INTRODUCTION
Rationale for the study
Since the early 1960s, English for Specific Purposes (ESP) has emerged as a leading area in English as a Foreign Language (EFL) teaching and has secured a significant role in applied linguistics research (Dudley-Evans & St Johns, 1998).
English for Specific Purposes (ESP) differs from general English as it focuses on teaching the language for particular professional or occupational goals This approach encompasses more than just using specific materials; it integrates the development of linguistic skills with the acquisition of relevant knowledge To enhance the effectiveness of ESP learning, it is crucial to select and adapt materials thoughtfully, design engaging learning activities, and implement suitable teaching methods.
Since the 1970s, Communicative Language Teaching (CLT) has been embraced by numerous scholars as a key approach to language learning This method encompasses various concepts such as interactive learning, learner-centered instruction, task-based learning, content-based learning, and cooperative learning (Brown, 2001) These CLT variations are effective in diverse contexts, enabling students to not only acquire language skills but also enhance their personal and social abilities Additionally, Project-Based Learning, which allows for the development of multiple skills through integrated, meaningful activities, has emerged from these teaching methods As highlighted by Thomas J W (2000), research supports the efficacy of these approaches in fostering comprehensive language education.
Project-Based Learning (PBL) offers significant advantages, including improved student achievement, enhanced problem-solving skills, a deeper understanding of subject matter, and increased proficiency in specific skills and strategies Due to these benefits and its alignment with the goals of English for Specific Purposes (ESP), PBL emerges as an optimal approach for teaching and learning in ESP contexts.
The ESP movement in Vietnam has been rapidly evolving in response to the diverse needs of learners, with all university students required to study English for Specific Purposes tailored to their fields, such as English for commerce in economics programs and English for IT in technology courses However, concerns have emerged regarding the quality of ESP instruction, as many students demonstrate inadequate proficiency in the four language skills, leading to a significant number of graduates unable to effectively utilize ESP in their careers This raises critical questions for ESP educators about how to create suitable syllabi and authentic learning activities that can significantly improve ESP learning outcomes.
English for Tourism is an emerging English for Specific Purposes (ESP) course at Hanoi Teacher Training College, leading to challenges for both administrators and educators The researcher, who also teaches this subject, hypothesizes that project-based learning can enhance language acquisition while simultaneously fostering essential work skills for students This hypothesis underpins the motivation for conducting this study.
Aims and objectives
This study investigates the advantages of project-based learning in English for Tourism, focusing on its potential to help teachers integrate language skills with students' work competencies The primary goal is to address key research questions regarding the effectiveness of this learning approach.
What are the benefits of project work in learning EfT, as perceived by the teachers and the students involved?
How can work skills be integrated in the syllabus for EfT at the department of Foreign Languages, Hanoi Teacher Training College, by means of PBL method?
What are the suggestions for effective project work in learning EfT, as recommended by the teachers and students involved?
Scope of the study
Due to time constraint as well as the author‟s ability and working conditions, the study is limited to the following extents:
Students: One class of second-year English major students at Department of Foreign Languages, HTTC Their main field of study is English for Business and Tourism
The English for Tourism team comprises just two members, including the study's author, resulting in only one teacher participating in the interview for this research.
3.2 Form of project-based learning method:
PBL can have numerous variations in practice but the one studied in this thesis is group investigation and presentation
The tourism industry demands a diverse range of skills, with a particular emphasis on essential soft skills Key competencies highlighted in this study include effective presenting, strong communication, adept problem-solving, and collaborative teamwork abilities.
The research will provide the English Department at HTTC with valuable insights into students' language competence and learning needs in English for Tourism (EfT) This understanding will enable faculty to assess and enhance their current teaching methods, ultimately improving the effectiveness of the course Additionally, if the study demonstrates the success of Project-Based Learning (PBL), it could be adopted by other instructors at the college, promoting the implementation of PBL on a larger scale to better equip students with essential future work skills.
This is a qualitative action research carried out in the researcher‟s own class at HTTC,
In Hanoi, data for the study was gathered during the first term of the 2009-2010 school year using a preliminary questionnaire, evaluation questionnaire for students, semi-structured interviews with an EfT team teacher, and the teacher's notes and diary The collected data was analyzed through descriptive statistical methods and content analysis, aiming to ensure reliable findings through this comprehensive approach.
