Using projectbased learning to improve the students’ speaking skills an action research project at Dong Nai Technology University

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Đinh Cơng Tính USING PROJECT-BASED LEARNING TO IMPROVE THE STUDENTS’ SPEAKING SKILLS: AN ACTION RESEARCH PROJECT AT DONG NAI TECHNOLOGY UNIVERSITY MA THESIS IN ENGLISH LANGUAGE HANOI, 2019 DECLARATION BY AUTHOR I, the undersigned, hereby certify that the thesis entitled “Using Project-Based Learning to Improve The Students’ Speaking Skills: An Action Research Project at Dong Nai Technology University” is the result of my own research for the Degree of Master of Arts in English Language The substance of the thesis has not, wholly or in part, been submitted for any other degree to any other universities or institutions Except where reference has been made in the text, this thesis contains no material previously published or written by another person The study reported in this thesis was approved by Graduate Academy of Social Sciences Author’s Signature Đinh Cơng Tính Approved by SUPERVISOR Phạm Hữu Đức, Ph.D Date: ………………………… ACKNOWLEGDEMENTS Although only one name appears as the author of this work, writing a thesis is indeed a collaborative effort I would like to express my sincere thanks to the many people who made it possible First and foremost, I would like to express my heartfelt gratitude to my M.A thesis’s supervisor, Phạm Hữu Đức, Ph D for his kind consultation, invaluable encouragement as well as thorough correction in the process of completion But for his helpful guidance, this study would not have been achieved Next, I would like to convey my sincere appreciation and thanks to Mr Đặng Nguyên Giang - Dean of the Department of Foreign Languages and the other staff at Graduate Academy of Social Sciences the Department of Foreign Languages, Graduate Academy of Social Sciences for granting me the honor of writing this thesis as well as their assistance and most valuable comments Especially, millions of my special thanks go to the lecturers and students at Dong Nai Technology University who participated in this study for their kind and patient co-operation and encouragement They helped provide me with valuable data for the study so that I could have a better view of activities in English speaking classes at Dong Nai Technology University in Bien Hoa city, Dong Nai Province Last but not least, I am deeply indebted to my family for their sympathy and support during all the time I was studying for M.A degree at Graduate Academy of Social Sciences Without their unconditional love and sincere contribution, I could not have overcome my difficulties and concentrated on my studies TABLE OF CONTENTS Page DECLARATION BY AUTHOR i ACKNOWLEDGEMENTS ii ABSTRACT vi LIST OF TABLES vii LIST OF FIGURES & CHARTS viii LIST OF ABBREVIATIONS ix CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the Study 1.3 Research Questions 1.4 Scope of the Study 1.5 Significance of the Study 1.6 Research Methods 1.7 Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Concepts of speaking 2.1.1 Definitions of speaking 2.1.2 Characteristics of speaking 12 2.1.3 Functions of speaking 13 2.1.4 The importance of teaching speaking 13 2.1.5 Principles of teaching speaking 15 2.1.6 Teacher’s roles in teaching speaking 17 2.1.7 Components of teaching speaking 18 2.2 Communicative Language Teaching 21 2.3 Project-based learning 23 2.3.1 Definitions of project-based learning 23 2.3.2 Types of projects 26 2.3.3 Key features of Project-based learning 26 2.3.4 Advantages and challenges of project-based learning 29 2.3.5 Process of Project-based learning 31 2.4 Previous studies 33 2.5 Summary 36 CHAPTER 3: METHODOLOGY 37 3.1 Research Setting 37 3.2 Participants 38 3.3 Data Collection Instruments 40 3.4 Research design 44 3.5 Research Procedures 49 3.5.1 Phase 1: Planning 49 3.5.2 Phase 2: Action 50 3.5.3 Phase 3: Observation 52 3.5.4 Phase 4: Reflection 53 3.6 Data Analysis 55 3.7 Summary 56 CHAPTER 4: FINDINGS AND DISCUSSIONS 57 4.1 Data Analysis from Tests 57 4.2 Data Analysis from Questionnaires 60 4.3 Data Analysis from Interviews 73 4.4 Summary 75 CHAPTER 5: CONCLUSION 76 5.1 Recapitulation 76 5.2 Concluding Remarks 77 5.3 Implications 79 5.4 Limitations and Suggestions for Further Studies 81 REFERENCES 83 APPENDIX 1: Pre-test for students I APPENDIX 2: Survey questionnaire II APPENDIX 3: Post-test for students IV APPENDIX 4: Scoring Rubric for Speaking test V APPENDIX 5: English Speaking Ability Evaluation VII APPENDIX 6: Interview questions VIII APPENDIX 7: Post-trying out questionnaire IX APPENDIX 8: Sample lesson plan XI ABSTRACT Nowadays, English becomes more and more important in almost aspects of life English is a global language, so it is a compulsory subject at schools and universities Communication is one of the most important skills in study, and work Being a lecturer at a university, I recognize that we should help our students find the better way to improve their speaking skills and feel confident when talking or speaking in front of the class or the crowded or making a conversation with foreigners After learning about some