Rationale of the study
In today's globalized world, English has become a crucial medium for international communication, leading to its widespread use Recent educational reforms in Vietnam have emphasized the development of English language skills, particularly focusing on listening, reading, writing, and speaking Among these, presentation skills are vital, as highlighted by Joan Van Emden and Lucinda M Becker, who state that the ability to present ideas clearly and confidently is invaluable throughout a student's life Mastering presentation skills not only enhances academic performance but also plays a significant role in job interviews and future career success, making it one of the most transferable skills essential for professional development.
High schools in Bac Ninh province recognize the importance of enhancing English language competence among students by implementing a comprehensive seven-year English curriculum for grades 10, 11, and 12 This program aims to develop the four essential language skills: listening, reading, writing, and speaking However, after five years of teaching these courses, it has become evident that many students struggle with speaking skills, particularly in presentations A significant barrier is their lack of confidence, which often leads to shyness when speaking in front of an audience.
The project-based learning approach is an effective method for enhancing students' speaking skills and boosting their confidence in presentations This approach involves students designing, planning, and executing extended projects that culminate in a publicly-exhibited output, such as a product or presentation (Patton, 2012) Through collaborative projects, students utilize English, develop teamwork and group skills, and ultimately improve their presentation confidence Additionally, this method fosters independence, critical thinking, and lifelong learning among students.
A study was conducted to assess the effectiveness of project-based learning (PBL) in enhancing students' confidence in their English presentation skills at a high school in Bac Ninh province The research highlights the positive impact of PBL on student engagement and skill development in language proficiency.
Aims of the study
With the reason above, this study is aimed at:
- finding out the reasons why students lack confidence in presentations,
- exploring students’ and teacher’s attitudes toward the project-based learning,
- exploring how the PBL lessons help improve ten – grade students’ confidence in English presentation skills.
Research questions
In order to achieve these aims, three following questions were proposed:
(1) What make students feel unconfident in presentation?
(2) What are students’ and teacher’s attitudes toward project-based learning?
(3) To what extent PBL lessons help improve ten – grade students’ confidence in English presentation skills?
Significance of the study
While Project-Based Learning (PBL) offers numerous benefits, its implementation can be challenging for teachers, particularly those unfamiliar with the approach Research indicates that PBL may not be effective for students unprepared for this learning style, and teachers often struggle with the facilitator role Additionally, integrating all course materials into a single semester-long project can hinder the coverage of essential content Group dynamics further complicate student assessment, as it can be difficult to gauge individual contributions, with some students lacking motivation to participate To address these challenges, this study aims to enhance understanding of PBL's benefits and effectiveness in English lessons, providing valuable insights for educators and students at the researcher’s high school The findings will equip tenth-grade students with improved confidence in their English presentation skills through the application of PBL.
Scope of the study
This study aims to enhance the confidence of tenth-grade students in their English presentation skills at a high school in Bac Ninh province through Project-Based Learning (PBL) The research involves 48 tenth-grade students during the second semester of the 2017-2018 academic year.
This study, constrained by the time and scope of a minor thesis, aims to identify the factors contributing to students' lack of confidence in English presentations It also explores the attitudes of both students and teachers towards Project-Based Learning (PBL) and assesses the extent to which the project aligns with its intended objectives.
Methods of the study
The study was conducted as an action research with four key stages: Planning, Acting, Observing, and Evaluation:
A pre-test and questionnaire were conducted to explore the factors contributing to students' lack of confidence in their English presentation skills The data gathered from the questionnaires was analyzed using both qualitative and quantitative methods.
- Mapping out strategies for the lesson plans applied PBL to improve students’ confidence in English presentation skills
In the second semester of the 2017-2018 school year, Project-Based Learning (PBL) was implemented in the English lessons for class 10A2, spanning fifteen hours over fifteen weeks This approach focused on eight topics derived from the Basic English Textbook 10 (Hoang Van Van, 2006), aiming to enhance students' confidence in their presentation skills.
- An experiencing teacher in English groups of the High School was invited to observe these lessons and evaluate the changes in the final results
- Class observation were made carefully and objectively based on the outcomes of students
- A post-test was given for students to evaluate their confidence in English presentation skills
- A questionnaire was carried out to get information from students’ and teachers’ attitudes toward using PBL in English lessons
- Documentary analysis was used to measure what the project met its objectives
- From the results of the post-test, questionnaire and class observation, some conclusions were made.
Design of the study
The thesis entitled “Using Project-based Teaching to Improve Students’ Confidence in English Presentation Skills at a High School in Bac Ninh Province” is divided into three parts:
Part A – Introduction shows the rationale, the aims for the research, the research questions, the significance, the scope, the methods and the design of the study
Part B – Development consists of three chapters:
Chapter 1 of the literature review provides a comprehensive background of the study, clarifying essential concepts and theories related to the research topic It also examines previous studies in the field, highlighting existing research gaps that require further exploration.
Chapter 2 – Methodology introduces the participants, instrumentation, research process and plan of the action
Chapter 3 – Findings and discussion gives detailed description of data analysis and presents some explanations and interpretations of the finding of the study
Part C – Conclusion summarizes the major findings, shows the limitations of the study and provides some suggestions for further study.
LITERATURE REVIEW
Presentation skills
Skillsyouneed categorizes formal information presentation into two main areas: Presentation Skills and Personal Presentation, both of which are interconnected and encompass verbal and non-verbal communication practices This study explores the concept of oral presentations and clarifies essential terminology related to presentation skills.
In Oxford Advanced Learner’s Dictionary (2005, p.1190), presentation is defined as the act of showing something or of giving something to someone, especially as part of a formal ceremony
Oral presentations effectively convey complex ideas through interactive communication, allowing presenters to utilize visual aids like overhead projectors This format encourages audience engagement, enabling them to seek clarification and enhancing understanding.
In general, a presentation is a mean of communication that can be adapted to various speaking situations, such as talking to a group, addressing a meeting or briefing a team
According to Whatley R P., presentation is divided into five main types named: Informative, instructional, arousing, persuasive, and decision-making
1 Information presentation: Keep an informative presentation brief and to the point Stick to the facts and avoid complicated information
2 Instructional presentation: Your purpose in an instructional presentation is to give specific directions or orders Your presentation will probably be a bit longer, because it has to cover your topic thoroughly
3 Arousing presentation: Your purpose in an arousing presentation is to make people think about ascertain problem or situation
4 Decision-making presentation: Your purpose in a decision-making presentation is to move your audience to take your suggested action A decision-making presentation presents ideas, suggestions, and arguments strongly enough to persuade an audience to carry out your requests
5 Persuasive presentation: Your purpose in a persuasive presentation is to convince your listeners to accept your proposal
Whatley identified five types of presentations, each defined by the presenter’s purpose Despite their unique characteristics, all presentations share a fundamental requirement: they must be clearly organized, formally structured, and effectively convey messages to the audience.
