INTRODUCTION
Rationale
Vietnam's Ministry of Education and Training has introduced new English textbooks that effectively integrate communicative and pragmatic competences into language teaching Each student book features 10 learning units, structured into five sections: 1) Getting Started, 2) Language: Vocabulary, Pronunciation, and Grammar, 3) Skills: Reading, Speaking, Listening, and Writing, 4) Communication and Culture, and 5) Looking Back and Project The final section includes a project assignment, allowing students to apply the language and skills learned in authentic situations.
Project work is an essential educational task that engages students in designing, planning, and executing activities This approach fosters the development of confidence and collaborative skills, encourages positive attitudes towards learning, promotes autonomy, and allows participation in authentic experiences Despite its benefits, the effectiveness of project work implementation and assessment remains under-researched.
This research is crucial for enhancing awareness of project work implementation and assessment, as it tackles a pressing issue in the reform of Vietnamese education that requires the adoption of innovative methods (Vu, 2017).
This research addresses the under-explored challenges of teaching and assessing project-based learning (PBL), highlighting the need for empirical evidence regarding the difficulties faced by teachers and students during implementation It aims to propose actionable solutions and recommendations for policymakers, educational leaders, and English teachers involved in project work.
Problem Statement
The issue of an ill-prepared labor force is increasingly prominent in countries like Vietnam, where students often lack essential skills for success in the 21st century, such as problem-solving, critical thinking, creativity, and innovation To address this, there is a push to shift teaching methods from traditional knowledge delivery to skill preparation, fostering active learning among students In response to national initiatives promoting innovative teaching across all educational levels, many provinces are urging schools to adopt new teaching methods However, there is a significant lack of detailed guidance on effectively implementing these methods and insufficient official evaluations of their effectiveness, particularly regarding Project-Based Learning (PBL) This highlights a critical research gap in the application and assessment of PBL in upper secondary schools.
Project work assessment extends beyond just evaluating the final product; summative assessment is often considered the most effective method for this evaluation (Ketabi, 2014) However, traditional teaching methods still heavily influence assessment practices, leading to a lack of focus on performance-driven assessments for learners In Vietnam, project-based learning (PBL) and project assessment are relatively new concepts, with limited literature available on the subject This research aims to illuminate the current understanding of project-based assessment in upper secondary schools in Thua Thien Hue, with detailed discussions on research objectives and questions to follow.
Research objectives and research questions
This research aims to establish foundational knowledge regarding the implementation and evaluation of project work in English language classes for upper secondary school students in Thua Thien Hue province The study focuses on three critical issues essential to this area.
1 How has project work been implemented in English classes at upper secondary schools in Thua Thien Hue province?
2 What is the current practice of project-based assessment at these schools?
3 What factors affect the process of project-based assessment?
Organization of the study
The study is structured into five chapters: Chapter 1 introduces the problem statements and research questions, while Chapter 2 reviews relevant previous studies Chapter 3 outlines the research methodology, including the justification for the chosen method, participant details, data collection tools, and analysis techniques In Chapter 4, the data gathered from questionnaires and interviews is presented and discussed Finally, Chapter 5 summarizes the key findings, offers implications for stakeholders, and addresses the study's limitations along with suggestions for future research.
LITERATURE REVIEW
Overview Of Project-Based Learning
1 Definition of project-based learning
The term “project”, originally from Latin, refers to
A project is defined as a planned work or activity completed over time to achieve a specific goal, as per the Cambridge Dictionary This concept spans multiple disciplines, including socio-economics and natural sciences, and has been integrated into education through the teaching method known as "project-based learning" (Thomas, 2000).
Project-based learning, also known as project work, the project method, or the project-based approach, encompasses teaching and learning activities centered around projects.
Project-based learning is defined as a teaching model that centers around complex tasks, engaging students in activities such as designing, problem-solving, and decision-making This innovative approach fosters a rich and authentic learning environment, allowing students to investigate real-world problems through their inquiries.
Project-based learning, as defined in the “Vietnam – Belgium Education Project” training materials, is an educational approach where students engage in complex tasks that integrate theory with practical research This method emphasizes student autonomy, allowing learners to take charge of their project work by setting goals, developing and executing plans, and evaluating and presenting their final products.
Project-based learning, as defined by Nguyen and Meier (2007), is an effective teaching method that allows students to apply their theoretical knowledge in practical situations, culminating in a tangible end product for presentation.
Project-based learning (PBL) encompasses various definitions that highlight a learner-centered approach, a focus on practical application, and the exhibition of end products In the context of language teaching in Vietnam, PBL is defined as a teaching method where the teacher guides students to acquire knowledge and develop skills through engaging with authentic problems within the curriculum, culminating in a specific end product.
