to 96 participants, and the collected data were analyzed using SPSS software to ensure reliable results.
The questionnaire consisted of two parts: students’ general information and their attitudes towards Project-Based Learning (PBL) In Part A, students provided personal details, including gender, the amount of time dedicated to learning, their preferred learning environment, and the time allocated for project preparation.
In Part B, the researcher developed a questionnaire using a Likert Scale to assess students' responses, dividing the section into three main components: cognitive, affective, and behavioral This part consisted of 22 items, strategically categorized into these key themes to thoroughly investigate students' attitudes.
This article explores 13 key items related to the cognitive component of EFL students' and teachers' attitudes toward implementing project-based learning (PBL) in English language education at Vung Tau high school The findings highlight how students and teachers perceive the benefits and challenges of PBL, emphasizing its impact on language acquisition and engagement Results indicate that positive attitudes towards PBL are closely linked to improved language skills, motivation, and active participation among students Teachers' cognitive perceptions suggest that PBL fosters a more interactive and student-centered learning environment, enhancing overall language proficiency The study underscores the importance of understanding these cognitive factors to effectively promote the integration of project-based learning in EFL contexts In conclusion, the positive cognitive attitudes of both students and teachers serve as a crucial foundation for successful PBL implementation in high school English education at Vung Tau.
The study highlights six key items (14 to 19) that focus on the affective component of EFL students’ and teachers’ attitudes toward implementing project-based learning in English language education at Vung Tau high school These items illustrate the emotional and motivational aspects influencing their acceptance and enthusiasm for project-based learning methods Positive attitudes from both students and teachers play a crucial role in the successful integration of project-based learning, fostering greater engagement and motivation in English language learning Understanding the affective factors involved can help educators tailor strategies to improve attitudes and boost the effectiveness of project-based approaches in the classroom.
Items 20 to 22 focus on the behavioral aspects of EFL students’ and teachers’ attitudes toward implementing project-based learning in English language education at Vung Tau high school These items highlight the tangible actions and responses of both students and teachers when engaging with project-based methodologies Understanding these behavioral components is crucial for evaluating the effectiveness and acceptance of project-based learning in enhancing English language proficiency These findings provide valuable insights into how active participation and practical involvement influence language acquisition outcomes in the high school setting.
A semi-structured interview is a qualitative data collection method that involves asking participants open-ended questions and probing deeper based on their responses, as explained by Tegan George (2022) This approach combines elements of both structured and unstructured interviews, making it flexible yet focused Often used in research, semi-structured interviews are considered "the best of both worlds" for their ability to gather in-depth insights while maintaining a guided framework.
A semi-structured focus group interview was used to gather in-depth insights into individuals' opinions This qualitative research method is effective for exploring specific issues and collecting a substantial volume of data efficiently According to Cohen, Manion, and Morrison, semi-structured focus groups offer advantages such as flexibility in discussion and the ability to generate rich, detailed information in a relatively short timeframe, making it ideal for understanding participants' perspectives on targeted topics.
Data collection procedures
The data collection was carried out at the end of the first term in the academic year 2021-
2022 This was the time when students almost finished their first term tests at school and their projects, therefore, they had an overview of their application of PBL
Before the official survey was conducted, an amended questionnaire was adapted from Tran Phan Ngoc Tu and Tran Quoc Thao's (2019) study on EFL students' attitudes towards project-based learning and their use of self-regulated language learning strategies at Bui Thi Xuan High School, as well as from Hoang Yen Phuong and Le Hong Cam Tu's (2017) research.
“Students’ attitudes towards project activities in pilot English textbooks” was piloted with 10 students who did not involve in the study
A total of 96 questionnaires were distributed to research participants, with each student spending at least fifteen minutes to complete them The questionnaires, designed using a Likert scale format, were distributed at the end of the first term after students completed exams and two projects Participants were assured of confidentiality and that their responses would be used solely for research purposes, encouraging honest and valuable feedback Ultimately, 93 completed questionnaires were returned on time, providing essential data for qualitative analysis.
