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INTRODUCTION
Rationale for the research
Active learning, particularly project-based learning (PBL), is now favored in high school education for placing students at the center of their learning Traditional language teaching, which often positioned students as passive recipients of knowledge, is evolving The shift from traditional methods to innovative approaches like project-based learning is crucial for modern language classrooms.
Project-based learning (PBL) is intrinsically linked to 21st-century skills (Bell, 2010; Bradford, 2005), requiring teachers to shift from traditional roles to new teaching methods (Bender, 2012).
Hoang (2012) shares valuable project-based learning experiences, while Pham (2014) demonstrates students' positive attitudes and the positive impact of PBL on speaking skills Nguyen's research further supports the effectiveness of project-based learning.
(2017) and Truong (2017), the project has a great influence on enhancing learners' initiative in language teaching and learning
Project-based learning (PBL) has been extensively studied globally, yet its application in teaching English as a foreign language (EFL) in Vietnam remains limited, motivating research into its potential implementation and benefits within this specific context.
Project-based learning can actively and positively improve students' English learning capabilities at a high school in Hai Phong The researcher aims to demonstrate the effectiveness of applying this method in the classroom setting.
Aims and objectives of the study
This thesis explores the application of a Project-Based Learning approach to enhance students' learning capabilities, with the goal of providing teachers and students with more effective English language learning and teaching techniques.
Research questions
To achieve the aims and objectives, the following questions will be answered:
1 To what extent does the application of “Project-based learning” method in teaching English topics improve the 10 th graders’ learning capability at a high school in Hai Phong?
2 What are the attitudes of the students toward learning English with
Scope of the study
This study was conducted at a high school in Hai Phong There were 25
10 th graders participating in this study.
Methods of the study
This study employs an embedded mixed-methods design, integrating the collection, analysis, and synthesis of quantitative and qualitative data to address distinct research questions within a single investigation.
Quantitative data, gathered from pre- and post-tests, is crucial in design to analyze the impact of PBL on students' learning capabilities, determining if there's a significant effect before and after its implementation.
Qualitative data, gathered through interviews, surveys, questionnaires, and field notes before, during, and after the intervention, were analyzed to determine the influence of Problem-Based Learning (PBL) on the teaching and learning process.
Significance of the study
The results of this research are expected to be useful theoretically and practically
Project-based learning (PBL) enriches English teaching theory and offers practical tools for educators and students It aims to facilitate more effective English instruction, serving as a valuable resource to actively and positively improve students' learning capabilities.
Organization of the thesis
The thesis will be designed in 5 chapter as followed:
Chapter 1: Introduction (There are many parts presented in this chapter, namely rationale, aims and objectives of the study, research questions, scope of the study, method of the study, significance of study and design of the study.)
Chapter 2: Literature review (In this chapter, theories and previous will be mainly shown to support for the study)
Chapter 3: Methodology (Regarding this chapter, restatement of the research questions, research approach, procedures of the study, context of the study, participants, data collection instruments, data collection procedures and data analysis methods are presented)
Chapter 4: Findings and Discussion (In term of the chapter four, the data analysis and the findings ae shown in details)
Chapter 5: Conclusion (For this chapter, 5 main parts are mentioned such as recapitulation, concluding remarks, pedagogical implications, limitations of the study and the suggestions for the further study)
LITERATURE REVIEW
Review of the previous studies
There have been many studies conducted on the applying of Project- based learning (PBL) on teaching
Alacapinar's 2008 study highlights the positive impacts of Project-Based Learning (PBL) on students, demonstrating significant gains in cognitive and psychomotor skills The research indicates that students participating in PBL not only achieve academic success but also develop crucial skills such as problem-solving and creativity Furthermore, the study emphasizes the affective benefits of PBL, including increased self-confidence and improved teamwork abilities, suggesting a well-rounded educational approach.
Project-based instruction leverages real-world applications, enabling diverse learners to share knowledge effectively, even those who typically struggle in academic settings (Beneke & Ostrosky, 2008) Increased student engagement during project-based learning reduces disciplinary issues, fostering a more positive classroom environment (Beneke & Ostrosky, 2008).
Project-Based Learning (PBL) has demonstrated beneficial academic effects, particularly for low to middle-achieving students, as supported by multiple studies (Mergendoller & Maxwell, 2006; Tal, Krajcik, and Blumenfeld, 2006) Research data, such as that from Duangkamol and Essien (2013), further highlights the potential of project-based approaches in enhancing student learning outcomes.
A study on "Writing Skills in a Rajabhat University" revealed that English major students significantly improved their writing skills, particularly in grammatical correctness at the sentence level, achieving a mean score of 28.6053 out of 40 with a standard deviation of 3.1153 Statistical analysis indicated significant differences at the 0.05 level (t=1.699, P-value=0.000) when compared to the 80% attainment target.
