Project based learning and its impacts on students speaking skill in elementary school nguyen thi mai phuong ; nguyen vu phuong supervisor

--- ∞0∞--- NGUYEN THI MAI PHUONG PROJECT-BASED LEARNING AND ITS IMPACTS ON STUDENTS’ SPEAKING SKILL IN ELEMENTARY SCHOOL MASTER THESIS MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2021

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NGUYEN THI MAI PHUONG

PROJECT-BASED LEARNING AND ITS IMPACTS ON STUDENTS’ SPEAKING SKILL

IN ELEMENTARY SCHOOL

MASTER THESIS MASTER OF ARTS IN TESOL

HO CHI MINH CITY, 2021

Tai Lieu Chat Luong

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

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NGUYEN THI MAI PHUONG

PROJECT-BASED LEARNING AND ITS IMPACTS ON STUDENTS’ SPEAKING SKILL

IN ELEMENTARY SCHOOL

Major: Teaching English to Speakers of Other Languages

Major code: 8 14 01 11

MASTER THESIS MASTER OF ARTS IN TESOL

Supervisor: Dr NGUYEN VU PHUONG

HO CHI MINH CITY, 2021

GIẤY XÁC NHẬN

Tôi tên là: NGUYỄN THỊ MAI PHƯƠNG

Ngày sinh: 9/10/1987 Nơi sinh: TP Hồ Chí Minh

Chuyên ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh.

Mã học viên: 1781401110030

Tôi đồng ý cung cấp toàn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ về bản quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh

Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ

CỦA GIẢNG VIÊN HƯỚNG DẪN

Giảng viên hướng dẫn: TS NGUYỄN VŨ PHƯƠNG

Học viên thực hiện: NGUYỄN THỊ MAI PHƯƠNG Lớp: MTESOL017A

Ngày sinh: 9/10/1987 Nơi sinh: TP Hồ Chí Minh

Tên đề tài: Project-based Learning and Its Impacts on Students’ Speaking Skill in

cụ, giúp cung cấp những mô tả phong phú về nội dung nghiên cứu và các phát hiện Nghiên cứu giúp đưa ra những hàm ý hữu ích cho giáo viên trong hoạt động tổ chức giảng dạy thông qua Project-based Learning

Giảng viên hướng dẫn đồng ý học viên nộp luận văn để bảo vệ trước hội đồng

Thành phố Hồ Chí Minh, ngày 9 tháng 9 năm 2021

Người nhận xét

Nguyễn Vũ Phương

STATEMENT OF AUTHORSHIP

I certify that this thesis entitled “Project-based Learning and Its Impacts on Students’

Speaking Skill in Elementary School” is my own work

Except where reference is made in the text of the thesis, this thesis contains any material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma

No other person’s work has been used without due acknowledgement in the main text of the thesis

This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution

Ho Chi Minh City, September 2021

NGUYEN THI MAI PHUONG

ABSTRACT

This action research study examined the impact of project-based learning on the elementary students’ speaking skill and the challenges the students faced when implementing this intervention The convenience sampling was used with thirty students

in an elementary school participated in this study in two semesters Multiple research instruments as pre-test, post-test, observation and think-aloud were employed to collect the data The data were analysed by the paired sample T-test, content analysis and thematic analysis to reveal the findings

The findings indicated the project-based learning can improve the speaking skill from the students’ score of speaking tests before and after the intervention Furthermore, data analysis from observation and Think-Aloud indicated the benefits of the intervention, promoting learners’ reflection, developing speaking skill and collaboration skill, encouraging social interaction and enhancing level of engagement Some challenges in implementing the project-based learning were also reported, including the misunderstanding the instructions, using mother tongue, conflicts and time limitation This study gives insights to researchers who contemplate to apply the project-based learning to their speaking classes Regarding to the limitation and the recommendation, further research should be conducted with larger size and focus on other skills with other instruments instead of only speaking skill to have a holistic view of students’ development of language acquisition

ACKNOWLEDGMENTS

First and foremost, I would like to express my sincere gratitude to my supervisor,

Dr Nguyen Vu Phuong, since he has been a guiding light during the process Without his professionalism, patience and guidance to his students, I would not be finishing this thesis

Besides, I would like to thank all my professors, for their knowledge and support during my time at Ho Chi Minh City Open University

Also, I would like to thank all the staffs in Ho Chi Minh City Open University for their help throughout the course

I highly appreciate my lovely students for their enthusiasm, effort and support to

me Their smile and their happiness help me overcome the challenges to complete this thesis

Last but not least, I would like to send my love and my gratitude to my family,

my sisters and my brother, and my friends, for always supporting me in finishing the thesis and not letting me quit

