Nghiên cứu việc dạy hoạt động dự án trong bộ sách tiếng anh tiểu học mới tiếng anh 3 4 5 ở một số trường tiểu học ở thành phố nha trang

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES - HO THU HA AN INVESTIGATION INTO THE TEACHING OF PROJECT-BASED ACTIVITIES PRESENTED IN NEW ENGLISH PRIMARY TEXTBOOK SERIES (TIENG ANH 3, 4, 5) AT SOME PRIMARY SCHOOLS IN NHA TRANG CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2017 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES - HO THU HA AN INVESTIGATION INTO THE TEACHING OF PROJECT-BASED ACTIVITIES PRESENTED IN NEW ENGLISH PRIMARY TEXTBOOK SERIES (TIENG ANH 3, 4, 5) AT SOME PRIMARY SCHOOLS IN NHA TRANG CITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: ASSOC.PROF.DR TRAN VAN PHUOC HUE, 2017 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - HỒ THU HÀ NGHIÊN CỨU VIỆC DẠY HOẠT ĐỘNG DỰ ÁN TRONG BỘ SÁCH TIẾNG ANH TIỂU HỌC MỚI (TIẾNG ANH 3, 4, 5) Ở MỘT SỐ TRƯỜNG TIỂU HỌC Ở THÀNH PHỐ NHA TRANG LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS TS TRẦN VĂN PHƯỚC HUẾ, 2017 ii 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 Date: …/…/2017 Signature Ho Thu Ha iii ABSTRACT Project-based learning has been proved to be an effective teaching method by many researchers and it is not new for teachers in many Western countries This study was conducted to investigate the teaching of project-based activities presented in new English primary textbook series (Tieng Anh 3, 4, 5) at some primary schools in Nha Trang city In order to collect the data, the questionnaire, interview and class observation were used The questionnaire includes 25 questions about the teachers’ perceptions and practices of teaching project-based activities The questionnaires were delivered to 40 English primary schools teachers Among them, 10 teachers were chosen randomly to be interviewed The researcher also observed classes of different grades in different primary schools The finding reveals that most of teachers have good perceptions of projectbased activities; they can figure out the benefits and the difficulties that they encountered when teaching project-based activities and provide some useful suggestions for improving teaching project-based activities as well However, there are also some teachers who not see the necessity of teaching project-based activities in their class and their motivation for teaching project-based activities is low Moreover, in teaching process, teachers have faced a lot of difficulties such as class time limit, students’ different proficiency level; poorly equipped facilities, large class and so on Thanks to the finding and recommendations for teachers and educational administrators, the researcher hopes that primary English teachers can improve their teaching project-based activities in the future iv This paper could not have been completed without the encouragement and support from a number of people who all deserve my sincerest gratitude and appreciation First and foremost, I would like to thank my supervisor Assoc Prof Dr Tran Van Phuoc for his continual encouragement, careful reading, critical comments and patient guidance that made my paper better and more professional I own all the participating primary English teachers at some primary schools in Nha Trang city a debt of gratitude for their help and enthusiasm in the fulfillment of my thesis My warm thanks go to all my colleagues at Nha Trang National College of Pedagogy who always encourage and support me during the time I was busy with this research paper Finally, I would like to show my deepest gratitude and appreciation to my family, my mother, my sweetheart, my close friends and my classmates who are always by my side and give me great mental and physical support Their love, support and constant encouragement gave me a great deal of strength and determination that helped me during the stressful time of writing this paper v TABLE OF CONTENTS Contents Pages SUB COVER PAGE i STATEMENT OF ORIGINALITY iii ABSTRACT iv ACKOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS ix LIST OF FIGURES x LIST OF TABLES xi CONTENTS OF THESIS CHAPTER I – INTRODUCTION 1.1 Rationale 1.2 Objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the study CHAPTER II – LITERATURE REVIEW 2.1 Review of previous studies 2.1.1 Review of studies worldwide 2.1.2 Review of studies in Vietnam 2.1.3 Literature gaps 2.2 Theoretical background 2.2.1 Project-based learning (PBL) 2.2.1.1 Definitions vi 2.2.1.2 Features