The thesis is structured into three key sections: the Introduction offers an overview of the study, the Development serves as the core and is divided into four chapters, and the Conclusion summarizes the findings, discusses implications, acknowledges limitations, and presents suggestions for future research.
Four chapters in the main part are as follows:
This chapter reviews research on English for Specific Purposes, focusing on English for Tourism, and examines the Project-based Learning approach to establish a theoretical foundation for the study.
The methods and procedures of the study such as participant selection, data collection methods, data analysis methods, etc, are presented in detail in this chapter
Under this heading, the main stages of the study: Preliminary investigation, Intervention, Evaluation are presented
4 Chapter 4: Discussion of the findings
This chapter integrates findings from evaluation questionnaires, teacher reflections, and teacher interviews to address the research questions comprehensively.
Method of the study
This is a qualitative action research carried out in the researcher‟s own class at HTTC,
In Hanoi, data for the study was gathered through preliminary and evaluation questionnaires for students, semi-structured interviews with a teacher from the EfT team, and the teacher's notes and diary This data collection took place during the first term of the 2009-2010 school year and was analyzed using descriptive statistical methods and content analysis The combination of these instruments aims to provide reliable findings for the research.
The thesis is structured into three key sections: an Introduction that outlines the study's objectives, a Development section featuring four comprehensive chapters that delve into the main content, and a Conclusion that summarizes the findings, discusses implications, acknowledges limitations, and offers recommendations for future research.
Four chapters in the main part are as follows:
This chapter reviews research on English for Specific Purposes (ESP), focusing specifically on English for Tourism, alongside the Project-based Learning approach, to establish a theoretical foundation for the study.
The methods and procedures of the study such as participant selection, data collection methods, data analysis methods, etc, are presented in detail in this chapter
Under this heading, the main stages of the study: Preliminary investigation, Intervention, Evaluation are presented
4 Chapter 4: Discussion of the findings
This chapter integrates findings from evaluation questionnaires, teacher reflections, and interviews to address the research questions effectively.
Organization of the study
This chapter provides a theoretical foundation for the study, highlighting key concepts of English for Specific Purposes (ESP), focusing on the teaching and learning of English for Tourism as a specialized area within ESP, and offering an overview of the Project-Based Learning approach.
English for Specific Purposes (ESP) has emerged as a crucial component of Teaching English as a Foreign or Second Language since the 1960s, driven by the growing acknowledgment of English's communicative function and its varied styles Numerous definitions of ESP exist in literature, each highlighting different facets of its nature.
Hutchinson and Waters (1987) define English for Specific Purposes (ESP) as an approach centered on learner needs rather than a fixed product, emphasizing that it does not adhere to a specific language, teaching material, or methodology The core of any ESP course lies in understanding why a learner needs to acquire a foreign language, highlighting the critical role of needs analysis in ESP instruction Consequently, all decisions regarding content and methods in ESP are tailored to align with the learner's objectives for language acquisition.
Strevens (1988) defines English for Specific Purposes (ESP) by identifying four absolute characteristics and two variable characteristics, emphasizing that ESP is a specialized form of English Language Teaching To address the existing confusion within the ESP community, Dudley-Evans (1997) offers an enhanced definition that builds upon Strevens' framework, further clarifying the distinctions between absolute and variable characteristics in ESP.
While each definition of English for Specific Purposes (ESP) has its strengths and weaknesses, a universally satisfactory definition remains elusive Nevertheless, there is a consensus among authors regarding the key features of an ESP course.
DEVELOPMENT
LITERATURE REVIEW
This chapter provides a theoretical foundation for the study, focusing on English for Specific Purposes (ESP), particularly the teaching and learning of English for Tourism It also includes an overview of the Project-Based Learning approach, highlighting its relevance in the context of ESP.
English for Specific Purposes (ESP) has emerged as a crucial component of the Teaching of English as a Foreign or Second Language since the 1960s, reflecting the growing acknowledgment of English's communicative function and its diverse styles Numerous definitions of ESP exist in the literature, each highlighting various facets of its nature.
Hutchinson and Waters (1987) define English for Specific Purposes (ESP) as an approach focused on learner needs rather than a specific language, teaching material, or methodology They emphasize that the core of any ESP course is rooted in understanding why learners need to acquire a foreign language This highlights the critical role of needs analysis in ESP teaching, where all decisions regarding content and methods are driven by the learner's motivations for learning.
