(Skkn 2023) some techniques to enhance the grade 10 students active participation in the project lessons

PART I: INTRODUCTION I REASON FOR CHOOSING THE TOPIC Through the process of teaching high school English, especially the English program for grade 10, we have been constantly learning, applying, and synthesizing positive elements in the student-centered teaching method, which focuses on developing the comprehensive ability of knowledge and skills for students With the English program, the content of the lessons is built on the topics and knowledge in the previous and subsequent lessons in a unit of lessons with inheritance, development and synthesis This is a convenient point for teachers and students in the teaching process However, we realize that there are still many issues that teachers need to think about in the classroom teaching process The first is that the amount of language knowledge in the lessons has increased a lot compared to the current English program Secondly, in addition to language knowledge, students are also equipped with cultural knowledge, raising awareness about urgent global issues such as gender discrimination, environmental issues, and environmental issues, information technology applications In addition, a point that teachers need to pay attention to is that the lessons in the new English program are mainly skillsintegrated lessons, built in the direction of communication, so it requires teachers to design and implement the teaching activities in the direction of communication, developing integrated skills for students One of the lessons in the English program that is really practical for students that most teachers are confused or intend to ignore is the "project" lesson This is a practical lesson, an opportunity for students to learn, experience, create, find effective solutions to solve existing problems in the community, so it makes sense high education However, to implement a successful "project" lesson requires teachers to be well-prepared, have specific plans, research issues to discuss or assign and guide students carefully From the lessons of my colleagues, from the seminars on method innovation or the knowledge gained from the refresher courses, to improve my professional knowledge and teaching methods, I myself have used some I tried the techniques and found that they were really effective for my teaching practice The “projects” in the English 10 program are fully implemented, passionately and creatively by students For the reasons above, from the beginning of the school year 2022- 2023, we have carried out a study with the topic “Some techniques to enhance the grade 10 students' active participation in the Project lessons” to find out the solution for improving students’ participation in Project lessons We hope to contribute to improve the effectiveness of English teaching in general and the "Project" practice sessions in particular II AIMS, SCOPE AND RESEARCH METHOD Aims: - Help students develop language skills and some necessary skills for students, English program 10 - Apply a number of methods of organizing the implementation of "Project", creating interest in learning for students while improving the ability to work in groups and present for students - Help students take the initiative, react promptly to all communication situations Scope - Applying in Project lessons – Tieng Anh 10 (Global Success) Research methods - Observational method: The teacher self-searches and researches the program of textbooks and reference books; conduct class visits of colleagues - Method of exchange and discussion: After attending the time with colleagues, being attended by colleagues, both conduct exchanges and discussions to draw out experiences for the lesson - Experimental method: The teacher conducts experimental teaching of some specific lectures - Control method: The teacher applies a variety of methods to organize activities in different pairs and groups, comparing the performance results with lessons that are performed only in one form PART II: CONTENT I THEORETICAL BACKGROUND The definition of Project-based teaching and learning Many definitions of project-based learning have been proposed by various authors Moss and Van Duzer define it as an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop As is discussed in, project-based learning (PBL) is a model that organizes learning around projects which are complex tasks, based on challenging questions or problems, involving students in design, problem-solving, decision making, or investigative activities; giving students the opportunity to work relatively autonomously over extended periods of time; and culminating in realistic products or presentations Project-based learning is a dynamic approach to teaching in which students explore real-world problems, issues and challenges, are inspired to obtain a deeper knowledge of the subjects they are studying and more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning In addition, the students develop confidence and self-direction as they move through both team-based and independent work PBL shifts away from the instruction of teacher-centeredness to that of student-centeredness The purpose of PBL is to foster students’ abilities for lifelong learning through contextualizing learning by presenting them with problems to solve and/or artifacts to create; in doing so, students’ motivation and enthusiasm, their problem-solving abilities, research skills, sense of collaborations, resource management skills, longing for communication and information sharing, and language use awareness are progressively evident, and more important, such a process of engaging in various levels of projects may turn their life