INTRODUCTION
Background of the study
The importance of English has grown significantly, serving as a vital tool for regional integration and communication As a global lingua franca, English facilitates cross-cultural exchange across Asia, promoting unity and cooperation Additionally, it is recognized as the official language of the Association of South-East Asian Nations (ASEAN), underscoring its critical role in fostering economic and diplomatic collaboration in the region (Kirkpatrick, 2015).
2012, p 131) It is also considered a “visa” for Vietnamese people to integrate into the world (Le, H D, 2015) Therefore, to acquire and become fluent in English language is a must for Vietnamese people
Many attempts have been made to improve Vietnamese learners‟ command of
In 2008, Vietnam's Ministry of Education and Training launched the National Foreign Language Project 2020 to enhance foreign language proficiency nationwide This initiative provided extensive training to improve the quality of English teachers across the country Additionally, it encouraged educators to innovate curricula, adopt modern teaching approaches, and integrate technology into their classroom instruction, ultimately striving to elevate English language education in Vietnam.
To enhance English language competence among Vietnamese learners, solely qualifying current teachers is insufficient; it is equally crucial to carefully train future English educators in tertiary institutions As F Stoller (2006) emphasizes, teacher training should focus on modeling effective approaches that trainees can adopt in their future careers while reinforcing the content of the curriculum Implementing the most effective and practical teaching methodologies is essential for developing both language proficiency and transferable teaching skills in future educators.
Project-based learning is an innovative, student-centered approach that enhances both language skills and essential transferable skills like critical thinking, problem-solving, and teamwork (Hsieh, 2012; Maulany, 2013) Rooted in constructivist principles, it encourages students to actively participate by engaging in real-world projects, fostering independence and responsibility for their learning process This method not only promotes active learning but also prepares students with practical skills required for the future workforce, such as time management and collaborative abilities Ultimately, project-based learning helps students develop vital competencies necessary for success in their careers through hands-on, experiential learning.
Despite the potential benefits of project-based learning (PBL), several barriers hinder its widespread adoption in Vietnam The prevailing exam-oriented teaching system emphasizes standardized tests for evaluating student achievement rather than ongoing progress, especially in higher education where final exams remain dominant Many teachers lack proper training in implementing PBL and are hesitant to adopt new teaching methods, often citing increased teacher involvement as a challenge Students also face difficulties due to limited prior experience with PBL and uncertainties about its effectiveness, leading to mixed attitudes among both teachers and students Although proponents recognize the advantages of PBL, resistance and dissatisfaction persist, limiting its integration into the Vietnamese education system.
Effective oral communication in English remains a challenge for generations of educators and learners in Vietnam While many Vietnamese students excel in written tests both locally and internationally, they often struggle to speak English fluently Despite external pressures to use spoken English in academic and professional settings, learners frequently lose motivation due to ineffective teaching methods, limited background knowledge, and a lack of awareness about the importance of English To address these issues, it is crucial to train prospective teachers with approaches that inspire speaking, align with learners’ interests, and emphasize the significance of English for their future careers.
This study selected Problem-Based Learning (PBL) as an effective practical teaching approach for Listening and Speaking classes in higher education The goal is to address existing gaps in language instruction and enhance the understanding of implementing PBL in Vietnamese higher education PBL's innovative methodology aims to improve students' communicative skills and foster active learning in language teaching contexts.
Aims of the study
As mentioned earlier, many studies have been conducted on PBL (Alan & Stoller, 2005; Felipe, Amouroux, Pham, & Stojcevski, 2016; Hsieh, 2012; Maulany, 2013; F
In Vietnam, the implementation of Project-Based Learning (PBL) in EFL and ESP has faced challenges due to resistance from teachers and students toward transitioning from traditional teacher-centered to learner-centered methods (Nguyen, K V., 2015) Limited research has focused on how PBL is integrated into the curriculum and its effectiveness in enhancing students' language and transferable skills Additionally, the impacts of PBL on student development have not been thoroughly examined, and PBL remains an uncommon approach in Vietnamese higher education, posing implementation challenges for educators and learners Despite being a relatively new approach, understanding the potential benefits of PBL is valuable, yet discussions about students' advantages and disadvantages during project-based activities in EFL classrooms remain scarce.
This study explores the impact of Project-Based Learning (PBL) on students' listening and speaking skills, as well as their transferable skills It aims to understand students' experiences working on projects to identify strategies for more effective PBL implementation By examining these aspects, the research seeks to enhance the overall effectiveness of PBL in language learning and skill development.
Research questions
The study aimed to address the following questions:
1 How is project-based learning implemented in the listening-speaking class?
2 Does Project-based learning help the students improve their listening-speaking skills? If so, how?
3 Does Project-based learning develop the students‟ transferable skills? If so, in what ways?
4 What advantages and disadvantages do the students experience during the implementation of the projects? How do the students overcome the disadvantages (if any)?