Mergendoller & Maxwell (2006) found that Project-Based Learning (PBL) in 12th-grade social studies led to modestly higher student achievement compared to traditional instruction Students in the mid to low tertiles on the Quick Word Test experienced the most significant gains in content learning, suggesting PBL's potential to improve achievement for students who struggle with traditional methods This improvement translated to about one-half grade difference at the student level.
Project-based learning (PBL) significantly boosts student interest in the subject matter A study by Beckett (1999) in a Canadian ESL class revealed that teachers favor PBL for its integrated approach to language teaching PBL fosters critical thinking, problem-solving, and both independent and cooperative learning skills among students Teachers also appreciate that PBL provides functional contexts for English language acquisition.
7 teachers were delighted that project activities allowed for unexpected learning to take place
In Vietnam, the conducted study by Thao and Tu (2020) on the topic
Project-based learning (PBL) is recognized globally for its significant role in language education, particularly in countries with advanced educational systems While PBL is emerging in Vietnam as a key component of new English textbooks for high school students, this study explores its important role in teaching English, the challenges faced by teachers and students, and pedagogical implications for its effective implementation in the Vietnamese context.
Nguyen & Chung (2021) investigated the impact of integrating project work into English proficiency courses for pre-service teacher training, focusing on fifty Vietnamese student teachers and two instructors over two semesters The study incorporated three projects into Grammar, English for International Communication, and Basic Reading and Writing courses Student's English proficiency was assessed using pre-tests and post-tests, supplemented by interviews with students and teacher educators to gather insights on the perceived effects of project activities The findings indicated that 90% of the students improved their English proficiency by at least one level after one year, highlighting the positive impact of project-based learning.
8 training They also reported a positive attitude, perceiving the values of project work in generating an authentic language learning environment, and enhancing their motivation, autonomous and collaborative learning skills.
Project-based learning
2.2.1 Definitions of Project-based learning
Many definitions of Project-based learning have been proposed by various authors
First, Project-based learning (PBL), as its name suggests, generally refers to an instructional approach that organizes learning activities around projects
Project-based learning (PBL) is an instructional approach that contextualizes learning by challenging students to solve problems or develop products PBL organizes learning around complex activities rooted in real-world problems, fostering skills in design, problem-solving, and decision-making This dynamic approach inspires deeper knowledge retention and cultivates lifelong learning abilities through enhanced motivation, collaboration, and communication skills.
Project-based learning (PBL) leverages diverse life experiences across various project levels, fostering an integrated and meaningful approach to language instruction by developing multiple skills in an ongoing activity.
Beckett (2002) defines projects as extended instructional activities, typically lasting several weeks, designed to foster the integrated learning of language, content, and essential skills.
Project-based instruction emphasizes comprehensible output, which arises throughout the project and in its final product The diverse definitions of project-based learning (PBL) have shaped its key features.
PBL classrooms shift from traditional, teacher-centered lessons to authentic, learner-centered activities, motivating students to collaborate and analyze information for long-term goals Students gain autonomy, working together on projects under teacher supervision to produce practical outcomes PBL involves intricate tasks that engage students in planning, problem-solving, and investigative activities, such as gathering information and interviewing experts Active involvement in authentic situations is key to the knowledge-seeking process in PBL.
According to Thomas (2000 pp 3-4), PBL has five key characteristics as follows:
• Projects related to the curriculum Students learn the target contents through the projects which are linked to the curriculum
• A driving question related to target content Questions, problems or topics that the students need to work on must “drive” or lead the students to the target contents
Constructive investigation projects empower students to delve into topics, fostering new knowledge and skills through inquiry, planning, and exploration These projects emphasize decision-making, problem-solving, and reporting findings, aligning with effective educational practices.
• Autonomy PBL projects should allow considerable amount of time for students to work on their own Students are responsible for completing their projects under the supervision of their teacher
• Real-life application Projects must incorporate topics, tasks, products or performances that the students can encounter or use in real life situations
Project-based learning (PBL) captivates students' interest through real-world problems, stimulating critical thinking Students acquire and apply new knowledge within a problem-solving environment PBL fosters deep understanding by contextualizing learning This approach encourages students to actively engage with the material Ultimately, PBL empowers students to develop valuable problem-solving skills.
2.2.2 Benefits of project-based learning in teaching English as a foreign language
Project-based learning (PBL) offers significant benefits for teaching English as a foreign language in Vietnam, where traditional methods have shown limited application.
