VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST GRADUATE STUDIES
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PHẠM THỊ THU HÀ

DEVELOPING STUDENTS’ SPEAKING SKILL THROUGH
PROJECT-BASED LEARNING PHÁT TRIỂN KỸ NĂNG NÓI CHO HỌC SINH
QUA VIỆC HỌC THEO DỰ ÁN
M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology
Code: 60140111



HANOI - 2014
i

DECLARATION

I hereby, certify the thesis named “Developing students’ speaking through
Project-Based Learning is the result of my own work for the Minor Degree of
Master of Arts at University of Languages and International Studies, Vietnam
National University, Hanoi. The research has not been submitted for any degree at
any other universities or institutions. I agree that the origin of my thesis deposited in
the library can be accessible for the purposes of study and research.

Hanoi-2014

Phạm Thị Thu Hà iii

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest thanks to Dr. Tô Thị Thu Hương,
my supervisor, for her invaluable support, guidance, and constructive comments. Without
her assistance and encouragement, this study would not have been accomplished.

I am also indebted to all of my lecturers at Post-Graduate Department for their
valuable lectures on the aspects of my concern.

Finally, I would like to show my sincere thanks to all the authors listed in the
references for their ideas in this field. They have developed my thinking on doing this
paper.
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LIST OF ABBREVIATIONS AND SYMBOLS

%
CEFR
CLT
PBL

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15
32

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TABLE OF CONTENTS
Declaration i
Abstract ii
Acknowledgements iii
List of abbreviations and symbols iv
List of charts, figures and tables iv
Table of contents v
PART A: INTRODUCTION 1
1. Rationale of the research 1
2. Aims of the research 2
3. Scope of the research 2
4. Research questions 2
5. Methodology 2
5.1. Definition 2
5.2. Reason for the use of action research. 3

2.3.2. Theme 2: Music 18
2.3.3.Theme 3: Cities 20
2.3. 4. Theme 4: Historical Places 21
2.4. Observing stage 22
2.4.1. Brief description of the first lesson with theme “Conservation” 22
2.4.2. Brief description of the first lesson with theme “Music” 25
2.4.3. Brief description of the first lesson with theme “Cities” 27
2.4.4. Brief description of the first lesson with theme “Historical Places” 29
2.5 Evaluation stage 31
2.5.1 Evaluation of the students' speaking skill through a post-test 31
2.5.2. Evaluation of the students' speaking skill through the results of the interview with
two teachers 33
2.5.3 Evaluation of the students' speaking skill through the results of the questionnaire with
students 34
PART C: CONCLUSION 39
1. Recapitulation 39
2.Conclusions 39
3. Limitations and suggestions for further research 40
4. Implications for developing speaking skill through Project Based Learning 41
REFERENCES 42
APPENDICES I
1

PART A: INTRODUCTION
1. Rational of the research
Realizing that foreign language proficiency is really essential for students in
an increasingly connected world, in Vietnam, Ministry of Education and Training
has put more emphasis on teaching and learning foreign languages, especially
English than ever before. It is the Vietnam’s National Foreign Language 2020
Project that is a milestone in improving teaching and learning foreign languages.

- discover how the use of Project-Based Learning in teaching English helps
develop students’ English speaking skill.
3. Scope of the research
The research focused on using Project-Based Learning in teaching English in
optional English lessons to the tenth-grade students at AnLao High School in the
second term of the school-year of 2013-2014.
4. Research questions
1. How can the use of Project-Based Learning in teaching English help
develop AnLao tenth-grade students’ English speaking skill?
2. What are the attitudes of AnLao tenth-grade students towards the use of
Project- Based Learning in their optional English lessons?
5. Methods of the research
It was action research with mixed methods for data collection that became
the methodology of the research. The tools for data capture involved two
questionnaires for students, an interview with teachers, a pre-test, a post-test, class
observation and teachers’ journals.
5.1 Definition
Action research, according to Parsons and Brown (2002) is a form of
investigation designed for use by teachers to attempt to solve problems and improve
professional practices in their own classrooms. It involves systematic observations
and data collection which can be then used by the practitioner-researcher in
reflection, decision-making and the development of more effective classroom
strategies.
3

5.2 Reason for the use of action research.
It is necessary to do research into what is actually happening in classrooms to
improve teaching and learning practices. Knowing what exactly is happening in
classes can help teachers focus on aspects of teaching which are beneficial to their
students.

