SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI: LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT

SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI: LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT. Nguyễn Thị Kim Oanh *[r]

174(14) Năm 2017 Tạp chí Khoa học Công nghệ Journal of Science and Technology SỐ ĐẶC BIỆT CHÀO MỪNG KỶ NIỆM 10 NĂM THÀNH LẬP KHOA NGOẠI NGỮ - ĐẠI HỌC THÁI NGUYÊN (2007 – 2017) Môc lôc Trang TS Lê Hồng Thắng - Bàn dạy-học ngoại ngữ qua đề án góc độ giáo học pháp Nguyễn Thị Như Nguyệt, Chu Thành Thúy - Đánh giá lực đầu tiếng Nga sinh viên trình độ A2B1 theo khung tham chiếu chung châu Âu Khoa Ngoại ngữ - Đại học Thái Nguyên Nguyễn Thùy Linh - Kiểm tra đánh giá giảng dạy môn đề án ngôn ngữ - số chia sẻ từ thực tế 13 Vũ Thị Thanh Huệ - Nhận thức sinh viên khóa đọc mở rộng trực tuyến với trợ giúp mạng xã hội Edmodo 19 Mai Thị Thu Hân, Nguyễn Thị Liên, Hoàng Thị Tuyết, Dương Thị Ngọc Anh - Tăng cường tính tự học dự án học tập - nghiên cứu tình trường Đại học Hoa Lư 25 Dương Đức Minh, Dương Lan Hương - Nghiên cứu tương tác người thuyết trình khán giả học kỹ thuyết trình sinh viên chuyên ngành tiếng Anh Khoa Ngoại ngữ - Đại học Thái Nguyên 31 Phạm Thị Kim Uyên - Sử dụng nhật ký dạy biên dịch cho sinh viên chuyên ngữ Đại học Nha Trang 37 Lê Thị Hồng Phúc - Phản hồi sinh viên dự án TV show lấy điểm cuối kỳ khóa ngữ âm 43 Hán Thị Bích Ngọc - Dạy học ngoại ngữ bên lớp học - ứng dụng mạng xã hội facebook dạy học tiếng Anh 49 Nguyễn Ngọc Lưu Ly, Quách Thị Nga - Vài nét việc sử dụng truyền thông đa phương tiện giảng dạy tiếng Trung Quốc trình độ sơ cấp Khoa Ngoại ngữ - Đại học Thái Nguyên 55 Lê Thị Hòa, Đậu Thị Mai Phương - Nâng cao kỹ kỷ 21 học tiếng Anh chuyên ngành thông qua dự án 61 Nguyễn Thị Bích Ngọc, Trần Minh Thành - Phương pháp gia tăng hiệu đề án tạp chí tiếng Anh việc học viết cho sinh viên chuyên ngành tiếng Anh Khoa Ngoại ngữ - Đại học Thái Nguyên 67 Hoàng Thị Huyền Trang, Nguyễn Thị Ngọc Anh - Phát triển khả đọc hiểu tiếng Anh cho sinh viên ngoại ngữ thông qua đọc có nội dung bao hàm yếu tố văn hóa phù hợp 73 Nguyễn Quốc Thủy, Nguyễn Thị Đoan Trang - Dạy - học ngoại ngữ qua đề án tạp chí trường Đại học Sư phạm – Đại học Thái Nguyên 79 Nguyễn Tuấn Anh - Thiết kế tổ chức dạy học mơn báo chí trực tuyến theo hướng học ngôn ngữ qua dự án cách đảm bảo tính đa ngành chương trình đào tạo 85 Đỗ Thị Sơn, Đỗ Thị Phượng - Nghiên cứu phân tích lỗi sai sinh viên Khoa Ngoại ngữ - Đại học Thái Nguyên dịch trực tiếp từ Hán Việt sang tiếng Trung Quốc giải pháp khắc phục 91 Trần Đình Bình - Ứng dụng phương pháp dạy học qua dự án dạy học ngoại ngữ Việt Nam 97 Lê Thị Khánh Linh, Lê Thị Thu Trang - Phương tiện biểu đạt thái độ người kể chuyện chương trình talk show Mỹ Việt Nam 103 Đỗ Thanh Mai, Phùng Thị Thu Trang - Ứng dụng Moodle dạy học trực tuyến học phần tin học đại cương Khoa Ngoại ngữ - Đại học Thái Nguyên 109 Mai Thị Ngọc Anh, Vi Thị Hoa, Phạm Hùng Thuyên - Vận dụng phương pháp dạy học theo dự án giảng dạy môn tiếng Trung du lịch Khoa Ngoại ngữ - Đại học Thái Nguyên 117 Trần Thị Hạnh - Nhận thức sinh viên việc ứng dụng Edmodo công cụ phụ trợ học tập 123 Bùi Thị Ngọc Oanh - Cải thiện kỹ nói sinh viên khơng chun trình độ A2 với dạy học qua đề án 129 Nguyễn Hạnh Đào, Đinh Nữ Hà My - Nghiên cứu tình khó khăn với người học điều cần lưu ý giảng dạy môn tiếng Anh chuyên ngành áp dụng phương pháp học qua dự án 135 Nguyễn Thị Kim Oanh - Sử dụng đường hướng học tập theo dự án cho môn học tiếng Anh chuyên ngành Viện Ngoại ngữ, Đại học Bách Khoa Hà Nội: lợi ích, thách thức đề xuất 141 Vũ Thị Kim Liên - Phát triển lực ngữ dụng sinh viên trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội 147 Đàm Minh Thủy - Tích hợp kỹ học ngoại ngữ thơng qua dự án làm video “Tìm hiểu ảnh hưởng văn hóa Pháp Việt Nam” 153 Nguyễn Thị Thu Hoài - Thực trạng thực tập giảng dạy tiếng Anh số trường THPT thành phố Thái Nguyên đề xuất giải pháp 159 Nguyễn Thị Ngọc Anh, Hoàng Huyền Trang - Khảo sát lỗi sai sinh viên Trung Quốc học tiếng Việt Khoa Ngoại ngữ - Đại học Thái Nguyên đề xuất khắc phục 165 Quách Thị Nga, Đỗ Thị Thu Hiền - Những vấn đề tồn giáo trình đối dịch Trung - Việt Việt Nam giải pháp khắc phục (khảo sát Khoa Ngoại ngữ - Đại học Thái Nguyên) 171 Phan Thanh Hải - Hướng tới chương trình đào tạo cử nhân sư