VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* LÊ THỊ THANH HƢƠNG TOWARDS THE EXPLOITATION OF PROJECT – BASED LEARNING FOR GROUP WORK ACTIVITIES TO ENHANCE THE ENGLISH SPEAKING SKILL OF THE THIRD – YEAR ENGLISH MAJORED STUDENTS AT HONG DUC UNIVERSITY Nghiên cứu việc khai thác phƣơng pháp học theo dự án thơng qua hoạt động nhóm nhằm nâng cao kỹ nói tiếng Anh cho sinh viên năm thứ ba chuyên ngành tiếng Anh trƣờng Đại học Hồng Đức M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* LÊ THỊ THANH HƢƠNG TOWARDS THE EXPLOITATION OF PROJECT – BASED LEARNING FOR GROUP WORK ACTIVITIES TO ENHANCE THE ENGLISH SPEAKING SKILL OF THE THIRD – YEAR ENGLISH MAJORED STUDENTS AT HONG DUC UNIVERSITY Nghiên cứu việc khai thác phƣơng pháp học theo dự án thơng qua hoạt động nhóm nhằm nâng cao kỹ nói tiếng Anh cho sinh viên năm thứ ba chuyên ngành tiếng Anh trƣờng Đại học Hồng Đức M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: Dr NGƠ HỮU HỒNG Hanoi, 2014 DECLARATION This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Education I certify that the thesis is the report of my own research, and that it has not been submitted for any other university or institution Thanh Hoa, September, 2014 Signature Lê Thị Thanh Hương i ACKNOWLEDGEMENTS First and foremost, I would like to express my gratitude to Dr Ngơ Hữu Hồng my supervisor for his invaluable advice, constructive criticism, precious correction and helpful encouragement in the completion of my minor thesis My thanks also go to all of the lecturers and the staff of the Department of PostGraduate Studies at University of Languages and International Studies, Vietnam National University, Hanoi for their valuable lectures and supports I am also thankful to all the English teachers and students of Foreign Language Department at Hong Duc University for answering the questionnaires and interviews, which are indispensable for the analysis and discussion in my study Last but not least, I greatly appreciate the support and encouragement from my family and friends ii ABSTRACT Focusing on learning and teaching English speaking skill at the Foreign Language Department, Hong Duc University, this action research is aimed at working out an effective supplementary learning activity to improve students’ speaking competence After carrying out preliminary investigation and literature review, it is found out that project based learning is one of the effective methods used largely by teachers to teach speaking skill in English language learning In an attempt to examine the best way to apply PBL to teach speaking skill to the second year English majored students at Hong Duc University, the study focuses on issues (1) Students’ difficulties in learning speaking English (2) Factors motivating students in speaking lesson-using project work (3) How project work improved students’ English speaking competence? The speaking guide project was then designed and implemented in the second semester of the school year 2011-2015 with the participation of 30 students from K15 The data was collected by a number of instruments including questionnaire for students, teacher’s observation, and pre – test and post – test The result of the study indicates that most of the students had positive attitudes towards the application of PBL activities in speaking lessons PBL activities have big attributions in creating contexts atmosphere for students to practice speaking in English As a result, there was great improvement in their speaking performance iii LIST OF FIGURES, TABLES, AND CHARTS Figures Figure 1: Steps in the action research cycle Figure 2: Steps in the action research cycle in the current research Tables Table 1: Project topics Table 2: Students’ result in the pre– oral test Table 3: Students’feeling about topics of project carried out in this semester Table 4: Students’ result in the post – oral test Charts Chart 1: The role of speaking skill Chart 2: Students’ interest in speaking skill Chart 3: Student’s unwillingness to speak English in class Chart 4: Students’ problems in speaking skill Chart 5: Teacher’s activities in speaking lesson Chart 6: The factors motivating students in speaking lesson by using project work Chart 7: The improvement of students’ English speaking competence by using project work iv LIST OF ABBREVIATIONS HDU: Hong Duc University PBL: Project – based learning v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF FIGURES, TABLES, AND CHARTS iv LIST OF ABBREVIATIONS v TABLE OF CONTENTS vi PART A: INTRODUCTION 1 Rationale of the study Aims of the study Research questions Significance of the study Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Speaking skill 1.1 Definitions Characteristics 1.3 A successful speaking activity in the classroom 1.4 Problems with speaking activities Group work 2.1 Definition of group work .8 2.2 Group size 2.3 Group work activities Project – based learning (PBL) 3.1 Definition of PBL 3.2 Characteristics of PBL 11 vi 3.3 Advantages of PBL and disadvantages of PBL 11 3.3.1 Advantages of PBL 11 3.3.2 Disadvantages of Project-based Learning 12 3.4 Rationale for implementing PBL in speaking lesson 12 3.5 A framework for PBL 14 CHAPTER 2: METHODOLOGY 17 2.1 Action research 17 2.1.1 What is action research? 