The questionnaire was analyzed quantitatively using SPSS version 20, focusing on mean scores, frequency, and standard deviation of the item responses The collected data were carefully processed to ensure accurate calculations, enabling the researcher to derive precise conclusions based on the descriptive analysis results.
The semi-structured interviews provided valuable insights into teachers’ attitudes toward implementing project-based learning (PBL) Before conducting the main interviews, the questions were piloted with two English teachers not involved in the study to ensure validity (Dừrnyei, 2003) The interviews were carried out at the start of the second semester, after students completed their projects and questionnaires, each lasting approximately 20 to 25 minutes The responses were recorded and analyzed using qualitative content analysis to reveal clear and meaningful findings about teachers’ perspectives on PBL.
Data analysis procedures
The researcher utilized questionnaire instruments and SPSS software, which efficiently handle both qualitative and quantitative data for comprehensive analysis (Dửrnyei, 2003) Employing mixed methods allowed for the extraction of detailed insights, as quantitative and qualitative approaches offer three key advantages: assessing clear relationships among variables, uncovering complete variable interactions, and validating these relationships through cross-validation (Fraenkel, Wallen, and Hyun, 2012) This integrated approach enhances the accuracy and depth of the research findings.
Quantitative data from the questionnaires were analyzed using SPSS 21.0 for Windows, focusing on mean, standard deviation, and frequency to explore the data's value Descriptive statistics provided a clear overview of the data, facilitating a comprehensive understanding of students' attitudes Specifically, the mean scores indicated students’ perceptions of project-based learning (PLB) at Vung Tau High School.
The study calculated the arithmetic mean (M), standard deviations (SD), and frequency percentages for each question using a consistent software program, with results presented in accompanying tables Cronbach's alpha coefficients were also determined to assess the reliability and internal consistency of the data, with interpretations made based on established validity thresholds These statistical measures provide a comprehensive understanding of the data's central tendency, variability, and reliability, ensuring the robustness of the study's findings.
Qualitative data were collected and analyzed through semi-structured interviews, with all recordings exclusively used for research purposes Following Bloor et al (2001), all recorded speech—including speakers’ complete, unfinished, or interrupted remarks—was transcribed to ensure thorough analysis The data underwent logical analysis, a method suitable for exploring the interrelations of definitions, beliefs, or evaluations, as outlined by Williams (1981) To interpret the interview responses, content analysis was employed, involving familiarization, coding, and summarizing steps Ten teachers were anonymized as T1 through T10, and Excel software was utilized to organize and present the interview findings clearly.
Validity and reliability
A pilot study on reliability statistics was conducted on January 5, 2022, involving 10 students from an English class at Vung Tau High School to ensure the questionnaire's effectiveness The main survey was administered on January 10, 2022, during two English classes, engaging a total of 96 students, with 93 completed questionnaires returned These steps were essential for collecting accurate data and assessing the reliability of the survey instrument.
On January 15, 2022, a pilot interview lasting 15 minutes was conducted with two English teachers who were not involved in the study to ensure the interview process's effectiveness Subsequently, on January 20, 2022, in-depth 25-minute interviews were carried out with participating English teachers at Vung Tau high school, providing valuable insights for the research.
Prior to analyzing the research questions, the Cronbach Alpha reliability coefficients for each questionnaire item were assessed According to Nunnally and Burnstein (1994), variables with an item-total correlation below 0.3 should be removed, and the scale is considered reliable for further analysis when the Cronbach Alpha exceeds 0.6 In this study, the Cronbach Alpha for the questionnaire was 808, indicating high reliability and suitability for subsequent analysis.
Table 3.3: Cronbach’s Alpha of students’ and teachers’ attitude to PBL
Cronbach’s Alpha No of Items
Summary
This chapter outlines the research methodology, including the research design, study site, and sample selection It details the data collection instruments, such as questionnaires and semi-structured interviews, used to gather information Additionally, the chapter discusses the procedures for data collection and analysis, ensuring a comprehensive approach The final section describes the projects undertaken as part of the research The subsequent chapter presents the results derived from these research methods.