INTRODUCTION
Rationale
The demand for English proficiency is rapidly increasing, driven by the need for study, research, work, and living both domestically and internationally This urgency is amplified by today's deep and rapid integration, highlighting the importance of English not just for individuals but for the entire nation.
The teaching and learning of foreign languages necessitate a comprehensive transformation across all educational levels, including disciplines, materials, facilities, methods, and the motivational attitudes of all participants In response to these needs, the Ministry of Education and Training launched the Foreign Language Project 2020, as outlined in Decision No 1400/QĐTTg on September 30, 2008 This initiative aims to achieve a holistic reform of foreign language education within the national education system.
By 2020, a majority of Vietnamese youth are expected to confidently utilize their foreign language skills for effective communication and learning in a multicultural, multilingual environment This proficiency in foreign languages will become a significant asset for the Vietnamese workforce, contributing to the country's industrialization and modernization efforts.
The Ministry of Education has introduced various measures to enhance foreign language teaching and learning, with a key focus on updating textbooks to facilitate positive changes in the educational process.
The new English book 11 is being piloted in various high schools across the country, featuring a notable enhancement: a Project section at the end of each unit, distinguishing it from the previous edition.
To enhance the effectiveness of project-based teaching, I implemented Project-Based Learning (PBL) in my English lessons using the Education Publishing House textbook This approach allows students to actively engage with the material and reflect on their learning experiences, as emphasized by Silberman (2007).
In what follows I shall concentrate on “Applying PBL in teaching Project lessons Tieng Anh 11, Education Publishing House”, but many of the points apply to other languages, too.
Aims of the study
This paper endeavors to demonstrate the value of PBL in ELT in general and English teaching in particular Therefore, my theme focuses on making clear about some issues below:
Objects of the study
This study was conducted at Ha Huy Tap High School, focusing on English as a Second Language (ESL) education The participants included 100 eleventh-grade students who had successfully completed the English textbook for grade 10 in the previous academic year.
Methods of the study
This study employs qualitative methods to gather and analyze data, allowing for effective comparison of information By integrating these approaches, the research aims to clarify key questions related to the topic and successfully achieve the essay's objectives.
CONTENTS OF THE STUDY
Theoretical background
Project-based learning (PBL) is a student-centered educational approach that emphasizes active exploration of real-world challenges, allowing students to gain deeper knowledge Through extended investigations, students engage with complex questions, challenges, or problems, making PBL a form of active and inquiry-based learning.
Research and the experiences of thousands of educators across various grade levels and subjects demonstrate that Project-Based Learning (PBL) is an engaging and effective method for fostering deeper learning competencies essential for success in college, careers, and civic engagement The growing interest in PBL among educators worldwide can be attributed to a blend of enduring principles and recent advancements in educational practices.
Project-Based Learning (PBL) enhances student engagement by transforming traditional classroom experiences into meaningful, hands-on projects In an era where many students perceive school as dull and irrelevant, PBL encourages active participation, allowing learners to connect emotionally and intellectually with their education while gaining practical insights that relate to real-world scenarios.
Project-Based Learning (PBL) enhances student learning by fostering a deeper understanding of content, leading to improved retention compared to traditional teaching methods As a result, students who engage in PBL not only grasp the material more effectively but are also better equipped to apply their knowledge and skills to new situations.
Project-Based Learning (PBL) equips students with essential skills for success in college, careers, and life In today's competitive environment, thriving requires more than just foundational knowledge; it demands initiative, responsibility, confidence, problem-solving abilities, teamwork, effective communication, and self-management Through PBL, students cultivate these critical competencies, preparing them for future challenges.
Project-Based Learning (PBL) effectively addresses modern educational standards, including the Common Core, by emphasizing the real-world application of knowledge and essential skills It fosters critical thinking, problem-solving, collaboration, and communication across various media, as well as enhancing speaking and presentation abilities, making it a valuable approach to achieving these educational objectives.
Project-Based Learning (PBL) empowers students to leverage technology, as they are already comfortable and enthusiastic about various tech tools that align seamlessly with PBL methodologies Through the use of technology, both teachers and students can access valuable resources, create innovative products, and enhance collaboration while connecting with global experts, partners, and audiences.
Project-Based Learning (PBL) enhances the teaching experience by fostering a more enjoyable and rewarding environment It enables educators to collaborate closely with engaged students, facilitating high-quality, meaningful projects that often rekindle the joy of learning for both teachers and students alike.
Project-Based Learning (PBL) bridges the gap between students, schools, and the community, offering empowering opportunities for students to tackle real-world issues Through engaging projects, learners gain valuable skills in interacting with adults and organizations, while also exploring potential career paths Additionally, PBL fosters involvement from parents and community members, enhancing the educational experience and promoting collaboration.
