AN APPLICATION OF PROJECTBASED TEACHING METHOD TO DEVELOP THE GRADE 10, 11 STUDENTS’ SPEAKING SKILLS (BASIC BRANCH)ng kiến kinh nghiệm 2021

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA

TRƯỜNG THPT LƯƠNG ĐẮC BẰNG

SÁNG KIẾN KINH NGHIỆM

TÊN ĐỀ TÀI
AN APPLICATION OF PROJECT-BASED TEACHING METHOD
TO DEVELOP THE GRADE 10, 11 STUDENTS’ SPEAKING SKILLS
(BASIC BRANCH)
(Áp dụng phương pháp dạy học theo dự án phát triển kỹ năng nói của
học sinh lớp 10, 11 – Chương trình cơ bản)

Người thực hiện: Hồ Thị Minh Thái
Chức vụ: Tổ trưởng chuyên môn Tiếng Anh
Đơn vị công tác: Trường THPT Lương Đắc Bằng
SKKN thuộc môn : Tiếng Anh

THANH HÓA - NĂM 2021


TABLE CONTENT
Page
1. INTRODUCTION
1.1. Reasons for choosing the topic
1.2. Research purpose and objectives
1.3. Research questions
1.4. Research Methodology
2. CONTENTS
2.1. Solutions to the problems
2.2. Theoretical background

2.3. Practical background
2.4. Scope of the application
2.5. Effectiveness of project-based learning
2.6. Sample lessons
3. CONCLUSION AND PETITION
REFERENCES
APPENDIX


1. INTRODUCTION
1.1. Reasons for choosing the topic
English has become more and more important nowadays. Owing to this point,
teaching English faces the challenge of finding out the effective methods to satisfy
study and communication.
One of the most updated types of approaches is Project - Based which seems to
satisfy at least three requirements of teaching language. It promotes the eventual uses
of the target language by emphasizing the real-world projects. And the project derived
from the analysis of the learners’ needs increases learners’ interest and motivation,
(Brophy, 2004, as cited in Tsiplakides, 2009). Moreover, its result comes from the
learners’ experience during their performance of the projects.
1.2. Research purpose and objectives
This study is carried out to meet the following aims:
1. To experiment the applicability of project- based learning in developing grade 10,11
students’ speaking skills.
2. To measure the impact of project- based learning on grade 10, 11 students’ speaking
skills.
1.3. Research questions
1. To what extent does project- based learning help grade 10, 11 students to develop
their speaking skill?
2. How applicable is project- based learning in the high school context?

3. What adaptations are needed to make project- based learning more practical in the
high school context?
1.4. Research Methodology
This section presents the research design as well as research method, data
collection and data analysis. The research context with an overview of Luong Dac
Bang high school, the syllabus, the current teaching and learning situation are
mentioned. The research approach and method of data analysis are presented later on
to provide how to deal with the research questions and reach the solutions.
Questionnaires were administered to collect the data about the students’
preferred techniques and methods and teachers’ opinions of the situation. These data
were used as the basis for proposing effective techniques and activities for teaching
speaking to the students at the school.
To carry out the study, quantitative and qualitative methods were mainly used.
The data collected for the study come from two sources: the grade10,11 students and
the teachers of English from Luong Dac Bang high school.
The quantitative method with survey questionnaires, two for students (pre- and
post-questionnaire) and one for the teachers, were used to gather information and
evidence for the study. The participants in the survey questionnaires were 120 students
of 3 classes which were selected randomly from the classes of grade 10 ,11from Luong
Dac Bang high school and 5 teachers were selected to get the objective data. These
teachers have had many years of teaching. All the participants took part in the survey


by responding to the three kinds of questionnaires, two for the students and one for the
teachers.
Questionnaires and class observation as the main tools for collecting
information are used. The instruments used in this study consist of three
questionnaires: two questionnaires for students and one for teachers. The
questionnaires were designed in both closed and open-ended questions. The
questionnaires for the students were checked to make sure that they could understand

all questionnaire items.
Questionnaires for students
1. Pre-task questionnaire
This pre - task questionnaire was designed with three parts with 9 questions
Part 1 was about the students’ personal information
Part 2 was designed to elicit the students’ opinions of their motivation and attitude in
learning speaking English
Part 3 collected some information relating to factors affecting their working time in
English speaking class
2. Post-task questionnaire
The post-task questionnaire consists of 9 questions which are divided into 3 parts:
Part 1 was about the students’ personal information
Part 2 was about the students’ motivation changes after applying new project- based
learning in speaking English.
Part 3 was aimed at collecting information about teachers’ applying activities in
teaching speaking English and the changes in students’ learning.
Questionnaires for teachers
The survey to the teachers with nine questions was designed with two parts:
Part 1 was the demographic information which contains the teacher’s gender, age, and
the number of years they have been teaching English
Part 2 was about what problems teachers are often faced with in teaching speaking
English, what they had done to increase the students’ motivation in English speaking
classroom, their beliefs in using project - based learning in teaching English speaking
Class observation
The researcher carried out the classroom by visiting 3 classes and recording all
activities taking place in each class: the teacher’s questions and explanations, the
students’ presentation, the presentation of the teachers in the class. The observation
checklists for communicative groups were made and after the class, the elements in the
checklist were given assessment. The checklist includes six criteria:
- Teacher’s preparation

