VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE PHAM THI THU CUC USING PROJECT-BASED LEARNING TO IMPROVE ENGLISH VOCABULARY FO
INTRODUCTION Q nL HH HH HH HH Hy 1
Aim and objectives of the reS€aTC 5 1 321111911 13 1119 111811111 xe rrriee 2 I4
The findings of this study could provide valuable insights into the potential of PBL as an innovative pedagogical approach in English language teaching, particularly in the context of Vietnamese high schools By doing so, the study aims to enhance English language teaching and learning in Vietnam, particularly in areas where vocabulary learning remains a significant challenge.
The primary objective of this study is to investigate the effectiveness of PBL in improving English vocabulary learning among 10th-grade students at a high school in Nam Dinh Province.
To achieve the aim and objectives, the study will address the following research questions: e How does the implementation of project-based learning influence the vocabulary learning of 10th-grade students? e What are the perceptions of students towards the use of project-based learning for vocabulary learning?
Scope Of the research 5 5 1E TH HH như 2 1.5 Research ọ on
In this context, we need to look at different ways of teaching One method we can consider is PBL PBL lets students learn through meaningful projects They can work on real-life issues and get involved actively in a specific circumstance where they can learn new words The idea is that PBL might be a better way to teach vocabulary than the usual teaching methods However, we have not really studied if PBL can help 10th-grade students in Nam Dinh Province to learn vocabulary better This research is trying to find that out.
This study used action research to see how PBL helps 10th-grade students learn vocabulary in a high school in Nam Dinh Province Action research means planning, doing, watching, and thinking about how to solve problems It is good because it involves people in finding solutions.
The study used two ways to collect information:
1 Quantitative Tools: We gave students tests before and after they learned with PBL These tests checked how well they knew vocabulary from their English 10 book.
2 Qualitative Tools: We used surveys, talks, and watching classes to get more information We asked students and teachers to fill out surveys about what they thought of PBL We also talked to some of them to understand more about their experiences Watching classes helped us see how students learned with PBL.
By using these methods, the study could look at both test results and what students and teachers felt about PBL This helped us understand better how PBL works for learning vocabulary.
Significance of the reS€aCHh - 4 <1 E1191 3 91 1 nh ng ng Hư 3 1.7 Structure Of the tẽH€S1S - - s1 ng nh HH ng gi nh 4
In many schools across the country, students are often taught to learn English vocabulary by regular exercises and memorizing words This might not be the best method to learn new lexicon Usually, in these traditional teaching approaches, students are given lists of glossaries to learn by heart The texts normally come without enough context or examples of how to use in real conversations or documents This routine can make it difficult for students to understand them in speaking or writing in a context.
Moreover, the students may feel less interested in these traditional methods of teaching or engaged in classrooms This can result in low quality of learning as of their poor motivation This problem seems to be a common problem among the students in the 10th grade at a high school in Nam Dinh Province Some of them have been struggling to learn new English vocabulary They often find it hard to remember new words and to use them correctly when they speak or write inEnglish This is a big issue because being able to use a wide range of vocabulary is very important for being able to communicate effectively in English.
Therefore, there is an urgent need to find a new way of teaching vocabulary to help these students One possible solution is using PBL In this methodology, students work on real-world projects and learn new vocabulary as part of their project work This approach can make the learning process more interesting and meaningful for the learners However, more research is needed to find out if this approach is effective for improving vocabulary learning at the school.
Chapter 1: Introduction This chapter introduces the topic of the thesis It talks about why learning English and vocabulary is important in Vietnam The chapter presents PBL as a new way to teach It explains what the study aims to do and how it will do it The chapter ends by giving an overview of the whole thesis.
Chapter 2: Literature Review Here, the chapter looks at what other studies and books have said about teaching vocabulary It compares old and new ways of teaching, especially focusing on PBL The chapter explains what PBL is, its good and bad points, and how it is used in teaching languages.
Chapter 3: Methodology This chapter describes how the study was done It tells about the people involved, the materials used, and how information was collected The chapter explains how the study made sure that the tests and surveys were good and how it looked at all the data it collected.
Chapter 4: Findings In this chapter, the results of the study are shown It talks about how well the students did in vocabulary tests before and after using PBL The chapter also looks at how PBL affected the students' interest and effort in learning.
