SKKN Creating English space classroom-based zone by project based activities to improve High School 4 students communicative competence

oblems and creativity are evident in their products. With 
such a high spirit of learning, it has been extremely effective for the regular classes. 
Besides, their growing vocabulary accumulation and their exposure to diverse 
communication situations also assist them in having good academic results. For the 
other classes 10A6 and 10A7, the lessons mainly focus on the types of exercises in 
textbooks or test questions, they do not have the opportunity to interact and use 
English every day in real situations, which make their English communication skills 
very limited. Most of them are not confident. Students are not encouraged to improve 
self-study and self-discovery; furthermore, they have limited communication and 
cooperation capacity. As a result, they have difficulties in problem solving when 
doing a learning task. As a result, when asked to present a topic, they encountered 
many difficulties. 
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During the teaching process, by using project-based activities outside of the 
regular class hours, English learning is no longer a tiring and boring class. It creates 
a spirit of excitement, positivity, initiative, cooperation in seeking information and 
knowledge as well . Not only do the students have the opportunity to perform daily 
English-related tasks, but they are also exposed to and work in an environment that 
is mainly in English during activities as well as in the classroom display space, which 
brought a lot of significant benefits. Every student has their own strengths, so when 
participating in different types of activities, they all have the opportunity to show 
their superiority, helping them become more and more confident and active in 
activities. 
 Results of the surveys: 
In order to carry out the study, two surveys are conducted with 8 teachers in 
my English Group and 100 students at my school. According to the data from the 
teachers’ questionnaire and the students’ questionnaire (distributed after the 
experimental teaching), most of the teachers and the students have positive attitudes 
towards creating English space in teaching and learning. In their opinion, there are 
many skills such as: speaking, listening, writing and reading which can be improved 
by using English space classroom. They also think using the activities in creating 
English space is really effectively (the the specific data will be presented at 
Appendix 01). 
C. CONCLUSION AND APPLICATION 
I. CONCLUSION 
I applied the activities for both good and weak students in the Grade 10 at my 
school in the school year 2022-2023. This study was carried at my school to examine 
how effective it was and I received good comments and evaluation from the students 
and the teachers. The new activities have brought about a great change in teaching 
English. This initiative has partially met the teaching requirements of the 4.0 era – 
“project-based learning” teaching is becoming the trend of teaching in the 21st 
century. Moreover, the initiative is also partly in the right direction that the general 
education program is aiming for, which is through teaching content, teaching 
methods and educational environment to form and develop the quality and capacity 
of students. Reality has shown that through the implementation of activities in the 
English space, students have really developed their ability to communicate with the 
English language, alongside, in the process of performing projects, students have 
developed common competencies such as self-control and self-study, 
communication and cooperation, problem-solving and creativity as well. 
Importantly, this initiative creates an environment to use English in real situations, 
so that students have the opportunity to expose themselves to English as much as 
possible. The activities are not duplicated, always innovative, so that the children 
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are not bored, instead, they are extremely excited, and create passion with love for 
English. 
II. APPLICATION 
Creating an English space in the classroom with the mentioned activities that 
can be applied to all students in every class with low or high levels. Depending on 
the level of students, teachers can give appropriate tasks so that they can perform 
effectively. When participating in activities like this, students will be extremely 
excited, positive and proactive, thus, they will find English learning really 
fascinating. 
With these project-based learning activities, I used the classroom to become 
an English space for the students to immerse themselves in the language in that 
familiar space. The teachers can apply these activities on school level so that more 
students have the opportunity to participate. As a results, the students will can 
develop communication skills as well as general competencies such as self-control, 
self-study, communication and cooperation, problem solving and creativity. 
Even though the creating English space-classroom-based zone by project-
based learning activities to improve high school students' communicative 
competence has been performed in the classes and gain remarkable results, 
limitations are still unavoidable. Therefore, I hope to receive valuable suggestions 
from the experts as well as the colleagues to make this initiative more perfect. 
 Tan Ky, 20th April, 2023 
 Author 
 Pham Thi Quyen 
29 
 REFERENCES 
1. English 10 textbook (Global success) – Education Publisher. 
2. English 10 teacher book (Global success) – Education Publisher. 
3. “Oxford Advanced Learner Dictionary” – 8th edition - Cambridge University 
Press. 
4. Brunettti, A., Petrell, R. & Sawada, B. 2003. Team project-based learning 
enhances awareness of sustainability at the University of British Columbia, Canada. 
International Journal of Sustainability in Higher Education, 4, 210-217. 