phạm tiếng Anh dựa đề án học tập đào tạo đại học định hướng thực hành ứng dụng nghề nghiệp 177 Lê Vũ Quỳnh Nga, Lý Thị Hoàng Mến, Nguyễn Thị Thu Oanh - Nâng cao chất lượng dịch sinh viên Khoa Ngoại ngữ - ĐHTN thông qua việc áp dụng phương pháp học tập hợp tác 183 Đoàn Thị Thu Phương - Phong cách học ngoại ngữ học sinh lớp 11, Nam Định 189 Đinh Thị Liên, Nguyễn Thị Ngọc Anh - Hệ thống biểu tượng Then Tày 197 Nguyễn Thị Kim Oanh Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ 174(14): 141-146 PROJECT-BASED LANGUAGE LEARNING ADOPTED FOR AN ESP MODULE IN SCHOOL OF FOREIGN LANGUAGES, HANOI UNIVERSITY OF SCIENCE AND TECHNOLOGY: BENEFITS, CHALLENGES AND RECOMMENDATIONS Nguyen Thi Kim Oanh* School of Foreign Languages – Hanoi University of Science and Technology SUMMARY With its internationally acknowledged benefits, Project-Based Language Learning (PBLL) has gained in popularity In this context, the School of Foreign Languages (SOFL), Hanoi University of Science and Technology (HUST) has been adopting this approach for its five elective English for Specific Purposes (ESP) modules over the past four years This empirical paper aims at investigating the significant benefits and challenges of PBLL when being employed for one of these five modules, English for Mechanical Engineering and Materials Science (EMEMS2) and then proposing recommendations The findings collected from the questionnaire survey conducted on 54 participants, who were enrolled in the 2016-2017 school year course reveal that PBLL plays an important part in enhancing learner autonomy, facilitating the application of on-going assessement and equipping the learners with a series of essential life skills In addition, the results also show the challenges faced by both the teacher and the learner, including the change in the role of both the teacher and the learner, teamwork, choice of topic and technical knowlege and terminology In response to these dififculties, the study provides some practical recommendations, based on the survey participants’ and the researcher-teacher’s ideas Keywords: PBLL; ESP; benefits of PBL; challenges of PBL; recommendations for PBL application INTRODUCTION * Rationale Project-based learning has gained its popularity all over the world Following the trend, the School of Foreign Languages (SOLF), HUST has employed this learning approach for its all five selective ESP modules since 2011 Although a great deal has been written about the theoretical foundation of PBL in general and PBLL in particular, very few empirical studies have been carried out to investigate the impact of this approach on the learners, especially Vietnamese learners The answers to such concerns as whether this approach is applied properly in language classes in universities in Vietnam; whether its benefits are realized here, and whether its application faces any challenges and if yes, what should be done to overcome those challenges can be found in this case study Research objectives and questions This research is aimed at investigating the benefits and challenges of integrating PBL * Tel: 0904087717, Email: oanh.nguyenthikim@hust.edu.vn into one ESP module namely English for Mechanical Engineering and Materials Science (EMEMS2) designed for Englishmajored students at SOLF, HUST and proposing recommendations to tackle the challenges To obtain these objectives, three research questions are raised: (1) What benefits the learners of EMEMS2 enjoy from integrating PBL into this module? (2) Do the learners and teachers face any difficulties when learning and teaching this module and if any what are they? (3) What recommendations can be made to mitigate the difficulties found by the surveyed learners and the researcher-teacher? LITERATURE REVIEW Although being adopted in Vietnam quite recently in 2010, PBL is not a new approach in education in the world, catching the attention of a great deal of educationalists and pedagogists worldwide Definition of PBL and PBLL In fact, there are a variety of definitions of PBL Buck Institute of Education [1], an American research and development organization defines PBL as “a teaching 141 Nguyễn Thị Kim Oanh Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.” Highlighting the learner’ role, Solomon [2] states that PBL is a process of