The implementation of project based learning in the new english textbook to develop high school students’ speaking skill

DECLARATION OF AUTHORSHIP I hereby certify that the minor thesis entitled “The implementation of project-based learning in the new English textbook to improve high school students‟ speak

phát triển kĩ năng nói của học sinh trung học phổ thông)

MA MINOR THESIS

Field: English Teaching Methodology Code: 8140231.01

Hanoi – 2020

triển kĩ năng nói của học sinh trung học phổ thông)

MA MINOR THESIS

Field : English Teaching Methodology Code : 8140231.01

Supervisor : Dr Vũ Thị Thanh Nhã

Hanoi – 2020

DECLARATION OF AUTHORSHIP

I hereby certify that the minor thesis entitled “The implementation of project-based learning in the new English textbook to improve high school students‟ speaking” is the result of my own work in fulfillment of the requirement for the Degree of Master of Arts at Faculty at Post-graduate Studies, University of Languages and International Studies, Vietnam National University of Hanoi I confirm that I cited all references in the study This research has not been submitted partially or wholly for a degree or any other qualifications at other universities I am fully aware that should this declaration be found to be dishonest, disciplinary action and penalties in accordance with University policies and rules can be imposed

ACKNOWLEDGEMENTS

The completion of my MA thesis is an arduous but rewarding process in which I am fortunate to receive invaluable supports and encouragements from the family, supervisor, lecturers, friends, colleagues, students I would like to take this opportunity to express my immense gratitude to their time and assistance In particular, I am profoundly indebted to my thesis advisor, Dr Vu Thi Thanh Nha, who offered me the right orientation, constant advice to develop the thesis, the elaborate edition of my thesis, and ultimately a good role model of an effective instructor Her wit, confidence, knowledge, professional working style enable me to

be mindful of priceless lessons which I can apply to my prospective teaching career Secondly, I am grateful to all lecturers in my postgraduate course who equipped me with the necessary research background knowledge as well as inspirations to complete this research Thanks to the learning opportunity in Vietnamese National University, I can approach many conferences and teaching forums to refresh myself,

in one of which I had the chance to meet an expert in project-based learning, professor Fredricka Louise Stoller I am grateful to her timely assistance, constant responses to my inquiries coupled with precious reading materials and references Her act of kindness to an acquaintance like me makes the research road less challenging and more meaningful Besides, I want to express gratefulness to the colleagues and students in my school for their cooperation and their enthusiasm towards project-based activities Finally, but not least, immense gratitude goes to

my whole family for their care, understanding and spiritual encouragement

ABSTRACT

In an effort to involve teachers in high school in applying project-based teaching and improve students‟ learning speaking through the project-based learning, this study aims at evaluating the impacts of the approach on high school students‟ speaking performance, their attitudes towards the approach An action research was conducted in a high school in a mountainous area in a semester Participants were 36 students from a non- English majored class Both quantitative and qualitative data were collected through observations, questionnaires before the intervention, open-ended questionnaires, observations during the intervention, the close-ended questionnaire after the intervention The results of the data analysis indicated that students‟ speaking skills especially students‟ organization of ideas, delivery of information and fluency made significant improvement Over 60% of students had positive attitudes towards project-based learning Project-based learning was beneficial to students‟ accumulation of soft skills, content and character development Besides, there was a strong correlation between students‟ attitudes and students‟ performance For an effective implementation of project-learning in the textbook, teachers can apply Stoller‟s five-stage project framework, set clear project requirements as well as cooperate with other English teachers or teachers of other subjects to optimize projects‟ effectiveness

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

LIST OF ABBREVIATIONS vii

CHAPTER 1: INTRODUCTION 1

1.1.Rationale for the research 1

1.2.Aims and research questions 2

1.3.Scope of the research 2

1.4.Methods of the research 3

1.5 Significance of the research……….…… ………….……….3

1.6.Organisation of the thesis 3

CHAPTER 2: LITERATURE REVIEW 4

2.1.Project-Based Learning 4

2.1.1.Definition of PBL 4

2.1.2.Stages of PBL 6

2.1.3.Core principles of PBL 10

2.1.4.Features of high-quality project-based learning 13

2.1.5.Benefits of PBL 14

2.1.6.Challenges of PBL 20

2.2.Speaking 21

2.2.1.Definition of speaking 21

2.2.2.Affective factors 22

2.2.3.Approaches to teaching speaking 24

2.2.4.Classroom-speaking assessment 26

2.3.Summary 28

CHAPTER 3: METHODOLOGY 29

3.1.Context of the study 29

3.1.1.Research site 29

3.1.2.Participants 30

3.1.3.Material 31

3.2.Research method 33

3.3.Research procedure 35

3.3.1.Report of Cycle 1 35

3.3.2.Report of cycle 2 and 3 38

3.4.Data collection instruments 39

3.4.1.Observations 40

3.4.2.Questionnaires 41

3.4.3.Students‟ presentations 42

3.5.Data analysis 42

3.6.Summary 43

CHAPTER 4: FINDINGS AND DISCUSSION 44

4.1.Summary of three cycles 44

4.1.1 Cycle 1……… ……45

4.1.2.Cycle 2 46

4.1.3.Cycle 3 47

4.2.Students‟ speaking performance 48

4.2.1.The teacher‟s evaluation of students‟ speaking performance 48

4.2.2.Students‟ self-evaluation of their speaking performance 51

4.2.3.Comparison of teacher‟s evaluation and students‟ self-evaluation of speaking performance 52

4.3.Students‟ attitudes towards PBL 53

4.3.1.Students‟ attitudes drawn from the teacher‟s reflection 53

4.3.2.Students‟ attitudes drawn from questionnaires 54

4.3.3.Comparison of students‟ attitudes drawn from teacher‟s reflections and from students‟ responses in questionnaires 66

4.4.Discussion 66

4.5.Summary 72

CHAPTER 5: CONCLUSION 74

5.1.Recapitulation 74

5.2.Implications 76

5.3.Limitations of the study 78

5.4.Suggestions for further study 79

REFERENCES 80 APPENDICES I

LIST OF TABLES AND FIGURES

Figure 1: Stoller‟s five stage PBL framework (Stoller, 2020, p.31) 9

Figure 2: Gold Standard PBL (Larmer, Mergendollar, and Boss, 2015) 13

Figure 3: A methodological framework for a holistic approach to teaching speaking (Goh & Burns, 2012, p 138) 25

