An investigation into the impacts of pbl on primary school students’ speaking skill and their perceptions and attitudes towards pbl

Trang 1 QUY NHON UNIVERSITY VO THI THU HIEN AN INVESTIGATION INTO THE IMPACTS OF PBL ON PRIMARY SCHOOL STUDENTS’ SPEAKING Trang 2 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN VÕ THỊ

INTRODUCTION

Rationale

English is known as a global language, so its role has become more important than ever It is a crucial tool for the integration process and considered as a “visa” for Vietnamese people to integrate into the world (Le, 2015) Therefore, to acquire and become influent in English is a must for Vietnamese people

The way English is taught has evolved over time, and several initiatives have been made to assist Vietnamese students in improving their English language proficiency These initiatives are made to assist Vietnamese speakers in improving their foreign language skills The location, the learning processes, the teaching methods, and the learning objectives all influence the most effective teaching strategy (Brown, 2000) It is also necessary to apply the appropriate curricula and teaching strategies to enhance the educational processes The nation's English language instructors have so received significant training to raise their standards It also encouraged educators to actively update their curricula, modernize their teaching techniques, and incorporate technology into their lessons

Only educator training, however, is insufficient to improve learners' competency since it “does not only serve to reinforce the material of the teacher-training curriculum, but also to model a strategy that teachers in training may later utilize with language learners” (Stoller, 2006, p.22) Therefore, to improve students' language and speaking abilities, an efficient and effective teaching style should be used

Project-based learning is one kind of foreign language instruction that is thought to help students improve their language abilities and speaking abilities (Hsieh, 2012) The method emphasizes constructivism, in which students gain new information and abilities through working on projects, and it is student-centered It encourages students to participate actively in their studies because they are crucial to the learning process In other words, through the activities involved in carrying out projects, PBL provides students with an opportunity to further their general English language skills and their speaking ability in particular (Simpson, 2011)

But there are still some obstacles to PBL implementation in Vietnam First, a lot of students still employ the exam-based teaching method At the end of each course, standardized tests are frequently utilized to assess students' achievement rather than their progress Additionally, the majority of teachers lack enough training in project-based learning techniques for classroom instruction Many of them are reluctant to incorporate new techniques into their classrooms in part because “less teacher talk implies more teacher time” (Cornell & Clarke, 1999, p.94) The students appear to lack the necessary experience to be prepared for the project-based learning in the classroom Moreover, there is still disagreement regarding this strategy between teachers and students (Beckett, 2002) Even though “most project-work proponents say that the advantages outweigh the downsides,” some of them nevertheless demonstrate their discontent with PBL (Alan & Stoller, 2005) It appears that utilizing English to communicate successfully orally has been a challenge for Vietnamese educators and students for many decades Many students still struggle to speak English fluently, despite receiving high marks on written English proficiency tests The primary reason is a lack of understanding of the significance of the English language (Tran & Baldauf, 2007) Therefore, it is urgent to train the prospective teachers with approaches which inspire learner to talk and raise their awareness about the importance of using English

For these reasons, this study, entitled “An investigation into the impacts of PBL on primary school students’ speaking skill and their perceptions and attitudes towards PBL”, is conducted and aims to identify the effect of PBL and students' attitudes toward its use to understand its effectiveness and students' attitudes toward its use in classes to enhance students' speaking levels.

Research aim and objectives

This study is carried out in order to measure the effects of using PBL on teaching speaking skill to primary school students

The study is conducted to 1) examine the effects of using PBL on teaching speaking skill to primary students, and 2) To gain insights into students’ perceptions and attitudes towards the teachers’ use of PBL.

Research questions

To achieve its aims and objectives, the study seeks to answer the following research questions:

1 To what extent does PBL affect the teaching speaking skill to primary school students?

2 What are students’ perceptions and attitudes to teachers’ use of PBL in their speaking lessons?

Scope of the study

While the PBL has been well documented, its effects on the improvement of students’ speaking level were poorly understood The aim of this study is to report on the practical use and the advantages of using PBL in classes

The scope of the study is limited to 4 classes and 60 students in the age of 9 to

10 who are in their grade 3 at AAC English Center The intervention lasted for 2 months and the participants were asked to conduct a pre-test and a post-test, a semi- structured interview as well as be observed in order to measure and evaluate the improvement in students’ speaking skill and their attitudes towards this use.

Significance of the study

While a lot of research has been done on the PBL use, there are not many studies that have been conducted in Vietnam, especially in the setting of primary schools The study’s findings will provide vital information that clarify the procedure to implement projects into class, as well as advancing the understanding of PBL It can be a source of reference for teachers to design effective and suitable projects for classes On the other hand, students can anticipate the advantages and disadvantages before entering the courses with PBL in order that they can maximize the advantages of learning with PBL, benefit more from this approach and overcome its challenges as well.

Organization of the study

This research is divided into five chapters:

Chapter 1: Introduction It consists of the background of the research, research aims and objectives of the research, and the organization of the paper

Chapter 2: Literature Review In this chapter, the writer discusses the theoretical framework and previous studies

Chapter 3: Research Methodology It explains research design, research method, population and sample, instruments, and data collection and data analysis

Chapter 4: Findings and Discussion In this chapter, the writer reveals the results and discussion of the research

Chapter 5: Conclusion and Suggestion The last chapter contains the conclusion of the research and suggestions.

LITERATURE REVIEW

Speaking skill

In the modern, globalized world, effective communication is essential for success in all endeavors The use of language in communication is common The most crucial skill in learning a second or foreign language is speaking Speaking is considered to be the most crucial of the four essential language abilities for learning a foreign or second language Speaking is the skill that students will be evaluated on most in real-world situations (Brown & Yuke, 1983)

Speaking skill is a productive skill Language learners frequently gauge their proficiency in spoken language as a measure of their language learning achievement (Richards, 2008) Additionally, Brown and Lee (2015) showed that the ability to attain pragmatic goals through conversation with native language speakers is a sign of successful language acquisition As a result, over the years, the talent has drawn a lot of interest from researchers and teachers in the field of language teaching and learning

Speaking is an interactive activity that involves producing, receiving, and processing information (Burns & Joyce, 1997) Its form and meaning depend not only on the words or sounds used, but also on the context in which they are used, the participants who join in the discussion, and the purposes for which they are used In other words, speaking involves more than merely producing sounds (Cornbleet & Carter, 2001) It is a synthesis of sounds, pitch (louder or softer voice), intonation (rising or falling tone), rhythm (stressed syllables and sentences), and tempo (the emphasis of words or ideas) Additionally, it relies on the context in which talks occur, the audience, and the goal of the speech (whether it is a promise, congratulate, or apologize) Although they used various definitions, it seems that speaking abilities encompass more than only vocalizations of sounds or words The interaction of numerous other factors must be present for the language to be spoken and understood

Despite its significance, teaching speaking skill has been devalued, and the majority of EFL/ESL teachers still teach speaking skill by having students memorize dialogues or practice drills Traditional speaking exercises in the classroom frequently take the form of drills where one person asks a question and another person responds There is typically just one right response because it is predetermined and both the inquiry and the answer are structured and predictable The goal of asking and responding to the question is to show that learners have the capacity to do so Speaking is one of the most challenging skills that language learners must master (Bueno et al., 2006) Speaking is considered the most important of the four language skills of English Even the learners learn the language for so many years, they find it difficult to speak in real time situations when it is demanded

Since some EFL/ESL students have a severe fear of making mistakes and others are just plain shy, and this is true even of native speakers, English teachers must employ a variety of approaches to help their students improve their speaking abilities To encourage students to communicate in English classes, English teachers can now include some enjoyable exercises in the form of language games and the teachers should select reading materials that are appropriate to the students' reading levels More importantly, teachers should encourage students to participate in class discussions, where they can greatly enhance their speaking abilities Additionally, the students must design their own speaking opportunities both inside and outside the classroom The students must also adhere to their teachers' directions in order to develop their speaking abilities Since the advice supplied by the teachers is beneficial to the students, they must sincerely put it into practice in order to communicate effectively under all conditions Therefore, in order to develop their students' speaking abilities, EFL/ESL teachers must use a variety of instructional methodologies and techniques In order to succeed in the modern world, learners must devote all of their energy to honing their speaking abilities and designate more time to such pursuits

