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INTRODUCTION
Rationale
In today's world, the demand for English proficiency is growing significantly for learning, research, work, and daily life, both domestically and internationally This urgent need is amplified by the rapid and deep integration of global cultures, making it essential for individuals and the nation as a whole to enhance their English skills.
The teaching and learning of foreign languages, particularly English, necessitate a comprehensive transformation across all educational levels, disciplines, literature, and facilities This change must encompass the methodologies and motivational approaches of all participants in the foreign language acquisition process In response to these needs, the Ministry of Education and Training launched the national foreign language project 2020, as outlined in Decision No 1400/QDTTg dated September 30.
2008 The project has set a common goal of “ to comprehensively innovate the teaching and learning of foreign languages in the national education system ”
By 2020, most Vietnamese bars have developed strong foreign language capabilities, enabling confident communication and fostering skills for working in diverse, multilingual, and multicultural settings This emphasis on foreign language proficiency is transforming it into a key asset for Vietnamese individuals, supporting the nation's goals of industrialization and modernization.
The Ministry of Education and Training has implemented various specific measures, with textbook innovation being a key solution aimed at enhancing the effectiveness of English teaching and learning.
The new English 10 textbook series, part of the PILOT teaching initiative in upper secondary schools across the country, introduces a notable feature: a Project section following each unit This addition, designed to enhance learning through practical application, has faced challenges as many students find the project lessons daunting and struggle with presenting their work in front of peers.
Practical project lessons provide students with valuable opportunities to learn, innovate, and develop effective solutions for community issues These lessons enhance students' presentation and technology skills However, successful implementation of project-based learning necessitates thorough preparation from teachers, including detailed planning, research on relevant topics, and careful guidance for students.
In order to gain a closer look at this section as well as maximize the efficiency it has offered, I have conducted implementation and research topics:
The new textbook "English 10" introduces an innovative approach to learning project lessons by encouraging students to create video clips based on news stories This method aims to enhance the effectiveness of English teaching and specifically improve the practice sessions for the "Project" component.
Aims of the study
With the above reasons, this study aims to achieve the following purposes:
- Learn the attitude of the children towards the learning path through major exercises (Project-based learning) to develop English-speaking and using technology skills in small groups.
This study investigates the effectiveness of implementing major exercises in the learning project lessons for 10th-grade students at Nghi Loc 3 Upper Secondary School The research aims to determine the impact of these exercises on student learning outcomes.
- Enhance students’ understanding and knowledge of the topics and lessons in the Global Success Textbook 10
- Foster students’ engagement and interest in learning content through multimedia means
- Create a more engaging and creative learning medium compared to just using the textbook.
Scope of the study
The study was conducted in the second term of the academic year 2023-
2024 All the information from unit 6 to unit 10 of the textbook Tieng Anh 10(Global Success) were used as the materials for the study.
CONTENT
THEORETICAL BACKGROUND
1 The definition of Project-based teaching and learning (PBL)
Teaching Project-Based Learning (PBL) through large projects can be defined in various ways, each focusing on different aspects According to Carter and Thomas (1986), effective learning through large projects necessitates three key conditions: a problem to solve, self-regulation among team members, and learner autonomy To meet these conditions, major exercises should incorporate characteristics that promote collaboration, adaptability, and self-awareness among students.
- Take place outside the classroom.
- Topics of the project / major exercise must be in the subject program.
- Learners must set their own plans and goals to be achieved after completing the project.
Moss and Duzer (1998) emphasize that learning through large exercises is an effective instructional method Educators should design scenarios that prompt students to tackle relevant issues or develop a product model upon project completion The key to this approach is ensuring that the outcomes are clearly defined, measurable, and focused on producing a specific product or optimal solution to a particular problem.