Chapter 5: Discussion This chapter discusses what the results mean It compares the findings with what other studies have found The chapter talks about how PBL helps in learning vocabulary and the challenges of using PBL in schools.
Chapter 6: Conclusion The last chapter sums up the main points of the study It talks about what the study means for teaching, what future studies can do,and the limits of the study.
LITERATURE REVIEẨW HH HH HH HH ru 5 2.1 Traditional Vocabulary Teaching Methods 5 + s+svsesersesreees 5 2.2 Vocabulary Teaching Techniques in Vietnam and Similar Contexts
Traditional Vocabulary Teaching - - sgk, 6 2.2.2 Interactive Teaching MethOs 5 111v 1.9 1H ng ng ng 8 2.3 Project-Based Learning: Definitions, Theoretical Underpinnings, and
In the 1970s and 1980s, the main way to teach vocabulary was through indirect learning Students were taught to find hints from the surrounding text, use single-language dictionaries, and figure out word meanings from their textbooks (Jack, 1976) However, this method had some problems Trying to guess words from the context could be hard, and sometimes students got the meaning wrong (Sửkmen, 1997) Webb (2008) found in his study that the surrounding text didn't help much in understanding the word shapes.
Later on, teachers started using more speaking activities like role-playing. Nation & Newton (1997) said that these activities could help students learn new words When students talked and worked together, they could discover new words. This gave them a chance to guess what those words meant.
Using synonyms (words with similar meanings) to teach vocabulary is an old method Some people think this way can make students confused and needs more time (Erten & Tekin, 2008) But, Webb (2007) found in his study that learning words with similar known words can make things easier Students can use what they know about familiar words to understand less common words.
There were also many other old ways to teach vocabulary Some of them include using opposite words, category words, giving definitions, or using the student's first language for translation (Balci & Cakir, 2012).
Teaching vocabulary in Vietnam has its unique practices and challenges. Though it's known that vocabulary learning is intricate and in-class instructions can only touch upon a fraction of the words students learn (Nagy and Scott, 2000), it's crucial to know the current methods in Vietnam before suggesting changes or improvements Interestingly, no study has thoroughly delved into English vocabulary teaching practices in Vietnam so far.
However, scattered reports suggest a variety of teaching techniques used by Vietnamese EFL teachers Some of these include translation (Nguyen and Bui, 2016), code-switching (Nguyen and Vu, 2019), songs (Nguyen et al, 2014), and storytelling (Nguyen C.D, 2017) But these are just mentions There's no comprehensive account of how teachers use these techniques in real classrooms or their success in vocabulary teaching These studies simply mention that such techniques are employed, without exploring why or how they're selected It's believed that teachers might pick up these techniques during their training or mimic their mentors (Nguyen and Vu, 2019).
In a typical Vietnamese EFL class, a teacher might start by listing new English words on the board They give Vietnamese translations, demonstrate pronunciation, and then have students repeat them The emphasis is usually on individual words, chosen either by instinct or based on textbooks After this initial vocabulary intro, lessons usually pivot to skills like reading or grammar In subsequent classes, teachers might check if students remember the previously introduced words But after this, students are mostly left to study vocabulary on their own They're encouraged to memorize words, but seldom get the chance to use them, as the focus often remains on reading and grammar Furthermore, it's noteworthy that teachers rarely assess students’ vocabulary at the start and end of courses Instead, the priority is often on grammar.
Looking back at these old teaching methods helps us understand how vocabulary teaching has changed By thinking about these methods, we can see what works and what doesn't, helping teachers choose better ways in the future.
The need to engage learners actively in their own learning process has underscored a shift towards interactive teaching methods, especially in the domain of vocabulary acquisition Interactive vocabulary teaching methods provide opportunities for learners to engage with words in authentic contexts, fostering deeper comprehension and long-term retention Such methods rely on engaging activities, technology, and authentic material to ensure words are not learned in isolation but as living parts of the language.
Contextualization has emerged as a strong counter to the drawbacks of traditional rote learning In rote learning, words are often isolated from their real- life scenarios, reducing their retention and practical application (Nation, 2001). However, interactive teaching methods emphasize the importance of introducing vocabulary in its true setting Authentic materials, such as articles from newspapers or excerpts from literature, are a common source for this, immersing students in the true application of vocabulary By doing so, learners achieve a deeper cognitive understanding of the terms, recognizing not just their meanings but also their nuances and appropriate uses in varied contexts (Nation, 2001) However, teachers need to be cautious to select materials that align with the proficiency level of the learners to ensure comprehension.