Strevens (1988) defines English for Specific Purposes (ESP) by distinguishing four absolute characteristics and two variable characteristics, emphasizing that ESP is a form of English Language Teaching with specific defining traits In response to the ongoing confusion within the ESP community, Dudley-Evans (1997) offers an enhanced definition that further clarifies these absolute and variable characteristics, significantly improving upon Strevens' original framework.
While each definition of English for Specific Purposes (ESP) has its merits and limitations, it is challenging to pinpoint a universally accepted definition Nevertheless, a consensus among authors suggests that an ESP course typically encompasses certain key characteristics.
1 It is purposeful and aimed at the successful performance of occupational or educational roles by an individual or a group
2 It is based on an analysis of the students‟ needs and is tailor-made to meet these needs
3 It may differ from another language course in its selection of skills, themes, topics, situations, functions, language and methodology
1.1.2 Essential issues in teaching ESP
The five key stages in English for Specific Purposes (ESP) teaching are needs analysis, course design, materials selection, teaching and learning, and evaluation Needs analysis is the crucial first step that significantly influences the success of ESP courses, as emphasized by Johns, who states that language teaching must cater to the specific needs of identified student groups This process is essential for defining behavioral objectives, which inform the syllabus's details, including functions, topics, lexis, and structures Dudley-Evans and St John describe needs analysis as the cornerstone of ESP, leading to focused course development Furthermore, Hutchinson and Water define ESP as an approach tailored to the specific needs of learners, while Richards highlights the importance of needs analysis in this context.
Needs analysis plays a crucial role in language program development by facilitating broader input for content, design, and implementation It aids in establishing clear goals and objectives, while also supplying valuable data for the review and evaluation of current programs.
Dudley-Evans and St John (1998) highlight that needs analysis in English for Specific Purposes (ESP) can be effectively conducted using various methods, including pre-course questionnaires, structured interviews, observations, authentic text analysis, discussions, and record-keeping Each method has its own advantages and disadvantages, but when applied correctly, they yield valuable and reliable data for needs analysis A strong start is essential for ensuring the overall success of the ESP course.
The methodology for teaching English for Specific Purposes (ESP) remains a topic of debate, with various conflicting viewpoints emerging Establishing a definitive approach to ESP instruction is challenging, leading to a diversity of arguments and perspectives in the field.
According to Martin (1992), tasks serve as the fundamental element in the curriculum and methodology of English for Specific Purposes (ESP) He defines tasks as purposeful activities that engage individuals in communication for specific objectives These tasks can vary significantly, from simple, accuracy-focused exercises to complex simulations involving group problem-solving and decision-making (Breen, 1987) Consequently, tasks play a crucial role in language learning, and Martin's insights can greatly benefit ESP educators by providing effective strategies to enhance learning outcomes in the classroom.
In English for Specific Purposes (ESP) teaching, the integration of language and content is a key focus for educators ESP teachers typically possess a strong understanding of language use across various contexts, enabling them to effectively convey specialized knowledge while enhancing language skills.
Brennan M and Naerssen M (1989) emphasize the significance of integrating language and content in English for Specific Purposes (ESP) education They propose that ESP instructors collaborate closely with subject matter teachers, utilizing both formal and informal communication methods This coordinated approach enhances the effectiveness of ESP teaching, ensuring that students gain expertise in their specialized fields.
English teachers are encouraged to engage in collaboration with content instructors to effectively prepare students for English for Specific Purposes (ESP) courses, as highlighted in "Issues in ESP." This cooperation is essential for aligning the language instruction with the specific content requirements of the course.
In summary, understanding the arguments of linguists regarding ESP teaching methodologies can significantly assist ESP teachers in selecting suitable methods for their specific contexts Key considerations for ESP educators include the integration of language and content, as well as the implementation of diverse tasks that vary in difficulty and align with learners' specialized fields These principles are evident in the design of ESP course books, which often adopt content-based, task-based, situational, or hybrid approaches.
To effectively promote English for Specific Purposes (ESP) learning and enhance subject content understanding, educators can implement specific classroom tasks such as case studies and project work, as highlighted by Dudley-Evans and St John They emphasize that case studies provide students with pre-selected resource materials, fostering language and skills development, while project work requires students to independently source their materials This autonomy in project work leads to a significantly higher level of student involvement and ownership in the learning process.
