The implementation of project-based learning in EFL classrooms - A case study at Hoa Binh junior high school

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

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HA QUYEN QUYEN

THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN EFL

CLASSROOMS: A CASE STUDY AT HOA BINH JUNIOR HIGH SCHOOL

MASTER OF ARTS IN TESOL

Ho Chi Minh City, 2019

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

HA QUYEN QUYEN

THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN EFL

CLASSROOMS: A CASE STUDY AT HOA BINH JUNIOR HIGH SCHOOL

Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

Major code: 60140111

MASTER OF ARTS IN TESOL

Supervisor: NGUYEN THI HONG THAM, Ph.D.

Ho Chi Minh City, 2019

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STATEMENT OF AUTHORSHIP

I declare that this study is my own work and has not been submitted, in whole or in

part, for another degree in any institution.

I declare that any information cited from the published or unpublished work written

by others has been acknowledged in the text and a bibliography has been provided.

Date: September 18, 2019

Student’s signature: Ha Quyen Quyen

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ACKNOWLEDGEMENT

Completing this dissertation is one of the greatest desires in my life. It was made

possible thanks to the encouragement, assistance, and support of many people and

institutions.

Above all, I am very much grateful to my supervisor, Dr Nguyen Thi Hong Tham,

who provided me with valuable advice from my first few days in the course and

through the duration of my thesis to completion. Her untiring supervision not only

encouraged me to complete my thesis, but it also helped me effectively improve my

research skills.

Also, my sincere gratitude sends to the participants at Hoa Binh Junior High School

who supported me by all their hearts. It was such a great honor to cooperate with

you during my time of doing research. Thank you for helping me making this thesis.

To all my great lecturers at Ho Chi Minh City Open University, thank you for

taking your valuable time to instruct me during the course. All experiences and

knowledge sharing by all of you have encouraged me in widening my horizon.

Finally, my eternal love and thanks go to my friends and my family who always

have faith in me and encourage me since I participated in the course. Without all of

you, I could not finish my course properly.

September 18, 2019

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ABSTRACT

This qualitative case study aimed to investigate the implementation of Project￾Based Learning (PBL) approach in EFL classrooms at Hoa Binh Junior High

school. This study explored the implementation of PBL in four aspects: (1) the

teachers and students’ experience in implementing PBL which four EFL teachers

had done in their classrooms; (2) the teachers’ and students’ perceptions towards

PBL; (3) the challenges both teachers and students face when implementing PBL

and (4) some suggestions to improve the implementation in the future. In the study,

the researcher used four instruments: eight classroom observations, four semi￾structured interviews to EFL teachers, four student focus groups and documents.

Notably, four teachers and 195 students from four classes were involved in the

study. The data collection was conducted within two phases. In the first phase, the

researcher did eight classroom observations, including two observations per class.

In the second phase, the researcher conducted semi-structured interviews for four

lecturers, and four focus groups with six students per group. All the data were

analyzed and categorized in light of main themes and sub-themes.

The findings of this study indicated that the PBL approach was partly implemented

in the context as a supplemental teaching and learning approach. Also, from the

teachers’ and students’ perceptions, the benefits of PBL in teaching and learning

English like the improvement in integrated language skills, presentation skills,

interdisciplinary knowledge were confirmed. Then, some challenges the

implementers face were pointed out such as limited time, teamwork challenge,

parents’ support as well as assessment. Finally, some suggestions were given to

improve the situation, including preparing well for the projects, grouping, meeting

parents face-to-face and assessing the process rather than the product.

Keywords: PBL, implementation, EFL, English speaking skills, generic skills,

benefits, challenges.

