SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI: LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT

SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI: LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT. Nguyễn Thị Kim Oanh *[r]

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SỐ ĐẶC BIỆT CHÀO MỪNG KỶ NIỆM 10 NĂM THÀNH LẬP

KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN (2007 – 2017)

TS Lê Hồng Thắng - Bàn về dạy-học ngoại ngữ qua đề án dưới góc độ của giáo học pháp 3

Nguyễn Thị Như Nguyệt, Chu Thành Thúy - Đánh giá năng lực đầu ra tiếng Nga của sinh viên trình độ

A2-B1 theo khung tham chiếu chung châu Âu tại Khoa Ngoại ngữ - Đại học Thái Nguyên 7

Nguyễn Thùy Linh - Kiểm tra đánh giá trong giảng dạy các môn đề án ngôn ngữ - một số chia sẻ từ thực tế 13

Vũ Thị Thanh Huệ - Nhận thức của sinh viên đối với khóa đọc mở rộng trực tuyến với sự trợ giúp của mạng xã

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dự án học tập - nghiên cứu tình huống tại trường Đại học Hoa Lư 25

Dương Đức Minh, Dương Lan Hương - Nghiên cứu về sự tương tác giữa người thuyết trình và khán giả khi học

kỹ năng thuyết trình của sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên 31

Phạm Thị Kim Uyên - Sử dụng nhật ký trong dạy biên dịch cho sinh viên chuyên ngữ Đại học Nha Trang 37

Lê Thị Hồng Phúc - Phản hồi của sinh viên về dự án TV show lấy điểm cuối kỳ trong khóa ngữ âm 43

Hán Thị Bích Ngọc - Dạy học ngoại ngữ bên ngoài lớp học - ứng dụng mạng xã hội facebook trong dạy và học

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tiếng Trung Quốc trình độ sơ cấp tại Khoa Ngoại ngữ - Đại học Thái Nguyên 55

Lê Thị Hòa, Đậu Thị Mai Phương - Nâng cao kỹ năng thế kỷ 21 trong học tiếng Anh chuyên ngành thông qua

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việc học viết cho sinh viên chuyên ngành tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên 67 Hoàng Thị Huyền Trang, Nguyễn Thị Ngọc Anh - Phát triển khả năng đọc hiểu tiếng Anh cho sinh viên ngoại

ngữ thông qua các bài đọc có nội dung bao hàm yếu tố văn hóa phù hợp 73 Nguyễn Quốc Thủy, Nguyễn Thị Đoan Trang - Dạy - học ngoại ngữ qua đề án tạp chí tại trường Đại học Sư

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một cách đảm bảo tính đa ngành của chương trình đào tạo 85

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dạy môn tiếng Trung du lịch tại Khoa Ngoại ngữ - Đại học Thái Nguyên 117

Trần Thị Hạnh - Nhận thức của sinh viên về việc ứng dụng Edmodo như một công cụ phụ trợ trong học tập 123 Bùi Thị Ngọc Oanh - Cải thiện kỹ năng nói của sinh viên không chuyên trình độ A2 với dạy học qua đề án 129

Journal of Science and Technology

174 (14)

N¨m 2017

Nguyễn Hạnh Đào, Đinh Nữ Hà My - Nghiên cứu tình huống về những khó khăn với người học và điều cần

lưu ý khi giảng dạy môn tiếng Anh chuyên ngành áp dụng phương pháp học qua dự án 135 Nguyễn Thị Kim Oanh - Sử dụng đường hướng học tập theo dự án cho môn học tiếng Anh chuyên ngành tại

Viện Ngoại ngữ, Đại học Bách Khoa Hà Nội: lợi ích, thách thức và đề xuất 141

Vũ Thị Kim Liên - Phát triển năng lực ngữ dụng của sinh viên trường Đại học Ngoại ngữ, Đại học Quốc gia

Đàm Minh Thủy - Tích hợp kỹ năng trong học ngoại ngữ thông qua dự án làm video “Tìm hiểu ảnh hưởng của

Nguyễn Thị Thu Hoài - Thực trạng thực tập giảng dạy tiếng Anh ở một số trường THPT tại thành phố Thái

