English-language gifted students' attitudes towards project-based approach to learning writing = Thái độ của học sinh chuyên Anh đối với phương pháp dự án trong20150227

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LISTS OF TABLES

Table 1. Strategies used for project completion.
Table 2. Students' satisfaction with project-based learning




LISTS OF ABBREVIATIONS

HVSHS Hung Vuong Specializing High School
MOET Ministry of Education and Training

PBL Project-based Learning










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TABLE OF CONTENTS
Declaration ………………………………………………………………………………… …i
Acknowledgements …………………………………………………………………………….ii
Abstract ……………………………………………………………………………………… iii
Lists of tables ……………………………………………………………………………….…iv
Lists of abbreviations ………………………………………………………………………….iv
Table of contents ……………………………………………………………………………….v
PART ONE: INTRODUCTION …………………………………………………………… 1
1. Rationale …………………………………………………………………………………….1
2. Aims of the study ……………………………………………………………………………1
3. Scope of the study ………………………………………………………………………… 2
4. Methods of the study …………………………………………………………………… …2

5. Significance of the study …………………………………………………………………….2
6. Structure of the thesis …………………………………………………………………… …3
PART TWO: DEVELOPMENT …………………………………………………………….4
CHAPTER 1: LITERATURE REVIEW ………………………………………………………4
1.1. Writing …………………………………………………………………………………….4
1.1.1 Definitions of Writing …………………………………………………………… …4
1.1.2. The importance of writing ………………………………………………………… 5
1.1.3. Approaches to teaching writing …………………………………………………… 6
1.1.3.1. The product approach …………………………………………………………7
1.1.3.2. The process approach ………………………………………………………….8
1.2. Project-based learning ……………………………………………………………………12
1.2.1. Definitions of project-based learning …………………………………………….…12

1.2.2. Types of projects………… 13
1.2.3. Advantages of project-based learning ………………………………………………14
1.2.4. Disadvantages of Project-based Learning ………………………………………… 15
1.2.5. Process of Project-based Work …………………………………………………… 16
1.2.6. Project-based Approach and Other Approaches to Writing ……………………… 17
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CHAPTER 2: THE STUDY ………………………………………………………………….19
2.1. Setting of the study ………………………………………………………………………19
2.1.1. Hung Vuong specializing High School …………………………………………… 19
2.1.2. The English Language Teacher Group …………………………………………… 20
2.1.3. Participants and time allocation…………………………………………………… 21
2.2. Data collection ………………………………………………………………………… 23

2.2.1. Instruments for data collection ………………………………………………… …23
2.2.2. Data collection procedures ………………………………………………………….24
2.2.3. Data analysis ……………………………………………………………………… 25
2.2.3.1. Average time spent on each project ………………………………………….25
2.2.3.2. Strategies used in carrying out the projects ………………………………….25
2.2.3.3. Problems of PBL …………………………………………………………… 26
2.2.3.4. Benefits of PBL ………………………………………………………………28
2.2.3.5. Students' satisfaction of doing writing projects ………………………… …30
2.2.4. Findings and Discussion ……………………………………………………………31
PART THREE: CONCLUSION ………………………………………………………… 34
1. Summary of the major findings ……………………………………………………………34
2. Implications for Classroom Practice ……………………………………………………….35

3. Limitations of the study ……………………………………………………………………35
4. Suggestions for future studies …………………………………………………………… 36
REFERENCES …….…………………………………………………………………………37
APPENDIX






