skkn cấp tỉnh applying project based learning pbl to develop english language skills in small groups at thanh hoa ethnic boarding high school

TABLE OF CONTENTTHANH HOA DEPARTMENT OF EDUCATION AND TRANINGTHANH HOA ETHNIC BOARDING HIGH SCHOOLEXPERIENCE INITIATIVE"APPLYING PROJECT-BASED LEARNING PBL TODEVELOP ENGLISH LANGUAGE SKI

TABLE OF CONTENT

THANH HOA DEPARTMENT OF EDUCATION AND TRANING

THANH HOA ETHNIC BOARDING HIGH SCHOOL

EXPERIENCE INITIATIVE

"APPLYING PROJECT-BASED LEARNING (PBL) TO DEVELOP ENGLISH LANGUAGE SKILLS IN SMALL GROUPS AT THANH HOA ETHNIC BOARDING HIGH SCHOOL "

The author: Phạm Thị Giang Job position: Teacher

Experience initiative about: English

THANH HOA - 2024

No Items Pages

1 Reason for choosing the topic 2

1.1 Project

1.2 Project-based learning 4

1.2.1 Definitions of project-based learning 6

1.2.2 Benefits of project-based learning 6

1.2.3 Disadvantages of project-based learning 7

1.3 Role of the teachers 7

1.4 Steps for implementing project-based learning 8

2.1 An overview of English teaching and learning at ThanhHoa Ethnic Boarding High School 10

3 Measures implemented to adress the issue 11

2 Suggestions for implementing PBL 15

3 Limitations of the study 15

4 Suggestions for future research 16

PART ONE: INTRODUCTION

1 Reason for choosing the topic (Rationale)

Today, the demand for using English for studying, researching, working, and living in both domestic and international settings is increasing in both quantity and quality Particularly in the current context of rapid and strong integration, this need becomes essential not only for individuals but also for the entire nation

The requirements for teaching and learning foreign languages necessitate a comprehensive change at all levels of education, fields of study, materials, facilities, methods, and motivational attitudes of all participants involved in the process of teaching and learning foreign languages, specifically English Faced with these demands, the Ministry of Education and Training has implemented the National Foreign Language 2020 project according to Decision No 1400/QD-TTg dated 30/9/2008 The project sets the general goal of "comprehensively innovating the teaching and learning of foreign languages in the national education system" so that "by 2020, the majority of Vietnamese youth will have the capacity to independently and confidently use foreign languages in communication, study, and work in an environment of multilingualism and multiculturalism; making foreign languages a strength of the Vietnamese people, serving the country's industrialization and modernization."

To achieve this goal, the Ministry of Education and Training has taken various specific measures, with the innovation of textbooks being one of the solutions to bring about positive changes in teaching and learning English

The new English textbook - Global Success for grades 10 and 11, by Vietnam Education Publisher, are being taught in many high schools across the country as well as in Thanh Hoa province, in cluding Thanh Hoa Ethnic Boarding High School

A prominent difference in this new textbook compared to the old one is the inclusion of Project based learning after each lesson unit

To delve deeper into this aspect and maximize its benefits, I have conducted

research on the topic: " Applying the Project-based learning method to develop English language skills in small groups."

2 Aims of the study

Aligned with the aforementioned problem statement, this research aims to achieve the following objectives:

- To understand students' attitudes towards learning through Project-Based Learning (PBL) to develop English language skills within small groups

- To investigate the effectiveness of implementing large-scale exercises in enhancing English language skills among Grade 11 students at Thanh Hoa Ethnic Boarding High School

- To derive insights for educators and students when applying PBL approaches through project - based learning

3 Methodology.

Given the research objectives outlined above, which aim to explore students' attitudes towards learning through project-based learning and the effectiveness of learning So, observation and interview methods are two main tools used to draw conclusions Students are interviewed about their attitudes towards the PBL method concerning various aspects, such as: research duration, teacher guidance, scheduling of individual parts, autonomy in choosing study materials, setting goals and planning to achieve those goals, self-assessment of learning outcomes and evaluation of the curriculum

