STATEMENT OF AUTHORSHIP I certify that the thesis entitled EFL High School Teachers’ and Students’ Perceptions of Project-Based Learning in English Classes is my original work.. This st
INTRODUCTION
Rationale
English serves as a vital bridge connecting people globally and is essential for success in various fields A key concern for educators is equipping students to apply English in real-life situations In response, Vietnam's Ministry of Education and Training (MOET) emphasizes the importance of student-centered teaching, where educators act as facilitators, organizers, and advisors This approach fosters creativity, problem-solving skills, and self-directed learning among students.
Erdem & Demirel (2002) highlight the dual role in education, where teachers serve as supportive leaders guiding students, while students are encouraged to engage actively in their learning journey This active involvement includes conducting research, connecting their studies to real-world contexts, and constructing their own knowledge Through this process, students develop essential skills such as independence, responsibility, cooperation, and critical thinking.
Project-Based Learning (PBL) is an effective educational approach that emphasizes student engagement through real-world problem-solving, and it has gained recognition in 21st-century education Numerous global studies, including those by Nguyen (2011), highlight its efficacy Although PBL is often seen as a modern method, Simpson (2011) notes that it has historical roots, dating back to the mid-1800s when David Snedden introduced it in American agriculture science classes Unlike traditional teaching methods, PBL prioritizes student-centered, interdisciplinary, and integrated learning experiences that connect to real-life contexts (Bender, 2012).
Project-Based Learning (PBL) is a dynamic instructional method that significantly enhances student motivation, problem-solving abilities, research skills, collaboration, and language awareness (Thomas, 2000) It serves as an effective alternative teaching approach, encouraging students to actively engage with real-world challenges (Helle et al., 2006; Harris, 2014) To ensure successful implementation of PBL in educational settings, increased practice and emphasis on this approach is essential (Alan & Stoller, 2005).
In 2008, the Prime Minister of Vietnam signed Decision No 1400/Q-TTG, launching the "Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020" project, which aims for Vietnamese students to achieve proficiency in foreign languages by 2020 for effective communication in a multicultural environment This language proficiency is seen as a crucial competitive advantage for the nation's industrialization and modernization efforts To support this initiative, Decisions 441/QD-BGDĐT and 442/QD-BGDĐT approved a list of English textbooks for grades 10 and 11, effective January 2022, including titles like Global Success and Explore New Worlds, with most high schools in Binh Dinh Province opting for Global Success The curriculum emphasizes developing students' communicative competence through reading, writing, speaking, and listening skills, featuring a distinctive "Project" section in each unit that employs Project Based Learning (PBL) to engage students with real-life topics and practical language application.
Numerous studies have explored the global implementation of Project-Based Learning (PBL), highlighting its advantages for both educators and learners (Rochmahwati, 2015) Research has also examined teachers' perspectives on PBL (Habók & Nagy, 2016) and the attitudes of students toward this instructional approach (Kaldi et al.).
2011) These studies aimed to highlight the impact of PBL on students' life skills, academic achievement, and motivation, as well as teachers' and students' perceptions of PBL
In the Vietnam context, there has been a growing interest in PBL research within higher education institutions, including universities (Nguyen, T.V.L., 2011; Truong, T.T.C.,
While previous studies have explored the advantages of project-based learning (PBL) on high school students' English skills and the challenges faced by teachers implementing PBL, there remains a notable gap in research regarding the perceptions of both teachers and students towards PBL in high schools in Binh Dinh province.
To enhance the effectiveness of Project-Based Learning (PBL) in high school English classes, it is essential to explore the perspectives of both teachers and students Gaining insights into their experiences with PBL will allow for the refinement of methodologies tailored to diverse learner needs, ultimately resulting in improved educational outcomes and heightened student motivation in Binh Dinh's English classrooms.
Aim and Objectives
The primary goal of this study is to investigate teachers’ and students’ perceptions of the application of project-based learning in high school EFL classes
The study was conducted in an endeavor to:
1 Investigate teachers’ perceptions about the benefits and difficulties of the application of project-based learning in high school EFL classes
2 Explore students’ perceptions about the benefits and difficulties of the application of project-based learning in high school EFL classes
Research questions
To achieve the above objectives, the study aimed to address the following research questions:
1 What are teachers’ perceptions about the benefits and difficulties of the application of project-based learning in high school EFL classes?
2 What are students’ perceptions about the benefits and difficulties of the application of project-based learning in high school EFL classes?
Scope of the study
The research was carried out with the participation of 53 English teachers and
A study involving 200 students across 17 high schools in Binh Dinh Province explored their perceptions of Project-Based Learning (PBL) Due to constraints related to time, resources, and data availability, the research focused specifically on the perceived benefits and challenges of PBL from the perspectives of both teachers and students Consequently, the generalizability of the findings is limited, and they may not accurately represent the views of all English teachers and students in Vietnam.
Significance of the study
This study centers on the perceptions of teachers and students, aiming to provide valuable insights from both theoretical and practical educational perspectives.
This study emphasizes the significance of understanding teachers' and students' perceptions of Project-Based Learning (PBL) in English classes By exploring the benefits and challenges associated with PBL, the research aims to provide valuable insights that can enhance its integration into language teaching Ultimately, the findings are expected to encourage both teachers and students to effectively adopt PBL in their educational practices.
This study's findings can significantly benefit teachers, students, and researchers by enhancing teachers' awareness of their perceptions regarding the use of Project-Based Learning (PBL) in English classes Consequently, educators may be motivated to implement PBL more effectively Additionally, this research serves as a valuable reference for English teachers and others interested in integrating PBL into their teaching practices.
This study highlights the significance of project-based learning (PBL) for students, emphasizing the need to identify potential challenges they may face By understanding these obstacles, students can proactively seek assistance from teachers, schools, and peers, enabling them to navigate difficulties more effectively This proactive approach allows for better adjustment and application of PBL methods, ultimately maximizing educational benefits.
Understanding the challenges faced by teachers and students is crucial for researchers, as it can inform policy-makers, educators, and PBL theorists in creating effective and enjoyable educational programs The insights gained from this research will also provide a valuable reference for future studies in this area.
Organization of the study
The thesis is organized into five chapters:
Chapter 1 introduces the study's rationale, aims, objectives, research questions, scope, significance, and overall thesis organization Chapter 2 presents a literature review that defines key concepts and offers an overview of related works, establishing the theoretical foundation for the study.
Chapter 3, Methodology, details the research methods, design, participants, instruments, and the procedures for data collection and analysis
Chapter 4, Findings and Discussion, presents and analyzes the collected data to answer the research questions, summarizes the findings, and offers a thorough discussion of the results
Chapter 5, Conclusion and Implications, summarizes the study's outcomes and provides implications and suggestions for further research.
LITERATURE REVIEW
Teachers’ and Students’ Perceptions
Perception is a complex interplay of physical, psychological, and physiological factors Jalilah (2010) expanded the concept of perception in education, defining it as an individual's understanding, beliefs, and emotions shaped by their learning experiences This multifaceted view highlights the significant role of personal experiences in shaping how individuals perceive and engage with educational content.
In 2020, perception emerged as a vital element in shaping our reactions to the world, influencing our awareness and understanding of our environment According to Ajzen & Fishbein (2005), perception is a learned tendency that significantly impacts individuals' consistent responses, whether favorable or unfavorable Understanding the perceptions of both teachers and students is essential, as it plays a critical role in the educational experience and outcomes.
The significance of teachers' and students' perceptions in the realm of education is profound, shaping the very fabric of instructional practices and overall learning experiences
Teachers' perceptions, shaped by their background knowledge and life experiences, lead to a variety of individual perspectives that influence their actions in and out of the classroom These beliefs impact how teachers respond to challenges and make decisions, highlighting the significant role personal views play in guiding their choices and behaviors.
Understanding teachers' beliefs is crucial for enhancing teaching practices and guiding principles (Yu, 2004) Examining these mental experiences provides deeper insights into language instruction (Jia, 2004) By analyzing educators' views, improvements in instructional methods can be made, leading to a better understanding of classroom dynamics and ultimately enhancing the student learning experience (Borg, 2006).
Students' perceptions are vital in the teaching and learning process, significantly influencing their engagement and motivation (Sidhu, 2003) These perceptions shape their learning experiences and attitudes toward subjects (Grant, 2002), allowing teachers to create supportive environments tailored to individual needs (Borg, 2006) Furthermore, students' views on their progress and abilities affect their self-efficacy and willingness to tackle challenges (Fadillah, 2019) Ultimately, students' perceptions impact their language acquisition approaches and responses to teaching, with dissatisfaction potentially leading to a loss of interest in learning.
The integration of teachers' and students' perceptions is crucial in the teaching and learning process, as highlighted by Merillo & Domingo (2019), who found that these perceptions influence instructional practices, decision-making, and attitudes toward learning Fadillah (2019) categorized perceptions into positive and negative types, with positive perceptions being constructive and negative perceptions reflecting contrasting reactions The interpretation of information significantly affects whether a perception is deemed positive or negative Additionally, Bodenhausen & Hugenberg (2009) emphasized the strong link between perception and practice, indicating that to understand behavior, one must also comprehend the underlying perceptions.
Research indicates that the beliefs of both teachers and students significantly impact classroom practices (Phipps, 2009; Borg, 2006) Phipps (2009) highlights that these practices are influenced by various belief systems encompassing information, attitudes, values, expectations, theories, and assumptions regarding teaching and learning Gaining insights into teacher and student cognition is essential for enhancing teaching methodologies, especially in Project-Based Learning (PBL).