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TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ................................................................................................................. i

ACKNOWLEDGEMENT ............................................................................................................................... ii

ABSTRACT..................................................................................................................................................... iii

LIST OF FIGURES ........................................................................................................................................ vi

LIST OF TABLES ......................................................................................................................................... vii

LIST OF ABBREVIATIONS ...................................................................................................................... viii

CHAPTER 1 INTRODUCTION .................................................................................................................... 1

1.1 Background of the study ....................................................................................................................... 1

1.2 Statement of the problem ..................................................................................................................... 2

1.3 Aims of the study ................................................................................................................................... 4

1.4 Research questions ................................................................................................................................ 5

1.5 Significance of the study ....................................................................................................................... 5

1.6 Organization of the study ..................................................................................................................... 6

CHAPTER 2 LITERATURE REVIEW ........................................................................................................ 7

2.1 Speaking skills ....................................................................................................................................... 7

2.1.1 Speaking skills ............................................................................................................................... 7

2.1.2 Characteristics of speaking skills ................................................................................................. 8

2.1.3 Presentation skills ........................................................................................................................ 10

2.1.4 Teaching speaking skills ............................................................................................................. 11

2.2 Generic skills ....................................................................................................................................... 13

2.2.1 Definitions of generic skills ......................................................................................................... 13

2.2.2 The nature of generic skills ......................................................................................................... 14

2.3 Communicative Language Teaching Approach (CLT) ................................................................... 16

2.4 Project-Based Learning (PBL) ........................................................................................................... 18

2.4.1 History of PBL ............................................................................................................................. 18

2.4.2 Definitions of Project-Based Learning ...................................................................................... 19

2.4.3 The characteristics of PBL ......................................................................................................... 19

2.4.4 The teachers’ and students’ perceptions of PBL in education ................................................ 22

2.5. The Implementation of PBL in the Vietnamese context ................................................................. 30

2.6 Conceptual framework ....................................................................................................................... 33

CHAPTER 3 METHODOLOGY ................................................................................................................. 35

3.1 Research Design .................................................................................................................................. 36

3.2 Setting of the study .............................................................................................................................. 37

3.3 Participants .......................................................................................................................................... 37

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3.3.1 The teachers ................................................................................................................................. 37

3.3.2 The students ................................................................................................................................. 39

3.4 Instruments .......................................................................................................................................... 40

3.4.1 Classroom observations .............................................................................................................. 40

3.4.2 Semi-structured interviews to EFL teachers ............................................................................. 42

3.4.3 Student focus groups ................................................................................................................... 43

3.4.4 Document analysis ....................................................................................................................... 45

3.5 Data collection procedures ................................................................................................................. 45

3.6 Data analysis procedures .................................................................................................................... 46

3.7 Validity and reliability ........................................................................................................................ 48

3.7.1 Validity ......................................................................................................................................... 48

3.7.2 Reliability ..................................................................................................................................... 49

CHAPTER 4 FINDINGS .............................................................................................................................. 50

4.1 The implementation of PBL in EFL classrooms ............................................................................... 51

4.2 Teachers’ and students’ perceptions towards PBL .......................................................................... 66

4.2.1 The benefits of PBL in teaching and learning English ............................................................. 66

4.2.2 The challenges and solutions to overcome the challenges ........................................................ 97

4.3 Summary of the main findings ......................................................................................................... 115

CHAPTER 5 DISCUSSION........................................................................................................................ 117

5.1 The implementation of PBL in EFL classrooms ............................................................................. 117

5.2 Teachers’ and students’ perceptions towards the benefits of PBL ............................................... 119

5.2.1 The improvement in students’ speaking and other language skills ...................................... 119

5.2.2 The formation of students’ generic skills. ............................................................................... 120

5.2.3 The enhancement of students’ interdisciplinary knowledge and positive attitude .............. 121

5.3 The challenges and solutions ............................................................................................................ 123

5.4 Suggestions for PBL improvement .................................................................................................. 126

CHAPTER 6 CONCLUSION ..................................................................................................................... 129

6.1 Summary of the study ....................................................................................................................... 129

6.2 Limitations ......................................................................................................................................... 131

6.3 Pedagogical implications .................................................................................................................. 132

6.4 Recommendations for further research .......................................................................................... 133

REFERENCES ............................................................................................................................................ 135

APPENDICES .............................................................................................................................................. 142

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LIST OF FIGURES

Figure 2.1.3 Model of Presentation as an Interactive Process ………..……. 11

Figure 2.6 The Conceptual Framework of the study ……..………………. 35

Figure 4 Thematic Network of PBL approach …………………………. 53

Figure 4.2.2 Products of the project work ………….………………………. 61

Figure 4.1.4 (a) Self, Peer Evaluation Form ………...…………………………. 67

Figure 4.1.4 (b) Group Evaluation Form ………………………………………. 68

Figure 4.2.1 The Poster of Recycling ………………………………………. 89

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LIST OF TABLES

Table 3.1 Summary of the methodology chapter .......................................... 37

