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 i nh 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 ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBREVIATIONS LIST OF FIGURES AND TABLES PART A INTRODUCTION 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 1.4 Summary Chapter II: RESEARCH METHODOLOGY 2.1 Research questions and subject of the study 2.1.1 Research questions restated 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 APPENDIX I: PRE-TEST FOR STUDENTS APPENDIX II: POST-TEST FOR STUDENTS APPENDIX III: SPEAKING ASSESSMENT CRITERIA FOR B1 PPENDIX IV: STUDENTS’ SCORE IN PRE-TEST AND POST-TEST APPENDIX V: OBSERVATION SHEET FOR THE RESEARCHER APPENDIX VI: STUDENT QUESTIONNAIRE 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) Figure 4.1 The Process of Project-Based Learning (Krajcik & Blumenfeld, 2006) Table 3.1 Students’ opinions about benefits of P L Table 3.2 Pre-test scores Table 3.3 Number of errors per error type occurred in pre-test Table 3.4 Result of observation on students’ presentation at week Table 3.5 Post-test score Table 3.6 Number of errors per error type occurred in post-test Table 3.7 Students’ evaluation of difficult areas Table 3.8 Students’ evaluation about the importance of suggested solutions……29 viii 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: telephone number/ email full name / address when/ where he/ she lost it what he/ she lost PART 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 speaks at length without noticeable effort or loss of coherence May demonstrate languagerelated hesitation at times, or some repetition and/or selfcorrection 5-6 is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation 3-4 usually maintains flow of speech but uses repetition, selfcorrection and/or slow speech to keep going VII 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 VIII APPENDIX IV: STUDENTS’ SCORE IN PRE-TEST AND POST-TEST Student code S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 Students’ score Pre-test S18 S19 S20 S21 S22 S23 S24 S25 IX S26 S27 S28 Total X APPENDIX V: OBSERVATION SHEET FOR THE RESEARCHER Criteria Language use Fluency Pronunciation Intonation & Stress Discourse management & interaction XI 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 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 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,... School of Foreign Language in particular is regarded as a useful and efficient strategy This is a new teaching method that arranges learning process based on certain projects According to Thomas... (1997) define speaking as an interactive process of constructing sense that involves receiving, producing and processing collected data In brief, speaking is an action of conveying information or