INTRODUCTION
Rationale
English is essential for global connectivity, particularly in the context of globalization and economic integration Educators are increasingly focused on equipping students with the skills to use English for real-life problem-solving In response to this need, the Ministry of Education and Training of Vietnam emphasizes a student-centered approach in contemporary education This approach positions teachers as facilitators and advisors, fostering students' creativity, problem-solving abilities, and self-directed learning throughout their educational journey.
“key skills” such as independence, responsibility, cooperation and critical thinking
In 2008, the Ministry of Education and Training, with the Prime Minister's approval, initiated the National Foreign Language Project 2020, emphasizing the need for innovation A key aspect of this initiative involved the development of new English textbooks for grades 3 through 8.
9, 10, 11 and 12 The format of this new textbook set is completely different from the old ones The most interesting and remarkable feature in this new textbook is the
The "Projects" section utilizes a Project-based Learning (PBL) approach that emphasizes learner-centered and directed experiences Students play a crucial role in selecting project topics and are encouraged to understand the significance of their work, as well as the assessment criteria They may even contribute to setting their own assessment goals, fostering a deeper understanding of their learning objectives This focus on learner autonomy enhances motivation and active engagement, which are vital for the successful implementation of PBL methodology.
The Project-Based Learning approach has been implemented at Vo Nguyen Giap Gifted High School for two years, utilizing the pilot textbooks Tieng Anh 10 and Tieng Anh 11 This method provides numerous advantages for both students and teachers, enhancing engagement and practical skills.
Vo Nguyen Giap Gifted High School has been selected as a model institution for English language education in Quang Binh province, aiming for students to achieve a B1 level by the end of their upper secondary education However, after two years of implementing this pilot program, the author has observed significant challenges Many students struggle with the "Projects," and teachers find it difficult to adopt the new methodology This issue stems from two primary factors: teachers' reliance on traditional teaching methods, which may not engage all students, particularly those who excel in areas like writing or music, and the varying skill levels and learning objectives among students in different classes To enhance motivation in Project-Based Learning, the author emphasizes the importance of allowing students to select assignments that align with their individual strengths and interests.
The Multiple Intelligence (MI) theory, proposed by Dr Howard Gardner in 1983, offers a valuable framework for addressing educational challenges, particularly in gifted institutions like Vo Nguyen Giap Gifted High School This theory, detailed in his influential book "Frames of Mind," emphasizes the diverse ways in which individuals can demonstrate intelligence, making it a relevant approach for enhancing learning experiences in gifted education.
In 1983, Howard Gardner introduced the concept of multiple intelligences, emphasizing that human cognitive abilities are pluralistic rather than unitary He identified eight distinct types of intelligences: Verbal/Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist While everyone possesses all eight intelligences, individuals exhibit varying strengths and weaknesses, resulting in unique combinations that differentiate their learning styles Gardner asserts that no one is devoid of intelligence; instead, each person has a distinctive blend that shapes their personal approach to learning and experiencing the world.
The MI theory is well-suited for teaching at Vo Nguyen Giap Gifted High School due to its class structure based on students' specialization, which aligns with the diverse intelligences outlined in the MI theory Additionally, the school's active programs, primarily organized by the Youth Union, enhance students' soft skills, enabling them to effectively engage with MI strategies during their learning process.
This research, titled “An Application of the Multiple Intelligences Theory in Project-Based Teaching: The Case of Pilot Textbook Tieng Anh 11,” aims to enhance student motivation in project work The author hopes that this focused study will assist those interested in project-based language teaching and contribute to the broader efforts in English education under the 2020 Project.
Aims of the study
This study explores the application of Multiple Intelligences (MI) theory in Project-Based Teaching within English classes The author aims to determine if integrating MI theory can enhance students' interest and motivation in project work, as well as improve their language performance.
Significance of the study
This study offers valuable insights into the English learning and teaching process, particularly through the application of Multiple Intelligences (MI) theory in Project-Based Teaching (PBT) It serves as a foundational resource for teachers, students, and educational practitioners interested in enhancing their instructional strategies.
