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SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT LƯƠNG ĐẮC BẰNG SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI AN APPLICATION OF PROJECT BASED TEACHING METHOD TO DEVELOP THE GRADE 10, 11 STUDENTS’ SPEAKING SKILLS (BASI.
SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT LƯƠNG ĐẮC BẰNG SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI AN APPLICATION OF PROJECT-BASED TEACHING METHOD TO DEVELOP THE GRADE 10, 11 STUDENTS’ SPEAKING SKILLS (BASIC BRANCH) (Áp dụng phương pháp dạy học theo dự án phát triển kỹ nói học sinh lớp 10, 11 – Chương trình bản) Người thực hiện: Hồ Thị Minh Thái Chức vụ: Tổ trưởng chuyên môn Tiếng Anh Đơn vị công tác: Trường THPT Lương Đắc Bằng SKKN thuộc môn : Tiếng Anh THANH HÓA - NĂM 2021 TABLE CONTENT Page INTRODUCTION 1.1 Reasons for choosing the topic 1.2 Research purpose and objectives 1.3 Research questions 1.4 Research Methodology CONTENTS 2.1 Solutions to the problems 2.2 Theoretical background 2.3 Practical background 2.4 Scope of the application 2.5 Effectiveness of project-based learning 2.6 Sample lessons CONCLUSION AND PETITION REFERENCES APPENDIX INTRODUCTION 1.1 Reasons for choosing the topic English has become more and more important nowadays Owing to this point, teaching English faces the challenge of finding out the effective methods to satisfy study and communication One of the most updated types of approaches is Project - Based which seems to satisfy at least three requirements of teaching language It promotes the eventual uses of the target language by emphasizing the real-world projects And the project derived from the analysis of the learners’ needs increases learners’ interest and motivation, (Brophy, 2004, as cited in Tsiplakides, 2009) Moreover, its result comes from the learners’ experience during their performance of the projects 1.2 Research purpose and objectives This study is carried out to meet the following aims: To experiment the applicability of project- based learning in developing grade 10,11 students’ speaking skills To measure the impact of project- based learning on grade 10, 11 students’ speaking skills 1.3 Research questions To what extent does project- based learning help grade 10, 11 students to develop their speaking skill? How applicable is project- based learning in the high school context? What adaptations are needed to make project- based learning more practical in the high school context? 1.4 Research Methodology This section presents the research design as well as research method, data collection and data analysis The research context with an overview of Luong Dac Bang high school, the syllabus, the current teaching and learning situation are mentioned The research approach and method of data analysis are presented later on to provide how to deal with the research questions and reach the solutions Questionnaires were administered to collect the data about the students’ preferred techniques and methods and teachers’ opinions of the situation These data were used as the basis for proposing effective techniques and activities for teaching speaking to the students at the school To carry out the study, quantitative and qualitative methods were mainly used The data collected for the study come from two sources: the grade10,11 students and the teachers of English from Luong Dac Bang high school The quantitative method with survey questionnaires, two for students (pre- and post-questionnaire) and one for the teachers, were used to gather information and evidence for the study The participants in the survey questionnaires were 120 students of classes which were selected randomly from the classes of grade 10 ,11from Luong Dac Bang high school and teachers were selected to get the objective data These teachers have had many years of teaching All the participants took part in the survey by responding to the three kinds of questionnaires, two for the students and one for the teachers Questionnaires and class observation as the main tools for collecting information are used The instruments used in this study consist of three questionnaires: two questionnaires for students and one for teachers The questionnaires were designed in both closed and open-ended questions The questionnaires for the students were checked to make sure that they could understand all questionnaire items Questionnaires for students Pre-task questionnaire This pre - task questionnaire was designed with three parts with questions Part was about the students’ personal information Part was designed to elicit the students’ opinions of their motivation and attitude in learning speaking English Part collected some information relating to factors affecting their working time in English speaking class Post-task questionnaire The post-task questionnaire consists of questions which are divided into parts: Part was about the students’ personal information Part was about the students’ motivation changes after applying new project- based learning in speaking English Part was aimed at collecting information about teachers’ applying activities in teaching speaking English and the changes in students’ learning Questionnaires for teachers The survey to the teachers with nine questions was designed with two parts: Part was the demographic information which contains the teacher’s gender, age, and the number of years they have been teaching