2 Features of project-based learning
Project work in English classes offers students significant benefits by promoting practical learning and real-world application (Schukay & Grzegorczyk, 2011) This innovative approach encourages students to engage with the material and utilize their knowledge effectively (Stoller, 2006) To determine what constitutes a project in Project-Based Learning (PBL), Thomas highlights several essential features that must be included.
- Project-based learning adheres to the curriculum In a PLB, project work is the central teaching strategy, students learn the central concept of the subject via the project
- In PBL, students are required to answer the questions, solve problems and investigate the activities
- Projects are student –driven to different levels of knowledge, skills and times
- Projects are authentic and not school-like academic topics
According to Stoller’s theoretical work, project work should cover the below conditions in order to benefit students:
- Student engagement in complex but manageable tasks
- Real choices need to be given
- Stimulation of student interest and curiosity
- Student groups should capitalize on strengths of group members
- Opportunity for engaging in practice of skills needed to finish stages of the project
- Students need feedback and assessment in order to reflect on their own learning and progress
Project-Based Learning (PBL) aims to foster a deeper understanding of content through problem-solving and active engagement in learning tasks (Anderson, 2016) Key characteristics of PBL include student cooperation, collaboration, and the promotion of responsibility and independent learning.
Project-Based Learning (PBL) encompasses a wide range of projects that can vary in scale and duration, with some being conducted over a two-hour block each week for ten weeks (Spezia, 2009) According to Wilson (1971), project work includes diverse activities such as games, role-playing, extended essays, taped interviews, surveys, work diaries, mock newspapers, posters, and films Regardless of the format, each project culminates in a final product created by individual students or groups This aligns with Nguyen's (2013) perspective on the essential characteristics of PBL.
Learners engage in complex tasks that require them to integrate knowledge from various subject areas, curricula, and real-world experiences beyond the classroom This holistic approach enables them to apply their learning effectively to their project work.
- Combination of theory and practice: In PBL, learners are encouraged to put theory into practice and from the results obtained, examine the theory and widen their knowledge
- Authenticity: the topics of project originate from the real world, daily lives or from circumstances relevant to the learners’ level and knowledge
- Self-organization and self-reliance of learners: learners are responsible and engaged in all stages of project, from setting the plan, implementation, adjustment and assessment
- Cooperation and collaboration: learners within a group cooperate interactively to complete the project Raising learners’ cooperation skills is also a vital goal of PBL
Most projects culminate in a tangible end product, such as a video showcasing a group investigation on herbal medicine, a research report analyzing Hue citizens' use of plastic bags, or a dramatic performance.
2.1 Teacher’s roles in project-based learning
In Project-Based Learning (PBL), teachers transition from traditional knowledge transferors to facilitators, instructional designers, and questioners, while the role of passive learners is replaced by active student engagement This learner-centered approach requires students to plan, seek additional information, make decisions, and present their findings, emphasizing the importance of active participation in the learning process.
In project-based learning (PBL), the assumption that teachers possess all necessary knowledge to support students is misleading, as both educators and students may lack deep understanding of the subject matter (Blumenfeld et al., 1991) PBL encourages exploration of central concepts and interdisciplinary connections, requiring teachers to foster cognitive engagement by providing access to information, guiding learning, evaluating progress, and offering feedback However, the complexity of PBL and teachers' uncertainty about its implementation can pose challenges (Blumenfeld et al., 1991) Teachers play a crucial role in motivating students and supporting their project work, and effective strategies for instruction, assessment, classroom environment, and technology integration are essential for successful PBL implementation Therefore, a well-prepared teaching plan for project work should encompass all stages of the project and may extend beyond a standard lesson plan.
2.2 The relationship between characteristics of high school students and project-based learners
Research by Nguyen (2011) highlights that high school students are ideally suited for Project-Based Learning (PBL), as it aligns with their developmental needs and learning behaviors Similarly, Blumenfeld et al (1991) emphasize that PBL actively engages students, encouraging them to explore and validate their ideas through inquiry This approach not only addresses students' scientific curiosities but also equips them with essential skills and values for their future careers.
During early youth, students undergo psychological development that is characterized by instability and a lack of maturity As they encounter social issues more frequently in their lives and education, they begin to show a growing interest in social affairs This age marks a crucial period where students express a desire to acquire knowledge, explore their surroundings, and cultivate positive attitudes and behaviors towards learning Consequently, they become increasingly capable of tackling complex tasks, particularly in Project-Based Learning (PBL) environments.
