VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************** TRẦN NGỌC ANH AN EXPLORATORY STUDY OF STUDENTS’ PERCEPTION OF THE BENEFITS AND CHALLENGES IN THE IMPLEMENTATION OF PROJECT-BASED LEARNING AT A HIGH SCHOOL IN HA NOI Một nghiên cứu khám phá về nhận thức của Học sinh về những lợi ích và thách thức trong việc thực hiện phương pháp học tập dựa trên dự án tại một trường Trung học ở Hà Nội MA. MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Ha Noi, 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************** TRẦN NGỌC ANH AN EXPLORATORY STUDY OF STUDENTS’ PERCEPTION OF THE BENEFITS AND CHALLENGES IN THE IMPLEMENTATION OF PROJECT-BASED LEARNING AT A HIGH SCHOOL IN HA NOI Một nghiên cứu khám phá về nhận thức của Học sinh về những lợi ích và thách thức trong việc thực hiện phương pháp học tập dựa trên dự án tại một trường Trung học ở Hà Nội MA. MINOR THESIS Field: English Teaching Methodology Code: 8140231. Nguyễn Thị Hương Ha Noi, 2024 DECLARATION I hereby certify that the thesis named "An exploratory study on students’ perceptions of the benefits and challenges of project-based learning at a secondary school in Ha Noi" is the result of my own work for the Minor Degree of Master of Arts at the University of Languages and International Studies, Vietnam National University, Ha Noi.
The research has not been submitted for any degree at any other university or institution. I agree that the origin of my thesis, deposited in the library, can be accessible for the purposes of study and research. Ha Noi-2024 Trần Ngọc Anh Approved by SUPERVISOR (Signature and full name) Dr. Nguyễn Thị Hương Date:.
i ACKNOWLEDGMENTS First of all, I would like to express my deepest thanks to Dr. Nguyen Thi Huong, my supervisor, for her invaluable support, guidance, and constructive comments. Without her assistance and encouragement, this study would not have been accomplished. I am also indebted to all of my lecturers at the Post-Graduate Department for their valuable lectures on aspects of my concern.
My special thanks go to the management and teaching staff at my school, where I am working in general, and the 200 sixth grade students in particular, who helped me enthusiastically in PBL lessons as well as gave honest and clear answers to my questionnaire and interviews. I would also like to express my sincere thanks to all the authors listed in the references for their ideas in this field. They have developed my thinking about doing this paper. Finally, I would like to express my deep gratitude and love to my family and friends, who gave me precious time and a lot of encouragement.
ii ABSTRACT Project-based learning (PBL) is a contemporary and efficient approach that fosters the development of language and practical competencies among students. However, there has been minimal research on its application in language classrooms at the lower secondary level in Vietnam. To address this gap, exploratory research was conducted to explore the perceived benefits and challenges of incorporating PBL into English classes for 6th grade students. The study encompassed 200 students from a gifted lower secondary school in Hanoi and employed two data collection methods: questionnaires and student interviews.
Results indicate that integrating PBL into English classes brought about more benefits than challenges for the students. Specifically, they experienced enhancements in language proficiency, transferable skills, personal attributes, and internal motivation, with challenges primarily revolving around student-related factors. The study's outcomes are expected to enrich the existing knowledge base and illuminate the role of PBL in language education at the Vietnamese secondary level. Keyword: project-based learning; benefits; challenges iii TABLE OF CONTENTS DECLARATION.
iii LIST OF TABLE. vi LIST OF FIGURE. vi CHAPTER 1: INTRODUCTION. Rationale of the research.
Aims of the research. Scope of the research. Methods of research. Significance of the study.
Design of the study. Project-based learning. Project-based learning procedure. Key features of PBL.
Project- based learning in English language teaching .5 Benefits of PBL. Challenges of PBL. Setting of the study. Description of the project.
FINDINGS AND DISCUSSION. Enhance individual assessment. Optimize time management and support structures. Tailor instruction and scaffolding to diverse student needs.
Limitation of the research. I v LIST OF TABLE Table 1: Questionnaire results in terms of context-related challenges .28 Table 2: Questionnaire results in terms of teacher-related challenges .30 Table 3: Questionnaire results in terms of student-related challenges .31 Table 4: Questionnaire results in terms of language abilities .31 Table 5: Questionnaire results in terms of communication and interpersonal skills 33 Table 6: Questionnaire results in terms of critical thinking and problem-solving skills34 Table 8: Questionnaire results in terms of self-responsibilities and personal qualities .35 Table 9: Questionnaire results in terms of internal motivation.35 LIST OF FIGURE Figure 1: Stoller’s five stage PBL framework (Stoller, 2020, p.8 vi CHAPTER 1: INTRODUCTION 1. Rationale of the research English is generally recognized as the main lingua franca in the world due to its profound impact on a variety of aspects of life. It is therefore essential to become fluent in English.
In teaching English as a second language, the conventional approach of grammar translation continues to be extensively employed, wherein students learn grammar rules mechanically and do subsequent practice. Regrettably, this method appears to be ineffective in fostering students’ proficiency in the four language skills of speaking, listening, reading, and writing (Richards & Rodgers, 2014). To this end, several modern learning approaches and methods have been introduced and implemented to facilitate learners in achieving their goals efficiently. Over the past few decades, project-based learning (PBL), a contemporary method, has gained considerable attention and been employed in numerous settings.