Table 1: The research procedure for the implementation of PBL 39

Table 2.1: Group statistics of project 1 and 3 48

Table 2.2: Independent samples test of project 1 and 3 48

Table 3.1: The number of students in delivery, content, fluency in three projects 49

Table 3.2: The number of students in vocabulary, grammar, pronunciation in three projects 50

Table 4.1: Students‟ self-evaluation of speaking performance after three cycles …51 Table 4.2: Students‟ speaking involvement and affective factors 54

Table 5.1: Students‟ opinions on PBL‟s benefits 55

Table 5.2: Students‟ favorite activities in three projects 57

Table 5.3: Students‟ dislikes in three projects 59

Table 5.4: Students‟ difficulties in three projects 61

Table 5.5: Students‟ expectations of the teacher‟s help in three projects 63

CHAPTER 1: INTRODUCTION

1.1.Rationale for the research

In Vietnamese high school context, a vast amount of in-class speaking time

is generally consumed by lecturing vocabulary, grammar rules, focusing on the accuracy of forms to prepare students for the exams rather than providing them meaningful tasks to stimulate their creation of meaning Moreover, the stress on forms breeds students‟ unwanted psychological impacts including the fear of mistake, the lack of confidence and demotivation Whenever uttering a word, students are worried about being subject to peers‟ humiliation Students, especially the one of low ability are even not confident to express themselves for fear of failing to make themselves understood, so they resort to silence in speaking period For those of higher ability, the repetition of form drills over years of learning English demotivates them, gives them no practical purpose of learning English However long and grueling their English learning process is, students‟ inability to use the language freely in the real life is a common sight Evidently, speaking incompetence is a disadvantage which hinders learners from expressing themselves, partaking in communication, widening the social networks, becoming global citizens, pursuing success In quest of an effective formula for teaching speaking, the emergence of the project period in the New English textbook as a different component compared to the old English textbook offers teachers a guiding tool to change that vexed issue However, few teachers in the author‟s school take time and efforts to facilitate PBL Project lessons are even eliminated from the curriculum unofficially due to the inadequate understanding of project-based learning, the lack

of feasible lesson plans with specific solutions to lessons in the textbook As a result, the topic of the implementation of PBL in teaching speaking was chosen with the aim of persuading the teachers like colleagues in the author‟s school to use PBL

in their lessons by showing them the impact of this approach on specific aspects of speaking, students‟ attitudes towards project activities as well as providing the

specific activities, implementation stages that may work to students

In terms of the theory, various studies of PBL such as Blumenfeld, P C et

al (1991), Alan and Stoller (2005), Apsari, Du and Han (2016), Apsari, Y et al (2019), Stoller (2006, 2012, 2020) offer definitions, frameworks, key features, benefits of this teaching instruction However, little research focuses on describing the implementation of such model in real teaching context What students do in specific stages and how teachers offer scaffolding are not explained thoroughly, so teachers lack practical support to realise PBL As a result, despite achieving popular acclaim, PBL is not treated as an alternative but a complementary instruction to conventional teaching methods

Owing to insufficient guidances for the practical implementation of PBL together with inadequate evidence to support the positive effect of PBL in the field

of English language teaching, especially speaking ability as well as a large proportion of teachers‟ indifference to PBL, the study was done in the hope of tackling those issues

1.2.Aims and research questions

The study aims at improving high school students‟ speaking skill through the implementation of project-based activities in the new textbook by answering two research questions

1 To what extent does the use of project-based learning in the new textbook influence high school students‟ speaking skill?

2 What are high school students‟ attitudes towards project-based learning?

1.3.Scope of the research

This study was carried out in a non-English majored class 10 at a high school in Yen Bai province in eleven weeks The participants of the study included

36 students in that class Project-based learning covers many aspects of research However, this minor thesis only focuses on measuring students‟ speaking performance during the implementation of the project-based learning and their attitudes towards PBL

1.4.Methods of the research

The study was conducted in the form of an action research as the author wanted to answer the question of students‟ failure to speak English by implementing different project-based activities herself to measure their effects on students‟ speaking skill The features of action research allow the author to plan, act, observe, reflect, then draw practical conclusions to her own questions, lesson plans, which promotes her professional growth in the upcoming years

1.5.Significance of the research

In terms of theory, the review of project-based learning research indicates that previous studies focus on investigating students and teachers‟ attitudes towards project-based learning, the roles of teachers and students and their difficulties in this approach Few studies offer specific evidence on PBL‟s impacts Therefore, this study covers both evaluative and intervention research which focus on measuring the specific impacts of project-based learning on speaking skill, learners‟ attitudes towards PBL The findings of the study are expected to provide high school teachers and students with specific, not general solutions to improve their learning and teaching quality

1.6.Organisation of the thesis

The study is divided into five chapters

Chapter 1: Introduction covers the rationale, the significance, the aims, the

research questions, the scope, method of the study

Chapter 2: Literature review provides the theoretical framework related to

project-related aspects, speaking features, approaches, assessments, overview of ten-year English textbooks for upper secondary level under the National Foreign Language

2020 Project

Chapter 3: Methodology presents the context, participants, the material, the

research procedure, data instruments, data analysis

Chapter 4: Findings and discussion present the results of data analysis, discuss the

impact of PBL on students‟ speaking performance and attitudes

Chapter 5: Conclusion presents a summary of research procedure, findings,

implications, limitations, future directions for the study

CHAPTER 2: LITERATURE REVIEW

This action research studies the effects of the implementation of PBL in the new English textbook on student‟s speaking performance and attitudes Therefore, this study reviews theoretical issues related to PBL, speaking

2.1.Project-Based Learning

This section reviews the literature in the area of PBL related to the study Based on the existing literature, the definition, core features, high qualities, benefits, challenges of PBL are analysed to lay the theoretical foundations for the study

2.1.1.Definition of PBL

Du and Han (2016) claim that the history of PBL can be traced back to the progressive tradition supported by John Dewey He advocates the theory of learning

by doing in which the classroom should be a kind of society and the students should

be encouraged to become the center in the learning process (Beard & Wilson, 2006) So far, project work, or PBL has experienced an integration into classrooms with different age groups including young, adolescent, adult learners to meet general, vocational, academic and specific language objectives Such versatility of PBL results in the difficulty for one single definition to cover all aspects of the concept Hedge (1993), Cooper and Murphy (2016) focus on the role of language reinforcement of PBL while Kartz and Chard (2000) emphasize the aspect of content learning These authors clarify the single aspects of PBL while Fried-Booth (1985), Stoller (2006) highlight the features of a project by comparing them with those of the so-called project or motivating activities

