Using project based learning approach to improve ESP vocabulary for the second year students at industrial economics and technology college

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* PHẠM THỊ KHÁNH LINH USING PROJECT-BASED LEARNING APPROACH TO IMPROVE ESP VOCABULARY FOR THE SECOND- YEAR STUDENTS AT INDUSTRIAL ECONOMICS AND TECHNOLOGY COLLEGE Sử dụng phương pháp học theo dự án để trau dồi từ vựng Tiếng Anh chuyên ngành cho sinh viên năm thứ hai trường Cao đẳng Công nghệ Kinh tế Công nghiệp M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* PHẠM THỊ KHÁNH LINH USING PROJECT-BASED LEARNING APPROACH TO IMPROVE ESP VOCABULARY FOR THE SECOND- YEAR STUDENTS AT INDUSTRIAL ECONOMICS AND TECHNOLOGY COLLEGE Sử dụng phương pháp học theo dự án để trau dồi từ vựng Tiếng Anh chuyên ngành cho sinh viên năm thứ hai trường Cao đẳng Công nghệ Kinh tế Công nghiệp M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: DƯƠNG THU MAI, PhD Hanoi, 2015 DECLARATION I certify that this minor thesis entitled “Using project-based learning approach to improve ESP vocabulary for the second year students at Industrial Economics and Technology College” is the study of my own research and the substance of this research has not been submitted for a degree to any other university or institution Thai Nguyen, September, 2014 Signature Pham Thi Khanh Linh i ACKNOWLEDGEMENTS I would like to express my gratitude to all those who have given me great assistance in the completion of my research work In the first place, I would like to express my deepest gratitude to my supervisor Duong Thu Mai, Ph.D, who has provided me with insightful discussion, helpful comments, valuable support in the preparation and completion of this thesis Without her guidance and help, this work would not have been accomplished Secondly, my sincere thanks also go to all lecturers and staff of the faculty of Post- Graduate studies for their valuable lessons and precious helps Thanks to their lessons as well as needed helps, I could overcome enormous obstacles when doing the study I also wish to acknowledge the cooperation of my colleagues and the secondyear students at Industrial Economics and Technology College in contributing to the data collection presented in this study Last but not least, I would like to express my deepest thanks to my mother for her encouragement and great support during my time of fulfilling this thesis ii ABSTRACT English for specific purposes has been taught in universities and colleges in Vietnam for several years and it partially meets student’s needs However, how to teach and learn vocabulary for English for Specific Purposes well is still a challenge for both teachers and learners Besides, it seems that very little research has been implemented on using project based learning in teaching ESP vocabulary The objective of this study is to investigate the attitudes of students and teachers at IETC about project-based learning in teaching vocabulary in an ESP course Four tools of data collection which were employed in this study are a questionnaire for 70 students, interviews for three teachers, learners’ diaries and document analysis After data was received from the questionnaire, it was analyzed in charts, and the information from the teachers’ interviews was summarized interpretively The results of the study show that both students and teachers at Industrial Economics and Technology College think that PBL is a fairly interesting and effective method in learning and teaching ESP vocabulary This suggests that the use of PBL is recommended to be further applied for ESP courses at IETC iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS vii LIST OF FIGURES viii PART A: INTRODUCTION 1 Rationale Objectives of the study The scope of the study Research methods Design of the study PART B: DEVELOPMENT CHAPTER I LITERATURE REVIEW 1.1 English for Specific Purposes 1.1.1 Definitions 1.1.2 Special features of ESP 1.2 Performance-based Assessment and Project-based learning 1.2.1 Performance-based Assessment 1.2.1.1 Performance-based Assessment 1.2.1.2 Approaches of Performance-Based Assessment 1.2.2 Project- based learning 1.2.2.1 Definitions 1.2.2.2 Advantages of Project-Based Learning 10 1.2.2.3 Types of Projects 11 1.2.2.4 Process of project-based work 11 iv 1.2.2.5 Project- based learning in ESP 12 1.3 Vocabulary 14 1.3.2 Aspects of vocabulary teaching 15 1.3.3 Vocabulary acquisition 17 1.3.4 ESP vocabulary teaching 18 1.3.5 Vocabulary projects 18 1.5 Previous studies in the world and in Vietnam 20 CHAPTER II RESEARCH METHODOLOGY 23 2.1 Teaching and learning ESP vocabulary at IETC 23 2.1.1 Teachers 23 2.1.2 Students 23 2.1.3 The textbook 24 2.1.4 The project 24 2.2 Research Design 25 2.2.1 Research Method 25 2.2.2 Participants 26 2.2.3 Data collection 26 2.2.2.1 The questionnaire 27 2.2.2.2 Interviews 28 2.2.2.3 Document Analysis 29 2.3 Data analysis procedures 30 CHAPTER III: FINDINGS AND DISCUSSION 32 3.1 Students’ general attitude towards using PBL in learning ESP vocabulary (Research Question 1) 32 3.1.1 Students’ attitude towards learning ESP vocabulary through the project 32 3.1.2 Students’ attitude