learning that learners are responsible for Students work collaboratively to solve problems (p.10) From these two definitions, it can be summarized that PBL is a learner-centred learning approach in which students solve real-world problems in a cooperative environment over a long period of time to create a product In a second language classroom, PBL is also defined as “an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop” [3] It is easy to see the similarities between definition of PBL and PBLL, which are authentic learning and problem solving The obvious benefit of adopting PBLL, suggested by Fried-Booth [4], is that this approach creates links between real-world language and language in textbooks Features of PBL The principal features of PBL synthesized by Curtis [5], Hedge [6], Helle, Tynjala, & Olkinuora [7] and Solomon [2] include: (a) a complex exploration over a period of time; (b) a student-centred learning activity whereby students plan, complete and present the task; (c) challenging questions, problems or topics of student interest which become the centre of the project and the learning process; (d) the deemphasis of teacher-directed activities; (e) frequent feedback from peers and facilitators and an opportunity of share resources, ideas and expertise through the whole process in the classroom; (f) the production of meaningful artefacts that can be shared with peers, teachers and experts in a public presentation; and (g) assessment in both the process of working from the first stage to the last stage and the finished product It can be seen from the features (b),(c), and (d) that the roles of the learner and teacher are remarkably changed The teacher no longer plays the dominating and central role in the 142 174(14): 141-146 learning process, but acts as a facilitator and advisor while the learner is responsible for his/her own learning, implementing his/her chosen project with the support of their peers and the teacher RESEARCH METHODOLOGY Background information about EMEMS2 Objectives: This module is designed to help learners consolidate and practice English language skills such as Listening, Speaking, Reading and Writing in the field of Mechanical Engineering and Materials Science (MEMS) and deepen their MEMS fundamental knowledge acquired in the previous term Content: The syllabus will typically include the planning, implementation and reporting of a group small-scale MEMS designing project Assessment: Learners are assessed throughout the module with a variety of assessment tasks including: general proposal (5%), detailed proposal (12.5%), reference materials (10%), term presentation (12.5%), project progress and experience sharing (10%), project presentation (20%), post-presentation quiz answers (5%) and newsletter (25%) Research method and respondents Survey questionnaire was used to collect primary data for the research questions because it is easy to analyse and reduces bias thanks to uniform question presentation and the absence of verbal or visual clues from the researcher to influence the respondent [8] The semi-structured questionnaire was made on Google form, consisting of four closed and four open questions, which aim at eliciting the respondents’ benefits and challenges when learning EMEMS2 and their recommendations to improve the module It is designed based on the theory of PBL synthesized in the Literature Review above and the researcher’s own observations and written in Vietnamese to make sure that the respondents understand the questions clearly and feel relaxed when expressing their opinions To ensure objectivity, the respondents’ answers are all anonymous The sample of the research is all EMEMS2 enrollers in 2016-2017 academic year, who Nguyễn Thị Kim Oanh Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ are 68 3rd year English-majored students The researcher decided to employ this purposive sampling method as she assumed that the participants were available and willing to participate in the survey and their experiences of the module were still very fresh as they were invited to join the survey only a month after their module completion The questionnaire was then sent to the whole population online via the closed Facebook groups which had been created earlier for communication between