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INTRODUCTION
Rationale of the study
In the digital age, fluency and confidence in English are crucial for EFL students, particularly in Vietnam, where early English education aims to develop listening, speaking, reading, and writing skills However, listening and speaking are often overlooked due to a focus on grammar and vocabulary driven by examination requirements In Phu Tho Province, oral skills are taught in a monotonous manner, leading to student demotivation and limited improvement With nearly 20 years of teaching experience, I have found that effective teaching techniques are vital for language learners' success According to Jeremy Harmer, key factors for engaging students in speaking classes include providing rehearsal opportunities, facilitating feedback, and allowing students to activate their language knowledge.
Project-Based Learning (PBL) is a highly recommended educational approach that empowers students to design, plan, and execute extensive projects This method culminates in a publicly showcased output, which can take the form of a product, publication, or presentation.
Project-Based Learning (PBL) fosters purposeful communication among students as they engage in authentic activities, allowing them to use language in a natural context This approach encourages participation in meaningful tasks that necessitate genuine language use, enhancing their learning experience.
Project-based learning (PBL) is an effective method for teaching English as a foreign language in Junior High School, as it actively engages students in the learning process By participating in projects, students become more involved and motivated to learn English This research aims to demonstrate how the implementation of PBL can help meet the expectations of mastering English while enhancing student engagement in speaking activities.
The writer conducted an action research project titled “Improving Grade-Eight Students’ Speaking Skills Through Team Projects” at a secondary school in Phu Tho Province to address the identified issues.
Aims of the study
Project-based learning (PBL) offers numerous benefits in EFL classrooms globally, yet its effectiveness in smaller contexts, such as lower secondary schools in Phu Tho Province, remains unverified This study seeks to evaluate the impact of PBL on enhancing students' speaking skills within this specific setting It will investigate how PBL contributes to language development and self-confidence, as well as students' perceptions of the benefits and challenges associated with its implementation in EFL classrooms Ultimately, the research aims to provide insights into the role of PBL in improving speaking skills among junior high school students in Phu Tho Province.
Research questions
The present study focuses on answering the following questions:
1 To what extent does project-based learning help in improving students’ speaking capabilities?
2 What are the students’ perception of the benefits and challenges of the implementation of PBL in EFL classroom?
Scope of the study
This action research focuses specifically on the effectiveness of project-based learning in enhancing students' speaking performance, without exploring other elements of collaborative learning.
This study focuses on a specific group of lower secondary school students in Phu Tho Province, Vietnam, and serves primarily as a reference for future research Consequently, the findings may not be applicable to other student populations.
Method of the study
This study utilized a mixed-method design, incorporating both quantitative and qualitative approaches, to assess the effectiveness of Project-Based Learning (PBL) in enhancing students' speaking skills and to explore their attitudes towards PBL Quantitative research allows for broad conclusions applicable to larger populations, minimizes bias, and examines relationships and causal interactions within the data In contrast, qualitative research offers in-depth insights from participants, capturing their perspectives in a more nuanced context (Creswell, 2015).
The study employed a quantitative approach utilizing a survey questionnaire to collect data from students To enhance the reliability and authenticity of the gathered information, a qualitative method was also incorporated through the use of semi-structured interviews.
- structured interview and class observation All the comments, remarks,
4 recommendations and conclusion provided in the study were based on the data analysis of the study.
Significance of the study
Basically, the three kinds of research significance are as follows: theoretical significance, practical significance, and the significance for further research and development They are explained below
This study aims to enhance speaking skills in secondary school students, contributing to their overall achievement in English The findings will also expand upon existing theories and research related to English language skills, particularly in the area of speaking.
The research findings aim to significantly benefit both teachers and students by offering valuable insights For teachers, the study presents effective alternative techniques for enhancing English communication skills among students Conversely, students can look forward to new strategies and varied learning activities that will aid in improving their English speaking abilities.
Finally, the significance for further research and the development of the research findings could also provide some leads for further research and development efforts.
Organization of the study
The study is divided into 5 parts: Introduction, Literature review, Methodology, Data analysis and discussion, and Conclusion
Chapter I: Introduction - the researcher states the rationale, aims, research questions, scope, methods and significance of the study
Chapter II: Literature review - the researcher reviews the literature related to the theoretical background of teaching speaking skills and Project-based learning approach as well as the application of PBL in teaching speaking skills
Chapter III: Methodology - the researcher mentions the issues of methodology consisting of research questions, study design, participants, and data
5 collection instruments consisting of questionnaire, interview and observation, data collection procedures, and data analysis
Chapter IV: Data analysis and discussion - the researcher gives a detailed presentation of data and detailed description of data analysis Besides, the researcher also presents some discussion and interpretations of the findings of the study, and then gives suggestions for the teachers in teaching speaking skill at the school The implications of the study are also given in this chapter
Chapter V: Conclusion - the researcher summarizes the key points in the study, and implications of the study, discusses limitation, and gives suggestion for further research
References and Appendices are represented at the last pages of the study
LITERATURE REVIEW
Teaching speaking skills
According to Nunan (1991), speaking is the most crucial skill in acquiring a second or foreign language, as proficiency is often assessed by one's ability to engage in conversation in that language.
Speaking is an interactive process that involves producing, receiving, and processing information, serving not only as a means of transferring messages but also as a way to communicate and exchange information (Garner, 2006, p.124) According to Bashir et al., speaking is a complex productive skill in the oral mode that encompasses more than merely pronouncing words (2011, p.38).