A successful presentation is characterized by several key elements, including engaging and original content, a well-organized structure, effective timing, and creative visual aids Additionally, the ability to evoke laughter and provoke thought plays a significant role However, the most crucial factor that elevates a presentation is the presenter's enthusiasm.
D'Arcy (1998) outlines five essential criteria for evaluating a presentation: organization and content development, delivery, visuals, voice and volume, and comprehension He treats each of these elements as equally important, without prioritizing any specific aspect.
Despite using different terms for the evaluation criteria, Powell (1996) and D’ Arcy (1998) both consider content and visual aids to contribute a successful presentation
Table 1.1: Summary of criteria for a good presentation
No Criteria for a good presentation Authors/ Researchers
1 New and unusual content Powell, M (1996)
4 Imaginative use of visual aids
5 The ability to make people laugh and think
7 Organization and development of content D’Arcy (1998)
12 Preparation The idea from researcher’s experience
Because of the ability of participants and the objectives of the research, the researcher only focused on some criteria as followed:
Table 1.2: Scope of criteria for a good presentation
No Criteria for a good presentation
6 Delivery (Posture and Eye contact)
1.1.4 The importance of presentation skills in language learning
Designing oral presentations for students offers numerous benefits, including bridging the gap between language study and practical use, and integrating the four language skills naturally This approach encourages students to collect, inquire, organize, and construct information while enhancing teamwork and fostering active, autonomous learning By engaging in their own learning processes, students gain real-world experience and develop essential creative, critical thinking, and problem-solving skills, which are vital for success in the 21st century Ultimately, the goal is to help students maximize their personal and professional potential.
In their 2004 study, Alshare and Hindi emphasized the significance of presentation skills, noting that students must present in two classes each semester for approximately ten minutes Both students and instructors concurred that key objectives of these presentations are to enhance communication skills and to prepare students for addressing groups effectively.
Effective presentation skills are crucial in foreign language education, as they integrate listening, speaking, reading, and writing abilities These skills foster teamwork, enhance critical thinking and problem-solving capabilities, and build the confidence necessary for effective communication with others.
Confidence
Confidence is the belief in the reliability and capabilities of someone or something, as defined by the Oxford Advanced Learner’s Dictionary It embodies the assurance that one can trust and have faith in the positive attributes and skills of individuals or entities.
Palmer (2011 – p.1) describes the term as:
Self-reliance refers to an individual's confidence in their own abilities and values It does not imply believing one is the best at everything, but rather encompasses a sense of comfort and assurance in handling necessary tasks.
In summary, confidence is rooted in the belief in your ability to perform at your best You don't need to be the most talented or the most accomplished to possess confidence; what matters is your conviction in your capabilities Embracing this mindset also involves a willingness to take risks.
1.2.2 The importance of confidence in presentation skills
As language learners, confidence is one of the principal factors that have strong influence in the second language achievements
Confidence plays a crucial role in language learning, as highlighted by Chen (2003), who asserts that it directly influences students' spoken English abilities Gander (2006) further supports this notion, noting that students often experience satisfaction and a sense of success when they reach levels of independence and fluency, ultimately boosting their confidence in their language skills.
Talking about the role of confidence in presentation, it is said that oral presentations require courage and confidence from presenters who are in front of their classmate
According to Professional Communication Skills Program,
The Presentation Skills seminar equips participants with essential techniques for preparing, planning, and delivering professional presentations It fosters a supportive environment that allows for extensive practice on diverse topics, while offering immediate feedback from the facilitator and peers, as well as insights from recorded presentations Participants benefit from personalized guidance aimed at enhancing their presentation skills, boosting their confidence, and ensuring they feel comfortable in front of an audience.
Confidence is essential for effective presentation skills, as it empowers students to trust their abilities and focus on achieving specific goals without being overly concerned about the results.
1.2.3 Factors affecting students’ confidence in presentation skills
Students’ confidence in presentation skills is affected by many factors discussed in the following:
1.2.3.1 Internal factors a Students’ language proficiency
Proficiency, encompassing skills, ability, and experience, significantly influences students' confidence in oral activities, particularly in presentation skills According to Rob (1985), proficiency can be viewed as either linguistic competence or communicative competence, with second language proficiency often assessed against that of native speakers Scarcella and Oxford (1992) further elaborate that linguistic competence includes essential components such as vocabulary, grammar structures, and mechanics, which involve the basic sounds of letters, syllables, word pronunciation, intonation, and stress.
Students' language proficiency significantly impacts their confidence in presentation skills, particularly when presenting to classmates and responding to questions Additionally, students' attitudes play a crucial role in shaping their overall presentation effectiveness.
Chandrasegaran (1981) emphasizes that attitude encompasses emotional and cognitive states related to learning the English language and understanding the culture of English-speaking communities Gardner and Lambert (1972) highlight the strong connection between attitude and motivation, while Spolsky (1998) notes that a learner's attitude significantly influences their motivational development Therefore, attitude plays a crucial role in English language acquisition and presentation skills, as it fosters student motivation.
Research indicates that fear of making mistakes significantly impacts students' learning experiences Nuna (1999) highlights that this fear can hinder their willingness to participate Hieu (2011) notes that students often dread being laughed at by peers or criticized by teachers, which exacerbates their anxiety Similarly, T Kurtus (2001) emphasizes that students are concerned about how they are perceived by others, fearing they may appear foolish in front of their classmates.
Shyness significantly impacts students' confidence when presenting in English, often leading to a mental block that causes them to forget their points According to Baldwin (2011), speaking in front of an audience can exacerbate feelings of shyness, hindering effective communication.
(2011) shows that most of students shy in presenting because they think they can make mistakes when talking
Fear of making mistakes and shyness can significantly undermine students' confidence in their presentation skills When students experience shyness, it often results in increased errors during their presentations.
1.2.3.2 External factors a Inappropriate teacher’s correction and role
According to Brown (2002), students' errors reflect their language acquisition strategies, and teachers often correct these mistakes to facilitate mastery of the language While some students appreciate subtle and tactful corrections, others prefer direct and straightforward feedback.
Students often feel unconfident and disappointed when teachers correct their mistakes insensitively or criticize them publicly Therefore, it is essential for teachers to provide feedback and corrections in a sensitive, enthusiastic, and gentle manner This approach helps students feel more at ease in recognizing their errors and encourages them to express their ideas with confidence.
According to Harmer, J (1999 – p.57), teachers’ role in classroom can be a controller, an organizer, an assessor, a prompter, a participant, a recourse, a tutor, and an observer
Byme, D (1986 – p.2) classifies the role of the teachers into three stages: Firstly, the presentation stage, teachers present the plan, assign tasks and allocate time
Secondly, the practice stage, students work in groups under the teachers’ observation and guide
In the production stage, teachers play a crucial role in fostering students' language use by encouraging them to express themselves freely and providing constructive feedback after presentations When teachers exhibit enthusiasm and kindness in their guidance, students gain confidence in their presentation skills, enhancing their overall learning experience.
