USING MIND MAPS IN THE PRE WRITING STAGE TO IMPROVE HIGH SCHOOL STUDENTS’ WRITING SKILLS

1 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY TRAN THI THU HIEN USING MIND MAPS IN THE PRE-WRITING STAGE TO IMPROVE HIGH SCHOOL STUDENTS’ WRITING SKILLS Major: Teaching English to Speakers of Other Language (TESOL) Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION SUPERVISOR: Assoc.Prof.Dr NGƠ ĐÌNH PHƯƠNG Nghệ An, 2017 i Acknowledgement I would like to express my deepest appreciation and gratitude to Associate Professor Doctor Ngo Dinh Phuong, my supervisor for his continual understanding, support, interest and trust in my success for managing this thesis during the study He always motivated me with his invaluable comments, organized and hard working personality Without his encouragement and inspiration this study would never come true My special thanks go to all of the 6th graders and English teachers at Ha Huy Tap Secondary school who are always willing to take part in the study seriously and the contribution to the survey truthfully in order to results in the answers and findings for this research Finally, I would like to extend my greatest gratitude to my colleague and my family who always encouraged me to attend this program and their continual support, patience, and trust in me so that I could complete this thesis Abstract This research is implemented to investigate the attitudes of the th graders and teachers towards a new learning activity in innovated text book Tiếng Anh – project work activity and the factors motive students in order to find out its ii effects on students’ motivation in English learning Data used in this study were collected through Likert scale questionnaires and students’ interview Data collected with the questionnaire was analyzed by the use of descriptive statistics For this purpose, SPSS (Statistical Programming for Social Sciences) software was used to analyze the questionnaire Data collected through interviews were analyzed qualitatively The results of the students’ questionnaires revealed that most the th graders appear to welcome this new fresh activity in their English classroom with positive responses such as project work activity enhance their creativity, interesting learning atmosphere, their brave in speaking, etc The results from the questionnaires also uncover the factors which motivate students in English learning like cooperation, learning autonomy and others With the aim of finding the effects of project work activity, the combination of teachers and students’ view towards the activity was employed and showed key findings as vocabulary improvement, team working and social skills Finally, the research suggests some pedagogical implications of the effects of project work activity on students’ motivation in English acquisition Table of Contents Acknowledgement i Abstract i Table of Contents ii iii List of table iv List of Abbreviation vi Introduction Chapter 1: Introduction 1.1 Rationale .2 1.2 Aims of the study 1.3 Research question 1.4 The scope of the study 1.5 The design of the study Chapter 2: Literature review 2.1 PROJECT WORK 2.1.1 An overview of Project Based Learning 2.1.2 The use of project work in the teaching of English as a foreign language 2.1.2.1 Definition of project work 2.1.2.2 The features of project work 2.1.2.3 The benefits of project work in teaching English as a foreign language 10 2.1.3 The implementation of Project Work in textbook English 12 2.1.3.1 The objectives of Project Work in textbook English 12 2.1.3.2 The description of Project Work activity in textbook English 13 2.2 MOTIVATION IN LANGUAGE LEARNING 15 2.2.1 Definition of motivation 15 2.2.2 Motivation in foreign language learning 15 2.2.3 Classification of motivation 20 2.2.3.1 Gardner’s Socio-educational Model 20 a Integrative motivation 22 b Instrumental motivation 23 c Integrative motivation vs instrumental motivation 23 2.2.3.2 Self-determination motivation 25 a Intrinsic motivation 26 b Extrinsic motivation 27 c Intrinsic motivation versus extrinsic motivation 28 2.2.4 Factors affecting motivation in L2 acquisition 29 Chapter 3: Research methodology .31 3.1 Study design 31 3.2 Participants of the study 31 