An investigation into learning english through project based learning at a provincial high school students practices and perceptions

Trang 1 --- ∞0∞--- PHAM HUYNH THUY UYEN AN INVESTIGATION INTO LEARNING ENGLISH THROUGH PROJECT-BASED LEARNING AT A PROVINCIAL HIGH SCHOOL: STUDENTS’ PRACTICES AND PERCEPTIONS MASTER OF

INTRODUCTION

Background of the research

Vietnamese education and training systems are currently undergoing a thorough reform that includes the piloting of English language curricula the Ministry of Education and Training (MOET) approved the National Foreign Language 2020 Project for the English language curriculum pilot for Vietnamese high schools (MOET, 2012) The new curriculum's main objective is to assist students in developing greater levels of independence and communication skills in a welcoming learning environment that supports their cognitive and linguistic growth According to Decision No 5209/Q-BGDĐT (MOET, 2012), the Pilot English Curriculum for Vietnamese high schools places a strong emphasis on learner- centered methods as one of the fundamental tenets of curriculum development These methods aim to improve students' communicative and linguistic knowledge as well as their ability to learn independently and actively Accordingly, changes have been made to teaching, learning, and assessment in order to support the new curriculum Project-based learning (PBL) is one instructional approach that can be used in this situation The implementation of PBL in the pilot English curriculum for secondary education in Vietnam is a positive development that can contribute to improving the quality of foreign language teaching and learning in the country

Locally and internationally, PBL in language instruction is becoming increasingly popular In the last ten years (2010-2020), the amount of empirical research on PBL in language instruction has increased dramatically (Mohamad & Tamer, 2021) In Vietnam, this method has been implemented to different areas of education, ranging from kindergarten education to higher education, in several fields and subjects, schools and educational environments, and is more popular than ever before (Nguyen et al., 2022a) PBL, which emphasizes the active construction of knowledge by students It brings learners many benefits such as engaging students and fostering constructive communication and cooperation as learners acquire language, content, and critical thinking abilities (Sawamura, 2010)

Moreover, students' progress in language usage may be seen, as well as their affective and cognitive strategies, by evaluating their performance via projects (Moss, 1997)

The Department of Education and Training (DOET) in Dong Thap has been improving the quality of foreign language teaching and learning "The pilot English curriculum for secondary education named "Chương trình Tiếng Anh 10 năm" (10- year English program) since the 2017–2018 stage was with the mass implementation of this program from grades 6 and 10 from the school year 2017–

2018 (Dong Thap DOET, 2017) This curriculum must be taught by teachers who have a foreign language proficiency certificate at levels B2 or C1, which ensures that they have the necessary language skills to effectively teach the curriculum

The new feature of this curriculum is that it includes project sections Moreover, since 2020, students’ projects or other learning products, such as writing papers, videos, portfolios, diaries, etc., have been used in grading in formative and summative assessments Obviously, PBL has been utilized to teach English and evaluate students’ learning in Dong Thap since 2020.

Statement of the problem

In Vietnam, studies indicates that PBL offers advantages and disadvantages in high schools Students had positive feelings about project activities in their English textbooks and were aware of their advantages (Phuong & Le, 2017) High school students’ attitudes towards PBL were positive in cognitive, affective, and behavioral components (Tran & Tran, 2020) In terms of negative aspects, students faced difficulties in their project-doing process due to a lack of technology, collaborative skills, and time constraints (Phuong & Le, 2017), as limited time, teamwork challenges, parents' support, and assessment, (Ha, 2019) Findings with a small sample size, however, primarily investigated the attitudes of learners With the development of learner-centered pedagogical strategies, a greater focus has been placed on students' perceptions of classroom objectives and activities (Nunan,

1988) As can be observed, relatively few studies of perceptions have explored the application of PBL in the English pilot curriculum for secondary education despite the importance of this form of research to education Furthermore, employing PBL effectively in specific language teaching and learning contexts requires two aspects like practice and research For the PBL research literature to be most useful to practitioners, it is crucial that practice continues to inform the research (Condliffe,

2017) However, learning practices of high school students through PBL have been scarcely explored in Vietnamese scholarly literature From these perspectives, the demand further exists to understand students’ perceptions and investigate learning practices.

Purpose statement

The findings of this study will provide valuable insights and recommendations for high school English language teachers, curriculum designers, and educational policymakers who aim to improve English language teaching practices and student learning outcomes Moreover, this study contributes to the growing body of literature on learner-centered pedagogies and their effectiveness in improving student engagement, motivation, and language proficiency in high school contexts.

Research questions

In order to achieve the aforementioned purposes, this study will seek answers to the following research questions:

Question 1 What learning practices do high school students engage in during project-based learning activities for English language learning?

Question 2 How do high school students perceive the use of project-based learning in their English language learning?

These research questions will help to explore the high school's learning English via PBL in terms of learning practices and perceptions in the context of English language learning The answers to these questions can provide insights for improving the effectiveness of PBL in teaching and learning English at the high school level.

Significance of the study

This study was undertaken at a provincial high school in Dong Thap, where PBL has been employed in teaching, learning and assessing since 2020 The study aims to explore the high school's learning English via PBL in terms of learning practices and perceptions By conducting this research, it is hoped that the findings would be useful for local high schools and teachers who have employed PBL They can apply PBL as a teaching approach to improve students’ learning perceptions in the learning process In addition, the present study may give significant information for researchers and educators interested in incorporating PBL into their instruction

This study has been conducted to achieve the following expected outcomes such as contribution to the research on PBL in English language learning, policy and practice implications, and practical application for teachers Firstly, this study will contribute to the limited current research on the implementation of PBL in English language learning in Vietnam, especially in a high school setting This will assist to close the research gap and give useful insights into the efficacy and challenges of PBL in this setting Secondly, the study's findings may have significant policy and practice implications for English language instruction in Vietnam The study can provide educational policymakers with evidence-based suggestions for how to implement PBL into the curriculum and improve the quality of English language teaching in high schools Finally, the study's findings can inform English language teachers on how to properly implement PBL in their classroom activities This can assist teachers better involve students in the learning process, enhance learning outcomes, and prepare students for real-world situations where problem-solving and critical thinking abilities are crucial Overall, the study has the potential to significantly contribute to the current information base on PBL in English language learning, improve policy and practice, and equip teachers in Vietnam with practical assistance.

The scope of the study

The study was conducted at a provincial high school in Dong Thap In the school year 2021–2022, students conducted projects, and their products and learning processes through PBL were graded To collect data, students were surveyed and interviewed The target population consisted of 10th and 11th graders Students in grade 12 were omitted from the study because they completed their syllabus earlier than students in grades 10 and 11 and spent a substantial amount of time preparing for the national language exam.

Overview of Thesis Chapters

The five chapters of the study are organized as follows:

The study's background, a statement of the problem, purposes, research questions, significance and scope are all included in Chapter 1's introduction The literature review in Chapter 2 covers PBL definitions, types, phases, fundamental features, support for students’ learning, benefits, and challenges, as well as previous studies on students' practices and perceptions towards PBL in EFL settings

The research methodology used in this study is covered in detail in Chapter

3, including the research setting, participants, English curriculum and textbooks, research design, data collection and analysis procedures and pilot study After two questionnaires and semi-structured interview results are presented in Chapter 4, analysis and discussion follow Chapter 5 summarizes some main issues in the research, conclusions, limitations, and suggestions for further research.

