Abstract
It is universally acknowledged that project-based learning (PBL) plays a fundamental role in language teaching and the learning process. In some developed countries with advanced education, PBL has been applied to language teaching and learning widely and effectively. However, in the context of Vietnam, PBL is unlikely to be viewed as an integral approach to enhance students’ self-directed abilities in their learning. This paper aimed at investigating EFL high school students’ attitudes towards PBL when they implemented PBL with the new English textbooks at Bui Thi Xuan High School in Vietnam. This study involved one hundred and fifty-five EFL high school students in answering the questionnaire and forty students in responding to semi-structured interview questions. The quantitative data were processed by SPSS in terms of descriptive statistics (means, standard deviation, and frequency), and content analysis was used for analyzing the qualitative data. The findings of the study showed that EFL high school students expressed positive attitudes (i.e. cognition, affection, and behavior) toward PBL. The data from the semi-structured interview were coded and analyzed to make the results of the study clearer. These preliminary findings are hoped to contribute to a better understanding of the current perspectives of applying PBL into language learning in the Vietnamese context so that practical implications should be made in order to enhance the quality of teaching in English language education in Da Lat specifically and Vietnam in general.
Highlights
BackgroundIt is undeniable that project-based learning (PBL) is believed to be one of the ideal choices to teach students in modern classrooms. Bender (2012) indicated that when teachers utilize PBL, they change their traditional roles into the new modes of teaching
The study was conducted in Bui Thi Xuan High School, which was chosen as one of three high schools in Lam Dong Province to implement the new English textbooks designed by the Ministry of Education and Training in Vietnam in 2013
The results of this study revealed that EFL high school students expressed positive attitudes towards PBL in three attitude components, which consisted of cognitive, affective, and behavioral attitudes
Summary
BackgroundIt is undeniable that project-based learning (PBL) is believed to be one of the ideal choices to teach students in modern classrooms. Bender (2012) indicated that when teachers utilize PBL, they change their traditional roles into the new modes of teaching. It is undeniable that project-based learning (PBL) is believed to be one of the ideal choices to teach students in modern classrooms. According to Dewey (1959), who is one of the pioneers of PBL, when students implement meaningful tasks related to problems in real-world situations, they can achieve more profound comprehension. Demir, 2020; Helle, Tynjala, & Olkinuora, 2006; Krajcik, Czerniak & Berger, 1999; Revelle et al, 2020) have regarded PBL as an alternative method for teaching because it is a powerful tool for encouraging students to engage more in solving real-world problems. Along with cooperation in teamwork, self-concept, and 21st century skills are the key factors that help project-based learners reinforce their learning ability, attain insightful comprehension on conceptual knowledge, and promote their learner autonomy.
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