AN INVESTIGATION INTO 10th GRADERS’ TEAMWORK IN PROJECT BASED LEARNING AT DAO DUY TU HIGH SCHOOL

1 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THU HUONG AN INVESTIGATION INTO 10th GRADERS’ TEAMWORK IN PROJECT-BASED LEARNING AT DAO DUY TU HIGH SCHOOL Field: Teaching English to Speakers of Other Languages (TESOL) Code: 60140111 MASTER’S THESIS IN EDUCATION SUPERVISOR: Tran Ba Tien, Ph.D Nghe An, 2017 i DECLARATION To the best of my knowledge and belief, this thesis contains no material which has previously been submitted and accepted for any other degree in any university The thesis is my own work and based on my own research It involves no material previously published or written by any other person, except where due reference is acknowledged in the paper Nghe An, August 1st 2017 Author’s signature Nguyen Thu Huong ii ABSTRACT iii The study presents an attempt to investigate Teamwork and its impacts on the subsequent individual presentations in Project-based Learning English for specific purposes has been taught in high schools in Vietnam for several years and it partially meets student’s needs Especially, since the new pilot textbooks with compulsory project lessons were used, it has been a challenge for both teachers and learners to find the best ways to carry out projects Besides, it seems that very little research has been implemented on applying Teamwork in Project-Based Learning in teaching and learning project lessons The objective of this study is to investigate the attitudes of students and teachers at Dao Duy Tu High School about applying TW in PBL Three tools of data collection which were employed in this study are a questionnaire for 90 tenth-grade students and English teachers; ethnographic in-depth interview and classroom observation All of the data received was analyzed in charts, tables or summarized interpretively The results of the study show that both students and teachers at Dao Duy Tu High School think that applying TW in PBL is a fairly interesting, necessary and effective method in project lessons This suggests that the use of TW in PBL is recommended to be further applied for English lessons Key words: Team, Teamwork, Project-Based Learning, Project-Based Teaching, Team Project-Based Learning ACKNOWLEDGEMENTS iv I would like to express my gratitude to all those who have given me great assistance in the completion of my research work First and foremost, I would like to express my deepest gratitude to my supervisor Tran Ba Tien, Ph.D, who has provided me with insightful discussion, helpful comments, valuable support in the preparation and completion of this thesis Had it not been for his supervision, the thesis would not have been completed Secondly, my sincere thanks also go to all lecturers and staff of department of foreign languages of VINH UNIVERSITY for their valuable lessons and precious assistance Thanks to their lessons as well as needed helps, I could overcome enormous obstacles during the course of study I also wish to acknowledge the cooperation of my eight colleagues and 90 tenth-form students at Dao Duy Tu High School in contributing to the data collection presented in this study Without their precious support, the thesis would not have taken shape Last but not least, the support extended to me by the members of my family has been immeasurable I would like to express my thanks to my parents, my husband and my children for their whole hearted encouragement v TABLE OF CONTENTS ABSTRACT ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS vii Table 2.1: The major different factors between team and group 17 Table 2.2: Characteristics of an Effective Team .24 Table 2.3: Advantages and disadvantages of team size 29 Figure 2.1: Stages of a team development .40 Figure 2.2: The teachers’ role on PBL 57 Figure 2.3: The learners’ roles on PBL 60 2.4 Research on Teamwork 66 Table 3.1: Students’ profiles 76 Table 3.2: Teachers’ profiles 77 Figure 4.1: Teachers and students’ perception towards the necessity and importance of PBL 83 Figure 4.2: Students’ attitude towards TW in PBL 85 Figure 4.3: Teachers’ attitude towards TW in PBL 85 Figure 4.4: Students’ opinion of using TW in PBL in future 86 Figure 4.5: Extent of using TW in PBL in future of the teachers 89 Figure 4.6: Students and teachers’ attitude towards the real effectiveness of TW in PBL 90 Figure 4.7: Students and teachers’ attitudes towards .91 the extent of developing individual strength of TW in PBL 91 Figure 4.8: Students’ view .92 Figure 4.9: Teachers’ views 94 Figure 4.10: Student’ difficulties in teamwork in PBL 96 Figure 4.11: Teachers and students’ solutions for doing project assignments 101 vi Figure 4.12: Students’ solutions for promoting individual strengths in Teamwork in PBL 103 Figure 4.13: Teachers’ solutions for promoting individual strengths in Teamwork in PBL 104 APPENDIX .15 APPENDIX .20 APPENDIX .27 APPENDIX .28 APPENDIX .29 APPENDIX .30 APPENDIX 10 .35 APPENDIX 11 36 APPENDIX 12 .38 APPENDIX 13 .41 APPENDIX 14 .44 vii LIST OF ABBREVIATIONS DDT (High School): Dao Duy Tu (High School) FLT: Foreign Language Teaching PBL: Project-based Learning PBLT: Project-based language teaching TW: Teamwork TPBL: Team Project-based Learning viii LIST OF TABLE ABSTRACT ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS vii Table 2.1: The major different factors between team and group .17 Table 2.2: Characteristics of an Effective Team 24 Table 2.3: Advantages and disadvantages of team size .29 Table 3.1: Students’ profiles 76 Table 3.2: Teachers’ profiles 77 APPENDIX .15 APPENDIX .20 APPENDIX .27 APPENDIX .28 APPENDIX .29 APPENDIX .30 APPENDIX 10 .35 APPENDIX 11 36 APPENDIX 12 .38 APPENDIX 13 .41 APPENDIX 14 .44 ix LIST OF FIGURES ABSTRACT ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS vii Figure 2.1: Stages of a team development 40 Figure 2.2: The teachers’ role on PBL 57 Figure 2.3: The learners’ roles on PBL 60 Figure 4.1: Teachers and students’ perception towards the necessity and importance of PBL 83 Figure 4.2: Students’ attitude towards TW in PBL 85 Figure 4.3: Teachers’ attitude towards TW in PBL 85 Figure 4.4: Students’ opinion of using TW in PBL in future 86 Figure 4.5: Extent of using TW in PBL in future of the teachers .89 Figure 4.6: Students and teachers’ attitude towards the real effectiveness of TW in PBL 90 Figure 4.7: Students and teachers’ attitudes towards .91 the extent of developing individual strength of TW in PBL .91 Figure 4.8: Students’ view 92 Figure 4.9: Teachers’ views 94 Figure 4.10: Student’ difficulties in teamwork in PBL .96 Figure 4.11: Teachers and students’ solutions for doing project assignments 101 Figure 4.12: Students’ solutions for promoting individual strengths in Teamwork in PBL 103 32 33 Tiêu chí Độ bao Các chi Điểm tiết Các chi tiết Các chi tiết Các chi tiết quát áp phích áp phích bao áp phích có liên áp phích vấn đề chứa đựng gồm thơng quan đến chủ liên quan, thơng tin quan trọng đề cịn tin quan trọng Tuy nhiên, liên quan đến người xem chung chí chung khơng liên quan đến chủ chủ đề, đồng cần nhiều thông chưa đầy đủ đề thời giúp tin để có Người xem cần Chúng người xem thể hiểu đầy đủ thêm thơng tin nên khó hiểu dễ chủ đề chủ đề gây để hiểu hiểu cho Cách chủ đề Tất hình Tất hình Các người xem hình Hình ảnh/chữ sử ảnh/chữ viết viết đưa dụng liên quan liên quan liên quan đến liên viết ảnh/chữ viết ảnh/chữ quan, hình vẽ đến chủ đề đến chủ đề chủ đề Người chí chữ giúp liên viết người hầu hết chúng xem hiểu khơng xem dễ rõ ràng, phần quan đến chủ hiểu Cách tổ Thông dễ hiểu chủ đề đề tin Thông tin Thông tin Thơng tin chức xếp xếp có bố xếp có tổ xếp thơng có tin trật tự, cục hợp lý chức lộn xộn và logic với chủ với chủ đề Tiêu chưa thực làm bố cục người đề Tiêu đề đề phụ đề hợp lý Tiêu