Research questions
The research questions to be addressed in this study will focus on the following:
1 How does MI theory application in Project-Based Teaching influence students‟ motivation in Project-Based Learning?
2 Does MI theory application in Project-Based Teaching improve students‟ language performance? If so, to what extent?
Scope of the study
The study involved 30 11th-grade students from the Physics specialized class at Vo Nguyen Giap Gifted High School, utilizing the Pilot Textbook Tieng Anh 11 These students, aged 16 to 17, have been learning English since grade 3, resulting in a strong command of the language Their proficiency enables them to complete projects efficiently and present their final products persuasively.
Organization of the study
The study consists of five chapters
Chapter 1 is for the Introduction in which we present the rationale of the study as well as its aims, research questions, scope and the organization
Chapter 2 provides a theoretical background on two key concepts: Multiple Intelligences Theory and its application in English language teaching, as well as Project-Based Learning and its role in enhancing English language instruction.
Chapter 3 is reserved to describe how the experiment was conducted This is composed of the methodology used, participants, tools used to collect data This chapter ends with the procedure of the research
Chapter 4 reveals the findings drawn through the analysis of the collected data and opinions Based o this analysis, the discussion of the research questions was conducted
In Chapter 5, the author will conclude her study by summarizing the key findings, discussing the practical implications, addressing the limitations of the research, and offering suggestions for future studies.
THEORETICAL BACKGROUND
Multiple Intelligences Theory and its application in English Language Teaching
2.1.1 Background of Multiple Intelligences Theory
Intelligence has long been a significant focus for researchers and educators, with numerous definitions and theories proposed since the early 20th century, yet no consensus has emerged According to Merriam-Webster, intelligence encompasses the ability to learn, understand, and navigate new situations, as well as the skilled application of reasoning The statement "Mainstream Science on Intelligence" describes it as a broad mental capability that includes reasoning, problem-solving, abstract thinking, and the ability to learn from experience Intelligence extends beyond academic skills or test-taking abilities; it represents a deeper understanding of our environment and the capacity to make sense of complex ideas.
Judgment, often referred to as "good sense," "practical sense," or "initiative," is defined as the ability to adapt oneself to circumstances, though it is considered less significant than judgment itself (Howard, as cited in Binet & Simon, 1916, pp 42-43) Despite various interpretations, an authoritative definition of judgment remains elusive (Gottfredson, 1994, p 13).
The Intelligence Quotient (IQ) test, developed by French psychologists Alfred Binet and Theodore Simon in 1905, has sparked significant debate over the years While it has driven extensive research on intelligence and is commonly utilized in educational settings, the test primarily focuses on quantifying intelligence through scores, often overlooking the cognitive and emotional processes involved This conventional approach to measuring intelligence suggests a limited understanding, implying that intelligence can be solely assessed through standardized test questions.
In 1983, Howard Gardner, a developmental psychologist and professor at Harvard Graduate School of Education, introduced the theory of Multiple Intelligences in his influential book.
In "Frames of Mind: The Theory of Multiple Intelligences" (1983), Howard Gardner redefines intelligence as the capacity to solve real-life problems, create new challenges, and provide valued services within one's culture His Multiple Intelligences (MI) theory contests conventional notions of intelligence, particularly criticizing the limitations of IQ tests and traditional educational systems.
IQ tests primarily assess linguistic and logical-mathematical intelligences, neglecting other important forms of intelligence As a result, educational systems that rely heavily on IQ testing focus on enhancing these specific intelligences while overlooking the development of others This approach can hinder students' ability to recognize and cultivate their unique strengths, leading to difficulties in solving practical problems independently, even if they achieve high academic scores Gardner (1999) emphasizes the broader goals of education beyond mere IQ assessment.
Education today must lay the groundwork for a deeper comprehension of various realms, including the physical, biological, and human worlds, as well as human creations and self-awareness It is essential to pursue knowledge and skills as instruments that enable us to explore significant questions, themes, and topics.
According to Gardner, students overall ability cannot be simply measured by
IQ tests should not be the sole measure of a student's capabilities, as high scores do not represent the ultimate goal of education Gardner (1999) identifies at least eight distinct forms of intelligence: verbal/linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic Each individual possesses a unique combination of these intelligences, highlighting that there are no inherently "bad" students It is essential for teachers to recognize and appreciate each student's unique strengths, consider their differences, and strive to meet their diverse needs effectively.