In the field of English language instruction, Hedge (1993) regards PBL as a means to help learners develop their communicative competence and fluency in the process of completing the extended tasks She describes a project as an extended task composed of a number of activities integrating with language learning and working towards an agreed goal such as planning, gathering information, discussing the information, solving problem, reporting oral or written and displaying Sharing the same viewpoint, Cooper and Murphy (2016) emphasize the role of PBL in

refining students‟ language skills through the completion of projects both in and outside of the classroom Teachers are supposed to create a classroom culture of creativity and engagement so that students can share their work and reflect on the processes they participate in

Fried-Booth (1985) defines project work as a student-centred activity facilitated by the need to create an end-product and emphasizes the worthwhile value lying in the process He distinguishes “full-scale projects” from “bridging or motivating activities” and points out the main difference in setting The former is extended beyond the classroom while the latter is restricted to the classroom setting Obviously, three important criteria of Fried-Booth‟s project work are student-centeredness, end-product, out-class setting

Kartz and Chard (2000) describes a project as an “in-depth study” of a specific topic an individual, a group or the whole group might undertake to explore a topic

or theme (pp.2-3) Depending on children‟s age and the nature of the topic, working time on a project varies from several days or weeks of efforts involving advanced planning and various activities to a shorter and impromptu project stimulated by an unexpected event or visitor Project work as an approach refers to a method of teaching and learning the content The teacher encourages children to interact with people, objects and environment in a personally meaningful way and children partake actively in their own studies The content comes from a familiar world to children Obviously, Kartz and Chard emphasise the teacher‟s motivating role, the learners‟ active participation and the familiarity of learning content

Fredricka L Stoller, an expert in PBL for over three decades claims the different implementations of project work in different settings by classifying projects into “under-exploited” project work and project work that maximises benefits According to Stoller (2005), multiple language educators implement fairly non-elaborated tasks in a single class session, then label them as project work In some settings, students are required to join groups with their friends, complete basic communicative activities Students interact in a superficial way with little cooperation and mutual assistance In some settings, project work is just a break

from routine classroom activities Although challenging, real world subject matter is selected, students tend to focus on the visual actractiveness of projects, neglect content and language learning In other settings, teachers‟ absent or excessive guidance, control, feedbacks restrict students‟ growth from the project So called projects fail to maximize the benefits of project work Stoller (2006) defines PBL

by specifying ten conditions for an effective PBL Project-based learning should have 1) a process and product, 2) promote student ownership in the project, 3) last over a period of time instead of a single class session, 4) facilitate the natural integration of skills, 5) encourage language and content learning, 6) encourage students to work in groups and individually, 7) require students to be in charge of their own learning, 8) encourage teachers and students‟ assuming new roles and responsibilities, 9) have a tangible final product, 10) end with student reflections on both the process and the product

It is apparent that the definition of PBL is approached from different standpoints, from a means to help learners (Hedge, 1993), a learning activity (Fried-Booth, 1985), an in-depth study of a topic (Kartz & Chard, 2000) to an approach with ten necessary conditions (Stoller, 2005) PBL can generally be described as a systematic teaching method revolving around a prolonged inquiry process of authentic driving questions, elaborate designed tasks to facilitate both knowledge and skill acquisition Stoller‟s (2006) definition is holistic as she points out the PBL features of time, process, objectives, students and teachers‟ roles Therefore, it is selected as the guideline for this study

2.1.2.Stages of PBL

Fried-Booth (1985) claims that however long or short the project is, it will undergo three stages of development including planning stage, implementation stage, the creation of the end-product In the first stage, teachers and students discuss the scope, content of the project, predict the specific language needs and the end-product In the second phase, tasks are implemented and teachers are supposed

to assume the role of support and monitoring The third stage revolves around the creation of a tangible end-product accompanied by evaluation and feedback on

students‟ product Teachers can create a follow-up language program to meet students‟ needs arising from the second stage However succinct Fried-Booth‟s project procedure is, students end their work with creating and sharing the end-product There is no room for them to self-evaluate and reflect on the whole process

of doing a project This is the shortcoming of this model

Papandreou (1994) in “An Application of the Projects Approach to EFL” introduces a six step model in doing a project

Step 1: Preparation: students are introduced the topic and asked to discuss and ask questions

Step 2: Planning: the mode for collecting and analyzing information is determined, and different tasks are assigned

Step 3: Research: students work individually or in groups to collect information Step 4: Conclusions: Basing on the analysis of the collected data, the students draw conclusions

Step 5: Presentation: the final product is presented to the whole class

Step 6: Evaluation: the teacher makes comments on the students‟ endeavor and efforts

Like Fried-Booth‟s model, Papandreou divides the similar tasks into different stages Planning and preparation are the same as planning stage, research and conclusion corresponding to the implementation stage, presentation and evaluation acting the same role as Fried-Booth‟s final stage In other words, Papandreou‟s model is another version of Fried-Booth‟s

Addressing the shortcomings of earlier frameworks, Stoller‟s five stage framework is the result of her three decade insights into PBL It reflects her evolution in thinking from Sheppard and Stoller‟s eight-step process in 1995, Alan and Stoller‟s ten-step process in 2005, Stoller‟s seven-step process in 2012 to the current five-step process in 2020 This framework is specified as follows

Stage 1: Preparation cycle

Project theme, topics, final outcomes, planning decisions are determined in this stage Textbook materials and student interests are the source of themes

Effective themes satisfy five criteria including being relevant to students‟ communities, studies and lives, having multiple reference resources, kindling students‟ curiosity, motivating students, stimulating students‟ pride Final outcomes correspond with curricular aims, course goals, student needs Variations of teacher and student roles depend on the context and students‟ level but students generally have some voice in this stage to ensure the commitment

Stage 2: Information gathering cycle

In this stage, students partake in collecting information Types and methods

of collection vary Teachers‟ scaffolding is based on course goals, students‟ needs

A review of key grammatical structures, theme or topic related vocabulary is often offered

Stage 3: Information processing cycle

Teachers play the role of a guide in offering practice to review the purpose of the project, collect information, determine relevant and less appropriate information, code data to discover categories, characteristics, patterns, trends, summarise or synthesise data Students work in groups to compile and analyse gathered information