experiences to advantage In language instruction, PBL is a flexible methodology allowing multiple skills to be developed in an integrated, meaningful, ongoing activity Beckett states that projects are generally thought of as a long-term (several weeks) activity which are part of an instructional method which promotes the simultaneous acquisition of language, content, and skills A major goal of project-based instruction is comprehensible output which generally occurs both during the project and as the final product of the project The variety of definitions has provided the features of PBL Thomas proposes the five criteria of project-based learning: centrality, driving question, constructive investigations, autonomy, and realism Procedure of teaching project lessons PBL does not engage students in a project for an hour or a day, but it entails active participation for a longer period to build meaningful products or find an answer to a complex question However, it doesn’t imply that no schedule is followed in PBL, because it may stretch from a week to a whole semester Project-based learning helps students to learn how to work in teams and encourages them to use their creative, problem solving and critical thinking skills to come up with innovative solutions and products for real life audience The steps of project-based learning are shown in the following chart: 2.1 Identification of a Problem or an Opportunity This is the leading step in project-based learning Teachers or students identify a problem or an opportunity from their surroundings that requires meticulous work and demands a resolution This problem can be related to the curriculum and may be affecting the school, community, city or a country This is an inquiry-based step that requires great attention to detail and group work because the learning goals of students will be based on the precise mapping of the driving problem statement Brainstorming and bloom’s taxonomy will assist you in this step to formulate the driving question 2.2 Project Planning The next step is to design a learning plan for the project which means that the teachers assess how the problem or opportunity connects with the standards he/she is intending to teach The best approach is to involve the students in this process so that they can feel included Select the project path which corresponds to the syllabus or curriculum It is better to integrate multiple subjects for enhanced student engagement and dynamic learning Make sure that the learning resources and content are at the students’ disposal while they are working on the project A teacher should be prepared to provide deep content knowledge to the students because the project can move in any direction and students may require a deeper understanding of the concepts to reach a viable conclusion 2.3 Schedule This is the third step of the PBL which involves setting a timeline and schedule for the project activities Students should be given a set date or time frame in which they had to present their final project work However, to realize the benefits of the whole process, be prepared to be flexible in your schedule Set the schedule by working collaboratively with students 2.4 Monitor the Progress In PBL, a teacher is engaged in the process right from the beginning to the end Teachers should incessantly monitor student work and progress The role of the teacher in PBL is that of a facilitator who strives to make the learning experiences worthwhile for the students 2.5 Assessment This is the fifth step of the PBL, and it involves assessing the learning outcomes and participation of students Teachers can use a rubric to record students’ progress and their learning outcomes Rubrics allow teachers to grade student learning against certain standards and give effective feedback to the individual student at the end of the project The assessment helps students in enhancing their skills and thus increases their confidence Besides teachers, experts and the audience can also be consulted to give feedback 2.6 Evaluate the Experience This is the last step in PBL which involves reflecting what worked and what didn’t during the whole process Reflection helps teachers to improve their instructional strategies in the future Teachers are also able to incorporate changes in their teaching strategies Some methods of assessing students’ projects Most of our assessment focuses on content mastery Techniques we are all familiar with include the evaluation of the final product and having students complete quizzes or tests Other benchmarks for content mastery you can use include the number of citations a student references, amount and quality of research, use of experts, validity and effectiveness of arguments, meeting the topic, and answering the essential question Completing complex authentic projects that require collaboration, creativity, problem-solving, and innovation helps prepare students for increasingly complex life and work environments Effective communication in the 21st-century requires that students can effectively express themselves in writing, verbally, and visually Be sure to assess the quality of writing, including ideas, vocabulary, fluency, organization, and conventions, as well as the use of media and overall design Since a project is a collaborative effort that occurs over time, include evaluation components that consider teamwork, organization, planning, and behavior 3.1 Using Checklist How can we measure our efficiency when it comes to doing the things that we have set or planned to do? Afterwards, how we know we have achieved what we set out to achieve? Part of making sure a project is successful is to make routine evaluations throughout its execution We can also conduct