An investigation into the application of project based learning in high school classes in quang binh province

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
----------***----------

NGUYEN MANH CUONG

AN INVESTIGATION INTO
THE APPLICATION OF PROJECT-BASED LEARNING
IN HIGH SCHOOL ENGLISH CLASSES IN QUANG BINH PROVINCE

MASTER’S THESIS IN EDUCATION

Nghe An, 2017
i


MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY
----------***---------

NGUYEN MANH CUONG

AN INVESTIGATION INTO
THE APPLICATION OF PROJECT-BASED LEARNING
IN HIGH SCHOOL ENGLISH CLASSES IN QUANG BINH PROVINCE

Major: Teaching English to Speakers of Other Languages (TESOL)
Code: 60140111

MASTER THESIS IN EDUCATION
SUPERVISOR

Tran Ba Tien, Ph.D.

Nghe An, 2017

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STATEMENT OF ORIGINALITY
This work has not previously been submitted for a degree
or diploma in any university. To the best of my
knowledge and belief, the thesis contains no material
previously published or written by another person except
where due reference is made in the thesis itself.
Nghe An, July 28th, 2017
Author’s signature

Nguyen Manh Cuong

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ABSTRACT
Project-Based Learning is a student-centered and directed approach, which
has been introduced in some high schools in Viet Nam for several years and
partially met student’s needs. However, how to apply Project-Based Leaching
effectively in English classes is still a challenge for administrators and
teachers. This study describes how high school teachers and students actually
perceived Project-Based Learning and how the method was applied in English
classes in Quang Binh province. The research was conducted among 20
teachers and 60 students of two upper secondary schools. To complete this

study, such tools of data collection as survey questionnaires, classroom
observation and interviews were employed.
The findings indicate that most teachers and students were fully aware of the
necessity and benefits of Project-Based Learning in teaching and learning
English. However, some young teachers did not know how to instruct
students to carry out the project. In addition, most of the participants still
faced many difficulties when implementing the method. Basing on these
findings, some necessary solutions were suggested to make the application of
PBL more effective.
Key words: Project-Based Learning, Project-Based Teaching, studentcentered, motivation, implementing, application, pilot textbooks of English.

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ACKNOWLEDGEMENT
First and foremost, I would like to express my deepest gratitude to Dr. Tran
Ba Tien - my supervisor for his invaluable advice, constructive criticism,
precious correction and helpful encouragement in the completion of my
thesis.Without his valuable instructions and assistance, this paper would never
be finished.
My special thanks go to the staff of Vinh University, faculty lecturers from
Department of Foreign Languages for their providing helpful guidelines and
support in ensuring the success of my thesis.
I also express my deepest gratefulness to the leaders of Quang Binh
Department of Education and Training, the leaders and the specialists of the
Secondary Education Department for providing me with the most favorable
conditions to my further study.
Hereby, I wish to sincerely thank all the teachers and students of Foreign
Language Department at Vo Nguyen Giap Gifted High School and Ninh Chau
High School for answering the questionnaires and interviews, which are

indispensable for the analysis and discussion in my study.
I also would like to thank my beloved friends - Le Thi Kieu Oanh and
Nguyen Thi Ai Lien, who are always ready to share all my happiness and
sorrow and give me useful advice when needed.
Finally and always, my heartfelt thanks go to my family whose support is
indispensable for the fulfillment of my thesis.

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TABLE OF CONTENTS
Page
STATEMENT OF ORIGINALITY ................................................................. iii
ABSTRACT ..................................................................................................... iv
ACKNOWLEDGEMENT ................................................................................ v
TABLE OF CONTENTS ................................................................................. vi
LIST OF ABBREVIATIONS .......................................................................... ix
TABLE OF FIGURES ...................................................................................... x
TABLE OF TABLES ....................................................................................... xi
Chapter 1 INTRODUCTION ......................................................................... 12
1.1. Rationale................................................................................................... 12
1.2 Aims of the study ...................................................................................... 14
1.3. Significance of the study .......................................................................... 15
1.4. Research questions ................................................................................... 15
1.5. Scope of the study .................................................................................... 15
1.6. Design of the study................................................................................... 15
Chapter 2 THEORETICAL BACKGROUND ............................................... 17
2.1. Project-Based Learning ............................................................................ 17
2.1.1. Project ................................................................................................ 17
2.1.1.1. Definitions of project .................................................... 17