Project-based learning (PBL) Project-based learning (PBL)
2.2.1 Definition of Project-based learning
Project-Based Learning (PBL) is a student-centered educational approach focused on producing tangible outcomes, as defined by Fried-Booth (2002) It emphasizes interdisciplinary collaboration, student accountability, and the teacher's role as a facilitator, as highlighted by Baysura et al (2016) Additionally, Thomas (2000) describes PBL as an organizational framework centered around projects, reinforcing its dynamic nature in the learning process.
Project-Based Learning (PBL) is a student-centered educational approach that involves learners engaging in sequential authentic tasks that lead to a final project (Fragoulis & Tsiplakides, 2009) This method emphasizes experiential learning and the importance of research in the learning process (Petersen & Nassaji, 2016) Furthermore, PBL facilitates the construction of knowledge among learners, fostering deeper understanding and retention (Tamim & Grant, 2013) As noted by Doppelt (2003) and Bender, PBL serves as a powerful tool in modern education.
(2012), is a constructivist strategy fostering collaborative problem-solving within authentic contexts
Project-Based Learning (PBL) is a student-centered and collaborative educational approach that emphasizes active engagement between learners and educators (Wang, 2020) In PBL, teachers facilitate the learning process while students take an active role in their education (Wongdaeng & Hajihama, 2018) Key criteria for effective PBL include a focus on both process and product-oriented learning, integration of skills, collaborative group work, and student accountability (Thomas, 2000) Additionally, PBL is characterized by three essential features: addressing authentic problems, promoting learner autonomy, and fostering teamwork among students.
Project-Based Learning (PBL) is an innovative educational approach centered on projects that enhances learner autonomy, collaboration, and critical thinking in real-world contexts (Wang, 2020) By engaging in meaningful projects, students experience personalized and relevant learning, which fosters deep understanding and motivation (Wongdaeng & Hajihama, 2018) PBL not only cultivates problem-solving skills but also promotes authentic learning experiences where learners can plan, execute, and assess their work beyond the classroom (Ulrich, 2016; Essien, 2018).
Project-Based Learning (PBL) is an engaging educational approach that enhances student comprehension through hands-on projects This method effectively integrates various learning elements, making it a valuable tool for teachers, schools, and organizations aiming to deliver high-quality PBL experiences.
Stoller (2016) identified six main features of PBL: content learning, students at the center, thriving collaboration, authentically integrated skills, tangible end products, and a motivating, stimulating, empowering, and challenging environment
Larmer & Mergendoller (2015) emphasize the "Gold Standard PBL," a research-based framework developed by the Buck Institute for Education (PBLWorks) that focuses on essential knowledge, understanding, and success skills in project-based learning (PBL) This framework consists of seven critical elements: (1) a challenging problem, (2) sustained inquiry, (3) authenticity, (4) student voice and choice, (5) reflection, (6) critique and revision, and (7) a public product These elements collectively provide a robust structure for enhancing PBL in educational settings.
This diagram illustrates the essential elements of project design Source: Larmer & Mergendoller, 2015, as cited in www.pblworks.org
Figure 2.1 illustrates 7 key project design elements:
1 Challenging Problem or Question: Projects start with a meaningful problem or question
2 Sustained Inquiry: Students continuously explore, research, and apply knowledge
3 Authenticity: Projects address real-world issues relevant to students
4 Student Voice and Choice: Students have freedom in project decisions and expression
5 Reflection: Learning is enhanced through ongoing reflection
6 Critique and Revision: Feedback is used to improve project outcomes
7 Public Product: Projects culminate in a shared product presented to the community These features not only emphasize learning objectives and standards but also nurture vital skills such as critical thinking, communication, problem-solving, collaboration, and project management Students collaborate in groups, select research topics, and produce diverse projects tackling real-world issues, meeting subject criteria while showcasing individual achievements.
Teachers’ and Students’ Roles in PBL
In Project-Based Learning (PBL) English classrooms, teachers transition from traditional information providers to co-learners alongside students, as outlined by Tamim & Grant (2013) Initially, teachers foster student engagement in discussions about project themes, methodologies, scheduling, and outcomes Acting as facilitators and evaluators, they provide essential guidance and feedback during presentations, ensuring successful PBL implementation The dynamic nature of PBL, built on flexibility and thorough planning, creates a unique learning environment where teachers may become learning peers with their students The importance of students in PBL is highlighted by Murchú (2005), who identifies their roles as self-directed learners, team collaborators, and knowledge leaders Students select topics that resonate with their experiences, take responsibility for their learning, and collaborate towards shared goals, feeling empowered by their contributions, as noted by Alan & Stoller (2005), who emphasize that the success of the project relies on dedication and collective effort.
In Project-Based Learning (PBL), both teachers and students play vital roles, requiring a flexible interaction for effective engagement Teachers act as facilitators, advisors, and knowledge experts, while students take on active roles as self-directed learners, team collaborators, and knowledge leaders.
The implementation of project lessons in the English Textbooks
The English 10 & 11 program, designed in accordance with Circular No 32/2018/TT-BGDĐT, utilizes the Global Success textbooks to promote competency development and communicative language teaching methods This program adopts a holistic, systematic, and theme-based curriculum aimed at enhancing students' language skills—listening, speaking, reading, and writing—while fostering communicative competence Students are guided to achieve level three of the Vietnamese Foreign Language Competence Framework, equivalent to B1 in the Common European Framework of Reference for Languages Each unit consists of eight lessons, focusing on central topics, including Getting Started, Language, Reading, Speaking, Listening, Writing, Communication & Culture, and Looking Back & Project The Global Success textbooks emphasize independent and collaborative learning, effectively assessing student progress and encouraging task-oriented teaching.
The project-based learning approach is utilized to enhance student engagement and skill development, with projects aligned to the themes of each unit This method reinforces language knowledge from lessons while cultivating essential skills in listening, speaking, reading, and writing Furthermore, it promotes soft skills such as teamwork, time management, presentation abilities, and information retrieval The overarching goal is to foster comprehensive development in both character and competence, enabling learners to effectively communicate in foreign languages and apply their language skills in real-world contexts (Hoang, V V., 2015).
The project aims to enhance student autonomy and promote collaborative learning through task-oriented teaching, fostering strong interpersonal relationships among peers The English 10 and English 11 - Global Success projects are designed for straightforward implementation and offer diverse presentation formats, encouraging active and creative engagement from learners According to the 2018 General Education Program for English, these initiatives are specifically tailored for 10th and 11th-grade students.
The following Table 2.1 and Table 2.2 summarize the lesson topics and project tasks of the new “Tiếng Anh 10” and “Tiếng Anh 11” textbooks
Lesson Topics and Project Tasks in Tieng Anh 10 – Global Success
Topics Lesson topics Project tasks
Our life Unit 1: Family life Doing research on Family Day in Viet Nam or other countries Unit 2: Humans and the
Planning activities for a Go Green Weekend event
Unit 3: Music Doing research on traditional music in Viet
Nam or another country Our society Unit 4: For a better community
Finding information about a volunteer project in your community
Unit 5: Inventions Collecting information about an existing invention or creating a new one for the classroom
Our future Unit 6: Gender equality Doing a survey about which of the jobs is the least popular among the boys and the girls
Unit 7: Vietnam and international organisations
Doing research on an international organisation
Unit 8: New ways to learn Doing a survey to find out how students use electronic devices to learn
Finding information about local or international environmental organisations Unit 10: Ecotourism Designing an ecotour for a tourist attraction in your local area
Lesson Topics and Project Tasks in Tieng Anh 11– Global Success
Topics Lesson topics Project tasks
Our life Unit 1: Along and healthy life
Designing a poster about healthy habits
Unit 2: The generation gap Carrying out a survey to find out generational differences in families Unit 3: Cities of the future Designing a poster about the ideal city of the future Our society Unit 4: ASEAN and Viet
Doing research about an ASEAN member
Unit 5: Global warming Carrying out a survey to find out how local people try to limit global warming
Our future Unit 6: Preserving our heritage
Proposing ways to preserve a type of heritage Unit 7: Education options for school-leavers
Doing research on an educational institution
Creating a detailed plan to develop a life skill Our environment
Unit 9: Social issues Planning an awareness campaign about a social issue Unit 10: The ecosystem Designing a poster about a local ecosystem and how to restore/ protect it
Students engage in surveys and research to gain insights about their family, friends, and neighborhood, as well as to broaden their understanding of the world in the Project section This collaborative work fosters teamwork skills and enhances team spirit Most project tasks are conducted outside of class, at home, or during breaks, although teachers may allocate class time for students to present their findings.
Students should begin preparing for their final project immediately after the first lesson, once they have grasped the topic and key language points The teacher will outline the project requirements and preparation strategies, introducing three main project types: research projects for information gathering, surveys for data collection and presentation, and design projects for creating new concepts Emphasizing the importance of both the final product and the process, teachers can structure preparations into phases based on the project type, allowing for effective monitoring and support throughout the students' work.
The English 10 & 11 – Global Success textbooks introduce innovative assessment methods that blend comments with scores to effectively evaluate students' comprehension and application of English skills Continuous assessment is integrated throughout the learning process, utilizing diverse techniques such as questioning, writing, presentations, practical activities, and learning product evaluations Students' project presentations are assessed through a collaborative approach involving self-assessment, peer assessment, and teacher feedback To enhance preparation, peer and self-assessment sheets are provided in advance, enabling students to identify challenges and areas for improvement.
