Enhancing secondary school students’ english presentation skills through project based learning

LE THI YEN ENHANCING SECONDARY SCHOOL STUDENTS’ ENGLISH PRESENTATION SKILLS THROUGH PROJECT-BASED LEARNING MASTER THESIS THAI NGUYEN, 2023... LE THI YEN ENHANCING SECONDARY SCHOOL STUD

LE THI YEN

ENHANCING SECONDARY SCHOOL STUDENTS’ ENGLISH PRESENTATION SKILLS

THROUGH PROJECT-BASED LEARNING

MASTER THESIS

THAI NGUYEN, 2023

LE THI YEN

ENHANCING SECONDARY SCHOOL STUDENTS’ ENGLISH PRESENTATION SKILLS

THROUGH PROJECT-BASED LEARNING

English language teaching methodologies Code: 8140111

MASTER THESIS

Supervisor: Nguyen Thi Que, Ph.D

THAI NGUYEN, 2023

i

STATEMENT OF AUTHORSHIP

Except for the reference cited in the study, this is my original work, which has not been submitted to any other colleges or universities for a diploma or degree

Thai Nguyen, June 2023 Le Thi Yen

ii

ACKNOWLEDGMENT

I would like to express my sincere appreciation to my supervisor, Mrs Nguyen Thi Que, Ph.D., for her helpful guidance and support Her assistance and direction were invaluable at every stage of the project's development

My family deserves special recognition for their unwavering support and patience while I conducted research and wrote my project

Lastly, I would like to express my appreciation to the entire English faculty at Thai Nguyen University of Education As a university student, your kind counsel and assistance have been incredibly helpful and instrumental in completing my coursework

iii

ABSTRACT

The study aimed to determine the problems that secondary students often have when making a presentation and the effect of project-based learning in enhancing secondary school students’ presentation skills The population samples consist of 33 eighth-grade students Based on the action research design, the study focused on answering two research questions: 1) What are the difficulties that secondary students often have when making a presentation? - 2) To what extent does the use of project-based learning enhance secondary school students’ presentation skills? Data collection instruments were questionnaires and tests The results showed that students’ difficulties were mostly affected by their instructors and audience, followed by the lack of oral presentation skills and their personal traits The research findings also proved the effectiveness of using project-based learning to enhance secondary school students’ presentation skills Thanks to project-based learning, students developed positive attitudes towards presentation and improved their presentation skills

Keywords: presentation, presentation skills, project-based learning

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ABBREVIATION ix

CHAPTER I: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims and Objectives 2

1.2.1 Aims of the Study 2

1.2.2 Objectives 2

1.3 Scope of the Study 2

1.4 Research Questions 3

1.5 Significance of the Study 3

1.6 Organization of the study 3

CHAPTER II: LITERATURE REVIEW 5

3.2 Respondents and locale of the study 22

3.3 Data Collection Instrument 22

CHAPTER IV: FINDINGS AND DISCUSSIONS 27

4.1 Findings from pre-questionnaire 27

4.1.1 The participants’ information 27

4.1.2 Students’ perceptions on and difficulties in presentation skills 27

vi

4.1.2.1 Difficulties according to personal traits 27

4.1.2.2 Difficulties according to oral presentation skills 31

4.1.2.3 Difficulties according to audience and instructor 36

4.1.3 Students’ interests in applying project-based learning in improving their presentation skills 38

4.2 Findings from post-questionnaires 39

4.2.1 Students’ general impressions on project-based learning activities and their presentation skills 39

4.2.2 Students’ perceptions of teacher’s activities 42

4.2.3 Students’ perceptions of activities and competences 45

4.3 Findings from tests 48

4.4 Summary 56

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS 57

5.1 Conclusions 57

5.1.1 The students’ difficulties when making a presentation 57

5.1.2 The effects of project-based learning in enhancing secondary school students’ presentation skills 58

APPENDIX C: PRESENTATION ASSESSMENT SHEET 76

APPENDIX D: LESSON PLAN 79

vii

LIST OF TABLES

Table 2.1 Moves in the introduction and conclusion in oral presentations (Maggie,

1998, p 112) 7

Table 3.1 below presents the action plan for the research 24

Table 4.1: Students’ difficulties according to personal traits 28

Table 4.2: Students’ difficulties according to oral presentation skills 32

Table 4.3: Students’ difficulties according to audience and instructor 36

Table 4.4: Students’ general impressions of project-based learning activities and their presentation skills 40

Table 4.5 illustrates students’ perceptions of teacher’s activities 42

Table 4.6: Students’ perceptions of their activities and competences 45

Table 4.7: Students’ perceptions of how project-based learning can improve their presentation skills 47

