using project – based learning method in speaking lessons english 12 to enhance students speaking skill at ethnic boarding high school

PART 1: INTRODUCTION The reason for choosing the topic Project-based teaching is a student-centered teaching model that, through open tasks, encourages students to explore knowledge during implementing and creating our own products In teaching English, this method is considered effective because through the implementation of a project, students grasp language skills and use foreign languages in communication activities by their own competencies In the pilot English textbook, the Project part is included in the program as the main content accompanying the main grammar and skills of a lesson However, for the old English textbooks that are still being applied in most high schools in rural and mountainous areas of Nghe An province, this Project part does not exist For 12th graders, they focus on learning grammar to focus on graduation exams, but almost ignore learning skills such as listening and speaking Without experience in using the language, students may tend to be nervous about trying to say things Especially in our school, the teacher’s duty is twice as hard as others because my students always have to learn under difficult conditions and very little opportunity to meet native English speakers and not access to modern up-to- date materials In fact, my school’s students come from mountainous areas where their learning condition and facilities are remarkably limited and they lack English basic knowledge from lower grades This makes students have more obstacles in studying and mastering it To overcome these difficulties, it is high time for me and colleagues to join hands to create a language environment and innovate teaching methods that develop English students’ competence so that their English skills, especially speaking skill will be better and better in the future Via having taught English at high school for years and having applied new methodologies in my numerous classes recently, I boldly gave the initiative "USING PROJECT – BASED LEARNING METHOD IN SPEAKING LESSONS - ENGLISH 12 TO ENHANCE STUDENTS' SPEAKING SKILL AT ETHNIC BOARDING HIGH SCHOOL" With the analysis of the benefits of the Project-based teaching method as well as experimenting with the method in some speaking lessons for 12th grade students, I hope to give students more excitement The new point of the topic The topic revolves around analyzing the benefits of the Project-based learning method studied by educational experts and using this teaching method in some specific speaking periods of the grade 12 English textbook The project-based learning approach can, at its maximum, stimulate a student's active participation in the learning process; develop students' learning skills, problem solving, assessment skills, communication skills such as listening, speaking, presenting as well as group work skills Also, it increases students’ ability to think independently, creatively and adjust students' perceptions, behaviors, and skills Thus, this pedagogical method can promote democracy and dynamism to achieve the goal of teaching foreign languages In recent times, there have been many research topics on innovative teaching methods The project-based learning method is a fairly new project In fact, there are a number of teachers who research on project-based learning method, but mainly apply it to the pilot textbook or selected class’s students with high proficiency, not yet broadly applied to students with low English proficiency as in my Ethnic boarding high school More specifically, the method of asking students to carry out a project to fulfill the requirements of a lesson is a relatively new method and this is a part that has not been officially applied in the old program English textbook Using project-based learning method that attracts excitement, the student's initiative in speaking lessons for 12th graders is the teaching method that I have used the most effectively in the school year The aim of the study This study is carried out to meet the following aims: To experiment the applicability of project- based learning in developing grade 12 students’ speaking skills To measure the impact of project- based learning on grade 12 students’ speaking skills The methods of the study This section presents the research design as well as research method, data collection and data analysis The research context with an overview of ethnic boarding high school, the syllabus, the current teaching and learning situation are mentioned The research approach and method of data analysis are presented later on to provide how to deal with the research questions and reach the solutions The scope of the study Although there are many different ways to motivate students to learn English, all these issues cannot be fully covered in this paper Due to the limited time and the length of the thesis, I focus on exploiting students’ attitudes toward the use of PBL and its effectiveness in teaching the oral presentation skill The subjects of the study include thirty three 12th graders at ethnic boarding high school Questionnaires for students 6.1 Pre-task questionnaire This pre - task questionnaire was designed with three parts with questions Part was about the students’ personal information Part was designed to elicit the students’ opinions of their motivation and attitude in learning speaking English Part collected some information relating to factors affecting their working time in English speaking class 6.2 Post-task questionnaire The post-task questionnaire consists of questions which are divided into parts: Part was about the students’ personal information Part was about the students’ motivation changes after applying new projectbased learning in speaking English PART II: MAIN CONTENT Theoretical and practical background methods 1.1 Theoretical background 1.1.1 Project-based learning method 1.1.1.1 Definition Many definitions of project-based learning have been proposed by various authors Moss and