17 2.1.2 Key elements of an action research 17 2.1.3 Rationale for the use of an action research 19 2.2 Context of the study 20 2.3 Participants 21 2.4 Data collection 21 2.4.1 Questionnaires 21 2.4.2 Teacher’s observation 22 2.4.3 The pre – test and post test 22 2.5 Data analysis .22 2.6 The action research procedure 23 2.6.1 Initiation 23 2.6.2 Preliminary investigation 23 2.6.3 Hypothesis 23 2.6.4 Intervention 23 2.6.5 Evaluation 27 2.6.6 Dissemination 27 2.7 Summary 28 CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSIONS 29 3.1 Findings from preliminary investigation 29 3.1.1 Students’competence and attitudes towards on speaking skill 29 3.2 Findings from evaluation 35 vii 3.3 Further findings from the teacher’s classroom observation 39 PART C: CONCLUSION 41 Summary of the study 41 Major findings and discussion of the research 43 Limitations of the study 43 Suggestions for further studies 44 REFERENCES 45 APPENDIX I viii Major findings and discussion of the research From the findings in analysis of the collected data as well as projects, discussion, we can come to the following conclusions about the students’ difficulties and in learning speaking skill I also mention about the effectiveness of using PBL in speaking lessons Obviously, there are many difficulties affecting students in learning speaking skill They are Limited vocabulary and grammar, A lot of anxiety, Bad pronunciation, Fear of making mistakes, Difficult and boring activities, Boring topíc, Lack of preparation, Fear of being called, Fear of being corrected abruptly, Fear of being laughed at, Short of time for speaking, Lack of English speaking environment, Poor sociolinguistic knowledge, Teacher discourages students Furthermore, the application of PBL approach in speaking lesson was successful in enhancing student’s competence They are more confident when speaking English because their pronunciation is better and they make fewer grammatical mistakes This leads to the result that students more confident to communicate with foreigners and they integrate eye contact and body language very well Furthermore, the successfulness of this study is shown through the students’ marks in the post – test Most of students gained the higher mark at the end of the school year after using PBL approach in speaking lessons Limitations of the study Although the researcher has made effort toward carrying out this study such as the triangulation of data collection methods, namely observation, survey questionnaires for learners and teachers, due to the limitation of time, lack of resources and the researcher’s ability, shortcomings are unavoidable Firstly, the research has been carried out in a very small scope The number of students and teachers involved in the survey is still limited, so to some extend, the findings may not be generalized to all students at HDU Secondly, the researcher only used survey questionnaires and classroom observation as the main instrument for data collection In order to make the 43 obtained results more reliable, different instruments for data collection should be applied Thirdly, the strategies suggested in this research are selected from different reliable but limited sources To carry out better and more efficient study with large scope, surely the researcher in the coming time with her further research should invite more learners at other levels and more teachers to participate in the studies Suggestions for further studies Further researchers who wish to conduct further studies on PBL in teaching English can develop into the topic by enlarging and diversifying the participants of the study Specifically, second-year English majors from other universities can be involved to make a wider scale of target populations The scope can also be firstyear, second year or non-English-major students In such a way, the topic can be expected to produce more generalisable results On the other hand, apart from speaking skill, PBL instruction can be applied in listening, reading