Applying STEAM project to help students improve their english communication and soft skills at nhu thanh high s

PART ONE: INTRODUCTION
I. RATIONALE OF THE STUDY
Science and Technology have, over the last 50 years, become a major part
of society and our individual lives. It has single-handedly changed the way we
live and has opened up new possibilities for our future as a race that previously
deemed impossible. Accompanying these subjects, other subjects such as
Engineering and Maths have also become majorly important for private
companies who are developing roles to complete certain jobs.
Traditional systems of teaching and learning are not necessarily providing
young people with the skills they need to make it in the modern world. Many of
the more traditional classroom forms of learning are ill-equipped to improve the
skills needed for developing creative solutions to complex problems. Traditional
schooling addresses problems of the past, not issues in the future.
How, therefore, do we adapt and prepare our students for the challenges
they face in the future?
STEAM education has been developed, a term coined by the Rhode
Island School of Design, to educate students in the practice of critical thinking.
With the rapid advances in technology, the standard of education has to keep up
with the changing and developing times so that students and young people are
able to become qualified to a level in which they can fill jobs to continue this
increasingly important sector.
Probably one of the most important things about STEAM education is
that it helps students develop critical thinking. It’s the critical thinking is so
important to live in the modern world – after all, nowadays there are plenty of
machines, technologies, and apps able to solve repetitive tasks. However, no
machine or computer is yet skilled enough to solve problems that require
creativity as well as critical thinking.
So, STEAM education teaches students that – how to be creative, how to
solve problems effectively, how to think critically. It also helps them develop
transferable skills, which is especially important considering that world
continues to grow and change.

These changes will continue, but no one can predict exactly how. The
students, however, need to be prepared to work in a growing world and take jobs
that don’t exist at the moment and they’ll need transferable skills to do so.
The process of mastering these skills requires students to respond to
changes quickly as well as to adapt to them. This also helps them become more
flexible and, as the arts are included too, students can express their creativity
and enjoy the process as well.
English learners develop science, technology, engineering, arts and
mathematics (STEAM) knowledge and language proficiency when they are
engaged in meaningful interaction in the classroom and participate in the kinds
of activities in which teachers or educators regularly engage.
Therefore, in this study I present a subject “Applying STEAM project to
help students improve their English communication and soft skills at Nhu
Thanh High School”
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Language is experienced as sounds and wordings (words/phrases), but the
primary function of language is to make sense of the world and share meanings
with others. The use of language is to “make meanings” that fulfill goals in the
social contexts where people interact (Schleppegrell, 2004). The meanings vary
not only according to what is being done (the “content”), but also according to
with whom the interactions take place (e.g., how many people are present, the
status of the relationships, the roles taken on in the discourse, etc.) And it is not
just in language that people interact.
It is important to recognize that the content taught in STEAM subjects is
not separable from the language through which the content is presented
(Schleppegrell, 2007). There is no language-free content; language use always
presents some content, and most representations of content require some
language use, even with multimodal resources for meaning-making. This

understanding of language means that to learn the language of STEAM subjects,
students must participate in STEAM contexts and activities. For English
learners, this means that they must be encouraged to draw on all of their multicompetencies, which include all of their languages and their different varieties,
as well as gesture, drawing, and other modalities for meaning-making.
II. AIMS OF THE STUDY
I do the research to know about the fact of teaching and learning
communication skills in Nhu Thanh High School more clearly. This study also
investigates whether the “STEAM Project” can have positive impact on process
among students and can develop their communication and soft skills or not.
Bearing in mind, I decide the research with title “Applying STEAM project to
improve the students’ English communication and soft skills at Nhu Thanh
High School”
III. RESEARCH QUESTIONS
This study aims at finding answer to the following research question:
How can “STEAM project” help the students at Nhu Thanh High School
improve their English communication and soft skills?
The question has been addressed to two of the classes (A1, A6) that I have
been teaching in Nhu Thanh High School with the aim to examine how
“STEAM project” affect the process of communication here.
IV. SCOPE OF THE STUDY
This study does not aim to teach any skill in a systematic way, because it
is experience not for teaching but for practice. The study investigates applying
STEAM project to help students practice so that they can improve their
communication skills.
V. METHODS OF THE STUDY
In this study, I use some research tools to collect and analyze the needed
data
Recording is used to record the process of using STEAM project
The second tool used in this study is interviews with students at the end of the
research to study whether STEAM project is really suitable for them or not.