Van Duzer define it as an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop As is discussed in J.W Thomas, a review of Research on Project- Based Learning, is a model that organizes learning around the projects which are complex tasks, based on challenging questions or problems, involving students in design, problemsolving, decision making, or investigative activities, giving students the opportunity to work relatively autonomously over extended period of time and culminating in realistic products or presentations According to W.H Kilpatrick, “ A project is a whole-hearted purposeful activity proceeding in a social environment” According to Ballord, “ A project is a bit of real life that have been imparted into school” According to Thomas and Long, “ It is a voluntary undertaking which involves constructive effort or thought and eventuates into objective results” Each definition points to an aspect that the author wants to address However, project-based teaching can also be considered as a complex form of teaching or teaching method in which, under the guidance of teachers, learners acquire knowledge and develop skills through solving a case study, following the curriculum, combining theory with practice and creating specific products Each scholar has a different definition of project-based teaching, but they all draw the common features of this direction as follows: Project-based teaching must be part of the curriculum; Project-based teaching must focus on the questions and problems raised in order to be in the knowledge and skills of the subject; Projectbased teaching enables students to see their own progress in implementing and completing projects; Project-based teaching must be done by students; Projectbased teaching must be practical, not just book-based theory To implement this empirical initiative, I myself have based on the theoretical framework that the above scholars give because these are theories that have been proven through research and have been recognized at prestigious seminars in the world At the same time, I have also selected highly practical theoretical frameworks that can be best applied in 12th grade speaking lessons 1.1.1.2 Characteristics of Project-Based Learning A project - based lesson is based on project-based learning, an approach where learners carry out project such as solving a problem or planning an activity The language learnt comes out of the linguistic demands of the activity Kolb (Kolb, 1984, cited in Tsiplakides, 2009) provided that a project - based lesson is structured around the need that arises during the performance of a given project In the classroom, various elements of the project -based approach are applicable to activities in other methodologies For example, learners can see a model of the activity they are to first, prepare a report on how they complete a project, and the teacher can record this report and analyze it for further work The followings are the characteristics of project- based lesson that are emphasized by Tsiplakides (2009) Project-based learning is potentially powerful and widely applicable Suitable for learners of all ages and backgrounds Addressing the crucial problem-directly by using active and real project as learning activities Ability to perform the instructional project is equivalent to the ability to use the language, so a functional ability should be a natural outcome of the instructional experience Project-based learning can be very effective when the learners are engaged in relatively similar out-of-class activities (social or academic) Project-based learning can be especially useful for learners who are not accustomed to a more traditional type of classroom learning or who need to learn cognitive, cultural, and life skills along with the language 1.1.1.3 Main Principles of the Project Method a The Principle of Purpose Purpose motivates learning The Interest cannot be aroused by aimless and meaningless activities The child must have an ideal "Why is he doing certain things?" b The Principle of Activity Activity is a significant feature of this method Children select, plan, execute and evaluate their project themselves c The Principle of Experience Experience is the best teacher What is real must be experienced The children learn new facts and information through experience The project is selected from social life situations and every project should be a social experience for the children d The Principle of Reality The project cannot be motivating and interesting for the learners unless it is natural and real from the learner’s point of view e The Principle of Freedom The desire for an activity must be spontaneous and not forced by the teacher The child should be free from imposition, restrictions or obstruction so that he may express himself fully and freely He must be given freedom to choose an activity, to an activity according to his interests, needs and capacities f The principle of motivation The selected project should be purposeful and therefore motivating for the learners Purpose and goal make the project meaningful and significant g The Principle of Utility Knowledge will be worthwhile when it is useful and practical the project method develops various attitudes and values which are of great significance from the practical point of view h Principle of Democratic Procedures In project method each member of the group has equal rights, duties and responsibilities The procedures adopted for carrying out the project are democratic 1.1.1.4 Project-based learning in foreign language education Learning a language requires a student to communicate with the other people using the same language Thus, they take part in various real situations such as designing investigations, making explanations, modeling, and presenting their ideas to others when they conduct a project One of the benefits of project-based learning is that students can more easily see the value and the meaning of the tasks and activities they perform Either way, it’s hard for them to see the meaning in what they are doing But