Stage 4: Information display cycle

Teachers can add scaffolding in classroom activities to prepare students for finalizing the outcome products Students display the final product to their audiences

Stage 5: Reflection cycle

Two rounds of student and teacher reflection are recommended to ensure the real culmination of the projects Teachers give feedbacks on “students‟ language improvement, content learning, strategy use, decision-making skills, collaborative abilities”, encourage students to reflect on what they have learnt regarding “content, language, skills, strategies, process and product.” Teachers also reflect the same to identify the strengths and weaknesses of the project for further improvement (Stoller, 2020, p.31)

The content of each stage is illustrated by the diagram below

Figure 1: Stoller’s five stage PBL framework (Stoller, 2020, p.31)

Obviously, compared to Stoller‟s previous models, stages in this model are concise and clear This framework avoids the extensive overlap between stages of the project by pointing out the repeated nature of the project, thereby offering students a clear sense of progression Besides, the relationship between the teacher and students are intertwined in cycles, highlighting the teacher‟s evolving roles and

students‟ language needs Last but not least, this framework emphasizes the values

of reflective and evaluative tasks After the display of the end product, both the teacher and students look back on the teaching and learning activities, which makes this process deeper As a result, Stoller‟s five stage framework is adapted in this paper by virtue of its clarity and appropriateness and other pluses Various definitions and stages of PBL have been discussed, but to gain insight into PBL, it

is appropriate to explore key features of PBL in the following section

 Cooperative learning

Most project tasks involve group work activities Students are supposed to work together to create a final product They have to negotiate with teachers and classmates to select themes, topics, cooperate with each other in collecting, analyzing and displaying the data The frequency of group work, the negotiation in reaching a plan, the discussion in conducting tasks enhance students‟ exposure to group work and confidence to function in groups After a project, students begin to

“view each other as single links in a chain that merge through exchanges of information and negotiation of meaning, to produce a successful project outcome” (Alan & Stoller, 2005, p.18)

on real-world or global issues Secondly, the group works are shed light on by final outcomes and the end products aim at solving real life tasks To address these tasks, learners are expected to gather, process and display information by reading extensively, summarising, analysing data, presenting the results These activities reflect high ordering metacognitive skills which are really necessary for learners in the real life When students share the results of their projects with authentic audiences like classmates, or other classes, they are engaged in authentic tasks of presenting findings By doing so, students are offered a rational reason to do a real tasks, thereby engaging more in the project

2 1.3.2.Learners’ roles

Stoller (2006) attributes students‟ “increased autonomy, independence, initiation and willingness to take responsibility for their own learning” to other benefits of PBL (p.27) Specifically, students must show their active participation and self-regulation in all stages of PBL from choosing the theme, planning, collecting, analysing and displaying the data to reflecting the whole process Likewise, Hattie (2012) notes that students need to assume the active role in managing and understanding their learning gains by being responsible for their learning, cooperating with peers and evaluating their own progress (p.88)

self-2 1.3.3.Teachers’ roles

In a PBL classroom teachers act as “co-ordinator, facilitator or consultant” (Fried-Booth,1985, p.9) In afore-mentioned stages of PBL, teachers‟ roles are existent in parallel with students‟ work However, Alan and Stoller (2005) note that excessive teacher control or insufficient teacher feedbacks on students‟ work restrict the student‟s ability to grow from their project and inhibit them from taking responsibility for their learning Likewise, Frank and Barzilai (2004) find that the amount of time it takes to implement project-based learning as well as difficulty in encouraging students to assume more active roles frustrate teachers Therefore, Larmer, Mergendollar, and Boss (2015) emphasize the teacher‟s ultimate and paramount responsibility in ensuring such learning occurs by implementing the practices below Firstly, the teacher needs to design a framework for the project including the project‟s goals, the driving question, the major products as well as make it work in the context for students Secondly, the teacher needs to align a project with a reliable standard early to ensure students‟ making the best use of time Thirdly, the teacher needs to build a healthy PBL classroom culture of independence, inquiry and quality by allowing students to raise their opinions, responding to students‟ inquiry, focusing comments and recognition of not only the final products but also students‟ efforts, persistence, strategies to overcome difficulties Fourthly, the teacher is expected to manage project activities by

preparing students for PBL, arranging resources and steering the project Fifthly, scaffolding student learning is essential to ensure the attainment of project goals It includes everything from structuring lessons, lectures, providing relevant handouts, tools, processes to supporting and monitoring group work Implementing these practices contributes to the teacher‟s satisfactory assumption of responsibility

2.1.4.Features of high-quality project-based learning

Larmer, Mergendollar, and Boss (2015) in “Setting the standard for project

based learning” provide a path to rigorous PBL by offering seven essential elements

to make PBL high quality which is illustrated by the figure below

Figure 2: Gold Standard PBL (Larmer, Mergendollar, and Boss, 2015)

Firstly, problems and questions make learning purposeful and meaningful, so

they need to be challenging The level of challenge is determined by the difficulty

of key information and concepts, the degree of project structure and the complexity

of procedures Teachers need to provide regular check and explanations of key concepts to guarantee students‟ understanding and application

Secondly, a project needs to sustain inquiry Inquiry does not only mean finding information but also a cycle of finding answers to their initial questions, seeing new questions and seeking more answers It is evaluated as the heart of all

meaningful learning as students learn more effectively, quickly and deeply (Bruner, 1966; Bransford et al., 2000; Hmelo-Silver et al., 2007) To sustain inquiry, teachers need to struture student‟s inquiry, guide learning activities toward project goal carefully, help students see the meaning of the project

Thirdly, a project needs to be authentic Authenticity can be illustrated by the

tasks and the tools students use The tasks and tools are similar to what people do in the real life Besides, the project has an impact on the world or a personal authenticity by meeting students‟ personal concerns, interests or issues

Fourthly, students need to be given the freedom to express their own ideas, opinions and make choices during project work as such opportunities reinforce students‟ autonomy, competence and intrinsic motivation (Brophy, 2013) However, teachers are supposed to determine the number of choice and kinds of choice to ensure the completion and success of the project

Fifthly, it is necessary for students and the teacher to reflect on the effectiveness of the process and activities, the quality of student work, their difficulties and suggestions for improvement Careful reflection helps students determine the appropriateness of the strategies they are using