The power of Role-plays and Simulations in vocabulary learning cannot be overstated Simulating real-life situations, these techniques compel learners to apply vocabulary in real-time communication scenarios The immediate benefits are manifold They don't just enhance the retention of vocabulary but also boost the learners' confidence in using the new terms Furthermore, they foster a holistic language learning experience, refining other essential aspects like pronunciation, intonation, and even grammar (Garton, 2012) To maximize the impact, educators must ensure that such activities are structured adequately, with learners receiving the necessary guidance and context.
In the digital age, Interactive Whiteboards (TWBs) have added a fresh dynamic to vocabulary instruction The multifunctionality of IWBs, enabling the integration of multimedia such as images, videos, and interactive exercises, facilitates a multi-sensory learning experience This caters to various learning styles and ensures that the vocabulary is imprinted more profoundly in the learners’ memories Moreover, the interactive capabilities of these boards, ranging from drag- and-drop exercises to collaborative tasks, introduce an element of fun and engagement to vocabulary learning The visual aids and collaborative features of IWBs can be particularly beneficial for explaining complex or abstract terms, fostering peer learning, and providing immediate feedback (Truong & Tran, 2018). However, for the successful integration of IWBs into lessons, educators need to be adept at using them, and it's crucial to be prepared for any technical hiccups that might arise.
In today's digital era, tools like digital games offer an engaging way for learners to practice vocabulary Apps such as Duolingo, Memrise, and QuizUp have transformed vocabulary learning into an exciting game-like experience These platforms challenge learners, making the process more engaging and fostering a sense of competition Prensky (2010) observed that younger learners have a natural affinity for digital devices By introducing educational content through these platforms, educators cater to their intrinsic learning styles, making vocabulary learning more appealing.
Beyond individual learning, the collaborative approach has also shown promise in vocabulary acquisition When students engage in pair or group activities, they have ample opportunities to practice and reinforce their vocabulary Activities that emphasize sharing information, like the information gap or jigsaw reading, or collaborative efforts like group projects, ensure active utilization of newly learned words Harmer (2007) emphasized that such group-centric activities not only bolster engagement but also promote a culture of learning from peers, which can sometimes be more impactful than traditional teaching methods.
Additionally, while flashcards have been a staple in vocabulary learning for years, their digital counterparts have elevated their efficiency Platforms like Anki and Quizlet have integrated the concept of spaced repetition This methodology
0) | (er-18 (0) 1 5a
Definitions
Project-Based Learning (PBL) is an educational approach rooted in constructivist pedagogy, where students actively learn knowledge rather than
10 passively receiving it (Thomas, 2000) This instructional method is characterized by students gaining accomplishment and skills through engaging deeply with an authentic, engaging, and complex question, problem, or challenge over an extended period of time (Blumenfeld et al., 1991; Thomas, 2000).
The core principle behind PBL is that learning is an active process Students involve themselves in real-world and meaningful projects These projects are often based on challenging problems or questions requiring students to undertake design, problem-solving, decision-making, or investigative activities Such tasks give students the opportunity to work relatively autonomously over extended periods of time and often culminate in realistic products or presentations (Thomas, 2000).
Unlike traditional rote learning, PBL involves a transformative shift from the teacher being the primary source of information to becoming a facilitator or guide, fostering a learning environment that promotes curiosity, inquiry, and student autonomy (Bell, 2010).
The aim is not only for students to understand the content more deeply but also to develop essential skills that are crucial in the modern world This is particularly evident in disciplines like science, mathematics, and social studies, where PBL's application has demonstrated benefits such as enhanced student motivation, improved problem-solving abilities, and the cultivation of self-directed learning (Helle et al., 2006; Dole, S., Bloom, L., & Doss, K K., 2017).
