Using project based learning to improve speaking skill for second year students at a university in vietnam

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES TRẦN THỊ MINH PHƢƠNG USING PROJECT- BASED LEARNING TO IMPROVE SPEAKING SKILL FOR SECOND YEAR STUDENTS AT A UNIVERSITY IN VIETNAM ( Sử dụng phƣơng pháp dạy học theo dự án để tăng cƣờng kỹ nói cho sinh viên năm thứ hai trƣờng đại học Việt nam ) M.A MAJOR PROGRAMME THESIS Field: English language teaching methodology Code: 60140111 Ha Noi, 17 thang nam 2018 i VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES TRẦN THỊ MINH PHƢƠNG USING PROJECT- BASED LEARNING TO IMPROVE SPEAKING SKILL FOR SECOND YEAR STUDENTS AT A UNIVERSITY IN VIETNAM ( Sử dụng phƣơng pháp dạy học theo dự án để tăng cƣờng kỹ nói cho sinh viên năm thứ hai trƣờng đại học Việt nam) Field: English language teaching methodology Code: 60140111 Supervisor: Assoc Prof Võ Đại Quang, Ph.D Ha Noi, 17 thang nam 2018 ii i DECLARATION I hereby certify that the minor thesis entitle: Using Project- Based Learning to improve speaking skill for second year students at a university in Vietnam is the result of my own work in partial fulfillment of the requirements for the Degree of Master of Arts at Faculty at Post-graduate Studies, University of Languages and International Studies, Vietnam National University of Hanoi The research has not been submitted to any other universities or institutions Hanoi, 2017 i ii ACKNOWLEDGEMENTS I would like to send my grateful words to those people who have approved and stood by me during this hard time This thesis would not have been fulfilled without the help of many people, and I would like to show my heartfelt thanks to everyone who has taught me, inspired me, challenged me, and supported me throughout the realization of this thesis I would like to express my deepest thanks to my beloved supervisor, Assoc Prof Vo Dai Quang for his whole-hearted assistance, encouragement as well as profound guidance he gave me while I was doing my research I would like to take this opportunity to express my gratitude to all my lecturers and staff of Faculty of Post-graduate Studies, Vietnam, University of Languages and International Studies, whose support and consideration have enabled me to pursue the course I would also like to express my whole-heated thanks to teachers and all students at Ha Noi Pedagogical University for their helps and their willingness to participate in the research Without their help, this thesis would not have been completed Last but not least, I owe my sincere thanks to my family and my kind-hearted friends, who have always inspired and encouraged me to complete this study ii iii ABSTRACT Speaking is considered as one of the most challenging and difficult skills for second language learners Learning speaking is not only about producing words and sentences but communicating effectively with other speakers For many language learners, this is a difficult goal to reach In order to help students improve their speaking skill, a new method of teaching was implemented Project- Based Learning is expected to use as new method of teaching in class to change students‟ learning attitude, enhance students‟ speaking ability and provide new skills for students With these objectives, the researcher adopted t- test to see the differences between the students‟ speaking ability before and after using the new learning technique Then she used survey and interview to gather information about students‟ attitude towards this learning method The result collected and processed from the experiment proved that students have made significant improvement in their speaking skill by using ProjectBased learning and their learning attitude by using this method was positive This supported the research objectives and laid a foundation for further research in the future Keywords : Project- Based Learning, speaking skill, improve iii iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vi LIST OF FIGURES vii CHAPTER INTRODUCTION 1.1 Rationale 1.2 The aims of the study 1.3 The scope of the study 1.4 Research objectives 1.5 Research questions 1.6 Research significance 1.7 Research method 1.8 The outline of the study CHAPTER LITERATURE REVIEW 2.1 Theoretical Review 2.1.1 The importance of speaking 2.1.2 The speaking activities in classroom 11 2.1.3 Test of speaking 15 2.1.4 Type of scoring rubrics 17 2.2 Project- Based Learning 19 2.2.1 Characteristics of Project – Based Learning 19 2.2.2 Previous studies 25 CHAPTER RESEARCH METHODOLOGY 28 3.1 Research method 28 3.1.1 The nature of the data 29 iv v 3.1.2 Context of the study 29 3.1.3 Data collection techniques 30 3.1.4 Procedures 32 3.2 Data analysis 37 CHAPTER FINDINGS 40 4.1 Findings 40 4.1.1 The t- test results 40 4.1.2 The survey 46 4.1.3 Interview 51 4.2 Discussion 54 4.2.1 Project - Based Learning 54 4.2.2 Group work 