Research problem
As education increasingly prioritizes student-centeredness, there is a pressing need to reform teaching and learning methods Project-Based Learning (PBL) has emerged as a popular pedagogical approach that enhances student involvement in their learning journey However, at TDTU, the integration of PBL into the curriculum is relatively new, which may present challenges for students adapting to this method Identifying these difficulties is essential for making necessary adjustments to project work and ensuring the effective achievement of desired learning outcomes.
Aims of the study
This study investigates the implementation of Project-Based Learning (PBL) in university English classes and identifies challenges faced by first-year non-English major students in adapting to this innovative educational approach.
Specifically, following are the overall aims of the research:
1) To examine the current practice of PBL at TDTU;
2) To explore certain difficulties perceived by first-year non-English major students in their experience with PBL.
Research questions
In order to achieve the research aims, the following research questions are formulated:
1 How is Project-based learning implemented in English courses at Ton Duc Thang university?
2 Do first-year non-English major students face any difficulties in Project-based learning? If yes, what are they?
Significance of the study
This study significantly contributes to the understanding of Project-Based Learning (PBL) in language education, highlighting its varied application across different educational levels It specifically details the implementation of PBL at TDTU, outlining the activities undertaken by both teachers and students throughout the project stages Moreover, the identification of challenges faced by students during PBL implementation offers valuable pedagogical insights, encouraging educators to make necessary adjustments to enhance the effectiveness of PBL in their teaching practices.
Scope of the study
This current research does not generalize the whole picture of PBL at tertiary level.
This article examines a specific case study at a university in Vietnam to provide insights into Project-Based Learning (PBL) The study's findings, drawn from two random English classes at TDTU, highlight only select challenges faced by students during project work, rather than addressing all encountered difficulties Consequently, the results are relevant to the research site and should not be generalized to other studies in the same field.
Organization of the thesis
This thesis consists of five chapters: Introduction, Literature Review, Methodology, Findings and Discussions, and Conclusion The Introduction outlines the study's background, research problem, aims, questions, significance, and scope The Literature Review critically examines the theoretical foundations of Project-Based Learning (PBL), covering definitions, rationales, types, characteristics, implementation steps, components, student challenges, and its application in Vietnam's EFL context, along with a discussion of previous PBL studies Chapter 3 details the research design, site, instruments, and data analysis techniques, including sampling and data collection procedures Chapter 4 presents the analyzed data to address the research questions and discusses findings in relation to the literature review Finally, Chapter 5 concludes the thesis.
Conclusionconsists of the conclusion of the study, pedagogical implications for teachers,limitations of the study and suggestions for further research related to PBL.
LITERATURE REVIEW
Background to Project-based learning (PBL)
Project-based learning (PBL) is defined in various ways by scholars, as highlighted by Beckett and Miller (2006), due to differing perspectives on its features, procedures, and effects Some researchers emphasize the practical implications of PBL, while others base their definitions on the theoretical frameworks that underpin PBL activities (Coufalová, 2006).
Beckett (1999) emphasizes that Project-Based Learning (PBL) is not a novel concept, having been introduced by Kilpatrick (1918) in "The Project Method." Kilpatrick asserted that this method serves as an alternative learning strategy that integrates content learning with authentic problem-solving Furthermore, Beckett and Miller (2006) noted that PBL is endorsed by various scholars who recognize its effectiveness in promoting learner-centered education.
In language learning, the concept of "project" was first introduced by Fried-Booth (2012), highlighting that language tasks serve as projects aimed at achieving learning objectives Hedge (1993) expanded on this idea, describing projects as activities that create real-life contexts for developing language skills The integration of project activities with language tasks focuses on a shared goal: enhancing communicative language skills Hedge also outlined the process of incorporating project activities, which includes project planning, gathering information from various sources such as readings, listening, surveys, and interviews, discussing findings, solving problems, and presenting project outputs Additionally, some learning projects incorporate a reflection phase at the end to facilitate improvements (Hedge, 1993).
Moss and Van Duzer (1998) define Project-Based Learning (PBL) as an instructional technique that provides learners with contextualized settings for problem-solving and product development through content learning According to Thomas (2000), PBL is a model that organizes learning around complex projects involving challenging questions, encouraging students to engage in design, problem-solving, decision-making, and investigative activities This approach allows students to work autonomously over extended periods, culminating in realistic products or presentations Thomas also highlights the flexibility and meaningfulness of PBL, enabling teachers to create a learning environment where students can tackle real-life problems, thereby enhancing their knowledge and skills Research indicates that PBL inspires and motivates students more than traditional methods, leading to improved performance in content learning Moreover, project work fosters both individual and collaborative activities, helping students build confidence and self-direction through team-based and independent efforts.
Beckett (2002) defined Project-Based Learning (PBL) as an instructional method aimed at enhancing both language and social skills in learners He described projects as activities conducted over several weeks or months, focusing on language acquisition, content learning, and skill development The ultimate objectives of these projects are to produce solved problems and finished products.
Stoller (2006) presented a unique perspective on Project-Based Learning (PBL), emphasizing its process rather than solely its outcomes He identified key criteria that characterize effective PBL, distinguishing his approach from earlier scholarly definitions.
(1) PBL offers a simultaneous output-oriented and process-oriented learning process;
(2) Students take the most important role in project work, involving in all stages of projects;
(3) PBL is a long-term process which can be done over an extended time;
(4) PBL integrates multiple skills into content learning;
(5) PBL offers students the opportunity to work in pairs, or in groups;
(6) Students are supposed to be accountable for their learning progress in the target language;
(7) The final output of projects should be both improvement in target language and tangible products such as a report, a presentation, and so on; and
(8) Students should evaluate and reflect the whole process and final product of project work for further improvement.