- Teacher’s presentation
- Teacher’s method
- Teacher’s personal characteristic
- Student’s presentation
- Teacher’s feedback


The assessment is divided into 2 scales: applicable and not applicable (not using PBL).


2. CONTENTS
2.1. SOLUTIONS TO THE PROBLEMS
In this assignment, I have reviewed the definition of project and project- based
learning. I also have had a close look at the characteristics of project-based learning.
Besides, the advantages and disadvantages of project-based learning are also analyzed.
The project-based learning is relevant to my English teaching since it helps prepare
students for the way how to solve the problems they will do in the future, “students
learn by doing, not just by listening to the teacher.” (Kolb, 2009 cited in Tsiplakides,
2002). That is also the basis and the purpose of learning English.
2.1.1. Promoting the students’ internal factors
The main reason for the majority of the students to learn English speaking was
that they could pass the final exam. Studying speaking English for the future job was
what many students were concerned. Some other students expressed their wishes to
study abroad, but this number was not too high. A necessity for communicating with
English speaking people was not regarded as their main reason. However, the lowest
percentage of them stated that they learnt speaking English for their interest or
enjoyment. Therefore, it was undeniable that the major kind of motivation for the
students to learn English speaking is instrumental not integrative. Nonetheless, many
of the students have the combination of the two types, instrumental and integrative. In
general, students who possessed extrinsic motivation often felt unwilling and forced to

learn English while students with instrumental and integrative orientation were quite
eager to learn English. Therefore, in order to help students increase their motivation in
learning English speaking, the teachers should know their students’ interest and
expectation in learning English. Teachers should investigate what students want to see
that whether their teaching methods and knowledge they applied are suitable for the
students or not. Secondly, most of the students learn English because it is a
compulsory skill at school, therefore the teachers had better maintain the extrinsic and
instrumental motivation and enhance the intrinsic one. For the extrinsically motivated
students, teachers should give them more tasks; require them to do more exercises in
order that they can get good results in their test and examination. Besides, teachers can
enhance their intrinsic motivation by inserting English culture and custom in speaking
lessons; arouse their love for English by conducting the lesson projects following the
topics that they enjoy. For intrinsically motivated students, teachers can motivate them
by varying activities, tasks and materials to increase their interest level. Providing
them with reference materials and some websites in English on the Internet is a good
way to encourage their love for English. One more thing is that self-confidence
determines the amount of effort and time the students will spend and the persistence
they will display in the process of learning, so it is important for the teachers to
increase the students’ self-confidence in learning English speaking. Teachers should
make students believe that speaking English competence is changeable and
controllable as long as they exert enough effort in learning.


2.2.2. Varying speaking activities
The teachers should stimulate the students to speak English by providing them
with a variety of ways to present. Firstly, pair work and group work in project-based
learning (PBL) are thought to be very useful in speaking lessons. Using pair work and
group work helps teachers reduce boredom and tiredness among students. In the large
classes, establishing routines of pair work and group work activities will make the
teachers easily control and motivate the students. Each student has an opportunity to

take part in the PBL lesson and their mistakes can be corrected by other group
members or partners. Besides, the teachers can help some students get out of silence in
class by assigning roles to help them choose their management responsibilities when
they work in groups. Secondly, making full use of computer aids is what the teachers
should concern. Computers help students overcome the difficulties to finish their
projects. The teachers can use computers connected to the internet in any stage of the
lesson; however, it is thought that computers bring the most beneficial if it is used in
PBL. Visual aids such as music, pictures, and maps are believed to create enjoyable
and motivating learning atmosphere when the students are taught with PBL. Also,
other activities such as discussions, interviews, and picture description... should be
introduced to the students so that they can perform their presentation in front of the
class in an attractive way.
2.2.3. Combining the textbook with relevant materials
Textbook is considered suitable, reasonable and authentic in the content and updated in information and added materials for teaching and learning are necessary. The
teachers should deliver handouts or some photocopied papers besides the textbook to
help the students have more sources of information. The teachers can also ask the
students to find out the information related to the lesson through other sources such as
newspapers, the Internet...
2.2.4. Setting up co-operative atmosphere in class
A tense class atmosphere arouses the students’ anxiety that hinders the
students’ motivation and effectiveness in learning speaking English while a cooperative classroom atmosphere facilitates the students to express their opinions and
make the students no longer feel embarrassed when they make mistakes. Teachers,
thus, should build a warm environment in which teachers can have a close relationship
with the students.
2.2.5. Being enthusiastic, tolerant, helpful, creative and active
Teachers’ characteristics are decisive factors to help increase motivation. It is
teachers’ helpfulness; friendliness and enthusiasm that cause students to grow fond of
learning. Besides, teacher’s tolerance also makes students feel warm in their heart,
which help reduce stress. Moreover, teacher’s creativeness and activeness are one
factor that can help the students succeed in the speaking project. Creative and active

