SKKN MOTIVATING AND ENHANCING STUDENTS ENGLISH SPEAKING ABILITY AT QUY HOP 2 HIGH SCHOOL BY APPLYING SMALL GROUP PROJECTS AT HOME

NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT QUY HOP HIGH SCHOOL TEACHING EXPERIENCE "MOTIVATING AND ENHANCING STUDENTS' ENGLISH SPEAKING ABILITY AT QUY HOP HIGH SCHOOL BY APPLYING SMALL GROUP PROJECTS AT HOME" SUBJECT: ENGLISH WRITER: TRAN THI LOC GROUP: ENGLISH - LITERATURE TEL: 0974822926 EMAIL: tranlock37a21@gmail.com SCHOOL YEAR: 2021-2022 0|Page INDEX Contents Page INDEX LIST OF ABBREVIATIONS AND SYMBOLS I INTRODUCTION: REASON FOR CHOOSING THE TOPIC II RESEARCH CONTENT PART 1: THEORETIC AND PRACTICAL BACKGROUND What is speaking skill? What is project-based learning? What are the benefits of group projects? Advantages and difficulties of doing small group projects at home 10 Factual situation in speaking test in recent years 11 PART 2: THE SOLUTION 14 The speaking program for non-English major students at Quy Hop high school 14 Which difficulties the participants often make? What can the teachers to improve in teaching speaking skill and help students motivate, practice and improve their speaking skill? Implementation process of doing small projects at home 14 15 17 4.1 Preparation 17 4.2 Procedure 18 4.3 Lesson plan 19 Other implemented topics and products 35 5.1 Other implemented topics 35 5.2 Other implemented products 35 PART III: EFFICIENCY OF THE RESEARCH 42 1|Page Suitability for students and schools 42 Meeting the requirements of teaching and learning method innovation 42 Detailed results 43 III CONCLUSION 48 Summary 48 Recommendation 48 APPENDIX 50 REFERENCES 56 2|Page LIST OF ABBREVIATIONS AND SYMBOLS CLT: Communicate Language Teaching EFL: English as a Foreign Language ESL: English as a Second Language No: The number of students PBL: Project-based learning %: Percent 3|Page I INTRODUCTION REASON FOR CHOOSING THE TOPIC As you know, English nowadays is one of the most popular languages and an important tool to approach all areas of life Good use of English in communication has been the goal of teaching and learning English throughout all levels English speaking is thought to be an essential skill for success in the modern global economy The ability to speak effectively and fluently in English is becoming increasingly important in today’s modern world, since communication through language has become more and more essential Speaking is known as an important skill for multifarious reasons in education and business In fact, it plays a significant role in personal and professional life Hoever, it is the fact that students at Nghe An in general and the students at Quy Hop high school in particular are very weak at speaking There are some reasons why English major students face a number of problems when studying speaking skill It is inevitable that balancing accuracy and fluency in speaking is a challenge for these EFL learners The studies have revealed that students often make pronunciation, vocabulary and grammatical mistakes They pronounce incorrectly and use the wrong words when they speak because English pronunciation is quite different from Vietnamese one, the words are pronounced differently with their script, so it is difficult for students to speak correctly and because of misunderstanding the meaning of words, they face a lot of confusion in vocabulary use I have been teaching English at Quy Hop high school for many years and I recognize that many students not want to learn speaking skill and often have negative attitude to this skill Most students are still weak at speaking skill They can well on paper tests, but when they speak, they falter, are not confident, lack courage, and are afraid of making mistakes Speaking still takes place in the tedious, boring, imposing nature, which makes students not really interested, still coping, still sleepy Although teachers have used technology in teaching, it is not frequent, which makes the efficiency not high and the class hour not lively and not attracted to students I always wonder how to choose appropriate and effective teaching methods How to choose teaching methods and organizational forms that can help students in speaking lessons: learn with passion and excitement; desire to discover; learn in an active, proactive and creative way; learn in interaction, in forming cooperative, friendly relationships together to solve learning tasks In order to meet the requirements for fundamental and comprehensive reform of education (including reform of educational methods) that has been stated in the 4|Page resolutions of the Party, State and Government That is Resolution No 29-NQ/TW, which was dated November 4, 2013 of the 8th Central Conference of the XI term on fundamental and comprehensive reform of education and training, based on the goals and viewpoints of program development under the General Education Program and the General Education Program in English (2018), I boldly propose a measure: "Motivating and enhancing students' English speaking ability by applying small group projects at home" with the main goal of motivating students, and helping students practice and improve their English speaking ability, which is based on: - Creating opportunities and environments for students to practice speaking English more - Practicing self-study and self-study methods, thereby giving students a much