skkn cấp tỉnh applying project based learning pbl to develop english language skills in small groups at thanh hoa ethnic boarding high school

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<b>TABLE OF CONTENT</b>

THANH HOA DEPARTMENT OF EDUCATION AND TRANING

<b>THANH HOA ETHNIC BOARDING HIGH SCHOOL</b>

EXPERIENCE INITIATIVE

<b>"APPLYING PROJECT-BASED LEARNING (PBL) TODEVELOP ENGLISH LANGUAGE SKILLS IN SMALLGROUPS AT THANH HOA ETHNIC BOARDING HIGHSCHOOL "</b>

<b>The author: Phạm Thị Giang Job position: Teacher</b>

<b> Experience initiative about: English</b>

THANH HOA - 2024

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<b>No. ItemsPages</b>

1 Reason for choosing the topic 2

1.1 Project

1.2 Project-based learning 41.2.1 Definitions of project-based learning 61.2.2 Benefits of project-based learning 61.2.3 Disadvantages of project-based learning 71.3 Role of the teachers. 71.4 Steps for implementing project-based learning 8

<b>PART ONE: INTRODUCTION1. Reason for choosing the topic (Rationale)</b>

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Today, the demand for using English for studying, researching, working, andliving in both domestic and international settings is increasing in both quantity andquality. Particularly in the current context of rapid and strong integration, this needbecomes essential not only for individuals but also for the entire nation.

The requirements for teaching and learning foreign languages necessitate acomprehensive change at all levels of education, fields of study, materials,facilities, methods, and motivational attitudes of all participants involved in theprocess of teaching and learning foreign languages, specifically English. Facedwith these demands, the Ministry of Education and Training has implemented theNational Foreign Language 2020 project according to Decision No. 1400/QD-TTgdated 30/9/2008. The project sets the general goal of "comprehensively innovatingthe teaching and learning of foreign languages in the national education system" sothat "by 2020, the majority of Vietnamese youth will have the capacity toindependently and confidently use foreign languages in communication, study, andwork in an environment of multilingualism and multiculturalism; making foreignlanguages a strength of the Vietnamese people, serving the country'sindustrialization and modernization."

To achieve this goal, the Ministry of Education and Training has taken variousspecific measures, with the innovation of textbooks being one of the solutions tobring about positive changes in teaching and learning English.

The new English textbook - Global Success for grades 10 and 11, by VietnamEducation Publisher, are being taught in many high schools across the country aswell as in Thanh Hoa province, in cluding Thanh Hoa Ethnic Boarding HighSchool.

A prominent difference in this new textbook compared to the old one is theinclusion of Project based learning after each lesson unit.

To delve deeper into this aspect and maximize its benefits, I have conducted

<i><b>research on the topic: "Applying the Project-based learning method to developEnglish language skills in small groups."</b></i>

<b>2. Aims of the study</b>

Aligned with the aforementioned problem statement, this research aims toachieve the following objectives:

- To understand students' attitudes towards learning through Project-BasedLearning (PBL) to develop English language skills within small groups.

- To investigate the effectiveness of implementing large-scale exercises inenhancing English language skills among Grade 11 students at Thanh Hoa EthnicBoarding High School.

- To derive insights for educators and students when applying PBL approachesthrough project - based learning .

<b>3. Methodology.</b>

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Given the research objectives outlined above, which aim to explore students'attitudes towards learning through project-based learning and the effectiveness oflearning. So, observation and interview methods are two main tools used to drawconclusions. Students are interviewed about their attitudes towards the PBL methodconcerning various aspects, such as: research duration, teacher guidance,scheduling of individual parts, autonomy in choosing study materials, setting goalsand planning to achieve those goals, self-assessment of learning outcomes andevaluation of the curriculum.

<b>4. Scope of the study.</b>

As previously mentioned, this study is limited to exploring students' attitudestowards the Project-Based Learning (PBL) approach and evaluating theeffectiveness of this method in enhancing English language skills. The studyfocuses on a relatively small sample size, consisting of students from the pilotEnglish classes taught directly by the researcher, who is also the teacher.Consequently, the generalization of the findings is not within the scope of thisstudy.