According to Thomas (2000), project-based learning involves specific tasks and activities within a defined timeframe, ultimately leading to a tangible outcome Projects are characterized by their complexity, requiring participants to tackle challenging issues Successful implementation necessitates careful planning, diverse problem-solving strategies, and informed decision-making regarding the appropriate actions to take It is essential for project instructors to allow learners the autonomy to work independently while providing sufficient time and guidance to help them visualize the desired results.
Each scholar has a different definition of PBL but they draw out the common characteristics of this direction as follows:
1.1 PBL must be in the curriculum.
1.2 PBL must be focused on and questions, issues need to be addressed in order to standardize skills knowledge of the subject.
1.3 PBL helps students see for themselves their progress in implementing and completing projects.
1.4 PBL must be performed by students themselves.
1.5 PBL must be practical, not just the empty theories in books
This study is grounded in established theoretical frameworks recognized by scholars and validated through extensive research and discussions at esteemed global workshops Additionally, I have selected these frameworks to align with the specific realities of my research.
2 Large types of projects applied in schools
Mr Sarah North (1990) has assigned the project to make 4 main categories:
2.1 Community projects (Community Projects): Are projects where students from the community where they live The main method for solving this type of large exercise is: Observing, tabulating questions, observing and recording
2.2 Rescue projects (Case studios): Are projects where students have to solve a typical problem In this project students will be provided with specific data information ( which may be actual or assumed figures )
2.3.Practical projects (Practical projects): Are projects in which students must conduct a specific job such as creating a blueprint, build a model, conduct an experiment or create a real product in life
2.4.Library project (Library projects): A project that the source of information uses is mainly from books, magazines in libraries or individuals, mass media The typical characteristic of this type of project is that students will have to choose a specific topic, find all relevant documents, read and synthesize work around options in presentation or writing form.
In this study, I utilized the 4th project form due to the limited classroom time available for students Additionally, students have access to a wealth of information from newspapers, libraries, individuals, and various media sources for video editing and news creation This approach not only reduces travel expenses associated with problem exploration but also prioritizes students' safety by allowing them to complete tasks without direct teacher supervision.
3.The benefits of PBL and the disadvantages of PBL
According to scholar Gallacher (2004), PBL has the following advantages:
- Increasing motivation for school clams
- Helping learners be self-conscious and take responsibility for their learning
- Helping learners achieve results after project implementation
- Helping students have contact with real-world situations
- Establish the reciprocal relationship between team members
- Enhancing learners – centered in the process of teaching
- Facilitating students to gain family-side support into learning Therefore parents will better understand their child's learning at school
- Creating opportunities for children to break down learning habits and learning in a more creative way
- Helping students experience practical situations have the knowledge to present accurately and smoothly.
Gallacher (2004) highlighted the drawbacks of using the mother tongue in English classes, noting that this approach encounters significant challenges, particularly due to the varying qualifications of students in the classroom.
Researcher Thomas (2000) identifies three significant barriers that hinder some students from effectively collaborating in groups and conducting scientific research These obstacles include the inability to formulate research questions, challenges in executing projects, difficulties in data analysis, and a lack of critical thinking skills necessary to defend their viewpoints.
4 Process to proceed with PBL
The project steps can be categorized into various stages, as defined by different scholars This study focuses on Gallacher's process from 2004, which aligns closely with the research context Gallacher identifies three key stages in the process of Project-Based Learning (PBL).
The goal is to assist students in recognizing the project's theme and creating an effective implementation plan During this phase, it is essential for teachers to guide students in formulating specific questions.
1.What issues should the project solve?
2.How will the project be conducted?
3.Who will assume what responsibility?
4.What is the time for each section?
5.What sources of documents will need to be used?
During this phase, students are required to engage in research activities, which include identifying problems, exploring research areas, consulting with professionals, and reviewing relevant documents They will also need to write reports and create drafts on computers Teachers play a crucial role in supporting students by offering guidance on methodology, language, and teamwork skills.