5. 
ml 
6. 
phuongphap-hoc-tap-cua-the-ky-21-182.html 
7. 
8. LittleWood, W. (1981). Communicative Language Teaching. Cambridge: 
Cambridge University. 
9. Wilder, A. & Clark, M. (2004). Factors Affecting the Motivation and 
Performance of General- level 11 Grade Students. EDRS 681 Running Head: 
Motivation and Performance. Retrieved May. 10. 2007, from 
10. Nunan, D. (1991). Language Teaching Method. Prentica Hall Regents. 
30 
APPENDIX 
APPENDEX 01: Students’ and teachers’ questionnaire towards the 
importance and the effectiveness of the topic 
1. The aims of the survey 
The survey is aimed at searching for the attitudes of teachers and students 
towards creating an English space in teaching and learning English. It also tries to 
find out to how effective teachers and students think to apply the solutions given in 
creating an English space. 
2. Description of the Survey Questionnaires 
2.1. The content of survey 
 For teachers: 
There are 3 questions served for the survey of teachers. Question 1 reveals the 
teachers’ attitudes towards creating an English space in teaching for 4 levels (very 
necessary, necessary, little necessary and not necessary). The second question shows 
the teachers’ attitudes towards skills which may be developed when using an English 
space. For question 3, the teachers are free to express their opinions about the 
effectiveness of 5 solutions with 4 levels (very effective, effective, little effective 
and not effective). 
The specific survey is on the link: 
 For students: 
There are 3 questions served for the survey of students. Question 1 reveals the 
students attitudes towards creating an English space in learning for 4 levels (very 
necessary, necessary, little necessary and not necessary). The second question 
shows the students’ attitudes towards skills which may be developed when using an 
English space. For question 3, The students are asked to express their opinions about 
the effectiveness of 5 solutions with 4 levels (very effective, effective, little effective 
and not effective). 
The specific survey is on the link: 
The following table will present the marks between the levels: 
The urgency of 
the topic 
Mark Average 
�̅� 
The effectiveness 
of the solutions 
Mark Average 
�̅� 
Very necessary 4 3.5 – 4.0 Very effective 4 3.5 – 4.0 
 Necessary 3 2.5 – 3.4 Effective 3 2.5 – 3.4 
Little necessary 2 1.5 – 2.4 Little effective 2 1.5 – 2.4 
 Not necessary 1 < 1.5 Not effective 1 < 1.5 
31 
 �̅� is the average mark calculated on excel software between total marks 
and total objects. 
2.2. The methods of survey 
- Investigating methods 
- Analytic and synthetic methods 
- Comparative and contrastive methods 
3. Objects of the survey 
Number Objects of the survey Total 
1 Teachers 8 
 2 Students 100 
  108 
The objects of the survey 
4. The results and findings of the teachers’ and students’ questionnaire 
4.1 The results of the teachers’ and students’ questionnaire. 
Number 
Teachers’ and students’ 
attitudes 
Parameters 
Average �̅� Level 
1. Teachers 3.9 Very necessary 
2. Students 3.8 Very necessary 
Teachers’ and students’ attitudes of creating English space_classroom 
Number Solutions 
Teachers Students 
Average 
 (�̅�) 
 Level Average 
 (�̅�) 
 Level 
1. Photo exhibition 3,9 Very 
effective 
3,8 Very 
effective 
2. Class mags 3,5 Very 
effective 
3,5 Very 
effective 
3. A day as a 
journalist 
3,6 Very 
effective 
3,7 Very 
effective 
32 
4. Poster design 3,8 Very 
effective 
3,6 Very 
effective 
5 Vocabulary desk 
labels 
4 Very 
effective 
3,9 Very 
effective 
Teachers’ and Students' opinion on the effectiveness of the solutions 
The data collected from the survey reveal clearly the teachers’ and students’ 
attitudes towards creating English space classroom. Most of the teachers and 
students think that creating English space classroom in teaching is very necessary 
(3.8 marks for students) and (3.9 marks for teachers). They show that it can create 
the motivation to help students practise English naturally. They also listed some 
skills which can be improved such as: speaking skill, reading, writing, listening and 
even life skills. With five solutions given in the survey, both teachers and students 
have thought that the solutions in the questionnaires are really effective in teaching 
and learning. All of them can get the marks more than 3.5 marks, especially 
vocabulary desk labels can get maximum score at 4.0 marks. In conclusion, both the 
teachers and the students appreciate the importance of creating English_Space 
classroom. 
