Sáng kiến kinh nghiệm The implementation of project-based learning in the English language classroom for 10th graders

 CONTENTS 
 PART I: INTRODUCTION ................................................................................. 1 
 1.1. Rationale ........................................................................................................ 1 
 1.2. The new factors of the research ..................................................................... 2 
 1.3. The scopes and objectives of the research .................................................... 2 
 1.4. Organization of the research ......................................................................... 3 
 1.5. Research methodology .................................................................................. 3 
 PART II: CONTENT OF THE RESEARCH ...................................................... 5 
 2.1 . Theoretical basis .......................................................................................... 5 
 2.2. The practical basis ......................................................................................... 6 
 2.3. The solutions ................................................................................................. 9 
 2.3.1. Process to do projects ................................................................................. 9 
 2.3.2. Procedure of doing projects in some lessons in the 10th textbook, Global 
Success. .................................................................................................................... 10 
 2.4. The effectiveness of the research ................................................................ 20 
 PART III. CONCLUSION AND SUGGESTIONS .......................................... 23 
 3.1. Conclusion ................................................................................................... 23 
 3.2. Suggestions ................................................................................................. 23 
 APPENDIX 1 ..................................................................................................... 25 
 APPENDIX 2 ..................................................................................................... 25 
 APPENDIX 3 ..................................................................................................... 29 
 APPENDIX 4 ..................................................................................................... 41 
 REFERENCES ................................................................................................... 49 
 Finally, the implementation of project-based learning in the English language 
classroom for 10th graders can align with broader educational goals and objectives, 
such as promoting cross-curricular connections, developing 21st-century skills, and 
encouraging lifelong learning. By providing students with opportunities to apply 
their language skills in meaningful and relevant ways, project-based learning can 
support their overall academic and personal growth. 
 After considering all the reasons above, I boldly conducted a study on “The 
implementation of project-based learning in the English language classroom for 
10th graders.” 
 1.2. The new factors of the research 
 Project-based learning has had the reputation of being important in bettering 
students‟ study. When learners work together on projects, they can solve problems 
and carry out projects that are similar to what they will later have to do outside the 
classroom. Moreover, they can also develop many of the skills desired by today's 
employers, including the ability to work well with others, make thoughtful 
decisions, and solve complicated problems. 
 1.3. The scopes and objectives of the research 
 + In terms of scope of the study: 
 The study will focus on 10th graders in English language classrooms. 
 The study will explore the implementation of project-based learning as an 
alternative approach to traditional classroom instruction. 
 The study will examine the impact of project-based learning on students' 
language acquisition, engagement, and collaboration. 
 + The objectives of the study: 
 To investigate the effectiveness of project-based learning in facilitating 
students' language acquisition in the English language classroom. 
 To examine the impact of project-based learning on students' motivation, 
engagement, and ownership of the learning process. 
 To explore the role of collaboration and communication in project-based 
learning, and how these skills can be developed in the English language classroom. 
 To identify the key factors that contribute to successful implementation of 
project-based learning in the English language classroom, and any challenges or 
barriers that may arise. 
 To provide practical recommendations for educators and policymakers on 
how to effectively implement project-based learning in the English language 
classroom. 
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 work samples to gather data. 
 Mixed-methods design: This methodology involves using both qualitative and 
quantitative methods to explore the research questions. For example, the study 
could use surveys and tests to gather quantitative data on language acquisition and 
engagement, as well as interviews and observations to gather qualitative data on 
collaboration and the implementation of project-based learning. 
 Action research: This methodology involves engaging teachers and students in 
the research process to collaboratively explore the effectiveness of project-based 
learning in the English language classroom. The study could involve teachers 
designing and implementing project-based learning activities, collecting data on 
student outcomes, and reflecting on the effectiveness of the approach. 
 Systematic review: This methodology involves conducting a comprehensive 
review of existing literature on project-based learning in the English language 
classroom and synthesizing the findings to draw conclusions and identify gaps in 
the research. The study could involve searching for and analyzing relevant studies 
using specific inclusion and exclusion criteria, and using meta-analytic techniques 
to synthesize the results. 
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 teaching and learning. Yet it is the second development that promotes the 
increasing popularity of PBL. 
 2.2. The practical basis 
 a. In terms of teachers 
 + Advantages for teachers: 
  Flexibility: Teachers can design projects to meet specific learning 
objectives and tailor them to the needs and interests of individual students. 
  Engaging: Projects can be more interesting and engaging for both teachers 
and students, making the learning process more enjoyable and memorable. 