Table 4.8: Students’ performance in terms of structuring 49

Table 4.9 Students’ performance in terms of presentation styles 50

Table 4.10 Students’ performance in terms of delivering presentation 51

Table 4.11 Students’ performance in terms of content 52

Table 4.12 Students’ performance in terms of personal appearance 52

Table 4.13 Students’ performance in terms of verbal interaction 53

Table 4.14 Students’ performance in terms of specifying presentation objectives 53 Table 4.15 Students’ performance in terms of communication aids 54

Table 4.16 Students’ performance in terms of body language 55

Table 4.17 Students’ performance in terms of significance 56

CHAPTER I: INTRODUCTION 1.1 Rationale

Information is communicated to an audience through the presentation Presentations might take place in a classroom, at work, or in public Speaking out loud is a part of a presentation, but it's also about utilizing your listening, critical thinking, and nonverbal communication skills to convey your ideas

Effective presenting abilities are a crucial life skill that will aid a person in their future employment and in their further education (Dolan, 2017) A great approach to enhance someone's English language learning experience is through presentations They allow him or her to practice all aspects of language (including vocabulary, phonology, and grammar) and skills (speaking, reading, writing, and listening) They also help him or her to get more comfortable speaking in front of an audience

However, it might be challenging to speak in front of a class in a language that is not one's native language (Alsalihi, 2020) Presenting in or out of the classroom while studying can be extremely difficult for students Speaking in front of audiences might make some people feel less confident Presentations can be stressful and many students do not enjoy them and feel nervous when asked to present

To help the audience comprehend the talk's aim and maintain their attention from the start to the completion of the presentation, one has to be properly planned Students will gain confidence and improve their future achievements if they can put together an easy-to-follow presentation Therefore, before beginning industrial training or a full-time job, students must understand the value of presentation skills

Through the use of practical, meaningful tasks, project-based learning motivates students to learn It is an inquiry-based, student-centered learning approach In project-based learning, students collaborate in groups over a predetermined time period on a project that is intended to address a pressing issue or provide an in-depth response Students demonstrate their knowledge and skills by creating a product or presentation for a public audience Deep content knowledge may be developed by students through project-based learning activities The development of 21st-century

abilities like critical thinking, cooperation, creativity, and communication are also supported through project-based learning, which is important Project-based learning education is used across various learning environments

With such obvious benefits of project-based learning, we can see that it is necessary to use project-based learning to enhance students' presentation ability Students can express their ideas, and their options in front of their group, thus, they would have more confidence when they have to present their idea in front of a big audience

In the school where the researcher works as an English teacher, according to the general assessment of all English teachers, students’ average presentation abilities were still low In addition, not many students are confident in their presentation skills After being given a topic, students often write their ideas in Vietnamese and then translate them into English The situation raises the need for findings effective ways to improve students’ presentation skills Therefore, the author has chosen the topic “Enhancing secondary school students’ English presentation skills through project-based learning” to investigate

1.2 Aims and Objectives

1.2.1 Aims of the Study

The study aimed at finding ways to enhance English presentation skills for secondary school students through the use of project-based learning

1.2.2 Objectives

More specifically, the study was expected to:

- Examine the students’ difficulties when making a presentation in English - Determine the effects of project-based learning in enhancing secondary school students’ presentation skills

1.3 Scope of the Study

The study focused on 33 eighth graders at a secondary school These students were in their second term of the school year 2022-2023 The research only concentrated on determining the effects of using project-based learning in

improving presentation skills Project-based learning in this research means an oral tasks in which students would be given and present their own work in front of the class

1.4 Research Questions

The study aimed to answer the following questions:

1) What are the difficulties that secondary students often have when making a presentation?

2) To what extent does the use of project-based learning enhance secondary school students’ presentation skills?

1.5 Significance of the Study

The study is of great significance to the following subjects:

Firstly, the study is expected to help secondary school students to improve their presentation skills in English through the use of project-based learning This can be attributed to the overall improvement in their English speaking communication skills

Secondly, it can be used as a reference for teachers in implementing project-based learning to enhance students’ presentation skills It is hoped that this study will be a beneficial guidance for teachers who would like to apply project-based learning in their English classrooms to improve their students’ presentation skills in particular and speaking skills in general

In addition, this study is a reference to further researchers who are interested in project-based learning and/or improving students’ presentation skills

Finally, the study is expected to be a valuable document for educational policymakers or school board of managers who would like to make positive changes in English teaching and learning by introducing new approaches in improving students’ spoken

Chapter III: Research Methodology Chapter IV: Researching Findings

Chapter V: Conclusions and Recommendations

CHAPTER II: LITERATURE REVIEW

This chapter conceptualizes the framework of the study including key concepts of presentation skills, project-based learning and related studies with regards to using project-based learning to enhance presentation skills for lower secondary school students

2.1 Theoretical background 2.1.1 Presentation skills

2.1.1.1 What is presentation?

Presentation is defined as the act of showing something or of giving something to someone, especially as part of a formal ceremony (Oxford Advanced Learner’s Dictionary, 2005, p.1190)