Significance of the study
Although PBL is recognized as an effective teaching method, its widespread adoption remains limited due to challenges faced by both teachers and students (Wurdinger, Haar, Hugg, & Bezon, 2007) In Vietnam, especially within higher education, awareness and implementation of PBL are still restricted (Felipe et al., 2016), with unclear procedures for integrating PBL into curricula This study aims to clarify the step-by-step process for implementing project-based learning, helping educators design appropriate projects and facilitating effective teaching practices Understanding these procedures enables teachers to better apply PBL and prepares students to recognize its benefits and challenges, allowing them to maximize learning advantages and overcome potential difficulties Ultimately, clearly defined PBL implementation methods can enhance its effectiveness, providing greater student benefits and fostering success in project-based learning environments.
Scope of the study
This study examines the implementation of Problem-Based Learning (PBL) in a specific course, focusing on its effects on students’ listening and speaking skills, as well as transferable skills It explores both the advantages and challenges experienced by students during PBL projects Although it does not assess the overall impact of PBL on students’ skill development, the study provides valuable insights and recommendations for optimizing PBL strategies in language teaching and learning.
This study is structured into five chapters, beginning with an introduction that outlines the research focus Chapter 2 provides a comprehensive review of existing literature on project-based learning, including operational definitions, prior research findings, and the conceptual framework guiding the study Chapter 3 details the methodology, describing the research approach, data collection tools, study context, participant selection, and data analysis procedures This organized structure ensures a thorough exploration of project-based learning and its implications.
4 analyzes the collected data thematically, and discusses the results and findings
Chapter 5 concludes the main ideas and gives implications for pedagogy.
LITERATURE REVIEW
Approaches to English Language Teaching
Since the late 1800s, English language teaching has undergone significant transformations, beginning with Gouin’s series method It evolved through various approaches, including the Direct Method, which emphasized natural language acquisition without translation, and the Grammar-Translation method, focused on translating between target and source languages The Audiolingual Method followed, promoting learning through pattern analysis and repetition Other notable methods include the Community Language Learning approach, where teachers acted as counselors within a community setting, the Total Physical Responses approach that integrated physical actions to aid learning, and the Natural Approach, which prioritized comprehensible input and learner readiness before speaking However, each of these methods tended to address only specific aspects of language, such as grammar, vocabulary, or responses, highlighting the ongoing quest for comprehensive language instruction.
Foreign language learners needed more than one ability to listen or speak Otherwise, they need to master the ability to understand the context where the language is used
The Communicative Language Teaching Approach emerged in the 1970s and 1980s, following Dell Hymes' 1972 essay on learners' language competence and Canale and Swain's 1980 framework of communicative competence This approach emphasizes teaching all language aspects, including grammar, discourse, sociolinguistics, and strategies, to ensure learners can effectively communicate in both spoken and written forms By providing an engaging environment, appropriate materials, and necessary support, the Communicative Language Teaching Approach has become widely popular among foreign language educators worldwide.
The Communicative Language Teaching (CLT) approach is considered one of the most promising methods for language education Unlike traditional methods such as Grammar-Translation, the Direct Method, or Audiolingual Method, CLT focuses on developing learners' communicative competence Its key features are designed to enhance practical language skills, making it an effective approach for improving foreign language learners' ability to communicate fluently and confidently.
According to Jacobs and Farrell (2003), there are eight major changes in Communicative Language Teaching (CLT) compared to previous teaching methods These include promoting learner autonomy, allowing students to choose both the content and process of their learning, and emphasizing the social nature of language acquisition through interactive activities Additionally, CLT fosters curricular integration, encouraging the blending of language skills within meaningful contexts These shifts focus on student-centered learning and social interaction to enhance language proficiency effectively.
(connections between subjects, text-based learning is a case), focus on meaning
Effective language teaching emphasizes the importance of content-based instruction, which leverages the power of meaningful learning Recognizing learner diversity is essential, as students possess varying abilities and learning styles that educators must accommodate Developing higher-order thinking skills through language learning enhances critical thinking and problem-solving capabilities Employing alternative assessment methods, such as observations, portfolios, and journals, provides a more comprehensive view of student progress beyond traditional tests Additionally, modern teachers act as facilitators and co-learners, fostering an interactive and collaborative classroom environment that supports student growth and engagement.
Brown and Lee (2015) researched, summarized and then offered seven characteristics of clarify CLT They point out that CLT emphasizes:
Learning a new language aims to develop learners' ability to use the language accurately across both organizational aspects, such as grammar and discourse, and pragmatic aspects, including sociolinguistic and strategic communication skills Achieving these goals enables effective and meaningful communication in diverse social contexts, ensuring learners can convey ideas clearly and appropriately Mastering these components is essential for language learners to become confident and competent speakers in real-world situations.