Multiple Intelligences (MI) theory has garnered significant attention from researchers and educators globally, with promising results in educational settings Its successful implementation in schools across the USA and worldwide has transformed English language teaching for both children and adults, injecting fresh energy into classrooms MI theory fosters awareness of students' potential among both teachers and learners, offering hope and motivation for teaching, learning, and personal development Thus, a thorough understanding and exploration of MI theory's essence and practical applications are essential.
2.1.2 Definition of Multiple Intelligences Theory
In 1983, Howard Gardner, a professor at Harvard, introduced the Multiple Intelligences Theory through his book "Frames of Mind," which significantly impacted education, cognitive science, and developmental psychology Gardner initially identified seven intelligences: Verbal/Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, and Intrapersonal In 1999, he added Naturalist Intelligence as the eighth intelligence and considered a ninth, Existential Intelligence, which is still under research Gardner emphasizes that this list is not exhaustive, suggesting the potential for additional intelligences The eight intelligences are detailed in his works "Frames of Mind" and "Intelligence Reframed."
Verbal/Linguistic Intelligence encompasses a keen sensitivity to both spoken and written language, enabling individuals to acquire languages effectively and utilize language to achieve specific objectives Learners with this intelligence possess strong auditory skills and excel in speaking, thinking primarily in words Their abilities include effective communication through speaking and listening, writing, storytelling, teaching, employing humor, persuading others, and analyzing language usage.
In the classroom they need books, tapes, writing tools, paper, diaries, dialogue, discussion, debate and stories
Logical-mathematical intelligence refers to the ability to analyze problems logically, perform mathematical operations, and investigate scientifically Learners with this intelligence think in logical and numerical patterns, making connections between information while exhibiting curiosity about their surroundings and asking numerous questions Their key skills encompass problem-solving, classifying information, understanding abstract concepts, and executing complex mathematical calculations In the classroom, they benefit from hands-on materials, science resources, manipulatives, and field trips to enhance their learning experience.
Visual/Spatial learners excel in thinking through images and require mental visualization to absorb information They are drawn to maps, charts, and visual media such as videos and movies Their strengths include skills in puzzle-solving, reading, writing, and interpreting visual data, along with a keen sense of direction and artistic abilities like sketching and painting In educational settings, they benefit from the use of art, videos, slides, games, puzzles, illustrated books, and field trips to enhance their learning experience.
Bodily-kinesthetic intelligence involves utilizing one's body to address challenges and coordinating physical movements through mental abilities Learners with this intelligence express themselves through movement, exhibiting strong balance and hand-eye coordination They effectively remember and process information by interacting with their environment Their skills encompass dancing, sports, physical coordination, hands-on experimentation, body language, acting, and creative building In educational settings, they thrive with activities such as role plays, drama, movement, construction projects, sports, and hands-on learning experiences.
Musical intelligence encompasses the ability to perform, compose, and appreciate musical patterns, with learners in this domain thinking primarily in sounds, rhythms, and patterns They are quick to respond to music, demonstrating sensitivity to both enjoyable and critical aspects of what they hear, as well as to environmental sounds like crickets and dripping taps Key skills associated with musical intelligence include singing, playing instruments, composing, recalling melodies, and grasping the structure and rhythm of music In educational settings, these learners benefit from engaging in singing, listening to music, and playing instruments while utilizing various visual aids such as maps, charts, pictures, videos, and movies.
Researches on Multiple Intelligences Theory abroad and in Viet Nam
This section provides a summary of both domestic and international research on Multiple Intelligences (MI) theory, highlighting its significance in education Since its inception, MI theory has garnered considerable attention from researchers and educators worldwide, reflecting a growing interest in its applications and implications in the educational landscape.
2.2.1 Researches on Multiple Intelligences Theory abroad
In his 1983 book, *Frames of Mind: The Theory of Multiple Intelligences*, Howard Gardner introduced a groundbreaking theory on the structure of intelligence, initially identifying seven distinct types An eighth intelligence was later included, and Gardner further examined the potential for additional intelligences in his article, “Are There Additional Intelligences? The Case for the Naturalist.”