post-project evaluation to help future projects and understand what went wrong, what went right, and what needs to be improved These are all details that can be conveniently listed on a checklist 3.2 Creating Rubrics Because many performances cannot easily be quantified, we want to be as specific about our expectations as possible Creating a rubric for the final product and various components of project work can ensure a more accurate, specific, and useful assessment 3.3 Involving Students in Assessment Involving students in project assessment boosts motivation, improves metacognition, and promotes self-directed learning Students who are asked to reflect on their own performance learn to evaluate their strengths and weaknesses and are able to pinpoint where to focus their efforts to see the greatest results You might have students provide feedback and critiques by asking them to keep a project journal or work log, evaluate themselves using the project rubric, and answer additional self-assessment questions An open-ended self-assessment allows students to share learning that occurred during the process that was not included in the rubric As they reflect and evaluate, students should describe their learning and contemplate decisions they have made individually and as a team You may also want to have students complete a peer evaluation for components of the project, such as the project presentation Students can also evaluate the writing, design, and effective communication during the creation and presentation of the final product Combining your assessment of the process and the end product with student reflections and evaluations will help you create a more accurate assessment of student performance 2.4 Audience Assessment Authentic project work should reflect the questions, problems, and needs of the world beyond the classroom If the work is something that has real value, make sure there is a wider audience for the final product presentation Having students create web pages to display their ideas and findings enables their products to easily reach a wider audience If the project deliverable involves an oral presentation, invite peers, family, or community members to attend You may also want to invite subject matter experts in the area of project work to participate in the final product’s assessment Developing public-service announcements? Invite employees from a local advertising agency Designing a new school? One of your classroom parents may just be an architect If students know that other people will be relying on and judging the information and ideas they propose, their motivation to work hard and take risks increases If you involve the audience in the assessment process, be sure to provide a rubric or other guide to ensure the feedback they provide is pertinent to project goals II SITUATION ANALYSIS Situation of teaching Project lessons The new English 10 program has only been accessed for a few years, so teachers are still confused in preparing and guiding students In addition, the language and cultural knowledge in this new set of English books are quite a lot, varied and new to teachers and students If the preparation is not careful enough they will be passive and the lessons will not be really effective Project is done at the end of each unit, so the content of each Project is based on the topic of each unit Through this, students will consolidate their language knowledge of the unit, and at the same time develop listening, speaking, reading and writing skills In addition, soft skills such as teamwork skills, time management skills, presentation skills or information search skills are also developed To implement a project teachers always give students time to prepare about people, topics, scenarios, media, information and technology, so in the first period of each Unit, teachers usually introduce to the students about how to a Project, choose a group and give a deadline to present the product Each project is carried out for at least days and at most weeks, and the presentation time for each project is 10-15 minutes Before preparing the presentation, the teachers proactively remind and re-confirm the time to report the product To ensure the effectiveness of the project, students are made to work pairs or groups of 6-8 people Depending on the number of students in the class, the number of groups can range from 5-6 groups, each group has a group leader to take the main responsibility and urge the team members to work The selection of group leaders is appointed by the students in the class (mainly students with real ability in English), then the teacher will assign the group number to the group leaders, the members who want to work with any group, go to the captain of that group To present the product, each student, or each group can choose from a variety of presentation channels, such as using posters or power point to present, act out, talk show, make clips, interview, or recreate a contest, an event that delves into an aspect with specific content After each presentation, students will be encouraged to give a message to express their understanding and awareness about the lesson topic and about the world around them Situation of students’ participation in Project lessons at our school To carry out a project lesson effectively we need not only a lot of preparation but also students’ active participation However, during the process of conducting a project lesson, we still have some certain difficulties Firstly, the number of students in the class is quite large (from 35 to 40 students per class), so it is difficult to control students to work on their own Secondly, the English ability of students in each class is not equal, so the