Application of the project based learning method to develop english skills in small groups in tran mai ninh secondary school

THANH HOA CITY
TABLE OF CONTENT

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
CHAPTER I: INTRODUCTION
1. Rationale

page 2

2. Aims of the study

INITIATIVE

page 3

3. Research questions

page 3

4. Subject of the study

page 3

5. Research method

page 3

6. Scope of the study

page 4

Application of the project-based learning method to
develop English skills in small groups

7. Significance of the study

page 4

in Tran Mai Ninh secondary school
page 4

8. Structure of the study

CHAPTER II: PROBLEM SOLVING
1. Literature review
2. Findings
3. Research results

page 6

Writer: Nguyen Thi Thuy Hang
Position: Teacher

page 7
page 15

School:
Tran
Mai Ninh Secondary School
CHAPTER III: CONCLUSION
AND

RECOMMENDATION
Subject: English

page 17

APPENDIX

page 19

REFERENCES

page 21

THANH HOA – 2020
0


CHAPTER I: INTRODUCTION
1. Rationale
Today the demand for using English to study, research, work and live in domestic
and international conditions is increasing in both quantity and quality. Especially in
the context of fast and strong integration, such demand becomes even more urgent
for not only individuals but also the whole nation.
These necessities for teaching and learning foreign languages require a
comprehensive change in all levels and disciplines, materials, facilities, methods,
attitudes, motivation of all objects involved in the process of teaching and learning
foreign languages, in particular, English. To meet these requirements, the Ministry
of Education and Training has implemented the national foreign project 2020
according to No.1400/ QDTTg dated September 30, 2008. The project has set out
the general goal of “comprehensively renovating foreign language teaching and

learning in the national education system ". By 2020, the majority of Vietnamese
young people will be able to use foreign languages independently, confidently
communicate and work in an integrated, multilingual and multicultural
environment; making foreign languages a strength of Vietnamese people, serving
the country's industrialization and modernization”.
To achieve that goal, the Ministry of Education and Training has taken many
specific measures, in which the innovation of textbooks is one of the solutions to
help teaching and learning English to have many positive changes.
The new Pilot English Series is one of the documents being taught at many schools
in Thanh Hoa city. In the set of books, a remarkable difference from the old series is
the Project section, also known as the group’s exercise or project after each unit of
lesson.
To learn more about this section as well as promote the maximum of efficiency that
it brings back we have carried out and study the topic: "Application of the project-

1


based learning method to develop English skills in small groups in Tran Mai Ninh
secondary school”.
2. Aims of the study
With the above questioning, this study aims to achieve the following purposes:
- Research the students’ attitudes towards Project-based learning to develop English
skills in small groups.
- Research the effective extent of the application of the assignments for
the development of skills in the use of English for students in grades 7 at Secondary
Tran Mai Ninh.
- On the basis, some notes are drawn when applying teaching and learning
directions through projects for teachers as well as students.
3. Research Questions

To achieve the above purpose, this study was undertaken to answer these following
questions:
1. What is your attitude towards learning through the project assignments?
2. To what extent does the project-based learning to improve the students’ use of
English in small groups?
4. Subject of the study
The research object of this topic is the method of learning through large exercises
(Project-based learning).
5. Research Methods
The purpose of this study is to find out how their attitudes towards learning through
project assignments and whether learning English through Project-based learning to
improve their abilities to use English in small groups effectively or not. As
described above, we selected survey methods (survey) for this study. Based on the
purpose set out in section 1.3 above, this is actually a descriptive study (Descriptive
study). In the opinion of Best (1970), descriptive research in education is concerned
with issues such as: existential conditions or relationships; practical ways are
2


