Challenges encountered by second year students in the documentary project at university of languages and international studies

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER CHALLENGES ENCOUNTERED BY SECOND-YEAR STUDENTS IN THE DOCUMENTARY PROJECT AT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES Supervisor : Trần Thị Hiếu Thủy, M.A Student : Nguyễn Bích Ngọc Course : QH2013.F1.E1 HÀ NỘI – 2017 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NHỮNG KHÓ KHĂN CỦA SINH VIÊN NĂM THỨ HAI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHI THỰC HIỆN DỰ ÁN DOCUMENTARY Giáo viên hướng dẫn : ThS Trần Thị Hiếu Thủy Sinh viên : Nguyễn Bích Ngọc Khóa : QH2013.F1.E1 HÀ NỘI – 2017 ACCEPTANCE I hereby state that I: Nguyen Bich Ngoc, class 13E1, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date ACKNOWLEDGEMENT Firstly, I would like to express my profound gratitude to my supervisor, Ms Trần Thị Hiếu Thủy (M.A.) for her continuous support of my study, for her patience and encouragement She was always willing to answer me whenever I had questions about my research Without her guidance, I could not be able to complete this thesis I would also like to thank the teachers in the Faculty of English Language Teacher Education for the knowledge and skills they have given me so that I could conduct this research Next, I would like to acknowledge the participants of the study, including sixty-seven students who agreed to the questionnaires and eight students who enthusiastically participated in the interviews It is impossible for me to this research without their tremendous help I must take this opportunity to express my gratitude to my parents, my brother and sister-in-law for their unfailing support and love throughout my years of study, and especially, through the process of writing this research I would also like to thank all my beloved friends who always give me encouragement when I need it most Finally, my sincere thanks go to all people who directly or indirectly lent me their hand during the completion of this study i ABSTRACT Challenges that students encountered in project-based learning has been mentioned by a number of researchers in their implementation studies (Krajcik et al., 1998; Stauffacher et al., 2006; Harmer and Stokes, 2014) Nevertheless, there is limited empirical research directly addressing this matter in English language teaching (Harmer and Stokes, 2014) The shortage of evidence on the challenges that students encounter in project-based learning leaves a gap that needs to be filled Focusing on the context of the Faculty of English Language Teacher Education, University of Languages and International Studies (FELTE, ULIS), this paper attempts to investigate the challenges that students faced, their responses to the challenges and some suggestions they made for further improvement in a project called the Documentary project For the accomplishment of these purposes, a survey was conducted on 67 second-year students in the Honors Program, among whom students were selected for semi-structured interviews The results have shown that students faced a number of challenges while conducting the Documentary project, regarding project objectives; project tasks; teacher‟s instructions ; group members‟ knowledge/ability; group work during implementation; assessment and feedback of project outcome The challenges concerning teacher‟s instruction, group work and assessment were the most prominent With each type of challenges, students had different responses Students suggested that teachers should support them by providing more frequent and detailed instructions, specifying the criteria in the marking rubrics and giving more valuable feedback ii LIST OF TABLES, FIGURES AND ABBREVIATIONS I Figures: Figure Figure 3.1 Figure 4.1 Figure 4.2 Figure 4.3 Figure 4.4 Figure 4.5 Figure 4.6 Name Data collection process Page 14 A summary of students‟ perception of challenges related project objectives A summary of students‟ perception of challenges related to project tasks Students' perception of teachers‟ instructions about the project at the beginning of the course Students' perception of teachers‟ instruction frequency A summary of students' perception of teachers‟ instructions on basic elements of the project A summary of students' perception of the challenges related to group members‟ knowledge/abilities 18 19 21 22 23 25 II Tables: Table Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Name A summary of students' perception of the challenges related to group work A summary of students' perception of the challenges related to assessment and feedback of project outcome A summary of students' responses to the challenges related to project objectives A summary of students' responses to the challenges related to project tasks A summary of students' responses to the challenges related to teacher‟s instructions iii Page 26 28 31 32 33 Table 4.6 Table 4.7 Table 4.8 Table 4.9 A summary of students' responses to the challenges related to group members‟ knowledge/abilities A summary of students' responses to the challenges related to group work A summary of students' responses to the challenges related assessment and feedback of project outcome A summary of students' suggestions on support from teachers 34 35 36 37 III Abbreviations: Abbreviation Full form PBL Project-based learning FELTE Faculty of English Language Teacher Education ULIS University of Languages and International Studies VNU Vietnam National University iv TABLE OF CONTENTS ACCEPTANCE ACKNOWLEDGEMENT ABSTRACT LIST OF TABLES, FIGURES