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<b>PART TWO: SOLVING THE PROBLEM1. Theoretical Basis.</b>

<b>1.1. Project.</b>

Projects have been defined in various ways throughout history and have beenmentioned in several foreign studies such as those by Fried-Booth [2], Gallacher[3], Haines [4], Ho [5], Sarwar [9], Stoller [10], Thomas [13], as well as indomestic studies by Nguyen Thi Phuong Hoa [6], and Nguyen Thi Van Lam [7].

In simple terms, a project is a scheme, a draft, or sometimes a plan that needsto be implemented to achieve a set goal. This concept is widely used in manydifferent fields.

There are many ways to classify projects based on different criteria related tothe purpose and implementation process.

In education, Sarah North (1990)[8] classified projects into four main types:

<b>- Community Projects: These projects involve students engaging with the</b>

community they live in. The primary methods for tackling these projects includeobservation, conducting surveys, and recording observations.

<b>- Case Studies: These projects require students to solve a specific, typical problem.</b>

Students are provided with concrete data, which can be real or hypothetical, towork through these case studies.

<b>- Practical Projects: These projects involve students carrying out specific tasks</b>

such as creating a design, building a model, conducting an experiment, orproducing a tangible product relevant to real life.

<b>- Library Projects: These projects primarily use information from books, journals,</b>

magazines, and other media found in libraries or personal collections. Studentschoose a specific topic, gather all relevant materials, read, synthesize theinformation, and present their findings either orally or in writing.

In this study, I opted for the Library Project, the fourth type of project, forseveral reasons. Firstly, the time constraints faced by students made extensivefieldwork unfeasible, prompting the selection of a project that could be conductedwithin limited time frames. Secondly, the abundance of resources available inlibraries, including books, periodicals, and media, provided ample researchmaterials for students to utilize. Additionally, the Library Project minimized costsassociated with travel and ensured student safety by allowing tasks to be completedwithin the school premises, without the need for direct teacher supervision.

<b>1.2. Project-Based Learning (PBL).1.2.1. Definitions of PBL.</b>

The development of project-based learning (PBL) over the past 20 years isthe result of two crucial factors:

First, there has been a revolution in learning theory. Neuroscientists andpsychologists have expanded their research on cognitive and behavioral learningmodels, supporting the tradition of direct instruction, to show that knowledge,

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thinking, working, and learning contexts are inextricably linked. In recent years,society has come to understand that learning is a part of social activity, occurringwithin the context of culture, community, and past experiences. Research indicatesthat learners not only respond to information transmission but also actively usewhat they know to explore, explain, and construct solutions, thereby shifting thefocus to the learning process.

Second, the world is changing increasingly. Nearly all educators understandthat the way of working and community culture has shaped the organization andteaching methods of schools. They also recognize that for schools to adapt to a newcentury, learners themselves need both knowledge and skills to succeed in theirroles as global citizens. In a sense, the need for education to adapt to a changingworld is where PBL is becoming increasingly popular.

There are many definitions of PBL and each definition highlights an aspectthat the author wants to emphasize. One such definition is provided by Carter andThomas. Carter and Thomas (1986, p.196) [1] suggest that PBL requires threeconditions: a problem to solve, self-regulation among members, and activeparticipation from learners. According to them, each project should embodyspecific characteristics to fulfill these conditions. Projects should transcendtraditional classroom settings, fostering exploration beyond conventional learningenvironments, and their topics must directly align with the curriculum to ensurerelevance and coherence with educational objectives. Furthermore, students shouldactively participate in crafting project plans and objectives, promoting a sense ofownership and accountability for their learning journey. This student-drivenapproach empowers learners to shape their educational experiences, pursuing areasof personal interest and development while fostering engagement and autonomy.

Thomas (2000) provides a comprehensive definition of PBL, emphasizing itsfundamental aspects. PBL projects are characterized by their task-oriented andactivity-driven nature, focusing on specific tasks and activities to be completedwithin a defined timeframe, yielding tangible outcomes. These projects alsoprioritize complex and problem-centric tasks, requiring students to tackle intricatechallenges that demand solutions. Furthermore, PBL encourages autonomy anddecision-making among students, who are responsible for planning, selectingsolutions, making decisions, and engaging in activities to address the presentedchallenges. While students work independently, teachers play a crucial role byproviding guidance and support, aiding students in envisioning the anticipatedoutcomes within a reasonable timeframe.

According to many scholars, each major assignment must have the followingcharacteristics:

 It takes place outside the classroom.

 The main topics of the project must be part of the course curriculum.

