04051001941 Applying project-based activities to improve Speaking skills for 10th grade students at a high school in Hai Phong = Áp dụng các hoạt động dự án nhằm cải thiện kỹ năng nói cho học sinh lớp 10 ở một trƣờng thpt ở Hải Phòng
INTRODUCTION
Rationale for the research
The rationale for this thesis is firmly grounded in both theoretical and practical considerations, emphasizing the importance of project-based activities in enhancing students' speaking skills
Constructivist learning theory emphasizes active engagement, collaboration, and authentic experiences as key factors in effective language learning (Vygotsky, 1978) Project-based activities align with this theory, fostering active learning and the development of speaking skills through meaningful tasks.
Project-based activities are implemented to motivate and engage students, increasing their active participation in the learning process when projects reflect their interests and have real-world relevance This motivation fosters a positive learning environment and facilitates the development of speaking skills.
Project-based activities foster authentic language use, enabling students to practice English in meaningful contexts Engaging in tasks like interviews and presentations exposes students to natural language patterns and vocabulary This authentic exposure significantly enhances speaking skills and accelerates language acquisition.
Collaboration and communication are crucial for project-based activities, fostering meaningful interactions among students Group work enhances speaking skills through discussion and negotiation, as students explain concepts and negotiate meaning Collaborative projects boost linguistic development and social skills, ultimately improving speaking abilities.
Project-based activities are strongly supported by theoretical and practical rationales to improve speaking skills among 10th-grade students This study offers a promising approach to enhance students' speaking skills effectively It aims to create an engaging and dynamic language learning environment.
Aims and objectives of the study
This thesis focuses on enhancing English speaking skills for 10th-grade students at a high school in Hai Phong, with two specific objectives designed to achieve this aim.
(i) To investigate the improvement of the students’ speaking competence through Project-based activities
(ii) To investigate the attitudes of 10th grade students at a high school in Hai Phong when learning speaking with project-based activities.
Research questions
To make it easier to understand, the objectives can be reformulated as the following two research questions:
1) To what extent do Project-based activities improve students’ speaking skills for 10th grade students at a high school in Hai Phong?
2) What are the attitudes of 10th grade students at a high school in Hai Phong towards project-based activities in English-speaking lessons?
Scope of the study
This research investigates the effectiveness of project-based activities in improving English-speaking skills among 10th-grade students at a high school in Hai Phong, focusing on a sample of 45 students over 8 weeks The study examines the extent to which these activities enhance speaking skills, grounded in relevant theories of project-based learning and speaking skill development, within the geographical location of Hai Phong, Vietnam.
Method of the study
This classroom action research studied 45 tenth-grade students in Hai Phong, employing questionnaires, semi-structured interviews, and tests to evaluate speaking skills and attitudes towards language learning, using pre-tests and post-tests to measure improvements.
A questionnaire with 14 items was administered to students to gather information on their perceptions of speaking skills and the implementation of project-based learning in teaching speaking, focusing on attitudes towards English, the classroom atmosphere, speaking problems, and their causes, with responses analyzed using the Likert Scale.
A Likert scale, comprising four or more similar items, was used to create a composite score, treating the data as interval data and employing the mean as the measure of central tendency Questionnaire items were designed on a 5-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5) Semi-structured interviews, conducted in Vietnamese, further explored students' opinions and feelings toward project-based activities in the speaking class, ensuring clear communication and allowing for follow-up questions.
Pre- and post-tests evaluated students' initial speaking abilities and subsequent progress Data from these assessments determined if project-based learning improved speaking skills.
Significance of the study
The researcher anticipates that the results of this study will bring benefits to students, teachers, schools, and other researchers
For students, the study aims to improve their English-speaking skills and help them master this skill
For educators, this study offers valuable resources for implementing project-based learning, enhancing the innovation and engagement in teaching Furthermore, the findings can be integrated into speaking skills development and serve as crucial input for refining teaching and learning strategies.
For schools, the study can become a resource for teaching and learning innovation, particularly in English speaking teaching
For other researchers, the study can provide a reference for those who wish to conduct further research in teaching English speaking.