The following Table 2.3 and Table 2.4 give the suggested checklist for self- assessment and peer assessment
Suggested Checklist for Assessment for Self-Assessment (Hoang, V V., 2015)
Suggested checklist for self-assessment: Tick where appropriate
I cooperated with my group members when delivering the talk
I used some photos/pictures to illustrate my ideas
I concluded my part of the talk
Our presentation included the following information about the topic
Suggested Checklist for Assessment for Peer Assessment (Hoang, V V., 2015)
Suggested checklist for peer assessment Tick where appropriate
The group representative(s) spoke clearly and naturally
The group representative(s) explained the poster well
The group representative(s) answered all questions
The poster is well-organized
The poster covers the main points
The poster is visually attractive and includes appropriate images
There are no spelling or grammar mistakes
The project section in Lesson 8 serves as a comprehensive review, allowing teachers to assess students' progress in pronunciation, vocabulary, grammar, and skills
In conclusion, project lessons are integrated at the end of each unit, aligning with the unit's theme to enhance students' language knowledge and develop essential skills Students will cultivate four key skills, alongside soft skills such as teamwork, presentation, and research abilities To create an outstanding project, individuals or groups must gather diverse information from various sources, including books, newspapers, and the Internet Preparation involves planning and assembling creative materials to ensure the project is engaging and visually appealing Presentations can take various forms, such as posters, videos, PowerPoint slides, mini-shows, game shows, or photo exhibitions Following the presentation, students should be encouraged to share insights and messages related to the project's topic.
Benefits of Project-Based Learning
Project-Based Learning (PBL) offers significant benefits for educators, enhancing student learning outcomes and fostering professional growth By implementing PBL, teachers can improve their teaching strategies and overall classroom effectiveness This innovative approach not only elevates the educational experience for students but also empowers teachers to refine their skills in a dynamic learning environment.
PBL offers a plethora of benefits for teachers It catalyzes fostering their professional development and enhancing student learning outcomes
Project-Based Learning (PBL) significantly enhances teachers' professional development by promoting innovative teaching strategies and improving classroom dynamics EFL educators recognize PBL as a valuable tool for assessing students' language proficiency, fostering student-centered approaches, and incorporating diverse media to create engaging learning environments Additionally, PBL empowers teachers with autonomy and flexibility in their teaching practices, enabling them to innovate and adapt to the changing needs of their students.
Enhancing student engagement and skill development
Project-Based Learning (PBL) enhances student learning outcomes by enabling teachers to facilitate comprehensive language skill development while fostering critical thinking and problem-solving abilities (Doppelt, 2003; Hoang, T.H.X., 2017; Al-Busaidi & Al-Seyabi, 2021) Educators acknowledge PBL's effectiveness in engaging students through practical, real-world tasks, allowing learners to create knowledge through hands-on experiences, which boosts motivation and relevance in language learning (Fragoulis & Tsiplakides, 2009; Sartika et al., 2022) Additionally, PBL promotes the seamless integration of language skills, supporting learners' language and professional development and fostering holistic language proficiency (Petersen & Nassaji).
Project-Based Learning (PBL) is a transformative approach that enhances the professional development of EFL teachers while promoting comprehensive student growth By adopting PBL, educators engage in ongoing learning and adaptation, acquiring essential skills and strategies to effectively manage the challenges of 21st-century language education.
2.5.2 Benefits of Project-Based Learning for Students
PBL is a dynamic pedagogical approach that provides students with increasing motivation to learn, enhancing academic achievement and developing personal growth benefits
Increasing motivation to learn English
Project-Based Learning (PBL) effectively boosts student motivation and engagement by presenting authentic and meaningful tasks that capture their interest (Lee & Chiang, 2016) This approach allows students to participate in hands-on, experiential learning, which not only enhances their enjoyment of the educational process but also fosters intrinsic motivation (K Brown).
2015) Additionally, the interactive and collaborative nature of PBL creates a fun and engaging learning environment that stimulates students' curiosity and desire to learn (Tran
Project-Based Learning (PBL) significantly boosts academic achievement by enhancing students' language skills, including speaking, listening, reading, and writing Research, such as that by Petersen and Nassaji (2016), demonstrates that participation in project-based activities leads to substantial improvements in language acquisition Additionally, PBL promotes content knowledge acquisition through hands-on experiences, allowing students to explore subjects in depth (Lee & Chiang).
Project-Based Learning (PBL) promotes the natural integration of language skills, leading to a comprehensive understanding of the subject matter (Stoller, 2016) Additionally, research indicates that the academic advantages of PBL go beyond language acquisition, significantly enhancing overall academic performance (K Brown, 2015).
Project-Based Learning (PBL) not only enhances academic performance but also develops crucial soft skills and 21st-century competencies It fosters creative thinking by encouraging students to devise innovative solutions to real-world challenges Additionally, PBL promotes critical thinking and problem-solving skills, enabling students to analyze complex issues and formulate effective strategies Collaborative project work enhances communication and teamwork abilities, as students learn to share ideas and collaborate effectively Furthermore, PBL instills confidence and independence in learners, empowering them to take ownership of their educational journey and navigate the project process autonomously.
In conclusion, Project-Based Learning (PBL) significantly enhances academic performance while developing essential soft skills and fostering motivation in students By facilitating hands-on, experiential learning opportunities, PBL empowers learners and cultivates a positive attitude toward education Despite implementation challenges, its transformative potential makes PBL a valuable pedagogical approach for educators aiming to engage and inspire their students.
Challenges of Project-Based Learning
Project-based learning (PBL) offers many benefits, but successfully implementing it requires addressing various challenges
2.6.1 Challenges of Project-Based Learning for Teachers
Challenges of PBL for teachers encompass both internal and external factors, each presenting distinct obstacles to successful implementation
Internally, teachers grapple with issues such as time constraints, assessment methods, and a lack of understanding of PBL itself (Bell, 2010; Simpson, 2011; Du et al., 2013; Baysura et al., 2016;Nguyen, T.L & Do, T.S., 2022)
Teachers implementing Project-Based Learning (PBL) often experience significant time constraints, requiring additional time for planning, assessment, and student support (Bell, 2010) Research by Harris (2014) and Intykbekov (2017) indicates that EFL teachers in high schools frequently allocate more time to projects than to traditional lessons This situation results in a common challenge of insufficient time for project implementation within school schedules, particularly affecting educators in Vietnam (Nguyen, V.L.).
Effective group project management is crucial for engaging students and minimizing disruptive behavior, particularly in large classes (Harris, 2014; Kolodner et al., 2003) Teachers often face challenges in maintaining student engagement, which can lead to disruptions Additionally, providing timely feedback and choosing suitable assessment methods can be overwhelming for educators who are not well-versed in project-based learning (PBL) (Nguyen, T.L & Do, T.S.).
Teachers' limited understanding of Project-Based Learning (PBL) principles can significantly impede its effective implementation Du et al (2013) highlight that a lack of knowledge about PBL is a major challenge for educators Many teachers are hesitant to adopt PBL due to their unfamiliarity with the approach and uncertainty in guiding students through projects (Baysura et al., 2016) Additionally, teachers often face difficulties in formulating driving questions and linking lesson concepts within the PBL framework (Bell, 2010) Providing timely feedback and choosing suitable assessment methods can also be overwhelming for those inexperienced with PBL (Simpson, 2011).
Educators face significant challenges in implementing Project-Based Learning (PBL), primarily due to issues related to student engagement, institutional support, and access to resources (Nguyen, T.L & Do, T.S., 2022) One major hurdle is student participation, which can be affected by language proficiency and group dynamics (Harris, 2014) Additionally, fostering teamwork skills poses difficulties, particularly for students with limited English proficiency and those who struggle with independent learning (Hoang, T H X., 2017).
Inadequate support from educational institutions significantly hinders the successful implementation of Project-Based Learning (PBL), as educators often encounter resistance and a lack of essential resources (Harris, 2014) The challenges are further intensified by insufficient technological equipment and poor internet connectivity, especially in resource-limited settings (Nguyen, T.L & Do, T.S., 2022) Additionally, the limited time allocated for project work within the curriculum restricts the effectiveness of PBL initiatives (Farooqui, 2007).
Ineffective teamwork skills among students hinder the collaborative essence of Project-Based Learning (PBL), presenting significant challenges for educators Additionally, a lack of essential soft skills, including presentation and technology proficiency, exacerbates these difficulties To enhance the effectiveness of PBL in education, it is crucial to focus on five key factors: improving student language skills, ensuring institutional support, increasing resource availability, optimizing time management, and fostering soft skill development Addressing these areas will ultimately make PBL more impactful and accessible for all learners.
2.6.2 Challenges of Project-Based Learning for Students
Challenges faced by students in PBL encompass various aspects, significantly impacting their learning experiences and outcomes
Limited skills, inadequate vocabulary, weak grammar, and poor pronunciation significantly hinder language confidence, creating barriers to effective communication and comprehension in Project-Based Learning (PBL) contexts (Le V.T & Ho, H.T, 2021).
Furthermore, students often struggle with group work because they have different opinions, lack teamwork, and tend to avoid taking responsibility (Nguyen, T.L & Do, T.S.,
Negotiating and compromising in group settings can be challenging for students, especially for those who are not used to collaborative environments Additionally, the time-consuming nature of group projects complicates these difficulties, as students struggle to coordinate conflicting schedules and commitments.
In 2021, students faced challenges in technological proficiency due to inadequate access to essential equipment and limited tech skills, leading to project errors and diminished quality (Beckett, 2002) The lack of sufficient materials and technological support restricts students' engagement with project tasks, negatively impacting their learning progress and overall project outcomes (Nguyen, T.L & Do, T.S., 2022).
Students face significant challenges in project-based learning (PBL), particularly in time management, as they often spend too much time on project preparation and execution Additionally, poor presentation skills hinder their ability to effectively communicate ideas to peers and instructors These difficulties highlight the complex nature of PBL and the need for comprehensive support structures To address these issues, targeted interventions are essential to improve language proficiency, teamwork skills, and access to technological resources By recognizing and addressing these challenges, educators can enhance student learning experiences within PBL frameworks, ultimately fostering academic growth and success.
