An application of the multiple intelligences theory in projest based teaching the case of pilot textbook tieng anh 11 masters thesis in education theory and methods of teaching english 60 14 01 11

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI KIEU OANH AN APPLICATION OF THE MULTIPLE INTELLIGENCES THEORY IN PROJECT- BASED TEACHING: THE CASE OF PILOT TEXTBOOK TIENG ANH 11 MASTER’S THESIS IN EDUCATION NGHE AN, 2016 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY LE THI KIEU OANH AN APPLICATION OF THE MULTIPLE INTELLIGENCES THEORY IN PROJECT- BASED TEACHING: THE CASE OF PILOT TEXTBOOK TIENG ANH 11 FIELD: THEORY AND METHODS OF TEACHING ENGLISH Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Tran Ba Tien, Ph.D Nghe An, 2016 STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Nghe An, August 28th 2016 Author‟s signature Le Thi Kieu Oanh i ABSTRACT Project-Based Learning has just been introduced in some high schools in Viet Nam for several years and it partially meets student‟s needs However, how to apply Project-Based Teaching probably in English language teaching is still a challenge for both teachers and learners In the process of searching for an appropriate approach to solve this problem, Multiple Intelligence theory Gardner merges as one of the relevant pathways for gifted schools like Vo Nguyen Giap Gifted High School to follow The objective of this study is to identify whether the application of Multiple Intelligences theory influences students‟ motivation in Project-Based Teaching and to attest the effectiveness of the application of Multiple Intelligences theory in Project-Based Learning To complete this study, such tools of data collection as survey questionnaires, Multiple Intelligences Inventory, classroom observation, lesson plans, teacher‟s diary and document analysis were employed The findings indicate that the application of Multiple Intelligences theory to the teaching of projects is effective in arousing students‟ learning interest and in improving their language performance On the basis of the findings, some suggestions for teaching and learning projects are provided Key words: Multiple Intelligences theory, MI profile, MI Inventory, ProjectBased Learning, Project-Based Teaching, motivation ii ACKNOWLEDGEMENT First and foremost, I would particularly like to send my sincerest thanks to my supervisor, Dr Tran Ba Tien, the FLD‟s Dean, who has enthusiastically supervised and helped me to carry out this thesis Without his valuable instructions and assistance, this paper would never be finished I also express my deepest gratefulness to Mr Hoang Tang Duc and Ms Le Thi Tuyet Hanh for providing me a great number of related documents from which many of my ideas were derived Also, I am indebted to all the teachers and 11th Physics graders in Vo Nguyen Giap Gifted High School who supplied extremely useful data for the thesis while it was being developed Hereby, I wish to sincerely thank all the teachers who taught me during the two-year course for their precious lectures, instructions and useful suggestions which have helped in the clarification of my points My grateful thanks are also extended to all my friends and my students who helped me in different ways In my work, it is inevitable that the ideas of many other writers in this field will be reflected and developed Their ideas have inspired me to choose this topic My debt to the authors of the books listed in the bibliography is in my cases equally great To all these scholars, I offer my gratitude Finally and always, my heartfelt thanks go to my family whose support is indispensible for the fulfillment of my thesis iii TABLE OF CONTENTS Page STATEMENT OF ORIGINALITY i ABSTRACT ii ACKNOWLEDGEMENT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii TABLE OF FIGURES viii TABLE OF TABLES viii Chapter INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Significance of the study 1.4 Research questions .4 1.5 Scope of the study 1.6 Organization of the study .4 Chapter THEORETICAL BACKGROUND 2.1 Multiple Intelligences Theory and its application in English Language Teaching .6 2.1.1 Background of Multiple Intelligences Theory 2.1.2 Definition of Multiple Intelligences Theory 2.1.3 Principles of Multiple Intelligences Theory 13 2.1.4 Implication of MI theory in English Language Teaching 14 2.2 Researches on Multiple Intelligences Theory abroad and in Viet Nam 16 2.2.1 Researches on Multiple Intelligences Theory abroad 16 2.2.2 Researches on Multiple Intelligences Theory in Viet Nam .18 2.3 Project-Based Learning 19 2.3.1 Project 19 2.3.2 Project-Based Learning .20 iv 2.4 Multiple Intelligences Theory and Project-Based Learning in