Project-based learning (PBL)
Project-based learning (PBL) has been utilized across various fields, including education, engineering, and medicine, for many years As a result, numerous definitions of the project-based approach in learning exist, each reflecting the unique principles and perspectives of the authors' interpretations.
PBL is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop as what Moss and Duzer
According to Adderly et al (1975), project-based learning (PBL) encompasses several key aspects: it involves solving a problem, often initiated by the students themselves, and requires active participation in various educational activities PBL typically culminates in a tangible product, such as a thesis or report, and is characterized by an extended duration of work Additionally, teaching staff adopt an advisory role throughout the process, from initiation to conclusion Notably, the aspects of problem-solving and the creation of an end product are particularly significant in the context of project-based learning.
Fried-Booth (2002) has the same idea when presenting:
Project work is focused on students and emphasizes the importance of creating a final product The process of reaching this goal is what truly enriches the experience, as it allows students to build confidence, foster independence, and collaborate effectively in a real-world setting.
From three definitions above, the one given by Adderly, K et al (1975) is seemingly the most obvious and adequate so that the study is based on this principle
In a great review of PBL research Thomas (2000) lists five essential features of project-based learning:
1 Projects are central to the curriculum, not add-ons to serious study
2 Projects focus on driving questions that lead students to encounter important concepts and content
3 Students take part in investigations that allow them to build their understanding
4 Students have more responsibility for their own learning than in traditional, teacher-driven instruction
5 Projects relate to the real world
In Project-Based Learning (PBL), students experience autonomy, operating without direct supervision from the teacher, who acts merely as a facilitator Projects should be open-ended, lacking predetermined outcomes or rigid pathways They must reflect genuine real-world problems, ensuring authenticity and the potential for practical transformation and implementation.
Project-based learning provides numerous advantages for students and teachers alike Research indicates that this approach effectively engages students, reduces absenteeism, enhances collaborative skills, and boosts academic performance, as highlighted by the George Lucas Educational Foundation.
2001) For students, benefits of project-based learning include:
• Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000)
Research indicates that students engaged in project-based learning demonstrate academic gains that are equal to or exceed those achieved through traditional educational models This approach encourages greater student responsibility for their own learning, fostering deeper engagement and understanding (Boaler, 1997; SRI, 2000).
• Opportunities to develop complex skills, such as higher-order thinking, problem- solving, collaborating, and communicating (SRI, 2000)
• Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002)
Many students are drawn to experiential learning due to its authentic nature, as they immerse themselves in the roles and behaviors of professionals in various fields By creating documentary videos on environmental issues, designing travel brochures that showcase local historical sites, or developing multimedia presentations on the implications of new shopping malls, students participate in meaningful real-world activities that extend their learning beyond the classroom.
Teachers experience increased professionalism and collaboration with colleagues, along with opportunities to foster relationships with students They appreciate models that cater to diverse learners by offering a broader array of learning opportunities Notably, students who thrive in project-based learning often struggle with traditional instructional methods, highlighting the effectiveness of this approach for those who need it most.
There is a variety of projects, such as drawing pictures, making news, making records, carrying out interviews and surveys, portfolios,…thus, it is not easy to define what project is
Kilpatrick (1918) categorizes projects into four distinct types: Type 1 projects are centered around executing external ideas or plans, such as constructing a boat, composing a letter, or staging a play Type 2 projects focus on aesthetic experiences, including listening to poetry, enjoying a symphony, or appreciating visual art Type 3 projects emphasize problem-solving, which can involve analyzing the impacts of war or interpreting experimental findings Lastly, Type 4 projects aim at acquiring specific skills or knowledge.
Haines (1989) categorizes projects into three distinct types based on their final products and information delivery methods Production projects encompass activities involving radio, video, and wall newspapers Performance projects include presentations and debates, while organizational projects involve events such as parties, plays, and dramas.
In conclusion, the researcher provided numerous opportunities for expression to the creative, dynamic, and studious high school students This involved implementing a variety of projects in her teaching approach, including presentations, role-playing, storytelling, and engaging in conversations.
Although projects are divided into many types, they have common characteristics and framework which will be discussed in the next part
According to Papandreou, projects are formed through a sequence of activities organized into a process led by students, encompassing distinct stages In English teaching classrooms, various methods exist to implement Project-Based Learning (PBL) Fried Booth (1986) identifies three key stages of a project: initiating in the classroom, engaging with the external world, and returning to the classroom This foundational model has since evolved into a comprehensive eight-stage development process.
Papandreou (1994) in “An Application of the Projects Approach to EFL” introduces a model which illustrates the process of project work in six steps:
Step 1: Preparation: in this period, the teacher introduces the topic to the students, and asks them to discuss and ask questions
Step 2: Planning: in this period, the teacher and the students determine the mode for collecting and analyzing information, and different work are assigned
Step 3: Research: in this part, the students work individually or in groups gather information from different sources
Step 4: Conclusions: the students draw conclusions bases upon their analysis of the collected data
Step 5: Presentation: the students are supposed to present their final product to the whole class
Step 6: evaluation: in this part, the teacher makes comments on the students’ endeavor and efforts
Papandreou introduces a novel evaluation step to the traditional model, enhancing the overall process This updated approach bears resemblance to Kaptan's six-step model, reflecting a commitment to continuous improvement and assessment.
Here are steps for implementing PBL, which are detailed below by (Korkmaz & Kaptan, 2000):
Step 1: Stating the subject and sub-subjects, organizing the groups
Students explore the resources and in order to create a frame for the project they state questions
Group members make a project plan They ask questions as “Where are we going?”,
“What will we learn?” vs they choose their roles in the project
Step 3: Application of the project
Group members are organized and analyze the data and information
Step 4: Planning of the presentation
The members define the essential points in their presentation and then decide on how to present the project
Presentations can be made in any (in different schools, classes, vs.) places
Students share the feedback of everyone on their project Both the students and the teacher share the project(s) with everyone
Stoller introduces an enhanced eight-step framework based on earlier models, marking an advancement in the field To adapt to evolving educational needs, this model was later updated In his 2006 work, "Maximizing the Benefits of Project Work in Foreign Language Classrooms," Stoller outlines a revised ten-step process that further optimizes project-based learning in language education.
Step 1: Students and instructor agree on a theme for the project
Step 2: Students and instructor determine the final outcome
Step 3: Students and instructor structure the project
Step 4: Instructor prepares students for the language demands of information gathering
Step 6: Instructor prepares students for the language demands of compiling and analyzing data
Step 7: Students compile and analyze information
Step 8: Instructor prepares students for the language demands of the culminating activity
Step 9: Students present final product
Step 10: Students evaluate the project
The revised framework introduces new designs for steps 4, 6, and 8, setting it apart from the traditional model This differentiation lies in the distinct teaching methods employed for the language demands associated with each step.
METHODOLOGY
Action research
Action research is a systematic inquiry process that involves small-scale investigations conducted by teachers to address real-life challenges and enhance future practices (Ferrance, 2000; Corey, 1953) It serves as an effective method for educators to reflect on their teaching and develop personalized strategies for improvement (Tsui, 1992).