when they are involved in a investigation designed to answer a question that is important to them because they have a chance to practise language naturally, they can see how a language can be spoken to solve important problems Clearly, Project-Based learning can meet this need when it is applied to a speaking lesson (Krajcik, 1998) 1.1.1.5 The structure of project-based teaching Learner The learner is the center of project teaching, learners not work independently but work in groups, act as people from different fields, tasked to fulfill their roles according to the set objectives out When performing the assigned task, learners decide for themselves how to approach the problem and the activities to be taken to solve the problem In project-based teaching, learners need to complete projects with specific products that have certain meanings and values for themselves and the society Teacher During the teaching process, the teacher's role is to direct, organize, advise, supervise, help, and facilitate learners to implement the project and thereby develop the competencies of yourself Teachers create conditions for learners to choose and demonstrate roles in accordance with the learning topics; assist the learner in fulfilling that role Diagram 1: Teacher and Student Roles in PBL Teaching content Teaching content is absorbed by learners during project implementation Teaching content should follow the curriculum and have a constant range of knowledge When designing projects, it is necessary to choose teaching contents that are related to the environmental life outside the classroom, towards real-world problems Teaching methods In project teaching, the organizer can coordinate many different teaching methods: presentations, conversations, research, problem-raising, group work Learning in a project is learning in action Therefore, the learner is not passively absorbing information, but is actively gaining knowledge Thus, each lesson is really attractive to learners because they are real life problems Teaching facilities Teaching facilities in project teaching are textbooks, reference documents, computers, internet, media Students should be facilitated to use information technology when producing a publication, When presenting the problem Project environment and time Projects may be confined to class sizes and span in minutes throughout the lesson, or may extend beyond classroom and span throughout the school year 1.1.6 Applying techniques and activities of project-based learning Some techniques for developing speaking skill: - Encouraging students to work in pairs, groups and work individually - Combining textbooks with relevant materials - Giving feedback regularly by marking and giving comments on students’ speaking - Creating co-operative atmosphere - Varying communicative activities - Encouraging the students to speak by suggested questions 1.1.1.7 Advantages and disadvantages of project method of teaching a Advantages English has been taught as a foreign language in Vietnam for a long time However, there has been little application of the project-based learning in teaching In fact, the project-based learning has several benefits in the second and foreign language settings Connecting academic situations to the real world is one of the largest benefits of the project-based learning Students with the same approach they will eventually use in their hobbies, passions and careers This increases the possibility of success in whatever they once their education has completed Another benefit of the project-based learning is its affect on students’ interpersonal skills Because projects are often large and complex, students are grouped together to work, which fosters communication skills and encourages even students with diverse and possibly conflicting personalities to find a common ground or at the very least a way to work together without constant tension Adopting the Project-based learning in the classroom helps reinforce social relationships among team members Project-based learning enhances collaboration among learners, between learners and other community members as well Thus the project-based learning provides learners with opportunities to learn collaborative skills, such as relying on the work of peers and providing thoughtful feedback to peers Making students perform concrete tasks in pairs and groups is common for foreign language training; this practice stimulates cooperation and knowledge exchange amongst students and it encourages individual students to talk more Problem-solving and higher order critical thinking skills are formed when students approach this method These skills are very important because they are life-long, transferable skills to settings outside the classroom In this method knowledge and skills are learned by students through practical handling of problem in their natural setting This method is an ideal way of promoting creativity, arousing curiosity and including the spirit inquiry among students Thus, it provides opportunities for students to develop their confidence and independence The students demonstrate increased self-esteem, and positive attitudes toward learning It also help to enhance students’ autonomy especially when they are actively engaged in project planning Autonomous learning is promoted when the students become more responsible for their own learning Overall, the project-based learning encourages students to develop a balanced, diverse approach to solving real-world problems, both on their own and a team Project-based learning prepares students for success in the real world like no other teaching style can Project-Based Learning is very beneficial to students in general and those of English in particular b Disadvantages Despite all these advantages, project-based learning has inherent limitations and disadvantages that cannot be overlooked Well-prepared and effective projectbased Learning requires significant amount of time and work It requires constant monitoring and noting down the student throughout the process This is a bit time