Regarding critique and revision, it is important for students to give and receive feedbacks on their work to revise their ideas or preprare for the future inquiry

Finally, students should have the opportunity to demonstrate their understanding by creating a product that is presented or offered to others beyond the classroom

This gold standard framework shares similarities with Stoller‟s (2006) ten conditions for an effective PBL Therefore, it is selected as the criteria to design and implement activities in this study

2.1.5.Benefits of PBL

PBL is often credited with many positive outcomes such as authentic experience and language; improved social, cooperative and collaborative skills; enhanced

content knowledge; enhanced autonomy; improved metacognitive skills (Stoller, 2006) Due to the scope of the study, this research focuses on benefits related to motivation, language skill improvement and attitudes towards PBL

2.1.5.1.Motivation

PBL increases students‟ motivation When PBL is implemented successfully, students can be highly motivated, feel involved actively in their own learning (Blumenfeld et al., 1991; Stoller, 2006; Maftoon, Birjandi & Ahmadi, 2013; Shin, 2018) There is numerous empirical evidence to prove the positive outcomes of PBL

on motivation

Maftoon, Birjandi and Ahmadi (2013) conducted an experimental research

on eighty undergraduate freshmen majoring in English Language from four classes

in two Iranian universities over fifteen sessions during fifteen consecutive weeks to find out effects of PBL on their motivation The measuring instrument used was the academic motivation scale The design of the study was Solomon four-group in which there was one research question addressed by six complementary hypotheses

On the basis of the results, the authors concluded that PBL leads to motivation improvement for the participants who receive the treatment

Shin (2018) conducted an experimental research on 79 Taiwanese students who were taking general English as a three hour elective course to improve speaking skill These students were divided into 13 teams and each team was given

a project of making a video about authentic topics, and every student in each team was assigned a task to help the team achieve the preset goal The result showed that there is a positive effect on students‟ learning motivation They engage in PBL activities more than in traditional teacher-centered instruction Furthermore, student responses in the survey after the project show that the students‟ perceptions toward project-based learning are very positive

Blumenfeld et al (1991) notes that to motivate learners to do projects in a manner that nurtures understanding requires factors such as elements of project design, students‟ perceived and achieved competence, and students‟ task focus

(p.375) There is a link between students‟ interest and perceived values to the problem and elements in projects and their motivation Students‟ interest and perceived values are promoted thanks to varied, novel tasks; the authentic and worthy problem; challenging problem; creation of a product; students‟ control over task; opportunities to work with others Turning to students‟ perceived and achieved competence, to do projects, students need to access adequate knowledge of the content and specific skills by using tool skills, learning, metacognitive, problem-solving strategies Besides, they need to see the values of errors as learning opportunities rather than indicators of low competence The extended and potentially confusing tasks can discourage students from engaging with the task if they are unable to do the task, so the teacher needs to attend to students‟ difficulties

to offer timely support to sustain their perceived competence According to Blumenfeld et al, if the teacher emphasizes grades, compare performance, discourage risk taking, use evaluation criteria stressing right answers, encourage responsibilities for work by rewards, punishments or low-level tasks, students may not engage in the task for the sake of knowledge However, what the teachers should do to create a supportive environment remains unanswered

Stoller (2006) also points out several conditions for motivation Firstly, projects need to kindle students‟ curiosity and interest Secondly, the tasks need to have appropriate and manageable levels of challenge so that students will gain success Thirdly, learners need to feel competent, have sufficient autonomy, have a sense of ownership by being able to set goals, receive others‟ feedbacks and affirmation These conditions correspond to Blumenfeld‟s et al mentioned conditions Both emphasise the appropriateness of the challenge level, the importance of topic choice and project structure as well as the teacher‟s timely assistance

2.5.1.2.Improved language abilities

PBL has a positive impact on learners‟ second language acquisition (Stoller, 2006; Torres & Rodríguez, 2017; Molina & Cardona, 2017; Halil et al., 2018)

Stoller‟s (2006) reviews of PBL research reveal learners‟ improved reading, writing, speaking, listening, vocabulary and grammar abilities by virtue of the repeated and purposeful opportunities for meaningful input, output and explicit attention to language Firstly, authentic tasks require the natural integration of language skills like the real world language use For example, students read to write, write to speak, listen to write and so on, which results in meaningful language use and necessary recycling of vocabulary and grammar Secondly, various points

of the project such as information gathering, processing and reporting phases offer opportunities for an explicit focus on forms and other aspects of language Specifically, before the mentioned stages, teachers are supposed to provide necessary language, skill and strategy prepartion by relevant activities whereby students attend to particular language forms Moreover, the sharing of a tangible end product with a real audience obliges students to take a more serious attitude towards accuracy as well as be more responsive to explicit language instructions and feedbacks

Torres and Rodríguez (2017) conducted an AR following four steps of Kemmis, McTaggart at a public school in Bogotá, Colombia on thirty ninth graders

to increase their oral production through PBL Three projects related to students‟ personal lives and environment were conducted in the form of interview, survey, oral presentations and reports Students faced difficulties involving their limited vocabulary and projects‟ difficult and time-consuming features Instruments were field notes in every class and after class with the support of video recordings, transcriptions of students‟ oral productions during the development of the projects, interviews to collect participants‟ opinions about the experience A triangulation analysis was made to seek patterns related to learners‟ oral language production through projects and three main findings were drawn Firstly, students were encouraged to increase language competence through vocabulary learning They had a strong need to learn and use vocabulary and do so by two strategies namely peer support and teacher support Secondly, students‟ fear of speaking English was

overcome by techniques like preparing, rehearsing oral productions or switching and translation, accompanied by compensation and facilitation strategies Students were also more engaged in talking about their own experiences and the community, thereby having a more humanistic, tolerant, and friendly attitude towards others

code-Molina and Cardona (2017) conducted an AR using PBL to develop oral production in English on thirty first and second year language students from a university in Tuluá – Colombia Survey, pre-test, post-test and interview were used

to collect data Three projects including short films, mini-radio program and digital storytelling were implemented In pre-test, majority of students belonged to intermediate level, stronger on input processes than output In post-test, more students moved to high level Those attending all the project implementation sessions performed better results than those attending some of them In interview, students‟ responses illustrated positive oral production improvement such as high level of constancy, social interaction and communication increase PBL was recommended as an effective methodology improving oral production and affective factors like anxiety, self-confidence and interaction