According to Kemmis and McTaggart (1988, p 5-6), action research is defined as
Collective self-reflective inquiry involves participants in social settings examining their practices to enhance the rationality and fairness of their social or educational methods This process also deepens their understanding of these practices and the contexts in which they occur.
2.1.2 The process of action research
Nunan (1992, p.19) and Nunan (1993, p 41-42) described the process of action research as follow steps:
Step 7: Follow-up (Revise for next circle)
Step 6: Dissemination investigation Step 2: Preliminary
Figure 2.1: Steps in the action research cycle
Step 1 - Initiation (Problem identification): From teaching experience, the researcher identified the problems that students had faced in the classroom
Step 2 – Preliminary (Preliminary investigation): The researcher investigated students’ feelings to these problems and discussed with other classes about their problems
Step 3 – Hypothesis: The researcher formed the hypothesis that most students are not confident in presentation skills because they had negative attitudes towards presentation skills in previous lessons and their teacher’s teaching method
Step 4 – Intervention: The researcher planned the lessons and found out techniques solving the problems defined by the hypothesis after classroom observation and hypothesis
Step 5 – Evaluation: The researcher along with the colleagues worked through some stages such as action, observation, reflection, and revision to evaluate the results of activities, material, classroom’ atmosphere and the role of teacher
Step 6 – Dissemination: Results was reported
Step 7 – Follow-up: The researcher revises for next circle
Because of limited time, in spite of seven steps in an action researcher cycle, the researcher carried out 6 steps below:
2.1.3 Rationale of using an action research
The benefit of action research is given in the definition of Milss (2003-p.4)
Action research is a systematic inquiry conducted by teacher researchers to gather information about their school's operations, teaching methods, and student learning outcomes The primary goals of this research are to gain insights, develop reflective practices, implement positive changes in the educational environment, and ultimately enhance student performance Typically, action research addresses practical problems faced by educators on a daily basis, allowing teachers to effectively improve their teaching methods and learning environments Tsui (1992) identifies three key reasons for teachers to engage in action research, emphasizing its importance in educational practice.
- to solve own problems in a scientific process an improve own practice,
- to adapt theory ( findings of conventional research) to practice (own problems),
- share the results of action research with other teachers
Action research plays a crucial role in the teaching profession, as it empowers educators to identify and address their own teaching challenges through scientific methods By engaging in this process, teachers demonstrate their commitment to continuous improvement, showcasing their dynamic and modern approach to education.
Context of the study
The research was conducted at Nguyen Van Cu High School in Tu Son district, Bac Ninh province, where the researcher teaches an afternoon English tutoring course lasting 15 hours over 15 weeks Each Wednesday, students participate in a 2-hour class, with the researcher dedicating 1 hour weekly to the study The course utilizes the "Basic English Textbook 10" (Hoang Van Van, 2006), aimed at enhancing various language skills, including grammar, vocabulary, reading, speaking, listening, and writing Topics covered in the curriculum include engaging subjects such as the environment, mass media, music, and cinema.
After analyzing the first semester, the researcher identified that students struggled with their presentation skills during speaking lessons Despite attempts to address these issues, improvements were not evident Consequently, the researcher opted to implement Project-Based Learning (PBL) for group activities to boost students' confidence in their English presentation skills.
Participants
The study was conducted by a teacher at Nguyen Van Cu High School in Tu Son district, Bac Ninh province, focusing on 48 students from class 10A2 during the 2017-2018 academic year This group consists of 18 boys and 20 girls, all 16 years old, who hail from various communes within Tu Son district With nine years of English learning experience, these students are required to achieve a minimum score of 5 in English to successfully pass the High School entrance exam, indicating a relatively homogeneous level of English proficiency among them.
Data collection
This study's findings were derived from data gathered through pre-tests, post-tests, questionnaires, and teacher observations, conducted during the second semester of the 2017-2018 academic year.
This action research study utilized a questionnaire to gather data from 48 students in class 10A2 at Nguyen Van Cu High School during the second semester of the 2017-2018 school year The questionnaire, consisting of 8 questions divided into two main sections, aimed to assess students' attitudes towards presentation skills and Project-Based Learning (PBL) implemented in the afternoon tutor course over a 15-week period Additionally, it explored how PBL influences students' confidence in their presentation abilities To ensure clarity, the questionnaire was translated into Vietnamese for the students' better understanding.
Classroom observation and questionnaires were utilized to gather data for the study, focusing on classroom activities, student behavior, and performance to assess the impact of Project-Based Learning (PBL) The researcher documented insights in a teaching journal after each lesson to enhance data collection.
2.4.3 The pre-test and post-test
* The pre-test was given to check students’ presentation level in the oral test
A post-test was administered to evaluate students' presentation skills following the implementation of Project-Based Learning (PBL) through group work activities The results from the pre-test, conducted at the start of the course, were compared with those from the post-test, given at the course's conclusion, to assess the effectiveness of PBL in enhancing presentation abilities.
To ensure objectivity in the research, the researcher enlisted the help of colleague Chu Thi Thuan, an English teacher, as an external evaluator Together, they conducted both pre-tests and post-tests to assess the students' presentation skills.
Data analysis
The researcher used Microsoft Excel to analyze data and calculate figures from questionnaires, pre-test and post-test, class observation.
The action research procedure
Based on five years of experience teaching English at Nguyen Van Cu High School, the researcher identified several challenges students face in developing presentation skills Many students exhibit reluctance to speak English and engage in classroom presentations, leading to a lack of interest and motivation They often struggle with essential elements such as language proficiency, humor, eye contact, body language, and overall energy and enthusiasm Consequently, this results in shyness and a lack of confidence in their presentation abilities, leaving most students inactive during presentations.
A pre-questionnaire was administered to 48 students in class 10A2 to identify the factors contributing to their lack of confidence in presentation skills The findings highlighted the significance of effective presentation skills and the specific challenges that hindered the students' confidence in presenting.
Based on the analysis and discussion of previous data, a hypothesis was formed:
Using PBL for group-work activities will be able to improve 10-grade students’ confidence in English presentation skills at Nguyen Van Cu High School, Bac Ninh province
2.6.4 Intervention (Implementing PBL in form of group-work in afternoon tutor lessons) (week 5, 6, 7, 8, 9, 10, 11, 12)
After identifying the issues, the researcher designed an 8-week course aimed at addressing these challenges This course was informed by the insights of Ngo Huu Hoang (2014), focusing on the key elements of Project, People, Process, and Product.
2.6.4.1 Project: The study course is conducted
Based on a literature review of Project-Based Learning (PBL) in enhancing presentation skills, a researcher developed an 8-week lesson plan for an afternoon tutor course using the Basic English Textbook 10 (Hoang Van Van, 2006) This PBL approach involved students working in the same groups on various projects during their speaking skill lessons The curriculum included eight engaging topics for the second semester, such as the undersea world, conservation, national parks, music, films and cinema, the World Cup, cities, and historical places.