Assessment For Project Work
Project-based learning (PBL) assessment can be both formative and summative, aiming to provide valuable feedback to teachers and students regarding the application of learned skills (Edman, Gilbreth, and Wynn, 2010) The formative nature of PBL aligns with key characteristics of formative assessment (Popham, 2006) However, when assessments contribute to final grades, students may feel demotivated and hesitant to critique their peers Therefore, a balanced approach that incorporates both formative and summative assessments is essential in PBL to foster a supportive learning environment (Clark, 2017; Garrison & Ehringhaus, 2007; Greenstein, 2012; Harlen, 2012).
This section briefly defines and distinguished the two types of assessment, namely summative assessment and formative assessment
The purpose of summative assessment is to summarize what students learn during a course and is usually done at the end of the semester (Brown,
Traditional assessment methods, as highlighted by Ketabi (2014), focus primarily on grades and scores, often overlooking student performance during the learning process and failing to provide constructive feedback for improvement In contrast, formative assessment, defined by Ortega (2017), is a structured approach that includes a variety of formal and informal activities This method serves to evaluate learner understanding, assess how students are learning, and collect evidence of their successes and challenges Consequently, formative assessment enables teachers to make informed adjustments to their teaching strategies and enhance student performance.
Formative assessment is an active process that engages students in their learning According to Clutterbuck, Heales, and Wijesooriya (2015), formative assessment can occur at different levels: individual, group/class, and organizational In the context of ESL language learning, individual and group/class assessments are commonly utilized, as they facilitate communication between learners and instructors or peers The individual level focuses on one-on-one interactions, while the group/class level encourages communication among peers during collaborative activities However, the organizational level, which involves communication between instructors and institutions regarding assessment policies, is less relevant in the ESL setting.
Formative assessment is the most appropriate type of assessment for project work where students are required to engage in all learning activities by themselves
Performance-based assessment combines elements of formative assessment and serves as a prime example of authentic assessment, emphasizing the "actual doing of tasks" to effectively observe and monitor student learning (Ortega & Minchala, 2017) This approach is characterized by its complexity, authenticity, process and product orientation, openness, and time constraints (Hilliard, 2015) In English classes, various alternative assessment methods, such as rubrics, portfolios, and self and peer assessments, are utilized to evaluate students beyond traditional testing (Gülbahar & Tinmaz, 2006).
Project-based learning (PBL) assessment emphasizes not only the final outcomes but also the ongoing performance of students throughout the project Authentic assessments focus on group progress, content knowledge, and the quality of final presentations (Harris, 2014) Evaluation methods include student-teacher meetings, work observations, group reports, reflective personal reports, and presentations of created artifacts (Anderson, 2016) This approach helps educators gauge student understanding, identify learning challenges, and gather evidence of success (Mekongskill2work Network) Consequently, teachers can evaluate progress, create effective learning opportunities, and engage parents and students in the assessment process, leading to a more comprehensive evaluation of student learning compared to traditional methods (Hammond & Falk, 1995).
2 Types of assessment strategies and tools
Assessment toolkits for project work typically encompass tools that enable teachers to evaluate student performance, as well as resources for students to conduct self and peer assessments throughout the project's lifecycle.
To provide effective feedback and evaluation of student projects, teachers employ various strategies beyond traditional testing methods, such as performance tasks, teacher observations, project checklists, and collaboratively developed rubrics (Hoang, 2016) The Ministry of Education and Training of Vietnam (MOET) outlines in Official Dispatch 5333/BGDĐT-GDTrH that project work can culminate in diverse formats, including essays, informal writings, video clips, portfolios, journals, or project presentations.
Self-assessment is a critical process where learners evaluate their own performance and skill development, fostering awareness and responsibility for their learning This ongoing structured formative learning involves teachers providing immediate feedback through quizzes and puzzles, as well as allowing students to grade their own performance in summative assessments Additionally, self-assessment includes self-reflection practices, such as maintaining journals to evaluate progress and task completion.
Peer and group assessments evaluate a student's contributions to group work, with assessment forms developed by teachers Ultimately, students play a crucial role in assessing their own learning progress.
Self and peer assessments can effectively complement traditional assessment methods, but it is essential for teachers to provide students with adequate training prior to implementation to ensure the desired outcomes are achieved.
A portfolio is defined as a collection of student work and reflections that showcase growth over time (Barrett, 2010) It is particularly effective in project-based learning, as it highlights students' goals and progress (Gülbahar & Tinmaz, 2006) The primary purpose of portfolios in project assessments is to engage students in the learning process rather than solely focusing on final outcomes (Garthwait & Verill, 2003, as cited in Gülbahar & Tinmaz, 2006) Common portfolio components include essays, project reports, self and peer evaluations, and records of practical procedures (Davis et al., 2005) While traditional portfolios were primarily print-based, the rise of the Internet and technology has led to the increasing use of e-portfolios.
