INTRODUCTION
Rationale for the study
Since the early 1960s, English for Specific Purposes (ESP) has emerged as a key area in English as a Foreign Language (EFL) teaching and has solidified its role in applied linguistics research (Dudley-Evans & St Johns, 1998).
English for Specific Purposes (ESP) differs from general English as it focuses on teaching the language for particular professional or occupational objectives This approach involves not only the use of specialized materials and content but also the enhancement of linguistic skills alongside the acquisition of relevant knowledge To achieve successful ESP learning outcomes, it is essential to select and adapt materials thoughtfully, design learning activities meticulously, and implement suitable teaching methods.
Since the 1970s, Communicative Language Teaching (CLT) has emerged as a prominent approach in language learning, embraced by numerous scholars CLT is closely associated with various learning and teaching concepts, including interactive learning, learner-centered instruction, task-based learning, content-based learning, and cooperative learning These CLT variations have proven effective across diverse contexts, enabling students to not only acquire language skills but also enhance their personal and social competencies Additionally, Project-Based Learning, which allows for the development of multiple skills through integrated and meaningful activities, has its roots in these educational methodologies.
Project-Based Learning (PBL) offers significant advantages, including improved student achievement, enhanced problem-solving skills, deeper understanding of subject matter, and the development of specific skills and strategies relevant to the project These benefits make PBL an excellent choice for teaching and learning in English for Specific Purposes (ESP).
In recent years, the English for Specific Purposes (ESP) movement in Vietnam has gained momentum due to the diverse needs of learners, with all university students required to study ESP relevant to their fields For instance, economics students focus on English for commerce, while IT students concentrate on English for technology However, concerns have emerged regarding the quality of ESP instruction, as many students demonstrate poor proficiency across the four language skills, and numerous graduates struggle to apply their ESP knowledge in professional settings This raises a critical challenge for ESP educators: how to effectively design syllabi and authentic learning activities that enhance ESP learning outcomes.
English for Tourism is an emerging English for Specific Purposes (ESP) course at Hanoi Teacher Training College, leading to initial challenges for both administrators and instructors To enhance teaching effectiveness, the researcher, who also teaches this subject, hypothesizes that project-based learning can facilitate language acquisition while simultaneously fostering essential future work skills in students This hypothesis serves as the foundation for the current study.
Aims and objectives
This study investigates the advantages of project-based learning in teaching English for Tourism, focusing on its potential to help teachers merge language skills with students' work competencies The primary objective is to address key research questions regarding the effectiveness of this learning approach.
What are the benefits of project work in learning EfT, as perceived by the teachers and the students involved?
How can work skills be integrated in the syllabus for EfT at the department of Foreign Languages, Hanoi Teacher Training College, by means of PBL method?
What are the suggestions for effective project work in learning EfT, as recommended by the teachers and students involved?
Scope of the study
Due to time constraint as well as the author‟s ability and working conditions, the study is limited to the following extents:
Students: One class of second-year English major students at Department of Foreign Languages, HTTC Their main field of study is English for Business and Tourism
The English for Tourism team comprises just two members, including the author of this study, which means that only one teacher participated in the interview conducted for the research.
3.2 Form of project-based learning method:
PBL can have numerous variations in practice but the one studied in this thesis is group investigation and presentation
The tourism industry demands a diverse range of skills, with a particular emphasis on essential soft skills This study highlights key competencies such as effective presentation, strong communication, problem-solving abilities, and teamwork, which are crucial for success in this dynamic field.
The research aims to provide the English Department faculty at HTTC with a clear understanding of their students' language competencies and learning needs in English for Tourism (EfT) This insight will enable them to assess and enhance their current teaching methods to improve the effectiveness of the subject Additionally, if the study demonstrates success, it will validate Project-Based Learning (PBL) as an effective teaching strategy, encouraging its adoption by other educators at the college Ultimately, the goal is to implement PBL on a larger scale to better equip students with essential skills for their future careers.
This is a qualitative action research carried out in the researcher‟s own class at HTTC,
In Hanoi, data for the study was gathered through a preliminary questionnaire and an evaluation questionnaire for students, as well as a semi-structured interview with a teacher from the EfT team, alongside the teacher's notes and diary This data collection took place during the first term of the 2009-2010 school year and was analyzed using descriptive statistical methods and content analysis The combination of these instruments aims to provide reliable findings for the research.