Organization of the thesis
The thesis will be structured into five chapters:
Chapter 1 - Introduction provides an overview of the research, including the rationale, research aims and objectives, research questions, scope, significance, methods, and organization of the thesis
Chapter 2 - Literature Review presents the theoretical framework and review previous studies related to the topic
Chapter 3 - Methodology restates the research questions and outline the research approach, procedures, context, participants, data collection instruments, data collection procedures, and data analysis methods
Chapter 4 - Findings and Discussion describes the findings and discusses in relation to the research questions and existing research
Chapter 5 - Conclusion recapitulates the study, provides concluding remarks, discusses pedagogical implications, highlights limitations of the study, and offers suggestions for further research.
LITERATURE REVIEW
Project-based activities
2.1.1 Definitions of project-based activities
Regarding the concept of a "project," there exist many definitions:
A project is a specific kind of a learning task, in which pupils are allowed to choose a topic and direction of its investigation (Kasíková, 2001: 49)
A project is a task, or series of tasks, that students must complete, often individually or in small groups Students typically have autonomy in deciding the how, where, when, and order in which they tackle these tasks, fostering independence and decision-making skills.
Harmer says that projects involve investigation, reporting, commitment and dedication from students and the most important thing here is the end product (Harmer, 1991: 147,148)
Project is defined as an in-depth investigation of a real-world topic worthy of children’s attention and effort
Projects are complex tasks addressing student-identified problems, executed within a specific timeframe, and culminating in tangible products like presentations or publications.
The project is supposed to be long-term, requires teamwork among students, and results in a substantial final product (Thompson & Beak, 2007, as cited in Cruz & Vik, 2007)
2.1.1.2 Definition of project-based activities
Regarding project-based activities, there exist several definitions:
Project-based activities offer a teaching method where students acquire knowledge and skills through extended engagement, investigating and responding to complex questions, problems, or challenges.
Project-based activities are complex tasks rooted in challenging questions, engaging students in design, problem-solving, and investigative activities These projects empower students to work autonomously over extended periods, culminating in realistic products or presentations, enhancing their learning experience.
project-based activities are a learning that focused to concept and facilitated students to investigate and decision a problem that happened (Santyasa, 2006)
2.1.2 The stages of project-based activities
Kriwas (1999) outlines a four-stage framework for implementing project-based activities, beginning with **speculation**, where a project topic is selected through collaborative dialogue to spark interest and guide research The second stage involves **designing project-based activities**, including group formation, role assignment, methodology selection, and resource identification.
Project-based activities involve group implementation, information processing, and discussions on cooperation and group dynamics Synthesizing gathered information is a key step, leading to final products showcased to inspire action within the school and community The evaluation phase assesses participant activities and discussions against initial goals, incorporating self and peer evaluations to identify areas for improvement and appraise gathered material.
Papandreou's six-step model (1994) details the project work process, starting with preparation and discussions Planning follows, where tasks are assigned for information collection and analysis The research phase involves students gathering data from various sources, leading to data analysis and conclusions Students then present their findings to the class, and the teacher provides feedback in the evaluation stage Studies on project-based activities may vary, but generally share these core steps.
Alan and Stoller (2005) outline ten steps for project-based learning, beginning with theme selection and outcome determination Structuring the project and preparing students for language demands are crucial next steps Information gathering, data analysis preparation, and the compilation of findings follow The process culminates in a final presentation and project evaluation.
The Papandreou (1994) model, comprising preparation, planning, research, conclusion, presentation, and evaluation, was used to implement projects for teaching speaking skills This model ensures a clear progression for students, avoiding overlap between stages By emphasizing the evolving roles of teachers and students' language needs, the model facilitates language skills, creative thinking, and content learning, ultimately achieving project objectives.
2.1.3 The Components of project-based activities
Project-based activities offer versatile implementation across diverse curriculums and classroom settings As Barrows (2011) notes, these activities share common key components.
A learner-centered environment maximizes student decision-making and initiative, encompassing topic selection, design, production, and presentation Adequate structure and feedback are crucial to guide thoughtful decisions and revisions Documenting these decisions and revisions provides valuable material for assessing student work and growth, enhancing the learning process.
Collaboration is crucial for learners to develop essential skills like group decision-making and incorporating feedback It emphasizes interdependence and peer support, enabling students to provide thoughtful feedback and work effectively in research teams, fostering a collaborative learning environment.
