Luận văn Thạc sĩ A study on using storytelling to improve English speaking for students at a primary school in Hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*********************

NGUYỄN HẰNG NGA

A STUDY ON THE BENEFITS AND CHALLENGES OF
APPLYING PROJECT - BASED ACTIVITIES
AT A PRIMARY SCHOOL IN HA NOI
(Nghiên cứu về những thuận lợi và khó khăn khi áp dụng các hoạt động dạy
học theo dự án tại một trường tiểu học ở Hà Nội)

M.A MINOR THESIS (Type I)

Field: English Teaching Methodology
Code: 8140231.01

Hanoi - 2020


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*********************

NGUYỄN HẰNG NGA

A STUDY ON THE BENEFITS AND CHALLENGES OF
APPLYING PROJECT - BASED ACTIVITIES
AT A PRIMARY SCHOOL IN HA NOI

(Nghiên cứu về những thuận lợi và khó khăn khi áp dụng các hoạt động dạy
học theo dự án tại một trường tiểu học ở Hà Nội)

M.A MINOR THESIS (Type I)

Field: English Teaching Methodology
Code: 8140231.01
Supervisor: Ass. Prof.Phạm Thị Thanh Thùy

Hanoi – 2020


DECLARATION
I HEREBY CERTIFY THAT THE STUDY PROJECT REPORT
SUBMITTED ENTITLED
A Study On The Benefits and Challenges Of
Applying Project - Based Activities At a Primary School in Ha Noi

IS MY OWN STUDY IN THE FULFILLMENT OF THE REQUIREMENTS FOR
THE DEGREE OF MASTER OF ARTS

Ha Noi, 2020

Nguyen Hang Nga

i


ACKNOWLEDGEMENTS

I would like to express my gratitude to all people who have given me great
supports during my MA course and in the completion of my study.
First of all, I would like to express my deepest gratitude to my supervisor,
Ass. Prof. Pham Thi Thanh Thuy for her advice, guide, encouragement and
supervision throughout the study. She consistently encouraged me to write this
paper, but would steer me in the right direction whenever I needed it. I am always
greatly thankful to have her as my supervisor.
I also would like to thank to my lecturers who have taught QH2017.D1 for
their lectures as well as their enthusiasms during the MA course. I am extremely
grateful to all the staff and faculty members for their assistance in all the problems
that I encountered during my studying here.
My sincere gratitude goes to three teachers of English and one hundred seven students at grade 3,4,5 at Phu Linh primary school for their contributing to
the data collection presented in the research.
Lastly, I would like to express my thanks to my family, my colleagues for
their care and encouragements during my time of fulfilling this study.

ii


ABSTRACT

The study was conducted with an attempt to examine the real situation of
applying PBL in order to investigate the benefits and challenges of using PBL
in improving speaking skills as perceived by teachers and students.
The subjects involved in the study are three English teachers and one
hundred- seven in grade 3, 4, 5 chosen at random from sixteen classes. The
data were collected from questionnaires for students and teachers, classroom
observation and interviews for students and teachers. The results of the study
have shown that PBL motivates students to speak English, helps them interact
more frequently with other students and teachers, remember and use the target

vocabulary and structures in the project lessons. For teachers, PBL increases
student-teacher interaction, helps teachers correct students’ mistakes in
pronunciation and grammar and assess students’ understanding. Also, the
findings of the study point out PBL’s challenges for students: lack of
confidence in talking in front of the big groups, slow reaction to questions
from other students and teachers, time limitation and frequent use of mother
tongue. For teachers, teachers have problems with time, students’ error
correction, related knowledge, experience and students of mixed levels, little
motivation and interest. Therefore, those findings may benefit schools and
teachers that have the same problems in implementing PBL. Additionally, the
present study may provide valuable information for the researchers and
teachers who are interested in cooperating PBL into their teaching.

iii


TABLE OF CONTENTS

DECLARATION ..................................................................................................................... i
ACKNOWLEDGEMENTS.................................................................................................. ii
ABSTRACT ............................................................................................................................ iii
LIST OF ABBREVIATIONS............................................................................................. vii
LIST OF CHARTS AND TABLES .................................................................................viii
CHAPTER I: INTRODUCTION ........................................................................................ 1
1.1.

Rationale of the study................................................................................................. 1

1.2.

Aims of the study......................................................................................................... 1

1.3.

Research questions ..................................................................................................... 1

1.5.