The thesis is structured into three key sections: an Introduction that outlines the study, a Development section comprising four chapters that delve into the main content, and a Conclusion that summarizes the findings, discusses implications, acknowledges limitations, and offers suggestions for future research.
Four chapters in the main part are as follows:
This chapter reviews research on English for Specific Purposes (ESP), with a focus on English for Tourism, and examines the Project-Based Learning approach to establish a theoretical foundation for the study.
The methods and procedures of the study such as participant selection, data collection methods, data analysis methods, etc, are presented in detail in this chapter
Under this heading, the main stages of the study: Preliminary investigation, Intervention, Evaluation are presented
4 Chapter 4: Discussion of the findings
This chapter integrates and discusses the findings from evaluation questionnaires, teacher reflections, and interviews to address the research questions effectively.
Method of the study
This is a qualitative action research carried out in the researcher‟s own class at HTTC,
In Hanoi, data for the study was gathered through a preliminary questionnaire, an evaluation questionnaire for students, semi-structured interviews with an EfT team teacher, and the teacher’s notes and diary Conducted during the first term of the 2009-2010 school year, the data was analyzed using descriptive statistical tools and content analysis methods The combination of these instruments aims to produce reliable findings.
The thesis is structured into three key sections: an Introduction that outlines the study's objectives, a Development section comprising four chapters that delve into the main content, and a Conclusion that summarizes the findings, discusses implications, acknowledges limitations, and offers recommendations for future research.
Four chapters in the main part are as follows:
This chapter reviews research on English for Specific Purposes (ESP), with a focus on English for Tourism, alongside the Project-based Learning approach, to establish a theoretical foundation for the study.
The methods and procedures of the study such as participant selection, data collection methods, data analysis methods, etc, are presented in detail in this chapter
Under this heading, the main stages of the study: Preliminary investigation, Intervention, Evaluation are presented
4 Chapter 4: Discussion of the findings
This chapter integrates findings from evaluation questionnaires, teacher reflections, and interviews to address the research questions effectively.
Organization of the study
This chapter provides a theoretical foundation for the study, focusing on English for Specific Purposes (ESP), particularly the teaching and learning of English for Tourism as an ESP, and introduces the Project-Based Learning approach.
English for Specific Purposes (ESP) has emerged as a crucial component of the Teaching of English as a Foreign or Second Language since the 1960s, driven by the growing acknowledgment of English's communicative role and functional styles Numerous definitions of ESP exist in the literature, each highlighting various facets of its nature.
Hutchinson and Waters (1987) define English for Specific Purposes (ESP) as an approach focused on learner needs rather than a fixed product involving specific language, materials, or methodologies They emphasize that the foundation of any ESP course revolves around understanding why learners need to acquire a foreign language This highlights the critical role of needs analysis in ESP teaching, where all decisions regarding content and methods are tailored to the learner's motivations for learning.
Strevens (1988) defines English for Specific Purposes (ESP) by identifying four absolute characteristics and two variable characteristics, emphasizing that ESP is a form of English Language Teaching with distinct features To address the existing confusion within the ESP community, Dudley-Evans (1997) offers an enhanced definition that builds upon Strevens' framework by further clarifying these absolute and variable characteristics.
While each definition of English for Specific Purposes (ESP) has its strengths and weaknesses, it is challenging to pinpoint a universally accepted definition Nevertheless, there is a general consensus among authors regarding the key characteristics of an effective ESP course.
DEVELOPMENT
LITERATURE REVIEW
This chapter provides a theoretical foundation for the study, focusing on English for Specific Purposes (ESP) and its relevance to the teaching and learning of English for Tourism Additionally, it offers an overview of the Project-Based Learning approach, highlighting its significance in enhancing language acquisition within the context of tourism.
English for Specific Purposes (ESP) has emerged as a crucial component in the Teaching of English as a Foreign or Second Language since the 1960s, driven by the growing acknowledgment of English's communicative function and its diverse styles Numerous definitions of ESP exist in the literature, each highlighting various facets of its nature.
Hutchinson and Waters (1987) define English for Specific Purposes (ESP) as an approach focused on learner needs rather than a specific type of language or teaching methodology They emphasize that the core of any ESP course is rooted in understanding why a learner requires a foreign language, highlighting the significance of needs analysis in ESP instruction Consequently, ESP is characterized by making all content and methodological decisions based on the learner's motivations for learning.