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i

ABSTRACT ii

ACKNOWLEDGMENTS iii

LIST OF FIGURES x

LIST OF ABBREVIATIONS xi

CHAPTER 1 INTRODUCTION 1

1.1 Background of the study 1

1.2 Statement of the problem 2

1.3 Aim of the study 3

1.4 Research questions: 3

1.5 Significance of the study 4

1.6 Delimitations and Limitations of the Study 5

CHAPTER 2 LITERATURE REVIEW 6

2.1 Speaking skill 6

2.1.1 Definition of speaking 6

2.1.2 Characteristics of speaking skill 7

2.1.3 Strategies for Developing Speaking Skills 8

2.2 Children’s learning: 9

2.3 Collaborative learning 10

2.4 Project-based learning 10

2.4.1 Definition of project-based learning 10

2.4.2 The theoretical framework of project-based learning 12

2.4.3 The benefit of project-based learning 13

2.4.4 Procedure of project-based learning 16

2.4.5 Project-based learning and doing a project 19

2.4.6 The application of project-based learning on speaking skill 19

2.4.7 Previous studies 21

2.4.8 Challenges in project-based learning 24

2.5 Summary and the research gap: 25

2.5.1 Summary 25

2.5.2 The research gap 26

CHAPTER 3 METHODOLOGY 28

3.1 Research objectives and research questions: 28

3.2 Research site: 28

3.3 Participants: 29

3.4 Research design 29

3.5 Theoretical framework of the study: 32

3.6 Research procedure: 34

3.6.1 Teaching materials: 35

3.6.2 Project stages: 38

3.7 Instruments for data collection: 43

3.7.1 Pre-Test 43

3.7.2 Post-Test 45

3.7.3 Rubrics for the pre-test and post-test 45

3.7.4 Observation 46

3.7.5 Think-aloud 49

3.8 Data analysis 51

3.9 The trustworthiness of the study 53

3.10 Ethical considerations 54

3.11 Conclusion 56

CHAPTER 4 FINDINGS 57

4.1 Benefits of the intervention 57

4.1.1 Improving speaking skill 57

4.1.2 Enhancing level of engagement 59

4.1.3 Promoting quality of individual contribution in groupwork 61

4.1.4 Supporting positive behavior in group 64

4.2 Challenges of implementing the intervention 66

4.2.1 Misunderstanding the instructions 66

4.2.2 Using the mother tongue 67

4.2.3 Conflicts 67

4.2.4 Time limitation 68

4.3 Learners’ perceptions of the intervention 69

4.3.1 Promoting reflection 70

4.3.2 Speaking skill development 73

4.3.3 Social Development 77

4.3.4 Fostering emotional development 79

Chapter 5 DISCUSSION 82

5.1 Benefits of the intervention 82

5.1.1 Improving speaking skill 82

5.1.2 Enhancing level of engagement 83

5.1.3 Promoting quality of individual contribution in groupwork 84

5.1.4 Supporting positive behavior in group 85

5.2 Challenges of implementing the intervention 86

5.2.1 Misunderstanding the instructions 86

5.2.2 Using the mother tongue 87

5.2.3 Conflicts 87

5.2.4 Time limitation 88

5.3 Learners’ perceptions of the intervention 89

5.3.1 Promoting reflection 89

5.3.2 Speaking skill development 90

5.3.3 Social Development 91

5.3.4 Fostering emotional development 91

6.1 Summary of the findings 93

6.2 Implications 94

6.3 Limitations 95

6.4 Recommendations 96

REFERENCES: 97 APPENDICES 112

LIST OF TABLES

Table 2 Project-Based Learning: Procedure and Strategies (Han and Bhattacharya, 2001)

Table 3.1: Lesson contents & schedule

Table 3.2: Rubric for the oral test

Table 3.3: The information of classroom observations

Table 3.4: The information of the Think-Aloud

Table 3.5: Timeline of Data Collection and Data Analysis

Table 4.1: Correlations between Pre-Test and Post-Test

Table 4.2: Descriptive Statistics of Pre-Test and Post-Test

Table 4.3: Paired Samples t-Test

Table 4.4: Level of Engagement

Table 4.5: Quality of individual contribution in groupwork

Table 4.6: Behavior

Table 4.7: Challenges of the implementation of project-based learning

LIST OF FIGURES

Figure 2.1 Relation between IBL approach and active learning (Jamari et al., 2018) Figure 2.2 General framework of Project-Based Learning by Han and Bhattacharya,

2001

Figure 3.1 Kemmis and McTaggart’s Action Research Model (1986)

Figure 3.2 The theoretical framework of the study (adapted from Kolb (1984)’s Experiential Learning Theory)

Figure 3.3 The picture from Family and Friends Special Edition, Grade 3

Figure 3.4 The picture from Family and Friends Special Edition, Grade 3

Figure 3.5: Product of the project 1

Figure 3.6: Students presented the project 1

Figure 3.7: Product of the project 2

Figure 3.8: Students presented the project 2

Figure 4.1: The menu with some new words

Figure 4.2: Students’ presentation

LIST OF ABBREVIATIONS

EFL English as a Foreign Language

ELT English Language Teaching

ESL English as a Second Language

PBL Project-based learning

TESOL Teaching English to Speakers of Other Languages

TA Think-Aloud

CHAPTER 1 INTRODUCTION

Chapter 1 provides an overview of the research in six sections A background of the study that shows the current teaching and learning of English is provided in the first section Section 1.2 to specifies the problems in teaching speaking The next section reveals the aim of the study Research questions are presented in the fourth section as the guideline for the research The last section clarifies the delimitation and limitation of

the study

1.1 Background of the study

Responding to English as an international language of communication, people considerably think of learning English, so that they can use and speak English for communication, education, business, tourism and other purposes Due to the importance

of learning English as a foreign language, teaching EFL speaking has been considered important in Vietnam Specifically, one of the goals of the elementary English program

is that after completing the elementary English course, students can communicate in simple English through four skills including listening, speaking, reading and writing, emphasizing on speaking and listening skills (General Education Program, English Language Program publishing by Ministry of Education and Training, 2018)

