(Luận văn thạc sĩ) using project based learning to improve the 10th graders’ english paragraph writing skills at a high school in hung yen province

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES TRẦN MẠNH HÙNG USING PROJECT-BASED LEARNING TO IMPROVE THE 10TH GRADERS’ ENGLISH PARAGRAPH WRITING SKILLS AT A HIGH SCHOOL IN HUNG YEN PROVINCE MA THESIS IN ENGLISH LANGUAGE HANOI, 2021 Luan van VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Trần Mạnh Hùng USING PROJECT-BASED LEARNING TO IMPROVE THE 10TH GRADERS’ ENGLISH PARAGRAPH WRITING SKILLS AT A HIGH SCHOOL IN HUNG YEN PROVINCE Field: English Language Code: 8220201 Supervisor: Assoc Prof Dr Hoàng Tuyết Minh, HANOI, 2021 Luan van DECLARATION BY AUTHOR I, the undersigned, thusly guarantee that the thesis named “Using project-based learning to improve the 10th graders’ English paragraph writing skills at a high school in Hung Yen province " is the aftereffect of my own research for the Degree of Master of Arts in English Language The substance of the thesis has not, wholly or in part, been submitted for any other degree to any other universities or institutions Except where reference has been made in the text, this thesis contains no material previously published or written by another person The study reported in this thesis was approved by Graduate Academy of Social Sciences Author’s Signature Trần Mạnh Hùng i Luan van ACKNOWLEGDEMENTS Although only one name appears as the author of this work, writing a thesis is indeed a collaborative effort I would like to express my sincere thanks to the many people who made it possible First and foremost, I would like to express my heartfelt gratitude to my M.A thesis’s supervisor, Assoc Prof Dr Hoàng Tuyết Minh, for her kind consultation, invaluable encouragement as well as thorough correction in the process of completion But for her helpful guidance, this study would not have been achieved Next, I would like to convey my sincere appreciation and thanks to Dr Đặng Nguyên Giang - Dean of the Department of Foreign Languages and the other staff at Graduate Academy of Social Sciences the Department of Foreign Languages, Graduate Academy of Social Sciences for granting me the honor of writing this thesis as well as their assistance and most valuable comments Especially, millions of my special thanks go to the teachers and students of my High School in Hung Yen, who participated in this study for their kind and patient co-operation and encouragement They helped provide me with valuable data for the study so that I could have a better view of activities in English writing classes at my High School in Hung Yen province Last but not least, I am deeply indebted to my family for their sympathy and support during all the time I was studying for M.A degree at Graduate Academy of Social Sciences Without their unconditional love and sincere contribution, I could not have overcome my difficulties and concentrated on my studies ii Luan van TABLE OF CONTENTS Page DECLARATION BY AUTHOR i ACKNOWLEDGEMENTS ii ABSTRACT vi LIST OF TABLES vii LIST OF FIGURES & CHARTS viii LIST OF ABBREVIATIONS ix CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the Study 1.3 Research Questions 1.4 Scope of the Study 1.5 Significance of the Study 1.6 Research Methods 1.7 Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Concepts of writing 2.1.1 Definitions of writing 2.1.2 Characteristics of writing 2.1.3 The importance of teaching writing 2.1.4 Teacher’s roles in teaching writing 11 2.2 Concepts of paragraph 12 2.2.1 Definitions of paragraph 12 2.2.2 Structures of paragraph 13 iii Luan van 2.2.3 Approaches to teaching paragraph writing skills in foreign 14 language 2.3 Project-based learning 17 2.3.1 Definitions of project-based learning 17 2.3.2 Types of projects 20 2.3.3 Key features of Project-based learning 20 2.3.4 Advantages and challenges of project-based learning 23 2.3.5 Process of Project-based learning 25 2.4 Previous studies 28 2.5 Summary 29 CHAPTER 3: METHODOLOGY 31 3.1 Research Setting 31 3.2 Participants 32 3.2.1 The researcher 32 3.2 The teachers 33 3.2.3 The students 33 3.3 Design of the study 34 3.3.1 Action research 34 3.3 Procedures of the study 35 3.3.2.1 Phase 1: Planning 36 3.2.2.2 Phase 2: Action 37 3.3.2.3 Phase 3: Observation 39 3.3.2.4 Phase 4: Reflection 40 3.3.3 Data collection instruments 42 3.3.3.1 Pre-test and post-test 42 3.3.3.2 Questionnaires 43 iv Luan van 3.3.3.3 Semi-structured interview 45 3.4 Data analytic method 46 3.5 Summary 48 CHAPTER 4: FINDINGS AND DISCUSSIONS 49 4.1 Data Analysis from Tests 49 4.2 Analysis from the survey Questionnaires 53 4.3 Analysis from the Interview 63 4.4 Discussion of findings 66 4.5 Summary 68 CHAPTER 5: CONCLUSION 71 5.1 Recapitulation 71 5.2 Concluding Remarks 72 5.3 Implications 73 5.4 Limitations and Suggestions for Further Studies 74 References APPENDIX 1: Pre-test for students I APPENDIX 2: Post-test for students II APPENDIX 3: Rating scale for Writing test III APPENDIX 4: Survey questionnaire IV APPENDIX 5: Post- survey questionnaire VI APPENDIX 6: Interview XII APPENDIX 7: Transcripts of interviews XIII APPENDIX 8: Sample project plans XVI v Luan van ABSTRACT In a diligent attempt to investigate the impacts of PBL on students’ paragraph writing skills and their attitudes towards the new approach in my own teaching conditions to see whether it is applicable at my school or not, this research addressed two issues: (1) the effectiveness of using PBL on students’ paragraph writing Learning in their English optional lessons; (2) students’ attitudes toward the use of Project-based learning Especially, an action research project was carried out with the participation of 40 students in Class 10A11 at a High School in Hung Yen province as a research class as a compared class by dint of the same age, level and size of students The study lasted 12 weeks and involved some data, pre- test, post-test and interviews Research findings showed that students had positive attitudes towards the use of PBL in their English lessons It was also acknowledged that the PBL was beneficial for helping students improve their performance in writing lessons Based on the findings, some implications would be given for both the teachers and the students With all these information, this study is expected to be useful to both teachers and students in teaching and learning English writing skills vi Luan van LIST OF TABLES Page Table 2.1: Assessing Writing Performance- Level B1 (CEFR) 10 Table 2.2: Observation Checklist 37 Table 3.1: Procedures of the study 41 Table 4.1: The results of pre-test and post-test 50 Table 4.2: Students’ responses to the questionnaire 54 vii Luan van LIST OF FIGURES & CHARTS Page Figure 2.1: Stages of the process approach to writing 16 Figure 3.1: Action Research Cycle 34 Chart 4.1: Students’ mean score of average mark 50 Chart 4.2: A comparison of mean scores on pre-test and post-test 50 by five criteria Chart 4.3: Students’ opinions of being afraid of writing English 52 lessons in class Chart 4.4: Students’ opinions of difficulties in English writing 53 lessons Chart 4.5: Frequency of practicing writing English lessons 54 Chart 4.6: Students’ being active in English writing lessons 54 Chart 4.7: Students’ interest in writing English lessons in class 55 Chart 4.8: Students’ attitude towards PBL 58 Chart 4.9: The benefits of PBL 59 Chart 4.10: The benefits of PBL in learning paragraph writing 60 skills Chart 4.11: Students’ difficulties when implementing PBL viii Luan van 60 APPENDIX – INTERVIEW INTERVIEW QUESTIONS Do you like project-based learning activities? Why? / Or why not? Do you think project-based learning activities help you improve your English paragraph writing skills? If yes, in what way? If not, please tell me your reasons CÂU HỎI PHỎNG VẤN Em có thích học theo dự án khơng? Tại thích?/ Tại khơng thích? Em có nghĩ việc học theo dự án giúp em cải thiện kỹ viết đoạn văn tiếng Anh khơng? Nếu có giúp em cải thiện gì?