Using project based teaching to improve students’ confidence in english presentation skills at a high school in bac ninh province

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN THI THUY DUNG USING PROJECT-BASED TEACHING TO IMPROVE STUDENTS’ CONFIDENCE IN ENGLISH PRESENTATION SKILLS AT A HIGH SCHOOL IN BAC NINH PROVINCE Sử dụng phương pháp dạy học dự án để cải thiện tự tin học sinh kỹ thuyết trình tiếng Anh trường cấp III tỉnh Bắc Ninh M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8140231.01 HANOI – 2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN THI THUY DUNG USING PROJECT-BASED TEACHING TO IMPROVE STUDENTS’ CONFIDENCE IN ENGLISH PRESENTATION SKILLS AT A HIGH SCHOOL IN BAC NINH PROVINCE Sử dụng phương pháp dạy học dự án để cải thiện tự tin học sinh kỹ thuyết trình tiếng Anh trường cấp III tỉnh Bắc Ninh M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Dr Pham Thi Thanh Thuy HANOI – 2018 DECLARATION I, the undersigned, declare that this thesis is the result of my own research and has not been submitted to any other university or institution partially or wholly Except where the reference is indicated, no other person’s work has been used without due acknowledgement in text of the thesis Hanoi, 2018 Student Nguyễn Thị Thùy Dung i ACKNOWLEGEMENTS In the process of implementing my thesis, I have received lots of help, encouragement and experiences from teachers and friends First of all, I would like to express my gratitude to my supervisor Assoc Prof Dr Pham Thi Thanh Thuy who has generously given me invaluable assistance and guidance Without her help, my research would have never been successfully completed Besides, my sincere thank is also extended to all the teachers in Post-graduate Department, Ha Noi University of Language and International Studies for their lectures supporting this research; simultaneously, my thank to all the students who helped me take part in the research and fulfill the questionnaire Last but not least, I am grateful to my family and friends who have given me much encouragement during the time I carry out this research ii ABSTRACT It is obvious that project-based learning plays an important role in language teaching and learning This thesis was conducted with the aims to find out the reasons why students lack confidence in presentations, explore students’ and teacher’s attitudes toward the project-based learning, and explore how the projectbased learning lessons help improve ten – grade students’ confidence in English presentation skills The study was conducted as an action research focusing on improving ten – grade students’ confidence in English presentation skills at a High School in Bac Ninh province by using project-based learning It includes 48 ten – grade students who are in the second semester of school year 2017 – 2018 Hopefully, the results of the study can help students improve their confidence in English presentation skills in future and teachers apply project-based learning in their language teaching iii ABBREVIATION PBL: Project-based learning iv TABLE OF CONTENTS DECLARATION i ACKNOWLEGEMENTS .ii ABSTRACT iii ABBREVIATION iv TABLE OF TABLES viii TABLE OF FIGURES, CHARTS ix PART A: INTRODUCTION 1 Rationale of the study Aims of the study Research questions Significance of the study Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Presentation skills 1.1.1 Definitions of presentation 1.1.2 Types of presentation 1.1.3 Criteria for a good presentation 1.1.4 The importance of presentation skills in language learning 1.2 Confidence 1.2.1 Definitions of confidence 1.2.2 The importance of confidence in presentation skills 1.3 Project-based learning (PBL) 12 1.3.1 Definitions of PBL 12 1.3.2 Salient features of PBL 12 v 1.3.3 Benefits of PBL 13 1.3.4 Types of PBL 14 1.3.5 A framework for PBL 15 1.3.6 The role of the teacher in PBL 18 CHAPTER 2: METHODOLOGY 21 2.1 Action research 21 2.1.1 Definition of action research 21 2.1.2 The process of action research 21 2.1.3 Rationale of using an action research 23 2.2 Context of the study 24 2.3 Participants 24 2.4 Data collection 25 2.4.1 Questionnaire 25 2.4.2 Teacher’s observation 25 2.4.3 The pre-test and post-test 25 2.5 Data analysis 26 2.6 The action research procedure 26 2.6.1 Initiation (week 1, 2) 26 2.6.2 Primary investigation (week 3, 4) 26 2.6.3 Hypothesis 26 2.6.4 Intervention (Implementing PBL in form of group-work in afternoon tutor lessons) (week 5, 6, 7, 8, 9, 10, 11, 12) 26 2.6.5 Evaluation (week 13 - 15) 29 2.6.6 Dissemination 29 2.7 Summary 29 CHAPTER 3: FINDINGS AND DISCUSSION 30 3.1 Factors affecting students’ lack of confidence in English presentation skills 30 3.1.1 Internal factors 30 3.1.2 External factors 34 vi 3.2 