teachers always have vivid and impressive knowledge that aids all students in speaking
lessons
2.2.6. Aware of and satisfy students’ interest and desires


Although the teachers had made a great effort to create the students’ motivation,
many students were de-motivated to speak because of differences between the
teaching methods and students’ expectations. Thus, an investigation of students’
interest and expectations should be carried out at the beginning of the term to see if
their teaching methods and attitude are preferable to their students or not. This serves
as the basis for the teachers to select interesting, especially suitable teaching methods
for their students.
2.2.7. Helping the students improve their knowledge of grammar and enrich their
vocabulary
From the findings we know that the majority of the students found it hard to
carry on their speaking tasks because of their poor vocabulary and structures. Thus, the
teachers should create a competitive atmosphere for the students to memorize new
words and structures in a logical way. A careful and regular check on them should be
conducted in a variety of ways such as in both oral and written forms, through games
and puzzles. Equally important, added and extra materials are sometimes beneficial. In
addition to the exercises in the textbooks, the teachers should provide students with
photocopied papers to practise and check vocabulary and grammar, which arouses
their interest and excitement.
2.2.8. Recognizing the potential value of available facilities of the school and the
Internet
Most teachers and students are facing the poor facilities in both teaching and
learning. The lessons taught with PBL without assistance from facilities sometimes
lead to boringness. Because of this, teachers and students should take full advantage of
the available facilities of the school and overcome obstacles and difficulties with
speaking in poor facility environment. For example, through a cassette player, students

can express their ideas with some songs or pieces of news or through a projector,
teachers and students can make the lesson more interesting and attractive with lively
pictures and video clips in their presentation. Because the school does not have
language labs and cannot provide students with the Internet at the school library,
teachers can help the students with guiding them how to use the Internet in their free
time and provide them with useful Website addresses for their study. First, teachers let
students find interesting authentic materials on the Internet, in the form of news,
weather reports, songs in English, sport reports and so on. These texts consist of varied
grammatical structures and wide-ranging vocabulary which students can read or hear
in the context. Teachers, then, can check up again by giving students tasks based on
finding particular information on the Internet. Besides, there are now many Websites
that teach students speaking and especially pronunciation.
2.2. THEORETICAL BACKGROUND:
2.2.1. What is Project-Based Learning?
It should be noted that most good studies starting by defining their terms and a
study on “Project-Based Learning” seem to require a definition of “Project” as a
priority.


Many definitions of project have been offered in the literature by the researchers
from different research perspectives. The concept has been associated with real world
activities, focusing on meaning and form, coming to the comprehensive definitions. In the
following, the definitions are selected to indicate the changes in people’s conception about
projects or project-based language teaching.
Bruner (1973) noted that the basic ideas of project-based learning are based on
various socio-constructivist schools of thoughts and other modern instructional
theories. Thomas, Mergendoller, and Michaelson (1999) assumed that project-based
learning was considered a set of pedagogies through social activities.
A project goes beyond language, researching "the complex variables that
constitute an online learning, playing, and socially conscious experience" according to

a broadside of the Center for Research on Learning & Technology.
As stated by David (2008, as cited in Tsiplakides (2009), the Project -Based
learning is a process in which the students integrated language and other articulated
skills in specific settings of language use beyond the subjects in classrooms. While
these definitions vary somewhat, they all emphasize the fact that projects involve
communicative language use in which the user's attention is focused on the learner’s
experiences through performing the project rather than gaining knowledge in a passive
way according to the traditional school methods.
To have an overall of the above definition, project-based learning is a process in
which the students’ knowledge and understandings through learning activities require
a high level of involvement with meaningful activities.
2.2.2. Characteristics of Project-Based Learning
A project - based lesson is based on project-based learning, an approach where
learners carry out project such as solving a problem or planning an activity. In the
classroom, various elements of the project -based approach are applicable to activities
in other methodologies. For example, learners can see a model of the activity they are
to do first, prepare a report on how they complete a project, and the teacher can record
this report and analyze it for further work. The followings are the characteristics of
project- based lesson that are emphasized by Tsiplakides (2009)
1. Project-based learning is potentially powerful and widely applicable.
2. Suitable for learners of all ages and backgrounds.
3. Addressing the crucial problem-directly by using active and real project as
learning activities.
4. Ability to perform the instructional project is equivalent to the ability to use
the language, so a functional ability should be a natural outcome of the instructional
experience.
5. Project-based learning can be very effective when the learners are engaged in
relatively similar out-of-class activities (social or academic).
6. Project-based learning can be especially useful for learners who are not
accustomed to a more traditional type of classroom learning or who need to learn

cognitive, cultural, and life skills along with the language.