or even writing skill The combination of pairs, for example listening and speaking, reading and writing, can be feasible with the application of PBL Thereby, English teaching and learning will be more interesting, effective and motivating for teachers and students Furthermore, further investigations of this field can help to find out popular implications for effective methods to improve students’ speaking competence in Vietnam 44 REFERENCES Beckett, G.H & Slater, T (2005) The Project Framework: a Tool for Language, Content, and Skills Integration, ELT Journal 59: 108 - 115 Brennan, M & Naerssen, M.V (1989) Language and Content in ESP, ELT Journal43: 195 - 204 Brown, A.L & Campione, J.C (1996) Psychological theory & design of innovative learning environments-on procedures, principles and systems In L Glaser (Eds.) Brown, G., Yule, G (1983) Teaching Spoken Language Cambridge: Cambridge University Press Brown, H.D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy Prentice Hall Regents Beijing: Foreign Language Teaching and Research Press, 2001 Burns, A., & Joyce (1997) Focus on speaking Sydney: National Center for English language teaching and research Bygate, M (1987) Speaking Oxford: Oxford University Press Bygate, M (1997) Speaking Oxford University Press Carter, G & Thomas, H (1986) Dear Brown Eyes: Experiential Learning in a Projectoriented Approach, ELT Journal 40: 196 - 204 10 Curtis, D (2001) Start with the Pyramid Retrieved on 6th August 2009 from Edutopia Onlineat: http://www.edutopia.org/php/print.php?id=Art_884&template=printarticle.ph 11 Davis, B G (1993) Tools for Teaching San Francisco: Jossey-Bass 12 Edelson, D C., et al (1999) Addressing the challenge of inquiry-based learning Journal of Learning Sciences, 8, 392-450 In Thomas, J W (2000) A review of research on project-based learning Retrieved on 15 October, 2009 from the website of Autodesk Foundation http://www.bobpearlman.org/BestPractice/PBL_Research.pdf" 45 at: 13 Felix, U (1999) Web-based language learning: A window to the authentic world In: Debski, R and Levy, M (eds), WORLDCALL: Global Perspectives on Computer Assisted Language Learning Amsterdam: Swets & Zeitlinger, 85-98 14 Fried-Booth, D (1982) Project Work with Advanced Classes, ELT Journal 36: 98 – 101 15 Fried-Booth, D.L (1986) Project Work Oxford: Oxford University Press 16 Gallacher, L (n.d.) Project work with teenagers Retrieved on 12 September, 2009 from British Council Teaching English website at:http://www.teachenglish.org.uk/think/methodology/project_work.html" 17 Haines (1989) Projects for the EFL classroom London: Nelson Stoller, F (1997) Project work: A means to promote language content English 18 Hymes, D H (1971) On communicative competence In J Pride and J Holmes (Eds.), Sociolinguistics Penguin, 1972 (Excerpt from the paper published 1971, Philadelphia, University of Pennsylvania Press.) 19 Innovation in learning: new environments for education (pp.289 – 325) Hillsdale, N.J: Lawrence Erlbaum Associates 20 Killen, R (2004) Effective teaching strategies- Lessons from research and practice Thomson Social science press 21 Lawtie, F (2004) Teaching speaking skills - overcoming classroom problems Retrieved from http://www.teachingenglish.org.uk 22 Levy, M (1997) Project-based learning for language teachers: Reflecting on the process In: Debski, R., Gassin, J and Smith, M (eds), Language learning through social computing Occasional Papers 16 Melbourne: ALAA and the Horwood Language Centre, 181-199 23 Moss, D & Van Duzer, C (1998) Project-based Learning for Adult English Language Learners National Clearinghouse for ESL Literacy Education Washington D.C., (Online version retrieved on 27 September, 2009 from: http://www.ericdigests.org/19994/project.htm) 46 24 Ngơ Hữu Hồng, (2014) Some Utilization of Project-based Learning for Vietnamese University Students of English in the Course “Intercultural Communication International Journal of English Language Education , Vol 2, No 1, pp.218-220 25 North, S (1990) Resource materials for library project work: ELT Journal, 44/3, 222 – 229 26 Nunan, D (1992) Research Method in Language Teaching New York: CUP 27 Nunan, David Practical English Language teaching.Mc Graw-hill Avenue of the Americas, New work, Ny 10020 Copy write 2003 28 Pattison, P (1987), The communicative approach and classroom realities, (EDRS No ED 288 407, 17 pages) 29 Richards G and Rodger T (1986), approaches and methods in language teaching,Cambridge, university press 30 Richards G (2001), Curriculum development in language teaching: New York,Cambridge university press 31 Stoller, F (1997) Project work: