INTRODUCTION
Rationale
The rise of English in the 21st century has prompted researchers and educators to seek innovative teaching methods that enhance students' communicative competence and life skills Project-based learning (PBL) has emerged as a promising approach, as it organizes instructional activities around projects, facilitating language acquisition and integrated skill development (Stoller, 1997; Beckett & Slater, 2005) PBL not only improves learners' communicative abilities but also fosters essential life skills, effectively bridging classroom English with practical, everyday usage (Thomas, 2000; Fried-Booth, 2002).
In Vietnam, the Pilot English Textbooks for Grades 6 to 12, introduced by Document No 2653 from the Ministry of Education and Training in 2014, aim to enhance English language teaching in secondary schools Each textbook features 12 main units designed to provide engaging lessons while fostering awareness of social issues and essential life skills through project activities According to Hoang et al (2015), these project activities enhance students' independent and teamwork skills while stimulating their creativity To effectively implement these projects, Project-Based Learning (PBL) is considered the most suitable teaching method for these new textbooks.
Since the academic year 2014-2015, textbooks Tieng Anh 6, 7, 8, and 9 have been the primary English resource in most lower secondary schools in Quang Tri Each unit includes a project work section where students must create products like oral presentations, interviews, or posters to demonstrate their understanding However, many teachers feel that the integration of Project-Based Learning (PBL) and project activities in these textbooks falls short of their expectations Some educators admit to often overlooking this section due to its perceived challenges and time constraints.
Due to time constraints in class and financial issues, many EFL teachers struggle to fully understand project-based learning methods In response to this, I initiated a study titled "An Investigation into EFL Teachers' Perceptions of Project-Based Learning Activities in New English Textbooks at Some Lower Secondary Schools in Quang Tri." This research aims to explore teachers' perceptions of project-based learning activities in the latest textbook editions and to examine the benefits and challenges they face when implementing these activities in their classrooms.
Research objectives
This study explores the effectiveness of project-based learning in teaching English to lower secondary students, focusing on the insights of EFL teachers in Quang Tri It aims to identify the benefits and challenges associated with implementing these activities in new English textbooks Additionally, the research will provide recommendations for enhancing teaching practices.
Research questions
For above mentioned purposes, the research looks for the answers to the following questions:
1 What are the EFL teachers' perceptions of project-based learning activities in the new English textbooks at some lower secondary schools in Quang Tri?
2 What are the EFL teachers' perceptions of the practice of teaching project- based learning activities in new English textbooks at some lower secondary schools in Quang Tri?
3 What are the suggestions for improving teaching project-based learning activities at some lower secondary schools in Quang Tri?
This study investigates teachers' perceptions of project-based learning (PBL) activities in new English textbooks, specifically focusing on 20 educators from nine lower secondary schools in Quang Tri It does not consider students' perceptions, which may lead to varied outcomes in different classrooms or regions.
This study aims to enhance the potential integration of project-based learning activities in new English textbooks for lower secondary schools across various provinces in Vietnam.
The recent introduction of new English textbooks has sparked significant concern among educators regarding their alignment with students' language proficiency This study aims to provide insights and practical recommendations to assist teachers in effectively navigating the challenges of implementing these new resources, particularly in the context of project-based learning activities.
Chapter 1 Introduction presents the rationale of the study based on the theory and practicality The research objectives and research questions are mentioned and explained in this section Also, the scope and the significance of the research are included in this part
Chapter 2 Literature review is written with the aim of providing the theoretical background of the project-based learning Furthermore, in this chapter, the literature of the previous studies with their specific results is carefully mentioned
Chapter 3 Methodology introduces the chosen research approaches and the methods for data collection used in this research Moreover, characteristics of the participants and the data collection procedure are fully described in this chapter
Chapter 4 Findings and discussion are considered as the most important part of the research paper in which the results of the research are shown After the data are collected and analyzed, the findings are clearly presented in the form of charts and tables Then, these findings are thoroughly discussed to provide possible answers to the research questions
Chapter 5 Conclusion offers a summary of the key findings, recommendations, limitations, and future directions for further study.
Significance of the research
This study aims to enhance the potential integration of project-based learning activities in new English textbooks for lower secondary schools across various provinces in Vietnam.
Recent English textbooks have sparked significant concern among educators regarding their alignment with students' language abilities This study aims to provide valuable insights and recommendations to assist teachers in effectively navigating the challenges associated with new textbooks, particularly in the context of project-based learning activities.