more personalized and rewarding experience on the topic, students are not limited to information, vocabulary or grammar introduced in a text taken from a textbook Students have the freedom to view the topic from different aspects and thus be exposed to and practice the English language they have learned in class As they delve deeper into a topic, they not only listen to different people's opinions on the topic, but also learn how to talk about it - Helping students learn actively, mobilize all students to participate and promote students' initiative and creativity, from which they have a positive interest in English and contribute to improving students' English speaking ability 5|Page II RESEARCH CONTENT PART 1: THEORETIC AND PRACTICAL BACKGROUND What is speaking skill? Speaking skill is one of the most important skills that have to be mastered by students in learning English, as it allows us to communicate with others and express our thoughts and feelings Speaking skill can be separated into formal and informal speaking skill, and we use both types of speaking skill in a variety of contexts throughout life There are some definitions of speaking skill below, such as; according to Richard (2008; 19) states that in speaking we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together If the students can speak English fluently that can help them to easy communicate and also explore their idea Speaking English well also helps students to access up-to-date information in fields including science, technology and health and so on According to (Cameron, 2001: 40; Brown, 2004: 140) Speaking is a productive skill in the organs of speech to express meaning which can be directly and empirically observed There are many various aspects of speaking skill Based on the Brown (2001:268) proposed four aspects of speaking skill namely fluency, accuracy, pronunciation, and vocabulary Additionally, others stated four elements of speaking skill such as Vocabulary, Grammar, Pronunciation, and Fluency According to Ladouse (1991) speaking is described as the activity as the ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently Speaking skill is the skill of using sound to express one's thoughts, opinions and words for the purpose of expressing opinions, conversing and communicating with listeners Through a conversation, the speaker and the listener exchange information with each other According to Florez (1999: 98), speaking is an interactive process by which learners produce information and absorb information to create meaning The National Curriculum states that spoken language is a crucial part of learning English in schools Throughout school, students will learn to: - Listen and respond to teachers and classmates - Build their vocabulary 6|Page - Use spoken language to express feelings, give explanations and describe - Ask questions to increase their understanding - Participate in drama, conversations, role play, discussions and debates - Understand formal and informal speech - Listen and understand different points of view - Hold the attention of the listener What is project-based learning? At the beginning of the twentieth century, American pedagogues built the theoretical basis for The Project Method and considered it an important teaching method to realize the student-centered teaching concept focus, in order to overcome the disadvantages of traditional teaching with the teacher as the center Project-based learning (PBL) is a student-centered teaching method that directs students to acquire knowledge and skills through embarking on a specific project to solve a problem Students will go through a process of discovery and discovery to solve a challenging project that requires thinking PBL is a method of learning where the pupils engage with a real world and hands on project where they can apply their knowledge, ideas and skills throughout the process of completing the project (Buck Institute for Education, 2019) Project-based learning (PBL) or Project-based instruction is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world (According to Academia.edu) By Maggie O'Brien, Project Based Learning (PBL) is an instructional methodology encouraging students to learn by applying knowledge and skills through an engaging experience PBL presents opportunities for deeper learning in-context and for the development of important skills tied to college and career readiness Project-based learning is different because the learning is spread out over time Students are given the opportunity to learn, discover, and create throughout the entire learning process According to the Buck Institute for Education, “project-based learning is a teaching methods in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.” The core idea of project-based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context The teacher plays the role of facilitator, 7|Page working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience The uniqueness of project-based learning is the creation of a final product that demonstrates the knowledge, understanding and attitudes of learners towards the problem being studied and that problem is expressed by learners in many forms various media such as videos, posters, pictures, reports, models and other artifacts Thus, the project teaching method is one of the comprehensive learning methods that helps