The review of previous studies reveals that the definitions of Project-Based Learning (PBL) vary significantly across different authors and time periods, complicating the establishment of a unified model for its implementation Despite this diversity, several overlapping features emerge from various definitions Firstly, PBL necessitates the integration of language, social, and professional skills, allowing learners to synthesize information and generate diverse solutions to problems (Johnson & Parrish, 2010) Secondly, in language projects, the tangible outputs often take the form of written reports or oral presentations (Pimentel, 2013) Lastly, every project must incorporate real-life contexts, addressing authentic issues and problems (Beckett & Miller, 2006).
2.1.2 Basic features of project-based learning
Project-Based Learning (PBL) is recognized as a complementary teaching approach that enhances both learning and teaching efficiency Key features of PBL include: (1) projects that align with students’ interests and needs, leading to improved academic performance and essential skills for professional environments; (2) the use of authentic contexts beyond the classroom; (3) integration of multiple subjects and real-life aspects; (4) a preference for group work over individual or pair activities; (5) the creation of tangible outputs, with project procedures documented for reflection; and (6) the promotion of interdisciplinary collaboration through various project factors.
Haines (1989) emphasized that Problem-Based Learning (PBL) is versatile and can be effectively implemented across different educational environments, including K-12 and higher education It accommodates students with varying levels of English proficiency, diverse age groups, and a wide range of background knowledge.
Project-Based Learning (PBL) emphasizes student autonomy, allowing learners to take charge of all aspects of their projects, including topic selection, methodology, timelines, and presentations Research by Haines (1989) indicates that PBL fosters a collaborative environment, which is preferred over competition and enhances students' employability, as teamwork is a critical skill in the professional world Additionally, Patton (2012) identifies three key features essential for successful PBL implementation: public exhibitions of final project products, involvement of multiple tasks at each project stage, and opportunities for peer critique and reflection.
2.1.3 Rationales for project-based learning
Project-Based Learning (PBL) is recognized as a versatile and impactful teaching approach that encourages teachers to immerse students in a contextualized learning environment This method integrates various disciplines and skills, enabling students to solve real-world problems or create innovative products.
Project-Based Learning (PBL) is a long-term educational approach that engages students in solving problems or creating products over several weeks, as noted by Beckett and Slater (2005) This method aims to enhance students' background knowledge, language skills, and competencies The primary objective of PBL is to achieve a comprehensible output, which evolves throughout the project and culminates in a final product that can take various forms Several rationales support the adoption of PBL in educational settings.
1) PBL allows teachers to provide instructions to teach not only language skills but also content and professional skills in a contextualized learning environment which is closely associated to social and cultural environment (Beckett & Slater, 2005);
2) Teachers’ and students’ autonomy is significantly promoted because teachers and students are allowed to select project work depending on their learning interests and needs (Beckett & Slater, 2005);
3) Students are free from teachers’ full control in project activities and outputs that motivates students’ engagement to learning activities (Alan & Stoller, 2005);
4) It is contended by Díaz-Rico (2004) that PBL is varied and unplanned in nature in which project direction and outputs are perceived in different ways by teachers and students; therefore, PBL offers students the opportunity to develop a multiple perspective to problem approaching and to obtain multiple and interdisciplinary knowledge and skills (Beckett & Slater, 2005).
5) The nature of PBL is student-centered which facilitates the implementation ofCLT approach in language learning and teaching; therefore, the contextualized learning environment rooted from the implementation of PBL can nurture students’ abilities for life-long learning, language skills (speaking, listening, writing, and reading skills) and content learning, motivation and engagement to language learning, and improvement in professional competences (problem solving ability, time management skill, collaborative skill, research skills, presentation skills, communication skills, and ICT skills.
For all the reasons above, teachers and students are motivated to integrate PBL as a supplementary teaching approach in language learning in different settings (Beckett & Slater, 2005).
2.1.4 Components of project-based learning
Project-based learning in EFL context
Language acquisition occurs both in and out of the classroom, as highlighted by Fried-Booth (2012) Dale and Tanner (2012) emphasize that, from a social constructivist viewpoint, language learning is fundamentally a social process driven by interactions among learners Incorporating meaningful, authentic, and relevant language inputs into the learning environment enhances the language acquisition process Additionally, focusing on the output perspective, students develop their language production skills not only in class but also through social communication (Dale & Tanner, 2012).
Cognitive learning theories play a crucial role in understanding language acquisition According to Dale and Tanner (2012), learners enhance their ability to memorize and retain language inputs by engaging their brains in multiple tasks during the learning process This means that language learners effectively acquire new language skills by integrating prior knowledge with new information Furthermore, Dale and Tanner (2012) highlight that learners strive to comprehend new language materials by relating them to social contexts and real-life situations, enabling them to generate, convey, and express themselves using the language they have acquired.
Communicative Language Teaching (CLT) is a key approach in language acquisition, as highlighted by Richards (2006) Among the various methods under CLT, Project-Based Learning (PBL) stands out as particularly effective and meaningful Richards (2006) emphasizes that PBL offers specific communicative and practical benefits for language learners To investigate the language learning process through PBL, Hutchinson (1992) identified three essential criteria: the language learning process itself, the content of language inputs, and the values associated with language learning.
According to Hutchinson (1992), the selection of Project-Based Learning (PBL) as a Communicative Language Teaching (CLT) approach is primarily influenced by learners' motivations and the relevance of the material Learners are motivated by factors such as academic achievements, personal experiences, and career aspirations, which lead them to view language as a practical tool rather than just an academic subject This perspective allows for the integration of real-life problems and situations into foreign language learning, thereby enhancing students' communicative abilities in the target language.
