APPLYING PROJECT WORK TO MOTIVATING STUDENTS COMMUNICATION SKILLS AND ATTITUDES IN LEARNING ENGLISH INTRODUCTION From 2001, the Prime Minister of Vietnam made a decision of approval on the project “Integrating environmental issues in the general education”. Nowadays, teachers are still requested to take advantage of environmental contents in curriculum of different subjects to “equip student with knowledge of ecology, environmental preservation skills and attitudes towards surrounding environment”(Government, 2001 , p.1). In reality, this integration is not at all easy. Both teacher and student are faced with a huge workload, time constraints and lack of environmental materials. Therefore, it is necessary to seek an option that both provide scaffolding support for students with sufficient materials and motivate students’ attitudes toward learning English. The purpose of the study was to investigate the effects of projectbased learning to motivating students communication skills and attitudes towards English lesson of 11th grade students. The research was carried out in 2014 – 2015 educationinstruction year at Tran Bien high school in Bien Hoa city. Totally 72 students in two different classes in the 11th grade of this school participated in the study. LITERATURE REVIEW Conceptual Background Project work is a dynamic approach to teaching in which students explore realworld problems and challenges, simultaneously developing crosscurriculum skills while working in small collaborative groups or individuals to combine the investigating the topic and presenting it in written form illustrated with photos, pictures, diagrams, etc. (Blumenfeld et al., 1991; Đỗ, 2011). Project work is studentcentred and driven by the need to create an endproduct (Bell, 2010). However, it is an itinerary to achieving this end product that makes project work so worthwhile. The process to the endproduct brings opportunities for students to develop their confidence and independence and to work together in a realworld environment by collaborating on a task which have they defined for themselves and which has not been externally imposed (Blumenfeld et al., 1991). The basis of projectbased approaches is hardly new. Early in the 1920s, Projectbased instruction was advocated by William Heard Kilpatrick. His notion was that such instruction should include four components: purposing, planning, executing, and judging (Foshay, 1999). Since the students learn with interactive technology and since the teacher has to design, to facilitate and to monitor student activities. Thomas (1999) stated that the idea of assigning projects to students is not a new one and the benefits of learning by practice have long been touted; the roots of the idea go back to John Dewey (Blumenfeld et al., 1991; Foshay, 1999). While each of these designs has different pedagogical objectives, we believe that all good pedagogical designs should include somewhat structured pedagogical scenarios and that the teachers role is crucial. For over 100 years, educators such as John Dewey have reported on the benefits of experiential, handson, studentdirected learning. Doing and creating projects is a longstanding tradition in education history (Merkham et al., 2003).
Trang 1SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI
TRƯỜNG THPT TRẤN BIÊN
Mã số:
SÁNG KIẾN KINH NGHIỆM
APPLYING PROJECT WORK TO MOTIVATING STUDENTS' COMMUNICATION SKILLS AND ATTITUDES IN LEARNING ENGLISH
Lĩnh vực nghiên cứu:
- Lĩnh vực khác: Ứng dụng CNTT trong giảng dạy bộ môn Tiếng Anh
Có đính kèm:
Mô hình Đĩa CD (DVD) Phim ảnh Hiện vật khác
Năm học: 2014 - 2015
Trang 2LÝ LỊCH KHOA HỌC ……… 2
INTRODUCTION ……… 3
LITERATURE REVIEW ……… 3
Conceptual Background ……… 3
Reality ……… 5
PROCEDURES ……… 6
IMPLICATIONS AND SUGGESTION FOR TEACHING ……… 8
CONCLUSIONS AND DISCUSSION ……… 11
References ……… 11
Appendix 1 ……… 13
Appendix 2 ……… 14
PHIẾU NHẬN XÉT, ĐÁNH GIÁ ……… 16
Trang 3SƠ LƯỢC LÝ LỊCH KHOA HỌC
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I THÔNG TIN CHUNG VỀ CÁ NHÂN
1 Họ và tên: PHAN THỊ NGỌC TÚ
2 Ngày tháng năm sinh: 09 – 03 – 1976
a Địa chỉ: 42/9 đường Đặng Đức Thuật, khu phố 6, phường Tam Hiệp, thành phố Biên Hòa, tỉnh Đồng Nai
4 Điện thoại: 091 3 755 399 E-mail: tutranbien@gmail.com
5 Chức vụ: Giáo viên
6 Nhiệm vụ được giao: Giảng dạy tiếng Anh các lớp 10D4 – 11D4 – 11D5
và chủ nhiệm lớp 11D4
7 Đơn vị công tác: Trường THPT Trấn Biên
II TRÌNH ĐỘ ĐÀO TẠO
- Học vị cao nhất: Thạc sĩ
- Năm nhận bằng: 2013
- Chuyên ngành đào tạo: Phương pháp giảng dạy tiếng Anh
III KINH NGHIỆM KHOA HỌC
Trang 4- Lĩnh vực chuyên môn có kinh nghiệm: giảng dạy tiếng Anh bậc PTTH
Số năm có kinh nghiệm: 15
- Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
Thành lập và duy trì câu lạc bộ Tiếng Anh ở trường THPT (2011-2012)
Evaluating a website to teach English (2012-2013) CALL-activities to stimulate students’ autonomy (2013-2014)
APPLYING PROJECT WORK TO MOTIVATING STUDENTS' COMMUNICATION SKILLS AND
ATTITUDES IN LEARNING ENGLISH
INTRODUCTION
From 2001, the Prime Minister of Vietnam made a decision of approval on the project “Integrating environmental issues in the general education” Nowadays, teachers are still requested to take advantage of environmental contents in curriculum of different subjects to “equip student with knowledge of ecology, environmental preservation skills and attitudes towards surrounding environment”(Government, 2001 , p.1) In reality, this integration is not at all easy Both teacher and student are faced with a huge workload, time constraints and lack
of environmental materials Therefore, it is necessary to seek an option that both provide scaffolding support for students with sufficient materials and motivate students’ attitudes toward learning English
The purpose of the study was to investigate the effects of project-based learning to motivating students' communication skills and attitudes towards English lesson of
11th grade students The research was carried out in 2014 – 2015 education-instruction year at Tran Bien high school in Bien Hoa city Totally 72 students in two different classes in the 11th grade of this school participated in the study
LITERATURE REVIEW
Conceptual Background
Project work is a dynamic approach to teaching in which students explore
Trang 5real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups or individuals to combine the investigating the topic and presenting it in written form illustrated with photos, pictures, diagrams, etc (Blumenfeld et al., 1991; Đỗ, 2011) Project work is student-centred and driven by the need to create an end-product (Bell, 2010) However, it is an itinerary to achieving this end product that makes project work
so worthwhile The process to the end-product brings opportunities for students to develop their confidence and independence and to work together in a real-world environment by collaborating on a task which have they defined for themselves and which has not been externally imposed (Blumenfeld et al., 1991)
The basis of project-based approaches is hardly new Early in the 1920s, Project-based instruction was advocated by William Heard Kilpatrick His notion was that such instruction should include four components: purposing, planning, executing, and judging (Foshay, 1999) Since the students learn with interactive technology and since the teacher has to design, to facilitate and to monitor student activities Thomas (1999) stated that the idea of assigning projects to students is not a new one and the benefits of learning by practice have long been touted; the roots of the idea go back to John Dewey (Blumenfeld et al., 1991; Foshay, 1999) While each of these designs has different pedagogical objectives,
we believe that all good pedagogical designs should include somewhat structured pedagogical scenarios and that the teacher's role is crucial For over
100 years, educators such as John Dewey have reported on the benefits of experiential, hands-on, student-directed learning Doing and creating projects is a long-standing tradition in education history (Merkham et al., 2003)
A project-based activity allows our students to identify and project their own problems They become active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning Besides that students develop a question and are guided through research under the teacher‘s supervision (Bell, 2010) Instead of using a inflexible lesson plan that directs a learner down a specific path of learning outcomes or objectives, project-based learning allows in-depth investigation of a topic worth learning more about Thomas (1999) also described projects within project-based learning as based on challenging questions and making students having central role in problem-solving, designing skill, negotiation and decision making processes so giving students the chance to work relatively autonomously In project-based learning activities, students plan, implement, and evaluate projects that have real-world applications beyond the classroom (Blank,1997) Project-based learning is an active approach to classroom teaching and learning that is designed to engage students in investigation of complex, authentic problems and carefully designed products and tasks (Blumenfeld et al., 1991) The use of project-based learning in class is possible after providing the information that is needed for the project The classroom activities should be student-centred, cooperative, and interactive (Moursund, 1999)