Effective communication is a fundamental ability that allows us to interact and socialize within society The primary objective of English language teaching is to equip learners with the skills to communicate effectively and accurately in English (Davies & Pearse in Huang, 2008) Speaking a second language (L2) requires the development of specific communication skills, as oral language differs from written language in its grammatical, lexical, and discourse patterns.
Mastering speaking is essential for students learning English, as it enables them to accomplish tasks, explore ideas, and connect with others According to Richards (2008, p.19), effective speaking allows individuals to communicate fluently, facilitating the expression of thoughts and ideas Furthermore, through speech, people project their identities to others, making communication more impactful.
Speaking is a complex process that involves sending and receiving messages through verbal expressions, as well as nonverbal symbols like gestures and facial expressions It serves multiple functions in daily life, allowing us to share our ideas, feelings, and engage in interactions with others.
2.1.2 Factors that cause speaking difficulties
As mentioned before, speaking is much more complicated than pronouncing words as its typical grammatical, lexical, and discourse patterns According to Ur
(1996, cited by Al-Housni, 2014, p 23), there are numbers of factors that cause hindrance in teaching and learning speaking English, and make students reluctant to speak fluently
Students often experience inhibition due to fear of making mistakes and criticism from classmates, which can hinder their ability to express opinions This reluctance is often linked to a lack of ideas or vocabulary, leading to low participation in speaking activities In Vietnam, large class sizes further limit opportunities for students to engage in speaking practice Additionally, the frequent use of their mother tongue during English lessons poses a significant barrier to their language learning, as students may resort to their native language when they struggle to find the right words in English Teachers are focusing on grammar instruction to address these challenges.
8 vocabulary items are what would help students to speak In fact, that is not sufficient; students need to be engaged in communication in order to improve their speaking skill
Students learning English as a foreign language must engage in regular practice within the classroom through various activities to enhance their speaking proficiency According to Richards and Lockhart (1996), practice activities are defined as tasks that involve the performance or learning of previously presented material Examples of such activities include conversation lessons, dialogues for practicing sentence patterns, and drills aimed at improving pronunciation and developing sentence fluency.
Brown has six distinctive categories of classroom speaking performances, namely imitative, intensive, responsive, interactive (Transactional; dialogue), interactive (interpersonal; dialogue) and extensive
According to Brown, imitative purely focuses on phonetic level of oral production It has nothing to do with students’ comprehension (Brown, 2000b, p
Students primarily engage in drilling activities, where they mimic sounds and intonation patterns they hear, similar to a human tape recorder This practice focuses on accurately pronouncing specific vowel sounds and mastering intonation contours.
Intensive language instruction encourages students to produce language independently through minimal responses to teachers' questions and interactions with peers This approach emphasizes a limited scope of grammatical, phrasal, lexical, or phonological skills, with the teacher guiding responses to ensure they remain fixed Techniques employed include directed responses, read-aloud exercises, sentence or dialogue completion, oral questionnaires, picture cues, and translation of brief discourse segments (Brown, 2000b, p 273).
Responsive communication in the classroom involves students providing brief, meaningful, and authentic answers to questions posed by teachers or peers, rather than engaging in dialogue Key activities include answering questions, giving instructions, and paraphrasing (Brown, 2000b, p 273).
Interactive is divided into two subcategories: Transactional dialogue and
Interactive dialogue encompasses both transactional and interpersonal techniques, aimed at enhancing students' ability to exchange information and maintain social relationships Transactional dialogue focuses on conveying facts and opinions through activities like interviews and discussions, while interpersonal dialogue emphasizes social interaction, incorporating elements such as casual language, humor, and role play Additionally, extensive speaking activities, characterized by planned language production, involve participants primarily as listeners, with limited nonverbal responses Examples of extensive activities include oral presentations, storytelling, and translations of extended prose.
To effectively address challenges in speaking lessons, teachers should utilize a taxonomy of skills to select specific objectives for the learning process By focusing on the micro- or macro skills of oral production, educators can tailor speaking activities and teaching approaches that best suit their students These activities should offer ample opportunities for students to practice spontaneous language use in interactive situations As emphasized by the researcher, interaction among learners is crucial, and Scrivener (2005, p.152) highlights that the primary goal of communicative activities in the classroom is to encourage students to actively use the language.
Engaging in realistic and meaningful interactions often involves exchanging information or opinions Recommended activities to enhance these skills include communication games, drama, simulations, role-plays, discussion activities, and presentations.
Teachers should create activities that foster effective communication among students O'Malley and Pierce (1996) emphasize the importance of information gap activities, which involve one student possessing information that is not shared with their partner These activities serve as a clear indicator of a student's speaking ability, ranging from basic topics like shape, color, size, and direction.
Speaking activities range from simple information sharing to complex forms like drama, simulations, and role-plays, which are crucial for authentic language use According to O’Malley and Pierce (1996), these activities mimic real-life conversations, incorporating elements such as repetitions, interruptions, and non-verbal cues Engaging in role-plays and simulations allows students to adopt different identities, reducing anxiety and enhancing motivation and language acquisition Presentations share similar benefits, helping students build self-confidence and lessen anxiety when speaking in front of peers Thornbury (2005) emphasizes that standing and speaking before classmates prepares students for genuine communication A prepared talk involves students presenting on a chosen topic, distinct from informal, spontaneous conversations.
Project-Based Learning
Project-Based Learning (PBL) is a widely recognized approach to student-centered learning rooted in constructivist principles According to Brown (2004), PBL emphasizes student autonomy, allowing learners to make choices regarding project topics, materials, and presentations The Ministry of Education and Culture (2013) describes PBL as a teaching method that centers on projects or activities, granting students the freedom to explore knowledge independently while teachers serve as facilitators Patton (2012) further supports the notion that PBL empowers students in their learning journey.