A review of previous related studies
The Project-Based Learning (PBL) method is recognized as an effective approach in foreign language teaching and learning Extensive research has been conducted globally, including in Vietnam, to explore its implementation, advantages, and challenges within educational settings.
Research by Poonpon (2011) demonstrated the advantages of Project-Based Learning (PBL) in enhancing English skills among undergraduate students majoring in Information Science The study involved 47 students who engaged in an interdisciplinary group project as part of their English course in Thai tertiary education Through semi-structured interviews, students' opinions on the project's implementation and its impact on their English proficiency were qualitatively analyzed The findings indicated that PBL is effective in improving English skills within a language classroom However, the study had limitations, including a narrow focus on a specific academic discipline and a small sample size Future research should consider broader sampling and investigate PBL's effectiveness across various disciplines in higher education.
Filippatou & Kaldi (2010) investigated the effects of Project-Based Learning (PBL) on the writing skills of English as a Foreign Language (EFL) learners In their study, 70 EFL students were split into a control group, which used traditional teaching methods, and an experimental group that engaged in PBL A pre-test was conducted prior to the intervention, and after ten sessions over two months, students were assessed on their writing abilities on a new topic The findings indicated that PBL led to significant improvements in the writing skills of the learners.
However, some challenges of PBL were also investigated by many studies For example, Harris (2014) analyzed the perceptions of middle school teachers in Pittsburgh,
A study involving 49 teachers examined the challenges of implementing Project-Based Learning (PBL) and the significance of 21st-century skills in this process Key difficulties identified included time management, compliance with state requirements, aligning with educational standards, integrating PBL into the school schedule, and designing effective project experiences While many teachers were equipped to tackle these challenges, some expressed ongoing concerns Notably, teachers believed that PBL fosters essential 21st-century skills such as communication, collaboration, creativity, innovation, and critical thinking more effectively than traditional teaching methods The research indicates that professional development could help address some of these obstacles.
Review of studies in Vietnam
In a 2023 study by Do, C.N., the advantages of Project-Based Learning (PBL) were examined in an English for Business course at a Vietnamese university The research involved observing a class of 30 students and conducting interviews with student representatives and the lecturer Findings indicated that PBL significantly contributed to personal, professional, and social development, with a strong emphasis on social growth Additionally, PBL was found to boost student motivation and enhance discipline-specific knowledge The study concluded with recommendations for improved PBL implementation in English as a Foreign Language (EFL) education and highlighted the need for further exploration of its benefits.
A study by Le V.T and Ho, H.T (2021) explored the advantages and challenges of Project-Based Learning (PBL) in English for Specific Purposes (ESP) classes for Business English majors at Ho Chi Minh City University of Technology (HUTECH) Involving 64 fourth-year students, the research utilized questionnaires, interviews, and journals Findings indicated that PBL significantly enhanced students' language skills, content knowledge, workplace abilities, self-responsibility, and motivation However, challenges such as peer-related issues, skill deficits, varying levels of English proficiency, and negative attitudes were also reported by students.
Nguyen, V.L & Nguyen, L.H.C (2019) conducted a study addressing the significant challenges of project-based learning (PBL) in English instruction The research focused on the difficulties encountered by Vietnamese high school teachers when implementing PBL methodologies in their classrooms.
A study involving 33 EFL teachers from 16 high schools in the Mekong Delta, Vietnam, identified significant challenges related to time management, project activity adaptation, student support, and project assessment The findings offer valuable insights into the successful implementation of innovative teaching approaches within the Vietnamese educational context.
Research in English Language Teaching indicates that Project-Based Learning (PBL) significantly enhances language skills while promoting creativity and critical thinking among students Although some educators have successfully adopted PBL, others encounter implementation challenges Future studies should investigate the perceptions of high school teachers and students to assess the effectiveness and obstacles of PBL in English as a Foreign Language (EFL) contexts, particularly highlighting the importance of understanding these perceptions both globally and within Vietnam.
This chapter presents a comprehensive review of the literature that establishes the theoretical and conceptual framework for the study It begins by examining the perceptions of teachers and students, defining Project-Based Learning (PBL), and outlining its key elements The chapter further explores the roles involved, reviews the integration of projects into English textbooks, and discusses the associated benefits and challenges Additionally, it highlights previous studies on PBL, identifies research gaps, and justifies the need for this research Collectively, these insights lay the groundwork for investigating EFL high school teachers’ and students’ perceptions of PBL in English classes, which will be detailed in the following chapter.
METHODOLOGY
Research Design
This study explores the perceptions of EFL high school teachers and students regarding Project-Based Learning (PBL) in English classes Employing a Mixed-Methods Design, the research integrates both qualitative and quantitative analyses to provide a comprehensive understanding of the subject.
Combining quantitative and qualitative research methods provides a more comprehensive understanding of the research problem than using either method alone (2012) Selecting the appropriate design is vital for achieving the study's objectives Quantitative research, as defined by Creswell (2014), involves statistical analysis of collected data, while qualitative research, according to Fraenkel et al (2011), captures participants' detailed insights through their experiences By integrating these approaches, my research leverages the strengths of both methods while mitigating their weaknesses, ultimately yielding reliable and valid data This integration is essential for thoroughly understanding EFL teachers' and students’ perceptions of Project-Based Learning (PBL).
The study employed a quantitative analysis method to gather and assess questionnaires regarding teachers' and students' perceptions of Project-Based Learning (PBL) in high school English as a Foreign Language (EFL) classes In addition, qualitative methods were utilized to present insights from interviews with high school English teachers and students in grades 10 and 11 across 17 high schools in Binh Dinh Province, where the "Global Success" textbooks are implemented By integrating both qualitative and quantitative approaches, the researcher effectively described, analyzed, and compared the data, successfully meeting the established objectives.
Research Setting
High schools in Binh Dinh Province have implemented the new English textbooks "Tiếng Anh 10" and "Tiếng Anh 11" (Global Success), authorized for public education by Decisions 441/QD-BGDĐT and 442/QD-BGDĐT Edited by Prof Dr Hoang Van Van and published by the Vietnam Education Publishing House, these upper secondary textbooks feature 10 units and 4 reviews, each containing eight lessons Each unit includes sections on Getting Started, Language (covering Vocabulary, Pronunciation, and Grammar), Skills (Reading, Speaking, Listening, Writing), Communication & Culture, with the final lesson focusing on Looking Back and Project.
The study was implemented with the participation of EFL 53 teachers and 200 students who have been teaching and studying English at 17 high schools in the 2023-
2024 academic year in Binh Dinh Province The reason for this choice is that both teachers and students at these high schools have been actively engaging with the
Since 2022, the "Tieng Anh 10" and "Tieng Anh 11" programs have been implemented in 17 selected high schools that partially meet the requirements of the Project-Based Learning (PBL) approach These schools include Quoc Hoc, Nguyen Thai Hoc, and Hung Vuong High Schools in Quy Nhon City; Tuy Phuoc 3 High School in Tuy Phuoc District; Nguyen Hue and Tay Son High Schools in Tay Son District; Phu My 1 and Binh Duong High Schools in Phu My District; Phu Cat 1 and Ngo Le Tan High Schools in Phu Cat District; An Nhon 2 and Nguyen Truong To High Schools in An Nhon Town; Tang Bat Ho High School in Hoai Nhon District; Vinh Thanh High School in Vinh Thanh District; Hoai An High School in Hoai An District; An Lao High School in An Lao District; and the Binh Dinh Ethnic-Minority Boarding School This study was conducted during the second semester of the 2023-2024 academic year.
Research Participants
In the 2023-2024 academic year, a study involved 53 EFL teachers from 17 high schools in both urban and rural areas of Binh Dinh Province To facilitate participation, the researcher leveraged personal connections, reaching out to former friends, teachers, and colleagues currently employed at these schools, resulting in the successful completion of questionnaires by the 53 teachers.
A total of 53 teachers were invited to participate in a questionnaire to gather comprehensive data, while a random sample of 5 EFL teachers was selected for in-depth ethnographic interviews to gain deeper insights into their experiences Participation was voluntary and anonymous, with all teachers agreeing to take part after being fully briefed on the study's goals and significance The information collected from the questionnaires is summarized in Table 3.1 below.
Background Information of the Teachers
Quy Nhon city Quoc Hoc high 3 5.7
An Nhon Town An Nhon No.2 3 5.7
Tuy Phuoc District Tuy Phuoc
Tay Son District Nguyen Hue 3 5.7
Phu My District Phu My No.1 3 5.7
Phu Cat District Phu Cat No.1 3 5.7
Hoai Nhon District Tang Bat Ho 4 7.25
Vinh Thanh District Vinh Thanh 3 5.7
Hoai An District Hoai An 3 5.7
An Lao District An Lao 3 5.7
Binh Dinh Ethnic-Minority Boarding
Table 3.1 highlights a significant gender imbalance among teachers, with 84.9% being female (45 teachers) and only 15.1% male (8 teachers) The study categorized teaching experience into four groups: less experienced (1-5 years), experienced (6-10 years), moderately experienced (11-15 years), and highly experienced (above 16 years) Participants were drawn from 17 high schools across urban and rural areas of Binh Dinh Province Notably, a large majority (77.3%) of the teachers had over five years of experience with Problem-Based Learning (PBL).