design of teaching activities is not favorable Thirdly, students’ participation in Project lessons are not really active There are lazy or unconfident students who are not willing to take part in the project They often rely on hard-working students As a result, some active students usually almost tasks in every project while the others hardly anything That is why the less active students can not make any progress in learning and improving their skills III SURVEY Survey and the results The study is conducted with the participation of 160 students at Do Luong high school including K57B1 (40 students), K57B2 (39 students), K57B3 (41 students), K57B4 (40 students) They are supposed to be at the similar level of English language ability basing on the results of the entrance exam to Do Luong high school The questionnaire is done twice at the beginning of the first semester- before using the techniques and at the middle of the second semester – after using the techniques A survey questionnaire including five statements with four options from which the students choose their answer is conducted to find out the experimental students’ attitudes towards the participation of students in project lessons The questionnaire focuses on finding out the students’ general comments on the importance of students’ participation in project lessons, how actively students’ participation is, the abilities students can gain through their participation, the frequency of teachers’ using techniques to enhance students’ participation The following table shows the results of questionnaire: Questions Is the active participation of each member in group activities important? How important is the use of techniques to promote your group participation? How often are you involved in product evaluations of other groups' projects? How was your level of participation in group activities during the lesson? What abilities have you improved by actively participating in group activities in the project lesson? Answers Percentage (%) A Very important 52,8 B Important 27,5 C Less important 11,5 D Unimportant 8,2 A Very important 38,3 B Important 54,1 C Less important 4,5 D unimportant 3,1 A Usually 10,4 B Often 26,6 C Sometimes 53,7 D Rarely 9,3 A Very active 9,8 B Active 27,3 C Less active 12,5 D Inactive 50,4 A Communicating 25,2 B Cooperating 24,6 C Solving problem 23,5 D All of them 26,7 Findings from the survey From the data analysis of the survey results, we have found that more than 50% of the students saw the importance of the active participation of each member in project lessons Despite not being given techniques to enhance students’ active participation, more than 54% of the students agreed that using techniques was important However, the fact was that they had less chance to get involved in product evaluation of other groups’ projects Because students in a group often depended on good students to the group tasks, only 27,3% of the students actively participated in group work of project Another finding from the survey is that students only saw that participating in group activities in project lessons only improved certain ability for students IV SUGGESTED SOLLUTIONS Contextualizing technique for introduction of project 1.1 Technique 1: Using pictures / Using videos Pictures or videos are considered the most simple and effective way to lead in the context of the topic So, it is a good idea for teachers to use pictures or videos for the introduction of project - Teacher may follow the guides below:  Teacher prepares some pictures or videos related to the topic of the presentation  Teacher shows the pictures or videos and makes some questions about the pictures  Students observe the pictures/ videos, discuss and answer the questions to discover the topic of the project For example: If the topic is about international organizations, we have the following questions: Question 1: What are the pictures/videos about? Question 2: What organizations can you see in the pictures/ videos? Question 3: What you know about these organizations? 1.2 Technique 2: Using information chart Information chart is an effective teaching tool that helps students get to know about the topic - Teacher may follow the guides below:  Prepare an information chart which contains the necessary information of the topic with an example INTERNATIONAL ORGANISATIONS Name Headquarters Foundation Number of member countries UNIC EF GeneveSwizerland In 1946 Over 190 Aims Current activities What the UNICEF does to help Vietnam To support the most disadvantage d children all over the Educatio nal support for children -Ensure nutrion for children -Child protection 10 Are items on the slices clear and can be read from at least meters far? SLICE DESIGN 2.5 points Are slices eye-catching, meaningful, and understandable for the addressed problem Are fonts, colors, background… effective and appropriate? Have the slices well and logically designed? Total score / 10  Teacher hands out the checklist to the students  Students use the checklist to assess the project (Students evaluate the group projects through checklists) Technique of giving feedback on project 6.1 Technique 1: Using name cards Name cards can be very helpful for group discussions, transitions, or any time teachers must call on students When students’ name cards are placed in the group gathering place, the teacher can be assured that each student will get a turn, so they can put their hands down “Name cards” can be considered a very effective tool for any lecture that requires feedback 23 - Teacher may follow the guides below:  Before the groups present their products, each student is given a “card” on which they write their name  Students observe the presentation and