Fried-Booth (2002) states that the process leading to the end-product of project-work provides opportunities for students to develop their confidence
11 and independence The students demonstrate increased self-esteem, and positive attitudes toward learning
Project-Based Learning (PBL) fosters student autonomy through active engagement in project planning, such as topic selection, as highlighted by Skehan (1998) Levine (2004) notes that PBL enhances language skills by immersing students in purposeful communication to complete authentic, real-world tasks These authentic activities encourage students to consider diverse perspectives, improve collaboration and reflection, and explore varied solutions, leading to diverse outcomes.
Project-Based Learning (PBL) enhances student motivation, engagement, and enjoyment by aligning with their interests and real-world contexts Authentic tasks in PBL increase student interest and motivation, promoting deeper learning The flexibility of classroom language in PBL, driven by project needs, further boosts enjoyment and motivation Connecting projects to real professions and the outside world enriches the learning experience, expanding students' networks and experiences.
In addition, PBL can develop many helpful skills for the students Coleman (1992) discusses a benefit relating to students increased social,
PBL enhances collaboration among learners, between learners and the teacher, as well as between learners and other community members, providing opportunities to learn collaborative skills Performing concrete tasks in pairs and groups stimulates cooperation and knowledge exchange amongst students, encouraging individual students to talk more, which is common in foreign language training.
PBL enhances problem-solving and critical thinking, essential for lifelong application beyond the classroom Collaborative PBL projects foster decision-making skills and leadership qualities in group settings Student initiative is maximized through project decisions, connecting learning to real-world issues PBL develops skills sought by employers, such as teamwork, decision-making, and problem-solving Sufficient time for PBL projects allows for planning, revision, and reflection, leading to meaningful learning and increased self-awareness.
13 their limitations and how these weaknesses could be overcome This means that PBL is an innovative approach that employs a different mode of assessment
In summary, utilizing the PBL approach, learners evaluate themselves continuously Assessment is seen as an ongoing, varied and frequent process involving teacher assessment, peer assessment, self-assessment, and reflection
To put in a nutshell, PBL is very beneficial to students in general and those of English in particular
2.2.3 Steps of implementing project-based learning
Allen (2004) suggests that the benefits of Project-Based Learning (PBL) are maximized when teachers and students adhere to a ten-step implementation process.
• Step 1: Students and teacher agree on a theme for the project
In project-based learning, students and teachers collaborate to choose a project theme, which can vary in structure Teachers should foster student ownership, regardless of the project's structure, to increase engagement and investment.
• Step 2: Students and teacher determine the final outcome of the project
Students and teachers collaborate to determine the project's final form, such as a bulletin board, report, or presentation, and negotiate the target audience, including classmates, parents, or local businesses, enhancing engagement and real-world relevance.
• Step 3: Students and teacher structure the project
After the theme and final outcome of the project are defined, the students and teacher figure out project details that guide students from the opening
METHODOLOGY
Restatement of research questions
The primary goal of this research is to investigate whether Problem-Based Learning (PBL) can improve the speaking skills of 10th-grade students in a high school setting, focusing on answering the central question of PBL's effectiveness in enhancing these skills.
1 To what extent does the application of “Project-based learning” method in teaching English topics improve the 10 th graders’ learning capability at a high school in Hai Phong?
2 What are the attitudes of the students toward learning English with
Research approach
Action research provides a structured framework for researchers, enabling a clear research strategy and a deeper understanding of the practice This study employs the action research approach, with subsequent sections detailing its definition, principles, and models.
3.2.1 Definition of action research approach
Regarding the definitions of action research approach, many definitions have been stated Action research is an approach for investigating questions
Action research focuses on solving everyday problems and is utilized across various disciplines, not just education It connects practical application with theoretical ideas to improve human well-being.
Participatory action research (PAR) is more than a methodology; it's an orientation to inquiry PAR aims to establish participative communities of inquiry Engagement, curiosity, and question-posing are key qualities in addressing significant practical issues within these communities.
Action research distinguishes itself by empowering individuals, traditionally research subjects, to take control, shifting away from purely "objective" researchers (Herr and Anderson 2005) Often, it involves a collaboration between a practitioner and a researcher focused on solving a specific problem Practitioner-researchers aim to develop relevant solutions by questioning issues within their environment, holding themselves accountable within that context Furthermore, they seek to generate theories that transform knowledge into learning beneficial for others (McNiff and Whitehead 2011).
Action research aims to enhance the effectiveness of work through personal engagement, focusing on local dynamics This involves a cyclical process of planning, acting, and evaluating to drive continuous improvement As a qualitative approach, action research uses data to deeply understand and improve specific practices.