33 
APPENDIX 02: SCORE SHEET FOR “PHOTO EXHIBITION” 
SCORE SHEET FOR “PHOTO 
EXHIBITION” 
Catergory Criteria Points 
possible 
Points 
earned 
The quality of the 
photos 
1. The photos/pictures are 
sharp and outstanding. 
10 
2. The photos/pictures are 
realistic and relevant to the 
subject 
10 
3. They are creative 
photos/pictures 
10 
4. Suitable layout 10 
The message of 
the photos 
1. The photos/pictures contain 
a message. 
10 
2. The massage is unique and 
meaningful. 
20 
The quality of 
commentaries 
1. The commentaries bear 
profound meanings and 
highlight the meaning of the 
photos/pictures 
20 
2. English is used accurately, 
clearly and understandably 
10 
 TOTAL 
APPENDIX 03: SCORE SHEET FOR “CLASS MAG” 
SCORE SHEET FOR “CLASS MAG” 
Category Points possible Points earned 
1. The “class mag” is entirely presented in 
English. 
10 
2. The “class mag” has at least 5 different 
sections. 
10 
3. Each section has at least 2 items 10 
4. The “class mag” is decorated beautifully 
and creatively. 
10 
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5. The “class mag” shows the group’s 
unique identity. 
20 
6. The material of the “class mag” is 
available, environmentally friendly 
10 
7. There are no mistakes or a few small ones 
in vocabulary, grammar. 
20 
8. The presentation on the “class mag” in 
English is fluent, coherent 
10 
TOTAL 100 
APPENDIX 04: SCORE SHEET FOR “A DAY AS A JOURNALIST” 
 SCORE SHEET FOR “ A DAY AS A 
JOURNALIST” 
Category Criteria Points 
possible 
Points 
earned 
The content 
of the video 
clip 
1.The clip is informative, authentic and relevant to 
the given topic. 
10 
2.The content of the clip is meaningful with a 
profound message. 
10 
3.The clip conveys the massage to viewers and 
inspire them with it. 
10 
The 
presentation 
of the video 
clip 
1.The clip is outstanding with impressive images 
and clear sound 
10 
2.The report is easy to follow with clearn layout 
(the introduction, the body and the conclusion) 
20 
3.English used in the clip is clear, accurate and 
understandable 
10 
4.It is a creative clip. 10 
5.The images used in the clip are relevant to the 
content of the report. 
10 
The length 
of the video 
clip 
The video clip is not too short or long with 
maximum time10minutes. 
10 
35 
APPENDEX 05: Score sheet for “poster design” 
 SCORE SHEET FOR “POSTER DESIGN” 
 Category Points Points earned 
1. Layout and decorations 10 
2. Variety of information 15 
3. Presentation 45 
4. Creativity 20 
 5. Answering audience’s questions 10 
TOTAL 100 
 APPENDIX 06: FEEDBACK FORM 
One-minute survey 
Please answer the following questions by putting a tick () in the appropriate box 
to show your satisfaction feedback on the program’s activities. Your feeback will be 
helpful data for us to improve the quality of the next program(s). 
Program’s name: 
Date of evaluation: 
The program Tick where 
appropriate 
Comments 
( In English or Vietnamese) 
1. helped me use my creativity 
2. helped us improve our 
competences of communication 
and collaboration 
3. helped me practise my skills 
4. fit my English level. 
5. fit me needs 
6. engaged many students 
7. helped me like English more 
8. should be organized frequently 
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APPENDIX 07: FEEDBACK ABOUT “VOCABULARY DESK LABELS” 
ONE-MINUTE SURVEY FOR STUDENTS 
Please answer the following questions by circling the answer you agree with: 
Do you like this activity? 
Explain why:________________________________________________ ___ 
Do you want the event to be organized frequently? 
Explain why: ___________________________________________________ 
How many words can you remember through this activity? 
______________________________________________________________ 
Thank you very much! 
NO 
YES 
 
NORMAL 
NO 
YES 
 
NORMAL 
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APPENDIX 08 – Some products of students 
1. TOPIC – The place you want to work (Poster design) 
 The presentation is on the link: 
Students display the products in class 
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Group 1: NASA 
Group 2: WORLD WILDLIFE OF NATURE 
39 
 Group 3: WOURLD HEALTH ORGANISATION 
 Group 4: WOURLD HEALTH ORGANISATION 
2. Some topics of class mag 
40 
Topic: Learning english through the songs 
41 
Topic: TET HOLIDAY 
42 
 Topic: THE HALLOWEEN 
43 
3. students post their products on Fanpage 
A day as a journalist