the teacher of EMEMS2 (also the researcher) and the students The questionnaire was answered by 54 respondents, accounting for almost 80% of the population The responses to the closed questions were automatically analysed and presented in charts while those to the open questions were analysed and presented in a master sheet by the researcher FINDINGS, DISCUSSIONS AND RECOMMENDATIONS Benefits It can be said from the survey findings that the most noticeable benefit of the integration of PBL into the EMEMS2 module is the enhancement of learner autonomy That is the factor that over 80% of the survey participants attribute to the appeal of the module Indeed, learner autonomy can be highly recognizable from the beginning to the end of the module In the first lesson, the students are allowed to decide on their team mates, labor division and form of communication among their team, the topics of their projects, and then on the terms to be presented to the class, type of model of the designed product (working or concept model) and finally form and content of their newsletter According to Little [9], learner autonomy is extremely beneficial in boosting learner motivation and interest in learning A student in the survey reconfirmed this idea: “we are motivated to develop our own product and therefore we are more interested in what we do” Moreover, learner autonomy yields other positive results like activeness, independence, and creativity as shared by other respondents 174(14): 141-146 in: “thanks to autonomy, I feel that my independence has been substantially improved I am more self-confident in expressing my opinions now”, “learning this module, I had a chance to be active in acquiring all the skills necessary for the project process as well as other skills.”, and “freedom fosters my creativity”, Another enormous advantage of PBL is ongoing formative assessment, acknowledged by over 50% of the surveyed students With formative assessment and without summative assessment, the students can make timely adjustment in their learning strategies and equally importantly, they not have to suffer from the inevitable pressure resulting from exams, as mentioned by these two respondents “I like the module because there is no exam pressure”, “we not put all of our attention and energy to just the final exam as usual.” Finally, a series of essential life skills are obtained through the project process as suggested by Stanley [10] From over 40% to 50% of the survey participants agree that team work, problem solving, critical thinking and information searching, analyzing and synthesizing skills contribute significantly to the module success They believe that after the module “we now know how to divide tasks among team members and listen to each other” They also managed to prevent disputes in their team by “appointing a team leader and assigning specific tasks to team members publicly and fairly” and “voting for the best idea” Besides, they valued individual responsibility and mutual respect as in “we make sure that everyone has to be responsible for his/her task and then we sit with each other for group discussions” or in “each member has to think of an idea, justifying his idea and we agree over the best one” Explaining why problem solving is another vital skill that they could learn, a student puts it “we encounter certain problems and difficulties throughout the project process.” Another student shares this opinion as in “in every step of the project, unexpected problems arise” and this respondent also concludes that “therefore, after the project 143 Nguyễn Thị Kim Oanh Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ completes, I find that I have become more adaptable and responsive to problems arising during my learning process.” The development of critical thinking is also persuasively justified by a student: “in order to make an optimal product, we have to propose a great deal of opposite ideas” Besides developing their critical thinking voluntarily in their teams as also in “we sometimes put ourselves in the position of the audience and then we can produce a lot of fruitful feedback”, the students are also asked by the teacher to give their comments on the topics, general outlines and presentations of the other teams on the class