Howard Gardner's theory of Multiple Intelligences, first introduced in 1998, has evolved from a psychological perspective to emphasize its educational significance in his final chapter of "Frames of Mind." This theory has garnered considerable interest among researchers and educators worldwide, significantly impacting education in various countries, particularly in America, which has actively applied MI theory over the past two decades In addition to Gardner, notable researchers like T Armstrong, J Maker, D Lazear, L Campbell, and B Campbell have contributed extensively to the field, publishing numerous influential articles and leading large-scale research projects, including "Project Zero" and "Arts." Their work has played a crucial role in advancing MI theory within educational reform.
Doctor Thomas Armstrong, having read Gardner‟s work Frames of Mind, writes the book Multiple Intelligences in the Classroom (1994) based on the theory
The book presents effective strategies for implementing Multiple Intelligences (MI) theory in classroom settings and compiles valuable teaching experiences It has reached educators and students across numerous countries, enhancing their understanding of MI theory By offering a variety of practical methods for teachers to seamlessly incorporate MI theory into their daily practices, the book serves as an accessible and practical teaching guide.
In 2009, the latest research on the practical application of MI theory
"Multiple Intelligences Around the World," published in the U.S., synthesizes practical research findings from over 20 countries and regions, covering studies from all four continents The book references the insights of multiple intelligence practitioners, illustrating the application of the theory in various international contexts, including the U.S., Japan, and China It highlights successful educational reform stories from numerous countries, making it an invaluable resource for psychologists, educators, parents, and anyone interested in deepening their understanding of the research The multiple intelligences theory not only opens new avenues for studying intelligence but has also been embraced by Western countries, influencing its adoption in Vietnam.
2.2.2 Researches on Multiple Intelligences Theory in Viet Nam
Despite being established over 30 years ago, Multiple Intelligences (MI) theory has garnered limited attention from Vietnamese education practitioners In 2011, Le Quang Long translated Thomas Armstrong's book "Multiple Intelligences in the Classroom" (2009), yet research on MI theory within educational contexts, particularly in English teaching, remains sparse Vo Thanh Ha's 2013 study, titled "Nghiên cứu," explored the application of MI theory in primary education, highlighting the need for further investigation in this area.
The theory of Multiple Intelligences and its application in primary education has been explored in limited research, with only three Master's theses in English addressing this topic since 2002 Notably, two of these studies focus on upper secondary education, conducted by M.A Chau Van Don (2012) and Nguyen Thi Diem (2004) at Hue University of Foreign Languages Additionally, Le Thi Tuyet Hanh (2013) researched the application of Multiple Intelligences Theory to enhance word recognition among EFL learners at Vinh University.
At the University of Hue, two Ph.D theses are currently exploring the implications of Multiple Intelligences (MI) theory The first thesis, conducted by Chau Van Don, investigates the impact of MI theory on enhancing students' English speaking skills The second thesis, by Le Thi Tuyet Hanh, examines the relationship between MI theory and vocabulary teaching strategies for university students.
The Multiple Intelligences (MI) theory, introduced in the 1980s by Howard Gardner, has garnered significant attention from educators and has led to numerous related projects Its application across various educational fields has demonstrated a promising outlook, supported by a robust theoretical foundation Thousands of schools worldwide have incorporated MI theory into their curricula in diverse ways However, both internationally and in Vietnam, most research on MI theory tends to focus on broad perspectives, such as its impact on education and its integration with curriculum design and evaluation, while studies examining its specific application in different educational phases remain limited Given that research on MI theory in Vietnam is still in its early stages and often relies on findings from abroad, further investigation is warranted.
The article "An application of the multiple intelligences theory in Project-Based Teaching: the case of Pilot Textbook Tieng Anh 11" aims to integrate multiple intelligences theory into English teaching practices at upper-secondary schools It explores the practical application of this theory in the educational context of our country, paving the way for innovative teaching methods.