A means to promote language content EnglishTeaching Forum Online, 35(4) Retrieved on January 9th 2010 from http://www.exchange.state.gov/forum/vols/vol35/no4/p2.htm 32 Thomas, J.W (2000) A review of research on project-based learning Retrieved on from the website of Autodesk Foundation at: http://www.bobpearlman.org/BestPractices/PBL_Research.pdf 33 Thomas, J.W., et al (1999) Project-based learning: A handbook for middle and high school teachers Novato,CA: The Buck Institute for Education 34 Ur, P (1991) Discussion that Work Cambridge: Cambridge University Press 35 Corey, S.M 1953 Action Research to Improve School Practices New York: Teacher College Press 36 Curtis, A 1988 Action Research: What, How, and Why In The Action Research Reader Deakin University 47 37 Gebhard and Oprandy 1999 Language Teaching Awareness: A guide to Exploring Beliefs and Practices CUP 40 Tsui, A.B 1993 Helping Teachers to Conduct Action Research in Their Classrooms In D Freeman, with S.Cornwell (Eds) New Ways in Teacher Education Alexandria VA.TESOL 41 Ur, P (1996) A course in language teaching - Practice and theory Cambridge: Cambridge University Press 48 Appendix CÂU HỎI ĐIỀU TRA DÀNH CHO SINH VIÊN (Trƣớc sau sử dụng phƣơng pháp học theo dự án (PBL) Những câu hỏi sau nhằm phục vụ cho Đề tài nghiên cứu “Nghiên cứu việc khai thác phương pháp học theo dự án thơng qua hoạt động nhóm nhằm nâng cao kỹ nói tiếng Anh cho sinh viên năm thứ ba chuyên ngành tiếng Anh trường Đại học Hồng Đức” Xin em trả lời câu hỏi sau theo suy nghĩ Chân thành cảm ơn cộng tác em! Hãy đánh dấu (√) vào mà em lựa chọn Kỹ nói quan trọng nhƣ với em? A Rất quan trọng B Khá quan trọng C Ít quan trọng D Khơng quan trọng Em thấy học nói lớp thú vị nhƣ nào? A Rất thú vị B Khá thú vị C Ít thú vị D Khơng thú vị Em có cảm thấy khơng sẵn sàng để nói tiếng Anh lớp khơng? A có, ln ln B có, thường xun C có, D khơng,em sẵn sàng để nói tiếng Anh lớp I Em gặp phải khó khăn em học kỹ nói tiếng Anh? Tích vào ô trống phù hợp với lựa chọn bạn Cực kỳ Không không đồng ý đồng ý Không ĐỒng ý chắn Hạn chế từ vựng ngữ pháp Lo lắng nhiều Hạn chế phát âm Sợ nói sai Các hoạt động nói khó nhàm chán Các chủ đề nói nhàm chán Thiếu chuẩn bị Sợ bị gọi tên nói Sợ bị chê cười Thiếu thời gian lúc nói Thiếu mơi trường để thực hành kỹ nói Hạn chế kiến thức xã hội Giáo viên không khuyến khích học sinh Trong nói, sau đƣa chủ đề, giáo viên em thƣờng E Cung cấp cho em từ cấu trúc liên quan đến chủ đề nói F Cung cấp cho em ý chủ đề nói G Khuyến khích em lập dàn ý cho chủ đề nói H Yêu cầu em tự thảo luận chủ đề nói II Cực đồng ý kỳ Phƣơng pháp dạy học theo dự án làm tăng hứng thú bạn học nói tiếng Anh yếu tố Đánh dấu () vào lựa chọn Bạn chọn nhiều đáp án Bầu khơng khí lớp học thoải mái, sôi Các dự án thực thú vị, gần gũi với thực tế Giáo viên khuyến khích sinh viên  Sinh viên phát huy tính động, tự chủ  Các hoạt động, tài liệu học tập, tập phong phú, không lặp lại  Bạn trao đổi tự khai thác nhiều thông tin  Nội dung học phù hợp với mong muốn bạn yêu cầu nghề nghiệp tương lai  Bạn trau dồi thêm nhiều từ vựng Bạn cảm thấy tự tin  Khả tổ chức làm việc theo nhóm tốt  Mục đích học tiếng Anh rõ ràng  Các ý kiến khác (đề nghị ghi cụ thể) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 7.Ý kiến bạn chủ đề đƣợc thực kỳ học (Đánh dấu vào ô lựa chọn) Macro – project topics Weeks Week Food and cooking (Unit 8) Week Working for a living (Unit 9) Week Transportation and travel (Unit 10) Week8 The environment (Unit 11) Week Entertainment (Unit 12) Week 10 City life (Unit 13) III (X) Week 11 Vacation time (Unit 14) Week 12 Sports and games (Unit 15) Phƣơng pháp dạy học theo dự án giúp bạn cải thiện khả nói tiếng Anh nhƣ Đánh dấu () vào ô lựa chọn Bạn chọn nhiều đáp án  Bạn tự tin nói tiếng Anh  bạn phát âm chuẩn  Bạn nói tiếng Anh lưu lốt, trôi chảy  Bạn ý tới ngữ âm, ngữ điệu  Khi gặp người nước bạn giao tiếp tiếng Anh  Bạn mắc lỗi ngữ pháp Bạn kết hợp ánh mắt thể nói, nói tự nhiên  Vốn từ bạn phong phú hơn, hạn chế dùng lặp từ Các ý kiến khác (đề nghị ghi cụ thể) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… …… IV Appendix 2: Classroom observation I Preparation Well-prepared Appropriately prepared objectives of the class II Presentation Clear presentation Added more information Material is suitable to all students The students show interest, motivation and enthusiasm III Personal characteristics Patience in eliciting responses Clarity, tone, and audibility of voice 10 Pronunciation, intonation, fluency are appropriate and acceptable use of language V Students/student interaction 11 Students are communicators 12 The students are attentive and involved 