Furthermore, PBL's evolution can be traced back to seminal works like that
PBL’s Foundational Principles 2.0.0.0 ccceseeseesseeeeeceeeeeeseeeseeeeeeaeceaeeeeeeeeeneeees 11 2.3.3 Advantages Of PBL ou ceecceesseessecessecesceeeeeesaeceseeceaceceaeesaeceeeceeeseeessaeeeaees 13 2.3.4 Disadvantages and Possible Limitations of PBÌL, - ô+ +<s<s+<exs+ 15 2.4 PBL in the Context of Language Learning: Emphasis on Vocabulary
PBL is more than just a teaching method It is a dynamic approach that reshapes the traditional classroom setting, making it more interactive, engaging, and relevant for students At the heart of PBL are certain core principles that ensure lãi students not only absorb information but also actively apply and experience it in meaningful ways The basic principles or features of PBL are as followed:
Student-Centered Learning Central to the PBL approach is the belief in student-centered learning PBL environments place students at the forefront, empowering them to drive their own learning journeys (Blumenfeld et al., 1991). Rather than passively receiving content, they engage actively, using their unique experiences, skills, and prior understanding as a foundation Such empowerment not only establishes a deeper connection to the subject matter but also nurtures a sense of ownership over one's learning (Thomas, 2000).
Authentic Inquiry PBL thrives on the principle of authentic inquiry Instead of a straightforward dissemination of answers, it pushes students to pose questions and seek meaningful solutions (Bell, 2010) The challenges or projects presented are often rooted in real-world contexts, lending authenticity to students’ exploration. This mode of inquiry mimics the complexities faced by professionals in various domains, teaching learners that real-world challenges seldom have single, straightforward solutions.
Collaboration One of the cornerstones of PBL is collaboration It recognizes the immense value of collective effort and diverse perspectives in problem-solving (Helle et al., 2006) By working together, students not only share knowledge but also develop vital interpersonal skills such as effective communication and teamwork This collaborative spirit often extends beyond classroom walls, fostering broader community connections and mutual support.
Integration of Disciplines PBL is often distinguished by its interdisciplinary nature Projects frequently weave together elements from varied disciplines, reflecting the interconnected essence of real-world problems (Thomas, 2000) This integration helps students perceive the relevance of their lessons, realizing how multiple fields of study converge to address complex issues.
Reflection and Iteration A crucial component of PBL is the iterative process of reflection Post-project, students are urged to introspect, analyzing their
12 methodologies, results, and learning curves (Blumenfeld et al., 1991) This practice of metacognition enables them to identify strengths and areas for improvement, viewing challenges as opportunities rather than setbacks.
Public Product or Presentation Finally, PBL emphasizes the creation and presentation of a tangible product to a wider audience (Bell, 2010) This could manifest as a presentation, an artifact, or any demonstrable outcome shared beyond the immediate classroom, with peers, experts, or the larger community This public aspect reinforces accountability, driving students to ensure excellence in their outputs.
Table 1: Traditional Teaching Method vs Project-Based Learning cu Traditional Teaching
Description Method Project-Based Learning (PBL)
F (neuses on ro Emphasizes holistic understanding
: m and the application of knowledge in
Learning acquisition of isolated real-world contexts (Thomas, 2000) facts (Smith, 1982) ; ,
Teach h ca, Or acts as the Students seek information from
Role of the primary source of
R : diverse sources including real-world
Usually structured with predetermined outcomes (Brown, 1987).
Flexible and often evolves based on students' decisions and discoveries (Helle et al., 2006).
Encourages group work and collaboration (Slavin, 1995).
Assessments are often standard tests/quizzes (Green, 1989).
Assessments are performance- based, often including projects, presentations, and real-world applications (Dole, S., Bloom, L., & Doss, K K., 2017).
PBL offers numerous benefits to students One of the main advantages of PBL is that it greatly increases student engagement When students are presented
13 with projects that are interesting and relate to the real world, they often find learning to be more meaningful This leads them to be more involved in their learning process, making the experience more relatable and exciting (Blumenfeld et al., 1991).
Besides keeping students interested, PBL also challenges them to think deeply, allowing them to develop their critical thinking and problem-solving abilities They learn to look at complex situations and come up with innovative solutions This approach makes them understand concepts better and apply their knowledge in practical ways (Thomas, 2000).
Moreover, teamwork is a central aspect of PBL Students often need to work together on projects, which helps them improve their skills in communication and collaboration By working in groups, students also learn to understand and respect different perspectives, which is essential for their personal and professional growth (Helle et al., 2006).
Another benefit of PBL is that it encourages students to learn independently. They develop skills that help them set their goals, research on their own, manage their time, and take charge of their learning journey These abilities are not just important for their school years but are essential for life as they continue to learn and adapt to the world around them (Bell, 2010).