Form and function: Organization of a language (grammatical or discourse) is not the central focus, but it plays an important role that enables learners to master a new language
Fluency and accuracy: The approach focuses on both fluency and accuracy of learners, nothing is more important than the other
Focus on real world contexts: Language is learnt in classroom is a prerequisite element to prepare for the students to use the language in the world outside
Therefore, it should be practical and real for later use
Promoting learner autonomy and strategic involvement involves encouraging students to focus on their individual learning processes by identifying their strengths, weaknesses, and preferences This self-awareness empowers learners to take control of their education, fostering greater independence and personalized learning experiences that boost overall academic success.
Teacher roles: Teachers are considered as facilitators or instructors who facilitate learning process, not teaching anymore
Student roles: Students are active in their learning process They are centered of the learning process, collaborative learning is emphasized
Obviously, language is the integration of many skills and aspects of language
Effective language mastery involves both oral communication (listening and speaking) and written skills (reading and writing), emphasizing the importance of integrated learning Mastering a language requires attention not only to grammar, vocabulary, and translation but also to understanding contextual meanings Since these skills and language functions are interconnected, they should be taught and learned holistically rather than in isolation Therefore, language teaching approaches must create environments that promote the simultaneous development of all language skills, fostering an integrated learning experience.
Language skill integration
According to Harmer (2015), effective communication in language learning requires the integration of various skills rather than developing them in isolation Engaging in conversations involves both listening and understanding others, as well as speaking; these skills must work together to facilitate meaningful interaction Additionally, reading from diverse sources provides essential input that supports speaking and writing, highlighting the interconnected nature of language skills Even in digital communication, such as text chatting, writing is rarely isolated—it's driven by prior reading and listening Therefore, mastering a language depends on learning skills in an integrated manner to achieve effective communication.
In English language teaching, receptive skills such as listening and reading involve receiving information from outside sources, while productive skills like speaking and writing focus on producing language to communicate with others (Harmer, 2015; Brown & Lee, 2015) This study concentrates specifically on listening and speaking skills, which are highly interconnected and develop simultaneously to enhance real-life oral communication abilities (Sadiku, 2015) Listening is essential for receiving and understanding input; without it, students cannot effectively begin learning or speak confidently (Nunan, 2002) Furthermore, effective communication depends on listening skills, as spoken language facilitates interaction, making listening inseparable from speaking development (Nunan, 1997; Aydoğan & Akbarov, 2014).
Speaking and listening are inherently interconnected skills, with effective communication relying on both Listening is essential for understanding and interpreting information, while speaking involves accurately producing language appropriate to social contexts As Shumin (2002) explains, speaking is a challenging skill because it requires learners to use language correctly and adapt to different social situations In essence, speaking is a two-way process that encompasses receiving information through listening and producing suitable utterances to engage in meaningful dialogue.
Effective language acquisition relies heavily on integrating listening and speaking skills, as understanding input through listening is essential for producing coherent spoken output According to Richards (2008), learners often judge their language course success based on improvements in oral proficiency, which encompasses listening comprehension and appropriate responding Consequently, educators must focus on helping learners develop both listening and speaking abilities to enhance overall communicative competence However, mastering authentic spoken language remains challenging (Nunan, 1997), as learners need to interact naturally and automatically with the language This article will explore the individual characteristics of listening and speaking before addressing their integration for comprehensive language learning.
There is no agreement on the definition of listening process However, no one can deny the importance of listening skills to the process of any language mastery
According to (Nunan, 2002), listening is vital for language learners as it provides input which is necessary for learners to produce output To be more specific, Richards
In 2008, the terms "listening" and "listening comprehension" are used interchangeably, emphasizing that listening comprehension involves understanding speech in both native and foreign languages This process depends on recognizing individual linguistic units such as sounds, morphemes, words, and sentences Additionally, successful listening comprehension relies on listeners’ expectations, contextual cues within the speech, and their background knowledge of the topics being discussed.
Similarly, Rost (2011) defines listening in a broader view In his belief, listening is a complex process which comprises: receptive (receiving what other people say), constructive (constructing and representing meaning); collaborative
Effective listening involves not only receiving information but also actively processing and analyzing it to understand its meaning It encompasses both negotiating meaning with speakers through responsive communication and engaging in transformative listening, which involves involvement, imagination, and empathy Listening is thus a dynamic process influenced by psychological elements, making it more than just a physical activity of input reception.
Although each author defines listening differently, they generally agree that listening is a process of receiving, analyzing, and responding to information through verbal or non-verbal cues Listening is influenced by both the information received and the listener's reactions, encompassing psychological and physical responses Therefore, listening can be categorized into two classes, enabling teachers and educators to develop targeted teaching strategies for improving this essential skill.
Micro- and macro-skills of listening comprehension:
Richards (2008) identifies two main processes of listening skills: bottom-up and top-down The top-down process involves learners using their prior knowledge to infer the overall meaning of what they hear, while the bottom-up process relies on processing successive language elements such as sounds, words, and sentences to understand the message Both listening processes occur spontaneously, enabling effective comprehension of spoken language.