“project work can be very rewarding” (p.195) The issue of project work and its use in language teaching will be dealt with in details in later parts of the thesis
1.2 The teaching and learning of English for Tourism as an ESP
1.2.1 English for Tourism as an ESP
RESEARCH METHODOLOGY
This chapter presents a detailed description of how the research was carried out including the background of the study and the methods and procedures of the study
The English for Business and Tourism course at Hanoi Teacher Training College, a prestigious institution in Hanoi, was established in the 2007-2008 academic year This program aims to provide students with essential knowledge in business and the hospitality industry, using English as the medium of instruction Throughout the six-semester course, students focus on two primary subjects: English for Business and English for Tourism.
With regard to the course book, some books have been utilized such as “Be My Guests”,
The primary course book used is "English for International Tourism," published by Pearson Longman Press, which serves as a multi-level resource for students requiring English for professional communication in the hotel and tourism industry Following a comprehensive evaluation by the teaching staff last year, it was determined that while the book is suitable for adoption, certain tasks and activities need adaptation, and additional supplementary materials and learning activities should be incorporated.
Students enrolled in the English for Business and Tourism course exhibit two key characteristics: their English proficiency and their varying levels of motivation and learning conditions On average, these students possess a relatively low level of English, despite it being their primary focus in preparation for university entrance exams Many of them are attending this course due to unsuccessful attempts at passing these exams, which contributes to a lack of motivation among some students Additionally, others may struggle to concentrate on their studies as they are simultaneously preparing for the entrance examination for the following year.
Learners from Hanoi benefit from favorable conditions for education, including access to high-quality resources and modern technology Their active nature and curiosity about diverse cultures enhance their motivation to learn, particularly when supported by computer and internet tools Consequently, teachers can foster significant progress by designing and implementing engaging learning activities tailored to these students' interests.
Hanoi Teacher Training College has a small faculty, with only about 18 teachers in the Foreign Language Department, leading to some educators handling multiple specialized subjects in English The new course, English for Tourism, is managed by just two teachers, including the researcher of this study, who are responsible for developing the curriculum, selecting the course materials, and instructing students This marks their first experience with English for Specific Purposes (ESP), particularly in the tourism and hospitality sector, presenting a significant challenge for them.
Both teachers bring valuable strengths to their roles, as they are young, former classmates, and work well together, making collaboration on course solutions seamless They both support a communicative teaching approach and are proactive in selecting and designing teaching materials Last year, the researcher implemented a group investigation and presentation project with her students, which yielded both benefits and challenges After discussing the outcomes with her colleague, they decided to continue using project work in the upcoming school year, with modifications for improvement These efforts aim to effectively leverage project work as a tool to enhance English for Teaching (EfT) learning.
Upon analyzing the context and carrying out the literature review, three research questions arose:
What are the benefits of project work in learning EfT, as perceived by the teachers and the students involved?
How can work skills be integrated in the syllabus for EfT at the department of Foreign Languages, Hanoi Teacher Training College, by means of PBL method?
What are the suggestions for effective project work in learning EfT as recommended by the teacher and students involved?
The study employs an action research approach, focusing on problem-solving rather than just a singular method for data collection and analysis This strategy acts as a reflective tool for teachers, highlighting their teaching experiences and providing a foundation for ongoing professional development.
The action research cycle, outlined by Nunan (1992), comprises seven essential steps: initiation, preliminary investigation, development of research questions, intervention, evaluation, dissemination, and follow-up This study adheres closely to these steps, with a detailed exploration of the main phases presented in chapter three.
The study focuses on 32 second-year students from Class 2B in the Department of Foreign Languages at HTTC The majority of these students are from Hanoi, while others hail from surrounding provinces Their English proficiency is generally classified as Pre-intermediate.
The study includes an experienced English for Tourism teacher, who has been instructing this subject for two years Together with the researcher, she is exploring effective teaching methods aimed at improving student learning and boosting motivation in this field.
In order to get sufficient data for the study, a number of methods were employed:
Questionnaires are essential for data collection, particularly among students, as they provide an easy and effective means of gathering information (Gajendra, 1999) Two types of questionnaires were developed: preliminary questionnaires for needs analysis and evaluation questionnaires to assess the effectiveness of the teaching methods used during the semester.
