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STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or a diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: ./ /20… i ABSTRACT Project-based learning (PBL) has been investigated in a great number of studies on the global scale over the last decades It is difficult to deny the enormous benefits of using PBL in teaching and learning English In this present study, the researcher examined teachers‟ perceptions of Project-based learning and how it was implemented as well as the challenges which they might cope with when conducting PBL in the new English textbook series at upper-secondary schools in Quang Tri Province A mixed method was used to derive quantitative and qualitative data from questionnaires, interviews, and observational data Specifically, fifty-five teachers of English from eight upper-secondary schools completed a questionnaire about PBL, a follow-up interview was carried out with ten teachers and three classroom observations took place in grade 10, 11 and 12 The findings indicate that the majority of participants claimed PBL plays an important role not only in improving language skills but also in making a contribution to developing skills of the 21st century such as communicative and collaboration competence, critical thinking, team-working and problem-solving skills In addition, the participants also stated the steps they led students through in carrying out project work as well as the constraints encountered ii ACKNOWLEDGEMENT First of all, from the bottom of my heart, I would like to thank my supervisor, Dr Truong Bach Le I am very grateful for his constant support, encouragement, and guidance throughout the long process of carrying out the research and writing the thesis Without his invaluable help, I would not have completed this thesis I would also thank all the administrators of the eight upper- secondary schools, and with special thanks to fifty- five teachers who took part in providing the important data for this research Additionally, I gratefully express my appreciation to all my kind colleagues for their useful support and concern Last but not least, I thank my wife heartily, who has endless patience and unconditional support throughout the study iii TABLE OF CONTENTS Page Statement of Original Authorship…………….……………………………….i Abstract ………………………………………………….………… ……….ii Acknowledgement ……………………………………………………… .iii Table of contents …………………………………………………………… iv List of tables ……………………………….……………………… ………vii List of abbreviations………………………………………………… …….viii …………………………………….1 CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of Research 1.5 Organisation of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 Theoretical framing of project-based learning 2.2.1 Definitions of project-based learning 2.2.2 PBL as an educational approach for learning and teaching 2.2.3 Types of projects 2.2.4 Features of project-based learning 2.2.5 Benefits of project-based learning 2.2.6 Roles of teachers in PBL 2.2.7 Steps for implementing a project-based learning project 10 2.2.8 Teacher‟s challenges in implementing project-based learning 12 2.3 Review of previous studies 13 2.3.1 Review of studies worldwide 13 2.3.2 Review of studies in Vietnam 16 2.3.3 Summary 17 iv CHAPTER3: METHODOLOGY 18 3.1 Research questions 18 3.2 Research design 18 3.3 Participants and research site 19 3.4 Data collection instruments 19 3.4.1 Questionnaire 19 3.4.2 Interview 20 3.4.3 Observations 20 3.5 Data collection procedure 20 3.5.1 Questionnaire 20 3.5.2 Interview 21 3.5.3 Observation 21 3.6 Data analysis procedures 22 3.7 Summary 22 CHAPTER 4: FINDINGS AND DISCUSSION 23 4.1 Reliability of the research 23 4.2 Background information 24 4.3 Teachers‟ perceptions of PBL 25 4.3.1 The benefits of PBL in developing motivation of students in learning English 26 4.3.2 The benefits of PBL in improving language skills 27 4.3.3 The benefits of PBL in promoting learner autonomy in an EFL classroom 28 4.3.4 The benefits of PBL in developing skills of the 21st century 29 4.3.5 Teachers‟ role in project-based learning 31 4.4 The implementation of PBL 32 4.4.1 The steps of project work 32 4.4.2 Teachers‟support for students in carrying out PBL 35 4.4.3 The arrangement for project work …… …………………………38 v 4.5 The challenges teachers encountered in conducting PBL 38 4.5.1 Professional preparation 38 4.5.2 Time pressure 39 4.5.3 Project design and adaptation 40 4.5.4 Group work management 41 4.5.5 Student support 41 4.5.6 Project assessment 42 4.6 Conclusion 44 CHAPTER 5: CONCLUSION AND IMPLICATIONS 45 5.1 Summary 45 5.1.1 Summary of the study 45 5.1.2 Summary of the key findings 45 5.1.3 Pedagogical implications 46 5.1.4 Limitations of the research 47 5.2 Suggestions for further research 47 REFERENCES 49 APPENDICES …………… .………………………………………… 53 APPENDIX 1: Questionnaire ………………….……………….… ……… 53 APPENDIX 2: Interview questions for teachers (English version) …… 58 APPENDIX 3: Interview questions for teachers (Vietnamese version) … 59 APPENDIX 4: Observation sheet ….