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PART ONE: INTRODUCTION

1. Rationale
Three educational approaches that are considered to be the dominant approaches to
teaching of the 21st century are (i) constructivist approaches; (ii) problem-solving approaches;
and (iii) collaborative learning approaches. All these have a feature strongly in common: a
move away from the static transmission models for skill and knowledge acquisition that are
based on traditional cognitive learning approaches which emphasize learning as an
incremental mathematically-facilitated process (Hannafin, 1997). The new approaches, which
draw upon situated learning and social cognition theories (Hannafin, 1997), emphasize
dynamic, situated learning environments in which knowledge and the conditions under which
it is constructed are inextricably linked. It is interesting to note that these new learning
approaches have three characteristics in common with the origination of communicative
approaches to language teaching (Widdowson, 1978) - namely, that tasks have to be

contextualized, authentic and meaningful to the students.
Project-based learning, which has been strongly promoted in recent years,
encompasses all the core features of the three approaches mentioned above. However, this
approach to learning has not been popular in Vietnam. Particularly, it has not been applied to
the teaching of writing English as a foreign language. This study is an attempt to explore the
application of the project-based approach to teaching Vietnamese high school students how to
write English for academic purposes, and more importantly, the students' attitudes towards this
new teaching approach to writing.
2. Aims of the study
The study is aimed to find out students' strategies in project-based writing and their
attitudes towards this approach to writing.
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In order to achieve the aims mentioned above, the study seeks to answer the following
two questions:
1. What strategies do the students use in their project-based writing?
2. What are their attitudes towards project-based approach to learning writing skills in
English?
3. Scope of the study
The study limits itself to the investigation of the strategies the high school students
used in carrying out writing projects as well as their attitudes to a project-based approach to
writing. The number of participants of the study is quite small and these participants are those
who had been selected for intensive training before six of them were selected for the national
English language contest held by the Ministry of Education and Training annually. Therefore,
no generalization is intended in this study.

4. Methods of the study
The study is a descriptive one, and it is an action research in nature. That is to say to
purpose of the study is to improve the researcher’s own classroom practice. The only
instrument used in the study is the questionnaire developed by the researcher herself. Then
data were analyzed statistically. The intervention described in the study was made with an
intact group of students. Since the purpose of the study was to investigate the students’
strategies and their attitudes related to project-based writing, no pretest and post test was used.
5. Significance of the study
Some researchers have cautioned that project-based learning may not work well with
students who do not take readily to this new approach (Felix, 1999; Levy, 1997), and a great
deal of guidance and intervention may be required to avoid potential problems with group
dynamics, assessment and time commitment. Given this caution, the study is a contribution to

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an understanding of the applicability of the project-based approach to the teaching of English
in general and the teaching of writing for academic purposes in particular in the context of a
Vietnamese high school. Specifically, the findings of the study will help the researcher and
perhaps her colleagues to make appropriate decisions on how to use project-based writing in
her teaching to improve the students’ writing proficiency.
6. Structure of the thesis
The thesis is composed of three parts.
Part I is the introduction in which the rationale, the aims, the scope, the methods, the
significance and the structure of study are presented.
Part II consists of two chapters. Chapter I is the literature review. In this chapter, the
literature on project-based learning as well as on writing English as a second or foreign

language is reviewed. Chapter II presents the study in which information about the context of
the study, the participants, the research procedures and the results is provided.
Part III is the conclusion which summarizes the major findings of the study. Also in
this part, the implications for classroom practice, the limitations of the study and suggestions
for further studies are presented.






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PART TWO: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter will present the theoretical background of the study, including the insights
of teaching writing and project-based learning. It first reviews issues related to writing such as
the definition of writing, the place of writing in second and foreign language learning and
approaches to teaching writing. This is followed by a review of project-based learning in
general and the application of this approach to teaching writing in particular.
1.1. Writing
1.1.1 Definitions of Writing
Writing has been defined in a variety of ways in the literature of research into writing.
First of all, writing is considered as an act. According to Byrne (1991, p.1), writing is an "act
of forming graphic symbols". On the other hand, Clark (2003), citing a theory in Kinneavy's

book A Theory of Discourse (1971), considered writing as "an act of communication between
writer and audience" (p.7).
In addition, writing can be seen as a process by Lannon (1989) and Candlin and
Hyland (1999). The former stated that writing is "a process of transforming the material
discovered by research inspiration, accidents, trial and error, or whatever into a message with
a definite meaning … writing is a process of deliberate decision" (p.9). However, the latter
defined it as a social process "where the production of texts reflects methodology, arguments,
and rhetorical strategies constructed to engage colleagues and persuade them of the claims that
are made" (p.107).
In language teaching, writing is a taught language skill. Oshima & Hogue (1991)
argued that "it takes study and practice to develop this skill" (p.3). Similarly, Ur (1996) wrote
that "most people acquire the spoken language intuitively, whereas the written form is in most

