VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************

PHẠM THỊ KHÁNH LINH

USING PROJECT-BASED LEARNING APPROACH TO IMPROVE ESP
VOCABULARY FOR THE SECOND- YEAR STUDENTS AT INDUSTRIAL
ECONOMICS AND TECHNOLOGY COLLEGE

Sử dụng phương pháp học theo dự án để trau dồi từ vựng Tiếng Anh
chuyên ngành cho sinh viên năm thứ hai tại trường Cao đẳng
Công nghệ và Kinh tế Công nghiệp

M.A MINOR PROGRAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111

Hanoi, 2015


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************

PHẠM THỊ KHÁNH LINH

USING PROJECT-BASED LEARNING APPROACH TO IMPROVE ESP


ACKNOWLEDGEMENTS

I would like to express my gratitude to all those who have given me great
assistance in the completion of my research work.

In the first place, I would like to express my deepest gratitude to my supervisor
Duong Thu Mai, Ph.D, who has provided me with insightful discussion, helpful
comments, valuable support in the preparation and completion of this thesis. Without
her guidance and help, this work would not have been accomplished.
Secondly, my sincere thanks also go to all lecturers and staff of the faculty of
Post- Graduate studies for their valuable lessons and precious helps. Thanks to their
lessons as well as needed helps, I could overcome enormous obstacles when doing the
study.
I also wish to acknowledge the cooperation of my colleagues and the secondyear students at Industrial Economics and Technology College in contributing to the
data collection presented in this study.
Last but not least, I would like to express my deepest thanks to my mother for
her encouragement and great support during my time of fulfilling this thesis.

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ABSTRACT
English for specific purposes has been taught in universities and colleges in
Vietnam for several years and it partially meets student’s needs. However, how to
teach and learn vocabulary for English for Specific Purposes well is still a challenge
for both teachers and learners. Besides, it seems that very little research has been
implemented on using project based learning in teaching ESP vocabulary. The
objective of this study is to investigate the attitudes of students and teachers at IETC
about project-based learning in teaching vocabulary in an ESP course. Four tools of

1.2.1 Performance-based Assessment. ...................................................................... 7
1.2.1.1. Performance-based Assessment. .................................................................. 7
1.2.1.2. Approaches of Performance-Based Assessment ......................................... 8
1.2.2. Project- based learning .................................................................................... 9
1.2.2.1. Definitions ...................................................................................................... 9
1.2.2.2. Advantages of Project-Based Learning. .................................................... 10
1.2.2.3. Types of Projects.......................................................................................... 11
1.2.2.4 Process of project-based work..................................................................... 11

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1.2.2.5 Project- based learning in ESP.................................................................... 12
1.3 Vocabulary .......................................................................................................... 14
1.3.2 Aspects of vocabulary teaching. ..................................................................... 15
1.3.3 Vocabulary acquisition ................................................................................... 17
1.3.4 ESP vocabulary teaching ................................................................................ 18
1.3.5 Vocabulary projects. ....................................................................................... 18
1.5 Previous studies in the world and in Vietnam. ................................................ 20
CHAPTER II. RESEARCH METHODOLOGY ...................................................... 23
2.1. Teaching and learning ESP vocabulary at IETC. .......................................... 23
2.1.1. Teachers........................................................................................................... 23
2.1.2. Students ........................................................................................................... 23
2.1.3. The textbook.................................................................................................... 24
2.1.4. The project ...................................................................................................... 24
2.2. Research Design ................................................................................................. 25
2.2.1 Research Method ............................................................................................. 25
2.2.2 Participants ...................................................................................................... 26
2.2.3 Data collection .................................................................................................. 26
2.2.2.1. The questionnaire ........................................................................................ 27

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LIST OF ABBREVIATIONS
PBL: Project- Based Learning
PBA: Performance- Based Assessment
ESP: English for Specific Purposes
IETC: Industrial Economics and Technology College.

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LIST OF FIGURES
Figure 3.1: Students’ attitudes towards PBL improvement
Figure 3.2: Students’ attitudes towards the teachers’ help
Figure 3.3: Students’ attitudes towards interest and motivation
Figure 3.4: Students’ attitudes towards content of the project
Figure 3.5: Students’ attitudes towards aims
Figure 3.6: Students’ attitudes towards group work
Figure 3.7: Students’ difficulties
Figure 3.8: Document Analysis of the final products

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P A R T A : INTRODUCTION
1. Rationale
English has become an international language and a very important and compulsory
subject at schools because of the development of science, technology and economy in
the world. The process of globalization have demanded us to use English in all fields

learners in general and for the ones at IETC in particular. Because of these reasons, this
action research was done on the situation of the teaching and learning ESP vocabulary
entitled: “Using project-based learning to improve ESP vocabulary for the second-year
students at Industrial Economics and Technology College.”
2. Objectives of the study
With the reasons above, this study was conducted with these following main ones:
To explore the students’ and teachers’ attitudes towards project-based learning.
To see positive aspects and the difficulties that the students at IETC meet when
they learn English for Specific Purposes vocabulary as well as problems that the
teachers at IETC get when they teach ESP vocabulary.
To investigate the extent of the ESP vocabulary project that meet the project
objectives.
3. Research questions
With the aims stated above, three following questions were proposed for the
study:
1. What are students’ attitudes to the project- based learning?
2. What are teachers’ attitudes to the project- based learning?
3. To what extent does the students’ ESP vocabulary projects meet the
project objectives?