AND ABBREVIATIONS CHAPTER 1: INTRODUCTION 1.1 Statement of the problem 1.2 Aims and objectives of the study .2 1.3 Significance of the study 1.4 Scope of the study .3 1.5 Organization CHAPTER 2: LITERATURE REVIEW 2.1 Project-Based Learning: .4 2.1.1 Definition of Project-Based Learning 2.1.2 Features of Project-Based Learning 2.1.3 Assessment in Project-Based Learning 2.1.4 Challenges encountered by students undertaking PBL 2.1.4.1 Group work: 2.1.4.2 Instructions and scaffolding 2.1.4.3 Assessment 2.1.4.4 Weight of work 2.1.4.5 Objectives 2.2 Documentary film 10 2.2.1 Definition 10 2.2.2 Use of Documentary films in second language (L2) education 10 2.2.3 The Documentary Project in FELTE, ULIS 10 CHAPTER 3: RESEARCH METHODOLOGY 13 3.1 Setting 13 3.2 Participants 13 3.3 Data collection 14 v 3.3.1 Questionnaire 14 3.3.2 Interviews 15 3.4 Data analysis 15 CHAPTER 4: RESULTS AND DISCUSSION 17 4.1 Presentation of major findings 17 4.1.1 Research question #1: As perceived by students, what challenges did they encounter in the Documentary project? 17 4.1.2 Research question #2: In what ways did students respond to these challenges? 30 4.1.3 Research question #3: As perceived by students, what support should teachers have given them to overcome these challenges? 36 4.2 Discussion of findings 38 CHAPTER 5: CONCLUSION 41 5.1 Summary of findings 41 5.2 Implications 42 5.3 Limitations of the research 45 5.4 Suggestions for further studies 45 REFERENCES 47 APPENDICES 50 vi CHAPTER 1: INTRODUCTION This chapter focuses on addressing the problem, the aims and objectives, the significance, the scope and the organization of this study 1.1 Statement of the problem Project-based learning (PBL) is a learner-centered model which is no stranger to educators all over the world It has been proved by many studies to have positive effects on the learning process (Mapes, 2009; Beckett, 2002; Krajcik et al., 1998) Nevertheless, PBL also poses challenges to students It is vital that the challenges faced by students while undertaking PBL be clearly identified so that PBL could be implemented effectively Some researchers such as Krajcik et al (1998); Edelson, Gordon, and Pea (1999); Stauffacher et al., (2006) and Harmer and Stokes (2014) have mentioned challenges that students encountered in their studies; nevertheless, it just accounted for a minor part in their studies There is limited empirical research directly addressing students‟ challenges in project-based learning Furthermore, most research is on projectbased science subjects; there has not been much attention on difficulties of English language learners The shortage of evidence on this matter leaves a gap that needs to be filled In Vietnam, although project-based learning has gradually gained popularity, it has not been widely used to teach English (Nguyen, 2011); it is still a new model to many people Therefore, many students may struggle to adapt with PBL Teachers may not recognize the problems that students face or even wrongly conceive them For these reasons, it is imperative that a study on challenges that students encountered be conducted This study was carried out with second-year Honors program students at FELTE, ULIS The project in which challenges that students encountered was studied was the Documentary project Because this project is new and complex, it is suitable for investigating the difficulties that students experienced Interview with Student #4 Interviewer: Ok Thank you for your participation in this interview What we discuss today will be transcribed and submitted, but your identity will be confidential Student 4: Ok Interviewer: So, I will start with teacher‟s instructions At the beginning of the course, how did you teachers instruct you? Student 4: She said general things like finding videos, joining them then designing exercises She invited some senior students to come and talk about Adobe After effect We didn‟t have a clear idea about what to so we didn‟t understand what those students were saying That application is also too complicated for this project Anyway, in the first few weeks, we didn‟t much We left most of the work until the last few weeks Interviewer: But there were deadlines every two weeks Student 4: Well, my teacher didn‟t check them I: Ok What about listening facilitation? What did your teacher tell you about it? Student 4: Facilitation was a complete failure to all groups My teacher just said that we needed to design C1 exercises She did not say anything about how to design the exercises and how to facilitate a lesson We based on IELTS and CAE exercises to design But we did everything intuitively This semester we are learning Tutoring, and we are shown how to design questions Looking back from now, I think that our listening facilitation in the Documentary project was terrible Interviewer: What about the authentic sources? Student 4: My teacher didn‟t even mention the word “authentic” She just told us to find videos on the Internet We have just recently understood what authentic materials are since we are taught about critical reading in this semester While we were doing the Documentary project, we had no idea what authentic materials were 70 Interviewer: Ok, so in this project, you had to work in a group Of how many? Student 4: Interviewer: 4, ok What you think about the group work? Student 4: We were all lazy We only started doing when the deadlines were close I think the one who edited the film suffered the most because other members did not send the videos at the same time, so she had to wait She had to stay up late, also