Nghiên cứu về những thuận lợi và khó khăn khi áp dụng các hoạt động dạy học theo dự án tại một trường tiểu học ở hà nội

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* NGUYỄN HẰNG NGA A STUDY ON THE BENEFITS AND CHALLENGES OF APPLYING PROJECT - BASED ACTIVITIES AT A PRIMARY SCHOOL IN HA NOI (Nghiên cứu thuận lợi khó khăn áp dụng hoạt động dạy học theo dự án trường tiểu học Hà Nội) M.A MINOR THESIS (Type I) Field: English Teaching Methodology Code: 8140231.01 Hanoi - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ********************* NGUYỄN HẰNG NGA A STUDY ON THE BENEFITS AND CHALLENGES OF APPLYING PROJECT - BASED ACTIVITIES AT A PRIMARY SCHOOL IN HA NOI (Nghiên cứu thuận lợi khó khăn áp dụng hoạt động dạy học theo dự án trường tiểu học Hà Nội) M.A MINOR THESIS (Type I) Field: English Teaching Methodology Code: 8140231.01 Supervisor: Ass Prof.Phạm Thị Thanh Thùy Hanoi – 2020 DECLARATION I HEREBY CERTIFY THAT THE STUDY PROJECT REPORT SUBMITTED ENTITLED A Study On The Benefits and Challenges Of Applying Project - Based Activities At a Primary School in Ha Noi IS MY OWN STUDY IN THE FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS Ha Noi, 2020 Nguyen Hang Nga i ACKNOWLEDGEMENTS I would like to express my gratitude to all people who have given me great supports during my MA course and in the completion of my study First of all, I would like to express my deepest gratitude to my supervisor, Ass Prof Pham Thi Thanh Thuy for her advice, guide, encouragement and supervision throughout the study She consistently encouraged me to write this paper, but would steer me in the right direction whenever I needed it I am always greatly thankful to have her as my supervisor I also would like to thank to my lecturers who have taught QH2017.D1 for their lectures as well as their enthusiasms during the MA course I am extremely grateful to all the staff and faculty members for their assistance in all the problems that I encountered during my studying here My sincere gratitude goes to three teachers of English and one hundred seven students at grade 3,4,5 at Phu Linh primary school for their contributing to the data collection presented in the research Lastly, I would like to express my thanks to my family, my colleagues for their care and encouragements during my time of fulfilling this study ii ABSTRACT The study was conducted with an attempt to examine the real situation of applying PBL in order to investigate the benefits and challenges of using PBL in improving speaking skills as perceived by teachers and students The subjects involved in the study are three English teachers and one hundred- seven in grade 3, 4, chosen at random from sixteen classes The data were collected from questionnaires for students and teachers, classroom observation and interviews for students and teachers The results of the study have shown that PBL motivates students to speak English, helps them interact more frequently with other students and teachers, remember and use the target vocabulary and structures in the project lessons For teachers, PBL increases student-teacher interaction, helps teachers correct students’ mistakes in pronunciation and grammar and assess students’ understanding Also, the findings of the study point out PBL’s challenges for students: lack of confidence in talking in front of the big groups, slow reaction to questions from other students and teachers, time limitation and frequent use of mother tongue For teachers, teachers have problems with time, students’ error correction, related knowledge, experience and students of mixed levels, little motivation and interest Therefore, those findings may benefit schools and teachers that have the same problems in implementing PBL Additionally, the present study may provide valuable information for the researchers and teachers who are interested in cooperating PBL into their teaching iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS vii LIST OF CHARTS AND TABLES viii CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Research questions 1.5 Scope of the research 1.6 Significance of the study 1.7 Structure of the thesis CHAPTER II- LITERATURE REVIEW 2.1 Theoretical background of