Fifty years ago, journals played a minimal role in second language teaching, with language production occurring under strict conditions (Brown, 2004) In contrast, today’s educational environment encourages students to express their thoughts and reflections freely, prioritizing self-expression over grammatical correctness Brown (2004) defines a journal as "a log of one’s thoughts, feelings, reactions, assessments, ideas or progress toward goals" (pp.24-25), highlighting its role as a vital pedagogical tool that fosters self-reflection and a learner-centered approach Various forms of journal writing include language-learning logs, self-reflections, reading response logs, and diaries of attitudes or feelings (Brown, 2004).
Literature on PBL examines the need for addressing student learning through the use of rubrics (Bell, 2010; Harris, 2014; Larmer & Mergendoller,
Using rubrics effectively aids students in achieving their academic goals by providing clear assessment criteria (Harris, 2014; Markham et al., 2003) These tools enable teachers to evaluate student performance, whether through the process of their work or the final outcomes (Brookhart, 2013).
A rubric is an assessment tool, often presented as a matrix or grid, that helps educators evaluate and grade students' work based on specific criteria and performance standards (UNSW Teaching staff gateway) According to Brookhart (2013), a rubric is defined as "a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria" (p.8) Rubrics can be tailored for various content areas and formats and are applicable for assessments at all levels, ranging from mini assignments to comprehensive research projects (Brookhart, 2013; UNSW Teaching staff gateway).
Describe student performance at lowest level of performance
Describe student performance at better level of performance
Describe student performance at even better level (e.g good, mastery) of performance
Describe student performance at best level of performance highest level of performance
Place total points for criterion 1 here
Describe student performance at lowest level of performance
Describe student performance at better level of performance
Describe student performance at even better level (e.g good, mastery) of performance
Describe student performance at best level of performance highest level of performance
Place total points for criterion 2 here
Describe student performance at lowest level of performance
Describe student performance at better level of performance
Describe student performance at even better level (e.g good, mastery) of performance
Describe student performance at best level of performance highest level of performance
Place total points for criterion 3 here
(Figure 1: Sample rubric template from Mekongskill2work Network)
A checklist serves as an effective assessment tool for recording observation results, emphasizing key factors in real-time (Brown, 2004, p.28) Categories within a checklist may include whole-class participation, individual and group involvement, content relevance, linguistic competence (covering form, function, discourse, and sociolinguistics), essential skills (listening, speaking, reading, writing), and materials selection (Spada & Frohlich).
RESEARCH METHODOLOGY
Research Design
The innovative Project activity in the new English textbook series has gained widespread adoption among upper secondary schools in Thua Thien Hue province However, the implementation and assessment of student projects in English classes are often deemed ineffective due to various reasons This descriptive research aims to evaluate the real-world effectiveness of project assessments, particularly within the context of upper secondary schools in Thua Thien Hue.
A mixed methods approach was held, using quantitative and qualitative methodologies (Gorard & Taylor, 2004) to go in breadth and depth of the subject matter
A quantitative approach enables researchers to clearly define their observations and objectives, allowing them to identify specific data points they seek, both numerically and textually (McMillan & Schumacher).
Surveys conducted with teachers and students can offer valuable insights into the acceptance of project-based learning methods and the assessment practices used in English classes However, relying solely on quantitative methods may overlook important contextual details, potentially leading to a lack of objectivity in the research findings (Langkos, 2014; Miles & Huberman, 1994, p.40).
To gain a comprehensive understanding of project assessment in upper secondary schools in Thua Thien Hue, the researcher employs a qualitative method to gather in-depth insights from participants, ensuring an expansive exploration of the topic (Collis & Hussey).
In this study, the researcher adopts a subjective approach, utilizing questionnaires and in-depth interviews to gain deeper socio-cultural insights into the application and assessment of students' projects in selected schools However, the qualitative findings may lack generalizability, as the limited responses from a small participant group may not accurately represent the views of a broader population (Bell, 2005; Langkos, 2014).
This research therefore combines the qualitative and quantitative methods to eliminate the shortcomings of each approach and can help bridge the discord between qualitative and quantitative research (Rohnsons & Onwuegbuzie, 2004).
Pilot Study
Literature recommends the use of pilot study before conducting a full- scale research (Hassan, Schattner & Mazza 2006; Van Teijlingen & Hundley,
In this study, a pilot test is employed to pretest and refine the research instruments, including questionnaires and interviews, ensuring their structure and content are effectively aligned with the research objectives This approach helps identify and address potential shortcomings in the research design.
In a field test involving a similar population to the main study, five teachers and twelve students engaged in project work Notably, only one of the five teachers was selected to participate in the pilot interview.
The pilot results indicated that both students and teachers provided relevant responses to the majority of the questionnaire items, although there were a few minor errors identified in the questionnaire and interview questions.
