(Skkn mới nhất) the implementation of project based learning in the english language classroom for 10th graders

sa ng ki en ki nh ng NGHE AN DEPARTMENT OF EDUCATION AND TRAINING hi em w n lo ad EXPERIENCE INITIATIVE th yj uy ip la an lu va THE IMPLEMENTATION OF PROJECT-BASED LEARNING n IN THE ENGLISH LANGUAGE CLASSROOM FOR 10TH GRADERS ll fu oi m at nh z z vb k jm ht m co l gm Doluong, April 24, 2023 sa ng ki en CONTENTS ki nh PART I: INTRODUCTION ng 1.1.Rationale hi em 1.2.The new factors of the research 1.3 The scopes and objectives of the research w 1.4 Organization of the research n 1.5 Research methodology lo ad PART II: CONTENT OF THE RESEARCH th 2.1 Theoretical basis yj uy 2.2 The practical basis ip 2.3 The solutions la lu 2.3.1 Process to projects an 2.3.2 Procedure of doing projects in some lessons in the 10 th textbook, Global Success 10 n va ll fu 2.4 The effectiveness of the research 20 oi m PART III CONCLUSION AND SUGGESTIONS 23 nh 3.1 Conclusion 23 at 3.2 Suggestions 23 z z APPENDIX 25 vb jm ht APPENDIX 25 APPENDIX 29 k REFERENCES 49 m co l gm APPENDIX 41 sa ng ki en PART I: INTRODUCTION ki nh 1.1.Rationale ng Although „project‟ is not a new term that has recently „knocked for admittance at the entrance of educational terminology‟ (Kilpatrick, 1918) and project-based learning (PBL) is not a new or revolutionary idea in education Never before has PBL gained such a great position in the classroom and such a high reputation in enhancing educational quality and effectiveness as today Schools currently are very concerned about inspiring the shift from teacher-centered to learner-centered approach of teaching and learning Additionally, PBL is brought not only into the classroom for undergraduates majoring in natural sciences and social sciences but also into the second and foreign language classroom Although in second and foreign language teaching, the application of PBL is a relatively new trend, compared with the usage of this method of teaching in other fields, interest in PBL and its integration into second language is growing around the world hi em w n lo ad th yj uy ip la an lu In Vietnam, PBL has been receiving more and more interest in recent years, even in the English language classroom Projects can be wonderful teaching tools They can allow for a more student-centered environment, where teachers can guide students in their learning instead of using lectures to provide them with information At Doluong I High School, the word „project‟ has become more and more familiar to both teachers and students Students are strongly encouraged and supported to conduct research projects right from 10th grade However, while most teachers have been using PBL in their language lessons for a long time, a few of them still find it a new way of working and are reluctant in making a change n va ll fu oi m at nh z z vb There are several reasons why the implementation of project-based learning in the English language classroom for 10th graders is an important and valuable pursuit Firstly, project-based learning is an innovative and engaging approach to teaching and learning that encourages active participation and collaboration among students This approach can help to cultivate critical thinking, problem-solving, and communication skills, which are essential for success in both academic and professional settings k jm ht m co Thirdly, project-based learning can help to foster a sense of ownership and autonomy among students, as they take on responsibility for their own learning and work towards achieving their project goals This can lead to increased motivation and engagement, as well as a deeper understanding and retention of the material l gm Secondly, project-based learning can be an effective way to promote language acquisition and development By engaging in meaningful and authentic projects, students are exposed to a range of vocabulary, grammar structures, and language functions in context, which can enhance their overall language proficiency sa ng ki en ki Finally, the implementation of project-based learning in the English language classroom for 10th graders can align with broader educational goals and objectives, such as promoting cross-curricular connections, developing 21st-century skills, and encouraging lifelong learning By providing students with opportunities to apply their language skills in meaningful and relevant ways, project-based learning can support their overall academic and personal growth nh ng hi em After considering all the reasons above, I boldly conducted a study on “The implementation of project-based learning in the English language classroom for 10th graders.” w n lo ad 1.2.The new factors of the research th yj Project-based learning has had the reputation of being important in bettering students‟ study When learners work together on projects, they can solve problems and carry out projects that are similar to what they will later have to outside the classroom Moreover, they can also develop many of the skills desired by today's employers, including the ability to work well with