  Assessment: Projects can provide a more comprehensive and authentic 
assessment of student learning than traditional assessments, such as tests and 
quizzes. 
  Collaboration: Projects can encourage collaboration among students, and 
allow teachers to facilitate group work and encourage communication. 
 + Disadvantages for Teachers: 
  Time-Consuming: Creating and implementing projects can be time-
consuming and require significant planning and preparation. 
  Limited resources: Depending on the project, it may require specific 
resources, such as technology or materials, that may not be readily available. 
  Assessment: It can be challenging to assess individual student progress and 
assign grades for group projects. 
 b. In terms of learners: 
 + Advantages for Learners: 
  Active Learning: Projects can engage learners in active learning, allowing 
them to take a more hands-on approach to learning and promoting critical thinking 
and problem-solving skills. 
  Relevance: Projects can be designed to be relevant to students' lives and 
interests, making learning more meaningful and enjoyable. 
  Collaboration: Projects can promote collaboration and teamwork, allowing 
learners to work together and share ideas. 
  Self-directed learning: Projects can encourage self-directed learning, giving 
learners more autonomy and control over their learning process. 
 + Disadvantages for Learners: 
  Time-Consuming: Projects can be time-consuming, and learners may 
struggle to balance project work with other responsibilities. 
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 The pie chart of the survey on 20 teachers of English who were asked about 
their opinion on project-based learning class would show that the majority, or 75% 
of the teachers, answered "Very useful." Another 20% of the teachers answered 
"Quite useful," and the remaining 5% of the teachers answered "Relatively useful." 
The pie chart would visually represent these percentages as a circle divided into 
three segments, with the "Very useful" segment representing the largest portion of 
the circle, followed by the "Quite useful" segment, and the "Relatively useful" 
segment being the smallest. 
 The pie chart of the survey on 20 teachers of English who were asked about 
their opinion on the suitability of project-based learning class would show that the 
majority, or 55% of the teachers, answered "Very suitable." Another 40% of the 
teachers answered "Quite suitable," and the remaining 5% of the teachers answered 
"Relatively suitable." The pie chart would visually represent these percentages as a 
circle divided into three segments, with the "Very suitable" segment representing 
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 project plan. This should include the steps that the students will take to complete 
the project, the timeline, the resources needed, and the assessment criteria. 
  Determine the necessary resources: Depending on the nature of the project, 
you may need to gather resources such as books, videos, or online materials to help 
your students complete the project. Make sure to provide clear instructions on how 
to access and use these resources. 
  Create assessment criteria: In order to measure the success of the project, 
you need to create assessment criteria. This should be based on the learning 
objective and should measure how well the students have achieved it. 
  Provide clear instructions: Once you have all the elements in place, provide 
clear instructions to your students on how to complete the project. This should 
include a detailed explanation of the project idea, the project plan, the resources 
needed, and the assessment criteria. 
  Support and monitor progress: As your students work on the project, it is 
important to provide support and monitor their progress. This could include 
answering questions, providing feedback, and making adjustments to the project 
plan if necessary. 
  Evaluate and reflect: Once the project is complete, evaluate the success of 
the project based on the assessment criteria. This will help you determine if the 
learning objective was achieved and identify areas for improvement. Finally, 
reflect on the process and make adjustments as needed for future project lessons. 
 2.3.2. Procedure of doing projects in some lessons in the 10th textbook, 
Global Success. 
 a. Project in lesson 1: Family life 
 + Objective: By the end of this lesson, students will be able to: 
 Understand the significance of Family Day in Vietnam and other countries. 
 Identify similarities and differences in how Family Day is celebrated in 
different cultures. 
 Appreciate the importance of family and the value of family traditions and 
customs. 
 + Materials: 
 Projector or smartboard 
 Laptop or computer with internet access 
 Handouts with information about Family Day in Vietnam and other 
countries 
 Writing utensils 
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 about Family Day and how they can apply this knowledge to their own lives. 
 b. Project in lesson 2: Humans and the environment 
 Objective: By the end of this lesson, students will be able to: 
 Understand the importance of environmental sustainability and the impact 
of human actions on the environment. 
 Develop an understanding of the concept of a "green week" and its 
significance in promoting environmental awareness. 
 Plan and organize a Go Green Week event for their school community, 
incorporating ideas and strategies for reducing environmental impact. 
 Materials: 
 Projector or smartboard 
 Laptop or computer with internet access 
 Handouts with information about environmental sustainability and green 
week events 
 Writing utensils 
 Flipchart or whiteboard 
 Procedure: 
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