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VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN INVESTIGATION INTO SOME DIFFICULTIES FACING FIRST-YEAR NON-ENGLISH MAJOR STUDENTS IN PROJECT-BASED LEARNING AT TON DUC THANG UNIVERSITY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN HUU NGOC Supervised by TRAN THI THANH DIEU, Ph.D HO CHI MINH CITY, MARCH 2021 I STATEMENT OF ORIGINALITY I hereby declare that this thesis entitled “An investigation into some difficulties facing first-year non-English major students in Project-based learning at Ton Duc Thang university” is my own work This paper does not contain any materials which have been previously submitted, in whole or in part, for another degree in any institutions All the work from other authors, which has been used as references in this study, was cited with acknowledgement Ho Chi Minh, March 2021 NGUYEN HUU NGOC II ACKNOWLEDGEMENT I would like to express my heartfelt thanks to the following people without whom my thesis would not have been completed First, my deepest gratitude would go to my supervisor, Ms Tran Thi Thanh Dieu, PhD, who has given me valuable advice and constructive feedback for the thesis I am also grateful to Ms Dieu for her encouragement and motivation during the time I struggled to get my thesis back on track Second, I am indebted to all the lecturers in the faculty of English Linguistics and Literature for the useful background knowledge about doing research in the TESOL program The knowledge I got from them was of great importance to the completion of my study Also, I would like to send my sincere thanks to all the participants in the study, including the two English teachers and two classes of 62 first-year non-English major students at TDTU Their wholehearted sharing and support were a great help in my study Finally, my warmest thanks are sent to my family and my close friends who have always been in my company Had it not been for their mental support and encouragement, I would have given up writing the thesis III ABSTRACT This qualitative case study was conducted to (1) explore how PBL is implemented in English courses at TDTU and (2) investigate some difficulties facing first-year nonEnglish students during the execution of PBL in groups There were two intact classes of 62 students and two English teachers participating in the study To achieve the research objectives, three main instruments were employed which are eight in-class observations, four students’ focus groups and semi-structured interviews with two teachers The data collection began with a series of observations in the two classes to look into the current practice of PBL at the chosen research site Then students’ focus group interviews and interviews with teachers were administered one after another to discover certain difficulties that the students encountered during their PBL implementation The study found out that there was a close match between the steps of PBL at TDTU and those advocated by Korkmaz & Kaptan (2000) During the six-step procedure of PBL, the teachers and students had various activities to prepare for the project products In addition, it was revealed that the students met five main difficulties during PBL stages, namely the lack of PBL experience, group work, presentation delivery, deficiency in English competence and failure in receiving timely support from the teachers These findings made a humble contribution to the pedagogical implications for teachers as well as further research on the same field Key words: PBL, students’ difficulties, TDTU IV TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Research problem .3 1.3 Aims of the study 1.4 Research questions 1.5 Significance of the study 1.6 Scope of the study 1.7 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Background to Project-based learning (PBL) 2.1.1 Definitions 2.1.2 Basic features of project-based learning 2.1.3 Rationales for project-based learning 10 2.1.4 Components of project-based learning .11 2.1.5 Types of projects 12 2.2 Project-based learning in EFL context 13 2.2.1 Role of project-based learning in language acquisition 13 2.2.2 The process of PBL in EFL classrooms 15 2.2.3 Suggested English learning projects 19 2.3 Difficulties facing students in the implementation of PBL in EFL contexts 21 2.4 Previous studies 23 2.5 Conceptual framework 25 CHAPTER 3: METHODOLOGY 27 3.1 Research design 27 3.2 Research site 28 3.3 English courses at TDTU .29 3.3.1 Background information about English courses at TDTU 29 3.3.2 Textbook use 31 3.3.3 Assessment 32 3.4 PBL implementation at TDTU .33 3.4.1 Background of PBL practice at TDTU 33 3.4.2 Group project procedures 33 3.4.3 Final project products 34 3.4.4 Assessment of group project products 35 3.5 Research participants 35 3.5.1 Student participants 35 3.5.2 Teacher participants 36 3.6 Research instruments 37 3.6.1 Classroom observations 37 3.6.2 Students’ focus groups 38 3.6.3 Semi-structured interviews 41 3.7 Data collection procedures .42 3.8 Data analysis procedures 44 3.9 Reliability and validity 48 V CHAPTER 4: FINDINGS AND DISCUSSION 47 4.1 The implementation of PBL in English courses at TDTU .47 4.2 Difficulties facing first-year non-English major students at TDTU 4.3 Summary of main findings .82 4.4 Discussions 84 4.4.1 The implementation of PBL in an English course at TDTU 84 4.4.2 Difficulties facing first-year non-English major students at TDTU during PBL implementation 85 CHAPTER 5: CONCLUSION 89 5.1 Conclusion 89 5.2 Pedagogical implications 90 5.3 Limitations of the study 91 5.4 Recommendations for further research 92 REFERENCES 94 APPENDICES .99 VI LIST OF FIGURES Figure 2.5 Conceptual Framework 23 Figure 3.3.3 The scoring assessment for English courses at TDTU 29 Figure 3.4.2 Group project procedure 30 LIST OF TABLES Table 3.3.1 The division of classes between standard and high quality program 27 Table 3.3.2 The unit teaching components in Keynote series 28 Table 3.5.1 Students’ information 32 Table 3.6.1 The schedules for classroom observations 33 Table 3.6.2 The details about students’ focus group interviews 35 Table 3.6.3 The information of teachers’ interviews 37 Table 3.7.1 The summary of the research procedures 38 Table 4.1 The order of presenting groups in two classes 54 LIST OF ABBREVIATIONS PBL: Project-based learning TDTU: Ton Duc Thang university 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 Background to the study Under the effects of globalization and internationalization, English has become “a passport to life” - the major communication