INTRODUCTION
Rationale of the study
Project-based language teaching has been extensively studied for its benefits (Haines, 1989; Thomas, 2000; Richards & Renadya, 2002; Smith, 2005; Markham, 2011), yet many schools continue to face challenges in its classroom implementation (Thomas, 2000; Gallacher, 2004; Chen, 2010; Huyen, 2010; Trimble, 2017) While previous research primarily focused on teachers' perceptions and roles in project-based learning (Huyen, 2010), there has been a lack of attention to students' views Additionally, despite the integration of this approach into official textbooks for state primary schools in Vietnam, studies have not addressed the issues arising from project activities Furthermore, research on project-based learning in Vietnamese primary schools is limited, with most studies concentrating on writing in high schools or colleges (Huyen, 2010) Lastly, both teachers and students at Phu Linh Primary School encounter significant difficulties in executing project-based activities.
Those concerns have led to the constitution of the study “A Study On The Benefits and Challenges Of Applying Project - Based Activities At a Primary School in
Aims of the study
The study aims at finding out the benefits and challenges of applying projected- based activities to students’ speaking skills at Phu Linh primary school.
Research questions
In order to achieve the aims mentioned above, the study seeks to answer the following questions:
Question 1: What are the benefits of applying project- based language teaching in improving speaking skills as perceived by students and teachers at Phu Linh primary school?
Question 2: What are the challenges of applying project- based language teaching in improving speaking skills encountered by students and teachers at Phu Linh primary school?
(1) Identifying the benefits of applying project-based language teaching method in improving speaking skills at Phu Linh Primary School as perceived by students and teachers
(2) Identifying the challenges of applying project-based language teaching method in improving speaking skills at Phu Linh Primary School encountered by students and teachers
Scope of the research
1) Benefits and problems of applying project- based language teaching in improving speaking skills at Phu Linh primary school
(2) Research scope: focuses on English teachers and students at Phu Linh Primary School
(3) Contents: project-based language teaching, speaking skills, its real situation and suggestions
(4) Time: 1 st semester in the school year 2018-2019
Significance of the study
The research aims to identify the challenges of implementing project-based language teaching (PBL) for speaking skills at Phu Linh Primary School English teachers will gain insights into the difficulties they face with PBL and strategies to overcome them, ultimately enhancing their students' speaking abilities through project-based learning activities This study will benefit both teachers and students by promoting effective project work in the classroom, while also serving as a valuable resource for educators and researchers interested in PBL Additionally, it offers support for teachers struggling to conduct projects in language instruction.
Structure of the thesis
The study is divided into five chapters
Chapter I: Introduction – presents the rationale, the aims, the research questions, the scope, the significance and the structure of the study
Chapter II:Literature Review – provides the theoretical background of speaking skills, project-based learning and the previous studies relating to implementing project-based learning
Chapter III: Research Methodology – provides the research procedures, the setting, the participants, the data collection instruments and the ways to analyze data
Chapter IV: Data Analysis and Discussion–presents the results from data analysis basing on the research questions
Chapter V: Conclusion- includes the major findings, the limitations and the suggestions for further studies.
LITERATURE REVIEW
Theoretical background of project- based language teaching
According to Becktt (2002), projects encompass a range of individual or collaborative tasks, including the development of research plans and questions, as well as the execution of these plans through empirical or document research This process involves collecting, analyzing, and reporting data, either orally or in writing (Becktt, 2002, p.54) Consequently, projects can be undertaken by individuals or groups to accomplish various smaller tasks.
Project-based language teaching is rooted in the concept of learning by doing, as advocated by Dewey (1897), who emphasized that students acquire knowledge not just from teachers but also from real-life experiences within their communities Echoing Dewey's perspective, Smith (2005) asserts that children should engage in learning through practical experiences to build a foundation for understanding abstract concepts Moss & Duzer (1998) describe project-based learning as an approach that contextualizes education by presenting learners with real-world problems to solve or products to create, thereby fostering critical thinking and creativity.
Project-based language teaching, as defined by Thomas (2000), is an educational approach where teachers facilitate learning through complex projects centered around challenging questions or problems This model engages students in various activities such as designing, problem-solving, and decision-making, allowing them to work autonomously over extended periods Ultimately, these projects culminate in realistic products or presentations Furthermore, Thompson and Beak (2007) emphasize that such projects are long-term endeavors that promote teamwork among students and lead to a tangible final outcome.
Markham (2010) describes project-based language teaching as a method that merges knowledge and action, enabling students to apply what they have learned to tackle real-world problems This approach allows learners to utilize their skills in practical situations, enhancing their language acquisition through authentic experiences.
Project-Based Learning (PBL) fosters collaboration between teachers and students to tackle real-world problems, driven by a central question, culminating in the creation of a final product that is presented to others.
2.1.2 Features of project- based language teaching
The core principal of project-based learning is to create an educational process that embraced the motivations and interests of individuals within a holistic approach to learning(Kozlowski, 2009)
Discussing the features of project-based language teaching, Thomas (2000) discusses five features associated with centrality, driving question, constructive investigations, autonomy, and realism
- PBL projects are central, not peripheral to curriculum
- PBL drives students to encounter the central concepts and principles of a subject
- Projects involve students in a constructive investigation
- Projects are student- driven to some significant degree
- Projects are realistic, not school- like
In addition, the features of project work are also discussed by Richards
&Renadya (2002) They are content-focused, student-centered, cooperative, motivating, empowering and challenging This approach also leads to an oral product like a presentation, a report and a stage performance
In terms of the process of project- based work, Chard (2001, as cited in Curtis,
2002) points out three phases in a project
The aim of this phase is to help students identify the topic for the project and develop a plan for it
In this phase, students are required to conduct research and execute their projects, which involves gathering information and engaging in activities such as reading, writing, or drawing Teachers play a crucial role in assisting learners who may have low language proficiency or limited experience in collaborative work.