Haines (1989) emphasizes that Project-Based Learning (PBL) shifts the focus of foreign language learners from traditional language goals to project-based objectives, integrating meaningful practices and background knowledge This approach enhances language acquisition by combining existing skills with new inputs, promoting creativity and engagement Unlike conventional methods that rely on controlled exercises, PBL fosters the development of speaking, reading, listening, and writing skills through communicative activities centered on real-life problems Fried-Booth (1990) supports this view, stating that PBL enables learners to practice these language skills in a natural and relevant context.
Hutchinson (1992) highlighted the significance of Project-Based Learning (PBL) in foreign language acquisition, as it connects learners' personal cultures with those of English-speaking countries PBL enhances understanding of cross-cultural communication, a vital aspect of language learning Additionally, Ribé and Vidal (1993) noted that PBL not only improves language skills but also fosters learners' confidence, autonomy, and positive attitudes towards foreign language learning.
2.2.2 The process of PBL in EFL classrooms
Project-Based Learning (PBL) is an educational approach where students attain specific learning outcomes by investigating real-world issues This process typically encompasses distinct stages, despite varying opinions among educators and researchers about the steps involved Essential to any complete project are three key components: a beginning, a middle, and an end (Chard, 2001).
Papandreou (1994) grouped activities and tasks involving PBL into six main steps. Below is the summary of steps, teacher’s and students’ roles.
Steps Teacher’s role Students’ role
1 Preparation The teacher introduces the project topic to the students, and asks them to discuss
Students discuss the projects given by the teacher and ask questions if necessary.
2 Planning Teacher facilitates students during the process of students’ plan making.
Students make plans for their projects, including working out the means for collecting and gathering data information.
3 Research Teacher take control over the students’ work and provides necessary help when needed.
Students start collecting data from varied sources
4 Conclusions Teacher gives the students guidance or essential language input
Students analyze data from the collected information and draw conclusions for the projects.
5 Presentation Teacher coordinates the presentations of the students.
Students make public presentations to present their final product.
6 Evaluation Teacher gives the students constructive comments on their product.
Students receive feedback and corrections from the teacher.
The framework of Project-Based Learning (PBL) proposed by Papandreou (1994) is inadequate as it omits a crucial element—collaboration—essential for effective learning in English as a Foreign Language (EFL) settings Recognizing that student-centered learning thrives through group work, Korkmaz & Kaptan (2001) revised PBL stages to incorporate this vital feature Their updated steps for PBL implementation emphasize the importance of collaborative efforts among students.
Steps Teacher’s role Students’ role
1 Stating the subject and sub-subjects, organizing the groups
The teacher show students the general project topic and he or she may need to break down the topic into smaller one for step- by-step implementations.
In addition, the teacher facilitates students’
Students ask questions if they have any and in divide themselves into groups. group division.
Teacher helps with students’ formulation of their projects and provides immediate support when necessary regarding resources, equipment, etc.
Students work in groups to make plans for their projects and decide the roles they have in their groups.
Teacher provides the students with necessary help when needed.
Group members work on the project, including collecting, gathering and analyzing data for the projects
Teacher supplies students with essential language input including needed skills and content to prepare them for their presentations.
Students analyze data to identify key points for their presentations and develop a structured outline Additionally, they practice their presentations to ensure effective delivery.
5 Making the Teacher supervise the students’
Students present their final products in presentation presentations groups.
6 Evaluation Teacher evaluates students’ projects by means of feedback and comments
Students engage in feedback and reflection on their learning through project implementation, participating in the evaluation of both their final product and those of other groups.
In the context of English as a Foreign Language (EFL), Stoller (2006) identifies key projects aimed at enhancing educational objectives, specifically in content and language skills learning.
Speaking projects focus on enhancing speaking skills by producing various final products, including audio or video recordings of public speeches, oral competence interviews, real-life conversations, songs, recorded talk journals, in-class discussions, debates, English activities, role plays, dramatizations, English speaking contests, and business discussions.
Listening projects are essential for EFL classes as they focus on enhancing students' listening skills These projects culminate in various final products, including transcripts of news broadcasts from British, American, or Australian English, as well as summaries of BBC or VOA news, lecture recordings, and paragraph dictation exercises.
Reading projects aim to enhance students' reading comprehension skills The anticipated outcomes of these projects encompass a variety of materials, such as reading logs, responses, literature reviews of books, novels, or films, newsletters, advertisements, reflection papers, and published articles.
This project aims to improve students' English writing skills by producing various final products, including letters, diaries, emails, compositions, reports, academic writings, book reports, essays, newspaper articles, reviews of books, programs, or movies, as well as newsletters, brochures, and field trip reports.
Previous studies
Since the implementation of Project-Based Learning (PBL) as a Communicative Language Teaching (CLT) method, numerous studies have explored its impact on various learning contexts, especially in foreign language acquisition Research within the English as a Foreign Language (EFL) framework indicates that PBL is favored by English educators to meet targeted learning objectives.
Tomei, Glick, and Holst (1999) explored Project-Based Learning (PBL) in the English as a Foreign Language (EFL) context in Japan, focusing on students' projects related to their peers' student life Utilizing a mixed-method approach, the researchers gathered data from questionnaires and interviews with 126 students Their findings revealed that PBL significantly enhanced EFL students' English learning by providing authentic language inputs, fostering responsibility, autonomy, and creativity in learning, and integrating real-life problems and situations into the educational experience.