Kayi (2006) stated that speaking is an oral mode of production skill Furthermore, students will benefit from learning speaking because verbal communication is a common way to communicate with others According to Ur (1996), the most important aspect of learning a second or foreign language is acquiring speaking skill Besides, Nunan (1991) stated that the proficiency in another language is generally measured by the ability to communicate in that language Thus, a speaker should communicate in a way that the listener could understand them Therefore, students should be proficient in speaking skill

to obtain and share information with others In order to be able to conduct effective

communication, students need to have good speaking elements as stated by Harmer (2002) First, the linguistic features include pronunciation, intonation, stress, pitch, grammar and fluency Second, information processing capabilities include language understanding, interaction with others to communicate naturally, and process information smoothly

Consequently, the teaching and learning speaking process must support the students to communicate effectively, as Kayi (2006) stated, teacher should provide speaking tasks for meaningful communication rather than force the students only memorization Wallace et al (2004) indicated that teachers should provide students the opportunities to practise speaking English

1.2 Statement of the problem

According to Ur (1996) students can face some problems in learning speaking First, students can be inhibited about speaking English in the classroom because they are afraid of making mistakes, scared of criticism or losing face or simply shy Second, students can find it hard to think of anything to say An interesting topic is not enough Students need to feel the topics are relevant and original for them to discuss Third, in a big class, each student has little talking time to speak In group work, some students tend

to dominate and some rarely speaks or not at all Last, students tend to use their first language when they meet any problems Based on my own observations and teaching experiences, my students meet the same problems as Ur indicated First, the time for practising speaking is not enough since the class size is big and the time for speaking is limited Hence, the students have difficulty in learning speaking Leaning speaking skill needs tremendous practice Davis (2003) also stated that when students are actively involved in the process of practicing the language, they can develop their series of topics and learn more effectively Second, a big reason for their failure in speaking English is lacking of the vocabulary Students need enough the useful words bank to practice

speaking Learning the vocabulary is important Third, some students seem to be bored

in learning speaking Fourth, some students do not think learning a foreign language is necessary for their life They are unable to apply what they have learnt into their life situations They learn because they are forced to learn

To overcome these problems, the educators can apply various types of strategies, tools, methods and approaches in teaching speaking The researcher made a decision to apply the project-based learning approach in teaching speaking The PBL refers to a process of designing, planning and implementing activities for the purpose of creating, publishing and presenting a product (Patton, 2012) In PBL process, learners involve in purposeful communication to complete authentic activities, allowing them to utilize the language in a natural context and participate in meaningful activities that using authentic language skills (Dewi, 2016)

1.3 Aim of the study

The purpose of this study is to identify the improvement of the students’ speaking skill through project-based learning, along with the possible challenges and obstacles through the implementation In this study, the researcher illustrates the process of planning, creating, and processing of a project-based learning application Through this research, the researcher aims to provide additional guidance to educators who are considering using project-based learning for improving students’ speaking skill

1.4 Research questions:

To achieve the objectives, the study aims to answer the research questions: (1)

To what extent does PBL impact on elementary learners’ speaking skill? (2) How do students perceive the challenges of implementing project-based learning?

1.5 Significance of the study

This study explored the impact of implementing project-based learning on speaking skill of elementary students This study is relevant to the field of education and, specifically, to the study of project-based learning for practicing speaking The project-based learning activities focus on learners so they can actively interact with each other Therefore, the findings of this case study contribute to a body of literature that inform educators the impacts related to the implementation of project-based learning to teach English Below is the theoretical and practical significance or the study

In term of theoretical aspect, this study might contribute to develop the theoretical framework derived from the literature review, which was a foundation not only for this study but also for the research field It clarified how project-based learning impact on learning speaking, the benefits, the challenges and learners’ perceptions within the intervention Special consideration was given to the theory of project-based learning and its advantages in the context of language learning There were positive changes in learners’ perceptions in learning English and collaboration in the classroom These aspects contributed significantly to the discussion of research findings in this field in Vietnamese context

Regarding practical aspect, the study gave insight why project-based learning is necessary in teaching speaking The findings proved that project-based learning can supported learners in various ways, including developed speaking skill, promoted reflection, and improved social and collaboration skills Conditions for effective project-based learning were discussed to provide guidance to the academic in planning and implementing the intervention efficiently The findings thoroughly support and inform teachers when attempting to apply project-based learning in language teaching and learning

1.6 Delimitations and Limitations of the Study

In terms of delimitations, this study focuses on examining the effect of based learning on third-graders’ speaking skill achievement at X school in Ho Chi Minh City Firstly, participation in this study is delimited to the third-grade students of X school Secondly, treatment of the research is delimited to project-based learning on teaching speaking Finally, the research will focus on how the project-based learning affects achievement in speaking skill of learners only

project-Related to limitations of the study, firstly, prior knowledge of the participants will not be mentioned In particular, the participants’ general knowledge will not be controlled, which may affect the validity of the study Secondly, the participant’s individual differences, such as motivation, language aptitude and test anxiety, are not controlled in the study

CHAPTER 2 LITERATURE REVIEW

This chapter is divided into four main sections The first section is focused on investigating speaking skill, including the definitions of speaking, characteristics of speaking skill The second section reveals the children’s learning The third section examines PBL, including the definition, theoretical framework of PBL and the effectiveness of PBL in students’ development of speaking The study also considers the procedures and the implementation of PBL Furthermore, the difficulties that students may encounter during the course of their PBL implementation are mentioned Finally, the summary and the research gap are identified to lead the study

