Attitudes toward the Use of Project-Based Learning: A Case Study of Vietnamese High School Students

  • Thao Quoc Tran Ho Chi Minh City University of Technology
  • Tu Ngoc Phan Tran Bui Thi Xuan High School
Keywords: attitudes, high school students, PBL, Vietnamese EFL context

Abstract

It is universally acknowledged that project-based learning (PBL) plays a fundamental role in language teaching and the learning process. In some developed countries with advanced education, PBL has been applied to language teaching and learning widely and effectively. However, in the context of Vietnam, PBL is unlikely to be viewed as an integral approach to enhance students’ self-directed abilities in their learning. This paper aimed at investigating EFL high school students’ attitudes towards PBL when they implemented PBL with the new English textbooks at Bui Thi Xuan High School in Vietnam. This study involved one hundred and fifty-five EFL high school students in answering the questionnaire and forty students in responding to semi-structured interview questions. The quantitative data were processed by SPSS in terms of descriptive statistics (means, standard deviation, and frequency), and content analysis was used for analyzing the qualitative data. The findings of the study showed that EFL high school students expressed positive attitudes (i.e. cognition, affection, and behavior) toward PBL. The data from the semi-structured interview were coded and analyzed to make the results of the study clearer. These preliminary findings are hoped to contribute to a better understanding of the current perspectives of applying PBL into language learning in the Vietnamese context so that practical implications should be made in order to enhance the quality of teaching in English language education in Da Lat specifically and Vietnam in general.

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Published
2020-09-30
How to Cite
Tran, T. Q., & Tran, T. N. P. (2020). Attitudes toward the Use of Project-Based Learning: A Case Study of Vietnamese High School Students. Journal of Language and Education, 6(3), 140-152. https://doi.org/10.17323/jle.2020.10109