Project-Based Learning
A project, as defined by Mintzberg (1983), is an organizational unit that addresses a unique and complex task, while Collins (1987) describes it as an idea or plan intended for future execution or currently in progress Despite various definitions, projects share common characteristics, with a specific timeframe being the most notable; they have defined start and end dates Many initiatives labeled as "projects" may actually be programs, as they extend indefinitely and pursue broader business objectives Essential to a project is a clear and definite goal that is specific and achievable Projects encompass a range of activities that yield quantifiable and qualifiable deliverables, collectively contributing to the overall objective.
Projects can be categorized into various types based on reporting methods Haines identifies three main types: Production projects, which encompass bulletin board displays, videos, radio programs, poster sessions, written reports, photo essays, letters, and handbooks; Performance projects, which include debates, oral presentations, food fairs, and fashion shows; and a third type yet to be defined.
Organizational projects connected with the planning and formation of a club, conversation table, or conversation partner program
In terms of data collection techniques and sources of information, Legutke and Thomas (1991) and Haines (1989) also classified projects into 5 categories:
Research projects encompass various tasks, including reports and displays, while survey projects focus on interviews and summarizing findings Text projects prioritize written content over human interaction, whereas correspondence projects involve communication with individuals Lastly, encounter projects facilitate direct, face-to-face interactions with guest speakers or external individuals.
Henry (1994) identified three types of projects based on the level of control teachers and students have over project-related activities Structured Projects are fully organized by the teacher, including the topic, materials, methodology, and presentation Unstructured Projects are primarily defined by the students themselves Semistructured Projects involve a combination of guidance from the teacher and input from the students.
In summary, teachers must select the most appropriate project format based on the teaching context, curriculum objectives, student levels, interests, and available resources To effectively meet teaching goals, it is essential to combine various project types However, making informed choices necessitates a comprehensive understanding of Project-Based Learning (PBL).
2.3.2 Project-Based Learning 2.3.2.1 Definitions of Project-Based Learning
It often takes around twenty years for new academic concepts, such as Project-Based Learning (PBL), to be integrated into public school curricula This observation is supported by Kasíková's study, as referenced in Rousová (2008, p 10).
A project is a unique learning task that empowers students to select their own topics and explore them As a result, the outcomes are somewhat unpredictable This task fosters initiative, creativity, and organizational skills, while also encouraging students to take responsibility for addressing challenges related to their chosen subject.
De Jesus (2012) emphasizes that project-based learning (PBL) is an engaging teaching method where students tackle real-world problems and challenges, while also enhancing their cross-curricular skills through collaborative group work.
Projects, as defined in PBL handbooks, are intricate tasks centered around challenging questions or problems that engage students in design, problem-solving, decision-making, or investigative activities They allow students to work autonomously over extended periods and result in realistic products or presentations (Jones, Rasmussen, & Moffitt, 1997; J Thomas, Mergendoller, & Michaelson, 1999).
Project-Based Learning (PBL) is an instructional approach that focuses on student engagement, allowing learners to formulate questions and conduct research with teacher guidance Unlike traditional lesson plans that follow a strict path to predetermined outcomes, PBL encourages a deeper exploration of meaningful topics (Erdem & Akkoyunlu, 2002; Harris & Katz, 2001; Korkmaz & Kaptan, 2000).
Project-Based Learning (PBL) offers engaging learning experiences that immerse students in complex, real-world projects, enabling them to develop and apply essential skills and knowledge While the desired outcomes may be outlined in advance, PBL often emphasizes experiential learning, allowing for the effective allocation of resources like time and materials.
Project-Based Learning (PBL) is defined as an authentic learning model where students collaboratively solve problems and create tangible products, such as theses, reports, design plans, or models This approach involves extensive student engagement and a variety of educational activities (Jones et al., 1997; J Thomas et al., 1999) PBL emphasizes real-world applications, allowing students to plan, implement, and evaluate projects that extend beyond the classroom (Blank & Harwell, 1997; Dickinson et al., 1998; Westwood, 2008).
