SKKN The implementation of project-based learning in the English language classroom for 10th graders at Do Luong 1 High School
Although „project‟ is not a new term that has recently „knocked for admittance at the entrance of educational terminology‟ (Kilpatrick, 1918) and project-based learning (PBL) is not a new or revolutionary idea in education. Never before has PBL gained such a great position in the classroom and such a high reputation in enhancing educational quality and effectiveness as today. Schools currently are very concerned about inspiring the shift from teacher-centered to learner-centered approach of teaching and learning. Additionally, PBL is brought not only into the classroom for undergraduates majoring in natural sciences and social sciences but also into the second and foreign language classroom. Although in second and foreign language teaching, the application of PBL is a relatively new trend, compared with the usage of this method of teaching in other fields, interest in PBL and its integration into second language is growing around the world. In Vietnam, PBL has been receiving more and more interest in recent years, even in the English language classroom. Projects can be wonderful teaching tools. They can allow for a more student-centered environment, where teachers can guide students in their learning instead of using lectures to provide them with information. At Doluong I High School, the word „project‟ has become more and more familiar to both teachers and students. Students are strongly encouraged and supported to conduct research projects right from 10th grade.
However, while most teachers have been using PBL in their language lessons for a long time, a few of them still find it a new way of working and are reluctant in making a change. There are several reasons why the implementation of project-based learning in the English language classroom for 10th graders is an important and valuable pursuit. Firstly, project-based learning is an innovative and engaging approach to teaching and learning that encourages active participation and collaboration among students. This approach can help to cultivate critical thinking, problem-solving, and communication skills, which are essential for success in both academic and professional settings. Secondly, project-based learning can be an effective way to promote language acquisition and development. By engaging in meaningful and authentic projects, students are exposed to a range of vocabulary, grammar structures, and language functions in context, which can enhance their overall language proficiency. Thirdly, project-based learning can help to foster a sense of ownership and autonomy among students, as they take on responsibility for their own learning and work towards achieving their project goals. This can lead to increased motivation and engagement, as well as a deeper understanding and retention of the material. 1 Finally, the implementation of project-based learning in the English language classroom for 10th graders can align with broader educational goals and objectives, such as promoting cross-curricular connections, developing 21st-century skills, and encouraging lifelong learning. By providing students with opportunities to apply their language skills in meaningful and relevant ways, project-based learning can support their overall academic and personal growth.
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ses: The study found that project-based learning activities are more engaging and effective in improving language skills than traditional classroom activities. Therefore, it is recommended that teachers consider integrating project-based learning activities into their lesson plans to create a more dynamic and interactive learning environment. o Provide training and support for teachers: Implementing project-based learning activities may require specialized skills and knowledge. Therefore, it is recommended that teachers receive training and support to help them develop and implement effective project-based learning activities. This can include workshops, seminars, or online courses. o Provide resources and materials for project-based learning: Teachers may require additional resources and materials to design and implement project-based learning activities effectively. Therefore, it is recommended that schools provide resources such as project guidelines, sample projects, and access to relevant technology and software. o Encourage collaboration and teamwork among students: Project-based learning activities often involve group work and collaboration. Therefore, it is recommended that teachers encourage students to work together and support each other in completing their projects. This can help to improve their communication and collaboration skills, as well as their language skills. o Evaluate the effectiveness of project-based learning activities: It is recommended that schools and teachers evaluate the effectiveness of project-based learning activities regularly. This can be done through assessments, surveys, or feedback from students. The results of these evaluations can help to identify areas for improvement and ensure that project-based learning activities are meeting the learning objectives. 25 APPENDIX 1 Read the questions and circle your choices. 26 27 APPENDIX 2 Read the questions and circle your choices. 