2.1.1.2. Types of project ............................................................ 18
2.1.2. Project-Based Learning ..................................................................... 19
2.1.2.1. Definitions of Project-Based Learning......................... 19
2.1.2.2. Key features of Project-Based Learning ...................... 20
2.1.2.3. Benefits of Project-Based Learning ............................. 22
2.1.2.4. Drawbacks of Project-Based Learning ........................ 24
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2.1.2.5. The procedure to do a project ...................................... 25
2.1.2.6. Roles of teachers and learners in Project-Based
Learning ............................................................................................... 26
2.1.2.7. Assessment of project work .......................................... 30
2.2. Researches on PBL .................................................................................. 34
2.3. An introduction to the upper secondary pilot curriculum and textbooks 36
2.3.1. The objectives of the upper secondary pilot curriculum and textbooks
...................................................................................................................... 36
2.3.2. The contents of the upper secondary set of pilot textbooks ............... 36
2.3.3. The structure of the upper secondary set of pilot textbooks .............. 38
Chapter 3 RESEARCH METHODOLOGY .................................................. 39
3.1. Context of Study ...................................................................................... 39
3.2. Participants ............................................................................................... 40
3.3. Data collection instruments ...................................................................... 41
3.3.1. Questionnaires ................................................................................... 41
3.3.2. Class observations ............................................................................. 42
3.3.3. Ethnographic in-depth interviews...................................................... 42
3.4. Procedures ................................................................................................ 43
3.5. Summary .................................................................................................. 43
Chapter 4 FINDINGS AND DISCUSSION .................................................. 45
4.1. Introduction .............................................................................................. 45

4.2. Teachers’ and students’ perception of Project-Based Learning .............. 45
4.2.1. Teachers’ perception of PBL ............................................................. 45
4.2.2. Students’ perception of PBL .............................................................. 48
4.3. Teachers’ and students’ implementation of PBT and PBL...................... 50
4.3.1. Teachers’ implementation of PBT ..................................................... 50
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4.3.2. Students’ implementation of PBL ...................................................... 53
4.4. Teachers’ and students’ difficulties in PBT and PBL.............................. 55
4.4.1. Teachers’ difficulties in PBT ............................................................. 55
4.4.2. Students’ difficulties in PBL .............................................................. 57
4.5. Teachers’ solutions to difficulties in PBT ............................................... 58
4.6. Students’ solutions to difficulties in PBL ................................................ 60
4.7. Discussion ................................................................................................ 62
4.7.1. Teachers’ and students’ perception of PBL ...................................... 62
4.7.2. Teachers’ and students’ implementation of PBL .............................. 63
4.7.3. Teachers’ and students’ difficulties in PBT and PBL ....................... 64
4.7.4. Teachers’ and students’ solutions to difficulties in PBT and PBL .... 65
Chapter 5 CONCLUSION ............................................................................. 67
5.1. Summary of the key findings ................................................................... 67
5.2. Implications .............................................................................................. 69
5.2.1. Implications for administrators ......................................................... 69
5.2.2. Implications for high school teachers................................................ 70
5.2.3. Implications for high school students ................................................ 71
5.3. Limitations of the study ........................................................................... 71
5.4. Further research ........................................................................................ 72
REFERENCES ................................................................................................ 73
APPENDICES ................................................................................................. 78
APPENDIX 1 .................................................................................................. 78

APPENDIX 2 .................................................................................................. 83
APPENDIX 3 .................................................................................................. 87
APPENDIX 4 .................................................................................................. 88
APPENDIX 5 .................................................................................................. 89
APPENDIX 6 .................................................................................................. 91
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APPENDIX 7 .................................................................................................. 92

