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 POSTGRADUATE 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 POSTGRADUATE 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 .2 Scope of the study .3 Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW .5 1.1 Presentation skills .5 1.1.1 Definitions of presentation 1.1.2 Types of presentation .5 1.1.3 Criteria for a good presentation .6 1.1.4 The importance of presentation skills in language learning 1.2 Confidence .8 1.2.1 Definitions of confidence .8 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 12 Corey, S.M (1953) Action research to improve school practices New York: 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 - Palgrave study guides (p.142) 15 Ferrance, E (2000) Themes in education: Action research Providence RI: Northeast and Islands Regional Educational Laboratory 16 Fried-Booth, D L (2002) Project work (2 nd ed) New York: Oxford University Press 17 Gaer, S (1998) Less Teaching and More Learning Vol Available at [Accessed May 2015] 18 Gander, S L (2006) Beyond mere competency: Measuring proficiency with outcome proficiency indicator scales Performance Improvement Vol 45, No DOI:10.1002/pfi.2006.493045040 19 Gardner, R C., & Lambert, W E (1972) Attitude and Motivational in Second Language Learning Rowley, MA: Newbury House Publishers 20 George Lucas Educational Foundation (2001, November 1) Project-based learning research from the website: Edutopia www.edutopia.org* 21 Haines, S (1989) Projects for the EFL Classroom: Resource Material for Teachers Walton-on-Thames Surrey UK: Nelson 22 Harmer, J (1999) The Practice of English Language Teaching New York: Longman 23 Hieu, T (2011) Students Lack Confidence to Use English Retrieved on 10 December, 2017 from: http://vietnamnews.vnagency.com.vn/Talk-Aroundtown/212262/Students-lack-confidence-to-use-English.html 24 Iakovos Tsiplakides (2009) Project-based learning in the teaching of English as a foreign language in Greek primary schools: from theory to practice Vol.2, No DOI: 10.5539/elt.v2n3p113 25 Kemmis, Stephen and Robin McTaggart (eds) 1988a) The Action Research Planner (3rd ed) Deakin University, Australia: Deakin University press 47 - (1988b) The Action Research Reader (3rd ed) Deakin University, Australia: Deakin University press 26 Kilpatrick, W H (1918) The Project Method: The Use of the Purposeful Act in the Education Process Teachers College Record Vol.19, p 319-335 27 King, J (2002) Preparing EFL Learners for Oral Presentations The Internet TESL Journal March 2002 Vol VIII, No 28 Korkmaz, H., & Kaptan, F (2000) Fen Ogretiminde Proje Tabanli Ogrenme Yaklasimi Hacettepe Universitesi Egitim Fakultesi Dergisi Vol 20, p 193200 29 Kurtus, S (2001) Overcome the fear of speaking to group Retrieved on 12 December, champions.com/speaking/fear.htm 30 Levy, M (1997) Computer-assisted language learning: Context and conceptualization New York: Oxford University Press 31 Mills, G E (2003) Action Research: A guide for the teacher researcher (2 nd ed) Columbus, Ohio: Merrill Prentice Hall Writing Up Review of Related Literature 32 Moss & Van Duzer (1998) Project-Based Learning for Adult English Language Learners Washington DC: National Center for ESL Literacy Education 33 Hoang, N H (2014) Some Utilization of Project-based Learning for Vietnamese University Students of English in the Course “Intercultural Communication” International Journal of English Language Education, Vol 2, No 1, p 218-220 34 Nunan, D (1992) Research Methods in Language Learning Cambridge : Cambridge University Press 35 Nunan, D (1993) Action research in language education In J Edge & K Richards (Eds.), Teachers develop teachers research: Papers on classroom research and teacher development (p 39-50) Oxford, England: Heinemann 48 36 Nunan, D (1999) Second language teaching & learning Boston, MA: Heinle & Heinle 37 Palmer, H (1988) The enneagram New York: Harper & Row 38 Papandreou, A., P (1994) An application of the projects approach to EFL English teaching Forum Vol 32, No.3, p 41-42 39 Patton, M Q (2012) Essentials of Utilization-Focused Evaluation Thousand Oaks: Sage Publications 40 Powell, M (1996) Presenting in English: How to give successful presentations UK: Language Teaching Publications 41 Presentation skills Retrieved on June, 2018 at SkillsYouNeed website from: https://www.skillsyouneed.com/present/what-is-a-presentation.html and https://www.skillsyouneed.com/present/visual-aids.htm 42 Railsback, J (2002) Project-based instruction: Creating excitement for learning Portland, OR: Northwest Regional Educational Laboratory http://www.nwrel.org/request/2002aug/index.html 43 Roessingh, H & Chambers, W (2011) Project-based learning and pedagogy in teacher preparation: Staking out the theoretical mid-ground International Journal of Teaching and Learning in Higher Education Vol 23, No 1, p 6071 44 Saurik (2011) Learning English The Easy way! Retrieved on December, 2017 from http://guides.wikinut.com/Learning-English-The-EasyWay!/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-ofpresentations/ 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 Không 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 ô trống phù hợp với em Hạn chế kiến thức Hạn chế từ vựng ngữ pháp Hạn chế phát âm Các chủ đề thuyết trình nhàm chán, khơng 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 Week Week Week Week Week Week 10 Week 11 Week 12 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 Preparedness Content Collaboration with Peers Voice/Volume Time-Limit VI Delivery (Posture and Eye Contact) Comprehension 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 Week Week Week Week VIII Week Week 10 Week 11 Week 12 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,