PBL projects often combine elements from different subjects This shows students how everything they learn is connected and how different areas of study come together in the real world Such an approach helps students see the importance and relevance of what they are learning (Thomas, 2000).
An added advantage of PBL is that it helps students remember what they've learned for a longer time Because they are actively involved and apply their knowledge, they understand and remember the information better (Blumenfeld et al., 1991).
Real-world problems are typically at the heart of PBL projects This helps students understand how what they learn in school can be used in real life, preparing them better for the challenges they will face outside the classroom (Bell, 2010).
Furthermore, as many PBL projects end with a presentation, students also get better at sharing their ideas with others, which boosts their confidence.
PBL also pushes students to think differently and come up with new solutions This encourages creativity and prepares them to think in innovative ways when they face new challenges (Helle et al., 2006) Lastly, because students are responsible for their projects in PBL, they learn to be more responsible and accountable for their work, ensuring it is complete and of good quality.
2.3.4 Disadvantages and Possible Limitations of PBL
Like all other teaching methods, PBL has both good and not-so-good points. One of the challenges with PBL is that it takes a lot of time (Thomas, 2000). Because projects can take a while, sometimes teachers might not cover as many topics as they would in a regular class This approach also means teachers need to be good at planning and organizing It can be hard for teachers, especially if they're new or not used to this way of teaching (Bell, 2010).
eeeeescecesecesseceseeesneceseeceseeceaecsscecesceceaeceaecesceceseecaeeenecnseeceseeseaeeseneeneaees 16 2.4.1 Theoretical Foundations of PBL in Language Learning
METHODOLOGY ng ng giết 23 KG n8 na
Data Collection ẽnStTU€TIES - s5 s1 19001930 9119 1 91 vn ng nến 24 1 (vi 0 5
This chapter explores into the analysis of the data collected during the action research study on PBL in vocabulary acquisition It aims to present a clear and detailed interpretation of the results from the various data collection instruments used, including vocabulary tests, questionnaires, observations, and reflection journals.
The pre-test and post-test scores provide quantitative data on the students’ vocabulary knowledge before and after the PBL intervention.
Before beginning the project-based learning activities, a pre-test was given to the students This test aimed to find out how much the students already knew about the vocabulary for environment and ecotourism The results from this pre-test showed that the students had a fair understanding of the words they would be working with during the project On average, the scores were about halfway on the scale that was used for scoring, which suggested that there was a good chance for the students to learn and improve.
The scores from individual students varied, with some scoring higher and others lower These variations highlighted the different starting points of each student in terms of their vocabulary knowledge The pre-test provided a clear picture of the students’ initial vocabulary levels, and these scores were going to be used to compare with the results after the project-based learning activities to see how much the students had improved.
The pre-test was a critical step in the research as it set the baseline for measuring the impact of the project-based learning on students' vocabulary acquisition It was designed carefully to cover the key vocabulary from the units that would be the focus of the learning activities The test was created by expert teachers to make sure it was suitable for tenth graders and matched what they were supposed to be learning according to their curriculum.
FINDINGS .- HH nàng HH Hy 32 4.1 Vocabulary Test RẹâSUẽ(S - - + E1 TH HH ng 32 4.1.1 Pre-test FInInS .- - óc c1 HH TH HH net 32
This chapter explores into the analysis of the data collected during the action research study on PBL in vocabulary acquisition It aims to present a clear and detailed interpretation of the results from the various data collection instruments used, including vocabulary tests, questionnaires, observations, and reflection journals.
The pre-test and post-test scores provide quantitative data on the students’ vocabulary knowledge before and after the PBL intervention.
Before beginning the project-based learning activities, a pre-test was given to the students This test aimed to find out how much the students already knew about the vocabulary for environment and ecotourism The results from this pre-test showed that the students had a fair understanding of the words they would be working with during the project On average, the scores were about halfway on the scale that was used for scoring, which suggested that there was a good chance for the students to learn and improve.
The scores from individual students varied, with some scoring higher and others lower These variations highlighted the different starting points of each student in terms of their vocabulary knowledge The pre-test provided a clear picture of the students’ initial vocabulary levels, and these scores were going to be used to compare with the results after the project-based learning activities to see how much the students had improved.