Nguyễn Thị Ngọc Anh, Hoàng Huyền Trang - Khảo sát lỗi sai của sinh viên Trung Quốc khi học tiếng Việt

tại Khoa Ngoại ngữ - Đại học Thái Nguyên và những đề xuất khắc phục 165 Quách Thị Nga, Đỗ Thị Thu Hiền - Những vấn đề tồn tại của giáo trình đối dịch Trung - Việt ở Việt Nam hiện

nay và giải pháp khắc phục (khảo sát tại Khoa Ngoại ngữ - Đại học Thái Nguyên) 171 Phan Thanh Hải - Hướng tới một chương trình đào tạo cử nhân sư phạm tiếng Anh dựa trên các đề án học tập

trong đào tạo đại học định hướng thực hành ứng dụng nghề nghiệp 177

Lê Vũ Quỳnh Nga, Lý Thị Hoàng Mến, Nguyễn Thị Thu Oanh - Nâng cao chất lượng bài dịch của sinh viên

Khoa Ngoại ngữ - ĐHTN thông qua việc áp dụng phương pháp học tập hợp tác 183

Đoàn Thị Thu Phương - Phong cách học ngoại ngữ của học sinh lớp 11, Nam Định 189 Đinh Thị Liên, Nguyễn Thị Ngọc Anh - Hệ thống biểu tượng trong Then Tày 197

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PROJECT-BASED LANGUAGE LEARNING ADOPTED FOR

AN ESP MODULE IN SCHOOL OF FOREIGN LANGUAGES,

HANOI UNIVERSITY OF SCIENCE AND TECHNOLOGY:

BENEFITS, CHALLENGES AND RECOMMENDATIONS

Nguyen Thi Kim Oanh*

School of Foreign Languages – Hanoi University of Science and Technology

SUMMARY

With its internationally acknowledged benefits, Project-Based Language Learning (PBLL) has gained in popularity In this context, the School of Foreign Languages (SOFL), Hanoi University

of Science and Technology (HUST) has been adopting this approach for its five elective English for Specific Purposes (ESP) 2 modules over the past four years This empirical paper aims at investigating the significant benefits and challenges of PBLL when being employed for one of these five modules, English for Mechanical Engineering and Materials Science 2 (EMEMS2) and then proposing recommendations The findings collected from the questionnaire survey conducted

on 54 participants, who were enrolled in the 2016-2017 school year course reveal that PBLL plays

an important part in enhancing learner autonomy, facilitating the application of on-going assessement and equipping the learners with a series of essential life skills In addition, the results also show the challenges faced by both the teacher and the learner, including the change in the role

of both the teacher and the learner, teamwork, choice of topic and technical knowlege and terminology In response to these dififculties, the study provides some practical recommendations, based on the survey participants’ and the researcher-teacher’s ideas

Keywords: PBLL; ESP; benefits of PBL; challenges of PBL; recommendations for PBL application

INTRODUCTION *

Rationale

Project-based learning has gained its

popularity all over the world Following the

trend, the School of Foreign Languages

(SOLF), HUST has employed this learning

approach for its all five selective ESP

modules since 2011 Although a great deal

has been written about the theoretical

foundation of PBL in general and PBLL in

particular, very few empirical studies have

been carried out to investigate the impact of

this approach on the learners, especially

Vietnamese learners

The answers to such concerns as whether this

approach is applied properly in language

classes in universities in Vietnam; whether its

benefits are realized here, and whether its

application faces any challenges and if yes,

what should be done to overcome those

challenges can be found in this case study

Research objectives and questions

This research is aimed at investigating the

benefits and challenges of integrating PBL

*

Tel: 0904087717, Email: oanh.nguyenthikim@hust.edu.vn

into one ESP module namely English for Mechanical Engineering and Materials Science 2 (EMEMS2) designed for English-majored students at SOLF, HUST and proposing recommendations to tackle the challenges

To obtain these objectives, three research

questions are raised: (1) What benefits do the

learners of EMEMS2 enjoy from integrating PBL into this module? (2) Do the learners and teachers face any difficulties when learning and teaching this module and if any what are they? (3) What recommendations can be made

to mitigate the difficulties found by the surveyed learners and the researcher-teacher?