After completing their projects, students can share their results through various formats, including presentations or community dissemination According to Moss and Van Duzer (1998), Chard (2001, as cited in Curtis, 2002), and Gallacher (2004), presenting the project to an audience is the most common method of sharing results Additionally, Gallacher (2004) emphasizes the importance of teachers providing feedback and evaluation post-presentation, focusing on aspects such as content, design, language use, and oral delivery.
Zafirov (2013) identifies nine phases that shape the process of project-based learning These phases are example, responsibility, research, criterion creation, materials, project preparation, presentation preparation, presentation, reflection
In comparison with three phases suggested by Chard (2001, as cited in Curtis,
Zafirov's (2013) suggested steps align closely with previous frameworks, encompassing three distinct phases: Phase 1 focuses on orientation and planning, incorporating examples and responsibilities; Phase 2 emphasizes research and implementation, covering materials and project preparation; and Phase 3 is dedicated to sharing results through presentation preparation and delivery.
Phase 6- project preparation is one of the most important phases since students need to create the project In this phase, teachers can play a role as classroom coaches Stix & Hrbek (n.d) suggest thatteachers should ask themselves the following questions
Do the students have a clear understanding of the task?
Does each student have ownership of her role within the group?
Are the students attentive and working together cooperatively?
Are the resources that students use geared to their comprehensive level of understanding?
Are any groups stumbling in a way that is blocking their work due to heightened emotions?
Zafirov (2013) introduced a ninth phase called reflection, where students evaluate their experiences regarding the project and their group dynamics Similarly, Fredricka (as cited in Richards & Renadya, 2002, p.112) elaborates on ten essential steps for developing a project within a language classroom.
Agree on a theme for the project
Prepare students for the language demands of Step 5
Prepare students for the language demands of step 7
Prepare students for the language demands of step 9
Project-based learning involves four key steps: orientation and planning, implementation, presentation, and evaluation Initially, students grasp the project requirements and devise a plan for execution They then collaborate in groups to carry out the project with guidance from teachers Following the project’s completion, students present their final product Finally, both teachers and students assess the outcomes of the project.
2.1.4 Benefits of the project-based language teaching Teachers’ benefits
Thanks to the implementation of PBL, disciplines in the classroom and teacher- student interactions are increased (Yang& Puakpong, 2016) In addition, Marisah
& Robiasih (2017) indicate that PBL gives teachers more opportunities to help and guide students to use vocabulary, grammar and pronunciation; correct mistakes related to word choice and pronunciation
Project-based learning offers numerous advantages, including enhanced motivation, improved language skills, and the promotion of autonomous learning According to Gallacher (2004), it fosters the development of authentic skills and encourages interpersonal relationships through collaborative group work Additionally, this approach creates a balanced context that addresses the need for both fluency and accuracy in learning.
According to Yang & Puakpong (2016), project-based learning (PBL) significantly enhances students' motivation, participation, and performance Students find enjoyment in projects, leading to increased desire to communicate, greater confidence in speaking, and dedicated practice time beyond lessons Additionally, PBL fosters interaction among peers, enabling students to acquire new knowledge, improve fluency, and construct longer sentences in their speech.
Project-based learning at Bate Middle School, as highlighted by Trimble (2017), significantly enhances student engagement and fosters a sense of pride in their work This approach also boosts self-efficacy, improves academic attainment, and promotes the practice of essential 21st-century skills Additionally, it contributes to higher attendance rates and reduces behavioral issues among students.
Research shows that Project-Based Learning (PBL) significantly enhances students' speaking skills and overall performance Ha (2014) highlights that students exhibit positive attitudes towards PBL, which effectively boosts their speaking abilities Similarly, Marisah & Robiasih (2017) emphasize that PBL increases student motivation and performance by engaging them in project activities, allowing them to apply lexical and grammatical knowledge while improving their pronunciation with teacher support Additionally, Anh (2017) reveals that PBL fosters integrated language skills, critical thinking, and problem-solving competencies, while promoting flexibility in role-taking, boosting confidence, enhancing communication skills, and providing valuable real-world experiences.
2.1.5 Challenges of applying project-based language teaching
Related studies
Maulany (2013) conducted action research on project-based learning (PBL) to enhance primary school students' speaking skills The study revealed that PBL effectively improves various aspects of speaking, including comprehension, vocabulary, grammar, fluency, and pronunciation, with comprehension and vocabulary showing the most significant improvement These key elements informed the design of the questionnaire used in the current study.
A study by Ali & Henawy (2015) examined the impact of Project-Based Learning (PBL) on enhancing English oral performance The findings indicated that students had a positive perception of PBL's benefits and usefulness, leading to significant improvements in their oral communication skills.
Yang & Puakpong (2016) conducted a study on the impact of project-based learning (PBL) on the speaking abilities of non-English major Chinese students, finding that PBL positively influenced both their speaking skills and student perceptions Utilizing a five-point rating scale questionnaire, the researchers gathered student opinions on PBL, which informed the design of the questionnaire for the current research.
Research has demonstrated the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills; however, the challenges associated with PBL and the essential roles teachers play during these lessons remain underexplored.
In her 2010 study at Sao Do College, Hoa explored the impact of project-based learning (PBL) on enhancing students' speaking skills The findings revealed both advantages and disadvantages as perceived by teachers and students Notably, PBL was found to significantly encourage student participation in speaking activities and foster a sense of autonomous learning.
Interpersonal relations are fostered through project work, but several challenges can arise According to the research, key disadvantages include difficulties in organization, monitoring, and personal issues Teachers often struggle with planning project-related lessons and tracking student progress, leading to concerns about what students have learned and understood Additionally, personal challenges such as student disinterest, fear of new language demands, and disappointment with the project can hinder the process Other issues noted in the study include excessive use of the first language by students and varying skill levels, which can create complications when some students complete projects faster than others, leaving them without tasks to engage in.
In her 2014 study, Ha explored the development of speaking skills among 10th grade students at An Lao High School through Project-Based Learning (PBL) She focused on students' attitudes towards PBL and its impact on their English speaking abilities The findings revealed that students had a positive attitude towards PBL in English lessons, leading to significant improvements in their speaking, collaborative, and computer skills.