Surveying through the answer sheets is used to know the practical situation of
teaching and learning English communication skills.
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PART TWO: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
I. The definition of STEAM
STEAM is an educational approach to learning that uses Science,
Technology, Engineering, the Arts and Mathematics as access points for guiding
student inquiry, dialogue, and critical thinking. The end results are students who
take thoughtful risks, engage in experiential learning, persist in problem-solving,
embrace collaboration, and work through the creative process.
II. The definition of soft skills
Soft skills are things like:
- Communication: Written, listening, verbal, body language, and business
etiquette
- Strategies: Problem-solving skills, critical thinking, the ability to use
information appropriately, creativity, and decision-making skills
- Self-management:
Emotional
intelligence,
time
management,
professionalism, being predictable, integrity, persistence, and attitude
- Teamwork: Collaboration and empathy
- Leadership: Conflict resolution, the ability to delegate effectively, and
collaboration
Soft skills, essentially, are the social skills that a person learns to communicate
effectively at school and in the workplace, show empathy to others, and to work

independently as well as alongside others.
Although none of the above skills are a focus onto themselves in schools, the
atmosphere of any STEM/STEAM instruction is rooted in learning essential soft
skills through collaborative, hands-on project.
III. Benefits of STEAM
Here are several reasons why STEAM learning should be a integral part of every
educational program.
Once teachers explain the basic lessons, students operate largely by themselves
or collaborate in small groups for their projects. It’s up to the students to
examine their and their peers’ skills to determine how to best complete a project.
In a STEAM curriculum, students work in learning environments which offer
minimal risk, and reinforce the idea that making mistakes and failure can be
productive.
Students are able to view the unique advantages of each discipline. It teaches
students that they’re not limited to one particular subject, or must pick between a
technical or artistic topic; their expertise can be formed through a combination
of these. The equal representation of subjects promoted by STEAM makes it a
truly well-rounded program that appeals to students’ evolving curiosity and
range of interests.
A central feature of STEAM programs is hands-on, project-based learning.
Learners are working on projects specific to what issues appeal to them.
Students decide on a goal and choose which skills to achieve it, allowing them
to explore and experiment with various methods. The addition of an artistic
component makes complex topics such as math and programming more
approachable and less mentally intimidating. Unlike traditional STEM projects,
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the emphasis isn’t on obtaining or analyzing facts or data. Projects are evaluated
against a subjective criteria that values creativity, rather than whether the student

has concluded a right or wrong answer. This method supports the individual’s
educational journey and promotes creative expression.
While technical knowledge is a requirement in many industries, creative
problem-solving remains one of the most sought-after skills within the job
market. Creativity might seem like a skill that comes instinctually to certain
individuals, but it’s actually one that can be fostered by a proper STEAM
education.
Though STEAM is becoming increasingly common in elementary and
secondary education, it’s equally critical to implement in higher education and
beyond. As concepts become more advanced, students can make better,
sophisticated connections to the real world.
STEAM programs expose students to “big picture” concepts seen in the real,
physical environment. Projects like building a website or constructing a basic
robot enables students to better interact with real-world problems on a smaller
scale. This helps them identify and relate to their immediate physical and social
environment, such as building software that analyzes statistics or designing
architecture that can exist within a major city. This on-going relationship with
learning is what makes STEAM stand out as an empowering initiative, and
promotes the idea that a concrete education benefits from all academic areas.

CHAPTER 2: PRACTICAL SITUATIONS
I. METHODS OF THE STUDY
The research is done qualitatively in the context of two English classes (Class
A1, A6. In this survey, I use the survey questionnaire for students. This survey is
designed to collect information for the study on “An investigation into the
Reality of teaching and learning English communication skill at Nhu Thanh
High School”
II. THE REALITY OF TEACHING AND LEARNING ENGLISH
COMMUNICATION SKILLS AT NHU THANH HIGH SCHOOL
The whole procedure of teaching and learning is implemented similarly to all

students of the class after all of them give consent to be part of the research.
However, due to the limit of the study, I only focus to collect information from
the learning engagement of two classes (A1, A6) during this process as the data
for analysis. Below is the survey of the practical situation of learning English
Communication skill at Nhu Thanh High School.
Survey no.1
Practical Situation of learning English comminication Skill at Nhu Thanh
High School.
Questions
for A
students
1. How difficult is Too easy

B

C

D

Not

Difficult

Really
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the
English
communication

skill
in
new
curriculum?
2. What is your
idea
about
improving English
communication
skill
at
your
school?
3. What do you
think of your skill
classes at Nhu
Thanh
High
School?
4. What do you
think
of
the
materials used for
teaching skills at
Nhu Thanh High
School?
5.
Does
your

teacher give you
any projects related
to real-world to
improve
your
communication
skills?