……………………………………… 60 vi LIST OF TABLES Table 4.1: Reliability of the scale measurement 23 Table 4.2: Background Information 25 Table 4.3: The benefits of PBL in developing motivation of students in learning English 26 Table 4.4: Teacher’s opinions on the importance of PBL in improving language skills 27 Table 4.5: The benefits of PBL in promoting learner autonomy in an EFL classroom 28 Table 4.6: Developing skills of the 21st century 29 Table 4.7: Teachers’ role in project-based learning 31 Table 4.8: The steps taken in implementing project work 32 Table 4.9: Teachers’ support for students in carrying out PBL 35 Table 4.10: The arrangement for project work 36 Table 4.11: Time distribution for the project 37 Table 4.12: Students in each group 37 Table 4.13: Professional preparation 38 Table 4.14: Time pressure 39 Table 4.15: Project design and adaptation 40 Table 4.16: Group work management 41 Table 4.17: Student support 41 Table 4.18: Project assessment 42 Table 4.19: Top ten challenges 43 vii LIST OF ABBREVIATIONS EFL : English as a Foreign Language MOET : Ministry of Education and Training PBL : Project-based Learning viii CHAPTER INTRODUCTION This chapter presents in detail the background that motivated the research It then describes the research rationale, research objectives, research questions as well as the research scope of the research Finally, the structure of the study is also presented in the chapter 1.1 Rationale Developing lifelong skills and recognizing individual differences for students are the aims of modern educational approaches which consider student-centered learning as a very important factor Among the approaches, constructivism is advocated and developed by many scholars such as Dewey (1916), Bruner (1966), Piaget (1969), Vygotsky (1978) and VonGlasersfeld (1989) Stemmed from this approach, project-based learning (PBL) has been applied in a variety of disciplines in order to engage students in gaining target knowledge and develop skills by doing project work According to Thomas (2000), PBL is potential for developing both students‟ communicative competence and their life skills In the renovation of education in Vietnam, the Ministry of Education and Training (MOET) states that student-centered teaching is among the most promising approaches in which students are actively constructing their learning by formulating their own questions and answering them is likely the most effective way in contemporary education Project-based learning is one of them where students work collaboratively as a team on a project and while the educator‟s position is the switch from the center of attention to being a facilitator guiding students‟ learning To deepen and acquire knowledge in English language learning, project-based learning is considered a well-suited approach to actively engage learners with real-world problems, issues as well as challenges Vietnam‟s National Foreign Languages 2020 Project was approved by the Vietnamese Government The 2020 Project has the aim to improve teaching and learning foreign languages in the period 2008-2020 for the national educational system The fundamental target of this project is to allow students to be more confident in communication, further their chance to study and work in an integrated and multi-cultural environment with a variety of languages PBL is a model that organizes learning activities through doing projects, (Thomas, 2000) And in an attempt of the MOET in directing the compilation of the textbook, the project work is included in each unit for the new ten-year English curriculum The unit ends with a project which provides students with an opportunity to use the language and skills they have learned to perform communicative tasks in real contexts (Hoang, 2015) As many researchers and well-known educators such as Thomas (2000), Dewey (2001), Alan and Stoller (2005) stated, PBL is a remarkable solution for students to actively gain their knowledge Helping students to be the center of the learning process, approach to the 21st - century skills such as critical thinking, problem-solving or collaboration is the significant role of the teachers However, in reality, applying PBL in teaching in upper secondary schools in Quang Tri has many limitations because of the following reasons According to many English teachers in Quang Tri, they rarely apply PBL in the classroom because they spend most of the time for teaching other periods in the national curriculum of the MOET Furthermore, the way to evaluate focusing on the reading, writing, lexical items and grammar, especially in the important examination, for instance, the National High School Graduation Examination cause the students‟ motivation is only studied for passing the examination and they often ignore the improvement of the other skills such as speaking and listening to communicate effectively Additionally, the number of students in a class is quite large, more than 40 students in a classroom and many schools are not equipped with technological facilities for teaching and learning leading to difficulty in improving and developing language practice skills for students From this real situation, the researcher supposes that it is high time to this thesis with the hope to find out the perceptions of the teachers at high schools in Quang Tri and the