Project-Based Learning (PBL) is a teaching method that engages students in designing, planning, and executing extended projects, resulting in publicly exhibited outputs like products, publications, or presentations According to Barrows (2001), PBL aims to cultivate flexible knowledge, effective problem-solving skills, self-directed learning, collaboration, and intrinsic motivation among students However, both teachers and students must be aware of the challenges associated with PBL, particularly its long-term nature, which can span several weeks or even months, as highlighted by Beckett (2002).
Sawsan (2004) identifies three types of projects that engage both teachers and students in selecting and designing lesson topics and activities.
Structured projects are a prevalent type of assignment where the teacher dictates the topics, materials, methodologies, and presentation formats This approach means that both the subjects and the methods for gathering and analyzing information are predetermined by the teacher Consequently, students face restricted options in developing their projects, as the teacher specifies the topics and the means of obtaining the necessary information.
A semi-structured project involves collaboration between teachers and students in defining and organizing various aspects such as topics, materials, methodologies, and presentations While the teacher sets the general topic, students have the freedom to select their own specific topics and determine how to gather information and complete their projects Additionally, students are responsible for the choice of materials, methodologies, and presentation styles.
The final type of project is unstructured, where students take the initiative to define and organize their work In this format, students are fully responsible for selecting their topics, materials, and presentation methods.
This research employs a semi-structured project approach to engage both teachers and students in collaboratively designing topics and presentations for speaking activities in the teaching and learning process.
2.2.3 Characteristics of Project – Based teaching
According to Harmer (1991), teachers fulfill six key roles: controller, assessor, organizer, prompter, participant, and source These roles must adapt based on various factors, particularly in the context of project work Notably, when acting as assessors, teachers should employ "gentle correction" to support students effectively during projects (Harmer 1991: p.201).
Teachers address mistakes in students' work without demanding immediate corrections to maintain a positive creative environment More crucial than gentle corrections is the provision of feedback, which informs students about their performance on the task.
In project work, students take charge of their own learning, but effective organization by the teacher is crucial to ensure clarity on tasks Without proper guidance, students may waste time and energy, particularly in long-term projects where they might encounter obstacles and feel uncertain about their next steps In these situations, the teacher serves as a prompter, offering suggestions to help students move forward.
Project work enables teachers to actively engage as participants, taking part in various sub-tasks such as role-plays and communicative activities Additionally, teachers serve as integral members of the entire project A key aspect of this involvement is the teacher's role as a "walking resource center" (Harmer 1991, p.204), allowing them to circulate during intensive group work and offer linguistic support and assistance as needed.
The role of a controller, as defined by Harmer, is incompatible with project-based learning, where teachers cannot dictate every aspect of student interaction In project work, students operate in smaller groups, requiring a shift in teaching style to accommodate their autonomy and collaboration This new approach presents unique challenges for educators.
2.2.4 Advantages of Project-Based Learning
Project-Based Learning (PBL) effectively enhances student motivation in developing speaking skills by presenting challenges through projects that require discussion, observation, problem-solving, and presentation According to Hutchinson (1992), a leading expert in project work, key elements of project-based learning include hard work and creativity As students engage in their projects, they are driven to complete them thoroughly, resulting in significant effort and focus on language features PBL fosters creativity in both content and language, encouraging students to express themselves innovatively.
Moreover, projects are useful way to provide a longer term goal, and students can invest their energy in activities that has real outcome According to Scrivener
Since 2005, projects have become increasingly task-oriented, engaging students in decision-making regarding the execution and methodology of their work This approach encourages students to actively participate in information gathering, problem-solving, and the presentation of their final results.
Effective project work involves planning, decision-making, idea collection, structuring, discussion, negotiation, and problem-solving, often best achieved through collaboration in small groups (Scrivener, 2005) While individuals can undertake projects, they may experience isolation and diminished motivation over time Collaborative efforts foster mutual support and a diverse range of ideas Implementing Project-Based Learning (PBL) in teaching speaking skills yields several positive outcomes, including contextual and meaningful learning, an optimal environment for practicing English, active student engagement, increased interest and motivation, enhanced collaborative skills, and improved language proficiency (Fragoulis, 2009) Therefore, PBL significantly benefits English language teaching, particularly in developing speaking skills.
Review previous studies
Numerous studies have been conducted worldwide in terms of applying Project- Based learning in teaching English in general and teaching speaking in particular
A study by Nassir (2014) explored the impact of Project-Based Learning on ninth graders' English achievement and their attitudes towards the subject Utilizing an experimental approach, the research involved 76 ninth-grade students selected for the study.
In the 2013-2014 school year, a project-based learning strategy was implemented for the experimental group, while the control group continued with traditional teaching methods The study utilized a pre-post achievement test and an attitude scale, administered before and after the intervention, to assess students' attitudes towards the English language Additionally, it aimed to gather students' opinions on the effectiveness of project-based learning as a novel approach to acquiring English skills and sub-skills, complemented by a speaking evaluation card used in both pre and post assessments.
The study found statistically significant differences in the mean scores of the pre-post-test, speaking evaluation card, and attitude scale, favoring the experimental group These results were linked to the implementation of a project-based learning strategy in teaching the four English language skills: listening, reading, writing, and speaking Given the substantial impact of these findings, the researcher recommends adopting project-based learning to enhance English language development.
Lipova's (2008) study examined the impact of project work on high school students, emphasizing the benefits of such projects The research hypothesis highlighted the advantages of project-based learning, particularly in enhancing communication and utilizing individual skills and talents A questionnaire was administered to students before and after the project, with their responses analyzed and interpreted to assess the outcomes.