55 CHAPTER CONCLUSION 65 5.1 Conclusion 65 5.1.1 Concluding remarks on objective 65 5.1.2 Concluding remarks on objective 67 5.2 Suggestion for further research 67 REFERENCES 69 APPENDIX v vi LIST OF TABLES Table 2.1 Analytic Rubric with the Criteria of Speaking Performance (Adapted from Brown (2003) and O‟Malley and Pierce (1996)) 18 Table 3.1 Experimental research procedures 32 Table 3.2 Procedures of the project 36 Table 4.1 Mean and Standard Deviation of Control and Experimental group in the pre- test 40 Table 4.2 The result of variables between Experimental group and control group in pre- test 40 Table 4.3 Scale Criteria and Tests‟ Scores of Experimental Group 41 Table 4.4 Scale Criteria and Test‟s Scores of Control Group 41 Table 4.5 One sample Kolmogorov- Smirnov test 43 Table 4.6 The result of independence t- test sample 43 Table 4.7 The group statistics of experimental group 44 Table 4.8 Group statistics of control and experimental group in the post- test 44 Table 4.9 The result of post- test between experimental group and control group 45 Table 4.10 The score Criteria 46 Table 4.11 The Interpretation of the survey result 47 Table 4.12 The result of students‟ responses to opened- ended questions 49 Table 4.13 The result of interview 52 vi vii LIST OF FIGURES Figure The category of speaking performances 13 Figure Steps of developing Project- Based Learning in the classroom 23 vii CHAPTER INTRODUCTION This chapter will provide the overview of the study such as rationale, research scope, research objectives, research questions, significance, methods, and design of the study 1.1 Rationale Effective English speaking has become an urgent requirement for students of the 21st century Nowadays, English language has been considered as the most common language of the world when its influence is represented in almost every aspect and area of life from education to politics, culture and business This proves strongly the strength and influences of this language on people‟s lives in this century It is now impossible to find a country where learning English has not become a norm From undeveloped countries in Africa to the most prosperous nations in Europe, all people know a little English which they can use and understand simple English of others, even in many countries learning English is compulsory in school and they have standard tests to verify students‟ English capacity This approves the concept that English is becoming more and more important in our lives In Vietnam, English has been considered as a compulsory subject in all levels of school Students have learned English at young age and continued enhancing their competence at university level Moreover, the teaching of English has been emphasized and invested greatly since 2020 project English becomes an important subject in all levels of school In the future, by the year 2025, Vietnamese students are expected to reach CEF level after graduation This proves the importance of teaching and learning English towards students Therefore, it can be said that English is taught popularly in Vietnam and a lot of Vietnamese students know and be capable of using English One of the compulsory language skills to second year English- majored students at Ha Noi Pedagogical University is speaking It is an important skill in teaching and 81 17 Trần Thị Phương Thảo 2 2 18 Trương Khánh Ninh 2 2 19 Nguyễn Thị Trung Anh 3 3 14 20 Lăng Thị Mơ 2 2 21 Lê Thị Hiền 2 3 12 22 Vũ Nhật Anh 3 3 14 23 Vũ Thị Nga 2 2 11 24 Nguyễn Thị Nhật Lệ 2 10 25 Đinh Ngọc Bích 1 2 26 Phạm Thị Lệ 1 1 27 Dương Thị Thạch Thảo 2 1 28 Nguyễn Thị Xinh 2 11 29 Nguyễn Khánh Ly 3 13 30 Dương Thị Thu Hằng 2 2 11 CATEGORIES Comprehension Pronunciation Vocabulary Grammar Fluency Very good 0 0 Good 7 82 Average 17 17 15 14 19 Poor 11 Very poor 0 0 Mean : 9.8 Minimum score : Maximum score : Standard Deviation : 2.50 D Post- test scoring rubric (experimental group) Comprehensio Pronunciatio Vocabular Gramma n n y r Đặng Quỳnh Giang 2 2 Trần Thị Thảo 2 Phạm Thị Oanh Nguyễn Thị Quyên No Full name Fluency Total 1 2 2 12 Đỗ Thị Trinh 2 10 Tô Thị Xuân Hậu 2 3 13 Trần Thị Hương 2 2 Phan Khánh Hòa 3 12 83 Trịnh Thị Hương 2 2 11 10 Bùi Ngọc Hương 2 2 11 11 Đỗ Thị Thoa 3 13 12 Bùi Thị Trinh 3 13 13 Nguyễn Thị Phương 2 2 10 14 Chu Thị Phương Anh 2 2 15 Nguyễn Khánh Huyền 2 2 11 16 Dương Thị Hà 3 3 14 17 Trương Thị Quỳnh 3 13 18 Nguyễn Thị Hạnh 2 11 19 Bùi Thị Minh Huyền 3 13 20 Phạm Thùy Trang 2 1 21 Vũ Trong Quyền 3 3 15 22 Nguyễn Hải Tâm 3 2 13 23 Hà Anh Tuấn 2 2 10 24 Bùi Thị Yến 2 2 25 Đoàn Thị Thanh Nhàn 2 2 11 26 Trần Khánh Huyền 3 2 13 27 Lê Thị Thương 2 2 84 28 Cao Thu Hương 3 3 15 29 Chu Thị Lan Anh 2 2 30 Nguyễn Thị Phương Thảo 1 2 Comprehensio Pronunciatio Vocabular Gramma n n y r CATEGORY Fluency Very good 0 0 0 Good 10 10 11 Average 21 17 17 18 17 Poor 3 0 Very poor 0 0 0 Mean : 11.03 Minimum score : Maximum score : Standard deviation : 2.11 85 Appendix 3: The analytic rubric for the oral presentation project ( filled by teacher) A Presentation content Categories / content Very good Good Average Introduction content Introduced topic, explained Introduced Started Poor with an Did not clearly the purpose of presentation presentation in introduction to the introduce purpose in clear way capturing clear way topic, but it did not of presentation attention covey all the main points of the presentation Content All information relevant and appropriate was Most Information information was Information valid but some was not relevant to the relevant; some not topics was assignment needed improvement Organization Contained a clear central Central message and purposeful message organizational pattern (e.g., clear; chronological Central message is Does not contain order was not clearly and/or central message or sections easily identifiable identifiable , of presentation by audience; organizational problem solution, analysis vary in explicit sections may be in pattern of parts, etc.) organizational need of further 86 pattern organization and clarity Transitions Used effective, smooth Included Included transitions that indicated transitions to transitions some Presentation was to confusing and transitions in presentation connect key connect key points disjointed with a topic or focus but but most speakers‟ lack of structure points speakers often over reliance on used fillers fillers is distracting such as um, ah, or like Conclusion Clear conclusion and accurate Concluded Ending the Repeat the key but words in the minor with some errors, conclusion Do which main points but presentation summarize the whole main contain idea of the presentation unclear idea the conclusion may not focus on the not enough be clear main points 87 B Physical presentation and delivery Categories/ Very good Good Average Poor level Length Time used efficiently Within minutes less Spent less than minutes Substantially longer or (8 minutes) than allotted time or shorter than the time minutes longer agreed in the assignment Vocal Presenter spoke clearly Most members spoke Group qualities and articulately with in clear strong and voice and voices loud volume voice, of that members had Voices of speaker were but difficulty in speaking clearly soft and monotone It some and drop members loud enough for did not go smoothly in audience Some members and articulately and audience can hear the volume at times pronounce incorrect which caused difficulties for presentation easily make it difficult for audience audience to hear to hear Eye contact Speakers eye maintained Speakers contact with eye contact most of the contact, but not maintained; most of report with no audience and seldom time, return to notes maintained Speakers showed some eye Speakers read all or but returned Sometimes frequently and at least half the time, eye contact to notes speakers read from notes or speakers looked around 88 did not audience see but the other places Gestures Confident manner, Confident manner; Most members stood still or Speakers just stood still gestures of all members some members might did not have much posture or and spoke by heart or added to style, and need to add or subtract gesture besides speaking looked at the note most hands were used to gestures to emphasize of the time describe or emphasize points 89 Appendix 4: The survey narrative Item Concepts Questions number Strongly Disagree Undecided Agree Strongly disagree (2) (1) Speaking Project Based Learning allowed assessment students to speak English with appropriate vocabulary based on the topic Speaking Project- Based Learning wllowed assessment students to speak English with good pronunciation Project Based Project- Based learning activities Learning allowed students opportunities to work autonomously and involve interaction and communication Activities Project Based Learning provided students with a variety of different topics which are practical and useful to boost their knowledge (3) (4) agree (5) 90 Students improved their grammar structures and speaking fluency through a range of tasks that they took while taking project Project Based The situations students encountered Learning during the project implementation activities help them to develop critical thinking and defense ability Project Based Project Based Learning motivate learning students‟ attendance, growth in motivation self- reliance and positive thinking in learning English Life- social Project Based Learning helped skill students develop complex skills such as problem solving, collaborating and flexibility Language Project Based learning enhanced skill students‟ language skills ( reading, writing, listening) 91 10 Effectiveness Students who took part in project of project take greater responsibility for their based own learning