project- based language teaching 2.1.1 Definition of projects and project- based language teaching 2.1.2 Features of project- based language teaching 2.1.3 Stages in conducting a project 2.1.4 Benefits of the project-based language teaching 2.1.5 Challenges of applying project-based language teaching 2.2 Related studies 11 2.2.1 In the world 11 2.2.2 In Vietnam 11 2.3 Summary 13 CHAPTER III- RESEARCH METHODOLOGY 14 3.1 Setting of the study 14 3.2 Research procedures 14 3.3 Conduct a preliminary study 15 3.4 Description of the curriculum and the textbook 18 3.5 Participants 18 3.5.1 Students 18 iv 3.5.2 3.6 Teachers 19 Data collection instruments 20 3.6.1 Questionnaires 20 3.6.2 Interview 21 3.6.3 Classroom observation 21 3.7 Pilot study 22 3.8 Data analysis 23 3.9 Limitations of the methods 23 3.10 Summary 23 CHAPTER IV: DATA ANALYSIS AND DISCUSSION 24 4.1 Real situation of PBL in improving speaking skills as perceived by students 24 4.1.1 Participation 26 4.1.2 Performance 27 4.1.3 Time 29 4.1.4 Language use 31 4.2 Real situation of PBL in improving speaking skills as perceived by teachers 32 4.2.1 Interaction 32 4.2.2 Feedback and correction 33 4.2.3 Time 33 4.2.4 Student management 34 4.2.5 Language use 35 4.2.6 Knowledge and experience 35 4.3 Summary of the benefits and challenges of using PBL in improving speaking skills 36 4.3.1 Summary of the benefits of using PBL in improving speaking skills 36 4.3.2 Summary of the challenges of using PBL in improving speaking skills 36 5.1 Summary and conclusion 38 5.2 Pedagogical implication for applying PBL in improving speaking skills 39 5.3 The limitation of the study 40 5.4 Recommendations for further related studies 40 APPENDICES II APPENDIX II APPENDIX V v APPENDIX VI APPENDIX VII APPENDIX XI APPENDIX XII APPENDIX XIV APPENDIX XXI vi LIST OF ABBREVIATIONS PBL: Project – based learning L1: Mother tongue/ vietnamese L2: Second language/ english T: Teacher T1: The first teacher T2: The second teacher T3: The third teacher S: Student S1: One student in grade S2: One student in grade S3: One student in grade G3: Students in grade G4: Students in grade G5: Students in grade vii LIST OF CHARTS AND TABLES Charts Chart 4.1.Spending time for PBL according to students’ questionnaires 29 Table Table 3.1 Summary of the benefits of using project- based learning in improving speaking skills (Source: Summary of the author) .16 Table 3.2 Summary of the challenges of using PBL in improving speaking skills (Source: Summary of the author) 17 Table 3.3 The information of English teachers 19 Table 4.1.1.Students’ motivation in PBL according to students’ questionnaires .24 Table 4.1.2 Students’ motivation in PBL based on classroom observations 25 Table 4.1.3 Students’ participation in speaking activitiesaccording to students’ questionnaires 26 Table 4.1.4 Students’ participation based on classroom observations .27 Table 4.1.5 Students’ performance from students’ questionnaires 27 Table 4.1.6 Students’ performance from class observations 28 Table 4.1.7 Students’ spending time for PBL based on classroom observations 29 Table 4.1.8 Students’ language use 31 Table 4.2.1 Teacher- student interaction according to classroom observations 32 Table 4.2.2 Feedback and correction according to classroom observation .33 Table 4.2.3 Time for PBL according to classroom observations .33 Table 4.2.4 Student management according to classroom observations 34 viii APPENDIX CLASSROOM OBSERVATION FORM Dear evaluators, please use this Classroom Observation Form to rate students’ and teacher’s behaviors Your feedback is very valuable, as it helps provide the real situation of using project- based learning in improving speaking skills and ways of responding to it Please make sure to specify which classroom you are observing I value your sincere feedback The Classroom Observation Form is confidential Observer: Teachername: Observed classroom: _ Date: _Projectstarts: Project ends: Using the scale below, indicate your opinion of the teacher’s and students’ behaviors Does not at all Only marginally Neutral Describe rather Is reflect well what went accurate what reflects went on what went on on a totally reflection of what went on