After completing their project, students engage in sharing their results through presentations, either within their teams or between different groups This process includes showcasing video clips related to news for mutual evaluation, complementing the teacher's assessment Evaluation criteria may focus on aspects such as content, layout, language, and presentation skills This collaborative evaluation serves to score the projects and facilitate knowledge exchange, ultimately assessing the project's effectiveness.
PRACTICAL BACKGROUND
1 An overview of the new textbook “English 10”
The "English 10" textbook is organized into units based on specific themes, each consisting of six sections: Getting Started, Language, Skills, Communication and Culture, Looking Back, and Project These sections incorporate various activities to facilitate student engagement and understanding of the unit's theme while enhancing their Reading, Speaking, Listening, and Writing skills Typically, each skill lesson is delivered within a 45-minute timeframe, ensuring a structured learning experience.
Project lessons, positioned at the end of each unit in the textbook, are designed to reinforce the unit's topic while helping students consolidate their language knowledge These projects enhance essential skills, including listening, speaking, reading, and writing, while also fostering soft skills such as teamwork, time management, presentation abilities, and technological proficiency.
To successfully implement a project, teachers allocate time for students to research relevant topics, media, and technology At the start of each unit, they assign group projects with a clear deadline for presentation, typically spanning at least five days, during which each presentation must last a minimum of five minutes Prior to the video preparation, teachers remind students of the reporting timeline Students have the flexibility to choose various formats for their videos, such as talk shows, clips, or interviews, focusing on specific content areas Following each video presentation, students are encouraged to share insights and messages that reflect their understanding of the lesson topic and their awareness of the world.
2 Situation of students’ learning project lessons at Nghi Loc 3 Upper Secondary school
Effective project lessons require active student participation, but several challenges can hinder this process Large class sizes, ranging from 40 to 46 students, make it difficult to manage individual contributions Additionally, varying English proficiency levels among students complicate the design of teaching activities Many students exhibit low engagement, with some relying on their more diligent peers, leading to an imbalance in workload Consequently, less active students struggle to progress in their learning and skill development.
The research focuses on 10th-grade students from classes 10A1 and 10A4 at Nghi Loc 3 Upper Secondary School To maintain confidentiality, no student names are disclosed All participants have successfully completed the English curriculum using the new series of textbooks from grade 6 to grade 10.
In selecting participants for the study, 10 secondary school students were chosen due to their comparable proficiency levels, as evidenced by their average scores in grade 10 and their learning progress during the first semester of the current academic year.
4 The procedure of the study
At the start of the second semester, a survey questionnaire was administered to assess experimental students' attitudes towards their peers' presentations in project lessons This questionnaire comprised three statements, each offering four response options, aimed at gathering students' overall feedback on the significance of project-based learning Additionally, it evaluated students' engagement in creating video clips related to current events and their proficiency in utilizing technology for learning English.
The survey analysis reveals that while most students recognize the significance of active participation during project presentations, they often have limited opportunities to engage in evaluating their peers' work This reliance on high-performing group members leads to a low level of active involvement in discussions, as many students do not fully exert themselves in articulating their ideas Additionally, the findings indicate that students perceive participation in group activities during project lessons as primarily beneficial for high-achieving individuals, rather than for the group as a whole.
Based on these findings, I propose revising the requirements for students to engage in project-based lessons, aiming to boost their learning experience and increase their enthusiasm for the subject matter.
STEPS TO ASSIGN TASKS TO CONDUCT THE PROJECTS OF CREATING
- Identify a list of topics in the textbook from unit 6 to unit 10 that will be turned into video clips
- Schedule work timelines and identify necessary resources for the project, including video editors, filming equipment and editing software.
2 STEP 2: ASSIGN TASKS OF GROUP ACTIVITIES TO MAKE VIDEO CLIPS ABOUT PIECES OF NEWS.
- Guide students to understand the goals and intentions of the project.
- Clearly explain the role and responsibilities of each member in the group.
Some pictures of working in groups to prepare for the projects
- Divide tasks and specific assignments for each group in the first lesson of each unit.