than during more learning traditional classroom activities 92 Appendix 5: The survey result Item number Students Mean Score 10 5 5 5 43 4.3 4 4 5 4 43 4.3 5 5 5 47 4.7 4 5 4 43 4.3 5 5 5 44 4.4 4 5 41 4.1 4 5 5 43 4.3 4 5 4 42 4.2 5 4 4 45 4.5 10 5 5 5 45 4.5 11 5 5 5 45 4.5 12 4 4 5 5 46 4.6 13 4 5 5 43 4.3 14 5 5 4 46 4.6 15 5 5 4 46 4.6 16 5 5 4 45 4.5 93 17 4 5 4 5 45 4.5 18 5 5 5 46 4.6 19 5 5 5 45 4.5 20 4 5 5 5 46 4.6 21 5 4 4 4 43 4.3 22 4 4 5 41 4.1 23 4 5 40 4.0 24 4 5 4 44 4.4 25 3 5 4 41 4.1 26 5 5 4 4 46 4.6 27 5 5 42 4.2 28 5 4 4 5 43 4.3 29 5 4 5 5 46 4.6 30 5 4 5 45 4.5 Score 134 131 131 130 135 133 129 130 129 138 Mean 4.43 4.37 4.37 4.33 4.5 4.43 4.30 4.33 4.33 4.6 94 Appendix The interview direction and result Interview questions direction and results Phuong: Hi everyone, My name is Phuong Once again, Thanks for coming As you know I am teaching our class by using Project Based Learning technique Now I would like to interview you some questions for my research project I hope all of you will have great time and enjoy my interview Are you ready? Students: yes Phuong : What were the differences of learning English by using project Based Learning and your previous way of learning in class? ST1: In this class, we had to communicate a lots therefore, you must be good at pronunciation and grammar ST2: This class required a lots of hard work and cooperation, we also had to read a lots Writing is a difficult skill since it related to grammar Phuong: Do you often speak at home? ST2 + ST2+ ST3: No, we dont Phuong: Why? ST2: Because we dot have any one to speak English with ST3: We don‟t speak at home because no one in my neighbour can speak English Phuong: What you find most difficult about this way of learning? ST 1: I feel that some students did not like to work in group and it was difficult to create the best result ST2: It too quite a lot of time to prepare and design and I did not have time for other subject ST3: You need to be active and responsible for your study because time is limited, if you did not work hard on it, You left behind Phuong : how you learn speaking at home? ST1: I often read questions and answers from the book ST2: I spoke with my friends sometimes ST3: I spoke with myself and sometimes I record my voice Phuong : Did the project based learning help you to improve your speaking skill? ST1:Yes, it helped me improve my fluency and pronunciation since I had to ask my 95 foreign teacher for help ST2: Definitely, it improved my speaking skill and grammar I had to read a lot of materials and writing so my grammar is improved ST3: My grammar and vocabulary were improved because I read a lot documents to find out the information and speak with my friends when we went out to shot clip Phuong: Did you often have a row when you did the project together? When? ST1: Yes, sometimes ST2: Yes, we had a quarrel when we did not work on our parts We had a lots of subjects to learn Phuong: What you find is the strength of this method? ST1: I think we have more opportunities to express our ideas ST2: we learn how to listen to other people and present our ideas, in case we did not get approval, we knew how to react in language ST3: I can take more responsibility on my own study, When I had to present in front of class, I learned to speak confidently and comfortably Phuong: Do you think this method will help you learn other skill?‟ ST1: Yes, when we made clip, we had to use “ film making studio” it was fun and great, I felt attracted and crazy to learn I really want to improve my English skill by making movie like this ST2: When we made game, we had to search for the version that suited our game and it drove me crazy but I loved to have my own successful product finally Phuong: What about you? ST3: Making journal required us a lots of skill design, writing and reading and it improved a lot my language skill I also learn how to communicate with friends effectively especially when we had argument Phuong : What is the teacher „s role in this class? ST2: Teacher gave instruction and helped us follow the process ST3: The teacher gave advice on our progress and told us how to She was a facilitator and a mentor Phuong: Thanks all of you for sharing Wish you guys a great semester All students: Thank you ... Data can be divided into qualitative data and quantitative data Qualitative data is about descriptive statements which can be made about a subject based on observations, interviews or evaluations... 7, students have information and language demanded in step continue to compile and analyze information They have to edit and remain necessary and important information for their projects language... language skills to second year English- majored students at Ha Noi Pedagogical University is speaking It is an important skill in teaching and learning English as a second language According to