Please rate each item by putting a circle around the number Students Agreement level I Motivation Be interested in the project Feel confident to speak English in front of the class Be willing to speak English in their groups 5 5 II Participation Interact frequently each other VII Give feedback on other students’ performance Present the project fluently Make questions for other groups 5 5 5 5 5 III Performance Use target words from previous lessons Use target structures from previous lessons 10 Answer quickly teachers’ and other students’ questions IV Time 11 spend time on practising speaking before presenting the projects 12 spend time on presenting the projects 13 spend time on giving comments, making questions for other students V Language use 14 Use Vietnamese for communication during the projects 15 Use English for communication during the projects Teacher I Interaction 16 Interact with students more frequently VIII 17 Help students use suitable words for the projects 18 Help students use suitable structures for the projects 5 5 5 5 5 II Feedback and correction 19 Correct students’ mistakes in word choice 20 Correct students’ mistakes in grammar 21 Correct students’ mistakes in pronunciation III Time 22 Spend time for students to practise speaking before the presentation step 23 Spend time for all groups in the presentation step 24 Give students feedback, evaluation at the end of the lesson IV Student management 25 Manage students of different levels during the projects 26 Manage students with little motivation and interest VI Language use 27 Use suitable language(L1/ L2) for giving instructions and communicating with students IX VI Knowledge and experience 28 Show knowledge and experience about the projects to guide students Thank you for your participation! X APPENDIX THE RESULTS FROM QUESTIONNAIRESStudents’ questionnaires Statements G3 G4 G5 Average I Motivation 4.46 4.13 4.14 4.24 I am interested in the project activities 4.78 4.51 4.47 4.59 I want more opportunities to speak English 4.73 4.51 4.19 4.48 I feel confident to speak in front of the class 3.83 3.51 3.47 3.60 I am willing to speak in my group 4.63 4.06 4.53 4.40 I spend more time speaking English after PBL lessons 4.33 4.03 4.03 4.13 II Participation 3.75 3.77 3.83 3.78 I interact more frequently with other students 4.00 4.11 4.13 4.08 I can give feedback on other students’ presentation 3.93 3.86 3.63 3.80 I can talk about the project without hesitating 4.15 3.86 4.03 4.01 I can make questions for other groups 2.93 3.26 3.53 3.24 III Performance 4.05 3.93 3.83 3.94 I use the words learnt from previous lessons 4.60 4.17 4.31 4.36 I use the structures learnt from previous lessons 4.68 4.06 4.13 4.29 I answer quickly teachers’ and other students’ questions 3.88 3.94 3.97 3.93 I speak English fluently after PBL lessons 3.85 3.97 3.97 3.93 I speak longer sentences after PBL lessons 3.23 3.51 2.78 3.17 IV Time 3.81 3.04 2.73 3.19 presentation step 3.95 3.20 2.88 3.34 I have enough time for presenting the projects 3.88 2.97 2.84 3.23 other students 3.60 2.94 2.47 3.00 V Language use 3.51 3.90 3.71 3.71 I use Vietnamese for communication during the projects 4.08 3.68 2.94 3.56 I have enough time for practising speaking before the I have enough time to give comments, make questions for XI I use English for communication during the projects 2.95 4.12 4.31 3.79 APPENDIX THE RESULTS FROM CLASSROOM OBSERVATIONS Students G3 G4 G5 Average I Motivation 4.33 4.00 4.00 4.11 Be interested in the project 5.00 4.00 4.00 4.33 Feel confident to speak English in front of the class 3.00 4.00 4.00 3.67 Be willing to speak English in their groups 5.00 4.00 4.00 4.33 II Participation 3.00 3.25 3.50 3.25 Interact frequently each other 4.00 4.00 5.00 4.33 Give feedback on other students’ performance 2.00 3.00 3.00 2.67 Present the project fluently 4.00 4.00 3.00 3.67 Make questions for other groups 2.00 2.00 3.00 2.33 III Performance 4.00 3.67 3.67 3.78 Use target words from previous lessons 5.00 4.00 4.00 4.33 Use target structures from previous lessons 5.00 4.00 4.00 4.33 Answer quickly teachers’ and other students’ questions 2.00 3.00 3.00 2.67 IV Time 3.67 2.67 2.33 2.89 spend time on