In 2015, Brown and Lee adapted Richards' taxonomy of aura skills, proposing that listening skills encompass both micro-skills and macro-skills, which correspond to bottom-up and top-down processing, respectively They clarified that these skills are integral to effective listening, with micro-skills involving fundamental auditory processing, and macro-skills related to overall comprehension and contextual understanding This framework helps to understand the various components involved in developing proficient listening abilities.
Micro-skills relate to conversational discourse, and consist of:
- Retain chunks of language of different lengths
- Discriminate among distinctive sounds in English
- Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonational contours, and their role in signaling information
- Recognize reduced forms of words
- Distinguish words boundaries, recognize a core of words, and interpret word order patterns and their significance
- Process speech at different delivery
- Process speech containing pauses, errors, corrections, and other performance variables
- Recognize grammatical word classes (verbs, nouns, etc.), systems (tense, agreement, pluralization), patterns, rules, and elliptical forms
- Detect sentence constituents and distinguish between major and minor constituents
- Recognize that a particular meaning may be expressed in different grammatical forms
Meanwhile, macro-skills relate to:
- Recognize cohesive devices in spoken discourse
- Recognize the communicative functions of utterances, according to situations, participants, goals
- Infer situations, participants, goals using real-world knowledge
Analyzing events and ideas enables the prediction of potential outcomes and the inference of interconnected links between them Recognizing cause-and-effect relationships helps clarify how specific actions lead to particular results, enhancing understanding of underlying dynamics Identifying main ideas, supporting details, and new information allows for a coherent comprehension of the content Detecting relations such as generalizations and exemplifications further enriches analysis, making connections clearer This comprehensive approach improves critical thinking, strengthens argumentation, and enhances overall communication skills in writing and discussion.
- Distinguish between literal and implied meanings
- Use facial expressions, body language, and other nonverbal clues to decipher meanings
- Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appealing for help, and signaling comprehension or lack thereof (p 327)
The micro-skills, in specific, refers to ability to pertain language at sentence level In other words, they include pronunciation, intonation, grammatical structures, fluency of utterances Meanwhile, macro-skills refer to the attainment of the language from discourse level They consist of linking words to connect ideas, messages that speakers want to convey, understanding of connotation and denotation meanings, and the strategies to understand utterances from speakers The study also uses these features to develop conceptual framework for the study The features also lead to the principles for educators to follow so that students can learn this skill effectively
Principles for teaching listening skills:
In 2015, Brown and Lee adapted the taxonomy of aural skills proposed by Richards and have researched and summarized seven main principles for teachers and educators to apply in their teaching of listening skills as follow:
In an integrated-skills course, listening should be seamlessly combined with other language skills rather than taught in isolation It is essential for teachers to prioritize listening within this integrated approach to ensure students develop well-rounded communicative abilities Neglecting listening skills in such courses can hinder overall language proficiency, so educators must design activities that emphasize active listening alongside speaking, reading, and writing Effective integration of listening helps learners enhance comprehension, real-life communication, and overall language mastery in a cohesive learning environment.
- Using techniques that are stimulating and motivating: As listening is affected much by background knowledge and cultural awareness, listening activities should be well chosen to motivate students
- Utilizing authentic language and contexts: Students are more ready dive into activities which are relevant to their real-world activities Therefore, teachers should design classroom activities authentically
Effective listening instruction involves a structured approach that includes pre-, while-, and post-listening techniques Instead of simply encouraging students to listen repeatedly, educators should divide lessons into distinct stages: pre-listening activities such as teaching relevant vocabulary and background knowledge prepare students for understanding the content During the listening process, teachers can assign tasks that engage students and enhance comprehension Post-listening activities further reinforce understanding and encourage reflection, making the overall listening experience more meaningful and educational.
Finally, after listening, teachers should also have some activities to check students‟ vocabulary, their weaknesses, and have some discussions, or debate
- Considering carefully the form of llisteners’ responses: It is very important for teachers to have some activities to check whether students‟ comprehension is correct or not
In developing effective listening skills, students should incorporate both bottom-up and top-down listening strategies Utilizing these complementary methods allows learners to enhance their comprehension experience, as bottom-up strategies focus on decoding individual sounds and details, while top-down strategies involve using prior knowledge and context to interpret meaning Combining both approaches is essential for comprehensive listening development and improved overall understanding.
Transferable Skills
Similar to English listening and speaking skills, attention to transferable skills is growing in higher education due to its crucial roles (Carvalho, 2016; Kemp &
Seagraves, 1995) Transferable skills refer to “skills and abilities which are considered applicable in more than one context” (Kemp & Seagraves, 1995, p 315)
Transferable skills are those that can be applied across various contexts and situations, making them essential in all areas of life According to Shah (2013), these skills include organizational and management abilities that enhance social interactions Carvalho (2016) emphasizes that transferable skills are often more important than professional knowledge, highlighting their significance in personal and professional development Therefore, higher education institutions should prioritize equipping learners with strong transferable skills to prepare them for diverse social and career challenges.