4 Scope of the study.

As previously mentioned, this study is limited to exploring students' attitudes towards the Project-Based Learning (PBL) approach and evaluating the effectiveness of this method in enhancing English language skills The study focuses on a relatively small sample size, consisting of students from the pilot English classes taught directly by the researcher, who is also the teacher Consequently, the generalization of the findings is not within the scope of this study

PART TWO: SOLVING THE PROBLEM

1 Theoretical Basis.

1.1 Project.

Projects have been defined in various ways throughout history and have been mentioned in several foreign studies such as those by Fried-Booth [2], Gallacher [3], Haines [4], Ho [5], Sarwar [9], Stoller [10], Thomas [13], as well as in domestic studies by Nguyen Thi Phuong Hoa [6], and Nguyen Thi Van Lam [7]

In simple terms, a project is a scheme, a draft, or sometimes a plan that needs

to be implemented to achieve a set goal This concept is widely used in many different fields

There are many ways to classify projects based on different criteria related to the purpose and implementation process

In education, Sarah North (1990)[8] classified projects into four main types:

- Community Projects: These projects involve students engaging with the

community they live in The primary methods for tackling these projects include observation, conducting surveys, and recording observations

- Case Studies: These projects require students to solve a specific, typical problem.

Students are provided with concrete data, which can be real or hypothetical, to work through these case studies

- Practical Projects: These projects involve students carrying out specific tasks

such as creating a design, building a model, conducting an experiment, or producing a tangible product relevant to real life

- Library Projects: These projects primarily use information from books, journals,

magazines, and other media found in libraries or personal collections Students choose a specific topic, gather all relevant materials, read, synthesize the information, and present their findings either orally or in writing

In this study, I opted for the Library Project, the fourth type of project, for several reasons Firstly, the time constraints faced by students made extensive fieldwork unfeasible, prompting the selection of a project that could be conducted within limited time frames Secondly, the abundance of resources available in libraries, including books, periodicals, and media, provided ample research materials for students to utilize Additionally, the Library Project minimized costs associated with travel and ensured student safety by allowing tasks to be completed within the school premises, without the need for direct teacher supervision

1.2 Project-Based Learning (PBL).

1.2.1 Definitions of PBL.

The development of project-based learning (PBL) over the past 20 years is the result of two crucial factors:

First, there has been a revolution in learning theory Neuroscientists and psychologists have expanded their research on cognitive and behavioral learning models, supporting the tradition of direct instruction, to show that knowledge,

thinking, working, and learning contexts are inextricably linked In recent years, society has come to understand that learning is a part of social activity, occurring within the context of culture, community, and past experiences Research indicates that learners not only respond to information transmission but also actively use what they know to explore, explain, and construct solutions, thereby shifting the focus to the learning process

Second, the world is changing increasingly Nearly all educators understand that the way of working and community culture has shaped the organization and teaching methods of schools They also recognize that for schools to adapt to a new century, learners themselves need both knowledge and skills to succeed in their roles as global citizens In a sense, the need for education to adapt to a changing world is where PBL is becoming increasingly popular

There are many definitions of PBL and each definition highlights an aspect that the author wants to emphasize One such definition is provided by Carter and Thomas Carter and Thomas (1986, p.196) [1] suggest that PBL requires three conditions: a problem to solve, self-regulation among members, and active participation from learners According to them, each project should embody specific characteristics to fulfill these conditions Projects should transcend traditional classroom settings, fostering exploration beyond conventional learning environments, and their topics must directly align with the curriculum to ensure relevance and coherence with educational objectives Furthermore, students should actively participate in crafting project plans and objectives, promoting a sense of ownership and accountability for their learning journey This student-driven approach empowers learners to shape their educational experiences, pursuing areas

of personal interest and development while fostering engagement and autonomy

Thomas (2000) provides a comprehensive definition of PBL, emphasizing its fundamental aspects PBL projects are characterized by their task-oriented and activity-driven nature, focusing on specific tasks and activities to be completed within a defined timeframe, yielding tangible outcomes These projects also prioritize complex and problem-centric tasks, requiring students to tackle intricate challenges that demand solutions Furthermore, PBL encourages autonomy and decision-making among students, who are responsible for planning, selecting solutions, making decisions, and engaging in activities to address the presented challenges While students work independently, teachers play a crucial role by providing guidance and support, aiding students in envisioning the anticipated outcomes within a reasonable timeframe