Furthermore, the students learn where to search information, how to judge its reliability and then what information to use for their project A student shares his/her experience: “Submerged in a mountain of information, I learn that I should use key words to search for the relevant information faster.” Finally, two more skills that are worth mentioning are time management and planning Freedom would turn into an obstacle if the students did not know how to manage their time and make detailed plans for their project This is fully understood by a team leader as she/he says “the project process has transformed me into a better plan maker as I had to assign tasks to the team members and make plans for us to accomplish them As a result, I have learned that I need to make plans for my study of other modules for higher results” Challenges facing students The biggest challenge facing up to 58% of the surveyed participants is their limited technical knowledge and terminology This is understandable when the major of the students is English, not Mechanical engineering and Materials Science Although before enrolling into this module, they have already been equipped with some fundamental knowledge and terminology of the field in EMEMS1, this is certainly far from enough for their project of designing a technical product Following closely this challenge is the students’ confusion in choosing the content and form of the newsletter, agreed by 57% of the respondents 144 174(14): 141-146 This can be explained that there are a variety of newsletter formats available and the students put themselves under the pressure of creating something unique and creative Similarly, a big number of the surveyed students (45%) also find that the selection of topic gives rise to plenty of confusion and time consumption This can be attributed to the list of all the requirements of a topic to be satisfied, which are “interesting” “relevant to the field of MEMS”, “practical”, “creative” and “feasible” Another hindrance to the project process faced by 33% of the students is the poor literature about their topic Finally, group work is also a problem when a lot of the students (practically 45% and well over 20%) find it hard to arrange a common timetable for group meetings and reach an agreement over the project activities respectively Recommendations These recommendations are put forward based on both the opinions of the respondents and the researcher, who has been teaching this module for six years Providing clear orientation of the module: in the very first class, the teacher should provide the learners with a brief introduction to PBL, in which the benefits of PBL and the roles of the teacher and learner should be highlighted Moreover, all the requirements of the module and the assessment should also be made clear to them More importantly, the teacher should communicate his/her strong belief to the students that they can successfully complete the module by showing them some outstanding products that previous year students could design Seeing these success stories also helps to arouse their interest and motivation and give them some clues about what they can this year Setting feasible tasks: it is common knowledge that motivation comes along with success Therefore, the teacher should only assign the leaners to workable tasks For example, in EMEMS2, the students are asked to design a product which can either be a brand new or just an improvement of an existing one to meet the needs of a group of target customers, for example a product which is cheaper or friendlier to the Nguyễn Thị Kim Oanh Đtg Tạp chí KHOA HỌC & CÔNG NGHỆ environment than the original one The model of the product they design can be either a working model or just a concept model Providing close supervision and frequent coaching: the teacher should keep himself/herself informed of what the students are doing or have done by setting deadlines and regular informal oral reports by each group in each class so that he/she can give them timely guidance and advice For example, EMEMS2 students are told that they can find information about their projects via websites such as howstuffworks.com, wikihow.com or videos about new domestic inventions and that both English and Vietnamese documents can be of great