5%

difficult
10%

30%

difficult
55%

Very
essential
12%

Essential
16%

Not really Not
essential
essential at
47%
all

25%

Really
interesting
3%

Interestin
g
7%

Boring
41%

Difficult
and boring
51%

Difficult
but
interesting
8%

C. Interesting Easy and
and
boring
stimulating
32%
9%

Always

2%

Sometime
s
4%

Rarely
22%

Really
boring
49%

Never
72%

From the survey number 1, we can see that communication skills are rarely
improved at Nhu Thanh High School, this may not make it attractive to learners
as a classroom activity. The students often see communication as hard work,
boring, unrewarding. Moreover, students don’t know how to learn English and
improve communication skills effectively.
This could cause major problems in the future, especially for rapidly expanding
and developing companies that will be driving forward and progressing
technology in the future.

CHAPTER 3:
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RECOMMENDATIONS

TO IMPROVE THE STUDENTS’ ENGISH COMMUNICATION SKILLS
I. RECOMMENDATIONS
According to the data analysis from the survey, it can be personally
concluded that the most important feature that makes my students to engage
more in the real world is the kind of learning activities which forces them to
learn through the meaningfulness of tasks.
The question remains, how can schools and governments get students,
especially children, more involved in STEAM courses that will result in a more
rounded, well-educated and empowered workforce in the future?
As mentioned before, STEAM in the past was known as STEM and with
the inclusion of the Arts part of the program, governments and learning
institutions are hoping that this will be enough to entice new students into
becoming part of the program. Younger children love to be engaged in learning,
especially through interactive projects that they can really get involved and be
hands on with.
Therefore, I have applied STEAM project to improve my students’
English communication and soft skills
STEAM is based on the understanding that innovation is often found
where different subjects intersect. By learning these subjects at the same time,
students consider a wider range of perspectives when solving a particular
problem. Whereas traditional learning develops fact-based knowledge, our
STEAM programme will develop the skills needed to thrive – flexibility, critical
thinking, creativity and communication.
STEAM no longer refers to science, technology, engineering, the arts and
mathematics as stand-alone subjects, but as an integrated approach to teaching
the general capabilities on which STEM education is founded
II. PRACTICAL SOLUTIONS
Communication is vital to thriving workplace communities, and it’s
essential for effective collaborative classrooms as well. Knowing when and how
to express ideas, recognizing nonverbal cues, and being able to discern what's

important when someone speaks can be key factors in building interpersonal
relationships. By practicing communication skills, students will get better at
asking for help and expressing what they need, and over time they will develop
the skills and confidence to tell teachers more clearly what they've learned in
class.
STEAM
1. S is
Science

ACTIVITIES OF STEAM EDUCATION
for Children are natural scientists. They try to figure out just
how the world works by engaging in a series of steps called
the scientific method. The scientific method includes
observing, forming questions, making predictions, designing
and carrying out experiments, and discussing.
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2. T is
Technology

for When we think of technology, cell phones and computers
often come to mind. But the “T” in technology also stands
for any type of man-made object. Technology includes
simple tools such as pulleys, wheels, levers, scissors, and
ramps. These simpler technologies allow students to
understand how tools help us accomplish tasks.
3. E is for Engineering applies science, math, and technology to solving
Engineering
problems. Engineering is using materials, designing, crafting,

and building – it helps us understand how and why things
work. When students design and build with blocks or put
together railroad tracks, they are acting as engineers. When
children construct a fort of snow, pillows, or cardboard, they
are solving structural problems. When they figure out how to
pile sticks and rocks to block a stream of water or how
objects fit together, they are engineering.
4. A is for Arts
A creative mindset is critical for STEM subjects. That is why
the arts was added to STEM to become STEAM. Scientists,
technology developers, engineers, and mathematicians need
to innovate and solve problems creatively. The subjects in
STEAM are similar in their approach to learning. Active and
self-guided discovery is core to the arts and to STEAM
learning. Students engage in painting, pretend play, music,
and drawing. Art is sensory exploration. Drawing and playacting allow them to express what they know and feel. Music
is also linked to STEAM skills such as pattern recognition
and numeration. Research shows that early experience with
creative arts supports cognitive development and increases
self-esteem.
5. M is for Math Math is number and operations, measurement, patterns,
geometry and spatial sense. From birth until age five,
children explore everyday mathematics, including informal
knowledge of “more” and “less,” shape, size, sequencing,
volume, and distance. Math is a tool children use every day!
They make math concepts visible when they connect them to
objects and actions.