Students valued the chance to share their opinions and engage with an interesting and relevant topic, as indicated by questionnaire results Effective communication requires the integration of various language structures, including questions, negative sentences, different tenses, vocabulary, and fixed expressions Utilizing language for specific purposes enhances learners' motivation to express their thoughts Project work emphasizes the practical use of language rather than solely focusing on its structural aspects.
Previous studies provide valuable insights into teaching speaking skills through Project-Based Learning (PBL) and enhancing student motivation The initial study examined the impact of PBL on students' motivation in learning From this research, the effectiveness of the PBL strategy in improving ninth graders' achievement in English was established, along with methods to assess its influence on students' attitudes towards the language.
Research indicates that Project-Based Learning (PBL) significantly enhances students' speaking skills, as evidenced by improvements in comprehension, vocabulary, grammar, fluency, and pronunciation Additionally, the study highlights the benefits of project work, particularly in fostering communication and allowing students to utilize their individual skills and talents effectively.
By reviewing those studies, the researcher tries to explore more in finding how Project-Based Learning can be effective for enhancing students’ motivation in learning the speaking skill
In her 2011 study, Nguyen emphasizes the definitions, benefits, and effective implementation of Project-Based Learning (PBL) in Vietnam She outlines the steps for executing a PBL project and proposes various English learning projects for students Nguyen argues that these projects can motivate English learners both inside and outside the classroom, leveraging PBL's advantages to prepare students for future challenges in English proficiency and social skills She advocates for the widespread application of PBL in universities to equip students with essential knowledge and skills for their careers While the study offers valuable theoretical insights into PBL, its validity would be enhanced by practical application in specific contexts.
In her 2012 study, Hoang highlights the effective implementation of a project-based learning (PBL) approach with second-year full-time students at Thai Nguyen University In a textbook-free environment, students gained independence in their learning choices, collaborating in groups and working individually to achieve project goals The research indicates that PBL significantly enhances students' language competence and soft skills, evidenced by their high grades in Oral and Written Proficiency This autonomy reduced their reliance on the teacher as the sole knowledge source However, the study does not specifically address the impact of PBL on individual English skills, such as speaking.
Pham Thi Thu Ha (2014) explored the impact of Project-Based Learning (PBL) on enhancing students' speaking skills in English classes The study focused on two main aspects: students' perceptions of PBL and its effects on their speaking abilities Data was gathered through two exams, two questionnaires, interviews with instructors, and teachers' journals Findings indicated that students held a positive attitude towards PBL implementation and experienced improvements in their speaking performance However, the research primarily concentrated on students' attitudes towards PBL rather than directly measuring its impact on speaking skill development Furthermore, the integration of PBL in English language teaching, particularly at the high school level, remains limited.
In conclusion, the research discussed has significantly advanced the theories and applications of Project-Based Learning (PBL) However, it primarily focuses on high school and university students, who typically exhibit a high degree of independence, responsibility, and language proficiency The impact of PBL on participants with lower levels of English proficiency remains underexplored.
This paper investigates the impact of Project-Based Learning (PBL) on students' speaking competence, focusing on their development in pronunciation, vocabulary, grammar, and fluency, as well as enhancements in confidence and cooperative skills Additionally, the research explores students' perceptions of PBL and discusses its significant role in English language teaching, alongside the challenges faced by both teachers and students during PBL implementation The study also highlights important pedagogical implications for effectively utilizing PBL in educational settings.
METHODOLOGY
Research setting
The research took place in a public lower secondary school located in Viet Tri city, Phu Tho province, which boasts modern facilities including projectors, radios, speakers, and internet-connected computers Additionally, the school features a laboratory, a multipurpose room, and a library equipped with computers; however, the majority of the library's materials are in Vietnamese rather than English.
Most of students in this lower secondary come from worker and small business families in the centre of Viet Tri city The number of grade 8 students is
Despite being taught English since Primary school, 370 students aged 13 and 14 still demonstrate low speaking skills, remaining below CEFR level A2 In English speaking lessons, they participate passively, often refraining from contributing and remaining quiet This lack of engagement suggests that many students struggle with content and lack the confidence needed to speak English effectively.
The school utilizes a new set of English textbooks developed by Hoang Van Van et al., which adhere to the standard syllabus This curriculum emphasizes two key methodologies: the learner-centered approach and the communicative approach, ensuring an effective and engaging learning experience for students.
TIẾNG ANH 8 is the second level of English textbooks for Vietnamese lower secondary students learning English as a foreign language It adheres to a systematic, cyclical, and theme-based syllabus approved by the Ministry of Education and Training in January 2012, emphasizing language use to enhance listening, speaking, reading, and writing skills The Student’s Book features 12 topic-based units, each comprising seven sections designed for seven 45-minute classroom lessons These units are richly illustrated and cross-curricular, aiming to provide motivation and a joyful learning experience Each unit begins with clear learning objectives outlining the main language and skills to be taught.
The textbook aims to enhance communicative competence; however, the teaching approach at the target school relies on grammar-translation methods rooted in classical Greek and Latin instruction In this setting, students focus on learning grammatical rules and translating sentences between their native language and the target language, often neglecting oral skills such as speaking and listening Speaking activities are primarily derived from the textbook with little to no adaptation, leading to a gap in students' communicative competence, which fails to meet the requirements of CEFR level A2.
The exclusion of speaking skills from high school entrance exams often leads to their undervaluation, resulting in monotonous and passive teaching methods Consequently, English teachers are increasingly seeking innovative approaches to enhance oral skills In this context, Project-Based Learning (PBL) emerges as a promising solution for effective English language instruction.