Teachers’ Time of Knowing Project-Based Learning
A study involving 53 EFL teachers assessed their familiarity with Project-Based Learning (PBL) The findings, illustrated in Figure 3.1, show a varied level of experience among the teachers The majority, 39 teachers (73.6%), have been involved with PBL for 5 to 10 years, while 13 teachers (22.6%) have engaged with it for 1 to 4 years Additionally, 2 teachers (3.8%) have over 10 years of experience with PBL This distribution highlights a continuum of engagement with PBL, reflecting a gradual accumulation of knowledge and expertise among educators over time.
After analyzing the questionnaire responses, the researcher contacted eight teachers via email, resulting in five agreeing to participate in anonymous semi-structured interviews To ensure confidentiality, the interviewees were assigned ID numbers T1 to T5 The interview questions aimed to explore the perceived advantages and challenges of Project-Based Learning (PBL) Ultimately, these interviews, involving 5 out of 53 teachers, were conducted to gather in-depth insights and validate the survey findings regarding participants' perspectives.
The present research involved a comprehensive study of 53 teachers and 200 randomly selected students from grades 10 and 11 across 17 high schools using Global Success textbooks To gather detailed data, students completed a questionnaire, and 20 of them participated in confidential interviews, identified by ID numbers S1 to S20, to gain deeper insights into their experiences This study was conducted during the second semester of the 2023-2024 academic year.
Background Information of the Students
Quy Nhon city Quoc Hoc high 10 5
An Nhon Town An Nhon No.2 10 5
Tuy Phuoc District Tuy Phuoc
Tay Son District Nguyen Hue 10 5
Phu My District Phu My No.1 10 5
Phu Cat District Phu Cat No.1 10 5
Hoai Nhon District Tang Bat Ho 15 7.5
Vinh Thanh District Vinh Thanh 15 7.5
Hoai An District Hoai An 15 7.5
An Lao District An Lao 15 7.5
N = 200 Number Percentage (%) Binh Dinh Ethnic-Minority Boarding School 10 5
A study conducted with 200 randomly selected students from 17 high schools in Binh Dinh Province highlighted a significant gender disparity among participants, with 46.5% (93 students) identifying as male and 53.5% (107 students) as female Additionally, the research found that 54% of the respondents were in grade 10, while 46% were in other grade levels.
11 After obtaining the quantitative data results, interviews were conducted with 20 volunteer students out of 200 participants 12 of the interviewees were females, while 8 were males.
Research Instruments
To conduct this research, the researcher utilized two instruments: questionnaires for gathering quantitative data and interview questions to obtain qualitative insights This approach aimed to enhance understanding of teachers' and students' perceptions regarding the implementation of Project-Based Learning (PBL) in high school English as a Foreign Language (EFL) classes.
A summary of research questions and research instruments employed to collect the data in this thesis is briefly presented in Table 3.3 below:
Research questions Instrument The number of respondents
1 What are teachers’ perceptions about the benefits and difficulties of the application
53 EFL teachers of PBL in high school EFL classes?
2 What are students’ perceptions about the benefits and difficulties of the application of PBL in high school EFL classes?
A questionnaire is an essential research instrument that comprises a sequence of questions designed to collect data from participants, especially in large-scale studies conducted within a defined timeframe (Brown, 2001).
Questionnaires are easy to construct and administer, making them convenient for both researchers and respondents Their logical organization enhances the comparison and analysis of collected data Additionally, they are effective tools for exploring perceptions, behaviors, and attitudes toward specific events As highlighted by Mackey & Gass, questionnaires are also cost-effective and efficient, enabling researchers to gather valuable insights.
(2005) Consequently, given the aim to gauge teachers' and students' perceptions with a sizable participant pool, the questionnaire emerges as the logical choice for data collection in this study
This study involved distributing questionnaires to 53 teachers and 200 students utilizing the Global Success textbooks, which feature a Project section at the end of each unit, to collect quantitative data on their perceptions of Project-Based Learning (PBL) To improve comprehension and ensure reliable data collection, some questionnaire items were reworded Two distinct versions of the questionnaire were created: one for students and another for teachers Part I of the questionnaire includes 22 questions divided into two sections; Section A gathers demographic information about teachers, such as age, gender, years of teaching English, familiarity with PBL, and school names, while Section B assesses teachers' perceptions of PBL's benefits and challenges, featuring 8 statements on its advantages and 9 statements on its difficulties.
Part II consists of 17 questions grouped into two sections Section C focuses on students' demographic background including gender, grade, experience in doing Projects, and name of their schools (4 items) Meanwhile, Section D addresses students' perceptions of the benefits and difficulties of PBL (13 items) Specifically, Section D includes 8 statements on students' perceptions of PBL's benefits (items D1- D8) and 5 statements on its difficulties (items D9-D13)
To address the research questions, we developed sections B and D utilizing a five-point Likert scale—ranging from strongly disagree to strongly agree This widely recognized scale is effective for measuring intervals and is frequently employed in educational research Participants assessed how well each statement applied to them using this 5-point rating system.
To facilitate understanding, all questions were presented in Vietnamese, and the questionnaires were distributed a day ahead of time to give participants sufficient opportunity and privacy for thoughtful responses Participants were urged to share their opinions candidly, with the assurance that their personal information would remain confidential.
To evaluate the reliability of the questionnaires, Cronbach's alpha was calculated to assess internal consistency, indicating the correlation among items within each section and the overall scale The reliability test results, analyzed using SPSS, are detailed in the following tables.
Reliability of the Scale Measurement
(Source: George and Mallery as cited in Joseph, 2017
In accordance with Nully (as cited in Weda, 2017), a questionnaire is considered reliable and valid when Cronbach's Alpha exceeds 0.60 In this study, both the students' and teachers' questionnaires demonstrated Cronbach's Alpha values above this threshold, affirming their reliability and validity Items with a "Cronbach's alpha if item deleted" value greater than the current Cronbach's Alpha were excluded from the analysis The reliability analysis yielded Cronbach's Alpha values of 834 for 17 items assessing teachers' perceptions of PBL and 926 for 13 items evaluating students' perceptions of PBL, indicating that the scale of all items is reliable, as shown in Tables 3.5 and 3.6.
The Reliability of Teachers’ Questionnaire
The Reliability of Students’ Questionnaire
Questionnaires have limitations as data collection tools in research, as they may overlook valuable insights from participants To address this issue, semi-structured interviews were utilized alongside the questionnaires to gather more comprehensive data.
This study utilized a dual-method approach to collect data on the perspectives of teachers and students regarding Project-Based Learning (PBL) in English language classrooms, combining quantitative insights from questionnaires with qualitative depth from follow-up interviews.
Qualitative research, as highlighted by Richards (2003), often employs open-ended, non-numerical data analyzed through non-statistical methods, with interviews playing a vital role in obtaining deeper insights This approach not only validates questionnaire findings but also gathers reliable information by encouraging participants to articulate their perspectives Denscombe (2008) emphasizes that interviews concentrate on specific issues, enabling interviewees to elaborate on relevant topics, thereby enriching the research process.
(2003) categorize interviews into three types: unstructured, semi-structured, and structured
This study utilized semi-structured interviews to explore the perspectives of teachers and students on the integration of Project-Based Learning (PBL) in English classrooms Out of 53 EFL teachers and 200 students, 5 teachers and 20 students were interviewed, providing valuable insights into the advantages and challenges associated with PBL, as detailed in the accompanying tables.
Background Information of the Group of Interviewed Teachers
No Name High School Place Year(s) of teaching experience
Timeline for the data gathering
Quy Nhon City 6-10 years March 18, 2024
An Nhon Town 1-5 years March 20, 2024
Phu Cat District 6-10 years March 24, 2024
Tuy Phuoc District 11-15 years March 25, 2024
Vinh Thanh District Over 16 years March 28, 2024
Background Information of the Group of Interviewed Students
No Name School Place Grade Timeline for the data gathering
Nguyen Thai Hoc High School
5 S5 Nguyen Truong An Nhon 10 March 13, 2024
No Name School Place Grade Timeline for the data gathering
20 S20 Binh Dinh Quy Nhon 11 March 17, 2024
No Name School Place Grade Timeline for the data gathering Ethnic-Minority
The interviews focused on the benefits of Project-Based Learning (PBL) in English classes and the challenges faced during its implementation This approach revealed both the positive effects and the hurdles of PBL, providing crucial insights for enhancing its effectiveness to achieve improved educational outcomes.
The researcher carefully documented interviews in both written and spoken formats, employing a conversational style to create a neutral and engaging atmosphere By actively listening and acknowledging participants' responses, the researcher, drawing inspiration from Wengraf (2001), encouraged elaboration and clarification, resulting in more comprehensive data.
Data collection procedure
In the second semester of the 2023-2024 school year, a study was conducted focusing on projects within the Tieng Anh 10 and Tieng Anh 11 curricula, with data collection taking approximately one month.
The questionnaires were distributed to 53 EFL teachers and 200 students across 17 high schools in Binh Dinh Province The questionnaires were delivered in hard copies or via Google Forms
Separate questionnaires were designed for teachers and students to enhance clarity and ensure participants could fully comprehend the questions, leading to more accurate responses The procedures for collecting quantitative data in the research settings are illustrated in Figure 3.2 below.
Quantitative data (Questionnaires) Quantitative analysis
The researcher conducted semi-structured interviews with 25 participants, including 5 teachers and 20 students from 20 EFL classes across 17 high schools in Binh Dinh Province, to explore their perceptions of Project-Based Learning (PBL) The interviews, consisting of 2 questions aligned with the research objectives, were conducted either in person or over the phone, allowing participants to express their views comfortably in Vietnamese Responses were tape-recorded and transcribed while maintaining confidentiality through coded identities, with teachers labeled as T1 to T5 and students as S1 to S20 The qualitative data collection procedures are illustrated in Figure 3.3.