Gu (2003) explored the implementation of Project-Based Learning (PBL) by English teachers for non-English majors in China's Foreign Trade program, where students tackled real-world issues in foreign trade services and produced analytical reports with problem-solving recommendations The study found that active participation in meaningful projects enhanced students' oral and written English communication skills as well as their problem-solving abilities Similarly, Zhao (2004) conducted a PBL course for higher education Technology students, highlighting that PBL effectively improved students' English proficiency and collaborative skills.
Numerous studies have examined the use of Project-Based Learning (PBL) in K-12 settings for English as a Foreign Language (EFL) education, notably Beckett (2006), which investigated its application in a high school with 73 Chinese students The study aimed to enhance students' creativity, engagement in English learning, collaboration skills, and critical thinking Chinese EFL students worked on a project addressing child abuse, utilizing diverse sources and methods to gather information, ultimately culminating in an oral presentation Beckett's research, through observations, interviews, and questionnaires, found that students' involvement in selecting project topics, conducting activities, researching, analyzing data, and presenting their findings significantly improved their language skills while fostering creativity, collaboration, and critical thinking.
A quasi-experimental qualitative study conducted by Alacapinar (2008) examined the effects of project-based learning (PBL) on students' cognitive and psychometric achievements Through observations, focus interviews, and various psychomotor instruments, the research revealed that students in the experimental group who experienced PBL demonstrated superior performance in both cognitive and psychometric areas compared to their peers.
A study by Foss et al (2007) involving 165 EFL students in Japan investigated the impact of Project-Based Learning (PBL) on English language acquisition The research provided students with numerous opportunities to practice their English in authentic contexts, aiming to produce final projects Although the limited project time did not yield significant improvements in English skills, the study highlighted a notable increase in students' motivation and positive attitudes towards learning English, attributed to the incorporation of real-world problems into their learning experience.
Previous research by Beckett (2002), Beckett and Slater (2005), Bell (2010), Matejka (2004), and Robinson (2013) demonstrated that empowering students through project-based activities fosters their autonomy in learning, transitioning them from passive to active learners To enhance this active and autonomous learning approach, students must develop their language skills, problem-solving abilities, critical thinking, collaborative spirit, and self-esteem.
Research by Beckett (2002), Beckett and Slatter (2005), Bell (2010), Matejka (2004), and Robinson (2013) reveals mixed student attitudes towards Project-Based Learning (PBL) While many students reported positive effects of PBL on their learning and skill enhancement, some expressed dissatisfaction, influenced by cultural and social factors as well as inherent challenges associated with PBL.
Numerous studies in Vietnam have examined the effects of Project-Based Learning (PBL) on students' language skills For instance, Ngo (2014) implemented PBL in his class over 15 consecutive weeks, finding that students had positive perceptions of the method, which fostered their proactivity and autonomy Similarly, Ha (2019) conducted a case study in a secondary school, demonstrating that PBL positively impacted students' speaking performances and generic skills.
Previous studies have shown that Project-Based Learning (PBL) is both inspiring and motivating within the English as a Foreign Language (EFL) context The positive effects of PBL include increased student confidence, autonomy, and motivation, as well as improvements in content development, language skills, and cognitive abilities.
Conceptual framework
This section outlines the conceptual framework derived from a literature review on implementing Problem-Based Learning (PBL) in English as a Foreign Language (EFL) contexts This framework guides the development of interview questions for teachers and focus group discussions with students, addressing the two research questions formulated to meet the study's objectives The theoretical foundation provided by Korkmaz & Kaptan (2000) underpins this framework, highlighting the various tasks within the six stages of PBL implementation that may present challenges for students.
Adapting the procedures of PBL developed by Korkmaz & Kaptan (2000), the following conceptual framework is generated as below.
METHODOLOGY
Research design
According to Innam Akhtar (2016), selecting an effective research design is crucial for ensuring a seamless execution of research procedures, ultimately enhancing professionalism and maximizing information yield while minimizing effort, time, and cost Saunders et al (2009) emphasize that the selection of a research design is influenced by the nature and objectives of the researcher's study.
Qualitative and quantitative research methods serve different purposes, with quantitative research focusing on statistical and numeric data, while qualitative research emphasizes non-numerical data, such as personal introspection (Denzin & Lincoln, 2005) According to Bryman and Bell (2015), qualitative research is more suitable for exploring opinions, attitudes, and behaviors within their natural context.
The researcher aimed to conduct a thorough investigation into the implementation of Project-Based Learning (PBL) in schools, focusing on students' perspectives regarding the challenges they encountered during project execution To achieve this, a qualitative approach was adopted, specifically utilizing a case study design for the research.
A case study, as defined by Creswell (2008), is an in-depth exploration of a bounded system that examines a phenomenon intensively within its real-life context over an extended period Mackey and Gass (2005) further emphasize that case studies offer a holistic description of language learning or usage within specific populations and settings, providing rich contextual insights that illuminate the complexities of the second language learning process.
There are three fundamental types of case studies: intrinsic, instrumental, and collective (Creswell, 2008) An intrinsic case study focuses on a specific case of interest to the researcher In contrast, an instrumental case study aims to gain deeper insights into a phenomenon through a particular case, which can help the researcher form generalizations about an issue Lastly, collective case studies involve multiple cases that are analyzed to compare or contrast them, enhancing the understanding of a problem.
This study aims to investigate the challenges faced by first-year non-English major students during the implementation of Project-Based Learning (PBL) and their responses to these challenges, with the goal of enhancing PBL practices in schools To achieve this, a collective case study design is employed, allowing for a comprehensive comparison of two student classes, thereby providing a deeper understanding of the research issue.