2.2.3. Project-based learning in foreign language education
Learning a language requires a student to communicate with the other people
using the same language. Thus, they take part in various real situations such as
designing investigations, making explanations, modeling, and presenting their ideas to
others when they conduct a project. One of the benefits of project-based learning is
that students can more easily see the value and the meaning of the tasks and activities
they perform.
Either way, it’s hard for them to see the meaning in what they’re doing. But
when they are involved in a investigation designed to answer a question that is
important to them because they have a chance to practise language naturally, they can
see how a language can be spoken to solve important problems. Clearly, Project-Based
learning can meet this need when it is applied to a speaking lesson. (Krajcik, 1998).
2.2.4. How is a project-based lesson designed?
As mentioned in Tsiplakides (2009) cited Kriwas (1999) as finding that
conducting projects is involved in many activities following the stages that have been
raised in his literature. If a project is conveyed in organism and a structuralism, it must
be easy to conduct. For this reason, the teacher should practise the stages as a guide to
plan a better lesson plan following the project-based approach:
1. Stage 1: Speculation (Choosing the topic and sensation about it)
2. Stage 2: Designing the project activities (formatting of groups, assignment of roles,
methodology, sources of information, activities)
3. Stage 3: Conducting the project activities (performing the group’s activities relating
to cooperation. If necessary, the teacher’s or the others’ assistance will be provided)
4. Stage 4: Evaluation (assessing the activities from the students includes the teacher’s
evaluation and the student’s self-evaluation)
2.3. PRACTICAL BACKGROUND
Following is the treatment of all data collected from the survey questionnaires

from 120 students and 5 teachers of English at Luong Dac Bang high school. The
analysis of the data is presented in four parts: The first and the second parts are the
results of the pre-treatment and post-treatment questionnaire for students. The third is
from the questionnaire for teachers. Along with the information via survey
questionnaires and information gained through some small talks, class observations
were added to these main parts to assist the results.
2.3.1. Results from students’ pre-task questionnaire
2.3.1.1. Students’ motivation and opinions of learning to speak English
Question 1: Could you give me the reason why you want to learn to speak English?
Table 2.3.1: Types of motivation
Reasons
Students Percentage
It is a compulsory skill in learning English at high school
64/120
53,3%
You think it is necessary for your future job
105/120
87,5%
To know more about the world
43/120
35,8%
To communicate with foreigners
90/120
75%


To be able to study abroad
24/120
20%
Table 3.1 reveals that English is necessary for the students’ future jobs and the

main reason for students’ studying English speaking. The highest percentage (87,5%)
of the students wanted to learn English because they thought that they would need it to
find a job and it would help them much in their future jobs. To communicate with
foreigners was also the thing that most students (75%) are concerned. About 53,3% of
the respondents answered that it is a compulsory skill in learning English at high
school. The others (35,8%) wanted to learn English because they would like to know
more about the world. Clearly, most of the students knew the role of English in
modern life when foreign language was considered the main means of communication
and work in most of the countries in the world. The lowest percentage of the students
affirmed they wanted to study abroad in the future though so far they had not known
whether they could achieve their wishes or not; and that was the reason they tried to
learn English.
Question 2: How necessary is speaking skill to you?
70%
60%
50%
40%
30%
20%
10%
0%

A; 30%
A

B; 40%

C; 46%

B

C

D; 57%
E; 32%

D

E

Figure 2.3.1: Students’ perceived necessity of English
As can be seen from Figure 3.1, the highest percentage of the respondents
(35%) considered speaking skill very necessary to them while 27% stated it was rather
necessary. 21% of the respondents mentioned speaking as normal. In general, the
necessity of English speaking was highly evaluated by a majority of the students. Most
of them were aware of the necessity of English in their study. 12% of the students
thought English speaking skill was a little necessary and the rest of 5% considered
English speaking not necessary at all. It was, thus, the teacher’s role to find ways to
stimulate the students to take part in the learning in the class.
Question 3: How much are you fascinated in learning to speak English?
Figure 3.2 reveals that the majority of the students (26%) were quite fascinated
in learning speaking. 30 out of 120 students (25%) answered that their fascination was
normal. This figure was a little higher than those with the high one (20%).. For them,


they learnt English because of the pressure from outside such as requirement of the
teachers and parents, the need for the exam...not because of their willingness. 18% of
the students was very fascinated. The lowest percentage of the respondents (11%)
affirmed their fascination was very low. They were the students who had no passion in
learning to speak English.

