Assessing project-based learning impacts on 10th-graders’ English speaking skills in a Vietnamese context

Tóm tắt

This quasi-experimental study investigates the impacts of project-based learning on the English-speaking skills of 40 tenth-graders from a rural high school in An Giang province, Vietnam. Over a 10-week intervention aligned with the English 10 textbook (Global Success), students participated in five speaking projects covering authentic and relevant topics. Quantitative data involved pre/post-English speaking tests assessed across five areas of fluency, pronunciation, vocabulary, accuracy, and interaction. Also, semi-structured interviews with 18 students provided the qualitative data. Quantitative analysis revealed statistically significant improvements in all five assessed areas, with mean scores increasing across the board, and strong correlations between pre- and post-test results. Qualitative findings highlighted increased learner engagement, confidence, and skill development, especially in communication, teamwork, and autonomy. Students reported enhanced language use in authentic contexts through group presentations and collaborative tasks, though challenges such as time pressure and unequal group contributions were noted. The study affirms the effectiveness of project-based learning in developing speaking skills and provides pedagogical implications for integrating project-based learning into English as a foreign language classrooms, particularly in under-resourced rural settings. It also suggests further exploration of project-based learning impact across other language skills and educational levels in Vietnam.