Oral presentations, as defined by Ming (2005), are brief forms of communication that include spoken and visual elements and are common in professional contexts High school classrooms routinely require students to give oral presentations These presentations can have a variety of functions, including serving as a formal oral assessment of students' progress toward course objectives (Morita, cited in Chen, 2011) Because they are planned, oral presentations are more "writing-like," which is beneficial for fluency and for avoiding hesitation, gaining time, etc., as stated by Harmer (2007) Oral presentations are unique in that the audience cannot correct the speaker for any linguistic error except for misconceptions (Leaver, Madeline, & Boris, 2005)

A presentation is a form of oral communication that is typically adapted to match the needs of different speaking situations, such as making an announcement, introducing a speaker, or briefing a group

2.1.1.2 Types of presentation

Depending on the topic, the size of the class, the objectives, and the course, students may be assigned to work on their oral presentations individually, in pairs, or in small groups

Al-Issa and Redha (2010) classify presentation into three types, controlled, guided, and free presentation

a Controlled presentation

The teacher assigns topics related to the textbook or whatever else comes to mind that can be delivered readily by his or her students whose language proficiency lies in the elementary school range The presentation's duration, grammar, and vocabulary should all be tailored to the student's level of proficiency Additionally, simple instruments are used in conjunction with the oral presentation when making this type of presentation Presenters might print out handouts for attendees to read To help young children obtain the courage to speak up in class, maximize their meaningful classroom participation, and advance their acquisition of the target language, teachers often have them do controlled oral presentations

b Guided Oral Presentation

Students at a lower-intermediate or intermediate level of language proficiency are guided by themes that are at their proficiency level Also, instead of encouraging them to be sophisticated, teachers should focus on teaching these children the basics of grammar, vocabulary, and time management The use of PowerPoint and slides for overhead projectors (OHPs) has become increasingly commonplace in this type of oral presentation Students are also required to create a classroom handout

c Free Oral Presentation

A student oral presentation at the advanced and upper-intermediate levels Students are expected to select themes in which they have a genuine interest and to carefully arrange their presentations, drawing on a variety of resources Students are also expected to use advanced grammar and vocabulary in addition to presenting for an extended period of time Therefore, students can utilize PowerPoint slides to display a high level of skill and confidence before replying to questions from their peers, whether they are working alone, in pairs, or in small groups

2.1.1.3 Criteria of a good presentation

According to Powell (1996), there are many aspects that contribute to the success of a presentation, such as fresh and engaging material, an organized structure, the right amount of time spent on each section, effective use of visuals, and the ability to make the audience laugh and think However, enthusiasm is unparalleled to any of these other qualities

Duddley-Evans and Maggie (1998, p 112), mentioned "Structuring, visuals, voice, and advance signaling as well as language" as criteria for a good presentation

a Structuring a presentation

A presentation, like any other form of written communication, is most effective when it provides the audience with a clear beginning, middle, and end There is an infinite variety of middle ground strategies that can be employed, depending on the presentation's goals and subject matter However, the introduction and the ending can only have a certain number of steps The following are the steps that Duddley-Evans and Maggie list in the beginning and end of oral presentations (p 112):

Table 2.1 Moves in the introduction and conclusion in oral presentations (Maggie, 1998, p 112)

establish credentials

state purpose and topic summarize

outline what is to come call for action

According to Anderson, Juan, and Tony (2004, p 39), the information should be organized in a natural and logical order so that listeners may understand it with little effort This method of information organization involves:

 chronological sequence

 most important to least important  general to particular

 one point of view compared with another point of view b Visual

Ming (2005) argues that presentations that make effective use of visual aids are more convincing, more professional, more engaging, and more informative since they are just as important in oral communication as they are in written communication Since a picture is worth a thousand words, Duddley-Evans and Maggie (1998) also highlight the importance of visuals But if they are put to good use and explained in terms of the verbal language linked with the images they depict:

 signal that a visuals aid is coming  say what the visual represents  explain why the visual is being used  highlight what is most significant c Voice

According to Duddley-Evans and Maggie (1998), presenters need to pay attention to their phrasing, pauses, delivery speed, volume, and tone change in oral presentations Powell (1996) stresses the need of presenters controlling their voice through stress, pauses, intonation, loudness, and quiet in order to have an impact with their audience

d Advance Signaling

Kane (1988) divides waypoints into two categories:

 Intrinsic signposts: are those that the speaker includes in the text themselves

 Extrinsic signposts: provide clues about how the text is structured Allen (2008) argues that using signs to indicate where you are in relation to where you want to go is an effective way to reinforce transition and highlight the presenter's progress through the presentation

e Language

According to Bert (2009), there is a need to carefully select and report

vocabulary in oral presentations because the language is composed of both words and nonwords