English Language Teaching 27 2.4.1 Relationship between Multiple Intelligences Theory and Project-Based Learning in English Language Teaching .27 2.4.2 Multiple Intelligences Theory and strategies in Project-Based Teaching 29 2.5 An introduction to the Pilot Textbook Tieng Anh 11 31 2.5.1 The objectives and Design Viewpoint of the Current Pilot Textbook Tieng Anh 11 32 2.5.2 The contents of the Current Pilot Textbook Tieng Anh 11 32 2.5.3 The structure of the Current Pilot Textbook Tieng Anh 11 32 2.5.4 The project Activities in the Current Pilot Textbook Tieng Anh 11 33 Chapter RESEARCH METHODOLOGY .35 3.1 Context of Study 35 3.2 Research Approach 36 3.3 Participants 37 3.4 Data Collection Instruments .37 3.4.1 Questionnaires .37 3.4.2 Multiple Intelligences Inventory 38 3.4.3 Class observation 39 3.4.4 Teacher‟s diary 40 3.4.5 Assessment Rubrics .40 3.5 Procedures of the research 41 3.6 Conclusion 42 Chapter FINDINGS AND DISCUSSIONS 43 4.1 Introduction 43 4.2 Analysis of Pre-questionnaire 43 4.3 Analysis of Subjects‟ Multiple Intelligences Distributions .48 4.4 Analysis of Classroom observation and Teacher‟s diary 52 4.5 Rubric analysis 53 4.6 Analysis of post-questionnaire 54 v 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 4.7 Discussion 58 Chapter IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY 60 5.1 Summary of the key findings .60 5.2 Implications 62 5.2.1 Implications for teachers .62 5.2.2 Implications for students .63 5.2.3 Implications for administrators 64 5.3 Limitations of the study .65 5.4 Suggestions for further study .66 5.5 Conclusion 66 REFERENCES 68 APPENDIX 73 APPENDIX 77 APPENDIX 82 APPENDIX 85 APPENDIX 91 APPENDIX 97 APPENDIX 98 APPENDIX i APPENDIX 100 APPENDIX 10 101 APPENDIX 11 102 APPENDIX 12 103 APPENDIX 13 104 APPENDIX 14 105 Project 1: Poster 105 Project 2: Video of World heritage Site 106 Project 3: Timeline 116 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 vi 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 LIST OF ABBREVIATIONS PBL Project-Based Learning PBT Project-Based Teaching MI Multiple Intelligences MIT Multiple Intelligences Theory MOET Ministry of Education and Training FLD Foreign Language Department IQ Intelligence Quotient BIE Buck Institute for Education VNG Võ Nguyên Giáp 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 vii 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 TABLE OF FIGURES Page Figure 4.1 Students‟ perception of the necessity of PBL 43 Figure 4.2 Students‟ opinion about doing projects 44 Figure 4.3 Student‟s problems in carrying out projects 45 Figure 4.4 Students‟ interest in PBL lessons 46 Figure 4.5 Results of MI Inventory 51 Figure 4.6 Document Analysis of students‟ performance rubric .53 Figure 4.7 Students‟ attitudes towards MIT application in PBL .54 Figure 4.8 Students‟ approval of MIT application in PBL 55 Figure 4.9 Benefits of MIT application in PBL .56 Figure 4.10 Students‟ attitudes towards the teachers‟ help 57 Figure 4.11 Students‟ expectations of PBL .58 TABLE OF TABLES Page Table 4.1 Suggested solutions 47 Table 4.2 Results of MI Inventory 49 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 viii 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 APPENDIX 11 Drama Performance Rubric Teacher Name: _ Student Name: _ CATEGORY Voice Audience felt like part of the show Audience Accuracy script of Facial expression and body language Overall Voice was loud and clear; words were easily understood Script followed the play’s events and dialogue accurately Actors seemed able to anticipate upcoming dialogue; smooth performance! Committed, cooperated & concentratedWOW! Student spoke clearly but it was difficult to understand some of the script; could have been louder Actors were aware and well-connected to the audience Script was well-written; only a few inconsistencie s were evident Voice and language was not very clear; could have been much louder Could not understand what was being said due to unclear and low speech Needed more audience awareness and connection Several inconsistencie s between original play and script No audience awareness or connection at all Actors seemed relatively comfortable with dialogue and performance; some gestures or movement enhanced performance Semicommitted, concentrated & cooperativeGREAT! Actors demonstrated only limited gestures or movement Actors used few gestures or movement Almost committed, cooperative & concentratedNOT TOO BAD… No commitment, cooperation or concentration MORE REHEARSAL! SCORE Script failed to accurately detail important events from the original play … / 20 Total score 18-20: Excellent, 16-17: Good, 14-15: Satisfactory, 12-13: Unsatisfactory,