Improving english speaking competence through project based learning at a school of foreign languages in vietnam

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** BÙI NGỌC ANH IMPROVING ENGLISH SPEAKING COMPETENCE THROUGH PROJECT-BASED LEARNING AT A SCHOOL OF FOREIGN LANGUAGES IN VIETNAM Cải thiện kỹ nói tiếng Anh thông qua việc học theo đề án trường ĐHNN Việt Nam M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ***************** BÙI NGỌC ANH IMPROVING ENGLISH SPEAKING COMPETENCE THROUGH PROJECT-BASED LEARNING AT A SCHOOL OF FOREIGN LANGUAGES IN VIETNAM Cải thiện kỹ nói tiếng Anh thơng qua việc học theo đề án trường ĐHNN Việt Nam M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 601140111 Supervisor: Dr Dư ng Đ c HANOI - 2017 inh STATEMENT OF AUTHORSHIP I hereby declare the thesis entitled “Facilitating English speaking competence through project-based learning at a school of foreign languages in Vietnam” is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies- VNU, Hanoi, and this thesis is in total fulfillment of the requirements for the Degree Master of Arts This thesis has not been submitted for any degree and any other university or institution Hanoi,2017 i Ng c nh i ACKNOWLEDGEMENTS I would like to express my deep thanks to people who have assisted me when I carried out the research I would like to express my sincere appreciation to my supervisor, Duong Duc Minh, PhD for his encouragement and guidance throughout the research I also wish to thank all my teachers of Post-Graduate Studies Department, VNU for supporting me with a lot of knowledge and giving me the best environment to fulfill my thesis I would like to acknowledge and express my appreciation to the teachers and students at School of Foreign Languages, Thai Nguyen University who have helped me to collect the data Finally, I am deeply indebted to all the support and encouragement that my family has so loving offered me ii ABSTRACT This study explored high school teachers’ perceptions of project-based learning in the new English textbooks The specific areas of investigations were teachers’ perceptions about (1) P L’s definitions, P L’s benefits for students in language learning in terms of motivation, improvements in language skills, learning autonomy, teamwork skills and teachers’ roles in P L, (2) their challenges in implementing PBL The findings from questionnaires and interviews reveal that teachers had a clear understanding of PBL was and a positive attitude to the benefits of PBL for students in language learning Also, the results of the study show that teachers encountered with three main challenges when implementing PBL : students’ ability, time for preparation and schools’ facilities asing on these findings, suggestions are made to enhance the success of PBL in teaching and learning English language iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS vii LIST OF FIGURES AND TABLES viii PART A INTRODUCTION 1 Rationale Aims of the study Research question Scope of the study Significance of the study Outline of the study PART B CHAPTER I: LITERATURE REVIEW 1.1 Speaking skill 1.1.1 Definition of speaking 1.1.2 Speaking skill 1.2 Project-based learning 1.2.1 General definition of project-based learning 1.2.2.Major features of PBL 1.3 Previous research works 1.3.1 Advantages of PBL 1.3.2 Disadvantages of PBL 11 1.4 Summary 11 Chapter II: RESEARCH METHODOLOGY 12 2.1 Research questions and subject of the study 12 2.1.1 Research questions restated 12 iv 2.1.2 Subjects of the study 12 2.2 Research methods 13 2.3 Data collection instruments 15 2.3.1 Pre-test and Post-test 15 2.3.2 Observation 15 2.3.3 Questionnaire 16 2.4 Data collection procedure 18 2.4.1 Cycle 18 2.4.2 Cycle 19 2.5 Data analysis 19 2.6 Summary 20 CHAPTER III: FINDINGS AND DISCUSSION 21 3.1 Findings 21 3.1.1 Research question 1: “How important is applying PBL integration in the curricula to English learning process of students at SFL?” 21 3.1.3 Research question 3: “Are there any difficulties in applying PBL to students at SFL-TNU? If yes, what are some possible solutions?” 28 3.2 Discussion 30 3.2.1 The importance and the benefits of PBL integration 30 3.2.2 Students’ difficulties when working with PBL 32 3.2.3 The importance of suggested solutions 33 3.3 Summary 35 CHAPTER IV:IMPLICATIONS AND CONCLUSION 37 4.1 Implications 37 4.1.1 The role of teachers in PBL integration 37 4.1.2 The role of students in PBL integration 39 4.2 Limitations of the study 40 4.3 Suggestions for further research 41 4.4 Conclusion 41 REFERENCES 43 v APPENDENCES I APPENDIX I: PRE-TEST FOR STUDENTS I APPENDIX II: POST-TEST FOR STUDENTS .IV APPENDIX III: SPEAKING ASSESSMENT CRITERIA FOR B1 VII PPENDIX IV: STUDENTS’ SCORE IN PRE-TEST AND POST-TEST IX APPENDIX V: OBSERVATION SHEET FOR THE RESEARCHER XI APPENDIX VI: STUDENT QUESTIONNAIRE XII vi LIST OF ABBREVIATIONS PBL: Project-based learning SFL: School of Foreign Languages TNU: Thai Nguyen University TS: Total Score AS: Average Score EOP: English Oral Proficiency vii LIST OF FIGURES AND TABLES Figure 2.1 Action research cycles (Kemmis & McTagart, 1988) 13 Figure 4.1 The Process of Project-Based Learning (Krajcik & Blumenfeld, 2006) .38 Table 3.1 Students’ opinions about benefits of P L 23 