difficulties which teachers encounter in implementing PBL in the new English textbook series 1.2 Aims of the study This research aims (1) to investigate English teachers‟ perceptions on the role of PBL method in learning English, and (2) how they carry out the projects in the new English Textbook series and (3) to identify the challenges teachers meet during implementing PBL in teaching English language for upper- secondary schools in Quang Tri suitably and effectively with the local students Secondly, in this study, the researcher utilized Alan and Stoller‟s steps of project work introduced in 2005 to examine how the project work was conducted in EFL classrooms In general, teachers flexibly followed the phases that Alan and Stoller developed On the one hand, a large number of teachers had carried out the steps effectively, and they admitted that it is crucial for the teachers to prepare students for the language, skill, and strategy to gather information as well as analyze data to reach a good outcome for the project work On the other hand, a large proportion of participants agreed that it is significant to provide assistance and give advice whenever students need Because the project work is usually conducted in a long time, so the support from the teacher is essential for the learners to complete their goals Besides the benefits of PBL in EFL classrooms, there remain many difficulties which encounter by conducting PBL Most of the teachers agreed that it is difficult for them to adapt the suitable topics because there are still a number of topics in the textbook seem to be unfamiliar or difficult for the learners to conduct Moreover, designing project activities for students to carry out is a significant challenge for the inexperienced teachers about PBL Additionally, according to the participants, time pressure is a radical challenge, because the project activities took much time Obviously, the teachers need a great deal of time to plan the project, check students‟ progress, support students as well as assess the final products Based on these findings, it illustrates that the English teachers had positive perceptions about PBL and fully comprehended the benefits exploited from PBL in EFL classrooms applied to new English textbook series However, they cannot prevent emerging challenges from the process of implementation 5.1.3 Pedagogical implications This section will discuss some main implications for teachers, education administrators, and authors of the new English textbook series First, for teachers, they should be willing to utilize PBL in the classroom in order to help students maximize benefits from acquiring language ability In view of the fact that, once PBL applied in the classroom, the role of the teacher and the learners would be different from the traditional teaching Apparently, the teacher is undoubtedly a facilitator and/or an advisor and students would take on active learner roles and responsibilities beyond listening passively to instructors‟ lectures and taking notes, in other words, it is the learner-centered learning Additionally, schools or education administrators may make reference to these findings in order to acquire the challenges that the teachers 46 have to encounter in conducting PBL Especially, many efficient workshops about PBL should be carried out for teachers to have the opportunity in improving their professional preparation Besides, the current English curriculum should be adjusted suitably for the teachers and students have enough time to conduct and present their final outcome productively In addition, from this study, the researcher proposes the authors of the new English textbook series should get ideas from the teachers who are using project works in this textbook series in order to know the difficulties which they encounter during implementing PBL They should adjust the topics or themes of the project section of units in the textbook suitably for students and teachers to carry out PBL effectively 5.1.4 Limitations of the research Despite the fact that many attempts on conducting this study have been seriously made by the researcher, there are still some limitations to the applicability of the findings Firstly, the researcher only focused on the teachers‟ point of view, attitude, thinking, and knowledge on the benefits of PBL in terms of generating motivation for students in EFL classrooms in order to improve language skills, develop learning autonomy and build up the 21stcentury skills for the learners However, in this present study, the voice of the students about PBL has not explored the students‟ perceptions and their challenges in implementing project works So it is likely to have more reliable findings if the researcher had expanded the participants, that is to say, the learners Additionally, with the mixed method for this study including questionnaires, interviews and classroom observations but there is a limited period of observations, with three periods were made in grade 10, 11 and 12 classes If the researcher had contacted more teachers to observe more students‟ presentations for their final project work products, this study would have had specific results in