students not only gain foundational knowledge and skills, but also help students develop comprehensively the necessary skills in learning modern society Project-based learning emphasizes the process of finding answers with no restrictions on how or what they should look like, thereby encouraging students to find answers in a variety of ways In addition, teachers will accompany students throughout the project to help them realize their strengths and areas for improvement, thereby helping them develop their capabilities Here are some benefits Of Project-Based Learning: Project-Based Learning offers a wide range of benefits in teaching and learning activities Project-Based Learning offers as highlighted by Thomas (2000), Boos & Krauss (2007), and Fragoulis (2009), project-based learning can increase students’ learning motivation, increase students’ academic achievement, increase cooperation/collaboration ability, increase the ability to communicate, increase students’ skill in managing learning resources improving library research skill), create fun learning, increase students’ attitudes toward learning, increase students’ creativity, lowers students’ anxiety level in the learning process, increase resource management skills, and increase problem solving ability Project-based learning has many benefits for both teachers and students And more theoretical studies support the application of project-based teaching in schools to encourage students, reduce dropouts, promote cooperative learning skills, and improve academic performance (George Lucas Education Foundation, 2001) For students, the benefits of project-based teaching include: - Increase diligence and improve self-reliance and learning attitude (Thomas, 2000) - The knowledge acquired is equivalent or more than that of other teaching models due to when participating in projects, students will be more responsible in their studies than in other activities other traditional classroom activities (Boaler, 1997; SRI, 2000) - Opportunities to develop complex skills, such as higher-order thinking, problem solving, cooperation and communication (SRI, 2000) 8|Page - Get more opportunities in the classroom; create strategies that engage students belonging to different cultures (Railsback, 2002) Project-Based Learning can in many ways favor the preparation of the skilled workforce of the 21st century Through project work the learners' master: - Time Management - Organizational Skills - Collaboration Skills - Problem-Solving Skills - Self-Direction - Ability to Find Information - Lifelong Learning Ability What are the benefits of group projects? Group projects can help students develop a host of skills that are increasingly important in the professional world (Caruso & Woolley, 2008; Mannix & Neale, 2005) Positive group experiences, moreover, have been shown to contribute to student learning, retention and overall college success (Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006) Properly structured, group projects can reinforce skills that are relevant to both group and individual work, including the ability to: - Break complex tasks into parts and steps - Plan and manage time - Refine understanding through discussion and explanation - Give and receive feedback on performance - Challenge assumptions - Develop stronger communication skills Group projects can also help students develop skills specific to collaborative efforts, allowing students to - Give learners more speaking time - Change the pace of the lesson - Tackle more complex problems than they could on their own - Delegate roles and responsibilities 9|Page PART III: EFFICIENCY OF THE RESEARCH Suitability for students and schools - This measure has been applied from previous years, with all students in classes: 12A6 (2020-2021); 10C2, 10C7 and 10C8 (2020-2021); 11C2, 11C7 and 11C8 (20212022) - At Quy Hop High School, we have gradually modernized the facilities and teaching equipment In the classrooms, large-screen televisions have been installed that can meet the requirements of the project implementation This is one of the important factors determining the success of the project teaching method - This measure is suitable for all students of different ages and levels In classes, students have unique characteristics (some students can learn English, some students are weak, some like English, some don't like it, and each student's ability to absorb is different ) so I've been flexible in how I excite, guide, and assign tasks to them to suit the abilities of all students For example, with the first project, students had many new things; some of them were very shy and said they were not confident and faltered when presenting in front of the class like Hoang Xuan An, Nguyen Gia Khiem, Trương Cong Chung (10C7), Lương Van Bang, Canh Phuc Thanh, and Cao Van Thai (10C8) Some groups didn't choose the form of project presentation But after being encouraged, guided, and given detailed suggestions on the topic of their choice, gradually, in the next projects, they became bolder and more active and contributed to the completion of the product of their groups Since then, the students have become more interested and excited about the topics, and through the exchange, advice and support of teachers many times, they have completed projects successfully and effectively - In the school year 2021-2022, I also