MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI PHUONG THAO 443002 THE EFFECTS OF PROJECT-BASED LEARNING ON SECOND-YEAR ENGLISH- MAJORED STUDENTS’ SPEAKING GRADUATION PAPER Hanoi-2023 MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAINING HANOI LAW UNIVERSITY NGUYEN THI PHUONG THAO 443002 THE EFFECTS OF PROJECT-BASED LEARNING ON SECOND-YEAR ENGLISH- MAJORED STUDENTS’ SPEAKING SUPERVISOR Dong Hoang Minh, MA. Hanoi-2023 DECLARATIONS I hereby state that I: Nguyen Thi Phuong Thao, 4430, being a candidate for the degree of Bachelor of Arts accept the requirements of the University 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 ofstudy and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. Supervisor Student Dong Hoang Minh Nguyen Thi Phuong Thao April 4", 2023 ACKNOWLEDGMENTS Throughout the writing of this dissertation, I have received a great deal of support and assistance.
My big appreciation goes to my supervisor, Mr. Dong Hoang Minh, M., for his marvelous supervision, guidance, and encouragement throughout the duration of the thesis. My genuine appreciation to every member of the Thesis Committee for their fair assessment and comprehensive review. The encouraging words and thoughtful, detailed feedback have been very important to me.
My thanks also go to all my respected teachers of the Faculty of Legal Foreign Languages for the knowledge, and experience of a lifetime during the four years of training under the roof of the school. My great reverence for Legal English-majored students from course 46, who so generously took time out of their schedules to participate in my research and make this project possible. Also, I extend my thanks to all my colleagues at Hanoi Law University for their continuous encouragement and support to all of my friends outside for their advice. il ABSTRACT In this modern world, speaking skills play a vital role and one must have mastery over these skills to get success in their respective fields.
On that account, the purpose of this descriptive study was to examine the importance of project- based learning and the impact of project-based learning on the oral skills of English learners in order to provide meaningful teaching and learning suggestions for English modules at Hanoi Law University. The study was conducted with the participation of 87 respondents and 9 interlocutors from the Hanoi Law University Legal English course (course 46). The study was conducted by combining quantitative and qualitative methods with a detailed questionnaire and interview. The research findings state that students fully recognize the impact of project- based learning on English language learners in learning English skills.
The results also show that the students have some problems applying project-based learning. However, they use many effective methods to overcome the negative effects of the language learning process. Overall, the study pays attention to the perceptions of legal English learners regarding the impact of project-based learning on English learning at Hanoi Law University. 1H TABLE OF CONTENTS DECLUARA TIƠNNG.
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Types of Speaking DCFOTIH(IHCC. The role of speaking Performance. Project-based Ï€arÏTØ. The definition ofproject-based learning.
The components ofproject-based ÏCFHỨHE. The importance ofproject-based ÏG(FHIH. Common challenges ofproject-based learning. Some approaches before project-based learning.
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Results and discussion of the questionnaire. Students’ perceptions toward the importance ofproject-based learning on learning English speaking SKAIIS. The effects of project-based learning on learning English speaking STAYS cccnevessexecexscounnecasanssnesessrscssenssencecvarsussensserauseansassesesesivanaussnessveesevsssxessersers 34 3. Methods to improve the negative effects ofproject-based learning on learning Enslish Speaking SHAMS cacasesssssessscesaseesdasuaaggogddtddsasodsbiitiiSirdusa20u s8 41 3.
Results and discussion Of the interview. The Legal English-majored students’ perceptions toward the importance of project-based learning on learning English speaking skills 3. The Legal English-majored students’ perceptions toward the effects ofproject-based learning on learning English speaking skills. The methods employed by Legal English-majored students to handle their problems ofproject-based learning in learning English speaking skills #563 SIE UES RRS UR I 47 Bids (SUTHIITNHTDY sesxapnneiriiinidekebiotstiS0E10XE0ENRESSEEYGSHINERDHIOSHSSNGUENEMEBESENISSI.SNAEEKESGAE00S06 48 CHAPTER 4: RECOMMENDA TION.
Recommendations for Legal English-majored students. Recommendations for Legal English-majored lecturers .ccccccccsscssrcccssscccecccsssssccccssscssccsessscscesccssssccssccssssscssesssesseseesees 52 CONCLUSION scsssccssscessscocsvenssssansvscosssnsscsvsvsonsisavsnsssecssencsvsonnssesseseassvsotsseonsesoues 53 1. Summary of the main findings. 950000 8950 659 53 6a DTIDTTGH TÍT|TỆ sassccnaseccasianeiescnes ti t61065601099685816045565851688258S06503828 38508 44GausSià8508:8-x8ã 54 3.
Limitations and suggestions for further research. ccsssccssccscccscccccscccscscscncsccscscescccsscccscscsssscssessssesccsesccsesees 56 APPENDICES, ssssesssssssssvesevnsssovsnsverissvevessncevsunsovavescsnuscuresensssonsnvenvessenssvecseveensrsons 64 vi LIST OF TABLES Table 1. Students' perceptions toward the importance of project-based learning on learning English speaking skills ( Ï).-- ¿+ + +22 ***+*EE++eeseeeeseeereeeesss 30 Table 2. Students' perceptions toward the importance of project-based learning on learning English speaking skills (2) .cccccccccesseeeseceseceeseeeesseeesseeesseeeseeesseeensaes oP Table 3.