Participants of the study
The subjects of the study are a sample of 30 eight graders from classes 8E They do not have the same English proficiency level in general and speaking and
In a study on listening competence, it was found that while some students are self-motivated and eager to learn in speaking classes, others exhibit a lack of motivation and confidence, often remaining silent To gain deeper insights into this issue, 15 out of 30 students were randomly selected for follow-up interviews.
Research design
This action research aimed to enhance the speaking skills of eighth-grade students in a junior high school through Project-based Learning, addressing the challenges in the English teaching-learning process A key objective was to identify significant issues that stakeholders, including teachers and parents, found worthy of in-depth exploration The action research process involved stages of planning, action, observation, and reflection, which helped to positively address dilemmas in teaching The distinct advantages of action research not only attracted many educators but also transformed their perception of their professional roles, positioning them as reflective and theorizing practitioners.
This study explored methods to enhance junior high school students' speaking skills through Project-based Learning Employing a descriptive-qualitative design, the research primarily focused on qualitative data, while also incorporating quantitative data to reinforce the findings.
The researcher conducted action research with eighth graders at a Junior High School, identifying potential issues and selecting one to address She developed a targeted action plan to enhance students' speaking skills, incorporating relevant theories into her problem-solving approach Additionally, she created lesson plans aligned with the curriculum to support the implementation of her strategies.
The school provided a comprehensive syllabus, and the necessary materials and instruments for the research were carefully chosen Ultimately, she focused on identifying and developing resources that aligned with the learning indicators intended to be achieved during the speaking teaching-learning process.
The researcher conducted observations and interviews in class 8E to identify issues in English speaking lessons Findings revealed that students struggled with pronunciation, lacked vocabulary mastery, and exhibited shyness and low confidence in speaking English Additionally, they had limited speaking practice, often remaining silent and passive during lessons due to a fear of making mistakes Furthermore, students displayed low motivation to engage actively in English, resulting in poor comprehension and a lack of familiarity with listening to the language.
The materials given were only relied on textbooks And finally, the activities in the teaching-learning of speaking were monotonous and not interesting
Evaluation of the students' speaking skill through a pre-test
Vietnam's National Foreign Language 2020 Project mandates that eighth-grade students reach CEFR level A2 To assess their speaking skills, a pre-test was conducted in pairs, aligning with the CEFR's A2 level requirements.
The pre-test (WBT) consists of three parts:
Part 1: Getting to know each other
- Can you tell me something about yourself? (name, age, languages, hobbies, )
- The teacher will ask you one or two more questions about yourself
- Talk to your partner about two or three of the following topics Ask questions
You and your partner want to spend next Saturday together
- What would you like to do?
- Agree on one activity When do you want to do them?
(go to the country, go to the zoo, go shopping, go to a concert, go jogging )
The speaking test is also marked out of 10 according to the following criteria:
* Grammatical range and accuracy (2.5 points)
Table 1: Means of speaking test evaluation
Aspects Poor Fair Good Excellent
Table 2: The Pre-Test Mean Score of each Speaking Aspect
Aspects Poor % Fair % Good % Excellent % Pronunciation 17 56.7% 8 26.7% 5 16.7% 0 0
The pre-test results indicate that students faced challenges in their speaking skills, particularly in pronunciation, fluency, accuracy, and vocabulary, with none achieving an excellent level.
Mapping out strategies for improvement
To enhance students' speaking skills and promote independent and responsible learning, I explored various methods, including role-play, discussion activities, information-gap activities, and project-based learning Ultimately, I selected Project-Based Learning as the most effective approach to address these challenges.
I designed the following strategies to improve the problems:
1 Students chose the group members at the beginning of the first term
2 The teacher provided a list of topics based on the themes of English 8 from Unit
In Unit 6, students explore various engaging topics, including leisure activities that enrich their free time, ideal countryside living environments, and the vibrant ethnic costumes of Vietnam The unit also delves into the evolution of Vietnamese traditions, highlighting how they have transformed over time Additionally, students participate in a talent show, showcasing their skills, and enjoy a captivating performance of "Sleeping Beauty," which adds a creative flair to their learning experience.
3 Students chose five most interesting themes to conduct projects including Students’ leisure activity, A place you would like to live in the countryside, Vietnamese Ethnic costumes, A Vietnamese tradition has changed, A Talent Show which were carried out in 15 optional periods (three weeks for one theme)
3 Thirty students were divided into 5 groups Every four weeks, each group carried out their project with four stages of Project-Based Learning
4 Each group made a presentation on their project in about 15 minutes There were
Each week, two groups presented their projects, allowing for a 15-minute break for questions and discussions Students had the opportunity to comment on their peers' work while taking on roles as audience members, observers, and assessors during the presentations The teacher's constructive feedback was crucial in helping students enhance their speaking skills.