Scope of the research .................................................................................................. 2

1.6.

Significance of the study ............................................................................................ 2

1.7.

Structure of the thesis ................................................................................................ 3

CHAPTER II- LITERATURE REVIEW ......................................................................... 4
2.1.

Theoretical background of project- based language teaching ........................... 4

2.1.1.

Definition of projects and project- based language teaching.......................................... 4

2.1.2.

Features of project- based language teaching ................................................................. 5

2.1.3.

Stages in conducting a project ........................................................................................ 5

2.1.4.

Benefits of the project-based language teaching ............................................................ 7

2.1.5.

Challenges of applying project-based language teaching ............................................... 9

2.2.

Related studies ......................................................................................................... 11

2.2.1.

In the world.................................................................................................................. 11

2.2.2.

In Vietnam ................................................................................................................... 11

2.3.

Summary ................................................................................................................... 13

CHAPTER III- RESEARCH METHODOLOGY ........................................................ 14

3.1.

Setting of the study ................................................................................................... 14

3.2.

Research procedures ................................................................................................ 14

3.3.

Conduct a preliminary study.................................................................................. 15

3.4.

Description of the curriculum and the textbook ......................................... 18

3.5.

Participants ................................................................................................................ 18

3.5.1.

Students ........................................................................................................................ 18

iv


3.5.2.

3.6.

Teachers........................................................................................................................ 19

Data collection instruments .................................................................................... 20

3.6.1.

Questionnaires .............................................................................................................. 20

3.6.2.

Interview ....................................................................................................................... 21

3.6.3.

Classroom observation ................................................................................................. 21

3.7.

Pilot study ................................................................................................................... 22

3.8.

Data analysis .............................................................................................................. 23

3.9.

Limitations of the methods ..................................................................................... 23

3.10. Summary .................................................................................................................... 23

CHAPTER IV: DATA ANALYSIS AND DISCUSSION ............................................ 24
4.1. Real situation of PBL in improving speaking skills as perceived by students ... 24
4.1.1.

Participation.................................................................................................................. 26

4.1.2.

Performance .................................................................................................................. 27

4.1.3.

Time.............................................................................................................................. 29

4.1.4.

Language use. ............................................................................................................... 31

4.2.

Real situation of PBL in improving speaking skills as perceived by

teachers .................................................................................................................................. 32
4.2.1.

Interaction .................................................................................................................... 32

4.2.2.

Feedback and correction ............................................................................................... 33

4.2.3.

Time.............................................................................................................................. 33

4.2.4.

Student management .................................................................................................... 34

4.2.5.

Language use ................................................................................................................ 35

4.2.6.

Knowledge and experience........................................................................................... 35

4.3.

Summary of the benefits and challenges of using PBL in improving

speaking skills ..........................................................................................................36
4.3.1.

Summary of the benefits of using PBL in improving speaking skills .......................... 36

4.3.2.

Summary of the challenges of using PBL in improving speaking skills ...................... 36

5.1.

Summary and conclusion ........................................................................................ 38

5.2.

Pedagogical implication for applying PBL in improving speaking skills ...... 39

5.3.

The limitation of the study ...................................................................................... 40

5.4.

Recommendations for further related studies .................................................... 40

APPENDICES ........................................................................................................................ II
APPENDIX 1 ........................................................................................................................... II
APPENDIX 2 ........................................................................................................................... V
v


APPENDIX 3 ..........................................................................................................................VI
APPENDIX 4 ........................................................................................................................ VII
APPENDIX 5 ..........................................................................................................................XI
APPENDIX 6 ........................................................................................................................ XII
APPENDIX 7 ...................................................................................................................... XIV
APPENDIX 8 ...................................................................................................................... XXI

vi

LIST OF ABBREVIATIONS

PBL:

Project – based learning

L1:

Mother tongue/ vietnamese

L2:

Second language/ english

T:

Teacher

T1:

The first teacher

T2:

The second teacher

T3:

The third teacher

S:

Student

S1:

One student in grade 3

S2:

One student in grade 4

S3:

One student in grade 5

G3:

Students in grade 3

G4:

Students in grade 4

G5:

Students in grade 5

vii


LIST OF CHARTS AND TABLES

Charts
Chart 4.1.Spending time for PBL according to students’ questionnaires ................. 29
Table
Table 3.1. Summary of the benefits of using project- based learning in improving
speaking skills (Source: Summary of the author) .....................................................16
Table 3.2. Summary of the challenges of using PBL in improving speaking skills
(Source: Summary of the author) ..............................................................................17
Table 3.3. The information of English teachers ........................................................19
Table 4.1.1.Students’ motivation in PBL according to students’ questionnaires .....24
Table 4.1.2. Students’ motivation in PBL based on classroom observations ...........25
Table 4.1.3. Students’ participation in speaking activitiesaccording to students’
questionnaires ............................................................................................................26
Table 4.1.4. Students’ participation based on classroom observations .....................27
Table 4.1.5. Students’ performance from students’ questionnaires ..........................27
Table 4.1.6. Students’ performance from class observations ...................................28
Table 4.1.7. Students’ spending time for PBL based on classroom observations ....29
Table 4.1.8. Students’ language use ..........................................................................31
Table 4.2.1. Teacher- student interaction according to classroom observations ......32
Table 4.2.2. Feedback and correction according to classroom observation .............33
Table 4.2.3. Time for PBL according to classroom observations .............................33
Table 4.2.4. Student management according to classroom observations .................34

viii

CHAPTER I: INTRODUCTION

1.1. Rationale of the study
Many researchers and educators have studied the advantages of projectbased language teaching (Haines, 1989; Thomas, 2000; Richards &Renadya, 2002;
Smith, 2005; Markham, 2011). However, a number of schools are still struggling to
implement it in their classroom (Thomas, 2000; Gallacher, 2004; Chen, 2010;
Huyen, 2010; Trimble, 2017). Most related studies were conducted to investigate
teachers’ perceptions of project- based learning and the role of teachers in
implementing it(Huyen, 2010) and students’ perceptions of project- based learning
were not concentrated on those studies. In addition, although this approach has been
applied for official textbooks at the state primary schools for several years in
Vietnam, none of the studies discussed the problems occurring in project activities.
Moreover, few studies on project- based learning method in primary schools were
conducted in Vietnam; previous researchers mainly focused on project- based
approach to learning writing, in high schools or in colleges (Huyen, 2010). Last but
not least, teachers and students at Phu Linh primary school have difficulties in
doing project- based activities.
Those concerns have led to the constitution of the study “A Study On The Benefits
and Challenges Of Applying Project - Based Activities At a Primary School in
Ha Noi".
1.2. Aims of the study
The study aims at finding out the benefits and challenges of applying
projected- based activities to students’ speaking skills at Phu Linh primary school.
1.3. Research questions
In order to achieve the aims mentioned above, the study seeks to answer
the following questions:
Question 1: What are the benefits of applying project- based language
teaching in improving speaking skills as perceived by students and teachers at
Phu Linh primary school?
1

Question 2: What are the challenges of applying project- based language
teaching in improving speaking skills encountered by students and teachers at
Phu Linh primary school?
1.4.

Research objectives

(1) Identifying the benefits of applying project-based language teaching method
in improving speaking skills at Phu Linh Primary School as perceived by
students and teachers
(2) Identifying the challenges of applying project-based language teaching
method in improving speaking skills at Phu Linh Primary School encountered by
students and teachers
1.5. Scope of the research
1) Benefits and problems of applying project- based language teaching in
improving speaking skills at Phu Linh primary school
(2) Research scope: focuses on English teachers and students at Phu Linh
Primary School
(3) Contents: project-based language teaching, speaking skills, its real situation
and suggestions
(4) Time: 1st semester in the school year 2018-2019
1.6. Significance of the study
Once completed, the research is expected to find the current issues of
applying project-based language teaching to speaking skills at Phu Linh primary
school. Teachers of English at Phu Linh primary will realize their challenges of
utilizing PBL and ways to deal with those challenges. More importantly, they
could help their students to improve speaking skills at project-based learning
activities. Both teachers and students gain advantages in doing projects in their

classroom and developing speaking skills. Additionally, the study could be
served as a referential source for teachers and researchers who take their interest
in implementing project-based language teaching. Furthermore, it can be
beneficial for teachers who have difficulty in conducting a project in the
language classroom.
2


1.7. Structure of the thesis
The study is divided into five chapters.
Chapter I: Introduction – presents the rationale, the aims, the research
questions, the scope, the significance and the structure of the study.
Chapter II:Literature Review – provides the theoretical background of
speaking skills, project-based learning and the previous studies relating to
implementing project-based learning.
Chapter III: Research Methodology – provides the research procedures, the
setting, the participants, the data collection instruments and the ways to
analyze data
Chapter IV: Data Analysis and Discussion–presents the results from data
analysis basing on the research questions
Chapter V: Conclusion- includes the major findings, the limitations and the
suggestions for further studies.