popular; the

subject's

current

beliefs,

conceptions

or

attitudes; ongoing

processes; effects people feel; or trends are becoming clear (p.156).
With the above definition, it is completely appropriate to choose descriptive
research methods to achieve the goals set out in this research.
The data collection methods used in this study include: a) student survey
questionnaires; b) observe, record and c) interview students.
6. Scope of the study
As stated above, this study was implemented to find out the attitude of the
children and assess the effectiveness of this approach. The number of participants is
quite limited, who are students of a pilot English class taught by the researcher and
the teacher as well. Consequently, generalization is not in the scope of this study.
7. Significance of the study
Some researchers argue that learning through project assignments is ineffective and
students are not interested in this new direction (Felix, 1999; Levy,
1997). Moreover, the researcher must be very careful to avoid problems that may
arise such as the active participation of the project implementers, the evaluation
process, implementation time, ...
To clarify the above concerns, this study gives necessary insights into learning
through projects, its applicability to other subjects in general and English in
particular in the current teaching and learning context in Vietnam.
More importantly, the findings of this study will help English researchers and
teachers to have ways to appropriately apply this pathway to improve students'
language skills.
8. Structure of the study
The study consists of three parts:
Part one: Reasons for choosing the topic: Introduction of the general foundations of
the research such as: research aims, research methods, research subjects, research
scope, ...

Part two: Content
3


- Rationale: Introducing an overview of the research history of the problem,
summarizing the research results of the problem in relation to national and
international researchers.
- Findings: Overview of the situation of the unit, presenting all data analysis to give
answers to the research questions posed to achieve the purpose of the study. Propose
main measures to solve the problem.
- Discussion: discuss the research results and the effect of study.
Part three: Conclusions and recommendations: Conclusions are presented, and
basic limitations, recommendations of this study as well as suggestions for further
studies.
Finally, the references used in this study are accompanied by the facts, records, and
products collected by the researcher during the study.

4


CHAPTER II: PROBLEM SOLVING
I. Literature review
1. Project-based learning (PBL)
There are many definitions of the way to teach through group’s assignments or
projects. Each definition points to an aspect that the author wants to address.
Carter and Thomas (1986, p.196) argue that learning through a group’s assignment
or project requires three conditions: There is a problem to be solved, there is selfcontrol, and inter-disciplined characteristic among the members and students
'autonomy. According to the above scholars, to ensure the three conditions on each
group’s assignment or project, there must be the following characteristics:
- Taking place outside of the classroom.

- Topics for the group’s assignment or project must be in the subject's curriculum.
- The learner must set out the plan and goals to be achieved by themselves after
completing the project.
According to Moss, D. and Duzer, VC (1998), the method of learning through
projects is a highly instructive direction. The teacher must create learners’ situations
by stating a problem which students need to solve or by presenting a product model
that students need to work on after completing the project. Therefore, the most
important point of this direction is being able to see, measure, a particular product
or an optimal solution to a particular problem.
According to Thomas, (2000), learning through projects has the most general
characteristic that it is based on specific tasks, specific activities, during a certain
period of time and in the end the project will achieve a specific result. To be more
specific, projects are complex tasks, based on difficult ones or difficult problems
that need to be solved. In each project, the students must have plans,
have many ways to solve the problem, choose and decide the appropriate solution,
specific activities to solve the problem. It is important to note that the project
instructor should give the students the opportunity to work autonomously, a
5


reasonable amount of time, and help them figure out what the product is supposed
to achieve.
Each scholar has a different definition of Project-based learning (PBL), but they all
draw the common features of this direction as follows:
1. PBL must be part of the curriculum.
2. PBL must focus on questions and problems that need to be addressed in the
subject's knowledge and skills standard.
3. PBL helps students see their own progress in implementing and completing
projects.
4. PBL is to be done by the student itself.

5. PBL must be practical, not just plain textbook theories...
To do this research, we have based on the theoretical framework given by the above
scholars because these are theories that have been proven through research and have
been recognized at prestigious conferences around the world. At the same time, we
have also chosen theoretical frameworks close to our research reality.
2. Types of large projects/ assignments for use in schools
Mr. Sarah North (1990) classifies the project into four main categories:
1. Community Projects: Project from community where students live. The main
methods for dealing with this type of projects are: Observe, design questionnaires,
observe and take notes.
2. Case studies: Project where students have to solve a typical problem. In this
project students will be provided with specific statistical information (which can be
actual or hypothetical figures).
3. Practical projects: Project in which the students must carry out a specific task
such as creating a blueprint, build a model, conduct a pilot experience or create a
real life product.
4. Library project: Project that uses information sources mainly from books,
magazines in the library or by individuals, the mass media. A typical feature of this
6


type of project is that students will have to choose a specific topic, find all relevant
material, read and synthesize solutions in form of presentations or writing.
In this research, we have applied the 4th type of project. The first reason is that their
time is very limited. The second reason is that around them there are many sources
of information, books, newspapers, in the library or from individuals’ sources as
well as in other media. It is also very important that this type of project saves travel
costs and above all ensures the safety of students when performing tasks without
direct supervision of the teacher.
3. The benefits of PBL