2.1.1.4 Students’ difficulties in oral English presentations

a Difficulties due to personal traits

Research into the effects of anxiety on students' performance in oral examinations has shown mixed results at best (Joughin, 2007) To learn how students' status and English proficiency affect their anxiety levels, Elliot and Chong (2004) questioned the opinions of first-year Australian university students to examine the impact of personality attributes on performance They found that one-third of the group suffered from moderate to severe presentation jitters Two-thirds of the students speculated that their anxiety level had an effect on their grades Finding out that international students have higher anxiety levels was an interesting finding

Anxiety over giving presentations in front of an audience has been noted among both graduate and undergraduate students For instance, Zappa-Hollman (2007) was interested in studying how giving a presentation in front of an academic audience influenced the socialization of discourse among international graduate students in Canada Students were shown to be nervous and shy when presenting in front of a large group Students disliked oral presentations since they needed a wide range of skills Similarly, Chen (2009) investigates the roots of and the extent to which Taiwanese graduate students fear public speaking The results showed that students had moderate levels of anxiety The bulk of stated challenges were attributable to what people regarded to be flaws in their personalities

Chuang (2010) investigated the origins of anxiety, focusing on both external factors (such as traumatic experiences) and internal factors (such as English language proficiency) The results showed that undergraduates worried even when they were well-prepared, thought their classmates spoke better English than they did, were uncomfortable speaking in front of their peers, and worried that their teacher would point out their mistakes in the language

Like low self-esteem, anxiety can hurt a student's overall performance Example: Al-Hebaish (2012) set out to investigate how self-assurance influences performance in an oral presentation course taken by Saudi female English majors at the undergraduate level The results showed that one's level of confidence significantly predicted how well one would do on an exam requiring an oral presentation Confident students were more likely to participate in class discussions and try new things than their less assured counterparts

b Difficulties due to presentation skills

Lack of presentation skills was cited as the second most important factor contributing to difficulty in oral presentations Related research by Leichsenring (2010) into the factors that affect students' oral presentations found that EFL undergraduate Japanese students wished they could speak better English and have less language anxiety They were so worried about screwing up that they simply memorized everything They worried that giving a presentation in English would be difficult and that they wouldn't be able to adequately convey their ideas Similar to how a lack of presentation skills leads to bad performance spoken presentations are a common part of spoken language exercises in higher education, and Chuang (2011) aimed to investigate the attitudes of non-English majors about these types of projects Student concerns included not being able to pick their own topics, a predisposition for reading from notes, no response from the class or instructor, foul language, and a lack of presentation skills

A student's level of proficiency can be gauged by contrasting their performance with their competence in oral presentations For instance, Alwi and Sidhu (2013) set out to evaluate the extent to which Malaysian faculty-degree students' self-perceived competence matched their actual performance in oral presentations According to the results, pupils had higher opinions of themselves than the evaluators did However, their real performances showed that they had room to grow in terms of both language and delivery

c Difficulties due to instructor and audience

Most studies also found that public speaking anxiety was the most severe form of nerves experienced by students when delivering oral presentations in class Since students are the greatest at conveying ideas and emotions through speech, researchers were very curious to hear students' thoughts and feelings on the topic of oral presentations When Wolfe (2008) investigated the opinions of college students regarding oral presentations, he found that many of them despised the audience reactions as well as group presentations when members did not participate equally in the effort Wolfe ultimately concluded that the dread of public speaking was among students' greatest anxieties

Public-speaking nerves could be a result of our society's emphasis on education Actually, Lee (2009) pointed out that graduate students' timid demeanor stems from the Korean learning culture, which prizes passivity and silence The student's inability to focus on the instructor and their anxiety and lack of note-taking was attributed to the intense feelings of their peers

Anxiety over being judged harshly by professors is a major problem for undergraduates, according to a recent study by Radzuan and Kaur (2011) Concern was expressed regarding the committee's difficult questions, constructive criticism, and frequent pauses throughout the students' presentations

Lastly, Abu Al-Enein (2011) conducted a more relevant study that addresses the bulk of the aforementioned issues by attempting to identify the main challenges experienced by English majors at university oral presentations from the perspectives of students and instructors The outcomes revealed a variety of problems, such as students' lack of motivation to give presentations, their lack of confidence in their abilities, their anxiety, and their fear, their lack of eye contact with the audience, their focus on accuracy rather than fluency, their incorrect pronunciation, their lack of appropriate vocabulary, their weak speaking skills, their inability to use technology, their poor time management, and their mistakes made while presenting in another language

2.1.1.5 Teaching presentation

Al-Issa and Redha (2010) state that educators have many roles to play in the classroom, including exercising authority, providing necessary materials, and overseeing practically all student activities When students give oral presentations in class, teachers foster an environment where students have substantial agency and leadership responsibilities as facilitators of cooperative learning Instructors should remain in control of question and answer sessions, offer constructive feedback, and evaluate student work, as emphasized by King (2002) The roles of the instructor in a class where students give oral presentations can be split down as follows:

Step 1: Handing Out Guidelines

Students will have more agency over their oral presentations if they are given specific guidance Students will be more responsive and eager about participating in oral presentations if the aims and rationale for assigning them are made very clear

Step 2: Grouping and scheduling student presentations

Teachers may struggle when required to give a presentation in front of a large class Teachers should plan lessons and employ a range of methods to help students make the most of class time

Step 3: Choosing Topics and Gathering Information

In order to foster student initiative and originality, teachers should let them pick their own projects King (2002, p 410), however, shows that advanced students should pick their own topics "(…) some advanced students' topics deal more with issues pertinent to university students or current events"

Step 4: Handling Technical Problems

Teachers should offer students to a variety of supplementary resources that they can use to address some technical concerns, such the incorrect use of visual aids, that may arise during oral presentations Teachers should also emphasize the importance of rehearsals and dress rehearsals leading up to the big presentation day In addition, teachers should instruct students on how to use specific presentation approaches, such as using PowerPoint slides while maintaining eye contact with the

audience, and remind them to refer to the content on the slides when giving an oral presentation

Step 5: Holding Question & Answer Sessions

The instructor has the opportunity to anticipate and address student concerns in this lesson, such as incorrect word pronunciation King (2002, p 412) provides a useful description of this session as "quality control" that is "(…) necessary and helpful in ensuring effective presentations"

Step 6: Preparing Peer and Teacher Evaluation

Oral presentations can be evaluated in two ways: subjectively and objectively Subjective evaluation, in which a teacher ranks students' presentations based on their impressions, is seen as more difficult than objective evaluation but simpler to implement The subjective evaluation could also be employed in big classes where time is limited

It's also possible to give oral presentations a formal or informal grade Students are graded based on their performance on summative assessments; formative assessments are not used for this purpose

Students are able to take notice of both the strengths and weaknesses of their peers' presentations through the use of peer assessment as a form of feedback for the presenter In teacher-centered classrooms, students are not allowed to or even able to assess one another In addition, instructors should provide feedback on student presentations so that students can improve for future talks Students should also be made aware of the criteria that will be used to evaluate their performance

2.1.2 Project-based learning (PBL)

2.1.2.1 What is PBL?

Klein et al (2009) define PBL as an approach to teaching that encourages students to learn independently by conducting their research and presenting their findings in a variety of formats The learning model employs a problem as its starting point to collect and integrate information based on actual activities

Markham, et al (2003) define PBL as a method of instruction in which

students actively participate in the learning process by doing an in-depth investigation of a topic that is both personally meaningful to them and relevant to the world at large Students work in groups to solve curricular problems that have real-world applications From this, we might infer that PBL intended to promote sustained group problem-solving It's a hands-on training that kicks off with questions or concerns about driving

According to Adderly, et al (1975), PBL involves the solution of a problem; often, though not necessarily, set by the student himself; involves student or group initiative, and necessitates a variety of educational activities; commonly results in an end of the product (e.g., thesis, report, ); often goes on for a considerate length of time; involves teaching staff in an advisory, rather than authoritarian,

2.1.2.2 The features of PBL

Thomas (2000) identifies five characteristics that define project-based learning:

1 The projects are not an extra part but rather an integral part of the program 2 Projects are centered on central questions that introduce students to substantive material

3 Participation in investigations that aid in the development of students' understanding is encouraged

4 In this model of education, students are given more freedom to direct their own education than in more conventional classrooms

5 The projects have a practical application

2.1.2.3 The advantages of PBL

Bell (2010), as referenced in Maulany (2013), identified some advantages of using Project-Based Learning when instructing EFL students

a Students benefit from PBL because it provides them with real-world relevance for their studies

b Project-Based Learning can foster a comfortable setting for frequent English-language drills

c PBL can motivate students to take an active role in the learning process d PBL increases students' enthusiasm, commitment, and pleasure in learning e Project-Based Learning encourages group work by encouraging communication and sharing of knowledge among students

f PBL provides a great chance for pupils to enhance their language skills

2.1.2.4 The types of PBL

Kilpatrick (1918) classifies initiatives into four categories:

1 Projects embody an outside concept or strategy (such as building a boat, writing a letter, or presenting a play);

2 Projects involve enjoying an esthetic experience (such as listening to a poem, hearing a symphony, or appreciating a painting);

3 Problem-solving projects (include interpreting the effects of war or findings of an experiment);

4 Projects involve obtaining a certain item of skill or knowledge…

Based on output and dissemination of information, Haines (1989) divides initiatives into three types: Tasks include the production of radio, television, wall newspapers, .; Projects involving public performance, such as presentations, debates, ; Partying, plays, and other dramatic organizational initiatives

