NGHE AN DEPARTMENT OF TRAINING AND EDUCATION DO LUONG 3 UPPER SECONDARY SCHOOL TEACHING EXPERIENCE Topic: AN INVESTIGATION INTO 10th GRADERS’ TEAMWORK IN PROJECT-BASED LEARNING FOR NEW ENGLISH TEXTBOOK AT DO LUONG 3 HIGH SCHOOL (Nghiên cứu hoạt động nhóm trong dạy học theo dự án của học sinh lớp 10 với chương trình Tiếng anh mới ở Trường THPT Đô Lương 3) Teacher : Nguyễn Sỹ Long - Nguyễn Quốc Sơn Group : Văn – Ngoại ngữ School year: 2021- 2022 skkn TABLE OF CONTENTS Chapter 1: INTRODUCTION 1 1. Aims of the study 2 1. Scopes of the study 3 1. Design of the study 3 Chapter 2: LITERATURE REVIEWS 5 2.
The definition of teamwork 5 2. Types of teamwork 5 2. Advantages of teamwork 6 2. Disadvantages of teamwork 6 2.
Project-Based Learning 7 2. Project-Based Learning 7 2. Definitions of Project-Based Learning 7 2. Key features of Project-Based Learning 8 2.
Benefits of Project-Based Learning 9 2. Challenges of Project-Based Learning 10 2. Challenges for students 10 2. Challenges for academic staff 10 2.
Roles of teachers and students in Project-Based Learning 11 2. Teachers’ role in Project-Based Learning 11 2. Students’ role in Project-Based Learning 13 2. Teamwork in Foreign Language Teaching 14 2.
The relationship between Teamwork and Project-Based Learning 14 2. The role of Teamwork in Project-Based Learning 14 2. The concept of Team Project-Based Learning 15 2. The strategies of TPBL in foreign language teaching 15 Chapter 3: METHODOLOGY 16 3.
Context of study 16 3. Data collection instruments 18 3. Procedures 20 Chapter 4: FINDINGS AND DISCUSSION 25 4. Teachers and students’ perception towards Teamwork in PBL 25 4.
Teachers and students’ perception towards the necessity and importance of PBL 25 4. Teachers and students’ perception towards TW in PBL 26 4. Teachers and students’ attitudes towards the real effectiveness of TW in PBL 28 4. Teachers and students’ attitudes towards the extent of developing individual strength of TW in PBL 29 4.
Students’ difficulties in doing project assignments 30 4. Students’ difficulties in Project-based Learning 30 4. Students’ difficulties in Teamwork in Project-based Learning 32 4. Measures to maximize students’ individual strengths in performing Team PBL 33 Chapter 5: CONCLUSION 37 5.
Summary of the key findings 37 5. Implications for students 38 5. Implications for teachers 39 5. Implications for educational managers.
Limitations of the study 40 5. Suggestions for further study 40 LIST OF ABBREVIATION PBL: Project based learnig PW: Project work TM: Teamwork PBLT: Project-based Language Teaching FLT: Foreign Language Teaching DL3: Đô Lương 3 II skkn REFERENCES 44 APPENDIX 1 page1 APPENDIX 2 page4 APPENDIX 3 page8 APPENDIX 4 page9 APPENDIX 5 page9 APPENDIX 6 page10 APPENDIX 7 page11 APPENDIX 8 page12 APPENDIX 9 page13 APPENDIX 10 page14 APPENDIX 11 page15 III skkn CHAPTER 1: INTRODUCTION 1. Rationale Language has long been considered to be as a means of communication among people. It has not only been viewed as a means of thinking but also as a means of transferring culture from one country to another as well as from one generation to another.
Therefore, many countries focus on teaching languages more than teaching the native language to its citizens. Speaking at a conference, Deputy Minister of Education and Training, Nguyen Vinh Hien, (2011) confirmed that National Foreign Language Project 2020 (usually called Project 2020) (it has been adjusted until 2025) aimed: By 2020, the majority of young people graduating from Vietnam secondary schools, colleges and universities will have had the capacity to use language independently; confidence in communicating and learning to work in an environment of integration, multi-lingual, and multi-cultural. Language experts have noted positive changes in teaching and learning foreign languages in recent times, especially English. Students learn English more naturally, interestingly and dynamically.
At present, English is an international language. In the trend of globalization, the importance of English can not be denied and ignored because it is widely used all over the world. Along with the development of science, technology, and education, English plays the most important role in all fields. English has become more dominant around the world.
Therefore, English has become a major foreign language in most countries which do not use English as their mother tongue or second language, including Vietnam. To meet the trends and new teaching requirements, along the years, many different active teaching methods have been applied and developed but we wonder whether they face students’ needs or match the requirement of a new administration. Direct method, task- based language teaching, content-based instruction, audio-lingual method, total physical response are all claimed to be the active options to teach English. (Stryker and Leaver, 1993; Brown, 1994; Willis, 1996; Singh, 2001) Since the new set of textbooks from Tiếng Anh 3 to Tiếng Anh 12 were designed and used in school education system, Project-Based Method is being attracted the teachers and students’ attention because the format of this new textbook is completely different from the old one.