give feedback  Teacher collects the "name cards" from the students with good feedback and reward them at the end of the lesson 6.2 Technique 2: Using number cards Similar to “name cards”, “number cards” are also really effective in the feedback section - Teacher may follow the guides below:  Teacher prepares cards with the numbers corresponding to the number of students in the class 24  Students are given each "card" which is numbered  After each group finished presenting their project, the teacher called the students in the remaining groups to give their feedback in the order in which the numbers were distributed The real number to be called is chosen at random by the teacher  Students with good feedback will be awarded points, given gifts or praised in front of the class In this way, the teacher indirectly requires that all students pay attention, have questions or feedback ready in case of a sudden call V THE SURVEY OF EVALUATING THE URGENCY AND FEASIBILITY OF THE SUGGESTED SOLUTIONS Aim of the survey To evaluate the urgency and feasibility of the suggested techniques to enhance students’ active participation Content and method of the survey 2.1 Contents of the survey The content of the survey focused on the following two main issues: - Are the suggested techniques really urgent for the current problem of students’ participation in Project lessons? - Are the suggested techniques really feasible for the real teaching practice? 2.2 Method of the survey The survey was conducted by delivering the survey handouts containing multiple choice questions for the 20 teachers of English from four high schools The average score is calculated by Excel 25 Survey participants Summary of the survey participants Survey participants Order Number Teachers from Do Luong high school Teachers from Do Luong high school Teachers from Do Luong high school Teachers from Anh Son high school Total 20 26 Results of the survey on the urgency and feasibility of the suggested solutions 4.1 The urgency of the suggested solutions Suggested solutions Very urgent (4 points) Urgent (3 points) A little urgent (2 points) Not urgent (1 point) Respondents Respondents Respondents Respondents Results _ ∑ X Scale (points) 1.Technique of contextualizi ng the topic of the project Urgent 19 61 3,05 Technique of dividing students into groups 18 78 3,9 3.Technique of delivering tasks to each student 16 64 3,2 20 60 80 4.Technique of controlling students’ task fulfillment 5.Technique of observing and evaluating students’ projects 20 Very urgent Urgent Urgent Very urgent Results from the survey have shown that most of the participants taking part in the survey agreed that using some techniques to enhance the grade 10 students' active participation in the Project lessons is very urgent Of all the techniques suggested, technique of dividing students into groups, observing and evaluating students’ projects were considered very urgent Besides, technique of contextualizing the topic of the project, delivering tasks to each student or controlling students’ task fulfillment are also urgent No respondent evaluated all the techniques a little or not urgent We can conclude that, our suggested solutions in the teaching experience are urgent in real life teaching practice 4.2 Evaluating the feasibility of the suggested solutions 27 Suggested Very feasible Feasible (4 points) (3 points) solutions A little feasible (2 points) Not feasible Results (1 point) _ Respondents Responde Responde Respondent ∑ X nts nts s (points) (points) Scale 1.Technique of contextualizin 15 65 3,25 Feasible 18 62 3,1 Feasible 20 80 20 80 63 3,15 g the topic of the project Technique of dividing students into groups 3.Technique of delivering tasks to each Very feasible student 4.Technique of controlling students’ task Very feasible fulfillment 5.Technique of observing and evaluating 17 Feasible students’ projects It is clear from the survey results that all of the teachers taking part in the survey saw the feasibility of the suggested solutions 100% of the respondents considered technique of delivering tasks to each student and controlling students’ task fulfillment to be the most feasible Some of them chose technique of contextualizing the topic of the project, dividing students into groups and observing and evaluating students’ projects to be very feasible Others evaluated other techniques to be feasible To conclude, using some techniques to enhance the grade 10 students' active participation in the Project lessons is feasible for the current teaching and learning process VI SAMPLE APPLICATION Project-based learning lesson plan Textbook: Tieng Anh 10 UNIT 7: VIETNAM AND INTERNATIONAL ORGANIZATIONS Lesson: Project (p.85) 28 An international organization DESCRIPTION: In this project, students will discuss an international organization This project is designed for grade-10 students at Do Luong upper secondary school, Nghean The time for each period of students’ project presentation is 45 minutes However, in this study, we have prepared the whole project lesson plan following the given steps The project is for a class of about 40 students The students are divided into groups They will work in one week to finish the project PROJECT: Work in groups: - Do research on an international organization - Present your findings to the class Your presentation should include: 1) What is the name of the organization? 2) When and where was it formed? 3) How many member countries does it have? 4) What are the organization’s aims? 5) What are the current activities/projects of this organization? 