Research site
Ton Duc Thang University (TDTU), established in 1997, has rapidly evolved into one of Vietnam's leading autonomous state universities Over 23 years of dedicated growth, TDTU has achieved recognition as a world-class institution, ranking second overall and first among public universities in Vietnam for its contributions to science, technology, and innovation In April 2018, TDTU received accreditation from the High Council for Evaluation of Research and Higher Education, meeting French and European standards Furthermore, the Academic Ranking World Universities (ARWU) recognized TDTU in 2019 as one of the top 1000 universities globally, evaluating criteria such as faculty quality, educational standards, and infrastructure.
TDTU is committed to fostering high-quality human resources equipped with the necessary expertise, skills, and English proficiency to support the sustainable development of humanity through education, research, and creativity.
TDTU comprises five campuses, with two located in Ho Chi Minh City and the others in Khanh Hoa, Ca Mau, and Lam Dong provinces The primary campus in Ho Chi Minh City, situated in District 7, Tan Phong ward, serves as the headquarters for the study conducted.
English courses at TDTU
TDTU currently provides education and training across 17 faculties with 43 majors, serving over 23,000 students The university offers two types of educational programs: standard and high quality A key requirement for all students is to achieve an English proficiency level equivalent to B1 in the Common European Framework for Reference (CEFR) Notably, most students at TDTU are enrolled in the standard program.
The English curriculum at TDTU consists of six levels aligned with specific courses: Foundation 1, Foundation 2, Foundation 3, English Community 1, English Community 2, and English Community 3 Each level features an intensive course lasting approximately two and a half months, comprising 25 sessions At the start of the academic year, newly admitted students must take an English placement test, which includes 50 questions covering Listening, Reading, and Grammar, to determine their appropriate level.
Cambridge Key English Test (KET) The students’ scores determine what class levels they are placed in.
At TDTU, there are notable differences between the standard and high-quality English courses, particularly after the initial six levels Specifically, students in the high-quality program must complete three additional levels: English Community 4, English Fluency 5, and Advanced English 6, following English Community 3 The table below summarizes the number of English levels required for each program.
Table 3.3.1 The division of classes between standard and high quality program
English Community 1 English Community 1 English Community 2 English Community 2 English Community 3 English Community 3
English Community 4 English fluency 5 Advanced English 6
Each English course at TDTU comprises five credits, with two weekly class meetings, each consisting of three periods, totaling 75 periods over approximately two and a half months The courses feature co-teaching by both native and Vietnamese instructors At the conclusion of each course, students must complete a final computer-based test to qualify for advancement to the next English level.
The official English course textbooks at TDTU are the Keynote series, ranging from 1A to 4B, published by National Geographic Learning This series received the ELTons 2016 award for course innovation and the ESU English Language Award in the Resource and Higher Learners category Authored by experienced educators Helen Stephenson, Paul Dummett, Lewis Lansford, David Bohlke, and Richard Walker, the Keynote series combines vocabulary, speaking, reading, writing, presentation, and TED talk sections It offers students engaging and authentic language input while fostering essential 21st-century skills such as communication, creativity, critical thinking, and teamwork.
The textbooks consist of twelve units, each containing five lessons, covering various language components Below is a table detailing the specific language elements addressed in each unit.
Table 3.3.2 The unit teaching components in Keynote series
Keynote textbooks have been selected for teaching English to non-English major students at TDTU, effectively enhancing their presentation skills By utilizing authentic language from TED talks and integrating various skills, these textbooks prepare students for future success.
At TDTU, the English courses utilize a 100-point grading system, where in-class progress contributes 70% of the total score through group projects, participation, reflective papers, and speaking portfolios The final assessment consists of a one-hour-and-thirty-minute test focusing on Reading and Listening, which accounts for the remaining 30%.
Figure 3.3.3 The scoring assessment for English courses at TDTU
To successfully complete the course, students must achieve a minimum score of 70 out of 100, combining their progress scores and final test scores Students who score below this threshold will be required to retake the course at the same level.
PBL implementation at TDTU
Project-Based Learning (PBL) is integrated into English modules through group projects, accounting for 30% of the total score for each level These collaborative tasks involve four students working together throughout the course to successfully complete their projects.
The projects are tailored to align with the textbook unit topics and vary by class level (Appendix A) In addition to improving English language skills, the incorporation of Project-Based Learning (PBL) into the curriculum is designed to foster essential 21st-century skills, including critical thinking, collaboration, and problem-solving.
The English course spans 25 days and includes 75 periods, during which students collaborate on projects and present their oral reports on Day 24, known as Presentation Day While most project work occurs outside the classroom, specific days are designated in the syllabus for project execution, allowing both teachers and students to engage in preparatory activities The procedures for Project-Based Learning (PBL) are briefly outlined to ensure effective implementation.
In group projects, the two final deliverables are written reports and oral presentations Before delivering the oral presentation, students must submit a group project form to the teacher, which includes the group's name, member details, and task descriptions outlining each member's responsibilities.
(2) a 100-word summary of the project content, (3) resources that students use to have references.
In oral presentations, students create visual slides to showcase their findings and personal viewpoints on assigned topics Each group shares the presentation duties equally, with a total time of around 20 minutes allocated for the group Consequently, each student has approximately five minutes to present their segment in succession.
3.4.4 Assessment of group project products
The final products of projects are assessed by teachers, with a total score of 30 points allocated across six key criteria: presentation skills, language proficiency, organization, content and critical thinking, visual aids, and the written component, along with an overall impression Each criterion is scored on a scale from 1 to 5 (see Appendix C).