Strevens (1988) defines English for Specific Purposes (ESP) by identifying four absolute characteristics and two variable characteristics that distinguish it from general English Language Teaching To address the existing confusion within the ESP community, Dudley-Evans (1997) offers an enhanced definition that builds upon and refines Strevens' original framework, emphasizing the importance of both absolute and variable characteristics in ESP.
Defining English for Specific Purposes (ESP) presents challenges due to the varying strengths and weaknesses of existing definitions Despite these difficulties, there is a consensus among authors regarding key characteristics of an ESP course.
1 It is purposeful and aimed at the successful performance of occupational or educational roles by an individual or a group
2 It is based on an analysis of the students‟ needs and is tailor-made to meet these needs
3 It may differ from another language course in its selection of skills, themes, topics, situations, functions, language and methodology
1.1.2 Essential issues in teaching ESP
The five key stages in English for Specific Purposes (ESP) teaching are needs analysis, course design, materials selection, teaching and learning, and evaluation Needs analysis is the foundational stage, crucial for the success of ESP courses, as it identifies the specific learning and language use requirements of distinct learner groups (Johns, 1991) This initial process establishes behavioral objectives, from which the syllabus elements—such as functions, topics, lexis, and structures—are developed (Nunan) Dudley-Evans and St John emphasize that needs analysis is the cornerstone of ESP, leading to a focused curriculum Furthermore, Hutchinson and Water define ESP as a language teaching approach tailored to the specific needs of learners, highlighting the importance of needs analysis in this context (Richards, 1984).
Needs analysis plays a crucial role in language program development by facilitating broader input for content, design, and implementation It aids in establishing clear goals and objectives while also supplying valuable data for the assessment and evaluation of current programs.
Dudley-Evans and St John (1998) highlight that needs analysis in English for Specific Purposes (ESP) can be effectively conducted using various methods, including pre-course questionnaires, structured interviews, observations, analysis of authentic texts, discussions, and record-keeping Each method has its own advantages and disadvantages; however, when applied correctly, they can yield valuable and reliable data essential for needs analysis A strong start in this process is crucial for the overall success of the ESP course.
The methodology for teaching English for Specific Purposes (ESP) remains a contentious issue, with various conflicting viewpoints Due to the complexity of ESP, establishing a definitive teaching methodology proves challenging, leading to a range of differing opinions on the best approaches.
Martin (1992) identifies tasks as the fundamental component of the English for Specific Purposes (ESP) curriculum, highlighting their role as purposeful activities that facilitate communication These tasks can vary from simple, accuracy-focused exercises to more complex simulations, such as group problem-solving or decision-making (Breen, 1987) Consequently, tasks serve as an effective tool in language learning, offering ESP teachers valuable methods to enhance student engagement and promote learning outcomes.
In English for Specific Purposes (ESP) teaching, a crucial aspect is the integration of language and content ESP teachers typically possess a strong understanding of language use in various contexts, enabling them to effectively convey subject-specific knowledge while enhancing language skills.
Brennan M and Naerssen M (1989) emphasize the significance of integrating language and content in English for Specific Purposes (ESP) education They propose that ESP instructors collaborate effectively with content teachers, utilizing both formal and informal communication methods This coordinated approach enhances the learning experience and ensures that students gain expertise in their specialized fields.
English teachers must prioritize collaboration with content teachers to effectively prepare students for English for Specific Purposes (ESP) courses, as highlighted in "Issues in ESP: p.x." This cooperation is essential for aligning language instruction with the specific needs of the subject matter being taught.
In conclusion, understanding the arguments of linguists regarding ESP teaching methodologies can significantly assist ESP teachers in selecting suitable methods for their specific teaching environments Key considerations for ESP educators include integrating language with content and incorporating a variety of tasks that vary in difficulty, particularly those that resonate with learners' specialized fields These principles are prominently featured in the design of ESP course books, which often adopt content-based, task-based, situational, or hybrid approaches.
To effectively promote English for Specific Purposes (ESP) and content learning in the classroom, Dudley-Evans and St John recommend utilizing case studies and project work They highlight that in case studies, resource materials are typically provided to students, facilitating language and skills development In contrast, project work requires students to independently source materials, resulting in a higher degree of involvement and ownership in their learning process This distinction underscores the importance of active engagement in ESP education.