tool used in almost all aspects of life Therefore, the ability to communicate in English in both written and oral forms may be considered the core key to employment opportunities and career development of graduates However, the research findings concerning the current situation of English learning and teaching processes in Vietnam reveal that Vietnamese students’ English communicative competence is relatively low and does not meet the requirements of employers (Ngo, 2011; Nguyen & Tran, 2015) The study by Karim (2016) also points out that one of the major reasons attributed to the unemployment of more than 400,000 Vietnamese undergraduates is the poor proficiency of English knowledge and skills In Vietnam, English has been included as a compulsory module in the curriculum for both English majors and non-English major students at the tertiary level However, there is a fact that while English majored students are provided with sufficient opportunities to enhance English skills because of the use of English as the medium of language classroom interactions, their counterparts, non-English major students, are hardly exposed to the proper English environment to boost their English competence Accordingly, it is challenging for curriculum designers and English teachers to design and apply feasible and effective English teaching approaches and techniques to improve non-English major students’ English academic achievements and communicative ability (Nguyen & Tran, 2015) Irrefutably, the process of English teaching and learning at the tertiary levels in Vietnam has been still heavily dependent on traditional teaching methods with a teachercentered approach, consequently leading to poor performance and limited competence in English communication level of students (Park, 2000; Nguyen, 2013) Moreover, it is highlighted that the lack of social communication and interactions in English as the target language is another leading cause resulting in their low English abilities (Krachu, 2005) These challenges in English learning have led to the fact that the majority of Vietnamese 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 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 non-English graduates are incapable of using English as their communication means in their professional environment (Vu, 2007; Ha, 2018) It was indicated by MOET in 2008 that teachers are encouraged to seek out for innovative teaching techniques and methods which are meaningful and effective in the EFL contexts in Vietnam to enhance the efficiency of English learning and teaching The improvement in teaching pedagogy is an absolute necessity that allows teachers to make a difference in their students’ effectiveness of English learning It is emphasized by Nguyen (2013) that the achievement of English skills requires teachers to offer a motivating and appropriate learning environment that encourages and empowers students to practice English skills In alignment to the aforementioned education policy, TDTU (Ton Duc Thang university) has recently made great attempts to promote the efficiency of English learning for both English majored and non-English major students by integrating various innovative teaching methods and techniques Particularly, Project-based learning (PBL) has been integrated into English modules since the academic school year 2018 - 2019 to promote students’ English knowledge and command and certain life-long development skills through the use of authentic and real-life situations in learning As stated by Petersen and Nassaji (2016), PBL refers to the learning method integrating real world concerns into learning activities Learning through projects, according to them, created a shift in the roles of teachers and learners In other words, in PBL, teachers act as facilitators and motivators whereas students are “independent and self-directed learners” (Krueger, 2014), actively taking their role of learning The shift in teaching and learning roles has been proved significantly beneficial in the EFL context According to Fried-Booth (2012), the direct involvement in project tasks from the preparation to evaluation phase provides EFL students great opportunities to build up and promote their confidence, autonomy and independence, contributing to their increased self-esteem and positive attitudes towards English learning It is also affirmed by Skehan (1998) that the active participation in project activities in which students are responsible for their project tasks and learning enhances their activeness and autonomy in learning 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 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 Despite certain benefits of PBL in language learning and teaching, there may be a number of challenges facing students during their involvement in the projects In particular, since PBL is a new learning approach at TDTU, it is probably challenging for the first-year students who have had their first-hand experience in PBL Related to the explanations above, the researcher decided to conduct the study entitled “An investigation into some difficulties facing first-year non-English major students in Project-based learning at Ton Duc Thang university” to delve into some difficulties facing non-English major first-year students during the implementation of PBL at TDTU 1.2 Research problem As student-centeredness has become a priority in education in this era, teaching and learning methods are absolutely needed to reform PBL, as a pedagogical approach aiming at maximizing students’ roles in their learning process, has gained its increasing popularity in every educational institution At TDTU, however, the application of PBL has just been integrated in the school curriculum Therefore, there are supposedly certain difficulties facing students in this new learning method Therefore, it is worth fnding out these difficulties so as to make appropriate modifications to the project work as well as to effectively achieve proposed learning outcomes 1.3 Aims of the study This current study aims to examine how PBL is implemented in English classes at the university and explore some difficulties encountered by first-year non-English major students through the implementation of this new learning approach Specifically, following are the overall aims of the research: 1) To examine the current practice of PBL at TDTU; 2) To explore certain difficulties perceived by first-year non-English major students in their experience with PBL 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 