3.3 Instruments of data collection 31 3.3.1 Questionnaires 31 3.3.1.1 The steps of designing the questionnaire 32 3.3.1.2 Description of the questionnaire 33 3.3.1.3 Scale reliability 34 3.3.2 Interview 34 3.4 Statistical analysis procedures 35 3.4.1 Questionnaire data 35 3.4.2 Interview data 36 iv Chapter 4: Results and discussion 36 4.1 Results 37 4.1.1 Students’ attitude towards project work 38 4.1.2 Motivating factors of PW 41 4.1.2.1 Factors relating to the topics of PW 41 4.1.2.2 Factors relating to students’ cooperation 42 4.1.2.3 Factors relating to students’ autonomy 44 4.1.2.4 Factors relating to teacher’s facilitation 45 4.1.2.5 Factors relating to assessments 45 4.1.2.6 Factors relating to task value 46 4.1.3 Effects of project work on students’ motivation 47 4.1.4 Teachers’ view to the effects of project work on their students’ motivation .49 4.2 Discussion of main findings 52 4.2.1 Students’ attitude towards project work 52 4.2.2 Motivating factors of project work 53 4.2.3 Effects of project work on students’ motivation 54 4.3 Pedagogical implications 56 Chapter 5: Conclusion 58 5.1 Summary .58 5.2 Limitation of the study 59 5.3 Suggestions for further study 59 References 60 APPENDICES 69 List of table Table 3.1 Reliability coefficient in students’ questionnaire .34 Table 3.2 Reliability coefficient in teachers’ questionnaire .34 Table 4.1a Students’ attitude to the project work 38 Table 4.1b Students’ opinion on types of PW 40 Table 4.2 Factors relating to the topics of PW 42 Table 4.3 Factors relating to students’ cooperation 42 Table 4.4 Factors relating to students’ autonomy 44 v Table 4.5 Factors relating to teacher’s facilitation .45 Table 4.6 Factors relating to assessments 45 Table 4.7 Factors relating to task value .46 Table 4.8 Students’ opinions on the effects of PW on their motivation .47 Table 4.9 Teachers’ view on the effects of PW on their students’ motivation 50 vi List of Abbreviation PBL: Project-based learning PW: Project work SLA: Second language acquisition ESL/ EFL: English as a second language/ English as a foreign language SPSS: Statistical Package for the Social Sciences Introduction In the decade of educational reform and innovation recently, it is indisputable that approach, methodologies and techniques play as a key role in teaching and learning improvement There have been numerous studies carried out onto the effectiveness of approach, methodologies and techniques applied to enhance the quality of English language acquisition The project based learning approach offers to be one of the most effective learning tools to improve students motivation and interest in learning English In an attempt to investigate the effects of project based learning on 6th grade students’ motivation at Ha Huy Tap Secondary school, the study concentrates on the theoretical background of project based learning approach, students motivation in learning English; identification of the effects of project work activity on students’ motivation in their English class as well as suggestions for teaching and learning enhancement Chapter 1: Introduction 1.1 Rationale It is undeniable that English is important in order to be able to integrate and globalize all over the world English is the language that most people in different countries use to connect with others For that reason, learning English can be considered the key to successfully communicate globally In the industrialization and integration era, there has been a need of changing in ways of teaching as well as the practical application in education Students nowadays are likely to immerse their lessons with practice and practical experience rather than theory and knowledge that they just learn in lessons They are interested in dealing with real subject matter by working on the real problems Project based learning has been considered as an innovative approach into modern teaching and learning According to the definitions found in Project-Based Learning (PBL) handbook for teacher (John W Thomas 2000), project based learning is a model for classroom activity that shift away from the usual classrooms practices of short, isolated, teacher-centered lessons PBL learning activities are