LIST OF ABBREVIATIONS

DOET

Department of Education and Training

MOET

Ministry of Education and Training

PBL

Project-Based Learning

PBT

Project-Based Teaching

VNG

Võ Nguyên Giáp

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TABLE OF FIGURES
Page
Figure 2.1. The teachers’ roles in PBL ........................................................... 28
Figure 2.2. The learners’ roles of learning through doing projects within the
social context ................................................................................................... 30
Figure 4.1. Teachers’ perception of the necessity of PBL .............................. 45
Figure 4.2. Teachers’ perception of the benefits of PBL ................................ 46
Figure 4.3. Teachers’ perception of the procedure of doing a project ............ 47
Figure 4.4. Students’ perception of the necessity of PBL .............................. 49
Figure 4.5. Students’ perception of the benefits of PBL................................. 50
Figure 4.6. Teachers’ opinion about the implementation of PBT .................. 50
Figure 4.7. Teachers’ opinion about class organization ................................. 51
Figure 4.8. Teachers’ opinion about time allowed to finish the project ......... 52
Figure 4.9. Students’ opinion about the implementation of PBL ................... 54
Figure 4.10. Students’ opinion about class organization ................................ 54
Figure 4.11. Students’ opinion about time allowed to finish the project ........ 55
Figure 4.12. Teachers’ difficulties in PBT...................................................... 56
Figure 4.13. Students’ difficulties in PBL ...................................................... 57

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TABLE OF TABLES
Page
Table 2.1. Themes and topics in the high school pilot curriculum ................. 38

Table 4.1. Result from class observation ........................................................ 52
Table 4.2. Teachers’ solutions to difficulties in PBT ..................................... 59
Table 4.3. Students’ solutions to difficulties in PBL ...................................... 61

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Chapter 1
INTRODUCTION
1.1. Rationale
English has become an extremely popular language world-wide over a period
of many years. It is seen as a bridge that helps people from different nations
come closer to each other. Understanding its role, the Vietnamese Government
and people consider the English language as an essential means to integrate
into the world as well as to enhance the economy, education, foreign
relationships and health care system. One of the major concerns of most
educators is how to help students use English to solve the practical tasks in
real life. To catch up with this trend, the Ministry of Education and Training
(MOET) of Viet Nam claims that contemporary education needs to emphasize
student-centered teaching. This means that teachers play the roles of
facilitators, organizers, instructors, observers, and advisers who help students
develop their sense of creativity, problem-solving skills, and self-studying
during the process of learning. In doing so, students are trained key skills such
as independence, responsibility, cooperation and critical thinking.
To partly carry out this above issue, the Government of Vietnam has
developed a number of programs to popularize English and at the same time
has found ways to improve the quality of English language teaching and
learning. In 2008, the Ministry of Education and Training, under the approval
of the Prime Minister, started the National Foreign Languages Project entitled
"Teaching and Learning Foreign Languages in the National Education

System, Period 2008-2020”, which is aimed at making English compulsory in
the school curriculum, starting teaching English for 3rd graders, thus by the
year 2020 most Vietnamese students graduating from secondary, vocational
schools, colleges and universities will be able to use a foreign language
confidently, study and work in a multilingual and multicultural environment
of integration. The resolution covers a wide range of renovations relating to
almost education activities. The key measures consist of education
management, developing teaching staff, renovating teaching methods and
renovating the curriculum and the textbook. The renovation of the curriculum
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and the textbook is considered an extremely important measure because it will
lead to the change of the other educational activities. To carry out this
resolution, the pilot curriculum and a new set of textbooks for secondary
education were issued by the Ministry of Education and Training in
November, 2012 (Decision No 01/QĐ-BGDĐT and Decision No 5209/QĐBGDĐT). The aim of the high school pilot curriculum and textbooks is to
develop upper secondary students’ communicative competence in English.
Their skills such as listening, speaking, reading, writing will reach the third
level of the Vietnamese Foreign Language Competence Framework
(equivalent to B1 in the Common European Framework of Reference for
Languages) when students finish upper secondary school.
Basing on the pilot curriculum, a new set of textbooks for upper secondary
students, including Tieng Anh 10, Tieng Anh 11 and Tieng Anh 12 is dedigned.
The format of these new textbooks is different from the old ones. The most
distinctive and remarkable feature in the pilot textbooks is “Project” part, the
last part of every unit, which is designed to apply Project-Based Learning
(PBL) method. The projects vary in forms, most of which are related to
familiar topics in real life so the teacher and students are able to implement
them.