2.6.4.2 The people: Those who do the project
Forty-eight tenth-grade students participated in a project, organized into eight groups of six students each The groups were formed to include a mix of abilities, combining both high and low-performing students based on their pre-test scores.
In project-based learning (PBL), the teacher assumes the crucial role of a facilitator, guiding and inspiring students rather than simply delivering knowledge This shift allows educators to encourage student engagement and creativity, fostering a more interactive learning environment.
“provider” as traditional teaching in the past
2.6.4.3 The process: The arrangement of ways, things, venue, and time that the project was conducted
There are four main steps in the project course as follow:
(1) Structuring the project work: general instruction of presentation skills; arrangement of project groups with members; choosing topics based on student’s interests
(2) Gathering appropriate information from many sources
(4) Presenting and discussing the final report
In the second semester's afternoon tutor course, presentation skills were integrated into the curriculum over a 15-week period, with one hour dedicated each week After developing lesson plans and adapting projects, these were implemented in class 10A2 for eight weeks, specifically from week 5 to week 12 A total of eight groups, each consisting of six members, focused on eight macro-project topics.
Weeks Macro – project topics Micro – project topics
1 Presentation about a kind of sea animals such as sperm, whale, dolphin… or the life beneath the ocean
1 Presentation about the zoo of the new kind learned in the speaking lesson
2 Role play as endangered animals
1 Presentation about some famous national parks in Vietnam and in the world
2 Telling a story about a trip to a national park Week 8 Unit 12: Music
1 Presentation about types of music such as folk music, rock and roll, pop music, classical music, jazz…
2 Presentation about your favorite type of music, song, singer, music band or musician…
Week 9 Unit 13: Films and Cinema
1 Presentation about the history of cinema
2 Presentation about kinds of film, such as science fiction, cartoon, horror, detective, thriller,…
3 Role play based on a favorite film
Week 10 Unit 14: The world Cup
1 Presentation about the history of the World Cup
2 Discussing about a World Cup tournament Week 11 Unit 15: Cities
1 Presentation about some well-known cities in the world such as New York, Paris, London,…
2 Brief introduction about your city / place you are living
1 Presentation about some historical places in Vietnam such as Van Mieu - Quoc Tu Giam, Hue Imperial City, Hoi An ancient town,…
2 Telling about your trip to visit a historical place in Vietnam
From week 1 to week 4, each group member worked on their projects outside the classroom, meeting weekly to discuss progress and collaborate, while keeping the researcher informed about their meeting locations Weeks 5 through 12 were dedicated to presentations where groups shared their weekly reports through various engaging activities like role plays, presentations, conversations, and storytelling Finally, weeks 13 to 15 were reserved for evaluation of the projects.
During 15 weeks, students tried to learn about knowledge and elements of the core curriculum required and they could observe and acquire from real life not only in textbook or classroom Whereby, students could see, compare and contrast global problems with national ones such as conservation, environment, entertainment Therefore, they thought and suggested the solutions or development for them
The data collected from product and post-activity assessments revealed insights into how students can enhance their confidence in presentation skills, as discussed in Chapter III This evaluation will help determine the effectiveness of Project-Based Learning (PBL) on students' presentation confidence, guiding the researcher in identifying areas for improvement in future lessons.
The researcher presented the study plan to fellow English teachers at the school, clearly outlining the objectives, processes, and expected outcomes of the action research This collaborative approach allows other teachers to provide input, support, and feedback on the research If successful, the implementation of Project-Based Learning (PBL) can enhance their teaching practices and benefit their students.
Summary
In Chapter 2, the researcher explores key components of the study, providing concise definitions of action research and justifying its selection The chapter outlines the context of implementing Project-Based Learning (PBL) with 10th-grade students at Nguyen Van Cu High School in Bac Ninh province Additionally, it details the research methodology, including participant selection, research procedures, instruments used, data collection processes, and data analysis techniques.
FINDINGS AND DISCUSSION
Factors affecting students’ lack of confidence in English presentation skills
Chart 3.1: The role of presentation skills
A recent survey revealed that a significant majority of students recognize the importance of presentation skills, with 54.2% (26 students) considering them very important, while 35.4% (17 students) view them as rather important Only a small minority, 6.3% (3 students), believe that presentation skills hold little significance.
A significant majority of students recognize the importance of presentation skills in contemporary learning methods, with only 4.1% (2 students) deeming these skills as not important at all This highlights a strong awareness among students regarding the value of effective presentation abilities in today's educational landscape.
Chart 3.2: Students’ interest in English presentation skills in class
The chart reveals a significant lack of interest among students in English presentation skills, with only 6.3% expressing that they find it very interesting A further 18.8% consider it rather interesting, while 45.8% rate it as little interesting, and 29.1% find it not interesting at all Overall, the data indicates that the majority of students are disinterested in developing their English presentation skills.
In summary, the data indicates that students recognize the significance of English presentation skills; however, a limited number express interest in presenting in class This raises the question: "What factors contribute to students' lack of confidence in presentations?"
Rather interested inLittle interested inNot interested in
Chart 3.3: Factors causing students’ lack of confidence in English presentation skills
Chart 3.3 pointed out many problems and difficulties students had to face in English presentation skills Most of them (70.8%) found that they fear of being laughed at presenting by other friends in front of class Because of this reason, 58.3% unconfident students are unable to present loudly, clearly, fluently Many students (60.5%) agreed limited pronunciation and 50% of them also assume that lack of vocabulary and grammar are their difficulties This fact can be explained easily that most of English classes in Vietnam are taught by Vietnamese teachers, so students did not have chance to practice English with native teachers in real environment and this prevented them from developing English language competence Furthermore, Boring topics also discouraged them from presenting with 54.2% Besides, Lack of preparation (52.1%); Limited knowledge (43.8%); Lack of time for presenting (45.8%); Fear of presenting incorrect topics (47.9%) were also students’ difficulties in English presentation skills Finally, lack of teacher’s guide before presenting is the least problematic with 37.5% of students
Because of above factors, the researcher gave student the pre-test to investigate and the results as follow:
Table 3.1: Students’ result in the pre-test of presentation
No Mark Number of students Percentage
The pre-test results indicate that 4.2% of students scored 3, 25% scored 4, 27% scored 5, and 31.3% scored 6, while only 12.5% achieved marks of 7 or 8 Notably, no students received marks of 0, 1, 2, 9, or 10, with the majority scoring between 4 and 6 This trend can be attributed to the completion of basic speaking tasks in the English 10 syllabus, which left students with limited opportunities to practice speaking and presenting Consequently, many students felt embarrassed and lacked confidence when required to present in front of the class due to various challenges associated with English presentations.
The data from Chart 3.3 and the pre-test results in Table 3.1 indicate that half of the students were inadequately prepared for their presentations This lack of preparation may stem from their uncertainty about how to gather information on their topics and limited collaboration with peers Consequently, they struggled to understand the content they were presenting, leading to poor time management As a result, their delivery was characterized by awkward posture, lack of eye contact, unclear and low-volume speech, and an overall lack of confidence.