help to them They are also encouraged to seek support from external experts such as their schoolmates or teachers who have technical expertise from other departments at HUST if they face any technical problems beyond their teacher’s and their capacity Moreover, they are guided to make a specific plan for each phase of their project, in which the information about what must be done, who is in charge of what and the deadlines is clearly stated When it is time to build up models, the students should be asked to bring materials and equipment if possible to the class and build them there By this way, they can take advantage of the support from their teacher and peers and the teacher can make sure that their students are really working on their projects Encouraging peer feedback and sharing: as mentioned earlier in (e), point 2.2 in the literature review, frequent feedback from peers and an opportunity to share ideas and resources is a feature of PBL Therefore, in this module, the students are always encouraged to give their peers feedback as it is believed to foster their critical thinking and active learning From the beginning of the project process, all the groups are asked to present their ideas of the topics of their interest to the class and the other groups will comment on them based on the list of criteria given by the teacher This activity is acknowledged as a solution to help a group of students make up their mind about the final topic for their project: “luckily, the teacher reserved one class for the groups to present 174(14): 141-146 their ideas and with the comments from other groups, we could decide on the final topic.” Furthermore, peer feedback can also be observed in the project reporting activities such as term presentations, project progress report and experience sharing and project presentations where the audience is asked to give comments on their peers’ performance, including both the strengths and weaknesses Giving specific feedback: as PBL is featured by on-going assessment, the teacher should give detailed comments and marks publicly after every assessed activity so that the students are informed of their strengths as well as weaknesses and therefore can have timely adjustment of their learning strategies Using online forms of communication: To overcome difficulty in arranging a common timetable for the team meetings, a very effective measure taken by all of the teams is online discussions via Facebook closed groups, Facetime and Messenger However, they still emphasize that face-to-face communication is pivotal in solving problems in their teams Facebook closed groups are also employed by the teacher for faster communication with her students and convenience Treasuring the learners’ works: the teacher should take photographs of the artefacts that the students create (models and newsletters in case of EMEMS2) and show them to the public (post them on Facebook for example) to treasure their efforts and stimulate their pride of their own works Besides, the best model should be selected through student and teacher votes and awarded a small prize in order to enhance the learners’ interest and motivation CONCLUSIONS This study has answered the research questions Specifically, the learners of EMEMS2 could enjoy tremendous benefits of PBLL such as enhancement of learner autonomy, on-going assessment, and acquisition of a range of life skills Though, both the learners and their teacher faced some obstacles, the outstanding of which are working in groups, deficiency of technical 145 Nguyễn Thị Kim Oanh Đtg Tạp chí KHOA HỌC & CƠNG NGHỆ knowledge and terminology, abrupt change in the learner and teacher roles To address these problems, the researcher and the survey respondents propose seven recommendations From the findings, it can be concluded that the integration of PBL into EMEMS2 module at SOLF, HUST is very much welcomed by the learners with 100% of the survey respondents choosing “Yes” when being asked “Do you like EMEMS2?” One respondent even admitted “EMEMS2 is one of the modules I like the best during my three years of study at university so far” The researcher, therefore, suggests that PBL approach should be adopted more widely for not also ESP modules but for English language teaching in general for its