Brown and Lee (2015) have guided some principles for teachers to remember when they teach English speaking skill as follow:

- Teachers should be sure that teaching activities focus on both accuracy and fluency However, the level of focus depends on teachers’ and students’ objectives

- Teachers are suggested to put themselves in the shoes of their students to understand their proficiency level and then design appropriate tasks

- Students’ interest will motivate them to learn and gain much Therefore, teachers need to make sure speaking activities are interesting enough to appeal to students

- Authentic language and teaching materials are important to motivate students Thus, teachers should ensure to provide students with a sense of authenticity

- Feedback is important to help students take notice of language elements For that reason, appropriate feedback in teaching speaking is crucial

- Listening and speaking are two skills that are interrelated When teachers teach listening, students’ listening skills are also reinforced Teaching speaking, thus, should include both listening and speaking

- Beside giving some suggestions for students to speak out, teachers also should design some activities for students to initiate language, so that they are more motivated in speaking

- Classrooms can be a place where students form their own learning strategies, such as learning how to ask for clarification, getting someone’s attention, and so forth These activities should be included by using authentic materials

2.1.3.1 Types of speaking assessment tasks

According to Brown and Abeywickrama (2018), there are five categories of speaking performance assessment tasks

1 Imitative: the ability to simply imitate a word or phrase or possibly a sentence The performance criteria may encompass a number of prosodic (intonation, rhythm, etc.), lexical, and grammatical properties of language

2 Intensive: the production of short stretches of spoken language to showcase proficiency in a specific area of grammatical, phrasal, lexical, or phonological relationships (such as prosodic elements – intonation, stress, rhythm, juncture) Intensive assessment tasks may include tasks like reading aloud, completing sentences or dialogues, and simple picture-cued exercises

3 Responsive: Responsive assessment tasks involve interaction and testing comprehension but at a somewhat limited level, like brief conversations, standard greetings and small talk, simple requests and comments

4 Interactive: Interactive assessment tasks include longer and more complex interactions, sometimes with multiple exchanges or participants

5 Extensive (Monologue): Extensive oral production tasks consist speeches, oral presentations, and storytelling where the opportunity for interaction with listeners is minimal or nonexistent The language style is often more planned and formal in extensive tasks

In this study, the researcher used the fifth type (extensive) because this study focused on students’ English speaking ability using Project-based learning With the application of Project-based learning, students were assigned to prepare a product and an oral presentation in advance Moreover, students were expected to be able to present their tangible products in front of the class

Thornbury (2005) suggests five categories for assessing speaking, namely grammar and vocabulary, discourse management, pronunciation and interactive communication as follow:

1 Grammar and vocabulary: candidates are awarded marks for the accurate and appropriate use of syntactic forms and vocabulary in order to meet the task requirements at each level However, teachers need to recognize that it is unfair if they require their students to speak well-structured utterances because native speakers produce non-grammatical forms in fast, unmonitored speech

2 Discourse management: on this scale, examiners are looking for evidence of the candidate’s ability to express ideas and opinions in coherent, connected speech The CELS tasks require students to make sentences and produce utterance to convey information and to express opinions

3 Pronunciation: candidates are required to produce comprehensible utterances It means that they have to produce exact individual sounds, appropriate linking of words and use correct stress and intonation to convey the intended meaning

4 Interactive communication: it refers to candidates’ ability to interact at the required speed and rhythm with other candidates by initiating and responding appropriately to fulfill the task requirements It includes the ability to use functional language and strategies to maintain and repair interaction and a willingness to develop the conversation and move the task towards a conclusion

Similarly, according to Harmer (2007), speaking is a complex skill as it involves elements such as grammar, vocabulary, pronunciation, fluency, and comprehension

Grammar consists of rules that describe how we use a language The aim of grammar is to help individuals acquire expertise in both spoken and written language Therefore, understanding grammar is essential for constructing proper sentences in conversation

Vocabulary involves the appropriate words used in conversation, is the second crucial component Without a comprehensive vocabulary, effective communication, both written and oral, becomes challenging as individuals struggle to express ideas

Project-based learning (PBL)

The Massachusetts Institute of Technology Engineering Faculty is where the project approach initially appeared and was applied Through the United States and the European nations, it later evolved and developed (Wurdingers & Carlson, 2009) Later in 1918, William Heard Kilpatrick wrote an essay in which he said that PBL concepts were inspired by students' interests and aided in developing students' awareness of their lives (Beckett, 2006) Kilpatrick, however, put much more of an emphasis on the cognitive growth of the students who took part in project work, in contrast to other academics who later defended the value of group work in carrying out projects Additionally, the following researchers who studied PBL added the significance of learner-centeredness and the strong relationship between students' interests and their development and acquisition of new language and skills (Kubiatko

PBL is recognized as an innovative educational strategy in terms of pedagogical framework PBL is a potent strategy that motivates students to apply what they have learned in new contexts (Bransfort et al., 1999) Another description of PBL is provided by Savery (2006), who defines it as a constructivist instructional approach in which teachers guide students while they collaborate in groups or engage with one another to apply classroom knowledge to real-world issues Additionally, PBL is a student-centered approach in which students learn about a subject through problem-solving activities (Dewi, 2016) PBL aims to support students in gaining adaptable knowledge, useful collaborative skills, and intrinsic motivation PBL, or problem-based learning, is an approach that focuses on the learner and encourages students to work together and use critical thinking to solve real-world problems

The project-based learning approach literally refers to procedures where students learn through working on projects It emphasizes the constructivism principle, in which teachers assist or guide students as they learn how to generate knowledge rather than just receive it (Henniger, 2005) More specifically, the constructivist teaching strategy enables teachers to mentor students as they interact with one another or work in groups to apply what they have learned in the classroom to real-world problems (Savery, 2006)

Many academics have made an effort to describe the specifics of this strategy For instance, Fried-Booth (2002) characterizes it as a learner-centered method where students collaborate in a real-world setting to produce final products According to him, PBL is intimately related to learner-centeredness, real-world challenges, participant cooperation, and end results According to the Malaysian Ministry of Education's proposal, PBL learning activities should be “long-term, interdisciplinary, student-centered, and integrated with real-world challenges and practice.” (Malaysia,

2006, p 3) Beckett (2002), on the other hand, highlights the length of research projects, whose tasks relate to a variety of joint activities, such as planning, obtaining information, analyzing, and reporting PBL is a student-centered approach that emphasizes problem-solving activities as a way for students to learn about a subject PBL seeks to assist students in acquiring flexible knowledge, practical teamwork abilities, and intrinsic drive Problem-based learning, or PBL, is a methodology that places an emphasis on the learner and motivates students to collaborate with one another and apply critical thinking to solve real-world problems (Dewi, 2016)

Given these considerations, PBL's definition has evolved over time Although the authors did not completely agree on what PBL was, they all noted that it was learner-centered, learning by doing, authentic tasks concentrated, using student participation, and creating end products

The PBL method can be used in any curriculum, subject area, and classroom setting Barrows (2011) lists seven characteristics that can be recognized as essential elements of PBL

First, PBL is a learner-centered approach From choosing a topic to decisions on design, production, and presentation, this component strives to enhance student initiative and decision-making throughout the project Projects should include the proper amount of structure and feedback so that students can make thoughtful decisions and revisions By keeping note of their choices, adjustments, and efforts, teachers and students can acquire pertinent data for assessing the work and growth of their students

PBL is defined as a learning process in which students actively design plans, gather data, analyze it, and present their findings (Beckett, 2002; Stoller, 2006) PBL always starts with the intention of producing an end product, which students do through research, and that through this process students learn and make plans to acquire particular skills and information (Gubacs, 2004) According to him, a project calls for students to engage in active learning as they explore real-world issues in order to obtain knowledge and skills As a result, while taking a course with projects, students are less likely to rely solely on the teacher and the curriculum to determine what they will learn

Second, PBL stresses teamwork among participants Delivering students the chance to practice collaborative skills such cooperation, interdependence, integrating peer and method input, giving insightful feedback to peers, and collaborating with others as student researchers is the aim of this component