Structure of the research
Chapter 1 Introduction presents the rationale of the study based on the theory and practicality The research objectives and research questions are mentioned and explained in this section Also, the scope and the significance of the research are included in this part
Chapter 2 Literature review is written with the aim of providing the theoretical background of the project-based learning Furthermore, in this chapter, the literature of the previous studies with their specific results is carefully mentioned
Chapter 3 Methodology introduces the chosen research approaches and the methods for data collection used in this research Moreover, characteristics of the participants and the data collection procedure are fully described in this chapter
Chapter 4 Findings and discussion are considered as the most important part of the research paper in which the results of the research are shown After the data are collected and analyzed, the findings are clearly presented in the form of charts and tables Then, these findings are thoroughly discussed to provide possible answers to the research questions
Chapter 5 Conclusion offers a summary of the key findings, recommendations, limitations, and future directions for further study
LITERATURE REVIEW
Theoretical background
Project work is defined by various authors, with Legutke and Thomas (1991) describing it as a collaborative, theme and task-centered approach to teaching and learning They emphasize that project work fosters a significant degree of self-directed action for individuals and small groups, all within a structured framework that outlines specific goals and procedures.
Fried-Booth (2002) emphasized that project work is centered around students and focuses on producing a final product, providing valuable opportunities for students to enhance their confidence and independence.
Many researchers (Fried-Booth, 2002; Haines, 1989) agreed that project works shared some common characteristics, which was summarized by Stoller (2002):
Project work prioritizes the content rather than the language Therefore, the interesting topics for project works are considered as the mirror of the real world
In project work, students will do the main tasks and teachers will offer help and guidance when necessary
Students can engage in both individual and group work to complete their projects, fostering collaboration and idea sharing The essence of project work lies in teamwork, where students come together to exchange resources and insights.
By conducting projects, students will be able to integrate diverse skills
The end products are considered as the final outcome of project works These products can be an oral presentation, a poster session, a bulletin board or a stage performance
Project can result in building student confidence, self-esteem, and autonomy as well as improving students‟ language skills, content learning and cognitive abilities
2.1.2.1 Definitions of project-based learning
Project-based learning (PBL) is a versatile educational approach defined by various authors, serving as a teaching method, learning method, learning process, and activity.
Project-Based Learning (PBL) is defined by Hedge (1993) as an extended task that integrates various language skills through collaborative activities aimed at shared goals Blank (1997) further characterizes PBL as an authentic learning model where students engage in planning, implementing, and evaluating projects with real-world applications that extend beyond the classroom.
According to Markham et al (2003), Project-Based Learning (PBL) is defined as a teaching method that immerses students in acquiring knowledge and skills through an extensive inquiry process centered on complex, authentic questions and thoughtfully designed tasks This approach allows educators to present students with opportunities to investigate real-world problems and challenges Additionally, Holm (2011) emphasizes the significance of PBL in fostering deeper learning experiences.
“student-centred instruction" in which students "select, plan, investigate and produce a product, presentation or performance that answers a real-world question or responds to an authentic challenge" (p.1)
Project-based learning (PBL) is not only a teaching and learning method but also an in-depth learning process that emphasizes systematic management It aims to produce useful and applicable outcomes while motivating learners and enhancing essential life skills (BIE, 2015).
Project-based learning lacks a singular definition, making it essential to explore its defining characteristics for a comprehensive understanding.
2.1.2.2 Characteristics of project-based learning
Hovey and Ferguson (2014) highlight that there are multiple interpretations of Problem-Based Learning (PBL), which often include overlapping terms such as inquiry-based learning, problem learning, and the project method.
The variety of definitions has provided the features of PBL Thomas
(2000) proposed the five criteria of project-based learning: centrality, driving question, constructive investigations, autonomy, and realism (as cited in Lam,
2011) Besides, Simpson (2011) stated the common features of PBL are:
"a student-centered learning activity whereby students plan, complete and present the task;
the topics of projects focus on students' interest and their learning process
the de-emphasis of teacher-directed activities
frequent feedback from peers and facilitators, and an opportunity to share resources, ideas and expertise through the whole process in the classroom
hands-on activities and the use of authentic resources and technologies
a collaborative learning environment rather than a competitive one
the use of a variety of skills such as social skills and management skills
assessment in both the process of working from the first stage to the last stage and the finished project."
Project-based learning (PBL) activities, as defined by Crane (2009), are long-term, interdisciplinary, and student-centered, allowing learners to take charge of their own work and time management Unlike traditional teacher-led classrooms, PBL fosters collaboration and individual creation of artifacts that reflect the knowledge being acquired, setting it apart from conventional inquiry methods.
Hedge (1993) stated a specific definition of project activities as
"extended tasks which usually integrates language skills works through a number of activities" (p 276) These activities can be planning, gathering of
Project activities, as defined by Stoller (1997), are learner-oriented tasks that can be conducted individually, in pairs, or in groups, and can span various time frames, including a semester, weeks, or days Benson (2001) describes these projects as exercises that culminate in a finished outcome (p.167) Engaging in these activities involves gathering information through various methods such as reading, listening, interviewing, and discussions, ultimately leading to effective problem-solving and reporting, whether orally or in writing.