2.1.2.5 A PBL framework

Papandreou (1994) outlines six stages of a project's development:

Step 1: Preparation: the teacher sets the stage by introducing the topic and encouraging student discussion and questions

Step 2: Planning: the instructor and the students decide on a method of data collection and analysis, and various tasks are distributed

Step 3: Research: students conduct research by working alone or in small groups to collect data from a variety of reliable sources

Step 4: Conclusions: students develop conclusions from their data analysis Step 5: Presentation: Students will provide oral presentations of their completed work to the rest of the class

Step 6: Evaluation: the instructor provides feedback on the student's efforts The six-step methodology for implementing PBL proposed by (Korkmaz & Kaptan, 2000) is rather similar to this one:

Step 1: Stating the subject and sub-subjects, organizing the groups

After conducting background research, students formulate research questions to serve as a framework for their projects

Step 2: Groups create projects

Members of the group devise a strategy to complete the task at hand In place of deciding on their individual tasks, students pose questions like "Where are we going?" and "What will we learn?"

Step 3: Application of the project

Members of the group have a system for collecting and analyzing information Step 4: Planning of the presentation

Each member of the group is responsible for defining the presentation's primary ideas and settling on a presentation strategy

Step 5: Making the presentation

A presentation is given any (in different schools, classes, vs.) places Step 6: Evaluation

The class discusses each student's project and offers comments Students and the instructor both present their work to the class

The updated PBL ten-step approach is summed up as follows by Stoller (2006):

Step 1: The topic for the project is decided upon by the class and the teacher Step 2: The conclusion is decided by the students and the teacher working

Step 5: Students get information

Step 6: The instructor gets students ready for the language challenges of data compilation and analysis

Step 7: The instructor reviews vocabulary and structures that will be used in the concluding task

Step 9: The final work is presented by the students Step 10: Students assess their project

2.2 Previous Studies

A lot of researchers are interested in using PBL in teaching

Firstly, Simbolon, Haryudin, & Efransyah, (2019), conducted classroom action research The respondents were 30 students in the tenth grade and were using the speaking rubric by Brown (2004) The research results show that the technique is effective in improving students’ speaking skills

Secondly, Dewi (2016) also concluded that PBL is helpful in improving students’ speaking skills The data collection instruments were observation sheets, tests, and questionnaires The results also showed the students’ positive responses to the PBL technique in the process of teaching-learning speaking

Rustan (2016) also conducted a study to determine the effect of Project Based Learning to improve students’ speaking skills Based on the test results, the researcher concluded that PBL can help improve students’ speaking skills, especially the present tense and past tense at a low level

Dung (2018) conducted a study to determine the causes of students' presentation anxiety, investigate the attitudes of students and teachers regarding project-based learning, and investigate how project-based learning classes aid tenth-grade students' English presenting skills The study's findings indicate that PBL can assist students in gaining confidence in their ability to present in English

The above-mentioned studies are some representatives, there are still a number of researchers holding an interest in this topic However, for over ten years working as an English teacher at the current school in Quang Ninh, I have yet to find any

researches related to this field carried out and applied in our province; meanwhile, our students may have various difficulties to make better presentation which need to investigate with the hope to deal with these obstacles and boost their presentation skill

2.3 Summary

The chapter has presented the relevant literature that helps form the theoretical and conceptual framework for the study First, a set of concepts of English presentation skills according to some leading authors is given and then the types of presentation; criteria of a good presentation; students’ difficulties in oral English presentation as well as teaching presentation Second, Project-based learning are discussed, including features of PBL, advantages of PBL, the types of PBL and a PBL framework Finally, an overview of previous studies related to the research area of the dissertation is given to give the readers an overview and research gap between the

study and the previous ones

CHAPTER III: RESEARCH METHODOLOGY

This chapter clarifies the reason for implementing the study with action research design The research design, participants, instruments and procedure and data collection data analysis are also presented

3.1 Research design

The purpose of this study was to investigate whether or not project-based learning may improve students' presentation skills and how they feel about participating in such studies at the secondary school level It was developed utilizing an action research strategy for use in the classroom

Action research is a powerful method for making changes and improvements on the ground, say Cohen et al (2005) In order to better understand our roles as educators, our classrooms, and our students, Burns (2010) argues that we can employ classroom action research as a tool Kemmis and McTaggart (1988) define action research as a type of collective self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of these participants' own social or educational practices, as well as their understanding of these practices and the situations in which they are carried out

Nunan (1992) introduced seven steps in the action research cycle

Initiation: The researcher attempts to solve an issue Unfortunately, the students lack curiosity and motivation Where do we go from here?