Laal (2012) defined collaboration or collaborative learning as actions in which a group of learners works together to tackle a task, solve a problem, or produce an outcome Projects are defined as “complicated chain of interactions among team members across time” (Hanney & Savin-Baden, 2013, p 8) Collaboration is thus one of the approach's key tenets

Thirdis course content Projects must be founded on standards, have goals that are clearly stated, and encourage and demonstrate content learning in both the process and the final output in order for content integration to be successful

Forth, PBL works on authentic tasks Depending on the project's objectives, this piece can take many different shapes It may be connected to the real world By using real methods, processes, and real-life audiences, a project can be connected to real-world careers because PBL tackles topics that are relevant to students' lives or communities Making relationships with community members and mentors in the real world through online communication, collaboration, or other means may be possible outside of the classroom Blumenfeld (1991) explicitly clarifies that by carrying out sets of activities, students meld their prior knowledge, experience, and skills with new learning This process results in their newly acquiring knowledge

Fifth, PBL requires different presentation formats The planning, production, or presentation of their projects can all be done using a variety of technologies, and this component allows students the chance to do just that Although a project's technology could easily take center stage, the multimedia component's real power comes from how well it fits into the overall curriculum and how it is used in the production processes

Timing is the sixth point It expands on chances for students to plan, update, and consider their education Project duration and scope may differ greatly, but they should all include enough time and resources to facilitate meaningful action and learning

Seventh, teachers should give creative evaluation on students’ project work PBL calls for frequent and varied evaluation, including teacher assessment, peer assessment, self-assessment, and reflection Just as learning is an ongoing process, assessment can be an ongoing process of documenting that learning In order to give students the chance to participate in the evaluation process in ways that are often not supported by more conventional teacher-centered sessions, assessment procedures should also be inclusive and clear to them.

The application of PBL in teaching speaking

According to Bell, the PBL technique is implemented in a few stages (2010) The first is speculative, in which teachers initially present and discuss with students a choice of project subjects based on the curriculum Teachers and students currently conjecture potential outcomes that will logically result in the initiatives For students who are beginners or at a lesser level, however, teachers can select the projects themselves while still taking into account the issues of the pupils Gaer (1998) made the supposition that pupils at the beginning or lower levels lack the language or self- assurance to create project subjects He therefore assumes that in order for students to make their own decisions, teachers must first guide them The second step is designing the project activities, or establishing the structure of a project activity, comprises group creation, role assignments, and technique choice The third step entails carrying out the project-related tasks, during which the students put what was planned and created in the previous stage to use The students gather information, talk about it with their group members, consult with the teacher about any issues they are having with their work, and present their finished products to the class or even to the larger community, which may include other classes, teachers, and outsiders, in the form of a presentation, a performance, a product, a publication, etc The pupils perform in front of the class during the final phase This phase also involves discussions about whether the original objectives and goals have been attained and incorporated into the procedure and the final products, as well as participant evaluation of the activities (Fragoulis, 2009) The PBL method appears to meet the needs of English teaching and learning PBL is simply described as a method that teaches students to address issues and create products

Activities using the PBL technique can have the following characteristics: (1) focus on content learning rather than specific language patterns; (2) student-centered with the teacher acting as a facilitator or coach; (3) promote collaboration among students; (4) results in the authentic integration of language skills and processing information from multiple sources; and (5) allow learners to demonstrate their understanding of content knowledge through an end product (Srikrai, 2008)

Marx (1997) outlined the following issues teachers may have while using the PBL technique in the classroom: (1) Time: Tasks frequently take longer than expected (2) Control of the classroom: Teachers frequently feel the need to manage the information flow, even though they also think that in order for students to understand, they must develop their own understanding; (3) Support for student learning (4) Using technology in the classroom can be challenging for teachers, especially when it comes to using it as a cognitive tool (5) Assessment: Teachers might find it challenging to create tests that call for students to show their understanding.

Students’ perceptions and attitudes

Students’ perceptions and attitudes are their ideas, beliefs, and feelings about persons, circumstances and events (Dale & Judith, 2009) This emphasis on students' perceptions makes the assumption that they are active information processors who have an equal impact on classroom happenings as they do on them (Pintrich et al.,

1986) Attitude is one of the unique character traits that each learner possesses It is believed that attitudes either have a direct or indirect impact on the learning of a foreign language (Krashen, 1981) The construction of attitude involves a systematic and ongoing organizational interplay between knowledge, belief, and emotions

(Duman & Yavuz, 2018) It has been proven that the application of PBL in the English classroom is very helpful (Sukiawati, 2020) On the other hand, understanding students’ perceptions and attitudes towards the use of PBL is also significant (Carlore, 2018) because attitude is one of the main factors beside motivation that affects learners (McGroaty, 1996) and determines the the success of learning process Therefore, it is necessary to have the research on the attitudes of students concerning the use of PBL in the classroom.

Previous studies

The advantages of PBL for students have been demonstrated in numerous studies Children significantly increase their language abilities in the areas of reading, writing, listening, speaking, grammar, and vocabulary He claims that genuine activities necessitate that pupil “read to write, write to read, listen to speak, and so on” (Stoller, 2006, p 26) To put it another way, real-world situations demand that students combine all facets of language to generate effective results As a result, their language proficiency advances Only the effects of PBL on speaking ability are examined in this study, though For instance, students in a 7-day intensive English course in Japan (Foss et al., 2008) The 75 participants worked on four projects: the Wikipedia project (creating a complete Wikipedia entry for the University along with an English PowerPoint presentation about their work); the Newspaper project (doing research, designing, and publishing a newspaper); the Small-groups video project (using a camera and computer to produce a 3 minute video about a dilemma relating to the use of science and technology with a partner); and the Whole-group video project (working in a group to make a short film to answer for a predetermined question) The study demonstrates that by the end of the seven-day course, the students were able to apply the English they had learned in class to their outside interests The kids were more motivated to use English as a result Their speech communication, in particular, was greatly enhanced However, the study showed some limitations in creating specific guidelines for the project and ways to evaluate students’ work and give feedbacks

In 2014, Tabaku and Ecirli found similar results when they studied the impacts of PBL on a multi-cultural class of 30 first year students coming from many countries The 30 students participated in a project named “A virtual tour through Albania and Turkey” The aims of the project were to improve students’ language skills so that they can communicate with their classmates Also, it is conducted to improve the students’ intercultural communication skills to fill in the gaps among students coming from different countries After doing the project, students’ intercultural communication skills were upgraded They worked more closely with their classmates and more confident standing on the stage to deliver oral presentation Likewise, a study on 21 third-year students in Bangkok University was conducted to investigate the validity of PBL (Kettanun, 2015) Results from pre-tests and post- tests, ongoing assessment, question-guided journals, and unstructured interviews showed that the students significantly improved their English language, especially speaking skill after taking the projects The study also gave some recommendations for further studies in undertaking a full-scale experiment to compare the project-based learning classroom with the traditional classroom

There are still some concerning problems, though PBL is time-consuming and demands that teachers and students should be more creative in the classroom (Fatma

& Emrah, 2017) The mixed results were founded when working on a study which integrated technology to support PBL for 25 students in a Presentation and Communication course in a Taiwanese University (Hsieh, 2012) Although the students had positive improvement in their language skills in general, they were partially demotivated while working on technological projects The demotivation caused by their lack of technological skills, thus, resulted in their hesitation to speak the language It is stated that though PBL is effective for students, the effectiveness may still be affected by other factors

There have been numerous scientific projects in Vietnam In his own class at undergrade level, Pham (2018) researched the merits and downsides of PBL The research showed that PBL has helped students to develop their evaluation skills for presentation and reduce communication anxiety Tran and Tran (2020) conducted a study of high school students in Lam Dong province to determine how they felt about the usage of PBL The study has brought a positive result in students’ attitudes toward the use of PBL In terms of cognitive attitudes, the study found that most high school students believed that PBL improved their speaking skill and ability to communicate when using PBL in the new English textbooks Additionally, when it comes to their emotional responses, the majority of EFL high school students felt that they became more responsible when working in teams during hands-on activities They also found it more beneficial to collaborate with their friends to solve problems, and they felt more confident searching for information from various sources on their own Furthermore, they felt more confident expressing their own ideas in front of the class Specifically, regarding speaking skills, many students agreed that using PBL gave them more time to practice speaking and learn on their own Additionally, the time they spent on self-regulated learning increased However, the participants from these mentioned studies are mainly pre-immediate students in the age of teens and adults Applying PBL into students with various levels and ages is likely to show different findings, so investigating the impacts of PBL on primary school students is a gap of these studies