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 Learners must set their own plans and goals to achieve after completing theproject.

Thus, the project-based learning method is highly guided. Teachers play the roleof facilitators by creating situations for learners by posing problems that studentsneed to solve or presenting a model of a product that students need to completeafter finishing the project. Therefore, the most important aspect of this method isthe ability to see and measure a specific product or an optimal solution to a specificproblem. In each project, the participants must outline plans, have multiple ways tosolve the problem, choose and decide on appropriate solutions, and carry outspecific activities to resolve that problem. It is essential to note that the projectfacilitator must provide participants with the opportunity to work autonomously, areasonable amount of time, and help them envision the product they need toachieve.

Each scholar has a different way of defining project-based learning (PBL), butthe common characteristics of this method can be summarized as follows:

- PBL must be part of the curriculum.

- PBL must be focused, and the questions or problems posed need to be resolvedwithin the framework of the subject's knowledge and skills standards.

- PBL helps students recognize their own progress during the process of carryingout and completing the projects.

- PBL must be implemented by the students themselves.

- PBL must have practical applications, not just theoretical concepts from books

This study is based on the theoretical frameworks provided by these scholars,as these theories have been validated through research and recognized at reputableconferences worldwide. I have selected theoretical frameworks that closely alignwith the context of my research.

<b>1.2.2. Benefits of Project-Based Learning.</b>

According to scholar Gallacher (2004) [3] , Project-Based Learning (PBL)offers the following advantages:

<b>- PBL enhances learner motivation by engaging students in meaningful and</b>

relevant tasks.

<b>- It incorporates listening, speaking, reading, and writing, promoting</b>

comprehensive language development.

<b>- PBL encourages students to take responsibility for their own learning, fostering</b>

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<b>- The content and methodology are discussed and decided by both teachers and</b>

students, emphasizing a learner-centered approach.

<b>- It allows students to receive support from their families, helping parents better</b>

understand their children's schoolwork.

<b>- PBL encourages creative and innovative learning methods, moving away from</b>

traditional rote learning.

<b>- Real-world scenarios provide students with experiences that enhance their ability</b>

to present information accurately and fluently.

<b>1.2.3. Disadvantages of Project-Based Learning.</b>

Despite the numerous advantages of projects, Fried-Booth [2] acknowledgesthat several issues may arise with project-based learning (PBL).

Firstly, projects can encounter organizational difficulties. They must beintegrated into the school's curriculum and require a detailed schedule. There arecertain stages to follow, such as planning, data collection, problem-solving,information gathering, creating the final product, presentation, reporting, andevaluation. Projects are often carried out both inside and outside the classroom.However, a combination of in-class assignments and homework may be necessary,and it certainly takes time to successfully develop a project.

Secondly, supervision is seen as more demanding: "...strategies must bedevised to systematically check what students have heard, learned, and understood,and, of course, what they can articulate while conducting the project."

Gallacher [3] has also pointed out the disadvantages of this method,particularly in English classes where it is difficult to avoid the use of the mothertongue. Additionally, this teaching method faces many obstacles when there aredifferences in proficiency levels among students in the class.

According to researcher Thomas [13], there are three major obstacles whenapplying PBL. Two of these obstacles are related to students. Some students lackthe ability to work in groups, and some do not have the skills to conduct scientificresearch, such as formulating research questions, resolving difficulties during theproject, analyzing data, and providing counterarguments to defend their viewpoints.

<b>1.3. Role of the teachers.</b>

The simplest factor determining the success of project-based work is thelecturer's belief in and consistency with this method. Then, it must be ensured thatstudents are mature enough to work properly and are well-prepared. This alsoincludes the ability to self-correct. Conversely, in the end, students need to realizethat the most important aspect is the effectiveness of the work and that "language isthe final product." The role of the teacher at each stage is clearly outlined byHaines [4].

Initially, the teacher should spark interest and elicit students' ideas about thetopic, direction, working methods, timetable, final outcomes, and appropriateresources. During the project's execution, the teacher should take on the role of a

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guide, becoming a source of ideas and advice, an arbitrator to resolve conflicts ordisagreements, and a moderator during group presentations to the class. Finally, theteacher's functions involve effectively organizing the work and its implementation.At this stage, the teacher's role is that of an organizer and evaluator.