of Project-based learning 10 2.2.2 Project-based activities 11 2.2.2.1 Definitions 11 2.2.2.2 Types of projects 12 2.2.2.3 Project-based activities used in Tieng Anh 3, 4, 13 2.2.3 Steps of project development 14 2.2.3.1 Starting the project 14 2.2.3.2 Developing the project 15 2.2.3.3 Reporting to the class 15 2.2.3.4 Assessing the project 16 2.2.4 Benefits and drawbacks of project-based learning 16 2.2.4.1 Benefits of project-based learning 16 2.2.4.2 Drawbacks of project-based learning 19 2.2.5 Students’ roles and teacher’s roles in PBL 20 2.2.5.1 Students’ roles in PBL 20 2.2.5.2 Teacher’s roles in PBL 21 2.2.6 Project-based learning and young language learners 22 2.2.7 Summary 23 CHAPTER III – METHODOLOGY 24 3.1 Introduction 24 3.2 Research approach 24 3.3 Data Collection Method 24 3.3.1 Participants 24 3.3.2 Data Collection Instruments 25 3.3.2.1 The questionnaire 25 3.3.2.2 The interview 27 3.3.2.3 Class observation 27 vii 3.3.3 Reliability and Validity 28 3.4 Data analysis 28 3.5 Chapter summary 29 CHAPTER IV – FINDINGS AND DISCUSSION 30 Teachers’ perceptions of teaching project-based activities presented in new English primary textbook series (Tieng Anh 3, 4, 5) 30 4.2 The reality of teaching project-based activities presented in new English primary textbook series 36 4.3 Suggestions for improving teaching project-based activities 58 4.4 Chapter summary 63 CHAPTER V – CONCLUSIONS, IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY 64 5.1 Summary of the key findings 64 5.1.1 Teachers’ perceptions of teaching project-based activities 64 5.1.2 The reality of teaching project-based activities 64 5.1.3 Suggestions for improving teaching project-based activities 67 5.2 Implications 67 5.2.1 For teachers 67 5.2.2 For educational administrators 68 5.3 Contribution of the study 69 5.4 Limitations of the study 69 5.5 Recommendations for further studies 70 REFERENCES 71 APPENDICES 79 viii LIST OF ABBREVIATIONS PBL : Project-based learning VNEN : Vietnam Escuela Nueva ix Language Education: Past, Present, and Future (pp 143-158) USA: Information Age Publishing Haines, S (1989) Projects for the EFL classroom: Resource material for teachers Walton-on-Thames Surrey, UK: Nelson Harmer, N (2014) Project-based learning: Literature review Plymouth University Retrieved from: https://www.plymouth.ac.uk/uploads/production/document/path/2/2733/Liter ature_review_Project-based_learning.pdf Harwell, S (1997) Project-based learning In W E Blank and Harwell, S (Eds) Promising practices for connecting high school to the real world Tampa, FL: University of South Florida Hedge, T (1993) Key concepts in ELT ELT Journal, 47(3), 275-277 Hoang, H N (2014) Some utilization of project-based learning for Vietnamese university students of English in the course “Intercultural Communication” International Journal of English Language Education, 2(1), 215-224 Hoang, V V., Phan, H., Do, T N H., Dao, N L., Truong, T N M., Nguyen, Q T, & Wilson, K (2016) Tieng Anh (teacher’s book) Ha Noi, Viet Nam: Viet Nam Education Publishing 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Annals, 37(1), 2636 Levy, M (1997) Project-based learning for language teachers: reflecting on the process In R Debski, J Gassin, & M Smith (Eds) Language learning through social computing, (pp.181-191) Melbourne: Applied Linguistic Association of Australia and Horwood Language Center Legutke, M & Thomas, H (1991) Process and experience in the language classroom London: Longman Mao, H T K (2013) Teachers’ perception of project-based instruction in teaching English at high schools in Dong Thap Unpublished master’s thesis Hue College of Foreign Languages Markham, T., Larmer, J., & Ravitz, J (2003) Project-based learning handbook Second Edition Oakland, CA: Wilsted and Taylor McMillan, J H & Schumacher, S (1993) Research in education: A conceptual understanding New York: HarperCollins Merriam, S B (1998) Qualitative research and case study applications in education San Francisco: Jossey-Bass Meyer, D K (1997) Challenge in a mathematics classroom: Students’ motivation and strategies in project-based learning The Elementary School Journal, 97(5), 501-521 Moss, D., & Van Duzer, C (1998) Project-based learning for adult English language learners National Clearinghouse for ESL Literacy Education 75 Murchú, D O (2005) New teacher and student roles in the technology-supported, language classroom International Journal of Instructional Technology and Distance Learning, 2(2), 