English Part was about what problems teachers are often faced with in teaching speaking English, what they had done to increase the students’ motivation in English speaking classroom, their beliefs in using project - based learning in teaching English speaking Class observation The researcher carried out the classroom by visiting classes and recording all activities taking place in each class: the teacher’s questions and explanations, the students’ presentation, the presentation of the teachers in the class The observation checklists for communicative groups were made and after the class, the elements in the checklist were given assessment The checklist includes six criteria: - Teacher’s preparation - Teacher’s presentation - Teacher’s method - Teacher’s personal characteristic - Student’s presentation - Teacher’s feedback The assessment is divided into scales: applicable and not applicable (not using PBL) CONTENTS 2.1 SOLUTIONS TO THE PROBLEMS In this assignment, I have reviewed the definition of project and project- based learning I also have had a close look at the characteristics of project-based learning Besides, the advantages and disadvantages of project-based learning are also analyzed The project-based learning is relevant to my English teaching since it helps prepare students for the way how to solve the problems they will in the future, “students learn by doing, not just by listening to the teacher.” (Kolb, 2009 cited in Tsiplakides, 2002) That is also the basis and the purpose of learning English 2.1.1 Promoting the students’ internal factors The main reason for the majority of the students to learn English speaking was that they could pass the final exam Studying speaking English for the future job was what many students were concerned Some other students expressed their wishes to study abroad, but this number was not too high A necessity for communicating with English speaking people was not regarded as their main reason However, the lowest percentage of them stated that they learnt speaking English for their interest or enjoyment Therefore, it was undeniable that the major kind of motivation for the students to learn English speaking is instrumental not integrative Nonetheless, many of the students have the combination of the two types, instrumental and integrative In general, students who possessed extrinsic motivation often felt unwilling and forced to learn English while students with instrumental and integrative orientation were quite eager to learn English Therefore, in order to help students increase their motivation in learning English speaking, the teachers should know their students’ interest and expectation in learning English Teachers should investigate what students want to see that whether their teaching methods and knowledge they applied are suitable for the students or not Secondly, most of the students learn English because it is a compulsory skill at school, therefore the teachers had better maintain the extrinsic and instrumental motivation and enhance the intrinsic one For the extrinsically motivated students, teachers should give them more tasks; require them to more exercises in order that they can get good results in their test and examination Besides, teachers can enhance their intrinsic motivation by inserting English culture and custom in speaking lessons; arouse their love for English by conducting the lesson projects following the topics that they enjoy For intrinsically motivated students, teachers can motivate them by varying activities, tasks and materials to increase their interest level Providing them with reference materials and some websites in English on the Internet is a good way to encourage their love for English One more thing is that self-confidence determines the amount of effort and time the students will spend and the persistence they will display in the process of learning, so it is important for the teachers to increase the students’ self-confidence in learning English speaking Teachers should make students believe that speaking English competence is changeable and controllable as long as they exert enough effort in learning 2.2.2 Varying speaking activities The teachers should stimulate the students to speak English by providing them with a variety of ways to present Firstly, pair work and group work in project-based learning (PBL) are thought to be very useful in speaking lessons Using pair work and group work helps teachers reduce boredom and tiredness among students In the large classes, establishing routines of pair work and group work activities will make the teachers easily control and motivate the students Each student has an opportunity to take part in the PBL lesson and their mistakes can be corrected by other group members or partners Besides, the teachers can help some students get out of silence in class by assigning roles to help them choose their management responsibilities when they work in groups Secondly, making full use of computer aids is what the teachers should concern Computers help students overcome the difficulties to finish their projects The teachers can use computers connected to the internet in any stage of the lesson; however, it is thought that computers bring the most beneficial if it is used in PBL Visual aids such as music, pictures, and maps are believed to create enjoyable and motivating learning atmosphere when the students