Due to the convenience of computer and projector, all of the projects were finished and presented on PowerPoint app rather than through poster designs
The action plan was carried out to fulfil the following projects:
Week Topics Projects Knowledge and skill achievement
A PowerPoint presentation about Leisure Activity
+ Vocabulary and structures related to topic leisure activity
+ Presenting the most popular leisure activity among students + Giving opinions
Unit 2: Life in the countryside
A PowerPoint presentation about life in the countryside
+ Vocabulary and structures related to topic Life in the countryside
+ Presenting the life in the countryside
+ Giving opinions + Expressing agreement and disagreement
Week Topics Projects Knowledge and skill achievement
A video about Vietnamese Ethnic costumes
+ Vocabulary and structures related to Vietnamese Ethnic costumes
+ Introducing a costume of an ethnic group in Vietnam + Giving opinions + Expressing agreement and disagreement
A PowerPoint presentation about Vietnamese tradition
+ Vocabulary and structures related to Vietnamese tradition
+ Presenting the most popular tradition in Vietnam
+ Giving opinions + Expressing agreement and disagreement
+ Vocabulary and structures related to topic Festivals in Vietnam
+ Introducing and performing a folk song of an ethnic group in Vietnam + Giving opinions
This study utilized Project-Based Learning (PBL) to improve students' speaking skills through collaborative group presentations Each group, consisting of six members, was responsible for preparing and delivering a project presentation, ensuring that all students participated actively Within each group, a leader coordinated tasks and summarized contributions, while a secretary documented the activities and progress of the project.
Over a 16-week period, students received guidance on preparing and delivering presentations, completing five projects in total The researcher observed their presentations, taking notes and providing feedback, while peers also contributed comments The feedback emphasized key areas such as ideas, vocabulary, fluency, pronunciation, grammar, and overall confidence.
A sample for the action plan carried out in this action research:
Step 1: agreeing on a theme for the project
During the initial meeting, the teacher and students collaborated to agree on a project theme For the semi-structured project, the teacher proposed five topics, which the students then deliberated on and selected their preferred project to pursue.
Step 2: determining the final outcome of the project
After choosing the project theme, the students and the teacher came to a decision about the final outcome of the project As mentioned before, the project themed
The article discusses various projects that highlight the rich culture and traditions of Vietnam One project focused on leisure activities, life in the countryside, and customs, presented through an engaging PowerPoint presentation Another project showcased the diverse ethnic costumes of Vietnam in a captivating video format Lastly, a video featuring a talent show was created to celebrate the vibrant festivals of Vietnam.
The teacher and the students also negotiated the most appropriate audience for their projects as their classmates
After the theme and final outcome of the project were defined, the students and
Data collection and analysis
Instruments used to gather data are test (pre-test and post-test), questionnaire for students, semi-interview and teacher’s journals
Coombe and Hubley describe the most common use of language tests is to identify strengths and weaknesses in students, abilities For example, through testing we can
Tests can reveal a student's strong oral skills, aiding teachers in determining eligibility for specific courses or programs Additionally, assessments can evaluate the effectiveness of educational programs (2003, p.10) In this study, the researcher utilized both pre-tests and post-tests aligned with the CEFR level A2 assessment criteria (see appendix).
The questionnaire, crafted for 30 students, aimed to ensure clarity and comprehensibility in its questions while maintaining a balanced approach in terms of quantity and coverage It features five sub-topics utilizing a Likert scale to assess students' perceptions of the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills, the organization of speaking activities by teachers, the roles of PBL, and the challenges faced in its implementation Additionally, both open and closed-ended questions were included to collect more comprehensive data.
The primary research method employed in this study is a semi-structured interview, designed to assess teachers' and students' perceptions of Project-Based Learning (PBL) activities in speaking classes The interview consists of nine open-ended questions, allowing for the inclusion of personalized follow-up questions This approach was selected to elicit honest and individualized responses from participants.
A teaching journal, as defined by Richard and Farrell (2010), is a continuous written record of observations, reflections, and thoughts about teaching, typically maintained in a notebook, book, or electronic format This journal serves as a valuable tool for discussion, reflection, and evaluation, allowing educators to document incidents, challenges, and insights encountered during lessons It provides a means for teachers to revisit and review specific classes for future improvement.
The researcher collected data using questionnaires, journals, interviews, and documentation focused on the classroom speaking process This data encompassed the techniques employed by the teacher, the learning media utilized, and the speaking activities conducted in the classroom.
During the initial meeting, students completed a pretest to assess their existing knowledge The results of this pretest will be compared with a subsequent post-test to evaluate the improvement in the students' speaking skills.
The researcher utilized teacher's journals to document the activities and situations occurring during lessons This approach revealed crucial insights into the teaching-learning process, including student engagement, comprehension of the material, and the effectiveness of various methods, techniques, and media employed.
In the final meeting, the researcher distributed questionnaires to 30 students to assess their perceptions of the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills, the organization of speaking activities by teachers, the roles of PBL, and the challenges faced in its implementation.
The researcher conducted interviews to gather follow-up questions, providing valuable insights into participants' thought processes and the reasoning behind their choices During the reflection stage, interviews focused on various aspects, including the participants' speaking skill improvements, challenges faced, collaborators' feedback, classroom conditions, and student engagement Additionally, the researcher documented the process through photographs, audiotapes, and videotapes to effectively monitor and evaluate the actions taken.
The post-test was given to the students after carrying out PBL The results would be used to compare with the pre-test to measure students’ improvement
The researcher utilized both qualitative and quantitative descriptive analysis to examine data from teacher journals, interview transcripts, and student speaking scores Initially, the questionnaire results were meticulously reviewed and entered into Excel sheets, where various functions were applied to calculate the means The analyzed data was then presented in tables and charts for clearer interpretation.
The information from the interviews was presented in notes and quotations for further discussions.
Chapter summary
Chapter III presents the overview of an action research The study was conducted at a Junior High School in Vietnam, which is located in the suburb of Viet Tri city, Phu Tho Province
The action research was conducted through two cycles, Cycle I and Cycle II, following a 10-step action plan for designing a Project-Based Learning (PBL) lesson as outlined by Stoller (1997) The study utilized mixed methods to gather both quantitative and qualitative data, employing questionnaires, tests, journals, and interviews Quantitative results from the questionnaires and tests were organized in Excel and presented as tables, charts, and figures, while qualitative data from student interviews and teacher journals were recorded for further analysis, which will be discussed in the subsequent chapter.