Qualitative interviews, as described by Kvale, aim to understand the world from the subjects' perspectives, making them an essential tool for this research A structured interview was conducted with a teacher from the English for Tourism team, supplemented by informal discussions to gain deeper insights The objectives of this interview and discussion included exploring the teacher's attitudes and habits in implementing Project-Based Learning (PBL) in English for Tourism, identifying the challenges faced in her teaching, and obtaining recommendations for successfully executing tourism projects.
The researcher collected data through notes and a diary during the project's implementation to observe changes in students' behaviors and attitudes in the classroom This approach not only enhances the validity of the findings obtained through other methods but also provides a comprehensive understanding of the students' progress.
By integrating these methods, the researcher aimed to achieve a "deeper understanding" and "broader perspective" of the information, ultimately leading to more reliable results (Mertens, 2005, p.21).
The process of data collection was carried out during the first semester of the school year 2009-2010
At the start of the semester, preliminary questionnaires were distributed to K2B students, where the researcher and teacher engaged in a friendly discussion about the study and requested their assistance with data collection Students received clear instructions on completing the questionnaires, with additional explanations provided as needed The analysis of the results highlighted the students' English competence, as well as their experiences and preferences regarding Project-Based Learning (PBL).
DISCUSSION OF THE FINDINGS
This chapter integrates and discusses the findings from the questionnaires, teacher interviews, and teacher reflections, all in relation to the research questions outlined at the beginning of the thesis.
4.1 Research question 1: What are the benefits of project work in learning EfT, as perceived by the teachers and the students?
Research shows that both teachers and students hold a positive attitude towards project work, recognizing its benefits Key advantages of project work in English for Teaching (EfT) include enhanced motivation for learning, improved background knowledge, and the development of essential soft skills that are crucial for students' future careers.
The travel guide project significantly motivates students, as reflected in the teacher's observations Initially, students were eager and intrigued by the concept of forming their own tourist companies, showcasing their creativity through the selection of company names, logos, and slogans Their enthusiasm remained high during the final phase, where they found value in participating in their classmates' presentations Evaluation questionnaires indicated a notable increase in student interest in the subject and this experiential learning approach, with many expressing a desire to engage in more tourism projects in the future Overall, the incorporation of project work in English for Tourism (EfT) not only enhances motivation but also fosters positive educational outcomes.
The questionnaire results indicate that the travel guide project is not significantly enhancing students' background knowledge, with only about half (15 out of 29) believing that the research tasks contribute to this goal While project work theoretically supports students in deepening their understanding of their specialized field, many participants feel it primarily helps them envision their future careers To optimize the benefits of this project, it is essential to implement more engaging activities and improved evaluation tools that encourage serious participation and reinforce learning during research and peer presentations.
Project work offers students a valuable opportunity to enhance essential soft skills for their future careers, particularly in group collaboration and presentation abilities Many students report significant improvements in these areas, with teachers noting increased confidence and creativity during presentations While research and communication skills also benefit from project work, challenges remain, as some students struggle to find necessary materials and often rely on their native language initially Effective communication in English tends to improve during the final presentation stage However, the travel guide project has limited impact on developing problem-solving skills To address this, it is recommended that instructors incorporate challenging tasks, such as encouraging students to ask critical questions and simulating real-life scenarios, allowing presenters to demonstrate their ability to respond effectively.
4.2 Research question 2: How can language and work skills be integrated in the syllabus for EfT at the department of Foreign Languages, Hanoi Teacher Training College, by means of PBL method?
To effectively address this question, it is essential to first review the syllabus for EfT students, then explain how project work enhances language acquisition and fosters the development of professional skills.
The course book "English for International Tourism-Pre-intermediate" is designed for EfT students in their second and third semesters, encompassing 14 theme-based units During the third semester, students focus on Units 8 to 14, totaling 120 class hours, which allows for the inclusion of supplementary activities A key assignment, the travel guide project, constitutes 20% of the overall grade and primarily takes place outside of class, with the final two weeks dedicated to project presentations The study indicates that project work can effectively enhance the course by integrating language and work skills into the syllabus Additionally, project work serves as a valuable tool for promoting self-learning and integrating the four language skills, as outlined by Fried-Booth, allowing students to practice these skills through various stages of the project.