consuming in nature since most of the questions asked are usually open-ended and it takes time to collect materials and information about it All not teachers can be a good advisors, for project-based learning they need dedicated, hardworking and trained facilitators The instructors have to change their traditional teaching methodologies in order to incorporate problem-based learning Their task is to question students' knowledge, beliefs, give only hints to correct their mistakes and guide the students in their research All these features of problem-based learning may be foreign to some instructors; hence they find it difficult to alter their past habits Moreover, good project-based learning trainers are satisfying to work with and are self-motivation for the students and fellow teachers Assessing a certain student within a team is always tough for the coordinator They have to consider different aspects such as the output obtained as a whole for the team, the level of enthusiasm shown by each individual, the activeness shown by a certain students A clear assessment criterion or a standard for making students in a group is always important Project-based learning is also difficult for the institution because they have to change the course depending upon the lecturers Since the whole project-based learning curriculum is an image of their ideals and how they should train the students Project-Based Learning requires more staff and more contact hours for preparation, discussion and comparision of answers Students and advisors supposed to timely and reasonable meeting once in a while 1.1.1.8 Ability of using Project-Based Learning method in English at high schools Many benefits of incorporating project work in second and foreign language settings have been suggested First, the process leading to the end-product of project-work provides opportunities for students to develop their confidence and independence In addition, students demonstrate increased self-esteem, and positive attitudes toward learning Students’ autonomy is enhanced, especially when they are actively engaged in project planning A further frequently mentioned benefit relates to students’ increased social, cooperative skills, and group cohesiveness Another reported benefit is improved language skills Because students engage in purposeful communication to complete authentic activities, they have the opportunity to use language in a relatively natural context and participate in meaningful activities which require authentic language use Authentic activities refer to activities designed to develop students’ thinking and problem solving skills which are important in out-of-schools contexts, and to foster learning to learn While activities are “anything students are expected to do, beyond getting input through reading or listening, in order to learn, practice, apply, evaluate, or in any other way respond to curricular content, authentic activities are tasks with real world relevance and utility” “that integrate across the curriculum, that provide appropriate levels of complexity, and that allow students to select appropriate levels of difficulty or involvement” (as quoted in Herrington et al, 2003) Among other characteristics, authentic activities have real-world relevance, provide the opportunity for students to examine the task from different perspectives, enhance collaboration and reflection, and allow competing solutions and diversity of outcome In addition, project-based learning provides opportunities for “the natural integration of language skills” A further benefit is that because project work progresses according to the specific context and students’ interests, students have enhanced motivation, engagement and enjoyment From a motivational perspective, projects being authentic tasks, are more meaningful to students, increase interest, motivation to participate and can promote learning Enjoyment and motivation also stem from the fact that classroom language is not predetermined, but depends on the nature of the project “A foreign language can often seem remote and unreal thing If learners are going to become real language users, they must learn that English is not only used for talking about things British and American, but we can be used to talk about their own world ” (Huchinson 1992) Project-Based Learning gives students an opportunity to solve problems without any prior knowledge, and they can find the answers through the exploration of several options provided by the questions During the project the students should naturally keep in mind the goal of the project and relate their learning to this final goal Their learning includes new language as well as developing interpersonal skills According to knowledge standard, English program at high school is divided into 16 units with each relating topic It is easy to use project based learning method to perform teaching tasks And because students are still so shy at speaking in public, using this method can help students express their ideas more confidently Hence, the results in learning and teaching can be better 1.2 Practical background 1.2.1 The reality of using project-based teaching methods in 12th grade speaking lessons at the ethnic boarding high school Nghe An Ethnic boarding high school is the home of more than six hundred students who are ethnic minorities Although there is a lot of difficulties in life, many of English teachers at my school have put great efforts in innovating old teaching methods to improve the quality in teaching English However, both teachers and students at my high school still face a number of difficulties and challenges in being familiar with the implementation of project-based learning This is due to teachers not thoroughly understand the principles and the procedure of a project-based lesson so they could not successfully perform this type of approach Besides, the English 12 textbook being used does not include project teaching as an official part of the lessons, so it is difficult for most teachers to design specific instructional