6) What has this organization done to help Vietnam? THE UNITED NATIONS A OBJECTIVES * Language objectives By the end of the lesson, students will be able to: - identify lexical and grammatical items related to the topic “an international organization” - develop their communication skills, including reading, listening, writing and oral presenting on the topic an international organization 29 * Content objectives By the end of the lesson, students will be able to: - recognize different international organizations and inquire more valuable information about these organizations - raise students’ respect and gratitude for the contribution of international organizations - build up classmates' awareness of the need to show their responsibility to society by their practical actions B LANGUAGE FOCUS * Key vocabulary: Use words related to volunteer projects: name, foundation, headquarters, member countries, aims, activities, projects * Key grammar/ structure: Use past simple tense to introduce the time and place of formation, use present simple tense to introduce activities C TEACHING AIDS Textbook, board, chalk, pictures, photos, projector D PROCEDURE Step 1: Introduction a Contextualize the task - Have the students watch some pictures about some logos of international organizations to elicit the task FOOD AND AGRICULTURE ORGANISATION WORLD HEALTH ORGANISATION WORLD TRADE ORGANISATION THE RED CROSS 30 INTERNATIONAL CIVIL AVIATION ORGANISATION INTERNATIONAL ORGANISATION FOR STANDARDIZATION INTERNATIONAL MARITIME ORGANISATION INTERNATIONAL LABOUR ORGANISATION - Ask students to work in groups to discuss all the information they know about these international organizations such as their name, foundation, headquarters, member countries, aims, activities, projects… - Elicit ideas from each group and increase students' interest about the project assignment they are going to b Inform the class of the lesson objectives - Address the objectives of the lesson to the class and emphasize on the core value and language requirements for the project - Help students understand the instructions and the procedure for conducting the project Remind students of the following points: + They should discuss to select an international organization that they can find lots of information about + Then they brainstorm all the information and illustrations about the international organization they choose + They critically discuss what they can to help our society 31 + They need to have a good preparation for their presentation on the project c Timeline and assessment - Allow week for students to work on their project - Introduce the form of project teamwork plan, checklist and rubric for project assessment to students Give a clear explanation to help students understand all requirements before they start doing their project Step 2: Divide class into groups - Using multiple-theory technique to divide students into groups of 10 according to their competence - Have students in each group choose: - leader who will assign the tasks to the members and monitor teamwork note-taker who will be responsible for taking notes of group ideas for later discussions members have a duty in finding and selecting information required about the international organization members is responsible for arranging the content corresponding to the illustrated pictures to prepare for presentation members are in charge of designing slides member who is good at speaking has to make a presentation The duties of group members may change basing on the task delivery in each group Step 3: Conduct the project - Encourage students to make a detailed teamwork plan for their project (Ask them to make a time line) - Elicit the information about the way to promote the image of the international organization For example, if students want to use the internet to promote the image of the international organization, ask them some guiding questions such as which website they would like to use, how they can spread the image, etc Step 4: Prepare students to collect the used things and make new things - Guide students how to collect pictures and information for their project by doing a search on the internet, in magazines or newspapers - Remind students that they need to compile, evaluate and synthesize the relevant information for the project presentation For example, instruct them to arrange the information into a suitable order such as name, foundation, headquarters, member countries, aims, activities, projects, etc Step 5: Prepare students for the final activity 32 - Have students think about the language use, skills, the content requirements and oral presentation - Encourage students to anticipate questions the audience may ask them about their presentation Step 6: Present the final outcomes of the project - Have students present the final outcomes of their work in the project show: + Teacher sets the time for each group to present and rules: Each group has minutes to present and minutes for question and answer section + While one group presents its project, the others observe, tick the checklist and give comments - Observe and take notes both the good and bad points while groups are presenting their projects Step 7: Assess students' work - Use the rubrics and checklists for the project product and for the oral presentation - Give constructive and positive feedback - Praise the best product Step 8: Give key values - Ask students the following questions to identify key values after doing the project 1) What have you learned today? 2) What is value of your project? 