In short, the aforementioned definitions imply that project-based learning activities involve learners' investigations and result in both process and product orientation
Projects can be categorized into three main types based on the nature and sequencing of activities, as outlined by Henry (1994) These include "structured projects," where teachers determine and organize the topic, presentation, methodology, and materials; "unstructured projects," which allow learners to define their own projects; and "semi-structured projects," where both teachers and learners collaborate to decide on the project's direction.
According to Stoller (1997), projects can be categorized into five types based on data collection techniques and information sources: correspondence projects, research projects, text projects, survey projects, and encounter projects Correspondence projects involve soliciting information through letters, faxes, or phone calls, while research projects require learners to gather data from libraries Text projects focus on engaging with various texts, including literature and reports, and survey projects necessitate the creation of survey instruments to collect and analyze data from informants Lastly, encounter projects involve face-to-face meetings with guest speakers or individuals outside the classroom.
Moreover, Haines (1989) distinguished the projects in the way that information is reported Accordingly, they are divided into 3 types, including
"Production projects" which focuses on the creation of the bulletin board display, radio programs, photo essays, written reports, poster sessions, etc;
"Performance projects" which requires learners to perform the projects in the forms of debates, oral presentation, food fairs or fashion shows The final type
8 is "Organizational projects" consisting of the planning and formation of a club, conversation table, or conversation partner programs
In conclusion, teachers should select the most appropriate project type based on the teaching context and students' language proficiency, ensuring it fosters student engagement and aligns with curriculum goals.
Project-Based Learning (PBL) involves specific steps to enhance teaching and learning efficiency Fried-Booth (2002) emphasized that straightforward steps assist both teachers and students in effectively developing project work in the classroom Haines (1989) provided a comprehensive outline of the necessary steps for successful PBL implementation Additionally, the 10-step sequence proposed by Sheppard and Stoller (1995) has proven beneficial in guiding explicit language instruction in various language classrooms.
Step 1: Students and instructor agree on a theme for the project
This step gives students opportunities to shape the projects and develop the perspective of project theme They can also look for some sources of references in advance
Step 2: Students and instructor determine the final outcome
Review of previous studies
Numerous studies have examined the impact and implementation of Project-Based Learning (PBL) within educational environments, yielding significant findings Notably, the perceptions of language teachers regarding PBL have garnered considerable interest from researchers globally, including in Vietnam.
A noticeable of researchers conducted studies related to PBL and obtained different results
Firstly, it is necessary to mention the positive perceptions of EFL teachers and good results PBL brings in these researches In a study of Beckett
In 1999, two ESL teachers in a Canadian secondary school observed impressive student performance through project-based learning (PBL), leading to a favorable evaluation of this teaching method They recognized that PBL effectively integrates language, content, and essential skills, fostering critical thinking, problem-solving abilities, and cooperative learning among students Additionally, PBL facilitated self-reflection, allowing students to assess their strengths and weaknesses.
Teachers in the studies by Petersen (2008) and Ghazouani (2014) expressed positive views on the impact of Project-Based Learning (PBL) in ESL settings Petersen's research involved thirty English teachers who endorsed PBL for adult ESL classrooms, highlighting its ability to create a meaningful context for authentic language use, enhance cooperative skills among students, and offer various roles for learners Ghazouani's study further supported these findings, reinforcing the effectiveness of PBL in language education.
In 2014, a significant number of English teachers recognized Project-Based Learning (PBL) as an effective instructional method for improving students' creative writing skills The author noted that PBL allows students greater freedom to pursue their interests, while the challenging tasks associated with this approach boost their motivation and foster creativity.
A study by Yao (2010) involving 70 English teachers across three Chinese secondary schools revealed positive perceptions of Project-Based Learning (PBL) Over 60% of the teachers believed that PBL enhances student-centered learning and provides opportunities for students to engage in community activities, ultimately improving their overall language competence through practical application.
Despite the acknowledged benefits of Project-Based Learning (PBL), studies by Eyring (1989) and Kim (2015) highlight significant challenges faced by English as a Foreign Language (EFL) teachers during its implementation Eyring's research revealed a university language teacher in the USA expressing frustration over difficulties in student negotiation, motivation, and guiding them to complete projects, ultimately considering a return to traditional, teacher-centered methods focused on reading, vocabulary, and grammar Similarly, Kim's case study in South Korea explored reflections from students and teachers on PBL, revealing that the challenges encountered hindered effective implementation in the EFL context.
15 terms of large classes, the plagiarism in students' performance and the changes in teacher' roles that most of the teachers had negative perceptions of PBL.
Gong's (2012) study conducted in three secondary schools in Xiangtan, China, with 30 English teachers, revealed similar findings to previous research The results indicated that language teachers held a negative attitude towards the implementation of Project-Based Learning (PBL), citing time constraints as a significant barrier Additionally, the students' language abilities were deemed insufficient to successfully complete the projects, which did not align with the existing examination system.