/ Nếu khơng lý gì? XII Luan van APPENDIX – TRANSCRIPTS OF THE INTERVIEWS Student 1: I like PBL because it is quite interesting I can understand the cultures of other country in the world There is one thing which makes me more interested in PBL is that I can learn about PowerPoint software I think PBL can help me improve my writing skills I can learn a lot of new words Sometimes they are difficult to pronounce and use But I will use the dictionary and use them many times so that my vocabulary level will be much better Student 2: Yes, I because I can go with my friends to many places, have more practical knowledge Learning through PBL is also less stressful Yes It improves the confidence, improves the writing skills, team work and ability of doing PowerPoint Student 3: I like PBL because this approach brings me more knowledge about things around me I know more about the gender equality, news ways to learn, and ecotourism in the world But besides, PBL causes me feel stressed because I not know how I to write well without help while I not have much time because I have to learn many other subjects I think PBL helps me only improve my writing skills partly, helps me write English more clearly and effectively than before, helps me be more confident Student 4: I like learning by project because it is quite interesting, it will help me understand more things, have more knowledge about reality This is a new way of learning, we will not be as constrained as the lessons focusing only on grammar, so they are very boring and sleepy Studying on the project will help not only be interesting but also fun and exciting I think learning by project will help me to improve my English XIII Luan van writing because when giving a lot of presentations, writing paragraphs in English will not only help me be more active but also improve my writing skills But besides, I think we have to practice writing in general more economically because I think it is indeed necessary to my job in the future Student 5: Yes, because I find project work very useful Yes, it helps me to be more confident and expand new vocabulary Student 6: I like it because I know more new knowledge, improve my vocabulary and forge teamwork skills However, I not like it because I have not practiced responding quickly because writing is just memorization, there is no reflex Learning by project helps me to improve my vocabulary but not create reflection Học sinh 1: Em thích PBL thú vị Em hiểu văn hóa quốc gia khác giới Có điều khiến Em quan tâm đến PBL Em tìm hiểu phần mềm PowerPoint Em nghĩ PBL giúp Em cải thiện kỹ viết Em học nhiều từ Đơi chúng khó phát âm sử dụng Nhưng Em sử dụng từ điển sử dụng chúng nhiều lần để trình độ từ vựng Em tốt nhiều Học sinh 2: Có em làm bạn nhiều nơi, có thêm nhiều kiến thức thực tế Học qua PBL đỡ căng thẳng Có PBL cải thiện tự tin, cải thiện kỹ viết, làm việc nhóm khả làm việc với PowerPoint Học sinh 3: Em thích PBL cách tiếp cận mang lại cho Em nhiều kiến thức thứ xung quanh Em Em biết nhiều bình đẳng XIV Luan van giới, cách tìm hiểu tin tức du lịch sinh thái giới Nhưng bên cạnh đó, PBL khiến Em cảm thấy căng thẳng khơng biết làm để viết tốt khơng có người giúp đỡ Em khơng có nhiều thời gian phải học nhiều mơn khác Em nghĩ PBL giúp Em cải thiện phần kỹ viết, giúp Em viết tiếng Anh rõ ràng hiệu trước, giúp Em tự tin Học sinh 4: Em thích học theo dự án thú vị, giúp em hiểu thêm nhiều điều, có thêm kiến thức thực tế Đây cách học mới, không bị gị bó học tập trung vào ngữ pháp nên học nhàm chán buồn ngủ Việc học theo dự án giúp không thú vị mà vui thú vị Em nghĩ học theo dự án giúp Em cải thiện khả viết tiếng Anh thuyết trình nhiều, viết đoạn văn tiếng Anh khơng giúp Em động mà cải thiện kỹ viết Nhưng bên cạnh đó, Em nghĩ chúng Em phải tập viết nói chung cách tiết kiệm Em nghĩ thực cần thiết cho công việc Em tương lai Học sinh 5: Có, Em thấy cơng việc dự án hữu ích Có, giúp Em tự tin mở rộng vốn từ vựng Học sinh 6: Em thích biết thêm nhiều kiến thức mới, nâng cao vốn từ vựng rèn kĩ làm việc nhóm Tuy nhiên, em khơng thích chưa luyện phản xạ nhanh viết học thuộc lịng, khơng có phản xạ Học theo dự án giúp nâng cao vốn từ vựng khơng tạo phản xạ XV Luan van APPENDIX 8: PROJECT PLANS SAMPLE PROJECT PLAN TOPIC: GENDER EQUALITY Teacher: Tran Manh Hung Textbook: Tiếng Anh 10 (10-year program) Time: 45 minutes Class: 10A11 Lesson 6: WRITING I Objectives Knowledge, skills, attitude - Knowledge: - To teach Ss to write about the disadvantaged of being a working mother - Skills: Integrated skills - Attitude: + To make the students be aware of the importance of being a working mother and from that they show their love, respect and gratitude to their mothers Orientation for competency development - To help students develop the competence of communication, collaboration, creation, problemsolving, critical thinking , self- control and self-learning II Preparation of teacher and students On the teacher’s part: Lesson