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cases deliberately taught and learned" (p.16). Furthermore, Tribble (1996) saw writing as "a
language skill which is difficult to acquire" (p.3). He added that "writing normally requires
some form of instruction. It is not a skill that is readily picked up by exposure" (p.11).
Recently, writing is no longer viewed as just a cognitive process but a social activity in which
learners work together on the completion of the writing task. In that process of working
together "a knowledgeable participant can create, by means of speech, supportive conditions
in which the novice can participate in, and extend, current skills and knowledge to higher
levels of competence" (Donato, 1994, p.40). This study is guided theoretically by this
definition of writing.
In summary, writing may be seen as an act, a process or a teachable skill. In language
teaching, it is an important skill which requires a great effort in practice from learners.

1.1.2. The importance of writing
It is a matter of fact that writing plays an important role in both daily life and in
learning context.
In the first place, writing serves as a means of communication. It is employed to
inform, instruct, persuade or accomplish something. The importance of writing varies from
person to person. A professional writer may consider writing as a tool of earning a living, a
researcher uses writing as a means to report and publish research findings and a leader writes
to deliver his commands.
In the context of language learning, writing is considered as a means of learning and
acquiring a language. In this sense, language is a tool for discovering, for shaping meaning
and for reaching understanding when learners writes to express their perceptions of the reality
and order and represent their experience to themselves (Britton, 1975, p.6).

In addition, Tribble (1996, p.7) lists specific reasons for including writing in the
teaching programs. He states that both school students and adult learners can benefit from
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writing learning such as language practice opportunities (especially grammar and vocabulary),
accuracy improvement, better examination results and job enhancement. For the former
group, writing also helps to foster their creativeness and imagination in language use and
ultimately become better writers in their first language.
White (1981) claims that writing is necessary in any English courses for its various
advantages. Firstly, it "has high face value" (1981, p.1) in examining student performance in
English and offers tangible results to parents, students and teachers. Secondly, the variety of
writing activities and techniques can become a source of fun and interest to students. Lastly,
writing is a reliable test device for teacher to collect information about their students' progress

and then to enable them to evaluate and feedback on students' learning.
In short, writing brings both learners and teachers a number of benefits. To the former
group, writing provides language practice, job enhancement, development of creative
language and educational value. For the latter one, writing serves as a device for evaluation,
examination and feedback. Therefore, a great consideration and focus should be paid to
writing in the language learning context.
1.1.3. Approaches to teaching writing
Writing is the result of a very complex, highly individualized process. Therefore, it is
not easy for teachers to intervene effectively and appropriately. In other words, to understand
how learners think and write, teachers should have an insight into different approaches to
teaching writing.
There are a number of approaches toward teaching writing: focus on form, focus on

writer and focus on reader (Tribble,1996, p.37). However, in this study, only the first two
approaches, focus on form and focus on writer, or the product approach and the process
approach will be discussed. They are the focus of discussion in this study because of their
influential and time-honoured impacts on writing on the second language.
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1.1.3.1. The product approach
"The product approach to writing usually involves the presentation of a model text,
which is analyzed and then forms the basis of a task that leads to the writing of an exactly
similar or a parallel text" (Evans and St John, 1998, p.116). To be more specific, this
approach can be used to refer to the focus on the form and the content of the finished writing
product. This can be summarized in the following sequence:
Model text → Comprehension/ analysis/ manipulation → New input