In a study by Harris (2014) at a suburban middle school near Pittsburgh, PA, forty-nine teachers were surveyed to assess their perceptions of project-based learning (PBL) The research revealed that teachers faced significant challenges, including state accountability requirements, scheduling pressures, and lesson plan design While some teachers felt equipped to tackle these issues, others expressed concerns about their ability to do so Notably, teachers recognized that PBL was more effective than traditional teaching methods in fostering 21st Century skills, enabling students to develop essential competencies such as communication, collaboration, creativity, innovation, critical thinking, and problem-solving.
Teacher perceptions are crucial for the successful implementation of Project-Based Learning (PBL) in English as a Foreign Language (EFL) classes It is essential to carefully consider these perceptions, whether they are positive or negative, to enhance the effectiveness of PBL strategies in the classroom.
2.2.2 Review of studies in Vietnam
Several studies in Vietnam have focused on the application of Project-Based Learning (PBL) in English education, particularly emphasizing its implementation among high school and secondary school students using the latest English textbooks.
In a study conducted by Nguyen (2015) at Tran Cao Van Secondary School in Hue City, 90 students were surveyed to explore their perceptions of "project" as outlined in the Current Pilot textbook Tieng Anh 6 The findings indicated that the majority of students possessed a solid understanding of Project-Based Learning (PBL) and demonstrated awareness of its implementation and associated benefits.
The study highlights the significant role of Project-Based Learning (PBL) in enhancing students' speaking and communication skills However, it also reveals challenges faced by students, including limited material resources, large class sizes, difficulties in presentation skills, and unclear instructions from teachers.
Hoang's (2017) study explored high school teachers' perceptions of Project-Based Learning (PBL) in new English textbooks, focusing on their understanding of PBL definitions and its benefits for students Key benefits identified included enhanced motivation, language skill improvements, increased learning autonomy, and teamwork skills The research also highlighted the challenges teachers face when implementing PBL in their classrooms The study involved 30 teachers from various high schools.
In Ha Noi city, a study utilized questionnaires and interviews to gather data, revealing that teachers possess a strong understanding of Project-Based Learning (PBL) and hold a positive attitude towards its benefits for language learning However, the research identified three significant challenges in implementing PBL: students' varying abilities, the time required for preparation, and the adequacy of school facilities.
Ho's (2017) study explored the implementation of Project-Based Learning (PBL) in new English textbooks (Tieng Anh 3, 4, 5) at primary schools in Nha Trang city, utilizing questionnaires, interviews, and class observations from 40 English teachers The research revealed that while most teachers held positive perceptions of PBL, a significant number exhibited low motivation to teach it effectively Additionally, challenges such as a rigid school syllabus, varying student proficiency levels, inadequate facilities, and large class sizes were identified The study concluded with recommendations for educational administrators and teachers to enhance the quality of PBL instruction in the future.
Chapter summary
This chapter explores key theoretical concepts related to the research topic, drawing from various documents and articles It begins with an overview of project work, project-based learning (PBL), and the roles of teachers in project development The literature review highlights both the advantages and challenges of implementing PBL Additionally, it examines previous studies on PBL implementation globally and in Vietnam, revealing a literature gap that aligns with this study's focus This gap serves as the impetus for investigating teachers' perceptions of PBL activities in new English textbooks at lower secondary schools in Quang Tri The next chapter will outline the research methodology.
METHODOLOGY
Research context
This study investigated the perceptions of EFL teachers regarding the implementation of Project-Based Learning (PBL) in newly introduced English textbooks The research was conducted across nine lower secondary schools in various districts of Quang Tri, including Nguyen Binh Khiem, Trieu Giang, Trieu Thanh, Hai Xuan, Thanh Co, Trieu Phuoc, Trieu Long, Gio An, and Hai Lam, where these new textbooks are currently in use.
The Vietnam Ministry of Education and Training's National Foreign Languages 2020 Project mandates that secondary schools must meet specific criteria, including teacher competence, student readiness, and adequate facilities, to effectively implement new English textbooks A study of nine lower secondary schools revealed that while some, like Nguyen Binh Khiem, Thanh Co, and Hai Lam, were well-equipped with IT resources, projectors, and libraries, others lacked essential teaching facilities such as multimedia rooms and projectors Consequently, this disparity in resources makes it challenging for some teachers to effectively implement project-based learning activities.
In order to investigate the teachers' perceptions of PBL activities in new English textbooks at some lower secondary schools in Quang Tri, this research
The study utilized a mixed methods approach, combining both quantitative and qualitative research to enhance understanding of the research problem This combination allows researchers to achieve a comprehensive perspective while mitigating the limitations of each method The research instruments included a questionnaire featuring both closed-ended and open-ended questions to capture teachers' perceptions of Project-Based Learning (PBL) activities in new English textbooks, alongside in-depth interviews with selected students to explore their experiences with PBL in these materials Detailed descriptions of these instruments will follow.