huge benefits ACKNOWLEDGEMENT I would like to express my sincere thanks to my 54 students who contributed their precious evaluation of and recommendations for the improvement of EMEMS2 Without their support, this study would not have been possible 174(14): 141-146 RERERENCES Buck Institute of Education (2012), Why Projectbased learning (PBL), retrieved from: http://bie.org/about/why_pbl, retrieved on 5th June 2017 Solomon, G (2003), “Project-Based Learning: a Primer”, Technology & Learning, 23(6), pp.10-20 Moss, D & Van Duzer, C (1998), Project-Based Learning for Adult English Language Learners ERIC Digest, retrieved from https://www.ericdigests.org/ 1999-4/project.htm, retrieved on 3rd June 2017 Fried-Booth, D L (2002), Project Work, Oxford University Press, Oxford Curtis, D (2002), “The Power of Projects”, Educational Leadership, 60(1), pp.50-53 Hedge, T (1993), “Key concepts in ELT”, ELT Journal, 47(3), pp 275-277 Helle, L, Tynjala, P & Olkinuora, E (2006), “Project-based learning in post-secondary educationtheory, practice and rubber sling shots”, Higher Education, 51(2), pp.287-314 Brown, JD & Coombe, C (eds) (2015), The Cambridge Guide to Research in Language Teaching and Learning, Cambridge University Press, Cambridge Little, D, (2003), Learner Autonomy and Second/Foreign Language Teaching retrieved from https://www.llas.ac.uk/resources/gpg/1409, retrieved on 30th May, 2017 10 Stanley, D (2000), Project-based Learning -6C’s of Motivation, retrieved from https://www.coe.uga edu/epltt/lessonplans/LPPJL4DStanley.htm, retrieved on 30th May, 2017 TÓM TẮT SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI: LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT Nguyễn Thị Kim Oanh* Viện Ngoại ngữ - ĐH Bách khoa Hà Nội Với lợi ích giới công nhận, đường hướng học ngoại ngữ theo dự án (PBLL) ngày áp dụng rộng rãi Nhận thức lợi ích đó, Viện Ngoại ngữ, Đại học Bách khoa Hà Nội áp dụng đường hướng học tập cho năm môn tiếng Anh chuyên ngành lựa chọn bốn năm qua Bài nghiên cứu thực nghiệm nhằm mục đích tìm hiểu lợi ích thách thức cụ thể áp dụng PBLL cho mơn tiếng Anh Cơ khí Khoa học Vật liệu đưa đề xuất Kết thu từ câu hỏi khảo sát tiến hành 54 sinh viên tham gia khóa học năm học 20162017 cho thấy PBLL đóng vai trị quan trọng việc nâng cao tính tự chủ người học, cho phép áp dụng hình thức đánh giá liên tục trang bị cho người học hàng loạt kỹ sống cần thiết Ngoài ra, kết nghiên cứu khó khăn mà người học người dạy gặp phải, chẳng hạn vai trò người học người dạy thay đổi, làm việc nhóm, lựa chọn chủ đề thiếu kiến thức từ vựng chuyên ngành Để khắc phục khó khăn này, nghiên cứu đưa số giải pháp dựa ý kiến người tham gia khảo sát kinh nghiệm nghiên cứu viên, đồng thời giáo viên phụ trách mơn Từ khóa: Học tập theo dự án; tiếng Anh chuyên ngành; lợi ích học theo dự án; thách thức học theo dự án, đề xuất cách áp dụng mơ hình học theo dự án Ngày nhận bài: 15/10/2017; Ngày phản biện: 30/10/2017; Ngày duyệt đăng: 13/12/2017 * Tel: 0904087717, Email: oanh.nguyenthikim@hust.edu.vn 146 174(14) oà soT Năm 2017 Tạp chí Khoa học C«ng nghƯ Journal of Science and Technology THE SPECIAL ISSUE FOR THE 10th FOUNDATION ANNIVERSARY SCHOOL OF FOREIGN LANGUAGES - TNU (2007-2017) Content Page Le Hong Thang – Discussion on Project-Based Learning Approach Nguyen Thi Nhu Nguyet, Chu Thanh Thuy - Students’ Output Competency Assessment in Using Russian Language at Level A2-B1 on the Basis of Common European Framework of Reference at School of Foreign Languages, Thai Nguyen University Nguyen Thuy Linh - Evaluation and Assessment in Project-Based Learning - Some Practical Suggestions 13 Vu Thi Thanh Hue - Students’ Perception about an Online Extensive Reading Course with the Help of Edmodo 19 Mai Thi Thu Han, Nguyen Thi Lien, Hoang Thi Tuyet, Duong Thi Ngoc Anh - Fostering Learners’ Autonomy through Project Work in an ESP Class at Hoa Lu University: A Case Study 25 Duong Duc Minh, Duong Lan Huong - A Study on the Interaction between the Presenter and Audience in the Presentation Skill for English Major Students at School of Foreign Languages - Thai Nguyen University 31 Pham Thi Kim Uyen - Use of Journals in Teaching Translation for English Major Students of Nha Trang University 37 Le Thi Hong Phuc - Students’ Responses to the TV Show Project as the End-of-Term