PBL is a student-centered and directed approach, so students can have a
chance to select the content areas and nature of the projects that they do. There
is considerable focus on students’ understanding what it is they are doing, why
it is important, and how they will be assessed. Some of the goals may actually
be set by students and they will be assessed over these goals. Learners’
motivation and active engagement result from all of these learner-centered
characteristics of PBL. Moursund (1999) stated that a high level of intrinsic
motivation and active engagement are essential to the success of PBL
methodology. Project work makes school more like real life. It's an in-depth
investigation of a real-world topic worthy of children's attention and effort.
Furthermore, a project-based learning lesson provides students with the
opportunity to learn in an authentic, challenging and multidisciplinary
environment (Moursund, 2003).
Although PBL has many advantages, it has just been applied at two high
schools of Quang Binh province since 2014. Being in charge of managing all
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the activities of teaching and learning English in general, the application of
this method in teaching English in secondary schools, the author deeply
understands about the situation. From the factual observation, the author
himself thinks that there exist some difficulties for teachers and students. The
issue may be the result of the following reasons. Firstly, most of the current
teachers of English graduated from the universities before 2000, so they are
not familiar with project-based activities because of their regular use of
traditional methods. Moreover, most of them have not attended official
training courses, so they could not do the job effectively. At the end of each
unit, all of the students in a class are often assigned the same project, given
some time to carry it out and then asked to present the product with the help of
posters or PowerPoint. Actually, students in a class may have different levels

and learners of different classes do not always have the same purposes of
learning English. Teachers often lack time to guide and help students finish
the project, while students need teachers’ clear instructions of useful
languages and the procedure to carry out the project. As a result, it makes
student unmotivated when doing the job. Additionally, for some students’
belief, doing project is time-consuming. They only pay attention to doing
grammatical exercises and written tests which are much more helpful for their
General Certificate of Secondary Education and Entrance University
examinations.
For the reasons mentioned above, the author of this paper would like to
conduct this research entitled “An investigation into the application of
Project-Based Learning in high school English classes in Quang Binh
province” with the aim that this can help to identify some challenges in doing
projects. Additionally, he wishes that some suggestions will be drawn out for
the teachers who are indeed interested in PBL to apply the method effectively
in English classes.
1.2 Aims of the study
The study is conducted with the aim to investigate the perception of upper
secondary English teachers and students toward projects and Project-Based
Learning, especially the application of the method. The author also intends to
14


discover the challenges and difficulties the teachers and students encounter
when implementing PBL in English classes. Some suggestions would be
recommended by the researcher to help them minimize or overcome those
issues.
1.3. Significance of the study
The study is expected to be a good reference for administrators or policy
makers to manage the teaching activities better, and for teachers to implement

the method effectively in English classes. Moreover, through this study
teachers and students will become more aware of the important role of
Project-Based Learning, and be able to identify methods and specific solutions
appropriate to their learning requirements.
1.4. Research questions
In order to achieve the aims mentioned above, the study seeks the answers to
the following questions:
1. What are teachers’ and students’ perceptions of Project-Based Learning?
2. How do teachers implement Project-Based Learning in their teaching?
3. Are there any problems that teachers and students encounter in
implementing Project-Based Learning?
1.5. Scope of the study
The study has been carried out among 60 10th-grade students in Vo Nguyen
Giap (VNG) Gifted High School and Ninh Chau High School, who are using
the Pilot Textbook Tieng Anh 10 as their required course book. The students’
age group ranges from 15 to 16. They all have learned English for 8 years and
their knowledge and use of English are quite good. Besides, the author has
conducted the experiment among 20 teachers of English of the two high
schools.
1.6. Design of the study
The study is divided into five sections set out in the following chapters:
Chapter 1, Introduction, introduces the rationale, aims of the study, research
questions, research scope, significance and design of the study.
Chapter 2, Theoretical Background, presents the theoretical background of the
research and issues related to Project-Based Learning applied in English
15