Although defined in various ways, projects have some primary features which are discussed in the following part
2.3.2.2 Key features of Project-Based Learning
Project work has drawn much attention from a number of language educators, including Carter and Thomas (1986), Ferragatti and Carminati (1984), Fried-Booth (1982), Haines (1989), Legutke (1984, 1985), Legutke and Thiel
(1983), Papandreou (1994), Ken Sheppard and Fredricka L Stoller (1995), and Ward (1988) In spite of the different perspectives of approaching, they share the same features
Project work emphasizes content learning over specific language targets, prioritizing students' real-world subject matter and topics of interest at the heart of the project.
Project work is student-centered, though the teacher plays a major role in offering support and guidance throughout the process
Project work fosters collaboration among students instead of encouraging competition It allows students to engage independently, in small groups, or as a whole class to complete a project, promoting the sharing of resources, ideas, and expertise throughout the process.
Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks
Project work results in a tangible end product, such as an oral presentation or report, which can be shared with others, providing a meaningful purpose However, the true value of project work lies in the journey towards this final product, highlighting both the process and the outcome This approach allows students to enhance their fluency and accuracy at various stages of the project, enriching their overall learning experience.
The contents of the Current Pilot Textbook Tieng Anh 11
The article features 10 units organized into two volumes, with Volume 1 covering the first semester and consisting of 5 thematic units These units explore essential topics, including the Generation Gap, Relationships, Becoming Independent, Caring for Those in Need, and Being Part of Asia.
Volume 2 is used for the second semester with 5 units Each unit is related with one topic: Unit 6: Global Warming; Unit 7: Further Education; Unit 8: Our World Heritage Sites; Unit 9: Cities of the Future and Unit 10: Healthy lifestyle and Longevity.
The structure of the Current Pilot Textbook Tieng Anh 11
There are 10 units with 10 different topics Each unit is taught in 8 periods with 8 lessons:
Lesson 1: Getting started Lesson 2: Language 1 Lesson 3: Reading
Lesson 4: Speaking Lesson 5: Listening Lesson 6: Writing Lesson 7: Communication and culture Lesson 8: Language 2: Looking back and project
The project Activities in the Current Pilot Textbook Tieng Anh 11
The project serves as the concluding element of the unit, allowing students to apply their language skills in realistic scenarios By conducting surveys or research, they gather authentic information about their peers and community, enriching their understanding of the real world Additionally, the collaborative nature of the project fosters teamwork, enhancing students' cooperative skills and team spirit.
Project for Unit 1: Interviewing peers about generation gap conflicts in their family and reporting to the class
Project for Unit 2: Telling a story about friendship in a storytelling contest
Project for Unit 3: Completing a questionnaire to find out how independent you and your friends are
Project for Unit 4: Conducting a survey and preparing an action plan for voluntary work in your neighborhood
Project for Unit 5: Finding out information to answer quiz questions and preparing a report on ASEAN
Project for Unit 6: Making an action plan of an environmental activity to reduce the carbon footprint of your school and community
Project for Unit 7: Discussing reasons for taking a gap year and reasons for starting university immediately, and presenting them in class
Project for Unit 8: Selecting a heritage site in Viet Nam and making a proposal for its preservation and protection
Project for Unit 9: Designing a poster of an ideal city Project for Unit 10:
- Giving a presentation on a longevity hot spot
- Conducting a survey on factors that help people to live longer
The project design in each unit typically caters to only one learning style, making it ineffective for all students in the classroom To enhance student motivation and language performance in project-based learning (PBL), it is recommended that Multiple Intelligences (MI) theory be integrated into project assignments by teachers.
RESEARCH METHODOLOGY
Context of Study
The study was conducted at Võ Nguyên Giáp (VNG) Gifted High School in Dong Hoi city, Quang Binh province, where Project-Based Teaching (PBT) has been implemented in English language education for two years Recognized for its high educational standards and successful students, VNG Gifted High School serves grades 10 to 12 and focuses on nurturing students' talents in specific subjects while promoting their overall development Each grade consists of ten classes, with nine dedicated to specialized subjects such as Math, Chemistry, Physics, Information Technology, Biology, English, History, Geography, and Literature.