“project work can be very rewarding” (p.195) The issue of project work and its use in language teaching will be dealt with in details in later parts of the thesis
1.2 The teaching and learning of English for Tourism as an ESP
1.2.1 English for Tourism as an ESP
RESEARCH METHODOLOGY
This chapter presents a detailed description of how the research was carried out including the background of the study and the methods and procedures of the study
The English for Business and Tourism course at Hanoi Teacher Training College, a prestigious institution in Hanoi, was established in the 2007-2008 academic year This program aims to provide students with foundational knowledge in business and the hospitality industry, using English as the medium of instruction Throughout the six-semester course, students focus on two primary subjects: English for Business and English for Tourism.
With regard to the course book, some books have been utilized such as “Be My Guests”,
The course book "English for International Tourism," published by Pearson Longman Press, serves as the primary resource for the "High Season" program This multi-level series is designed for students requiring English proficiency for professional communication in the hotel and tourism sectors Following a comprehensive evaluation by the teaching staff last year, it was determined that while the book is suitable for adoption, necessary adaptations to certain tasks and activities are required, along with the addition of supplementary materials and learning activities.
Students enrolled in the English for Business and Tourism course exhibit two notable characteristics: their English proficiency and their varying levels of motivation and learning conditions On average, these students possess a relatively low English level, despite it being their primary focus for the entrance examination Many are attending this course due to failing the university entrance exam, which contributes to a lack of motivation among some Additionally, others may struggle to concentrate on their studies as they are also preparing for the upcoming entrance examination.
Learners from Hanoi benefit from favorable conditions for education, including access to high-quality resources, the internet, and modern facilities Their active nature and curiosity about diverse cultures enhance their motivation to learn, particularly when supported by computer and internet tools With well-designed and engaging learning activities, teachers can significantly boost their progress and enthusiasm for acquiring new knowledge.
Hanoi Teacher Training College has a small faculty, with only about 18 teachers in the Foreign Language Department, leading to some educators managing multiple specialized subjects in English For the newly introduced course, English for Tourism, only two teachers, including the researcher, are responsible for developing the curriculum, selecting the textbook, and instructing students Neither of these teachers has prior experience in teaching English for Specific Purposes (ESP), making this their first encounter with English in the tourism and hospitality sector Consequently, they face a significant challenge in fulfilling their roles effectively.
Both teachers bring valuable strengths to their roles, including their youth and previous camaraderie as college classmates, which fosters effective collaboration They advocate for a communicative teaching approach and are proactive in selecting and designing teaching materials Following a previous successful yet challenging group investigation project, the teachers agreed to refine their project work strategy for the upcoming school year With these adjustments, they aim to enhance the effectiveness of project work as a means to promote English for Teaching (EfT) learning.
Upon analyzing the context and carrying out the literature review, three research questions arose:
What are the benefits of project work in learning EfT, as perceived by the teachers and the students involved?
How can work skills be integrated in the syllabus for EfT at the department of Foreign Languages, Hanoi Teacher Training College, by means of PBL method?
What are the suggestions for effective project work in learning EfT as recommended by the teacher and students involved?
The study employs action research as a problem-solving approach, emphasizing continuous professional development rather than relying solely on data collection and analysis methods This strategy acts as a reflective tool for teachers, highlighting their teaching experiences and facilitating ongoing growth in their professional practice.
The action research cycle proposed by Nunan (1992) includes seven essential steps: initiation, preliminary investigation, development of research questions, intervention, evaluation, dissemination, and follow-up This study adheres closely to these fundamental steps of action research, with a detailed exploration of the main steps provided in Chapter Three.
The study focuses on 32 second-year students from Class 2B in the Department of Foreign Languages at HTTC The majority of these students are from Hanoi, while others hail from nearby provinces Their English proficiency is generally categorized as Pre-intermediate.
The research includes an English for Tourism instructor who has two years of experience in teaching the subject Together with the researcher, she is exploring effective teaching methods aimed at improving student learning and motivation in this field.
In order to get sufficient data for the study, a number of methods were employed:
Questionnaires are essential for data collection, particularly among students, as they provide an efficient and effective means of gathering information (Gajendra, 1999, p.117) Two types of questionnaires were developed: preliminary questionnaires for needs analysis and evaluation questionnaires to assess the effectiveness of the teaching methods used throughout the semester.