The study involved 20 EFL teachers from nine lower secondary schools in Quang Tri province, who participated voluntarily and anonymously in a questionnaire These randomly selected teachers had teaching experience ranging from 1 to 15 years and had been using new English textbooks for 3-4 years across grades 6 to 9 Prior to the survey, participants were informed about the research's aims and significance, ensuring their responses would remain confidential As a result, the teachers possessed a certain level of understanding as well as challenges related to implementing project-based learning activities in their classrooms.
The interview section involved five students, comprising two from grade 8 and three from other grades, all of whom were currently taught by the researcher Each participant had previously engaged in Project-Based Learning (PBL) activities with their classmates at least once.
The study employed two data collection instruments: a questionnaire with both closed-ended and open-ended questions and an interview
According to Seliger and Shohamy (1989), questionnaires offer several advantages, including ease of obtaining sensitive information, uniformity and standardization of collected data, and increased accuracy Additionally, Freeman (1998) highlights that questionnaires are particularly effective for collecting data remotely.
Wisker (2001) highlighted that questionnaires effectively explore individuals' perceptions, behaviors, activities, or attitudes towards specific events To gauge teachers' perceptions with a substantial number of participants, a questionnaire was deemed an appropriate method The survey comprised 23 closed-ended questions and 3 open-ended questions, presented in English and organized into three main sections (refer to Appendix A).
section A (4 items) aims to see the teachers' perceptions of project based learning activities in new English textbooks (Tieng Anh 6, 7, 8, 9)
section B (18 items) looks for the teachers' perceptions of the practice of implementing project-based learning activities in new English textbooks (Tieng Anh 6, 7, 8, 9)
section C (3 items) includes the teachers' suggestions for teaching improvement
In this research, qualitative methods were employed, specifically through interviews conducted after administering questionnaires, to gather in-depth insights that might have been overlooked Given that new English textbooks serve as the primary learning resource for secondary school students, understanding their perspectives on Project-Based Learning (PBL) activities in these textbooks is crucial, especially in comparison to teachers' views A total of five lower secondary school students from Quang Tri participated in the interviews, which were guided by seven questions derived from the earlier questionnaires To ensure participant confidentiality, their identities were anonymized as Student 1, Student 2, and so on.
Interviews serve as an effective tool for participants to freely express their views and perceptions with minimal interference from the interviewer According to Gillham (2000), interview results can uncover real issues and suggest potential solutions This research aims to gather insights from students who have experienced Project-Based Learning (PBL) in their classes, enhancing the understanding of PBL practices in New English textbooks.
The procedures for data collection are presented as below:
Before utilizing a survey questionnaire for data collection, it is crucial to conduct a pilot test The researcher distributed a preliminary version to five EFL teachers at their current school, encouraging them to review the questions thoroughly and provide feedback on any aspects they found unreasonable.
The pilot versions of the questionnaires were returned to the research, confirming their reliability for data collection Subsequently, the edited questionnaires were distributed to 20 EFL teachers from lower secondary schools in Quang Tri, primarily through email and the Facebook application due to the study's context After completion, the researcher collected the responses and expressed gratitude for the participants' cooperation.
After collecting data from questionnaires, interviews were conducted with each student, who were informed about the interview's objectives and encouraged to answer honestly Each interview lasted approximately 10 minutes and took place outside the classroom, allowing students to respond in Vietnamese for their comfort All responses were recorded and transcribed for subsequent data analysis.
The data collected from the questionnaires and interviews were used to analyze quantitatively and qualitatively The responses from the questionnaires were categorized, processed and analyzed thank to statistic
The analysis of the data involved calculating frequency and percentage using Excel, with the findings summarized and presented in charts and tables for better comprehension Additionally, qualitative data from interviews were incorporated to enhance and illustrate the results obtained from the questionnaires.
This chapter outlines the methodology and procedures employed in the research, addressing the study subjects and data collection instruments used It details the processes for both data collection and analysis, setting the stage for the subsequent chapter, which will present the research findings.
FINDINGS AND DISCUSSION
Suggestions for improving teaching project-based learning activities
This section presents the qualitative data derived from three open-ended questions (23, 24, and 25) in section C of the questionnaires The responses, initially hand-written by teachers, were subsequently categorized and analyzed into distinct thematic groups.
There were a lot of teachers' suggestions for this question; however, the researcher only selected the majority to classify them into the sub-categories as presented below:
Suggestion 1: Providing modern and adequate facilities
Fifty percent of participants emphasized the need for schools to enhance modern teaching and learning facilities, including classrooms, laboratories, libraries, multimedia rooms, and projectors This highlights a growing expectation for increased focus on improving educational resources.
45 aids and resources so that it could serve a large number of students with complex needs
Suggestion 2: Increasing class time for teaching PBL
A significant 40% of teachers believe that schools should extend class time to incorporate Project-Based Learning (PBL) effectively Currently, there is no designated time in the school curriculum for students to work on or present their projects, leading to project activities being limited to just once or twice a semester To address this issue, it is crucial for educational administrators and policymakers to prioritize the inclusion of dedicated time for PBL in the school syllabus.