LITERATURE REVIEW Although being adopted in Vietnam quite recently in 2010, PBL is not a new approach

in education in the world, catching the attention of a great deal of educationalists and pedagogists worldwide

Definition of PBL and PBLL

In fact, there are a variety of definitions of PBL Buck Institute of Education [1], an American research and development organization defines PBL as “a teaching

Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 141-146 method in which students gain knowledge and

skills by working for an extended period of

time to investigate and respond to an

authentic, engaging and complex question,

problem, or challenge.” Highlighting the

learner’ role,Solomon [2] states that PBL is a

process of learning that learners are

responsible for Students work collaboratively

to solve problems (p.10)

From these two definitions, it can be

summarized that PBL is a learner-centred

learning approach in which students solve

real-world problems in a cooperative

environment over a long period of time to

create a product

In a second language classroom, PBL is also

defined as “an instructional approach that

contextualizes learning by presenting learners

with problems to solve or products to

develop” [3] It is easy to see the similarities

between definition of PBL and PBLL, which

are authentic learning and problem solving

The obvious benefit of adopting PBLL,

suggested by Fried-Booth [4], is that this

approach creates links between real-world

language and language in textbooks

Features of PBL

The principal features of PBL synthesized by

Curtis [5], Hedge [6], Helle, Tynjala, &

Olkinuora [7] and Solomon [2] include: (a) a

complex exploration over a period of time; (b)

a student-centred learning activity whereby

students plan, complete and present the task;

(c) challenging questions, problems or topics

of student interest which become the centre of

the project and the learning process; (d) the

de-emphasis of teacher-directed activities; (e)

frequent feedback from peers and facilitators

and an opportunity of share resources, ideas

and expertise through the whole process in the

classroom; (f) the production of meaningful

artefacts that can be shared with peers, teachers

and experts in a public presentation; and (g)

assessment in both the process of working

from the first stage to the last stage and the

finished product

It can be seen from the features (b),(c), and

(d) that the roles of the learner and teacher are

remarkably changed The teacher no longer

plays the dominating and central role in the

learning process, but acts as a facilitator and advisor while the learner is responsible for his/her own learning, implementing his/her chosen project with the support of their peers and the teacher

RESEARCH METHODOLOGY Background information about EMEMS2

Objectives: This module is designed to help

learners consolidate and practice English language skills such as Listening, Speaking, Reading and Writing in the field of Mechanical Engineering and Materials Science (MEMS) and deepen their MEMS fundamental knowledge acquired in the previous term

Content: The syllabus will typically include

the planning, implementation and reporting of

a group small-scale MEMS designing project

Assessment: Learners are assessed throughout

the module with a variety of assessment tasks including: general proposal (5%), detailed proposal (12.5%), reference materials (10%), term presentation (12.5%), project progress and experience sharing (10%), project presentation (20%), post-presentation quiz answers (5%) and newsletter (25%)

Research method and respondents Survey questionnaire was used to collect primary data for the research questions because it is easy to analyse and reduces bias thanks to uniform question presentation and the absence of verbal or visual clues from the researcher to influence the respondent [8] The semi-structured questionnaire was made

on Google form, consisting of four closed and four open questions, which aim at eliciting the respondents’ benefits and challenges when learning EMEMS2 and their recommendations to improve the module It is designed based on the theory of PBL synthesized in the Literature Review above and the researcher’s own observations and written in Vietnamese to make sure that the respondents understand the questions clearly and feel relaxed when expressing their opinions To ensure objectivity, the respondents’ answers are all anonymous The sample of the research is all EMEMS2 enrollers in 2016-2017 academic year, who

Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 141-146

143

are 68 3rd year English-majored students The

researcher decided to employ this purposive

sampling method as she assumed that the

participants were available and willing to

participate in the survey and their experiences

of the module were still very fresh as they

were invited to join the survey only a month

after their module completion

The questionnaire was then sent to the whole

population online via the closed Facebook

groups which had been created earlier for

communication between the teacher of

EMEMS2 (also the researcher) and the students

The questionnaire was answered by 54

respondents, accounting for almost 80% of

the population The responses to the closed

questions were automatically analysed and

presented in charts while those to the open

questions were analysed and presented in a

master sheet by the researcher

FINDINGS, DISCUSSIONS AND

RECOMMENDATIONS

Benefits

It can be said from the survey findings that

the most noticeable benefit of the integration

of PBL into the EMEMS2 module is the

enhancement of learner autonomy That is the

factor that over 80% of the survey

participants attribute to the appeal of the

module Indeed, learner autonomy can be

highly recognizable from the beginning to the

end of the module In the first lesson, the

students are allowed to decide on their team

mates, labor division and form of

communication among their team, the topics

of their projects, and then on the terms to be

presented to the class, type of model of the

designed product (working or concept model)