In a 2017 study, Anh explored the impact of project-based learning (PBL) on enhancing English speaking skills at a foreign language school in Vietnam The research highlighted several benefits of PBL, including the development of integrated language skills, improved critical thinking and problem-solving abilities, and increased flexibility as students assume various roles Additionally, PBL fosters greater confidence and communication skills, providing students with valuable real-world experiences However, the study also identified challenges such as managing real-life tasks, refining topics, collaborating in groups, and effectively searching for online resources.
Previous research has highlighted the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills However, there is a lack of studies focusing on students' motivation and interaction during PBL lessons, particularly in primary schools in Vietnam This study aims to fill that gap by providing insights into the current implementation of PBL, enabling teachers and students to identify its strengths and weaknesses for further improvement.
Summary
The literature review establishes a framework for exploring the implementation of project-based learning as a means to enhance speaking skills Each section examines pertinent topics that connect to the research, highlighting essential information about speaking skills and project-based learning Additionally, the review is organized into sections that directly address the research questions posed by the researcher.
RESEARCH METHODOLOGY
Setting of the study
The research was carried out at PhuLinh Primary School in Hanoi, where the researcher serves as an English teacher, aiding the data collection process Located in the Soc Son District on the outskirts of Hanoi, the school features essential facilities for English learning, including projectors in each classroom and two dedicated English rooms equipped with interactive panels and televisions During the 2018-2019 school year, the school hosted 30 classes ranging from grade 1 to grade 5.
The study involved a total of 1,141 students, focusing specifically on 614 students from grades 3 to 5 who are engaged in Project-Based Learning (PBL) at Phu Linh Primary School, alongside three English teachers The absence of gifted classes means that students with varying English proficiency levels are mixed within the same classes To ensure objectivity in the research findings, the researcher refrained from participating as a participant This setting provides an authentic teaching environment for implementing PBL, aligning well with the study's objectives.
Research procedures
Chapter 3 outlines the research instruments, detailing the research procedure, setting, participants, and data collection methods, including the tools, techniques, and processes used for data analysis, all aimed at addressing the research questions The study's comprehensive procedure is demonstrated through a series of defined steps.
Step 1: Conduct a preliminary study to identify the benefits and challenges of PBL
Step 2: Determine Participants and Sample of the study Step 3: Build scale and design questionnaires
Step 4: Design interview questions, and classroom observation form Step 5: Pilot questionnaire, interview and classroom observation Step 6: Conduct survey, interview,classroom observation and collect data
Step 7: Analyze data based on research questions Step 8: Provide conclusion
Conduct a preliminary study
The researcher identifies the advantages and challenges of implementing Project-Based Learning (PBL) to enhance speaking skills, while also reviewing existing literature to assess the current state of PBL application in this context.
The following tables list out the summary of the real situation of implementing PBL in improving speaking skills as perceived by teachers and teachers
Students’ benefits of applying project- based learning in applying PBL
Motivation Be interested and enthusiastic in the project activities
(2017) Gallacher (2004) Yang& Puakpong(2016) Want more opportunities to speak in class
Feel confident to speak English in front of the class
Be willing to speak in their small groups The hypothesis of the author Spend more time practicing speaking after PBL lessons
Interact with other students in their groups
Talk about the projects without hesitating
The hypothesis of the author
Make questions for other groups Learn new words and phrases from other students
Students’ benefits of applying project- based learning in applying PBL
Use the target vocabulary learnt from the previous lessons
In 2017, students utilized the structures learned from previous lessons, enhancing their pronunciation through feedback from peers and guidance from teachers They also demonstrated the ability to respond promptly to questions posed by both teachers and fellow students during evaluations.
(2017) Speak English fluently after PBL lessons Yang& Puakpong(2016) Speak longer sentences after PBL lessons
Teachers’ benefits of applying project- based learning in applying PBL
Improve discipline in the classroom and then have more time for speaking practice
Increase teacher- student interaction Assist and guide students in terms of vocabulary, structures and pronunciation
(2017) Correct students’ mistakes in word choice, pronunciation
(2017) The hypothesis of the author
Table 3.1 Summary of the benefits of using project- based learning in improving speaking skills (Source: Summary of the author)
Students’ challenges of using PBL Researchers
Understand the requirement of the project Hoa (2010)
Express ideas in English Yang&
Use L1 language too much Gallacher (2004)
Have time for speaking practice before the presentation step
The hypothesis of the author
Respond to feedback, questions from teachers and other students
Teachers’ challenges of using PBL
Manage time Marx et al (1997)
Hoa (2010) Manage classrooms (different students
Support students’ activities (scald folding students’ activities: giving them too much freedom or too little modeling
Face students who lack interest or motivation Hoa (2010) Have enough knowledge and experience in the projects to guide students
The hypothesis of the author
Table 3.2 Summary of the challenges of using PBL in improving speaking skills (Source: Summary of the author)
The author gathers insights on the actual implementation of Project-Based Learning (PBL) by interviewing eight educators, which includes three English teachers from Phu Linh Primary School, two from Le Quy Don Primary School, two from Wellspring Primary School, and one from Nguyen Binh Khiem High School.
Prior to conducting interviews, the researcher sends an email outlining the benefits and challenges of using Project-Based Learning (PBL) for review The findings from this preliminary study will inform the development of the research model, as well as the questionnaire and forms for interviews and observations.
Description of the curriculum and the textbook
Regarding the curriculum, there are four periods of English per week for students in grade 3, 4 and 5 Each 35-minute period covers one lesson of the textbook
The official textbooks for students at Phu Linh primary school are Tieng Anh
The Ministry of Education and Training has published textbooks 3, 4, and 5, which feature a systematic, cyclical, and theme-based syllabus designed for comprehensive skill development, with a strong focus on listening and speaking in the early stages The curriculum is structured around a sequenced pedagogy that includes warm-up, presentation, practice, application, and assessment, covering four main themes: Me and My Friends, Me and My School, Me and My Family, and Me and the World Around Each of the 20 units comprises six lessons, culminating in a project activity that reinforces the vocabulary and structures introduced in the first five lessons Project-Based Learning (PBL) activities encourage students to engage in tasks such as designing cards, drawing, making presentations, interviewing, acting, and collecting items for presentations.