very
fascinated
Title
not atChart
all
18%
11%
little
26%

normal
25%

rather
fascinated
20%

Figure 2.3.2: Students’ interest in learning English
Question 4: How often do you speak English in English class time?
The frequency of speaking English in class time also shows how much effort
students wanted to master it. Figure 3.3 represents that only 17% of the respondents
spoke English willingly, only 22 out of 120 students were always willing to speak
English and 11% of the participants said that they usually spoke English in class;
whereas 33% rarely spoke it and 9% never spoke English in class except for the
teacher’s requests. Also, 30% of the students affirmed they liked speaking but
sometimes, they were not accustomed to speaking in class because of their shyness or
worry about making mistakes. In some small talks, some students stated that they
wanted to speak English in class because it was the class time that they could train
themselves and expressed their opinions in English. Except that, no environment was
available for them. In general, the time to speak English in class was unequal among

the students. Therefore, what the teachers should do was how to use suitable methods
to stimulate learners’ interest, how to create a communicative environment for the
students to participate in speaking lesson.
Chart Title
never
9%

rarely
34%

always
17%
usually
11%

sometimes
30%


never
9%

always
17%

usually
11%

rarely
34%

sometimes
30%

Figure 2.3.3: Students’ frequency of speaking English in class time
2.3.1.2. Factors making students unwilling to speak English in class
Question 5: What factors make you unwilling to speak in class?
Table 2.3.2: Factors making students unwilling to speak English in class
Factors
Students
Percentage
Limitation of communicative environment
58
48,3%
Being afraid of losing faces
69
57,5%
Unfamiliar topics
65
54,2%
Boring teaching ways
67
55,8%
Lack of vocabulary and structures
84
70%
There are learners’ factors, teachers’ factors, teaching, and learning conditions
that make learners unwilling to speak. For students in the survey, the most influential
factor was the lack of vocabulary and structures. 84 out of 120 students (70%) blamed
their fear of speaking for lack of vocabulary and structures. The second factor was

being afraid of losing faces. 57,5% of the respondents affirmed that they wanted to
speak in class, but they were always afraid of making mistakes and losing faces. The
next one (55,8%) was boring teaching ways. In fact, some of the teaching ways
applied by the teachers at high schools were thought to be too boring and less
interesting to the students. In this case, the role of the teachers is to modify and bring
to the class some other more interesting teaching methods and help bring inspiration to
the students. In addition, unfamiliar topics were an important factor. 54,2% of the
students showed that unfamiliar topics in the text book made it impossible for them to
feel interested in taking part in the speaking lessons. The smaller number of the
students (48,3%) mentioned had the limitation of communicative environment in the
class rooms. Clearly, students sometimes did not speak up in class not because they
lacked new vocabulary, expressions and structures but they had the habit of preferring
listening to speaking. Some others thought they had better master the grammatical
rules, remember as many structures as possible and have richer vocabulary. Therefore,
they could do well in the exam and get good marks.


In short, there are a variety of factors that the students had to face. These factors
came from students as well as teachers. In order to be better in English speaking activities
in class, the changes need to be done between both teachers and students. Teachers
change teaching methods and students change the way they learn.
2.3.1.3. Factors increasing students’ motivation in speaking English
Question 6: Which of the following factors stimulates you in speaking English in the
classroom?
Table 2.3.3: Factors stimulating students to speak English
Factors
Students
Percentage (%)
Teacher’s teaching method
61/120

50,8
Opportunity for all students to speak out
37/120
30,8
Interesting topics in the textbook
59/120
49,2
Good-natured classroom
46/120
38,3
Various speaking activities
47/120
39,2
It was interesting that the most influential factors in the students’ motivation
were the teachers’ teaching methods, which occupied 50,8% of the respondents. The
keys to a successful speaking lesson were that all students participated in the activities
of the lesson; they could give their ideas to discuss with their classmates, ask and
answer their own questions with the help from the teacher and better students.
Teachers, as the guide, should avoid adopting a teacher-centered authoritarian posture.
She/he should keep asking questions, having students enthusiastically find out the
answers and take part in the task completion. Ranking second was interesting topics in
the textbook that held 49,2% of the respondents’ ideas. If the teachers appointed the
students to talk about a boring topic, it would lead to boredom among students.
Teachers, therefore, should select interesting topics in the textbook according to how
well they engage the students in meaningful and effective lessons rather than in the
reluctant speaking practice. Next, 39,2% perceived that various speaking activities
highly affected their motivation and related to the inside and outside activities of the
class such as pair work, group work, games, interviews, role play and so on. Equally
important, a good-natured classroom also highly motivated students (38,3%). The
class in which classmates helped each other; both weaker and better students shared