2.1 Speaking skill

2.1.1 Definition of speaking

A number of definitions for the term "speaking" have been proposed by researchers in language learning Webster New World Dictionary describes speaking as expressed in speech, to communicate by talking, making a request, and making a speech (Nunan, 1995) Chaney (1998) defines speaking as the act of creating and conveying meaning through the use of verbal and non-verbal symbols in a variety of situations Brown (1994) and Burns and Joyce (1997) describe speaking as an interactive process

of meaning creation that includes the production, receiving, and processing of information

Bygate (1987) defined speaking as the creation of auditory signals in order to elicit various verbal responses from listeners It is defined as to systematically connecting sounds to create meaningful sentences Eckard and Kearny (1981), Florez (1999), Howarth (2001), and Abd El Fattah Torky (2006) describe speaking as a two–way activity involving exchange of ideas, information, or emotions This top-down perspective considers spoken texts as the cooperation of two or more individuals in a shared moment and context

2.1.2 Characteristics of speaking skill

According to Mazouzi (2013), a connection between fluency and accuracy should

be maintained in the designs of students' activities Fluency and accuracy are both critical aspects of an effective communication strategy Learners can improve their communication skills by practicing in the classroom Therefore, they should understand the language system's operation

The first feature of effective speech performance is fluency, and it is the primary aim in teaching speaking skill for students Hughes (2002) defines fluency as learners' ability to communicate in a comprehensible way in order to avoid communication breakdown due to listeners' loss of interest According to Hedge (2000), fluency is the ability to reply coherently by linking words and sentences, clearly pronouncing the sounds, and using stress and intonation

Accuracy is the second feature of speaking performance Learners should acquire accuracy in a foreign language As a result, teacher should focus on accuracy throughout their teaching When speaking, learners should pay sufficient attention to the accuracy and completeness of language form, including grammatical structures, vocabulary, and pronunciation (Mazouzi, 2013)

According to Thornbury (2005), to use the grammatical structures correctly, the sentences should be properly in organization, in length and well-structured Accuracy in terms of vocabulary refers to the placement of suitable words in appropriate situations Learners often employ identical words or phrases in disparate situations that do not convey the same meaning Hence, students should be able to properly utilize words and phrases

Thornbury (2005) indicated that pronunciation is the lowest level of knowledge that learners typically focus on To communicate effectively in English, learners must understand phonological principles and be aware of the various sounds and

pronunciations Additionally, students should be familiar with stress, intonation, and pitch All of these factors contribute to learners' ability to communicate effectively and fluently in English

2.1.3 Strategies for developing speaking skills

According to Bahrani and Soltani (2012), instructors can give students practice managing and varying the language contained in different scripts through interactive activities When they do not understand another speaker or realize that a conversation partner has not understood them, language learners are often too embarrassed or shy to say anything Instructors can assist students in overcoming this apprehension by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, regardless of the participants' language skill levels Instructors can also provide students with strategies and phrases to help them clarify and check their comprehension Instructors can create an authentic practice environment within the classroom by encouraging students to use clarification phrases in class when there is misunderstanding, and by responding positively when they do Students will gain confidence in their ability to manage the various communication situations that they may encounter outside of the classroom as they gain control of various clarification strategies Many language learners consider speaking ability to be the most important indicator of

a language's knowledge Fluency is defined by these students as the ability to converse with others, rather than the ability to read, write, or comprehend oral language They consider speaking to be the most important skill they can learn, and they measure their progress in terms of their spoken communication abilities Similarly, instructors must assist their students in developing this body of knowledge by providing authentic practice that prepares them for real-life communication situations They assist their students in developing the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, while using acceptable (that is, understandable) pronunciation (Bahrani and Soltani, 2012)

2.2 Children’s learning:

The context in which learning occurs has a profound effect on it A centered approach necessitates the establishment of classroom and school standards, as well as links to the outside world that reinforce fundamental educational values (Brandsford et al, 2000)

community-Teachers should design the classroom activities in order to help children in organizing their work in ways that foster intellectual connections and the learning attitudes necessary for community building (Brandsford et al., 2000) Children in such a community will assist one another in resolving issues by broadening each other's knowledge, clarifying concerns, and suggesting directions that will bring the group to their desired goals (Brown and Campione, 1994) Cooperation in problem solving (Evans, 1989; Newstead and Evans, 1995) as well as argumentation (Goldman, 1994; Habermas, 1990; Kuhn, 1991; Moshman, 1995a, 1995b; Salmon and Zeitz, 1995; Youniss and Damon, 1992) among children in such an intellectual community enhances cognitive development

Teachers should be assisted and encouraged to establish learning groups among students (Lave and Wegner, 1991) These groups may help participants develop a feeling

of confidence in asking questions rather than knowing the answers, and they can create

a model for developing new ideas based on each participant's contribution They will instill enthusiasm in learning transferring through the classroom, giving students a feeling of ownership as they apply concepts in theory and practice (Brandsford et al, 2000)

Last but not least, schools must develop strategies for integrating classroom learning with other aspects of students' life (Moll, 1990, 1986) Project-based learning,

as a student-centered pedagogy that incorporates a productive classroom approach based

on the belief that students acquire deeper knowledge through investigation of real-world difficulties and issues (Edutopia, 2016) meets these requirements