3-10 Newell, R J (2003) Passion for learning: How project-based learning meets the needs of 21st century students Lanham, MD: Scarecrow Press Nguyen, L P T (2015) An investigation into students’ perceptions and implementation of “project” prescribed in the current pilot textbook Tieng Anh 6: A case study of Tran Cao Van Lower Secondary school in Hue Unpublished master’s thesis Hue College of Foreign Languages Nguyen, T A B (2007) How total physical responses is applied in teaching and learning English at some primary schools in Hue Graduation research paper Hue College of Foreign Languages Papandreou, A P (1994) An application of the projects approach to EFL English Teaching Forum, 32(3), 41-42 Phillips, S (1993) Young learners Oxford University Press Rosenfeld, M., & Rosenfeld, S (2006) Understanding teacher responses to constructivist learning environments: Challenges and resolutions Wiley InterScience, 90(3), 385-399 Rousová, V (2008) Project-based learning: Halloween party Diploma thesis Masaryk University Brno Sheppard, K & Stroller, F L (1995) Guidelines for the integration of students projects into ESP classrooms English Teaching Forum, 33(2), 10-15 Sidman-Taveau, R., & Milner-Bolotin, M (2001) Constructivist inspiration: A project-based model for L2 learning in virtual worlds (Eric Reproduction Services No ED 464 498) Smith, L (1997) “Open education” revisited: Promise and problems in American educational reform Teachers College Record, 99(2), 371-415 76 Simpson, J (2010) Integrating project-based learning in an English language tourism classroom in a Thai university (Ph.D Thesis), Australian Catholic University, Sydney Skehan, P (1998) A cognitive approach to language learning Oxford: Oxford University Press Stanley, D (2000) Project based learning-6C’s of motivation Retrieved from http://www.coe.uga.edu/epltt/LessonPlans/LPPJL4DStanley.htm Stauffacher, M., Walter, A., Lang, J D., Wiek, A., & Scholz, R W (2006) Learning to research environmental problems from a functional sociocultural constructivism perspective: the transdisciplinary case study approach International Journal of Sustainability in Higher Education, 7(3), 252-275 Stoller, F (1995) Guidelines for the integration of student projects in ESP English Teaching Forum, 33, 10-15 Stoller, F (1997) Project work: A means to promote language and content English Teaching Forum, 35(4), 2-9 Stoller, F (2002) Project Work: A means to promote language and content New York: Cambridge: University Press Stoller, F (2006) Establishing a theoretical foundation for project-based learning in second and foreign language contexts In G H Beckett & P C Miller (Eds), Project-based Second and Foreign Language education: past, present, and future (pp 19-40) USA: Information Age Publishing Thomas, J W., Mergendoller, J R., & Michaelson, A (1999) Project based learning: A handbook for middle and high school teachers Novato, CA: The Buck Institute for Education Thomas, J (2000) A review of research on project-based learning The Autodesk Foundation Retrieved July 20, 2016, from http://www.bie.org/research/study/review_of_project_based_learning_2000 77 Thomas, R M (2003) Blending qualitative and quantitative research methods in theses and dissertations Thousand Oaks, Calif.: Corwin Press Tran, T P L (2012) The impact of project-based learning on the speaking ability of learners at a foreign language center in Can Tho city Unpublished master’s thesis Can Tho University Walsh, K (2010) Motivating Students to Read through Project Based Learning Education Masters Retrieved August 3, 2016, from http://fisherpub.sjfc.edu/education_ETD_masters/5 Westwood, P (2008) What teachers need to know about teaching methods Camberwell, Victoria: Acer Press Wisker, G (2001) The postgraduate research handbook New York: Palgrave Yuen, L L (2012) The negotiated project-based learning: understanding the views and practice of kindergarten teachers about the implementation of project learning in Hong Kong Education 3-13: International Journal of Primary, Elementary and Early Years Education, 40(5), 473-486 78 APPENDIX A QUESTIONNAIRE (For EFL primary school teachers) This questionnaire aims to explore the issue of the teaching of projectbased activities presented in new English primary textbook series (Tieng Anh 3, 4, 5) at some primary schools in Nha Trang city All the data collected in this questionnaire will be used for the SOLE purpose of the research The researcher assures that all information