The pre-test was a critical step in the research as it set the baseline for measuring the impact of the project-based learning on students' vocabulary acquisition It was designed carefully to cover the key vocabulary from the units that would be the focus of the learning activities The test was created by expert teachers to make sure it was suitable for tenth graders and matched what they were supposed to be learning according to their curriculum.
After completing the project-based learning activities, a post-test was administered to measure the students' vocabulary knowledge The results from this post-test were quite revealing, showing a clear improvement in the students' ability to understand and use the vocabulary related to environment and ecotourism.
The scores from the post-test were higher across the board, with every student showing progress from their initial pre-test results The average score increased, indicating that the project-based learning approach had a positive impact on the students' vocabulary acquisition This was an expected outcome, given the immersive and interactive nature of project-based learning, which is known to be effective in enhancing language comprehension and usage.
The individual scores from the post-test also displayed less variation than the pre-test scores, suggesting that students who had lower starting points were able to catch up with their peers This is an important aspect of project-based learning, as it not only enhances overall performance but also helps to narrow the gap between different levels of learners.
The post-test served as a crucial tool in quantifying the vocabulary improvements made by students Just like the pre-test, it was carefully designed to be aligned with the learning objectives and the curriculum The positive results from the post-test provided a strong indication that the methods used in project-based learning were effective in enhancing students' vocabulary knowledge and their ability to use new words in the correct context.
To statistically analyze whether PBL intervention had a significant impact on the students’ vocabulary acquisition, a t-test was carried out by comparing the average scores from the pre-test and post-test, the t-test helps understand if the observed differences in students’ performance are likely due to the PBL activities rather than occurring by chance This statistical method provides a rigorous means to evaluate the effectiveness of the teaching approach used in the study.
The findings from the t-test indicate a significant improvement in the vocabulary scores of the students after the project-based learning intervention The mean difference between the pre-test and post-test scores was 1.950 This positive difference signifies that, on average, students’ vocabulary scores improved by this amount after the project-based learning activities The p-value obtained from the t- test is far below the standard threshold of 0.05 for statistical significance This low p-value strongly suggests that the observed improvements in vocabulary scores were not due to random chance but can be attributed to the project-based learning intervention.
In summary, the t-test results provide strong statistical evidence supporting the effectiveness of project-based learning in enhancing vocabulary skills among the students in this study The data shows a clear and statistically significant improvement from the pre-test to the post-test, affirming the positive impact of the instructional approach used.
The detailed comparative analysis of the pre-test and post-test scores from the PBL intervention brought to light several critical insights:
The study began with students taking a pre-test to assess their initial level of vocabulary knowledge After completing the project-based learning activities, they took a post-test The results showed a positive trend On average, students scored higher on the post-test compared to the pre-test This increase in scores suggests that the students’ knowledge of vocabulary improved during the project-based
34 learning period The higher post-test scores point to the conclusion that the project- based learning activities were effective in enhancing the students' vocabulary.
Upon examining the results more closely, individual students' scores showed a pattern of improvement This was consistent among students of all proficiency levels, indicating that the Project-Based Learning approach was beneficial for everyone, not just a select few For instance, one student who began with a pre-test score of 4.9 out of 10 managed to increase their score to 7.8 in the post-test. Another student's score went from 6.8 to 8.1, demonstrating substantial growth. These examples highlight the individual progress made, which collectively contributes to the overall success of the PBL method in enhancing vocabulary knowledge.
The data analysis revealed an encouraging trend among the lower-achieving students at the start of the study These students, who had scored lower on the initial pre-test, showed considerable progress by the end of the Project-Based Learning activities For example, one student, who initially scored a modest 4.5 on the pre- test, improved their score to 7.6 on the post-test Another student's score rose from 4.7 to 7.9, which is a noteworthy improvement These instances underline the effectiveness of PBL in providing the necessary support to students who may find conventional vocabulary learning methods challenging The hands-on and engaging nature of PBL appears to have a pronounced impact on these learners, facilitating a more robust grasp and retention of vocabulary.
In examining the performance of high-achieving students, the post-test results were particularly telling These students, who had demonstrated a strong command of vocabulary in the pre-test, either sustained their high scores or surpassed them in the post-test, suggesting that PBL is effective in reinforcing already solid vocabulary knowledge For instance, a student who scored an