practising speaking before presenting the projects spend time on presenting the projects 4.00 3.00 3.00 3.33 4.00 2.00 2.00 2.67 spend time on giving comments, making questions for other students 3.00 3.00 2.00 2.67 V Language use 3.00 3.50 3.50 3.33 Use Vietnamese for communication during the projects 4.00 3.00 3.00 3.33 Use English for communication during the projects 2.00 4.00 4.00 3.33 Teachers XII I Interaction 5.00 5.00 4.00 4.67 Interact with students more frequently 5.00 5.00 4.00 4.67 Help students use suitable words for the projects 5.00 5.00 4.00 4.67 Help students use suitable structures for the projects 5.00 5.00 4.00 4.67 II Feedback and correction 3.67 4.00 4.33 4.00 Correct students’ mistakes in word choice 3.00 3.00 3.00 3.00 Correct students’ mistakes in grammar 4.00 5.00 5.00 4.67 Correct students’ mistakes in pronunciation 4.00 4.00 5.00 4.33 III Time 3.33 3.00 2.33 2.89 Spend time for students to practise speaking before the 4.00 4.00 5.00 4.33 presentation step Spend time for all groups in the presentation step 3.00 3.00 1.00 2.33 Give students feedback, evaluation at the end of the lesson 3.00 2.00 1.00 2.00 IV Student management 1.50 3.00 3.00 2.50 Manage students of different levels during the projects 2.00 3.00 3.00 2.67 Manage students with little motivation and interest 1.00 3.00 3.00 2.33 V Language use 4.00 4.00 5.00 4.33 Use suitable language(L1/ L2) for giving instructions and 4.00 4.00 5.00 4.33 communicating with students VI.Knowledge and experience 2.00 3.00 3.00 2.67 Show knowledge and experience about the projects to guide students XIII 2.00 3.00 3.00 2.67 APPENDIX TRANSCRIPT OF INTERVIEWS Interview with student 1(S1) Researcher Cô hỏi số câu hỏi liên quan đến hoạt động học theo dự án (R) (project) học Đầu tiên, cho biết nghĩ hoạt động này? S1 Con thấy thích hoạt động R Con nói rõ khơng? Con kể trải nghiệm thực hoạt động không? S1 Con thấy vui đến tiết học mong có nhiều tiết học Con thích tơ màu, hoạt động nhóm với bạn mà ghi học thuộc từ R Con kể số lợi ích hoạt động kĩ nói tiếng Anh? Hay giúp cho kĩ nói con? S1 Con nói nhiều tiết học Con nhớ từ mới, qua tiết học R Con nêu ví dụ thể học tiết projects 7? S1 Con dùng từ “gym, classroom, library, playground, computer room” and mẫu câu“That’s my school” tiết học R Con có gặp khó khăn tiết học khơng? S1 Con thấy có thời gian thực hoạt động Nhiều tiết học mà nhóm khơng lên nói trước lớp hết R Cịn ngơn ngữ dùng tiết học sao? Con dùng tiếng Anh hay tiếng Việt? S1 Con dùng tiếng Anh với từ, câu học Nhưng cô giáo bảo dùng tiếng Anh để nói chuyện với bạn học nên thường dùng tiếngViệt để trao đổi nhóm R Con liệt kê số từ, cụm từ mà khơng biết nói tiếng Anh? XIV Con dùng tiếng anh để trao đổi với bạn ví dụ như: “cái S1 làm nào? “cậu phải tô màu trước”, “tớ khơng nghĩ đâu” R Con có nhận xét nói bạn khơng? S1 Con khơng Cơ giáo bả obọn nhận xét cần nhận xét điều cho bạn Interview with student 2(S2) Researcher(R Cô hỏi số câu hỏi liên quan đến hoạt động dạy học theo dự ) án (project) học Đầu tiên, cô muốn biết trải nghiệm với hoạt động học theo dự án S2 Con thấy hứng thú với hoạt động hoạt động sơi động thú vị R Con thích điều hoạt động này? S2 Con thực muốn có nhiều tiết học tiết học tiết học học, làm điều thích vẽ tranh, giới thiệu trường, lớp, làm thiệp R Con thấy hoạt động giúp cho kĩ nói tiếng Anh con? S2 Con đặt nhiều câu dùng từ tiết học Con không thấy ngại đọc từ đặt câu tiếng Anh R Con nêu ví dụ câu, từ mà dùng tiết học này? S2 Vídụ sử dụng từ “primary school, address, street” mẫu câu“My school is in… ” để giới thiệu trường học R Con có gặp khó khăn tiết học khơng? S2 Con thấy có thời gian cho tiết học này.Nhóm thảo luận tí gọi lên trình bày Nhiều tiết học mà nhóm khơng lên nói trước lớp hết R Cịn ngơn ngữ dùng tiết học sao? Con dùng tiếng Anh hay tiếng Việt? S2 Con đọc từ câu tiếng anh Nhưng giao tiếp nói chuyện với bạn dùng tiếng Việt nhanh R Con liệt kê số từ, cụm từ mà thường nói tiếng Việt với XV bạn tiết học Ví dụ như: “thảo luận mày”, “cậu tô màu xong chưa?” “tí cậu lên nói S2 nh锓hoạt động hay Tớ đồng ý với cậu” “tao thấy hoạt động dở lắm, thay cách khác cho hay đi” R Con có nhận xét nói bạn khác khơng? S2 Con không nhận xét Con nhận xét Interview