Attitudes of students and teachers to project-based learning 35 3.2.1 Attitude of students 35 3.2.2 Attitude of teacher 37 3.3 Effect of project-based learning 38 3.3.1 Effect of project-based learning in presentation skills 38 3.3.2 Effect of project-based learning in improving confidence in presentation skills 39 3.4 Summary 41 PART C: CONCLUSION 42 Summary of the study 42 Major findings and discussion of the study 42 Limitations of the study 44 Suggestions for further studies 44 REFERENCES 46 APPENDICES I Appendix I Appendix V Appendix VI Appendix VIII vii TABLE OF TABLES Table 1.1: Summary of criteria for a good presentation Table 2.1: Project topics 28 Table 3.1: Students’ result in the pre-test of presentation 33 Table 3.2: Students’ feeling about topics of project carried out in the semester 36 Table 3.3: Students’ result in the post-test of presentation 40 viii study Moreover, apart from speaking skill, PBL approach can be applied feasibly in listening, reading and writing skills or the combination of pairs, such as listening and speaking skills, reading and writing skills Therefore, English teaching and learning will be more interesting, effective and motivating for both teachers and students Further investigations of this field can help to find out significant implications for effective methods to improve students’ English competence in Vietnam 45 REFERENCES Adderley, K et al (1975) Project Methods in Higher Education SRHE working party on teaching methods: Techniques group Guildford, Surrey: Society for research into higher education Alahem, B (2013) Using Oral Presentation Projects to Help EFL Learners Reduce Speech (master’s thesis) Mohamed Khider University of Biskra, Biskra, Algeria Alshare & Hindi (2004) Classroom strategies for improving students’ oral communication skills Journal of Accounting Education Vol 22, No 2, p 165-172 Baldwin, C (2011) How to overcome shyness during an oral presentation Retrieved on December, 2017 from Bany, K and King, L (1993) Beginning Teaching (2nd ed) Australia: Social Science Press Blumenfeld, P C., Soloway, E., Marx, R W., Krajcik, J S., Guzdial, M., & Palincsar, A (1991) Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning Educational Psychologist Vol 26, p 369398 http://dx.doi.org/10.1080/00461520.1991.9653139 Boaler, J (1997) Experiencing school mathematics: Teaching styles, sex, and settings Buckingham, England: Open University Press Bown, H D (2000) Principles of Language Learning and Teaching New York: Longman Byrne, D (1986) Teaching oral English (2nd ed) London: Longman 10 Chandrasegaran, A (1981) Problems of learning English as a second language : an investigation of factors affecting the learning of ESL in Malaysia / Antonia Chandrasegaran Singapore University Press for SEAMEO Regional Language Centre 11 Chen, P (2003) Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students Learning and Individual Differences Vol 14, No 1, p 79-92 46 12 Corey, S.M (1953) Action research to improve school practices New York: Teachers College Press 13 D’Arcy, J (1998) Technically Speaking: A Guide for Communicating Complex Information Columbus, OH : Battelle Press 14 Emden, J & Becker, L (2004) Presentation skills for students Basingstoke: Palgrave Macmillan - 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Retrieved on December, 2017 from http://guides.wikinut.com/Learning-English-The-Easy- Way!/2wuchx26/ 45 Scarcella, R C., & Oxford, R L (1992) The tapestry of language learning: The individual in the communicative classroom (p 63) Boston, MA: Heinle & Heinle 46 Spolsky, B (1998) Sociolinguistics Oxford introductions to language study Oxford: Oxford University Press 47 Stoller, F (2006) Establishing a Theoretical Foundation for Project-Based Learning in Second and Foreign Language Contexts Greenwich, CT: Information Age 49 48 SRI International (2000) Silicon valley challenge 2000: Year Report San Jose, CA: Joint Venture, Silicon Valley Network 49 Thomas, J.W (2000) A review of research on project-based learning Retrieved on 18 December, 2017 from the website of Autodesk Foundation at http://www.k12reform.org/foundation/pbl/research 50 Ur, P (1996) A course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press 51 Tsui, B M (1992) Classroom discourse analysis in ESL teacher education ILEJ Vol 9, p 81-96 52 Wehmeier, S., McIntosh, C & Turnbull J (2005) Oxford Advanced Learner’s Dictionary New York: Oxford University Press 53 Wentzel, K.R & Brophy, J.E (2014) Motivating Students to Learn New York & London 54 Whatley R P (2014) Types of presentations Retrieved on 18 December, 2017 from Aristotle website at: http://aristotle.com/blog/2014/09/types-of- presentations/ 50 APPENDICES Appendix