The positive effects of project-based Learning on learning English speaking SkiL]S (1) NH-(((. The positive effects of project-based learning on learning English Speaking SKIL]S (2) oo. The negative effects of project-based learning on learning English Speaking SKIS. Methods to improve the negative effects of project-based learning on learning English speaking SkiIIS.cccccccsccesssceeseceeseeeeseeeessecesseeeeseeeeseeeseeensas 42 vil LIST OF ABBREVIATIONS HLU: Hanoi Law University PBL: Project-based learning SPSS: Statistical Package for the Social Sciences Vili INTRODUCTION 1.
Rationale for the study Speaking skill is regarded as one of the most difficult aspects of language learning. Many language learners find it difficult to express themselves in spoken language. To become a well-rounded communicator one needs to be proficient in each of the four language skills viz, listening, speaking, reading, and writing, but the ability to speak skillfully provides the speaker with several distinct advantages. According to Brown (2004), speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information.
When speaking, people be able to make meaning depending on the context of the information that occurs and consider some circumstances. The main aim of English language teaching is to give learners the ability to use the English language effectively and correctly in communication (Davies & Pearse, 2000). The capacity to express one’s thoughts, opinions, and feelings, in the form of words put together in a meaningful way, provides the speaker with these advantages. An effective speaker can gain the attention of the audience and hold it till the completion of his message.
Speaking is very important in second language learning. Despite its importance, speaking has been overlooked in schools and universities due to different reasons. At present learning in schools is still more focused on learning outcomes in the form of mere knowledge. The research which was conducted by Pratiwi (2015) showed most of the activities in school are including to remembering; however, only a few activities supposed students to use and implement their knowledge and relate to analyzing level.
In addition, the research which was conducted by Heriansyah (2012) shows frequent difficulties in speaking such as students often having no ideas about what to say, students are also shy and uncomfortable as well as not confident if they make mistakes, the 1 students are afraid of making errors in class and they are not used to talking in the class since their pronunciation and vocabulary are poor and confined. This means that in general, learning in schools has not invited students to apply, or process each of the elements of the concept being studied to make (synthesize) generalizations, and has not invited students to evaluate (think critically) the concepts and principles they have learned (Mirah Setia Dewi, 2020). Many learners state that they have spent many years studying English but cannot speak it appropriately and understandably (Bueno, Madrid, & Mclaren, 2006). Before the students are able to perform effective communication, they need to acquire the elements of good speaking.
In line with the demand for 21*'-century workplace soft skills, PBL is one of the learning methods that can train skills. As stated by Thomas (2000), PBL utilizes complex tasks based on challenging questions or problems that involve students in design, problem-solving, decision-making, or investigative activities, give students the opportunity to work relatively autonomously over extended periods of time, and culminate in realistic products or presentations. What is intended by a project in PBL 1s a wide variety of assignments that combine language skills through some activities (Fauziati, 2014). Projects in PBL require students to engage in inquiry, solution-building, and collaboration to help address real-world issues or challenges.
This 1s the reason why PBL 1s an effective solution 2 to such problems as teacher-centeredness, classroom restriction, and lack of authentic opportunities for speaking classes. PBL is an effective approach that allows multiple skills to be developed through integrated and meaningful activities. In other words, PBL is considered to be an effective model to improve students’ speaking skill. Nevertheless, not many Legal English-majored students perceive the significant influence of PBL on speaking skills.
For that reason, I, as a student majoring in Legal English, have attempted to undertake a study on Legal English-majored students’ perceptions towards the effects of PBL on learning speaking skills at HLU to figure out that this study partly helps students better their English speaking skills and emboldens learners to participate and speak readily. At the same time, the study may help teachers better understand how to implement PBL in response to the changing needs of a global society. Aims of the study The purposes of the study are to examine the students’ perception towards the importance of implementing projects on learning English speaking skills and to identify the effects of PBL on English major students‘ speaking performance at HLU. Research questions The research will be implemented to resolve the following questions: 1.
How do Legal English-majored students perceive the importance of PBL on learning speaking skills at HLU? 2. How does PBL affect English major students’ speaking performance at HLU? 4. Scope of the study The study's main concern is to highlight the effects of PBL on English major students’ speaking performance. Thus, the adequate sample of this study will be 3 students (course 46) of Legal English-majored at HLU.
The target samples chosen are those who took the English credits of speaking 1. Furthermore, the students are assumed to have gained a basic understanding of speaking skills as well as have experienced some problems in learning English speaking skills. Accordingly, Legal English students are deemed to fit into the scope of the study. Significance of the study The PBL belongs among methods, which can develop pupils thinking, create original solutions, develop cooperative work, find available literary resources, present finding information, and evaluate their findings.
PBL 1s a key strategy for creating independent learners and supporting the students to have many opportunities to practice speaking English and get involved in meaningful communication. However, few studies are available that apply the advantages of PBL to pupils’ speaking skills. Hence, the fact has inspired the researcher to make determined attempts to investigate the Legal English major students’ perceptions towards the effects of PBL on English major students’ speaking performance. Organization of the study This dissertation is divided into a general introduction, the development, and a general conclusion.
The Introduction includes the Rationale, Aims, Research questions, Scope, Significance, and Organization of the study. The Development is separated into four chapters as demonstrated below: Chapter 1 is Literature Review which lays out the theoretical background for research and reviews some of the preceding studies.