→ Parallel text
(Robinson, 1991 cited in Evans and St John, 1998)
Under the theory of this approach, Steele (2005) also provides a model to assist
teachers to analyze classroom behaviours of the product approach.
Stage 1: Analysis of the features of the model text
Stage 2: Controlled practice of the highlighted features
Stage 3: Organization of ideas
Stage 4: Choosing a writing task and producing the product, using skills, structures and
vocabulary having been taught.
This approach can be used successfully in teaching writing for beginners. All learners
cannot write well as soon as they begin the course but can take progress step by step with
imitation and repetition from the textbooks or the teacher. Additionally in teaching writing, the

important role of using the models for text analysis cannot be denied especially when teaching
writing is integrated with the teaching of reading. So it is a natural process in writing when the
writer bases himself on a model or an example of a text that he intends to write and then
adapts it for his specific purpose.
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However, the shortcoming of this approach is exposed in its own nature. Using this
approach often leads to a rather simplistic copying of the model text by only changing certain
words from the original text to produce a new one. It is a purely mechanical task which
prevents learners' creativity and motivation from writing and involves no real thought about
the purpose of writing, the readership or the expectation of discourse. The product approach
was, therefore, attacked by many criticisms. White (1990) believes that the approach
encouraged students to "see form as mold into which content is somehow poured" (p.6).

Tribble writes "in that context [using product approach], one of the teacher's main role will
be to instill notions of correctness and conformity" (p.37). Steele(2005), on the other hand,
believes that product approach is more suited to some kinds of text such as formal letters or
postcards, in which the features are very fixed.
1.1.3.2. The process approach
The process approach devotes increased attention to writers and the activities in which
writers engage when they create and produce a text. It differs much from the product approach
which gives primary focus on the texts. Clark (2003) describes the process approach:
"Reacting against pedagogy oriented towards error correcting and formulaic
patterns of organization, the process approach as it evolved during the 1960s
and 1970s, was concerned with discovering how writers produce texts,
developing a model of the writing process, and helping writers find a process

that would enable them to write more effectively and continue to improve as
writers" (p.7).
Many researchers agree that writing is a process and it consists of some stages and the
activities in each stage are similar. However, there have been different ways to divide the
stages in a writing process, resulting different implications for teaching writing in the
classrooms. According to Hedge (1998), the writing process is involved with the following
stages.
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Being Getting Planning Making Making Revising Editing and
motivated → ideas → and → notes → a first → replanning → getting ready
to write together outlining draft redrafting for publication
(Hedge, 1988, p.21)

Tribble (1996) proposes a simpler pattern with four basis stages, e.g.
prewriting, composing, revising and editing as outlined in the following figure.
PREWRITING (Specifying the task/ planning and outlining/ collecting data/ making notes)
↓
COMPOSING
↓
REVISING (reorganizing/shifting, emphasis/focusing information and style for your
readership)
↓
EDITING (checking grammar/ lexis/ surface features, for example, punctuation, spelling,
layout, quotation conventions, references)
(Tribble, 1996, p.38)

Reid (1993) provides a different view in dividing writing stages into basic
stages such as planning, drafting, revising, and editing, and four other stages externally
imposed by teachers, namely pre-writing, responding, evaluating and post writing. This
distinction is helpful for teachers to apply the most productive intervention in students'
writing process in classroom context. The following is a summary of the stages in the view of
Reid (1993).
Stage 1: Pre-writing
Students are motivated to generate ideas by brainstorming and discussion. Pre-writing
fills the blank space in the students' mind with inspirations to initiate writing. It may involve
understanding the purpose of writing, discovering the topic, thinking about the audience,
gathering information or inventing possible content.
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Stage 2: Planning
Students organize ideas into a mind map, spider gram, or linear form which helps
students easily know the main points as well as the organization of those main points in the
required form of writing.
Stage 3: Drafting
Students write the first draft. At this stage, attention should be paid to the fluency of
the writing and the choice of language in reference to the target audience.
Stage 4: Responding
This stage is important to the success of students' writing. It gives them a sense that
their writing is purposeful, e.g. it is produced for someone to read and to react to. In the
context of teaching writing, this stage also brings in assistance to students to improve their
writing through feedback of the teacher or fellow students.