are taught with PBL Also, other activities such as discussions, interviews, and picture description should be introduced to the students so that they can perform their presentation in front of the class in an attractive way 2.2.3 Combining the textbook with relevant materials Textbook is considered suitable, reasonable and authentic in the content and updated in information and added materials for teaching and learning are necessary The teachers should deliver handouts or some photocopied papers besides the textbook to help the students have more sources of information The teachers can also ask the students to find out the information related to the lesson through other sources such as newspapers, the Internet 2.2.4 Setting up co-operative atmosphere in class A tense class atmosphere arouses the students’ anxiety that hinders the students’ motivation and effectiveness in learning speaking English while a cooperative classroom atmosphere facilitates the students to express their opinions and make the students no longer feel embarrassed when they make mistakes Teachers, thus, should build a warm environment in which teachers can have a close relationship with the students 2.2.5 Being enthusiastic, tolerant, helpful, creative and active Teachers’ characteristics are decisive factors to help increase motivation It is teachers’ helpfulness; friendliness and enthusiasm that cause students to grow fond of learning Besides, teacher’s tolerance also makes students feel warm in their heart, which help reduce stress Moreover, teacher’s creativeness and activeness are one factor that can help the students succeed in the speaking project Creative and active teachers always have vivid and impressive knowledge that aids all students in speaking lessons 2.2.6 Aware of and satisfy students’ interest and desires Although the teachers had made a great effort to create the students’ motivation, many students were de-motivated to speak because of differences between the teaching methods and students’ expectations Thus, an investigation of students’ interest and expectations should be carried out at the beginning of the term to see if their teaching methods and attitude are preferable to their students or not This serves as the basis for the teachers to select interesting, especially suitable teaching methods for their students 2.2.7 Helping the students improve their knowledge of grammar and enrich their vocabulary From the findings we know that the majority of the students found it hard to carry on their speaking tasks because of their poor vocabulary and structures Thus, the teachers should create a competitive atmosphere for the students to memorize new words and structures in a logical way A careful and regular check on them should be conducted in a variety of ways such as in both oral and written forms, through games and puzzles Equally important, added and extra materials are sometimes beneficial In addition to the exercises in the textbooks, the teachers should provide students with photocopied papers to practise and check vocabulary and grammar, which arouses their interest and excitement 2.2.8 Recognizing the potential value of available facilities of the school and the Internet Most teachers and students are facing the poor facilities in both teaching and learning The lessons taught with PBL without assistance from facilities sometimes lead to boringness Because of this, teachers and students should take full advantage of the available facilities of the school and overcome obstacles and difficulties with speaking in poor facility environment For example, through a cassette player, students can express their ideas with some songs or pieces of news or through a projector, teachers and students can make the lesson more interesting and attractive with lively pictures and video clips in their presentation Because the school does not have language labs and cannot provide students with the Internet at the school library, teachers can help the students with guiding them how to use the Internet in their free time and provide them with useful Website addresses for their study First, teachers let students find interesting authentic materials on the Internet, in the form of news, weather reports, songs in English, sport reports and so on These texts consist of varied grammatical structures and wide-ranging vocabulary which students can read or hear in the context Teachers, then, can check up again by giving students tasks based on finding particular information on the Internet Besides, there are now many Websites that teach students speaking and especially pronunciation 2.2 THEORETICAL BACKGROUND: 2.2.1 What is Project-Based Learning? It should be noted that most good studies starting by defining their terms and a study on “Project-Based Learning” seem to require a definition of “Project” as a priority Many definitions of project have been offered in the literature by the researchers from different research perspectives The concept has been associated with real world activities, focusing on meaning and form, coming to the comprehensive definitions In the following, the definitions are selected to indicate the changes in people’s conception about projects or project-based language teaching Bruner (1973) noted that the basic ideas of project-based learning are based on various socio-constructivist schools of thoughts and other modern instructional