Action research projects, drawing from diverse sources like observations and surveys, typically unfold in three phases: pre-study planning, implementation, and post-study analysis Institutional Review Boards may resist non-traditional aspects of action research proposals, such as researcher participation and community involvement The participatory nature of action research is valued for producing concrete outcomes in local settings.
Action research enhances teaching practices, improves language teaching environments, and fosters learner development Originating from dissatisfaction, it addresses concerns regarding current teaching methods or learner competence levels.
3.2.2 Principles of an action research
Action research in many researches is considered as reflective critique, validity and credibility
Validity in Action Research (AR) is a contested notion, facing criticisms regarding methodological limitations such as a lack of scientific rigor, replicability, and generalizability The tentativeness of initial design impacts the ability to set out validity measures in advance, while the localized nature of AR and the capacity of practitioners to conduct robust research are also questioned Research design rigor remains a key concern.
Proponents of action research (AR) argue that criticisms often misunderstand its dynamic nature and purpose, emphasizing that validity in AR is highly dynamic and subject to variation, adapting to the evolving aims of the research, as supported by Mackey & Gass (2005) and data analysis techniques from Elliott & Sarland (1995) and Winter (1987).
‘validity’, as well as its strong associations with positivist and quantitative- experimental paradigms, AR commentators tend to avoid using it, instead preferring terms such as ‘trustworthiness’ (Zeichner & Noffke 2001),
‘worthwhileness’ (Bradbury & Reason 2001) or ‘credibility’ (Greenwood & Levin 2007)
Trustworthiness in research hinges on the honest and authentic reconstruction of data analyses, reports, and interpretations, ensuring the research reflects the knowledge that emerged in the social environment; furthermore, the value participants gain from the research significantly contributes to its overall worthwhileness.
In term of credibility, it relates to ‘the arguments and the processes necessary for having someone trust research results’ (Greenwood & Levin
Internal credibility ensures knowledge is meaningful to its creators, while external credibility focuses on convincing those outside the research of the outcomes' believability (2007, p 67).
3.2.3 Models of an action research
Over the years, there have been many suggested models on which action research can be based A few of such models are discussed below
Kurt Lewin, the pioneer of Action Research, shifted focus from purely academic research to practical application Lewin emphasized analyzing whether findings and theories truly work in practice Action Research personalizes a theory, verifying its benefits for practitioners or groups.
Lewin's Action Research involves iterative stages of planning, action, and fact-finding to drive continuous improvement among practitioners, emphasizing practical application over purely theoretical research.
In her book “Doing Action Research in Language Teaching: A Guide for Practitioners”, Burns (2010) uses the four steps of Kemmis and McTaggart’s
Burns' cyclical action research model (1988), encompassing Plan, Action, Observe, and Reflection, structures her book The "Plan" chapter emphasizes developing clear, appropriate research questions, which are crucial in determining the nature of the findings in any research project.
Burns emphasizes ethical considerations for vulnerable ESL/EFL populations, highlighting the importance of informed consent The "Action" chapter guides readers through data collection methods and project preparation Data analysis, including basic statistical procedures and qualitative data interpretation, is covered in the "Observation" chapter Finally, the "Reflection" chapter provides advice for action researchers.
23 deciding to complete the project, reflecting on practices and teaching values, and sharing what has been learned with others
Procedures of the study
Action research, guided by Burns' model (2010), involves four key stages: Plan, Action, Observation, and Reflection This study implemented four projects from the grade 10 English textbook, each following Papandreou's (1994) six PBL steps: preparation, planning, research, conclusions, presentation, and evaluation.
In the "Plan" stage of implementing Problem-Based Learning (PBL) in English learning, participants first complete a pre-test to assess their existing English abilities Following the pre-test, students receive an introduction to learning English through the PBL method, which is then implemented in the classroom under teacher guidance.
In the action and observation stages, the experimental group received a four-week treatment using units 2-5 of the new English textbook for grade 10, implementing Project-Based Learning (PBL) based on Papandreou's (1994) six-step method, while the control group learned English speaking through traditional methods.
In the preparation stage, the researcher adopted multiple roles, including teacher, observer, coach, guide, and facilitator, while students engaged in assigned tasks The teacher introduced the project's topic, outcome, and process, followed by a discussion of subtopics derived from the textbook's theme to clarify the project's purpose Subsequently, the class was divided into seven groups, each with a mix of students, to foster collaborative learning.
25 to perform well and enthusiastically in the class as the group leader This member could play an active role in connecting group members and get the task done
In the planning phase, students collaborate with the researcher to define project products and requirements, focusing on topics related to gender equality This involves understanding information collection methods, gender-related vocabulary, and relevant grammar Teachers provide essential scaffolding, vocabulary, connectors, and grammatical structures to support students throughout the project.