LITERATURE REVIEW

Project-based learning (PBL)

PBL is based on constructivist principles and involves students constructing their own knowledge through the process of inquiry and the creation of artifacts Blumenfeld et al (1991) define the two critical components of learning process: a question (or a problem) and a final product The authors define PBL as” They require a question or problem that serves to organize and drive activities, and these activities result in a series of artifacts, or products, that culminate in a final product that addresses the driving question (p 371)” The main goal of PBL is for learners to create final artifacts or products that demonstrate their learning and understanding Markham et al (2003) guide teachers in employing PBL through a more detailed explanation of the "inquiry process"—a learning process—and

"products and tasks"—outcomes which aim to improve the "knowledge and skills" of learners—learning goals The authors define PBL as “A systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks (p 4) This definition highlights the importance of student engagement and inquiry, as well as the use of authentic tasks and products that allow learners to apply their knowledge and skills in meaningful ways

Adderley (1975) defined the project method as follows:

"(i) projects involve the solution of a problem; often, though not necessarily, set by the student himself or herself; (ii) they involve initiative by the student or group of students and necessitate a variety of educational activities; (iii) they commonly result in an end product; (iv) work often goes on for a considerable length of time; (v) teaching staff is involved in an advisory, rather than authoritarian, role at any or all of the stages – initiation, conduct, and conclusion" (p 1)

Although Adderley’s definition has existed for more than four decades, it is still valid now This definition has the main features of the two previous definitions and adds the roles of group work and instructors, as well as a time-extended period for doing the projects Thus, PBL and the project method focus on a driving question or problem to guide the learning process, an extended inquiry process for problem- solving, critical thinking, and collaboration, the production of a final product or artifact to demonstrate learning, and the transformation of the teacher's role to an advisory one PBL is a learner-centered method that requires alignment of all these aspects

Common types of PBL are classified as follows:

In open-ended PBL, students are given a wide topic or problem and are allowed to investigate it on their own This strategy allows students to be creative and autonomous, as well as in charge of their own learning (Thomas, 2000)

In problem-based PBL, students are given a specific problem or challenge to tackle utilizing a range of abilities and knowledge This model places an emphasis on critical thinking, problem-solving, and decision-making abilities (Savery & Duffy, 1995)

In inquiry-based PBL, students generate their own questions and methods for investigating a topic or problem This model stresses the research, data collecting, and analysis processes (Krajcik et al., 1998)

In project-focused PBL, students focus on a single project or assignment, which may entail research, design, or production, under this methodology This model places an emphasis on teamwork, communication, and project management abilities (Bell, 2010)

The models orient the teachers to employ PBL in practical ways in teaching and learning contexts Two models have been suggested to apply in language classrooms Stoller and Myers converted Alan and Stoller’s (2005) ten-step models into a five-stage framework in 2019 that can be adapted in various language contexts, student configurations, language-skill emphases, and time frames Models have different numbers of steps but important elements with three main stages: preparation, implementation, and evaluation

Table 2 Project-based learning models

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

& agree on project tangible final outcomes

Step 4: The instructor prepares students for the language demands of information gathering

Step 6: The instructor prepares students for the language demands of compiling and analyzing data

Step 7: Students compile and analyze information

* A cycle of organizing information  scaffold instructions  analyze information  scaffold instruction

Step 8: The instructor prepares students for the language demands of the culminating activity

Step 9: Students present the final product

Step 10: Students evaluate the project

* Reflect on learning (content, language skills, academic skills, life skills and strategies) & reflect on projects (process and product)

In the preparation stage, Alan and Stoller (2005) and Stoller and Myers

(2019) focus on learners' involvement in topics/ themes and planning Students and teachers agree on choosing the timing and target audience for their projects Students examine their roles and duties, as well as collaborative groups

In the implementation stage, learners do things like "gather” (step 2),

"organize” (step 3)," and "analyze" (step 4) information during the implementation stage, and then they present the results (Stoller & Myer, 2019) Preparing learners for the language demands of each activity is essential Alan and Stoller (2005) indicate that the language intervention steps (4, 6, and 8) are optional in teacher- education courses, depending on the teachers-in-language training's competence and requirements Especially, Stoller and Myers (2019) consider the vital role of scaffold instruction in each activity The kinds of information collected and techniques for gathering information vary, as does the scaffolded instruction given by the teachers to ensure students' success at this level Five approaches recommended by Stoller and Myers (2019) are correspondence, interviews, reading, surveys, questionnaires, and Internet searches in the step of collecting information

In processing information, scaffolded instruction can assist students with: (a) rethinking the purpose of their projects to inform organization and analysis tasks;

(b) examining information collected; (c) distinguishing between relevant and less relevant information (in light of project goals); (d) keeping relevant information and discarding the rest; and (e) coding or reorganizing data to discover groups, features, patterns, and connections; (f) summarizing or synthesizing data; and finally (g) deciding if additional information is needed Scaffolded instruction is incorporated into classroom activities to help students finish project outputs and then display them Teachers can assist students in completing and "displaying" project outputs (for example, when submitting a written paper, participating in a poster fair, giving a PowerPoint presentation, or participating in a debate)

In the evaluation stage, students reflect on the language they have learned and the subject matter they have learned over the project, and teachers offer feedback to students on their language and topic acquisition (Alan & Stoller, 2005) However, in the latter version, more aspects of reflection are encouraged Students reflect on what they have learned from project involvement in terms of "(i) content, language, skills, and strategies; and (ii) process and product" during this culminating stage, with instructor support and modeling (i.e., final outcome)

Based on the comparison of the two models of PBL, it can be concluded that the model proposed by Stoller and Myers (2019) provides a more comprehensive and detailed approach to PBL This model emphasizes the importance of scaffolded instruction throughout the various stages of PBL and encourages students to reflect on what they have learned in terms of content, language, skills, and strategies, as well as the process and product The model also offers specific techniques for gathering and processing information, which can be helpful for both teachers and students Overall, the Stoller and Myers (2019) model can be a useful guide for educators who are interested in implementing PBL in their classrooms

Ownership in learning is when students feel connected and engage in learning activities actively Larmer et al (2015a) claim that having a say in a project instills a feeling of ownership in students, causing them to care more about the subject and work more PBL is "defined, at least in part, by students, to encourage student ownership in the project" (Stoller, 2006, p 20) Students have a say in determining the topic, the tasks, the setting in which the project is carried out, the partners who work with them on the project, the audience for the project's outputs, and the judging criteria (Thomas, 2000) Furthermore, students can have input and influence over many parts of a project, from the questions they develop to the resources they will utilize to discover answers, the duties and responsibilities they will take on as team members, and the product they will make (Larmer et al., 2015a) In other words, throughout the project, students have the authority to make decisions, manage time, be accountable, and be self-directed learners (Helle et al., 2006) The study’s De Jong

(2019) also found that project-based instruction helped students develop a sense of ownership and autonomy, which led to greater levels of engagement In sum, students’ ownership is related to many stages while they are doing the projects Therefore, PBL is defined, in part, by student ownership in the project

The perceptions of students

According to Schunk and Meece (2012), learner perceptions are comprised of three components: self-perceptions, social perceptions, and perceptions of tasks and other classroom elements Meanwhile, Wesely (2012) confirms that learner perceptions have often been connected in the research with two targets: learner views of themselves and learner perceptions of the learning setting Students' self - perceptions are frequently defined as how they comprehend and make meaning of their own learning (Liskin-Gasparro, 1998; Williams & Burden, 1999) Learner views of the learning environment have incorporated how students experience and comprehend classroom features, such as teacher behavior (Brown, 2009) It can be stated that perception helps to estimate how students feel about all elements related to their learning activities, whether they agree or disagree with the methods they learn

In education, according to Rifkin (2000), learners' perceptions of the learning process are critical to the success or failure of any student's efforts to master a foreign language The reason for this is that students' perceptions have a substantial effect on their intrinsic motivation for academic achievement Goodman et al

(2011) explain that individual perceptions of the reward and the work had a stronger influence on the amount of effort expended to achieve academic success By expressing their perceptions, learners would be able to analyze why they were participating in specific activities, how these activities helped them learn English, and how they may utilize them for academic and extracurricular goals (Barkhuizen,

1998) Moreover, in order to measure their teaching and learning efficacy, teachers must analyze their students' perceptions.

The relationship between students’ perception and learning practice

Perception and learning practice are closely related concepts that play a significant role in the learning process Students' perceptions can influence their motivation and engagement in learning, as well as their use of effective learning strategies In turn, their learning practices can affect their perceptions of a topic or subject The way students perceive their abilities and the difficulty of a task can significantly influence their engagement, motivation, and learning practices In the article, "The Power of Mindsets," Goldstein et al (2017) explores the relationship between perceptions and learning practices According to Goldstein, students who believe that their abilities are fixed and unchangeable may be less likely to persevere and implement effective learning practices On the other hand, those who view their abilities as malleable and capable of development through effort are more likely to persist and employ effective learning strategies Additionally, Montelongo

(2004) suggests that if students perceive a task to be too challenging, they may become demotivated and disengage from the learning process In contrast, if they view a task as difficult but doable with effort, they may be more likely to persist and implement effective learning strategies In conclusion, it is crucial for educators to comprehend the relationship between students' perceptions and their learning practices and to encourage students to implement effective learning strategies that can assist in enhancing their perceptions of difficult subjects or topics Educators can also create a positive and engaging learning environment to enhance students' perceptions and learning motivation.