In contrast with PBL‟s recorded positive results, Mariko and Keiichi (2006) conducted a case study examining the effect of the projects on the students' learning English using questionnaire, surveys and observations of students' communication in the classroom The study found that the English magazine projects were an enjoyable experience for the students, but they did not have a strong positive effect on their learning English Students who had a negative attitude to English changed their mind

to a more moderate attitude to English Their attention in class improved after the lesson and more students were able to engage in productive pair work A dramatic increase in positive attitude stemmed from extra lessons provided in projects However, students‟ progress in communication and their use of English was limited due to the priority of task over tool in the classroom and lack of natural contact with native speakers outside of the classroom The priority of task over tool emphasized

the content of communication rather than the form, leading to the view of regarding language as a mere tool to achieve a task Students, especially low language achievers were tempted to use the first language instead of the second language to complete the task Besides, when students went out of the classroom to seek information, they were exposed to their friends, professors, library and administrative staff, most of whom communicated in the first language Mariko and Keiichi‟s findings are justified, thereby requiring attention in the implementation of PBL

2.5.1.3.Improved positive attitudes and personality traits towards learning

That students demonstrate increased self-confidence, self-esteem, comforts using the language, satisfaction with personal achievements coupled with other positive attitudes towards learning represents another set of benefits found in the literature Stoller (2006) ascribes these positive qualities to the “easily identifiable” stages and end products In stages of the project, students easily reflect on their learning experiences, evaluate the effectiveness of their task performance, goal achievements Having final products as a tangible record of their language, content, skill, strategy learning, coupled with receiving ongoing constructive feedbacks about their progression in the project, students gradually develop the pride in the project, potential growth in self-concepts, confidence to use language Numerous empirical studies support PBL‟s positive impacts on learners‟ attitudes

Burcu and Özlem (2018) conducted an experimental research on 51 students at a high school in Turkey to investigate the effect of PBL on students‟ attitude towards English classes Results of the research indicate that there was a significant difference between the experimental group‟s pre-test and post-test scores in favour

of the post-test This result implies that in comparison with the current instruction, PBL generally improves the attitude of the students towards English classes PBL especially creates an impact on the attitudes towards the attention to class and teaching The current curriculum, on the other hand, does not have a positive effect

on students‟ attitude towards improving them

Apsari et al (2019) carried out a qualitative research on the fourth grade students to

measure their affective, behavioral, and cognitive attitudes towards PBL On affective aspect, the respondents were more interested to learn by PBL than tranditional teaching On cognitive aspects, all respondents believed that PBL wasd effective in teaching coursebok On the behavioral aspect, PBL enhanced students‟ ability to work in a team

2.1.6.Challenges of PBL

Despite positive impacts of PBL, its implementation poses various challenges for both teachers and students (Marx et al., 1997; Thomas, 2000; Mentzer et al., 2017) Marx et al (1997) find out six challenges of PBL including time-consuming project, classroom management, the teacher‟s control of information, the teacher‟s difficulty

in fostering students‟ independence and giving them supports simultaneously, the incorporation of technology as a cognitive tool, assessment designing Most of these challenges come from the teacher‟s aspect

In addition to teachers‟ difficulties, Thomas‟ review of relevant research points out challenges for students Students lack the research skill such as creating meaningful driving questions, processing data, developing justified arguments to support claims, managing time and complexity It is also difficult to sustain students‟ motivation for inquiry This difficulty comes from students‟ inability to access necessary technology, their inadequate background knowledge and motivation for extended inquiry activities Besides, learners may fail to work together well, especially in small groups due to their lack of social skills

Another barrier to the implementation of PBL is derived from teachers‟ inadequate understandings of PBL, mistaking inquiry-based instruction as hands-on activities, failure to motivate students to work in groups, offer scaffolding, develop authentic assessments as well as the willingness to give up the role of controlling the class (Mentzer et al., 2017)

Overall, various studies of PBL concerning definitions, stages, key features, benefits, challenges of this teaching instruction have been discussed However, the review of literature shows that little research focuses on describing the

implementation of such model in real teaching context What students do in specific stages and how teachers offer scaffolding are not explained thoroughly, so teachers lack practical support to realise PBL As a result, despite achieving popular acclaim, PBL is not treated as an alternative but a complementary instruction to conventional teaching methods Secondly, there is inadequate evidence to support the positive effect of PBL in the field of foreign language education There are only a few studies that dealt with the effect of PBL on English language teaching, especially speaking ability These gaps are the subject of research in this study The following section will analyse features related to the speaking skill

2.2.Speaking

To teach speaking effectively, it is necessary to explore the nature of speaking, understand the components of speaking competence, factors influencing speaking performance, approaches to teaching speaking as the teachers‟ conception

of speaking exerts a great influence on how they plan and deliver lessons in class to develop learners‟ speaking ability Besides, exploring how to assess speaking tasks

in classroom is important to accumulate data of learning and teaching to have necessary adjustments to improve students‟ speaking performance

2.2.1.Definition of speaking

According to Johnson (1996), speaking is complex as it is a rapid and dynamic process requiring doing various things simultaneously Bygate (2001) comments “all this happens very fast, and to be successful depends on automation” (p 16) Woodrow (2006) shares the same perspective when acknowledging that speaking is a highly complex interactive skill that is complicated by learners‟ anxiety of another language Therefore, speaking is generally defined as a complex, rapid and dynamic process so the construct of speaking competence has also been defined in various ways

Hymes‟ (1979) theory of communicative competence entails the grammatical, psycholinguistic, sociolinguistic and probabilistic interaction According to him, besides the linguistic knowledge, it is important for second language learners to have social and cultural understanding to interact with others in different situations and relationships in acceptable ways Based on Hyme‟s theory,

Canale and Swain (1980) defines the components of communicative competence including grammatical competence, discourse competence, sociolinguistic competence and strategic competence Grammatical competence includes the knowledge of grammar, vocabulary, phonology Discourse competence entails the knowledge of coherence and cohesion such as the mastery of structures and discourse markers to express ideas, to connect the communication together in a meaningful way Sociolinguistic competence involves the social and cultural knowledge of the target language to interpret and convey messages appropriately Strategic competence refers to the ability to compensate for inadequate knowledge

of linguistic, sociolinguistic and discourse rules to meet communicative goals

A model of second language speaking competence including knowledge of language and discourse, core speaking skills, communication and discourse strategies is proposed by Thornbury (2005), Goh and Burn (2012) This model associates the speaking development with increasing the ability to use linguistic knowledge, core speaking skills, communication and discourse strategies to produce fluent, accurate, socially appropriate utterances