Phu Linh Primary School has implemented the current curriculum and textbooks for approximately five years, ensuring that English teachers receive annual training on these materials and effective teaching methods.
Participants
The study focuses on 614 students in grades 3, 4, and 5 at Phu Linh Primary School who are engaged in Project-Based Learning (PBL) activities, with a sample size of 107 students selected through convenience and random sampling These students are well-acquainted with PBL, with 40 students in grade 3 having participated since September 5, 2018, 35 students in grade 4 for over a year, and 32 students in grade 5 for more than two years According to the curriculum, these 107 students undertake two to three projects each month, making them suitable for data collection and analysis Additionally, three students from different grades—coded as S1 (grade 3), S2 (grade 4), and S3 (grade 5)—were randomly selected for interviews.
Three teachers of English at Phu Linh Primary School are coded as T1, T2 and T3 They are invited to participate in the study The following table provides their information
Teaching experience 10 years 8 Years 2 years
Number of projects (each month)
Table 3.3 The information of English teachers
Table 3 highlights the varying teaching experiences among three teachers involved in Project-Based Learning (PBL) While T1 and T2 have nearly a decade of experience teaching English, T3 has only two years of experience Despite these differences, all three teachers manage the same number of classes and projects, ensuring equal opportunities to implement PBL in their classrooms.
Data collection instruments
Questionnaires are widely used research tools in fields like education, psychology, and sociology for data collection Lumley and Brown (2005) demonstrated their effectiveness in language testing by gathering background information on test candidates, conducting needs analysis, fostering test development, and evaluating tests Creswell (2002) highlighted several advantages of questionnaires, including their ability to capture learners' perspectives without requiring personal information, which minimizes teacher bias Furthermore, questionnaires can efficiently survey large groups, providing objective data that enhances research reliability Consequently, the researcher opted for questionnaires as the primary data collection instrument.
The questionnaire was designed with two main parts
Part 1 was to collect students’ opinions about the real situation of applying PBL in improving speaking skills Questions in part 1 were designed according to the preliminary study(see Table 3.1 & table 3.2) to measure the benefits and drawbacks of PBL Likert- 5 – scale was applied to construct the questionnaire Scale 1: totally disagree
Scale 2: disagree Scale 3: neutral Scale 4: agree Scale 5: totally agree
In addition to the Likert - 5 - scale statements, students are encouraged to provide more different benefits and problems which they have experienced in doing project - based activities
Part 2 was to collect the personal information of teachers and students (name, age, gender, experience, class) The questionnaire was designed for 107 students in order to investigate their opinions about the benefits and challenges of using PBL in improving speaking skills In part 1 of the questionnaires, there are 19 items Items from 1 to 5 indicate motivation; items from 6 to 9: participation; items 10 to 14: performance; items 15 to 17: time; items 18 & 19: language use (see Appendix 1)
This study employed semi-structured interviews alongside questionnaires to gather teachers' and students' insights on the current state of Project-Based Learning (PBL) This qualitative approach enabled the researcher to analyze and compare responses from various participants, effectively exploring aspects that are not easily observable and accommodating those who may feel uncomfortable with other data collection methods (Mackey & Gass, 2005) The findings from the interviews were utilized to complement the questionnaire results, with all interviews conducted individually and recorded to enhance the data analysis process.
The initial interview involved three English teachers from Phu Linh Primary School, aimed at exploring their perspectives on the advantages and challenges of Project-Based Learning (PBL) This interview included two specific questions regarding PBL, as detailed in Appendix 2.
The second interview was designed for three students who come from grade 3, 4,
5 to investigate their opinions about the benefits and challenges of PBL In this interview, there are three questions related to the benefits and challenges of PBL (see Appendix 3)
Classroom observation was conducted for several key reasons Firstly, it enables researchers to gather real-time data from authentic situations (Cohen, Manion, and Morrison, 2007) Secondly, the data obtained through observations enhances the researcher's understanding of the context (Patton, 1990, as cited in Cohen, Manion, and Morrison, 2007) Additionally, this method was employed alongside questionnaires to minimize bias from teachers and students Finally, structured observations with a rating scale were implemented to accurately document details such as the timing, location, and frequency of specific phenomena, allowing for effective comparisons of behaviors across different research contexts (Mackey).
Three classroom observations were conducted in grades 3, 4, and 5, focusing on the teaching methods of T1, T2, and T3 The researcher utilized observation forms to analyze the behaviors of both students and teachers during Project-Based Learning (PBL) lessons.
The classroom observation form with two main parts(see Appendix 4) was designed according to the preliminary study(see Table 3.1 & table 3.2) to observe students' and teachers' behaviors during project lessons
Part 1 was to get observers’ opinions about students’ behaviors related to using PBL in improving speaking skills
Part 2 was to get observers’ opinions about teachers’ behaviors related to using PBL in improving speaking skills
Likert- 5- scale was used to design items
1: Does not at all reflect what went on 2: Only marginally reflects what went on 3: Neutral
4: Describe rather well what went on 5: Is a totally accurate reflection of what went on There are 28 items in this part Items from 1-14 show observers’ opinion about students’ behaviors in the classroom; items from 15- 28 show observers’ opinion about teachers’ behaviors in the classroom.
Pilot study
The researcher conducted a pilot study involving 30 students from grades 3, 4, and 5, along with three teachers, to evaluate the feasibility and effectiveness of the research instruments This pilot study aimed to assess the clarity and suitability of the data collection tools for the target population Based on the feedback received from both students and teachers, the researcher made essential adjustments to the content and format of the research instruments prior to their distribution to all participants.