doing the project work of the learners As far as the participants are concerned, if the researcher had more time, all the teachers from ten upper-secondary schools should have investigated in order to have a better result for the study 5.2 Suggestions for further research In the light of the findings of this study, the researcher would like to give a recommendation for other studies in the future First, it is significant for further research would be to analyze not only teachers‟ perceptions but students‟ ones as well in order to make a comparison between teachers‟ statements with students‟ achievement Since a more complex evaluation of PBL would provide a comprehensive view of teachers‟ and students‟ 47 perspectives and their difficulties in implementing the project work Second, classroom observations should be made with adequate period to have sufficient data in order to get more reliable findings Besides, the researcher should observe the process of implementing PBL of the students so as to evaluate the use of target language, how they cooperate with each other, the way they solve the problems emerging from doing projects 48 REFERENCES Adams, D R (2018) An Empirical Study on Teachers' and Students' Perception of Project-Based Learning Alan, B & Stoller, B F (2005) Maximizing the Benefits of Project Work In Foreign Language Classrooms English Teaching Forum 43(4), 10-21 Alshenqeeti, H (2014) Interviewing as a Data Collection Method: A Critical Review English Linguistics Research, Vol 3, No 1, 39-45 Bell, S (2010) Project-Based Learning for the 21st Century: Skills for the Future The Clearing House, 39-43 Bottoms, G., & Webb, L.D (1998) Connecting the curriculum to "real life." Breaking Ranks: Making it happen Reston,VA: National Association of Secondary School Principals (ERIC Document Reproduction Service No ED434413) Brooks, S F (2016) Examining the implementation challenges of Projectbased learning: a case study Bruner, J S (1966) Toward a Theory of Instruction Harvard University Press Cusen, O M (2013) The Child Soldiers Project: Employing a Project-Based Learning and Teaching Curriculum Language Education in Asia, Volume 4, Issue 2, 163-174 Dewey, J (1916) Democracy and Education New York: The Macmillan Company Dewey, J (2001) Democracy and Education A Penn State Electronic Classics Series Publication Essien, A M (2018) The Effects Of Project-based Learning On Students‟ English Language Ability The 2018 International Academic Research Conference in Vienna, 438-443 Fragoulis, I (2009) Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools: From Theory to Practice English Language Teaching, 113-119 49 Fried-Booth, D L (2002) Project Work Oxford: Oxford University Press Grant, M M (2002) Getting a grip on PBL: Theory, cases, and recommendations Meridian: A Middle School Computer Technologies Journal,5(1), 1-17 Habók, A & Nagy, J (2016) In-service teachers‟ perceptions of project-based learning SpringerPlus Haines, S (1989) Projects for the EFL classroom; Resource material for teachers Walton-on- Thames.UK: Nelson Harmer, N (2014) Project-based learning Literature Review Plymouth University Henrry, J (1994) Teaching through projects London: Kogan Page Limited Hoang, V V (2015) The 2016 National Matriculation and General Certificate of Secondary Education English Test: A Challenge to the Goal of Foreign Languages Education in Vietnamese Schools VNU Journal of Science: Education Research, Vol 33, No 4, 1-15 Intykbekov, A (2017) Teacher perceptions of project-based learning in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan Joseph A Gliem, Rosemary R Gliem (2003) Calculating, Interpreting, and Reporting Cronbach‟s Alpha Reliability Coefficient for Likert-type Scales Midwest Research to Practice Conference in Adult, Continuing, and Community Education, 82-88 Kavlu, A (2017) Implementation of Project-Based Learning (PBL) in EFL (English as a Foreign Language) classrooms in Fezalar Educational Institutions (Iraq) 5th International Research Conference on Education, 211-226 Krajcik, J S., Blumenfeld, P C., Marx, R W., Bass, K M., Fredricks, J., & Soloway, E (1998) Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students The Journal of the Learning Sciences, 7, 313-350 Lamer, J & Mergendoller, J R (2012) Essentials for Project-Based Learning Buck Institute for Education Legutke, M & Thomas, H (1991) Process and experience in the language classroom New York: Longman 50 Markham, T., Larmer, J., & Ravitz, J (2003) Project-Based Learning Handbook: A Guide to Standards Focused Project-Based Learning for Middle and High School Teachers Novato, CA: Buck Institute for Education Marx, R W., Blumenfeld, P C., Krajcik, J S., & Soloway, E (1997) Enacting Project-Based Science: Challenges For Practice and Policy The Elementary School Journal, 97, 341-358 Newell, R J (2003) Passion for learning: How Project-Based Learning Meets the Needs of 21st Century Students Lanham, MD: Scarecrow Press Nguyen, T V (2011) Project-based learning in teaching English as a foreign language VNU Journal of Science, Foreign Languages 27, 140-146 Nguyen, V L & Nguyen, C L H (2019) Implementing Project Work in Teaching English at High School: The Case of Vietnamese Teachers‟ Challenges International Journal of Foreign Language Teaching & Research – Volume 7, Issue 26, 11-25 Nguyen, V L (2017) Promoting learner autonomy: Lesson from using project work as a supplement in English skills courses Can Tho University Journal of Science,7, 118-125 Oakley, B., Felder, R M, Brent, R & Elhajj, I (2004) Turning Student Groups into Effective Teams New Forums Press, Inc., 9-34 Petersen, C & Nassaji, H (2016) Project-Based Learning through the Eyes of Teachers and Students in Adult ESL Classrooms The Canadian Modem Language Review/La Revue Canadienne des Langues vivant,72,1, 13-39 Pham, D T (2018) Project-Based Learning: From Theory To EFL Classroom Practice Proceedings of the 6th International OpenTESOL Conference 2018, 327-339 Piaget, J (1969) Science of Education and the Psychology of the Child New York: Viking Poonpon, K (2018) Enhancing English Skills Through Project-Based Learning The English Teacher Vol XL, 1-10 51 Railsback, J (2002) Project-Based Instruction: Creating Excitement for Learning ERIC Document Number ED471708 Sheppard, K & Stoller, F L (1995) Guidelines for the integration of student projects into ESP classrooms English Teaching Forum,33, 10-15 Simpson, J (2011) Integrating project-based learning in an English language tourism classroom in a Thai university institution Doctoral Thesis, Australian Solomon, G (2003) Project-Based Learning: a Primer Technology & Learning - The Resource for Education Technology Stoller, F L (2002) Project Work: A Means to Promote Language and Content Cambridge: Cambridge University Press Thomas, J W (2000) A Review Of Research On Project-Based Learning Vonglaserfeld, E (1989) Cognition, Construction of Knowledge, and Teaching Synthese, 80, 121-140 Vygotski, L S (1978) Mind in Society: The Development of Higher Psychological Processes Cambridge, MA: Harvard University Welsh, J A (2006) An exploration of Project-based learning in two California charter schools EdD Thesis: University of Southern California Woodward, J & Cuban, L (2001) A Review of Technology, Curriculum, and Professional Development: Adapting Schools To Meet the Needs of Students with Disabilities Thousand Oaks, CA: Corwin Press Yuliani, Y & Lengkanawati, N S (2017) Project-based learning in promoting learner autonomy in an EFL classroom Indonesian Journal of Applied Linguistics, Vol (2), 285-293 52 APPENDICES APPENDIX 1: QUESTIONNAIRE Dear teachers, I am conducting an MA TESOL thesis project entitled “Investigating Perceptions and Implementation of Project-Based Learning (PBL) in the new English textbook series at upper-secondary schools in Quang Tri” In order to complete this study, I would like to invite your cooperation in answering the questionnaire below about your perceptions and implementation of ProjectBased Learning All the data collected in this questionnaire are ONLY for the purpose of this research Your responses will be very helpful and valuable to my study Thank you for your time and cooperation Background information: Gender: Working experience: a Male b Female a 10years How long have you known about PBL?……………….………………………… Please read the following questions and tick () the option that suits you best No Statements PBL is very useful for students in learning English PBL may lead to a more pleasant and collaborative atmosphere in the classroom PBL helps students improve their reading skill PBL helps students improve their writing skill PBL helps students improve their listening skill PBL helps students improve their speaking skill PBL helps students widen their vocabulary PBL helps students integrate language skills such as listening, speaking, reading, writing, and language knowledge such as grammar, and vocabulary Strongly Agree 53 Agree Neutral Disagree Strongly Disagree Students need support and guidance from the teacher when doing the project 10 PBL increases students‟ ability to work independently, work effectively, and manage time 11 PBL develops communication and collaboration skills for students 12 PBL helps students develop teamwork skills 13 PBL develops students‟ critical thinking skills and problem-solving abilities 14 PBL encourages students to develop self-assessment skills, evaluating the strengths and weaknesses of their own work, their performance 15 PBL helps students enhance self-confidence and responsibility for self-study 16 PBL helps students look for more knowledge outside the classroom 17 PBL helps students develop learning autonomy 18 Teachers play an important role to motivate students in doing project work 19 PBL changes the roles of teacher from dominator to facilitator and/or advisor Please read the following questions and tick () the option that suits you best No Statements 20 Students and I agree on a theme for the project 21 Students and I determine the final Never 54 Sometimes Often Usually Always outcome of the project 22 I give students the chance to structure parts of the project from the opening activity to the completion of the project with me 23 Instructor prepares students for the demands of information gathering 24 I let students gather information 25 Instructor prepares students to compile and