- Assign tasks such as writing scripts, gathering materials, filming, video editing and managing technical aspects.
- Create a specific work plan with start and end times for each stage of the project.
- Identify upcoming meetings to monitor progress and address issues.
- Encourage students to support each other during the work process by sharing knowledge, skill and resources.
- Create conditions for open communication and collaboration among group members
2.5 Create opportunities for creativity and innovation
- Encourage students to experiment and implement creative ideas in their video clips.
- Create conditions for creative freedom and exploration in the video production process.
- Organize screenings of video clips or sharing them on social media platforms to give students the opportunity to showcase their achievements.
- Encourage students to share and discuss each other’s video clips for learning
Some pictures show students’ sharing on social media like facebook, zalo
3.2 Evaluation of results and learning
- Conduct a project evaluation to assess performance and learn from the experience.
- Collect feedback from other students and teachers to improve the project implementation process in the future.
In this way, group work will become more effective, and students will also learn how to collaborate and develop important skills such as communication, time management and problem-solving.
DETAILED PLANS TO CARRY OUT THE PROJECTS OF EACH UNIT IN THE
4.1 Project objectives of each project lesson of each unit
4.1.1 Unit 6: Do a survry about students’ future jobs
- Explore and discuss students’ future career aspirations
- Create video clips based on survey results to share and present students’ opinions and predictions about their future jobs.
-Encourage interaction and discussion among students on this topic.
4.1.2 Unit 7: Do research on an ingternational organisation
- Foster research skills among students by exploring an international organization.
- Create informative and engaging video clips based on the research findings
- Enhance students’ understanding of the role and functions of international organizations
4.1.3 Unit 8: Do a survey via an interview to find out how students in your school use electronic devices to learn
- Master the use of technology in the learning process
- Understand how students use electronic devices for learning
- Create a video clip reflecting the reality and discussing the application of technology in learning.
4.1.4 Unit 9: Find information about a local or an international environmental organisation and ensure to including some information such as name of the organisation; time of being established; aims and activities
- Explore the roles and activities of environmental organizations
- Create a video to share information about a specific environmental organization.
- Enhance awareness of environmental issues and encourage environmental protection actions.
4.1.5 Unit 10: Design an ecotour to a tourist attraction in your local area Make sure to include the questions:
+ What is the local tourist attraction?
+ What is it famous for?
+ What can tourists do there?
+ What are some eco-friendly activities that tourists can do there?
- Create a high-quality video clip introducing an eco-tourism trip to a local tourist destination.
- Enhance awareness of sustainable tourism and environmental protection within the community.
- Promote sustainable economic development in the tourism area.
4.2 Methods to proceed to making a video clip about pieces of news
- Assign students groups the task of conducting the projects via objectives as required in the textbook Students can create other implemention as long as they following the objectives.
- Provide details instructions on how to conduct and create the videos
- Allocate time for conducting the survey, the research or the design, preparing content, filming and editing the video
- Setting dealines for each stage of the project to ensure timely completion.
4.2.2 Conducting surveys, the research or the design for each project
- Create a simply survey form with questions related to the “Students’future jobs” topic to gather their opinions
Students are encouraged to conduct thorough research on international organizations by utilizing various guidelines and resources It is essential to explore multiple facets of the selected organization, including its history, mission, structure, and activities, to gain a comprehensive understanding of its impact and operations in the global arena.
- Create a simply survey form with questions related to the use of electronic devices in learning.
Students are encouraged to explore credible sources, including official websites, reports, and research materials, to gather information about local and international environmental organizations This research should focus on understanding the organization's objectives, activities, achievements, and overall impact on the environment.
Students are encouraged to explore local eco-tourism destinations by utilizing reliable sources, including official websites, research reports, and academic materials This approach not only enhances their understanding of sustainable travel options but also fosters a deeper appreciation for environmental conservation By gathering comprehensive information about these destinations, students can make informed decisions and promote eco-friendly tourism practices.