During the research phase, students received support and guidance from the teacher, particularly in utilizing technology for information gathering Each student contributed a relevant information source, fostering collaborative discussions within groups to design a PowerPoint presentation or create a final product A variety of engaging activities were provided to enhance the learning experience.
In conclusion, students refined data collection methods, utilized Excel for chart creation, and honed data interpretation skills through chart descriptions and result reporting, furthermore, collaborative group work facilitated communication, negotiation, and compromise, culminating in final project decisions, and to prepare adequately, students practiced presentations at home before presenting them in class.
In the "presentation" phase, the teacher guides students on effective oral presentation techniques, encompassing both language and delivery Groups prepare and rehearse their presentations, delivering reports to their peers While one group presents, the others actively listen and engage in peer assessment.
26 comments to give comments and feedback for that group’s presentation The teacher observed all activities of students, listened to them and jot down some comments
During the evaluation phase, the teacher provides feedback on student performance and effort, assessing project outcomes against established speaking criteria Students actively participate by offering comments on both the project process and the final product This stage is crucial for identifying strengths and weaknesses, enabling informed adjustments for future projects and improved learning outcomes.
In the reflection stage, students' speaking skills are assessed via collected tests, and constructive feedback is provided to facilitate their English learning improvement.
In addition to reflecting on project performance, the researcher must also complete the analysis of other collected data (such as tests, questionnaires, and interview results).
Context of the study
Hai Phong schools recognize the value of project-based English teaching for student development, but implementation is hindered by a lack of teacher motivation in innovative methods Students remain focused on grammar for exams, limiting creativity and proactive learning.
In recent years, Vietnamese education has emphasized foreign language proficiency, integrating English into the curriculum at earlier stages Active teaching methods, such as Project-Based Learning (PBL), are being rapidly implemented to enhance English language education.
At the present time, the 1st grade students can start interacting with this foreign language And for that reason, the research subjects in this study (grade
English 10 students receive comprehensive instruction in listening, speaking, reading, writing, and language focus, utilizing textbooks such as the one published by Vietnam Education Publishing House in cooperation with Pearson Education, which includes ten units covering two semesters.
In each unit, there are 7 lessons and a project corresponding to the topic of that unit The research was carried out in the first semester with four projects, unit
2, unit 3, unit 4 and unit 5 respectively in the book “English 10 episode 1”
Table 3.1: 10 Units in the new 10 English textbooks
Participants
The study focused on a class of 25 tenth-grade students at a high school in Hai Phong, most of whom have studied English for at least eight years Generally, the students possess similar learning abilities; however, a clear purpose for learning English is lacking among them, with most simply following the training program.
Parents enroll their children in English centers with the hope of future career opportunities in foreign companies However, many students don't use English outside of class, focusing instead on grammar for exams This emphasis on grammar often hinders their ability to understand and use social English effectively in real-life conversations.
Data collection instruments
To effectively gather data for the study, the researcher selected key instruments including pre-tests, post-tests, questionnaires, and interviews, ensuring comprehensive data collection.
3.6.1 Pre-test and Post- test
A test measures a person's ability, knowledge, or performance in a specific area (Brown, 2004) Pretests and posttests can effectively measure students' English abilities before and after an intervention In this study, a pretest assessed the students' initial English proficiency, while a posttest, similar to the pretest, evaluated their improvement after completing four projects The test materials were sourced from the School Centre’s test bank.
The pretest and the posttest contained 4 sections of questions on English skills of listening, speaking reading and writing
The p-value assesses the significance of Problem-Based Learning (PBL) on student learning effectiveness, and student classification aligns with the scale defined by the Vietnamese Ministry of Education and Training.
29 the highest score (maximum score) that a student can achieve The specific grading scale is outlined below:
Table 3.2: Classification of students’ level on a 10-point scale
A survey questionnaire is an efficient tool for gathering data on a language scale, helping researchers understand respondents' views (Brown, 2001) Questionnaires are useful for collecting behavioral, attitudinal, and opinion-based information (Dörnyei, 2003) They are particularly effective for gathering responses from a large number of people quickly (Dörnyei, 2003).
To gauge student attitudes toward project-based learning (PBL) in English classes, a questionnaire was administered to capture their perceptions, attitudes, and the effects of PBL on their English capabilities Comprising 17 statements, the questionnaire utilized a 5-point Likert scale to quantify and analyze student responses, enabling a structured assessment of their experiences with PBL.
30 agreement or other categories (A Strong Agree; B Agree; C Neutral; D Disgree, E Strongly Disgree)
For the interview, this research tool is very effective in helping the author clarify the selected answers in the questionnaire As stated by Kvale (1996;
Interviews are a valuable research method that allows for a deeper investigation of people's views and the exploration of meaning in natural contexts \citep{Cohen2007} This approach provides participants the opportunity to express their own thoughts and feelings directly \citep{Berg2007}, enabling researchers to gain rich, first-hand insights.