Although there are variations in categorization of transferable skills, there are still some common suggestions According to Kemp and Seagraves (1995), Shah
Transferable skills, as highlighted by researchers like Carvalho (2016), encompass both thinking skills such as critical thinking, problem-solving, and creativity—essential for innovation and decision-making—and social skills including teamwork, communication, and time management, which are crucial for effective interaction and collaboration in various social and professional settings.
These skills are illustrated as follow:
Critical thinking skill: It refers to the ability to explain issues, use evidence to investigate a viewpoint, analyze a context and make assumptions, conclusion and related outcomes
Problem-solving skill: It refers to the ability to identify the problems, and strategies, propose the solutions, evaluate potential solutions, implement the solutions and evaluate outcomes;
Creativity: It refers to the ability to connect, synthesize, transform;
Teamwork skill: It refers to the ability to contribute to team meetings, facilitate the contributions of team members, foster constructive team climate, and respond to the conflicts;
Effective communication skills are essential for presenting speeches, posters, or PowerPoint presentations confidently in front of an audience They enable individuals to persuade others, read, write, and speak foreign languages fluently, and negotiate successfully with different stakeholders Developing strong communication abilities enhances overall interaction and ensures clear, impactful exchanges in various professional and personal settings.
Time management skill: It refers to the ability to manage time well both in oral presentation and in preparing for the presentations;
Information technology: It refers to the ability to use computer and digital devices to faciliate learning and working
Effective teaching methodologies should be experiential and student-centered, utilizing authentic materials to prepare students for the workforce (Carvalho, 2016) Project-Based Learning (PBL) is a highly effective approach, allowing students to collaborate with peers, facilitators, and external stakeholders on real-world projects This collaborative process helps students develop essential skills such as problem-solving, critical thinking, and creativity, which in turn enhance their motivation and improve learning outcomes (Savage, 2012).
Principles for Teaching Transferable skills
According to Billing (2007), teaching transferable skills through a cooperative approach, supported by performance feedback and illustrative examples, enhances student development To effectively improve these skills, students should practice in real-world contexts and receive timely feedback on their performance This combination of practical experience and constructive feedback is essential for developing crucial transferable skills.
Project-Based learning approach (PBL)
The project-based approach was first introduced at the Massachusetts Institute of Technology (MIT) Engineering Faculty in 1864, marking its origins in innovative education Over time, this method evolved and expanded across European countries and the United States, demonstrating its effectiveness in fostering practical skills and experiential learning Today, the project approach is widely recognized as a cornerstone of modern educational practices, emphasizing real-world applications and student engagement.
William Heard Kilpatrick (1918) emphasized that project-based learning (PBL) originates from students' interests and fosters a deeper understanding of their lives, focusing on cognitive development While other researchers later highlighted the benefits of group work in project execution, Kilpatrick prioritized enhancing learners' cognitive skills through active participation Subsequent studies by Kubiatko and Vaculová (2011)underline the strong link between students' interests, their progress, and the development of new language skills Additionally, Wrigley (1998) highlighted the importance of learner-centered approaches in PBL to foster effective language acquisition and skill development.
Project-based learning (PBL) is an educational approach where students acquire knowledge through active engagement in meaningful projects, promoting hands-on experience and deep understanding Rooted in constructivist theory, PBL emphasizes that students “create rather than receive knowledge,” with teachers serving as guides to facilitate discovery and critical thinking However, as Stoller (2006) notes, the concept of PBL is more complex than it initially appears, involving various instructional strategies and implementation challenges.
Several researchers have explored the concept of this approach, highlighting its core principles Fried-Booth (2002) describes it as a learner-centered approach that emphasizes collaborative work among students In this model, students engage actively in real-world environments to create actual end-products, fostering practical skills and teamwork This approach promotes student engagement, hands-on learning, and the development of real-life competencies, making it a valuable instructional method.
Project-Based Learning (PBL) emphasizes learner-centeredness, authentic problems, collaboration, and the creation of meaningful end-products, aligning with the Ministry of Education Malaysia's description of PBL as long-term, interdisciplinary, student-centered, and connected to real-world issues and practices (Malaysia, 2006) Additionally, Haines (1989, as cited in Stoller, 2006) highlights that projects involve multi-skill activities, reinforcing the comprehensive and practical nature of PBL.
Beckett emphasizes the importance of focusing not just on specific language targets, but also on relevant content and topics that engage students’ attention By stimulating interest in meaningful problems, this approach promotes deeper understanding of the subject matter and enhances overall learning outcomes.