- Instruct students to conduct the survey online, in the classroom or outside the classroom to collect the information.
4.2.3.1 Content preparation for project of unit 6
- Analyze survey results to understand students’ opinions and perspective on this topic
- Identify common trends and opinions to form the content for the video clip.
4.2.3.2 Content preparation for project of unit 7
- Instruct students to organize their research findings and develop a script for the video.
- Encourage them to include visual aids such as images, graphics, and videos to enhance the presentation of information.
- Guide students in writing a clear and engaging script that effectively communicates the key points about their chosen international organization.
- Ensure that the script covers relevant aspects such as the organization’s goal, activities, impact and significance.
4.2.3.3 Content preparation for project of unit 8
- Analyze the survey results to understand how students use electronic devices for learning
- Identify common trends and challenges in the application of technology in learning.
- Write a script for the video clip based on the survey results and reflect students feeback and experiences.
- Prepare images or graphics to clarify and engage the audience.
4.2.3.4 Content preparation for project of unit 9
- Instruct students to write a script for the video introducing the environmental organization, covering its history, mission, activities and achievements.
- Ensure that the content is presented clearly, angagingly and accurately.
- Support students in selecting images, videos, or illustrative documents to accompany the video content.
- Ensure that all materials used are from reliable sources and have proper copyright permissions.
4.2.3.5 Content preparation for project of unit 10
- Gather information about the unique features, highlights and potential for development of the destinations; about their history, culture and tourist activities.
- Based on the research, instruct students to write a script for a video clip introducing the travel experience; Determine the presentation style, integrate scenes, and create editing for the video.
- Guide students to film using mobile phones or cameras, recording discussions, feedback and reflections on the topic they have done.
- Assist students in using video editing software to create the final video clip.
- Edit the video to ensure that the content is presented clearly and engagingly
- Share the video clip through various channels such as the school website, social medial, and in the classroom.
Some pictures of sharing video clips through social media
Some pictures of sharing video clips in the classroom
- Encourage students and teachers to watch the video clip and discuss the content and then give feed back.
Some pictures of sharing feedback after watching svideo clips 4.2.5.2 Collect feedback and evaluation
- Gather feedback from students and teachers on the effectiveness and engagement of the video clip
- Use the feedback to evaluate and adjust the strategy for the next video clip of other topics
Group 4 from class 10A4 presented their video project on Unit 6 to the class, where both classmates and the teacher provided feedback based on specific assessment criteria.
- Alignment with learning objectives: The content of the project is suitable for the objectives required for the project.
- Engagement: This group displays images and illustrate jobs through pictures on the screen when speaking, which is pretty good.
- Clarity and organisation: The information is well-organised; the content is clear and easy to follow.
- Interactivity: Not all the members speak in the video; They should include opportunities for members to engage with the content
- Pronunciation: Some members such as Quỳnh, Ánh are very confident when speaking; However, some others like Hiền should pay attention to the pronunciation
The video presented by Group 1 from 10A1 effectively showcases project unit 7, delivering content in a concise and well-paced manner Following the screening, both classmates and the teacher provided constructive feedback based on established assessment criteria, highlighting areas of strength and opportunities for improvement.
- Alignment with learning objectives: The content of the project is suitable for the objectives required for the project.
- Engagement: some others use telephone to look at the words of the conversation
- Clarity and organisation: The information is well-organised; the content is clear and easy to follow The group shouldn’t write Vietnamese words in the video clip.
In the video, all members actively participate, showcasing their confidence and engagement with the content Notably, Thảo Nguyên, Thảo Vy, and Khanh Vy stand out for their articulate contributions, creating opportunities for viewer interaction and enhancing the overall interactivity of the presentation.
- Pronunciation: The pronunciation is rather good
- Length and pace: This video is concise and appropriately paced
Group 1c from class 10A4 presented their project video for Unit 8, which was viewed by classmates and the teacher Following the screening, feedback was provided based on specific assessment criteria.