others, make thoughtful decisions, and solve complicated problems uy ip la an lu va 1.3 The scopes and objectives of the research n ll fu + In terms of scope of the study: The study will focus on 10th graders in English language classrooms oi  m  at nh The study will explore the implementation of project-based learning as an alternative approach to traditional classroom instruction z  z The study will examine the impact of project-based learning on students' language acquisition, engagement, and collaboration vb jm  ht + The objectives of the study: k To investigate the effectiveness of project-based learning in facilitating students' language acquisition in the English language classroom To explore the role of collaboration and communication in project-based learning, and how these skills can be developed in the English language classroom  To identify the key factors that contribute to successful implementation of project-based learning in the English language classroom, and any challenges or barriers that may arise  To provide practical recommendations for educators and policymakers on how to effectively implement project-based learning in the English language classroom m  co To examine the impact of project-based learning on students' motivation, engagement, and ownership of the learning process l gm  sa ng ki en 1.4 Organization of the research ki nh The structure of a study on the implementation of project-based learning in the English language classroom for 10th graders will include: ng hi  Introduction: This section should provide an overview of the research problem, the rationale for the study, and the research questions It should also include a brief literature review that highlights the theoretical and empirical background of the study em w n  Methodology: This section should describe the research design, sample, data collection procedures, and data analysis methods It should also discuss any potential limitations or ethical considerations of the study lo ad th yj  Results: This section should present the findings of the study, including any quantitative or qualitative data, as well as any relevant statistical analyses or visualizations It should also interpret the results in relation to the research questions and relevant literature uy ip la lu an  Discussion: This section should provide a critical analysis of the study's findings, including their implications for theory, practice, and future research It should also discuss any limitations of the study and suggest directions for future research n va ll fu oi m  Conclusion: This section should summarize the main findings and contributions of the study, as well as any practical implications for educators or policymakers at nh z  References: This section should list all the sources cited in the study, following a specified citation style z vb k jm ht  Appendices: This section may include any supplementary materials, such as survey instruments, interview protocols, or data tables, that are not included in the main text l gm 1.5 Research methodology Experimental design: This methodology involves randomly assigning students to either a project-based learning group or a traditional classroom instruction group and comparing their language acquisition, engagement, and collaboration outcomes The study could use pre- and post-tests to measure language proficiency, surveys to measure engagement, and classroom observations to measure collaboration Case study: This methodology involves selecting one or more English language classrooms that have implemented project-based learning and analyzing their language acquisition, engagement, and collaboration outcomes The study could use interviews with teachers and students, classroom observations, and student m co The study has been conducted through the following research methodology: sa ng ki en work samples to gather data ki nh Mixed-methods design: This methodology involves using both qualitative and quantitative methods to explore the research questions For example, the study could use surveys and tests to gather quantitative data on language acquisition and engagement, as well as interviews and observations to gather qualitative data on collaboration and the implementation of project-based learning ng hi em w Action research: This methodology involves engaging teachers and students in the research process to collaboratively explore the effectiveness of project-based learning in the English language classroom The study could involve teachers designing and implementing project-based learning activities, collecting data on student outcomes, and reflecting on the effectiveness of the approach n lo ad th yj uy Systematic review: This methodology involves conducting a comprehensive review of existing literature on project-based learning in the English language classroom and synthesizing the findings to draw conclusions and identify gaps in the research The study could involve searching for and analyzing relevant studies using specific inclusion and exclusion criteria, and using meta-analytic techniques to synthesize