Practical background
TIENG ANH 11 is the second book in a three-level English textbook series designed for Vietnamese upper secondary schools It adheres to the systematic, cyclical, and theme-based curriculum approved by the Ministry of Education and Training on November 23, 2012 The primary goal of this textbook series is to enhance students' listening, speaking, reading, and writing skills, with an emphasis on communicative competence By the end of upper secondary school, students are expected to achieve level three of the Foreign Language Proficiency Framework for Vietnam, which is equivalent to B1 in the Common European Framework of Reference for Languages.
The "Getting Started" section includes a menu of skills covered in the unit, an introductory conversation that outlines the main topic, relevant vocabulary, and key grammar points Additionally, it features various activities designed to assess students' comprehension and reinforce the teaching concepts presented.
Language encompasses vocabulary, pronunciation, and grammar, each playing a crucial role in effective communication Vocabulary offers extensive practice with words and phrases introduced in the "Getting Started" section, along with supplementary terms for later use Pronunciation addresses common challenges faced by Vietnamese students, focusing on sound clusters, weak forms, stress patterns, and intonation Grammar is introduced and practiced through key points in meaningful contexts, following a three-stage approach to language teaching.
The SKILLS program encompasses Reading, Speaking, Listening, and Writing, each tailored to enhance students' language proficiency Reading features engaging texts aligned with students' interests and age, reinforcing previously learned vocabulary and grammar while providing valuable language input for subsequent Speaking, Listening, and Writing activities Speaking activities are thoughtfully sequenced to maintain a cohesive flow, while Listening exercises focus on developing skills such as identifying general ideas and specific information Finally, the Writing component guides students through the writing process, emphasizing the specific text types outlined in the syllabus.
The "Communication and Culture" section consists of two key components: communication and culture The communication aspect focuses on reinforcing language skills through integrated practice, recycling previously learned material while introducing additional vocabulary for enhancement Activities in this section promote less structured engagement, encouraging students to express their thoughts and opinions freely Meanwhile, the culture component offers insights into ASEAN countries and English-speaking nations, linking cultural elements to the unit's topic This fosters a broader understanding of global cultures while deepening students' appreciation of their own Vietnamese heritage.
LOOKING BACK offers revision and consolidation of the language learnt in the unit
The PROJECT offers students a chance to apply their language skills in real-life situations through surveys and research about their friends, neighborhoods, or the broader world This initiative encourages teamwork, fostering a spirit of collaboration among students Additionally, much of the project work can be completed outside of class, allowing for flexibility during home or break time.
Many teachers are actively seeking engaging teaching methods for Project-based learning that can effectively simulate real-life situations However, the question remains: do traditional textbook tasks truly equip students with essential skills such as initiative, responsibility, confidence, problem-solving, teamwork, and effective communication? Furthermore, are students given opportunities to develop critical thinking, collaboration, and presentation skills while remaining connected to their communities and the real world, or are they limited to textbook learning?
Implementing Project-Based Learning (PBL) has significantly transformed my teaching approach, particularly in practical lessons from Units 1, 6, and 9 of the English textbook for Grade 11 by the Education Publishing House This method has not only enhanced the learning experience for my students but also brought joy and core educational values to my teaching practice.
3 Applying PBL in teaching Project lessons, Tieng Anh 11, Education Publishing House.
The implementation of Project-Based Learning (PBL) can be adapted to fit the unique abilities of students and the specific content of each unit I have effectively and successfully integrated PBL across various stages of the learning process.
3.1 Stage 1: Discovering real situation related to the content of the lesson.
Many students often view schoolwork as irrelevant due to a lack of perceived necessity for the knowledge being imparted They tend to lack motivation when informed that the material will be useful in the future or is merely for test preparation However, engaging in a meaningful student project clarifies the importance of learning relevant content, as it creates a sense of purpose: understanding the material is essential to successfully tackle the challenge at hand.
As a classroom teacher, I can effectively spark my students' curiosity by introducing a unit that captivates their interest and encourages them to ask questions, often through engaging discussions.
At this stage, I presented my students with impactful driving questions that encapsulate the essence of the project These questions are designed to be provocative, open-ended, and complex, providing students with a clear sense of purpose and challenge while aligning with the core values of their learning objectives.
3.2 Stage 2: Negotiating the Criteria for Evaluation
My students and I agreed to evaluate the projects using a comprehensive approach that includes self-assessment, peer assessment, and teacher assessment rubrics, along with a checklist for thorough evaluation (See Appendix 6 and Appendix 4).
Once the criteria were clearly defined, the students realized that they might have to be modified in the future.
In the first place, I divided my class in to groups of nine, and appointed the leader of each group.
Effective project management involves leaders assigning tasks based on each member's abilities, enhancing the project's significance through increased voice and choice To balance creativity and overwhelm, leaders can offer a limited selection of options for product creation while still allowing students the freedom to select their topics, resources, and timelines For instance, in the "Cities of the Future" unit, students opted to create posters as their final products Throughout this process, groups utilize checklists and project plans to monitor their progress and assess group work skills.