- Alignment with learning objectives: The content of the project is suitable for the objectives required for the project.
- Engagement: The content is rather good with images to illustrate for the video.
- Clarity and organisation: The information is well-organised; the content is clear and easy to follow
- Interactivity: Not all the members speak in the video; They should include opportunities for members to engage with the content
- Pronunciation: The pronunciation is not good.
- Length and pace: This video is concise and appropriately paced
Group 2 from class 10A4 presented their project video for unit 9, followed by a feedback session with classmates and the teacher The feedback was based on specific assessment criteria, highlighting key observations and suggestions for improvement.
- Alignment with learning objectives: The content of the project is suitable for the objectives required for the project.
- Engagement: This group displays images of environmental organisation when speaking, which is pretty good
- Clarity and organisation: The information is well-organised; the content is clear and easy to follow.
- Interactivity: Not all the members speak in the video; They should include opportunities for members to engage with the content
- Pronunciation: Some students’ pronunciation is rather good;However, some others should pay attention to the pronunciation such as Bảo, Quân…
The video presented by Group 1 from 10A4 is concise and well-paced, effectively showcasing their project for unit 10 Following the presentation, both classmates and the teacher provided valuable feedback based on established assessment criteria.
- Alignment with learning objectives: The content of the project is suitable for the objectives required for the project.
- Engagement: This group displays images and speaker on the screen when speaking, which is pretty good.Also, they introduce many famous places in
Ha Noi for their project about ecotourism like Ho Chi Minh’s mausoleum, The Temple of Literature.
- Clarity and organisation: The information is well-organised; the content is clear and easy to follow.
The video promotes interactivity by featuring all members actively engaging in discussions, providing opportunities for viewer participation Notably, members like Toàn, Thảo Vy, and Như Quỳnh demonstrate confidence in their speaking abilities, enhancing the overall dynamic of the content.
- Pronunciation: Some students’ pronunciation is rather good; However, some others should pay attention to the pronunciation.
- Length and pace: This video is concise and appropriately paced
Some images that are cut from the video clip of group 1
4.3 Project task assignmentsm and scripts for the projects
Some ssamples for illustrations of assigning tasks for members in the groups and their scripts for the projects.
4.3.1 The Project task assignment and scripts of group 4 - class 10A4 :
Ngoc Anh, the leader of group 4, warmly welcomes everyone and introduces the project titled "Students' Future Jobs." The group invites all to join in and watch the presentation.
- Explanation: First of all, we will distribute survey forms to all students of class 10A2 After that, we summarize and came up with the following results.
- Voiceover: There were 24 boys and 21 girls Nurses are the job that is least popular among the boys Only 1 male student wants to become a nurse in the future.
- Thuy Quynh: This may be because nurses work has traditionally been performed by women.
- Voiceover: No female students want to become airline pilots so this is the least popular job.
- Hien: The reason may be because the girls think they do not have good physical strength and cannot work well under pressure.
- Explanation: Surgeons and shop assistants are chosen by both men and women.
- Voiceover: And finally, in addition to the above jobs, most boys want to become police man, chef, writer, and women want to become teacher, singer,
- Vo Huy, Quy, Le Huy, Quoc Viet and Sam: role-play for video recording.
- Cuong: Collect money to photocopy the survey paper and hire a voice actor (total 30k)
- Duc Nhat and Viet Hung: Assistants (support the team leader such as: distributing survey papers, recording videos, )
- Sam: Hazz! This exercise is so difficult, We have tried to solve it without success.
(Quy and Viet tell that they met sam)
- Quy: You guys have a difficult exercise right?
- Sam: How do you know that?
- Vietnamese: Me and Quy stand outside hear that you have difficulty in study
- Hien: Do you have any way to help us?
- Quy: Well, when I study I usually use electrical devices to study!
- Viet: Me too! You two can try studying like us to find ways to solve difficult exercises!
- Quy: I see that is very useful!