the results ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm sa ng ki en PART II: CONTENT OF THE RESEARCH ki nh 2.1 Theoretical basis ng a Definition of PBL hi em Project-based learning (PBL) is an educational approach in which students learn by actively engaging in a real-world, multidisciplinary project that requires them to use critical thinking, problem-solving, collaboration, and communication skills In PBL, students work in teams to explore a complex question, problem, or challenge, and then design and implement a project that addresses this issue The project is typically guided by a driving question that helps students to focus their inquiry and problem-solving efforts PBL often involves a combination of research, experimentation, and reflection, and may culminate in a final presentation or product that demonstrates students' learning and growth PBL is designed to be student-centered, with teachers serving as facilitators and coaches, rather than lecturers or authority figures PBL is often used to promote deep learning and to help students develop skills that are relevant to real-world challenges and careers w n lo ad th yj uy ip la an lu n va Of the communicative language teaching methods, PBL stands as the most student-centered Although the introduction of projects into the classroom has long been studied, there is no one accepted definition of PBL PBL has been looked at from different perspectives and thus, defined in different ways PBL can be defined as „a comprehensive instructional approach to involve students in sustained, cooperative investigation‟ (Bransford and Stein, 1993, as quoted in Houghton Mifflin‟s), an instructional method which „is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics‟ (Grant, 2002), or „a teaching and learning model that focuses on the central concepts and principles of a discipline, involves students in problem-solving and other meaningful tasks, allows students to work autonomously to construct their own learning, and culminates in realistic, student-generated products‟ (Buck Institute for Education) ll fu oi m at nh z z vb k jm ht m According to Buck Institute for Education (2007), the advent of a methodology called PBL is the result of two significant developments over the last several decades They are the revolution in learning theory and the need for education to adapt to a changing world Research has demonstrated that learners need more than just passively receiving traditional direct instruction; they also need to actively make use of what they know and what they learn to explore, discuss, solve, and create, as a Chinese proverb says, „Tell me and I forget Show me and I remember Involve me and I understand.‟ The most successful learners have the most developed learner strategies and the goals of education have been to develop selfsustaining, autonomous learners who can continue learning outside the classroom No one can deny the vital role that this development plays in the history of co l gm b Benefits of PBL sa ng ki en ki teaching and learning Yet it is the second development that promotes the increasing popularity of PBL nh ng 2.2 The practical basis hi a In terms of teachers em + Advantages for teachers: w  Flexibility: Teachers can design projects to meet specific learning objectives and tailor them to the needs and interests of individual students n lo  Engaging: Projects can be more interesting and engaging for both teachers and students, making the learning process more enjoyable and memorable ad th yj  Assessment: Projects can provide a more comprehensive and authentic assessment of student learning than traditional assessments, such as tests and quizzes uy ip la  Collaboration: Projects can encourage collaboration among students, and allow teachers to facilitate group work and encourage communication an lu va + Disadvantages for Teachers: n  Time-Consuming: Creating and implementing projects can be timeconsuming and require significant planning and preparation ll fu m oi  Limited resources: Depending on the project, it may require specific resources, such as technology or materials, that may not be readily available at nh z  Assessment: It can be challenging to assess individual student progress and assign grades for group projects z jm ht + Advantages for Learners: vb b In terms of learners: k  Active Learning: Projects can engage learners in active learning, allowing them to take a more hands-on approach to learning and promoting critical thinking and problem-solving skills + Disadvantages for Learners:  Time-Consuming: Projects can be time-consuming, and learners may struggle to balance project work with other responsibilities m  Self-directed learning: Projects can encourage self-directed learning, giving learners more autonomy and control over their learning process co  Collaboration: Projects can promote collaboration and teamwork, allowing learners to work together and share ideas l gm  Relevance: Projects can be designed to be relevant to students' lives and interests, making learning more meaningful and enjoyable sa ng