CÂU HỎI ĐIỀU TRA NGHIÊN CỨU DÀNH CHO HỌC SINH (Học sinh trả lời trước sau sử dụng phương pháp dạy học theo dự án PBL) Nhằm phục vụ cho Đề tài nghiên cứu: “Sử dụng phương pháp dạy học dự án để cải thiện tự tin học sinh kỹ thuyết trình tiếng Anh trường cấp III tỉnh Bắc Ninh”, người nghiên cứu soạn câu hỏi sau Mong em học sinh trả lời câu hỏi theo suy nghĩ cách nghiêm túc Cảm ơn cộng tác em! Hãy khoanh tròn vào ý kiến em lựa chọn: Kỹ thuyết trình quan trọng với em nào? A Rất quan trọng B Khá quan trọng C Ít quan trọng D Khơng quan trọng Em thấy học thuyết trình Tiếng Anh lớp thú vị nào? A Rất thú vị B Khá thú vị C Ít thú vị D Khơng thú vị I Em gặp phải khó khăn học kỹ thuyết trình Tiếng Anh? Đánh dấu tích (✓) vào trống phù hợp với em Cực kỳ Không không đồng ý đồng ý Không Đồng ý Cực kỳ đồng ý chắn Hạn chế kiến thức Hạn chế từ vựng ngữ pháp Hạn chế phát âm Các chủ đề thuyết trình nhàm chán, không thú vị Thiếu chuẩn bị Thiếu thời gian thuyết trình Sợ nói sai chủ đề Sợ bị bạn chê cười Khơng có khả nói to, rõ ràng, trơi chảy Giáo viên khơng hướng dẫn trước thuyết trình Trong học thuyết trình Tiếng Anh, sau đưa chủ đề, giáo viên em thường: A Cung cấp cho em từ mới, cấu trúc liên quan đến chủ đề thuyết trình B Cung cấp cho em ý chủ đề thuyết trình C Khuyến khích em tự lập dàn ý cho chủ đề theo nhóm D Yêu cầu em tự thảo luận chuẩn bị cho chủ đề thuyết trình II Phương pháp dạy-học theo dự án giúp em tự tin thuyết trình Tiếng Anh yếu tố nào? Đánh dấu tích (✓) vào lựa chọn Em chọn nhiều đáp án Khơng khí lớp học thoải mái, sôi Hoạt động học, tài liệu học tập, tập đa dạng, phong phú Các dự án có nội dung thú vị, gần gũi với thực tế Giáo viên ln khuyến khích, động viên học sinh Học sinh có khả lập kế hoạch, tổ chức làm việc, hợp tác theo nhóm tốt Học sinh phát huy tính động, tự chủ, sáng tạo Học sinh tự khai thác nhiều thông tin, trau dồi thêm vốn từ, tích lũy nhiều kiến thức Ngồi thuyết trình, học sinh cịn cải thiện nhiều kỹ (tìm kiếm thông tin; thu thập, xử lý số liệu; ứng dụng công nghệ thông tin; ) Ý kiến khác (đề nghị ghi cụ thể): Phương pháp dạy-học theo dự án giúp em việc thuyết trình Tiếng Anh nào? Đánh dấu tích (✓) vào lựa chọn Em chọn nhiều đáp án Chuẩn bị: Em hồn thành tốt chuẩn bị trước thuyết trình Nội dung: Em nêu rõ tồn hiểu biết chủ đề Hợp tác với bạn: Em lắng nghe, chia sẻ ủng hộ nỗ lực bạn nhóm để làm việc Giọng âm lượng: Bạn có giọng thuyết trình rõ ràng, trơi chảy; âm lượng đủ nghe Thời gian: Em phân phối thời gian hợp lý phần thuyết trình Diễn đạt (Cử ánh mắt): Bạn đứng thẳng, nhìn thư giãn tự tin Nhận thức: Bạn trả lời câu hỏi đưa cho chủ đề bạn thuyết trình III Ý kiến khác (đề nghị ghi cụ thể): Phương pháp dạy-học theo dự án giúp em tự tin việc thuyết trình Tiếng Anh nào? Đánh dấu tích (✓) vào lựa chọn Em chọn nhiều đáp án Bạn khơng cịn lo lắng sợ sệt thuyết trình Bạn kết hợp ánh mắt ngơn ngữ thể thuyết trình Bạn làm người nghe mỉm cười suy nghĩ thuyết trình Bạn sẵn sàng thuyết trình có chủ đề Bạn trả lời câu hỏi chủ đề thuyết trình cách nhanh xác Ý kiến khác (đề nghị ghi cụ thể): Trong chủ đề thực kỳ học này, em thích chủ đề nào? Đánh dấu tích (✓) vào lựa chọn Weeks Macro – project topics Week Unit 9: Undersea world Week Unit 10 : Conservation Week Unit 11: National parks Week Unit 12: Music Week Unit 13: Films and Cinema Week 10 Unit 14: The world Cup Week 11 Unit 15: Cities Week 12 Unit 16: Historical places IV (✓) Appendix CLASS OBSERVATION I Preparation Well-prepared with appropriate objectives of the class II Presentation Various and suitable information for the content Effective mutual collaboration with peers Clear and smooth presentation with clear voice and high volume Confident appearance with flexible eye contact Unreasonable time distribution III Personal characteristics Patient responses IV Students - Students’ interaction Students are communicators Students are interesting, enthusiastic, and active 10 Students are attentive and involved 11 Students are encouraged to ask questions and express their own ideas V Appendix ORAL PRESENTATION RUBRIC Topic: Teacher’s name: Student’s name: CATEGORY Student is Student seems The student is Student does completely pretty prepared somewhat not seem at all prepared and but might have prepared, but it prepared to Preparedness has obviously needed a couple is clear that present rehearsed more rehearsals rehearsal was lacking Shows a full Shows a good Shows a good Does not seem understanding understanding of understanding to understand Content of the topic the topic of parts of the the topic very topic well Almost always Usually listens Often listens to, Rarely listens listens to, to, shares with, shares with, to, shares with, shares with, and supports the and supports and supports and