A project-based learning approach equips students with essential 21st-century skills, including collaboration, communication, critical thinking, and technology use, which are vital for their future careers and life This method aligns with the need for meaningful work by emphasizing an important purpose In this environment, teachers actively teach and evaluate these skills, while also offering students regular chances for self-assessment.
Results of applying method
In my class, students had the opportunity to creatively name their ideal cities, resulting in unique suggestions such as "Milky City" from Group 2, "Eco City" from Group 1, "City on Mars" from Group 4, and "Tech City" from Group 3.
CONCLUSION…………………………………………… 20 Reference books
Effective teaching methods bridge theory and practice, enabling students to acquire knowledge, develop skills, and solve real-world problems Transforming teaching approaches begins with a shift in educational philosophy, allowing students to discover core values and apply them in their lives The teacher's role evolves from a knowledge provider to a consultant, encouraging students to seek information independently Utilizing Project-Based Learning (PBL) makes lessons engaging as students tackle real-life issues, enhancing their decision-making and critical thinking abilities Through research, discussions, and creative projects, students visualize concepts, reinforce key points, and transition information into long-term memory Most importantly, they engage in purposeful communication, presenting their work to peers and fostering collaborative learning.
I myself find it is relaxing to be a facilitator, an adviser, a coach, a co-learner instead of being a translator and a leader, for all the activities in the classroom.
Project-Based Learning (PBL) is an engaging educational method where students tackle real-world problems, fostering a deeper understanding of their subjects For projects to be meaningful, they must meet two key criteria: students should find the tasks personally significant and be motivated to excel, while also serving a clear educational objective.
Based on the practical teaching English textbooks for grades 10, 11, and 12 from the Education Publishing House, I propose eliminating multiple-choice questions from examinations This change aims to accurately evaluate students' true abilities and discourage tendencies toward academic laziness.
In my experience, I have explored effective methods to encourage students to take an active role in their learning I aim to share hands-on, interactive strategies that will motivate and engage students while creating a fun learning environment I welcome your feedback and contributions to enhance this theme for broader application.
1 Kolb, D A (1984) Experiential Learning: Experience as the Source of
Learning and Development Englewood Cliffs, NJ: Prentice-Hall.
2 Silberman, M (2007) The Handbook of Experiental Learning San Fransisco: Pfeiffer.
1 Project-Based Learning, Edutopia, March 14, 2016 Retrieved 2016-03- 15
2 What is PBL? Buck Institute for Education Retrieved 2016-03-15
3 http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/con fintea/pdf/press/confinteavi_statement_delors_en.pdf
4 https://www.facebook.com/maihuong.le.779/videos/3330314357085047/
APPENDIX 1: PROJECT TEAM WORK PLAN
What need to be done?
Who will do this part?
APPENDIX 2: GUIDELINES FOR POSTER LAYOUT
Your PROJECT POSTER may follow the layout below (or may create your own) layout)
APPENDIX 3: GUIDELINES FOR ORAL PRESENTATION
Locat ion,ar eapop ulatio n
Weat her condi tion (pictu res)Mean s of transp ort (pictu res)
Enviro nment al conditi ons
APPENDIX 3: GUIDELINE FOR ORAL’S PRESENTATION
Names of the Group Members:
3 Reasons for choosing this aspect of city
APPENDIX 4: CHECK LISTS FOR POSTER / VIDEO/ SLIDES
Have you chosen one of aspects of your project?
Have you had a group leader?
Have your leader assign tasks to the members?
Have you searched the information from magazines, newspapers, the Internet, and liberaries?
Have you complied, evaluated, and synthesized the relevant information?
Have you discussed some aspects relevant to your project ?
Have you found some pictures/ photos/videos to illustrate each aspect of the project ?
Have you had a clear, beautiful and understandable illustration of each aspects?
Have you made a poster , a video or a slide including the following:
Title of project Name of groupMain contents with each aspectsHave you presented your contents in a logical and understandable way?
APPENDIX 5: ASSESSMENT FOR GROUPWORK SKILL
Skills What we did Always Sometimes Never
Discussing Our group discussed the same content, each member proved their own answer.
Deciding We made dicision together.
Voting We voted for each decision.
Agreeing We agreed with this voting
Listening We listened to each members.
Sharing ideas We shared ideas together.
Concentrating We concentrated on our task.
We solved our groups’ problem.
Encouraging We encouraged one another Proving We proved our answer by concrete supporting ideas.
APPENDIX 6: TEACHER AND PEER’S ASSESSMENT
The content is fully illustrated on the project
Fullfil the question in the lesson
The lay out is clear and reasonable
The letter are easy to read 5
Pictures, graphics are beautiful, attractive
Group has cooperation in presentation time
Group know the content well 10 Presentation is smooth 5 Time is not over 5 mins 5