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4. The scope of the study
As mentioned in the research methodology, this is an action research. The subjects
of the study include 70 second-year, non-major English students and three EFL
teachers at Industrial Economics and Technology College.
Due to the limitation of time and scale of a minor thesis, it is impossible to cover
every aspect of language theory and practice in this study, the study only focused on
investigating the targeted students’ and teachers’ attitudes towards using PBL in

teaching and learning ESP vocabulary at IETC. This chapter is also a deeper look on
the method used in the study with participants and data collection procedures as well as
data analysis one. Chapter 3 deals with the findings and discussion.
The last part, Conclusion, is devoted to the summary of the findings, limitations of
the study. This chapter also provides some suggestions for further study.
References and Appendices will be in the end.

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PART B: DEVELOPMENT
CHAPTER I. LITERATURE REVIEW
This part reviews some authors’ viewpoints concerning with PBL, ESP and
vocabulary teaching in order to build up the theoretical background for the study,
which consists of four main parts: related issues of ESP, an overview of project-based
learning and vocabulary as well as overview of previous studies in the world and in
Vietnam about using PBL in language teaching.
1.1 English for Specific Purposes.
It is seen that the teaching of English for specific purposes is a separate activity
within English Language Teaching and ESP research as an identifiable component of
applied linguistics research. Since the early 1960s English for Specific purposes has
grown to become one of the most prominent areas of EFL teaching. The development
of ESP is reflected in the increasing number of universities offering an MA in ESP and
ESP courses for students.
1.1.1 Definitions
English for specific purposes has been defined by many writers and researchers in
the world. According to Hutchinson and Waters (1987:19), ESP is an approach to
language teaching in which all decisions as content and method are based on the
learner’s reason for learning. According to them, “ESP must be seen as an approach
not as a product” and “ESP should properly be seen not as any particular language

technology, English for Business and Economics, English for social studies, English
for academic purposes, and English for occupational purposes.
(3). English with specific topics: This type concerned with anticipated future
English needs of, for example scientists requiring English for postgraduate reading
studies, attending conferences or working in foreign institutions.
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ESP as a learner-centered approach
ESP is known as a learner-centered approach to teaching English as a foreign or second
language. This approach considers knowledge as being an over-changing process,
which is built upon the learner’s prior experience (Hutchinson & Water, 1987:59f). A
learner-center approach provides opportunities for students to practice critical and
creative thinking, problem solving and decision making.
Carter (1983) also stated that an ESP course has three features. They are authentic
material, purpose-related orientation and self-direction. The use of authentic content
material, modified or unmodified in form is one of ESP features, particular in selfdirected study. Purpose-related orientation refers to the simulation of communicative
tasks required of the target setting. Carter (1983:134) said: “point of including selfdirection is that ESP is concerned with turning learner into users.” Or it can be said that
ESP is determined by students’ specific learning needs. Therefore, the learners must
have a certain degree of freedom to decide when, what and how they will study.
This part is a brief introduction of ESP definitions and specific features. The next
presentation will focus on another key term, PBL.
1.2 Performance-based Assessment and Project-based learning.
1.2.1 Performance-based Assessment.
1.2.1.1. Performance-based Assessment.
In recent years, a new approach has been applied in teaching and learning- that
is performance-based assessment. Performance assessments or authentic assessments
"represent a set of strategies for the...application of knowledge, skills, and work habits
through the performance of tasks that are meaningful and engaging to students"
(Hibbard and others, 1996:5). According to Shavelson & Baxter (1991) performancebased science assessments provide students with hands-on opportunities to demonstrate

their knowledge and thinking processes, create graphical representations of concepts,
or manipulate objects or text in certain ways to communicate their understanding.