- A post-test was given to the students to evaluate their improvement in speaking
skill.
- An interview and a questionnaire were carried out to get information from teachers
and students on the efficiency of the use of PBL in developing English speaking
skill.
- From the results of the post-test, the interview and the questionnaire, some
conclusions were made.
5.4 Participants
The research was conducted with the participation of 40 tenth - grade students
of the English intensive class and 2 teachers of AnLao High School during the
second term of the academic year 2013-2014 at AnLao High School.
5.5 Procedures
- At the end of the first term of the academic year 2013-2014, an evaluation of the
students’ English speaking ability, a pre-test was administered. The criteria for
evaluating each student’s speaking ability in the pre-test include fluency and
coherence, lexical resource, grammatical range and accuracy, pronunciation, and
interactive communication.
- The researcher planned 4 lessons with 4 themes applied the use of PBL in English
teaching to motivate the students to learn English and to develop their speaking skill.
- PBL was carried out in accordance with the lesson plans within 16 weeks and
what happened in the class with 40 students was recorded in the teacher’s journals.
- Two teachers were asked to observe those lessons and evaluate the changes in the
students’ English speaking skill.
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- The results of class observation were used to evaluate the success of the action
research on using PBL to develop student's English speaking skill.
- A speaking post-test was conducted to find out the efficiency of the use of PBL in
developing English speaking for the students.
- An interview and a questionnaire were carried out to get information from

communicative goal through speaking, there are three functions of speaking to be
considered – talk as interaction, talk as transaction, and talk as performance. Each
of these speech activities is quite distinct in terms of form and function and requires
different teaching approaches.
• “Talk as interaction refers to what we normally mean by “conversation” and
describes interaction that serves a primarily social function.”
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• “Talk as transaction refers to situations where the focus is on what is said or
done. The message and making oneself understood clearly and accurately is
the central focus, rather than the participants and how they interact socially
with each other.”
• “Talk as performance refers to public talk, that is, talk that transmits
information before an audience, such as class room presentations, public
announcement, and speeches.”
Three core issues need to be addressed in planning speaking activities for an
English class, and the researcher found that PBL was really an opportunity for
students to acquire all kinds of talk.
1.1.3 The importance of teaching speaking skill
Teaching speaking is a very important part of second language learning. The
ability to communicate in a second language clearly and efficiently contributes to
the success of students in school and success later in every phase of life. Therefore,
it is essential that language teachers pay great attention to teaching speaking. Rather
than leading students to pure memorization, providing a rich environment where
meaningful communication takes place is desired. With this aim, PBL can
contribute a great deal to students in terms of acquiring the three functions of
speaking. Besides, PBL helps develop basic skills necessary for life. Those
activities at PBL make students more active in the learning process and at the same
time make their learning more meaningful and fun.
1.2 Communicative Language Teaching Approach (CLT)

appropriate, systematic and basic knowledge of English. With this approach, the
need for communicative proficiency is focused on rather than mere mastery of
structures. However, those activities in English 10 did not meet the demand of
communicative proficiency. Then, the researcher used PBL, and found that it was
really a good teaching practice to help students develop their communicative
competence. 9

1.3 Project-Based Learning
1.3.1 Definitions of Project-Based Learning
Haines (1989:1) defines PBL in the following quote:
“… [Projects are] multi-skill activities focusing on topics or themes rather
than on specific language targets. Of crucial importance is the part which the
students themselves play in the initial choice of subject matter and in the
decisions related to appropriate working methods, the project timetable and
the eventual “end product”. Because specific language aims are not
prescribed, and because students concentrate their efforts and attention on
reaching an agreed goal, project work provides students with opportunities to
recycle known language and skills in a relatively natural context. Projects
can be intensive activities which take place over a short period of time, or
extended studies which may take up one or two hours a week for several
weeks”.
Skehan (1998:273) characterizes PBL in the following quote:
“Project work enables the gradual development of autonomy with
progressively greater responsibility being taken by the learners… [Project
work] is an excellent structure for preparing learners to approach learning in
their own way, suitable to their own abilities, styles and preferences”.
Another quote that summarizes PBL is from Fried-Booth (2002:6),