collected will be confidential and I won’t use your real name in my thesis and my publication, with the hope that you will answer these questions accurately and honestly Your assistance in completing all the following items is appreciated Thank you very much for your enthusiastic assistance Please provide your personal information Name (optional): Gender:  Male Age:  Female Your degree/ certificates/ experiences for EFL methodology  BA  MA Other (please specify) Numbers of years teaching English: Please put () into the box next to your answers Your additional ideas are appreciated since they contribute qualitatively to our study The class(es) that you are teaching:  Grade  Grade  Grade How many students you often have in a class?  Less than 30 students  About 40 students  More than 40 students Have you attended any training courses about how to teach project-based activities in new English textbook series (Tieng Anh 3, 4, 5)?  Yes  No 79 A Teachers’ perceptions of teaching project-based activities in new English primary textbook series (Tieng Anh 3, 4, 5) In your opinion, what is project-based activity?  An activity which students select and investigate the questions by themselves  A learner-oriented activity which is carried out in groups  A task which students solve the requirements without teacher’s instruction and help  An extended task which usually integrates language skills through a number of activities (e.g planning, gathering information, presenting to the whole class)  Other definitions (Please specify) What are the common project-based activities? (You can choose more than one option)  Drawing and coloring  Interviewing  Making a poster/card  Telling a story  Other answers (Please specify) What are the purposes of using project-based activities in teaching English? (You can choose more than one option)  Providing students with a chance to apply the language and skills to perform a task in a real-life situation in a fun and engaging way  Fostering cooperation and interaction among the class  Offering another opportunity for students to practice what they have learnt in the unit  Fostering students’ abilities for lifelong learning through contextualizing learning by presenting them with problems to solve 80  Other purposes (Please specify) Is using project-based activities in teaching English in Tieng Anh 3, 4, necessary?  Very necessary  Necessary  Not much necessary  Not necessary What are the criteria of a good project? (You can choose more than one option)  Appropriate and accurate language  Well-organized  Attractive  Fair in work division  Other criteria: (Please specify) B The reality of teaching project-based activities in new English primary textbook series How have you taught project-based activities in the class?  In separated period(s)  In integrated periods with other skills  Replacing by other activities  None teaching  Other opinions (please specify) Where you often ask students to their project-based activities?  Inside classroom  Outside classroom  Both inside and outside classroom How you often assign your students to project-based activities? 81  Individuals  Pairs  Groups of to students  Groups of more than students  The whole class How you form pairs or groups to project-based activities?  Randomly  By your students  By your own  Other ways (please specify) 10 How much time you often give students to complete a project-based activity?  15 – 25 minutes  A period  to days  week  More than week  Other answers (please specify) 11 What are the teachers’ roles when teaching project-based activities? (You can choose more than one option)  Facilitator  Adviser  Coordinator  Assessor  Dominator  Other answers (please specify) 12 What skills can students practise during the process of doing the projects? (You can choose more than one option)  Language skills (listening, speaking, reading, writing) 82  Critical thinking  Social cooperative skills  Presentation skill  Other answers (please specify) 13 What you think about the roles of vocabulary and sentence patterns in the process of doing and presenting projects?  Very important  Important  Not much important  Not important 14 What you think about the project-based activities in new English textbook series (Tieng Anh 3, 4, 5)? (You can choose more than one option)  Interesting  Suitable for your students  Unfamiliar  Difficult  Other opinions (please specify) 15 Are teacher’s comments and assessment after each project really necessary and important to help students realize their strengths and weaknesses?  