VNG Gifted High School stands out as a model institution for English education under the National Foreign Language project 2020, offering significant advantages in teaching and learning As a gifted school, it provides superior conditions compared to other secondary schools in the province, with class sizes ranging from 24 to 35 students, facilitating effective group work for projects The students, who have been learning English since grade 3, are intelligent, active, creative, and diligent, resulting in a strong command of the language that enables them to complete projects efficiently and present their work persuasively Furthermore, the school boasts a highly qualified teaching staff, with 100% of teachers achieving C1 level proficiency, making it an ideal environment for implementing Project-Based Learning (PBL) in English instruction.
Despite the advantages of the current educational approach, both teachers and students face significant challenges Teachers struggle to balance the demands of providing extensive linguistic knowledge for national exams while also developing integrated skills in students Currently, students at the author's school are using the new pilot textbooks Tieng Anh 10 and Tieng Anh 11, which need to be adapted to better align with students' needs and preferences Additionally, many teachers continue to rely on traditional teaching methods, hindering their effectiveness in a performance-based testing environment Furthermore, the varying proficiency levels among students and the diverse learning objectives across different classes necessitate a flexible application of teaching methods.
The author aims to implement MIT in PBT to enhance student motivation in project work and improve their language performance.
Research Approach
The current study employed a mixed-methods approach, integrating both qualitative and quantitative research to analyze data effectively As noted by Pham (2014), this design enhances research validity and reliability, as the quantitative aspect identifies effective strategies while acknowledging its "limited explanatory power." This limitation is addressed by the qualitative approach, which offers deeper insights into the applicability of findings The research utilized various instruments, including questionnaires, MI inventory, teacher diaries, classroom observations, and document analysis, to strengthen the overall research design.
The aims of the experiment were to answer two following research questions:
1 How does MI theory application in Project-based Teaching influence students‟ motivation in PBL?
2 Does MI theory application in Project-based Teaching improve students‟ language performance? If so, to what extent?
Participants
This intervention research involved 30 motivated 11th-grade Physics students at Vo Nguyen Giap Gifted High School in Quang Binh province, all approximately 17 years old The study focused on this group because they had been using the pilot textbook for a year, which helped them adapt to project-based learning (PBL) The author opted not to create separate control and experimental groups, citing Thomas Armstrong's (2009) argument against the practicality of such studies due to varying multiple intelligences within classrooms The experiment was conducted over three months, from February to May 2016.
Data Collection Instruments
To achieve effective results, a variety of experimental instruments were utilized, including survey questionnaires, MI inventory, classroom observations, lesson plans, teacher diaries, and document analysis Detailed descriptions of each instrument will be provided in the subsequent sections.
Using questionnaires offers significant advantages, including cost-effectiveness and practicality, as they are easy to administer and evaluate They enable researchers to collect self-reported data from learners about their beliefs, motivations, and reactions to learning and classroom activities (Mackay & Guss, 2005, cited in Le, 2008) Therefore, employing questionnaires as a data collection method is deemed appropriate for this research.
To gain insights into the current teaching and learning initiatives at VNG Gifted High School and the impact of Multiple Intelligences (MI) teaching, two questionnaires were administered: one prior to the experiment and another afterward The initial questionnaire aimed to gather students' opinions on Project-Based Learning (PBL) and Project-Based Teaching (PBT), as well as the challenges they faced during the projects This approach allowed the author to better understand students' expectations and identify potential solutions to the issues encountered.
The second questionnaire seeks to determine the effectiveness of Multiple Intelligences (MI) theory in enhancing Project-Based Learning in the experimental class and to assess the extent to which MI theory contributes to improving students' language performance.
The questionnaires for this study were written in Vietnamese to ensure students fully understood the questions and could provide accurate answers To collect data objectively, the questionnaires were distributed one day in advance, allowing participants ample time and privacy to respond independently and thoroughly Respondents were assured anonymity and encouraged to express their thoughts candidly.
All questionnaires were adapted from official questionnaires Therefore, their reliability and validity could be guaranteed
The Multiple Intelligences Inventory, adapted by Michael Berman, a prominent expert in Multiple Intelligences and English Language Teaching, is featured in his book, "A Multiple Intelligences."