and finally form and content of their

newsletter

According to Little [9], learner autonomy is

extremely beneficial in boosting learner

motivation and interest in learning A student

in the survey reconfirmed this idea: “we are

motivated to develop our own product and

therefore we are more interested in what we

do” Moreover, learner autonomy yields other

positive results like activeness, independence,

and creativity as shared by other respondents

in: “thanks to autonomy, I feel that my

independence has been substantially improved I am more self-confident in expressing my opinions now”, “learning this module, I had a chance to be active in acquiring all the skills necessary for the project process as well as other skills.”, and

“freedom fosters my creativity”,

Another enormous advantage of PBL is on-going formative assessment, acknowledged

by over 50% of the surveyed students With formative assessment and without summative assessment, the students can make timely adjustment in their learning strategies and equally importantly, they do not have to suffer from the inevitable pressure resulting from exams, as mentioned by these two

respondents “I like the module because there

is no exam pressure”, “we do not put all of our attention and energy to just the final exam

as usual.”

Finally, a series of essential life skills are obtained through the project process as suggested by Stanley [10] From over 40% to 50% of the survey participants agree that team work, problem solving, critical thinking and information searching, analyzing and synthesizing skills contribute significantly to the module success They believe that after the

module “we now know how to divide tasks

among team members and listen to each other” They also managed to prevent disputes

in their team by “appointing a team leader and

assigning specific tasks to team members publicly and fairly” and “voting for the best idea” Besides, they valued individual

responsibility and mutual respect as in “we

make sure that everyone has to be responsible for his/her task and then we sit with each other for group discussions” or in “each member has

to think of an idea, justifying his idea and we agree over the best one”

Explaining why problem solving is another vital skill that they could learn, a student puts

it “we encounter certain problems and

difficulties throughout the project process.”

Another student shares this opinion as in “in

every step of the project, unexpected problems arise” and this respondent also

concludes that “therefore, after the project

Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 141-146

completes, I find that I have become more

adaptable and responsive to problems arising

during my learning process.”

The development of critical thinking is also

persuasively justified by a student: “in order

to make an optimal product, we have to

propose a great deal of opposite ideas”

Besides developing their critical thinking

voluntarily in their teams as also in “we

sometimes put ourselves in the position of the

audience and then we can produce a lot of

fruitful feedback”, the students are also asked

by the teacher to give their comments on the

topics, general outlines and presentations of

the other teams on the class

Furthermore, the students learn where to

search information, how to judge its reliability

and then what information to use for their

project A student shares his/her experience:

“Submerged in a mountain of information, I

learn that I should use key words to search for

the relevant information faster.”

Finally, two more skills that are worth

mentioning are time management and

planning Freedom would turn into an

obstacle if the students did not know how to

manage their time and make detailed plans for

their project This is fully understood by a

team leader as she/he says “the project

process has transformed me into a better plan

maker as I had to assign tasks to the team

members and make plans for us to accomplish

them As a result, I have learned that I need to

make plans for my study of other modules for

higher results”

Challenges facing students

The biggest challenge facing up to 58% of the

surveyed participants is their limited technical

knowledge and terminology This is

understandable when the major of the students

is English, not Mechanical engineering and

Materials Science Although before enrolling

into this module, they have already been

equipped with some fundamental knowledge

and terminology of the field in EMEMS1, this

is certainly far from enough for their project of

designing a technical product Following

closely this challenge is the students’ confusion

in choosing the content and form of the

newsletter, agreed by 57% of the respondents

This can be explained that there are a variety of newsletter formats available and the students put themselves under the pressure of creating something unique and creative Similarly, a big number of the surveyed students (45%) also find that the selection of topic gives rise to plenty of confusion and time consumption This can be attributed to the list of all the requirements of a topic to be satisfied, which are “interesting” “relevant to the field of MEMS”, “practical”, “creative” and “feasible” Another hindrance to the project process faced

by 33% of the students is the poor literature about their topic Finally, group work is also a problem when a lot of the students (practically 45% and well over 20%) find it hard to arrange

a common timetable for group meetings and reach an agreement over the project activities respectively