Interviewer: According to your questionnaire result, some members had insufficient language skills What happened? Student 4: Their wording in the script was not good They had problems with word choices, parallelism, defining and non-defining articles, singular and plural I had to correct for them, but that sometimes offended them I was frustrated about it Interviewer: Apart from that, how would you assess your group‟s collaboration? Student 4: We divided the workload quite evenly For example, the person who edited the video did not have to design the facilitation exercises We just met once or twice to divide and revise the work However, some members were so busy that they could not attend the group meetings Interviewer: To my knowledge, you were mainly assessed via these marking rubrics What you think about them? Student 4: They are too general The marking guide covers the general criteria, but the smaller criteria are unclear I think they would be better if they were as specific as the marking rubrics of VSTEP or IELTS These marking rubrics doesn‟t show me clearly what I need to to get a high score I don‟t know why there is body language Maybe it is assessed when we the facilitation, but I still think it is not significant I don‟t understand whether fluency is assessed through the video or the facilitation Interviewer: What changes you think should be made to these marking rubrics so that they could better assess and assist learning? 71 Student 4: The criteria were unclear, so they should be more specific There should be band descriptors or something like that The listening exercise results should be omitted from the marking rubrics The film should have its own criteria Actually, I am unsure about when I was assessed some criteria like body language or fluency, whether in the film or in the listening facilitation I think the marking rubrics should be divided into speaking and listening, or video and facilitation Interviewer: Do you think it is necessary to include peer assessment or self assessment into this project? Student 4: I am not sure about self assessment, but probably there should be peer assessment While we was watching our friends‟ videos, we found quite a few mistakes in their pronunciation, intonation or word choices, but there was no section for us to comment on that” I think that it would be more objective if peers are involved in the assessment Interviewer: What you think teachers should to support students better in this project? Student 4: I think teachers should give more comments about the film There were many mistakes in the film that we made and our friends made, in terms of pronunciation and word choices, but my teacher did not point them out for us More importantly, teachers should give more instructions and feedback about the listening facilitation Interviewer: Ok, I think the interview could end now Thank you for your participation 72 Interview with Student #5 Interviewer: Ok Thank you for your participation in this interview What we discuss today will be transcribed and submitted, but your identity will be confidential Student 5: Ok, I‟ve got it Interviewer: Firstly, I would like to ask you about the teacher‟s instructions that you received At the beginning of the course, how did your teacher instruct you about the project? Student 5: I remember that she said generally what we had to in that project, just like in the course guide Then she divided the group That‟s it Interviewer: After being instructed, was you clear about what you had to do? Student 5: Pretty much I knew the form of that project and the main components that I had to made I think I did have an overview about it However, when I got to each step of the project, it turned out to be more confusing than I thought Then, I had to ask my teacher for clarification Interviewer: Really? Student 5: Yes I remember that I had to ask my teacher a lot, but I can‟t remember now what I asked Interviewer: Alright Let‟s go into details then What guidance did your teacher give you on the authentic materials? Student 5: Hm I can‟t remember which teacher told me about this, but someone did give me examples of authentic sources like BBC or CNN I just know the sources I don‟t know the content of authentic materials Interviewer: How about the technology, the software that could be used in this project? Student 5: No, my teacher did not say anything about it Most of the time, my teacher just answered when she was asked 73 Interviewer: What about the listening facilitation? Throughout the implementation of the project, what instructions did your teacher give you about this? Student 5: My teacher instructed us by giving feedback to other groups So there were groups who facilitated first and those who did it later After each group finished, my teacher would give them detailed feedback, what they did right, what they did wrong Other groups who facilitated after that learned from that feedback Interviewer: Did your teacher follow the deadlines in the course guide? Student 5: Yes She reminded us of the deadlines Every week, she called some groups up to submit their parts of the project for feedback Actually, it was more like consent She told us our products were ok or not ok Interviewer: Let‟s move on What challenges did you encounter with group work? Student 5: Well…We were all extremely lazy We left the work until the last minutes Chasing after the deadlines was pretty tiring, especially when some members in my group did not really concentrate on the work, but eventually, all turned out fine I think one of the element that