2.3 Collaborative learning

Dillenbourg (1999) clarified that the most general definition of 'collaborative learning' is a situation in which two or more people learn or attempt to learn something together Each component of this definition can be interpreted in a variety of ways:

Two or more can refer to a pair, a small group (3-5 subjects), a class (20-30 subjects), a community (a few hundreds or thousands of people), a society (several thousands or millions of people), or any intermediate level

Learn something can mean follow a course, study course material, perform learning activities such as problem solving" "learn from lifelong work practice"

Together can refer to various types of interaction: face-to-face or mediated, synchronous or asynchronous, frequent in time or not, whether it is a truly collaborative effort or whether the labor is divided in a systematic manner These three definitional elements define the space of what is encountered under the label 'collaborative learning': pairs learning through intensive synchronous joint problem solving for one or two hours, groups of students using electronic mail during a one-year course, professional communities developing a specific culture across generations

computer-2.4 Project-based learning

2.4.1 Definition of project-based learning

In order to examine the project-based learning for this study, it is necessary to examine the meaning of PBL used in this study Project work provides a flexible framework for the integrated acquisition of both language and subject (Stoller, 1997) Project work allows for a gradual development of greater autonomy of learners Project work is a great structure for preparing students to learn independently, in accordance

with their skills, styles, and preferences (Skehan, 1998) English instructors have investigated and exploited the history of project work since the mid-1970s, when ELT [English language teaching] introduced the concepts of learner-centered teaching, learners' autonomy, cooperative learning, and task-based learning Project-based learning has been developed in teaching English for a variety of reasons, including the fact that learners use language to negotiate, analyse and discuss information and ideas that are determined from actual communication requirements PBL promotes imagination and creativity, self-discipline and responsibility, collaboration skills, analytical and study abilities, and cross-curricular work by using of experience gained

in other subjects (Hedge, 2000) Project-based learning is the quintessential method of language learning with regard to learning, power relations, the role of teachers and learners, the perspective of knowledge, curriculum perspectives, learning experiences, process control, motivation, and evaluation (Eyring, 2001) Students are the subject of project work, which is motivated by the desire to produce a finished product Nonetheless, the route to finish the product is what makes the project successful The journey to the final product allows students to gain confidence and independence when working together in a real-world environment on a mission.The journey to fulfil the project work teaches students to be confident and independent while collaborating in an authentic context for a mission (Fried-Booth, 2002)

The flexibility of project-based learning makes it difficult to come up with a single definition in which concepts can be translated into practice For the purpose of this study, a definition will be attempted by specifying several conditions needed for a successful project-based learning application: Project-based learning should (a) be process-oriented and product-oriented; (b) be determined by students to encourage student ownership in the project; (c) set a time limit; (d) promote integrating skills; (e) emphasize both language and content learning; (f) enable students to work in groups and

independently; and (g) demand students to be responsible for their learning by collecting, analysing, and reporting information from the language sources; and (h) demand teachers and students to assume new roles and responsibilities (Levy, 1997); (i) lead to a concrete result; and (j) finish with student comments on both the process and the result (Stoller, 2006)

2.4.2 The theoretical framework of project-based learning

Perry (2018) argued that project-based learning is an instructional approach derived from the concept that students should do tasks to support the learning process More specifically, project-based learning includes student-centered activities that are inquiry-based and that originate from active learning Active learning is an approach of learning that students are actively or experientially engaged and where the degrees of active learning are diverse depending on the participation of the students (Bonwell & Eison 1991) In the Association for Higher Education Research (ASHE) researchers discuss various methods to promote active learning They cite literature showing that indicate students must engage in activities other than listening: they must read, write, discuss, and participate in problem solving It involves three learning areas referred to knowledge, skills and attitudes (KSA), and this classification of learning behaviours can

be considered as learning objectives (Bloom et al., 1956) Specifically, students are required to engage in high-level cognitive activities such as analysis, connection and evaluation (Renkl et al., 2002) Inquiry-based learning is a form of active learning that begins with queries, challenges, or scenarios It varies from conventional methods, which

is often focused on teachers delivering their facts and knowledge on this subject A facilitator, rather than a lecturer, is often needed to apply request-based learning Inquirers will find and study problems and concerns in order to facilitate the knowledge

or solution development Problem-based learning is a form of Inquiry-based learning and

is often utilized for small-scale surveys, projects, and study (What is Inquiry Based

Learning? Centre for Excellence in Enquiry-Based Learning University of Manchester).Dostal (2015) asserted that inquiry-based learning is fundamentally linked to the development and practice of thinking and problem-solving abilities

Figure 2.1 Relation between IBL approach and active learning (Jamari et al., 2018)

2.4.3 The benefit of project-based learning

The primary goal of the project-based learning is to give students opportunity to obtain comprehensible input and generate comprehensible output (Eyring, 1989) According to Haines (1989), PBL provides students with the opportunity to reuse perceived languages and skills in authentic contexts The research on project-based second language learning has a practical viewpoint with regard to language as a resource within specific sociocultural context (Halliday, 1994; Mohan, 1986, 1989) This viewpoint of language is related to the social nature in language (Schieffelin & Ochs, 1986), which indicates learning a language is learning knowledge about linguistic along with socio-culture Beckett (2005) says that the language socialization theory considers project-based learning forming a sociocultural background for teachers to teach language, social culture, education program, and a variety of skills PBL is also a setting where English teachers require students to listen, speak, read, and write in English in

order to learn language material (Dewey, 1926; Dewey & Dewey, 1915; Mohan, 1986) The other goal of the project-based learning is that it can create the context for learning through language Stoller (2006) stated that participants have reported improved all four language skills, vocabulary and grammar, due to PBL providing opportunities for interaction (output), modified input, and negotiated meaning