with student 3(S3) Researcher(R) Cô hỏi số câu hỏi liên quan đến hoạt động dạy học theo dự án học Đầu tiên, kể trải nghiệm thực hoạt động khơng S3 Con u thích mong chờ hoạt đơng tự hoạt động, học thuộc từ hay mẫu câu R Con nói rõ khơng? Con thích điều hoạt động này? S3 Con thích hoạt động nhóm với bạn, thích trình bày ý kiến trước bạn, thích vấn bạn R Con kể số lợi ich hoạt động kĩ nói tiếng Anh? S3 Con nói nhiều tiết học Con thấy tự tin nói tiếng anh R Con có gặp khó khăn tiết học khơng? S3 Con gặp khó khăn mặt thời gian Có số khó dài nên chúng khơng có nhiều thời gian để tập nói thuyết trình R Cịn ngơn ngữ dùng tiết học sao? Con dùng tiếng Anh hay tiếngViệt? S3 Con cố gắng dùng tiếng anh theo yêu cầu giáo Nhưng có số chủ đề khó sức khoẻ, an tồn nhà khơng biết nhiều từ R Con thích chủ đề nào? S3 Con thích chủ đề gần gũi sở thích, du lịch, học tiếng Anh có bạn thích chủ đề đá bóng, vũ trụ hay khoa học XVI Transcript of interviews with teachers Interview with teacher 1(T1) Researcher I would like to ask you some questions related to the project activities in (R) the textbook Can you tell me your experience in doing project- based activities? T1 Well I am really into those activities because they can bring many benefits for me and my students R Can you give me more information about their benefits? T1 I think using projects brings many benefits for students First, PBL helps increase the interaction between students and teachers and between students and students So, the speaking skills will be improved as well Second, PBL helps me to have more time to correct students’ mistakes and support students Thirdly, PBL also helps me to make questions and assess students For instance, after students in grade presented the project of schools in unit 7, I asked them questions such as “Do you like your school? Is your school big? Is your classroom large? What colour is your classroom?” to practise their communication skills and evaluate their understanding R What types of mistakes you often correct? T1 I pay attention to mistakes in grammar most and then pronunciation R What are some disadvantages of PBL? T1 The first disadvantage is time since I don’t have enough time to cover all the steps of a project activity I have 35 minutes for the whole lesson I have to go through other parts quickly orI save the reading and writing activities as homework in order to have time for the projects Additionally, I have problems with students of mixed level and different features I think because of the differences in students’ levels, genders, characteristics and hobbies, the topics of the projects sometimes could not motivate all students For instance, female students are interested in drawing and designing activities whereas male students show their indifference to those tasks Moreover, for projects of unfamiliar topics XVII like sports or unusual jobs, I don’t have enough related knowledge to support students R Do you have time to listen to all presentations? T1 Actually, I don’t have time for that since I have 15 minutes for one project I often give students minutes to prepare, 2, minutes to practice speaking and minutes for presentations Each presentation takes about minutes So, I can’t listen to all presentations of all groups R How about language use in PBL? T1 I use both Vietnamese and English If students don’t understand, I use Vietnamese to explain for students Interview with teacher 2(T2) Researcher I would like to ask you some questions related to the project activities in (R) the textbook Questions no.1 is your experiece in doing project - based activities T2 PBL brings many benefits for students The first thing is that PBL helps increase the interaction between students and teachers and between students and students Second, PBL helps teachers like me to have more time to support students and give comments on their mistakes I also can recognize how well students understood the words, structures which were taught in the previous lessons of one unit, which is difficult for me during other lessons R What types of mistakes you often correct for students? T2 I often correct mistakes in structures and pronunciation R What are some disadvantages of PBL? T2 