1 Question 5 which requested the teachers to give a real example for each difficulty in evaluating project work, was omitted from the semi-structure interview questions
2 Definitions were added under each assessment tool in Question 9 of the teacher’ questionnaire as some teachers were not familiar with those tools.
Participants
This study involved 22 teachers and 322 students from four upper secondary schools in Thua Thien Hue province, specifically targeting tenth to twelfth graders Participants were selected voluntarily based on their relevant knowledge and experience with the new English textbook series, which is not widely implemented in most upper secondary schools in the area To ensure reliable and valid data, the researcher chose participants from diverse locations, including two schools in the central city and two from surrounding areas The aim of this research is to examine the practical application of the new English curriculum.
This study explores the perspectives of teachers and students from various disciplines regarding project-based learning (PBL) and aims to identify the factors influencing the success of project work implementation and evaluation in schools.
To effectively address the research questions and gather relevant data, researchers conducted brief interviews with teachers at selected schools prior to administering questionnaires and interviews This approach ensured the selection of suitable participants for the study, while pseudonyms were employed to maintain anonymity and confidentiality.
For the purposes of this study, the researcher used questionnaires and in- depth interviews to generalize and obtain further understanding of project assessment practice in the sample schools
This study aims to gather responses from a large number of participants in Thua Thien Hue province, utilizing questionnaires as an effective data collection method According to McMillan and Schumacher (1993), questionnaires are economical, time-efficient, and maintain respondent anonymity Additionally, they are easy to design and can be distributed widely through email, online platforms, or in-person methods (Jowley, 2014) Furthermore, questionnaires can be tailored for specific purposes, encompassing various topics such as facts, opinions, and behaviors (McMillan & Schumacher, 1993; Jowley, 2014) In this research, the questionnaires administered to teachers and students will offer valuable insights into their perceptions of the Project-Based Learning (PBL) method and the implementation of project-based assessments in classrooms.
This exploratory study utilizes semi-structured interviews, allowing researchers the flexibility to adapt questions and gather in-depth information, as noted by Alshenqeeti (2014) Such interviews facilitate direct interaction, enhancing the understanding of key themes in the questionnaire (McMillan & Schumacher, 1993, pp 250-252) However, it is important to acknowledge that interviews can be subjective, potentially biased, and often time-consuming and costly (Brown, 2001, as cited in Alshenqeeti, 2014; McMillan & Schumacher).
In this study, the researcher selected a small group of participants to identify key research points, designing interview questions based on questionnaire themes to gain in-depth insights from both teachers and students Transcribing, coding, and translating the collected data is time-consuming and requires significant effort before it can be utilized effectively.
The integration of two data collection tools enhances the reliability and trustworthiness of the study's results Additionally, utilizing the Vietnamese language in the questionnaires facilitates participants' understanding of the terms and concepts, while also saving their time.
To address the three research questions, a comprehensive questionnaire was developed, encompassing five key sections: demographics and background information, project work implementation in sample schools, perceptions of teachers and students regarding the benefits of project work, assessment strategies and tools, and challenges faced in implementing and assessing project work While the questionnaire enabled the collection of responses from a large number of participants in Thua Thien Hue province, it lacked the depth of insight that interviews could provide Therefore, individual interviews were conducted with eight teachers to capture essential research points and gather in-depth perspectives These interviews were recorded and transcribed verbatim, with pseudonyms assigned to ensure participant anonymity.
Data Collection Procedure
Data collection is a crucial step in research, as it directly impacts the project's completion (Kabir, 2016) Guided by established literature and educational research protocols (Hatch, 2002; Mertens, 2010), the researcher first sought permission from school principals to conduct surveys Subsequently, the researcher collaborated with participants to ensure questionnaire completion After the response period, the data was analyzed and categorized into themes aligned with the research questions In cases where questionnaire results were ambiguous, interview questions were crafted to enhance understanding of specific themes (McMillan & Schumacher, 1993, pp 250-252) Semi-structured interviews were conducted with eight teachers from four different schools.
Data Analysis
Data analysis involves in generalization and intepretation of the subject matter from the real situation It refers to numeric data, notes and transcripts
“as raw data that need to be converted into refined data for better analysis by the researcher” (Siddharth, 2009, p.1)
This research employed various tools for data analysis, transferring survey data into Excel to align with themes such as project assessment perspectives, practices in the new English textbook series, and challenges in project assessment at selected schools The software facilitated the numerical tallying of closed questionnaire items, with the findings subsequently presented graphically in tables and figures for thorough analysis and interpretation.
Data from participants’ interviews were transcribed and coded into themes for analysis The themes were then grouped according to their similarities and for the research purposes
This chapter outlines the methodology employed in the study, serving as a structured plan designed to yield the most accurate findings in response to the research questions.