plan, textbook , references, collecting pictures about working mothers , colour chalk, handouts, projector On the students’ part: look up the new words, preview the questions, prepare charts III Teaching procedures Stabilization (1 ms) -Make greeting - ask Ss about the weather Check-up : No checking up, giving marks during the lesson Classroom activities XVI Luan van A START/ WARM UP ACTIVITY (5ms) Aims of the activity Content, techniques for organising students’ learning activities To motivate and guide students to learn the new lesson - Shows Ss the photo (Handout 1) and asks them: Expected products and assessment of student work - Ss’ answers may vary - Suggested answer: Who are these people in the Mothers and babies pictures? What are the women doing? The women are looking after her children, cooking, answering the call Are they busy? Yes, they are Are they housewives? Yes, they are Do they work? Yes, they What can we call the women? working mothers - Informs the class of the lesson objectives and leads to the lesson: write about the advantages and disadvantages of being a working mother B KNOWLEDGE FORMATION ACTIVITIES (7 ms) ACTIVITY 1: The following paragraph about the disadvantages of working mothers is missing the detailed explanations./ Put the explanations (a-c) in the yellow box in the appropriate blanks ( 1-3) (7 ms) Aims of the activity Content, techniques for organising students’ learning activities - This activity aims to - T Explains that writers often provide/ give develop a well- detailed explanations to support ideas in a structured text paragraph - Asks students to work in pairs in 3ms to complete the task - Helps students with some words or phrases if necessary 1.Contribute + to sth: góp phần, đóng góp XVII Luan van Expected products and assessment of student work - Discuss in pair and complete the task Answer Keys : c a 3.b 2.Set good examples for sb: làm gương cho 3.Domestic (a): nhà, gia đình 4.Pass down from generation to generation: truyền từ hệ sang hệ khác 5.Household expenses (n): chi phí sinh hoạt gia đình 6.Household budget (n): ngân quỹ gia đình 7.Mature (a): trưởng thành 8.Strength >< weakness (n) : điểm mạnh>< điểm yếu 9.Knowledgeable (a):am hiểu - Call students to answer - Check and correct if necessary ACTIVITY 2: Read the paragraph in task again Complete the following outline (7 ms) Aims of the activity - This activity aims to provide Ss with an outline and help students analyze the structure of the paragraph Content, techniques for organising students’ learning activities - Ask students to read the text in page 11 again and work in pair in minutes - Call on students this task - Corrects and gives feedback - Give students the outline OPENING: Topic sentence BODY: A Supporting idea Explanation Explanation B Supporting idea Explanation XVIII Luan van Expected products and assessment of student work Answer Keys : A 2: Life is getting expensive, so women's salary are becoming important B.2 : They discover strengths and weaknesses, become knowledgeable and look for good ways to educate children C Children see parents work hard and share domestic responsibilities, they learn from them Explanation C Supporting idea Explanation Explanation ENDING: Concluding sentence + Explain the outline + Give some conjunctions ACTIVITY 3: How are the following words used un the paragraph 2? Tell your partner (3 ms) Aims of the activity This activity aims to help Ss know how to use the connectors Content, techniques for organising students’ learning activities Expected products and assessment of student work - Asks Ss to work in pairs and discuss the words Suggested answer: in 2ms These words are used to - walk around to help if necessary link / connect or sequence the ideas in writing - calls on some ss to answer - Gives feedback and correct answers C PRACTICE ACTIVITIES ACTIVITY 4: Write a similar paragraph about the disadvantages of working mothers (14 ms) Aims of the activity This activity aims to help Ss write a new paragraph about the disadvantages of Content, techniques for organising students’ learning activities - Give handouts to students Expected products and assessment of student work Suggested answer: - call on some students to speak out what The biggest disadvantage they will write as the topic sentence, of a working