methods to help the students improve their speaking skills We chose Project – based Learning to apply for our speaking classes in experiment After doing this experiment, we found out two issues: (1) the students’ attitudes to using Project – based Learning in speaking classes; (2) the result of students in Speaking classes when applying Project – based Learning I randomly chose a Class with class code 0070133 to carry out my action research project with the participants: 30 the first-year students a Dong Nai Technology University We performed this study in 12 weeks and used questionnaires, pre- test, posttest and interviews for collecting data instruments The research findings us that the students has positive attitudes to using Project – based learning in speaking classes and PBL was a good way to help students improve their speaking skills With the result we got in the findings, both the lecturers and the students could find the own way for teaching and learning to achieve the best result in speaking skills in speaking classes LIST OF TABLES Page Table 1: Assessing Speaking Performance- Level B1 (CEFR) 14 Table 2: Observation checklist 53 Table 3: Procedures of the study 54 Table 4: A comparison of Mean Score on Pre-Test and Post-Test 58 by Three Raters Table 5: Mean score of tests 59 Table 6: Changes after taking part in the lessons using PBL 71 LIST OF FIGURES & CHARTS Page Figure 1: Action Research Cycle 49 Chart 1: Students’ opinions of being afraid of speaking English in 62 class Chart 2: Students’ frequency of speaking English 63 Chart 3: Students’ difficulties of speaking English in class time 64 Chart 4: Frequency of practicing speaking English in class 65 Chart 5: The active activities of students in teamwork in English 66 speaking lessons Chart 6: Students’ interest in English speaking activities 67 Chart 7: Students’ opinion of using project-based learning in 68 optional lessons Chart 8: Students’ opinions about the effectiveness of project- 70 based learning in improving speaking skills Chart 9: Students’ improvement for criteria after applying project- 71 based learning in improving speaking skills Chart 10: The students’ difficulties when carrying out the project for the first time 73 How often you practice speaking English in front of the class? A usually B sometimes C rarely Do you work in groups actively in the English speaking lessons? A Yes B No What is your opinion of speaking activities in English speaking class? A Very interesting B Interesting C Not very interesting D Not interesting at all APPENDIX 3: POST-TEST FOR STUDENTS Oral Test The students take part in the speaking test in pairs Time allowed: 5-7 minutes/ pair Part 1: Greetings (Getting to know each other) Each student introduces about himself or herself (name, age, occupation, hobbies, family, activities at weekend,…) Each student answers some questions from the lecturers Part 2: Exchanging information Each pair of students will make a conversation about one of the two following topics Your hometown Your favorite film Your favorite restaurant Part 3: Discussing and persuading Each student must discuss and give the sensible reasons to persuade your partner agree to change the thought Each pair of students can choose one f the two situations below: Situation 1: Your city is a peaceful and beautiful place But your partner has a bad view for your city Persuade your partner agree to change the thought with the suitable reasons Situation 2: English is really important in modern society, especially for the young adults But your partner does not think s Persuade your partners to try to learn English well for having a good future The lecturers listen to their speaking tests, and then give some comments and scores based on the Scoring Rubric for Oral Presentations (Appendix 4) APPENDIX 4: Scoring Rubric for Speaking test Category Scoring Criteria Level/ Score Being able to understand the conversation in low level and speak some words Behavior Being able to understand and speak during (Communication) communication process with the basic level 1/ 0.5 pt 2/ 1.0 pt Having positive attitude and try to complete the test as well as possible 3/ 1.5 pts Having good interaction with the partner, make the good conversation 4/ 2.0 pts Using eye contact, body gesture, having good interaction with the partner, Feeling confident when speaking and answering the questions, 5/ 2.5 pts making the atmosphere professional and friendly The speed of speaking is slow, lots of pronunciation mistakes Fluency and pronunciation 1/ 0.5 pt Communication process is sometimes interrupted because of language limitations 2/ 1.0 pt Few mistakes about pronunciation Pronunciation, speech and fluency are pretty good 3/ 1.5 pts There is almost no mistake about pronunciation, speak smoothly Speed of speech is good 4/ 2.0 pts Pronunciation is perfect, speaking is very good and smooth, express the emotion in the 5/ 2.5 pts communication, like a native speaker Make lots of mistakes about the grammar and order of words in sentences Cause the listener 1/ 0.5 pt have the trouble to understand Using simple pattern sentences Having few mistakes about the