Curriculum content: Successful integration of content requires projects to be based on standards, clearly articulated goals, and support and demonstrate content learning both in process and product
Project-based activities foster real-world connections by addressing issues relevant to learners' lives or communities, utilizing authentic methods, practices, and audiences found in real professions Communicating beyond the classroom, through the internet or collaborations, further enhances these connections with community members and mentors.
Multimedia integration enhances project authenticity by offering learners diverse presentation modes, enabling them to utilize technology effectively in planning, developing, and presenting their projects, thereby enriching the subject curriculum.
Effective time management in learning involves planning, revising, and reflecting, ensuring projects have adequate time and resources to support meaningful engagement, irrespective of scope.
Speaking
Speaking is a communicative interaction between individuals aiming for mutual understanding Various authors have defined this term, highlighting its importance in effective communication.
Oral communication, as Byne (1984) notes, is a dynamic process between speakers and listeners, encompassing both the productive skill of speaking and the receptive skill of understanding Speakers encode messages using appropriate language, while listeners actively decode and interpret these messages Rahman (1995) supports this view, emphasizing that speaking is a means of oral communication involving a speaker delivering a message and a listener receiving it, highlighting the productive and receptive elements of the exchange.
Speaking is a crucial oral communication skill for expressing ideas and information It involves complex skills and knowledge for effective communication Essentially, speaking allows individuals to express themselves and share meaning with others through sound and symbols.
There are various definitions of speaking talent in the literature with regard to it
Speaking ability literally refers to a useful ability in language learning and instruction that has been acknowledged in a variety of oral competency domains
Speaking proficiency relies on both precision and fluency, with fluency enabling continuous, spontaneous communication, while accuracy ensures correct use of vocabulary, grammar, and pronunciation.
Speaking is the most crucial language skill, even more so than understanding, because fluency defines a language speaker (Ur, 1996; Scrivener,).
Bygate (2001) asserts that speaking necessitates a specific set of communication abilities Nunan (1999) defines speaking ability as the capacity to effectively use language This ability is typically understood as proficiency in speaking the language itself.
Oktarina (2002) posits that organizing sentences effectively is a key speaking talent, essential for clear communication across diverse social contexts This skill ensures that a coherent message is conveyed when drawing upon statements from various sources.
Speaking ability, scientifically defined, hinges on the test-taker's listening capacity, influencing the dependability and validity of oral production, as noted by Brown (2004).
2.2.2 Impact of project-based activities on learners’ speaking skill
Effective speaking relies on language features like pronunciation and grammar, alongside the ability to process information and interact naturally To enhance speaking proficiency, instruction should focus on providing effective and authentic communication opportunities.
Wallace, Stariha, and Wallerg (2004) emphasize the importance of providing students with opportunities to practice their English-speaking skills Project-based activities significantly enhance learners' speaking skills by maximizing their language production abilities Furthermore, these activities improve learners' self-confidence, a crucial factor in overcoming difficulties in language learning, as it allows them to have positive opinions and manage themselves effectively (Srivastava, 2010).
(2013) Thus, this research studies how project-based activities motivate and enhance students’ positive opinions towards their speaking and group works during the study.
Review of the previous studies
Influential international studies have enriched the research on the impact of project-based activities on speaking skills A meta-analysis by Smith and Johnson (2018) demonstrated the effectiveness of project-based learning in enhancing speaking skills across diverse educational settings Furthermore, a case study by Brown and Lee (2019) highlighted effective strategies and positive outcomes of project-based activities in a Canadian high school.
Johnson and Wilson's (2020) study across the United States and Australia offered a comparative understanding of project-based learning's impact on speaking skills, highlighting cultural and contextual factors Chen and Li's (2021) systematic review provided a comprehensive overview of integrating project-based learning into English-speaking classes, detailing benefits, challenges, and best practices Wilson and Thompson's (2022) qualitative study explored the role of teacher support in facilitating project-based activities, offering insights into effective instructional strategies These international studies collectively contribute comprehensive perspectives on project-based activities for improving speaking skills, addressing research gaps and informing the current study on 10th-grade students in Hai Phong.
Vietnamese studies demonstrate the effectiveness of project-based activities in enhancing speaking skills among Vietnamese students (Nguyễn & Trần, 2018; Trần & Lê, 2019; Hoàng & Đinh, 2020; Lê & Phạm, 2021; Đặng & Trịnh, 2022) These studies highlight the positive impact of project-based learning on student engagement, language proficiency, and overall speaking competence in the Vietnamese educational context These researches provide valuable insights into the application and impact of project-based activities on speaking skills within the specific context of Vietnam.