External factors mainly come from teacher When being asked about the teacher’s guide, students gave the answer:
Statistics from chart 3.4 illustrate the teaching methods employed by teachers in Vietnam for English presentation lessons A significant 39.6% of students reported that their teachers frequently provide vocabulary and structures related to the presentation topic Close behind, 35.4% of students felt that their teachers are willing to share main ideas about the topic However, only 14.6% indicated that teachers encourage group outlining, and just 10.4% stated that they are prompted to discuss and prepare topics independently These findings highlight a trend of passive learning among Vietnamese students, particularly in speaking and presentation activities, as teachers primarily focus on delivering vocabulary and key concepts without adequately guiding students on information gathering and data collection strategies.
Gives you vocabularies and structures which relate to presentation topic
Gives you main ideas of presentation topic
Encourages you making ouline for presentation topic in groups
Asks you discuss and prepare for presentation topic by yourselves
Percentage of students (%) technique to present in front of class, Vietnamese students are used to waiting the suggestions from their teacher, not active to discover the knowledge.
Attitudes of students and teachers to project-based learning
Chart 3.5: Factors motivating students’ confidence in English presentation
A Comfortable and exciting learning atmosphere
B Various leaning activities, materials and exercises
E You are able to plan, discuss and cooperate in groups
F You are more dynamic, independent and creative
G You get more information and knowledge, improve vocabulary by yourself
H You can improve other skills (finding information, collecting and analyzing data, applying information technology)
Chart 3.5 reveals that a significant majority of students reported factors that boosted their confidence in English presentations Notably, 81.3% of students felt more dynamic, independent, and creative following Project-Based Learning (PBL) lessons Additionally, 79.2% of students indicated that they could effectively plan, discuss, and collaborate in groups while engaging in project work Furthermore, 70.8% of students acknowledged the positive impact of consistent encouragement from their teacher.
Factors that enhance students' confidence in presentations include a comfortable and engaging learning environment, as noted by 66.7% of respondents Additionally, 54.2% of students found that diverse learning activities, materials, and exercises significantly boosted their confidence After participating in Project-Based Learning (PBL) lessons, 58.3% reported improved skills in information gathering, vocabulary enhancement, and self-directed learning Furthermore, 52.1% indicated that PBL helped them in data collection, analysis, and the application of information technology However, only 35.4% felt that projects motivated their confidence, primarily due to their relevance to personal interests and daily life.
Table 3.2: Students’ feeling about topics of project carried out in the semester
No Macro – project topics Like Dislike
According to Table 3.2, a significant majority of students showed enthusiasm for their project topics this semester, with 93.8% expressing interest in Music, followed by 83.3% for Films and Cinema, and 79.2% for The World Cup These topics likely resonated with their personal interests in music, film, and sports, making it easier for them to gather information, engage in project creation, and present confidently Additionally, subjects like National Parks, Cities, and the Undersea World garnered interest from 62.5%, 56.3%, and 47.9% of students, respectively In contrast, Conversation and Historical Places appeared less appealing, with only 16.7% and 20.8% of students finding them attractive.
The attitude of teacher was expressed by her class observation, as detailed:
(1) Well-prepared with appropriate objectives of the class
(2) Various and suitable information for the content
(3) Effective mutual collaboration with peers
(4) Clear and smooth presentation with clear voice and high volume
(5) Confident appearance with flexible eye contact
(9) Students are interesting, enthusiastic, and active
(10) Students are attentive and involved
(11) Students are encouraged to ask questions and express their own ideas
The class observation involved eight project groups, all of which demonstrated careful preparation for their presentations, leading to smooth and logical lessons Most students exhibited a positive attitude and showcased their personal characteristics, actively engaging in student-to-student interactions as communicators, asking questions, and sharing their ideas The project work significantly impacted the students, with the teacher making notable efforts to motivate them during presentations and implementing reward and punishment policies to enhance their confidence However, a limitation was identified in the form of unreasonable time distribution, as students struggled to allocate suitable time segments for their presentations.
Effect of project-based learning
3.3.1 Effect of project-based learning in presentation skills
Chart 3.6: Effect of PBL in presentation skills
Chart 3.6 shows the effect of PBL in presentation skills after lessons 87.5% students now can completely prepare and obviously rehearse in front of class 91.7% students agreed that they can collaborate with peers while 85.4% of them are willing to answer accurately most all questions posed by classmates Because of their comprehension about the contents of topics with good preparation, 79.2% of students have clear and fluent voice, loud volume in crowed listeners Besides, 72.9% of them have good delivery with natural posture and flexible eye contact to stand up straight, look relaxed and be confident while presenting However, perhaps, they only focus on the content of the topic and delivery, they are still embarrassed in distributing the time Only one-third (35.4%) of them can distribute reasonable time in the parts of the presentations, two-third students admitted having difficulty with the time
3.3.2 Effect of project-based learning in improving confidence in presentation skills
Chart 3.7: Effect of project-based learning in improving confidence in presentation skills
A You aren’t anxious and shy when presenting
B You integrate eye contact and body language when presenting
C You can make the listeners laugh and think when presenting
D You are willing to present if you have topic
E You are able to answer any questions about the topic quickly and accurately
Chart 3.7 illustrates the positive impact of Project-Based Learning (PBL) on students' confidence in presentation skills Post-PBL lessons, 81.3% of students report feeling less anxious and shy during presentations, while 83.3% express a willingness to present when given a topic Additionally, 79.2% effectively incorporate eye contact and body language into their presentations Following their presentations, 85.4% of students demonstrate the ability to answer questions about the topic quickly and accurately However, only 20.8% manage to engage their audience with humor and thought-provoking content, suggesting that this aspect may vary based on individual confidence and sense of humor.
Pe rc en tage of stu de n ts (% )
Table 3.1: Students’ result in the pre-test of presentation
No Mark Number of students Percentage
Table 3.3: Students’ result in the post-test of presentation
No Mark Number of students Percentage
Table 3.3 indicates that only 6.3% of students got mark 4; 14.6% got mark 5 in the took 16.6%; mark 8 was 10.4% Mark 9 had 6.3%.There no students who had mark
In the second semester, the implementation of Project-Based Learning (PBL) significantly improved students' English presentation skills, as evidenced by the data in tables 3.1 and 3.3 Notably, no students received a mark of 3 in the second term, a decrease from two students in the first term Additionally, the number of students achieving marks of 4 and 5 also declined Conversely, marks of 6 and 7 saw a remarkable increase, with over half of the students achieving these scores The most significant improvement was observed in the number of students earning a mark of 8, which more than doubled from 2 students (4.2%) in the first term to 5 students (10.4%) in the second term Furthermore, while no students received a mark of 9 in the first term, three students (6.3%) achieved this in the second term This indicates a rapid advancement in students' English presentation skills and their confidence in exploring eight engaging topics.