PBL is a more comprehensive and student-centered approach that involves students undertaking meaningful tasks based on real-world-related issues and questions. This encourages pupils to simultaneously learn the language while arousing their interest and motivation. PBL is also believed to assist students in sharpening transferable skills like communication and teamwork, among others, which is beneficial for their future careers (Thomas, 2000). In Vietnam, research and teaching practices on PBL have been more prevalent at the tertiary level, resulting in increased familiarity and comfort with this approach among students.
However, PBL is still seldom utilized in the context of the secondary school EFL curriculum, and research on its efficacy in this setting remains limited. Recognizing the imperative roles of PBL in facilitating students’ learning and creating productive classroom environments for the students, the Ministry of Education and Training (MOET) has attempted to introduce and apply PBL in the new ten-year English textbooks designed for the National Foreign Language 2020 Project. Projects are included in each unit to help promote learner autonomy for EFL secondary school students and lifelong learning. At the gifted lower secondary school in Hanoi, where I work, students are introduced to projects 1 early on.
Given the scant amount of research that is currently available and the benefits of PLB, the researcher undertook an investigation to learn how 6th graders at Ha Noi's gifted lower secondary schools perceived the advantages and difficulties of implementing PBL in the context of English classes. Aims of the research This study aims to understand sixth-grade students' perceptions of the benefits and challenges associated with Project-Based Learning (PBL) in their English classes at a school in Hanoi. Specifically, it seeks to examine how students view PBL’s role in their language development, its enhancement of transferable skills, its influence on their personal outlook, and its impact on their intrinsic motivation. Additionally, the research investigates potential barriers students may encounter, exploring whether factors such as the learning environment, teacher-student dynamics, and individual characteristics, as perceived by the students, affect their engagement with PBL.
Scope of the research The study focuses on sixth-grade students at a gifted school in Hanoi, capturing their perspectives on the use of PBL in English classes throughout the 2023–2024 academic year. By conducting interviews and questionnaires, it gathers detailed insights into the perceived benefits and challenges of PBL within this specific educational setting, aiming to understand its impact on students’ learning experiences. Research questions - What benefits do students perceive in the integration of PBL into English classes at the lower secondary level? - What challenges do students perceive in the integration of PBL into English classes at the lower secondary level? 1. Methods of research The study used an exploratory research approach to learn about students’ perspectives on the benefits and challenges of PBL in English classes.
Interviews and questionnaires were employed to collect data. Significance of the study Considering the limited research on lower secondary students' attitudes toward 2 project-based learning (PBL), this study holds significant importance. Its findings suggest a valuable approach to enhancing students' English proficiency and transferable skill development. Moreover, the study contributes to the existing literature on PBL by providing a Vietnamese perspective on its perceived benefits and challenges, thereby enriching our understanding of how PBL influences student language and skill acquisition.
Design of the study The thesis is structured into five chapters. Chapter 1: Introduction This chapter outlines the rationale, the aims, the questions, the methods, the scope of the study, the significance, and the organization of the study. Chapter 2: Literature review This chapter presents key concepts, theoretical frameworks, and related studies. Chapter 3: Methodology This chapter describes the context and methodology of the study.
Chapter 4: Findings and Discussions This chapter presents and analyzes the major findings. Chapter 5: Conclusion The chapter recapitulates all the main points discussed throughout the thesis, provides pedagogical implications, and suggests further research orientation. LITERATURE REVIEW This chapter provides an in-depth literature review about project-based learning and related studies on the perceived benefits and challenges regarding the implementation of project-based learning. Project-based learning 2.
Definition According to Beckett (2002), academics and educators have used a variety of terminologies to refer to the concept of 'project-based learning,' including project work, project method, project approach, and project-oriented approach. Additionally, there exist multiple definitions of project-based learning, each reflecting the underlying theories or perspectives of the authors. Blumenfeld et al. (1991) and Thomas Markham (2012) stress the importance of integrating knowledge with its practical application, while Hedge (1993) and Cooper and Murphy (2016) focus on the significance of reinforcing language skills.
Kartz and Chard (2000) emphasize the role of content learning in education. Thomas Markham (2012) and Blumenfeld et al. (1991) both highlight the crucial role of integrating knowledge and application in PBL. Markham (2012) views PBL as a means of merging knowing and doing, whereby learners not only acquire knowledge and core curriculum elements but also apply them to solve meaningful problems.
PBL redirects the focus of education from the curriculum to the student, encouraging them to become more active and independent learners. To achieve exceptional results, learners must possess collaboration skills, passion, and creativity, which cannot be learned solely through textbooks but require experiential engagement. Sharing the same viewpoint, Blumenfeld et al. (1991) define project- based learning as a comprehensive approach that engages students in investigation to seek solutions to non-trivial problems through a range of activities that integrate language skills.
Learners can generate and refine questions, debate ideas, predict outcomes, design plans and experiments, gather and analyze data, and draw conclusions, among other activities. The foundation of PBL rests on the authenticity or real-life application of the research. Students work collaboratively as a team, 4 provided with a "driving question" to answer or respond to, and directed to create an artifact (or artifacts) to present their acquired knowledge. Artifacts may take various forms, including written pieces, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations.
Within the context of English language instruction, Hedge (1993) views PBL as a valuable approach for enhancing learners' competence and fluency through the completion of extended tasks.