According to scholar Gallacher (2004), PBL has the following advantages:
- Increase motivation for learners
- Four language skills are integrated
- Help learners to be self-aware and responsible for their own learning
- Achieve results after project implementation
- Helping students get exposed to real situations
- Mutual relationship between members in the group is established
- The content and methodology conducted by teachers and students to discuss thus
enhance the learner and the learner-centered
- Create conditions for students to have support from their families in learning. So
parents will better understand their child's learning at school
- Provide an opportunity for children to break down their learning habits and learn
in a more creative way
- Practical situations will help students have the experience and knowledge to
present correctly and fluently.
4. Disadvantages of PBL
Gallacher (2004) also pointed out the disadvantages of this approach, especially in
English classes that are primarily in their mother tongue. This teaching and learning

7


approach also encounters many obstacles for the classroom with proficiency
differences among students.
According to researcher Thomas, (2000), there are three major obstacles to applying
PBL. Two of the three obstacles are related to the student. Some students are
incapable of working in groups and some students do not have the skills to conduct
scientific research such as asking research questions, solving difficulties in the real
process. project, analyze data as well as have critics to protect their opinions.
5. Procedures to conduct PBL

The steps of a project are divided into different phases depending on the scholar. In
this paper we have chosen Gallacher's (2004) process because it is close to our
actual research. This scholar divides the PBL process into three phases:
Stage 1: Orientation and planning
The purpose of this phase is to help students identify the theme of a project and
develop an implementation plan. During this stage, the teacher should help the
students to ask specific questions such as:
1. What problem should be solved in the project and how many parts are
there?
2. How will the project be conducted?
3. Who will assume what responsibility?
4. What is the running time for each section?
5. What resources will need to be used?
Phase 2: Research and project implementation
During this stage, students have to conduct research and propose specific activities
such as: problem identification, research area, meeting with experts, searching
documents, reading documents, writing, drawing reports, drafting on computers, ...
During this period, teachers must support students in terms of methodology,
language, and experience in group work. The prompts for class lessons will be very
helpful for students in the project assignments they do on their own.
Stage 3: Exchange results
8


This activity takes place once the children have completed the project. The sharing
of the research results can take place in the form of presentations between group
members or between groups. Mutual evaluation among members (in addition to the
evaluation of teachers), within groups or between groups can be based on criteria
such as content, layout, language of expression or presentation. This evaluation
process can be for the purpose of scoring or exchanging knowledge, evaluating the

effectiveness of the project.
II. Findings
1. Background knowledge
a. An overview of teaching and learning English at Tran Mai Ninh Secondary
School
School Secondary Tran Mai Ninh has 8 teachers at the age between 35 and 45. Most
of the teachers have many years of experience, with formal training, professional
qualifications, including 2 masters and 6 bachelors.
From the school year 2015-2016 under the direct direction of the Thanh Department
of Education and Training, the school has applied a pilot textbook program issued
by the Ministry of Education and Training within the framework of the foreign
language 2020 Project. The number of students per class ranges from 40-45
students. The teachers assigned to teach these pilot classes are highly qualified,
responsible and have at least 5 years' teaching experience.
As mentioned above, this study carried out over 92 students in grades 7C and
7H at Tran Mai Ninh Secondary School in the year 2020-2021. Most of the
students have learning capacity, good sense of learning and a high sense of
responsibility.
The school has a full range of facilities, materials and books to help children learn
the subject in the best way.
In summary, Tran Mai Ninh Secondary School has full facilities, qualified teachers
and students to study under the pilot textbook program in which the learning path
through Project-based learning is introduced.
9


b. Problems need to be solved
Although students participating in this study have substantially enough linguistic
capabilities to study the pilot textbook program, they still have many limitations in
report writing and presentation abilities in English in front of the class. Classroom