Trang 6Based on gathered evidence over the past years, project-based learning appears to be effective model for producing gains in academic achievement Project-based learning enhances the quality of learning and leads to higher-level cognitive development through the students’ engagement with complex and novel issues (Blank, 1997) Students not only access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) but also are exposed to a wide range of skills and competencies such as collaboration, project planning, decision making, and time management through project- based learning (Blank, 1997) There is not sufficient research or empirical data to be able to express certainty that project-based learning is a proven alternative to other forms of learning Project-based learning increases the students’ attitutes of mind students toward their learning style Project-based learning is still in the developmental stage within educational settings Moreover, these studies which were on the investigation of project-based learning were carried out in elementary level by comparing project-project-based learning with traditional methods However, this study focuses on the effects of project-based learning with comparison to the student textbooks based-instruction, which were created on the basis of the new 11th Grade English Curriculum From this perspective, this research can be stated to have a significant value In this sense, It is hoped that this empirical study can provide a close link between project - based learning and language learning and, at the same time, propose guidelines for English language teachers who wish to implement project-based learning to enhance their students’ language learning as well as development of attitude towards learning English as a foreign language On the other hand, by carrying out this study, we hopes that project-based learning can receive more attention and enjoy more popularity among teachers of English at all grade levels
Reality
From grade three on, English is taught at Primary school This demand for English offers opportunities for Teaching English as a Second or Other Language (TESOL) in Vietnam but at the same time this creates not only many challenges but also mismatchs between the expected and actual levels of competence, and educators claim EFL preservice teacher education is largely inadequate (Pham, 2001) We have changed our English Curriculum from Primary school to High school in order to get language proficiency levels and interpret language qualifications defined in the Common European Framework of Reference for Languages (CEFR), which plays a central role in language and education policy nationwide Morover, we have done our best to inspire our students to study English, using different modern teaching methods, applying CALL – activities (Computer-assisted language learning) into our teaching stage and renovating testing system
As a shown in the problem indenfication of the motivation in English learning process through traditional methods, it’s possible to confirm that the solution to the problem is related to the working hypothesis which is the solution
Trang 7for the lack of motivation on students PBL (Project-Based Learning) will increase their interest to use contents of English classes and to improve basic skills for the understanding and communication in English language To apply the proposal of this research based on the application of PBL to motivate English learning, in order
to improve English communication skills and students’ attitudes in learning
Figure 1: Problem indenfication
PROCEDURES
In the experimental group, cooperative learning method was applied Whereas,
in the control group instruction based student textbooks was used in the process
of the study
This instructional treatment was conducted the 2014-2015 academic year at Tran Bien high school 11th grade students of two classes of this school were enrolled
in the study Firstly, the academic achievement test and English attitude scale were performed as a pretest In the next step, the speaking activities in unit 3 -Party of the Grade 11th English Curriculum was taught to the control group by using the instruction based on the project-based activities through student textbooks
After the topics to be studied were selected, the teacher developed an instruction programme It was crucial to develop appropriate techniques and provide necessary materials that reflect the principles of project - based learning
Trang 8(See Appendix 1).