ki en ki  Difficulty: Depending on the project, it may be challenging, and learners may need additional support or guidance from teachers nh ng  Assessment: Group projects can be challenging to assess, and learners may be graded based on the work of others rather than their individual contributions hi em Overall, while projects can offer many advantages for both teachers and learners, they can also pose some challenges, such as time management and assessment It is essential to consider these advantages and disadvantages when deciding whether to use projects as a learning approach for English language learning w n lo ad th c The surveys and tests to gather quantitative data on language acquisition and engagement yj uy - To decide the necessity of the study, I have carried out the survey and test to assess the students‟ engagement in project lesson as well as students‟ language level The survey and the test have applied on 20 English teachers ip la lu an Here are the findings of the survey: (APPENDIX 1) n va ll fu oi m at nh z z vb k jm ht m co l gm The pie chart of the survey on 20 teachers of English who were asked whether they have ever taken part in a project-based learning class would show that the vast majority, or 95% of the teachers, answered "Yes." The remaining 5% of the teachers answered "No." The pie chart would visually represent these percentages as a circle divided into two segments, with the "Yes" segment representing the larger portion of the circle, and the "No" segment representing the smaller portion of the circle sa ng ki en ki nh ng hi em w n lo ad th yj uy ip The pie chart of the survey on 20 teachers of English who were asked about their opinion on project-based learning class would show that the majority, or 75% of the teachers, answered "Very useful." Another 20% of the teachers answered "Quite useful," and the remaining 5% of the teachers answered "Relatively useful." The pie chart would visually represent these percentages as a circle divided into three segments, with the "Very useful" segment representing the largest portion of the circle, followed by the "Quite useful" segment, and the "Relatively useful" segment being the smallest la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm The pie chart of the survey on 20 teachers of English who were asked about their opinion on the suitability of project-based learning class would show that the majority, or 55% of the teachers, answered "Very suitable." Another 40% of the teachers answered "Quite suitable," and the remaining 5% of the teachers answered "Relatively suitable." The pie chart would visually represent these percentages as a circle divided into three segments, with the "Very suitable" segment representing sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 26 sa ng ki en APPENDIX ki nh Read the questions and circle your choices ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 27 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 28 sa ng ki en APPENDIX ki nh Some photographs of participants of the study ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 29 sa ng ki en ki VOLUNTARY ACTIVITIES AT THE PAGODA Sweeping the yard: nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 30 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm Growing the vegetables: Helping the pilgrim for praying session: 31 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu Collecting and sorting rubbish oi m at nh z z vb k jm ht m co l gm 32 sa ng Laying the tables for the lunch: ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 33 sa ng ki en APPENDIX ki nh SURVEY THE URGENCY AND FEASIBILITY OF ng PROPOSED SOLUTIONS hi em I Purpose of the survey The purpose of the survey is to determine the urgency and feasibility of implementing project-based learning (PBL) in the English language classroom for 10th graders The survey aims to gather information on the current teaching methods being used in English language classrooms, as well as the perceived effectiveness of these methods It also seeks to understand the level of interest and support for PBL among English language teachers and school administrators w n lo ad th yj uy The survey will investigate the potential benefits of PBL, including its ability to engage students in real-world problem-solving activities, develop critical thinking and collaboration skills, and improve English language proficiency It will also assess any potential challenges or barriers to implementing PBL, such as time constraints, lack of resources or training, and concerns about assessment and evaluation ip la an lu va n The results of the survey will be used to determine the feasibility of implementing PBL in English language classrooms for 10th graders and to identify any necessary supports or resources that may be needed This information will be valuable in informing decisions about the future direction of English language education and in promoting more effective teaching practices ll fu oi m at nh z Survey content and methods z jm ht The survey content focuses on 02 main issues: vb 2.1 Contents k Are the proposed solutions really urgent to the current research problem? m co l gm Are the proposed solutions feasible to the current research problem? 