Ethical Considerations
To ensure participant confidentiality, this study employs pseudonyms for both teachers and schools, and all data is stored in secure files Participants have the right to withdraw from the study at any time if they feel uncomfortable or unsafe.
FINDINGS AND DISCUSSION
Findings
1 Teachers’ and students’ perceptions on project-based learning
To effectively analyze project-based learning (PBL), it is essential to explore the perceptions of both teachers and students Previous research has demonstrated a correlation between their attitudes and beliefs and their performance in educational settings (Adam, 2018; MacMath and Britton).
2017) This section presents data from questionnaire and interview on what the English teachers and upper secondary school students think about PBL
1.1 Students’ perceptions on project-based learning
According to the surveyed students, Project-Based Learning (PBL) significantly enhances essential skills such as group work, planning, problem-solving, communication, and critical thinking As indicated in Table 1, a substantial majority of respondents recognized the advantages of PBL, with 89% affirming its positive impact on group work and over 80% acknowledging improvements in other critical skills.
“Communication” and followed by a similar proportion of agreement on
A recent survey revealed that 81% of students recognized "Planning" as a key benefit of Project-Based Learning (PBL), with "Problem solving" and "Critical thinking" also receiving significant acknowledgment from 76% and 78% of respondents, respectively Conversely, only 61% valued the "Ability to apply theory into practice," indicating a lesser emphasis on this aspect This suggests that while PBL offers numerous advantages for English students, as supported by previous research (Levin, 2004; Stoller, 2006), many students may overlook the significance of authentic practice in language learning Teachers noted that students often prioritize achieving high scores and meeting state testing requirements over practical application, as evidenced by the lower responses regarding the application of theory.
Table 1 Students’ responses on the skills achieved from PBL
Ability to apply theory into practice 200 61 63 19 64 19
A survey of students regarding their interest in project activities found that only 32% expressed interest, with a minimal number showing high enthusiasm Specifically, 7% of participants disliked engaging in these activities, while 8% indicated a lack of interest Additionally, a notable portion of students categorized their interest as "Fairly interested."
The survey results indicate that a significant portion of students, 27%, neither expressed concern nor showed much interest in project-based learning activities Despite the positive impacts of project-based learning on students' skills and attitudes, as evidenced in Table 1, more than 50% of students exhibited a lack of interest or uncertainty regarding project work, suggesting that its implementation is not widely embraced among the student population.
Interviews with teachers reveal insights into the reasons behind students' lack of interest in project-based learning Ms An, an English teacher with over eight years of experience in implementing project work, shares her observations on this issue.
In my view, the efficiency of student projects exceeds 80%, reflecting their enthusiasm for this activity The students at my school excel in grasping the concepts presented in the new English textbooks, making project work an easy and engaging task for them.
Sharing the same opinion as Ms An, Ms Trinh said:
The study environment at my school is highly conducive to project-based learning (PBL), as we have a long-standing commitment to this teaching method.
Besides, the ability of our students is quite good and most of them are really interested in the project section at the end of each unit (15/6/2019s)
In contrast, Ms Thuy said:
Because of the lack of time and the different level of students,
I haven’t had many opportunities to carry out these projects
Besides, the majority of our school students do not have a high level of English proficiency, therefore the implementation of project work is rather challenging Most of
Very interest Interested Fairly interested
Very interest Interested Fairly interested Not Interested Neutral
A recent study indicates that project work primarily engages high-achieving students, while those at lower academic levels show a lack of interest or aversion to this type of activity.
Project-Based Learning (PBL) represents a significant shift from traditional teaching methods, fostering essential skills such as creativity, confidence, and communicative competence in language learners (Hoang, 2016; Poopoon, 2011; Xu & Liu, 2010) However, this study reveals that students' attitudes toward PBL vary with their English proficiency levels, with higher-performing students reaping most benefits, while those with lower abilities often express disinterest or demotivation A notable number of students reported a lack of interest or negative feelings toward project work, highlighting the need for tailored approaches to engage all learners effectively.
1.2 Teachers’ perceptions on project-based learning
All teacher participants expressed strong support for project-based learning (PBL), with 100% agreeing that it boosts student motivation in English language learning and enhances essential life skills Additionally, 95% of respondents recognized PBL's benefits in facilitating the application of theoretical knowledge to practical situations and fostering the development of autonomy skills among students.
Table 2 Teachers’ responses on the benefits of project-based learning Benefits
Enhance learning and living skills such as group work, planning
When being asked about the effectiveness of project work, the majority of interviewed teachers agreed that it had a positive impact on their students’ achievement For instance, Ms Giang indicated:
Engaging in project-based learning allows students to enhance essential skills such as collaboration, research, information evaluation, and particularly their communication and practical abilities However, this approach may be most beneficial for high-achieving students.