Practice and student perception in PBL research

PBL is a popular pedagogical approach that emphasizes active, student- centered learning However, to ensure the effective implementation of PBL, two key aspects must be considered: practice and perception Practice refers to the practical application of PBL principles in educational settings, while perception relates to how students perceive and experience PBL Both aspects are interconnected and mutually reinforcing, yet there is currently a research gap between PBL and practice One of Thomas's (2000) most important criticisms of PBL research is that it wasn't properly practice-shaped or made relevant to practitioners In addition, practitioners are incorporating PBL design ideas that have yet to appear in the academic literature (Condliffe, 2017) The design principles for innovations like as PBL emphasized the importance of fitting PBL to local contexts, according to Anderson and Shattuck's (2012) arguments In other words, PBL research has been criticized for not being properly informed by practice or relevant to practitioners, which limits its real-world impact Moreover, despite the growing interest in PBL, there is still much to be learned about how students perceive and benefit from this approach According to Virtue and Hinnant-Crawford (2019), educational research commonly involves student voice, and the constructivist paradigm recognizes their reality perception as valid Students are able to explain the benefit of engaging in this style of pedagogy and provide reflective feedback on their learning, according to the research on student perceptions of PBL However, there is little research that examines students' perceptions of PBL (Grant, 2011; Virtue & Hinnant-Crawford, 2019) Clearly, studies on students' perceptions play a crucial role in educational research, yet there is a dearth of studies on this subject This is problematic because students' voices are crucial to shaping effective pedagogical practices, and their perceptions can offer valuable insights into how to optimize PBL for different contexts and learners In conclusion, to fully realize the potential of PBL, it is imperative to bridge the gap between research and practice and to prioritize the study of students' perceptions Only then can we ensure that PBL is implemented effectively and equitably, and that it benefits all learners.

Previous studies on students’ learning practices and perceptions

According to Virtue and Hinnant-Crawford (2019), educational research commonly involves student voice, and the constructivist paradigm recognizes their reality perception as valid Students are able to explain the benefit of engaging in this style of pedagogy and provide reflective feedback on their learning, according to the research on student perceptions of PBL However, there is little research that examines students' perceptions of PBL (Grant, 2011; Virtue & Hinnant-Crawford,

2019) Clearly, studies on students' perceptions play a crucial role in educational research, yet there is a dearth of studies on this subject

There tends to be a modest increase in studies on EFL students’ perceptions in Southeast Asia Most of studies were done, one at a vocational high school and the rest at universities All of the studies employed PBL like an intervention in at least three months They employed PBL like an intervention in at least three months or during one course

In Thailand, a total of 104 participants took part in a study by Puangpunsi in

2021 The participant produced a project in small groups for 15 weeks at a university in Thailand After the intervention, a questionnaire and an interview were used to determine the students' perceptions about the incorporation of PBL into English class activities In 2022, Atikah et al conducted a descriptive qualitative in the English Education Department of one of Kendari's higher education in Indonesia In this course, 31 students from Syntax class A in the fifth semester sought to complete the Syntax challenge project for one semester Using a questionnaire, the researcher gained insight into how students perceive the use of PBL in the learning process Susanti et al (2019) conducted a mixed-methods study (including questionnaires, observation sheets, and interviews) at a vocational high school in Indonesia One teacher and 45 students between the ages of 15 and 16 comprised the participants This study was done over the course of three months, during which the instructor completed three projects in one classroom In Indonesia, Susana and Sasthaparamitha did a PBL-related study in 2019 34 fourth-year students enrolled in a four-year undergraduate degree in Informatics Engineering made a video tutorial on the progress of science in the field of computer systems, and submitted their final output to students' social media Students' views of the PBL stages, from the planning phase to the release of the final result, were gathered by analyzing qualitative data received through online surveys on Google forms and via a focus group discussion The purpose of this study is to investigate how students perceive the implementation of PBL in the context of teaching English for Specific Purposes Tran and Nguyen‘s (2019) research was conducted at a Vietnamese university to investigate the efficiency of PBL in learning at this university via the perspectives of the students 120 English majors in their third year who had participated in a novel project replied to a questionnaire designed to assess their impressions of the research inquiry

In most cases, students believed that they liked learning English with PBL, and PBL was seen as an efficient method for learning English They also agreed that they benefited from group work Their English skills (particularly in grammar, speaking, writing, and vocabulary) were deemed to have improved (Atikah et al., 2022) Among the learning features of PBL, they liked creating and sharing products Susana and Sasthaparamitha (2019) concluded that students loved the process of developing the final product and were encouraged to make quality products since they were required to share their work with a larger audience In addition, students became more aware of their learning roles and responsibilities PBL helped boost students’ engagement (Atikah et al., 2022), and adaptability, and flexibility and a higher level of accountability in learning (Puangpunsi, 2021) Finally, 21 st –century skills (such as students' passion, self- assurance, critical thinking, creativity, collaborative learning, and self-direction) (Susanti et al., 2020), and impacts on students’ teamwork, project management, communication, and interpersonal skills (Tran & Nguyen, 2019) resulted from learning English through PBL

In term of learning practice, Vietnamese scholarly literature contains scant information on the learning practices of students using PBL In 2021, Le and Nguyen examined the relevance of PBL, the form of a PBL activity, and how PBL had been positioned in the local context of teaching English to English majors However, the authors stated that the reflections reported here showcase the gains through the path of action research enacted by individual teachers who act as change agents or enablers of this innovative teaching and learning approach

In conclusion, although PBL has been increasingly implemented in English as a Foreign Language (EFL) classrooms in Southeast Asia in recent years, there is a lack of information on its actual practice in Vietnamese scholarly literature Several studies have focused on exploring EFL students' perceptions of using PBL in their English classes.

The research gap of the study

Based on the above literature review, it is evident that PBL has been acknowledged as a beneficial learner-centered teaching method for teaching, learning, and assessment of new curriculums However, although some studies have reported positive effects of PBL on students' language learning outcomes and attitudes towards learning, more rigorous research is needed that uses appropriate research designs and methods to investigate the impact of PBL on different aspects of EFL learning (Le et al., 2021) Furthermore, there is a lack of studies that explore the implementation of PBL in different contexts and settings, including the challenges, opportunities, and students' perceptions that arise in implementing PBL in high school EFL classrooms in Vietnam (Tran, 2019) Therefore, future research could focus on addressing these gaps, which could help to inform the development of more effective and contextually appropriate PBL models for EFL teaching and learning in Vietnam

2.7 The framework of learning practices and perceptions of high school students towards PBL in the context of English language learning

Figure 2: The framework of the study

A framework that focuses on the learning practices and perceptions of high school students while exploring how they learn English through PBL serves as the basis for this study The literature review focused on the five steps of PBL implementation, the learning features of PBL, and the support required for students' learning According to Stoller and Myers (2019), the five steps of PBL implementation include preparation (step 1), implementation (steps 2-4), and evaluation (step 5) The learning features of PBL are based on several studies by Blumenfeld et al (1991), Thomas (2000), Alan and Stoller (2005), Stoller

(2006), Mergendoller (2010), Larmer and Mergendoller (2010), Ford and Kluge

(2015), Larmer et al (2015a), and Hellen et al (2015) Students experience learning through the five steps of PBL with the support of their teachers, and PBL can impact their perceptions of learning, including the benefits and challenges of this approach.

Chapter Summary

This chapter focused on three aspects including PBL, and previous studies about high school students’ learning practices and perception towards PBL The research methodology used in this study is discussed in chapter 3.