Procedure for Data Analysis
The responses from the questionnaires were transformed into numerical codes for analysis Subsequently, the data was systematically organized and input into a computer database utilizing specialized software.
Qualitative data (transcripts) Qualitative analysis
The Statistical Package for Social Sciences (SPSS) was utilized to analyze and gather quantitative data for this study A descriptive analysis of all variables was performed to offer insights into the dataset, providing clear summaries and general information that aids in understanding the distribution and spread of the data (Robson, 1997).
The qualitative data analysis of semi-structured interviews involved a systematic approach using content analysis The researcher began by thoroughly reading the transcripts to familiarize themselves with the content and categorize it into distinct groups Subsequently, the information was coded and organized into broader categories In the final step, the researcher analyzed these categories and themes to uncover relationships and connections among them.
Ethical Consideration
Ethical considerations are essential in research design, as highlighted by Lindorff (2010), emphasizing the need for researchers to protect participants and ensure the integrity of the data collected Maintaining confidentiality during transcription, data analysis, draft documentation, and publication is crucial to safeguard participants from potential risks, thereby fostering trust and ensuring responsible research practices throughout the entire process.
Summary
This chapter outlines the study's methodology, focusing on a mixed-methods approach that includes the participants and data collection instruments It details the procedures for administering questionnaires and conducting interviews, and provides a brief overview of the data analysis process The findings of the study will be presented in Chapter 4.
FINDINGS AND DISCUSSION
Teachers’ perceptions of PBL in EFL classes
The study aimed to explore teachers' perceptions regarding the benefits and challenges of implementing Project-Based Learning (PBL) in English as a Foreign Language (EFL) classrooms A questionnaire featuring 17 items was utilized to address the research question: “What are teachers’ perceptions of the benefits and difficulties of the application of PBL in high school EFL classes?” The items were categorized into two sections: one focusing on the perceived benefits of PBL and the other on the challenges teachers may face Participants rated each item on a scale from 1 to 5, reflecting their level of agreement, where 1-2 indicated disagreement, 4-5 indicated agreement, and 3 represented a neutral stance The results were analyzed to interpret teachers' perceptions of PBL in high school EFL settings.
After completing the questionnaire, teachers were invited to partake in a semi-structured interview to gather qualitative insights This approach complemented the quantitative data from the questionnaire, addressing gaps in the responses Notably, two questions were answered by 5 out of 53 EFL teachers, providing valuable perspectives on their perceptions of Project-Based Learning (PBL).
Following the data analysis and interpretation, the findings were presented using descriptive statistics, including means and standard deviations Furthermore, qualitative data from interview transcriptions enriched the discussion, providing deeper insights into EFL teachers' perspectives on the use of Project-Based Learning (PBL).
4.1.1 Teachers’ perceptions of the benefits of PBL
This study utilized a carefully designed questionnaire with eight items divided into two sections to explore teachers' views on the benefits of Project-Based Learning (PBL) The sections focused on teaching enhancement and student engagement, as well as skill development The findings were backed by both quantitative and qualitative data, with detailed results presented and discussed in the subsequent sections.
4.1.1.1 Teachers’ perceptions of the benefits of PBL on teaching enhancement
A significant number of teachers reported that Project-Based Learning (PBL) positively influenced their teaching skills, as evidenced by both quantitative and qualitative data The initial section of the questionnaire, which comprised five items focused on teachers' perceptions regarding the benefits of PBL for professional growth and teaching strategies in English language instruction, is detailed in Table 4.1 below.
Teachers’ Perceptions of the Benefits of PBL on Teaching Enhancement
No Benefits of PBL on teaching enhancement N Mini mum
E1 Project-based learning helps me assess students' language use more easily 53 2 5 4.45 667
E2 Project-based learning creates an engaging classroom environment 53 3 5 4.36 623
E3 Project-based learning supports student- centered teaching methods 53 2 5 4.55 695
E4 Project-based learning helps me develop and apply innovative and flexible teaching methods
Table 4.1 reveals that teachers highly value the benefits of Project-Based Learning (PBL) for enhancing their teaching practices, with mean scores ranging from 4.36 to 4.55 Specifically, teachers indicated that PBL facilitates easier assessment of students' language use (M = 4.45; SD = 667) and fosters an engaging classroom environment (M = 4.36; SD = 623) Additionally, a significant majority acknowledged the positive impact of PBL on student-centered teaching methods (M = 4.55; SD = 695) and reported that it enables them to implement innovative teaching strategies.
The semi-structured interview data revealed that all participants recognized the positive impact of Project-Based Learning (PBL) on their teaching enhancement and professional growth They unanimously noted that PBL facilitated easier assessment of students' language use, which they deemed crucial for their instructional methods T3 highlighted the effectiveness of evaluating language skills through presentations and reports, noting it provided a comprehensive understanding of student abilities Participants also emphasized that PBL created an engaging classroom atmosphere, with T1 mentioning that videos and interactive activities made lessons more exciting and captured students' attention Additionally, PBL promoted student-centered teaching, leading to improved academic outcomes and better preparing students for future success, as confirmed by T2.
Students engaged in project-based learning (PBL) were able to choose topics of interest, collaborate with peers, and tackle real-world problems, which significantly enhanced their critical thinking and subject comprehension Notably, four out of five participants agreed that PBL fostered the development of innovative and adaptable teaching strategies For example, one teacher highlighted that PBL provided opportunities to explore new teaching methods, including technology integration, ultimately improving both their skills and the effectiveness of student learning.
Most teachers reported positive experiences with Project-Based Learning (PBL), highlighting its benefits for enhancing their teaching practices They noted improvements in student assessments, the creation of engaging classroom environments, and the adoption of student-centered teaching methods Research supports these findings, indicating that PBL facilitates easier assessment of students' language use and allows for the integration of diverse assessment methods within projects Students can showcase their learning through presentations, providing a comprehensive view of their abilities beyond traditional testing Additionally, PBL promotes inquiry, exploration, and collaboration, significantly enhancing student engagement and interaction, while enabling teachers to implement innovative teaching techniques.
Project-Based Learning (PBL) offers significant advantages over traditional language teaching methods by promoting innovative teaching practices Research by Ha, T.T.X (2017) highlights that the majority of teachers hold a positive attitude towards PBL, appreciating its student-centered approach that encourages active student engagement in planning, research, collaboration, and problem-solving activities.
In summary, the findings from the questionnaires and interviews indicated that most teachers responded positively to the benefits of PBL for enhancing their teaching methods
4.1.1.2 Teachers’ perceptions of the benefits of PBL on student engagement and skill development
Teachers reported a positive perception of the benefits of Project-Based Learning (PBL) on student engagement and skill development, as indicated by both quantitative and qualitative data The detailed results from the second part of the questionnaire, comprising four items, are presented in Table 4.2 below.
Teachers’ Perceptions of the Benefits of PBL on Student Engagement and Skill
No Benefits of PBL on student engagement and skill development
E5 Project-based learning engages my students with practical tasks
E6 Project-based learning strengthens my students' language skills
E7 Project-based learning fosters my students with teamwork and communication
E8 Project-based learning boosts my students' life skills 53 3 5 4.51 669
Table 4.2 demonstrates that the majority of teachers hold positive views on the advantages of Project-Based Learning (PBL), particularly noting its effectiveness in boosting student engagement in English classes, improving language skills, and fostering essential life skills Notably, all teachers recorded mean values exceeding 4.00, reflecting a strong consensus that PBL significantly enhances their teaching practices.
Specifically, many teachers strongly agreed that implementing PBL enhanced their students’ engagement and motivation (item E5: M = 4.43; SD = 605)
Project-Based Learning (PBL) effectively integrates essential language skills—listening, speaking, reading, writing, vocabulary, and grammar—into educational activities, with a high average agreement rating of 4.43 Additionally, educators recognized PBL's role in enhancing teamwork and communication among students, reflected in an average agreement score of 4.34 Furthermore, many teachers reported that PBL significantly promotes life skills among their students, achieving an impressive average rating of 4.51.
Quantitative findings closely aligned with qualitative interview data, highlighting the effectiveness of Project-Based Learning (PBL) in English language teaching Teachers reported that PBL significantly increased student interest, motivation, and engagement, which are essential for effective learning outcomes For example, T1 noted that “Project-based learning linked studies to real-world tasks, making lessons relevant, exciting, and meaningful, which promoted my students’ active participation and deeper understanding.” Additionally, T2 emphasized that PBL enhanced language skills, stating, “This method helped my students practice reading, writing, speaking, and listening as they worked on the project.” Participants also highlighted the positive learning environment fostered by PBL, with T5 confirming that group projects improved teamwork and communication skills as students collaborated and solved problems together Furthermore, PBL offered opportunities for students to develop vital life skills, including presentation, critical thinking, problem-solving, and technology proficiency, as expressed by T4.
Implementing Project-Based Learning (PBL) in English classrooms effectively enhances students' life skills, such as presentation, critical thinking, problem-solving, and technology proficiency, by actively involving them in creating solutions for real-world challenges.
Students’ perceptions of PBL in EFL classes
The current study examines students' perceptions of the benefits and challenges of Project-Based Learning (PBL) in English as a Foreign Language (EFL) classrooms through data analysis from a questionnaire This questionnaire included 13 items categorized into two sections: students' perceptions of PBL benefits and potential challenges The first section gathered personal information such as age, gender, and school, while the second section employed a five-point Likert scale to measure agreement levels, with scores ranging from 1 (disagreement) to 5 (agreement).
A survey conducted with 200 students evaluated their opinions on Project-Based Learning (PBL), focusing on its advantages and perceived obstacles The first cluster of eight items highlighted the benefits of PBL, while the second cluster, comprising five items, examined the challenges faced by students in this learning approach.