Preliminary investigation: To provide a starting point, the researcher spends time observing and recording classroom interactions

Hypothesis: After reviewing the available evidence, he or she hypothesized that the students lacked motivation

Intervention: The study's author devises a variety of strategies for making the lesson's content more accessible to the class

Evaluation: After a few weeks, the classroom is videotaped again All over, there is a lot more engagement and complexity in the students' interactions with one

another and the language they use

Dissemination: In addition to presenting a paper at a language conference, the researcher also hosts a workshop for his or her peers

Follow-up: The study investigates a number of motivational techniques

The current study adopted the action research model proposed by Kemmis and

McTaggart (2014) In this model, an action project comprises of four steps which are

Plan, Act, Observe, and Reflect The present study followed one cycle in the spiral

Figure 3.1 The action research spiral applied in the study (Adopted from Kemmis and MacTaggart, 2014, p.19)

One cycle of action research is represented by the model as consisting of four distinct phases: preparation, implementation, and evaluation Each cycle has the potential to evolve into an endless reiterative loop until the researcher is content with the results and decides to end the process

The conceptual framework for this action research project is based on the four phases of the action research model presented by Kemmis and McTaggart (2014) To begin with, researchers can iteratively apply project-based learning through action research until optimal outcomes are reached Second, because the project is carried out over a longer period of time, the action research model can aid the student in becoming

proficient in the usage of strategies and their transferability to new problems

a, Planning: While teaching students at the current school, the author realized

that students’ presentation skill in English is limited, which deterred their comprehension and mastery of all English skills Therefore, the researcher tried to read journal articles with ideas, suggestions, techniques or strategies related to presentation skill enhancement that might do wonder for my students Of all the strategies claimed to be effective to improve students’ oral presentations, the author decided to apply project-based learning in her teaching for several times However, the author had not yet measured how well students performed after the teaching period or whether the hypothesis on the effects of PBL was supported in this context Therefore, this study was carried out to find the answer for the question

b, Action: At the beginning of my research, students were asked to do the pre-test

with the purpose of checking students’ presentation skills At the same time, a survey was also done to ask for students’ difficulties and problems related to their presentation skills The next phrase was devoted to implementing project-based learning in teaching presentation skills in 8 weeks After the experimental period, a post-test was delivered to see if students had any improvement in their oral presentation skill In addition, a post-questionnaire was delivered to students to see if they were interested in the approach applied during the trial teaching

c, Observation: During the intervention, the research as a teacher experimenting

teaching English presentation skills using project-based learning and at the same time as an observer paying attention to students’ participation, and interest in studying this skill with the trial approach so that appropriate changes can be made to the teaching and learning of presentation skills with this approach in the future

d Reflection: After the experimental teaching period and data analysis and

interpretation, the author summarized the results and give some suggestions regarding the use of project-based learning in teaching English oral presentations If the hypothesis is supported, the researcher would reflect on her teaching and would subsequently recommend the use of this technique to my colleagues in Quang Ninh province

3.2 Respondents and locale of the study

The respondents were 33 students in a secondary school They are at 8th grade, and at the same age The class consists of 17 girls and 16 boys who participated in action research project where project-based learning was applied to enhance their presentation skills The study was carried out at a private school in Quang Ninh province at the second term of the school year 2022-2023

3.3 Data Collection Instrument 3.3.1 Questionnaires

Students did two questionnaires, a prequestionnaire, and a post-questionnaire The questionnaires included both close-ended and open-ended questions so that the respondents could provide the information in detail

The prequestionnaire consists of three main sections In the first section, students provided their personal information, including gender, years of studying English, GPA in the first term, and GPA in English The second section was divided into three sub-sections, with thirty items in total Students provided their responses by selecting the most suitable level of agreement based on the Five-Point Linkert

This section investigated the students’ difficulties in oral presentations in terms of personal traits (questions 1-12), oral presentation skills (questions 13-23), and audience and instructor (questions 24-30) The questionnaire items were developed based on Al-Nouh et al (2015) in which the author find the same obstacles that her secondary school English learners are facing by observing their daily performances and interviewing some of the worst presenters after a few sessions; furthermore, the respondents in the research of Al-Nouh et al were also the English learners coming from a non-native English speaking country and with a reserved lifestyle in which is, to some extents, like the way that the the author’s Vietnamese students often have This is an implication for the fact that the same difficulties that may arise in Al-Nouh’s research should be considered in this study In the final section, the students gave their opinions on whether they were interested in using project-based learning to improve their presentation skills by selecting the most suitable option

There were 31 items in the post-questionnaire, which was divided into two sections In the first section, students expressed their perceptions of project-based learning activities in terms of general impressions (questions 1-5), teacher’s activities (questions 6-14), and students’ activities and competences (questions 15-22) by indicating their levels of agreement with each item based on the Five-Point Linkert Scale In the second section, the students gave opinions on how project-based learning could improve their presentation skills by selecting the corresponding options There is also room for them to give extra ideas All question items were translated into Vietnamese to make it easier for the students to complete the questionnaires