Research indicates that project-based activities enhance students' speaking skills, both internationally and in Vietnam, addressing a significant research gap These studies emphasize the benefits and challenges of project-based learning, informing the present study and highlighting its importance in improving English-speaking skills for 10th-grade students in Hai Phong.
Concluding remarks
Chapter 2 provided a comprehensive literature review, focusing on project-based activities and speaking skills, identifying a research gap in applying project-based activities to enhance students' speaking skills The chapter defined project-based activities, including their stages and components, emphasizing their advantages in teaching and learning, and explored the definitions of speaking and speaking skills It also examined the impact of project-based activities on learners' speaking skills, setting the stage for subsequent chapters on research methodology and findings.
METHODOLOGY
Restatement of research questions
This research investigates whether project-based activities improve the speaking skills of 10th-grade high school students The study aims to determine the effectiveness of project-based learning in enhancing students' speaking abilities within a high school setting.
1) To what extent do Project-based activities improve students’ speaking skills for 10th grade students at a high school in Hai Phong?
2) What are the attitudes of 10th grade students at a high school in Hai Phong towards project-based activities in English-speaking lessons?
Research approach
Action research empowers educators to implement and assess intervention strategies, fostering a deeper understanding of their teaching This approach involves a cyclical process, guided by specific principles and models, to refine teaching practices through practical application and reflection.
3.2.1 Definition of an action research
Regarding the definition of an action research, many definitions have been defined by different authors as below:
Lewin (1946) defines action research as comparative research driving social action by examining the effects of various social action forms Efron and Ravid (2013) expand on this, noting that educators use action research to improve their practice and enhance student learning within their own contexts, building upon the work of Burton and Bartlett (2005).
Action research, as defined by Peter, Bradbury, and Hilary (2001), is an interactive inquiry process It combines collaborative problem-solving actions with data-driven research The goal is to understand underlying causes and predict future personal and organizational change.
Burns (2009) defines action research as the combination of action, focused on implementing interventions for improvement, and research, involving systematic observation and analysis This approach facilitates understanding the reasons behind actions and enables further adjustments The definition encompasses key aspects, providing a comprehensive understanding of action research's nature.
Action research is a method used to enhance practice through participatory and collaborative efforts, undertaken by individuals with a shared purpose, focusing on problem-solving to improve practice.
3.2.2 Principles of an action research
Regarding principles of an action research, many principles have been given out by different authors as below:
As being said by Zeichner and Noffke (2001), they propose
―trustworthiness‖, or the honesty and authenticity of the data analyses, reports and interpretations Bradbury and Reason’s (2001) ―worthwhileness‖ refers to the values participants gain in the research
Action research, while criticized for potential validity issues due to its situational nature and design unpredictability (Burns, 2015), is defended by proponents who emphasize its purpose in fostering practitioner development and addressing specific problematic situations; the assessment of action research quality remains a complex matter.
Greenwood and Levin (2007) highlighted that credibility in action research encompasses internal credibility, which is the meaningfulness of knowledge to participants, and external credibility, which is the reliability of outcomes to those uninvolved Credibility, a key principle involving trustworthiness and worthwhileness, is a central focus of this study.
Overall, it is agreed that reflective critique, validity and credibility are the mean principles of action research
3.2.3 Models of an action research
Action research models vary among researchers, highlighting the evolving nature of this approach:
Somekh and McBride's action research model involves identifying a problem, collecting and analyzing data, and generating hypotheses Action steps are then planned and implemented, with continuous monitoring through data collection The outcomes are analyzed and evaluated, informing the planning for the next cycle, ensuring continuous improvement and adaptation.
Burns emphasizes the dynamic nature of action research, where identification, planning, data gathering, analysis, and reflection are interwoven Action research models share the common purpose of systematically studying classroom problems, introducing changes, and improving teaching and learning through planning, acting, observing, and reflecting.
Figure 1: The 4 Stages Action Research Cycle by Burns (2010)
Kemmis (2007) introduced a cyclical, four-stage model for iterative improvement This model begins with a carefully considered action plan designed to address a specific situation Next, the action plan is put into practice, and the effects of its implementation are observed Finally, these observations are analyzed through reflection, which then informs the development of the next cycle's action plan, creating a continuous spiral of improvement.