ideas, vocabulary and structures; both teacher and students together discussed and
solved the problems was the best environment for the students to practise speaking.
2.3.1.4. Activities used by teachers and students’ preference
Question 7: What do you think the teachers should do to motivate you to take part in
speaking activities?
Table 2.3.4: What teachers do to motivate students to take part
in speaking activities
Percentage
Teachers’ techniques
Students
(%)
Have clear instructions.
56/120
46,7
Be enthusiastic, friendly and helpful
54/120
45


Encourage you with nice compliments and a good
feedback
Give interesting topics, games and activities in
speaking skill.
Not pay attention to your mistakes but your strong
side

63/120

52,5

56/120

46,7

67/120

55,8

As shown in the table 3.4, what most students (55,8%) wished was that the
teachers were to encourage them with strong side but not mistakes. The second thing
should be done was to encourage students with nice compliments and a good feedback.
In general, most students hoped the teachers should be more flexible, tolerant,
sensitive to make students confident in speaking lessons. 46,7% students liked the
teacher to give interesting topics, games and activities in speaking skill. Games and
various activities could help students reduce stress, feel funny and become more active
in learning.46,7% of them complained about teachers’ complicated questions; lengthy
instructions and unsatisfactory explanations could confuse and sometimes made it
impossible for them to understand the lesson. 45% were concerned with how teachers
were in the class. The teachers should be enthusiastic, friendly and helpful
In conclusion, what the students wanted the teachers to do for them was to
create a communicative environment, guide them clearly, behave in a friendly and
helpful way, give nice compliments on their speaking and a useful feedback.
Question 8: Which activities do you enjoy in speaking lessons?
Table 2.3.5: Activities applied by the teachers and students’ preference
The activities applied by
Students enjoying the
the teachers (responded
activities
by students)
Speaking activities

Percentage
Percentage
Students
Students
(%)
(%)
Role-play
50/120
41,7
35/120
29,1
Interviews
54/120
45
72/120
60
Games
48/120
40
58/120
48,3
Pair-work/Group-work and
66/120
55
92/120
76,7
problem solving
Picture description
60/120
50

65/120
54,2
Visual aids (picture, map, music,
53/120
44,2
86/120
71,6
handouts, computers)
As can be seen from the table 3.5, the activities preferred by most students were
pair work and group work and problem solving (76,7%), and Visual aids (pictures,
maps, music, handouts, computers) (71,6%); Interviews (60%). The explanation for
these could be that such activities were easy to prepare, speak up, and participated by
many students and good ways for students to speak correctly based on structures. Also,
from table 5, most students (76,7%, 71,6%, and 60% respectively) stated that their


teachers also often provided them with these activities in speaking lessons. Next, picture
descriptions were enjoyed by many students (54,2% respectively). Nevertheless, 50%
claimed picture description was often given to them. Role-play was sometimes preferred
by the teachers (41,7% respectively). In fact, this activity could provide the students
with good chances to express their own ideas, make them more self- confident and
require them to think deeply. Yet these activities were rarely enjoyed by the students
(29,1%) because most of them lacked vocabulary of English and social knowledge.
Games were enjoyed by the students (40%). Students answered that they really enjoyed
games in speaking lessons because taking part in games helped them reduce stress and
motivate them to get involved in the tasks. However, 48,3% of the students claimed
their teachers used games in speaking lessons. The reasons why teachers rarely used
games in speaking lessons were that games needed much time and were not beneficial.
In short, there were some speaking activities that were preferred by most
teachers and students such as question and answer exchange, interviews, picture

description. However, there was a quite big gap between the ways the teachers had
done to motivate the students and how the students enjoyed as mentioned above.
Teachers, thus, should realize and analyze students’ needs in order to guide and teach
them in the suitable way.
Question 9: How do you enjoy these following activities?
(On each row tick a, b, c, d or e for your choice)
Table 2.3.6: Activities enjoyed most by students
Don’t really
Really enjoy
Enjoy
Don’t care
Don’t enjoy
enjoy
Students % Students % Students % Students % Students %
Individual
8/120 6,7 9/120 7,5 5/120 4,2 92/120 76,7 6/120 5
work
Pair work 18/120 15 84/120 70 7/120 5,8 11/120 9,2
0/120 0
Group
57/120 47,5 54/120 45 6/120
5
3/120
2,5
0/120 0
work
The table 3.6 shows that group work was preferred by most students. 92,5% of the
students enjoyed working in groups. 47,5% of them felt really fond of doing this, and 45%
said that they enjoyed group work activities in speaking lessons. While only 5% did not
care and 2,5% were not fond of this activity. Ranking the second was pair work, which