Qualitative interviews, as described by Kvale, aim to understand the world from the subjects' perspectives, making them a valuable tool for research In this study, structured interviews were conducted with a teacher from the English for Tourism team, supplemented by informal discussions for deeper insights The objectives of these interviews and discussions included exploring the teacher's attitudes and habits regarding the implementation of Project-Based Learning (PBL) in teaching English for Tourism, identifying the challenges she faces in her teaching practice, and gathering recommendations for successfully executing tourism projects.
The researcher collected data through notes and a diary during the project's implementation to observe changes in students' behaviors and attitudes in the classroom This method serves to validate the findings obtained from the other two instruments used in the study.
By employing a combination of methods, the researcher aimed to achieve a deeper understanding and broader perspective of the information, ultimately leading to more reliable results (Mertens, 2005, p.21).
The process of data collection was carried out during the first semester of the school year 2009-2010
At the start of the semester, preliminary questionnaires were distributed to K2B students, where the researcher and teacher engaged in a friendly discussion about the study and requested their assistance with data collection Students received clear instructions on completing the questionnaires, with additional explanations provided as needed The analysis of the results revealed insights into the students' English competence, experiences, and preferences regarding Project-Based Learning (PBL).
THE PRACTICAL STUDY
This chapter outlines the key stages of the action research, which include a preliminary investigation through a questionnaire, the intervention involving the implementation of the travel guide project, and the evaluation conducted via a follow-up questionnaire.
3.1.1 Data presentation of the preliminary questionnaires
3.1.1.1 Students’ language experience and competence (Question 1, 2, 3)
Question 1: How long have you been learning English as a compulsory subject at school and college?
A survey revealed that only 6% of students have been learning English for a short duration of 1-4 years In contrast, over half of the students have dedicated 5-8 years to their English studies, and an impressive 41% have more than 8 years of experience in learning the language.
Clearly, most students have been learning English for quite a long time and this can be a good starting point for their ESP learning at the college
Question 2: How do you rate your English language skills?
Skill Very good Quite good Fair Poor Very poor
The table illustrates students' self-assessment of their language skills, highlighting a lack of confidence in their English abilities Most students rate their skills as "fair," with none considering their listening, speaking, or reading skills as "very good." Additionally, a significant number of students perceive their language skills as "poor" or "very poor."
Students generally exhibit weaker communicative skills in listening and speaking compared to other areas A mere 3.1% of students consider their listening skills to be good, while only 6.3% feel the same about their speaking abilities In contrast, a significant portion acknowledges their deficiencies, with 56.3% rating their listening skills as poor or very poor, and 34.4% doing the same for their speaking skills.
Question 3: How do you rate your following skills in English?
Skills Very good Quite good Fair Poor Very poor
Students often need to reassess their soft skills, including group work, communication, presentation, and problem-solving abilities Notably, they display the highest confidence in their group work skills, likely due to its regular application across various subjects However, many students still rate these skills as "fair," indicating a clear need for further practice and enhancement.
3.1.1.2 Students’ attitude towards the course book and their majoring field (Question
4, 5, 6, 7) Question 4: How do you find the subject “English for Tourism”?
The chart reveals that 59% of respondents find the subject acceptable, while nearly 22% express a higher level of interest by selecting the "quite interesting" option Conversely, 19% of students indicate their dissatisfaction, labeling the subject as uninteresting.
Question 5: The course book you are using (English for International Tourism) is
Concerning the course book that they are using, these students also show a positive attitude
Half of them choose “satisfactory” option and quite a large number of other students (31 %) rate it as “quite good” and one student even say that it is
“very good” Only 16% think that the book is poor and none choose the option “very poor”
Question 6: “The single use of the course book can provide me with enough background knowledge about tourism industry?” What is your opinion of this statement?
While 16% of students express satisfaction with the course book, a significant 69% feel that relying solely on it does not adequately meet their background knowledge needs Additionally, 21% remain uncertain about its effectiveness for their individual requirements.
Question 7: What would you like to add to the course?
A significant majority of students, 24 out of 29, express a strong interest in adding "a content subject" to their curriculum, indicating its high demand Additionally, group presentations, research tasks, and written assignments are also popular choices among students, with 14, 13, and 11 students selecting them, respectively.