The data from tables 1 and 3 indicate that Problem-Based Learning (PBL) is an effective teaching method that enables students to apply their knowledge to real-world situations This aligns with previous research demonstrating that PBL students excel in group work, critical thinking, problem-solving, and communication skills (Nguyen, 2011; Ott, 2015) In contrast to traditional classrooms, where students receive a fixed curriculum (Harris, 2014, p.40), PBL encourages active engagement by having students tackle central problems or explore subjects using the skills and content they have learned.
2 The practice of project work at the sample schools
This section presents an analysis of project work practices in the studied schools, drawing insights from questionnaires, interviews, and document reviews Key themes explored include the implementation strategies for project work and the challenges encountered by both teachers and students during this process.
2.1 The implementation of project work
The questionnaires for students and teachers aimed to assess the implementation of project work in selected upper secondary schools As illustrated in Figures 2 and 3, the project activities have been carried out at a moderate level within these institutions.
2.1.1 The frequency of project work implementation
Discussion
1 Teachers’ and students’ perceptions on PBL
The research explored teachers' and students' perceptions of Project-Based Learning (PBL), revealing that teachers viewed PBL as an engaging and effective teaching method that positively influenced student achievement Students found PBL interesting for learning English, aligning with numerous studies indicating that project-based activities enhance communicative and language skills (Fragoulis & Tsiplakides, 2009; Simson, 2011) Additionally, PBL fosters essential skills such as teamwork, information evaluation, critical thinking, and problem-solving (Ott, 2015; Nguyen, 2014) However, a significant number of students expressed low interest and motivation in PBL, with 62% indicating a lack of enthusiasm for assigned projects Teachers noted that students with stronger English proficiency were more engaged, while others felt overwhelmed by new responsibilities in their learning This phenomenon, referred to as “student pedagogical shift” by Tally (2015), highlights the transition from traditional to self-directed learning Similarly, Beckett (2002) found that Canadian students preferred teacher-led methods, suggesting that educators must play a crucial role in acclimating students to PBL and its benefits for enhancing language skills.
Project-based learning (PBL) aims to enable students to apply their language skills in authentic situations (Hoang et al., 2013; Hoang, 2016) Teachers reported that students produced engaging end-products such as advertisement posters, role plays, and presentations on environmental issues However, the study indicated that effective planning was lacking in the PBL implementation process Due to time constraints and large class sizes, teachers struggled to execute the activity thoroughly and could not adhere to the implementation steps outlined by Stix and Hrbek (2006) This highlights a gap between expert recommendations for project work and its actual execution in English classes.
The implementation of project-based learning (PBL) in Thailand has shown that inadequate preparation and time for student presentations hinder effective learning (Poopoon, 2011) Teachers in Hoang's study echoed this sentiment, citing challenges such as large class sizes and varying student proficiency levels as barriers to successful PBL implementation (Hoang, 2016) The frequency of project work is influenced by factors like time allocation, students’ English proficiency, and the attitudes of both teachers and students towards PBL Notably, students with higher English proficiency from schools with established PBL practices exhibit greater interest and find project work manageable In contrast, classes with diverse proficiency levels face significant challenges in executing project work effectively Ultimately, students' language proficiency and familiarity with PBL are crucial for the successful implementation of project-based learning in English classes.
In terms of project work activities, project based learning as Moursund
Collaborative learning can be both an individual and group activity, leading to presentations or performances Research indicates a preference for group activities in English classes, enhancing students' collaborative skills and team spirit This approach allows students to learn from one another in a supportive environment Conversely, individual projects, such as portfolios and journals, address challenges like time constraints and large class sizes, enabling students to work at their own pace without interpersonal conflicts While some students prefer solitary work due to their intrapersonal learning style, individual projects are often underutilized in educational settings Therefore, it is essential for educators to balance group and individual projects, ensuring that all students benefit from methods that align with their learning preferences without feeling overwhelmed.
The study revealed that while teachers and students made significant efforts in project-based work, its implementation occurred infrequently and lacked organization English teachers predominantly relied on traditional assessment methods, emphasizing formal instruction and summative tests, which hindered their adaptation to innovative teaching practices like project-based learning and formative assessment Consequently, there was a noticeable disconnect between the execution and evaluation of project work, as teachers favored conventional assessments over formative approaches.