Besides the two aforementioned suggestions, a few participants thought that there should be some financial encouragement from schools or institutions for their extra time of designing and organizing PBL activities
4.3.2 Suggestions for teachers to encourage students' participation
Many students, particularly those at lower academic levels, often lack motivation to engage in project activities due to challenges in collaboration and formulating effective driving questions To address this issue, teachers have proposed several strategies to enhance student participation and engagement.
Suggestion 1: Preparing students with sufficient knowledge and specific skills
Over half of the participants (55%) believe that teachers must equip students with essential knowledge and skills A solid foundation in vocabulary and sentence structures boosts students' confidence and engagement in language learning Additionally, students should receive thorough guidance on expressing their opinions, organizing their ideas, selecting appropriate materials, sourcing information, and effectively presenting their work Encouraging students to share their ideas in front of the class is crucial for their development.
Suggestion 2: Giving each student equal opportunities to raise their voice
A significant 35% of teachers identified that weak students' reluctance to engage in project-based learning (PBL) stemmed from feeling excluded from specific roles, as more capable peers often dominated tasks This led to disappointment and a lack of motivation to participate in group work To address this issue, teachers should conduct regular class observations to ensure that all students have the opportunity to contribute and express their ideas during projects.
46 out projects Moreover, the presenter of group's project should be random among group members so that each of them was always ready for presentation
Suggestion 3: Encouraging students to change their roles in learning
Participants emphasized the importance of students recognizing the shift from traditional classrooms to Project-Based Learning (PBL), where they must engage actively, think creatively, and take responsibility for their own education Additionally, enhancing students' ability to utilize information technology in their learning process is highly recommended.
4.3.3 Suggestions for developing teachers' professional skills
One of the primary reasons for the ineffectiveness of Project-Based Learning (PBL) in language classrooms is the insufficient training and professional development available for English as a Foreign Language (EFL) teachers To address this issue, teachers have proposed several suggestions aimed at enhancing their skills and implementation of PBL strategies.
Suggestion 1: Organizing adequate training courses for teaching PBL activities
In Project-Based Learning (PBL), teachers assume various roles, including facilitator, instructor, supervisor, and monitor A significant 60% of educators believe that proper training in project implementation and student evaluation methods is essential Additionally, fostering collaboration among teachers within the same school is crucial for identifying the most effective strategies for teaching PBL activities.
Suggestion 2: Constructing a general assessment rubric for PBL activities
Teachers often struggle to accurately assess student performance due to insufficient assessment tools Consequently, 30% of participants suggested the implementation of various effective assessment tools to evaluate students' final products.
Chapter summary
This chapter discusses findings from questionnaires and interviews regarding teachers' perceptions of Project-Based Learning (PBL) activities in new English textbooks, teaching practices, and suggestions for improvement The results indicate that teachers at lower secondary schools in Quang Tri possess a solid understanding of PBL and its advantages, leading to their awareness of how to implement PBL activities effectively in their classrooms.
Despite the successful implementation of the 47 class, challenges related to students' attitudes and professional skills emerged during the teaching and assessment of activities The upcoming chapter will address the implications, limitations, and offer suggestions for future research.
IMPLICATIONS, LIMITATIONS AND
Summary of the key findings
This study aimed to explore teachers' perceptions of project-based learning (PBL) activities in new English textbooks at lower secondary schools in Quang Tri, focusing on their definitions and characteristics Additionally, it examined the implementation of PBL activities in teaching and provided recommendations for enhancement To achieve these objectives, a mixed research method was employed, utilizing data gathered from questionnaires and interviews The key findings of the study will be summarized below.
5.1.1 Teachers’ perceptions of project-based learning activities
The study reveals that many teachers possess a solid understanding of project-based learning (PBL), including its common activities and objectives in teaching English, regardless of their varying years of experience in the classroom.
Teachers widely define Project-Based Learning (PBL) as an instructional approach where students apply their knowledge and skills to create products and complete tasks In interviews, students echoed this definition, describing PBL as a collaborative learning process that involves engaging in projects as a group.
According to a survey, 65% of teachers believe that Project-Based Learning (PBL) enhances students' ability to integrate and apply all English skills Additionally, teachers identified various types of PBL activities, with drawing pictures, maps, and diagrams being the most popular choice at 75%.
When developing a project, teachers emphasize the importance of selecting appropriate content that caters to various learning styles, as well as ensuring that students are mentally prepared prior to implementation.