According to many scholars, each major assignment must have the following characteristics:

 It takes place outside the classroom

 The main topics of the project must be part of the course curriculum

 Learners must set their own plans and goals to achieve after completing the project

Thus, the project-based learning method is highly guided Teachers play the role

of facilitators by creating situations for learners by posing problems that students need to solve or presenting a model of a product that students need to complete after finishing the project Therefore, the most important aspect of this method is the ability to see and measure a specific product or an optimal solution to a specific problem In each project, the participants must outline plans, have multiple ways to solve the problem, choose and decide on appropriate solutions, and carry out specific activities to resolve that problem It is essential to note that the project facilitator must provide participants with the opportunity to work autonomously, a reasonable amount of time, and help them envision the product they need to achieve

Each scholar has a different way of defining project-based learning (PBL), but the common characteristics of this method can be summarized as follows:

- PBL must be part of the curriculum

- PBL must be focused, and the questions or problems posed need to be resolved within the framework of the subject's knowledge and skills standards

- PBL helps students recognize their own progress during the process of carrying out and completing the projects

- PBL must be implemented by the students themselves

- PBL must have practical applications, not just theoretical concepts from books

This study is based on the theoretical frameworks provided by these scholars,

as these theories have been validated through research and recognized at reputable conferences worldwide I have selected theoretical frameworks that closely align with the context of my research

1.2.2 Benefits of Project-Based Learning

According to scholar Gallacher (2004) [3] , Project-Based Learning (PBL) offers the following advantages:

- PBL enhances learner motivation by engaging students in meaningful and

relevant tasks

- It incorporates listening, speaking, reading, and writing, promoting

comprehensive language development

- PBL encourages students to take responsibility for their own learning, fostering

independence

- Students produce concrete results upon completing their projects, providing a

sense of accomplishment

- It exposes students to practical situations, helping them apply their knowledge in

real-life contexts

- PBL fosters supportive relationships among group members through teamwork.

- The content and methodology are discussed and decided by both teachers and

students, emphasizing a learner-centered approach

- It allows students to receive support from their families, helping parents better

understand their children's schoolwork

- PBL encourages creative and innovative learning methods, moving away from

traditional rote learning

- Real-world scenarios provide students with experiences that enhance their ability

to present information accurately and fluently

1.2.3 Disadvantages of Project-Based Learning.

Despite the numerous advantages of projects, Fried-Booth [2] acknowledges that several issues may arise with project-based learning (PBL)

Firstly, projects can encounter organizational difficulties They must be integrated into the school's curriculum and require a detailed schedule There are certain stages to follow, such as planning, data collection, problem-solving, information gathering, creating the final product, presentation, reporting, and evaluation Projects are often carried out both inside and outside the classroom However, a combination of in-class assignments and homework may be necessary, and it certainly takes time to successfully develop a project

Secondly, supervision is seen as more demanding: " strategies must be devised to systematically check what students have heard, learned, and understood, and, of course, what they can articulate while conducting the project."

Gallacher [3] has also pointed out the disadvantages of this method, particularly in English classes where it is difficult to avoid the use of the mother tongue Additionally, this teaching method faces many obstacles when there are differences in proficiency levels among students in the class

According to researcher Thomas [13], there are three major obstacles when applying PBL Two of these obstacles are related to students Some students lack the ability to work in groups, and some do not have the skills to conduct scientific research, such as formulating research questions, resolving difficulties during the project, analyzing data, and providing counterarguments to defend their viewpoints

1.3 Role of the teachers.

The simplest factor determining the success of project-based work is the lecturer's belief in and consistency with this method Then, it must be ensured that students are mature enough to work properly and are well-prepared This also includes the ability to self-correct Conversely, in the end, students need to realize that the most important aspect is the effectiveness of the work and that "language is the final product." The role of the teacher at each stage is clearly outlined by Haines [4]

Initially, the teacher should spark interest and elicit students' ideas about the topic, direction, working methods, timetable, final outcomes, and appropriate resources During the project's execution, the teacher should take on the role of a

guide, becoming a source of ideas and advice, an arbitrator to resolve conflicts or disagreements, and a moderator during group presentations to the class Finally, the teacher's functions involve effectively organizing the work and its implementation