language teaching.
Chapter 3 is for Methodology in which the author describes how the

experiment was carried out. The chapter consists of the research methodology,
the context of the study, participants, data collection instruments and the
research procedure.
Chapter 4, Findings and Discussions, is reserved to reveal the findings drawn
through the analysis of both the collected data and opinions. The discussions
were conducted based on the findings.
Chapter 5 is for the Conclusion, which presents the summary of the key
findings of the research, limitations, some pedagogical implications and
suggestions for further study.

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Chapter 2
THEORETICAL BACKGROUND
With the aim of providing a theoretical background to the study, this chapter
provides a review of issues most relevant to the topic of the research, ProjectBased Learning, and its application in English language teaching. To help
provide deeper understanding and potential insights, previous studies are
examined. The chapter is finished with an introduction to the upper secondary
set of pilot textbooks.
2.1. Project-Based Learning
2.1.1. Project
2.1.1.1. Definitions of project
When we discuss about project, there are many definitions about it. According
to Mintzberg (1983), “A project is an organizational unit that solves a unique
and complex task”. Collins (1987) shared the opinion of Mintzberg (1983) to
give another definition “A project as an idea or plan that you intend to carry
out in the future or that is being carried out at present. A project can also be a
detailed study of a particular subject”.
Although people had different ways of defining projects, they have some

characteristics in common. First, the most distinguishing feature is a specific
timeframe. All projects have time to start and finish. Second, many efforts are
called “projects” but actually become programs because they extend
indefinitely and cover broader, less specific business objectives. Third,
projects must have clear, definite goal or objective. The objective is specific,
identifiable, and can be accomplished. Finally, there are a wide range of
activities in a project which produce quantifiable deliverables that when added
together, accomplish the overall objective.
What is more, Thomas (2000) defined that project is complex tasks based on
problems encountered by students, conducted in certain periods of time and
culminated in realistic products that might be in form of presentation,
exhibition, and publication. The project should be long-term, require
teamwork among students and result in a substantial final product (Thompson
& Beak, 2007, as cited in Cruz & Vik, 2007). In conclusion, not every task
17


can be considered as project.
2.1.1.2. Types of project
People classified projects into many different types or categories. Haines
based on the ways to report the information to divide projects into 3
categories: Production projects that include the creation of bulletin board
display, video, radio programs, posters sessions, written reports, photo essays,
letters, hand books and so on; Performance projects in the form of debates,
oral presentation, food fair, or a fashion show; Organizational projects which
connected with the planning and formation of a club, conversation table, or
conversation partner program.
Legutke and Thomas (1991) and Haines (1989) based on data collection
techniques and sources of information to classify projects into 5 categories:
The first category is Survey project that may also include displays, but more

interview, summaries, finding; The second category is Survey project which
may also include displays, but more interview, summaries, finding; The third
category is Research projects which include such kinds of work as reports,
display; Text projects which deal with “text” rather than people; The fourth
category is Encounter projects which result in face-to-face contact with guest
speakers or individuals outside the classroom and the last one is
Correspondences projects which involve communication with individual.
Besides, Henry (1994) also proposed three types of projects according to the
degree that the teachers and students decide on the nature and sequencing of
project-related activities. They are Structured Projects which are determined,
specified, and organized by the teacher in terms of topic, materials,
methodology and presentation; Unstructured Projects that are defined largely
by students themselves; and Semi structured projects which are defined and
organised in part by teacher and in part by students.
In summary, projects have been various classified by differently researchers,
teachers should therefore choose the most suitable format of the project basing
on the teaching context, curriculum objectives, students’ level and interest,
time constraint, materials and so on. Besides, the different types of project
should be combined to achieve the teaching goals the teacher has set.
Nevertheless, to have a correct choice, teachers must have a deep insight of
18