Although PBL is a non-traditional approach which benefits students in many ways, it has not been widely used (Wurdinger et al., 2007) because of some difficulties students and teachers may encounter In terms of time, PBL is more time- consuming than traditional methods, because “less teacher talk requires more teacher time” (Cornell & Clark, 1999, p 94) Teachers need time to make plans and give instruction for the project, time for supervising students when they are in process Also, time for assessment of the projects is much larger than marking standardized tests Additionally, teachers may feel discouraged owing to their lack of experience and/or motivation, and knowledge in the field of their students’ projects Besides, teachers may also face challenges when negotiating between students’ freedom to explore their interests and requiring them to follow specific directions (Hsieh, 2012)

In terms of students, although studies show that PBL motivates students and gets them engaged in the learning process, Larmer et al (2015) pointed out that students are new to PBL, they need support and guidance It requires some prerequisite skills and knowledge in order to generate meaningful questions, to manage time, organize plans and so on Therefore, not all students are ready for this approach

To sum up, most of the studies show the effectiveness of PBL on students’ knowledge and skills development, as well as their engagement and motivation

However, as mentioned above, there are still some gaps and disagreement It also appears that little attempt has been made to investigate the strategies to overcome these encountered disadvantages while doing projects Especially, it is still limited for Vietnamese students, particularly for primary school students Therefore, the study is conducted to address gaps and to enhance understanding of PBL in Vietnam.

METHODOLOGY

Research design

The study mainly followed the experimental research with the pre-test and post-test The study involved two groups of participants labelled the experimental and control group In this study, both quantitative approach and qualitative approach were employed to answer the research questions To answer the first research question, the quantitative data were collected to measure the effects of using PBL on teaching speaking skill while the qualitative approach with the semi-structured interview and the observation were used to investigate students’ attitudes toward using PBL in teaching in the second question

The intervention of the study lasted in 8 weeks During the intervention, both groups received traditional face-to-face instruction of English from Unit 2 to Unit 3 of the coursebook (Hang Out 3) The control group were taught and assess in traditional ways Meanwhile, for the experimental group, students were taught by using PBL during their speaking sessions with the same period of time

To collect quantitative data for the study, the pre-test and post-test were designed In order to collect the qualitative data for the study, the questionnaire and interview were conducted to document in-depth about participation and perceptions of participants in the experimental groups towards the use and non-use of PBL.

Research setting

The research site was situated in Di An city, where students primarily come from medium-income families The city's dynamic urban setting and the diverse backgrounds of the students created a rich environment for educational research Di

An is also a developing city so it has good conditions for education Schools are well- equipped and there are a variety of English centers for students to develop their foreign languages from the young ages Thus, students have pretty good English knowledge and are quite confident when using English comprehensively, especially speaking English in the class The textbook used in the course is Hang Out 3 and the curriculum is developed based on Cambridge English Language Assessment After the course, students will be able to use English vocabulary and structures equally to Movers (A1) level.

Participants

Four teachers from AAC English center were in charge of instructing lessons and assessing students to both experimental group and control group

Students: This study was completed at AAC English Center in Di An city The subjects in this study were Grade 3 students The study involved 60 participants from four classes The four classes were randomly assigned to the experimental group and the control group Each group consisted of 30 participants Students’ age ranges from

The participants of the study were taught English, using the course book for the three-year curriculum The participants received two 120-minute classes of English every week

Table 3.1 Background information of the participants

Group Number of students Gender Years of study

Data collection procedure

The study gathered data over a two-month period, starting from the beginning of March to the beginning of May It involved three main phases First, prior to implementing Project-Based Learning (PBL), the researcher and instructors held a discussion to carefully plan how to integrate the projects into the class curriculum Additionally, the researcher's role as an observer in the class (including visit schedules, arrival times, introductions, and seating arrangements) was clearly defined Then, the pre-test was conducted to both control and experimental groups

During the implementation phase, the teachers and students followed the ten-step approach outlined by Stoller (1997) to work on two projects Concurrently, the researcher observed the class, taking field notes and recording data Following the implementation, the researcher conducted the post-test and pilot interviews with two students who had participated in the class This pilot phase was deemed important for the research, as it allowed for modifications to the original questions to prevent repetition or omission of information Subsequently, the researcher interviewed the teacher and ten students, divided into three groups based on their progress (considerable improvement, normal improvement, and little improvement after the implementation) These interviews were recorded as valuable data sources for the study, and later transcribed for analysis An overview of the data collection process is presented in the table below:

Table 3.2 The procedure of data collection of the study

Phase Procedure and Instruments People Time project

- Work on procedure to integrate projects into curriculum

- Conduct pre-test for control and experimental groups

Implement PBL into the lessons - Students

Step 1 The students and instructors agreed on the themes for the projects:

- Unit 3: Last week at school

Step 2 The students and the instructors determined the final outcomes of the projects:

- Students formed 10 groups of 3 students

- Students chose their group’s names

- Students voted to choose final products (posters, presentations, brochures, etc.)

Phase Procedure and Instruments People Time project

2 presentation about their timetable _ Project 1

- Posters + presentations about their diaries _ Project 2

Step 3 The students and the instructors structured the projects

- The instructors delivered guidelines, deadlines, and criteria of assessment

- The students worked out the plans, steps, contents for their projects

Step 4 The instructors guided the students on how to collect information for the projects

- The instructors provided the students with sources to find out accurate information, to exam the most suitable materials for the project

Step 5 The students gathered information

- Students worked in groups to collect information for the final project

Step 6 The instructors prepared the students for language demands

- The instructors prepared the students for analyzing, categorizing the collected information

Step 7 The students complied and analyzed information

- The students did some parts in class

- The students worked outside the class

Step 8 The instructor prepared the students for the language demands

- The instructors prepared students for presenting their final products

Step 9 The students presented their final outcomes

Phase Procedure and Instruments People Time project

- The instructors assessed and gave feedback

- The students also received peer feedback from other groups and among their group members

Step 10 The students evaluated the projects

- Students reflected on what they had done, achieved, and drawn on the projects

Post-test for all students The researcher and the interviewees

Pilot interview with 2 students May 5 th

Individual interviews with 10 students May 6 th and May

8 th Individual interview with the instructors May 8 th

Methods of data collection

This research employed a mixed-methods approach to investigate the impact of project-based learning on primary school students' speaking skill and their attitudes towards this teaching method Three primary data collection methods were utilized: pre-tests and post-tests, semi-structured interviews, and classroom observation

3.5.1 Pre-test and post-test (Speaking test)

Pre-test and post-test were taken from the Movers Cambridge speaking test sample, including 3 main parts (Appendix 1) The researcher used the same test for both pre-test and post-test Pre-test, post-test, and gain (post-test minus pre-test) scores were first compared using the One Sample T-Test to see if there is a statistically significant group mean difference First, to answer the first research question, the researcher used the speaking tests before and after treatment The pre- speaking test was used to measure the speaking ability or fluency of the children before the intervention The post-speaking test was conducted to measure the speaking ability or fluency of the children after they experience the eight-week intervention and to compare students’ scores from control groups to students’ scores from experimental groups

Individual in-depth interviews were used in this study to elucidate the opinions of the participants on the initiatives A qualitative study can benefit from an interview to uncover factors or associations, claim Cohen et al On the one hand, if the information gathered from other sources is ambiguous, the interview questions could help elicit new information On the other side, it can assist the researcher in probing further into issues about which he or she might be dubious during the observation phase (Mackey & Gass, 2005)

Interviews with 10 students and the class teacher were conducted as part of the study (Appendix 7 & 8) The researcher invites 4 students who shows the better results after learning with PBL, 3 students with little improvement and 3 students improved the least and they were open to participating in the interviews in order to get data from all groups throughout a wide range Individual interviews with the 10 students were conducted using 7 questions that were focused on what they like and dislike, their experience, their appraisal, their benefits and drawbacks, as well as their recommendations for further application of the strategy (Appendix 7) Ten questions are used to interview the instructors (Appendix 8) These inquiried sought to learn more about the instructors' perceptions and feelings on their use of the projects to instruct the class