demotivated us was that we did not find this project related to our major We studied Interpretation but we had to design exercises and facilitate a lesson We did everything in a rush and with little interest, so the quality of our products were just so-so, and we didn‟t gain much after the project Interviewer: Was the work divided equally in your group? Student 5: At that time, there were some members in my group who were really busy, so other members had to help her by taking more work So I guess it was not really divided equally Interviewer: In your questionnaire, you agreed that your group members had conflicting schedules What happened? Student 5: Well, as I said, we were lazy, and there were some busy members, so it was difficult for us to gather to discuss about the assignment We mostly worked online via Facebook 74 Interviewer: Did you have any difficulty with the deadlines? Student 5: I didn‟t have much difficulty following the small deadlines I think they are distributed quite sparsely Actually, we even think there are so many small deadlines that it seems to be unnecessary At that time, it was tiring for us because we had to meet deadlines every two weeks There should be only deadlines: one we have to submit all material and one we have to the facilitation Interviewer: Ok Now I would like to ask you about the assessment In this project, you were mostly assessed based on these marking rubrics What you think about them? Student 5: Compared to the marking rubrics that I know, like IELTS, these marking rubrics were made quite cursory For example, the first criterion is quality It includes three smaller criteria with the total marks of three, but it was unclear how many point is allotted to each small criterion We could guess that one for each, but we could not be sure Also, I also don‟t know to what extent would I get this point, to what extend would I get that point Interviewer: What other changes you think should there be to improve the quality of this project? Student 5: To students with Interpretation – Translation orientation like us, we don‟t want to have design exercise task and facilitation We find that those tasks would be more suitable to students who major in teacher education In the first two years of university, the focus is on English skills in general, so I think the tasks should aim at developing English skills in general, not teaching skills like in this project We were really frustrated by those tasks, and we didn‟t think we gained anything from them Interviewer: Do you think that your speaking skills and listening skills improved as described in the objectives after the project? Student 5: In terms of speaking, I didn‟t have many chances to practice it I didn‟t the voice-overs in the documentary film, even if I did, I would just read the script In the facilitation, I took care of the slides and just introduced some 75 games So, overall, my speaking skills didn‟t improve at all My listening skills did improve after I wrote transcripts for those videos Interviewer: While working on this project, how did you usually respond to the challenges you faced? Student 5: Most of the time, I would find the solutions myself If I couldn‟t, I would ask my friends I rarely asked my teacher, but sometimes asking the teacher was very effective When my teacher introduced the project, there were some points I found confusing I asked my teacher right away and got the answers very quickly Interviewer: Ok, I think I have collected the information that I need from this interview Thank you so much 76 Interview with Student #6 Interviewer: Thank you for your participation in this interview As stated in my questionnaire, your identity will be kept confidential, so you just answer whatever you think Student 6: Ok Interviewer: According to your answers in the questionnaire, you think this project had too many small tasks, right? Could you elaborate on that? Student 6: As you can see from the guidelines, we had to follow steps However, in those steps, there are unmentioned smaller tasks that we have to I remember that we had to learn how to use the film maker software, we had to come up with activities for the facilitation, prepare for those activities, make the PowerPoint slides Overall, there were many things that we had to do, and they were time consuming Interviewer: How did you make documentary film? Student 6: We chose the topic, then found about 3-4 videos about it Each of the video was a documentary film, about 30-40 minutes long, so we divided the videos and transcribed all of them Afterwards, we selected suitable parts to join together, replaced some parts, added our script to make our film Interviewer: Did you teacher allow your class to film some parts of the documentary yourselves? Student 6: Yes The guidelines said nothing about this, so some of my classmates asked my teacher and she said they could film some parts themselves But my group didn‟t film anything We just joined the videos we found on the Internet together Interviewer: To my knowledge, selecting the parts and joining them required quite a lot of discussion, and members could have conflicting ideas on this point Did it happen to your group? Student 6: Actually no We were mostly in agreement Interviewer: I could see from your answers in the questionnaire that you didn‟t find the marking rubrics helpful in assessing What you think about them? 77 Student 6: I think the marking rubrics not show the connection between students‟ performance and the mark given They not specify how well the students should be to get what point; as a