towards teacher’s help in doing the project 34 v 3.1.3 Students’ attitude towards interest and motivation of the 3.1.4 Students’ attitude towards the content of the project 3.1.5 Students’ attitude towards the aims of the project 3.1.6 Students’ attitude towards group work in doing the projec 3.1.7 Students’ difficulties in doing the project 3.2 Teachers’ attitude toward PBL (Research Question 2) 3.3 The extent that the project met the project objectives (Research Question 3) 3.4 Discussion PART C: CONCLUSION Recapitulation Main findings Limitations of the study Suggestions for further study REFERENCES APPENDICES vi LIST OF ABBREVIATIONS PBL: Project- Based Learning PBA: Performance- Based Assessment ESP: English for Specific Purposes IETC: Industrial Economics and Technology College vii LIST OF FIGURES Figure 3.1: Students’ attitudes towards PBL improvement Figure 3.2: Students’ attitudes towards the teachers’ help Figure 3.3: Students’ attitudes towards interest and motivation Figure 3.4: Students’ attitudes towards content of the project Figure 3.5: Students’ attitudes towards aims Figure 3.6: Students’ attitudes towards group work Figure 3.7: Students’ difficulties Figure 3.8: Document Analysis of the final products viii 48 13 Hornby A.S (1995), Oxford Advanced Learners’ Dictionary of current English, Oxford University Press 14 Hutchinson, T & Waters, A (1987): English for Specific Purpose: A Learningcentered approach Cambridge: Cambridge University Press 15 Hulstijn, J H (2003) Incidental and intentional learning In C Doughty & M H Long (eds) The handbook of second 16 language acquisition (349-381) Oxford: Blackwell 17 Li Ke (2010) Project –based college English: An approach to teaching non-English majors, Chinese journal of Applied Linguistics 18 Liuoliene, A & Metiunien, R (2013), Creativity in building ESP vocabulary in the context of ICT SANTALKA: Filologija, Edukologija 2013, t.21, nr.1.ISSN 19 McTighe, J., & Ferrara, S.(1997) Assessing learning in the classroom Washington, DC: National Education Association 20 VA: Nation, P (Ed) (1994): New ways in teaching vocabulary Alexandria, TESOL 21 Nation, P (2001) Learning vocabulary in Another Language Cambridge: Cambridge University Press 22 Nazary, M (2008) The Role of L1 in L2 Acquisition: Attitudes of Iranian University Students Novitas-ROYAL, 2(2), 138-153 23 Ngơ Hữu Hồng (2014) Some utilization of Project-based learning for Vietnamese University students of English in the course “ Intercultural Communication”, International Journal of English Language Education 24 O’rourke, P Joseph (1974), Toward a Science of Vocabulary Development Netherlands: Mouton (p.26) 25 Richard Sagor (1992) How to conduct collaborative action research, ASCD 49 26 Scdmitt, N (2010) Researching Vocabulary: A vocabulary research manual Palgrave Press 27 Shafaei A, Poorverdi M, Parvizi, B.(2007) Use of Project-Based Learning in Increasing Students' Vocabulary Knowledge & Communicative Ability University Utara Malaysia 28 Shavelson, R.S., Baxter, G.P., & Pine, J.(1991) Performance-based assessment in science Applied measurement in education, 4, 347-362 29 Sheppard, K., & Stoller, F L (1995) Guidelines for the integration of student projects into ESP classrooms English Teaching Forum, 33(2), 10-15 30 Stoller, F (1997) Project work: A means to promote language content In J C Richards & W A Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp 107-118) Cambridge, NY: Cambridge University Press 31 (Ed.), Streven, P (1988) ESP after twenty years: A re-appraisal In M Tickoo ESP: State of the Art (pp 1-13) Singapore: SEAMEO Regional Centre 32 Tierney, R J., Carter, M., Desai, L (1991) Portfolio assessment in the reading writing classroom Norwood, MA: Christopher Gordon Publishers, Inc 33 Tomei,J., Glick, C & Holst, M (1999) Project work in Japaneses university classroom The language teacher, 23 (3), 5-8 34 Ur, P (1999) A course in language teaching: practice and theory, Cambridge University Press 35 Valencia, S (1990) A portfolio approach to classroom reading assessment: The whys, whats and hows The Reading Teacher, 1, 338–340 36 Wilkin, D (1972): Linguistics in language teaching London: Arnold 37 The Project Based Learning Handbook (2007) developed by the Buck Institute for Education http://www.bie.org/index.php/site/PBL/pbl_handbook 50 APPENDICES APPENDIX A (A questionnaire completed by the students) SURVEY QUESTIONNAIRE (for students) I am Pham Thi Khanh Linh This survey questionnaire is designed for my master research “Using project-based learning to improve ESP vocabulary for the second-year students at Industrial Economics and Technology College” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose and you can be confident that you will not be identified in any discussion of the data Please use either English or Vietnamese Thank you very much for your cooperation Instruction The questionnaire is in two parts, please put a tick (v) in the appropriate box: circle the letter a, b, c or given short answers in the provided space Please use either English or Vietnamese Rate each of the following questions on a scale of 1-5 Use to indicate that