28 29 APPENDIX 3 Some photographs of participants of the study 30 VOLUNTARY ACTIVITIES AT THE PAGODA 1. Sweeping the yard: 31 2. Helping the pilgrim for praying session: 3. Growing the vegetables: 32 4. Collecting and sorting rubbish 33 5. Laying the tables for the lunch: 34 APPENDIX 4 SURVEY THE URGENCY AND FEASIBILITY OF PROPOSED SOLUTIONS I. Purpose of the survey The purpose of the survey is to determine the urgency and feasibility of implementing project-based learning (PBL) in the English language classroom for 10th graders. The survey aims to gather information on the current teaching methods being used in English language classrooms, as well as the perceived effectiveness of these methods. It also seeks to understand the level of interest and support for PBL among English language teachers and school administrators. The survey will investigate the potential benefits of PBL, including its ability to engage students in real-world problem-solving activities, develop critical thinking and collaboration skills, and improve English language proficiency. It will also assess any potential challenges or barriers to implementing PBL, such as time constraints, lack of resources or training, and concerns about assessment and evaluation. The results of the survey will be used to determine the feasibility of implementing PBL in English language classrooms for 10th graders and to identify any necessary supports or resources that may be needed. This information will be valuable in informing decisions about the future direction of English language education and in promoting more effective teaching practices. 2. Survey content and methods 2.1. Contents The survey content focuses on 02 main issues: 1. Are the proposed solutions really urgent to the current research problem? 2. Are the proposed solutions feasible to the current research problem? 2.2. Survey methods and rating scales The method used for the survey is Exchange by questionnaire; with a scale of 04 levels (corresponding to scores from 1 to 4): Not urgent; Less urgent; Urgent and Very urgent. Not feasible; Less feasible; Feasible and Very Feasible. - Calculate the average score ̅ according to software Average - Survey the urgency and feasibility of the proposed solution + Survey form for teachers 35 Please take the time to carefully read and objectively answer the following questions accurately and objectively by checking ( X ) uniquely in the box of the selected option. Degree Question 1: According to the teacher, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Not urgent Less urgent Urgent Very urgent Question 2: Is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Not feasible Little feasible Feasible Very feasible - Survey Forms for Students We urge you to please take the time to read carefully and answer the following questions correctly by ticking (X) uniquely in the box of the selected option. Degree Question 1: In your opinion, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Not urgent Less urgent Urgent Very urgent Question 2: In your opinion, is it feasible to apply the study: The implementation of project- based learning in the English language classroom for 10th graders? Not feasible Little feasible Feasible Very feasible 36 3. Respondents Compilation of survey subjects TT Object Amount 1 English teachers of high schools in Nghe An province. 20 2 10th grade students, at experimental classes at the work school 132 4. Survey results on the urgency and feasibility of proposed solutions 4.1. The urgency of the proposed solution Assess the urgency of the proposed solution Table 1: For teachers Solutions to discuss Degree According to you, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Not urgent Less urgent Urgent Very urgent 0/20 1/20 3/20 16/20 Table 2: For students Solutions to discuss Degree In your opinion, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Not urgent Less urgent Urgent Very urgent 0/132 1/132 11/132 120/132 Table 3: Calculate average score ̅ by Average software TT Solutions Parameters ̅ Level 1 According to you, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? 3,75 Very urgent 2 In your opinion, is it really urgent to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? 3,91 Very urgent 37 From the data obtained in the table above, the following observations can be drawn: The table 1 presents a list of solutions for teachers to discuss, with a focus on the implementation of project-based learning in the English language classroom for 10th graders. The table evaluates the urgency of this proposed solution, and provides a degree rating for each urgency level. The urgency levels range from "Not Urgent" to "Very Urgent," with the corresponding degrees of urgency given in fractions out of a total of 20. According to the table, the proposed solution is considered very urgent by 16 out of 20 respondents, while only 3 out of 20 respondents consider it urgent, and 1 out of 20 respondents consider it less urgent. None of the respondents consider it not urgent. Overall, the table suggests that there is a strong consensus among the respondents that the implementation of project-based learning in the English language classroom for 10th graders is a very urgent matter. The average scores of the four levels are: The table 2 presents a list of solutions for students to discuss, with a focus on the implementation of project-based learning in the English language classroom for 10th graders. Similar to Table 1, the table evaluates the urgency of this proposed solution, and provides a degree rating for each urgency level. The urgency levels range from "Not Urgent" to "Very Urgent," with the corresponding degrees of urgency given in fractions out of a total of 132. According to the table, the proposed solution is considered very urgent by a vast majority of the respondents, with 120 out of 132 respondents rating it as such. Additionally, 11 out of 132 respondents consider it urgent, while only 1 out of 132 respondents consider it less urgent. None of the respondents consider it not urgent. The average scores of the four levls are: The table 3 presents two solutions, with corresponding average scores and urgency levels. The table also includes a column for the parameters of the solutions. Solution 1 asks the question, "According to you, is it really necessary to apply the study: The implementation of project-based learning in the English language classroom for 10th graders?" The average score for this solution is 3.75, with the urgency level rated as "Very Urgent." 