To gather in-depth insights within a limited timeframe, a select group of students from the experimental class were interviewed in Vietnamese, with their consent, to facilitate open sharing The participant group consisted of five students with varying learning abilities, each answering four focused questions Each interview lasted approximately 10 minutes, allowing for concise yet comprehensive data collection.
The interviews focused on gauging student interest in project-based learning and the reasoning behind their perspectives, while also exploring their thoughts on integrating this approach into English classes The design and execution of these interviews are detailed in the following sections.
- Designing interview question and interview sheet
- Inviting 5 students for individual interviews
- Organizing individual interviews with 5 students
- Listening intentionally and taking notes carefully
- Categorizing and analyzing the data collection
Data collection procedures
The plan of the study was carefully set and the progress of the study was clearly outlined in detail The data was collected continually for 8 weeks
In the first week, the researcher obtained permission from the school's Management Board to recruit students and assessed their English proficiency through a pretest before implementing Problem-Based Learning (PBL) interventions.
In the second to fifth weeks (the weeks when the treatment was applied), the students learned English with the PBL method
Following a month of instruction, students underwent a post-test to evaluate their learning ability Subsequently, they completed a questionnaire within a 30-minute timeframe Finally, six students participated in interviews to provide detailed insights into their experiences with PBL (Problem-Based Learning).
In the seventh and eighth weeks, the researcher would really focus on analyzing the collected data to answer research questions besides completing the report.
Data analysis methods
Researchers employ tests, questionnaires, and interviews to assess students' English learning abilities and attitudes towards new teaching methods; the data gathered requires further analysis to address the research questions.
To analyze the data from 32 questions, this study employs SPSS v.20 software to measure the mean, p-value, and frequency of answers, which is crucial for addressing the research questions.
Descriptive data analysis, utilizing frequencies and percentages, was employed to characterize responses from numerically coded questionnaires, as suggested by Brown (2001) To synthesize diverse ideas and opinions gathered from interviews, a method of combining specific data into general themes is necessary.
In this chapter, the description of the research method, the research process and the description of the context of teaching and learning English for
Hai Phong 10th graders were studied using tests, questionnaires, and semi-structured interviews to collect data, and the subsequent data analysis, major findings, and discussion are presented in the following chapter.
FINDINGS AND DISCUSSION
Data analysis of the tests
Data collection instruments, including tests and questionnaires designed based on the grade 10th English curriculum from Hai Phong High School, provided valuable data to answer the research question The test format and content for each topic were clearly presented, with a maximum mark assigned to each skill.
10 and the total score that each student can achieve is 40 (listening, speaking, reading and writing) Students will have 60 minutes to complete the whole test
4.1.1 The results of pre-test and post–test
Based on the collected data from the test, the researcher has drawn the following table to illustrate
Table 4.1: The results of pre-test
Capacity learning of all skills Listening Speaking Reading Writing Total scores
The figure above shows that the mean score of the experimental class in the previous test (M of the pre-test is 6.51) That is the result with traditional learning methods
Thanks to the collected data, the researcher has the following table in details:
Table 4.2: The results of post –test
Capacity learning of all skills Listening
Speaking Reading Writing Total scores STUDENTS
4.1.2 Comparisions between the results from pre-test and post-test
The mean, calculated by summing a set of numbers and dividing by the count, was used to analyze the English learning capability of 25 tenth-grade students in an experimental class, focusing on pre-test and post-test scores across four skills: listening, speaking, reading, and writing The students’ mean scores of average marks were analyzed.
The experimental class demonstrated a notable improvement from pre-test (M = 6.51) to post-test (M = 8.53), with an increase of 2.02 points, indicating effective learning.
Students demonstrated significant learning gains through Problem-Based Learning (PBL), with a clear improvement observed across all English skills—listening, speaking, reading, and writing—when comparing pre-test and post-test results.
Figure 4.1: Students’ average mean scores from pre-test and post-test
The implementation of Problem-Based Learning (PBL) in English lessons led to a significant increase in students' English learning capability, particularly among 10th graders, whose mean score improved from 6.51 to 8.53, marking a notable difference of 2.02 points.