Research participants
The study involved two classes of first-year non-English major students at TDTU and their respective English teachers The researcher, a former part-time teacher at the university, obtained permission from the department head to conduct the study After learning the class schedules for the first semester of the 2018-2019 academic year, the researcher emailed the head teacher for assistance in selecting classes From over ten available classes, two were chosen based on their compatibility with the researcher’s schedule and the familiarity with the teachers, leading to the use of convenience sampling for the study.
The study focused on 62 first-year non-English major students from various majors, including Law, Sports Science, Chinese, Urban Planning, and Pharmacy, at TDTU during the 2018-2019 academic year These students were selected because they had recently graduated from high school and lacked prior experience with Project-Based Learning (PBL), which was a relatively new educational approach at TDTU It was hypothesized that this lack of experience would lead to specific challenges and difficulties in adapting to PBL.
Among 62 chosen participants, there were 34 females and 28 males all aged 18 and above All the students had taken the placement test prior to the commencement of the school year 2018 – 2019 and were appropriately placed into Foundation 2 and 3, equally compared to elementary level and pre-intermediate level of English competency.
Students demonstrated a satisfactory understanding of basic English concepts; however, their speaking and listening skills require significant enhancement The table below summarizes the participants' information from the study.
No Information Category Class F2 - 27 Class F3 - 67
The study involved two English teachers, one male and one female, who had both been teaching at the school for a minimum of two years They each held Bachelor’s degrees in teaching English as a foreign language and possessed IELTS certificates with an overall band score of 7.5 Additionally, one teacher held a Master of Arts degree specializing in Applied Linguistics.
Research instruments
Bowen (2006) highlights that a common drawback of qualitative research is the potential influence of researcher bias on its reliability and validity To mitigate this issue, a triangulation approach was employed, utilizing three distinct research instruments for data collection This study incorporated classroom observations, semi-structured interviews with two teachers, and focus groups with students for comprehensive data analysis.
Observation is a widely used data collection method that involves closely monitoring participants and settings to gather firsthand, open-ended information (Creswell, 2008) This approach allows researchers to gain a deeper understanding of participants' reactions and behaviors in real-world contexts, providing authentic data sources (Macky and Gass, 2009) In this study, a series of observations were conducted to explore the implementation of Project-Based Learning (PBL) in English classrooms and to gain insights into students' reactions at each project stage Observational data primarily addressed the first research question and supported the second.
The researcher’s observation schedule was aligned with the course syllabus from the English department head, resulting in eight observations across two classes on four designated project days Below is a table detailing key information from these class observations.
Table 3.6.1 The schedules for classroom observations
From September 5, 2018, to the end of November 2018, a series of observations were conducted across two English courses With the teachers' consent, the researcher visited the classes on predetermined dates, meticulously recording all activities of both teachers and students through field notes for data analysis in Chapter 4 The detailed observation scheme is available in Appendix F.
A focus group, as defined by Dawson (2009), involves gathering a group of individuals to discuss a specific issue for research purposes This method is beneficial as it allows researchers to collect extensive insights on a particular topic from participants engaged in simultaneous discussions.
In this study, focus group interviews were conducted with four groups of students from two classes to explore their perceptions of challenges faced during Project-Based Learning (PBL) Students volunteered for participation, with the researcher coordinating with teachers to gather a list of participants Initially, 24 students agreed to join, but due to scheduling conflicts and personal issues, only 21 participated across four groups The researcher organized the groups to enhance comfort and diversity; classmates were grouped together for open discussion, while students from different groups were included to ensure a variety of perspectives This arrangement aimed to enrich the study's findings, as each focus group tackled different project topics.
Table 3.6.2 The details about students’ focus group interviews
Focus groups Class Participants Dates Duration
Vy, Nhi, Tam, Trinh, Nguyen, Lam
FG2 Tu, Phong, Giao, Hong, Hieu December 15 th ,
Trung, Tien, Doan, Khanh, Xuyen
FG4 Tai, Dung, Trong, Nhan, Linh December 16 th ,
All focus groups were conducted in Vietnamese, allowing participants to express their thoughts comfortably without language barriers The researcher moderated the discussions to maintain focus and prevent communication breakdowns To address ethical considerations, the students' names were altered in the study.
The focus group questions were based on the PBL stages outlined by Korkmaz & Kaptan (2000), serving as the study's framework All student discussions were audio recorded, transcribed, and then coded into themes, which was the main method for collecting data to address the second research question.
Interviews are a powerful tool for understanding human perspectives, as noted by Fontana and Frey (2000) They allow researchers to gather extensive data quickly (Stake, 2003) Dawson (2009) identifies three types of interviews: structured, semi-structured, and unstructured Structured interviews use fixed questions, ensuring consistency across respondents, while semi-structured interviews offer flexibility with a mix of pre-arranged and spontaneous questions Unstructured interviews resemble free-flowing conversations with no prior preparation In this study, semi-structured interviews were utilized to gain in-depth insights, enabling the interviewer to explore unexpected issues during the process (Bernard, 1988).
Creswell (2009) identified two methods for conducting interviews: one-on-one and focus group interviews The researcher opted for one-on-one interviews due to the limited number of participants, as a focus group requires at least four to six individuals Additionally, individual interviews allow teachers to express unbiased opinions without the influence of others, resulting in more objective and valuable data for analysis.
This study involved one-on-one semi-structured interviews with two teachers responsible for the selected classes The interviews took place separately after the completion of PBL practice, with the timing chosen by the teachers for their convenience All responses were audio recorded with the participants' consent, and the key information from the interviews has been summarized below.