long-term, interdisciplinary, student-centred, and integrated with real-world issues and practices It is a method that fosters abstract, intellectual tasks to explore complex issues It promotes understanding, which is true knowledge Thus, the role of Project based learning is truly indisputable There have been more common educators and educational affairs applying this approach into teaching such as PBL in Maths, Technology, Geography, etc In 2008, big changes have been made in foreign language curriculum in Vietnam Project based learning has been implemented in the innovating textbooks launched by national foreign languages project 2020 especially in English textbooks The aim of this change was to provide the students an environment in which they can reach their own conclusions instead of just lecturing them A project work was added in a lesson in each teaching unit in textbooks “Tiếng Anh 6” Project work is a learning experience which aims to provide students with the opportunity to synthesise knowledge from various areas of learning, and critically and creatively apply it to real life situations This process, which enhances students’ knowledge and enables them to acquire skills like collaboration, communication and independent learning, prepares them for lifelong learning and the challenges ahead Project work is the preparation and presentation of a project, either by an individual or (more usually) a group A typical project might be producing a magazine or website out of individually written articles (Scoot; 2006: 183) According to the authors in teacher’s book “Tiếng Anh 6”, the project helps students to improve their ability to work by themselves or a team, and extend their imagination in a field related to the unit project Therefore, the role of applying PBL into teaching and learning is urgent and important The application of Project based learning into teaching and learning has been considered as valuable and interesting points in the educational innovation The replacement of English textbook and application of grade New English textbook in the year of 2012 showed positive points in the field The Project activity applied into teaching has been considered as a great deal of improvement in the Project As an English teacher in an English center in Vinh city, I have worked quite closely with the new textbook “Tiếng Anh 6” I have found that project activity could benefit students in enhancing their English competence as well as their motivation in learning For my th grade students, project work is really a new task and they seem to be eager to participate in the activity However, I would like to gain a deeper insight into what students’ opinions on this activity 69 APPENDICES Appendix 1: SURVEY QUESTIONAIRE Student’s name:………………………….Age:……… Class:…………………….School:…………………………………… The reasons behind this questionaire is to find out your attitudes to project worsk in your English class as well as to identify which factors of project works motivate you and how project works motivate you in your English class Please be as frank and as accurate as you can in your answers Your answers will not be read by anyone except the researcher and will have no bearing on your test marks Your answers can be in Vietnamese Thank you for your cooperation I Students’ attitudes to project work in your English class No Item Stron Disag Not gly disagr ee 1.1 The project work lesson makes me 1.2 use my creativity The project work lessons are 1.3 practical and useful I am eager to participate in project 1.4 1.5 work lesson I feel braver to open up Project work lessons make my 1.6 English studying more interesting I can increase the skills of collaboration with my classmates ree sure Agree Stron gly Agree 70 1.7 I can consolidate my knowledge 1.8 through project work My essential skills in English learning are improved considerably after each project work lessons II Students’ opinion towards projects assigned No Item Stron Disag Not gly ree Agree Stron sure gly disagr Agree ee 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 Description Drawing Designing a Yearbook page Description A Quiz game show Letter writing Interview Description Poster Poster Product handmade