Data analysis
The researcher conducted a thorough analysis of data collected from questionnaires, interviews, and observations, focusing on two types of data A total of 107 survey sheets were distributed and returned by students, enabling the calculation of descriptive statistics using Excel to identify common trends and response patterns Additionally, the researcher compared elements of Project-Based Learning (PBL) and its application across different participant groups The qualitative data derived from three student interviews and three teacher interviews were examined based on emerging themes.
The researcher used the data from questionnaires as the main source and the data from classroom observations and interviews as additional sources to support the results of the study.
Limitations of the methods
While questionnaires are effective for gathering data from a large number of respondents, they can present challenges Students may lack motivation to provide truthful responses, and their answers might be influenced by forgetfulness or boredom To mitigate these issues, researchers distributed the questionnaires immediately after project-based activities, instructing students to complete them and allowing them to take them home for more thoughtful responses.
Summary
Chapter III provides seven steps in the research procedure and key information about the setting, the participants, the data collection instruments, data analysis and the limitations of the research.
DATA ANALYSIS AND DISCUSSION
Real situation of PBL in improving speaking skills as perceived by students
The real situation of PBL in improving speaking skills as perceived by teachers
The summary of the benefits and challenges of using PBL in improving speaking skills
4.1 Real situation of PBL in improving speaking skills as perceived by students
This study evaluates the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills by analyzing data from questionnaires that assess motivation, participation, and performance Additionally, classroom observations and interviews were conducted to further validate the findings.
I am interested in the project activities 4.78 4.51 4.47 4.59
I want more opportunities to speak English 4.73 4.51 4.19 4.48
I feel confident to speak in front of the class 3.83 3.51 3.47 3.60
I am willing to speak in my group 4.63 4.06 4.53 4.40
I spend more time speaking English after PBL lessons 4.33 4.03 4.03 4.13
Table 4.1.1.Students’ motivation in PBL according to students’ questionnaires
The motivation levels of students in Project-Based Learning (PBL) are notably high, with an overall score of 4.24, while grade 3 students exhibit the highest motivation at 4.46, compared to grades 4 and 5 at 4.13 and 4.14, respectively This heightened interest among grade 3 students can be attributed to the novelty of PBL and the simplicity of their project topics, which are more relatable to real-life scenarios Although students show a willingness to speak English in group settings (4.40), their confidence diminishes when performing in front of the entire class (3.60) Furthermore, students are motivated to practice their English speaking skills not only during PBL lessons but also afterward, as indicated by a score of 4.13 Classroom observations further corroborate these findings, highlighting the overall high motivation for PBL among students.
Be interested in the project 5 4 4 4.33
Feel confident to speak English in front of the class 3 4 4 3.67
Be willing to speak English in their groups 5 4 4 4.33 Table 4.1.2 Students’ motivation in PBL based on classroom observations
Classroom observations reveal that students show a strong interest in project work and are eager to communicate in English within their small groups, both scoring 4.33 Consistent with questionnaire findings, they exhibit greater confidence in using English in smaller settings compared to larger ones, with third graders demonstrating heightened motivation for both projects and English speaking activities.
Student interviews reveal that participants are highly engaged in project-based learning (PBL) lessons and feel confident speaking English in groups They express a desire for more time dedicated to these lessons One student stated, “I really want to have many PBL lessons because I can learn and do what I like, such as drawing, discussing my school, and making cards.”
The findings from questionnaires, classroom observations, and interviews highlight both the benefits and challenges of Project-Based Learning (PBL) in relation to student motivation A key advantage of PBL is that it actively encourages students during project lessons, fostering a more engaging learning environment.
Third-grade students exhibit greater encouragement from their peers in grades four and five They demonstrate readiness to engage in English during project lessons and actively practice speaking after class Additionally, they display increased confidence when using English in smaller groups However, a challenge they face is presenting their projects to the entire class.
I interact more frequently with other students 4.00 4.11 4.13 4.08
I can give feedback on other students’ presentation 3.93 3.86 3.63 3.80
I can talk about the project without hesitating 4.15 3.86 4.03 4.01
I can make questions for other groups 2.93 3.26 3.53 3.24 Table 4.1.3 Students’ participation in speaking activitiesaccording to students’ questionnaires
According to Table 4.1.3, student participation in Project-Based Learning (PBL) averages 3.78, with grades 3, 4, and 5 showing participation scores of 3.75, 3.77, and 3.83, respectively This indicates that student participation is significantly lower than their motivation levels, which is evidenced by their feedback score of 3.80 and question-asking score of 3.24 Notably, grade 5 students exhibit higher involvement than their peers, likely due to their greater experience with PBL and completion of more projects compared to students in lower grades.
Student participation in Project-Based Learning (PBL) is relatively low, with an average score of 3.25, although fifth graders show higher engagement compared to their peers Additionally, there is a noticeable lack of focus among students when it comes to providing feedback and posing questions to their classmates.
Give feedback on other students’ performance 2 3 3 2.67
Make questions for other groups 2 2 3 2.33
Table 4.1.4 Students’ participation based on classroom observations
The interview results indicate that students had increased opportunities for interaction during the project However, two students, S2 and S3, expressed difficulties in providing feedback, stating they were unsure how to ask questions or comment on their peers' performances S2 specifically remarked, “I don’t give comments and don’t know how to comment.”
The findings from questionnaires, classroom observations, and interviews highlight both the advantages and disadvantages of Project-Based Learning (PBL) concerning student participation While PBL fosters enhanced interaction between students and teachers, as well as among peers, it also reveals a drawback: students often refrain from providing feedback or asking questions during their classmates' presentations.
I use the words learnt from previous lessons 4.60 4.17 4.31 4.36
I use the structures learnt from previous lessons 4.68 4.06 4.13 4.29
I answer quickly teachers’ and other students’ questions 3.88 3.94 3.97 3.93
I speak English fluently after PBL lessons 3.85 3.97 3.97 3.93
I speak longer sentences after PBL lessons 3.23 3.51 2.78 3.17 Table 4.1.5 Students’ performance from students’ questionnaires
The overall performance of participants is 3.94, with grade 3, 4, and 5 students scoring 4.05, 3.93, and 3.83 respectively, indicating that their performance is below their motivation levels Notably, grade 3 students outperform their peers in grades 4 and 5 While students demonstrate proficiency in using vocabulary (4.36) and sentence structures (4.29) from previous lessons for projects, they struggle to provide quick responses to questions, speak English fluently, and construct longer sentences following Project-Based Learning (PBL) lessons.