38 Solution 2 asks the question, "In your opinion, is it really urgent to apply the study: The implementation of project-based learning in the English language classroom for 10th graders?" The average score for this solution is 3.91, with the urgency level rated as "Very Urgent." Overall, the table suggests that both solutions are rated as very urgent, with Solution 2 having a slightly higher average score than Solution 1. The Average software used to calculate the average scores is not specified in the table. 4.2. Feasibility of proposed solutions Assess the feasibility of proposed solutions Table 1: For teachers Solutions to discuss Degree In your opinion, is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Not feasible Little feasible Feasible Very feasible 0/20 1/20 5/20 14/20 Table 2: For students Solutions to discuss Degree In your opinion, is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? Not feasible Little feasible Feasible Very feasible 0/132 2/132 10/132 120/132 Table 3: Calculate average score ̅ by Average software TT Solutions Parameters ̅ Level 1 In your opinion, is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? 3,65 Very feasible 2 In your opinion, is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders? 3,89 Very feasible 39 Both Table 1 and Table 2 present solutions for discussion related to the feasibility of implementing project-based learning in the English language classroom for 10th graders. The tables evaluate the degree of feasibility and provide a rating for each level of feasibility. Table 1 is directed towards teachers and presents the degree of feasibility according to their opinions. The feasibility levels range from "Not Feasible" to "Very Feasible," with corresponding degrees of feasibility given in fractions out of a total of 20. According to the table, none of the 20 respondents considered it not feasible, 1 out of 20 respondents considered it little feasible, 5 out of 20 respondents considered it feasible, and 14 out of 20 respondents considered it very feasible. The average scores of the four levels are: Table 2 is directed towards students and presents the degree of feasibility according to their opinions. The feasibility levels range from "Not Feasible" to "Very Feasible," with corresponding degrees of feasibility given in fractions out of a total of 132. According to the table, none of the 132 respondents considered it not feasible, 2 out of 132 respondents considered it little feasible, 10 out of 132 respondents considered it feasible, and a vast majority of 120 out of 132 respondents considered it very feasible. The average scores of the four levels are: Overall, both tables suggest that the majority of respondents believe that the implementation of project-based learning in the English language classroom for 10th graders is feasible, with a high degree of agreement on this issue, particularly among students. Table 3 presents two solutions related to the feasibility of implementing project-based learning in the English language classroom for 10th graders, along with their corresponding average scores and feasibility levels. Solution 1 asks the question, "In your opinion, is it feasible to apply the study: The implementation of project-based learning in the English language classroom for 10th graders?" The average score for this solution is 3.65, with the feasibility level rated as "Very Feasible." Solution 2 asks the same question as Solution 1, and the average score for this solution is 3.89, with the feasibility level also rated as "Very Feasible." The table uses the Average software to calculate the average scores, but the parameters of the solutions are not specified. Overall, the table suggests that both solutions are rated as very feasible, with Solution 2 having a slightly higher average score than Solution 1. REFERENCES 1. Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43(4), 10-21. 2. Beckett, G. (2002). Teacher and student evaluations of project-based instruction. TESL Canada Journal, 19(2), 52-66. 3. Boaler, J. (1999). Mathematics for the moment, or the millennium? Education Week. 4. Brown, H. D. (1994). Teaching by principles: an interactive approach to language pedagogy. New Jersey: Prentice Hall Regents. 5. Eguchi, M., & Eguchi, K. (2006). The limited effect of PBL on EFL learners: A case study of English magazine projects. Asian EFL Journal, 8(3), Article 10. 6. Els, V. (1984). Applied linguistics. Oxford: Oxford University Press. 7. Eyring, J. L. (1997). Is project work worth it? (ERIC Document Reproduction Service No. ED407838). 8. Fried-Booth, D. L. (2002). Project work. Oxford: Oxford University Press. 9. Harmer, J. (1987). Teaching and learning grammar. New York: Longman. 10. Hutchinson, T. (1991). Introduction to project work. Oxford: Oxford University.
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