ABSTRACT
English has undeniably proven its significance as one of the most fundamental and
vital subjects in schools’ curricula. With a view to harnessing the vast volume of the
knowledge which can be immeasurably obtained from this language, a myriad of
research and studies have invested a considerable amount of effort in working out the
approach to putting the knowledge gained into practice, particularly, practical skills in
actual reality. Nonetheless, there are not many studies investigating the potential of
using the language to become a means for practical communication in real
circumstances outside the class to enhance communication in English. This study will
address the inherently questionable problems regarding how to apply project- based
learning in teaching HALLOWEEN PARTY for grade 11 students.
The focal point of this study is the extent to which the theoretical background
concerning project – based learning, the steps and procedure of a project – based
learning lesson as an assistant for both teachers and students in achieving new
techniques, procedures, new knowledge and skill sets to improve their teaching and
learning abilities in real life. In this study, we also illustrate the students’performance
in “project-based learning for 11th grade students at LVT gifted high school” from
Octorber to November for English major and we tend to use this teaching method for
non-major English students in another period of time this school year, 2021-2022.
PART I: INTRODUCTION
1. Rationale:
In the increasingly globalized and multicultural world, acquiring a new language,
especially English, as a foreign language seems to be an integral demand of any person
at any age. English now occupies a unique position as a lingua franca and plays a more
and more important role in the daily life of people around the world. Perhaps not by the
number of native speakers, but when you consider all the people who learn and speak it
as a foreign language, it is a crucial language internationally speaking. Learning to
speak English fluently is, therefore, quite a valuable skill. Students are encouraged to
use the verbal use of language to communicate with others in real situation, real life.
A nontraditional education model - Project based learning seeking to better prepare
students for solving real-world problems and issueing while teaching them what they
need to know to succeed in school when pocessding interpersonal skills is wisedly
applied in English lessons right now.
“Project based learning” is an increasingly popular trend in the 21st century aiming at
suggesting some practical methods or approaches for teachers to use as a reference
source for enhancing students’ language use in learning English in a dynamic
classroom to actively explore real-world problems and challenges and then acquire a
deeper knowledge.
This research was done to guide teacher feasible procedures used in a project based
learning lesson as the seven steps guided in the theoretical parts in order to help teacher
encourage students to develop a balanced, diverse approach to solving real-world
problems, both on their own and in a team to give as the examples lesson done by the
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grade 11th students of Luong Van Tuy Gifted High school. When using project based
learning, teachers prepare students for success in the real world like no other
teaching style can.
2. Aims of the study:
This study is expected to provide an in-depth understanding of the Effective –
project based learning and its realization in the form of interactive communication
in a real lesson as well as proposing lesson plan and typical activities as solutions to
avoid ambiguity when applying this in real project – based lessons to maximize the
students’ efficiency in actual communication academically and informally.
Furthermore, learners and instructors might gain and develop interest in exploring
the shared difficulties and the suggested remedies put forward in this paper for
future betterment of teaching projects.
3. Scope of the study:
This study focuses on:
- The definition of Project – based learning, its numerous benefits to both teachers and
students in language teaching.
- Its gold standards for high quality project – based learning.
- Its familiar types to students and teachers.
- Covering some units in the textbook English 10, 11, 12 that can be taught in this
project based learning and some types of vital Project – based learning assessments.
- Providing the project – based learning procedure namely “HALLOWEEN PARTY”
carrying out at Lương Van Tuy Gifted High school with the participation of grade 11
students from Octorber to November 2021 and also the illustration of the lesson plan.
4. Research time: From October to November 2021.
5. Significance of the study:
The study is expected to be beneficial to not only teachers and students at Luong
Van Tuy Gifted High school in particular but also others from other schools in
general. English teachers will be able to enrich their techniques in teaching project-
based, in improving students’ speaking performances, which can greatly benefit
students.
Moreover, this study is believed to enrich other researchers’ references if they want
to conduct a research on the related topic.
PART II: DEVELOPMENT
1. Definition:
English is obviously the most prominent language in the world today. Perhaps not by
the number of native speakers, but when you consider all the people who learn and
speak it as a foreign language, it is a crucial language internationally speaking. To
increase students’ engagement and help them develop deeper conceptual
understanding, discover principles that govern learning and teach them deeper
knowledge, teachers nowadays often use “project based learning” considering to be
one of the most potential solutions.
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Different linguists and instructors give their definitions of Project based learning as
follows: The roots of project based learning extend back over a hundred years, to the
work of educator and philosopher John Deway (1959), whose laboratory School at the
University of Chicago was based on the process of inquiry. He is recognized as one of
the early proponents of project-based education or at least its principles through his
idea of "learning by doing". He promoted the so-called expressive or constructive
activities as the centre of correlation. Educational research has advanced this idea of
teaching and learning into a methodology known as "project-based learning". As stated
by Thomas (2000), “Project – based learning utilizes complex task, based on
challenging question or problems that involve students in design, problem – solving,
decision making, or investigating activities, give students the opportunity to work
relatively autonomously over extended periods of time, and cultiminate in realistic
products or presentations”. It means that the students who have many opportunities to
practice speaking English and get involved in meaningful communication especially
have a chance to apply language use in each unit of the textbook to do the project.
Therefore, the process of teaching and learning could rise from dullness and learners
would exploit their background knowledge of the subject and boost their language use.
According to Edutopia (2016, AU 26) Project - based learning is “a dynamic classroom
approach in which students actively explore real - world problems and challenges and
acquire a deeper knowledge” .
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic
classroom approach in which it is believed that students acquire a deeper knowledge
through active exploration of real-world challenges and problems. Students learn about
the subject by working for an extended period of time to investigate and respond to a
complex question, challenge, or problem. It is a style of active learning and inquiry-
based learning.
Overall, Project-Based Learning is simply a method of structuring curriculum around
projects. These projects highlight the process of learning itself by offering authentic,
inquiry-based activities for learners to access content, share ideas, and revisit their own
thinking. It often requires students not simply to collect resources, organize work, and
manage long-term activities, but also to collaborate, design, revise, and share their
ideas and experiences with authentic audiences and supportive peer groups. Students
gain knowledge and skills by working for an extended period of time to investigate and
respond to an authentic, engaging, and complex question, problem, or challenge. It
encourages students to develop a balanced, diverse approach to solving real-world
problems, both on their own and in a team. Project based learning prepares students for
success in the real world like no other teaching style can.
2. The gold standard for high-quality PBL
Students work on a project over an extended period of time – from a week up to a
semester – that engages them in solving a real-world problem or answering a complex
question. They demonstrate their knowledge and skills by creating a public product or
presentation for a real audience.
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As a result, students develop deep content knowledge as well as critical thinking,
collaboration, creativity, and communication skills. Project Based Learning unleashes a
contagious, creative energy among students and teachers.
To help ensure the students are getting the main course and are engaging in quality
Project Based Learning, PBL works promotes a research-informed model for “Gold
Standard PBL.” The Gold Standard PBL model encompasses two useful guides for
educators:
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3. Some main types of Project based learning familiar and beneficial to
students
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