The Figure 4.2 below describes the results from each individual skill:
• The mean score of the first skill (listening) increased from 6.6 to 8.4, the score of post-tests increased 1.8 points compared with pre-test
• The mean score of the second skill (speaking) slightly increased from 6.56 to 8.88, the score of post-tests increased 2.32 point compared with pre-test
The Comparison Between The Mean Scores Of Pre-test
• The mean score of the third skill (reading) slightly increased from
6.72 to 8.72, the score of post-tests increased 2 points compared with pre-test
• The mean score of the fourth skill (writing) slightly increased from
6.52 to 8.12, the score of post-tests increased 1.6 points compared with pre- test
Figure 4.2: The comparison of mean scores on pre-test and post-test of the individual skill
Data analysis reveals a significant improvement in students' skills from pre-test to post-test, elevating their performance from average to good The most notable progress was observed in speaking skills, with an increase of 2.32 points, while writing skills showed the least improvement, with a gain of only 1.6 points.
Nevertheless, it is clear that most mean scores for all criteria showed the
Pre Post Pre Post Pre Post Pre Post
The Mean Scores Of Pre-test & Post-test for Each Skill
38 positive change, the better results of the post-test lead to the conclusion of the beneficial effectiveness of PBL in English lessons
Table 4.3: The significant difference of the pre-test and post-test mean scores
The experimental class t-value p-value
The result is significant at p < 0.05
The Paired T-test, conducted using the Statistical Package for Social Sciences at a 0.05 significance level, was employed to identify statistically significant differences between pre-test and post-test results in both the experimental and control groups The experimental group's p-value of < 0.0001 demonstrates that implementing PBL positively and significantly impacts the English learning skills of 25 tenth-grade students.
Data analysis of questionnaire
Thanks to the results collected from the questionnaire, the researcher also found the students' attitude towards PBL in learning English
Table 4.4: The Students’ opinions on learning English through PBL
S tr on gly Agr ee Agr ee Ne u tr al Disagr ee S tr on gly Disagr ee T OT AL
1 I found motivated to learn English language with PBL
2 I prefer PBL to traditional method of teaching
3 I am actively engaged in group discussions
S tr on gly Agr ee Agr ee Ne u tr al Disagr ee S tr on gly Disagr ee T OT AL
4 By discussing with my group members, I understood better about what I was learning
5 The instructional methodology provided me with enough scope to display my English language skills
6 PBL increased my interest in learning English
7 The instructional methodology in this course suited the way I like to learn
8 I found being able to collaborate in my group in practical sessions very helpful
9 I am able to evaluate my own, and, my group’s learning outcomes at the end of the PBL tutorial
10 There is enough opportunities to discuss, and provide feedback, on how my group functions during
11 My listening skills improved thanks to learning with PBL
12 My speaking skills improved thanks to learning with PBL
S tr on gly Agr ee Agr ee Ne u tr al Disagr ee S tr on gly Disagr ee T OT AL
13 My reading skills improved thanks to learning with PBL
14 My writing skills improved thanks to learning with PBL
15 I find myself more active thanks to learning with PBL
16 I find myself more positive thanks to learning with PBL
17 I refer to have PBL activities in my English lessons in future
The questionnaire, comprising 17 items, assessed student-centered learning concepts, PBL, learning capability, and attitudes toward learning with PBL, utilizing a Likert scale from 1 (strongly disagree) to 5 (strongly agree) to gauge students’ perceptions of project-based learning in enhancing their learning capability and attitudes within e-learning classes.
(3), disagree (2), strongly disagree (1) were used to score the items The results of students’ questionnaire are presented below:
Students strongly agree that Project-Based Learning (PBL) significantly improves their learning capabilities and attitudes Statistics indicate widespread agreement on the benefits of PBL, with up to 100% of students reporting active and positive improvements in their learning Furthermore, 100% of students expressed a desire for more project-based learning opportunities in the future.
Learning outcomes reveal significant improvements across language skills, with 96% of learners reporting enhanced speaking abilities, followed by reading (92%), listening (84%), and writing (76%).
PBL significantly enhances student motivation in English language learning, with 96% of students preferring it over traditional methods Collaboration is a key benefit, as 92% of students find group work helpful and actively engage in discussions Furthermore, 88% report increased interest in learning English through PBL, and 80% believe the methodology suits their learning style, enabling self and group evaluation Group discussions improve understanding for 80% of students, while 76% feel they have ample opportunities to discuss and provide feedback on group dynamics, enhancing their English language skills.
In conclusion, the statistics proved most students had a positive and active attitude about PBL and this implies that PBL has been very necessary for them to learn English.
Data analysis of interview
Students perceived project-based learning (PBL) positively, enjoying the experience and finding the program's interface and design interesting and convenient The fun and ease of learning associated with PBL made it convenient for students to complete required tasks.