grammar Having and use 2/ 1.0 pt the basic tenses Being able to use advanced pattern sentences, know how to order the words in the sentences, 3/ 1.5 pts using right tenses for each situation Grammar The knowledge of grammar is good Almost no mistakes about the grammar Using the right 4/ 2.0 pts tense to say about the activities happened from the past to the future Mastering the grammar Using difficult grammar structures professionally Feeling very confident in using grammar No mistake 5/ 2.5 pts in grammar Using vocabulary in low level Sometimes cause the listener feel embarrassed to 1/ 0.5 pt understand The ideas are poor The vocabulary used is simple The ideas Vocabulary and ideas supporting are in basic level 2/ 1.0 pt Using the correct vocabulary to express the ideas But sometimes some words are not 3/ 1.5 pts correct The ideas used in speech are good The vocabulary and ideas used in speech are good They are used to express the speaker 4/ 2.0 pts want to say exactly Variety of vocabulary is used Using academic words in speech exactly The ideas are 5/ 2.5 pts excellent Total score 10 APPENDIX 5: English Speaking Ability Evaluation □Pre- test □Post- test Student……………………………Rater……………………Date: ………… Score Category Behavior (Communication) Fluency and pronunciation Grammar Vocabulary and ideas Total score: …… APPENDIX INTERVIEW QUESTIONS I am Đinh Cơng Tính, an English lecturer at Dong Nai Technology University I am carrying out my research of using Project-based learning to help the students improve their speaking skills Your participation in my study is highly appreciated After the PBL was applied in lessons, the researcher would like to know the students’ opinion, the students’ attitude to PBL method and the students’ improvement in speaking English Thank you very much for your kind cooperation! This interview is carried out to find out the opinion of the two English lecturers at Dong Nai Technology University who have been invited to join the pre-test and attend some optional lessons in class code 0070133 to the using of Project-based learning to teach speaking skills The interview is conducted after the lessons with Project-based learning and the post-test The questions are designed in the hope of finding out the lecturers’ opinions of the effectiveness of Project - Based Learning in developing students' speaking skills QUESTIONS a Do you usually use Project Based Learning in teaching English to your students? Why or Why not? b Are you satisfied with the students' performance in their post-test? c Do you think using Project Based Learning can develop students’ speaking skills? d Do you think about whether to apply Project-Based Learning to your English teaching? APPENDIX 7: POST- TRYING OUT QUESTIONNAIRE The researcher would like to have your cooperation in providing useful information for the thesis, M.A Please feel secure that your information will be kept strictly confidential Thank you for your cooperation Please give your answers: Full name: ………………………………………… Class: ………………………………………… Please tick the answer you think the most suitable What you think about using Project Based Learning in the optional lessons? A too difficult B challenging but interesting C normal D too easy Do you think using Project Based Learning in the lessons has helped develop your English speaking skill? A Yes B No Which criteria of speaking skill have you improved? You can choose more than one answer A fluency B vocabulary C grammatical accuracy D pronunciation E interactive communication What are your opinions of your own changes after taking part in the lessons using Project Based Learning? A strongly agree B agree C I don’t know D disagree E extremely disagree The changes after taking part in the lessons using PBL Changes A I have made progress B C D in speaking English I am motivated to take part in the lessons I have taken greater responsibility for my own learning I have developed collaborating skill I have gained confidence in speaking in front of the audience Which difficulties did you encounter when carrying out your projects? You can choose more than one answer A I was not familiar with group work B The duration of a project is too long C I had difficulty accepting the new role of the teacher as a facilitator E APPENDIX 8: Lesson Plan SAMPLE LESSON PLAN TOPIC: HOBBIES Lecturer: Đinh Cơng Tính Textbook: I – discover Time: 40 minutes Class code: 0070133 at Dong Nai Technology University OPTIONAL LESSON + (PREPARATION) AIMS: After the five lessons, the students have to gain: - General knowledge of free time activities, kinds of hobbies - Vocabulary: words related to sports, entertainment, hobbies - Pronunciation: be able to pronounce vocabulary concerned about lesson well - Skills: speaking skill, presentation skill MATERIALS: projector or television, laptop, posters, pictures, textbook, speakers, microphones PREDICTING THE PROBLEMS: The students may get difficulties in:  Getting trouble in lecturing in front of class  Using the support tools for slide show  Composing words for Powerpoint STAGES: - The lecturers give some fields concerned about the topic for the students choose one of them: Sports, Music, travelling, vacation, films, eating and drinking - Each group must choose one and prepare for the presentation The students have to four steps: - Choose a suitable topic - Defining the objective of the presentation - Preparing for the presentation: Voting to choose a leader for the group Then distributing the work for each member in the group The leader is in charge of collecting and summing up the searching information of each member Next, discuss in group and design the powerpoint, and divide speaking task for each member - Lecturing in front of class: Each member is in charge of the presentation which was given And answering the questions concerned about the chosen Topic - The lecturer gives some tips for getting a good presentation + Greeting: * Good morning/ afternoon everyone * Hello, class/ Hello, everyone + Introducing the presentation’s topic: * Today, we are very happy to talk about * Today, we are going to talk about……………… ………… + Introducing the main contents * Our presentation is divided into three parts * Our presentation consists of three main parts The students can use one of these sample structure presentations: * * * * * * First, we are going to present… Then we will share with you… Finally, we will ask you to… The next thing we will share with you is… In the next section, we will show you… Today we will cover these key points… In this presentation, we will discuss the topic By the end of this presentation, we will have……………… ► Asking the audience some Questions The students can use one of the following ways to ask the audience make some questions:  If you have any questions, please don’t hesitate to ask us  Feel free to ask any questions  There will be plenty of time for questions at the end  I would be happy to answer any your questions OPTIONAL LESSON + + (PRESENTATION) During the next three optional lessons, six groups will make a presentation about the chosen topic in about 15 minutes Two groups will present their project in each optional lesson Each optional lesson is composed of four parts: + Warm-up + Presentation of each group + Asking and answering + Feedback and Evaluation from the lecturer SAMPLE LESSON PLAN TOPIC: HOBBIES OPTIONAL LESSON Lecturer: Đinh Cơng Tính Textbook: I – discover Time: 40 minutes Class Code: 0070133 at Dong Nai Technology University I Aim: to help the students master the skills for the presentation in front of the class, especially the speaking skills and persuading skills II Objectives Educational aim: After the lesson, the students can use the knowledge to communicate with others in English They should choose the good hobbies to have a good life Knowledge: - General knowledge: Students have the general knowledge of sports, music, film, art, free time activities, food and drink, and other entertainment - Vocabulary: Words related to hobbies Skills: - presenting in English - using body language - teamwork – skill - managing time skill - using computer/ laptop skill + Competence: searching, self-study; problem-solving; communication, cooperation, using language III Materials: - Lecturer: Book, lesson plan, powerpoint, pictures, projector/ smart television, laptop, chalk, games, activities for speaking, etc - Students: Books, notebooks, pens, posters, power point file, etc IV Predicting the problems: Students need lecturer’s direction for using projector/ smart television in slide show V Procedure: Stages/ Time Lecturer’s activities Students’ activities - Let the class play a game related + look at the screen, listen to hobbies: and answer the question + students divide into five groups + Act deeply and use slow Warm-up (10 mins) and look at the green to guess the motion to as the request in activities or the name of hobbies + List the kind of hobbies and introduce them to the student for them to choose one of them to make a presentation topic with the the game - announcing that two groups will make presentation in this lesson Presentation (20 mins) Lecturer invites the group to make - Each group lectures about the presentation in the order their chosen topic in hobbies - All other students listen to the presentation of the group Asking and - Asks the audience to make answering questions to the presenting groups (6p) and answer them Lecturer’s - Comment about presentation as evaluation well as skills - Give the students some advice if it is useful to students (4 mins) ask and answer - Listen and note down E Homework (1’): - Students who haven’t lectured the presentation yet have to prepare at home for the next period ... learning to improve the students’ speaking skills: an action research project at Dong Nai Technology University? ?? to find the better way for the teaching and learning English speaking skills and apply...DECLARATION BY AUTHOR I, the undersigned, hereby certify that the thesis entitled ? ?Using Project- Based Learning to Improve The Students’ Speaking Skills: An Action Research Project at Dong Nai Technology. .. to improve the first-year students’ English speaking skills at Dong Nai Technology University To gain the aim, the researcher must to reach the following objectives as: - Learning about the students’