Table 3.2 Pre-test scores 23 Table 3.3 Number of errors per error type occurred in pre-test .24 Table 3.4 Result of observation on students’ presentation at week 25 Table 3.5 Post-test score 26 Table 3.6 Number of errors per error type occurred in post-test 27 Table 3.7 Students’ evaluation of difficult areas 28 Table 3.8 Students’ evaluation about the importance of suggested solutions……29 viii Leong, L M., & Ahmadi, S M (2017) An Analysis of Factors Influencing Learners’ English Speaking Skill International Journal of Research in English Education, 2(1), 34-41 Legutke, M & Thomas, H (1991) Process and Experience in the Language classroom New York: Longman Group UK Limited Nunan, D (1992) Research Methods in Language Learning Cambridge: Cambridge University Press Petersen, C (2004) Project-Based Learning through the Eyes of Teachers and Students: Investigating Opinions of PBL in Adult ESL Richard, J C., Platt, J., & Platt, H (1992) Dictionary of language teaching & applied linguistics Essex: Longman Thomas, J W (2000) A Review of Research on Project-based learning San Rafael, CA: Autodesk Vagias, W M (2006) Likert-type Scale Response Anchors Clemson International Institute for Tourism & Research Development, Department of Parks, Recreation and Tourism Management, Clemson University 45 APPENDENCES APPENDIX I: PRE-TEST FOR STUDENTS Instructions for Teachers: The teacher should choose the pairs and give the topic to the students randomly For part of the speaking exam, students should have minutes to prepare their conversation and three to five minutes to make the conversation After finishing part 1, students will be asked some open questions to check how much they can extend their knowledge about the topic Speaking evaluation rubric In order to evaluate students’ speaking skill, teachers are expected to use the following rubric (Appendix III) to maintain as much objectivity as possible throughout the exam ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART 1: You are invited to a birthday party At the party, you walk around and talk to a strange person Talk to each other about: How the party is like Your job Your hobbies PART 2: Q1: How often you come to a party? Q2: What is your most memorable party? Q3: Do you think we shouldn’t have party because that’s a waste of money? I ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART 1: One of you is a landlord One of you is a tenant The tenant has a problem in their flat Talk to each other about: Problem? How did it happen? Solutions? When will the problem be fixed? Who will fix it? PART 2: Q1: What are the different types of accommodation for students in Thai Nguyen? Q2: What you usually when you have a problem in your room or dormitory? Q3: If there is a problem in a rented room, who should pay for it, the landlord or the tenant? ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART 1: You come to study in London One day, you meet your classmate on the bus on the way to school and talk to him/her about buying ticket Talk to each other about: How often you (or/and your friend) travel by bus Other means of transportation in London How to buy bus ticket / The price of bus ticket PART 2: Q1: What are the most popular means of transportation in Vietnam? Q2: What are the benefits of traveling by public transport? Q3: What you think about people’s means of transportation in the future? II ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART 1: Today is your birthday and you want to invite your best friend to eat out Talk to each other about: Invite your friend/ What restaurant you should go to What food you should have for starters, main courses and desserts PART 2: Q1: Do you think that eating out is very expensive and people shouldn’t it? Q2: Can you describe one dish you can cook and how to make it? ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART You are a doctor A student has some health problems, so he/ she sees you to ask for some advices Talk to each other about: What health problems? What symptoms? When he/ she had the problem? How he/ she feels now? What he/ she should to get better PART What are common health problems when the weather changes in your country? What you when you have these health problems? Many people prefer to buy medicine when they get diseases while the others prefer to use home remedies Which one you like? Why? III APPENDIX II: POST-TEST FOR STUDENTS ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART You are a police officer A foreign tourist lost something at the airport Therefore, he/ she goes to the police station and asks you for help Talk to each other about: full name / address telephone number/ email what he/ she lost PART when/ where he/ she lost it Have you ever lost something? What did you lose? In your country, what people usually when they lose something? Do you think that informing the police when you lose something is a good idea? Why/ why not? ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART 1: One of you is a receptionist at a guesthouse One of you is a traveler looking for accommodation Use the information below to have a conversation about the guesthouse Talk to each other about: Where? How much? Type of rooms? What are there in each room? Breakfast (included or not)? PART 2: Q1: What are the different types of accommodation for a traveler or tourist? Q2: Compare a hotel to a hostel? Q3: What are the most important things to consider when choosing a place to stay while traveling? IV ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART 1: One of you works at a Tourist Information Centre in Hanoi One of you is a tourist Use the information below to have a conversation about a type of activity you would like to on holiday Talk to each other about: What kinds of activities are there? Recommendation? When? How much? Make a reservation? PART 2: Q1: What kinds of activities can a tourist in Thai Nguyen? Q2: Would you rather go skydiving or visit a museum? Why? Q3: If you were given a free holiday, where would you go and why? ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART Tomorrow is your son’s birthday You go to a restaurant to book for the birthday party Talk to each other about: Time for the party The number of guests Kinds of food and drink Other service The price PART Q1: How university students often organize birthday parties? Q2: Celebrating special occasions at home or at other places like restaurants, which one is more preferable to you? Why? V ENGLISH ORAL PROFICIENCY INTERMEDIATE SPEAKING TOPIC CARD PART You heard a piece of news on TV about a terrible weather disaster yesterday Your friend missed the program, so she/he wants to ask you some questions about the disaster Talk to each other about: What disaster? What might be the cause? Where it happened? Any injuries/damages? What people did to help? PART Q1 Explain what you know about global warming and why it is dangerous Q2 What are the changes in in the summer and winter in Vietnam over the last ten years? What should be done to help protect the environment? VI APPENDIX III: SPEAKING ASSESSMENT CRITERIA FOR B1 Mark Fluency and coherence 9-10 speaks fluently with only rare repetition or self-correction; any hesitation is content-related rather than to find words or grammar Speaks coherently and develops topics fully and appropriately 7-8 Occasional use of fairly correction and/or slow speech to keep going intonation Interaction (listen and respond) Contributions are well related to those of other speakers Very active in development of conversation and very flexible Mostly correct and clear Contributions are adequately pronunciation Hardly any errors Communication therefore not hindered related to those of other speakers Sufficiently active in development of conversation and quite flexible Predominant use of By and large intelligible Contributions are sometimes simple structures Grammatical errors occur but it is clear what the candidate is trying to express articulation Phonological errors which occasionally obstruct communication and understanding Use of some simple Frequently unintelligible not related to those of other speakers Reasonably active in development of conversation and flexible enough to keep conversation going Contributions are often Noticeably limited range but relatively little searching for words and expressions complex structures with some inaccuracies but the majority not impede communication of the Ability to express more detailed broad meaning or prevent viewpoints on most familiar topics understanding of detail Growing ability to communicate with some flexibility Some evidence of awareness of appropriacy usually maintains flow of speech but uses repetition, self- Pronunciation (sound stress intonation) Consistently correct pronunciation and clear articulation Good feeling for Use of rather complex forms and sentence structures is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation 3-4 Grammatical range and accuracy Fairly complex use Ability to express with some structures, largely flexibility and appropriacy, giving accurate Though minor effective descriptions and expressing grammatical inaccuracies viewpoints on a variety of topics may still occur speaks at length without noticeable effort or loss of coherence May demonstrate languagerelated hesitation at times, or some repetition and/or selfcorrection 5-6 Lexical resource / range Noticeably limited range but enough to get by, with sufficient vocabulary for familiar topics structures and expressions articulation Frequent unrelated to those of other but makes frequent systematic errors speakers Generally passive in development of VII phonological errors Produces simple speech fluently, but more complex communication causes fluency problems 1-2 cannot respond without noticeable/long pauses and may speak slowly, with frequent repetition and self-correction Links basic sentences but with some breakdowns in coherence conversation and not Has enough range to combine basic sentence patterns with memorised phrases Uses predominantly simple structures and vocabulary, mostly correctly flexible No correct use of even Insufficient accuracy Too Contributions are mainly simple structures many errors Mainly unintelligible errors unrelated to those of other speakers Shows hardly any initiative in development of Correct use of familiar vocabulary and structures apart from few minor mistakes No communication possible VIII conversation and very limited flexibility APPENDIX