Stage 5: Revising
When drafts are returned, students review their texts on the basis of teacher or peer
feedback on clear expression, inclusion of important points, coherence, vocabulary, repetition,
arrangement of sentences and paragraphs and linking devices.
Stage 6: Editing
At this stage, students do some finishing work of their writing for teacher's evaluation.
Students make final "readjustments and check accuracy so that the text is maximally
accessible to the reader" (Hedge, 1988, p.23).
Stage 7: Evaluating
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Evaluating a piece of writing means giving scores to it. There are two ways to
evaluate: analytical evaluation and holistic evaluation. The former bases on specific aspects of

writing ability and the later bases on the global interpretation of the effectiveness of the
writing. Effective evaluators must inform students of the criteria prior to the evaluation.
Stage 8: Post-writing
This stage may involve the cooperation between students and teachers on the finished
product to publish, share, read aloud and transform the texts. These activities will motivate
students in their future writing.
In short, the process approach describes writing as a multi-stage process that the writer
have to go through. It may include pre-writing, planning, drafting, responding, revising,
editing, evaluating and post-writing. Good writers will follow these stages in a recursive order
which requires their revisit of any stage during their writing process. Under the light of this
division in particular and the process approach in general, students are seen as independent
producers of the text and are able to show their creativeness in their language. It also helps

"respect the learner's cultural background and avoid the imposition of the ideas or language
behavior" (Tribble, 1996, p.40). However, Tribble also found the process approach
problematic for adult learners of a second language who are experienced in writing process in
their first language, but inexperienced with the conventions of text organization in the second
language. Furthermore, William (1998) criticizes that this approach ignores the relationship
between writers and audience.
Therefore, it can be said that each approach has both pros and cons. The product
approach can provide students with models or sources of language whereas the process one
can involve both teachers and students to produce the target texts. Deciding which approach to
use depends on many factors such as the teacher, the students and the genre of the text. Formal
letters or postcards, for example, in which the features are very fixed, would be perhaps more
suited to the product approach, in which the focus on the layout, style, organization and

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grammar could greatly help students in dealing with this type of writing tasks. Other genres,
such as discursive essays and narrative, may lend themselves to process approach which focus
on students' ideas. A combination of two approaches is, therefore, necessary to maximize the
benefits of writing.
1.2. Project-based learning
1.2.1. Definitions of project-based learning (PBL)
There are many definitions of project-based approach in learning. Each definition is
the reflection of the underlying theories or perspectives that the authors assume.
Carter and Thomas (1986, p.196) characterize project work with three features
referring to the venue, the inter-disciplined characteristic and student's autonomy:
i) it takes place outside the classroom

ii) it is cross-curricular
iii) it allows learners to set their own targets as they proceed.
Moss, D. and Duzer, V.C. (1998, p.1) defines "PBL is an instructional approach that
contextualizes learning by presenting learners with problems to solve or products to develop".
Accordingly, the essential feature of project-based approach is a tangible and visible result
such as a product or a solution to a defined problem.
Jones, Rasmussen and Moffitt (1997, cited in Thomas, 2000) and Thomas,
Mergendoller and Michaelson (1999) to provide a synthesis features of PBL on the tasks, the
students' activities, the time and the result. Thomas (2000) writes,
"PBL is a model that organizes learning around projects … projects are
complex tasks, based on challenging questions or problems, that involve
students in design, problem-solving, decision making, or investigative

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activities; give students the opportunity to work autonomously over extended
periods of time; and culminate in realistic products or presentations". (p.1)
In Thomas' point of view, PBL is understood as a systematic teaching method that
engages students in learning knowledge and skills through an extended inquiry process
structured around complex, authentic questions and carefully designed products and tasks. It
seems to be the most suitable and clearest in the context of this study. The author of this study
also supports five features of PBL proposed by Thomas (2000, pp.3-4) as follows:
1. PBL projects are central, not peripheral to curriculum. In other words, all aspects of
learning, such as objectives, teacher, and student activities, time allocation, materials should
focus on or aim at fulfilling the project, which contributes to the accomplishment of learning
outcomes stated in the curriculum.