English lessons and practice exercises The following quotations from the interviews represent these views:
(Student 1): “I thought it was good I mean when I learn with the English projects, it does not make me bored I can aslo learn with my friends”
Students express uncertainty about their preference for Problem-Based Learning (PBL), struggling to articulate specific feelings about the method, yet they do not report boredom, indicating a neutral but not negative experience.
(Student 2): “How to say… I er think it is good but it is something I can do and sometimes I think I cannot do Teaching in a new fashion…like this is something interesting”
Students generally found the lessons and practice exercises suitable, with the time allotted considered appropriate for their proficiency levels, as supported by student feedback.
(Student 3): “It is good that we do not have to open textbooks to know what to learn I like this”
Self-paced learning, as highlighted by students, complements the PBL program effectively, fostering increased engagement in reading tasks Students appreciate the flexibility to learn at their own pace within the PBL framework, enhancing their overall learning experience.
From the results collected and presented above, the author can conclude that PBL helps students improve their English learning ability and because of
PBL fosters a positive attitude in students learning English, boosting their interest and perceived usefulness of the program, as confirmed by tests, questionnaires, and interviews.
Discussion
PBL application in learning yields positive impacts on student learning outcomes, fostering a positive attitude towards English learning, according to study results.
4.4.1 The effectiveness of applying project-based activities on English learning for 10th grade students at a high school in Hai Phong
Research indicates that implementing Project-Based Learning (PBL) positively impacts student performance and enhances the learning process This approach significantly improves students' skills, comprehension abilities, and mastery of the English language Regular application of project-based learning in the classroom leads to meaningful improvements in students' language comprehension.
A study involving 25 students demonstrated the effectiveness of Problem-Based Learning (PBL) on English skills Results indicated a significant increase in scores from pre-test (6.51) to post-test (8.53), with a notable difference of 2.02 This improvement suggests that integrating PBL positively impacts students' English learning capabilities.
44 participants compared with the traditional learning method Also, p-value implies that the PBL has significant impact on students’ English learning too
Research students have shown positive responses to the PBL approach through questionnaires and interviews, indicating its potential for improving English capacity The study also demonstrated that students' comprehension ability is enhanced, particularly with regard to deductive observation, as they gain a clearer understanding of upcoming topics.
Project-based learning significantly improves students' English learning abilities Teachers should adopt this method to enhance students' English skills Research data supports the effectiveness of project-based learning in English education Implementing project-based learning can lead to substantial gains in students' overall English proficiency.
4.4.2 The attitudes of 10th grade students at a high school in Hai Phong towards project-based activities in English lessons classroom and its impacts to English learning capability positively and actively
Students' attitudes toward teaching methods significantly impact their learning outcomes, with positive perceptions fostering better results, while negative views may lead to reluctance and hinder academic progress.
Data analysis from surveys and interviews indicates that students have positive attitudes toward learning English with Project-Based Learning (PBL) Students experienced improvements in their English skills, including listening, speaking, reading, and writing, leading to increased engagement and a more positive approach to learning the English language.
Survey data indicates that students generally have a positive attitude toward learning English through Project-Based Learning (PBL), which leads to improvements in key skills such as listening, speaking, reading, and writing.
Students in experimental classes are highly motivated to learn English through Problem-Based Learning (PBL), which they prefer over traditional methods due to its collaborative and practical nature Active engagement in group discussions and the ability to evaluate their learning outcomes significantly increase their interest in English PBL's instructional methodology suits their preferred learning style, fostering better understanding through group discussions and providing ample opportunities to display and enhance their English language skills.
Project-Based Learning (PBL) enhances students' language competence across reading, writing, speaking, and listening skills through research, analysis, and document categorization Students improve their reading skills by efficiently processing a wide range of materials from diverse sources to select essential information for their projects The iterative writing and rewriting process involved in PBL significantly enhances students' writing skills Preparing and rehearsing presentations provides a turning point for improving speaking skills, with peer feedback further refining their delivery PBL offers an effective method for students to recognize and correct their language-related errors, ultimately boosting their fluency.
Students in the 46 class developed confidence in speaking, learning from mistakes and fostering a supportive environment Problem-Based Learning (PBL) was implemented alongside other skill subjects to encourage students to use their English skills to present content and exchange information about cultural issues.
Students in the experimental group generally showed positive attitudes toward project-based learning (PBL) in English language acquisition, indicating that PBL has a positive impact on their English learning capabilities.
Based on the research, Problem-Based Learning (PBL) positively impacts student learning outcomes and fosters a positive attitude towards learning English.
Action research employing the PBL approach demonstrates enhanced English skills among high school students Analysis reveals improved English capabilities, affirming the effectiveness of PBL in English instruction Student feedback indicates positive reception, fostering idea expression and confident speaking Moreover, students reported overcoming their fear of learning English through dedicated practice and engaging activities.