Enhancing students’ productive skills in English Language Teaching through Project-Based Learning at Foreign Trade University – HCMC campus

Abstract

Many students at Foreign Trade University - Ho Chi Minh City Campus (FTU HCMC Campus) are challenging with productive skills. Therefore, in response to the calls for involving students in the learning process, various approaches and methods based on the constructivist approach of learning are being adopted, such as Project-Based Learning, Task-Based Learning, Cooperative-Learning and Problem-Based Learning (Ali & Kassem, 2018). This article presents the research findings of the current application of Project-Based Learning (PBL) in the teaching of English productive skills to students at FTU HCMC Campus and how students can improve them. The research also provides insights into the expectations of students and entrepreneurs on that matter. The research group used the 5-point Likert scale in a questionnaire to collect data from students and interviewed FTU - HCMC’s English teachers and entrepreneurs to give further suggestions. Wilcoxon signed-rank test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after using PBL in English language learning. This study found a significant difference in learners’ speaking skills before and after participating in PBL activities. The students improved their comprehension, range and the ability to deliver their ideas to the target reader for writing skills. However, no difference was found in their content, cohesion, and accuracy. The interviewed teachers and entrepreneurs supported the implementation of PBL in schools. Overall, PBL is encouraged in the settings of higher education institutions. The research findings may vary in different contexts. They also provide further reliable information for the instructors in adapting the curriculum and the teaching and learning strategies to enhance Vietnamese students’ productive skills.