analyze data 26 I let students compile and analyze information 27 Instructor prepares students for the language demands of the final activity 28 I let students present the final outcome of their projects 29 I help students evaluate the strengths and weaknesses of their own work and their performance 30 I give students activities to beyond the classroom to complete the project section 31 I give students grammatical points based on their need 32 I give students vocabulary based on their need 33 I encourage students to practice listening and speaking in groups 34 I send students outside the classroom after class to collect information for completing project work 35 I provide assistance and give advice whenever students need 36 I organize activities for students to strengthen their skills in inquiry, critical thinking and problemsolving 37 I encourage group members to contribute and ensure all members are involved in the task effectively 55 38 I carry out PBL after …………… a unit units b units c units d more than e other ideas ( please write your answer here) ………………………………………………………………………………… ……………………………………………………………………… ………… ………………………………………… 39 I have students complete a project in…… a week b weeks c weeks d more than weeks e other ideas ( please write your answer here) ………………………………………………………………………………… ……………………………………………………………………… ………… ………………………………………… …………… 40 I often let students project ………… a individually b in pairs c groups of 3-4 students d groups of 5-6 students e groups of more than students f whole class g other ideas ( please write your answer here) ………………………………………………………………………………… ………………………………………………………………………………… …………………………………… ………………… Please read the following questions and tick () the option(s) that challenge you in implementing PBL You can choose more than one option Lacking professional development or coaching in PBL Lacking models or examples of PBL Lacking appropriate knowledge for multi-disciplines and experience Taking a lot of time to plan Taking a lot of time to set assessment criteria Taking a lot of time to develop guidelines Ensuring objectivity in evaluating students‟ performance Using the appropriate form to evaluate 56 Helping my students self-evaluate and reflect their final product Dividing the class into suitable groups Balancing the role of each team member Managing project activities for large classes Evaluating the social skills of each team member Motivating students to carry out projects Adapting project work topics in the textbook to be suitable for my students‟ level as well as their interest Developing driving and guiding questions to help students implement the project Designing project activities for students to implement Besides the above statements, if you have any other ideas/suggestions/challenges, please write them below ……………………………………………………………………………………… ……………………………………………………………………………………… Thank you for your cooperation 57 APPENDIX 2: INTERVIEW QUESTIONS FOR TEACHERS (English version) In your opinion, what is Project-based learning? Do you think project-based learning is effective? Why or why not? How you support students in self-evaluating? Which activities after class you give students to complete the project section? How you evaluate the project of students? What are your main challenges in implementing PBL? What are your suggestions to make PBL more successful? -The endTHANK YOU VERY MUCH FOR YOUR COOPERATION 58 APPENDIX 3: INTERVIEW QUESTIONS FOR TEACHERS (Vietnamese version) C U P N V N GIÁO VIÊN Theo ý cô/ thầy, dạy học theo dự án? Cơ/ thầy có cho dạy học theo dự án có mang lại hiệu cho dạy học tiếng anh? Tại có/Tại khơng? Thầy/cơ khuyến khích /giúp đỡ học sinh việc tự đánh giá việc thực dự án em? Những hoạt động mà thầy thường đưa cho HS để hồn thành phần dự án ngồi học? Thầy/ thường đánh giá dự án học sinh theo cách nào? Những thách thức chủ yếu thực dạy học theo dự án mà thầy/cơ gặp phải? Thầy/cơ cho vài gợi ý để việc thực dạy học theo dự án thành công hơn? -HếtXIN CHÂN THÀNH CẢM ƠN SỰ HỢP TÁC CỦA THẦY/ CÔ 59 APPENDIX 4: OBSERVATION SHEET Observation notes by: …………………….……………….………………… Date :……………………………………………………………… Class: …………………………… Content: : Observing the projects‟ presentation Project topic: …………………………………………………………… Teacher in charge ……………………………………………………………… Time observation started: ……………Finished:………………………… Criteria Yes No The aims of the project are clearly stated Technology is utilized effectively in a variety of ways to present the final product Students‟voice is clear enough to be heard Vocabulary and grammar are used correctly Ideas are presented simply and clearly Student maintains eye contact with the audience Students respond appropriately to the audiences‟questions and comments The presentation is well-organized The work division is fair and reasonable 10.The project has a real-world context makes a real impact, and/or is connected to students‟ own concerns, interests, and identities 11.Using time effectively 12 Presenting the project actively and confidently 13 Engaging the presentation with enthusiasm 14 Using body language and gestures suitably and effectively 15 Teacher‟s comments about the project 60 Notes
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