METHODOLOGY

Research site

This study was conducted at Thong Linh high school which has good features for the teaching and learning of English It has one room with an interactive screen, Internet areas and well-equipped classrooms (one smart television per classroom) Therefore, it is convenient for students and teachers to engage in classroom activities and gain access to new teaching and learning methods

In 2020, among seven English teachers, six have a foreign language proficiency certificate at level C1 and one at level B2 All of them finished the course about fostering pedagogical capacity and applying information technology to teaching English All has been trained about teaching with new English textbooks annually

This school started to employ PBL in English teaching and learning in 2017 Educational reform, consisting of testing and assessing students’ competence, has been carried out since 2020 The stakeholders of schools demanded that teachers assessed and graded students through their products At the beginning of the 2021–

2022 school year, at some meetings of English groups, teachers shared the steps they would employ PBL and assessment tools in their class All of the members agreed twice for grading students through PBL in this school year.

Research participants

According to Creswell (2012) in a mixed research design, the method of easy sampling is the one that allows researchers to select readily available and convenient participants for the study However, a key drawback is that the sample is likely to be biased, thus researchers must be careful to incorporate information on the demographic and other characteristics of the sample investigated in order to reduce bias (Fraenkel et al., 2012) Particularly, students from two levels were invited based on their willingness to participate in the survey, and a representative sample of volunteer students participated in the study's interview The important purposes of the study were clearly explained to them

During the actual process of collecting data, the researcher contacted the principal of this school for her permission to collect data The leader of the English group agreed that the researcher could survey the students in grades 10 and 11 because these students had experience with learning and being assessed through PBL 12th grade students were busy finishing the syllabus earlier than other students

There were 620 participants involved in answering the questionnaires Table 3.1 presents general information about the research subjects in terms of gender, grades, number of years learning English, number of weeks per project, groupwork in projects, and technology integration in projects The number of female students (57.9%) was slightly higher than the number of male students (42.1%) More than half of the students (51.6%) were in grade 10, and others (48.4%) were in grade 11 Nearly two-thirds of students (66%) studied English from eight to nine years; about one third (27.9%) studied English from six to seven years; and only 6.1% studied English for more than nine years All of the students learned English with new textbooks since they were at secondary schools, and they began to study English at primary schools Over half of students (58.1%) completed three projects, 26.7% did four, 4.2% finished five, 8.7% did two, and 2.3% did one Most students (89 %) carried at least three projects in the school year 2020–2021 Nearly half (48.2 %) spent two weeks finishing a project, 38.1% with one week, 7.7 % with three weeks, and 6 % with more than three weeks The majority of students (86.3%) spent one to two weeks on project completion Most students (95.8%) worked with friends when doing projects Groupwork were employed in projects Many students (82.9%) integrated technology into projects, while 17.1% of students did not Students frequently used technology into their projects The detailed information about the participants is as follows:

Table 3.1 Research participants’ general information

51.6 48.4 Number of year’s learning English

From 6 to 7 From 8 to 9 More than 9

One Two Three Four Five

Number of weeks per a project

One Two Three More than three

Technology integration in projects Yes

30 people were invited to participate in a semi-structured interview Nonetheless, 26 persons attended the interview as planned Table 3.2 demonstrates that there were more female (61.5%) students than male (38.5%) students 57.7 % of students were in the 10th grade, while 42.3.% were in the 11th grade The overall number of interviewers was 26 students from two grades, with a virtually equal distribution from each grade The majority of students (61.5%) studied English from 8 to 9 years, nearly a quarter (23.1%) from 6 to 7, and 15.4% in more than 9 years When they were in secondary school, they all studied English from new textbooks, and they began to study English in elementary school Nearly half of students (57.7%) finished three projects, 15.4% finished four, 7.7% finished two, and 19.7% finished one Many students (73.1%) conducted at least three projects throughout the 2020–2021 academic year Many students (65.4%) needed two weeks to complete a project, whereas 19.2% required one week, 11.5% required three weeks, and 3.9% required more than three weeks The bulk of students (84.6%) spent between one and two weeks to complete their projects All students (100%) collaborated with friends on assignments The majority of students (84.6%) used technology into their projects, whereas 15.4% did not Following is specific information on the participants:

57.7 42.3 Number of year’s learning English

From 6 to 7 From 8 to 9 More than 9

19.2 57.7 15.4 7.7 Number of weeks per a project

One Two Three More than three

Technology integration in projects Yes

English syllabus

In the Pilot English Curriculum for Vietnamese High Schools, time is allocated for teaching in 88 periods (45 minutes in each period); 17 periods is given for reviews, end-of-term tests Ten units focus on four themes in each level, and eight lessons in one unit take eight periods Lessons include Getting started, Language, Reading, Speaking, Listening, Writing, and Communication-and-Culture, and Looking back and Project Beside 105 periods, teachers choose which knowledge or skills they teach in 35 additional periods The English syllabus is covered in 140 periods at the research site.

Research method

The problem addressed in the study is to examine practices and perceptions of high school students regarding the use of PBL in English language learning This research study employs a mixed-method approach, specifically combining both quantitative and qualitative data Mixed-method research is a good design for obtaining different perspectives in the research and providing a comprehensive picture of the learning practices, so both quantitative and qualitative methods were employed in this study to collect enough and necessary information for the purposes of the current study (Creswell ,2012) Similarly, Fraenkel et al (2012) argue that mixed-method research also provides a more comprehensive understanding of research problems, and they discuss several strengths of this method, which can help researchers clarify and explain relationships found to exist between variables, permit researchers to explore relationships between variables in depth, and particularly help confirm or cross-validate relationships between discovered variables Due to the aforementioned advantages, the researcher utilized a mixed methodology for this investigation In this study, 620 participants were 10 th and

11 th -graders at a public high school in the 2021–2022 academic year At the end of May, students were asked to complete two questionnaires and the researcher interviewed 26 students (who were volunteer from 620 participants).

Research instruments

The mix methods employed two different instruments: two questionnaires and a semi-structured interview to answer two research questions The questions in the study were divided into two separate surveys for several reasons First, dividing the items into two independent surveys can make it easier for respondents to complete, which can help reduce the likelihood of participant fatigue and improve data quality Secondly, participants may be more willing to complete shorter, more focused surveys, which can enhance response rates and increase the representativeness of the sample Finally, by focusing each questionnaire on a specific set of questions, respondents are more likely to provide meaningful and accurate responses, leading to improved data quality and reliable findings Additionally, using interviews alongside the questionnaires can provide further depth and understanding to the data collected The questionnaires and interview questions are designed effectively and are appropriate for the research question being addressed

Because of the following benefits, the questionnaire is one of the most used research devices, especially for educational studies First, it is highly practical and offers a significant amount of data that can be gathered from a large number of individuals in a short amount of time Second, the results of the questionnaire can be quickly and simply quantified, either by a researcher or through the use of software such as SPSS The construction of questionnaires was informed by a literature of the PBL stages framework (Stoller & Myers ,2019), PBL core principles (Stoller & Stoller, 2006; Larmer et al 2015; Ford & Kluge, 2015), and previous studies which focused on PBL in language educational contexts, especially EFL ones

In Questionnaire 1 (see Appendix A1), there are 7 items about general information The items contained some information such as gender, level, number of years’ learning English, numbers of project in the school year 2021-2022, number of weeks for a project, groupwork in projects, and technology integration in projects These variables were considered to make clearer interpretations to the identified research questions

In Questionnaire 1 (see Appendix A1), questions investigated students’ learning practices in two sections In section 2, there are 6 items related to PBL’s steps (multiple choice answers), and there are 6 items related to teacher’s support students (six Likert scale questions) in section 3 In Questionnaire 2 (see Appendix A1), questions investigated students’ perceptions towards PBL In section 1, five questions are about PBL’s learning features; in section 2, eight questions are about PBL’s benefits, and five questions are about PBL’s challenges in section 3 The surveys are organized using the Likert scale in three sections of Questionnaire 2 and one section of Questionnaire 1 The responses of the students are measured on a 5- point scale using the following responses: '5' for Strongly Agree, '4' for Agree, '3' for Neutral, '2' for Disagreed, and '1' for Strongly Disagreed