activities for projects to gain desired outcomes according to the standards Teachers themselves feel confused in teaching project lessons Many teachers not know how to guide students to carry out their projects and present their final work in English to meet the requirements Organizing PBL matching a limited period of time in the classroom is also a major challenge for English teachers Many teachers also said that it is too hard for them to conduct the project , especially in big classes The other problem that affects the application of project-based learning methods is the fact that the target is 12thgrade students These students are mostly interested in learning grammar and vocabulary for the purpose of graduation exam instead of learning communication skills, or other soft skills Some children are still afraid to listen and speak in English, even fear that making mistakes will be laughed at by others Besides, the group homework can affect the time to study other subjects at school as well as some students take advantage of the time doing projects to hang out, or other jobs In addition, it is not easy to apply a new method to an old program that has been compiled and used for many years 1.2.2 Survey and the results In the school year 2020-2021, I have carried out the survey containing 10 questions for 33 students from class12C1 The survey was done twice One was at the first semester of the twelfth form (before teaching Project-Based Learning method) and the other was at the end of the mid - second semester (after using this method) Following is the treatment of all data collected from the survey questionnaires The analysis of the data is presented in two parts: The first and the second parts are the results of the pre-treatment and post-treatment questionnaire for students Along with the information via survey questionnaires and information gained through some small talks , class observations were added to these main parts to assist the results 1.2.2.1 Results from students’ pre-task questionnaire 10 - The quality of learning in the experimental class is higher than that of the control class Specifically, the score is quite more in the experimental class than the control class, the weakness is concentrated in the control class When visiting and presenting about the topics, students in the experimental classes showed a very agile and confident attitude, with a little fear, discomfort, and discomfort of the students in the control class - In the control class, in the class, students learn seriously, still giving constructive statements but somewhat passively, some students show an inattentive attitude towards the performances of other students In the experimental class, students are interested in giving speeches to build lessons, learning more actively and actively The classroom atmosphere in the experimental classes is very exciting and fun, creating a very effective foreign language learning environment PART CONCLUSION 3.1 The meaning and scope of application of the topic In this research, I myself have given theoretical frameworks on the learning path through projects of researchers around the world to serve as a basis for applying speaking lessons in the grade taught by myself The projects in this experiential initiative are designed for a number of speaking lessons for 12th graders However, with the topics being repeated in grades 10, 11, and 12, teachers can also apply these projects to students in grades 10, 11 not only in speaking lessons but also in post reading sections of the similar lesson topics Applying these projects is only relative because it depends on the goals and the flexibility of each teacher as well as the initiative of the students Although the concept of project-based teaching is quite new to schools in Vietnam However, from the fact of applying PBL method in speaking classes of 12th grade, I personally think that applying this method is completely suitable in the context of teaching and learning English in Vietnam in this era because it has a real effect and is loved by many students Students really enjoy participating in this learning method and the quality of learning also enhances other soft skills that are seen at a much higher initial level than traditional teaching approaches If this approach is used to teach, I believe that my colleagues will be satisfied and the theoretical lessons will be more attractive and effective 3.2 Recommendations, suggestions In order for this direction to be as effective as possible, one of the decisive factors is that teachers need to have a firm grasp of how to this, and have detailed instructions to help them build Appropriate strategy to solve the problem Furthermore, teachers need to provide students with the basic knowledge and help they need in the implementation process And the most important thing is that teachers must have a firm grasp of the learners' knowledge, teaching methods, 37 professional knowledge, have a passion for the subject, be open to students, are the co-learner, who is the instructor, not the instructor Only that way can arouse their learning motivation, self-determination in research and research, and motivate them to learn English in general and to learn skills in particular The above is all of my experience in applying project teaching method to 12th grade speaking lessons This new method has been used so well in the pilot textbook With enthusiasm, passion, and eagerness to learn in the process of renewing teaching methods, I boldly wrote this experience sheet to share with my colleagues in the innovation of teaching methods There is no universal method for all teaching content, so each teacher should choose for themselves the appropriate lessons that can be applied to get the best results I hope the contribution of colleagues will make my experience more complete and be widely applied in foreign language teaching and learning practice 38 REFERENCE MATERIALS [1] Nguyễn Văn Cường (2006), Một số vấn đề chung đổi PPDH trường THPT– dự án phát triển GDTHPT [2] http://pbl-online.org/About/whatisPBL.htm [3] http://edutechwiki.unige.ch/en/Project-based_learning [4] http://www.cord.org/project-based-learning [5] Teacher English textbook 10, 11, 12 [6] English textbook 11 [7] Mandeep Kaur: “Macroteaching on project method” webside: https:// www.slideshare.net/MandeepGill1/project-method-of-teaching [8] https://en.wikipedia.org/wiki/Project_method [9] Bailey, KM (2005) Practical English Language Teaching Speaking McGraw-Hill, Inc [10] Richards J.C & Rodgers T.S (2001) Approaches and Methods in Language Teaching Cambridge and New York: Cambridge University Press [11] Littlewood, W (1981) Communicative language Teaching Cambridge University Press [12] Brown H.D (1994a) Principles of language teaching and learning ( 3rd ed.) Englewood Cliffs, NJ: Prentice Hall Regents 39 SOME IMAGES ABOUT CLASS 12C1’ DISCUSSION AND PRODUCTS FOR SPEAKING SKILLS (UNIT 10) THE DISCUSSION OF CLASS 12C1’S GROUPS 40 THE DISCUSSION OF CLASS 12C1’S GROUPS THE PERFORMANCE OF GROUP (ELEPHANTS) 41 THE PERFORMANCE OF GROUP ( TIGERS) 42 OTHER GROUPS’ QUESTIONS TEACHER’S HELP 43 SOME IMAGES ABOUT CLASS 12A3 OF QUY HOP HIGH SCHOOL’ DISCUSSION AND PRODUCTS FOR SPEAKING SKILLS (UNIT 12) 44 SOME IMAGES ABOUT PERFORMANCES FOR SPEAKING SKILLS (UNIT 12) (AT THE SMART CLASSROOM) 45 APPENDIX THE PROJECT’S QUESTIONS OF THE TEAM (UNIT – WAYS OF SOCIALIZING) When people often whistle and clap hands? 46 APPENDIX THE PROJECT’S QUESTIONS OF THE TEAM (UNIT – WAYS OF SOCIALIZING) WHAT ARE THESE PEOPLE DOING? 47 APPENDIX 1: PRE-TASK QUESTIONNAIRE FOR STUDENTS This survey questionnaire is conducted to serve my study on “An Application of Project-Based Learning to develop the grade 10,11 students’ speaking skills” A General information: • • Gender: Male/ Female • How long have you been learning English? B Now, please tick the answers that you choose Sometimes you can tick more than one answer for a question Why you want to learn speaking English? a It is a compulsory skill in learning English at high school b You think it is necessary for your future job c To know more about the world d To communicate with foreigners e To be able to study abroad How much are you interested in learning speaking English? a very interested b rather interested c normal d a little interested e not interested at all How often you speak English in English class time? a always b usually c sometimes d rarely e never except when asked by teacher What factors make you unwilling to speak in class? a Limitation of communicative environment b Being afraid of losing faces c Unfamiliar topics d Boring teaching way e Lack of vocabulary and structures Which of the following factors may stimulate you to speak English in class? (You can have more than one choice) a Teacher’s teaching method b Interesting topics in the textbook c Opportunity for all students to speak out d Good-natured classroom e Various speaking activities What you think the teachers should to motivate you to take part in speaking activities? a Have clear instructions b Be enthusiastic, friendly and helpful c Encourage you with nice compliments and a good feedback d Give interesting topics and activities in speaking skill e Not pay attention to your mistakes but your strong side 48 APPENDIX 2: POST-TASK QUESTIONNAIRE FOR STUDENTS This survey questionnaire is conducted to serve my study on “An Application of Project-Based Learning to develop the grade 10,11 students’ speaking skills” A General information: • • Gender: Male/ Female • How long have you been learning English? B Now, please tick the answers that you choose Sometimes you can tick more than one answer for a question Could you give me the reason why you want to learn to speak English? a It is a compulsory skill in learning English at high school b You think it is necessary for your future job c To know more about the world d To communicate with foreigners e To be able to study abroad How much are you fascinated in learning speaking English? a very fascinated b rather fascinated c normal d a little fascinated e not fascinated at all How often you speak English in English class time? a always b usually c sometimes d rarely e never except when asked by teachers What factors make you unwilling to speak in class? a Limitation of communicative environment b Being afraid of losing faces c Unfamiliar topics d Boring teaching ways e Lack of vocabulary and structures What results have you achieved through the recent lessons? a I am more self-confident and fascinated in speaking lessons b My English speaking skill has been improved much c My English knowledge has been widened d I have realized that learning to speak English well is not too difficult e I am always willing to speak English in class APPENDIX CLASSROOM OBSERVATION CHECKLIST A Lesson profile: Aims: Setting: - Time allowance: - Class: - Unit: Teacher: Learners: B Observation: Aspects observed Comments Students’ motivation on the speaking lessons Students’ attitude towards speaking activities Students’ involvement in the speaking activities Students’ satisfaction from the lesson Students’ preference for the teacher’s approach Students’ interaction with each other while completing the projects How the teacher deals with noise and silence in class APPENDIX TEACHER’S RUBRIC GROUP:……….…DATE:…………………… The project shows from (3-2-1-0 points) Appearance Arrangement Content of knowledge Teamwork Creativity Presentation Total possible points: 21 Total points earned: ... aims: To experiment the applicability of project- based learning in developing grade 12 students? ?? speaking skills To measure the impact of project- based learning on grade 12 students? ?? speaking skills... project- based teaching methods in 12th grade speaking lessons at the ethnic boarding high school Nghe An Ethnic boarding high school is the home of more than six hundred students who are ethnic minorities... you interested in learning to speak English? There was no doubt that students? ?? fascination in learning English speaking was changed considerably They were highly motivated in taking part in speaking