PBL, which will be discussed in the following section.
2.1.2. Project-Based Learning
2.1.2.1. Definitions of Project-Based Learning
Project-Based Learning has been differently defined by various researchers.
According to Kasíková’s study, as cited in Rousová (2008, p. 10), it takes
about twenty years for new academic concepts and insights to become
commonplace in the teaching of our public schools. This is also the case with

the notion of PBL.
A project is a task that requires initiative, creativity and organizational skills,
as well as undertaking responsibility for the solution of problems connected
with the topic. It is a specific kind of a learning task, in which pupils are
allowed to choose a topic and direction of its investigation. Therefore, the
result is predictable only to a limited extent.
Sharing a similar view on PBL, De Jesus (2012) defined that “Project-based
learning is a dynamic approach to teaching in which students explore realworld problems and challenges, simultaneously developing cross-curriculum
skills while working in small collaborative groups”.
In PBL handbooks for teachers, projects are considered as complex tasks,
based on challenging questions or problems that involve students in design,
problem-solving, decision making, or investigating activities; give students the
opportunity to work relatively autonomously over extended periods of time;
and culminate in realistic products or presentations (Jones, Rasmussen, &
Moffitt, 1997; J. Thomas, Mergendoller, & Michaelson, 1999).
As for Fletcher (2008), Project-Based Learning is a learning method that
enables students to focus on complex problems and solve them through
research. This approach is an instructional strategy used in order to achieve
success in today’s dynamic study-fields (Gonzales & Nelson, 2005, as cited in
Yalỗn et al., 2009). They added that Project-Based Approach consists of
students’ learning knowledge, content, realities and students’ acquisition of
some important skills related to the other fields of the educational system, and
their research on real-life topics.
Another author, Bell (2010), pointed out that PBL is an instructional method
centered on the learners. PBL requires students to develop a question and are
19


guided through research under the teacher’s supervision. Instead of using a
rigid lesson plan that directs a learner down a specific path of learning

outcomes or objectives, PBL allows in-depth investigation of a topic worth
learning more about (Erdem & Akkoyunlu, 2002; Harris & Katz, 2001;
Korkmaz & Kaptan, 2000).
It is clear from the above-mentioned definitions that PBL is engaging learning
experiences that involve students in complex, factual projects through which
they develop and apply skills and knowledge. The advantages can be
identified up front but sometimes are only experiences to allocate resources
such as time or materials.
In conclusion, PBL is defined in a variety of ways but they share some
primary features. Each of the definitions contains a solution to an issue by the
group of students. The result of students’ work is usually the creation of some
products including thesis, report, design plan or model. There exist commonly
many educational activities that take a considerable length of time (Jones et
al., 1997; J. Thomas et al., 1999). This paper adopts the definitions that PBL is
an authentic learning model or strategy in which students plan, implement,
and evaluate projects that have real-world applications beyond the classroom
(Blank & Harwell, 1997; Dickinson et al., 1998; Westwood, 2008).
2.1.2.2. Key features of Project-Based Learning
A teaching method in which students can gain knowledge and skills by
working for an extended period of time to investigate and respond to an
authentic, engaging and complex question, problem, or challenge is ProjectBased Learning. It has several key features that assist to direct the use of PBL
instruction within a classroom. The project has a real-world connection is
very important. It needs to allow students not to only make real life
connections, but also, to implement learning and apply new concepts by using
their knowledge in a variety of education contexts. The key element of PBL is
working with others is also. The core idea of PBL is that real-world problems
capture the learners' interest as they acquire knowledge. In Gold Standard
PBL, Essential Project Design Elements include the following key features:
Key knowledge, understanding and success skills: The project is
focused on student learning goals, including standards-based content