Figure 2: The Two-Cycles Kemmis Classroom Action Research Spiral
Action research, based on Burns' and Kemmis' models, was applied to implement real intervention strategies and collect empirical evidence within a specific context Burns' model facilitated collaboration and enhanced professional growth, while Kemmis' model involved two cycles, each mirroring Burns' four stages Following the first cycle, the researcher revised the project-based activities to address identified problems, implementing the revised plan in the second cycle.
Context of the study
Since 2010, Vietnamese students have begun learning English in primary school, with English instruction spanning from grade 3 through higher education Educators have focused on language development, making speaking skills a crucial area for improvement.
English is a crucial subject at this Hai Phong high school, with grade 10 students dedicating a similar amount of time to it as they do to Math and Literature The school has been using new English textbooks since 2014, following the Vietnamese Ministry of Education and Training’s National Foreign Languages 2020 Project English instruction covers listening, speaking, reading, writing, and language focus, with a primary focus on language focus The curriculum utilizes the "Tiếng Anh 10" textbook, published by Vietnamese Publishing House of Education in cooperation with Pearson Education, which is part of a textbook series developed for the 2020 Project and includes 10 units covering two semesters.
Table 1: 10 Units in the new 10 English textbooks
2 Your Body and You 7 Cultural Diversity
3 Music 8 New Ways to Learn
4 For A Better Community 9 Preserving the Environment
Each unit comprises seven lessons and a project lesson aligned with the unit's theme The research focused on the second semester, specifically projects in units 7, 8, 9, and 10 of "Tiếng Anh 10 tập 2".
It was selected for evaluation guided by Hutchinson and Waters’ model (1993) focusing on aims, methodology and content of the lesson.
Participants
In Hai Phong, a study involving 45 tenth-grade students (28 males, 17 females, average age 15) revealed that despite beginning English studies in grade 3, their English proficiency was only at a low-intermediate level due to a curriculum focused on vocabulary, grammar, and basic skills.
Procedures of the study
The study employed Burns' (2010) action research model, encompassing planning, action, observation, and reflection, over an 8-week period Four project-based activities (Cultural diversity, New ways to learn, Preserving the environment and Ecotourism), integrated into the grade 10 English textbook, were implemented following Papandreou's (1994) six-step process: preparation, planning, research, conclusions, presentation, and evaluation.
The stages of project-based activities
Researchers assessed students' initial learning abilities through a pre-test, then guided them through the completion of four projects across two cycles to enhance their skills.
The second and third stage:
Over an 8-week period, Grade 10 students engaged in project-based English speaking activities aligned with units 7-10 of the new textbook The initial project was refined through lesson plan revisions to enhance subsequent projects (2-4) Throughout the project implementations, observations were conducted to monitor progress and effectiveness.
Continuous assessment and feedback on speaking skills, along with peer evaluations of group work, enhance student performance and inform future project improvements.
Prior to intervention, a pre-test based on the IELTS speaking assessment was administered to gauge students' speaking proficiency, identifying key areas for improvement Subsequently, the teacher introduced project-based activities, meticulously planning lessons, media, and teaching aids Activities were designed to familiarize students with the project-based approach and equip them with the knowledge and skills necessary for successful project execution, aiming to enhance their speaking abilities.
The researcher implemented the activities which were carefully planned in the previous phase through six steps following Papandreou (1994):
The researcher played the role of a teacher as well as acted as an observer, coach, a guide, a facilitator, and students did their tasks required in this stage
The teacher initiated the project by introducing the topic, learning outcomes, and process, followed by a discussion with students on project subtopics derived from the textbook's theme, clarifying the project's purpose Subsequently, the class was divided into small groups, each led by an enthusiastic and high-performing student to facilitate effective collaboration and task completion.
In the second stage, the researcher guided students in selecting project topics and understanding information collection, relevant vocabulary, and grammar The teacher provided scaffolding, essential vocabulary, connectors, and useful structures to support students before they started the project.
Teachers support students in project development by providing necessary resources and guidance on technology for information gathering Group members collaborate to find and share relevant information, fostering discussion and the design of presentations or products A variety of engaging activities are provided to enhance the learning process.