According to Stoller (2006), the most frequently reported positive outcomes of project work are linked to the authenticity of the student experience and the language to which they are exposed and use Students perform authentication activities as part of their project work In other projects, students conduct interviews, not for the purpose of listening and speaking, but for obtaining information can be used to complete the projects Similarly, when students write letters as part of their projects, they expect real feedback from real people and real organizations When students share the results of their projects with an authentic audience, they once again engage in authentication tasks, using the authentic language at the same time (Stoller, 2006)

Another commonly benefit of project-based learning is increased student motivation Whatever the cause-effect relationship is, the end result is positive Project-based learning can also promote creativity since it shifts students from mechanistic activities to creative activities The projects often do not have predefined answers PBL contributes to the environments where creativity is rewarded in many projects, students are given a voice in determining the project's process as well as its products It is possible that the coordinated efforts of teachers to engage students in project planning, in addition

to the open end of the project, stimulate creativity (Stoller, 2006)

The third most common reported benefit of project work is students' enhanced language skills Students improved all four skills, vocabulary and grammar skills, due to PBL giving opportunities for interaction (output), modified input, and negotiated meaning Students are engaged in authentic tasks requiring them to listen, read, write,

and speak, leading to use the language material, vocabulary and grammar structures they have learnt Similarly, projects require students to read, write, listen and speak in learning language, prepare them for lifelong education Fortunately, for students, project work provides an opportunity for a clear emphasis on the form and other elements of the language, easily being provided and rated at three points out of the way (Stoller, 2006)

Another reported benefit of project work is that students improve social skills and cooperation (Stoller, 2006) These skills grow over time as students collaborate with group members to collect, process, synthesize, and report information relevant to their projects What often happens, in the course of a project, is that students understand each

of them is a single link in a chain that connect through of information sharing and negotiation of meaning, to conduct a successful project (Alan & Stoller, 2005) Students are reported to complete their projects with enhanced content knowledge since projects are planned around the collecting, processing, and reporting of "real" information relevant to the project theme In fact, project work is compatible with content-based instruction and its dual commitment to content and language learning (Stoller, 2004) As students proceed through the various stages of the project, the information they have collected themselves, as well as the information compiled by their classmates, are recycled and reviewed in meaningful ways (Stoller, 2002), thereby reinforcing content learning

According to Stoller (2006), the PBL method improves self-reliance, confidence, self-esteem, positive attitudes and comfort in learning the language, and pleasure with personal accomplishments She clarified that PBL have easily identifiable stages (information collecting, processing, reporting, evaluating) and tangible final products makes it possible for students to track (or at least reflect on) their own advance The final product of the project allows students to reflect (and evaluate) the outcomes of their project journey Constructive feedback about students’ progress throughout the project

should be provided to them so that they can improve self-concepts and confidence to use language more comfortably Students also increase independence, autonomy, self-initiation, and self-responsibility When projects are carefully planned to encourage students to engage actively, students are gradually proud and possessive of their achievements in the project When students are given choices throughout the project, including the chance to shape the project, they become more autonomous and independent (Skehan, 1998) For the reasons mentioned above, it is not surprising that projects stimulate student interest, encourage student participation, and foster self-responsibility

Finally, the project work results in improving decision-making ability, analytical and critical thinking abilities, and problem-solving skills Interestingly, the conditions for optimal learning, in general, are said to require challenges and opportunities to make decisions, think critically and solve problems (see Csikszentmihalyi, 1990, 1993;

Csikszentmihalyi & Csikszentmihalyi, 1988; Egbert, 2003)

2.4.4 Procedure of project-based learning

Seungyeon Han and Kakali Bhattacharya (2001) suggested three stages in

implementing Project-Based Learning: planning, creating, and processing

Figure 2.2 General framework of Project-Based Learning by Han and Bhattacharya, 2001

Following the framework by Han and Bhattacharya (2001), the student selects the topic, searches for necessary information, and organizes the group work during the

"planning" process The learner identifies an issue, collects relevant information, and suggests a potential solution

The second stage is “creating”, or putting the project into action The process involves tasks including developing and documenting, organizing and integrating participant contributions, and presenting to other students Participants must create a product to introduce with other classmates during this stage

Project reflection and tracking are tasks for the third phase, "processing" projects During this stage, participants present their product with other group members or with the whole class, collect feedback and reflect on the process and product of the project Participants exchange feedback of their own group or other group project

According to Han and Bhattacharya (2001), to achieve the full effect of based learning, the essence of the students’ knowledge, the level of understanding of the teacher, and the difficulties in the classroom environment should be considered These following techniques may be applied in a learning environment in order to foster a Project-Based Learning application Table 2 depicts the general process and strategies for implementing project-based learning, involving both student and teacher viewpoints

project-Table 2 Project-Based Learning: Procedure and Strategies (Han and

Bhattacharya, 2001)