20


and skills such as critical thinking/problem solving, collaboration, and
self-management.
Challenging problem or question: The project is framed by a
meaningful problem to solve or a question to answer, at the appropriate
level of challenge.
Sustained inquiry: Students engage in a rigorous, extended process of
asking questions, finding resources, and applying information.
Authenticity: The project features real-world context, tasks and tools,
quality standards, or impact - or speaks to students’ personal concerns,
interests, and issues in their lives.
Student voice and choice: Students make some decisions about the
project, including how they work and what they create.
Reflection: Students and teachers reflect on learning, the effectiveness
of their inquiry and project activities, the quality of student work,
obstacles and how to overcome them.
Critique and revision: Students give, receive, and use feedback to
improve their process and products.
Public product: Students make their project work public by explaining,
displaying and/or presenting it to people beyond the classroom.
Project work has been concerned and taken into consideration by a number of
language educators, including Carter and Thomas (1986), Ferragatti and
Carminati (1984), Fried-Booth (1982), Haines (1989), Legutke (1984, 1985),
Legutke and Thiel (1983), Papandreou (1994), Ken Sheppard and Fredricka L
Stoller (1995), and Ward (1988). They share the following common features
in spite of their different perspectives of approaching:
► Project work focuses on content learning rather than on specific
language targets. Students’ real-world subject matter and their topics of

interest are put in the centre of the project.
► Project work is student-centered, though the teacher plays a major
role in offering support and guidance throughout the process.
► Project work supports cooperation rather than competition between
students. Students can work on their own, in small groups, or as a class
to complete a project, sharing resources, ideas, and expertise along the
way.
21


► Project work leads to the authentic integration of skills and
processing of information from varied sources, mirroring real-life tasks.
► Project work culminates in an end product (e.g., an oral presentation,
a poster session, a bulletin board display, a report, or a stage
performance) that can be shared with others, giving the project a real
purpose. The value of the project, however, lies not just in the final
product but in the process of working towards the end point. Thus,
project work has both a process and product orientation, and provides
students with opportunities to focus on fluency and accuracy at different
project-work stages.
► Project work is potentially motivating, stimulating, empowering, and
challenging. It usually results in building student confidence, selfesteem, and autonomy as well as improving students' language skills,
content learning, and cognitive abilities.
2.1.2.3. Benefits of Project-Based Learning
According to Staff (2001), a wide range of benefits to both students and
teachers are further clarified from the features of PBL. A growing number of
academic researchers support the use of project-based learning in school to
engage students, cut absenteeism, boost cooperative learning skills, and
improve academic performance.
In terms of teachers, J. W.Thomas (2000) stated that additional benefits

include enhanced professionalism and collaboration among colleagues, and
opportunities to build relationships with students. Moreover, many teachers
are pleased to find a model that accommodates diverse learners by introducing
a variety of learning opportunities into the classroom. Teachers find that
students for whom traditional instructional methods are not effective can
benefit the most from project-based learning (SRI, 2000 as cited in Shiraz and
Larsari (2014).
Many teachers, thinking of students’ benefits, points out that project-based
learning is an important and effective part of their teaching repertoire. Sylvia
Chard, an education researcher, has pointed out that “One of the major
advantages of project work is that it makes school more like real life. It's an
in-depth investigation of a real-world topic worthy of children's attention and
22


effort.” A project-based learning lesson provides students with the opportunity
to learn in an authentic, challenging and multidisciplinary environment
(Moursund, 2003). Students can learn the way to design, carry out, and
evaluate a project that requires sustained effort over a significant period of
time. Besides, learning to work with minimal external guidance, both
individually and in groups, can help them gain in self-reliance and personal
accountability. Thanks to these opportunities, many advantages of projectbased learning emerge from a student’s point of view.
Many researchers who have been interested in PBL have identified the
following particular benefits:
► Preparing children for the workplace. Children are exposed to a
wide range of skills and competencies such as collaboration, project
planning, decision making, and time management (Blank, 1997;
Dickinson et al., 1998).
► Increasing motivation. Teachers often note improvement in
attendance, more class participation, and greater willingness to do