Recommendations These recommendations are put forward based on both the opinions of the respondents and the researcher, who has been teaching this module for six years

Providing clear orientation of the module: in

the very first class, the teacher should provide the learners with a brief introduction to PBL,

in which the benefits of PBL and the roles of the teacher and learner should be highlighted Moreover, all the requirements of the module and the assessment should also be made clear

to them More importantly, the teacher should communicate his/her strong belief to the students that they can successfully complete the module by showing them some outstanding products that previous year students could design Seeing these success stories also helps to arouse their interest and motivation and give them some clues about what they can do this year

Setting feasible tasks: it is common

knowledge that motivation comes along with success Therefore, the teacher should only assign the leaners to workable tasks For example, in EMEMS2, the students are asked

to design a product which can either be a brand new or just an improvement of an existing one to meet the needs of a group of target customers, for example a product which is cheaper or friendlier to the

Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 141-146

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environment than the original one The model

of the product they design can be either a

working model or just a concept model

Providing close supervision and frequent

coaching: the teacher should keep

himself/herself informed of what the students

are doing or have done by setting deadlines

and regular informal oral reports by each

group in each class so that he/she can give

them timely guidance and advice For

example, EMEMS2 students are told that they

can find information about their projects via

websites such as howstuffworks.com,

wikihow.com or videos about new domestic

inventions and that both English and

Vietnamese documents can be of great help to

them They are also encouraged to seek

support from external experts such as their

schoolmates or teachers who have technical

expertise from other departments at HUST if

they face any technical problems beyond their

teacher’s and their capacity Moreover, they

are guided to make a specific plan for each

phase of their project, in which the information

about what must be done, who is in charge of

what and the deadlines is clearly stated When

it is time to build up models, the students

should be asked to bring materials and

equipment if possible to the class and build

them there By this way, they can take

advantage of the support from their teacher and

peers and the teacher can make sure that their

students are really working on their projects

Encouraging peer feedback and sharing: as

mentioned earlier in (e), point 2.2 in the

literature review, frequent feedback from

peers and an opportunity to share ideas and

resources is a feature of PBL Therefore, in

this module, the students are always

encouraged to give their peers feedback as it

is believed to foster their critical thinking and

active learning From the beginning of the

project process, all the groups are asked to

present their ideas of the topics of their

interest to the class and the other groups will

comment on them based on the list of criteria

given by the teacher This activity is

acknowledged as a solution to help a group of

students make up their mind about the final

topic for their project: “luckily, the teacher

reserved one class for the groups to present

their ideas and with the comments from other groups, we could decide on the final topic.”

Furthermore, peer feedback can also be observed in the project reporting activities such as term presentations, project progress report and experience sharing and project presentations where the audience is asked to give comments on their peers’ performance, including both the strengths and weaknesses

Giving specific feedback: as PBL is featured

by on-going assessment, the teacher should give detailed comments and marks publicly after every assessed activity so that the students are informed of their strengths as well as weaknesses and therefore can have timely adjustment of their learning strategies

Using online forms of communication: To

overcome difficulty in arranging a common timetable for the team meetings, a very effective measure taken by all of the teams is online discussions via Facebook closed groups, Facetime and Messenger However, they still emphasize that face-to-face communication is pivotal in solving problems in their teams Facebook closed groups are also employed by the teacher for faster communication with her students and convenience

Treasuring the learners’ works: the teacher

should take photographs of the artefacts that the students create (models and newsletters in case of EMEMS2) and show them to the public (post them on Facebook for example)

to treasure their efforts and stimulate their pride of their own works Besides, the best model should be selected through student and teacher votes and awarded a small prize in order to enhance the learners’ interest and motivation

CONCLUSIONS This study has answered the research questions Specifically, the learners of EMEMS2 could enjoy tremendous benefits of PBLL such as enhancement of learner autonomy, on-going assessment, and acquisition of a range of life skills Though, both the learners and their teacher faced some obstacles, the outstanding of which are working in groups, deficiency of technical

