PROJECT-BASED LEARNING WITH GRADE 9 STUDENTS AT HUNG VUONG SECONDARY SCHOOL

Tóm tắt

Project-based learning (PBL) ’s growing popularity in Vietnam stems from its alignment with student-centered learning, placing learners at the heart of their educational journey. However, certain challenges hinder its successful application in teaching English as a foreign language at the secondary level. Focusing on grade 9 students at Hung Vuong Secondary School in Vietnam, the study aims to identify factors hindering the effectiveness of PBL projects in fostering language proficiency, critical thinking, collaboration, and creativity. Additionally, students' attitudes towards PBL can significantly influence their motivation and active participation in student-centered learning. Negative attitudes, stemming from perceptions of PBL as a departure from traditional teaching methods, may lead to resistance to change and concerns about assessment fairness. Moreover, implementing PBL in English classrooms may be met with other hurdles, such as limited resources, time constraints, curriculum alignment, teacher training, and support. These factors can affect the seamless planning, execution, and assessment of PBL projects. In light of these challenges, the research aims to explore potential solutions and effective strategies for the successful implementation of PBL in English classrooms. To achieve this, a mixed-methods research design involving surveys of 89 students and 10 teachers will be used to gain comprehensive insights into the factors influencing PBL and its impact on language learning outcomes. Ultimately, the study's objectives are to identify the challenges hindering PBL implementation, propose effective solutions, and contribute to the development of a comprehensive framework for successful PBL adoption. By providing support to educators in designing, implementing, and evaluating PBL approaches, the research seeks to enhance grade 9 students' learning experiences and holistic development at Hung Vuong Secondary School.