The first challenge is time because I don’t have enough time to deliverall the steps of a project activity Actually, for the projects which required students to draw, color, design a card/ poster or make crafts, I asked students to at home to have time for presentation in class Sometimes, I did not have enough time for all presentations and evaluation R Why don’t you have time for all presentations? XVIII Infact, I don’t have time because I have 15 minutes for one project: T2 minutes to prepare, minutes to practice speaking and minutes for all presentations I have to cut time for presentations to give feedback and judgment for students R Do you have any other problems? T2 Additionally, I have problems with students of mixed levels The students of upper levels are encouraged to talk and present in class but students of lower levels feel shy and unconfident, so they not talk or anything in the projects Moreover, for projects of hard topics like sports or environment, I don’t have enough related knowledge to support students with ideas and words R Do you use Vietnamese in PBL? T2 Well, I use both Vietnamese and English For hard activities, I use Vietnamese I use English for easy activities Interview with teacher 3(T3) Researcher I would like to ask you some questions related to the project activities in (R) the textbook Question no.1 is your experience in doing project - based activities T3 Well I enjoy those activites since I help me in many ways There are many benefits of PBL First, PBL helps me to interact with students more frequently So, students’ speaking skills will be improved as well Second, PBL helps me to have time to correct students’ mistakes, support students and assess students more accurately R How you support students? Can you give one example? T3 For example, in lesson of Unit for students in grade 5, my students found it hard to talk about the plan next week I suggested them some activities like playing chess, swimming and listening to music I also advised them to use the structure with “will” to talk about their plans R What types of mistakes you often correct? XIX T3 I try to correct mistakes in pronunciation and grammar R What are some disadvantages of PBL? T3 The first difficulty is time because I don’t have enough time to cover the whole project activity Second, I have problems with students of mixed level and students with little interest For projects of unfamiliar topics like “health, home accidents, and strange jobs like astronauts, scientists and explorers” Actually, I don’t have enough related knowledge to help students R Do you have time to listen to all presentations? T3 I don’t have time for that since I have 15 minutes for one project I have to save other parts of the lessons to spend time for the project Sometimes, I have to cut the time for the presentation to give comments and evaluation for the projects R Do you use English or Vietnamese in PBL? T I use both languages For students of higher level, I mainly use English; for those of lower level, I sometimes translate instructions into Vietnamese XX APPENDIX SAMPLES OF PBL ACTIVITITES USED FOR STUDENTS IN THE TEXTBOOK Activity 1: Write the names of the rooms in the school and tell your classmates about them (6 Project, Tiếng Anh 3.1, p.51) Activity 2: Draw and colour school things Write their names and talk to your friends (6.Project, Tiếng Anh 3.1, p.57) Activity 3: Make a card about your friend’s school and class Talk about it (6 Project, Tiếng Anh 4.1, , p.45) Activity 4: Interview three classmates about where they will go and what they will next weekend (6.Project , Tiếng Anh 5.1, p.35) XXI ... PROJECT - BASED ACTIVITIES AT A PRIMARY SCHOOL IN HA NOI (Nghiên cứu thuận lợi khó khăn áp dụng hoạt động dạy học theo dự án trường tiểu học Hà Nội) M.A MINOR THESIS (Type I) Field: English Teaching... 1.7 Structure of the thesis CHAPTER II- LITERATURE REVIEW 2.1 Theoretical background of project- based language teaching 2.1.1 Definition of projects and... scope, the significance and the structure of the study Chapter II:Literature Review – provides the theoretical background of speaking skills, project-based learning and the previous studies relating