Draw and show III Factors motivating students in their English lessons using project works No 3.1 Item 3.1 I have closer relationship with my group members after the Stro Disa Not Agre Stro ngly gree sure e ngly disag Agre ree e 71 3.2 lesson 3.2 Most topics are familiar to my 3.3 life 3.3 I can conduct the project easily because most information is 3.4 accessible 3.4 I completed the project independently with support of my 3.5 3.6 teacher and peers I can choose my role in the group My teacher often encourages me 3.7 and supports me to plan the ideas We receive positive comments and assessments from teacher and 3.8 other groups I can remind the knowledge I have learnt and background knowledge 3.9 to conduct my task I make a lot of effort to think about the ideas and plan my 3.10 project I often have time to collect information and make a choice of 3.11 selecting information Most groups in the class will show 3.12 the product after the lesson We often gives our own assessment about the product 3.13 before others’ assessments The teacher often points out the weakness in our product 72 IV Effects of project works on students No Item Stro Disa Not Agre Strongl ngly gree sure e disag ree 4.1 The pleasure I experience when I find some my key strengths and weaknesses in my English skills 4.2 after the lesson I feel more confident to speak 4.3 English in front of many people The satisfaction when I improve my skills of organizing and 4.4 planning my writing in English The pleasure I experience when I 4.5 speak English more naturally The high feeling I have when I improve my skills of using body language and eye contact as well as movement while speaking 4.6 English The pleasure I experience when I 4.7 improve my social skills I know how to solve a problem 4.8 4.9 better I improve my pronunciation My repertoir of vocabulary is 4.10 expanded I get acquaited with collaborating y Agree 73 with my teammate to complete a task 74 PHIẾU KHẢO SÁT Ý KIẾN HỌC SINH (bản tiếng Việt) Họ tên học sinh:……………………………………….Tuổi:……… Lớp:…………………….Trường:……………………………………… Phiếu điều tra nhằm lấy ý kiến khảo sát học sinh hoạt động dạy học dự án (Project work) tác động hoạt động học tới Động lực học tập học sinh khối lớp mơn học tiếng Anh theo chương trình Các thông tin câu trả lời mà bạn cung cấp quan trọng việc khảo sát Dữ liệu khảo sát phục vụ mục đích nghiên cứu, khơng ảnh hưởng tới kết học tập hay điểm số môn học học sinh I Ý kiến học sinh hình thức học dự án ST Nội dung T Hồ Khơ Khơ Đồn Hồ n ng ng gý n tồn đồng khơn ý tạo học dự án 1.2 Các hình thức dự án thực tế hữu ích 1.3 Các học dự án thu hút bạn nhiều 1.4 Bạn cảm thấy mạnh dạn học dự án 1.5 Giờ học dự án giúp cho việc học n g đồn đồng gý ý 1.1 Bạn sử dụng trí sáng chắn 75 tiếng Anh bạn thú vị 1.6 Bạn nâng cao khả làm việc nhóm với bạn bạn 1.7 Bạn mở mang nhiều kiến thức sau học dự án 1.8 Bạn cảm thấy kỹ Nghe, Nói, Đọc, Viết tiến sau buổi học dự án II Ý kiến học sinh dự án thực Hồn ST Loại hình T dự án Tên dự án tồn khơng thích 2.1 Description 2.2 Drawing Yearbook 2.3 page 2.4 Description 2.5 A Quiz 2.6 game show Letters 2.7 Interview 2.8 Description 2.9 2.1 Poster Your dream school A crazy house My class yearbook What is your neighborhood? How well you know Vietnam? I have a dream How important is TV to you? A game/ sport My Days Journey Around the World 2.1 Poster A future appliance Product Making something handmade new from something Khơ ng thích Khơ ng chắn Thích Rất thích 76 used 2.1 Drawing and A description of their own robot description III Ý kiến học sinh yếu tố kích thích học sinh học dự án Hoàn toàn STT Nội dung không đồng ý 3.1 3.2 3.3 3.4 Sau học dự án tình bạn bạn nhóm thân thiết Các chủ điểm dự án gần gũi quen thuộc với bạn Bạn dễ dàng thực dự án thơng tin gần gũi quen thuộc Bạn tự hoàn thành sản phẩm với hỗ trợ thầy bạn bè Giáo viên thường giúp nhóm bạn 3.5 lên kế hoạch thực dự án từ ý 3.6 3.7 3.8 3.9 tưởng Bạn sử dụng kiến thức học để áp dụng vào làm dự án Bạn tự chọn nhiệm vụ cho nhóm làm dự án Bạn dành nhiều thời gian nỗ lực để lên ý tưởng kế hoạch cho dự án Bạn dành nhiều thời gian để tìm kiếm chọn lọc thơng tin cho dự án 3.10 Đa số nhóm trình bày sản phẩm Hồ Khơn Khơn g g Đồng đồng ý ý chắn n toàn