The study utilized both quantitative data from questionnaires and qualitative insights from interviews to enhance understanding Descriptive statistics, including mean and standard deviation, were employed to present and discuss the questionnaire results Additionally, interview transcriptions offered a deeper exploration of EFL students' perspectives on Project-Based Learning (PBL).
4.2.1 Students’ perceptions of the benefits of PBL
This study employed a meticulously crafted questionnaire consisting of eight questions to assess students' perceptions of the advantages of Project-Based Learning (PBL) The questionnaire was structured into two primary sections: one focusing on academic benefits and the other on personal growth The findings, supported by both quantitative and qualitative data, are analyzed and discussed in the subsequent sections.
4.2.1.1 Students’ perceptions of PBL in academic benefits
Many students reported that Project-Based Learning (PBL) had a positive impact on their academic performance, as evidenced by both quantitative and qualitative data The findings from a questionnaire, which included four items assessing students' perceptions of the academic benefits of PBL, are detailed in Table 4.5 below.
Students’ Perceptions of PBL in Academic Benefits
No Students’ perceptions of PBL in academic benefits
D1 Project-based learning helps me improve my speaking, listening, reading, and writing skills
D2 Project-based learning helps me understand and use the language flexibly
D3 Project-based learning helps me improve my vocabulary and grammar
D4 Project-based learning makes me more interested and motivated to learn English
The findings from Table 4.5 reveal that students rated the academic benefits of Project-Based Learning (PBL) highly, with mean scores between 4.02 and 4.20, indicating strong agreement on its advantages Students reported significant improvements in their speaking, listening, reading, and writing skills (M=4.20, SD=1.169), as well as enhancements in vocabulary and grammar (M=4.02, SD=1.109) Furthermore, PBL was perceived to aid in the flexible understanding and use of English (M=4.04, SD=1.242) and to boost students' interest and motivation in learning the language (M=4.00, SD=1.015).
Qualitative data from interviews indicate that Project-Based Learning (PBL) significantly enhances students' academic performance by fostering improvements in their speaking, listening, reading, and writing skills For example, one student (S8) highlighted the positive impact of PBL on their learning experience.
Collaborating with others significantly improves my listening skills by allowing me to absorb diverse ideas and feedback, comprehend different accents and pronunciations during presentations, and enhance my reading comprehension through various texts Additionally, project-based learning (PBL) has proven beneficial in expanding students' vocabulary and grammar proficiency.
Engaging in project-based learning (PBL) significantly enhanced students' vocabulary and grammar skills, particularly through report writing and presentations A majority of students, specifically thirteen out of twenty, recognized that PBL facilitated a flexible understanding and application of the language For example, one student noted that working on real-life projects helped them comprehend the practical use of language and adapt it to different contexts Furthermore, students expressed that PBL increased their interest and motivation in learning English, with one student highlighting that it made the learning experience more interactive and enjoyable, thus fostering continued improvement in their language abilities.
Most participants reported positive outcomes from Project-Based Learning (PBL), particularly noting its impact on language skills, flexibility, vocabulary, grammar, and motivation to learn English This aligns with Farouck (2016), who found that PBL enhances language skills, complex grammar structures, and advanced vocabulary Beckett (2002) further emphasized that PBL provides opportunities for students to practice listening, speaking, reading, and writing in English, helping them identify their language learning needs Additionally, PBL fosters enthusiasm and engagement, which are crucial for effective learning outcomes, as supported by Wongdaeng & Hajihama (2018), who noted that projects made learning more interesting Overall, participants viewed PBL as an effective method for enhancing language skills and boosting motivation in English language learning.
4.2.1.2 Students’ perceptions of PBL in personal development benefits
Research indicates that a substantial number of students feel that Project-Based Learning (PBL) has positively influenced their personal development As shown in Table 4.6, the results from a questionnaire reveal students' perceptions regarding the personal development benefits associated with PBL.
Students’ Perceptions of PBL in Personal Development Benefits
No Students’ perceptions of PBL in personal development benefits
D5 Project-based learning helps me learn how to think critically and solve problems
D6 Project-based learning helps me improve communication and teamwork 200 1 5 4.02 1.232
D7 Project-based learning helps me encourage creativity and new ideas 200 1 5 4.13 1.221
D8 Project-based learning helps me improve my presentation skills and technology abilities
Table 4.6 reveals that students responded positively regarding the personal development benefits of Project-Based Learning (PBL) The data shows a strong agreement (M=4.22, SD=1.141) that PBL enhances critical thinking and problem-solving skills, alongside improving communication and teamwork abilities (M=4.02, SD=1.232) Additionally, students indicated that PBL fosters creativity and the generation of new ideas (M=4.13, SD=1.221) Furthermore, many students acknowledged that PBL contributes to the enhancement of their presentation skills and technological competencies (M=4.15, SD=1.129).
Data from semi-structured interviews highlighted the personal development benefits of Project-Based Learning (PBL), with most participating students expressing strong agreement Many reported that PBL enhanced their critical thinking and problem-solving skills, essential for real-world preparedness For example, one student noted that PBL challenges them to find solutions, thereby fostering their problem-solving abilities Additionally, students emphasized improvements in their communication and teamwork skills through collaborative PBL efforts.
Participants emphasized that Project-Based Learning (PBL) enhances collaboration and communication skills, as noted by S13, who highlighted the importance of sharing ideas and making collective decisions Many also recognized that PBL fosters creativity, presentation skills, and technological proficiency S14 specifically mentioned that PBL is instrumental in developing essential life skills, including critical thinking, problem-solving, and effective presentation abilities.
The current study reveals that students hold positive perceptions of Project-Based Learning (PBL) as a catalyst for personal development Nearly all participants recognized PBL's role in enhancing critical thinking, creativity, problem-solving, presentation skills, technological proficiency, and teamwork, aligning with previous research (Beckett, 2002; Thomas, 2000; Wanchid & Wattanasin, 2015) Specifically, Thomas (2000) demonstrated that PBL promotes critical thinking through real-world problem-solving, enabling students to analyze, develop solutions, and evaluate outcomes Additionally, Wanchid & Wattanasin (2015) highlighted that PBL fosters collaboration and communication skills Students also reported that PBL stimulates creativity, generates new ideas, and improves both presentation and technological skills, corroborated by studies from Bell (2010), Beers (2011), and Rasyid & Khoirunnisa (2021) Overall, both quantitative and qualitative findings indicate that the majority of students perceive PBL as significantly beneficial for their personal development.
4.2.2 Students’ perceptions of the difficulties of PBL
Summary
This chapter explores the findings from questionnaires and interviews regarding EFL teachers' and students’ perceptions of Project-Based Learning (PBL) in English education The results reveal that most participants view PBL positively, recognizing its benefits for teaching and learning However, challenges in English classes when implementing PBL were also reported by both teachers and students The subsequent chapter will discuss the implications, limitations, and recommendations for future research.
CONCLUSION AND IMPLICATIONS
Summary of the major findings
This study, conducted across 17 high schools in Binh Dinh Province, explores the perceptions of both teachers and students on the advantages and challenges of Project-Based Learning (PBL) as presented in their textbooks.
During the 2023-2024 academic year, a study on "Tieng Anh 10" and "Tieng Anh 11" (Global Success) involved 200 high school students and 53 English teachers Data was gathered through questionnaires and semi-structured interviews, revealing significant insights into the effects of Project-Based Learning (PBL) on both teaching and learning outcomes.
Teachers largely acknowledge the significant advantages of Project-Based Learning (PBL) in enhancing their teaching practices They appreciate PBL for fostering student-centered approaches, refining assessment methods, and encouraging innovative and adaptable teaching strategies Additionally, PBL cultivates an engaging classroom atmosphere, positively impacting student engagement and skill development Key benefits include heightened motivation, the integration of language skills, enhanced teamwork, and the promotion of essential life skills, all of which lead to improved learning outcomes.
Teachers identified various challenges related to Project-Based Learning (PBL), including external factors like students' poor language skills, limited project time in the curriculum, insufficient school resources, and weak life skills such as teamwork and technology proficiency Internally, educators struggled with new teaching tools, assessing student performance, and effectively guiding students in PBL To overcome these obstacles, teachers suggested professional development workshops focused on practical strategies, facilitation skills, project management technology, and best practices in assessment and inquiry-based learning, aiming to enhance the implementation of PBL in the classroom.
Students have shown appreciation for Project-Based Learning (PBL), noting its positive impact on both their academic and personal development Many reported enhancements in their speaking, listening, reading, writing, vocabulary, grammar, and overall understanding of English, alongside increased motivation to learn the language PBL has also contributed to the improvement of critical thinking, problem-solving, communication, and teamwork skills Furthermore, students acknowledged PBL's ability to foster creativity, inspire new ideas, refine presentation skills, and enhance technological proficiency.
Students recognized various challenges with Project-Based Learning (PBL), including limited technical skills, vocabulary and grammar issues, difficulties in group work, time-intensive preparation, poor presentation abilities, and challenges in finding materials Notably, many did not consider inadequate technology and resources a major obstacle To address these challenges, students proposed that teachers customize project activities to align with their proficiency levels and offer targeted support for group collaboration to promote equitable participation Additionally, they recommended establishing clearer timelines and implementing more effective project management strategies to alleviate the time-consuming aspects of preparation.
In summary, both educators and learners acknowledge the substantial advantages of Project-Based Learning (PBL) in improving educational experiences and results Although there are challenges related to resources, skills, and project management, focused professional development for teachers and customized support for students can help alleviate these obstacles By overcoming these challenges, schools can maximize the benefits of PBL, creating a more engaging and effective learning atmosphere.