Only one student does not want to have any extra subject or learning activity
3.1.1.3 Students’ attitudes towards PBL approach in learning EfT (Question 8, 9, 10)
Question 8: How familiar is project work (group investigation and presentation) to you at your department?
Options No of informants Percentages
A, I have done some and I know how to carry out a project now 4 13%
B, I have done some but still don’t know how to carry out a project 25 78%
C, I have never heard of it but I would like to try it 3 9%
D, I have never heard of it and I don’t want to try it 0 0%
According to the chart, 91% of students are familiar with project work at college, with 78% admitting they do not know how to execute a project Only 13% feel comfortable with project work, while 9% have no prior experience but are eager to try it.
Question 9: How would you like to carry out the project for the subject “English for Tourism”?
The chart reveals that a significant majority of students, 72%, prefer collaborating in groups for tourism projects, while only 6% (2 out of 32 students) choose to work independently Additionally, 22% of students, or 7 individuals, favor pair work This preference for group collaboration is understandable, as project work typically requires long-term commitment and numerous out-of-class activities that benefit from teamwork.
Question 10: How would you like to demonstrate your final product?
In a recent survey regarding preferred formats for final product demonstrations, approximately 66.7% of students expressed a preference for oral presentations accompanied by PowerPoint slides In contrast, 18.8% favored written assignments, while only 12.5% opted for oral presentations using wall posters, indicating a clear inclination towards digital presentation methods.
The survey results indicate that students' language competence falls short of course requirements, despite their prolonged English study Their speaking and listening skills are particularly weak, likely due to a high school education focused on grammar and preparation for university entrance exams Additionally, students lack confidence in their communication, presentation, and problem-solving abilities in English, as the current syllabus and teaching methods do not provide an authentic environment for skill development This highlights the urgent need for teaching and learning approaches that enhance both language proficiency and soft skills.
Preliminary questionnaire results reveal that EfT students hold a positive attitude towards both the subject and the course book; however, they express dissatisfaction with the book and desire additional supplementary materials and activities It is essential for teachers to motivate students and enhance the EfT lessons to make them more engaging and beneficial Therefore, adapting the course book and designing meaningful learning activities are crucial for improving the overall educational experience.
Recent findings highlight the challenges students face in successfully implementing project-based learning (PBL) in English for Teaching (EfT), despite their prior experience with projects in both Vietnamese and English To address these challenges, the researcher utilized insights from a preliminary questionnaire and teacher interviews to incorporate PBL through group investigation and presentation Following the completion of the projects, the researcher employed various data collection methods to evaluate the effectiveness of this learning approach within her specific context.
The Travel Guide Project was implemented as a supplementary learning activity throughout the first semester of the 2009-2010 school year While maintaining the traditional group investigation and presentation approach, the project introduced innovative elements such as restructured group names and enhanced activities to foster a more engaging and authentic learning environment These modifications aimed to spark students' curiosity and make learning enjoyable Further details about the project will be discussed in the following sections.
3.2.1 The design and aims of the project
DISCUSSION OF THE FINDINGS
This chapter integrates and discusses the findings from the questionnaires, teacher interviews, and teacher reflections, addressing the research questions outlined at the beginning of the thesis.
4.1 Research question 1: What are the benefits of project work in learning EfT, as perceived by the teachers and the students?
Research shows that both teachers and students hold a positive attitude towards project work, recognizing its benefits The advantages of project work in learning English for Tourism (EfT) can be examined through key elements such as enhanced motivation for learning, the application of background knowledge, and the development of essential soft skills needed for students' future careers.
The travel guide project significantly motivated students, as reflected in the teacher's observations Initially, students expressed curiosity and excitement at the prospect of functioning as tourist companies, which was further enhanced by the opportunity to create company names, logos, and slogans, showcasing their creativity Their interest remained high throughout the project, particularly during peer presentations, indicating the engaging nature of the experience Evaluation questionnaires confirmed that students found the project both interesting and beneficial, with many expressing a desire to undertake more tourism-related projects in the future This demonstrates that project-based learning in English for Tourism (EfT) not only enhances student interest but also fosters positive educational outcomes.