IV: STUDENTS’ SCORE IN PRE-TEST AND POST-TEST Students’ score Student code Pre-test S1 Students’ score Post-test Student code Pre-test 7 S29 S2 5.5 S3 5.5 S4 Students’ score Post-test Student code Pre-test Post-test 8 S57 S30 S58 5 S31 S59 8 S32 S60 S5 S33 5.5 S61 S6 8 S34 5.5 S62 3.5 S7 S35 S63 S8 S36 S64 S9 S37 8 S65 S10 4 S38 5.5 S66 S11 S39 5.5 S67 S12 7 S40 S68 6 S13 5.5 S41 S69 7 S14 5 S42 6 S70 5.5 S15 3.5 S43 5.5 S71 8 S16 7 S44 S72 S17 S45 3.5 S73 S18 5.5 S46 S74 S19 5 S47 S75 S20 S48 S76 S21 S49 5.5 S77 S22 S50 5.5 S78 6 S23 S51 2.5 3.5 S79 S24 S52 S80 4 S25 3.5 S53 7 S81 5.5 IX S26 S54 S82 S27 S55 S83 5 S28 5.5 S56 S84 5.5 Total Pre-test 478 Post-test 557.5 X APPENDIX V: OBSERVATION SHEET FOR THE RESEARCHER Criteria Excellent Good Language use Vocabulary Grammar Fluency Natural pace Sentence connection and construction Pronunciation Accuracy and clearness Intonation & Stress Sentence stress and word stress Rising and falling tone Discourse management Body language transition signal & & interaction Student-student interaction Student-teacher interaction XI Fair Poor APPENDIX VI: STUDENT QUESTIONNAIRE This survey is designed to explore students’ attitudes and opinions towards the importance and the effectiveness of Project-Based Learning (PBL) integration in the curricula at SFL-TNU, especially for English speaking skill It is my pleasure to receive your help by answering the following questions within 15 minutes Your support is highly appreciated and it makes contributions to improving studying results for university students How long have you been learning English? (Make a circle) a Less than years b years c 10 years d More than 10 years What is your average mark for English Oral Proficiency after semesters at university? (Make a circle) a Less than b From to c From to d From to 10 Which of the following factors you find most difficult when learning speaking skills? a Having an informative and persuasive presentation about the chosen topic b Completing a speaking task with the right and various use of vocabulary and structures c Communicating with foreigners confidently Other (Please specify your answer)………………………………………………… How important is PBL integration in the curricula at SFL-TNU? a Very important b Important c Not important XII Reason(s) Indicate your opinions about the benefits which students get from PBL integration by putting a tick in the corresponding column (SA, A, D, and SD stand for Strongly Agree, Agree, Disagree and Strongly Disagree) Benefits of PBL SA A D SD Developing integrated language skills (Listening, Speaking, Reading and Writing) Improving critical thinking and problem-solving competence Promoting independent and co-operative working skills Having good chances to experience real-world situations Making students more flexible by letting them take different roles (manager, monitor, researcher, employee, etc.) Increasing students’ confidence and communicating skills Are there any difficulties you have when working with PBL? If yes, rank the following elements in the range of difficulty Those factors make students find it hard to finish their task when learning subjects centered around projects (VD, D, E and VE stand for Very Difficult, Difficult, Easy and Very Easy) Areas of difficulties Determining and narrowing topics for discussion Dealing with real life tasks or activities Working in group to complete the common assignments (brochure, narrative, video or presentation) Choosing additional materials beside textbooks XIII VD D E VE Building up the scenario or finishing individual writing Delivering a qualified and impressive presentation Searching for references on the internet Show your opinions about the importance of solutions to the problems encountered when studying English subjects and PBL Please circle the number which best matches your attitude (1 = not important, = very important) Giving instruction for students to choose favorite topics Taking examples before giving group work tasks Having short grammar lectures to improve students’ writing skills if necessary Getting students to practice speaking and listening in small group Suggesting learners where and how to choose useful materials Encouraging students to gather information outside the classroom for homework assignments Indicating individual responsibility during group work Evaluating students through both ongoing process and final products In your viewpoint, how many percent has PBL integration succeeded in improving studying result at SFL-TNU? a From 70% to 80% b From 80% to 90% c From 90% to 100% What is your suggested solutions to reduce limitations when using project method at SFL-TNU? ………………………………………………………………………………………… XIV ... project- based learning at a school of foreign languages in Vietnam? ?? is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies- VNU, Hanoi,... Project- based learning 1.2.1 General definition of project- based learning There are a range of terms which both refer to project- based learning such as experiential learning and negotiated language... expanded scope of language teaching programs all over the world Integrating project- based learning in the curricula at Thai Nguyen University in general and School of Foreign Language in particular