In the initial phase of a project, students primarily engage in speaking and listening activities, such as discussions and negotiations, rather than focusing on reading and writing However, as the project progresses, they utilize all four language skills—speaking and listening during interviews, reading background materials, and writing notes and final reports Regular research and weekly reviews not only enhance students' background knowledge but also facilitate the effective acquisition of new vocabulary and structures in a meaningful context Thus, the "weekly review" serves as a powerful tool for promoting self-learning throughout the project's implementation.
Project work significantly enhances the development of essential soft skills for EfT students compared to traditional lectures Key skills such as communication, presentation, problem-solving, research, and teamwork can be effectively integrated into travel guide projects The multi-staged nature of project work involves various activities that foster these skills; for instance, group-focused assessments promote teamwork Research tasks broaden students' knowledge and improve their research abilities, boosting their confidence in customer interactions Additionally, group discussions and negotiations cultivate critical thinking and problem-solving skills Finally, presenting the final product requires strong communication and presentation skills, while preparing for questions from tourists or unexpected situations reinforces the need for effective problem-solving abilities.
In conclusion, engaging in project work enables students to enhance their four language skills while also significantly improving their soft skills, all through the use of English.
4.3 Research question 3: What are the suggestions for effective project work in learning EfT as recommended by the teachers and students involved?
Despite students' interest in project work, significant challenges persist for both students and teachers Students often struggle with motivation, viewing projects as daunting and time-consuming, compounded by inadequate language skills for effective execution Additionally, limited access to necessary materials and technology, along with concerns about group dynamics, further hinder their progress Teachers also face obstacles, including a lack of interest in the subject matter, limited experience with project-based approaches, and difficulties in designing tourism-related projects The researcher acknowledges that implementing project work in English for Tourism (EfT) can be a challenging experience for educators To enhance the effectiveness of project work in EfT, it is crucial to address these challenges and consider feedback from both students and teachers.
Students express a strong desire for future tourism projects, emphasizing the need for enhancements that make these initiatives both appealing and educational To achieve this, it is recommended that tourism projects incorporate realistic elements, such as authentic activities that promote out-of-class engagement and English communication skills.
To ensure the success of the project, teachers, including the researcher and the interviewed teacher, must consider the project's duration.
The project should ideally span around 10 weeks to ensure students have ample time to succeed without feeling pressured A duration that is too short may hinder their ability to achieve optimal results, while an excessively long timeline could lead to decreased interest and enthusiasm throughout the project's implementation.
CONCLUSION
Recommendations
Following are some suggestions for the application of project-based approach in teaching EfT at Department of Foreign Languages, HTTC
Teachers must transition from being mere knowledge providers to facilitators who empower students in their learning journey, embracing a shift towards a learner-centered approach To effectively implement this change, educators need to acquire a solid understanding of the tourism industry and the principles of Project-Based Learning (PBL), including essential stages for project development in English for Specific Purposes (ESP) classrooms and effective assessment techniques for student projects.
Project-Based Learning (PBL) emphasizes a learner-centered approach, requiring students to adopt an active learning mindset and engage collaboratively in groups To thrive in this environment, students must develop essential skills for conducting scientific studies, including formulating research questions, managing complexity and time, analyzing data, and constructing logical arguments to support their claims Additionally, honing research and teamwork skills is crucial for their success in PBL.
To enhance the teaching and learning process, colleges should adopt a more flexible approach to both classroom and extracurricular activities, emphasizing the roles of teachers and students in a learner-centered environment Additionally, it is essential for the administration to revise evaluation policies and improve resource availability Currently, projects contribute only 20% to overall grades; increasing this percentage would better reflect the effort invested by students Furthermore, improving access to library and modern technological resources, along with providing teachers with both moral and financial support, will foster a more effective educational atmosphere.
Limitations of the study and suggestions for further study
Although the study has yielded important results, there undoubtedly existed some limitations due to its scope and weaknesses
The limited number of participants in the study may have influenced its findings and implications, as a larger sample size would have strengthened the results However, due to the existence of only two EfT classes, with the researcher overseeing one, only her students can partake in this action research.