Table 3.3.1 Summary of teachers’ characteristics ........................................ 40

Table 3.4.1 The information of observations ................................................ 44

Table 3.4.2 The information of the interviews .............................................. 45

Table 3.4.3 The information of focus groups ................................................ 47

Table 3.7 Codes of data from different instruments ..................................... 50

Table 4.1 The Phases of a PBL lesson .......................................................... 55

Table 4.1.1 Activities in the starting the project phase ................................ 56

Table 4.1.3 The activities in the reporting periods ....................................... 64

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LIST OF ABBREVIATIONS

CLT : Communicative Language Teaching

PBL : Project-Based Learning

EFL : English as a Foreign Language

MOET : Ministry of Education and Training

PP : Power Point

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CHAPTER 1 INTRODUCTION

This introduction chapter provides an overview of the issues discussed in this study.

The chapter consists of: (1) background of the study, (2) statement of the problem,

(3) aims of the study, (4) research questions, (5) significance of the study, and (6)

organization of the study.

1.1 Background of the study

In teaching and learning English as a foreign language (EFL), communicating in

English is the essential goal that learners need to gain. In order to reach that aim, it

is EFL teachers’ mission to devise classroom activities which constitute “real

communication”. “Real communication” or “authentic communication” involves

students to produce spontaneous communication and thoughtful understanding in

interaction (Horwitz, 2013, p.23). In other words, students need to effectively

interact with English speaking partners in their daily life. However, there is the

absence of authentic communication in EFL classrooms where English is not

frequently used except for three 45-minute periods per week at school. Besides,

conventional teaching approaches, mainly focusing on grammar, reading, simple

writing and even exam-focusing, have reduced the opportunities for students to use

English, so students cannot communicate in English after leaving school (Ngo,

2014).

Simultaneously, another goal that students need to obtain for their future profession

is generic skills. The components of generic skills or major skills are recognized by

Mayer’s key competencies as communication, collaborative, critical thinking,

creative, planning and organizing, self-management, learning and technological

skills (Curtin, 2002). Nevertheless, it is not easy for students to establish these skills

in traditional classroom environment which centers on teachers who determine what

and how the students learn and assess on students’ learning. In this kind of

classroom, there is little attention to students’ interests or needs. Students are just

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passive listeners and no voices in their learning process. Therefore, students’ main

skills may not be able to be established or developed.

Due to the above concerns in teaching and learning process, there is a need to find

ways to promote not only students’ authentic communication to enhance their

speaking skills but social key competences to form their generic skills as well.

Besides, the policy of Viet Nam’s education reform which aims to supply

Vietnamese students with competitive skills puts the process of teaching and

learning English under innovation. As a result, Project-Based Learning (PBL), “a

teaching model that organizes learning around projects” (Thomas, 2000, p.1), has

initially been implemented in K-12 curriculum of teaching and learning English. In

this curriculum, PBL is expected to equip students with the productive skills,

especially speaking skills through presentations and to establish generic skills

focusing on communication, collaborative, critical thinking, creativity, and

technological skills.

1.2 Statement of the problem

In Vietnamese context of EFL teaching and learning, in the Decision 1400/QĐ-TTg

dated September 30, 2008 of the Prime Minister on the Approval of the Project

entitled “Teaching and Learning Foreign Languages in the National Education

System, Period 2008-2020” (2020 Project), the Ministry of Education and Training

(MOET) sets up the goal that:

... by 2020, most Vietnamese students graduated from secondary, vocational

schools, colleges and universities will be able to use a foreign language

confidently in their daily communication, their study and work in an integrated,

multi-cultural and multi-lingual environment, making foreign languages a

comparative advantage of development for Vietnamese people in the cause of

industrialization and modernization for the country (General Objectives in the

Decision, p. 1).