5.1.2 Teachers' perceptions of the practice of teaching project- based learning activities
The findings show that the numbers of teachers applying PBL for grade
6 and 7 is higher than those who use it for grade 8 and 9
Concerning the frequency of implementing PBL activities in class, the majority of teachers admitted that they sometimes conducted it
A recent study revealed that 60% of students prefer to complete projects within 1-3 days Given that each class period lasts only 45 minutes and project-based learning (PBL) activities are often integrated with other skills, teachers face challenges in implementing PBL during class time Additionally, half of the teachers believe that PBL can effectively take place both inside and outside the classroom.
Teachers preferred working arrangements that involved groups of 3 to 6 students, aligning with student feedback indicating frequent assignments in groups of four or five.
Most teachers possess a strong understanding of their roles in project-based learning (PBL), with 70% identifying as facilitators and half considering themselves capable of serving as advisers.
Teachers' guidance is essential for successfully implementing project-based learning activities in the new textbook series, as many educators assert that such instruction is crucial for students to complete their projects effectively.
Concerning the sources of reference materials for students to conduct their projects, 70% of participants agreed that they often advised their students to consult reference material on the Internet
A significant 70% of teachers believe that Project-Based Learning (PBL) activities enable students to effectively integrate and apply their English skills Additionally, 65% of participants noted that PBL provides students with increased opportunities to practice English with their classmates.
Establishing assessment criteria for students at the outset is crucial for effective evaluation in Project-Based Learning (PBL) According to questionnaire results, 65% of teachers demonstrated a strong awareness of the importance of providing these criteria in advance.
Regarding the frequency of giving assessment, 75% of participants said that they always assessed students' project works Moreover, they applied
50 many types of assessment such as portfolio and peer assessment to measure students' performance Besides, up to 85% of participants said that they always commented on students' product
Teaching project-based learning (PBL) presents challenges for educators, particularly in assessing students' attitudes and professional skills A significant 60% of teachers identified students' shyness and lack of creativity as major obstacles in attitude, while 70% cited inadequate facilities as a primary concern affecting the development of professional skills.
5.1.3 Suggestions for improving teaching project-based learning activities
Many teachers recommend that schools increase the time allocated for Project-Based Learning (PBL) activities in their curricula Additionally, they emphasize the need for greater investment in modern equipment to enhance the teaching and learning experience.
To enhance student participation in Project-Based Learning (PBL), 55% of participants emphasized the importance of equipping students with adequate knowledge and specific skills This preparation fosters greater confidence and motivation, enabling students to express their ideas more freely.
Regarding the recommendations for developing teachers' professional skills, 60% of teachers suggested that teachers should be provided with adequate training courses for teaching and assessing PBL activities.
Implications
Project-Based Learning (PBL) is an innovative teaching method that offers significant advantages for both educators and learners, making it essential for teachers to incorporate this approach into their English language instruction.
To combat student boredom and dwindling motivation towards the end of projects, teachers should enhance interest and engagement in English through activities such as English clubs and speaking contests By providing effective preparation in language skills, students are more likely to address their shortcomings and actively participate in their learning.
Moreover, as not all students can do projects successfully, teachers can adapt or even change the content of project-based activities in order to suit
51 their students‟ levels and give clear instruction to help students gain the best results
To effectively assess project-based learning (PBL), teachers must establish clear assessment criteria for student projects and communicate these criteria to students early in the process Additionally, employing a variety of flexible assessment tools is essential for accurately evaluating students' work.
Findings from the questionnaires reveal that both teachers and students face challenges stemming from external factors To enhance the quality of teaching and learning, it is essential for schools and institutions to take proactive measures.
Policy makers must prioritize the allocation of time for project-based learning lessons Additionally, it is essential to frequently organize professional training courses and seminars focused on teaching and assessing project-based learning, thereby enhancing teachers' expertise in this educational approach.
To enhance the effectiveness of project-based learning, schools must prioritize upgrading facilities such as classrooms, laboratories, libraries, and multimedia rooms, while also ensuring the availability of essential tools like projectors It is crucial to consider appropriate teaching syllabuses and maintain manageable class sizes Additionally, providing financial incentives for teachers who actively engage in extracurricular activities can motivate and support their involvement in enhancing the educational experience.
Limitations of the study
Besides the objectives were achieved in the current study, the limitations are still unavoidable
The study primarily examines teachers' perspectives, attitudes, and knowledge regarding the implementation and assessment of project-based learning activities, highlighting both the benefits and challenges of this teaching method However, it lacks a focus on students' viewpoints, suggesting a potential disconnect between teachers' insights and students' actual achievements in other contexts.
The study is confined to EFL teachers in lower secondary schools in Quang Tri, which limits the ability to generalize its findings to project-based teaching practices in lower secondary schools across other provinces or cities in Vietnam.
The limited sample size of this study, with only 20 questionnaire respondents and 5 interview participants, may affect the reliability of the findings Increasing the number of participants in the survey would enhance the persuasiveness and impact of the study results.
Recommendations for further studies
This study primarily examined teachers' perceptions of project-based learning activities Future research should investigate students' views on these activities and assess the implementation of project-based learning in the new English textbooks for grades 6 to 9 (Tieng Anh 6, 7, 8, 9).