speaking hours do not meet the speaking skills requirement for all students because
the number of 45 students in a language class is too crowded and 45 minutes is too
little for speaking skills. With writing skills, teachers also have enough time to teach
the students about the contents of textbooks. There is insufficient time for the
teachers to guide the students to write reports in English.
Moreover, with today's requirement of learning English is to use English as a means
of communication, not merely as a subject, making presentations in English and
writing reports become very important in the trend of today's society.
To solve this problem, we have adopted a learning method through project
assignments

to

improve

students'

ability

to

use

English

in

small

groups. Specifically, the ability to use English in this research scope is the ability to

present and write a report in the form of a text.
2. Measures have been taken to solve the above problems
In the first week of the new school year, the teacher helps the students of
classes 7C and 7H to study a pilot textbook and choose the most suitable topics in in
the textbook for projects. Main topics are as follows:
Theme 1: My Hobbies
Topics:
1. Types of hobbies
2. Favourite hobbies
3. Benefits of hobbies
Theme 2: Health
Topics:
1. Health problems
2. Health tips
10


3. Health for teenagers
Theme 3: Vietnamese food and drink
Topics:
1. Traditional food and drink in Vietnam
2. Ways to make a kind of food and drink
3. Favorite food and drink
The teacher instructs the students to do the following steps:
- Students choose their friends to create groups according to their interests, with
about 5 students in each group.
- Groups meet and discuss about the topics.
- Each group will unify its outline and content according to the selected topic
- According to the assignment, each group looks for information on relevant topics
on books, newspapers, magazines, the Internet, ... in order to solve a specific

problem related to the chosen topic. Each group writes a 500-word essay about the
content assigned in English, including a summary of information gathered and the
group's opinion on that information.
- Each group should rewrite their feelings about learning English through this
exercise (There are specific examples). In this section, students must clearly state
both the problems (if any) and how to overcome them. All must be written in
English.
The teacher guides students on how to carry out a project, the steps to proceed, and
the assignment of team members. At the same time, the teacher guides the students
how to write their reports and how to present their reports.
The group’s product needs to be submitted is a report on the results of the project
their team worked on in the form of Word, a Power point slide that summarizes the
project's progress, a video clip of the project group presentations in English. Before
submitting to the teacher, groups will be assigned to cross-evaluate groups in the
form of reviews and scoring.
11


The teacher evaluates based on the working style, the layout of each project and the
problem solving method of each project without paying much attention to spelling
and grammatical errors for the article. In the presentation, the teacher pays much
attention to the persuasion of the project through the presentation of fluency in
confidence, stress, proper intonation, and communication with listeners through
gestures and manners.
Implementation time of each project is 2 weeks. After completing the first project,
groups of students submit papers to teachers with cross-group assessments. The
teacher looks at the products of the groups with the comments and gives the most
common notes for each group to learn from lessons for the next exercises. The
teacher in charge invites the cooperation of other teachers in the professional group
to comment and evaluate their products.

The groups draw from experience to find out what has been done and not yet
done and continue to prepare for the next task.
In Term 1, each group will do three projects with three different topics.
3. Data collection methods
To collect data, we used survey questionnaires including criteria to evaluate a text
and a presentation. There are many criteria for evaluating a text and a presentation,
but we build our own criteria based on the most common criteria of researchers and
research facts.
The above survey questionnaires are distributed to groups for cross-evaluation of
three projects they have implemented.
The teacher chooses 8 randomized groups in 20 research groups. Retrieve the
questionnaires and obtains the following results.
With the writing section consisting of 8 set criteria, the groups have achieved the
number of criteria through projects according to the summary table below.