2. PBL projects are focused on questions or problems that "drive" students to
encounter the central concepts and principles of a discipline. It means that the question or
problem here must include the learning objectives or concepts and principles of a subject.
3. Projects involve students in a constructive investigation. This is characterized in
accumulative progress students make during the completion of the project.
4. Projects are student-driven to some significant degree. This emphasizes the
importance of students' participation during different stages of a project. Students should have
certain autonomy in doing the task.
5. Projects are realistic, not school-like. Projects should offer students real-life
problems or situations to deal with rather than a repetition of school drills.
1.2.2. Types of projects
Sarah North (1990) classifies projects into four categories based on the primary

sources of data.
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1. Community projects, in which students derive their information largely from local
community, using methods such as observation, questionnaires, interviews and letter writing.
2. Case studies, in which students are provided with specific documents (real or
imaginary) relating to a particular problem which has to be solved.
3. Practical projects, in which students are required to carry out practical work to
reach their objectives, for example, producing a design, building a model or real object,
carrying out an experiment, or the form of equipment and material.
4. Library projects, in which the main resource base is a library. Typically, students are
expected to take a particular topic, read about it, and produce some kind of written work.
1.2.3. Advantages of project-based learning

According to Gallacher (2004), PBL has the following advantages:
1. Increased motivation - learners become personally involved in the project.
2. All four skills are integrated.
3. Autonomous learning is promoted as learners become more responsible for their
own learning.
4. There are learning outcomes - learners have an end product.
5. Authentic tasks are given to learners.
6. Interpersonal relations are developed through working as a group.
7. Content and methodology can be decided between the learners and the teacher and
within the group themselves so it is more learner-centered.
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8. Learners can get help from parents for the project work thus involving the parents

more in the child's learning.
9. A break from routine and the chance to do something different.
10. A context is established which balances the need for fluency and accuracy.
Fried-Booth (1997), taking a more practical view of PBL, emphasizes that project
work is a bridge between using English in class and using English in real life situations outside
of class. From a learner-centered perspective, Thomas et. al. (1999) claim that the PBL can
respond effectively to the needs of learners with varying skill levels and learning styles.
1.2.4. Disadvantages of Project-based Learning
Gallacher (2004) has pointed out that despite its advantages, PBL has some drawbacks,
especially in a language class such as the excessive use of the first language, the different
speeds of different students and the control on actual learning with lazy students when they
have much freedom in doing project.

According to Thomas (2000), there are three kinds of challenges involving students,
teachers and school factors. However, the author only focus on the students' problems as it is
the centre of discussion in this study. The first challenge encountered by learners is the
students' failure to work in a team. The second is the students' lack of skills to conduct a
scientific study such as generating meaningful scientific questions, managing complexity and
time, transforming data, and developing a logical argument to support claims.
In conclusion, students will face many challenges in doing a project. However, being
aware of these challenges will help them minimize the intervention of these challenges to the
success of a project.

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1.2.5. Process of Project-based Work

The division of stages in a project varies from researcher to researcher. Hedge (1988),
for example, guides teachers to carry out a practical six-stage project including orientation,
preparation and planning, implementation, collation, presentation and reflection. Wrigley
(1998) proposes some basic phases found in most projects which include selecting a topic,
making plans, researching, developing products, and sharing results with others. According to
Diane Curtis (2001), there are three phases in a project: Orientation and planning, research and
implementation and sharing results. In this study, the author takes Diane Curtis' view with
references to other authors in smaller activities of each phase.
2.2.5.1. Phase 1: Orientation and planning
The purpose of this phase is to help students identify the topic for the project as well as
develop a work plan for completing it. Once they have some ideas about what can be done,
students make decisions on the topic and their own work plans. It is essential that students are

involved in decision-making from the beginning. Gallacher (2004) suggests teachers should
help students work out the plan by posing some guidelines in terms of:
 What they want to include in the project
 What form it will take
 Who will be responsible for what
 How long it will take to produce each part of the project
 What kinds if material or resources might be needed
2.2.5.2. Phase 2: Research and implementation
At this phase, students involve with research and other activities in implementing the
project such as fieldwork, sessions with experts, and various aspects of gathering information,
reading, writing, drawing and computing. Various skills, including language skills and
research skills, will be needed to the requirements of specific projects. However, it is