đồng ý 77 3.11 sau hoàn thành dự án Bạn nhận ý kiến nhận xét tích cực sau trình bày sản phẩm Nhóm bạn thường yêu cầu tự đánh 3.12 giá nhóm bạn trước giáo viên 3.13 nhóm khác nhận xét Giáo viên thường ý tới lỗi sai nhóm bạn trình bày sản phẩm 78 IV Tác động hoạt động dự án tới lực tiếng Anh học sinh ST T Nội dung Bạn nhận thấy điểm 4.1 4.2 4.3 4.4 mạnh điểm yếu kỹ tiếng Anh sau buổi học dự án Bạn cảm thấy tự tin phát biểu Anh trước nhiều người Bạn biết xếp lên bố cục cho viết tiếng Anh bạn cách tốt sau buổi học dự án Bạn nói tiếng Anh tự nhiên lưu lốt Qua buổi trình bày sản phẩm dự án, bạn sử dụng tốt ngơn 4.5 ngữ thể, ánh mắt cử điệu để thu hút ý từ người giao tiếp tiếng Anh Kỹ xã hội phối hợp với 4.6 người khác để thực công việc cải thiện sau buổi học dự án 4.7 Bạn học cách xử lý vấn đề Hồn Khơ Khơ tồn ng ng Đồn khơng đồng gý đồng ý ý chắn Hồn toàn đồng ý 79 tốt Bạn cảm thấy âm giọng 4.8 thục hay so với 4.9 4.10 trước Bạn học thêm nhiều từ cụm từ Bạn làm quen cách làm việc nhóm với bạn bạn để thực công việc 80 Appendix 2: Questionnaire for teachers TEACHERS’ QUESTIONNAIRE This questionnaire is developed to find out your attitude towards the effects of project work on your students’ motivation in their English lessons Your answers are invaluable to the researcher and will be data used in an MA thesis about project work Please state your sincere thoughts without skipping any items Your answers will be kept confidential Thank you in advance for your cooperation Rate your agreement with the following statements using scale below: strongly disagree disagree not sure agree strongly agree Your attitude towards the effects of project work on your students’ motivation Strong No Item ly Disagr Not disagr ee sure ee Project work helps students feel more interested in learning English Students are enthusiastic to conduct project work Project work helps students Strongl Agree y Agree 81 become more active learners in classroom Project work helps students become more independent learners Project work helps students become more cooperative in teamwork Project work helps students take their own learning responsibility Project work makes me become more creative Project work makes students become more confident to speak in front of the class Project work helps students speak English more naturally Project work helps students 10 improve oral presentation skills Project work helps students 11 12 13 improve their pronunciation Project work helps students improve their writing skills Project work helps students expand their vocabulary 82 Project work helps students 14 consolidate their knowledge 83 Appendix 3: STUDENTS’ INTERVIEW SAMPLE (English version) Q1: What are your thought and feeling in general towards all the projects you have learnt during the course? ANS: ‘I like it very much when I can bring my project to the class and exchange information about it with my classmates I also learn many new words easier during the time I conduct my project.’ Q2: What you like most in the lessons using project? ANS: ‘I like presentation time most I always feel eager to give our presentation to the class and wait for the assessment from our teacher and our friends’ Q3: Are you motivated to projects? Why? Why not? ANS: ‘I find project interesting because we can share everything we know with each other so that we fulfill our project better’ Appendix 3: Câu hỏi vấn học sinh (bản tiếng Việt) Câu hỏi số 1: Bạn có cảm nhận hoạt động học dự án chương trình học bạn vừa qua? Câu hỏi số 2: Điều bạn thích thú học dự án? Câu hỏi số 3: Bạn có cảm thấy kích thích làm dự án khơng? Tại có? Tại không? ... of the friend, they also have to interview the friend to find out about him/her, and finally they have to decorate the page and bring to the class to make a yearbook Unit has a project on the topic... factors motivating them in their English lessons using project work, their opinions on the project they did during the course using the textbook Tiếng Anh 6, and their ideas about the effects of... pleasing to be intrinsically motivating In order to persist the tasks and accomplish them, individuals need to exercise extrinsic motivation to perform the required behaviors and to understand the