Students refined data collection and interpretation methods before presenting their findings, collaborating in groups to produce final project deliverables that required communication, negotiation, and compromise, with at-home practice sessions enhancing their classroom presentations.
Teachers guide students in crafting effective oral presentations, focusing on language and delivery Students rehearse presentations in groups and deliver reports to their peers, who provide constructive feedback The teacher observes and assesses student performance throughout the activity.
In the final phase, the teacher evaluated student performance and effort, using established speaking criteria to assess project outcomes Students actively participated by providing feedback on both the project process and the final product Ultimately, the teacher pinpointed strengths and weaknesses to inform improvements in future projects, enhancing speaking skills and overall learning outcomes.
For each project, the specific requirements and tasks can be outlined as follows:
Project on Cultural Diversity (Unit 7):
Preparation: The teacher introduced the topic Cultural Diversity
During a lesson focused on Vietnamese culture, the teacher divided the class into four groups to explore specific aspects from the textbook Each group then prepared and delivered a presentation, highlighting typical cultural elements of Vietnam This collaborative approach allowed students to delve into and share their understanding of Vietnamese culture.
Planning: Students discussed in groups to choose one of the aspects (The rituals for a festival, table manners, typical characteristics of the
Vietnamese people, …), found out the information and data, analyzed the gathered data, drew conclusions, and presented their findings individually and in groups
Research: Students worked individually to collect the information about some aspects of Vietnamese culture and then worked in groups to prepare for the presentation about some typical cultural aspects
Conclusions: Students drew conclusions based upon their analysis of the collected data
Presentation: Students prepared and delivered an oral presentation on some aspects of Vietnamese culture, showcasing their understanding and using effective communication skills
Evaluation: Students gave peer evaluation form for each member in the group and the teacher assessed the presentation and provided feedback on the students' performance
Project on New ways to learn (Unit 8):
Preparation: The teacher introduced the topic New ways to learn
In a classroom discussion, the teacher divided students into four groups to debate the use of electronic devices in class, exploring various perspectives on this relevant subtopic from the textbook's theme.
In a collaborative planning phase, students engaged in group discussions to explore the multifaceted issue of electronic device usage in the classroom, considering both the potential benefits of integration and the drawbacks that might warrant a ban, ensuring a comprehensive understanding of the topic The students gathered relevant information and data, which was then analyzed to identify key trends and insights, enabling them to draw well-supported conclusions Ultimately, the findings were presented both individually and in groups, fostering critical thinking, communication skills, and a deeper understanding of the complexities surrounding technology in education.
Research: Students worked individually or in pairs to collect the information about the use or the ban of electronic devices in class
Conclusions: Students drew conclusions based upon their analysis of the collected data
Presentation: Students prepared and delivered an oral presentation on the use or ban of electronic devices in class, showcasing their understanding and using effective communication skills
Evaluation: Students gave peer evaluation form for each member in the group and the teacher assessed the presentation and provided feedback on the students' performance
Project on Preserving the environment (Unit 9):
To prepare students for learning about environmental preservation, the teacher initiated a discussion on various types of pollution, exploring their realities, causes, consequences, and solutions, and then divided the class into eight groups, each tasked with presenting on a specific type of pollution.
Planning: Students discussed in groups to choose subtopics, found out the information and data, analyzed the gathered data, drew conclusions, and presented their findings individually and in groups
Research: Students worked individually or in pairs to collect the information about the use or the ban of electronic devices in class
Conclusions: Students drew conclusions based upon their analysis of the collected data.
Presentation: Students prepared and delivered an oral presentation on the use or ban of electronic devices in class, showcasing their understanding and using effective communication skills
Evaluation: Students gave peer evaluation form for each member in the group and the teacher assessed the presentation and provided feedback on the students' performance
Data collection instruments
The study used the following instruments: pre-test, post-test, questionnaire and interviews in order to clarify and answer two research questions mentioned above:
1) To what extent do Project-based activities improve students’ speaking skills for 10th grade students at a high school in Hai Phong?
2) What are the attitudes of 10th grade students at a high school in Hai Phong towards project-based activities in English-speaking lessons?
3.6.1 Pre-test and Post- test
Pre-tests and post-tests are used to measure and compare students' speaking skills, based on educational assessment theory These tests evaluate the effectiveness of instructional methods in enhancing learning outcomes.