đề xem khó phụ đề rõ Nội rõ ràng phụ đề thiếu hiểu ràng Nội dung Nội dung làm cho dung khó dễ dàng quan sát người đọc khó quan sát 34 quan sát nhận biết nhận biết hiểu dễ dàng Ý Ý tưởng Ý tưởng áp Ý tưởng áp Ý tưởng tưởng áp phích phích phích chưa thực áp thiết sáng sáng tạo kế sáng tạo không tạo Cách thiết Cách thiết kế Cách thiết kế tạo kế hấp dẫn hấp dẫn người bình người xem xem thường, thiết chưa thực không hấp dẫn người dẫn phích sáng Cách kế hấp người Ngữ xem xem Khơng có lỗi Có lỗi ngữ Khá nhiều lỗi Có nhiều pháp ngữ pháp, lỗi pháp, lỗi ngữ pháp, lỗi lỗi ngữ pháp, tả, lỗi tả, chấm câu tả Tổng điểm: câu lỗi chấm ngữ pháp, lỗi lỗi tả, tả, lỗi lỗi chấm câu chấm câu …/2 18 – 20: xuất sắc, 16 – 17: tốt, 13 – 15: khá, 10 – 12: trung bình, < 10: Yêu cầu làm lại 35 APPENDIX 10 DANH MỤC KIỂM TRA CÁC TIÊU CHÍ ĐỂ ĐÁNH GIÁ DỰ ÁN Tên giáo viên: _ Tên nhóm: Lớp: Chủ đề: TIÊU CHUẨN ĐÁNH GIÁ Có/Khơng Nhận xét Chủ Nhóm có chọn chủ đề theo yêu cầu đề Sự chuẩn bị khơng? Nhóm có nhóm trưởng khơng? Nhóm trưởng có phân chia nhiệm vụ cụ thể cho thành viên khơng? Nhóm có lựa chọn cơng việc dựa tình hình thực tế (ở nhà trường hay cộng đồng nơi sống) khả cá nhân khơng? Nhóm có liệt kê cơng việc kế hoạch mà họ dự định làm khơng? Nhóm có thiết kế poster hay kế Thảo luận hoạch hành động khơng? Nhóm có thảo luận chi tiết nội dung chủ đề không? VD: Tên hàng nhóm mua muốn phàn nàn Mục đích việc viết thư phàn nàn Hoạt động chi tiết kế hoạch Các mặt khác Nhóm có thảo luận đưa cụm từ phù Nội hợp để viết thư phàn nàn dạng formal không Các vấn đề đề cập thư có thiết thực khơng 36 dung Hình thức thư có phù hợp khơng Diễn đạt nội dung có rõ ràng trang trọng Hình khơng Hình thức trình bày dự án có khơng thức Chữ viết, câu từ có rõ ràng phù hợp khơng Hình thức trình bày có đẹp khơng APPENDIX 11 PROJECT TEAMWORK PLAN Project Name Team Members Product Task Due Date Person responsible (Activities need to (A be done) person responsible must be identified for each action step) Timeline (An expected completion date) Comment (Comments are optional.) 37 Adapted from Hoang Tang Duc’s rubric at 7th International Conference on TESOL/SEAMEO RETRAC/ 2016 38 APPENDIX 12 Product/Poster Rubric: Teacher Name: _ Student’s full name: 39 CATEGO RY Details on the poster capture the important information about the Coverage topic and of the increase the Topic audience’s understanding All graphics are related to the topic and Use of make it easier Graphics to understand Organizati on Information is very organized with clear titles and subheadings Layout and All Design information Details on the poster include important information but the audience may need more information to understand fully All graphics are related to the topic and most make it easier to understand Information is organized with titles and subheadings Details on the poster relate to the topic but are too general or incomplete The audience needs more information to understand Details on the poster have little or nothing to with main topic All graphics Graphics relate to the not relate to topic the topic Information is organized, but titles and subheadings are missing or not help the reader understand Most of the Most of the information information on The information appears to be disorganize d Much of the information SCO RE 40 on the poster is in focus and can be easily viewed and identified from ft away Mechanics on the poster is in focus and the content easily viewed and identified from ft away No Almost no grammatical, grammatical spelling or , spelling or punctuation punctuation errors errors the poster is in focus and the content is easily viewed and identified from ft away on the poster is unclear or too small A few grammatical, spelling, or punctuation errors Many grammatical , spelling, or punctuation errors Total score / 20 18-20: Excellent, 16-17: Good, 14-15: Satisfactory, 12-13: Unsatisfactory,