III. SOME PRACTICAL EXAMPLES AFTER APPLYING STEAM
PROJECT AT NHU THANH HIGH SCHOOL.

In STEM fields, empathetic communication is a fundamental ingredient
for success. Teachers must be able to take highly technical knowledge and
describe it in a clear and simple way for others. If students learn to express ideas
in a persuasive way and respond gracefully to reactions to their opinions, they’ll
be able to promote innovation and social change through fields like
bioengineering or video game design. Teachers may not be able to see the
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outcomes of bolstering students' communication right away, but the transfer to
real-world situations will one day be undeniable.
Teaching establishments will need to implement technologies such as
social media, online platforms such as YouTube and other systems that can make
learning more fun and interesting to their students
Teacher asks students to participate in practical semester examinations
including making videos, giving presentation, role-playing, singing a song,
ect…, after an applying STEAM project - period to practice English so that they
can improve their communication skills
The practical semester examination
Class 10A1 and 10A6
A is for Arts
Role-playing/
singing/ designing

The tenth graders (10 A1, school year: 2014-2015) were
roleplaying “ Tam and Cam nowadays”

The tenth graders (10 A6, school year: 2014-2015) were
roleplaying “ Superstitions”

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The tenth graders (10 A1, school year: 2014-2015) were
roleplaying “ The Voice”

(Thuy Trang, Pham Ly, Trung Kien and Ngoc Huyen,
10 A1, were singing in English.

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S is for Science
Students
study
about
carbon
dioxide and oxygen,
the
components
causing pollution

The practical semester exammination

The tenth graders (10 A6, school year: 2014-2015) were
making a presentation about the causes of pollution
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( Tran Thu Thao, 10 A6, was giving a presentation

about “Pollution”

The practical semester exammination
T is for Technology
Making videos

( Students, 10 A6, were making videos about
“Beautiful places in Nhu Thanh such as: Ben En
national park, Duc Ong Church, ………..”

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(the tenth graders make videos about the environmental
problems in Nhu Thanh district)

CHAPTER 4: RESULT
We aim to inspire our students through excellence by challenging them to
reach for their dreams and to be active participants in the world around them.
We encourage ambition and curiosity and prioritise the development of realworld skills so that they will go into the world, ready to learn and discover, keen
to be challenged, able to thrive.
By helping our students to develop crucial transferable skills that build on
and enhance traditional systems of learning through our performing arts and
STEAM programmes, we are preparing them for future success in our everchanging world
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Students were able to discuss numerous topics and express their opinions
which all students in the interview admitted was more comfortable to do in an
online environment, especially in a culture where people do not often openly

state their opinions.
Additionally, when tackling a STEM/STEAM project, students are
required to work towards a solution using a range of skills and creativity.
Through these projects, your student is learning independent work, selfmanagement, out-of-the-box thinking, and persistence.
STEM education helps your students to develop skills in technology and
science, while also focusing on the soft skills in teamwork and selfmanagement. As a result, your students graduates well-prepared to tackle the
complex demands of the modern workforce and outshine the competition.
Moreover, the result of testing skills has increasingly improved. The following is
the result chart of class A6 and class A1:
Before applying STEAM
project.

After applying STEAM project
( written tests and speaking tests)

Class
Excellent
(%)
A6

2,1

4,5
A1

Good Fair Poor
(%) (%) (%)
11,9

16,0

Excellent
(%)

good
(%)

Fair
(%)

poor
(%)

10,3

28,7

34,8

26,2

14,3

34,2

35,7

15,8

16

29

31,5

23,5

17,4

36

32,5

14,1

35,2 50,8

30,9 48,6

PART THREE: CONCLUSION AND SUGGESTION
I. CONCLUSION
STEAM focuses not just on science, technology, engineering, arts and
math, but also on the student’s entire learning process, including the
development of soft skills. Each class is designed to allow student to
communicate their thoughts, be creative, and explore new concepts in teams.
II. SUGGESTION
Understanding the design process is crucial for being able to create the
technical products that bring technological change to society. Your STEAM
course should highlight the creative thinking, experimentation, and visualization
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skills used in arts and design that are vital for continued innovation in
STEAM. Give students time to create and problem solve, independently or in
teams, by working on small engineering projects that relate to the content of
your unit.

The Headmaster’s identification

Thanh Hoa, the second of May, 2019
I ensure that this study has been written by
me
The writer

Bui Thi Tu

REFERENCES
1. Schellenberg, E. (2004). Music lessons enhance IQ. Psychological Science.
2. Ghanbari, S. (2015) Learning across disciplines: a collective case study of
two university programs that integrate the arts with STEM, International Journal
of Education & the Arts
3. Miller, J., & Knezek, G. (2013). STEAM for student engagement. Society for
Information Technology & Teacher Education International Conference, 2013

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