Summary
This chapter analyzes data to address the research questions using survey questionnaires and classroom observations The findings indicate that most students exhibit a positive attitude towards Project-Based Learning (PBL) activities in lesson presentations, with teachers actively encouraging student participation in projects Consequently, PBL significantly enhances students' confidence in their English presentation skills However, a limitation identified is the need for better time management during presentations.
Summary of the study
The researcher aimed to enhance 10th-grade students' confidence in English presentation skills through Project-Based Learning (PBL), stemming from her own experiences with challenges in English lessons After extensive literature review, she identified PBL as a viable solution and focused on key theories related to presentation skills, confidence, and the PBL approach Over a fifteen-week action research period, she first identified students' difficulties through a two-week assessment phase, followed by a questionnaire to analyze the underlying causes A hypothesis was proposed that practicing tasks using the PBL approach would boost students' confidence in presentations An action plan was developed, incorporating a new teaching method centered on Project – People – Process – Product The results indicated that this plan effectively improved students' confidence in their English presentation abilities.
Major findings and discussion of the study
The research on the Project-Based Learning (PBL) approach has successfully demonstrated its effectiveness in enhancing tenth-grade students' confidence in English presentation skills The findings indicate significant improvements in students' abilities to communicate and present in English, highlighting the positive impact of PBL on their overall learning experience This study provides valuable insights into the benefits of innovative teaching methods in fostering essential skills among high school students.
Students face numerous challenges that hinder their confidence in English presentation skills, including limited vocabulary, grammar issues, pronunciation difficulties, and unengaging topics Additionally, a lack of preparation time, fear of ridicule, and the inability to present clearly and fluently further contribute to their anxiety Factors that can enhance students' confidence include a comfortable and stimulating learning environment, diverse activities and materials, engaging projects, and consistent encouragement from teachers Furthermore, opportunities for planning, group discussions, and collaboration foster dynamism, independence, and creativity among students By independently acquiring knowledge and vocabulary, as well as honing skills in information gathering, data analysis, and technology application, students can significantly improve their presentation abilities.
Most students exhibit a positive attitude towards the implementation of Project-Based Learning (PBL) activities in their lessons, recognizing the significance of English presentation skills They show enthusiasm for collaborative projects and can effectively prepare and rehearse their presentations This preparation enables them to demonstrate a strong understanding of their topics and respond accurately to classmates' questions Students project their voices clearly and confidently, maintaining good posture and eye contact during presentations However, they struggle with time management, often focusing solely on content and delivery The teacher, eager to adopt new approaches, encourages student participation in projects, leading to successful outcomes driven by the positive attitudes of both the teacher and the students.
The implementation of the Project-Based Learning (PBL) approach significantly enhanced students' confidence in their English presentation skills, leading to reduced anxiety and shyness during presentations Students now show a willingness to present on assigned topics, effectively utilizing eye contact and body language They can also respond to questions about their topics quickly and accurately However, a noted limitation is the lack of humor in presentations, as students struggle to engage listeners in a more entertaining manner The success of this approach is evidenced by improved post-test scores, with most students achieving higher marks compared to their pre-test results These findings are validated through independent evaluations by two teachers using a standardized rubric.
The successful implementation of the Project-Based Learning (PBL) approach in enhancing students' confidence in English presentation skills demonstrates its effectiveness for educators This research highlights the potential for teachers to adopt this method on a larger scale, particularly benefiting students who struggle with speaking and presenting in English.
Limitations of the study
Despite the researcher's diligent efforts in data collection methods, including class observations and survey questionnaires, the study faced limitations in time, resources, and the researcher's capabilities, resulting in certain shortcomings.
The study was conducted on a limited scale, involving a small number of students and teachers As a result, the findings may not be applicable to the broader high school population if the research is expanded.
The researcher utilized only two primary instruments for data collection: survey questionnaires and classroom observations To enhance the reliability of the results, it is essential to incorporate a variety of data collection methods.
Third, the research have not improved the time distribution in presentations and the confidence to make the listeners laugh and think while presenting
Hopefully, these problems will be solved in the future researchers to see how effectively PBL works in language learning and teaching.
Suggestions for further studies
Researchers interested in exploring Project-Based Learning (PBL) in English education can enhance their studies by diversifying participant groups Beyond improving speaking skills, the PBL approach is also applicable to listening, reading, and writing, as well as their combinations, such as listening with speaking and reading with writing This methodology can make English teaching and learning more engaging and effective for both educators and students Continued research in this area could yield valuable insights into effective strategies for enhancing English proficiency among students in Vietnam.
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Phụ lục 1 bao gồm các câu hỏi điều tra nghiên cứu dành cho học sinh, nhằm thu thập ý kiến trước và sau khi áp dụng phương pháp dạy học theo dự án (PBL) Những câu hỏi này giúp đánh giá hiệu quả của phương pháp PBL trong việc cải thiện kỹ năng và kiến thức của học sinh.
Để phục vụ cho đề tài nghiên cứu về việc "Sử dụng phương pháp dạy học dự án nhằm cải thiện sự tự tin của học sinh trong kỹ năng thuyết trình tiếng Anh tại một trường cấp III ở tỉnh Bắc Ninh", người nghiên cứu đã soạn ra một số câu hỏi Rất mong các em học sinh trả lời những câu hỏi này một cách nghiêm túc và theo suy nghĩ của bản thân.
Cảm ơn sự cộng tác của các em!
Hãy khoanh tròn vào ý kiến em lựa chọn:
1 Kỹ năng thuyết trình quan trọng với em như thế nào?
2 Em thấy giờ học thuyết trình bằng Tiếng Anh trên lớp thú vị như thế nào?
3 Em gặp phải khó khăn gì khi học kỹ năng thuyết trình Tiếng Anh? Đánh dấu tích (✓) vào ô trống phù hợp nhất với em
Không chắc chắn Đồng ý Cực kỳ đồng ý
Hạn chế về kiến thức Hạn chế về từ vựng và ngữ pháp
Hạn chế về phát âm Các chủ đề thuyết trình nhàm chán, không thú vị
Thiếu sự chuẩn bị Thiếu thời gian thuyết trình
Sợ nói sai chủ đề
Sợ bị các bạn ở dưới chê cười Không có khả năng nói to, rõ ràng, trôi chảy
Giáo viên không hướng dẫn trước khi thuyết trình
4 Trong những giờ học thuyết trình bằng Tiếng Anh, sau khi đưa chủ đề, giáo viên của em thường:
A Cung cấp cho em từ mới, cấu trúc liên quan đến chủ đề thuyết trình
B Cung cấp cho em những ý chính của chủ đề thuyết trình
C Khuyến khích các em tự lập dàn ý cho chủ đề theo nhóm
D Yêu cầu các em tự thảo luận và chuẩn bị cho chủ đề thuyết trình
5 Phương pháp dạy-học theo dự án giúp em tự tin hơn trong thuyết trình Tiếng Anh vì yếu tố nào? Đánh dấu tích (✓) vào ô lựa chọn Em có thể chọn 1 hoặc nhiều đáp án Không khí lớp học thoải mái, sôi nổi Hoạt động học, tài liệu học tập, bài tập đa dạng, phong phú Các dự án có nội dung thú vị, gần gũi với thực tế
Giáo viên thường xuyên khuyến khích và động viên học sinh, giúp các em phát triển khả năng lập kế hoạch và tổ chức công việc hiệu quả Qua đó, học sinh cũng cải thiện khả năng hợp tác trong nhóm, đồng thời phát huy tính năng động, tự chủ và sự sáng tạo của bản thân.