A semi-structured interview is employed as a kind of triangulation in order to verify the information gleaned from the questionnaire The process of content analysis typically involves the following steps such as developing a coding scheme or set of categories to use in analyzing the data, coding the data by assigning it to the appropriate categories, analyzing and interpreting the coded data to identify patterns, themes, and meanings In order to collect in-depth data for the study, the researcher devised an interview protocol (see Appendix B1), which included the interview process and questions regarding participants' perceptions on PBL’s learning features, benefits, challenges and the support for students’ learning Besides, during the interview, when interviewees shared their perceptions, PBL’s steps were mentioned if necessary

3.5.3 The validity and reliability of the research instrument

This study utilized a questionnaire and an interview as the primary data collection instruments To ensure the validity of these instruments, key concepts and items were identified through a literature review in Chapter 2 The questionnaire and interview were designed in English and reviewed by professionals for authenticity before being translated into Vietnamese The translated versions were cross-checked by other teachers for accuracy A pilot version of the questionnaire and interview was administered to assess the clarity of the instructions and phrasing and estimate the time required for respondents to complete them The results from the pilot test were used to refine the final questionnaire and interview used in the actual study

Specifically, the data from the pilot phase were entered into SPSS version 26 and examined with Cronbach's alpha to guarantee the items' reliability According to Fraenkel et al (2012), the reliability of the items is shown by a Cronbach's alpha larger than 700 Although the reliability of PBL’s learning features was 698 which was acceptable for the reliability because these constructed were constructed from the literature The Liker scale questions in Questionnaire 1 and 2 were generally reliable, as the majority of Cronbach's alpha tests for each construct exceeded 700 The Cronbach’s alpha tests were demonstrated as follows: Support for students’ learning: 772, PBL’s learning features: 698, PBL’s benefits: 843, PBL’s challenges: 755 Moreover, in terms of multiple-choice questions in Questionnaire

1, the constructions of items were strictly dependent on the literature of the PBL stages framework (Stoller & Myers ,2019).

Pilot study

In order to ensure the efficacy of the survey instruments (Fraenkel et al.,

2012) and to identify potential issues that could compromise the quality of the study, the researcher conducted a pilot study with questionnaires and interviews with 10th- and 11th-grade of students who were part of the target population

Regarding sample size, Palinkas et al (2015) propose that the sample size for the pilot study should be minimal (e.g., between 5 and 10 participants) and should not be used to predict the sample size for the main study Instead, the pilot research should analyze the feasibility and efficacy of the sampling strategy and make any required adjustments to ensure the final sample is varied and representative of the target population Ten student volunteers were asked to complete surveys and six individuals were interviewed for this study Selecting these participants who are varied in terms of gender, grades, number of years’ learning English, experience with PBL (Appendix D1, Appendix D2) can help test the feasibility of these study procedures across different subgroups of the target population

Invited to complete the questionnaires were ten students During the pilot phase, the researcher gathered both completed surveys and participant comments on the structure, methods, and clarity of the questions Six participants made comments regarding "major concepts" (projects) The researcher invited four students to participate in the semi-structured interview Ten interview questions were posed, and participants took turns replying to each one; prompting questions were also posed to clarify the interview questions During the pilot interview, the researcher discovered that the participants struggled to comprehend "Projects' learning features, support for students' learning." As a result, the researcher clarified and provided examples, and the participants were afterwards able to comprehend these points In addition, it was seen that the researcher would employ these principles during the actual interviewing process in order to assist respondents in directly answering questions and providing relevant data.

Data collection and analysis procedures

Researchers carried out the actual data gathering process Initially, the Vietnamese questionnaires (see Appendix A2) were provided to students on days when they only studied four lessons and finished thier learning earlier This allowed the researchers to have enough time explain the questions and gather data directly from the participants Students were sent two surveys at different times of the week so that they would not have to answer too many questions at once

Students spent around twenty minutes taking each survey, including the time spent listening to the researcher's instructions and explanations Liker scale questions were handled using SPSS version 26 software Students' perceptions of PBL were compared and contrasted using descriptive statistics (frequency, means, and standard deviation) The five-point Likert scale ranging from strongly disagree to strongly agree was translated as follows in terms of the mean score (M): (1) strongly disagree (1.00 – 1.80), (2) disagree (1.81 – 2.60), (3) neutral (2.61 – 3.40),

To evaluate the validity of the questionnaire responses and to triangulate the data obtained from the questionnaire, interviews (see Appendix B2) were conducted Initially, during the recruitment phase, the researcher explained the purpose of the study to the students who had completed the questionnaire in person or via email In addition, 26 students voluntarily engaged in face-to-face interviews, which were conducted in an appropriate setting So that the candidates would be willing to answer questions, the interview was intended to create a comfortable atmosphere The interviewer was also permitted to record the session using an mp3 recorder for the purpose of data analysis Due to its prevalence in the social sciences, content analysis was performed to process the data Table 3.3 offers a summary of the data analysis methodologies utilized throughout the study in relation to the research objectives and instruments

Table 3.3: Methods of data analysis in relation to the research questions and instruments

Research questions Instruments Data Analysis

RQ1 What learning practices do high school students engage in during PBL activities for English language learning?

Quantitative analysis -Descriptive statistics Interview -Content analysis

RQ2 How do high school students perceive the use of PBL in their English language learning?

Chapter Summary

The research methodology employed to carry out this study has been provided in Chapter 3 The research settings were initially provided, including the study participants, location, English curriculum and textbooks The following phases included the research design, research instruments, collecting and analyzing data methods, and a pilot study The collected data is reported and interpreted in the following chapter.

FINDINGS AND DISCUSSION39

Analysis of Data

4.1.1 High school students’ learning practices through PBL

There was correlation between interview and survey results The existing learning practices of high school students at the research site were explored by analysing the outcomes, audience, stages of PBL, and teacher’s support for students’ learning The data suggests that students appeared to actively engage in PBL activities at the research site and received teachers' guidance and support throughout the PBL process However, there were limitations in terms of the types of products and audiences that students engaged with The findings suggest students should have had more autonomy in the preparation activities and should have experienced more reflection activities related to the learning process and peer feedback

Table 4.1 The types/outcomes of PBL

Table 4.1 reveals that the most common type of project produced by students is presentations, with more than 50% of students indicating that they usually produce presentations Videos were the second most common type of project, with nearly 26% of students indicating that they produce videos, followed by posters, which were produced by 19.5% of students In accordance with the data of the questionnaire, the majority of interviewees identified three types of PBL: presentation (S3, S6, S17, S23, S24, S29, S1, S8, S11, S13, S28, S26, S15, S32, S9), posters (S5, S24, S15), and videos (S32, S9, S10), with presentation being the most prominent Some asserted:

… through knowing how to design presentations' slides more beautifully or creating a poster with my imagination (S24)

… to write the content of the presentation or create the content for the video (S32)

In addition, neither the interview nor the questionnaire revealed any more product kinds Overall, only three product types—presentations, posters, and videos—are opted by students, according to the statistics This demonstrates how there is a lack of variety in project outcome types

English teachers from other classes 1314 7.3% 15.5%

Table 4.2 shows that the primary audience for student projects was classmates and teachers, comprising 84.6% of the project's audience, while 15.4% of the audience for student projects consists of classmates and English teachers from other classes The audience-related survey and interview yielded comparable results in terms of statistics Half of the interviewees displayed their products to their friends A respondent to an interview stated:

I liked the project City of the Future To create the poster This poster was colorful and I felt great when I showed it to my classmates (S5)

No interviewee mentioned other audience such as friends and English teachers from other classes It can be concluded that the primary audience for student projects is their classmates and English teachers, with classmates and teachers from their own class being the most common audience

As shown in Table 4.3, the students engaged in a range of activities during the preparation stage, with selecting the topic being the most common activity, selected by 29.8% of respondents Agreements on the project kind and audience were also commonly reported activities, with 26.9% and 26.4% of respondents respectively While the majority of respondents reported engaging in topic selection and agreement on project kind and audience, a smaller proportion of respondents reported engaging in other activities throughout the preparation phase In accordance with the results of the questionnaire, respondents revealed that they spent time on the topic (S3) and the requirements of the projects (S3, S6, S9), rubrics for assessing products (S22, S6) and that their teachers provided thorough guidance Yet, only teachers determined the projects' topics, objectives, audiences, and products Some respondents reported:

In the first phase, my teacher outlined in detail the information required for the project and the product that would be delivered to in class in order for us to adequately prepare (S2)

My teacher guided … how to evaluate each other's products through the standards to score a product that she had prepared (S6)

Interestingly, several respondents also mentioned setting timetables (S17, S9) and giving roles to group members (S29) at this stage Some confirmed:

Determining whom projects are presented to 423 26.4% 68.3%

… how to manage my time to complete the requirements (2 weeks for a project; the first week I had to collect data, then analyze the data, and the second week I reviewed the content, then present the data) (S17)

… teamwork on group members’ responsibilities I appointed one person who was proficient with software to insert graphics and texts into the products, for example (S29)

In general, the number of interviewees illustrated their participation in this stage Based on the data provided, it can be concluded that selecting the project topic is the most common activity that students engage in during the preparation stage, followed by agreements on the project's kind and audience The majority of the respondents reported engaging in these activities However, it is important to note that only teachers determine the projects' topics, objectives, audiences, and products Additionally, students also spend time on understanding the requirements of the projects, developing rubrics for assessing products, and receiving thorough guidance from their teachers Some students also mentioned setting timetables and giving roles to group members during the preparation stage Overall, it seems that students are actively engaged in the preparation stage, but their level of involvement and decision-making power may be limited by the role of the teacher in determining the project's parameters

Table 4.4 An implementation stage’s activities

Getting teacher's guidance on language

From table 4.4, a significant proportion of participants (27.3%) received teacher support in language during the implementation phase Similar with quantitative analysis, interview’s data showed that students were supported with vocabulary (S17, S24, S26, SS29, S30, S32, S21, S1, S8, S11) grammar (S17, S30, S21, S4, S5) and writing (S23) Some interviewees agreed to get:

a set of words with their complete definitions and a pronunciation guide, and these words could be key ones throughout the project (S26)

My teacher had time in class to review or teach the necessary vocabulary or grammar (S30)

In terms of collecting information, 29.9% of students reported engaging in this activity Some interviewees collected the interview information (S16), searched for pictures (S1), gathered information from the Internet (S29) Some respondents stated:

… to choose suitable “key words” when look for online documents (S10)

To ask the interview questions, she focused on our pronunciation (S16) She suggested readings with relevant content, reminded us on skimming and scanning techniques (S23)

In terms of information analysis, a smaller proportion of students (22.8%) reported engaging in this activity Some interviewees (S32, S9, S16, S24, S30, S4, S23, S3) took part in the activities of analyzing interview data or ideas Some interviewees revealed:

We had to realize what the thoughts of interviewees were and decided how to classify these ideas (S16)

… in the way I kept important ideas and eliminated others (S4)

In terms of presenting the products, a small proportion of students (14.7%) reported engaging in product presentation during the implementation phase, this is an important step in the project process Interviewees made presentations, showed posters or videos (S23, S32, S1, S9, S28)

…Finding resources, conducting the content, and presenting it on the PowerPoint were interesting (S32)

Based on the data presented, it can be concluded that during the implementation phase, students engaged in a range of activities The most commonly reported activity was getting teacher support in language, followed by collecting information and analyzing collected information Product presentation was the least commonly reported activity during this phase Overall, the data suggests that students received significant guidance and support from their teachers during the implementation phase, particularly in terms of language support The data also suggests that students engaged in a range of activities during this phase, but the focus was primarily on information collection and analysis rather than product presentation

Table 4.5 An evaluation stage’s activities

Evaluating the content knowledge gained through the project

Evaluating the language developed during the project 480 29.9% 77.5%

Evaluating the quality of the final product 367 22.8% 59.3%

Evaluating other skills (e.g., critical thinking, problem- solving, creativity)

From table 4.5, in the evaluation phase, a significant proportion of participants (29.9%) assessed the improvement of language during the evaluation stage 27.3% of participants reported assessing content knowledge during the evaluation phase A smaller proportion of students reported assessing product (22.8%) and process (14.7%), The statistic indicates that students participate in evaluation activities; however, the majority of activities focused on evaluating students' content, language, and products rather than learning process and other skills (e.g., critical thinking, problem-solving, creativity)

Many of interviewees got teacher’s feedback and assessment about language (S24, S26, S14, S2, S9, S13, S22, S4) Their teacher reflected their learning about vocabulary, grammar and pronunciation Interviewees were likely to highly appreciate being reflected by their teachers And refection about language was more popular than reflection about projects’ contents (S26, S4) and products (S1) Some students elaborated as follows:

As for the assessment, she pointed out very detailed mistakes in grammar, vocabulary, or pronunciation (S24)

In the last stage, she evaluated what our product’s errors was, …about vocabulary, grammar, and content … and providing evaluations for other groups’ products … (S1)

Furthermore, during the interview, only some mentioned peer feeback (S24, S25, S29, S27) One respondent mentioned:

For instance, my teacher awarded my team 50 points for 5 members in the peer evaluation Each participant was limited to 10 points (S24)

Discussion of results

4.2.1 High school students’ learning practices through PBL

This section focuses on the data gathered to answer the first research question, which is about the learning practices of high school students at the research site The discussion is based on a five-stage framework developed by Stoller and Myers (2019) to provide a better understanding of the fundamental findings

The study's initial findings highlight the preparatory activities for the beginning stage, where teachers made all the decisions and instructed students on the project's objectives and how to prepare for the subsequent stages Data showed that teachers also helped students with tasks such as grouping duties, developing timelines, and understanding the reflecting stage's rubrics The study's findings are similar to Stoller and Myers' (2019) literature, which emphasizes the collaborative effort between teachers and students in project preparation While teachers made some project decisions, students provided input on other aspects, resulting in a collaborative effort Additionally, Kokotsaki et al.'s (2016) "getting started" activities stress the importance of providing clear guidelines and grading criteria before the project begins, which aligns with the present study's findings However, the study reveals that the decisions were primarily made by the teachers, indicating that students were not encouraged to be independent Despite this, students participated in well-structured preparatory activities supported by their teachers

The second section of the study focuses on how students obtained data for their projects, which is crucial to understanding their learning practices It appears that the students were actively engaged in collecting information using various methods and strategies such as interviews, documents, and the internet, as reported by the students The study found evidence that teachers provided support during this phase, employing various strategies such as skimming or scanning in reading, using key words in online searching, and addressing pronunciation in interviews These findings are consistent with the literature by Stoller and Myers (2019), who also emphasize the role of teachers in scaffolding the data collection phase However, this study identified specific strategies employed by teachers for reading, website searching, and interviewing, which were among five approaches identified by Stoller and Myers Overall, the findings reinforce the idea that students gathered data with the guidance and support of their teachers as part of the PBL process

The following section explores how students processed information gathered for their projects It was found that students evaluated data collected from interviews, documents, and internet sources using various techniques, such as interview data coding and idea selection However, some students encountered difficulties, and teachers provided assistance in such cases This finding is consistent with the results of Stoller and Myers (2019), who also identified various scaffolding methods that teachers can use to support students' learning during PBL Although this study did not identify all seven methods described by Stoller and Myers, it does suggest that teachers provided some scaffolding in the form of assistance during the information processing phase Overall, it can be concluded that a considerable number of students were involved in collecting information for their projects with the assistance of their teacher

Based on the data, students presented their products, including presentations, posters, and videos, to their English teachers and classmates However, the findings do not indicate whether the students presented their work to the wider community, as suggested by Ford and Kluge (2015) Additionally, some students reported that their teachers provided support in reviewing content and commenting on their pronunciation during the presentation phase, which is consistent with the findings of

Stoller and Myers (2019) Although the authors discuss various methods that teachers can use to scaffold instruction in this stage, this study only identifies a few instances of teachers providing support Overall, the results suggest that students presented their work to a limited audience, and received assistance from their teachers during this phase