3


CHAPTER II- LITERATURE REVIEW

2.1.

Theoretical background of project- based language teaching

2.1.1. Definition of projects and project- based language teaching
Becktt (2002) clarifies the meaning of this term by providing what could be
included in the task. Projects involve “a variety of individual or cooperative
tasks such as developing a research plan and questions, and implementing the
plan through empirical or document research that includes collecting,
analyzing, and reporting data orally and/ or in writing” (Becktt, 2002, p.54).
Therefore, projects could be done by individuals or in groups to complete
many smaller tasks.
The approach of project-based language teaching deprived from the idea of learning
by doing which was initially promoted by Dewey(1897). He supposes that students
not only learn from their teachers at school but also gain knowledge or skills from
their surrounding communities through real- life activities. Sharing the same
opinion with Dewey (1897), Smith (2005) claims that children must start learning
through real-life experience, which helps to set foundations for abstract notions.
According to Moss &Duzer (1998, p.1), project-based learningis an approach
that “contextualizes learning by presenting learners with problems to solve or
products to develop”. In other words, project-based learning involves giving
solutions to problems or creating something.
Thomas (2000) defines that project- based language teaching is a model in which
teachers organize learning through projects. Projects are complex tasks, based on
challenging questions or problems which involve students in designing, problem
solving, decision making, or investigative activities. Conducting projects also
gives students “the opportunity to work autonomously over extended periods of
time; and culminate in realistic products or presentations” (Thomas, 2000, p.1).
The project is long-term, requires teamwork among students, and results in a
final product (Thompson & Beak, 2007, as cited in Cruz &Vik, 2007).
Markham (2010) also defines this approach as a way of integrating knowing and
4

doing. Students learn knowledge and then apply what they know to solve
authentic problems and give results as well. Therefore, in language classrooms,
project-based language teaching allows students to use what they have learnt in
real-life situations.
From the definitions mentioned above, it could be concluded that PBL allows
teachers and students to work collaboratively to solve authentic problems guided
by a driving question or create something and then make a presentation of the
final production.
2.1.2. Features of project- based language teaching
The core principal of project-based learning is to create an educational process
that embraced the motivations and interests of individuals within a holistic
approach to learning(Kozlowski, 2009).
Discussing the features of project-based language teaching, Thomas (2000)
discusses five features associated with centrality, driving question, constructive
investigations, autonomy, and realism.
- PBL projects are central, not peripheral to curriculum.
- PBL drives students to encounter the central concepts and principles of a
subject.
- Projects involve students in a constructive investigation.
- Projects are student- driven to some significant degree.
- Projects are realistic, not school- like.
In addition, the features of project work are also discussed by Richards
&Renadya (2002). They are content-focused, student-centered, cooperative,
motivating, empowering and challenging. This approach also leads to an oral
product like a presentation, a report and a stage performance.
2.1.3. Stages in conducting a project
In terms of the process of project- based work, Chard (2001, as cited in Curtis,
2002) points out three phases in a project.

Phase 1: Orientation and planning
The aim of this phase is to help students identify the topic for the project and
develop a plan for it.
5


Phase 2: Research and implementation
The phase asks students to do research and implement the project. To be more
specific, students need to gather information, read, write or draw. Teachers can
support learners with low language proficiency or little experience in working as
part of a team.
Phase 3: Sharing results
This phase is conducted after students have finished the given project. Sharing
results can be made in different forms such as presentation or disseminating the
results in the larger community. Moss and Van Duzer (1998), Chard (2001, as
cited in Curtis, 2002), Gallacher (2004) share the same idea that the most
common way of sharing results is the presentation of the project to an audience.
Besides, Gallacher (2004) suggests teachers give comments and evaluation after
the presentation of the project. Evaluation can be made on aspects of the project
such as content, design, language work and the oral presentation.
Zafirov (2013) identifies nine phases that shape the process of project-based
learning. These phases are example, responsibility, research, criterion creation,
materials, project preparation, presentation preparation, presentation, reflection.
In comparison with three phases suggested by Chard (2001, as cited in Curtis,
2002), steps suggested by Zafirov (2013) are similar to them. Examples and
responsibility are included in phase 1(Orientation and planning); research,
materials and project preparation are included in phase 2(Research and
implementation); presentation preparation and presentation are included in phase
3(sharing results).
Phase 6- project preparation is one of the most important phases since students

need to create the project. In this phase, teachers can play a role as classroom
coaches. Stix & Hrbek (n.d) suggest thatteachers should ask themselves the
following questions.