Moreover, there should be some investigations into teaching practice of the other skills and components of new English textbooks
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(For EFL lower secondary school teachers) Dear participants,
This questionnaire aims to fulfill the requirements of my Master's thesis in Theory and Methodology of English language teaching It seeks to explore EFL teachers' perceptions of Project-Based Learning (PBL) activities in new English textbooks at lower secondary schools in Quang Tri Gathering information from EFL teachers is crucial, and your objective feedback is essential The survey results will be summarized, and your identity and individual responses will remain confidential, used solely for research purposes.
Thank you very much for your participation and cooperation
Please provide your personal information
3 How many years have you been teaching English as a second or foreign language?
4 Which grade(s) are you teaching at the moment?
A EFL teachers' perceptions of project based learning activities in new English textbooks ( Tieng Anh 6,7,8,9 )
1 How do you understand the term "Project-based learning"?
A teaching and learning method in which students select and investigate the questions by themselves
A learning process to get useful and applicable results, to motivate and reinforce students' living skills
An approach that teachers work with students to design an authentic materials
A teaching method which engages students in learning knowledge and skills through authentic questions and carefully designed products and tasks Other definitions (Please specify)
2 In your opinion, what is the aim of project-based activities New English textbooks (Tieng Anh 6,7,8,9)? (You can choose more than one option)
Giving students opportunities to integrate and apply all English skills throughout its activities
Improving students' ability to work by themselves and in a team; enabling them to interact more with their friends outside class
Extending their imagination in a field related to the unit topic
Improving students' higher order thinking skills, express their creativity, use new technology, increase their social skills and possibly learn other subject knowledge
3 In your opinion, what activities below are the project-based learning activities? (You can choose more than one option)
Drawing pictures, maps, diagrams, and charts
Presenting information in poster format
4 In your opinion, what requirements should be concerned when designing project?
Teachers' knowledge on designing a project-based activity
Suitable content with students' different levels and learning styles
Students' mental preparation before implementing a project
School's facilities and equipments to support implementing projects
B EFL teachers' perceptions on how to implement project-based learning activities in new English textbooks (Tieng Anh 6,7,8,9)
5 Which grade(s) did you often choose to implement project activities? (You can choose more than one option)
6 How often did you organize project-based activities in your class(es)?
7 How much time did you often give students to complete a project-based activity?
8 In which stage of your lesson did you implement project-based learning activities?
9 What types of project-based learning activities did you use most frequently in textbook Tieng Anh 6,7,8,9?
Drawing pictures, maps, diagrams, and charts
Presenting information in poster format
10 Where have the project activities in Tieng Anh 6,7,8,9 been conducted?
Both inside and outside classroom
11 In your opinion, what was the teachers' role when implementing project- based activities in new English textbooks?
12 According to you, should we teachers instruct students during implementing projects?
13 In what patterns do you often assign your students to do project-based activities?
Groups of more than 6 students
14 Which sources of project-based learning activities did you advise your students to consult ? (You can choose more than one option)
15 Did you inform students about the projects‟ assessment criteria in advance?
16 Which form of assessment did you use to assess your students' project activities?
17 How often did you collect and assess your students‟ project works?
18 How often did you give feedback and comment on your students' project activities when they finished?
19 After implementing project-based learning activities in new English textbooks (Tieng Anh 6,7,8,9), what did your students benefit?
Students' vocabulary and sentence patterns were considerably increased
Students had more opportunities to practice English with their classmate
Students were able to integrate and apply English language skills (e.g listening skill, speaking skills, …)
Students became confident and active and their intrinsic motivation was increased
20 What difficulties have you encountered when teaching project-based activities in new English textbooks (Tieng Anh 6,7,8,9)? (You can choose more than one option)
Class time limit and fixed school syllabus
Different students‟ linguistic competence and learning styles
Students' unwillingness to take part in projects
Little or no financial encouragement from schools or institutions
21 What difficulties in terms of students' attitude have you encountered when assessing project-based activities? (You can choose more than one option)
Students felt shy and lacked of creativity
Students were not familiar with group work
Students were nervous in communicating with target language
Students lost interest and motivation by the end of the project
22 What difficulties in terms teachers' professional have you encountered when assessing project-based activities? (You can choose more than one option)
No scientific assessment tools for measuring students' progress in language competence
Class time limit (no class section for presenting project works)
Poorly equipped facilities (no recorder, no rooms used for testing, etc.)
Student's individual involvement may not be evaluated accurately
C Suggestions for improving teaching project-based learning activities
23 In your opinion, what should schools or institutions do to support teaching
PBL activities? (Please write your answer below)
24 According to you, what should teachers do to motivate students' participation in PBL activities? (Please write your answer below)
25 What should be done to develop teachers' professional skills in teaching
Thank you for your cooperation!