The data indicates that students received linguistic support from their teachers, which is somewhat surprising as language support is not typically considered a part of PBL's stages However, it is clear that language plays an important role in PBL, and many students reported receiving assistance from their teachers with vocabulary, grammar, and writing The majority of students emphasized the importance of vocabulary in particular, and they described a variety of ways in which their teachers helped them develop their language skills This finding is consistent with Alan and Stoller's (2005) theory that language demand increases during the implementation phase Unfortunately, the study did not provide information on exactly when students received language support during the implementation phase Nevertheless, it is clear that language was an important aspect of students' projects, especially during the information-gathering phase Overall, these findings suggest that teachers provide guidance on language, especially vocabulary, when students need it in order to complete their projects successfully

In the final section, the focus was on the reflection step of the PBL process Students engaged in reflection activities related to the project's content, product, and language skills, but there was less emphasis on learning process and other skills These findings align with Stoller and Myers' (2019) research, which indicates that students reflect on their project experiences with teacher support and modeling However, in some reflection activities, there was more emphasis on teacher feedback than on student feedback, and students required more teacher scaffolding for peer assessment Overall, these findings suggest that while students reflected on their work under the direction of their teacher, the activities placed more emphasis on the teacher's role than the students'

In conclusion, the data provide important implications about the five PBL learning phases With the support of their teachers, students engaged in a number of tasks (preparation, information collection, information processing, outcome presentation, and reflection) to finish their projects Throughout the PBL process, students benefited from the help and direction offered by their teachers Yet, it is essential to acknowledge that students may have been pushed to take greater responsibility for their learning, especially during the preparation phase There were restrictions on the sorts of products and audiences with whom students engaged The findings indicate that students should have had greater autonomy in the preparatory activities and participated in more reflection activities connected to the learning process and peer feedback

4.2.2 High school students’ perceptions towards PBL

Regarding the learning characteristics of PBL, the study's findings provide support for PBL's positive impact on students Statistically, students liked the features of PBL such as, reflection, product production, groupwork, especially ownership and authenticity PBL is effective in generating a more pleasant and engaging learning environment, as evidenced by students' favorable perceptions of its learning characteristics

Firstly, the result strongly confirms that students' fondness for PBL is closely linked to the authenticity of the projects Most students appreciated this method of learning because the topics were interesting and relevant to their daily lives These findings are in line with the views expressed by Alan and Stoller (2005) and Larmer et al (2015a) Alan and Stoller (2005) suggested that PBL focuses on real-world themes that are interesting to students, while Larmer et al (2015a) noted that PBL can provide an authentic context, a genuine impact on others, and individual authenticity This emphasizes the significance of adding real-world projects into

PBL in order to engage students and enrich their learning experience, as supported by the study findings

The second finding of the study suggests that students enjoyed PBL because they were given the opportunity to take responsibility for generating ideas and making decisions This autonomy allowed them to express their opinions freely and work independently The results are consistent with existing literature on students' learning ownership, including the works of Larmer et al (2015a), Stoller (2006), Thomas (2000), and Helle et al (2006) These authors suggest that giving students a voice and control at every stage of the learning process can enhance their motivation to learn Larmer et al (2015a) further emphasize the importance of providing students with control and input over many aspects of a project, which can promote greater engagement and effort in learning These findings underscore the value of promoting student autonomy in PBL to enhance students' motivation and learning outcomes

Furthermore, the results indicate that students favored PBL when working collaboratively with others Collaborating with peers towards the same learning objectives enabled students to share and discuss ideas, and create products together The findings align with the literature by Stoller (2006) and Larmer and Mergendoller (2010), which emphasize the importance of collaboration in PBL According to Larmer and Mergendoller (2010), collaboration is a crucial element of the project, and Stoller (2006) notes that PBL involves both individual and group work In summary, working in groups is a fundamental aspect of PBL because it fosters teamwork and allows students to learn from each other, as demonstrated by these findings

The results indicate that students enjoy creating final products as part of PBL They find it stimulating to present their work to their classmates and are motivated to create quality products that can be shared with a wider audience This aligns with the idea that the "concrete final result" is an important aspect of PBL (Stoller,

2006) The literature by Larmer and Mergendoller (2010) and Ford and Kluge

(2015) also highlights the importance of a final product or presentation in PBL Susana and Sasthaparamitha (2019) further emphasize that students enjoy the process of creating the final product and are motivated by the opportunity to share their work with others Overall, the findings support the notion that product creation is a crucial component of PBL and contributes to students' positive perceptions of the learning experience

CONCLUSION AND RECOMMENDATIONS

Conclusions of the study

RQ1 What learning practices do high school students engage in during PBL activities for English language learning?

The findings of the study show how high school students at a provincial school in Dong Thap learned English through PBL's five learning steps Although students had opportunities for active learning in the classroom by following these steps such as preparation, information gathering, information processing, presenting of outcomes, and reflection Teachers provided assistance and direction to students throughout the PBL process Yet, it is essential to recognize that students may have been encouraged to accept greater responsibility for their learning, particularly during the preparation phase, and that there are restrictions on the sorts of outcomes and audiences with whom they might interact Students would benefit from enhanced autonomy in preparatory activities, engagement in reflection activities connected to the learning process, especially peer feedback, according to the study's findings

RQ2 How do high school students perceive the use of PBL in their English language learning?

Overall, the study's findings suggest that PBL has a positive impact on students and can enhance their independence, confidence, group work skills, vocabulary, speaking and listening skills, and vocabulary Students have a favorable perception of PBL's learning characteristics, such as reflection, product production, group work, ownership, and authenticity, which generate a more engaging and pleasant learning environment However, the study also indicates that students encountered some difficulties during the learning process, particularly in group work and reflection activities These findings highlight the need for further research and strategies to address these challenges and improve the effectiveness of PBL Overall, the study's results provide valuable insights into students' perceptions of PBL and can inform the development of effective teaching strategies to facilitate student achievement of learning objectives and increase classroom participation.

Pedagogical implications

The research findings suggest several potential interventions to improve PBL for English language learning Firstly, students should be given the opportunity to make decisions and take ownership of their learning at every stage of PBL In particular, in the initial stage, teachers should encourage students to have more independence in determining objectives, activities, and grading criteria Secondly, teachers should establish appropriate grouping patterns, team criteria, and guidelines for students, as well as provide guidance on how to deal with team member issues Thirdly, students should be taught time management skills to ensure timely project completion Fourthly, students should be guided on how to use technology and the internet effectively, with an emphasis on making informed decisions Finally, students should become familiar with the criteria used for peer ratings before starting their projects, and individual and group grades should incorporate assessment methods By implementing these interventions, PBL can be improved to enhance student motivation, language skills, and learning.

Limitations and suggestions for future research

There are several potential limitations to the findings of this study Firstly, the research may have been influenced by researcher bias since one of the teachers who instructed the participants and was the sole data coder conducted the study Secondly, the target population was limited since the research excluded 12th graders, indicating that the sample may not represent the entire population Thirdly, the data collection took place towards the end of May 2022, when students were preparing for exams in all subjects, which may have impacted their responses due to anxiety Furthermore, a substantial percentage of volunteer students did not participate in the interview, which could be due to a lack of willingness to share their experiences Finally, observation, which wasn’t employed as one of the instruments to investigate students learning practice Depending on the size of the sample and the length of the observation sessions, this may have been an arduous task for which the researcher lacked the necessary time and resources This research query may have been narrowly focused on the self-reported learning practices of high school students engaged in PBL

There are a number of recommendations for future research First, the researcher, who does not work at the research location, should conduct further research The inclusion of 12th graders will guarantee that the sample is representative of the desired population In addition, data collecting should take place at a different time of the school year so that no stressful factors affect student replies Finally, future research should use a combination of methodologies, such as surveys, interviews, and observations, to obtain a deeper understanding of the learning practices of high school students participating in PBL

In conclusion, this research contributes to the growing body of evidence supporting the use of PBL in high schools Although students reported facing challenges with PBL, they appreciated its learning features and believed it to be effective in improving their knowledge, language, and skills These initial findings aim to improve our understanding of the current perspectives on integrating PBL into language learning in high school settings The recommendations developed from these findings could improve the quality of English language education at the research site and in Vietnamese high schools more broadly It is hoped that this research will inspire further studies in this important area

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APPENDICES APPENDIX A1 Questionnaire (English Version)

QUESTIONNAIRE NUMBER 1 HIGH SCHOOL STUDENTS’ LEARNING PRACTICES THROUGH PBL This is a research topic for Master's thesis at Open University with the aim of better understanding the perception of high school students about Project-based learning

Please answer the following questions The data from the survey will be used for this study This is not a test, so there is no "right" or "wrong," and you don't even need to write your name This study is based on my personal opinion Please give your answer honestly, as only this will guarantee the research paper's success Main concepts:

PBL requires that students frequently come together in groups and actively search for a solution to a problem their teacher has presented for one or more weeks The project's products are videos, posters, presentations, and drawings Students and their teachers participate in several evaluation activities at the project's end

Please choose the statements are true about you by ticking the options

▪ How many years have you studied English?

