Integrating project based learning into English for specific purposes classes at tertiary level - perceived challenges and benefits

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In the last decade, EFL educators have attempted to experiment with various teaching methods to discover more effective ways of teaching and learning English, including English for Specific Purposes (ESP). Such methods as outcome-based learning (OBL), project-based learning (PBL), or cooperative learning (CBL) have received a lot of attention.

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VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 128 INTEGRATING PROJECT-BASED LEARNING INTO ENGLISH FOR SPECIFIC PURPOSES CLASSES AT TERTIARY LEVEL: PERCEIVED CHALLENGES AND BENEFITS Le Van Tuyen*, Ho Hai Tien Ho Chi Minh City University of Technology (HUTECH) 475A Dien Bien Phu Street, Ward 25, Binh Thanh District, Ho Chi Minh City, Vietnam Received 1 March 2021 Revised 3 June 2021; Accepted 12 July 2021 Abstract: In the last decade, EFL educators have attempted to experiment with various teaching methods to discover more effective ways of teaching and learning English, including English for Specific Purposes (ESP). Such methods as outcome-based learning (OBL), project-based learning (PBL), or cooperative learning (CBL) have received a lot of attention. Investigating the benefits and challenges of these methods in different contexts is really necessary. The current exploratory study, therefore, aimed to explore students’ perceived challenges and benefits of integrating PBL into ESP classes with the ‘English for marketing’ course designed for students majoring in Business English at Ho Chi Minh City University of Technology (HUTECH). With the participation of 64 fourth-year students and the employment of three main data collection instruments including the questionnaire, student interviews and journals, the findings of the study reveal that the integration of PBL into ESP classes has brought more benefits to the students than challenges. Specifically, they could enhance their language and content knowledge, workplace-related skills, self-responsibility and motivation. Meanwhile, they mainly encountered challenges related to classmates such as lack of skills, English proficiency, and negative attitudes. It is expected that the findings of the study would partly contribute to the existing knowledge of the study field and shed light on the role of PBL in ESP education at HUTECH in particular and at the Vietnamese tertiary level in general. Key words: integration, project-based learning, ESP class, benefit, challenge 1. Introduction* their proficiency in ESP knowledge and skills in the increasingly globalized world Since the early 1960s, ESP has (Kırkgöz, 2014), which puts much pressure become one of the most remarkable fields of on universities to deliver successful teaching in universities around the world ESP courses. leading to the design and implementation of Regarding teaching and learning such ESP courses as English for Engineers, methods or approaches used in ESP, in many English for Aviation, English for places, teachers seem to adhere to the Advertising, English for Marketing, English traditional teaching of ESP generally for Banking, and so on (Kırkgöz & Dikilitaş, focused on the delivery of language 2018). Obviously, there has been a growing information through reading need for undergraduate students to develop * Corresponding author. Email address: lv.tuyen@hutech.edu.vn https://doi.org/10.25073/2525-2445/vnufs.4642
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 129 comprehension, writing, vocabulary and How do we ‘fill that gap’ for ESP education grammar exercises without paying attention while responding to current pedagogical and to the need of integrating it with the workplace-skilled trends? Many successful development of skills (Mamakou & cases of PBL implementation in EFL or ESP Grigoriadou, 2011). Nonetheless, since the education have been discussed in the first years of the 1990s, ESP has undergone literature (e.g. Stoller, 1997; Beckett, 2002; significant transformations influenced by Beckett & Slater, 2005; Miller, 2006; changing trends in approaches and Mamakou & Grigoriadou, 2011; Noom-ura, methodologies in English language teaching 2013; Díaz Ramírez, 2014; Alsamani & (Kırkgöz & Dikilitaş, 2018). That means Daif-Allah, 2016; Indrasari, 2016; & educators began to make changes in their Wahyudin, 2017); nevertheless, most of ESP teaching (Stoller, 2002). They turned to them are in other EFL contexts. In Vietnam content-based instruction and project work the application of PBL in ESP education to encourage students to be engaged in seems to be still little addressed or learning both language and content. By investigated. It is found in literature that doing so, they motivate students to be several studies have been conducted at the ‘absorbed’ in the world of work; project Vietnamese tertiary level (e.g. T. V. L. work helps to bridge the gap between Nguyen, 2011 & V. K. Nguyen, 2015). language study and language use. In Nonetheless, those are not empirical but addition, educators have also thought that literature review articles. In this sense, the soft skills such as interactive teamwork, current study aims to investigate the critical reading and writing, communication integration of PBL into ESP classes at Ho skills, negotiation, creative and critical Chi Minh City University of Technology thinking, problem-solving, decision-making (HUTECH) in Vietnam. The study and presentation are needed for today’s attempted to explore students’ perceived academic and future work environment (Guo challenges and benefits in the & Yang, 2012). They believe that these skills implementation of PBL in the ‘English for could be developed through introducing an marketing’ course designed for