Do the students have a clear understanding of the task?



Does each student have ownership of her role within the group?



Are the students attentive and working together cooperatively?
6




Are the resources that students use geared to their comprehensive level

of understanding?


Are any groups stumbling in a way that is blocking their work due

to heightened emotions?
In addition, Zafirov (2013) suggested the ninth phase – reflection in which
students discussed what they liked or disliked about the project and their groups.
Having the same idea with researchers mentioned above, Fredricka (as cited in

Richards & Renadya, 2002, p.112) also discusses the ten steps in developing a
project in a language classroom.


Agree on a theme for the project



Determine the outcome



Structure the project



Prepare students for the language demands of Step 5



Gather information



Prepare students for the language demands of step 7



Compile and analyze information



Prepare students for the language demands of step 9



Present final product



Evaluate the project

In short, there are four main steps of project- based learning: orientation &
planning, implementation, presentation and evaluation. In the first step, students
understand what to do and make plans to implement the project. Secondly, they
conduct the project in their groups with the support from teachers. Next, they
make a presentation of their final product. Lastly, teachers and students make an
evaluation of the result.
2.1.4. Benefits of the project-based language teaching
Teachers’ benefits
Thanks to the implementation of PBL, disciplines in the classroom and teacherstudent interactions are increased (Yang& Puakpong, 2016). In addition, Marisah
7


& Robiasih (2017) indicate that PBL gives teachers more opportunities to help
and guide students to use vocabulary, grammar and pronunciation; correct
mistakes related to word choice and pronunciation.
Students’ benefits
When it comes to the advantages of project – based learning, Gallacher (2004)
indicates the benefits related to motivation, language skills, autonomous

learning, end product, authentic skills, interpersonal relations through group
work, a context balancing the need for fluency and accuracy.
Yang & Puakpong (2016) lists a number of benefits related to students’ motivation,
participation and performance. Students enjoy the project, want to speak more, feel
confident to speak and spend time for speaking practice after the lessons. PBL also
helps students interact more with other members, learn new knowledge and
information from other members, speak fluently and use longer sentences after the
lessons.
Trimble (2017) also points out the benefits of project-based learning at Bate
Middle School. These benefitsincluded an increase in student engagement, an
increase in the sense of pride that students had in their work, an increase in student
st

self-efficacy, an increase in student attainment and practice of 21 century skills,
an increase in student attendance rates and a decrease in behavior issues.
Regarding improving speaking skills, Ha (2014) indicates that students have
positive attitudes towards PBL and using PBL helps improve their performance
of speaking skills. Similarly, Marisah & Robiasih (2017) point out that PBL
increase students’ motivation and performance since students are interested in
project activities and can apply the lexical and grammatical items to the projects.
They also indicate that their pronunciation is improved as well with the help of
teachers. Anh (2017) finds out that PBL helps students develop integrated
language skills, improve critical thinking and problem- solving competence. Her
research findings also indicate that PBL makes students more flexible by letting
them take different roles, increases students’ confidence, communication skills
and provides good chances of experiencing real-world situations.
8


2.1.5. Challenges of applying project-based language teaching

Regarding to the disadvantages of project-based learning, Thomas(2000) finds
out three kinds of challenges concerning students, teachers, school factors.
Students have difficulties in generating meaningful scientific questions,
managing complexity and time, transforming data and developing a logical
argument to support claims.In addition, Huyen(2010) also studies some students’
problems of project-based learning. They are conflicts among group members
and lack of strategies to work in groups. According to Anh(2017), students have
difficulties in working with real-life tasks, determining and narrowing topics,
working in teams, searching for information on the internet.
According to Thomas (2000), challenges encountered by teachers are time
management and the role of teachersin directing activities. Sage (1996) on a
descriptive study of elementary and middle school classes points out the difficulties
of developing problem scenarios, aligning problem scenarios with curriculum
guidelines, taking much time, using authentic problems and managing groups with
students of varying abilities. Marx et al. (1997) also discovers problems related to
time, classroom management, control, support of student learning, technology use
and assessment.
Time: projects take longer time than anticipated.
Classroom management: teachers need to balance the need to allow students to
work on their own groups and the need to maintain the order of the class.
Control: teachers need to control the flow of information while at the same time
believing that students' understanding requires that they build their own
understanding.
Support of student learning: teachers have difficulty in scaffolding students'
activities, sometimes giving them too much freedomor too little modeling and
feedback.
Technology use: teachers find it difficult to incorporate technology into the
classroom
Assessment: teachers find it difficult to design assessments that require
students to demonstrate their understanding.