continue to carry out this method for students in grades 11, and I also got positive results They became more interested in doing projects, more active in choosing how to present products, and more diverse and rich in products such as making posters, PowerPoints, making videos, role playing making the speaking lessons really exciting and lively Meeting the requirements of teaching and learning methods innovation - The previous teaching methods and forms were heavy on theory, little practical practice - the teaching in the way of one-way knowledge transmission "the teacher, the students copy" is somewhat imposing, less stimulating the personality, creativity and self-study ability of students, etc The assessment is still heavy on periodic assessment and assessment of students' retention of knowledge, so the method and form of teaching through small projects at home have educated students in the direction of developing students' abilities effectively 42 | P a g e - In the process of teaching, the students' project products help teachers assess their ability to practice, self-study and attitude towards the subject - Therefore, I can confirm that the measure to practice and improve English speaking ability through doing small group projects at home is completely suitable and meets the requirements of teaching method innovation and assessment Detailed results - When applying this method, students and I have been achieving positive results in teaching and learning English at Quy Hop High School - The effectiveness of the measure is easily recognized through each project that the students perform and through speaking practice sessions (through pictures and video clips in the demonstration) and the scores in the final term speaking tests (with the total score is 2) Table 7: The speaking test at the final first term in school year 2021-2022 Number of students Scores from 11C2 Scores from Scores from to 0.5 Scores from 0.5 to 43 12 15 13 11C7 42 14 13 10 11C8 42 14 14 10 Classes to 1.5 1.5 to In this table, we also see that the high scores from to account for more than 50 percent in class 11C2 and nearly 50 percent in classes 11C7 and 11C8 The scores from 0.5 to ranked the second The scores (from to 0.5) made up the smallest Clearly, many of them got the scores they wanted and they would bypass the skills in almost examination Students' speaking skill is improved remarkably This resulted that they love to learn speaking skill and become more active in the speaking lesson - Through the projects that have been done, I evaluate and score on the regular assessment of students (according to each group member's presentation and task performance) After working on small group projects at home, I've noticed: Firstly, in speaking lessons, students are more active and dynamic because this measure not only creates opportunities for good students but also average and weak students to participate in projects and express them So students promote their creativity and autonomy in learning, thereby absorbing knowledge easily and 43 | P a g e unforgettable thanks to the process of learning, gathering and selecting information according to the requirements of the project Second, students have the opportunity to reinforce group learning Team members must know how to organize assignments, share work, learn from each other, and enhance solidarity, discipline and responsibility Moreover, students have the opportunity to practice and practice speaking English more, they practice at home with individuals, with group members and present in front of the class, and they practice their presenting ability As a result, skills such as communication, language skills, especially English speaking skills, are gradually improved In addition, students have the opportunity to improve their skills in using information technology, using computers connected to the Internet to search for information, and using PowerPoint projectors to present products Finally, through the projects, not only did students practice speaking, but I have also learned a lot from students, especially about information technology skills I can see clearly that this method also helps to strengthen the relationship between teachers and students, between students Teachers and students understand each other better, exchange more friendly Photo: Class 11C2, 11C7 (2021 - 2022) - Group work to discuss ideas 44 | P a g e Photo: Class 11C8 (2021 - 2022) - After project implementation Photo: Class 11C8 (2021 - 2022) - After project implementation After the students completed the evaluation and comments on the projects, I asked the students of classes with 127 students to complete and submit the evaluation sheet of the results they received after implementing the project (see appendix 6) 45 | P a g e Photo: Students' assessment after carrying out the projects 46 | P a g e In generally, all students have a positive assessment of the solution at levels with the following numbers: Table 8: Summary of the number of students in the classes who self-assessed the measure of small-group project implementation at home Full name: 127 students Class: 11C2, 11C7, 11C8 Criteria Doing small group projects at home helps me practice speaking and practicing English much more effectively than the traditional presentation method 13 23 31 56 Develop self-study ability through group projects 17 45 