From the discussions above, second language speaking is defined as a combinatorial skill as it requires the understanding of the linguistic knowledge, the use of core speaking skills as well as the manipulation of communication strategies

to speak appropriately and effectively To be competent, speakers must combine various skills, knowledge, and processes to produce socially relevant, appropriate, and comprehensible speech to their interlocutors The holistic understanding of speaking competence contributes to approaching teaching speaking in a more balanced and comprehensive way Teachers can design activities to develop students‟ accumulation of linguistic forms, discourse structure, vocabulary as well

as reinforce their core speaking skills and communication strategies Besides, students‟ emotion which should not be neglected in the process of teaching speaking will be discussed in the next section

2.2.2.Affective factors

Speaking, a challenging skill to master is influenced by various factors such

as understandings of linguistic components of language, topical knowledge,

listening skill, and feedback during speaking tasks but this study focuses greatly on affective factors Multiple affective variables have been connected to second language acquisition but anxiety, self-confidence and motivation are many researchers‟ matter of concern Brown (2004) attributes psychological factors such

as self-esteem, anxiety, and motivation to determining the success of the students‟ language learning Anxiety over uttering wrong, stupid or incomprehensible things

is one major hindrance learners have to overcome Arnold (1999) realizes that the learning process is obstructed the most by anxiety which results in feelings of

“tension, apprehension, nervousness, embarrassment, and worry” (p 8) Horwitz et al.(1986) mentions three components of language anxiety including communication apprehension, test or performance anxiety, fear of negative evaluation which cause reticence, self-consciousness, fear, or even panic Much anxiety derives from learners‟ self-concept of competence Thornbury (2005) shows that students who have inferiority complex or low level of English will experience shaking, panic or keep silent for a long period when asked to speak The sense of inferiority hinders them from the attempt to speak, so they resort to silence to be in comfort zone Brophy (2004) also agrees that aside from linguistic aptitude or other cognitive characteristics, students can acquire a working knowledge of second language with sufficient motivation Motivation is such a key element in language learning that it

is perennially cited to explain failure and success in learning a language Deci and Ryan (2002) emphasize that to be motivated, learners need the satisfaction of controlling their own behavior, self-confidence in the ability to complete activities and sense of belonging and connectedness with others They are termed autonomy, competence and relatedness respectively Therefore, it is necessary for teachers to create a supportive and collaborative classroom environment in which learning is scaffolded carefully and errors are regarded as a natural part of learning (Wiltse, 2006) Speaking lessons need to do more to help learners develop better control over their learning processes and reinforce greater confidence in solving speaking tasks (Goh & Burns, 2012, p.31) Project activities meet such requirements Besides the understanding of affective factors, it is also necessary to explore the approaches

to teaching speaking which will be explained in the next section

2.2.3.Approaches to teaching speaking

Burns (1998) divides approaches to teaching speaking into one focusing

on accuracy of speech forms such as phonology, vocabulary, grammar and the other focusing on developing fluency through communicative tasks Following Richards (2008), the term “direct” or “indirect” are also adopted to refer to these approaches Direct or controlled approaches focus on specific isolated element s

of communicative ability illustrated through “language awareness” and

“conscious raising” activities, drills, pattern and structure practice such as analyzing discourse or learning formulaic lexical phrases to develop learners‟ accuracy (Rivers & Temperley, 1978; Littlewood, 1981; Carter, 1996; van Lier,

1995, as cited in Burns, 1998) Conversely, the indirect or transfer approach is concerned with the authentic and functional language use developed by tasks mediated through language, negotiation, and the sharing of information such as discussions, information gaps, project work, role plays, simulations, talking circles to develop learners‟ fluency (Rivers & Temperley, 1978; Littlewood,

1981, as cited in Burns, 1998) According to Burns (1998), these approaches only focus on one single aspect of language development and neglect other important aspects The direct approach is so concerned with the development of language form that it fails to realise that accuracy is often reinforced through direct language use Similarly, the indirect one puts insufficient emphasis on activities to develop learners‟ accuracy These approaches fail to equip learners with necessary discourse skills to participate in authentic interaction (Bygate , 2001) Therefore, to address the limitations of the existing approaches, Goh and Burns (2012) propose a “holistic and comprehensive” approach taking into account language, language learners, language learning and speaking

Figure 3: A methodological framework for a holistic approach to teaching speaking

(Goh & Burns, 2012, p 138)

This framework covers four dimensions and the interaction between teachers, learners and materials Learners are expected to acquire fluency, accuracy and complexity To achieve this objective, learners need to be equipped with knowledge of language and discourse, core speaking skills, communication strategies Besides, the development of metacognition, thinking about one‟s own thinking enables learners to plan, monitor and evaluate their own learning process Methods for organizing learning activities draw on the principle of task-based learning, part/whole practice, planning and repetition

Richards and Rodgers (2001) define task-based language teaching as an approach leveraging the use of tasks as the key component of planning and instruction

A task is understood as an activity or goal implemented to use language It can be a real-world or pedagogical task (Nunan, 1989, as cited in Richards & Rodgers, 2001) Following Willis (1996), they emphasize the use of authentic language and meaningful tasks on promoting learning Tasks are supposed to provide a better context for activating learning processes, require learners to negotiate meaning and engage in naturalistic and meaningful communication Tasks provide full opportunities for both input and output requirements which are necessary for language acquisition by

fostering processes of “negotiation, modification, rephrasing and experimentation” (Sato, 1988, as cited in Richards & Rodgers, 2001)

Regarding sub-skill, language learning and whole task practice, it is practical

to divide speaking into smaller parts for the complex nature of speaking According

to Goh and Burns (2012), sub-skill practice can cover one or more items of core speaking skills and grammar, vocabulary, discourse knowledge in one lesson and it can be used after or before whole –task practice to raise learners‟ awareness of the accurate use of language forms Whole-task pratice involves activities encouraging learners to express meaning in communicative contexts to develop fluency

In terms of planning and repetition, speaking is defined as a complex, rapid and dynamic process so it can cause cognitive load, stress and anxiety for learners Therefore, including language-focused activities in pre-task planning in speaking lessons is necessary to reduce learners‟ cognitive load and improve complexity, accuracy, fluency in speech production Besides, the frequent exposure to similar tasks and contexts for doing a task familiarises learners with the task requirements, consolidate linguistic knowledge and automatize different components of their speaking competence, thereby improving accuracy and fluency in their spoken performance (Goh & Burns, 2012)