According to 2002, projects typically span over an extended period rather than being confined to a single class session He views projects as opportunities for in-depth research, involving a range of collaborative activities such as planning, gathering information, analyzing data, and reporting findings This comprehensive approach highlights the importance of continuous engagement and teamwork in successful project-based learning.
According to Stoller (2006), project-based learning (PBL) involves more than just integrating project work into curricula; it consists of structured sequences of tasks that actively engage students in collecting, processing, and reporting information instead of passively receiving knowledge from teachers He emphasizes that PBL is characterized by specific features that distinguish it from other instructional approaches, advocating that projects should foster active student participation, critical thinking, and real-world application of skills.
(1) be process- and product-oriented;
(2) be at least partially owned by students;
(3) last over a period of time (several weeks, months, or semester);
(5) develop students’ understanding of both content and language;
(6) involve both individual and group work;
(7) have students be responsible for their own learning by gathering, processing, and reporting information from target language resources;
(8) should assign new roles for both students and the teacher;
(10) have students reflect on both the process and the products
This approach highlights the importance of maintaining content and language integrity while redefining the roles of students and teachers By emphasizing both learners and the learning process, it empowers students to develop their knowledge and skills effectively, fostering a more engaged and interactive educational environment.
Moreover, PBL approach is believed to provide students with opportunities to develop skills for the 21 st century For that reason, Boss et al (2013) confirms:
Project-Based Learning (PBL) is an effective, systematic teaching approach designed to actively engage students in acquiring essential knowledge and developing 21st-century skills By focusing on an extended, student-driven inquiry process centered around complex, real-world questions, PBL fosters critical thinking, collaboration, and creativity Through carefully structured learning tasks and authentic products, this method enhances student learning outcomes and prepares learners for modern challenges.
Project-Based Learning (PBL) equips students with essential skills for their future, serving as a vital preparation method According to Larmer, Mergendoller, and Boss (2015), authentic projects reflect real-world context, tasks, impacts, and the personalities involved, making PBL a powerful teaching approach They emphasize that PBL motivates students, prepares them for college and careers, and enhances their knowledge and critical thinking skills to meet academic standards Additionally, it offers teachers greater flexibility and creates opportunities for schools to engage with parents and the community Overall, PBL benefits all stakeholders by fostering meaningful educational experiences and strong community connections.
The definition of Problem-Based Learning (PBL) has evolved over time, with no universal consensus among scholars However, there is a shared emphasis on key characteristics such as learner-centeredness, hands-on learning through real-world tasks, collaboration among students, and the creation of tangible end-products These core elements highlight PBL’s focus on engaging students actively in authentic experiences that foster critical thinking and practical skills The upcoming section will provide a detailed explanation of these defining features of PBL.
PBL is a learner-centered approach:
Learner-centeredness, as defined by Nunan (2013), emphasizes making all aspects of teaching—what to teach, how to teach, when to teach, and how to assess—centered around the needs and perspectives of learners Unlike traditional teacher-centered approaches, this method prioritizes students, encouraging them to take active roles in their own learning process In a learner-centered classroom, students are empowered to engage actively with the material to acquire knowledge effectively.
“closely involved in the decision-making process regarding the content of the curriculum and how it is taught” (Nunan, 2013, p 54)
Project-Based Learning (PBL) is a learner-centered approach where students actively participate in the learning process by planning, researching, analyzing, and presenting their products (Beckett, 2002; Stoller, 2006) It typically begins with the goal of creating an end product through research, enabling students to develop specific skills and knowledge while engaging with authentic problems (Gubacs, 2004) In PBL, students take central roles in determining their learning outcomes, fostering active involvement and reducing reliance on teachers and rigid curricula.
PBL expects students to learn by doing:
The Project-Based Learning (PBL) approach promotes active student engagement through hands-on activities rather than passive listening and note-taking According to Stauffacher, Walter, Lang, Wiek, and Scholz (2006), PBL represents a paradigm shift from "learning by listening" to a more interactive, process-oriented method that enhances critical thinking and real-world problem-solving skills This student-centered approach fosters deeper understanding and better retention of knowledge, making it a highly effective teaching strategy.
“learning by doing” (p.255) To put it differently, a project relates to a set of tasks, which encourages students to take actions to complete Moreover, according to Stoller
PBL in the Vietnamese contexts
Recent years have seen increased interest in the use of Project-Based Learning (PBL) in Vietnam In 2014, researcher Pham T T H conducted a study applying PBL in a 10th-grade English speaking class, finding that PBL significantly motivated students to actively engage in using English This active participation led to notable improvements in their speaking skills, including fluency, vocabulary, grammar, pronunciation, and interactive communication The students participated in various activities such as gathering information and preparing presentations, which facilitated language practice and enhancement Overall, PBL proved to be an effective method for improving English language abilities among Vietnamese students.