result, the points given could easily be subjective Moreover, the marking rubrics are not only for teachers to score us, but they can help us identify what we should to get high scores It would be much better if they could be described more specifically Interviewer: Ok What about teacher‟s feedback How often did you receive feedback from your teachers on your products? Student 6: We had deadlines every two weeks When there was a due, my teacher would ask whose turn was that, then each group would come and submit our products for comments She mostly said to us which one was ok, which one was not When we finished our listening facilitation, my teacher would also give us feedback on our performance Interviewer: Did you find your teacher‟s feedback useful? Student 6: Yes, most of the times It could be vague sometimes, for my teacher just said that our products were ok But it‟s better to have the teacher‟s consent than nothing At least we knew that we didn‟t anything wrong Interviewer: What you think teachers should to support students better in this project? Student 6: I think teachers should give more comments about the videos My teacher gave us comments on our listening facilitation but not our film, so we didn‟t know how we could improve And I wish that teachers could consider replacing the listening facilitation with another activity for classes with Interpretation orientation We didn‟t know why we had to practice designing exercises and facilitating a lesson while we have no intention of becoming teachers Interviewer: Ok, I think I have asked you enough Thank you so much 78 Interview with Student #7 Interviewer: Thank you for joining this interview I want to assure you that your identity will be kept confidential Only a transcript of our conversation is submitted Student : That‟s ok Interviewer: First, I would like to ask you your opinions about the objectives of this project, about their usefulness to you Student 7: I think the objectives were not overambitious, but some of them were not suitable, not exactly what we would get after doing this project For example, I didn‟t know why “watching TV and films” would be an objective It is not closely related to the project It should not be here Interviewer: What you think about the workload of this project? Student 7: I think the workload was generally ok There was specific deadline for each task, but I still left the work until the last minutes, so the workload was enormous then However, I think that the intervals between step 3,4 and should be spaced out a little bit Selecting videos, writing the script and developing the film required a lot of work I wish that there would be more time for these steps Interviewer: Ok, moving on What did the teacher instruct you in this project? Student 7: She gave us an overview about this project, then she told us to read the course guide carefully Interviewer: You had to find authentic materials for your documentary, right? How did your teacher instruct you to find and assess authentic audio materials? Student 7: I don‟t know if it was our fault or my teacher didn‟t say it, but initially we thought that we could film the documentary ourselves, and authentic materials just needed to play a small part in the film Only after we finalized our topic did we know that we were only allowed to compile videos from authentic sources to make the film We chose a difficult topic which had few authentic 79 videos because we thought we could film it ourselves What we could find were just videos with Asian students speaking, which I don‟t think authentic After a while, we asked our teacher about this situation and she said that we should read the course guide carefully She didn‟t say that our videos were authentic or not Eventually, we had to go with the flow because we couldn‟t find videos with native speakers on this topic Interviewer: Did you know that your classmate had the same misunderstanding? Student 7: Really? I had no idea I think it was because our teacher did not emphasize the authentic sources in this project, while they were indeed important Interviewer: What about the technology used in making the film? Did teacher show you how to use it? Student 7: No But we had already known how to use the film editing applications in our previous assignments, so we had little difficulty with them Interviewer: How about the listening facilitation? Did teacher instruct you how to design exercises and facilitate them? Student 7: No, not at all We vaguely knew how to it since we had design exercises last semester To be honest, we did the listening facilitation quite intuitively We did not know what was wrong and what was right My teacher did not give us instructions on this task Interviewer: What instructions did your teacher give you during the project implementation? Student 7: She gave us feedback rather than instructions After we submitted our topic, she gave us comments about its feasibility After we submitted our script, she gave us feedback about its organization It could also be feedback about the videos Interviewer: Alright According to your questionnaire, you had some problems with group work What happened? Student 7: I was in the same group with two more people One person was an excellent and hardworking student; she did everything really well The other 80 one was also a good student, but she was very careless She wrote a part of the transcript, but it was not good We told her to fix it but she didn‟t it She seemed to have a lot of work apart from studying In the end, I and the hardworking one had to most of the work