- Hien: So why don't we try to find out which electricity that students in our school had used to study?
- Sam, Viet: That's a great idea!
- Explanation: We did a survey with 15 students in grade 10 to find out how they use electronic devices to learn, and here is the result.
- Phat: There are 6 students using smartphones
- Ha Vy: Most of them use this kind of device to relax, interact with friends and read articles
- Duc Nhat: Tablets and laptops are used by 8 students in total.
- Ha Vy: Students use laptops to study every day and use tablets to relax, read articles, use educational app almost every day
- Thuy Quynh: Only 1 student uses a desktop computer
- Vo Huy: She uses it to take online courses once a week
- Viet Hung: For electronic devices such as smartphones and tablets, they use them every day because they are small and easy to use.
- Hien: For bigger devices like desktop computers, students tend to use them less
- Ngoc Anh: Hello everyone, I am the leader of group 4 Today, let's learn about an international environmental organization (Scripting and video editing)
- Thanh Phat: We have found information about a local environmental organization, Education for Nature – Vietnam (ENV)
- Vo Huy: It was established in 2000
- Thuy Quynh: as the Vietnam’s first non-governmental organization
- Ha Vy: that focused on wildlife conservation.
- Quoc Viet: ENV has made every effort to end Vietnam’s illegal wildlife trade,
- Viet Hung: provide support to law enforcement in addressing wildlife crime,
- Quoc Viet: and engage the public to reduce consumer demand and mobilize public action to protect wildlife.
- Sam: By establishing many clubs with the same name across the country,
- Duc Nhat: ENV seems to have the largest number of volunteers in Vietnam.
- Hien: And finally, we want to send the message:
- Thanh Phat, Thuy Quynh, Ha Vy, Sam, Viet Hung, Quoc Viet: Save the Environment, Save the World!!
4.3.2 The Project task assignment and scripts of group 3 - class 10A4 :
Tran Thi Anh: prepare content, record videos
Vuong Thanh Huyen: video editing, video recording
Nguyen Thi Thao Quyen: presentation
Tran Van Tai: record videos, find content
Pham Ngoc Dai: record videos, find content
Vuong Thi Lan Anh: record videos, find content
Dang Ngoc Duc Nhat: record videos, find content
Vuong Van Bao Anh: record videos, find content
Le Nguyen Vu Huy: record videos, find content
Future career orientation is essential for students, as it guides them in selecting a career that aligns with their interests, personality, and abilities By choosing the right path, students can cultivate their passions, engage in continuous learning, and enhance their work performance, ultimately leading to greater success and a stronger sense of self-worth in the future.
- Below are some interviews we collected from young people
- Hello,Can I bother you for a moment?
- What do you want to do in the future?
- My dream job is a doctor
- Hello , Can I bother you for a moment?
- What do you want to do in the future?
- My dream job is a doctor
- Hello , can I bother you for a moment?
- What do you want to do in the future?
- My dream job is a football player
- Hello, Can I bother you for a moment?
- My name is Bao Anh
- What do you want to do in the future?
- My dream job is a engineer
Everyone has a unique dream job that aligns with their aspirations From an early age, individuals are motivated to pursue education and select a long-term career path Finding a suitable job allows people to fully utilize their strengths and talents Therefore, it is essential to believe in your dreams and strive to achieve them.
In today's rapidly evolving society, electronic devices like smartphones, laptops, and tablets have become integral to students' lives These tools not only enhance learning experiences but also facilitate communication and access to information, making them essential for academic success As technology continues to advance, the role of these devices in education will only grow more significant, shaping how students engage with their studies and interact with the world around them.
- That is also the topic that i and you will go to find out today And let us listen to this student group's oppinion :
- Can me ask you a question?
- What are you doing with this laptop?
+ We are learning for English language material to supplement and complete assigned assgment
- Can me ask you a question
+ My name is Thang Pham
- I am making a video about the purposes of using electronic devices and can you tell me what are you using them for?