RESEARCH FINDINGS AND DISCUSSIONS
Impacts of PBL on Students’ speaking Skills
After 16 weeks applying PBL, students’ speaking competence shows the remarkable improvement in terms of 4 different speaking’s subskills: vocabulary, accuracy (grammar), pronunciation, and fluency The results from the post-test below illustrate this point
Table 3: The Pre-Test Mean Score of each Speaking Aspect
Aspects Poor % Fair % Good % Excellent % Pronunciation 17 56.7% 8 26.7% 5 16.7% 0 0
The pre-test results indicated that students in the target class struggled with all four speaking subskills: vocabulary (50%), accuracy (grammar) (46.7%), pronunciation (56.7%), and fluency (60%) Notably, fluency and pronunciation were identified as the primary challenges During interviews, many students expressed difficulty in pronouncing English sounds that differ from Vietnamese, such as / ổ /, / η /, and long vowel sounds like / ɔ: /, / ɑ: /, / u: /, and / ɜ: / Additionally, certain sounds, including /ð/ and /θ/, are absent from the Vietnamese sound system.
Approximately one third of the students achieved fair results, with grammar (accuracy) being the most prominent area at 40%, followed closely by vocabulary at 33.3% These outcomes are primarily linked to the teaching methods employed.
38 mainly focusing on grammar and vocabulary with the ignorance of speaking and listening skills
The number of students who achieved good results fluctuates from 13.3% to 16.7%, which is regarded as a low proportion Especially, no students attained excellent level of any language aspect
Table 4: The Post-Test Mean Score of each Speaking Aspect
Aspects Poor % Fair % Good % Excellent % Pronunciation 9 30% 15 50% 6 20% 0 0
After implementing Project-Based Learning (PBL), a significant improvement in students' speaking subskills was observed The percentage of students with poor results dropped from over 50% in the pre-test to below one-third across all categories Notably, pronunciation and fluency showed the most substantial improvement, with an average decrease of 30% in poor results As a result, half of the students achieved fair results, and 20% reached a good level in pronouncing difficult sounds more naturally Additionally, students reported increased confidence in their vocabulary and grammar, with more than half attaining fair results and nearly 30% achieving good results.
3 students got excellent score for vocabulary These students could use some difficult words which belonged to C1 levels (according to CEFR)
It can be concluded that students improved their speaking skill dramatically during the application of PBL
4.1.1 Students’ improvement in terms of vocabulary
Students showed the most notable improvement in their vocabulary, significantly enhancing their language skills through preparation and delivery of presentations As a result, many students achieved fair to good scores.
Three students excel in their vocabulary usage, demonstrating an ability to understand and apply complex and versatile words, including phrasal verbs, idioms, and collocations Conversely, six students struggle with a limited vocabulary range, finding it challenging to select appropriate words that effectively convey their intended meanings Despite these difficulties, there have been positive developments in their vocabulary skills, as they are now able to use a broader array of topic-related words that were previously beyond their reach.
To make it clear, some students when asked about their improvement involving their vocabulary stated:
Before implementing Project-Based Learning (PBL) in my class, my vocabulary was limited However, after engaging in PBL, I have significantly expanded my vocabulary and can now effectively use a variety of new words, as I needed to explore a broad range of terms to complete my projects.
“I can understand some very long and difficult words when taking
PB lessons, like words related to Vietnamese ethnic groups, or customs and traditions It’s so amazing!” – (Interview with student A)
“I find new words through the project, because I need to explain my project to other groups.” (Interview with student G)
Clearly, PBL enhances students’ vocabulary significantly When taking part in
PB lessons provide students with increased opportunities to practice speaking and engage with others, enhancing their ability to use the language in everyday conversations Consequently, this interaction leads to improved vocabulary mastery.
During the period of carrying out the projects, the researcher found that students got much trouble with word choice They could make some errors like:
This is unforgettable moment for me (which should be more appropriate like: This is my unforgettable moment…) or - Expect that (should be beside that )
During the treatment, the researcher gave some interesting topics to be discussed by
40 the students Some of them are about their unforgettable moment, embarrassing moment, their daily activity and etc
Students can enhance their vocabulary mastery by engaging in project-based activities, allowing them to utilize a diverse and flexible range of vocabulary to effectively express their ideas on various topics.
4.1.2 Students’ improvement in terms of pronunciation
Through observation, the researcher found that students’ pronunciation was affected seriously by their mother tongue And they got mispronunciation mainly due to the inequivalent sounds between Vietnamese and English
Therefore, some mispronunciations appeared when the students pronounced the words because they were influenced by the mother tongue as their first language For example:
- Because/becaus/ instead of /bi’kəz /
- Learn/lən/ instead of / lərn /
- English/iŋliʧ/ instead of / /'iɳgliʃ/ /
Students often struggle to pronounce sounds such as /ʒ/, /θ/, and /ð/ because these phonemes are not present in the Vietnamese language Additionally, many students have difficulty with ending sounds, as Vietnamese is characterized by its swallow-ending sound structure, leading to frequent omissions of these sounds in their speech.
These facts are illustrated clearly through teacher’s journal below:
The students practiced the dialogue unconfidently with some errors in their pronunciation, especially the sound /ᶿ/ and /ᶞ/ in words like
On October 18, 2021, the teacher noted that some students mispronounced the word "ethnic," saying /ezənik/ instead of the correct pronunciation /'eθnik/ Additionally, several students overlooked the ending sounds of certain words In response, the teacher provided feedback and demonstrated the proper pronunciation of these sounds and words.