9


Gallacher (2004) also points out the disadvantages related to the excessive use of
the first language and classroom management with students of different levels and
characteristics.
Sharing the same idea with Marx et al. (1997), Sage (1996) & Gallacher (2004),
Hoa(2010) proposes some problems related to organization, monitoring and
personal problems. She states that projects can create extra work, so it is difficult for
teachers to keep up with lessons, preparation and marking. For example, teachers
take time to prepare suitable materials for projects. Teachers also have difficulty in
monitoring students when they conduct projects. Regarding personal problems,
teachers may have to face students who lack interest or motivation.
Regarding challenges associated with school factors, Edelson et al. (1999) lista
number of factors. They consist of fixed and inadequate resources, inflexible
schedules, and incompatible technology. Marx, Blumenfeld, Krajcik, & Soloway
(1994) add classsize and composition, and district curricular policy to this list.
Hertzog (1994) points out the difficulties related to school facilities and time
limitation. Chen (2010) finds out that a large number of schools fail to
implement project-based learning in the classroom. This could be due to the lack
of innovative change to the “absence of political support, bureaucracy in our
schools, preservation of the status quo, and high stakes assessment” (Chen, 2010,
p.3). The findings support a need for teachers and administrators to have more
training and support.
In brief, project-based language teaching poses several problems concerning
teachers, students and school factors. While teachers have problems with time,
classroom management, student management, control, support of student
learning, technology use and assessment, students have difficulties in
generating

meaningful

questions,

managing

complexity

and

time,

transforming data, developing a logical argument, dealing with conflicts and
using L1. Schools also face some challenges related to inadequate reso urces,
schedules, technology, class size, composition, policy, time and facilities.
10


2.2.

Related studies

2.2.1. In the world
Maulany(2013) carried out action research on the use of project-based
learning improving the students’ speaking skills at a primary school. The
findings of the study showed that PBL could improve the students’ speaking
skills. To be more specific, five aspects of speaking skills including
comprehension, vocabulary, grammar, fluency and pronunciation could be
improved. Of all the aspects, comprehension and vocabulary were improved
most significantly. Those elements were used to design items in the

questionnaire of the present study.
Ali & Henawy (2015) carried out a study on using PBL for developing
English oral performance. Research findings showed that the students were
positive about the benefits and usefulness of using PBL. Learners also showed
great development in their oral communication skills.
Yang & Puakpong (2016) did a study concerning the effects of project-based
learning on speaking abilities of non-English major Chinese students. The
results revealed that PBL had positive effects on non-English major students’
speaking ability and students’ opinions. Yang & Puakpong (2016) used a fivepoint rating scale questionnaire to get students’ opinions about PBL. The
statements regarding the use of PBL in improving speaking skills were used
to design items in the questionnaire of the present research.
In short, those studies measured the effectiveness of using PBL for
developing students’ speaking skills. Nevertheless, the problems of PBL that
might take place and the roles of teachers during PBL lessons have not been
touched upon.
2.2.2. In Vietnam
Hoa(2010) conducted a study related to improving students’ speaking skills at
Sao Do college. She found out some advantages and disadvantages of project
work as perceived by teachers and students. Regarding the advantages, using
PBL helps encourage students to speak and promote autonomous learning.
11