supports efforts of others the efforts of the efforts of Collaboration the efforts of in the group others in the others in the but group Often is with Peers others in the Does not cause group group Tries to \"waves\" in the sometimes is not a good keep people group not a good team member working well team member together Voice is clear Voice is clear Voice is clear Voice is clear and fluent and fluent and fluent and fluent Volume is loud Volume is loud Volume is loud Volume often enough to be enough to be enough to be too soft to be Voice/Volume heard by all heard by all heard by all heard by all audience audience audience audience members members at least members at members throughout the 90% of the time least 80% of presentation the time Presentation is Presentation is Presentation is Presentation is minutes minutes long minutes long less than Time-Limit 5-6 long Reasonable time Reasonable minutes OR VI Reasonable distribution time some parts distribution in the parts in time more than distribution in minutes 1, parts Unreasonable time distribution in parts Stands up Stands up Sometimes Slouches straight, looks straight and stands up and/or does not relaxed and establishes eye straight and look at people confident contact with establishes eye during the Delivery Establishes eye everyone in the contact presentation (Posture and contact with room during the Eye Contact) everyone in the presentation room during the presentation Student is able Student is able to Student is able Student is to accurately accurately to accurately unable to answer almost answer most answer a few accurately questions questions posed questions posed answer Comprehension all posed by by classmates by classmates questions posed classmates about the topic about the topic by classmates about the topic about the topic Total mark: Adapted from http://rubistar.4teachers.org/index.php VII Appendix A SAMPLE OF PROJECT-BASED LEARNING LESSON PLAN I Objectives: By the end of the lessons, students will be able to: - enrich their background knowledge about the topic they present; - make the habit of self-studying and improve their presentation skills considerably through the process of project implementation; - improve some soft skills focusing on the use of English in the future such as communication, group-work, problem-solving; - develop other skills such as finding information, collecting and analyzing data, applying information technology II Requirement: - Students work in groups of on a given topic and they are to give a presentation in front of the class Each member must be responsible for a certain part and assessment will be based on the criteria on Appendix III Topic for group projects: Weeks Macro – project topics Week Unit 9: Undersea world Week Unit 10 : Conservation Week Unit 11: National parks Week Unit 12: Music Micro – project topics Presentation about a kind of sea animals such as sperm, whale, dolphin… or the life beneath the ocean Making a conversation Presentation about the zoo of the new kind learned in the speaking lesson Role play as endangered animals Presentation about some famous national parks in Vietnam and in the world Telling a story about a trip to a national park Presentation about types of music such as folk music, rock and roll, pop music, classical music, jazz… Presentation about your favorite type VIII Week Week 10 Week 11 Week 12 of music, song, singer, band or musician… Presentation about the history of cinema Presentation about kinds of film, such Unit 13: Films and Cinema as science fiction, cartoon, horror, detective, thriller,… Role play based on a favorite film Presentation about the history of the World Cup Unit 14: The world Cup Discussing about a World Cup tournament Presentation about some well-known cities in the world such as New York, Unit 15: Cities Paris, London,… Brief introduction about your city / place you are living Presentation about some historical places in Vietnam such as Van Mieu Quoc Tu Giam, Hue Imperial City, Hoi Unit 16: Historical places An ancient town,… Telling about your trip to visit a historical place in Vietnam IX ... Informative, instructional, arousing, persuasive, and decision-making Information presentation: Keep an informative presentation brief and to the point Stick to the facts and avoid complicated information... can use overhead projector and other visual aid and the audience can ask for further clarification.” In general, a presentation is a mean of communication that can be adapted to various speaking... situations, such as talking to a group, addressing a meeting or briefing a team 1.1.2 Types of presentation According to Whatley R P., presentation is divided into five main types named: Informative,