mother is XIX Luan van working mothers supporting ideas 1,2,3 and concluding family First, working sentence mother might tend to neglect their children and - tell them to write a draft first then write a husbands Women are paragraph (of about 150 words) about the having traditional roles: disadvantages of working mothers housewives, doing - Asks ss to work in groups of to the housekeepers; housework, looking after task husbands and children; caregivers for elderly - walk around to help if necessary people If a woman is - when ss finish, ask them to exchange it working then she will be with a partner for peer comments not able to give time to her family Family would - collects some writings and correct them in be badly affected because front of the class her children may not get that quality time that they - Gives feedback and correct answers would have deserved otherwise Second, fatigue because managing two things at a time Women are not having enough time: men work at office, women work at office and at home; after work, chores, take care of families, no time to relax Working woman have to bear so much stress because they have to juggle between two jobs Finally, not being good workers Working woman might feel guilt because she is not giving quality time to her family They are tiring household chores affect work, cannot concentrate or work effectively; worry about kids and housework XX Luan van D APPLICATION AND EXTENSION ACTIVITIES: (5 ms) ACTIVITY 1: Talk about some more advantages and disadvantages of being a working mother (5 ms) Aims of the activity To check Ss’ comprehension and broaden their knowledge Content, techniques for organising students’ learning activities Expected products and assessment of student work T has Ss it in class if there is enough time, or - Do their duties lets them it at home advantages : - Asks Ss to work in teams The team with - Complete financial more ideas will be the winner independence - A working mom always inspires her children - You get more respect from your husband and others - Never feel bored as working life is exciting - Give back something to society disadvantages - You might tend to neglect your children and husband - Fatigue because managing two things at a time - You might suffer harassment at workplace XXI Luan van E HOMEWORK: ( ms) Homework: - Write the text again at home - Do exercises in the workbook: the writing, page 11 - Prepare for the next lesson 6: Communication and Culture IV Questions/ Exercises for testing and assessment follow Competency-based Orientation Knowledge - Learn by heart the new words and phrases in the sample text Comprehension Translate the sample text into Vietnamese Low application - Talk about some more advantages and disadvantages of being a working mother High application - Write a short paragraph about the advantages and disadvantages of being a working mother with the ideas above V Appendix (Optional) HANDOUT ( picture in the textbook) XXII Luan van TOPIC: ECOTOURISM Lesson 6: WRITING I Objectives Knowledge, skills, attitude - Knowledge + To help the students to write a travel brochure promoting an eco tour - Skills: Iintegrated skills - Attitude +To enable the Sts to write a travel brochure promoting an eco tour Orientation towards students’ competency development + To raise the sts’ awareness of an eco tour II Preparation of teacher and students On the teacher’s part: Appliances for studying (Handouts, textbook and pieces of papers etc.) On the students’ part: Textbook , Lesson preparation III Teaching procedures Stabilization (2 ms) Formerly assigned assignments check-up (0 m) Classroom activities A START/ WARM UP ACTIVITY (5ms) Aims of the activity Content, techniques for organising students’ learning activities To get Ss to Illustrate a picture of a destination of know a travel an eco tour and ask students to elicit brochure information related to the tour if they want to join such as prices, duration of stay, departure times etc) and leads to the lesson XXIII Luan van Expected products & assessment of student work - Ss’ answers may vary B KNOWLEDGE FORMATION AND PRACTICE ACTIVITIES (25 ms) ACTIVITY 1: Look at the travel brochure and find the different parts Match the numbered parts in the brochure with their content (5 ms) Aims of the activity - This activity