2.2.Survey methods and rating scales The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from to 4): Not urgent; Less urgent; Urgent and Very urgent Not feasible; Less feasible; Feasible and Very Feasible - Calculate the average score ̅ according to software Average - Survey the urgency and feasibility of the proposed solution + Survey form for teachers 34 sa ng ki en ki Please take the time to carefully read and objectively answer the following questions accurately and objectively by checking ( X ) uniquely in the box of the selected option nh ng hi em Degree w Question 1: According to the teacher, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Less urgent Urgent Very urgent Little feasible Feasible Very feasible Not urgent n lo ad th yj uy ip Question 2: Is it feasible to apply Not feasible the study: The implementation of project-based learning in the English language classroom for 10th graders? la an lu n va fu Survey Forms for Students We urge you to please take the time to read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option ll - oi m z Not urgent Less urgent Urgent Not feasible Little feasible Feasible vb Very urgent k jm ht 35 m Very feasible co l gm Question 2: In your opinion, is it feasible to apply the study: The implementation of projectbased learning in the English language classroom for 10th graders? z Question 1: In your opinion, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? at nh Degree sa ng ki en Respondents ki nh Compilation of survey subjects ng TT Amount English teachers of high schools in Nghe An province 20 hi Object em 132 w 10th grade students, at experimental classes at the work school n lo Survey results on the urgency and feasibility of proposed solutions 4.1 The urgency of the proposed solution Assess the urgency of the proposed solution ad th yj uy Table 1: For teachers ip Degree la Solutions to discuss lu Not urgent an Urgent Very urgent 1/20 3/20 16/20 n ll fu 0/20 Less urgent va oi m According to you, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Degree at Solutions to discuss nh Table 2: For students z Less urgent Urgent 0/132 1/132 11/132 Very urgent jm ht Not urgent vb 120/132 k ̅ by Average software Parameters TT Solutions ̅ Level According to you, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? 3,75 Very urgent In your opinion, is it really urgent to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? 3,91 Very urgent 36 om l.c gm Table 3: Calculate average score z In your opinion, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? sa ng ki en ki From the data obtained in the table above, the following observations can be drawn: nh ng The table presents a list of solutions for teachers to discuss, with a focus on the implementation of project-based learning in the English language classroom for 10th graders The table evaluates the urgency of this proposed solution, and provides a degree rating for each urgency level hi em w The urgency levels range from "Not Urgent" to "Very Urgent," with the corresponding degrees of urgency given in fractions out of a total of 20 According to the table, the proposed solution is considered very urgent by 16 out of 20 respondents, while only out of 20 respondents consider it urgent, and out of 20 respondents consider it less urgent None of the respondents consider it not urgent n lo ad th yj uy ip Overall, the table suggests that there is a strong consensus among the respondents that the implementation of project-based learning in the English language classroom for 10th graders is a very urgent matter la an lu n va The average scores of the four levels are: fu ll The table presents a list of solutions for students to discuss, with a focus on the implementation of project-based learning in the English language classroom for 10th graders Similar to Table 1, the table evaluates the urgency of this proposed solution, and provides a degree rating for each urgency level oi m at nh z The urgency levels range from "Not Urgent" to "Very Urgent," with the corresponding degrees of urgency given in fractions out of a total of 132 According to the table, the proposed solution is considered very urgent by a vast majority of the respondents, with 120 out of 132 respondents rating it as such Additionally, 11 out of 132 respondents consider it urgent, while only out of 132 respondents consider it less urgent None of the respondents consider it not urgent z vb k jm ht Solution asks the question, "According to you, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders?" The average score for this solution is 3.75, with the urgency level rated as "Very Urgent." 