Ngo, H H conducted a study on graduate students enrolled in Intercultural Communication courses, revealing that participants developed a deep understanding of cultural values and social behaviors, which enhanced their communication effectiveness The research also showed significant improvements in their English language skills, particularly in listening and speaking Additionally, engaging in projects boosted their research and collaborative skills, contributing to their overall academic and communicative development.
Nguyen, V L (2017) also concluded that PBL benefits students‟ motivation and their learning autonomy when he studied the effects of PBL on fifty second-year students in Cantho University
Recent studies indicate that project-based learning (PBL) provides positive impacts on students across educational levels, including high school and tertiary students, despite limited familiarity and understanding of PBL among learners According to Felipe et al (2016), even students at international schools like RMIT face challenges in implementing projects, yet they recognize the benefits of PBL for knowledge acquisition, collaboration, and presentation skills Instructors note that especially freshmen can quickly develop new skills and adapt their knowledge for future courses through PBL Furthermore, the research demonstrates that PBL is adaptable in higher education settings and recommends its integration in Vietnam’s educational system shortly to enhance student engagement and skill development.
Although Problem-Based Learning (PBL) offers significant benefits for students, teachers, and educational institutions, its implementation in Vietnam has not yet met expectations To maximize its potential, further empirical research is necessary to deepen educators', teachers', and students' understanding of PBL Such studies will support more effective integration of PBL in higher education, ensuring its advantages are fully realized across Vietnamese universities.
Steps to develop a project in English language teaching and learning
A project is a comprehensive learning unit that extends over at least one week or more, rather than a short-term lesson (Larmer et al., 2015) It involves multiple learning goals collaboratively set by teachers and students prior to the course (Coombe et al., 2012) Achieving these goals requires engaging in various lessons, activities, tasks, and assignments supported by diverse resources, making the project a dynamic process rather than a straightforward task (Larmer et al., 2015) The project process resembles a “cycle” or “spiral,” where students progressively deepen their understanding through ongoing exploration (Larmer et al., 2015) Researchers, such as Stoller (1997), have proposed structured procedures for implementing projects, with the 10-step process being particularly popular among second language acquisition researchers (Foss, Carney, McDonald).
Rooks, 2008; Fujioka, 2012; Smithers, 2014) The ten step procedure is summarized as follow:
Figure 2.1: 10 steps to implement a project, advocated by Stoller (1997)
Instructor & Ss agree on a theme
Instructor & Ss determine the final outcome
Instructor & Ss structure the project
Ss for language demands of step 5
Instructor prepares Ss for language demand in Step 7
Instructor prepare Ss for language demand in Step 9
- Step 1: Students and instructor agree on a theme for the project
The instructor and students work together to seek an agreement on a theme or themes for the project Students should be given some sense of ownership of the project
- Step 2: Students and instructor determine the final outcome of the project
The final products may be a brochure, class or wall newspaper, multimedia presentation, and so on in English Also, the audience should be well-defined in advance
- Step 3: Students and instructor structure the project
In a successful project, the instructor guides students through all stages, from initial activities to project completion Students collaboratively determine their roles and responsibilities for each phase, ensuring clear accountability and effective teamwork This structured approach promotes a seamless workflow and enhances the overall learning experience.
- Step 4: Instructor prepares students for the demands of information gathering
The instructor offers students targeted instructional activities to gather information effectively, such as teaching appropriate interview language when students need to conduct interviews Additionally, they provide guidance on the correct format for writing various documents, like letters, ensuring students are well-equipped to complete their projects successfully.
Students start collecting information needed for their projects (by interview/ writing, etc.) by themselves or with the instructor‟s support
- Step 6: Instructor prepares students to compile and analyze data
Strategies may be provided for students to categorize, compare or design graphics to store, and then analyze data
- Step 7: Student compile and analyze information
Students choose appropriate information and discard some others Then, they work in groups to organize information and discuss the value of the data
- Step 8: Instructor prepares students for the language demands of the final activity
Similar to step 4 and 6, the preparation may include presentation skills, persuasive debates, editing, and so on
- Step 9: Students present the final outcomes
Students present their final outcomes as along the lines of what they set out in step 2
- Step 10: Students evaluate the project
In the final stage of project-based learning, students are encouraged to provide feedback and recommendations on their work, fostering reflection and improvement According to Coombe et al (2012), certain language intervention steps (specifically steps 4, 6, and 8) are optional, allowing instructors flexibility based on students’ proficiency levels and situational needs Explicit language instruction can be integrated at any point during the project, depending on the learning context Since project-based learning involves a comprehensive process—from planning and researching to creating products and presenting to audiences—traditional standardized tests or workbook questions are deemed unsuitable for capturing the full range of short- and long-term benefits associated with this instructional approach (Blumenfeld et al.) This adaptive method better supports meaningful language development and experiential learning.
