Skkn an investigation into the effects of project work activity on 10th graders’f motivation

NGHE AN DEPARTMENT OF TRAINING AND EDUCATION DO LUONG UPPER SECONDARY SCHOOL TEACHING EXPERIENCES Topic: AN INVESTIGATION INTO THE EFFECTS OF PROJECT WORK ACTIVITY ON 10TH GRADERS’ MOTIVATION Teacher : Nguyễn Quốc Sơn Group : Văn - Ngoại ngữ School year: 2020 - 2021 skkn TABLE OF CONTENTS Page Chapter 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research question 1.4 The scope of the study 1.5 The design of the study Chapter 2: LITERATURE REVIEW 2.1 PROJECT WORK 2.1.1 An overview of Project Based Learning 2.1.2 The use of project work in the teaching of English as a foreign language 2.1.3 The implementation of Project Work in textbook English 10 2.2 MOTIVATION IN LANGUAGE LEARNING 10 2.2.1 Definition of motivation 10 2.2.2 Motivation in foreign language learning 11 2.2.3 Classification of motivation 13 Chapter 3: RESEARCH METHODOLOGY 20 3.1 Study design 20 3.2 Participants of the study 20 3.3 Instruments of data collection 20 3.3.1 Questionnaires 20 3.3.2 Interview 23 3.4 Statistical analysis procedures 23 3.4.1 Questionnaire data 23 3.4.2 Interview data 24 Chapter 4: FINDINGS AND DISCUSSION 29 4.1 Results 29 4.1.1 Students‘ attitude towards project work 30 4.1.2 Motivating factors of PW 32 4.1.3 Effects of project work on students‘ motivation 36 4.1.4 Teachers‘ view to the effects of project work on their students‘ motivation 39 Page skkn 4.2 Discussion of main findings 40 4.2.1 Students‘ attitude towards project work 40 4.2.2 Motivating factors of project work 41 4.2.3 Effects of project work on students‘ motivation 41 4.3 Pedagogical implications 43 Chapter 5: CONCLUSION 44 5.1 Summary 44 5.2 Limitation of the study 45 5.3 Suggestions for further study 45 References I Appendices III Page skkn APPENDICES List of table Table 3.1 Reliability coefficient in students‘ questionnaire 22 Table 3.2.Reliability coefficient in teachers‘ questionnaire 22 Table 4.1a Students‘ attitude to the project work 30 Table 4.1b Students‘ opinion on types of PW 31 Table 4.2 Factors relating to the topics of PW 33 Table 4.3 Factors relating to students‘ cooperation 33 Table 4.4 Factors relating to students‘ autonomy 34 Table 4.5 Factors relating to teacher‘s facilitation 34 Table 4.6 Factors relating to assessments 35 Table 4.7 Factors relating to task value 35 Table 4.8 Students‘ opinions on the effects of PW on their motivation 36 Table 4.9 Teachers‘ view on the effects of PW on their students‘ motivation 38 LIST OF ABBREVIATION PBL: Project-based learning PW: Project work SLA: Second language acquisition ESL/ EFL: English as a second language/ English as a foreign language SPSS: Statistical Package for the Social Sciences Page skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Chapter 1: INTRODUCTION 1.1 Rationale It is undeniable that English is important in order to be able to integrate and globalize all over the world English is the language that most people in different countries use to connect with others For that reason, learning English can be considered the key to successfully communicate globally In the industrialization and integration era, there has been a need of changing in ways of teaching as well as the practical application in education Students nowadays are likely to immerse their lessons with practice and practical experience rather than theory and knowledge that they just learn in lessons They are interested in dealing with real subject matter by working on the real problems Project based learning has been considered as an innovative approach into modern teaching and learning In 2008, big changes have been made in foreign language curriculum in Vietnam Project based learning has been implemented in the innovating textbooks launched by national foreign languages project 2020 especially in English textbooks The aim of this change was to provide the students an environment in which they can reach their own conclusions instead of just lecturing them A project work was added in a lesson in each teaching unit in textbooks ―Tiếng Anh 10‖ Project work is a learning experience which aims to provide students with the opportunity to synthesise knowledge from various areas of learning, and critically and creatively apply it to real life situations This process, which enhances students‘ knowledge and enables them to acquire skills like collaboration, communication and independent learning, prepares them for lifelong learning and the challenges ahead Project work is the preparation and presentation of a project, either by an individual or (more usually) a group A typical project might be producing a magazine or website out of individually written articles (Scoot; 2006: 183) According to the authors in teacher‘s book ―Tiếng Anh 10‖, the project helps students to improve their ability to work by themselves or a team, and extend their imagination in a field related to the unit project Therefore, the role of applying PBL into teaching and learning is urgent and important The application of Project based learning into teaching and learning has been considered as valuable and interesting points in the educational innovation The replacement of English textbook and application of grade 10 New English textbook in the year of 2020 applied at Do Luong high school showed positive points in the field The Project activity applied into teaching has been considered as a great deal of improvement in the Project As an English teacher for ages, I have worked quite closely with the new textbook ―Tiếng Anh 10‖ I have found that project activity could benefit students