3.3.2 Tests

The researcher conducted the pre-test before intervention and the post-test after that Both tests are in the form of group presentation The researcher evaluated the students’ performance in terms of structuring, style, presentation, content, personal appearance, verbal interaction, objectives, communication aids, body language, and significance The performance was assessed based on the presentation assessment sheet (Appendix C)

3.4 Data collection procedure

Firstly, the researcher let the students complete the pre-questionnaire to identify their difficulties in making presentations and their willingness to apply PBL to improve their presentation skills Before treatment, the researcher let students take the pre-test During the test, teacher noted down some difficulties students often have when delivering oral presentation After collecting needed information, the researcher made appropriate lesson plans in 8 weeks (one lesson each week) At the end of the action plan, the researcher let the students do the postquestionnaire survey to find out about their perceptions on project-based learning activities and their presentation skills In addition, the researcher let students take the post-test to see how the students improved their presentation skills after the intervention time The results from the questionnaires and tests were analyzed and compared to draw a conclusion on the effects of PBL on improving students’ presentation skills

3.5 Action research plan:

Table 3.1 below presents the action plan for the research

Table 3.1 Action plan for the research

Planning:

Design the lessons

The teacher made preparation for materials, facilities; identified PBL activities currently used by the students through group interviews and investigated the students’ presentation skills before actions through pre-tests The student’s preferences were also considered in choosing PBL materials

The teacher then designed PBL lesson plans to enhance students’ presentation skills Each lesson usually lasts from 12-15 minutes and can be longer or shorter depending on the purpose and requirements of the lesson “In detail, to carry out the treatment, PBL activities were prepared and introduced in each speaking lesson, and respondents would practice presenting different topics after being exposed to PBL activities

Week 1: Introduction

At first, the pre-test in the form of a presentation in English was

administered to the subjects “After finishing and submitting the pre-test to the researcher, the subjects were introduced to the research program They had some background knowledge of project-based learning activities Then, the subjects were asked to give their opinions on

difficulties when making a presentation in English Week 2 – 7: Implement the lessons

The intervention teaching started The researcher applied project-based learning to teach students presentation skills During this period, the subjects gradually got familiar with PBL activities The procedures of teaching in a PBL lesson suggested by Stoller (2006) as follows:

Firstly, based on the textbook, the subjects participated in activities involving activating prior knowledge, making predictions, and reviewing key vocabulary at pre-teaching stage The activities might be ready in the textbook or designed by the researcher to be suitable for the subjects and the topic

Secondly, the while-teaching stage focused on presentation skills through exercises that required students to give ideas on certain topics Finally, students introduce their products to the whole class in forms of presentation

Week 8: the effects of PBL activities on the students’ presentation

skills were evaluated by a post-test in which students were required to make a presentation in groups After that the subjects were asked to fill in the second questionnaire

Observing:

The teacher walked around the classrooms to observe and encouraged students to participate in PBL activities and be confident in making presentations in English During these activities, teachers observed students’ participation and improvements in their presentations

Reflecting: The teacher gave feedback and comments on the students’

presentations The main point here was to bring out the best in the learners and showed them that everything they had done and experienced with the language has been enjoyable

3.5 Data analysis

The researcher collected the responses and input data into Excel spreadsheet The data then were processed, analyzed and presented based on descriptive methods

3.6 Summary

been presented The researcher has provided a description of data collection tools and procedures as well as data analysis procedures After eight weeks of intervention, the

results of questionnaires and tests were collected and analyzed

CHAPTER IV: FINDINGS AND DISCUSSIONS

This chapter demonstrates the outcomes obtained from the analysis of data elicited from each instrument matching with the research questions as follows:

4.1 Findings from pre-questionnaire

The pre-questionnaire aimed to investigate the students’ perceptions of presentation skills and difficulties in making presentations The students responded to the questions by selecting their levels of agreement with each statement based on the scale below:

4.1.1 The participants’ information

There were thirty-three students in grade 8 participating in the research, consisting of 17 girls and 16 boys Their GPA was from 5.7 to 9.2 and their GPA in English was between 5.1 to 9.6 The majority of them (72.7%) studied English for three to five years The rest studied English for more than five years

4.1.2 Students’ perceptions on and difficulties in presentation skills

4.1.2.1 Difficulties according to personal traits

The following table illustrates the students’ difficulties according to personal traits

Table 4.1: Students’ difficulties according to personal traits

When surveying the difficulties faced by students, the researcher obtained the following results and classified them according to personal traits:

When it comes to students' preferences for oral presentations, 29.4% of students surveyed said that they did not like this type of presentation; 18.2% of them said the opposite, and the rest were neutral Since the majority of students gave a neutral opinion on the question of whether they like oral presentations or not, the researcher can draw the conclusion that oral presentations attract the majority of students