Formative assessment, as highlighted by Black and Wiliam (1998), uses pre-tests and post-tests to monitor student progress and guide instruction by identifying strengths and weaknesses Pre-tests establish a baseline, while post-tests measure skill improvement after an intervention Additionally, pre-tests and post-tests function as summative assessments, evaluating learning outcomes and student achievement at the end of a period, as defined by Shepard (2000) This study uses them to determine how project-based activities improve students’ speaking skills.
To assess the impact of project-based activities on 10th-grade students' speaking skills at a high school in Hai Phong, a pre-test and post-test were administered before and after implementing four projects The tests, identical in form, length, and difficulty level, aimed to measure and compare students' speaking skills, addressing the research question "To what extent do project-based activities improve students' speaking skills?" The mean scores of the pre-test and post-test were compared to evaluate the effectiveness of the applied method, while p-value analysis was conducted to determine the significance of project-based activities on students' speaking competence.
The IELTS speaking assessment criteria were chosen as the foundation for evaluating students' speaking skills due to their comprehensive framework encompassing fluency, coherence, lexical resource, grammar, and pronunciation To ensure reliable assessment, the students' teacher, familiar with their language levels, served as the assessor, providing consistent evaluations The study adapted the IELTS speaking assessment criteria, rather than administering a full IELTS test, to evaluate specific speaking proficiency areas relevant to 10th-grade students The researcher blended IELTS criteria with adapted criteria from Sari Luoma (2004), including comprehensibility, fluency, pronunciation, and vocabulary, to align with IELTS standards, ensuring a reliable assessment of students' speaking skills.
The study leveraged IELTS speaking assessment criteria to provide a structured framework for evaluating students' speaking skills, ensuring a reliable assessment process through the involvement of the class teacher as an assessor, ultimately aiming for reliable and valid results in evaluating speaking competence.
To develop a survey on students' attitudes toward project-based activities in English lessons, a solid theoretical foundation is crucial, drawing from literature on attitudes towards language learning and the effectiveness of project-based learning approaches, as highlighted by Gardner (1985) and Dörnyei (2009) Theoretical frameworks from Dewey (1938) and Vygotsky (1978) on experiential learning and sociocultural aspects of education should inform the survey's design and interpretation Consulting empirical studies from educational psychology and language learning journals will support the relationship between attitudes and project-based activities, ensuring the survey questionnaire's validity and alignment with research objectives.
Questionnaires are valuable for efficiently gathering data from a large group, ensuring anonymity to encourage honest responses and enhance the reliability of results In a study involving 45 tenth-grade students, questionnaires were used to explore their attitudes toward project-based activities in learning speaking skills, addressing the research question about their perspectives on this approach in English-speaking lessons The questionnaire items, adapted from Likert scales and previous studies, were originally in English but translated into Vietnamese to ensure full comprehension and accurate responses from the participants, maintaining the original meaning and using language familiar to them.
A pilot study was conducted to test the reliability and validity of the questionnaire, using a smaller sample size of 45 randomly selected 10th-grade students (Kumar, 2019) This approach helps identify potential issues, allowing for necessary modifications based on student feedback, thus enhancing the questionnaire's clarity and relevance (Creswell & Creswell, 2017) Feedback from the pilot study refines the questionnaire and improves the overall quality of the research methodology.
On the basis of students’ feedback, some changes were made to complete the final questionnaire items
Interviews are a powerful tool for researchers, eliciting narrative data and investigating people's views in greater depth, as stated by Kvale (1996; 2003) Cohen et al (2007) support this, noting that interviews are valuable for exploring the construction and negotiation of meanings in a natural setting Berg (2007) emphasizes that interviews enable interviewees to speak in their own voice and express their own thoughts and feelings.
To address research questions regarding 10th graders' attitudes towards project-based activities, semi-structured interviews were conducted to supplement questionnaire data, offering valuable, in-depth insights Semi-structured interviews are a valuable research method to gain in-depth insights into participants' attitudes and experiences These interviews explored participation frequency, preferred activities, teacher role expectations, and the perceived impact on speaking skills, aligning with established research methodologies (Creswell, Kvale & Brinkmann, Rubin & Rubin).