Some students articulated certain English sounds more naturally, such as the final sound /k/ in the word "think" (/θɪŋk/), which allowed the rest of the class to comprehend their presentations to a certain degree.
Before implementing Project-Based Learning, the teacher conducted a vocabulary review, ensuring students learned the correct pronunciation of words, phrases, and sentences relevant to their projects This approach allowed students to use the vocabulary in real communication, leading to unconscious acquisition of pronunciation skills This method is more effective and less frustrating than traditional repetitive practice According to Prince & Felder (2006), Project-Based Learning enhances students' pronunciation, resulting in noticeable improvements for most learners.
Engaging in this activity significantly enhances my pronunciation skills, as it allows me to identify the correct articulation of certain challenging sounds that are not present in Vietnamese.
“Sometimes, I get mispronounced some words, and forget the ending sounds, but now I know how to pronounce them well.” (Interview with student B)
The results from the post-test and interviews indicate that Project-Based Learning significantly enhances students' pronunciation, aligning with previous research findings.
4.1.3 Students’ improvement in terms of Grammar
Students’ perception of PBL
4.2.1 Students’ perception of the benefits of PBL
In this study, researchers sought to engage all participants by implementing a questionnaire method for all students involved The questionnaire included six items focused on the principles of student-centered learning, self-motivation, and intrinsic motivation.
48 helped the researcher to be focused on the effect of PBL activities implemented in this study toward learning the speaking skill
The analysis of the questionnaire results, based on the Likert Scale (Singh, 2006, p.32), reveals that a very high score indicates strong agreement among most respondents with the provided statements Additionally, a high score suggests general agreement, while moderate scores reflect uncertainty among respondents Conversely, low scores indicate disagreement, with some respondents strongly opposing the statements Overall, higher scores correlate with more positive responses to the questionnaire items.
Table 5: PBL helps developing students’ autonomy
1 Project-Based Learning activities allows students to work autonomously and be involved in interaction, communication 4.42
2 The tasks in PBL help me speak English more confidently 4.39
4 PBL helps increase my confidence 4.32
5 PBL helps reduce my anxiety when presenting in front of class 4.19
6 Students engage in PBL activities for their own and enjoy the lesson (self-determination) 4.09
Table 3 clearly displays the range of indicators from highest to lowest scores, facilitating easy data interpretation The high score categories encompass five statements, indicating that the majority of students expressed agreement with the questionnaire items.
Most students reported that Project-Based Learning (PBL) significantly enhanced their autonomy, with an average score of 4.42 in this category Each student took on specific responsibilities, such as gathering information, preparing slides, or creating plans, which required them to complete their tasks on schedule for the project to run smoothly This experience led students to feel a greater sense of responsibility.
Project-Based Learning (PBL) enhances students' confidence and alleviates anxiety when speaking English in front of peers, as evidenced by positive feedback reflected in scores of 4.32 and 4.19.
Despite receiving the lowest score of 4.09, the last statement indicates a high level of appreciation from students, who expressed their willingness to participate in the project and enjoyed the lessons.
The interview results align with the findings, as many students expressed enthusiasm for Project-Based Learning (PBL), noting that it made lessons more engaging Additionally, they reported that PBL positively impacted their creativity and fostered greater learning independence.
“I feel creative, active while doing my project and I can brainstorm my idea into a project.” (Student H)
I like studying with PBL because it is not monotonous and boring We become creative and active learners.”
Students join their project of A Talent Show
Engaging students in Project-Based Learning (PBL) fosters a joyful learning experience, allowing them to enter a state of creative flow This approach highlights the profound nature of creativity, encouraging students to become self-directed and independent thinkers (Spencer, 2019, p.16).
A student expressed that although they seldom spoke in class, participating in a project required them to present in front of others This experience has helped boost their confidence in public speaking, even if their skills have not significantly improved.
A student expressed a similar perspective, stating, "We are encouraged to actively engage in speaking and to practice our English skills As a result, I no longer feel shy when using English in conversation."
Project-Based Learning (PBL) empowers students to take charge of their creative processes, fostering a maker mindset that encourages them to think like designers, artists, and engineers This approach allows students to adopt a broader understanding of creativity and appreciate the creative contributions of their peers, ultimately enabling them to explore a wide range of creative thinking.
In the next section, the researcher attempted to measure students’ perception of PBL in enhancing students’ motivation The results in the questionnaire are reflected in the following table
Table 6: PBL helps developing students’ motivation
1 Students enjoy learning activities that are fun and satisfying 4.22
Students enjoy the activities of PBL for experiencing pleasure and satisfaction without worrying about the punishment from my teacher
Project-Based Learning (PBL) significantly enhances student motivation in speaking lessons, as evidenced by high scores reflecting positive attitudes Most students reported that PBL greatly motivated them, and they found joy in the activities, leading to a pleasurable learning experience.
Students reported a high level of satisfaction in their learning experiences, with an impressive score of 4.35, indicating they felt free from concerns about potential punishment from teachers Additionally, they expressed enjoyment in engaging with enjoyable and fulfilling activities during Project-Based Learning (PBL) lessons, reflected in a strong score of 4.22 for this aspect.
The interview results align with previous findings, revealing that while some students may not fully grasp the PBL method, they nonetheless recognize its advantages and support its implementation in classroom activities.
The PBL method, while not fully understood by all, serves as an effective alternative for enhancing student motivation and promoting teamwork through project-based activities As noted by a student, this approach encourages a stronger commitment to studying.
Students are happy to join the project of Vietnamese Tradition