Group

Project 1

Project 2

Project 3
12


One
Two
three
Four
Year

Six
Seven
Eight
With the presentation

4
6
5
6
4
5
6
7
5
6
5
7
4
7
6
7
of 10 set criteria, the groups achieved

7
8
7
8
7
8
8

8
the number of criteria

through the projects as shown below.
Group
Project 1
Project 2
Project 3
One
6
8
10
Two
5
8
9
three
4
7
9
Four
8
9
10
Year
6
7
9
Six
5

6
8
Seven
8
9
10
Eight
8
8
9
In addition, after the groups completed their projects, the teacher gathers their ideas
through questionnaires. They write their ideas on paper within 15 minutes of the last
English class in term 1.
Of the 92 students participating in this learning pathway, 88 (95.6%) of the students
think that this kind of learning is interesting, giving them the opportunity to selfexplore and learn about the topic that they choose as well as understand more about
the topic of other group members. These students also believe that through projectbased learning, their writing skills and speaking skills have been greatly
improved. Vocabulary on the chosen topic increases significantly and students have
the opportunity to use those words to practice speaking and writing. Especially they
feel confident when speaking English because they have prepared well on the
topic. Most of the children interviewed say that this method of learning also helps
them improve their teamwork skills, document collection skills, computer working

13


skills and many other skills. Most of them want to continue to learn through
projects in the following school years.
III. Research results
The research aims to answer the research questions:
To question 1: “What is your attitude toward learning through the project

assignments?
According to the data sheets collected through the survey and the questionnaires
from the students, I can conclude that the majority of students are very interested in
participating in the learning process through the projects. They have learned many
skills and in particular their speaking and writing skills have improved
significantly. Moreover, they really want to learn through this path in the next
school years.
To question 2: “How effective is learning English through large exercises to
improve English ability in small groups?"
Through a preliminary survey, the researcher has seen the initial effects of learning
methods through project assignments in developing English skills in small
groups. This method gives the students the independence and creativity in
understanding background knowledge, actively using English as a means to learn
about problems of social life. It is more important to help children confidently speak
and write English about real issues, not just the theory or formulas in
books. Thereby, they can gradually build for themselves a positive attitude, the right
motivation, appropriate measures and means to be able to self-study and self-study
to meet the requirements of the new era. That is also the goal that educators as well
as those directing the implementation of the foreign language project 2020.

14


CHAPTER III: CONCLUSION AND RECOMMENDATION
1. Conclude
In this study, the author has given the theoretical framework of the learning
direction through major exercises of researchers around the world to serve as a basis
to apply the application to 92 students by the author. fake direct teaching. The
purpose of the study is to find out what students' attitudes toward this pathway are
and to what extent they are effective. The author used methods of survey,

observation and interview to collect data.
15


According to the answer to the research question above, this learning path is loved
by the majority of students because it creates opportunities for them to actively
study creatively, helping to improve not only language skills but also. There are
many other skills. Research has shown that this approach has had the first step in
improving students' English skills.
2. Suggestions for applying PBL
The teaching method through projects is a relatively new concept for secondary
schools in Thanh Hoa. This study shows that the application of this teaching method
is completely appropriate in the context of teaching and learning English in Thanh
Hoa in the new era. The reason is that students really enjoy participating in this
learning process and its effectiveness is seen at a much higher initial level
than traditional teaching methods.
However, this teaching method also has some limitations. The biggest limitation is
whether it is effective or not depends on the cooperation and activeness of students
in each project. In order for this method to be as effective as possible, one of the
decisive factors is that teachers need to have a firm grasp on how to perform, have
detailed instructions to help them build appropriate strategy to solve the
problem. Furthermore,

teachers

need

to provide

students

with

the

basic

knowledge and help they in the implementation process. Besides, the most
important thing is that teachers must have a firm grasp of learners' knowledge,
teaching methods, professional knowledge, have a passion for the subject. They are
also open to students and work as the co-learner, not the instructor. Only by that
way can the motivation of students arouse to self-study and research.
3. Limitations of research
This study has certain limitations.
- Firstly, the sample is limited (8 groups of 5 students per group with survey
measures) and 92 students for the questionnaire and interview. The study is
also only performed on students who are selected for the pilot English book
class. Therefore, the results of this study cannot be generalized without
16


mentioning the characteristics of participating students such as their
motivation, attitude and English proficiency.
-

The second limitation is that this study uses a rather rudimentary data
collection tool, so the researcher can only provide information on the surface
of the problem. For a more in-depth research result, more effective research
methods should be used such as action research.