To investigate how PBL was used in a real classroom, observations were used in addition to the interviews Observation is a useful approach for gathering information on participants' behaviors and responses in certain contexts (Mackey & Gass, 2005) Additionally, it is able to give the researcher genuine facts, enabling them to understand the context in depth and detail as well as to be more open-minded and inductive in their observations of a range of information (Conhen et al., 2007) Three different categories of observations - highly structured, structured, and less structured - were identified (Mackey & Gass, 2005) They assert that a thorough checklist is a typical trait of intense observation, levels of phenomenon occurrence frequency being noted for organized observations In contrast, researchers used audio recordings or field notes to get information from less structured observations In order to collect a wide range of information for this qualitative study, less-structured observation was used The research used six field notes to have detailed descriptions of the class, and to “involve detailed impression of the researcher’s intuitions, impressions and even questions as they emerge” (Mackey & Gass, 2005, p 175) The observations focused on students’ performance in speaking skill (Appendix 6)

Data analysis

The data analysis of this research involved a blend of quantitative and qualitative approaches, corresponding to the data obtained from the pre-tests and post-tests, semi-structured interviews, and classroom observation

Pre-test and post-test

The pre-test and post-test data were analyzed quantitatively First, descriptive statistics were computed for both sets of test scores of the students' speaking skill before and after the project-based learning intervention Measures including the mean, median, standard deviation, and range were examined

A paired-sample t-test was then conducted to determine whether there was a significant difference in speaking skills pre- and post-intervention This analysis aimed to evaluate the impact of project-based learning on students' speaking skills

Semi-structured interviews and observation

When dealing with a large amount of information, the researcher needs to code raw data in order to reduce complexity, confusion and vagueness Thus, all oral interviews with ten students and the teachers were transcribed, coded, and categorized into themes Similarly, other sources of data were also coded before analyzed

The data coding is summarized as follows:

OE1 – OE 8 (Observation Entry 1 – Observation Entry 8)

PowerPoint slides/Video clips + Oral presentation _ Project 1 Posters + Oral presentation _ Project 2

IE1 – IE 10 (Instructor Evaluation 1 – Instructor Evaluation 10) PER: Peer-evaluation Reports

GR 1- GR 10 (Group Reflection Paper 1 – Group Reflection Paper 10)

The semi-structured interviews and observation notes were analyzed qualitatively Transcriptions from the interviews were coded and categorized An inductive thematic analysis was carried out to identify common themes related to students' attitudes towards project-based learning This process involved initial coding, generating themes, reviewing themes, defining and naming themes, and producing the final report

Similarly, data from classroom observations were analyzed qualitatively The researcher looked for patterns related to student behavior, engagement, interaction, and language use These patterns were classified and interpreted to understand how the project-based learning environment influenced students' speaking skills and attitudes towards learning

The final stage of the data analysis involved integrating the quantitative and qualitative findings The researcher compared and contrasted the results from the tests, interviews, and observations to create a comprehensive picture of the effects of project-based learning The mixed-methods analysis allowed the researcher to understand not only whether project-based learning improved speaking skills (quantitative) but also how and why these changes occurred and how students felt about the learning approach (qualitative).

Research procedure

The study includes the subsequent steps:

The study consists of three phases Phase 1 lasted for two weeks before the intervention begins Phase 2 was where the actual intervention takes place, lasting for

8 weeks Phase 3 followed after the intervention and lasted for another two weeks

Phase 1 was designed to prepare for the participant enrollment and to gather data about the speaking ability of students in two groups With regard to the experimental group and the control group, they all come from the two intact classes at a primary school where the researcher is working Then, the researcher randomly assigned the two classes into the experimental group and the control group respectively The experimental group consists of 30 students and the control group also has 30 students After assigning participants into either one or other group, a pre- speaking was administered without any notification so that we could measure their speaking skills

The steps involved in administering the Speaking Test were as follows: (1) handing out the test to participants; (2) modeling reading and responding to the questions; (3) having students practice reading the test on their own for a minute; (4) collecting the test; and (5) administering individual testing by having each student read the test paper aloud, respond to teacher-posed questions, and simultaneously record their oral performance Two seasoned EFL teachers, one with a PhD who teaches at a university and the other with a master's who teaches at a primary school, evaluate the pre-test and post-test Both are impartial in their exam scoring and have professional English language competence

In Phase 2, the intervention was administered in eight weeks The duration of the intervention corresponded to the teaching time of the two units of the textbook Students learned the topic in the current unit of the textbook through using Project- Based Learning During the intervention, teachers’ and researcher’s observations were also included to analyze students’ attitudes in the teachers’ use of PBL

In Phase 3, after eight weeks of intervention, a post-test was conducted on the control group and the experimental group immediately to measure the students’ oral English ability Participants were not notified that the post-test has taken place The procedure for administering the post-test and scoring participants’ tests was the same as for the pre-test Two weeks after the post-test is carried out in the same way Afterwards, the semi-structured interview was conducted with 10 students for the experimental group to investigate participants’ attitudes on the use of PBL in developing their speaking skills The researcher analyzed the data and reporting the results.

FINDINGS AND DISCUSSION

The impacts of using PBL on teaching speaking skill to primary school students (Research Question 1)

4.1.1 Students’ speaking performance within two groups before and after the intervention

In order to identify students’ changes in speaking performance, the General Linear Model test was carried out Firstly, the result of control group’s pre-test and post-test were collected and analyzed With p=0.00, it is confident enough to conclude that the pre-test’s mean score and the post-test’s mean score are different Then, the Descriptive Statistic Test was performed to identify mean score of each test These scores are illustrated in Table 4.1

Table 4.1 Mean difference of students' speaking performance within control group

Group Tests N Minimum Maximum Mean Sig.tailed Control Pre-test 30 4,0 9,0 5,853 0,023

The results showed the difference of means in the pre-test and post-test The mean score of the post-test was higher than that of the pre-test It can be concluded that after eight weeks of intervention, students’ speaking performance of control group improved

Afterward, the General Linear Model test carried out to identify the difference of mean score of experimental group’s pre-test and post-test (p=0.00) led to a conclusion that the speaking performance of the experimental group was different at pre-test and post-test The mean scores of the pre-test and post-test were then clarified by Descriptive Statistic Test as shown in Table 4.2 below

Table 4.2 Mean difference of students’ speaking performance within experimental group Group Tests N Minimum Maximum Mean Sig.tailed Experimental Pre-test 30 4,0 9,0 5,967 0.006

The mean score of the pretest was different from posttest’s mean score The result indicates that the mean score of the post-test was higher than that of the pre- test After the study, the speaking performance of experimental group remarkably increased.

4.1.2 Students’ speaking performance between two groups before and after the intervention

To evaluate students’ speaking performance between the two groups before and after the intervention, the Descriptive Statistic Test, the Independent Sample T Test and the General Linear Model test were carried out First, the results of the Descriptive Statistic Test are presented in Table 4.3 below:

Table 4.3 Students’ speaking performance between the two groups

As a result of the research, there was not a significant difference between the pre- tests of the experimental group and the control group to whom the current curriculum was applied However, the post- tests applied after the experiment indicate a significant difference on behalf of the experimental group The mean pre-test speaking score was 5.967, while the mean post-test score was 7.033 This data clearly indicates a statistically significant improvement in speaking proficiency following the implementation of PBL, with a p-value of 0.006

Particularly, after two-month intervention, students in experimental group showed their improvement in using vocabulary and various grammatical points, pronouncing words with more fluent speech when giving presentation The result of the post-test indicated that the use of PBL in class gave students the opportunity to expand their vocabulary and enhance their grammar use by preparing the project work and oral presentation in advance In this step, the action of trying to search for information, read and listen to a number of sources made students widen their vocabulary and actively learn and use or revise grammatical points for their own project work In terms of pronunciation and fluency, listening to sample videos on the Internet or practicing the presentation is a chance for students to improve these two criteria As a result, students showed their confidence when answering questions in the post-test with a few of hesitation