Table 3.6.3 The information of teachers’ interviews
Date Saturday, December 22 nd , 2018 Sunday, December 23 rd ,
The interviews were designed to investigate teachers' perceptions of the challenges their students encounter while working on group projects Thirteen questions were posed, mirroring those used in student focus groups to validate their responses (see Appendix H) Furthermore, the study clarified teachers' activities and intentions during the implementation of Project-Based Learning (PBL), supported by in-class observations conducted by the researcher.
Data collection procedures
The data collection was conducted throughout the first semester of the school year
Between 2018 and 2019, two English teachers collaborated with 62 students from selected classes to gather data using three research methods: observation, questionnaires, and interviews.
A series of class observations were carried out to pinpoint students' challenges in Problem-Based Learning (PBL) The researcher conducted four in-class observations on key PBL days, coordinating with teachers to determine observation dates and session content.
After the courses concluded, four focus groups comprising 21 students were organized, allowing participants to share their thoughts candidly, with the assurance of confidentiality from the researcher The groups met at various locations and times based on the students' preferences; three groups chose coffee shops for convenience, while the fourth group convened in the teacher's room at the university during recess.
Interviews were conducted with two English teachers responsible for the participant classes, both holding a C1 level of English competence To ensure language accuracy, the interviews were conducted in English and lasted approximately 45 minutes each, with recordings made with the teachers' consent.
Table 3.7.1 The summary of the research procedures
Data analysis procedures
This study involved the collection and analysis of qualitative data through student focus groups, semi-structured interviews, and classroom observations The teachers were designated as T1 and T2, while the focus groups were labeled FG1, FG2, FG3, and FG4 in sequential order.
Observational data was analyzed to assess the implementation of Project-Based Learning (PBL) in English courses at the school Detailed on-site notes were taken to capture the actual dynamics of an English class incorporating PBL This data was subsequently presented descriptively to address the first research question and partially inform the second.
Then, students’ self-reported responses from focus group interviews were coded and presented in classified themes, which would be used as a main source to answer the second research question.
Next, data collected from interviews with teachers were also thematically coded to confirm the difficulties non-English major students perceived they faced during PBL implementation in the focus groups.
The study utilized a qualitative triangulation approach to address two research questions, primarily gathering qualitative data through classroom observations to assess the implementation of Project-Based Learning (PBL) in English classes Observational data was further analyzed to identify challenges students encounter while working on group projects, which were then compared with insights from focus group discussions Additionally, teachers' input from interviews was coded to validate students' responses The findings will be detailed in Chapter 4.
Reliability and validity
To enhance the reliability and validity of the research, the study employed triangulation and member checking, which are effective techniques for ensuring the accuracy and consistency of the collected data, as noted by Creswell (2011).
This research utilized data from observations, students’ focus groups, and teachers’ interviews to identify common challenges faced by students in Project-Based Learning (PBL) The findings indicated a strong alignment between the difficulties reported by students and those highlighted by teachers during interviews Additionally, the researcher’s observations corroborated these insights, enhancing the overall credibility and trustworthiness of the study.
Member checking was utilized to validate the study's findings Following the research, a summary of the results was emailed to participants to verify the accuracy and completeness of the data.
It was shown that all of the participants agreed that what they shared in the focus groups and interviews was congruent with the findings of the study.
The research involved participants from two classes, and the findings from each class were compared This comparison revealed consistency and complementarity between the results, with no conflicts or contradictions in the information gathered Consequently, the reliability of the research was affirmed.
This chapter provides a detailed overview of the implementation of Project-Based Learning (PBL) in English classes, highlighting key practices It also addresses specific challenges encountered by students during the PBL process, based on insights gathered from focus group discussions.
4.1 The implementation of PBL in English courses at TDTU
Based on field notes from eight observations in two selected classes, the research provides a comprehensive overview of Project-Based Learning (PBL) implementation in English courses at TDTU The observed practice adhered to the six key steps outlined by Korkmaz & Kaptan (2000), highlighting the current PBL methodology in these English courses.
Step 1 Stating the subject and sub-subjects, organizing the groups
The researcher initiated observations in two classes during the first days of the courses, where teachers and students engaged in various activities for Project-Based Learning (PBL) On the first day, teachers shared crucial course information and introduced project topics, followed by group formation among students To enhance communication during project execution, teachers established a dedicated channel for the classes.
The teachers introduced the English course and assessment system using slides from the Teacher’s portal, then focused on a key assessment component: the implementation of group projects.
Both teachers effectively introduced group projects to their students, providing clear instructions and thorough explanations, despite differing instructional approaches The first teacher utilized slides to present project guidelines and engaged a volunteer student to translate them into Vietnamese, subsequently clarifying the instructions and correcting translation errors Notably, the teacher paused the screen sharing to assess students' understanding through instruction-checking questions, which he deemed valuable for evaluating their memory and comprehension in real-time.
Asking questions to ensure students understand the material is an effective strategy, allowing me to assess their grasp of the project requirements Since project-based learning is a novel experience for them, it is crucial to provide clarity from the outset.
The second teacher focused on the project instructions, providing clear explanations in Vietnamese from the start She meticulously guided her students through each step of the Project-Based Learning (PBL) process at a deliberate pace, even repeating the instructions twice before proceeding This approach was intentional, as she believed that a slower pace would better support her less confident students in comprehending the projects.
I recognize that my students currently possess limited speaking and listening skills, necessitating a gradual approach to ensure they fully comprehend the project requirements.