Assessment in the Pronunciation Course 43 Han Thi Bich Ngoc - Teaching Outside the Classroom - Integrating Social Media into Innovative Language Teaching: The Case of Facebook 49 Nguyen Ngoc Luu Ly, Quach Thi Nga - Some Features in Applying Multimedia Tools into Teaching Elementary Chinese in School of Foreign Languages - Thai Nguyen University 55 Le Thi Hoa, Dau Thi Mai Phuong - Fostering the 21st Century Skills in Project-Based ESP Learning 61 Nguyen Thi Bich Ngoc, Tran Minh Thanh - Methods to Increase the English Magazine Project Power in the Study of the English Written Language for English Major Students at School of Foreign Languages - Thai Nguyen University 67 Hoang Thi Huyen Trang, Nguyen Thi Ngoc Anh - Developing English Language Reading Comprehension amongst EFL/ESL Learners through Culturally Relevant Texts 73 Nguyen Quoc Thuy, Nguyen Thi Doan Trang - Teaching Foreign Languages through Magazine Project at Thai Nguyen University of Education 79 Nguyen Tuan Anh - PBLL Course Development as a Way of Ensuring a Multidisciplinary Program 85 Do Thi Son, Do Thi Phuong - An Analysis of Students’ Errors at School of Foreign Languages, Thai Nguyen University in Directly Translating from Sino-Vietnamese Words to Chinese and Solutions 91 Tran Dinh Binh - Application of Project-Based Learning in Language Teaching in Vietnam 97 Le Thi Khanh Linh, Le Thi Thu Trang- Evaluative Devices in Personal Narratives from American and Vietnamese Talk Shows 103 Do Thanh Mai, Phung Thi Thu Trang - The Application of Moodle in E-Learning and Teaching Informatics at School of Foreign Languages – Thai Nguyen University 109 Mai Thi Ngoc Anh, Vi Thi Hoa, Pham Hung Thuyen - Application of Project-Based Learning to the Teaching of Chinese Excursion at School of Foreign Languages – Thai Nguyen University 117 Tran Thi Hanh - Students’ Perceptions on the Use of Edmodo as a Supplementary Tool in Learning 123 Bui Thi Ngoc Oanh - Using Project-Based Learning to Improve English Speaking Skills of Non-English Major Students of Level A2 129 Nguyen Hanh Dao, Dinh Nu Ha My - A Participatory Case Study into Learners’ Difficulties and Pedagogical Implications of Doing Project-Based Learning ESP Course 135 Nguyen Thi Kim Oanh - Project-Based Language Learning Adopted for an ESP Module in School of Foreign Languages, Hanoi University of Science and Technology: Benefits, Challenges and Recommendations 141 Vu Thi Kim Lien - Enhancing Pragmatic Competence of Students at University of Languages and International Studies, VNU 147 Dam Minh Thuy - Integrated Skills in Foreign Language Learning via Video Project "Study of the Cultural Influences of France in Vietnam" 153 Nguyen Thi Thu Hoai - Situation of Intern Teaching Program of English Subject at Some Selected High Schools in Thai Nguyen City and Suggested Sollutions 159 Nguyen Thi Ngoc Anh, Hoang Huyen Trang - Language Errors of Chinese Students Studying Vietnamese Language at School of Foreign Languages, Thai Nguyen University and Proposals for Correction 165 Quach Thi Nga, Do Thi Thu Hien - Problems and Suggestions for Chinese - Vietnamese Translation Textbooks in Vietnam (Investigate in School of Foreign Languages - TNU) 171 Phan Thanh Hai - Toward a Project Based Learning Curriculum for TEFL B.A Program within Profession Oriented Higher Education 177 Le Vu Quynh Nga, Ly Thi Hoang Men, Nguyen Thi Thu Oanh - Enhancing Students’ Translation Performance in School of Foreign Languages: An Application of Cooperative Learning Doan Thi Thu Phuong - Language Learning Style Preferences of Grade 11 Students at a High School, Nam Dinh Dinh Thi Lien, Nguyen Thi Ngoc Anh - The System of Symbols in Then Songs of Tay People 183 189 197 ... TÓM TẮT SỬ DỤNG ĐƯỜNG HƯỚNG HỌC TẬP THEO DỰ ÁN CHO MÔN HỌC TIẾNG ANH CHUYÊN NGÀNH TẠI VIỆN NGOẠI NGỮ, ĐẠI HỌC BÁCH KHOA HÀ NỘI: LỢI ÍCH, THÁCH THỨC VÀ ĐỀ XUẤT Nguyễn Thị Kim Oanh* Viện Ngoại ngữ... Oanh - Sử dụng đường hướng học tập theo dự án cho môn học tiếng Anh chuyên ngành Viện Ngoại ngữ, Đại học Bách Khoa Hà Nội: lợi ích, thách thức đề xuất 141 Vũ Thị Kim Liên - Phát triển lực ngữ dụng. .. viên phụ trách mơn Từ khóa: Học tập theo dự án; tiếng Anh chuyên ngành; lợi ích học theo dự án; thách thức học theo dự án, đề xuất cách áp dụng mơ hình học theo dự án Ngày nhận bài: 15/10/2017;