24
advisable for teacher to support learners with low language proficiency or little experience in
working as part of a team. Pre-teaching in classroom sessions involved an investigation of
various text types as well as language items that students would use in their writing would be
useful as they needed in their drafting, rewriting and editing.
2.2.5.3. Phase 3: Sharing results
This activity occurs when students have accomplished the project. Sharing results can
be made in different forms such as presentation or disseminating the results in the larger
community. Many researchers such as Moss and Van Duzer (1998), Diane Curtis (2001), and
Gallacher (2004) agreed that the most common way of sharing results is the presentation of
the project to an audience. This stage is essential for a writing project because it makes writing
purposeful by providing readership or audience for students writing.

Apart from the appreciation of fellow students, Gallacher (2004) proposed teachers to
conduct evaluation after presentation of the project. Evaluation can be made on aspects of the
project such as content, design, language work and the oral presentation. This may aim at
giving scores or just simply acknowledging and evaluating the project.
1.2.6. Project-based Approach and Other Approaches to Writing
Features of different writing approaches and project-based approach have so far been
discussed. The two main writing approaches are product and process approach. While the
former focuses on the form of the finished writing product, the latter emphasizes the actual
multi-stage process that a writer has to undergo to produce a piece of writing. It is also
discussed that a combination of the two approaches is a possibility to make good use of their
strengths.
Project-based approach adopts more features of the process approach in the way that

writing is divided into different stages. Students have to brainstorm, plan, research, write and
edit their product. Meanwhile, it is possible for teacher to combine some features of the
25
product approach. In the planning stage, for example, teachers can clarify some requirements
of the finished products. As mentioned above, preteaching in classroom sessions involved an
investigation of various text types as well as language items that students would use in their in
their drafting, rewriting and editing.
This chapter reviews some theoretical issues of teaching writing and project-based
approach. Definitions of writing, importance of writing and approaches of writing have been
elaborated. Also, general features of PBL have been presented to clarify its definitions,
process, advantages and disadvantages. Advantages and disadvantages of different writing
approaches, including project-based one, have also discussed. The next chapter presents the

study.









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Chapter II: The study

This chapter provides information about the study. This includes the setting of the
study, the participants, and the research procedures as well as research instruments used for
this study. This is followed by the presentation of the findings. Finally, a discussion of the
findings is presented.
2.1. Setting of the study
2.1.1. Hung Vuong specializing high school (HVSHS)
HVSHS has the right to select students before other schools in the province. Students
who want to take the entrance examination to English specializing class have to take three
compulsory subjects - Maths, Literature and English in which the English mark will be
doubled. The perquisite conditions for these competitors are over the fairly good standard
capacity and 8,0 for English at the ninth grade. With these requirements and conditions,
HVSHS has good opportunities to select good students. This creates favorable conditions for

the teachers to nurture and foster the talents.
Currently there are 39 classes divided into 10 specialized groups - mathematics,
physics, chemistry, biology, informatics, literature, history, geography, English and French
with 1350 students. Among these subjects, English is considered the strength of our school
and it has a good condition to develop. Beside being equipped with an independent learning
center which consists of radios, computers and some reference books, the headmaster requires
to organize extra-English classes two afternoon a week. And the result of this policy is the
noticeable progress of students in learning English. However, apart from the above favorable
conditions, the learning of English, especially in specializing classes still remains problems.
First of all, material basis is not ideal enough for developing students' endowment. A
modern classroom for language teaching and learning has not been equipped with teaching
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aids devices such as OHP's, internet, etc. Students only have a chance to use these devices
when the teachers present model lessons on special occasions like Vietnamese Teacher's Day.
Secondly, there is a lack of reference books. Every year, the English group spends
about 1,000,000 VND buying new reference books but this number still cannot meet the
students' needs.
Thirdly, listening and writing skills are mainly bad points of our students. According to
the collected results from the national tests from 2000 up to now, reading skills, vocabulary
and grammar are our students' strengths and the reason for the failure in gaining high prizes in
the national contest is the weakness of our students at listening and writing skills. Hence, we
find it necessary to apply the new teaching methods with the hope to improve the situation.
One of the solutions is the application of project-based approach in teaching writing to
English-language gifted students.