In conclusion, the data analysis strongly supports the notion that PBL has a meaningful and positive impact on the development of speaking skills among primary school students These findings hold noteworthy implications for educators and curriculum designers aiming to enhance English language teaching strategies within primary education, emphasizing the valuable role of PBL in this context

As being mentioned, the study discovered that students made progress in their speaking skills, specifically in their use of grammar, vocabulary and their improvement in pronunciation and fluency These findings align with a previous study by Dewi (2016), which also demonstrated substantial improvements in students' speaking skills when using the PBL technique The progress is evident in the test scores, which increased from the pre-test to the post-test The researcher's conclusion is that the students made significant advancements in their speaking skills through the implementation of the PBL technique

The study revealed that as students attentively listened to their peers' presentations, they naturally developed various sub-skills, including improved pronunciation accuracy, more authentic intonation, enhanced English language fluency and accuracy, and an expanded vocabulary for more effective oral communication Simultaneously, by preparing for these presentations, students also improved their comprehension of their peers' speech In summary, the projects provided an environment for students to practice and enhance their speaking skills significantly These findings strongly corroborate prior research affirming the positive effects of PBL on students' speaking skill development This aligns with studies by Simpson (2011), Tabaku and Ecirli (2014), Nassir (2014), Kettanun

(2015), and Shanthi et al (2015) that suggest PBL's beneficial impact on oral communication skills Additionally, this study reinforces the observations of Foss et al (2008), emphasizing that PBL contributes to improved oral communication skills Importantly, it extends the literature by highlighting that project-based classes are more suitable for teaching communicative language as opposed to academic language In Vietnamese context, the findings also provided similarities with Pham

(2018) and Tran and Tran (2020)’s studies, which can be concluded that PBL has impacts on students in general and on Vietnamese students in particular despite student’s ages As a result, PBL emerges as an ideal instructional approach for enhancing students' oral communication abilities.

Students’ attitudes toward teachers’ use of PBL in their speaking lessons (Research

The results of this study strongly suggest that primary school students hold positive attitudes regarding the implementation of Project-Based Learning (PBL) in their classrooms Firstly, the overall assessment of students' attitudes towards PBL, indicated by the total mean scores, reveals that they exhibit notably high scores This points to their overwhelmingly favorable view of PBL and their readiness to embrace it as part of their learning experience

Additionally, the study highlights that primary school students perceive PBL as a highly effective method for improving their speaking skills and communicative abilities These findings emphasize the practical advantages of PBL in their language development and capacity for meaningful communication When asked about the projects, one student shared, “I really like Project-Based Learning because it makes my studies more enjoyable It also motivates me to study effectively and perform to the best of my abilities” (S2) Another student acknowledged, “I have a great time working on projects” (S4) , and “projects are so captivating that they immerse me in the learning process” (S6) Notably, one interviewee stated that “working on projects changed my perspective” (S9) Some students expressed their positive attitudes towards project-based learning compared to classes without projects They commented that “projects make lessons more appealing and interesting” (S2) , “I feel really happy when we do projects because it's something new Working on these projects boosts my confidence, and I've seen a significant improvement in my skills” (S8) Or another student mentioned, “When it came to the topic, it took us a while because it was our first time working together and communicating in English this much Sometimes, I didn't know how to convey my ideas for others to understand But the teacher and my friends always supported and encouraged us to keep practicing English Now, I feel more at ease speaking English in class.” (S4) and “they provide us with a relaxing yet captivating opportunity to work actively and express our creativity Moreover, they help alleviate the stress of dealing with a heavy curriculum” (S4) In conclusion, the introduction of projects in the English class motivates the students, even though they were initially unfamiliar with the Project-Based Learning approach The students genuinely appreciate it The students' consensus on these matters reaffirms their belief in PBL's effectiveness in facilitating language acquisition and practical application Furthermore, the study identified that students also value PBL for its role in promoting self-regulated learning Engaging students in group projects offers a compelling path to encourage self-directed learning and personal growth As students collaborate within these group settings, they find themselves taking on more significant responsibilities for their own learning These responsibilities encompass tasks like research, problem-solving, and peer teaching, all contributing to an environment where self-guided learning becomes essential As the instructors stated, “I encourage them to independently discover and find the information they need This approach helps foster self-reliance and self-guided learning, reducing dependency on teachers' assistance and input Their performance was impressive, and I was truly amazed by the captivating ideas and information they collected Personally, I believe they have the potential to excel in various new fields, as long as they maintain their enthusiasm, determination, and receive appropriate guidance.” The various perspectives and ideas within a group encourage students to proactively seek information from diverse sources, promoting independent learning

Moreover, the necessity to articulate and defend one's ideas within the group dynamic fosters critical thinking and deepens comprehension In essence, group projects promote not only collaboration but also empower students to take charge of their learning, ultimately leading to enhanced self-learning skills These encompass an increased sense of responsibility, improved teamwork, greater confidence in independent information retrieval, and enhanced public speaking abilities The recognition of these skill developments attributes to PBL strengthens students' positive attitudes, as they view it not merely as a platform for linguistic growth but also as a comprehensive tool for personal and academic development The collaborative nature of such undertakings fosters a sense of camaraderie and shared purpose, significantly enhancing students' overall satisfaction The opportunity to exchange ideas, collaborate on tasks, and collectively solve problems creates a positive learning environment where students feel supported and motivated This sense of teamwork boosts their confidence, as they witness their contributions to the group's success Furthermore, working in groups provides a platform for social interaction and the development of interpersonal skills, further contributing to a positive and comfortable learning atmosphere In essence, group projects do not only promote academic growth but also contribute to the overall well-being and confidence of students on their educational journey Moreover, many students conveyed that PBL afforded them more time for practice in speaking skills and self- regulated learning strategies This reflects a realization among students that PBL offers an extended opportunity for practical application and skill refinement

However, students encountered certain challenges during their initial experiences with the projects The primary issue that both students and instructors highlighted was the constraint of time The limited time frame for their oral presentations posed a significant challenge The students felt pressured when given around two minutes to present on the stage This time constraint necessitated careful preparation for their speaking delivery and critical consideration of their content Consequently, some students voiced that “two minutes is too short” (S2) or “it caused panic within two minutes” (S4) Nevertheless, observations indicated that, despite some groups exceeding the allotted time in their initial presentations, all groups managed to complete their tasks within the specified timeframe in the subsequent presentations When questioned about how they addressed this challenge, all interviewees were eager to share their strategies One student mentioned, “I created plans and time schedules for myself I made to-do lists and posted them everywhere” (S10) Furthermore, to ensure on-time completion of oral presentations, students diligently organized their speeches logically Surprisingly, students managed time efficiently and solved problems swiftly when under pressure Remarkably, some students appreciated the values they gained from working under such pressure

Unexpectedly, one student perceived the tasks as risky and viewed the competitive nature of the class as a disadvantage With everyone in the class putting forth their best efforts, it seemed like a contest where each student was a potential competitor “I feel a sense of risk It's so competitive”, mentioned S3 While working on the projects, students not only presented their products to the audience but also assessed others' performances Therefore, students learned valuable lessons from excellent performances and avoided making the same mistakes as their peers One student shared, “I learned a lot from my peers' performances, and that's the main takeaway for me Not just their confidence but their thorough preparation I have to say I 'admire' them” (S1) In essence, the comparison and competition served as a motivation for students to work harder and with greater dedication This competitive aspect presented both a challenge and a benefit

Furthermore, students encountered personal challenges that they needed to overcome while working on the projects For some students, their speaking skills posed a significant hurdle initially, but thanks to the projects, they managed to conquer it “My speaking skill wasn't very good at first, so I was a bit scared But then, I overcame it, so I feel very fortunate” (S7)

Nevertheless, despite these difficulties and challenges, students highly value the knowledge, skills, and experiences gained from projects In the words of one student,

“Although I sometimes feel pressured by the demands of projects and the need to study for tests in other subjects, I have learned and achieved so much” (S6) Another student stated, “I believe that the knowledge, skills, and experiences gained from projects are well worth the time invested” (S10) In summary, the majority of students expressed positive feelings about projects