was preferred by 85% of the students, of which 15% really enjoyed it. 5,8% and 9,2%
were figures that showed the numbers of students did not care or enjoy the activity, a little
higher than those of group work. When students work in pairs, they seem to reduce
anxiety and reluctance in speaking. Only 6,7% of the students showed their high interest
in working individually. 7,5% felt enjoyable, while 76,7% of them did not enjoy and 5%
really don’t enjoy it. As from what the researcher observed in class observations, it
seemed that only good students enjoyed working individually because they could talk


more and discuss more with the teachers. In fact, individual work sometimes led to
boredom or even tiredness among students, thus it decreased motivation.
2.3.2. Results from students’ post-task questionnaire
2.3.2.1. The changes of students’ motivation and attitude towards English
speaking skill.
Question 1: Could you give me the reason why you want to learn to speak English?
Table 2.3.7: The changes of students’ motivation
Students
Percentage (%)
Reasons
Pre-task
Post-task
Pre-task Post-task
It is a compulsory skill in learning
64
61
53,3
50,8
English at high schools
You think it is necessary for your
105

107
87,5
89,2
future job
To know more about the world
43
55
35,8
45,8
To communicate with foreigners
90
101
75
84,2
To be able to study abroad
24
40
20
33,3
The majority of the students still confirmed that they learnt English speaking
because it was necessary for their future job and there was also an increase in the
number of students who wanted to communicate with foreigners (84,2% respectively)
because of its necessity for their future job. The number of the respondents who were
quite interested in knowing more about the world increased from 35,8% to 45,8%.
They felt like learning English speaking because of their interest in exploring the
world. The students who wanted to learn to speak English for studying abroad
considerably increased with 33,3%. This shows that the motivation of the students has
changed in a positive trend after the treatment.
Question 2: How necessary is speaking skill to you?
After the treatment, the motivation of the students in speaking skill was

increased to some extent. The number of students considering speaking very necessary
increased from 35% to 40% while the number of students who thought of speaking as
normal reduced to 16%. All of the students confirmed the crucial role of speaking to
their present study at high school as well as to their future jobs.
Question 3: How much are you fascinated by learning to speak English?
There was no doubt that students’ fascination in learning English speaking was
changed considerably. They were highly motivated in taking part in speaking activities
in class. The number of students with very high fascination went up from 18% to 30%.
Contrary to this, the number of the respondents with no passion was down to 6%, a
decrease of 5%. The students with quite high fascination were of 20% up to 32%, and
from 26% down to 17% were of the students who had little fascination. The
researcher’ observation pointed out that students’ passion in English speaking had
been changed. Most of the students were more eager to speak
Question 4: How often do you speak English in English class time?


It was clear that the frequency of the participation in speaking English in class
was changed much because of the increase in students’ interest. The students who
were always willing to speak increased from 20 to 38 people, an increase of 19%
(from 17% to 32%). The students who never spoke except when being asked by
teachers at that time reduced to 6% while the students who usually spoke increased
from 11% to 25%. The changes also happened to the number of students who
sometimes rarely spoke in class with a decrease of 12% (from 33% down to 21%). The
rest ones (45%) were of the students who sometimes took part in the tasks. They
seemed to be more frequent in speaking English. They became the students who were
of quite high interest and more willing to speak English.
Question 5: What factors make you unwilling to speak in class?
Table 2.3.8: The changes of the factors making students unwilling to speak
Students
Percentage

Factors
Pre-task Post-task Pre-task (%) Post-task (%)
Limitation of communicative
58
36
48,3
30
environment
Being afraid of losing faces
69
42
57,5
35
Unfamiliar topics
65
40
54,2
33,3
Boring teaching ways
67
30
55,8
25
Lack of vocabulary and
84
51
70
42,5
structures
As we know there are many factors that affect students’ motivation in speaking