Học sinh tự khai thác được nhiều thông tin, trau dồi thêm vốn từ, tích lũy nhiều kiến thức
Ngoài việc thuyết trình, học sinh còn phát triển nhiều kỹ năng quan trọng như tìm kiếm thông tin, thu thập và xử lý số liệu, cũng như ứng dụng công nghệ thông tin.
6 Phương pháp dạy-học theo dự án giúp em trong việc thuyết trình Tiếng Anh như thế nào? Đánh dấu tích (✓) vào ô lựa chọn Em có thể chọn 1 hoặc nhiều đáp án
Để chuẩn bị cho bài thuyết trình, em cần hoàn thành tốt các bước chuẩn bị trước Nội dung thuyết trình cần thể hiện rõ ràng toàn bộ kiến thức của em về chủ đề Hơn nữa, em luôn lắng nghe, chia sẻ và ủng hộ nỗ lực của các bạn trong nhóm, tạo điều kiện để cả nhóm cùng làm việc hiệu quả.
Giọng và âm lượng: Bạn có giọng thuyết trình rõ ràng, trôi chảy; âm lượng đủ nghe
Thời gian: Em có thể phân phối thời gian hợp lý giữa các phần trong bài thuyết trình
Để thể hiện sự tự tin và thu hút sự chú ý khi thuyết trình, bạn cần đứng thẳng, giữ tư thế thoải mái và sử dụng ánh mắt giao tiếp hiệu quả Điều này không chỉ giúp bạn tạo ấn tượng tốt mà còn cho thấy bạn có sự hiểu biết vững vàng về chủ đề đang trình bày Hãy chuẩn bị kỹ lưỡng để có thể trả lời chính xác các câu hỏi từ khán giả, từ đó nâng cao tính thuyết phục cho bài thuyết trình của bạn.
Phương pháp dạy-học theo dự án giúp em tự tin hơn trong việc thuyết trình tiếng Anh bằng cách khuyến khích sự tham gia tích cực và phát triển kỹ năng giao tiếp Thông qua việc làm việc nhóm và thực hiện các dự án thực tế, em có cơ hội luyện tập và cải thiện khả năng trình bày ý tưởng một cách rõ ràng và mạch lạc Ngoài ra, phương pháp này cũng giúp em xây dựng sự tự tin và khả năng xử lý tình huống khi thuyết trình trước đám đông.
Bạn sẽ không còn lo lắng và sợ hãi khi thuyết trình, mà thay vào đó, bạn có thể kết hợp ánh mắt và ngôn ngữ cơ thể một cách hiệu quả Khả năng làm người nghe mỉm cười và suy nghĩ trong suốt buổi thuyết trình sẽ giúp tăng cường sự kết nối Hơn nữa, bạn sẽ luôn sẵn sàng thuyết trình với bất kỳ chủ đề nào.
Bạn có thể trả lời các câu hỏi về chủ đề thuyết trình một cách nhanh và chính xác Ý kiến khác (đề nghị ghi cụ thể):
8 Trong những chủ đề đã được thực hiện trong kỳ học này, em thích chủ đề nào? Đánh dấu tích (✓) vào ô lựa chọn
Week 9 Unit 13: Films and Cinema
Week 10 Unit 14: The world Cup
1 Well-prepared with appropriate objectives of the class
2 Various and suitable information for the content
3 Effective mutual collaboration with peers
4 Clear and smooth presentation with clear voice and high volume
5 Confident appearance with flexible eye contact
9 Students are interesting, enthusiastic, and active
10 Students are attentive and involved
11 Students are encouraged to ask questions and express their own ideas
Appendix 3 ORAL PRESENTATION RUBRIC Topic:
Student is completely prepared and has obviously rehearsed
Student seems pretty prepared but might have needed a couple more rehearsals
The student is somewhat prepared, but it is clear that rehearsal was lacking
Student does not seem at all prepared to present
Shows a full understanding of the topic
Shows a good understanding of the topic
Shows a good understanding of parts of the topic
Does not seem to understand the topic very well
Almost always listens to, shares with, and supports the efforts of others in the group Tries to keep people working well together
Usually listens to, shares with, and supports the efforts of others in the group
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member
Rarely listens to, shares with, and supports the efforts of others in the group Often is not a good team member
Voice is clear and fluent
Volume is loud enough to be heard by all audience members throughout the presentation
Voice is clear and fluent
Volume is loud enough to be heard by all audience members at least 90% of the time
Voice is clear and fluent
Volume is loud enough to be heard by all audience members at least 80% of the time
Voice is clear and fluent Volume often too soft to be heard by all audience members
Presentation is less than 3 minutes OR
Reasonable time distribution in the parts distribution in some parts time distribution in
Unreasonable time distribution in parts
Delivery (Posture and Eye Contact)
Stands up straight, looks relaxed and confident
Establishes eye contact with everyone in the room during the presentation
Stands up straight and establishes eye contact with everyone in the room during the presentation
Sometimes stands up straight and establishes eye contact
Slouches and/or does not look at people during the presentation
Student is able to accurately answer almost all questions posed by classmates about the topic
Student is able to accurately answer most questions posed by classmates about the topic
Student is able to accurately answer a few questions posed by classmates about the topic
Student is unable to accurately answer questions posed by classmates about the topic
Adapted from http://rubistar.4teachers.org/index.php
A SAMPLE OF PROJECT-BASED LEARNING LESSON PLAN
By the end of the lessons, students will be able to:
- enrich their background knowledge about the topic they present;
- make the habit of self-studying and improve their presentation skills considerably through the process of project implementation;
- improve some soft skills focusing on the use of English in the future such as communication, group-work, problem-solving;
- develop other skills such as finding information, collecting and analyzing data, applying information technology
Students collaborate in groups of six on a designated topic to deliver a class presentation Each member is assigned specific responsibilities, and their performance will be evaluated according to the criteria outlined in Appendix 3.
III Topic for group projects:
Weeks Macro – project topics Micro – project topics
1 Presentation about a kind of sea animals such as sperm, whale, dolphin… or the life beneath the ocean
1 Presentation about the zoo of the new kind learned in the speaking lesson
2 Role play as endangered animals
1 Presentation about some famous national parks in Vietnam and in the world
2 Telling a story about a trip to a national park
1 Presentation about types of music such as folk music, rock and roll, pop music, classical music, jazz…