Other challenge that I faced were the differences in writing styles of group members and the lack of coherence of the video due to different ideas That‟s why I want this project to be individual work and the film just lasts for minutes You can decide everything on your own then Interviewer: Don‟t you think those challenges were resulted from your group collaboration problems? Student 7: Well…possibly But I still preferred to work alone in this project The work of others did not match my initial intentions I think working alone would make the flow of the video better Interviewer: OK Moving on Based on what you think you were assessed? Student 7: I think I would be assessed according to these marking rubrics But I don‟t know why body language was included Maybe it was assessed during the listening facilitation Interviewer: What you think about these marking rubrics? Student 7: I think they are too general I don‟t understand how some criteria were assessed Like fluency I don‟t know if it is the fluency in the video or in the facilitation, or both I think the content parts are given too few points Giving „suitability of the selected videos‟ just point is too little to me because it contains a lot of smaller criteria like are they authentic? Are they good? Are they controversial?, etc Actually, I don‟t know how I was marked When I received my score , it was high, but not as high as my friends‟, I don‟t know why I think the problems that I faced were: the marking rubrics were too vague, and my teacher did not give our group mark right after we finished our project, so we didn‟t know where we did wrong or what we needed to improve Interviewer: So you wanted to be given the mark right after you completed the project? 81 Student 7: Yes I think teachers should not only it to this project but to all projects They should give us back the marking sheet which has the mark for each criterion They should be specific why they deduce points from each part Interviewer: Did teacher give you feedback after you finished the project? Student 7: No When we were done, we just quietly came back to our seats My teacher didn‟t say anything about our facilitation Interviewer: During the other groups‟ facilitation, did you their listening exercises? Student 7: Yes But we didn‟t pay much attention We mostly talked to others during that time I can‟t believe that the exercise results account for points in the final score Other groups even gave us the answers in advance I don‟t see the point in doing exercises based on a video with half of the voices were our friends‟ anyway Interviewer: Ok, I think that I have asked you enough to understand your situation Thank you very much for your participation 82 Interview with Student #8 Interviewer: Thank you so much for joining this interview Today we will discuss further about the challenges that you encountered in the Documentary project Your identify will be kept confidential, so please answer freely Student 8: Ok Interviewer: Ok, so let‟s start from the beginning How did your teacher instruct you about the project? Student 8: At first, she gave us an overview about the project She told us generally that we needed to find videos from sources like BBC or CNN to make the documentary She didn‟t really emphasize the deadlines that we had to follow We didn‟t have to submit parts of the project according to due weeks Therefore, we had the tendency to delay work until the last minute Interviewer: What guidance did you teacher give you about the listening facilitation? Student 8: She didn‟t say much about it, but we did similar assignments in other courses, so we had some ideas about what to Interviewer: Did your teacher often give you instructions? Student 8: Not really My teacher focused on the final product rather than the process, so during the semester she didn‟t mention this project much She only gave us instructions if we asked for them Interviewer: Let‟s talk about assessment in this project What you think about the assessment of this project? Student 8: To be honest, I didn‟t really care about it I think assessment is the duty of teachers We students just need the final scores Interviewer: Don‟t you want to know your component scores, to identify the areas you need to improve? Student 8: Well, that would be better, I guess Interviewer: Did your teacher give you feedback on your products and performance? 83 Student 8: Yes At the end of our listening facilitation, our teacher did point out our strengths and weaknesses in the way we delivered the video and held activities to facilitate the lesson Interviewer: Overall, what you think need to be changed about this project? Student 8: I‟m not sure Maybe teachers should give students instructions more frequently and should follow the deadlines of the course guide so that students would not be lazy and everything in the last few weeks Interviewer: Ok, I think that I have asked you enough to understand your situation Thank you very much for your participation 84 ... that secondyear students at University of Languages and International Studies faced in the Documentary project Most of this chapter is descriptive statistical analysis of the quantitative data... teacher told them that they could film half of the video by themselves and find the other half on the Internet (the researcher did not mention the misunderstanding of students in the other class... in the Documentary project The categories of challenges in the literature review were broken down into smaller categories for the convenience of survey and analysis, including challenges related