Pedagogical implications
The current study reinforces the effectiveness of Problem-Based Learning (PBL) in English as a Foreign Language (EFL) classrooms, highlighting the overwhelmingly positive perceptions from both teachers and students However, despite these favorable views, many encountered challenges in applying PBL in practice To effectively tackle these issues, it is essential for educators, school administrators, and teachers to work collaboratively, developing targeted strategies that align with their individual roles and responsibilities.
To effectively implement Project-Based Learning (PBL) in classrooms, educators must first receive adequate training in PBL methodologies Many English as a Foreign Language (EFL) teachers currently lack formal training, which limits their ability to utilize this instructional approach Therefore, it is essential to develop training programs tailored to the specific needs of teachers, focusing on both the fundamental principles of PBL and effective pedagogical strategies for successful application Additionally, these training programs should be ongoing and regularly updated to keep educators informed about the latest advancements in PBL and to help them continuously improve their teaching practices.
School administrators are vital in promoting Project-Based Learning (PBL) by recognizing its significance and providing essential resources They should ensure classrooms are equipped with necessary facilities like projectors, computers, and interactive whiteboards, while also prioritizing reliable internet access for effective PBL implementation Furthermore, having accessible technical support is crucial to address any issues that may occur with PBL tools and technologies.
School administrators play a crucial role in fostering professional development for teachers in Project-Based Learning (PBL) By recognizing and rewarding teachers who participate in these programs, they can promote a culture of continuous learning and improvement Furthermore, advocating for policies that integrate PBL into the curriculum and offering guidance to teachers can help them overcome the challenges of implementing this innovative teaching approach.
Teachers play a crucial role in enhancing their knowledge and skills in Project-Based Learning (PBL) by actively pursuing independent training opportunities, attending workshops and conferences, and collaborating with colleagues to exchange best practices They should be encouraged to explore various PBL tools and methodologies in their classrooms, reflecting on their experiences and refining their approaches based on feedback from students and peers.
Successful implementation of Project-Based Learning (PBL) requires careful planning, encouraging student autonomy, integrating effective learning strategies, and promoting self-reflection By adopting these approaches, educators can create a dynamic learning environment that equips students with vital skills for thriving in a globalized world Through collaboration and a dedication to continuous improvement, educators can maximize the benefits of PBL to improve teaching and learning outcomes in English as a Foreign Language (EFL) classrooms.
Limitations of the study
The researcher invested considerable effort into achieving the study's objectives, but faced limitations due to time constraints and a lack of experience A key limitation was the small sample size, with only 53 teachers participating in the study.
The study's findings are limited in generalizability due to its focus on just 17 high schools in Binh Dinh province, which may not represent all EFL teachers in the area Additionally, the research concentrated exclusively on the implementation of Project-Based Learning (PBL) using the "Global Success" textbook series, restricting the applicability of the results to other EFL teaching materials Moreover, the data collection methods relied solely on self-reported data from questionnaires and interviews, lacking class observation, which further constrains the robustness of the findings.
Despite certain limitations, the study presents valuable insights, bolstered by the researcher's commitment and effective data collection methods, including questionnaires and interviews The robust methodology enhances the study's credibility, establishing a solid foundation for future research endeavors.
Recommendations for further studies
To enhance the generalizability of findings, future research should expand the participant pool to include a broader range of teachers and students Additionally, it is essential to explore specific areas that remain unexamined, such as the actual application of Project-Based Learning (PBL) in English language teaching Future studies should also aim to provide practical strategies for overcoming challenges associated with PBL implementation By widening the research scope and delivering actionable recommendations, subsequent investigations can significantly advance PBL practices in English language education.
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This article seeks to gather data for a thesis titled “EFL High School Teachers’ and Students’ Perceptions of Project-based Learning in English Classes.” Your participation is crucial for the success of this research; please indicate your responses by ticking () the appropriate options Rest assured that your honest answers will remain confidential and will solely be utilized for academic purposes Thank you for your valuable cooperation!
The Global Success Project English textbook series utilizes Project-Based Learning (PBL), a student-centered teaching method that fosters knowledge and skill acquisition through hands-on projects aimed at solving real-world problems This approach encourages students to engage in inquiry and exploration, tackling challenging issues that require critical thinking and problem-solving abilities.
3 How long have you been teaching English?
1-5 years 6-10 years 11-15 years Over 16 years
4 How long have you known Project-based learning?
5 What is the name of your school?
PART B: TEACHERS’ PERCEPTIONS OF PBL IN EFL CLASS
Please tick () the information that applies to you Make sure to mark only one
1 Teachers’ perceptions of the benefits of PBL
1 2 3 4 5 Teachers’ perceptions of the benefits of PBL on teaching enhancement
E1 Project-based learning helps me assess students' language use more easily
E2 Project-based learning creates an engaging classroom environment
E3 Project-based learning supports student-centered teaching methods
E4 Project-based learning helps me develop and apply innovative and flexible teaching methods
Teachers’ perceptions of the benefits of PBL on student engagement and skill development
E5 Project-based learning engages my students with practical tasks
E6 Project-based learning strengthens my students' language skills
E7 Project-based learning fosters my students with teamwork and communication
E8 Project-based learning boosts my students' life skills
2 Teachers’ perceptions of the difficulties of PBL
1 2 3 4 5 Teachers’ perceptions of the difficulties of PBL on external factors
E9 I face challenges with PBL due to students' ineffective teamwork skills
E10 I struggle with PBL as many students lack essential soft skills, including presentation and technology usage abilities
E11 I struggle with PBL because of students' insufficient
English proficiency, leading to shyness and reduced engagement
E12 I face challenges with PBL due to the limited project time in the curriculum
E13 I encounter challenges in PBL because my school lacks necessary resources like internet access and technology, which are crucial for projects
Teachers’ perceptions of the difficulties of PBL on internal factors
E14 I face difficulties in using new teaching software and tools
E15 I find it challenging to assess students' performance
E16 I have difficulty in guiding students
E17 I struggle with implementing PBL due to my limited understanding of it
Thank you for being so cooperative!
QUESTIONNAIRE FOR TEACHERS (VIETNAMESE VERSION) Quý Thầy/ Cô kính mến!
Câu trả lời của quý Thầy/Cô là rất quan trọng cho nghiên cứu này Tất cả dữ liệu thu thập được chỉ phục vụ cho mục đích nghiên cứu Mọi thông tin mà quý Thầy/Cô cung cấp sẽ được bảo mật trong suốt quá trình nghiên cứu và cả sau khi nghiên cứu kết thúc.
Xin chân thành cảm ơn sự giúp đỡ của quý Thầy/Cô!
Phần "Project" trong sách giáo khoa tiếng Anh Global Success Project áp dụng phương pháp dạy học qua dự án (Project-based learning - PBL) PBL là phương pháp giáo dục tập trung vào học sinh, giúp học sinh tiếp thu kiến thức và kỹ năng thông qua việc thực hiện các dự án cụ thể nhằm giải quyết vấn đề Qua quá trình này, học sinh sẽ khám phá và tìm tòi để hoàn thành các dự án, đồng thời phát triển tư duy phản biện và khả năng giải quyết vấn đề.
PHẦN A: THÔNG TIN CÁ NHÂN
Xin quý Thầy/Cô đánh dấu tick () vào ô phù hợp
3 Số năm giảng dạy Tiếng Anh:
1-5 years 6-10 years 11-15 years Over 16 years
4 Thầy/Cô đã biết đến phương pháp dạy học qua dự án bao lâu rồi?
5 Thầy/Cô đang giảng dạy ở trường nào?
PART B: NHẬN THỨC CỦA GIÁO VIÊN VỀ VIỆC SỬ DỤNG PHƯƠNG PHÁP DẠY HỌC QUA DỰ ÁN TRONG GIẢNG DẠY MÔN TIẾNG ANH THPT
Quý Thầy/Cô vui lòng đánh dấu tick () vào cột thích hợp nhất
1 Nhận thức của giáo viên về lợi ích của phương pháp dạy học qua dự án
Mục Nội dung Điểm đánh giá
Nhận thức của giáo viên về lợi ích của phương pháp dạy học qua dự án rất quan trọng trong việc nâng cao chất lượng giảng dạy Phương pháp này không chỉ giúp tạo ra môi trường lớp học hấp dẫn mà còn khuyến khích sự tham gia tích cực của học sinh.
E3 Phương pháp dạy học qua dự án hỗ trợ các phương pháp giảng dạy lấy học sinh làm trung tâm
E4 Phương pháp dạy học qua dự án giúp tôi phát triển và áp dụng các phương pháp giảng dạy sáng tạo và linh hoạt
Nhận thức của giáo viên về lợi ích của phương pháp dạy học qua dự án trong việc thu hút và phát triển kỹ năng của học sinh
E5 Học tập theo dự án thu hút học sinh của tôi với các nhiệm vụ thực tế
E6 Học tập theo dự án củng cố kỹ năng ngôn ngữ của học sinh của tôi
E7 Học tập theo dự án phát triển kỹ năng làm việc nhóm và giao tiếp của học sinh của tôi
E8 Học tập theo dự án tăng cường kỹ năng sống của học sinh của tôi
2 Nhận thức của giáo viên về những khó khăn của phương pháp dạy học qua dự án
Mục Nội dung Điểm đánh giá
Giáo viên nhận thức rằng phương pháp dạy học qua dự án gặp nhiều khó khăn, chủ yếu liên quan đến các yếu tố bên ngoài như học sinh, nhà trường và chương trình giảng dạy Một trong những khó khăn lớn nhất là kỹ năng làm việc nhóm của học sinh chưa hiệu quả, điều này ảnh hưởng đến quá trình thực hiện dự án.