In conclusion, despite the competitiveness and personal hurdles, PBL continued to motivate the students to learn

Throughout the project experiences, students encountered both positive and negative aspects They expressed feelings of confidence and enthusiasm for project- based learning However, they also confronted challenges such as time pressure, competitiveness, and personal obstacles Encouragingly, they effectively transformed these challenges into opportunities for further skill development In conclusion, this study delved deeply into the implementation of PBL within a typical educational context to comprehend the essence and advantages of PBL in English teaching and learning

Based on the analysis of students' reflections, it can be concluded that students who experienced project-based learning hold a positive perception of project work

Primary school students are quite receptive to PBL and express a willingness to incorporate it into their lessons Similar findings were observed in previous research by Tabaku and Ecirli (2014), which indicated that students exhibit a positive attitude toward the implementation of PBL in English classrooms Moreover, a study conducted in Vietnamese context by Pham (2018) demonstrated that the use of PBL in English courses led to a more positive attitude among Vietnamese students These results are in line with the findings of this study Based on these outcomes, it can be argued that project-based learning was more effective in shaping students' perceptions of English lessons compared to instruction based solely on student textbooks

Another advantage of PBL is that it provides students with an opportunity to enhance their self-regulated learning skills, which respectively promotes a heightened sense of responsibility, teamwork, confidence in finding information independently, and the improvement of public speaking abilities This finding aligns with the ideas proposed in the studies by Tran and Tran (2020)

Additionally, this study clarified the challenges students encountered Notably, time pressure emerged as one of the most formidable obstacles With a mere two minutes to present their ideas and the burden of heavy schoolwork, students felt stressed However, it's intriguing to note that working under such pressure fostered their time management and problem-solving skills Therefore, despite these challenges, students didn't express dissatisfaction Instead, they expressed appreciation for the method as a whole and the value they derived from it Likewise, the inter-group competition served as a source of inspiration for students, making them more creative and efficient This aligns with Fatma & Emrah's (2017) findings, which indicated that students were partially demotivated while working on technological projects because of their lack of technological skills, thus, resulted in their hesitation to speak the language However, students put in extra effort to achieve success when being in friendly competition

In summary, the research questions have been thoroughly addressed by analyzing the gathered data within the context of existing literature The study has uncovered the positive impacts of these projects on students' speaking skills, corroborating prior research on students' development of essential skills and introducing insights into other areas like leadership and filmmaking Furthermore, it has revealed that students derived substantial value from the encountered advantages and disadvantages The subsequent chapter will consolidate the primary findings of this study and provide suggestions for teaching and learning with project-based learning

To sum up, the findings suggest that students exhibit a strong inclination towards the adoption of Project-Based Learning in their classrooms Their positive attitudes are rooted in the perceived benefits of PBL, encompassing the improvements in speaking competence, communicative skills, self-regulated learning, teamwork, and confidence Although students faced various challenges, they successfully overcame them with their own solutions In other words, students maintained their positive attitudes even after completing the two projects

In this chapter, the research contributions and implications are suggested Furthermore, the chapter ends with the limitations of the study and the recommendations for future research

This research aimed to explore the effects of PBL on teaching speaking skill to primary school students and understand students' views on using PBL

To achieve this aim, this study was conducted on 60 primary school students at American Australian Center (AAC) to investigate the impacts of PBL on the development of students’ speaking skill and understand their perceptions and attitudes towards the use of PBL The study employed pre-test and post-test, classroom observations, and semi-structured interviews with 10 students and 2 instructors to collect data before conducting thematic analysis Projects were introduced in the speaking class, following a ten-step process outlined by Stoller

(1997) In this approach, students actively engaged in designing their projects and took on the role of evaluators, acquiring diverse skills from various learning sources Project outcomes fostered creativity and language skill development Moreover, assessments after each presentation facilitated learning from peers and instructors

CONCLUSION

Conclusions

This research aimed to explore the effects of PBL on teaching speaking skill to primary school students and understand students' views on using PBL

To achieve this aim, this study was conducted on 60 primary school students at American Australian Center (AAC) to investigate the impacts of PBL on the development of students’ speaking skill and understand their perceptions and attitudes towards the use of PBL The study employed pre-test and post-test, classroom observations, and semi-structured interviews with 10 students and 2 instructors to collect data before conducting thematic analysis Projects were introduced in the speaking class, following a ten-step process outlined by Stoller

(1997) In this approach, students actively engaged in designing their projects and took on the role of evaluators, acquiring diverse skills from various learning sources Project outcomes fostered creativity and language skill development Moreover, assessments after each presentation facilitated learning from peers and instructors

In terms of the first Research Question, there was evidence indicating an improvement in students' speaking skills after completing the projects Taking responsibility for their projects, students actively sought information, enhancing their presentation skills Listening to videos helped adjust pronunciation and language use, while peer evaluations provided opportunities to address shortcomings Overall, PBL proved effective in enhancing oral communication skills

In terms of the second Research Question, the study revealed that students not only improved their language abilities but also demonstrated positive attitudes toward PBL These findings align with previous research from Stoller (2006), Foss et al

(2008), Tabaku & Ecirli (2014), Kettanun (2015), Fatma & Emrah (2017), Hsieh

(2012), Pham (2018), and Tran and Tran (2020), emphasizing the enjoyable nature of PBL learning and the enhancement of students' self-regulated learning, despite challenges in its implementation

In conclusion, PBL is a student-centered approach, designed to maximize learning capacity, suggests the inclusion of projects in the curriculum to unlock students' full potential.

Contributions and Implications of the study

The use of project-based classes, known for their activity and inspiration, is highly recommended in English language teaching To enhance the implementation of PBL in English language education, key implications have been drawn from the study's main findings

Prior to incorporating projects into the curriculum, instructors and students should make adequate preparations for a successful implementation Instructors must be well-versed in the process of project implementation and anticipate the advantages and challenges students might face during the project work These challenges could encompass a lack of preparation or prior skills, such as speaking and public speaking abilities, which may be related to the timing of the course By foreseeing these challenges, instructors can provide timely assistance in areas like presentation skills and teamwork, offering students a significant advantage when undertaking projects During the implementation of projects, both instructors and students should consider certain factors In terms of selecting topics, instructors and students should engage in discussions to reach consensus on themes in advance These topics should directly align with students' interests or concerns As demonstrated in the study, engaging topics that resonate with students' interests stimulate their active participation in projects, resulting in increased knowledge and skill acquisition Additionally, allowing students to choose their own partners proves beneficial Instructors should take this into account when organizing group work, as familiarity among students allows them to leverage their close relationships, compensating for each other's strengths and weaknesses, thus making group work more enjoyable and effective

Furthermore, instructors should closely monitor students' progress The study reveals that instructors' support, encouragement, and timely feedback are critical to project success Given that students may not always possess the critical thinking skills to choose the right approach to solve problems, instructors should act as mentors and consultants in the students' learning process However, this intervention should not be overly specific; instead, instructors can guide students toward sources where they can find solutions for their issues These forms of support help students develop their autonomy in learning Moreover, the post-presentation comment and evaluation session is essential Working with multiple groups in the class, assessment sections encourage students to take their work more seriously, as they compare their performance with others Similarly, peer assessment sessions require them to pay close attention to their classmates' performances, aiding in the development of their critical thinking skills while offering valuable learning from their peers Creating a constructive and friendly competitive environment is essential to boost students' motivation while studying, and sample assessment forms prove helpful for students in evaluating their classmates' presentations

Significantly, the adoption of the PBL approach in a class should emphasize active learning processes, where students take on primary responsibilities for their education This can be achieved by allowing all groups to listen during class and holding evaluation sessions at the end of each oral presentation, promoting active listening among students to enhance their own listening and speaking capabilities

In conclusion, the project-based class is an excellent choice for instructors in the realm of English language teaching Despite some inevitable drawbacks, instructors and students can reap numerous benefits from this approach Therefore, its incorporation into the curriculum comes highly recommended.