in enhancing their English competence as well as their motivation in learning For my 10 th grade Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an students, project work is really a new task and they seem to be eager to participate in the activity However, I would like to gain a deeper insight into what students‘ opinions on this activity and how this activity helps promote their motivation With the aim to to carry out an investigation into the project work in textbook ―Tiếng Anh 10‖ to identify the effects of this activity on 10th grade students‘ motivation, I would like to choose the topic: “An investigation into the effects of project work activity on 10th graders‟ motivation” In an attempt to investigate the effects of project based learning on 10th grade students‘ motivation at Do Luong upper Secondary school, the study concentrates on the theoretical background of project based learning approach, students motivation in learning English; identification of the effects of project work activity on students‘ motivation in their English class as well as suggestions for teaching and learning enhancement 1.2 Aims of the study This study was carried out with the following aims: - To investigate the attitudes of 10th grade students at Do luong upper secondary school to project work in their English class - To identify which factors of project work in the English textbook Tiếng Anh 10 motivate 10th graders - To identify the effects of project work on 10th graders‘ motivation in their English lessons 1.3 Research question In order to achieve the above aims, the study seeks the answers for the following research questions: What are the attitudes of 10th grade students at Do luong upper secondary school to project work in their English class? What factors of project work in English textbook Tiếng Anh 10 motivate students? What are the effects of project work on 10th graders‘ motivation in their English lessons? 1.4 The scope of the study The study only focuses on the effects of project work in the English textbook Tiếng Anh 10 on motivating forty-two 10th graders at Do luong upper secondary school in order to find out suitable ways to make full use of project works for 10 th graders in their English lessons 1.5 The design of the study The study is divided into parts: Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Chapter 1: Introduction This chapter presents the rationale, aims, research questions, scope of the study and its design Chapter 2: Literature Review This part presents the theoretical background of project work and motivation Chapter 3: Research methodology This chapter introduces participants, method and procedure of data collection Chapter 4: Data discussion and findings This chapter includes the presentation of data analysis and discussion, and the presentation of main findings Chapter 5: Conclusion This part summarizes the main ideas of the study, present implication, limitation of the study and suggests further study Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Chapter LITERATURE REVIEW This chapter presents relevant literature which helps to form the theoretical framework for the research It includes an overview of project based learning, the use of project work in the teaching of English as a foreign language as well as the benefits of project work in teaching English as a foreign language and theoretical background relating to motivation in language learning 2.1 PROJECT WORK 2.1.1 An overview of Project Based Learning The switch from teacher-centred to learner-centred in language learning has resulted to the emerge of many experiential approaches which ‗support ‗deeper learning‘ through active exploration of real world problems and challenges‘ (Pellegrino & Hilton, 2012; Peterson, 2012) Among these is Project Based Learning which is tracked to be first introduced by William Heard Kilpatrick in the form of ‗project method‘ (Peterson, 2012) Since then, experts in the field of teaching methodology have proposed many definitions of Project Based Learning It is defined as ‗ a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks‘.These authors clarifies that ‗Project based learning is a comprehensive perspective focused on teaching by engaging students in investigations‘ According to these authors, within the framework of Project Based Learning, students ‗pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts‘ Project Based Learning (PBL) is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop (Moss & Van Duzer, 1998) or simply put as ‗a model that organizes learning around projects‘ With PBL, learning is happening when students are encouraged to explore real- world problems, issues and challenges With the ultimate aim of fostering students‘ learning abilities through contextualizing learning by requiring them to independently offer their solutions to problems posed and/or create artifacts, Project Based Learning puts focus on student – centeredness 2.1.2 The use of project work in the teaching of English as a foreign language 2.1.2.1 Definition of project work Project-based learning has become prominent in the current context of education which faces many challenges of the 21st century Project-based learning is widely used in ESL/ EFL curriculum It is an instructional strategy which ‗involves study/research of a topic in depth where students‘ ideas, questions, predictions and interests form the experiences lived and the works/activities undertaken.