4. Some suggestions for further studies.
For follow-up studies, experimental or action research should be done to assess the
effects of the teaching method through project assignments on the ability to use
English of students. Another suggestion is that case studies can also be used to point
out the effects as well as challenges of this method for the current foreign language
teaching and learning context in Thanh Hoa.
* I hereby declare that this research is due to the experience I myself have
written.

COMMENTS AND ASSESSMENT

Thanh Hoa, March 25th 2021

OF THE SCIENCE COUNCIL.

The author

Nguyễn Thị Thúy Hằng
APPENDIX
A. Evaluation sheet for Presentation
TRƯỜNG THCS TRẦN MAI NINH

Môn: Tiếng Anh- Lớp 7

PHIỀU ĐÁNH GIÁ, CHẤM ĐIỂM THUYẾT TRÌNH
I. THƠNG TIN CHUNG:
1. Nhóm thuyết trình: ..................................................
2. Nhóm chấm điểm: ...................................................
3. Đề tài thuyết trình: ...................................................
17

II. PHẦN ĐÁNH GIÁ, CHẤM ĐIỂM
Tiêu
chí

Mơ tả
tiêu chí

Nội

Bài thuyết trình có bố cục rõ ràng (giới
thiệu các nội dung chính, kết luận vấn đề)
Đảm bảo đầy đủ những kiến thức cơ bản về
vấn đề cần trình bày.
Thơng tin đưa ra chính xác, khoa học
Trả lời tốt những câu hỏi thảo luận thêm
(do giáo viên hoặc các học sinh khác đặt
ra)
Có sử dụng các cơng cụ, thiết bị hỗ trợ bài
trình chiếu (powerpoint, tranh ảnh, sơ đồ...)

dung

Hình
thức
Phong
cách

Thời

gian

1
CĐ

2
TB

Điểm
3
4
K
T

5 TC
XS

.../
40

.../
20

Phong thái tự tin (đứng thẳng, nét mặt vui
tươi), có sử dụng ngơn ngữ cơ thể (tay chỉ,
giao lưu bằng ánh mắt với người nghe...)
Nói trơi chảy, mạch lạc, khơng bị ngắt
qng
Tốc độ nói vừa phải, nhấn giọng ở những
điểm quan trọng.

Nộp bài thuyết trình cho giáo viên trước
thời điểm thuyết trìn ít nhất 01 ngày.
Thời gian thuyết trình vừa đủ, khơng vi
phạm thời gian tối thiểu hoặc tối đa cho
phép.

.../
20

.../
20

A. Evaluation sheet for Writing
TRƯỜNG THCS TRẦN MAI NINH

Môn: Tiếng Anh- Lớp 7

PHIỀU ĐÁNH GIÁ, CHẤM ĐIỂM VIẾT
I. THƠNG TIN CHUNG:
1. Nhóm thuyết trình: ..................................................
2. Nhóm chấm điểm: ...................................................
3. Đề tài thuyết trình: ...................................................
II. PHẦN ĐÁNH GIÁ, CHẤM ĐIỂM
Tiêu

Mô tả

Điểm
18

chí

tiêu chí

Nội

Bài viết trả lời được hết các yêu cầu cụ thể
của đề bài
Những ý bổ trợ, ví dụ minh hịa phù hợp
vời u cầu của đề bài
Bài viết có sự chia tách đoạn hợp lý, rõ
ràng.
Bài viết có sự liên kết chặt chẽ ở các đoạn,
sử dụng các từ nối linh hoạt và hiệu quả.
Sử dụng đa dạng từ vựng, sử dụng linh
hoạt các cụm từ, không lặp từ.
Không có lỗi chính tả trong bài viết

dung
Bố
cục
Từ
vựng

1
CĐ

2
TB

3
K

4
T

5 TC
XS
.../
25
.../
25
.../
25

Ngữ
pháp

Sử dụng linh hoạt các cầu trúc ngữ pháp,
kết hợp linh hoạt giữa câu đơn, câu phức và
câu ghép.
Khơng có lỗi sai về ngữ pháp (cấu trúc, lỗi
dấu câu, ...)

REFERENCES
1. J.W. Best, Research in education. New Jersey: Prentice-Hall and Englewood
Cliff, 1970
2. J.W. Thomas, a review of research on project-based learning, 2000,
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