57 Practice my pronunciation better 11 41 68 Improve my ability to talk about topics 13 47 59 Improve my vocabulary 15 30 76 More self-confident in speaking English in front of others 25 42 48 Speak English without afraid of making errors 19 28 34 41 Enhance my creativity by presenting projects in diverse and attractive formats 21 29 53 15 Develop collaboration skills, technology skills and teamwork responsibilities during project implementation 12 20 91 10 Hope the project-based teaching method to be replicated in many other lessons 10 32 80 47 | P a g e III CONCLUSION Summary My research "Motivating and enhancing students' English speaking ability by applying small group projects at home" was conducted at Quy Hop High School from school year 2020-2021 to school year 2021-2022 A small group project at home environment provides students with opportunities to develop their abilities to adapt and change methods to fit new situations Further, students have greater opportunity to learn real Communication associated with seeking information from any resource such as Internet The results seem consistent with our hypothesis that small group project method can help students to improve speaking skills This measure creates opportunities for students to practice speaking, motivate them in speaking practice, attracts them to the subject to gradually improve their quality, and helps students perfect their knowledge, promote creativity, dynamism, develop skills of collaboration, problem solving and self-regulation in learning, thereby improving selfcontrol in learning, improving speaking ability, actively participate in their learning process under the support organization of teachers Recommendation I originally assumed that speaking skill in learning a language is more important than any other ones and taking advantage of small group project measure probably produces new English speakers Now many linguistics and ESL teachers agree on that students learn to speak in the second language by “interacting” We should know that it is necessary for us to apply small group project at home on effectively speaking development and motivating students in learning After analyzing all activities carried out in the class and the results’ progress, I have some requirements for both students and teachers To students: * English students must practice speaking many times before delivering any composition in order to clarify their ideas about the message they want to give to the listeners and correct some possible mistakes * Students not have to be afraid of asking any question to the teacher He/she is the one that will help them to understand the different topics and clarify doubts * Students must try to make peer reviews with their classmates That is a great method of sharing perspectives to correct mistakes * Students must try to manage the time and coordinate to fulfill the mission 48 | P a g e To teachers: * English professors should apply a different methodology in class at the moment of verifying the lack of understanding on the students' part, reinforce those techniques that present difficulties and solve students' problems and doubts * English teachers must provide a supportive environment where students can feel comfortable, to share opinions and to have a better teaching and learning process * Teachers must clarify the students what is expected about the subject, provide enough information and ideas to speak about, give and adequate feedback and not programmed texts Just in that way students will create good compositions and with the time they will improve their speaking skills * Teachers must center the students' subtopics on current topics or let them choose their own subtopics In that way students will be more comfortable and interested in what they are talk about * Teachers should help the students to discover their own errors through different exercises, examples or dynamics I hope that doing small group projects at home will be applied on much more topics with association of many classes and this measure will be applied not only in our school but also in other schools in Nghe An province and others provinces This study shows the effectiveness of conducting a project in English classrooms and some ways to assess students’ work in the hope to develop students’ presentation skill Hope to receive comments from my colleges! Many thanks to spend your time on this study! Quy Hop, March 20th, 2022 Writer Tran Thi Loc 49 | P a g e APPENDIX APPENDIX QUESTIONNAIRES Class : ……………………………… Question 1: How is the speaking lesson? Very exciting  Exciting  Normal  Boring  Very boring  Question 2: Did you get more chances to speak in English during the lesson? Yes  No Question 3: Please tick () the level of agreement that most accurately reflects your opinion about this lesson What are your problems facing? Strongly agree Agree Neither agree nor disagree disagree Strongly disagree Lack of vocabulary lack of selfconfidence afraid of making errors no ideas about what to say Question 4: What did you think really help you to talk during the lesson? Please rank all those options below in order from to Rank Interesting speaking activities Speaking topic Teacher’s instruction Classmates 50 | P a g e APPENDIX PROJECT TEAMWORK PLAN Project Name: Team Members: Product: Due Date: Person responsible Task Timeline Comment (A responsible person must (An expected (Activities need (Comments are be identified for each action completion to be done) optional.) step) date) APPENDIX GUIDELINES ON ORAL PRESENTATION Name of the Project: Names of the Group members: 2. _ 3. 