In the experimental group, the students were taught with project-based learning developed for activities in student textbook prepared in connection with the Grade 11th English Curriculum So, the instruction programme for the experimental group was prepared according to the principles of project-based learning Project-based learning is based on the idea that students study a specific subject in a deeper context In this regard, the teacher explained the key concepts in the unit to the students During the lesson, though occasionally, the teacher asked questions to the students based on activities (vocabulary, grammar and speaking) in order to encourage participation of the students in the learning process The teacher also made presentations based on the reading, listening and grammar passages in the textbooks At the end of the instruction, the teacher asked some questions about the related passages and let the students do the activities given in the textbooks The teacher made the students do the activities in the student textbooks while standing at front of the class and received the answers and gave them feedback, recorded subject notes on the board, and gave daily homework to the students
Most lessons passed as the students doing the activities in student textbooks, taking short notes and answering teacher questions The teacher gave the students necessary time to do the activities in the textbooks The teacher played the role of facilitator during the learning process in the classroom
After the key concepts, steps and procedures about project-based learning were presented and explained to the students, the teacher and the students created certain objectives for each group mutually and then they defined the work and the subjects in the learning process In order to form the project groups, the students were made to count from one to seven, the eighth student stated to count from one and the others went on counting again By grouping those with the same number, it was ascertained that each group became random in nature and classroom organisation became convenient for project-based learning After sharing the tasks, the teacher clarified what was expected from the students During the project, the students’ task was to study the presented materials, obtain relevant information, create the project and then present it in front of their friends in the classroom Before starting to create the project, the students were assigned to project groups and they were given the tasks The students were made to create study calendars and determine control points in the study calendars Each project group was given the necessary materials presenting the target tasks and information, then they were let create their projects in the groups At the end
of a four -week study in project groups, the students presented their projects in front of the classroom and received feedback both from the teacher herself and their peers in the classroom In relation with the evaluation, the projects were evaluated by the students in other groups and the teacher with (1) teacher evaluation and (2) peer evaluation forms After scoring the projects of the groups, the students of the best three projects earned some certificates and awards Thus,
Trang 9the students in the groups competed with the other groups instead of their team or class mates At the end of the project-based learning process, all the projects created by the groups were presented to the other students and teachers in some certain parts of the school (See Appendix 2) Meanwhile, the teacher served both
as a designer and a facilitator in the learning process The teacher formed the groups, prepared the materials and presented the principles and procedures of project-based learning as a designer and he walked around the classroom and helped the students who needed help as a facilitator during the learning process From the students’ studying procedures, it can be said that the students in the experiment group have reached higher attitude scores The experimental method applied has enabled the students to develop positive attitudes towards English lesson The application of PBL to motivate English Learning on students will increase their interest to communicate in English language ideas and to develop basic language skills
How does this fabric transform a more traditional classroom? The answer for
this question can be seen through students’ development presentation described a classroom where the teacher is using the project-based learning model effectively
In such a setting:
Students have an oppotunities to reflect on the activities
There is an atmosphere that error and change are tolerated
Students face to the problem with no predetermined answer
The process for reaching a solution can be designed
Decisions are made with a framework
Assessment takes place continuously
A final product results and is evaluated for quality
For students accustomed to a more traditional school experience, this means a transformation from following orders to carrying out self-directed learning activities; from memorizing and repeating to discovering, integrating, and presenting; from listening and reacting to communicating and taking responsibility; from knowledge of facts, terms, and content to understanding processes; from theory to application of theory; from being teacher dependent to being empowered
EXPECTED OUTCOME:
• Students will be able to use their English knowledge in an interesting and creative project will begin to like English more
• Students will learn how to use technology for learning purposes and not just for entertainment
• Other teachers of English and other subjects also become more involved with Project-Based Learning and use these kinds of projects to stimulate
Trang 10their students learning capabilities
IMPLICATIONS AND SUGGESTION FOR TEACHING
Based on the overall findings in the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work
Because students are evaluated on the basis of their projects, rather than
on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them They quickly see how academic work can connect to real-life issues - and may even be inspired to pursue a career or engage in activism that relates to the project they developed
Students also thrive on the greater flexibility of project learning In addition to participating in traditional assessment, they might be evaluated on presentations
to a community audience they have assiduously prepared for, informative tours
of a local historical site based on their recently acquired expertise, or screening
of a scripted film they have painstakingly produced
What are the challenges facing teachers?
When we bring project-based learning into the classroom we may have to adopt new instructional strategies to achieve success Having the teacher take the role of guide or facilitator is not the way that most educators were taught, nor even the way they were taught to teach Direct-instruction methods that rely on textbooks, lectures, and traditional assessments do not work well in the more open-ended, interdisciplinary world of project-based learning Rather, we do more coaching and modeling and less "telling." Specific challenges facing teachers include:
Recognizing situations that make for good projects;
Assigning an authentic task; project-based work is supposed to be about the real world and reflect things that people out in the real world actually care about and need to know This means that the teacher need to stay away from tasks that seem to “live” only is schools such as asking them to write an essay or transform sentences Instead, the tasks should reflect things that people in the real world engage in or need to know
Structuring problems as learning opportunities;
Using an appropriate topic; not every topic works as a project-based work – it’s just that simple But even beyond that, we have to find the chosen topics engage the student in the way that we hope it would That’s why it’s so important
to forcus on big, specific issues that are relavent to them or that reflect some aspects of their interest We’re most motivated to learn when the task before us is matched to our student level of skill: not so easy as to be boring, and not so hard as