Regardless of the varying teaching methods, the teachers aimed to ensure that students clearly understood the expectations of Project-Based Learning (PBL) Recognizing that many students lacked prior experience with PBL, the instructors gradually explained the concepts, utilizing Vietnamese to enhance comprehension Both teachers emphasized that using Vietnamese was essential for helping students effectively grasp the project instructions.
Vietnamese is essential as it is the mother tongue of my students, enabling them to better comprehend instructions and lessons Since my students are at an elementary level, communicating solely in English would pose significant challenges in their learning process.
I had to translate into Vietnamese because I know that their level of English is quite low. Also, they might not have had experience in PBL before.(T2)
Following the introduction of project topics, teachers informed students about the expected outcomes, emphasizing the completion of two key products by the course's end: a final written report and a group presentation Each component contributes equally to the maximum score of 30 points for the group project The teachers carefully outlined the components of the written report and the presentation rubrics to ensure students understood the evaluation criteria.
Discussions
This section will delve deeper into the findings by comparing them with the relevant literature discussed in Chapter 2 A comprehensive analysis will be provided to address the two research questions.
4.4.1The implementation of PBL in an English course at TDTU
The student projects at the research site were survey projects, one of the five types identified by Legutke & Thomas (1991) These projects featured integrated skills such as critical thinking, teamwork, and presentation abilities, as highlighted by Johnson & Parrish (2010) Throughout the project, students collaborated to formulate survey questions, enhancing their communication, negotiation, and critical thinking skills Additionally, during the presentation phase, students practiced their presentation skills by orally sharing their completed projects The tangible outputs of this project-based learning (PBL) process, including written reports and oral presentations, closely aligned with the typical project outcomes described by Pimentel.
In the study conducted in 2013, each student group was tasked with submitting a written report that summarized their project, alongside delivering an oral presentation supported by visual slides These two components were utilized collectively to assess the group's overall performance Additionally, the projects incorporated authentic issues and real-life problems, as noted by Beckett & Miller.
In 2006, the implementation of project-based learning (PBL) became essential At TDTU, Foundation levels 2 and 3 focused on relevant topics such as spending habits, gadgets for learning English, life confidence challenges, and transport choices These project themes resonated with students' real-life experiences, as the survey participants were TDTU students who openly expressed their thoughts.
The implementation of PBL at the research site went through several stages which were similar to those advocated by Korkmaz & Kaptan (2000).
Step 1.Stating the subject and sub-subjects, organizing the groups
Step 3.Application of the project
Step 4.Planning of the presentation
The teachers and students engaged in various activities at each stage to achieve the project's objectives, with students playing a key role in implementing the project outcomes.
In project-based learning (PBL), students take on active roles in completing their projects, while teachers serve primarily as facilitators and evaluators The process involves four key steps: creating the projects, applying the project, planning the presentation, and making the presentation During this time, teachers observe and provide necessary support, aligning with the findings of Beckett and Slater (2005) and Jezberová et al (2011) on the effectiveness of student-centered learning through PBL.
4.4.2 Difficulties facing first-year non-English major students at TDTU during PBL implementation
The study identified five key challenges students face with Project-Based Learning (PBL): insufficient experience with PBL, difficulties in group collaboration and presentation skills, limited English language proficiency, and inadequate immediate support from teachers While these findings align with existing literature, some notable differences will be discussed.
Previous studies have identified Problem-Based Learning (PBL) as a novel instructional method for students, often leading to temporary confusion and anxiety when projects are introduced This aligns with the findings of Beckett and Slater (2005), who noted that students typically encounter PBL for the first time in tertiary education As a result, this unfamiliar learning approach can leave students feeling uncertain and unsettled in their new roles within the educational process.
Despite previous studies highlighting issues in group work, this research identified distinct challenges faced by students The primary difficulties included scheduling face-to-face meetings, a lack of responsibility, and insufficient cooperation among group members Since students were grouped based on English placement test results, differing departmental schedules led to significant challenges in arranging offline meetings, prompting reliance on online alternatives However, this shift created additional issues, as some members struggled to stay updated due to inconsistent online access Furthermore, the lack of accountability was evident, with students avoiding challenging tasks and failing to complete their assigned work These findings align with the observations of Fragoulis (2009) and other researchers regarding collaboration in group work.
Students struggled with group work, often working independently and lacking collaboration This lack of support among peers can be linked to their previous inexperience with group activities in their former schools.
Students encountered significant challenges during their project-based learning (PBL) due to the use of a non-native language Research by Hutchinson (1992) supports this, highlighting that students struggled with limited English vocabulary, grammar, and pronunciation The abundance of English information online often overwhelmed them, leading to a heavy reliance on Google Translate for unfamiliar terms Additionally, they made numerous basic errors in survey questions and frequently mispronounced words during presentations, which hindered effective communication Ultimately, their low language competence posed a major obstacle during PBL, a challenge that was inevitable given their exposure to a foreign language.
A significant finding of the study was the students' challenges in delivering oral presentations, which had not been previously addressed in other research Despite being a required component of their projects, students struggled with effective delivery due to poor presenting postures and a tendency to read rather than engage with their audience This resulted in a lack of eye contact and ineffective body language Additionally, students exhibited fluency issues, often stammering and using fillers due to heightened nervousness and anxiety, which was further evidenced by their heavy perspiration and awkward facial expressions during presentations.
In summary, the study's findings align with existing literature, confirming previous research in the field Notably, two new issues emerged: challenges in delivering oral presentations and the need for immediate teacher support Given the varying implementation of Project-Based Learning (PBL) across educational institutions, this study offers a modest contribution to the broader understanding of PBL.