Use target words from previous lessons 5 4 4 4.33
Use target structures from previous lessons 5 4 4 4.33
Answer quickly teachers’ and other students’ questions 2 3 3 2.67
Table 4.1.6 Students’ performance from class observations
Class observations indicate that students' performance in Project-Based Learning (PBL) is relatively low, with an average score of 3.89 Similar to questionnaire findings, students are able to utilize target vocabulary and structures from prior lessons in their projects Notably, third-grade students demonstrate superior performance compared to their peers; however, they struggle to respond promptly to questions posed by both teachers and classmates.
Student interviews corroborate the findings, revealing that learners can effectively apply vocabulary and structures from prior lessons in their projects For instance, one student highlighted the use of school-related terms such as "gym," "classroom," "library," "playground," and "computer room," along with the phrase "That’s my school" in their Lesson 3, Unit 7 project Another student noted the incorporation of vocabulary and models from earlier lessons, demonstrating the practical application of learned material.
In primary school, students learn to describe their school location using phrases like "My school is on [street name]." The project activities were effective in helping them reinforce and retain the target vocabulary and structures over time.
In conclusion, findings from questionnaires, classroom observations, and interviews consistently indicate that while students effectively recall and apply vocabulary and structures from prior lessons, they struggle to provide prompt responses to questions posed by teachers and peers.
Chart 4.1.Spending time for PBL according to students’ questionnaires
Real situation of PBL in improving speaking skills as perceived by
To evaluate the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills, teachers utilized data from questionnaires to analyze key aspects such as interaction, feedback, correction, time management, student engagement, language use, and educators' knowledge and experience Additionally, classroom observations and interviews were conducted to corroborate these findings.
The classroom observations reveal that teachers have more interaction with students during the projects and teachers support students with vocabulary and structures
Interact with students more frequently 5.00 5.00 4.00 4.67
Help students use suitable words for the projects 5.00 5.00 4.00 4.67
Help students use suitable structures for the projects 5.00 4.00 4.00 4.33
Table 4.2.1 Teacher- student interaction according to classroom observations
In interviews, T3 revealed that fifth-grade students struggled to discuss their plans for the upcoming week during lesson 3, Unit 5 To address this, she recommended engaging activities such as playing chess, swimming, and listening to music Additionally, she encouraged her students to utilize the "will" structure when expressing their future plans.
In short, PBL brings many benefits to teachers related to teachers’ interaction and support
Correct students’ mistakes in word choice 3.00 3.00 3.00 3.00
Correct students’ mistakes in grammar 4.00 5.00 5.00 4.67
Correct students’ mistakes in pronunciation 4.00 4.00 5.00 4.33 Table 4.2.2 Feedback and correction according to classroom observation
Classroom observations indicate that teachers dedicate significant time to providing feedback and correcting students' grammar and pronunciation errors; however, they often overlook the importance of word choice during Project-Based Learning (PBL) lessons.
Interviews indicate that Project-Based Learning (PBL) aids teachers in correcting students' grammar and pronunciation errors Furthermore, it enables educators to assess their students' comprehension of previously taught words and structures, thereby enhancing their teaching effectiveness.
Time for students to practice speaking before the presentation step 4.00 4.00 5.00 4.33
Time for all groups in the presentation step 3.00 3.00 1.00 2.33
Time for feedback & evaluation 3.00 2.00 1.00 2.00 Table 4.2.3 Time for PBL according to classroom observations
Classroom observations reveal that while teachers allocate time for students to practice speaking, they often neglect to call on all groups to present their projects and fail to provide necessary feedback and assessment.
Teachers unanimously identified time constraints as the primary challenge of Project-Based Learning (PBL) T1 noted that with only 35 minutes per lesson, she must balance multiple activities, often leaving only about 15 minutes for project work after covering reading and writing To manage this, she sometimes assigns reading and writing tasks as homework Similarly, T2 mentioned that for projects involving drawing or crafting, students are often required to complete these at home to allow more time for in-class presentations Both teachers acknowledged that this often leads to insufficient time for thorough presentations and evaluations.
Time management poses a significant challenge for teachers, as they often struggle to effectively deliver projects while ensuring all steps, particularly presentation and evaluation, are adequately addressed.
The table 4.2.4 shows that teachers have problems with student management To be more specific, teachers cannot manage all students especially students with little motivation and interest during the projects
1.50 3.00 3.00 2.50 students of different levels during the projects 2.00 3.00 3.00 2.67 students with little motivation and interest 1.00 3.00 3.00 2.33 Table 4.2.4 Student management according to classroom observations
Managing students in projects presents challenges due to differences in their levels, genders, characteristics, and interests For example, female students often engage more with drawing and design activities, while male students may show less interest in these tasks Additionally, the varying motivation levels among students complicate the learning environment Higher-level students tend to participate actively in discussions and presentations, whereas lower-level students may feel shy and lack confidence, resulting in limited involvement in projects.
Use suitable language(L1/ L2) for giving instructions and communicating with students
Table 4.2.5 Language use according to classroom observations
Classroom observations indicate that teachers have a mean score of over 4.0 in their language use, highlighting their ability to effectively communicate and provide instructions during project-based learning (PBL) lessons Three teachers reported no difficulties in using either English or Vietnamese for instruction, often combining both languages to cater to their students' needs Higher-level students primarily receive instructions in English, while lower-level students benefit from occasional translations into Vietnamese Overall, language use is not a barrier for teachers in delivering PBL lessons successfully.