‘ (Filippatou D & Kaldi S., 2010) In project-based learning, students learn new knowledge through doing projects Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Project work is a learning experience which aims to provide students with opportunities to synthesize what they have learnt and apply it to real life Project work is a method which involves students in an authentic learning experience with language used for genuine communication purpose It is student-centered and its results are an endproduct Legutke and Thomas (1993:160) define project work as ‗a theme and task-centred mode of teaching and learning which results from a joint process of negotiation between all participants It allows for a wide scope of self-determined action for both the individual and the small group of learners within a general frame work of a plan which defines goals and procedures Project learning realizes a dynamic balance between a process and a product orientation Finally, it is experimental and holistic because it bridges the gap dualism between body and mind, theory and practice‘ Project work is viewed by most of its advocates ‗not as a replacement for other teaching methods‘ but rather as ‗an approach to learning which complements mainstream methods and which can be used with almost levels, ages, and abilities of students 2.1.2.2 The features of project work To clarify the concept ‗project‘ used in Project-based learning, many features are proposed by authors in the field Mergendoller and Michealson (1999) described projects within project-based learning as ‗ based on challenging questions and making students having central role in design, problem-solving, decision making processes so giving students the opportunity to work relatively autonomously.‘ Sharing the same view, he states that projects in Project-based learning has ‗researching questions which have been raised by students or/and in collaboration with the class teacher and could be further refined during the course of the study‘ Thomas (2000) points out that projects have five criteria which are centrality, driving question, constructive investigation, autonomy, and realism PBL projects are central, not peripheral to the curriculum PBL projects are focused on questions or problems that ‗drive‘ students to encounter (and struggle with) the central concepts and principles of a discipline Projects involve students in a constructive investigation Projects are student-driven to some significant degree Projects are realistic, not school-like According to Stoller (1997), project work is particularly effective in language learning because it represents a natural extension of what is already taking place in class He summarized the sharing ideas of authors in the field about the characteristics of project work as follow: Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Project work focuses on content learning rather than on specific language targets Real- world subject matter and topics of interest to students can become central to projects Project work is students centered, though the teacher plays a major role in offering support and guidance through the process Project work is cooperative rather than competitive Students can work on their own, in small groups, or as a class to complete a project, sharing resources, and expertise along the way Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks Project work culminates in an end product that can be shared with others, giving the project a real purpose The value of project, however, lies not just in the final product but in the process of working towards the end point Thus, project work has both a process and product orientation, and provides students with opportunities to focus on fluency and accuracy at different project-work stage Project work is potentially motivating, stimulating, empowering, and challenging It usually results in building student confidence, self-esteem, and autonomy as well as improving students‘ language skills, content learning, and cognitive abilities 2.1.2.3 The benefits of project work in teaching English as a foreign language It is widely agreed that project based learning is beneficial to the teaching of English as a foreign language in the world in general and in Vietnam in particularly According to Fried-Booth (2002), the process leading to the end-product of project work provides opportunities for students to develop their confidence and independence Also, students demonstrate increased self-esteem, and positive attitudes towards learning He points out that while students work in groups, they will also learn independently through self-reflection and evaluation of their own processes Pupils gain benefits through PBL in academic performance, motivation, cooperative learning, social acceptance, and engagement in the learning process Another benefit of project work in English class is that ‗working in the groups, which project-based learning was employed made the students learn the responsibility, provided them with motivation to learn, and enabled them to acquire knowledge by receiving different ideas and understanding the others point of view in the lesson‘ (Bas,2010:9) This idea is also noted by Lee (2002) Lee stated that students have enhanced motivation, engagement and enjoyment He notices that from a motivational perspective, projects being authentic tasks, are more meaningful to students, increase interest, motivation to participate, and can promote learning Projects can be designed to enhance most students‘ interest and value, including variety, challenge, choice, cooperation, and finding answers for real questions Westwood (2006) points out that projects promote meaningful learning, connecting new learning to Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn skkn