3) How you feel about your project? - Encourage students to talk about practical advice based on their real problem and their own ability VII RESULTS AND COMMENT Results We applied these techniques to teach Project lessons in the school year 20222023 In spite of some difficulties, we achieved considerable successes in students’ activities and competences, which are the results of improving their active participation We have carried out the last survey with the same questions on the same students from the four classes The survey was done the second time after using these techniques to check how effective the ones have brought about The table below shows the results of the survey before and after using the techniques with the aim of enhancing active participation in project lessons 33 Questions Answers Percentage(%) Before using After the techniques using the techniques Is the active participation of each member in group activities important? How important is the use of techniques to promote your group participation? How often are you involved in product evaluations of other groups' projects? How was your level of participation in group activities during the lesson? What abilities have you improved by actively participating in group activities in the project lesson? A Very important 52,8 74,5 B Important 27,5 25,5 C Less important 11,5 D Unimportant 8,2 A Very important 38,3 88,7 B Important 54,1 11,3 C Less important 4,5 D unimportant 3,1 A Usually 10,4 76,2 B Often 26,6 21,3 C Sometimes 53,7 2,5 D Rarely 9,3 A Very active 9,8 37,3 B Active 27,3 45,5 C Less active 12,5 17,2 D Inactive 50,4 A Communicating 25,2 3,6 B Cooperating 24,6 2,4 C Solving problem 23,5 9,3 D All of them 26,7 84,7 Comments The survey has shown that the using of techniques to enhance students’ participation in project lessons is very effective 74.5% of the students agree that the participation of members in group activities is very important, which means that group work benefits them Besides, 88,7% of the students realize the 34 importance of using techniques It is clear that the techniques help to make students actively participate in group work Thanks to the techniques, 76,2 % of the students assure that they have more chance to get involved in product evaluation of other groups’ projects Moreover, they participate in group activities more actively than before Especially, 84,7% of the students show that actively participating in group activities in project lessons helps to improve their abilities including communicating, cooperating and solving problems 35 PART III: CONCLUSION The study was implemented at the beginning of the school year 2022-2023, when we were assigned to teach grade 10 students The fact that our students’ school entrance marks were low, especially the English subject means the students’ knowledge and competences are not good Consequently, in contrast with the continued advance of civilization, our students have had more and more difficulties in both study and life Hence, we have made great efforts to find solutions to help our students to improve their learning and achieve successes in the life With the techniques suggested in this study, our students are engaged in their tasks They take part in Project lessons more actively, which helps develop their skills and competences including communicating, cooperating and problem solving competences To carry out a successful Project lesson, it is necessary for teachers not only to have competence and enthusiasm, but also the ability of applying appropriate teaching methods and teaching aids creatively as well as the ability of organizing and controlling the class to achieve high efficiency in their activities Through the process of applying the study “Some techniques to enhance the grade 10 students' active participation in the Project lessons”, I personally think we need to note the following points: Before giving students a "project", teachers need to choose a form of "project" expression: presentations, writing reports, recording video clips or making advertisements In addition, teachers need to divide groups to implement the project in the most convenient and effective way, assign tasks to each member, master the requirements, necessary lists (checklist, rubrics) and time limits of the performance; When evaluating products, teachers need to it objectively, with cross-evaluation assignments, and feedback to promptly draw points that need to be fixed for the next project; In order to raise awareness and promote education, teachers need to draw out meanings, lessons or key values (key value, big ideas) after each time students carry out a "project" in a residential community Our measures have been taken during the teaching process Thanks to the development of information technology, we have searched for much useful information to carry out the study In addition, the study has been completed with the assistance of the foreign language experts, our school’s Board of Directors, our colleagues and students We would like to express our sincere acknowledgement of their support and cooperation We would be grateful if we receive the comments and good ideas from readers and other teachers so that the study is getting more and more effective and interesting 36 REFERENCES C.Richards, Jack and S Rodgers, Thedore 2001 Approaches and Methods in Language Teaching Cambridge University Press Duc, Hoang Tang 2016 Project-based Learning Vinh university Hoang, V.V., Hoang T X H., Dang, H G., Phan H., Hoang T H Hai, Kieu, T T P., Vu, T., L., Dao, N L., & Kayle, D (2014) TiengAnh10: Student’s book2 Hanoi: Education Publishing House and Person (Global Success) Hoang, V.V., Hoang, T.X.H., Dang, H.G., Phan H, T H., Hai, Kieu, T.T.P., Vu, T.L., Dao, N.L., & Kaye, D (2014) TiengAnh10: Teacher’s book Hanoi: Education Publishing House and Pearson (Global Success) Larsen-Freeman, Diane 2001.Techniques and Principles in Language Teaching Oxford University Press http://rubistar.4teachers.org/index.php?ts=1491050601) http://padlets.com 37