Interpersonal relations are also developed through project work. In terms of the
disadvantages, the author of the research points out that organization, monitoring
and personal problems are the main problems during the process of doing a
project. To be more specific, teachers may find it struggling to plan and prepare
projects-related lessons. They also have difficulty in keeping track of what
students are doing, what they have learnt and what they have understood.
Dealing with students who lack interest and motivation, have the fear of being

unable to cope with new language demands and feel disappointed with the
project are some of the personal problems. Other problems listed in this study are
related to students. First, students use the first language a lot. Second, the
difference in student levels may cause problems during the project when some
students finish the project faster than others and they have nothing to do.
Ha (2014) carried out a study on developing students’ speaking skill through
Project- Based Learning for 10th grade students at An Lao High School. In the
paper, she investigated two main issues related to students’ attitudes toward PBL
and the impacts of using PBL for students’ English speaking. Her research
findings show that students have positive attitudes towards PBL in English
lessons. As a result, PBL helps students to improve speaking skills, collaborative
skills and computer skills.
Anh (2017) did a study on improving English speaking competence through
project-based learning at a school of foreign languages in Vietnam. She
investigated the benefits and challenges of using PBL in learning language. In
terms of PBL’s benefits, PBL develops integrated language skills, improves
critical thinking, problem-solving competence and makes students more flexible
by letting them take different roles. In addition, students’ confidence and
communication skills are increased; students are provided good chances of
experiencing real-world situations. Regarding students’ difficulties in working
with PBL, the researcher found out the difficult factors related to dealing with
real-life tasks, determining and narrowing topics, working in groups, searching
for references on the internet.
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In hence, those previous studies pointed out that PBL helped develop students’
speaking skills. However, few studies investigated students’ motivation and
interaction during PBL lessons. In addition, few studies measured the
implementation of PBL at a primary school in Vietnam. As a result, the findings

from the study could help both teachers and students realize the real situation of
using PBL at a primary school and then develop its strong points and limit
weaknesses.
2.3.

Summary

The literature review provides a framework for the research topic of
implementing project-based learning in improving speaking skills. Each section
reviews a topic that is relevant to the study and builds the relationship of each
topic to the study. The literature review includes key information of speaking
skills and project- based learning. It is also divided into sections that are relevant
to research questions addressed by the researcher.

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CHAPTER III- RESEARCH METHODOLOGY

3.1.

Setting of the study

The study was conducted at PhuLinh primary school in Hanoi, where the researcher
works as an English teacher, which facilitates the process of administering research
instruments to collect data. The school is situated in Soc Son District on the
outskirt of Hanoi city. In terms of school facilities for learning English, each
class is equipped with one projector. Besides, two private English rooms with
interactive panels and TV are provided for teaching and learning English. In
the school year 2018- 2019, there are 30 classes from grade 1 to grade 5 with

1141 students in total. For the scope of the study, the research carried out the
study with 614 students from grade 3 to grade 5 who are experiencing the
PBL and three teachers of English at Phu Linh primary school.Since there are
not any gifted classes in the school, classes include mixed English level
students. To make the results of the research objective, the researcher does
not participate in the study as a participant.This setting also offers real
teaching environment for conducting PBL, which is appropriate for the
objectives of this study.
3.2.

Research procedures

In chapter 3- research instrument, the research procedure, setting, participants,
data collection method; tools, technique and processes supporting analyzing data
are presented to answer the research questions. The entire procedure of the study
is illustrated by the following steps.
Step 1: Conduct a preliminary study to identify the benefits and challenges of
PBL
Step 2: Determine Participants and Sample of the study
Step 3: Build scale and design questionnaires
Step 4: Design interview questions, and classroom observation form
Step 5: Pilot questionnaire, interview and classroom observation
Step 6: Conduct survey, interview,classroom observation and collect data
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Step 7: Analyze data based on research questions
Step 8: Provide conclusion
3.3.

Conduct a preliminary study

Firstly, the researcher lists out all benefits and challenges of using PBL in
improving speaking skills and consults previous researchers about the real
situation of applying PBL in improving speaking skills.
The following tables list out the summary of the real situation of implementing
PBL in improving speaking skills as perceived by teachers and teachers.
Students’

benefits of

applying

project-

based Researchers

learning in applying PBL
Motivation

Be interested and enthusiastic in the Marisah&Robiasih
project activities.

(2017)
Gallacher (2004)
Yang& Puakpong(2016)

Want more opportunities to speak in Yang& Puakpong(2016)
class
Feel confident to speak English in front Yang& Puakpong(2016)

of the class

Anh (2017)

Be willing to speak in their small groups

The

hypothesis

of

the

author
Spend more time practicing speaking Yang& Puakpong(2016)
after PBL lessons
Participatio

Interact with other students in their Yang& Puakpong(2016)

n

groups
Talk

Anh (2017)
about

the

projects

hesitating

without The hypothesis of the
author

Make questions for other groups
Learn new words and phrases from other Yang& Puakpong(2016)
students

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