is “strongly disagree”, is “disagree”, is “neutral”, is “agree” and is “disagree” Attitudes to No Vocabulary Teacher’s help I Motivation Content 10 11 12 13 Aims 14 15 16 Groupwork 17 18 What are the difficulties you have experienced when doing project work? 19 What will you avoid if you the project once more? 20 Do you have any suggestions to help your teacher and classmates in doing projects? II APPENDIX A CÂU HỎI ĐIỀU TRA DÀNH CHO SINH VIÊN Những câu hỏi sau nhằm phục vụ cho Đề tài nghiên cứu “Sử dụng đường hướng dạy theo dự án để nâng cao vốn từ vựng tiếng Anh chuyên ngành (TACN) cho sinh viên năm thứ hai trường Cao Đẳng Công nghệ Kinh tế Công nghiệp.” Xin em vui lòng trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy khoanh vào ô mà em lựa chọn với số “ hồn tồn khơng đồng ý”, “ khơng đồng ý”, “ trung lập”, “đồng ý” “hoàn toàn đồng ý” TT Từ vựng Giáo viên Động lực học tập Nội dung 10 11 12 13 Mục đích 14 15 16 III Ph ch Ph Ph Ph Ph hơ Ph gi H H Y K củ K nă K nă M M M Làm theo m 17 H 18 Em gặp khó khăn học theo phương pháp này? 19 Em làm làm lại dự án lần nữa? 20 Em có góp ý để giúp giáo viên bạn bè thực phương pháp học theo dự án tốt hơn? IV APPENDIX B Questions for teacher’s interview A Vocabulary How you think project-based learning improve your students’ ESP vocabulary? How much does the project help your students recall known words? How much does the project help your students know more new words? How much does the project help your students practice the new words? How much does the project help your students learn ESP vocabulary more easily? B Teacher’s help Are your students contented to your feedback given by the teacher ? What you think about your help for the students’ project? C Motivation How does it make your students interested in learning ESP vocabulary? Does the project give your students motivation in learning ESP, especially vocabulary? D Content 10 Do you think the requirement is suitable to the students’ ability? 11 Are there any problems when you and your students are in week , week 2-7, and week 8-9? E Aims 12 What you think about the aims of the projects? 13 Do all the members in groups cooperate? 14 What are your difficulties when applying PBL in teaching ESP vocabulary? What are students’ difficulties when doing project work? 15 What will you if you carry out the one like this once more? V No Criteria Content accuracy Vocabulary Summary Procedure The project is planning as nine-week project which is conducted with steps below It will consist of in- class participation and after –class assignments In-class participation: Students attend classes to learn and they will be provided some topics from readings in the course book VI After- class assignments: Students work in groups of five Each group is required to find articles or studies ( at least every week, about 1000 words) that are related to the topics of the lessons every week They can use various sources such as newspapers, the Internet to find articles related to the topic These articles and studies must be enclosed with references After they collect the articles or studies, they have to read them, list new words and summarize main points The group leader is responsible for reporting and sending their work including articles/studies, lists of new words for each articles/studies and summary to the teacher through e-mail or paper Then the teacher will give them feedback through e-mail or face to face in the next period Throughout the project period, they were required to provide all of their collection with English summaries of their findings Time Phase Week Step Step Step Step VII Week Step Step Step Week Week Week Week Week Week Step Step VIII Week Step 10 The aims of this project are To extend students’ vocabulary To help them collect knowledge about their subject matter To help students develop their summary writing Assessment weighing This project will account for 20 percent of overall mark and this is announced for students at the beginning of the ESP course Those who not find enough articles or not as what they are required to their marks will get zero Requirement Every week, groups have to report their work to the teacher face to face or through e-mail Enough articles and studies as required Summary is enclosed at the end of the portfolio The collection is displayed with cover page The first one is encomprassed with title, name of the group’s members The portfolio must be given to the teacher before deadline Project Evaluation No Tasks Plan IX Report Portfolio Total X ... presented into main categories: attitude towards using ESP in learning ESP vocabulary, attitude towards teacher’s help, attitudes to motivation and interest, attitude to the content, attitudes to the. .. Method The study was designed to seek the answer to the three following questions: What are students? ?? attitudes to the project- based learning? What are teachers’ attitudes to the project- based learning? ... the aims stated above, three following questions were proposed for the study: What are students? ?? attitudes to the project- based learning? What are teachers’ attitudes to the project- based learning?