Effective student assessment can include methods such as portfolios, interviews, and evaluation of student discourse, as suggested by Blumenfeld et al (1991) To accurately assess student performance, teachers must have a clear understanding of the subject area related to student projects Implementing project-based learning into the curriculum presents challenges, notably the need for teachers to effectively evaluate diverse student outputs.
Challenges in implementing PBL
Project-Based Learning (PBL) offers numerous benefits to students as a non-traditional teaching approach; however, its widespread adoption remains limited due to various challenges faced by both students and teachers (Wurdinger et al., 2007) Key difficulties in implementing PBL include issues related to time management, fairness, and classroom management, which can hinder its effective integration into educational settings Compared to traditional methods, PBL is more time-consuming, often requiring more teacher involvement despite less direct instruction ("less teacher talk requires more teacher time" – Cornell &) These challenges highlight the need for careful planning and support to successfully adopt PBL in diverse educational contexts.
Effective implementation of Project-Based Learning (PBL) requires significant planning and supervision time from teachers, as project assessment often demands more time than grading standardized tests Teachers may feel discouraged due to limited experience, motivation, or knowledge related to students’ projects, often viewing PBL as an auxiliary activity rather than an integral part of the curriculum Challenges also arise in balancing students’ freedom to explore their interests with the need to follow specific instructional directions Additionally, educators face difficulties in aligning student interests with curriculum requirements, fitting PBL into the school's schedule, and ensuring compliance with testing and accountability standards, making it essential to address these hurdles for successful PBL integration.
While project-based learning (PBL) effectively motivates students and enhances engagement, Larmer et al (2015) emphasize that students require support and guidance, especially when new to PBL, due to the prerequisite skills needed for generating meaningful questions and managing time Not all students are immediately prepared for this approach, and some language learners may feel dissatisfied, perceiving language classes as more traditional and less student-centered.
Learning language components such as vocabulary, grammar, speaking, and writing is often emphasized over developing skills like research and collaboration (Slater, Beckett, & Aufderhaar, 2006) However, many students face challenges in group work and may miss out on the benefits of collaborative learning (Blumenfeld et al., 1991; Zhang, 2015) Additionally, some students are unfamiliar with the teacher’s role as a facilitator or coordinator in project-based learning (Zhang, 2015) Overall, perceptions of implementing project-based learning vary, with both positive and negative viewpoints from teachers and students (Hsieh, 2012).
To sum up, most of the studies show the effectiveness of PBL on students‟ knowledge and skills development, as well as their engagement and motivation
Despite some disagreements, numerous studies have focused on the impacts of Problem-Based Learning (PBL) on various aspects of English language education These investigations highlight how PBL enhances students' language skills in specific areas, contributing to overall language proficiency and engaging learners actively in the learning process.
English classes, including English for Specific Purposes (ESP) courses, are vital for targeted language development However, the impact of Problem-Based Learning (PBL) on transferable skills remains underreported, highlighting a gap in current research Additionally, there has been limited investigation into students’ strategies for overcoming challenges encountered during PBL projects, especially among Vietnamese students with limited awareness of PBL methodologies This study aims to fill these gaps by exploring the effects of PBL on Vietnamese learners and enhancing understanding of its implementation in Vietnam.
Conceptual framework
“Project-based instruction is a valuable way to promote the simultaneous acquisition of language, content, and skills” (Beckett & Slater, 2005, p.108)
There is currently no formal consensus on teachers' and students' attitudes toward project-based learning (PBL), with some expressing dissatisfaction despite its growing popularity While most proponents argue that the benefits of PBL outweigh its disadvantages, ongoing debates highlight the need for further research To evaluate the effectiveness of PBL in language teaching and learning, the researcher developed a comprehensive framework to guide her study, aiming to provide clearer insights into its impact on educational outcomes.
Figure 2.2: Conceptual Framework of the Study
The project-based learning approach significantly enhances students' language skills, particularly focusing on developing listening and speaking abilities Its key features foster practical communication skills and promote the transfer of knowledge to real-world contexts This study emphasizes the effectiveness of project-based learning in improving listening and speaking competencies, demonstrating its impact on overall language skill development.
Improving listening skills naturally enhances speaking abilities, as both skills are interconnected and mutually reinforce each other Project-Based Learning (PBL) positively impacts students' transferable skills, including critical thinking and social skills, through engaging in tangible projects and oral presentations These activities help students develop their language proficiency while also strengthening valuable skills like teamwork and communication Moreover, the development of transferable skills contributes to improved oral presentation abilities, leading to overall growth in language competence and confidence.
This chapter provides a comprehensive overview of the PBL approach by summarizing its history, definitions, and key features It reviews empirical research demonstrating the positive impacts of PBL on students’ skills and knowledge development in English language education globally and in Vietnam Additionally, the ten steps for effectively integrating PBL into curricula are outlined and analyzed The chapter also explores the challenges faced in implementing PBL, offering valuable insights for selecting the most suitable research methodology.