2.4.5 Project-based learning and doing a project

PBL is a learning approach that focus on projects Projects include complicated tasks, thrived from issues or problems, requiring students to design, solve the problems, make the decision or investigate activities Students are given opportunities to work in a period of time, aim to concrete products or presentations The use of an authentic question, a community of inquiry, and the use of cognitive (technology-based) tools are all features of project-based instruction; and expeditionary learning adds features of comprehensive school improvement, community service, and the use of cognitive (technology-based) tools (John W Thomas, 2000)

2.4.6 The application of project-based learning on speaking skill

To consider how project-based learning can be used in a foreign language setting,

we should start with the goals of TESOL (1997) including: (1) using English to communicate in social context, (2) using English to achieve academically in all content areas, (3) using English in socially and culturally appropriate context (see Appendix 1)

The first goal, using English to communicate in a social setting, is achieved through project-based learning in various ranges of ways and is also supported by the theories of Finocchiaro & Brumfit, 1983; Richards & Rodgers, 1986; Savignon, 1983: (1) Teaching occurs through meaning and in context (2) Communication is encouraged from the start (3) Language is learned through negotiation of meaning via interaction with others (Hatch, 1992; Long, 1983; Pica, 1994) (4) Content, activities and strategies are selected based on student interests (5) Teaching emphasizes the minimal use of one's native language (6) The goal of language learning is communicative competence According to Miller (2006), project-based instruction commonly requires students to communicate while working on a project collaboratively, and when communication occurs in the target language, this goal is achieved Projects may also contain elements that intentionally require students to communicate, usually on a specific topic (Miller, 2006) To achieve this goal, in this study, students will be encouraged to interact together

on a topic that involve their personal expression and enjoyment The students would also

be encouraged to develop communicative competence by being engaged in meaningful activities that have a purpose

The second goal, using English to achieve academically in all content areas, is also supported by the theories of Hadley, 2001; Phillips & Draper, 1999 All the “four skills” (listening, speaking, reading and writing) has been the center in teaching and learning language for years, and helping students acquire proficiency in all four skills is still central in language learning (Hadley, 2001) However, it is claimed that these four skills are inseparable; instead, they should be developed interdependently so that students gain communicative competencies (Phillips & Draper, 1999) This goal can also

be accomplished through based learning As Stoller (2006) described, based learning attempts to integrate language and content, thus encouraging students to use the language across subject areas For integrating language and content, in this study, students are encouraged to interact in the classroom with the teachers, the group members or classmates Also, they will write their ideas, and present their final product

project-in spoken form

The third goal, using English in socially and culturally appropriate contexts, is also supported by theories of second language acquisition (Galloway, 1985; Lafayette & Strasheim, 1981; Seeley, 1993) It has been widely accepted that language and culture must be integrated in the language classroom (Galloway, 1985; Lafayette & Strasheim, 1981), where culture is embedded in language instruction and language instruction is embedded in cultural lessons Seeley (1993) argues that it is essential to foster students

to become interested in the target culture(s) and the relationship between how people speak with their social and cultural contexts On the other hand, Lafayette (1988) suggests that it is important to focus on factual information of the target culture Hadley (2001) argues that, in fact, what matters is both what Seeley and Lafayette suggest She

asserts that language is one of the primary means used to express one’s perspectives of the world and to participate in social interaction To achieve interaction, language must

be accessible and contextualized in a sociocultural context (van Lier, 1996) Successful interactions are based on three principles: awareness, autonomy, and authenticity (van Lier, 1996) According to Miller (2006), this goal can also be met through the use of projects, especially when completed with certain final products, such as oral presentation, written report In this research, the role-play presentation would require students to use verbal and nonverbal communication appropriate to the situation Once again by engaging the students in meaningful activities, the students will have opportunities to develop appropriate learning strategies for developing sociocultural competence

2.4.7 Previous studies

Gaer (1998) reported the success of applying the PBL technique He taught English speaking skills to the Southeast Asian refugee community in an ESOL classes (English for speakers of other languages) Their speaking skills are improved during PBL process more than using other traditional methods

The effects of project-based learning on teaching speaking have been confirmed through various studies First, Permatasari (2013) found that the role of the teachers shifted from a lecturer to a facilitator Students also undertook new roles in education They became active collaborators and participants rather than passive recipients of knowledge The method of learning reversed from teacher-centered to learner-centered With these changes, the class time is mostly reserved for learners, which allows for more language practice Consequently, the form and characteristics of the speaking activities when working in group make the environment in the English class more attractive Second, Maulany (2013) realized the students’ participation in speaking classes increased significantly Also, the results showed the improvements in students’ speaking

assessment Hence, if PBL technology is carefully planned to teach speaking skill to students, it can be a practical technique and have a significant implication Third, owing