The extensive nature of this topic has been limited to a minor thesis due to subjective factors, restricting various aspects of the study With additional time and space, a more comprehensive literature review and detailed discussions could enhance the reliability and validity of the research findings.
To enhance the reliability of future research, it is essential to involve a larger participant pool and explore various dimensions of the study Future investigations could focus on "bridging activities" that equip students with vital skills prior to engaging in tourism projects Additionally, researchers should consider designing projects tailored to the three key sectors of tourism: catering, accommodation, and tour guiding The successful implementation of Project-Based Learning (PBL) in teaching English for Tourism (EfT) is anticipated to facilitate language acquisition, deepen students' understanding of the Vietnamese tourism industry, and cultivate essential soft skills for their future careers.
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APPENDICES Appendix 1: Preliminary questionnaire for students
PRELIMINARY QUESTIONNAIRE FOR ENGLISH FOR TOURISM STUDENTS
I am conducting my MA thesis on "Integrating Language and Work Skills through Project-Based Learning: A Case Study of English for Tourism." This preliminary survey aims to assess the language experience and competence of second-year students majoring in English for Business and Tourism, as well as their attitudes toward the course and the use of project work in learning English for Tourism Your sincere responses to this questionnaire are crucial for the success of this study, and rest assured that your anonymity and confidentiality will be maintained Thank you for your cooperation.
1 How long have you been learning English as a compulsory subject at school and college? (tick one appropriate box)
2 How do you rate your English language skills? (please tick one appropriate cell for each skill)
Skills Very good Quite good Fair Poor Very poor
3 How do you rate your following skills in English? (please tick one appropriate cell for each skill)
Skills Very good Quite good Fair Poor Very poor
Communication Presentation Groupwork Problem-solving
II Attitudes towards the subject “English for Tourism” and the course
Now tick one box that best indicate your opinion
4 How do you find the subject “English for Tourism”?
5 The textbook you are using (English for International Tourism) is
6 “The single use of the course book can provide me with enough background knowledge about tourism industry?” What is your opinion of this statement?
For question 7, you can tick as many boxes as you wish
7 What would you like to add to the course?
A, A content subject (provides background knowledge in Vietnamese)
III Project-based approach in learning English for Tourism
Please tick one box that best indicates your opinion
8 How familiar is project work (group investigation and presentation) to you at your department?
A, I have done some and I know how to carry out a project now
B, I have done some but still don‟t know how to carry out a project
C, I have never heard of it but I would like to try it
D, I have never heard of it and I don‟t want to try it
9 How would you like to carry out the project for the subject “English for Tourism”?
10 How would you like to demonstrate your final product?
B, By an oral presentation with wall posters
C, By an oral presentation with PowerPoint slides
- The end - Thank you very much for your collaboration!
Appendix 2: Evaluation questionnaire for students
AN EVALUATION QUESTIONNAIRE ON PROJECT-BASED LEARNING APPROACH IN LEARNING “ENGLISH FOR TOURISM”
I invite you to share your honest opinions on the use of project work in learning "English for Tourism." This is not a test, and there are no right or wrong answers Your genuine feedback is crucial for the success of this study, so please respond sincerely.
Section A: Evaluation of the Travel Guide Project
Read the following statements and tick the box that best indicates the extent to which you agree or disagree with these statements
1 I am now quite familiar with project work in learning and I know how to carry out such a project
2 After finishing the travel guide project, I feel more interested in the subject “English for Tourism”
3 I would like to do more projects on tourism in the future
Section B: The benefits of project work in learning EfT
4 The travel guide project help(s) me to imagine what a job in tourism industry would be like (please indicate your opinion by ticking one box)
5: Definitely agree 4: Mostly agree 3: Neither agree nor disagree 2: Mostly disagree
For statements from 5 to 7, you can tick all appropriate boxes that best indicate your choice
5 In different stages of the project, I also had chance to practise such language skill(s) as
6 In general, the important benefit(s) of project-based learning in learning English for Tourism is/are
A, Learning is more fun and students are more motivated
B, Students can enrich their background knowledge through research work
C, Students can develop some soft skills such as groupwork, presentation, communication, etc
D, Students can be exposed to and learn how to deal with real-life situations
E, Others: (Please specify either in English or Vietnamese)
7 Through doing the project, my skill(s) has/have improved
E, research F, none of the above
Part C: Suggestions for effective implementation of PBL in learning EfT
8 During the implementation of the project, I myself met some difficulties such as (tick all appropriate boxes that indicate your choice)
C, Limited access to necessary materials and technology
D, Lack of instructions and guidance from the teacher
9 In my opinion, the most important factor that can ensure the success of the project is (please tick one box only)
B, Individual research and presentation skills
C, Teacher‟s clear and careful instruction and continuous feedback
D, The availability of needed materials
10 I’ll be happy to do more project work in the future if it…
(tick all appropriate boxes that indicate your choice)
A, covers a wider range of topics
B, involves more real-life communication in English
C, includes some authentic activities such as interviews with foreigners or visits to the companies or institutions in the tourist industry
D, Others: (Please specify either in English or Vietnamese)
- The end - Thank you very much for your collaboration!