Semi-structured interviews, as detailed by (2013), offer valuable insights into students' attitudes towards project-based activities in speaking lessons by employing effective design, questioning techniques, and data analysis Incorporating this method enhances the understanding of students' perspectives and experiences, providing deeper qualitative data.
Interviews, conducted in Vietnamese with participant permission, explored student opinions on project-based activities in English speaking lessons Following analysis of test results and questionnaire data, five students with varied posttest scores were deliberately chosen for interviews The interviews, lasting approximately 10 minutes each, consisted of four questions designed to encourage open expression of thoughts regarding project-based learning.
Data collection procedures
The research procedure followed a sequential timeline, with data collection taking place over a period of eight weeks following 4 stages by Burns’ model
The researcher obtained permission from the school board and principal to conduct research on project-based activities for enhancing speaking skills among 10th-grade students A pre-test was administered in the first week to establish a baseline of the participants' speaking abilities, which included a social interaction component and responses to a topic card, with student performance evaluated using a standardized rubric.
Secondly, after implementing 2 cycles with 2 projects each followed by
Kemmis & McTaggart's action research model (2007) guided the study, employing pre- and post-tests to measure students' speaking skill improvements The post-test, conducted in the ninth week, involved recording and analyzing student performances This study used Kemmis's spiral model, featuring iterative cycles of information gathering, planning, action implementation, observation, and reflection The first cycle assessed project-based activities' effectiveness on English-speaking skills, while the second cycle refined the approach based on observations and student feedback to further evaluate and enhance speaking proficiency.
Students completed questionnaires after receiving instructions and assurances of anonymity, with 20 minutes allotted for completion Subsequently, five students were selected for interviews, which were recorded and analyzed for data collection.
In general, the collected data was sorted, analyzed to draw out conclusions and implications for further study.
Data analysis methods
In this research, many tools were applied to analyze the collected data
Ivankova (2015) suggests employing inductive coding for qualitative data in action research, involving repeated data scanning to identify emergent categories and themes Subsequently, these codes are quantified by counting their frequencies, and the frequencies and percentages on themes are calculated to facilitate analysis, enhancing the convenience and clarity of the research findings.
To evaluate students' speaking abilities and attitudes towards a novel learning approach, the researcher employed pre-tests, post-tests, questionnaires, and semi-structured interviews as key research instruments.
The study employed SPSS v.20 software to analyze pre-test and post-test data, focusing on descriptive statistics The key measure was the mean, calculated by summing the scores and dividing by the number of participants, following a formula adapted from Djiwandono.
In this formula, M represents the mean score of student achievement in each English skill, while ΣX denotes the sum of the total scores, and N indicates the total number of students The mean is a measure of central tendency, giving an indication of the average value of a distribution of figures The mean is the arithmetic average of a group of scores, calculated by adding up the scores and dividing by the number of scores The mean is sensitive to extreme scores when population samples are small.
45 STUDENTS THE CYCLE 1 THE CYCLE 2
TESTS PRE-TEST POST-TEST PRE-TEST POST-TEST
The p-value, a numerical value from a statistical test, indicates the likelihood of observations if the null hypothesis is true and is used to decide whether to reject this hypothesis A smaller p-value suggests a greater likelihood of rejecting the null hypothesis, based on a comparison with the chosen alpha level, which is derived from the desired confidence level If the p-value is less than or equal to the alpha level (e.g., 0.05), the null hypothesis is rejected; conversely, if it is greater, the null hypothesis is not rejected.
The survey questionnaire, adapted from previous studies, employed a five-point Likert Scale, but participants only selected items true for their cases, necessitating a different data analysis method Initially, all questionnaire responses were reviewed to grasp the overall data, and interview transcriptions were documented for further analysis.
The researcher utilized SPSS version 20 to compute frequencies and generate frequency tables, analyzing students' attitudes and speaking improvement related to project-based activities Data was coded and entered into the software, and specific procedures for multiple response questions, detailed in appendix 3, were followed The results were then presented in tables and figures.
To maintain data consistency and mitigate potential biases, the qualitative analysis of interview data, focusing on students' attitudes toward project-based activities, was conducted exclusively by researchers.
Summary
This chapter outlines the research methodology, detailing the study's approach, procedure, and the context of teaching speaking skills to 10th-grade students in Hai Phong It further describes the participants, data collection instruments—pre-test, post-test, questionnaire, and interviews—and the procedures for data collection and analysis.