Show knowledge and experience about the projects to guide students 2.00 3.00 3.00 2.67
Table 4.2.6 Teachers' knowledge and experience
Classroom observation results indicate that teachers lack sufficient project-related knowledge and experience to effectively support students in Project-Based Learning (PBL) Interviews reveal that teachers primarily assist students with pronunciation and grammar, struggling to address unfamiliar project topics, particularly for fifth-grade students For example, one teacher expressed difficulties with subjects such as health, home accidents, and unconventional careers like astronauts, scientists, and explorers.
Project-Based Learning (PBL) presents both advantages and challenges as observed by teachers On the positive side, it enhances teacher-student interaction, facilitates constructive feedback, supports correction, and improves language use Conversely, PBL poses difficulties in areas such as time management, student oversight, and the need for adequate knowledge and experience.
Summary of the benefits and challenges of using PBL in improving
speaking skills 4.3.1 Summary of the benefits of using PBL in improving speaking skills Students
Project-Based Learning (PBL) offers numerous advantages for students, including enhanced motivation to engage in discussions during project lessons and opportunities to practice speaking in smaller groups Additionally, PBL fosters increased interaction among students, promoting collaboration and communication Furthermore, it enables students to recall and apply vocabulary and structures learned in previous lessons, reinforcing their language skills effectively.
Project-Based Learning (PBL) enhances interaction between students and teachers, allowing educators to provide tailored support during project lessons It also offers teachers the opportunity to address students' grammar and pronunciation errors, facilitating a deeper understanding of prior lessons Additionally, the flexible use of both English and Vietnamese by teachers eliminates language barriers, ensuring that students grasp the content effectively.
4.3.2 Summary of the challenges of using PBL in improving speaking skills Students
Project-Based Learning (PBL) presents several challenges for students, primarily their lack of confidence in speaking before the class While motivation levels are high, active participation is often low, as students struggle to provide feedback and ask questions Additionally, many students find it difficult to respond quickly to inquiries from teachers and peers, and they face challenges in speaking English fluently and constructing longer sentences Time constraints further complicate the situation, as students often do not have enough time to prepare, present their projects, and offer constructive comments Furthermore, language barriers are significant for third graders, who frequently resort to using their mother tongue during project discussions.
Project-Based Learning (PBL) presents significant challenges for both students and teachers One major issue is that teachers often overlook students' mistakes in word choice, concentrating instead on grammar and pronunciation errors Additionally, like their students, teachers struggle to manage the time required for all phases of project lessons, from preparation to evaluation They also encounter a diverse range of student skill levels and varying degrees of motivation during these lessons Furthermore, many teachers lack the necessary knowledge and experience in PBL to effectively guide their students.
Summary and conclusion
The previous chapter focuses on answering two following questions:
Question 1: What are the benefits of applying project-based language teaching in improving speaking skills as perceived by students and teachers at Phu Linh primary school?
Question 2: What are the challenges of applying project-based language teaching in improving speaking skills encountered by students and teachers at Phu Linh primary school?
To address the research questions, the researcher distributed questionnaires to 107 students in grades 3, 4, and 5, along with three English teachers, and conducted classroom observations across three different classes Additionally, interviews were held with three English teachers and three students from the same grades The primary focus of the research was on the questionnaire data, while classroom observations and interviews served as supplementary information The analysis encompassed three data sources—questionnaires, classroom observations, and interviews—focusing on both students' and teachers' perspectives on the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills.
The research on the benefits of Project-Based Learning (PBL) involved collecting data through student and teacher questionnaires, classroom observations, and interviews Students reported three key advantages: increased motivation, enhanced interaction, and improved performance They felt motivated during project lessons and more confident speaking in smaller groups Additionally, PBL facilitated more frequent interactions with peers and teachers, while also aiding in the retention and application of vocabulary and structures from previous lessons Teachers also recognized significant benefits from PBL, highlighting its positive impact on the learning environment.
Project-Based Learning (PBL) enhances engagement between teachers and students during speaking activities, allowing for meaningful interaction Additionally, it provides teachers with the opportunity to address and correct students' pronunciation and grammar errors Furthermore, PBL enables educators to evaluate students' comprehension and application of key vocabulary and grammatical structures effectively.
The challenges of Project-Based Learning (PBL) identified through questionnaires, classroom observations, and interviews reveal several key issues faced by students Firstly, many students lack confidence when speaking in front of large groups, which affects their participation Additionally, they often refrain from providing feedback or asking questions during PBL activities Their responses to inquiries from peers and teachers tend to be slow, and time constraints significantly limit their ability to communicate effectively in English and to engage in presentations and evaluations Language usage is another hurdle, particularly for third-grade learners who frequently resort to their mother tongue Teachers also face time limitations while managing projects and may overlook students' errors in word choice, struggle to convey project-related knowledge, and contend with mixed-level classrooms, which can dampen student motivation and interest.
Pedagogical implication for applying PBL in improving speaking skills
A recent study highlights the challenges faced by students and teachers in implementing Project-Based Learning (PBL) to enhance speaking skills To address these difficulties, it is recommended to extend project time or allocate a dedicated 35-minute project for each unit, ensuring comprehensive coverage of all project steps Encouraging students to use their first language (L1) more frequently during projects and establishing clear language use regulations in class are essential Additionally, teachers should participate in training courses prior to project implementation to enhance their knowledge and experience Given that PBL is a novel approach for improving speaking skills, it is vital for the Ministry of Education, the Department of Education, and school administrators to organize annual workshops, facilitating knowledge exchange and collaboration among teachers.
The limitation of the study
This study's findings may not fully represent the implementation of Project-Based Learning (PBL) among all primary school students in Hanoi due to its limited sample size Additionally, various benefits and challenges of PBL remain unexplored, leading to skepticism about its validity Nevertheless, the author emphasizes that participants were randomly selected, and the research results are grounded in accurate data from the teaching and learning process To enhance the credibility of the survey, students were given questionnaires to complete at home Ultimately, the study identifies the benefits of PBL in enhancing speaking skills but does not assess its overall effectiveness.
time for PBL according to students’ questionnaires
According to Chart 4.1, students struggle to find sufficient time for Project-Based Learning (PBL), particularly in practicing speaking skills before presentations (3.34) and during the actual project presentations (3.23) A significant challenge they face is the limited time available for providing feedback and asking questions post-presentation, with a mean score of 3.00 Furthermore, fifth-grade students experience greater time constraints compared to their peers, as indicated by mean scores below 2.9.