Limitations

It is inevitable that the study shows some limitations The study's samples were not selected randomly; instead, they were drawn from an intact class Consequently, the study does not intend to make broad generalizations While it may benefit this specific group of students, its effectiveness in other groups may vary Therefore, to harness the results effectively, practitioners should exercise judgment when applying them to suitable groups

Furthermore, this study only integrated projects as a component of speaking classes As a result, it cannot definitively attribute all improvements in students to project work alone The study does not provide an exhaustive understanding of how to fully implement projects in one class Consequently, the researcher can only offer some insights into incorporating projects into a course, rather than teaching with project-based learning more broadly.

Recommendations for future research

To gain a more comprehensive understanding of implementing PBL into curricula, future studies should encompass larger sample sizes Furthermore, given the study's relatively short duration of two months, several lingering questions remain unaddressed These questions include the long-term impacts of the PBL approach on students' development and the roles of administrators and educators in integrating PBL into curricula To bridge these knowledge gaps, additional research is essential to explore the long-term effects of PBL and the responsibilities of administrators and educators in its implementation

In addition, future researchers could introduce projects into complete courses, allowing students to dedicate their time exclusively to project work without the added pressures of other assignments or tests This approach would enable a more accurate evaluation of PBL's impacts on student development, enhancing our understanding of its role in teaching and learning

Another vital aspect for subsequent studies to consider is how students gather data for their projects Such investigations would yield valuable insights into how projects can be effectively employed in teaching and learning In summary, while this study has been conducted with care, it is not without its limitations Therefore, forthcoming research endeavors should be meticulously organized to yield broader and more effective results

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Appendix 1 SPEAKING TEST (Taken from A1 Movers Speaking sample test) https://www.cambridgeenglish.org/Images/young-learners-sample-papers-2018- vol1.pdf

The usher introduces the child to the examiner The examiner asks the child “What’s your name?” and “How old are you?”

1 The examiner asks the child to describe several differences between the two Find the Differences pictures, e.g: “Here it’s a cloudy day, but here it’s a sunny day.”

2 The examiner tells the child the name of the story and describes the first picture, e.g: “These pictures show a story It’s called, “Fred loves food” Look at the pictures first (Pause) Fred’s at home with his family They’re in the kitchen and Mum’s giving him his dinner” The examiner then asks the child to continue the story The title of the story and the name of main character(s) are shown with the pictures in the candidate booklet

3 The examiner demonstrates how to do this task with the first set of four odd-one-out pictures and then asks the child to choose one picture in the other three sets and say which is different and why For example, “You don’t eat a book You read it.”

4 The examiner asks questions about a topic, e.g “Let’s now talk about parties What do you eat at parties?”

2 Story telling; Fred loves food

Appendix 2 GUIDELINES FOR GROUP PROJECT I

1 Project name: My timetable (Unit 2 Just for fun)

Each group designs your timetables in order to use Present Simple tense to describe your daily activities

• Think of what you do every day and write down them including school, homework, chores, and hobbies

• Assign time blocks for each activity

• Design your timetables via PowerPoint or video maker application

- In addition, you are encouraged to:

• Show your creativity in planning your timetables You can read about other examples on the Internet, but try not to copy their ideas

- After designing the timetables, each group will have about 10 minutes to orally present based on the PowerPoint slides/video to the audiences

- You will be assessed in terms of:

• Preparation (clear and well-designed timetables with necessary information, etc.)

• Your idea (creative, informative, innovative, etc.)

• Speaking skills (pronunciation, language use, structure, delivery)

• Groupwork (contributions to group’s project)

GUIDELINES FOR GROUP PROJECT II

1 Project name: My diary (Unit 3 Last week at school)

Each group makes a diary to present things you did last week in form of diaries

• Think of what you did last week and write down them including school, homework, chores, and hobbies

• Share your feelings (if any) when you did the activities

• Design your diaries by drawing on your own, not using pictures on the Internet

In addition, you are encouraged to:

• Show your creativity in planning your timetables You can read about other examples on the Internet, but try not to copy their ideas

- After designing the diaries, each group will have about 10 minutes to orally present based on the PowerPoint slides/video to the audiences

- You will be assessed in terms of:

• Preparation (clear and well-designed diaries with necessary information, etc.)

• Your idea (creative, informative, innovative, etc.)

• Speaking skills (pronunciation, language use, structure, delivery)

• Groupwork (contributions to group’s project)

Appendix 3 INSTRUCTORS’ FORM OF EVALUATION

I PowerPoint slides/ Video clip/Poster:

No Assessment Criteria Strengths Things need improving

No Assessment Criteria Strengths Things need improving

No Name Class Work Contribution Note

Appendix 5 PEERS’ FORM OF EVALUATION

I PowerPoint slides/ Video clip/Poster:

No Assessment Criteria Strengths Things need improving

No Assessment Criteria Strengths Things need improving

Group Ss’ activities T’s activities Strengths Weaknesses

Appendix 7 QUESTIONS TO INTERVIEW THE STUDENTS

Bài phỏng vấn này được thiết kế nhằm lấy ý kiến của các em học sinh khối lớp 3 tại Trung tâm Anh ngữ Mỹ Úc về việc sử dụng học qua dự án trong việc phát triển kỹ năng nói Tiếng Anh Để nghiên cứu này thành công, các em vui lòng giúp cô trả lời tất cả các câu hỏi dưới đây một cách chân thật nhất Cô đảm bảo rằng thông tin cá nhân của các em sẽ được bảo mật

Cảm ơn các em rất nhiều!

This interview is designed for my M.A thesis entitled: “An investigation into the impacts of PBL on primary school students’ speaking skill and their perceptions and attitudes towards PBL” Your participation in this research is very valuable It would be appreciated if you could complete the questionnaire truthfully and with no hesitation The information received will remain confidential, only used for research purposes, and never shared with anyone else

Thank you very much for your cooperation!

1 What do you like about doing the projects?

2 Are there any differences between the class with the projects and classes that you usually participate in? What are they?

3 From which sources could you learn in the project class? Could you explain in detail

4 What were your advantages when conducting the projects?

5 What challenges have you encountered during conducting the projects? How have you overcome those challenges?

6 Generally, how do you feel about doing projects while studying?

7 Are there any other issues about PBL we haven’t mentioned that you would like to discuss?

Appendix 8 QUESTIONS TO INTERVIEW THE INSTRUCTORS

1 Have you ever used the PBL approach before? If yes, how did you use it? If no, will you use this approach in the future

2 Let’ s talk about the students’ performance in the projects Are you satisfied with the students’ performance in their presentations in the projects? What are your comments?

3 Do you think that projects can help students improve their speaking skill ability? If yes, in what way? What aspects of speaking can they improve, in your opinion? If no, why not? Do you think the projects improved the students’ speaking skill? How?

4 What advantages did students have when they were conducting the projects?

5 What was their disadvantages when conducting the projects, in your opinion?

6 What was your advantages when conducting the projects in your class?

7 What was their disadvantages when implementing the projects in your class?

8 In your opinion, what should be improve for better implementation of projects in the future?

9 Generally, how do you feel about doing projects while studying? (In terms of instructor’s role)

10 Are there any other issues about PBL we haven’t mentioned that you would like to discuss?

Appendix 9 UNITS FROM THE TEXTBOOKS

Appendix 10 RUBRICS FOR THE SPEAKING TEST

Source: https://www.cambridgeenglish.org/images/357180-starters-movers- and-flyers-handbook-for-teachers-2021.pdf

Vocabulary and grammar and comprehesion

Reception/Responding Support required Fluency/Promptness

5 • Uses the vocabulary required to deal with test tasks

• Uses some simple structures correctly but makes some mistakes, although meaning is generally clear

• Responds at word, phrase or longer utterance level

• Can join ideas with some simple linkers (e.g and, but, then, when)

• Has limited control of word stress and intonation

• Responds appropriately to instructions, questions and visual prompts, and very little support is required

• Is able to ask for support if required

• Almost always responds promptly, although there may be hesitation and some pausing mid-utterance

4 Some features of 3.0 and some features of 5.0 in approximately equal measure

3 • Uses the vocabulary required to deal with most test tasks

• Produces some simple structures but makes some basic mistakes which may obscure meaning

• Generally responds at word or

• Is mostly intelligible, although some sounds may be unclear

• Responds appropriately to instructions, questions and visual prompts, although some support is required

• Is able to ask for support if required.