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 99 APPENDICES APPENDIX A – GROUP PROJECT TOPICS 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 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 100 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 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 101 APPENDIX B - GROUP PROJECT FORM GROUP PROJECT FORM Group: Members: Topic: Task Description Group member Stt.010.Mssv.BKD002ac.email.ninhd 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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 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 103 APPENDIX C - GROUP PROJECT MARKING SCHEME 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 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 104 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 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 105 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 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 95 APPENDIX D - TEACHER’S MARKING SHEET 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 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 96 APPENDIX E - STUDENT’S EVALUATION FORM EVALUATION OF PRESENTATION BY GROUP…… Group: Members: Give your comments on the group presentation in terms of Presentation skills Strengths Weaknesses Presentation content Strengths Weaknesses Questions 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 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 97 APPENDIX F - CLASS OBSERVATION FORM CLASS OBSERVATION SCHEME Teacher’s name: Class: Duration: Date: Attendance: Teacher’s activities Students’ activities The observer’s notes 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 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 98 APPENDIX G - SAMPLE OF CLASS OBSERVATION FORM CLASS OBSERVATION SCHEME Teacher’s name: Pham Minh Huy Class: F2 - 27 Duration: periods Date: September 6th, 2018 Attendance: 28 Teacher’s activities Students’ activities Notes Greetings - T introduced himself (his name, his age, his hometown) - - - Sts listened to T - Some sts raised their hands to ask questions to know T asked if sts had any more about their teacher questions about him and (his hobbies, his marital wanted to ask status, his favorite film) T asked sts to take turn to - Sts took turn to stand up to - Many sts failed introduce their names and introduce their names and to know their their majors majors majors English Teacher’s introduction to the course - T opened the slides in Teacher’s portal - Sts looked at the slides 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 in 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 99 - T introduced the length, - Sts listened to the T - One number of period, textbook, and assessment of the course to sts - T stopped at each slide and asked if sts had any questions Teacher’s student asked a - The students question about the place to used buy a textbook and its price Vietnamese to ask teacher introduction to group projects - T showed sts the diagram of components of group projects and explained to them - - Sts paid attention to the screen - Sts listened to T’s instruction attentively T showed sts the topics of group projects on the screen - T asked sts to silently read - the instruction individually - T asked one volunteer to Sts read the instructions of the projects in silence - One student voluntarily translate the instruction into raised her hand to tell what Vietnamese she understood about the projects - T explained the instruction again and asked instructioncheck questions to make sure sts understand - Sts listened to T’s explanation the requirement of the 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 - Some students turned to their friends to ask for some new words Some checked new words using their paper dictionaries 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 100 Group division - T gave sts 10 minutes to - form their groups of four on Sts formed their group under T’s instruction their own - T asked them to write the name of each member and - the team leader’s contact on a piece of paper - Sts took out a piece of paper tended to on which they wrote their choose their names and student ID same-sex partners After the time allowed, T collected those pieces of - Sts handed in their pieces of paper paper and confirmed the creation of a group on Facebook group - T created a Facebook to connect sts together - T asked sts to supply ther Facebook ID to the teacher by writing it down on a piece of paper - - Sts those near other team members again Teacher’s Students wrote down their Facebook ID and passed it around the class T informed that sts can contact him when necessary via this group 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 or sitting each 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 101 APPENDIX H INTERVIEW QUESTIONS FOR TEACHERS How many years have you taught English at this university? Had you ever guided students to any English project before this one? What’s your general opinion about PBL in the school’s curriculum? Based on your observation during the implementation of projects, did your students face any difficulties? When you introduced the project to the students, could you notice any difficulties your students faced? If yes, what were they and what did you to help them? Did they have any difficulty in form groups? Why did you choose to form groups like that? Did you your students encounter any difficulties when preparing the project, i.e creating questions for their survey? What difficulties could you see? Do you think your students faced any difficulties in conducting surveys for their projects? If yes, what difficulties you think they had? How about analyzing statistics? Do you think your students found it easy?Why? 10 Did your students struggle with presentation planning? Can you specify the problems you think they might face in this stage? 11 In their efforts to deliver their presentations orally, did they face any problems? What problems could you notice? 12 How about evaluation? Were there any problems the students faced in this stage of group project implementation? 13 As some students shared that they had certain problems contacting you during the implementation of PBL What is your idea? Why you think they had such difficulty? 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 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 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
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