The most remarkable feature in this new textbook is the “Projects” section. It is designed to apply the Project-Based Learning (PBL) approach which is learner-centered. Significant role of students is selecting the content areas and nature of the projects that they do. It means that students understand what they are doing, why it is important, and how they will be assessed.
Indeed, students may help to set some of the goals which they will be assessed on, and understand how they will be assessed over these goals. All of these learner-centered characteristics of PBL contribute to learners’ motivation and active engagement. In fact, when teaching both present textbooks and new pilot textbooks, we identify that it is not easy for students to carry out “Projects” and most of the teachers have difficulties in implementing the new teaching method. The problem here may be due to three main 1 skkn reasons.
Firstly, most of the teachers are still familiar with their traditional methods of teaching, according to which the organizing teamwork and giving students the autonomy in doing their duties make teachers worried or even think that students cannot achieve their learning goals. Moreover, some teachers doubt on the effectiveness of the implementation of PBL, especially the development of skills, independence and creativity of students. They said that teamwork in projects only focuses on the strong and active students. Weak students will increasingly lack attempts in learning.
As a matter of fact, some of the students may lack motivation and interest when doing projects. Secondly, most of the projects are performed under teamwork or groupwork forms but not all the students have the same capacity level and different students have different purposes of learning English. The outcome of each group or team is affected by many different reasons, including objective and subjective reasons. The consequence seen from that is some groups or teams have effective work while some others do not.
Thirdly, the key problem that the author is paying attention to is that there is no clear distinction between team and group activities. This leads to the consequence that many teachers do not organize team activities well, which makes the implementation of the project bring students many difficulties. In literature review, there are few studies about the attitudes of students toward teamwork. Therefore, the author has always taken the grave concern about these questions “How are teachers and students aware of the importance of PBL?”, “How much does Teamwork (TW) have affect on PBL?”, and “How can teachers develop the students’ individual strength by taking TW in PBL?” For the above-mentioned reasons, we would like to conduct the research entitled “An investigation into 10th graders’ Teamwork in Project-Based Learning for new English textbook at Do luong 3 High School” with the ambition that this will bring certain benefits of using teamwork to increase students’ motivation in carrying out projects in learning English.
Also, we wish that this short and limited study will be of some help to those who are really interested in Project-based Language Teaching (PBLT), and it will make a contribution to the process of teaching and learning English in the Project 2020. Aims of the study In this research, we study the attitude, awareness and perception of teachers and students toward PBL, especially the application of Teamwork in PBL. This study is undertaken to find out the difficulties that students at grade 10 of Do luong 3 High School (DL3 High School) are facing when applying TW in PBL in English classes; find the best ways to minimize the students’ difficulties in taking TW in PBL. The research, furthermore, aims at helping us know whether the application of TPBL in English classes can arouse students’ interest or motivation in learning English.
Through the survey, the most effective and appropriate solutions to raise the students’ individual strength in Team Project-based Learning will be mentioned. Research questions From the aims established above, this research is conducted to find the answers for the 2 skkn three following questions: (1) What is the teachers and students’ perception towards Teamwork in Project-Based Learning at Do luong 3 High School? (2) What are the common problems encountered by 10th graders in doing project-based tasks at Do luong 3 High School? (3) How to maximize students’ individual strengths in preforming Team Project-Based Learning? 1. Scopes of the study To find the answers to the three above-mentioned research questions, the experiment has been carried out among ninety 10th-form students in classes 10D1 and 10T1 in Do luong 3 high school. The most characteristic of these students is that their age group ranges from 15 to 16.
Almost all students here have been learning English since at least grade 3. Therefore, their knowledge of English is fairly good. This helps them easily to finish their projects on time and present their final products in a persuasive way. Besides, this study also conducted a survey on the attitudes and awareness of eight English teachers who are teaching at Do luong 3 High School about the role and effectiveness of the PBL as well as their evaluation on TW in PBL.
The results of the evaluation on this issue will help many other English teachers get an objective view of PBLT. Also thereby, researchers and educational administrators can have more appropriate measures to promote the development of language learning and teaching. Research methods Both quantitative and qualitative methods are employed to carry out the study. That is, the data serving the research analysis and discussion were collected by means of: - Classroom observation - Questionnaires - Ethnographic in-depth interview Besides, reviewing the related document is also a method to establish the theoretical background of the study, which mainly focuses on Teamwork, PBL and Team PBL.
Design of the study The study consists of five chapters: - Chapter 1: Introduction gives out the fundamental reason why we choose topic and it contains rationales, aims, methods, scope and design of the study. - Chapter 2: Literature Review establishes the basic theoretical backgrounds from the literature on classes, teaching techniques which are focus on the theoretical background of three issues: teamwork, PBL and Teamwork and PBL in Foreign Language Teaching (FLT) - Chapter 3: Methodology describes the overall picture of how the research was carried out from the first step of determining the research design to the last step of gathering the results. This is composed of the subjects or participants and data collection method. This chapter ends with the procedure of the research.
3 skkn - Chapter 4: Findings and discussions reveals the findings drawn through analyzing the collected data and opinions. Based on this analysis, the discussion of the research questions was conducted. - Chapter 5: Conclusion summarizes the key findings made from the research , practical implications, limitations of the study and suggestions for further research. 4 skkn CHAPTER 2: LITERATURE REVIEWS This chapter consists of three sections.