homework (Bottoms & Webb, 1998; Moursund, Bielefeldt, &
Underwood, 1997).
► Connecting learning at school with reality. Students retain more
knowledge and skills when they are engaged in stimulating projects.
With projects, kids use higher order thinking skills rather than
memorizing facts in an isolated context without a connection to how
and where they are used in the real world (Blank, 1997; Bottoms &
Webb, 1998; Reyes, 1998).
► Providing collaborative opportunities to construct knowledge.
Collaborative learning allows kids to bounce ideas off each other, voice
their own opinions, and negotiate solutions, all skills that will be
necessary in the workplace (Bryson, 1994; Reyes, 1998).
► Increasing social and communication skills.
► Increasing problem-solving skills (Moursund, Bielefeldt, &
Underwood, 1997
► Enabling students to make and see connections between disciplines
► Providing opportunities to contribute to their school or community
► Increasing self-esteem. Children take pride in accomplishing
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something that has value outside the classroom (Jobsfor the Future,
n.d.).
► Allowing children to use their individual learning strengths and
diverse approaches to learning (Thomas, 1998).
► Providing a practical, real-world way to learn to use technology
(Kadel, 1999; Moursund, Bielefeldt, & Underwood, 1997).
In summary, PBL makes the role of teachers change from a speaker in
traditional classroom into the role of facilitators to support and guide through
the process. Therefore, it fosters students’ autonomy and responsibility

(Haines, 1989). Thanks to that, teachers have more time to devote to weaker
groups (Kasíková, 1997).
2.1.2.4. Drawbacks of Project-Based Learning
Besides the advantages of Project-Based Learning, researchers have found that
there are also some drawbacks in the implementation affecting the success of
PBL.
Firstly, Gallagher (2004) has stated that apart from some advantages ProjectBased Learning has some disadvantages, especially in a language class such as
the excessive use of the first language, the different speeds of different
students and the control on learning with inactive students when they have
much creation and freedom in carrying out projects. Secondly, according to
Grant as cited in Sumarni (2015), PBL takes a lot of time of the
teachers/instructors to solve different issues, which means not having time
available for the material or content. Furthermore, Van den Berg (2006)
thought that students perceived the workload as heavy, and staff described
students finding the workload “overwhelming”. However, the need for extra
time was not necessarily always negative as some students appreciated having
more time to work on their project (Joyce et al, 2013). Scott (1994) also
pointed out that many instructors/teachers are so familiar to traditional
classroom, where he is the centre of the classroom. It is difficult for the
instructors to change themselves, especially for those who are not good at
technology. What is more, PBL is challenging for the teacher in terms of
finding a balance between the need for input and allowing students the
freedom to explore and experiment (Ladewski, 1991). Moreover, almost all
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examples of successful project-based learning depend on the success of
cooperative or collaborative learning (Krajcik, Blumenfeld, Marx, & Soloway,
1994; Land & Greene, 2000). Therefore, if students who are not well-practiced
for working in groups, they may have obstacles on negotiation and compromise

(Grant, 2002). If the teachers have never introduced this method to their
students before, they should start teaching students how to interact in a group
and manage conflict within the group. Students will possibly be less passive in
group work when having been fully guided. Finally, Kurzel & Rath (2007)
noted that there are few students who are interested in the subject, including
methods of teaching. Actually, students will have many difficulties in working
out projects; however, if the they are cognizant of these issues, they will
succeed in doing the job.
2.1.2.5. The procedure to do a project
There found different models in developing a project work. The procedure to
do a project varies from researcher to researcher. Hedge (1998) clearly divides
the procedure of carrying out a practical project into six stages: orientation;
preparation and planning; implementation; collation; presentation; and
reflection. While Curtis (2001) gives quite clear guidance on how to do a
project which includes three phases: orientation and planning; research and
implementation; sharing results.
According to the professional development organizers at the Buck Institute for
Education, the framework consists of five principles or stages as follow:
1) Begin with the end in mind and plan for this end result.
2) Craft the driving question; select and refine a central question.
3) Plan the assessment and define outcomes and assessment criteria.
4) Map the project: Decide how to structure the project.
5) Manage the process: Find tools and strategies for successful projects.
(The Project Based Learning Handbook, 2007 developed by the Buck
Institute for Education)
It can be seen from the above-mentioned models that there are some steps,
each of which contains more than one requirement, are not clear. Therefore,
the teacher may find it difficult to follow.
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