At this stage, the teacher's role is that of an organizer and evaluator

1.4 Steps for implementing PBL

To conduct Project-Based Learning (PBL), teachers often follow a 10-step process as suggested by educators Sheppard and Stoller [11] However, within the scope of this study, the author adopts the perspective of educator Fried-Booth, which involves the following five steps:

1.4.1 Lead-in / Bridging Activities

Due to the unique, student-centered nature of project work, the teacher acts merely as a bridge from traditional instructional directives to an unknown PBL environment As clearly explained by Fried-Booth [2], the main goal is to gradually transition students from seeing the teacher as the central focus to a situation where they have an increasing voice in their activities In other words, bridging activities are specifically designed to develop the capacity to undertake project work and are considered the most crucial step in providing students with reasonable explanations

1.4.2 Planning

The initial classroom discussion includes suggestions from both the teacher and learners This session aims to generate a range of ideas related to the project's development It is crucial for learners to have the freedom to choose and decide from the start, as project work certainly requires initial stimulation or inspiration Therefore, ideas and themes must be carefully considered to determine their suitability for a project According to Fried-Booth [2], "It is important to believe that the topic is worth pursuing." Discussions should cover areas such as the project's content and scope, curriculum areas, project length (long-term and short-term), location, level and age, project goals, learner groups and division of responsibilities, final product, and methods of evaluation and presentation Additionally, the project may suggest organizing a visit to a relevant institution or inviting guest speakers to talk about the project's topic

1.4.3 Conducting the Project

Once all essential preparations are in place, it's time to proceed with the next step—bringing the project to life Effectively implementing the idea is at the core

of the project Besides working in the classroom, students need to handle various tasks outside of school Students are expected to practice all four language skills— reading, writing, speaking, and listening—along with different language functions such as introductions, polite requests, information sharing, teamwork, etc As per Fried-Booth [2], before gathering relevant information and other data, it is necessary to design written materials, such as questionnaires, maps, grids, tables, etc Therefore, students are obligated to conduct research, solve problems, perform

interviews, surveys, observe specific environments, and collect information They may even record audio or video and take photographs Vocabulary lists, homework assignments, tests, progress reports, and evaluation sheets monitored by the teacher during classroom feedback sessions can be significant in many aspects Simultaneously, various activities and charts can be used to ensure objectivity, such

as weekly reviews, error checklists, sub-skill checklists, project diaries or logs, and priority charts

1.4.4 Creating the Final Product

Although some projects do not result in a tangible final product and instead emphasize the development of various skills, students certainly appreciate the opportunity to produce something real and original that they can display to classmates, parents, or even the public They look forward to creating a presentation that showcases their knowledge and abilities The importance of language accuracy is acknowledged as a matter of course Through the product, learners achieve significant accomplishments that are crucial for motivation and overall attitude towards the project There can be a range of final products depending on the project's content, such as posters, wall hangings, charts, portfolios, flyers, brochures, booklets, magazines, newspapers, video tapes, exhibitions, or events These days, it is essential to mention PowerPoint presentations

1.4.5 Final Presentation and Evaluation

Successful and well-executed projects deserve to be presented to others Presentations should be well-organized, engaging, and not too lengthy The nature

of the final product affects the conditions, such as the intended audience, appropriate venue, and presentation format Most schools have specially equipped classrooms for these purposes If it is considered a more festive occasion, a school would be an ideal venue An enthusiastic atmosphere can be achieved when a presentation takes place outdoors, such as in a school playground The final evaluation is valuable feedback for the teacher Evaluation forms or questionnaires can be replaced by whole-class discussions All comments and advice should be considered by the teacher, as constructive reflection can improve future project efforts Learners learn to analyze both the teacher's and their own work, recognizing the value of project work

Thus, PBL is a teaching method that offers many advantages It helps direct learning towards students as the central figures in acquiring knowledge tied to real-world practice It also allows learners to enrich their diverse knowledge and skills, both specialized and life skills The teacher acts as a guide and advisor, while students actively choose their learning topics, directly participate in project execution, plan implementation, and even evaluate the project

2 Reality.