The questionnaire results indicate that the travel guide project is not significantly enhancing students' background knowledge, with only half of the participants (15 out of 29) believing that the research tasks contribute to this goal While project work theoretically has the potential to enrich students' understanding of their specialized fields, many students feel it primarily helps them envision their future careers To optimize the benefits of project work, it is essential to implement more engaging activities and effective evaluation tools that encourage serious participation and reinforce learning during research and peer presentations.
Project work offers students a valuable opportunity to enhance essential soft skills for their future careers, particularly in group collaboration and presentation abilities Many students report significant improvements in these areas, as noted by their teacher, who observes increased confidence and creativity during presentations While research and communication skills are also developed through project work, challenges remain, particularly in sourcing materials and using English effectively Students often rely on their mother tongue in the initial stages, with English communication becoming more prominent only during final presentations To further enhance problem-solving skills, it is recommended that instructors incorporate challenging tasks, such as encouraging students to pose critical questions to presenters and creating real-life scenarios that require quick thinking and responses.
4.2 Research question 2: How can language and work skills be integrated in the syllabus for EfT at the department of Foreign Languages, Hanoi Teacher Training College, by means of PBL method?
To effectively address this question, it's essential to first review the syllabus for EfT students Following this, we can explore how project work not only enhances language acquisition but also fosters the development of valuable work skills among students.
The course book "English for International Tourism-Pre-intermediate" is designed for EfT students in their second and third semesters, featuring 14 theme-based units During the third semester, students focus on Units 8 to 14 over 120 class periods, allowing ample time for supplementary activities A key component is the travel guide project, which constitutes 20% of the overall grade and primarily takes place outside of class, culminating in project presentations during the final two weeks The study demonstrates that project work can effectively complement the course book, integrating language and work skills into the curriculum Additionally, project work serves as a valuable tool for promoting self-learning and integrating the four language skills, as outlined by Fried-Booth, through various stages of the project.
In the initial stages of a project, activities such as stimulus, discussion, and negotiation primarily allow students to practice speaking and listening skills However, as the project progresses, all four language skills—speaking, listening, reading, and writing—are utilized simultaneously through tasks like interviews, reviewing background materials, and compiling reports Regular research and weekly reviews not only enhance students' background knowledge but also facilitate the effective learning of new vocabulary and structures in a meaningful context Thus, the weekly review emerges as a powerful tool to promote self-learning throughout the project implementation.
Project work significantly enhances the development of essential soft skills for EfT students compared to traditional lectures Key skills such as communication, presentation, problem-solving, research, and teamwork are integral to the travel guide project The multi-staged nature of project work fosters teamwork through group-focused assessments, while extensive research tasks broaden students' knowledge and improve their research skills, boosting confidence in customer interactions Additionally, group discussions and negotiations cultivate critical thinking and problem-solving abilities Finally, the presentation of the final product demands strong communication skills, and students must also be prepared to address questions from tourists and handle unexpected situations, further reinforcing their problem-solving capabilities.
In conclusion, engaging in project work enables students to enhance their four language skills while significantly improving their soft skills, all through the use of English.
4.3 Research question 3: What are the suggestions for effective project work in learning EfT as recommended by the teachers and students involved?
Despite students' interest in project work, significant challenges persist for both students and teachers Students often struggle to maintain motivation due to the perceived difficulty and time demands of projects, compounded by inadequate language skills for effective implementation Limited access to essential materials and technology further hinders their progress, alongside concerns about ineffective group collaboration Teachers also face numerous obstacles, including a lack of interest in the subject area, minimal experience with project-based approaches, and difficulties in designing tourism-related projects The researcher acknowledges that incorporating project work in English for Tourism (EfT) teaching can be a daunting experience for educators To enhance the effectiveness of project work in EfT, it is crucial to address these challenges and consider feedback from both students and teachers.
Students express a strong desire for future tourism projects, emphasizing the need for enhancements that ensure these initiatives are both engaging and educational To achieve this, it has been recommended that tourism projects incorporate more realistic elements, such as authentic activities that promote out-of-class interaction and communication in English.
To ensure the success of the project, it is essential for the involved teachers, including the researcher and the interviewed teacher, to consider the project's duration carefully.
The project should ideally span approximately 10 weeks to ensure optimal student engagement and success A duration that is too brief may result in heightened pressure, hindering the project's effectiveness, while an excessively long timeframe could lead to a decline in student interest and enthusiasm throughout the implementation process.