product orientation, and provides students with opportunities to focus on
fluency and accuracy at different project-work stages.
6. Project work is potentially motivating, stimulating, empowering, and
challenging. It usually results in building student confidence, self-esteem,
and autonomy as well as improving students’ language skills, content
learning, and cognitive abilities.
From the features of PBL, a wide range of benefits to both students and teachers are
further clarified. A growing body of academic research supports the use of project-
based learning in school to engage students, cut absenteeism, boost cooperative
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learning skills, and improve academic performance (George Lucas Educational
Foundation, 2001).
For many students, the appeal of this learning style comes from the
authenticity of the experience. Students take on the role and behavior of those
working in a particular discipline. Whether they are making a documentary video
about an environmental concern, designing a travel brochure to highlight sites of
historical significance in their community, or developing a multimedia presentation
about their interests, students are engaged in real-world activities that have
significance beyond the classroom.
For teachers, additional benefits include enhanced professionalism and
collaboration among colleagues, and opportunities to build relationships with
students (Thomas, 2000). Additionally, many teachers are pleased to find a model
that accommodates diverse learners by introducing a wider range of learning
opportunities into the classroom.
1.3.3 Teacher's role in Project-Based learning
Effective Project-Based Learning requires the teacher to assume a different
role (Levy,1997). The teacher’s role is not dominant, but he/she acts as a guide,
advisor, coordinator (Papandreou, 1994), and facilitator. In other words, in
implementing the project method, the focal point of the learning process moves

Learning in foreign language teaching, there are relatively few empirical studies
linking theory with practice, evaluating the impact of project work in the context of
foreign language instruction. In this context, the purpose of my research is to study
the practical aspects of implementing project work in High School settings,
reporting difficulties encountered, benefits from project work, and pedagogical
implications. 13

CHAPTER II - THE STUDY
2.1. Research questions and design
The research was conducted to find answers to the two following questions:
1. What are the attitudes of AnLao tenth-grade students towards the use of
Project Based Learning in their optional English lessons?
2. How can the use of Project Based Learning in teaching English help
develop AnLao tenth-grade students’ English speaking skill?
The action research went through four stages which are described in detail as
follows.
2.2 Planning stage
STEP 1: EXPLORING THE PROBLEMS
2.2.1 The problems
In English speaking lessons, the researcher found that the students were quite
passive in their learning. In other words, they did not contribute actively to the
speaking lessons and they often kept quite. Most of the students are lacking in
contents and confidence when speaking English. As a result, the students’ speaking
ability was not good.

* Interactive communication (2 points)
Table 1: How is the grade calculated?
9-10 points
Very good
8-8.9 points
Good
6-7.9 points
Satisfactory
5- 5.9
Pass
The author observed and graded, but these criteria do not meet expectations.
The following table below will show the results of 40 students.
Table 2: The results of the pre-test
Grade
Very good
Good
Satisfactory
Pass
Not pass
Number of
students
0
0
4
12
24
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The table shows the students' English speaking ability. No students achieved
grade "very good" or "good". There were only 4 students (made up 10%) who

fear of mistakes
29 (72.5%)
fear of other people's opinions
17 (42.5%)
fear of speaking in public
36 (90%)
c. What do you think of the
speaking activities in English
speaking lessons?
boring
27 (67.5%)
interesting
13 (32.5%)
d. Do you work in groups actively
in the English speaking lessons?
Yes
11 (27.5%)
No
29 (72.5%)
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e. How often do you practice
speaking English in front of the
class?
usually
12 (30%)
sometimes
23 (57.5%)
rarely
5 (12.5%)

out their project with four stages of Project-Based Learning.
4. Each group made a presentation on their project in about 15 minutes. There were
2 groups presenting each week and 15 minutes rest of each period were spent on
asking and answering questions and discussion. Students were also given a chance
to make comments on their friends’ projects and presentations. During the
presentations, they acted as audience, observers and assessors. Finally, teacher’s
constructive feedback on the presentations and the projects played a very important
role so that students could improve their speaking skill.
2.3 Acting stage
STEP 4: IMPLEMENTING STRATEGIES AND TEACHER’S JOURNALS
ON WHAT HAPPENED IN THE CLASS
The strategies were adopted in sixteen optional periods. All of the
improvements after each lesson were noted down by the teacher in the journal.
2.3.1 Theme 1: Conservation
* AIMS: By the end of the four lessons, the students will be able to obtain:
- General knowledge: some information about environmental issues.
- Vocabulary: words related to environmental issues.
- Skills: speaking skill - presenting on one environmental issue that needs to be
conserved.
* MATERIALS: projector, laptop, a documentary video about an environmental
concern.
* ANTICIPATED PROBLEMS:
- The students may have difficulty in making a documentary video and processing
information.
- They may less confident in presenting information in front of the class.
* STAGES:
T introduces eight environmental issues that need to be conserved: Energy, Water,