English. Factually, both teachers and students did their best to solve the problems.
They made much of their effort to co-operate with one another in English speaking
class. A new method with various techniques and activities were applied by the
teachers in order to make the students more motivated and active in English speaking
class. But there was still one thing we could not deny that how hard teachers and
students tried, there were still students unable to join in conducting the project lesson.
However, the figures shown in table 8 reveal that the number of reluctant speakers
dramatically reduced after the treatment. Before the treatment, 57,5% of the students
felt afraid of losing faces when speaking out. Only 42 out of 120 students thought that
after the treatment. And only a few students felt reluctant because of unfamiliar topics
or teachers’ teaching methods.
2.3.2.2. Factors increasing students’ motivation in English speaking skill.
As illustrated in Figure chart 3.4 below, the majority of the students (64%)
affirmed their English-speaking skill improved much after the treatment. Clearly, when
teacher applied PBL to teaching speaking, teachers created various speaking activities,
used many useful techniques and behaved towards students in friendly and co-operative
ways, making pleasant class atmosphere, emphasizing on fluency more than accuracy and
giving students opportunities to communicate with other students, therefore, if weaker
students had more chances to speak up, they would exchange information with the better
ones, and the practising time for each student would increase. This was why more


students felt interested and self-confident to speak English in class (49%). They no longer
find English so difficult and boring to learn (35%). And the figure of 24% of the students
stated that their English knowledge was widened a lot. That was why 35% of the students
always felt willing to express their opinion in English speaking class.
In conclusion, the more properly activities and techniques were applied, the
more motivated and active students became in speaking class lessons.
70%
60%

50%
40%
30%
20%
10%
0%

A; 30%

A

B; 40%

B

C; 46%

D; 57%
E; 32%

C

D

E

Figure 2.3.4: Students’ result after the treatment

A. More self-confident and fascinated in speaking English
B. English speaking skill has been improved

C. English knowledge has been widened
D. Learning to speak English well is not too difficult
E. Willing to speak English in class
2.3.3. Results from teachers’ survey questionnaire
2.3.3.1. Problems teachers are often faced with in teaching speaking English
Question 1: What problems are you facing when adopting PBL in teaching speaking
English?
Table 2.3.9: Problems teacher faced in teaching English speaking
Problems
Teachers Percentage (%)
Large-size class
5/5
100
Students’ low proficiency of English
5/5
100
Lack of time
5/5
100
Students use Vietnamese in pair work and group work
4/5
80
Lack of authentic teaching materials
5/5
100
From the Table 3.9, it is clear that problems teachers often face in teaching speaking
English are large-size classes, students’ low proficiency, lack of time, students’ using
Vietnamese and lack of authentic materials. All of the teachers complained that too many
students in a speaking class caused many problems such as: noise, students’ laziness,
teachers’ uncontrolled managements, lack of time for all groups of students to practise... etc.

Each class at Luong Dac Bang high school consists of 40 students. Next, all teachers


responded that students’ low proficiency and limited time were also problems. Most of the
students were not good at or interested in English speaking. That was because of their
behavior in studying in the lower grades. They only paid much attention to the main
subjects which required much of their effort for their exam. Factually, 40 students with low
proficiency in 45-minute speaking class project brought a lot of challenges to teachers.
Teachers, therefore, were very difficult to apply PBL to speaking lessons. As we learnt from
the result of students’ survey questionnaire, some of the activities applied by teachers did
not interest students at all. That was because they were thought to be too difficult for the
students with poor vocabulary and bad knowledge of the language. There was no better way
than that the teachers should try their best to help the students solve their own problems. It is
teachers’ role to increase students’ motivation, enrich their vocabulary and enlarge their
knowledge of English language. One more problem that teachers found in teaching
speaking was students’ using Vietnamese. Whenever teachers assigned speaking projects,
students immediately found ideas and showed opinions in their mother tongue. The last
thing that the teacher had to face was the school facilities. Some facilities of the school
seemed out of date, the others did not have enough for all the teachers and students in the
school to use at the time. The teachers sometimes did their best to design some authentic
materials instead. But not all of the teachers could do that frequently.
2.3.3.2. Teachers’ opinion towards students' motivation in speaking English
Question 2: What do you think of the necessity of speaking to your students?
Table 2.3.10: Teachers’ opinions towards students’ motivation
in speaking English
Teachers’ opinions
Teachers Percentage (%)
Speaking helps students improve other language
5/5
100

skills and linguistic knowledge
Speaking can bring students enjoyment and pleasure
3/5
60
Speaking can help students build up other life skills
5/5
100
Students can communicate much through speaking
5/5
100
Others (please specify): ………………
Table 3.10 revealed that all the teachers (100%) were aware of the importance of
speaking to the students in language learning. All of them agreed that speaking helped
students to improve other language skills and language linguistic knowledge as well as
could help them to communicate a lot. And last but not least the next in the thought of 5
teachers who affirmed the importance of speaking to students’ broadening knowledge. As
a matter of fact, 3 out of 5 teachers thought that speaking could bring students enjoyment
and pleasure.
2.3.3.3. Techniques and activities of PBL applied by teachers
Question 3: How often do you consider division of the classroom (pair-works, groupworks…)
On being asked this question, most of the teachers smiled and complained that
it was too difficult to do. The class was quite big, so many students in the classroom