to the PBL application, the speaking performance of students were improved significantly (Febriawati, 2012) Students have improved several aspects of speaking skill including pronunciation, vocabulary, accuracy, and fluency Furthermore, it changed students' behavior They became more confident in speaking English and participate more actively in learning They had more opportunities to speak English Moreover, they were more likely to bring dictionaries to learn speaking skills In addition, the activities of project-based learning techniques make the classroom atmosphere more enjoyable Fourth, Mehmet Gültekin (2014) investigated the impact of project-based learning on learning in fifth-grade social science classes The results showed that the learning success between the experimental group and the control group are significantly correlated In addition, the study indicated that project-based learning has provided students a variety of skills and making the learning process more interesting, entertaining, and meaningful Fifth, Kornwipa Poonpon (2014) conducted a study on how project-based learning enhanced English Skills She required the students complete an interdisciplinary-based project The researcher used semi-structured interview to elicit students' thoughts about the project and how a project could improve their English skills The results of the study show how to apply an interdisciplinary project to improve learners' English skills Finally, Gökhan Baş (2011) investigated the impact of project-based learning on student achievement and attitudes Research was conducted in a secondary school in Nigde, Turkey A total of 60 students in two ninth grade class participated in the study He used an independent sample t-test to clarify the differences between the experimental group and the control group The findings revealed that the attitude scores between the two groups are significantly different The study confirmed that project-based learning also develops the students’ academic achievement effectively Besides, students taught by a project-based learning approach had a higher

level of achievement and positive attitudes than students taught by the instructions in textbooks

Tran Quoc Thao and Tran Phan Ngoc Tu (2020) conducted a study to investigate attitudes of students toward the use of Project-Based Learning The findings of this study revealed that EFL high school students had positive attitudes toward PBL in terms of cognitive, affective, and behavioral attitudes In terms of cognitive attitudes, the students agreed that participating in PBL improved their self-regulated language learning, speaking competence, and 21st-century skills Concerning affective attitudes, the students believed that PBL enabled them to participate more actively in an active learning process, thereby increasing their confidence, helpfulness, sense of responsibility, and interest in learning In terms of behavioral attitudes, students became more favorable to project implementation in the new English textbooks In short, the attitudes of EFL high school students toward PBL were positive

Nguyen Tuan Anh and Pham Quang Huy (2019) conducted a study on 22 teachers currently teaching general English courses for non-English major students in Faculty of English The findings revealed that, despite not having been professionally trained for Project-Based Learning, the participants have significant theoretical knowledge and regard Project-Based Learning as a beneficial approach

Ngo Huu Hoang (2014) used PBL as a replacement for traditional teaching methods in an attempt to improve the effectiveness of the intercultural communication course The results showed that PBL is appropriate for this subject after 15 action weeks Furthermore, PBL assisted students in not only recognizing the elements of the core curriculum that were required, but also learning about what they could perceive and acquire from real-world experience

Felipe et al (2016) conducted a research entitled Vietnamese Students Awareness towards a Project Based Learning Environment The preliminary findings indicated that

the PBL approach is well suited to CHC students, and Vietnamese students were able to effectively integrate its principles

Referring to the previous research above, this study aims to investigate the impact

of Project-Based Learning on students’ speaking ability in order to suffice the demands

of Ministry of Education and Training This research focuses on the impact of based learning on speaking skill and its’ effective application

Project-2.4.8 Challenges in project-based learning

Although PBL have been proved to increase students’ motivation, in some cases PBL can also be demotivating and harmful to student learning (Kirschner, Sweller, & Clark, 2006; Seiler, Tobin, & Sokolic, 2001) Students can control their own learning through PBL with the application of social skills, higher-order thinking skills, and self-regulating learning skills In teacher-centered classroom, where teachers only focus on the instructions in the textbooks and workbooks, whole-class activities, and separate subjects, students may not develop the skills accumulated from participating the project (Blumenfeld et al., 1991) Instead of increasing student motivation and knowledge of a certain theme, PBL can make students confused and frustrated and gain superficial knowledge (Blumenfeld et al., 1991) A study by Seiler et al (2001) examined students and their teachers while practicing motion physics by constructing and testing a model car He conducted observation, audio tapes and video tapes of the class while the students were engaged in project work, and interview of one student Although some students seemed to demonstrate complex thinking and deeper understanding in the observation, other students were reluctant to participate These students seemed to be more concerned with maintaining their social status and gaining recognition from their peers than with self-regulation of their learning Observations and recordings further revealed learning was limited since students seemed to be more involved in car construction than in the application of science concepts Regardless, the study highlights the gap between what

PBL requires students to do and what they are capable of doing, combined with previous students' experience and level of comfort, prevents numerous students from benefiting PBL and frequently leads to students learning through transmission rather than developing their own knowledge (Blumenfeld et al., 1991; Ertmer & Simons, 2006; Marx et al., 1997)

According to the Nguyen Van Loi and Ly Huynh Cong Nguyen (2019), Vietnamese EFL school teachers require ongoing support in terms of knowledge and skills in adapting, handling, and assessing project tasks in a way that mediates with their students' levels, time pressure, and high workload Time allocation to learning activities

in a curriculum should be appropriately specified to allow for more quality instruction that may impact students' learning Although experience teaches, more vigilant preparation and support for teachers is required in order to carry out an innovation successfully Future research could look into how pre-service teacher education and in-service teacher development programs work Future research could investigate how pre-service teacher education and in-service teacher development programs can assist teachers in effectively and practically implementing PBL

2.5 Summary and the research gap:

2.5.1 Summary

This section reviews literature on the concept of the project-based learning and the explanation of the children’s learning The literature review presents the benefit of the project-based learning and leads to its impact on English speaking skill If students want to develop a greater understanding in learning language, they need to have the opportunities to experience challenge and problem-solving environment (Brandsford et

al, 2000) Project-based learning was recommended to use in teaching English (Abubakar, 2015) Through project-based learning, students can apply their perceived knowledge in the classroom to real world situations and make connects among the facts,