In project-based learning (PBL), effective assessment is crucial for accurately evaluating students' abilities, yet current practices often fall short Grant (2017) noted that due to time constraints, formal evaluations primarily relied on final presentations and Q&A sessions, neglecting comprehensive assessment methods Literature suggests that to achieve reliable evaluations, teachers should implement a variety of assessment activities, including self and peer assessments (Clutterbuck, Heales & Wijesooriya, 2015) However, findings from the current study reveal that these practices are rarely utilized, with the assessment of end products dominating evaluations, which fails to capture students' true capabilities Teachers often create their own assessment forms, focusing mainly on content and presentation, while established tools like rubrics, checklists, and portfolios (Gülbahar & Tinmaz, 2006; Hoang, 2016) remain unfamiliar and underused The study highlights a significant lack of peer assessment due to time limitations and insufficient knowledge of project work assessment (PWA) To enhance objectivity and reliability, the use of rubrics and portfolios is recommended, as they cater to different achievement levels and allow for diverse assessment methods (Grant, 2002; Tally, 2015; Barrett, 2010) Ultimately, regardless of the assessment tools employed, a balanced focus on both performance and end-product evaluation is essential for effective student assessment in PBL.
4 Difficulties in implementing project work
Teachers in upper secondary schools in Thua Thien Hue province encounter challenges similar to those identified in previous studies by Gülbahar and Tinmaz (2006) and Hoang.
(2016) Their research projects were conducted in similar geographical and educational conditions of Asian countries It was revealed in Gülbahar and
Tinmaz's (2006) research highlights that low English proficiency among students significantly hinders the effectiveness of project-based learning in schools, although it is not considered the most severe challenge Furthermore, without serious implementation of project work in English classes, assessment processes may lack efficiency.
Time constraints are identified as the most significant challenge in implementing project-based learning (PBL), with over 86% of teachers agreeing on this issue Similar findings were reported in Harris's 2014 study, which highlighted "time to implement" as a key concern for educators Heckendorn (2002) noted that project work, due to its complex nature and authentic context, requires extended time for effective implementation However, the current English syllabus in New Tieng Anh textbooks for upper secondary schools allocates limited time for project work, confining all necessary stages—guiding, preparing, coaching, and assessing—to a single 45-minute class period This limitation poses a challenge, especially as the education system continues to prioritize summative assessments to meet national testing requirements To address these time constraints, teachers have adopted flexible strategies, such as dividing the class into five groups, with each group responsible for a project in one unit, and modifying challenging topics into simpler, more engaging activities Additionally, the use of portfolios and e-portfolios is recommended to maximize learning within the limited timeframe.
A significant challenge teachers face in implementing Project-Based Learning (PBL) is the lack of training and knowledge Among eight interviewed teachers, only three who have used PBL for years received early training related to the new English textbook series In contrast, those with less than five years of experience reported no training or guiding documents on PBL implementation According to Hoang (2014), there has been insufficient direction from the Ministry and the Department of Education and Training regarding PBL Without adequate knowledge and support, teachers may struggle to effectively conduct project work Harris (2014) emphasizes the importance of directing professional development activities prior to PBL implementation to ensure its success.
Assessing project work poses a significant challenge for teachers implementing project-based learning (PBL), as highlighted by Gülbahar & Tinmaz (2006) and supported by Hoang's findings (2014) Many educators struggle to effectively evaluate student projects and utilize appropriate assessment tools and techniques PBL's objective extends beyond merely grading the final project; it encompasses evaluating student performance and progress, necessitating diverse assessment strategies that differ from traditional methods This task becomes increasingly demanding for teachers, particularly when faced with constraints such as limited time, large class sizes, and varying levels of language proficiency among students.
Professional development is essential for addressing the challenges teachers encounter with project work, enabling them to create effective implementation plans for teaching and learning It is advisable to conduct professional development annually, ensuring that all educators can adopt this innovative teaching approach and stay informed about the latest advancements in the field.
In conclusion, the new English textbooks released by MOET offer teachers valuable opportunities to explore various assessment methods that accurately reflect student abilities, enabling them to enhance their teaching strategies Despite facing challenges, teachers have effectively addressed these issues with flexibility and adaptability.
This chapter analyzes the study's findings concerning the three research questions from Chapter 1 It reveals that project-based learning (PBL) assessment has been poorly implemented in the studied schools due to various obstacles, such as limited time, students' low English proficiency, and teachers' insufficient training in project-based learning and assessment Additionally, formative assessment has not received the attention it deserves from teachers, who face difficulties in executing project work assessments due to the English curriculum, time constraints, and a complex assessment process The findings align with previous research, which identified similar challenges, including complicated assessment methods, lack of assessment tools, limited time, inconsistent student evaluations, and inflated project outcomes (Harris, 2014; Hoang, 2016; Markham et al., 2003; Nguyen, 2011) To address these challenges, the study proposes several recommendations in the conclusion.
The following chapter will indicate the significant findings of the study as well as the implications it may have for further research.