Time for comments, Q & A 3.00 3.00 2.00 2.67 Table 4.1.7 Students’ spending time for PBL based on classroom observations
Time for English speaking Time for presenting Time for comments; Q & A
Classroom observations, consistent with student questionnaires, indicate that students face significant time management issues, particularly when it comes to speaking before project presentations They struggle to allocate sufficient time for both presenting and evaluating their projects Notably, fifth-grade students exhibit greater difficulties with time constraints compared to their peers in other grades.
Student interviews reveal a significant challenge regarding time constraints for practicing speaking and presenting projects One student highlighted that, with only 15 minutes allocated for the entire project, including preparation and practice, the time for presentations is severely limited Consequently, teachers often struggle to listen to all presentations from multiple groups Another student noted that the complexity and length of the projects further exacerbate the issue, leaving little time for effective practice As a result, some groups were unable to present, despite their willingness to do so This time limitation ultimately impacts the evaluation process, as teachers cannot provide adequate feedback or assessments.
Time poses a significant challenge for students engaged in Project-Based Learning (PBL), as they often struggle to find adequate opportunities to practice their English speaking skills prior to presentations Additionally, limited time hinders their ability to effectively prepare presentations on their projects and provide constructive feedback on their peers' performances.
Data from questionnaires Data from classroom observations
Table 4.1.8 reveals that language use poses challenges for grade 3 students in Project-Based Learning (PBL), as indicated by mean scores below 4.0 from questionnaires and classroom observations These students primarily communicate in Vietnamese during projects, while their grade 4 and 5 counterparts predominantly use English Consequently, the reliance on English for communication during projects significantly affects grade 3 students, contrasting with the experiences of students in higher grades.
Student interviews revealed that while they attempted to use English for project discussions, they often resorted to Vietnamese for exchanging ideas and chatting with friends This tendency may stem from their comfort with their mother tongue and varying proficiency in English For instance, a third-grade student expressed difficulty in communicating her thoughts and opinions, leading her to frequently use Vietnamese phrases such as "let’s discuss," "Have you finished drawing?" and "I agree," highlighting the challenges they face in fully engaging in English during collaborative activities.
Project-Based Learning (PBL) offers students significant benefits, such as increased motivation to speak English and enhanced opportunities for interaction It aids in the retention and application of target vocabulary and structures However, students also face challenges, particularly a lack of confidence when speaking in front of the entire class.
Students, particularly those in grade 5, often struggle with time management, which can lead to significant challenges in their academic performance Additionally, language barriers can create difficulties for younger students, especially those in grade 3, affecting their ability to communicate effectively and respond promptly to questions.
4.2 Real situation of PBL in improving speaking skills as perceived by teachers
This study evaluates the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills, utilizing data from questionnaires to analyze key factors such as interaction, feedback, correction, time management, student engagement, language use, and teacher experience Additionally, classroom observations and interviews were conducted to further substantiate the findings.
The classroom observations reveal that teachers have more interaction with students during the projects and teachers support students with vocabulary and structures
Interact with students more frequently 5.00 5.00 4.00 4.67
Help students use suitable words for the projects 5.00 5.00 4.00 4.67
Help students use suitable structures for the projects 5.00 4.00 4.00 4.33
Table 4.2.1 Teacher- student interaction according to classroom observations
In interviews, T3 shared that fifth-grade students struggled to discuss their plans for the upcoming week during lesson 3 of Unit 5 To assist them, she recommended engaging activities such as playing chess, swimming, and listening to music Additionally, she encouraged her students to use the "will" structure to articulate their future plans effectively.
In short, PBL brings many benefits to teachers related to teachers’ interaction and support
Correct students’ mistakes in word choice 3.00 3.00 3.00 3.00
Correct students’ mistakes in grammar 4.00 5.00 5.00 4.67
Correct students’ mistakes in pronunciation 4.00 4.00 5.00 4.33 Table 4.2.2 Feedback and correction according to classroom observation
Classroom observations reveal that teachers dedicate significant time to providing feedback and correcting students' grammar and pronunciation errors However, they often overlook the importance of word choice during Project-Based Learning (PBL) lessons.
Interviews indicate that Project-Based Learning (PBL) aids teachers in correcting students' grammar and pronunciation errors Furthermore, it enables educators to assess their students' comprehension of previously taught vocabulary and structures, thereby enhancing the overall teaching process.
Time for students to practice speaking before the presentation step 4.00 4.00 5.00 4.33
Time for all groups in the presentation step 3.00 3.00 1.00 2.33
Time for feedback & evaluation 3.00 2.00 1.00 2.00 Table 4.2.3 Time for PBL according to classroom observations
Classroom observations reveal that while teachers allocate time for students to practice their speaking skills, they often neglect to invite all groups to present their projects and fail to provide constructive feedback and assessment.
Teachers unanimously identified time constraints as the biggest challenge in Project-Based Learning (PBL) T1 highlighted that with only 35 minutes per lesson, which includes two or three activities, she often has to rush through reading and writing tasks, allocating merely 15 minutes for project work To manage time effectively, she sometimes assigns reading and writing as homework Similarly, T2 noted that projects involving drawing, coloring, or crafting are often completed at home to allow more time for class presentations However, both teachers acknowledged that this approach sometimes leads to insufficient time for all presentations and evaluations.
Time poses a significant challenge for teachers, as they often struggle to effectively deliver projects while ensuring all steps, particularly presentation and evaluation, are adequately addressed.
The table 4.2.4 shows that teachers have problems with student management To be more specific, teachers cannot manage all students especially students with little motivation and interest during the projects
1.50 3.00 3.00 2.50 students of different levels during the projects 2.00 3.00 3.00 2.67 students with little motivation and interest 1.00 3.00 3.00 2.33 Table 4.2.4 Student management according to classroom observations