13 The students are active 14 The students are encouraged to ask questions, to disagree, or to express their own idea V Appendix 3: A sample of speaking skill speaking skill project guidelines Project instructor: Lê Thị Thanh Hƣơng Cell phone: 0972805037 E-mail: lethanhhuong0606@gmail.com Objectives: tourism through their own research task and by attending other groups’ presentations -studying and improve their speaking skill considerably through the process of project implementation future work such as presentation, communication, and group work, problemsolving Requirements: Students work in groups of on a given topic and they are to give a presentation in front of the class Each member must be responsible for a certain part and assessment will be as follows: dividual presentation skills: 40% Also, students are asked to complete the weekly review individually and have it signed by the teacher every week Sources of information: - Websites - Text books - Books/ magazines, etc Criteria for evaluation Group work: - Clear and good organisation: 20% VI - Informative content: 40% - Persuasive and creative presentation: 30% - Effective use of visual aids: 10% * Individual work (presentation skills) gestures: 10% Topics for group projects Topic 1: Food and cooking (Unit 8) * Make up your presentation in front of the class Your project should include: - Brief introduction of foods and cooking techniques - Brief introduction of restaurants meals *Make a conversation as the following situations: Situation 1: You are planning a frawell party for the class You prefer to eat at a restaurant, but your friends don’t Make up a conversation using the expression of suggestion, persuation and advice Situation 2: You are helping your mother prepare dinner A friend of yours phones to invite you to eat out You don’t want to and refuse her invitation Make up a a conversation using the expression Topic 2: Working for a living (Unit 9) *Make up your presentation in front of the class Your project should include: - Brief introduction of jobs likes and dislikes, job experiences - A brief introduction of unusual jobs and what’s important in a job * Make up a role play using the following situation: Suppose you are in charge of hiring a new employee for your firm You have to decide between two persons One is a person with many years of experience in a company very similar to yours who has only a high school education The other VII person is a recent university graduate with a degree in a field closely related to your company's business Which person would you choose? 3.Topic 3: Transportation and travel (Unit 10) *Collect ten pictures which are about means of transport in Vietnam Make up your presentation in front of the class Your project should include: - Brief description of means of transport in your pictures - Brief introduction of traffic and transportation problems Vietnam * Make up a role play about one of traffic and transportation problems Vietnam which is mentioned above Topic 4: The environment (Unit 11) * Make up your presentation in front of the class Your project should include: - Brief introduction of animals and plants - Brief introduction of environmental problems and solutions Topic 5: Entertainment (Unit 12) * Your project should include: - Discussing favorite activities - Talking about music and movies - Make up role play based on the content of your favorite films Topic 6: City life (Unit 13) * Your project should include: - Brief introduction of comparing city and country life - Brief introduction of safety habits and tips - Telling a stories about dumb or unlucky criminals Topic 7: Vacation time (Unit 14) * Your project should include: - Brief introduction of perfect vacations - Discussing tourist attractions - Brief introduction of different ways to travel Topic 8: Sports and games (Unit 15) VIII  Your project should include: - Brief introduction of kinds of sports - Brief introduction of advantages and disadvantages of playing sports and games IX ... BASED LEARNING FOR GROUP WORK ACTIVITIES TO ENHANCE THE ENGLISH SPEAKING SKILL OF THE THIRD – YEAR ENGLISH MAJORED STUDENTS AT HONG DUC UNIVERSITY Nghiên cứu việc khai thác phƣơng pháp học theo dự. .. applied to the teaching of speaking English as a foreign language The facts above explain the reasons why I conduct this study ? ?Towards the exploitation of project – based learning for group work activities. .. activities to enhance the English speaking skill of the third - year English majored students at Hong Duc University? ?? which try to introduce some changes into my speaking course with the hope to improve