Very important  Important  Not much important  Not important 16 How often have you assessed students’ project work?  Always  Sometimes  Rarely  Never 83  Other opinions (please specify) 17 Do you often inform students of the projects’ assessment criteria in advance?  Always  Sometimes  Rarely  Never  Other opinions (please specify) 18 What is your attitude toward teaching the project-based activities in your English class?  Strongly like  Like  Neutral  Dislike  Strongly dislike 19 According to you, what are the benefits of project-based activities for students? (You can choose more than one option)  Students have more chances to practice English with their friends  Students can learn knowledge (e.g vocabulary and sentence patterns) from their group-mates, their classmates  Students can learn many other skills (e.g problem-solving skill, social skills, presentation skill…)  Students become more confident and independent and their intrinsic motivation can be increased  Other benefits: (Please specify) 20 According to you, what are the benefits of project-based activities for teachers? (You can choose more than one option)  Teachers can motivate or engage students in learning activities 84  Teachers have more chance to communicate with their students  Teachers can enhance their teaching competences  Technology literacy can be enhanced  Other benefits: (Please specify) 21 What difficulties have you encountered when teaching project-based activities in new English primary textbook series? (You can choose more than one option)  Class time limit and fixed school syllabus  Unfamiliar topics of the projects  Different students’ linguistic competence, learning styles  Students’ misunderstanding the project requirements  Other difficulties (Please specify) 22 What difficulties have you encountered when assessing project-based activities? (You can choose more than one option)  Class time limit (syllabus completion pressure)  Students’ lack of vocabulary and sentence patterns  Students’ shyness and lack of confidence  Poorly equipped facilities (no recorder, no rooms used for testing, etc.)  Other difficulties (Please specify) C Suggestions for improving teaching project-based activities 23 What should teachers to help students project-based activities better? (You can choose more than one option)  Preparing students with enough language knowledge  Supplying students with authentic materials related to the projects in advance  Being willing to answer all students’ questions related to the projects 85  Designing appropriate marking-scheme evaluation sheets and explaining to the students the assessment criteria clearly in advance  Other opinions: (Please specify) 24 What are your suggestions for improving teaching project-based activities? (You can choose more than one option)  Increasing class time for teaching project-based activities  Designing or adapting the content and format of the projects to suit the students’ levels in each class  Forming pairs or groups with students at different proficiency levels  Explaining the requirements of the project as detailed as possible  Other suggestions: (Please specify) 25 What are your suggestions for improving assessing students’ projects? (You can choose more than one option)  Increasing class time for assessing students’ projects  Guiding students to self-study on language knowledge (vocabulary, language patterns)  Encouraging and training students’ self-confidence in presenting the projects in front of the class  Upgrading the facilities for testing (TV, computer, room, projector, etc.)  Other suggestions: (Please specify) Thank you for your cooperation!  86 APPENDIX B INTERVIEW QUESTIONS (For EFL primary school teachers) How many students you often assign to project-based activities? How you form students’ pairs or groups? How often you assess students’ projects? How you assess them? What benefits you think project-based activities bring to you and your students? What you to help students project-based activities better? What difficulties have you encountered when teaching and assessing projectbased activities? What are your suggestions for improving teaching and assessing project-based activities? 87 APPENDIX C OBSERVATION SHEET Date: School: Class: ………………… Name of teacher observed: Lesson: Time Teacher’s activities Students’ activities Work arrangement COMMENTS Strengths: Suggestions for improvement: 88