Appendix 3: A semi-structured interview with a teacher from EfT team
Q1: How long have you been teaching English?
A: 9 years Q2: What is your highest qualification?
A: Masters degree in ELT and applied language studies Q3: How long have you been teaching the subject EfT?
A: Two semesters Q4: Have you ever received any education or training in the field of tourism?
A: Not yet Q5: What is your opinion of this subject?
A: English for tourism lies in the stream of English for vocational purposes The subject is important because there has been an increase in vocational training and learning in Vietnam and throughout the world
Q6: Are you in favour of PBL approach?
A: In general, I am in favour of PBL If applied successfully, PBL stimulates students’ critical thinking and provides opportunities for collaborative investigation I like the idea that the teacher plays the role of facilitator and students take ownership of their success
Q7: Have you ever implemented PBL in teaching EfT?
Q 8: How often do you ask your students to do project work? (in a school year)
A: I am just applying project work once in this semester with students of K1 A and K1B this semester
Q 9: How do you organize the project?
A: I divide the class into 6 groups Each group do research on one country of their choice, download from internet a video clip introducing about that country, and prepare a powerpoint presentation on different aspects of the country such as customs and traditions, famous tourist attractions, people and history, etc Each group member is also asked to write a short reflection essay on the video clip chosen by their group
Q10: Do your students like project work? Why/ Why not?
A: Hard-working students like the project because they take full responsibility for their learning They also appreciate the chance to work together to accomplish a common goal However, many still show their indifference
Q11: Have you met any difficulties in teaching EfT? What are they? ( e.g: time, background knowledge, college facilities, etc)
A: Honestly, I met all the above-mentioned difficulties
Q12: What do you think may be possible challenges when implementing PBL in teaching EfT?
A: - Teachers are not very interested in the subject area
- Designing and implementing a project is time-consuming for both teachers and students
- Teachers have little experience in the approach
- Students’ English proficiency is low
Q13: Do you think that PBL can be implemented in teaching EfT at our department? Why/ Why not?
A: Yes, PBL can be successfully implemented in teaching EFT at our department if teachers do not have to teach many subjects at the same time A lot of time and energy is needed for a successful design and implementation of tourism projects
Q14: Have you got any recommendations on how to carry out tourism projects successfully? (with regard to the teacher, the students, the college, etc)
- should be interested in the subject area
- should be familiar with necessary stages for developing a project in ESP classroom
- should be willing to move their role from knowledge providers to facilitators who guide students in their own learning
- should encourage collaborative and cooperative class atmosphere Students: - should be proactive learners
- should be willing to work in groups The College:
- should make library resources and internet more accessible to students
- should provide teachers with encouragement and support
Appendix 4: A reflection of teacher’s diary and notes
During the semester, the researcher meticulously observed her students' reactions and behaviors in the EfT classroom, documenting these insights through diary notes These notes were subsequently transformed into a narrative reflection to enhance the study's findings.
Before teaching class 2B, I felt nervous due to warnings from the previous teacher about potential challenges The students in this class are less active and possess limited language skills Nevertheless, I had devised a plan and was determined to conduct an experiment with them.
On the first day of school, I engaged the students in a friendly conversation, encouraging them to express their learning difficulties and needs in EfT I asked them to complete questionnaires, explaining that this would help me tailor the materials and adjust my teaching methods to better suit them They responded positively and filled out the forms diligently I then introduced the semester-long travel guide project, which piqued the curiosity of most students, although one boy appeared disinterested and did not focus on my instructions.