Trang 1 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- LE TRAN ANH THU INVESTIGATING THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS’ SPEAKING SKILL AT T
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ LE TRAN ANH THU INVESTIGATING THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS’ SPEAKING SKILL AT TRUONG DINH HIGH SCHOOL MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ LE TRAN ANH THU INVESTIGATING THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS’ SPEAKING SKILL AT TRUONG DINH HIGH SCHOOL Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: Dr LE THI THANH THU HO CHI MINH CITY, 2023 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: LÊ TRẦN ANH THƯ Ngày sinh: 25/05/1980 Nơi sinh: Tiền Giang Chuyên ngành: Lý luận phương pháp giảng dạy môn Tiếng Anh Mã học viên: 1881401110033 Tôi đồng ý cung cấp tồn văn thơng tin luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên Lê Trần Anh Thư CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC sĩ CỦA GIẢNG VIÊN HƯỚNG DẲN Giảng viên hướng dẫn: Lê Thị Thanh Thu Học viên thực hiện: Lê Trần Anh Thư Lớp: MTESOLO18A Ngày sinh: 25/05/1980 Nơi sinh: Tiền Giang Tên đề tài: Investigating the Effect of Project-Based Learning on Students’ Speaking Skill at Truong Dinh high school Ý kiến giáo viên hướng dẫn việc cho phép học viên Lê Trần Anh Thư bảo vệ luận văn trước Hội đồng: , ■ ■ ; Thành phố Hồ Chí Minh, ngày 27 tháng 02 năm 2023 Người nhận xét Lê Thị Thanh Thu STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Investigating the effect of Project-Based Learning on students’ speaking skill at Truong Dinh high school” is my own work I declare that the information reported in this study is the result of my own work, except where the due reference is made The thesis has not been accepted for any degree and is not currently submitted to any candidature for any other degree or diploma No other person‟s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Tien Giang, February 2023 Researcher Le Tran Anh Thu i ACKNOWLEDGEMENTS The completion of his MA thesis made me more matured To me, this is the most rewarding achievement in my life However, I owe this thesis to many individuals I would like to take this opportunity to express my sincere appreciation to all persons for their cooperation and encouragement in assisting me to complete this thesis Without their invaluable support and assistance, this study would not have been completed In particular, I would like to express my greatest gratitude to my thesis supervisor, Dr Le Thi Thanh Thu for her generosity of time, knowledge, assistance and encouragement She always gave me the feeling of willingness to support me at any time during my research It is an honor for me to have her as a supervisor I sincerely thank the Board of Truong Dinh high school in which I have been working for providing me with a chance to pursue further study and creating favorable conditions that helped me complete my thesis I would also like to extend thanks to my colleagues in Truong Dinh English Faculty who provided me with insightful knowledge that contributed to thesis writing, especially Ms Hoang Phuong Tieu Anh for her profound comments, invaluable feedback and useful suggestions on my research methodology I would like to acknowledge the 79 Grade 10 students who kindly agreed to participate in this study despite their heavy learning schedules The main data collection would not have been completed without their support and willingness Special thanks are reserved for my loved family members, my parents, my husband, my two daughters for their love and support throughout the years that promoted my strength to complete the present study I love my family The thesis is dedicated to them ii ABSTRACT This study was conducted to investigate the effect of the use of Project-Based Learning to learn speaking on students‟ speaking skill and their attitudes within high school context The study used a pretest-posttest control group design Two groups of 79 Grade 10 students at Truong Dinh in Tien Giang province participated in the study They were using the standard textbook of English 10 These 79 participants were then assigned into two groups Concerning students‟ speaking skill, both groups were given a pre-test before the treatment, the eight-week treatment and a post-test after the treatment The experimental group learned speaking through PBL while the control group learned speaking through conventional speaking teaching technique Data were collected and analyzed to compare speaking skill of the students before and after the study between and within the two groups The results indicated that students in experimental group outperformed those in the control group, which suggests that speaking learning through PBL was useful and effective to Grade 10 students Moreover, this study explored the students‟ attitudes of speaking learning through PBL among students in the experimental group A questionnaire was designed to examine the attitudes of the participants after the treatment The results suggested that the participants perceived the benefits of speaking learning through PBL in their learning process Although some participants also revealed a few negative views on speaking learning through PBL, most of them agreed to choose PBL for their future learning This leads to a number of implications in relation to the potential use of PBL in speaking learning iii TABLE OF CONTENTS Statement of authorship i Acknowledgements ii Abstract iii Table of contents iv List of tables viii List of figure ix List of abbreviations x Chapter One: Introduction 1.1 Rationale for the thesis …………….1 1.2 Aims of the study 1.3 Research questions 1.4 scope of the study 1.5 Background of the study 1.5.1 Teachers and Grade 10 students at Truong Dinh high school………………… 1.5.2 Material…………………………………………………………………… … 1.5.3 Teaching and learning speaking at Truong Dinh high school…………… … 1.6 Significance of the study 1.7 Organization of the study Chapter Two: Literature review 10 iv 2.1 Speaking 10 2.1.1 Definition of speaking 10 2.1.2 Functions of speaking 11 2.1.3 Characteristics of speaking skill 12 2.1.4 Rubric for speaking performance 14 2.1.5 The category of speaking performances 15 2.1.6 Speaking difficulties in foreign language learning 17 2.1.7 Factors enhancing speaking performance 19 2.1.7.1 Students‟ motivation 19 2.1.7.2 Knowledge of language 20 2.1.7.3 Speaking activities 21 2.1.7.4 Classroom atmosphere 22 2.1.8 Stages of teaching speaking 23 2.1.8.1 Pre-speaking 23 2.1.8.2 While-speaking 23 2.1.8.3 Post-speaking 24 2.2 Project-based Learning 24 2.2.1 Definition of project-based learning 24 2.2.2 Principles of project-based learning 25 2.2.3 Advantages of project-based learning 27 2.2.4 Strategies and steps for project-based learning implementation 29 2.3 Attitudes 30 2.3.1 Definition of attitude 30 2.3.2 Components and types of attitudes 31 2.4 Previous studies 33 2.4.1 Studies over the world 33 v 2.4.2 Studies in Vietnam 35 2.5 Research gap 36 2.6 Theoretical framework 37 Chapter Three: Research methodology 40 3.1 Research design 40 3.2 Research site 41 3.3 Participants 41 3.4 Research instruments 43 3.4.1 Speaking tests 43 3.4.2 Questionnaires 44 3.4.3 Pilot study, validity and reliability 46 3.5 Experiment procedures 48 3.6 Data analysis methodology 53 Chapter Four: Data analysis and interpretation 55 4.1 Data analysis methodology 55 4.2 Test analysis and discussion 56 4.2.1 Students‟ speaking results between two groups 56 4.2.1.1 Statistic about students‟ speaking results between the two groups 56 4.2.1.2 Comparison of CG and EG pre-test results 57 4.2.1.3 Comparison of CG and EG post-test results 59 4.2.2 Students‟ speaking results within two groups 60 4.2.2.1 Comparison of CG pre-test and post-test results 60 4.2.2.2 Comparison of EG pre-test and post-test results 61 vi