Nguyễn Thị Kim Oanh và Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 141-146 knowledge and terminology, abrupt change in

the learner and teacher roles To address these

problems, the researcher and the survey

respondents propose seven recommendations

From the findings, it can be concluded that the

integration of PBL into EMEMS2 module at

SOLF, HUST is very much welcomed by the

learners with 100% of the survey respondents

choosing “Yes” when being asked “Do you

like EMEMS2?” One respondent even

admitted “EMEMS2 is one of the modules I

like the best during my three years of study at

university so far” The researcher, therefore,

suggests that PBL approach should be adopted

more widely for not also ESP modules but for

English language teaching in general for its

huge benefits

ACKNOWLEDGEMENT

I would like to express my sincere thanks to

my 54 students who contributed their

precious evaluation of and

recommendations for the improvement of

EMEMS2 Without their support, this study

would not have been possible

RERERENCES

1 Buck Institute of Education (2012), Why

http://bie.org/about/why_pbl, retrieved on 5 th June 2017

2 Solomon, G (2003), “Project-Based Learning: a

Primer”, Technology & Learning, 23(6), pp.10-20

3 Moss, D & Van Duzer, C (1998), Project-Based

Learning for Adult English Language Learners ERIC Digest, retrieved from https://www.ericdigests.org/

1999-4/project.htm, retrieved on 3rd June 2017

4 Fried-Booth, D L (2002), Project Work, Oxford

University Press, Oxford

5 Curtis, D (2002), “The Power of Projects”,

Educational Leadership, 60(1), pp.50-53

6 Hedge, T (1993), “Key concepts in ELT”, ELT

Journal, 47(3), pp 275-277

7 Helle, L, Tynjala, P & Olkinuora, E (2006),

“Project-based learning in post-secondary

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8 Brown, JD & Coombe, C (eds) (2015), The

Cambridge Guide to Research in Language Teaching and Learning, Cambridge University Press, Cambridge

9 Little, D, (2003), Learner Autonomy and Second/Foreign Language Teaching retrieved from

https://www.llas.ac.uk/resources/gpg/1409, retrieved on

30th May, 2017

10 Stanley, D (2000), Project-based Learning -6C’s of

.edu/epltt/lessonplans/LPPJL4DStanley.htm, retrieved

on 30 th May, 2017

TÓM TẮT

SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI:

LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT

Nguyễn Thị Kim Oanh*

Viện Ngoại ngữ - ĐH Bách khoa Hà Nội

Với những lợi ích được cả thế giới công nhận, đường hướng học ngoại ngữ theo dự án (PBLL) ngày càng được áp dụng rộng rãi Nhận thức được những lợi ích đó, Viện Ngoại ngữ, Đại học Bách khoa Hà Nội đã áp dụng đường hướng học tập này cho năm môn tiếng Anh chuyên ngành lựa chọn 2 trong bốn năm qua Bài nghiên cứu thực nghiệm này nhằm mục đích tìm hiểu những lợi ích và thách thức cụ thể khi áp dụng PBLL cho môn tiếng Anh Cơ khí và Khoa học Vật liệu 2 và đưa ra những đề xuất Kết quả thu được từ bản câu hỏi khảo sát tiến hành trên 54 sinh viên đã tham gia khóa học này năm học

2016-2017 cho thấy PBLL đóng vai trò quan trọng trong việc nâng cao tính tự chủ của người học, cho phép

áp dụng hình thức đánh giá liên tục và trang bị cho người học hàng loạt kỹ năng sống cần thiết Ngoài

ra, kết quả nghiên cứu cũng chỉ ra những khó khăn mà người học và người dạy gặp phải, chẳng hạn như vai trò của người học và người dạy thay đổi, làm việc nhóm, lựa chọn chủ đề và thiếu kiến thức và từ vựng chuyên ngành Để khắc phục những khó khăn này, nghiên cứu đã đưa ra một số giải pháp dựa trên

ý kiến của người tham gia khảo sát và kinh nghiệm của nghiên cứu viên, đồng thời là giáo viên phụ trách môn này

Từ khóa: Học tập theo dự án; tiếng Anh chuyên ngành; lợi ích của học theo dự án; thách thức của học

theo dự án, đề xuất cách áp dụng mô hình học theo dự án

Ngày nhận bài: 15/10/2017; Ngày phản biện: 30/10/2017; Ngày duyệt đăng: 13/12/2017

*

Tel: 0904087717, Email: oanh.nguyenthikim@hust.edu.vn

oµ soT T¹p chÝ Khoa häc vµ C«ng nghÖ

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174 (14)

N¨m 2017