▪ How many projects did you do in the school year 2021-2022?

▪ How many weeks did you spend doing a project?

▪ Do you work in groups when learning English through PBL?

▪ Do you integrate technology when learning English through PBL?

PART 2: HIGH SCHOOL STUDENTS’ LEARNING PRACTICES THROUGH PBL (STAGES)

1 What types of projects have you completed in your English language classes?

2 Whom do you usually show your products to?

 other English teachers at schools

3 Which of the following preparation activities do you participate in when starting PBL activity?

 Determining whom projects were presented to

4 Which of the following activities do you engage in during the implementation stage of the PBL process?

 Getting teacher's guidance on language

5 What types of reflection activities do you usually engage in during the evaluation stage of a PBL project? Please select all that apply

 Evaluating the content knowledge gained through the project

 Evaluating the language developed during the project

 Evaluating the quality of the final product

 Reflecting on the process of working collaboratively with team members

 Reflecting on the improvement of other skills (e.g., critical thinking, problem- solving, creativity)

PART 3: HIGH SCHOOL STUDENTS’ LEARNING PRACTICES THROUGH PBL (SUPPORT FOR STUDENTS’ LEARNING)

Support for students’ learning through PBL

Please rate how much you think these statements are true about you by circling the appropriate number

Code Content 1 2 3 4 5 s1 My teacher gives me guidance on language 1 2 3 4 5 s2 My teacher guides me to prepare before starting a project 1 2 3 4 5 s3 My teacher guides me to collect information 1 2 3 4 5 s4 My teacher guides me to analyze collected information 1 2 3 4 5 s5 My teacher gives me guidance for product presentation 1 2 3 4 5 s6 My teacher supports me during the phase of evaluation 1 2 3 4 5

QUESTIONNAIRE NUMBER 2 HIGH SCHOOL STUDENTS’ PERCEPTIONS TOWARDS LEARNING

Please rate how much you think these statements are true about you by circling the appropriate number

PART 1: THE LEARNING FEATURES OF PBL

Code Content 1 2 3 4 5 f1 I like taking responsibility for ideas and decisions 1 2 3 4 5 f2 I like learning English through the reflection 1 2 3 4 5 f3 I like producing a product 1 2 3 4 5 f4 I like working in groups 1 2 3 4 5 f5 I like the authenticity of projects 1 2 3 4 5 PART 2: THE BENEFITS OF PBL

Code Content 1 2 3 4 5 b1 PBL helps me to become more independent in my learning 1 2 3 4 5 b2 PBL helps me to become more confident when I learn English 1 2 3 4 5 b3 PBL improves my groupwork skills 1 2 3 4 5 b4 PBL develops my speaking skills 1 2 3 4 5 b5 PBL develops my reading skills 1 2 3 4 5 b6 PBL develops my writing skills 1 2 3 4 5 b7 PBL develops my listening skills 1 2 3 4 5 b8 PBL improves my vocabulary 1 2 3 4 5

PART 3: THE CHALLENGES OF PBL

Code Content 1 2 3 4 5 c1 Giving feedback for my classmates’ products is challenging 1 2 3 4 5 c2 I find PBL challenging because I don't have enough groupwork skills 1 2 3 4 5 c3 I find PBL challenging when I integrate technology into PBL 1 2 3 4 5 c4 I experience time-related difficulties 1 2 3 4 5 c5 Giving feedback for my teammates is challenging 1 2 3 4 5

CÂU HỎI KHẢO SÁT SỐ 1 Đây là đề tài nghiên cứu luận văn Thạc sĩ tại Trường Đại học Mở với mục đích hiểu rõ hơn nhận thức của học sinh phổ thông về tiết học Project

Em vui lòng trả lời các câu hỏi sau Dữ liệu từ khảo sát sẽ được phục vụ cho đề tài này Đây không phải là một bài kiểm tra nên không có "đúng" hoặc "sai" và em thậm chí không cần phải viết tên của mình trên đó Bài nghiên cứu quan tâm đến ý kiến cá nhân của em Hãy đưa ra câu trả lời của em một cách trung thực, vì chỉ điều này mới đảm bảo sự thành công của bài nghiên cứu

Project là tiết học em thường tập hợp cùng nhóm, cùng nhau chủ động tìm kiếm giải pháp cho một vấn đề mà giáo viên đưa ra trong khoảng thời gian một hoặc vài tuần Sản phẩm của project là video, áp phích, thuyết trình, tranh vẽ và kết thúc project, em cùng với các bạn khác và giáo viên sẽ nhận xét, cho điểm

▪ Em đã học Tiếng Anh được bao nhiêu năm?

▪ Có bao nhiêu dự án em đã thực hiện trong năm học 2021-2022?

▪ Em thực hiện một dự án trong bao lâu?

▪ Khi học tập thông qua dự án, em có làm việc nhóm?

▪ Em có sử dụng công nghệ khi thực hiện các dự án?

PHẦN 2: THỰC TRẠNG HỌC TIẾNG ANH (CÁC GIAI ĐOẠN THỰC HIỆN) Sản phẩm Project em tạo ra:

 Áp phích (vẽ, cắt, dán trên giấy phóng to)

1 Đối tượng xem sản phẩm Project của em:

 Giáo viên tổ Tiếng Anh

2 Những hoạt động em thường tham gia trong giai đoạn chuẩn bị:

 Em thống nhất chủ đề

 Em thống nhất thể lọai sản phẩm

 Em thống nhất về việc trình bày sản phẩm với đối tượng nào

3 Những hoạt động em thường tham gia trong giai đoạn thực hiện:

 Em nhờ sự hỗ trợ của giáo viên về ngôn ngữ

 Em thu thập thông tin

 Em phân tích thông tin đã thu thập

 Em trình bày sản phẩm

4 Những hoạt động em thường tham gia trong giai đoạn đánh giá:

 Nhận xét/đánh đánh về nội dung của dự án

 Nhận xét/đánh giá về kiến thức và kỹ năng ngôn ngữ đã học được

 Nhận xét/ đánh giá về sản phẩm của dự án

 Nhận xét/ đánh giá về qúa trình thực hiện dự án

 Đánh giá/nhận xét về các kỹ năng khác

PHẦN 3: THỰC TRẠNG HỌC TIẾNG ANH (SỰ HỖ TRỢ VỀ MẶT HỌC TẬP

Xin vui lòng đánh giá những câu sau đây mà em cho là phù hợp nhất với em bằng cách khoanh tròn

Mã Nội dung 1 2 3 4 5 s1 Giáo viên hỗ trợ em về ngôn ngữ 1 2 3 4 5 s2 Giáo viên hướng dẫn em các khâu chuẩn bị trước khi bắt đầu thực hiện một dự án 1 2 3 4 5 s3 Giáo viên hướng dẫn em thu thập thông tin 1 2 3 4 5 s4 Giáo viên hướng dẫn em phân tích thông tin đã thu thập được 1 2 3 4 5 s5 Giáo viên hướng dẫn em trong quá trình trình bày sản phẩm 1 2 3 4 5 s6 Giáo viên hướng dẫn em trong giai đoạn đánh giá 1 2 3 4 5

Cảm ơn em ! CÂU HỎI KHẢO SÁT SỐ 2 VỀ NHẬN THỨC CỦA HỌC SINH

VỀ VIỆC HỌC TIẾNG ANH THÔNG QUA DỰ ÁN Đây là đề tài nghiên cứu luận văn Thạc sĩ tại Trường Đại học Mở với mục đích hiểu rõ hơn nhận thức của học sinh phổ thông về tiết học Project