<b>1.4. Steps for implementing PBL</b>

To conduct Project-Based Learning (PBL), teachers often follow a 10-stepprocess as suggested by educators Sheppard and Stoller [11]. However, within thescope of this study, the author adopts the perspective of educator Fried-Booth,which involves the following five steps:

<b>1.4.1. Lead-in / Bridging Activities</b>

Due to the unique, student-centered nature of project work, the teacher actsmerely as a bridge from traditional instructional directives to an unknown PBLenvironment. As clearly explained by Fried-Booth [2], the main goal is to graduallytransition students from seeing the teacher as the central focus to a situation wherethey have an increasing voice in their activities. In other words, bridging activitiesare specifically designed to develop the capacity to undertake project work and areconsidered the most crucial step in providing students with reasonableexplanations.

<b>1.4.2. Planning</b>

The initial classroom discussion includes suggestions from both the teacherand learners. This session aims to generate a range of ideas related to the project'sdevelopment. It is crucial for learners to have the freedom to choose and decidefrom the start, as project work certainly requires initial stimulation or inspiration.Therefore, ideas and themes must be carefully considered to determine theirsuitability for a project. According to Fried-Booth [2], "It is important to believethat the topic is worth pursuing." Discussions should cover areas such as theproject's content and scope, curriculum areas, project length (long-term and short-term), location, level and age, project goals, learner groups and division ofresponsibilities, final product, and methods of evaluation and presentation.Additionally, the project may suggest organizing a visit to a relevant institution orinviting guest speakers to talk about the project's topic.

<b>1.4.3. Conducting the Project</b>

Once all essential preparations are in place, it's time to proceed with the nextstep—bringing the project to life. Effectively implementing the idea is at the coreof the project. Besides working in the classroom, students need to handle varioustasks outside of school. Students are expected to practice all four language skills—reading, writing, speaking, and listening—along with different language functionssuch as introductions, polite requests, information sharing, teamwork, etc. As perFried-Booth [2], before gathering relevant information and other data, it isnecessary to design written materials, such as questionnaires, maps, grids, tables,etc. Therefore, students are obligated to conduct research, solve problems, perform

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interviews, surveys, observe specific environments, and collect information. Theymay even record audio or video and take photographs. Vocabulary lists, homeworkassignments, tests, progress reports, and evaluation sheets monitored by the teacherduring classroom feedback sessions can be significant in many aspects.Simultaneously, various activities and charts can be used to ensure objectivity, suchas weekly reviews, error checklists, sub-skill checklists, project diaries or logs, andpriority charts.

<b>1.4.4. Creating the Final Product</b>

Although some projects do not result in a tangible final product and insteademphasize the development of various skills, students certainly appreciate theopportunity to produce something real and original that they can display toclassmates, parents, or even the public. They look forward to creating apresentation that showcases their knowledge and abilities. The importance oflanguage accuracy is acknowledged as a matter of course. Through the product,learners achieve significant accomplishments that are crucial for motivation andoverall attitude towards the project. There can be a range of final productsdepending on the project's content, such as posters, wall hangings, charts,portfolios, flyers, brochures, booklets, magazines, newspapers, video tapes,exhibitions, or events. These days, it is essential to mention PowerPointpresentations.

<b>1.4.5. Final Presentation and Evaluation</b>

Successful and well-executed projects deserve to be presented to others.Presentations should be well-organized, engaging, and not too lengthy. The natureof the final product affects the conditions, such as the intended audience,appropriate venue, and presentation format. Most schools have specially equippedclassrooms for these purposes. If it is considered a more festive occasion, a schoolwould be an ideal venue. An enthusiastic atmosphere can be achieved when apresentation takes place outdoors, such as in a school playground. The finalevaluation is valuable feedback for the teacher. Evaluation forms or questionnairescan be replaced by whole-class discussions. All comments and advice should beconsidered by the teacher, as constructive reflection can improve future projectefforts. Learners learn to analyze both the teacher's and their own work,recognizing the value of project work.

Thus, PBL is a teaching method that offers many advantages. It helps directlearning towards students as the central figures in acquiring knowledge tied to real-world practice. It also allows learners to enrich their diverse knowledge and skills,both specialized and life skills. The teacher acts as a guide and advisor, whilestudents actively choose their learning topics, directly participate in projectexecution, plan implementation, and even evaluate the project.

<b>2. Reality.</b>

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