The article "Road To An ELT Classroom" draws on the ideas of educational psychologist Howard Gardner, focusing on the Multiple Intelligences Checklist for EFL students This checklist, adapted from Mary Ann Christison's article in the MEXTESOL Journal (1996), originally identified seven types of intelligence Recently, the list has been updated to include naturalist intelligence, reflecting the evolving understanding of diverse learning styles.
The inventory consists of 48 statements, divided into 8 types of intelligences, and was completed by students in the experimental group within ten minutes To ensure data validity and reliability, the questionnaire was designed in Vietnamese, considering the students' English proficiency Prior to the questionnaire, the author explained the concept of multiple intelligences and emphasized the importance of honesty in their responses, assuring them that their answers would not affect their school results Each intelligence type included eight descriptions, and students rated each description on a scale from 0 to 4 based on their personal experiences; those with the highest scores in a specific intelligence type were identified as possessing that intelligence strongly.
The study utilized pre- and post-questionnaires, the MI inventory, and classroom observations to gather data These observations focused on classroom procedures, as well as student behavior and performance during Project-Based Learning (PBL) lessons Throughout the research period, the author served as a non-participant observer, documenting her observations in teaching journals after each lesson.
Armstrong (2008) states that no existing test comprehensively assesses students' multiple intelligences, suggesting that observation is the most effective tool for this purpose Similarly, Gardner (2008), as referenced by Derakhshan and Faribi (2015), argues that traditional short-answer exams are ineffective He emphasizes the importance of engaging individuals in tasks and evaluating their skills through observation.
Two lesson plans were developed for two project sections based on the Multiple Intelligences (MI) theory The entire process of these lessons was meticulously documented in the teacher's diary.
To investigate the impact of Multiple Intelligences (MI) theory on language performance in Project-Based Teaching, assessment rubrics were employed These rubrics are favored by educators for clearly communicating assignment expectations, offering targeted feedback during the process, and evaluating final outcomes While definitions of "rubric" may vary among educators, Andrade defines it as a document that outlines assignment criteria and describes quality levels ranging from excellent to poor.
A comprehensive rubric was developed to evaluate student projects, incorporating six distinct types: oral presentation, product/poster, video, mind map, timeline, letter writing, and drama rubrics Each rubric features specific criteria tailored to its format For instance, the oral presentation rubric assesses content, comprehension, speech clarity, enthusiasm, and preparedness The mind map rubric evaluates format, content, color, illustration, and neatness The poster rubric focuses on topic coverage, graphics use, organization, layout, design, and mechanics The letter-writing rubric examines salutation and closing, sentence structure, grammar and spelling, capitalization and punctuation, and content accuracy Lastly, the timeline rubric looks at title, date, content, fonts and colors, and resources.
11) comprises Voice, Audience, Accuracy of script, Facial expression and body language and Overall The score of each criterion ranges from 0 to 4 cores and total mark is 20 If students get marks from 18 to 20, they will reach excellent level If they get 16 to 17, their performance is good If they get 14 to 15, their project performance is satisfactory Marks from 12 to 13 are unsatisfactory and below 12, students have to redo projects
The author assessed student performance following each Problem-Based Learning (PBL) lesson The analysis of rubrics led to the presentation of students' final product results, which were effectively displayed using tables or charts.
Procedures of the research
In her experimental research, the author meticulously followed a structured procedure, beginning with observations and diary notes from two project-based learning lessons using traditional methods during the first semester She then conducted a survey to gauge students' attitudes towards project-based learning In the second semester, the author introduced a multiple intelligences inventory to familiarize participants with the concept and enhance cooperation Following this, she distributed the MI Inventory to identify the intelligence profiles of students in the experimental class The author then implemented two project-based learning lessons grounded in MI theory every three weeks and analyzed students' language performance through rubrics Throughout the study, she conducted classroom observations and, after its conclusion, assessed changes in students' interest in project-based learning based on MI theory through a post-questionnaire.
Conclusion
This chapter outlines key aspects of the study's context, methodology, and research procedures It addresses the subjects involved and the instruments used for data collection, followed by a detailed description of the data collection process The subsequent chapter will reveal the study's findings.