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Accordingly, to make the national project more specific, the Circular

55555/BGDĐT-GDTrH on October 8, 2014 from MOET puts an emphasis on the

transformation of students’ learning into student-centered, which focused on

students’ needs and interest. The Circular also requires teachers to reform their

teaching methods into student-centered learning and assessment towards formative

and self, peer assessment. The center of the assessment techniques is to develop

students’ virtue as well as competences. In brief, the Decision and Circular assume

the significant requirement of reforming teaching and learning process towards

student-centered learning in the context of Vietnamese academic education.

Further, numerous studies also examined the benefits PBL brought to EFL

classrooms in diverse contexts from the higher education at high schools,

universities, or colleges. For instance, Hoang (2014) adopted PBL as a tool for

effectively teaching Intercultural Communication in English at the university.

Another study of Vietnamese students’ awareness towards a Project-Based

Environment was also conducted by Felipe et al. (2016). In the study, the

researchers affirmed the benefits of implementing PBL in Vietnamese teaching and

learning setting. Additionally, Bui, Pham and Tran (2017) also carried out studies

on the effectiveness of PBL integration in the curricula in the context of language

classrooms of universities or senior high schools. Nevertheless, the implementation

of PBL in the context of state junior high schools received little attention in the

literatures although it is a part of the new English textbooks in Vietnamese

curriculum. PBL is a new term to EFL teachers in these schools in Vietnam.

At Hoa Binh junior high school, PBL has been used for four years in four selected

classes by four selected teachers with initially astonished moments from both

teachers and students. This is the only lower junior high school in Trang Bom

district, Dong Nai province which has employed the piloted English program

following the Project 2020. In the piloted English book, there are six parts in each

unit. They are “Getting Started” which gives an overview of the topic, “A Closer

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Look 1” which provides students vocabulary and pronunciation, “A Closer Look 2”

which centers on grammatical knowledge, “Skills 1” with reading and speaking,

“Skills 2” with listening and writing and each unit closes with a project in “Project”.

Most of teachers and students have been familiar with the first 5 parts. However, it

is a new term to both teachers and students to do a project because they have never

implemented any project before during their school study program.

For the above reasons, the perceptions of teachers and students who were pioneers

in employing PBL in lower junior high schools are worth examining so that the

administrators consider PBL thoroughly before putting it into reformed English

program. In addition, teachers and students who have not had a chance to get

accessed to the PBL approach while this kind of learning will officially put into

practice in the academic year of 2021-2022 will have a nutshell of PBL in EFL

teaching and learning.

1.3 Aims of the study

The purpose of this qualitative study is to explore how PBL was implemented in the

context of the selected EFL classrooms at a state junior high school of Trang Bom

district, Dong Nai province. The more detailed purposes of the study include:

1. To explore the experiences in implementing PBL, which four EFL teachers

have done in their own classrooms at Hoa Binh junior high school.

2. To investigate what the teachers’ and students’ perceptions towards the

benefits of PBL are in improving students’ speaking skills, and generic skills.

3. To figure out the challenges the PBL implementers face when doing the

projects and the solutions to overcome these challenges.

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4. To find out some suggestions made by the teachers and students for

improving the PBL implementation in the context of EFL classrooms in K-12

education.

1.4 Research questions

Regard the above objectives, four following questions were designed to guide the

research:

1. How is PBL implemented in the selected EFL classrooms at Hoa Binh

Junior high school?

2. What are teachers’ and students’ perceptions of using PBL to improve

students’ speaking and generic skills?

3. What challenges do the implementers face when doing the projects?

4. What should be done to improve the PBL implementation in EFL

classrooms?

1.5 Significance of the study

This study is significant because of the following reasons. First of all, it is expected

that the study will contribute to clarify the way PBL is implemented in the selected

EFL classrooms. From that, EFL teachers consider shifting from teacher-centered

instruction to student-centered learning, in which students have opportunities to

build their own knowledge and improve their skills by experiencing and doing

projects relating to authentic communication. Secondly, this study in the future can

be seen as a useful source of reference for the teachers not only at Hoa Binh Junior

High school but also other teachers who feel interested in this field to consult when

applying PBL into their practice. Thirdly, the current study also helps school leaders

and educators have a deep understanding of how teachers and students appreciate

PBL in their teaching and learning process so that they can support teachers and

students in their PBL implementation. Last but not least, the findings of the study