aims to provide Ss with a sample travel brochure Content, techniques for organising students’ learning activities Expected products & assessment of student work - T asks Ss to match the -Read through the different sections in the numbered parts in the brochure and match the numbered parts (1-6) brochure with their content with the content definitions (a-f) in pairs Key: 1.c 2.e d 4.a 5.f 6.b ACTIVITY 2: Use the information about the eco tours to Sapa or Central Highlands in the writing section to design a travel brochure (10 ms) Aims of the activity - This activity aims to design a travel brochure Content, techniques for organising students’ learning activities Expected products & assessment of student work The focus of this activity is on designing a brochure Ss can make a brochure by hand or with the help of some software available in their computer (such as Microsoft Word or Microsoft Publisher) - Read through the list (ag) and put the parts in the order they appear in the story - Put Ss into groups of or Ask them to choose one destination (Sa Pa or Central Highlands) and design for it - Encourage Ss to look for some other travel information (prices, duration of stay, departure times) and pictures about the chosen destination XXIV Luan van - Group work - present their travel brochure a travel brochure to make their brochure information and attractive - Call sts to present their travel brochure - Corrects and gives feedback ACTIVITY 3: Use the given information to write another story of about 180-250 words You can add further details to make your story more interesting (10 ms) Aims of the activity Content, techniques for organising students’ learning activities This activity aims - Have each group show their brochure and to help Ss give a give a brief report on their eco tour brief report on - Ask the whole class to give comments and their eco tour votes for the best brochure - Collects some of Ss’ final brochures and gives comments Expected products & assessment of student work - Show their brochure and give a brief report on their eco tour and exchange their writing with another group for feedback - Gives feedback and correct answers C APPLICATION AND EXTENSION ACTIVITIES: (10 ms) ACTIVITY 1: Discuss with a partner how to design and write a paragraph for an eco tour (5 ms) Aims of the activity To allow Ss to know how to design and make a brochure for an eco tour Content, techniques for organising students’ learning activities Expected products & assessment of student work T has Ss it in class if there is enough - Do their duties time, or lets them it at home - T collects Ss’ drafts in the next lesson for further comments and grading XXV Luan van ACTIVITY 2: Summary (5ms) Aims of the activity Content, techniques for organising students’ learning activities Expected products & assessment of student work To check Ss’ comprehension and broaden their knowledge Ask Ss to summarize the main points of the lesson Ss’ presentations in front of the class (one by one) - Give feedback D HOMEWORK: ( ms) - Summarise the main points of the lesson - Focus on the form of a biography - Ask Ss to complete the writing at home and collect - Prepare for the next lesson Learn the new words by heart, the tasks again, design and write a paragraph for an eco tour + Prepare the next lesson (Language) IV Questions/ Exercises for testing and assessment follow Competency-based Orientation Knowledge Learn by heart 10 words in Act Comprehension What have you learnt today? And What can you now? Low application Write about how to design for an eco-tour High application Design and write a paragraph for an eco-tour V Appendix (Optional) HANDOUT ( picture in the textbook) XXVI Luan van ... learning techniques applied to paragraph writing skill teaching and learning - To find out the attitudes that 10th grade students at a High School when leaning paragraph writing skills when project- based. ..VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Trần Mạnh Hùng USING PROJECT- BASED LEARNING TO IMPROVE THE 10TH GRADERS’ ENGLISH PARAGRAPH WRITING SKILLS AT A HIGH SCHOOL IN. .. interested in applying it to his teaching work to improve his learners'' writing skills Therefore, the project ? ?Using project- based learning to improve the 10th graders’ English paragraph writing skills