Core features of project-based learning meet the requirement of this holistic approach Every learning activity revolves around completing a meaningful task to learners, which features task-based learning A project is a whole-task practice Each stage acts as a pre-task planning to offer necessary language input Learners have opportunities to cooperate with others to solve the task and increase interaction time cocurrently so language and content are frequently recycled to foster learners‟ fluency

2.2.4.Classroom-speaking assessment

Thornbury (2005) comments that a language program prioritizing speaking without testing it fails to complete its mission McMilan (2013) notes classroom assessment, a process of collecting, evaluating and using evidence of student learning to monitor and improve learning offers feedbacks for teachers and students

of reality of teaching and learning, thereby making necessary adjustment Two major types of classroom assessment including formative and summative are important to enhance learning but formative assessment if implemented well exerts powerful and positive effects on learning As a result, in this study formative assessment is implemented to assess students‟ speaking performance in each project Formative assessment needs to be specified by a set of criteria for students‟ work describing levels

of performance quality on each criterion, or “rubric” Andrade and Heritage (2018) claim that high-quality rubrics closely match the learning goals, define performance criteria Students also need to understand and use them to monitor their learning

Richards (2008) notes that the criteria to assess oral performance depend on the type of speaking task and the kind of classroom activity the teacher uses As the product of each project is students‟ oral presentation, this study focuses on exploring the assessment of oral presentation Brown (2004) notes that holistic scores can be practical but the variability of performance across subcategories is not indicated, so a checklist is a common and practical way to evaluate an oral presentation

The checklist covers the assessment of two main dimension including content and delivery In the former, the objective, the organization of content are assessed on the following descriptions The presentation is supposed to meet the objective The introduction draws attention Main ideas are clearly stated and supporting ideas support main ideas clearly by facts and arguments The main idea

or purpose is restated in the end As regards the delivery, speakers‟ data of nonverbal language such as gestures, body language, eye contact, enthusiasm, interest are collected Speakers‟ natural, fluent language, appropriate volume and rate of speech, comprehensible pronunciation, correct grammar, responses to audience are measured (p.180) Such a checklist is practical and the items of the list result in an effective presentation However, there are so many sub-components in each section that learners find it hard to generalise which specific aspects of speaking they are in progress Moreover, teachers‟ or peers‟ written comments are

also recommended for more effective learning To have a better understanding of students‟ speaking performance, McNamara‟s detailed description of speaking performance including fluency, vocabulary, pronunciation, grammar is also a source

of reference for the assessment checklist in this study (see appendix 3.2) as the description matches the study objectives

As the research studies the impact of the implementation of projects in the new English textbook, it is necessary to get a general picture of the new English textbooks in addition to the aspects of PBL and features of the speaking skill

2.3.Summary

The relevant literature has been discussed to form the theoretical framework laying foundations for the implementation of the study The chapter began with the definition, stages to implement a project, its core principles related to the learning process, learners and teachers‟ roles, its benefits concerning motivation, improved language abilities, positive attitudes and personality trait Besides, components of speaking skill, approaches to teaching speaking as well as its speaking assessment methods are also explained The discussed literature sheds light on the implementation of this action research The next chapter will provide a general summary of the methodological background for the study coupled with the description of the study design

CHAPTER 3: METHODOLOGY

The thesis research questions were outlined in part A, introduction along with the review of the relevant literature in part B, chapter 1 This chapter provides further details of the methodology and fieldwork undertaken to collect data to analyse the research questions The research aims at investigating the impact of PBL on students‟ speaking skill and attitudes

The data were collected before, during and after the implementation of PBL The data collected from observations and the pre-questionnaire reveal a general picture of students‟ learning speaking and exposure to PBL The teacher‟s observations coupled with students‟ presentations and questionnaires gathered during the implementation of PBL reflect students‟ speaking performance, their attitudes towards PBL The questionnaire collected after the intervention augments the previous data A detailed account of the specific research methods, procedures,

AR methodology, data collection instruments and analysis techniques is covered in this chapter

3.1.Context of the study

3.1.1.Research site

This action research was conducted with the aim of improving high school students‟ ability to speak English Therefore, it was done in a high school in Yen Bai province, where I have been working for ten years This school has applied the new English textbooks since 2014 as required by Vietnamese Ministry of Education and Training‟s National Foreign Languages 2020 Project

The school was founded in 1989 and up to now it has 24 classes with 60 teachers of different subjects and more than 700 good students from the whole province who have to pass a stressful entrance exam before gaining the admission to the school Students are generally smart, active and eager for new ways of learning and teaching Each class has adequate facilities for effective learning such as an

interactive board, a projector, tablets for students

The English teaching staff consists of seven English teachers aged from 33 to

48, all of whom have at least ten years of teaching experience They graduated from different universities in Vietnam, and their English proficiency reach C1 level Regarding school policies, the leaders have created favorable conditions for English teaching and learning by encouraging teachers to apply initiatives in teaching to improve the quality of learning English

learning opportunity to improve their language competence, thereby partaking in projects seriously

3.1.3.Material

On the 30th September, 2008 Decision N0 1400/QĐ-TTg to promulgate the

National Project entitled Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020 or 2020 Project was signed with a view to

making foreign languages a competitive edge of the Vietnamese To realise that goal, the development and perfection of the 10-year foreign language curricula for general education was set as a priority On the 23rd November, 2012, the Minister

of Education and Training signed Decision 5209/QĐ-BGĐT on the Approval of Pilot English Curriculum for Vietnamese Upper Secondary Schools New English textbooks for upper secondary schools including English 10, English 11, English 12 were produced in such a context The new textbooks aim at offering learners communicative activities to practise skills in meaningful contexts, increase learners‟ responsibility for their own learning, thereby developing their communicative competence

The textbook of class V was Tieng Anh 10 published by Vietnamese Publishing House of Education in corporation with Pearson Education It is one of new English textbook series developed in 2020 Project There are 10 units covering two semesters with a list of ten topics as follows

2 Your body and you 7 Cultural diversity

4 For a better community 9 Preserving the environment

In each unit, there is a project lesson corresponding with the theme of the unit The research was conducted in the second semester so the project lessons in