5. _ _ I INTRODUCTION Group members Introducing name of project 51 | P a g e II CONTENT A Purpose B Activities C Person in charge D Possible difficulties E Effects III CONCLUSION Concluding the contents Giving some key values IV QUESTIONS AND ANSWERS Answer questions related to the topic from the teacher and the audience APPENDIX CHECKLIST FOR POSTER/POWERPOINT/VIDEO Project: _ Group: _ Teacher: Class: MARKING CRITERIA NAME OF THE PROJECT YES (√) / COMMENTS NO (X) ACTION PLAN Have you had a group leader? Have your leader assigned tasks to all members? PREPARAT Have your group listed tasks and plans ION that you intend to do? 52 | P a g e Have you searched the information from magazines, newspapers, the Internet, or libraries? Have you taken your own photos of your community? Have you compiled, evaluated, and synthesized the relevant information? Are illustrated picture/ photos eyecatching meaningful, and understandable Handwriting on the poster is neat and easy to read? DESIGN Does your poster/PowerPoint/video include: - Title of the project? - Name of group members? - Main contents APPENDIX ORAL PRESENTATION RUBRIC Topic: Group: CATEGORY Content Shows a full understandi ng of the topic Shows a good understandi ng of the topic Shows a good understandi ng of parts of the topic Does not seem to understand the topic very well Clear speech and pronunciatio Speaks clearly and distinctly Speaks clearly and distinctly Speaks clearly and distinctly Often mumbles or cannot be SCORE 53 | P a g e n Eye-contact Confidence Preparation Discussion Total score all (10090%) the time, and mispronoun ces no words most (8975%) the time, but mispronoun ces 1, 2, or words about 7460% of the time Mispronoun ces no more than words understood OR mispronoun ces more than words Facial expressions and body language generate a strong interest and enthusiasm about the topic with the others Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic with the others Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat pretended Very little use of facial expressions or body language Did not generate much interest in topic being presented Student is completely prepared and has fully rehearsed Student seems pretty prepared but might have needed a couple more rehearsals The student is somewhat prepared, but it is clear that rehearsal was lacking Student does not seem at all prepared to present Student can fully answer the audience’s questions Student can answer the audience’s questions, but rather slowly Student can answer some of the audience’s questions Student can answer only of the audience’s questions / 20 54 | P a g e APPENDIX Summary of the number of students self-assessing on the implementation of small group projects at home Full name: Class: Criteria Doing small group projects at home helps me practice speaking and practicing English much more effectively than the traditional presentation method Develop self-study ability through group projects Practice my pronunciation better Improve my ability to talk about topics Improve my vocabulary More self-confident in speaking English in front of others Speak English without afraid of making errors Enhance my creativity by presenting projects in diverse and attractive formats Develop collaboration skills, technology skills and teamwork responsibilities during project implementation 10 Hope the project-based teaching method to be replicated in many other lessons 55 | P a g e REFERENCES [1] Buck Institute for Education - What is PBL? [2] Edutopia, March 14, 2016 - Project-Based Learning [3] Giao Duc publisher – 2007- Tieng Anh 10, 11, 12 [4]Jeremy Harmer - Teaching speaking- How to teach English 2nd Edition [5] Jeremy Harmer Longman - Speaking-The practice of English Language Teaching [6] Nguyễn Văn Cường (2006), Một số vấn đề chung đổi PPDH trường THPT – dự án phát triển GDTHPT [7] Nguyễn Thị Bích Thủy (2010), “Phương pháp giáo dục chủ đề project”, Tạp chí Giáo dục, (250), tr.28-30 [8] Patton, A (2012) Work that Matters: The teacher's guide to project basedlearning - Paul hamlyn foundation [9] Railsback, J (2002) - Dạy học theo dự án: Tạo hứng thú cho việc học Portland [10] Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 Bộ trưởng Bộ Giáo dục Đào tạo chương trình giáo dục phổ thơng môn tiếng Anh [11] Thornbury - Scott (2000)- How to Teach Speaking New York: Longman [12] TS Lưu Thu Thủy - Phương pháp dạy học theo dự án - thuộc Viện KHGD Việt Nam [13] http://pbl-online.org/About/what is PBL.htm [14] http://www.cord.org/project-based-learning 56 | P a g e ... "Motivating and enhancing students' English speaking ability by applying small group projects at home" was conducted at Quy Hop High School from school year 20 20 -20 21 to school year 20 21 -20 22. .. students in classes: 12A6 (20 20 -20 21); 10C2, 10C7 and 10C8 (20 20 -20 21); 11C2, 11C7 and 11C8 (20 2 120 22) - At Quy Hop High School, we have gradually modernized the facilities and teaching equipment... students' English speaking ability by applying small group projects at home" with the main goal of motivating students, and helping students practice and improve their English speaking ability,