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Short- written answer and visual representation are said to be used widely. This method
takes less time to administer than other types of PBA.
Performance is the method that can help the teacher be able to observe the
application of desired skill and knowledge. It is widely used in certain disciplines such
as music, physical education. This method is extremely valuable when students apply
the scoring tools, making them put more effort. However, it may be time-intensive for
both teacher and students.
Process-focused provide information about students’ learning strategies and
thinking. This method does not focus on responses, products or performance, it focus
on the process of learning. It is used typically over time.
Project method is the one with which students’ products can provide application
of knowledge and skills. Teachers can evaluate written, visual, aural products or any
types of products to determine the proficiency and level of quality. The representative
sample of projects is portfolios.
As it is said before that performance –based assessment involves having the students
produce a project, whether it is oral, written or a group performance. Therefore, project
is considered as one type of performance-based assessment. In the next part, that type
of performance-based assessment will be deeper discussed.
1.2.2. Project- based learning
1.2.2.1. Definitions
Project- based learning has been used in several fields such as medicines,
educations, engineering...for many years. This term has been defined by researchers
and linguists. Project-based learning is a comprehensive instructional approach to
engage students in sustained, cooperative investigation as what Bransford & Stein

It is clear that PBL allows students to own their own work, discover their own
talent and interest. They have a chance to decide what to do for the project and when to
do in their learning process, which can help them improve self-directed learning. It is

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clear that PBL is an approach which can bring a lot of advantages for learners in
learning process.
1.2.2.3. Types of Projects
There is a myriad of projects such as making news, portfolios, drawing pictures,
make records, carry out interviews and surveys..., so it is quite difficult to describe how
the project work is. North, S (1990) divided projects into four groups based on the
difference in the nature of the main resource: community projects, case studies,
practical projects and library projects. Haines (1989:1) identifies three types of projects
according to final products and information delivery: (1) Production projects which
foresee the work with radio, video, wall newspaper, etc. (2) Performance projects
involves presentation, debates,...and (3) Organizational projects which are connected
with parties, plays, dramma, ect. In term of data collection techniques and sources of
information, Hains (1989) also classified projects into 5 categories: Research projects
which include such kinds of work as reports, display; Survey project which may also
include displays, but more interview, summaries, finding; Text projects which deal
with

“text”

rather

than


one requirement. The steps are so common and the work is not clear, so it is difficult
for the teacher to follow.
Sheppard & Stoller (1995, 1997) suggested teachers need to follow 10 steps when they
develop a project work.
Step 1: Students and instructor agree on a theme for the project.
Step 2: Determine the final outcome.
Step 3: Structure the project.
Step 4: Instructor prepares students for the demands of information gathering
Step 5: Gather information.
Step 6: Instructor prepares students to compile and analyze data
Step 7: Students compile and analyze information
Step 8: Instructor prepares students for the language demands of the final
activity
Step 9: Present final product.
Step 10: Evaluate the project.
It can be seen clearly that the two models more or less have same process in
implementing PBL approach in teaching. However, the model that Sheppard and
Stoller (1995) offered seems to be clearer and more specific. Each step in this model
has precise aim and is easy to follow. That is the reason why it became the structure
that the project in this study is based on.
1.2.2.5 Project- based learning in ESP.
At present, ESP is a subject that is offered for students at colleges, vocational

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training centers and universities. Besides, in ESP teaching course it is vocabulary that
seems to be primary goal. Specialized words are more focused than grammar or
structures. PBL is a teaching approach which has been used by teachers aiming to teach
ESP vocabulary better. Recently, PBL has been heralded as an appropriate approach to

students and the teacher. This makes the students develop cognitive skills, engage them
actively and consolidate the teacher-student communication.
1.3 Vocabulary
This section is going to present vocabulary definitions, the role of vocabulary in
language teaching as well as aspects of vocabulary which need to be taught.
1.3.1 Definitions and the role of vocabulary in language teaching
The term vocabulary is used every day in language teaching, but what is
vocabulary? Is a word, a lexeme... vocabulary? Recent studies on vocabulary concern
with an understanding of “Lexis”, the Greek one for “word”, which “refers to all the
words in a language, the entire vocabulary in a language” (Barcroft, Sunderman and
Schmitt, 2011:571). Hornby (1995:1331) agreed with that idea, that it “is the total
number of words in a language; all the words known to a person or used in a particular
book, subject, etc; a list of words with their meaning, especially one that accompanies a
textbook.” From definitions above, it can be concluded that vocabulary is much more
than such a single word. It is all the words in a language.
The role of vocabulary in language teaching and learning.
Many people think that grammar is more important than vocabulary, and they
have a habit of focusing on grammar rather than vocabulary. However, it is vocabulary
that needs to be focused as Wilkin (1972:111-112) said “...while without grammar very
little can be conveyed, without vocabulary nothing can be conveyed”. In other words,
learning English without vocabulary is nothing. It can be observed that a student is able
to remember and use grammar structures well, he can still not express what he wants to
say if he does not know vocabulary. Also, it develops students’ abilities in reading,

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writing, listening and speaking skills. If the student is good at vocabulary, they will be
good at learning English too. They can read English books, newspapers, listen to
English songs and communicate with foreigners... Vocabulary is the factor that can