theories Thomas, Mergendoller, and Michaelson (1999) assumed that project-based learning was considered a set of pedagogies through social activities A project goes beyond language, researching "the complex variables that constitute an online learning, playing, and socially conscious experience" according to a broadside of the Center for Research on Learning & Technology As stated by David (2008, as cited in Tsiplakides (2009), the Project -Based learning is a process in which the students integrated language and other articulated skills in specific settings of language use beyond the subjects in classrooms While these definitions vary somewhat, they all emphasize the fact that projects involve communicative language use in which the user's attention is focused on the learner’s experiences through performing the project rather than gaining knowledge in a passive way according to the traditional school methods To have an overall of the above definition, project-based learning is a process in which the students’ knowledge and understandings through learning activities require a high level of involvement with meaningful activities 2.2.2 Characteristics of Project-Based Learning A project - based lesson is based on project-based learning, an approach where learners carry out project such as solving a problem or planning an activity In the classroom, various elements of the project -based approach are applicable to activities in other methodologies For example, learners can see a model of the activity they are to first, prepare a report on how they complete a project, and the teacher can record this report and analyze it for further work The followings are the characteristics of project- based lesson that are emphasized by Tsiplakides (2009) Project-based learning is potentially powerful and widely applicable Suitable for learners of all ages and backgrounds Addressing the crucial problem-directly by using active and real project as learning activities Ability to perform the instructional project is equivalent to the ability to use the language, so a functional ability should be a natural outcome of the instructional experience Project-based learning can be very effective when the learners are engaged in relatively similar out-of-class activities (social or academic) Project-based learning can be especially useful for learners who are not accustomed to a more traditional type of classroom learning or who need to learn cognitive, cultural, and life skills along with the language 2.2.3 Project-based learning in foreign language education Learning a language requires a student to communicate with the other people using the same language Thus, they take part in various real situations such as designing investigations, making explanations, modeling, and presenting their ideas to others when they conduct a project One of the benefits of project-based learning is that students can more easily see the value and the meaning of the tasks and activities they perform Either way, it’s hard for them to see the meaning in what they’re doing But when they are involved in a investigation designed to answer a question that is important to them because they have a chance to practise language naturally, they can see how a language can be spoken to solve important problems Clearly, Project-Based learning can meet this need when it is applied to a speaking lesson (Krajcik, 1998) 2.2.4 How is a project-based lesson designed? As mentioned in Tsiplakides (2009) cited Kriwas (1999) as finding that conducting projects is involved in many activities following the stages that have been raised in his literature If a project is conveyed in organism and a structuralism, it must be easy to conduct For this reason, the teacher should practise the stages as a guide to plan a better lesson plan following the project-based approach: Stage 1: Speculation (Choosing the topic and sensation about it) Stage 2: Designing the project activities (formatting of groups, assignment of roles, methodology, sources of information, activities) Stage 3: Conducting the project activities (performing the group’s activities relating to cooperation If necessary, the teacher’s or the others’ assistance will be provided) Stage 4: Evaluation (assessing the activities from the students includes the teacher’s evaluation and the student’s self-evaluation) 2.3 PRACTICAL BACKGROUND Following is the treatment of all data collected from the survey questionnaires from 120 students and teachers of English at Luong Dac Bang high school The analysis of the data is presented in four parts: The first and the second parts are the results of the pre-treatment and post-treatment questionnaire for students The third is from the questionnaire for teachers Along with the information via survey questionnaires and information gained through some small talks, class observations were added to these main parts to assist the results 2.3.1 Results from students’ pre-task questionnaire 2.3.1.1 Students’ motivation and opinions of learning to speak English Question 1: Could you give me the reason why you want to learn to speak English? Table 2.3.1: Types of motivation Reasons Students Percentage It is a compulsory skill in learning English at high school 64/120 53,3% You think it is necessary for your future job 105/120 87,5% To know more about the world 43/120 35,8% To communicate with foreigners 90/120 75%