+ I use them for play games , both small and functional the colors in the play game are very eye catching , I really like it
- Oh yes It's fun but don't play too much
- Thanks you It can be seen that electronic equipment is use for many different purposes
- But instead of using them to play games , why don't we apply it to learning instead of watching unhealthy videos Why don't we watching English lectures?
In the 4.0 era, effectively utilizing advanced electronic devices opens up numerous opportunities for personal development and skill enhancement.
CONCLUSION
The summary of the study
At the start of the second term of the 2023-2024 school year, a study revealed that students' low entrance and first-term marks, particularly in English, indicated a lack of knowledge and competencies In response, we implemented strategies to enhance student learning and success The project titled “Changing the way of learning project lessons in the new textbook ‘English 10’ through students creating video clips about pieces of news” actively engages students in their tasks This approach fosters greater participation in project lessons, thereby enhancing their communication, cooperation, and problem-solving skills.
For a successful project lesson, teachers must possess competence and enthusiasm, along with the creative application of suitable teaching methods and aids Additionally, effective organization and classroom management are essential to enhance the efficiency of their teaching activities.
In the study "Changing the Way of Learning: Project Lessons in the New Textbook 'English 10' Through Students Creating Video Clips About News Pieces," it is essential for teachers to carefully select the project format before assigning it to students.
The term "project" refers to the process of recording video clips, which requires teachers to effectively organize students into groups for optimal implementation It is essential to assign specific tasks to each member and ensure they understand the requirements, including checklists, rubrics, and deadlines When evaluating the projects, teachers should maintain objectivity through cross-evaluation assignments and provide timely feedback to identify areas for improvement Furthermore, to enhance awareness and promote education, teachers should extract meaningful lessons and key values after each project conducted within the community.
The advancement of information technology has greatly facilitated our research, allowing us to access valuable information We extend our heartfelt gratitude to our colleagues and students for their support and collaboration in completing this study We welcome feedback and suggestions from readers and fellow educators to enhance the effectiveness and engagement of our work.
Limitations
Creating engaging video clips based on project-based lessons from the Global Success 10 textbook offers an exciting opportunity for students, but it's important to recognize the potential challenges they may face throughout this creative process.
Students often encounter challenges when creating high-quality videos due to limited access to essential resources like cameras, microphones, and editing software Time management becomes a struggle as they balance academic responsibilities with the demands of project-based learning, which requires thorough research, planning, and collaboration Additionally, effectively conveying complex concepts can be difficult, particularly for those lacking experience in scriptwriting and storytelling, leading to challenges in ensuring clarity and coherence while accurately representing textbook content However, with proper guidance and support, students can overcome these obstacles, ultimately enhancing their communication, creativity, and digital literacy skills.
Recommendations
To enhance the experience and impact of students' video projects from the Global Success 10 textbook, it is essential to encourage them to seek feedback from peers and instructors on content and presentation This constructive criticism will help refine their communication skills Incorporating interactive elements like quizzes and discussions can promote viewer engagement and deepen understanding Students should also leverage social media to share their videos, fostering broader discussions while maintaining professionalism and respectful dialogue Lastly, facilitating opportunities for reflection on the video-making process will allow students to recognize their challenges, skills acquired, and how to apply these abilities in future projects, empowering their academic journey.
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SURVEY FOR STUDENTS
1 How interested are you in participating in the project by creating video clips about news pieces?
2 How suitable do you think the idea of creating video clips about news pieces is for this project?
3 How feasible do you think the idea of creating video clips about news pieces is for this project
SURVEY FOR TEACHERS
2 Which school are you teaching?
3 In what way do you require students use to carry out the project?
4 What do you think about the urgency of changing the way of learning project lesson to make the lesson more effective?
5 Which level of your interest in changing the way of learning project lessons?
6 What do you think about the feasibility of changing the way of learning project lesson to make the lesson more effective by creating video clips of pieces of news?