2.1.2. The English Language Teacher Group
The group now has 14 teachers of English aged between 25 and 48. One of them is
studying for an M.A degree and the rest hold a B.A degree in English language teaching. In
addition to regular teaching, the group is assigned to prepare a small highly selected team of
students for the annual national academic contest. The participants of this study were members
of this team. It is the school's traditional practice that only three experienced teachers are
assigned to supervise these students. However, the teachers in charge of the team were
encountered with problems of materials shortage and access to new approaches to language
teaching. In an attempt to address these problems, since 2004, teachers have encouraged
individual teachers to innovate their classroom teaching with new ideas that they have learned
from various sources. Following is an example of the innovation that is applied to the
preparation for students to participate in the national academic contest:

1. Make a detailed plan of teaching the national excellent team right from the
beginning of the new school year.
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2. Require half of the staff to be responsible for teaching the national team. Skills and
types of exercises are assigned to an individual and they are free to choose the teaching
method and material as long as they can fulfil their assigned parts (the assignment is also
relied on the actual ability of each teacher).
3. Select and establish the provincial mixed group, which includes 15 twelfth students
and 10 eleventh ones. After 2 months of intensive training, the students sit for the provincial
screening test in order to select six best students for the national contest team. Then more
training is provided to the student finalists.
4. Gather the members of the national contest team one month before the national

contest (the time is determined by MOET). During this month, students are required to
practise English by doing a series of tests given by the teachers (these tests are similar to the
form of the national test required by MOET).
As one of the selected teachers to be assigned with the task of teaching writing skill, I
have tried applying project-based approach to teach writing. I believed that this approach
could prepare my students better for their writing papers of the national test, and decided to
use it with my students. This study reports the students' attitudes towards this approach to the
teaching of writing.
2.1.3. Participants and time allocation
The study was carried out with the participation of 25 English-language gifted students
in the provincial team of HVSHS. Of the total number of 25 students, 15 were at twelfth grade
and 10 at eleventh grade. They were all present on the day of questionnaire delivery. They

included both male and female, but the female outnumbered the male, ranging from the age of
16 to 18. All of them had learnt English at least 6 years and had a good command of English.
Their coming task was to gain the high prizes in the provincial contests and to be selected for
the national team of six official members.
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All these students had been involved in a writing project which was implemented for
17 periods (8 weeks) in the extra-classes in the afternoon. Students and teachers worked on a
project which was conducted in three phases described below:
Research Procedures
Phase 1: Orientation and Planning
At this phase, the teacher intended to provide some help with initiating the project. Firstly, she
divided the class into 5 groups (5 students in each), students could choose their own partners.

Secondly, she explained the purposes and methods of writing activities in the course, e.g.
learning through doing a mini-project. Accordingly, each small group had to write 3 essays of
about 250 words on different suggested topics. Then, there was a detailed discussion on the
requirements of the task including the topics, the length of the essays, deadlines and
evaluation.
Phase 2: Research and Implementation
Students implemented their project as planned. Each small group made decisions on their own
strategies for the completion of the project, including labour division in the group. To monitor
the implementation of the project, the teacher devised a to-do checklist, which followed each
step of students' work. At this stage, students did some discussing, writing, revising. They
were free to consult the teacher or friends if they had any problem while completing the
project. In addition, the teacher provided some in-class instructions if necessary.

Phase 3: Sharing results
In class, students presented their essays to the whole class. The presentation might include
their experience, the content of the essay. After the presentation session, the teacher collected
all the essays for feedback, which was sent to students for the improvement of their works.