37 om The table presents two solutions, with corresponding average scores and urgency levels The table also includes a column for the parameters of the solutions l.c gm The average scores of the four levls are: sa ng ki en ki Solution asks the question, "In your opinion, is it really urgent to apply the study: The implementation of project-based learning in the English language classroom for 10th graders?" The average score for this solution is 3.91, with the urgency level rated as "Very Urgent." nh ng hi em Overall, the table suggests that both solutions are rated as very urgent, with Solution having a slightly higher average score than Solution The Average software used to calculate the average scores is not specified in the table w n 4.2 Feasibility of proposed solutions lo ad Assess the feasibility of proposed solutions th Table 1: For teachers yj Degree uy Solutions to discuss ip la In your opinion, is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Not Little Very Feasible feasible feasible feasible an lu 1/20 5/20 14/20 n va 0/20 m Degree oi Solutions to discuss Little Feasible feasible Very feasible at z Not feasible nh z 2/132 10/132 120/132 k jm ht 0/132 vb In your opinion, is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? ll fu Table 2: For students gm Parameters TT Solutions ̅ In your opinion, is it feasible to apply the study: The implementation of project-based learning in 3,65 the English language classroom for 10th graders? In your opinion, is it feasible to apply the study: The implementation of project-based learning in 3,89 the English language classroom for 10th graders? 38 Level Very feasible Very feasible om l.c Table 3: Calculate average score ̅ by Average software sa ng ki en ki Both Table and Table present solutions for discussion related to the feasibility of implementing project-based learning in the English language classroom for 10th graders The tables evaluate the degree of feasibility and provide a rating for each level of feasibility nh ng hi em Table is directed towards teachers and presents the degree of feasibility according to their opinions The feasibility levels range from "Not Feasible" to "Very Feasible," with corresponding degrees of feasibility given in fractions out of a total of 20 According to the table, none of the 20 respondents considered it not feasible, out of 20 respondents considered it little feasible, out of 20 respondents considered it feasible, and 14 out of 20 respondents considered it very feasible w n lo ad th yj uy The average scores of the four levels are: ip la an lu Table is directed towards students and presents the degree of feasibility according to their opinions The feasibility levels range from "Not Feasible" to "Very Feasible," with corresponding degrees of feasibility given in fractions out of a total of 132 According to the table, none of the 132 respondents considered it not feasible, out of 132 respondents considered it little feasible, 10 out of 132 respondents considered it feasible, and a vast majority of 120 out of 132 respondents considered it very feasible n va ll fu oi m at nh The average scores of the four levels are: z Overall, both tables suggest that the majority of respondents believe that the implementation of project-based learning in the English language classroom for 10th graders is feasible, with a high degree of agreement on this issue, particularly among students z vb jm ht k Table presents two solutions related to the feasibility of implementing project-based learning in the English language classroom for 10th graders, along with their corresponding average scores and feasibility levels The table uses the Average software to calculate the average scores, but the parameters of the solutions are not specified Overall, the table suggests that both solutions are rated as very feasible, with Solution having a slightly higher average score than Solution 39 om Solution asks the same question as Solution 1, and the average score for this solution is 3.89, with the feasibility level also rated as "Very Feasible." l.c gm Solution asks the question, "In your opinion, is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders?" The average score for this solution is 3.65, with the feasibility level rated as "Very Feasible." sa ng ki en REFERENCES ki nh Alan, B., & Stoller, F L (2005) Maximizing the benefits of project work in foreign language classrooms English Teaching Forum, 43(4), 10-21 ng hi em Beckett, G (2002) Teacher and student evaluations of project-based instruction TESL Canada Journal, 19(2), 52-66 w Boaler, J (1999) Mathematics for the moment, or the millennium? Education Week n lo Brown, H D (1994) Teaching by principles: an interactive approach to language pedagogy New Jersey: Prentice Hall Regents ad th yj Eguchi, M., & Eguchi, K (2006) The limited effect of PBL on EFL learners: A case study of English magazine projects Asian EFL Journal, 8(3), Article 10 uy ip la Els, V (1984) Applied linguistics Oxford: Oxford University Press lu an Eyring, J L (1997) Is project work worth it? (ERIC Document Reproduction Service No ED407838) va n Fried-Booth, D L (2002) Project work Oxford: Oxford University Press ll fu m oi Harmer, J (1987) Teaching and learning grammar New York: Longman at nh z 10 Hutchinson, T (1991) Introduction to project work Oxford: Oxford University z vb k jm ht om l.c gm