students integrative pedagogical approach majoring in Business English. The course is incorporating PBL into ESP classes. PBL, part of the curriculum of a four-year English one of the learner-centered approaches, has language undergraduate program. been recommended highly in ESP education The study attempted to address the at universities because it provides an two following research questions: effective way for students to develop those 1) What challenges do students above soft skills. PBL in ESP allows perceive in the integration of PBL into ESP students to acquire both language knowledge classes at tertiary level? and skills more quickly and easily (Noom- ura, 2013). Given this current situation, ESP 2) What benefits do students teachers and students at tertiary level are perceive in the integration of PBL into ESP required to be more aware of the challenges classes at tertiary level? and benefits of PBL. It is expected that this study will shed Nevertheless, Kırkgöz and Dikilitaş light on ESP instruction at tertiary level and (2018) indicated that there is a significant the importance of the integration of PBL into gap between implementation and assuring ESP classes. The study will certainly quality of ESP offerings, and it is essential contribute to the existing knowledge of the for English educators and researchers to field of study. discover what factors may make that gap.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 130 2. Literature Review identify several major characteristics of ESP as follows. (a) Specific needs are the first 2.1. English for Specific Purposes key feature of ESP. That means ESP courses Definitions of English for Specific are designed to meet the needs of students in Purposes (ESP) specific contexts regarding disciplines they major in or are interested in. (b) Authenticity English for Specific Purposes (ESP) is another feature of ESP. Authenticity refers arose as a term in the last several decades of to authentic language materials and tasks. the 20th century as it turned to be more and This is also referred to as target genre more obvious that English students not only students’ need to engage in the real-life work needed general English but English in situations, and the use of tasks and activities specific fields like technology, science, should reflect the students’ specialist areas. business, media, etc. as well. That is why the (c) Underlying methodology-a student- need for ESP has been increasing rapidly, centered approach is adopted in ESP. That especially in Asian countries where English means all aspects of learning and teaching is now used as a medium of instruction at are about addressing students’ needs universities or as a lingua franca in the (Muñoz-Luna & Taillefer, 2018) based on workplace. So far ESP has been defined in situations they are in, their disciplines and several ways. According to Hutchinson and the context in which they work; and Waters (1987, p. 19) “ESP is an approach to presentation of ESP methodology is language teaching in which all decisions as organized around the concepts of input and to content and method are based on the output (Basturkmen, 2006). Furthermore, a student’s needs.” Another definition given student-centered approach allows for such by Anthony (2018) states that ESP is an developments as cognitive, more approach to language teaching that targets challenging and real-life learning tasks, and the academic or occupational needs of autonomous and responsible language students, focuses on the language, skills, students (Jendrych, 2013). (d) The last discourses, and genres required to address feature of ESP is its learners. ESP mainly these needs (p. 10). In addition, Day and deals with learners who are at intermediate Krzanowski (2011) state that ESP involves or advanced level, and who have achieved a teaching and learning the specific skills and certain level of English and are relatively language needed by particular students for a mature; therefore, students’ cognitive and particular purpose. linguistic levels are critical in ESP course The above definitions state that ESP design, material development and is a student-centered, innovative teaching pedagogical considerations. An ESP course approach. Its aim is to meet students’ needs is designed for adult learners or for working in schools or universities-(academic needs) professionals (Day & Krzanowski, 2011). It and in workplace settings-(occupational focuses on when, where and why students needs). Obviously, ESP needs to focus on need the language either in study or students’ skills of working effectively and workplace contexts (Basturkmen, 2010) in ability to use English in a specific domain, order to increase students’ employability and not purely English language. promotion opportunities (Jendrych, 2013). Characteristics of English for 2.2. Project-Based Learning Specific Purposes Definitions of project-based learning Researchers such as Strevens (1988) and Dudley-Evans and St John (1998) Literature reveals that so far researchers and educators have used
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 131 different terms which are equivalent to the In this article, “project-based term ‘project-based learning’. Those terms learning” is defined as a long-term task that are project work, project approach, project- involves various activities performed oriented approach, and project-based individually or collaboratively by students to instruction (Beckett, 2002). They have also gain language knowledge, content defined ‘Project-based Learning’ in several knowledge and workplace-related skills. different ways. For example, Project-based Such activities as selecting the topic, making Learning (PBL) is a constructivist-based and questions, searching documents, analyzing comprehensive approach which is designed data, writing the report, evaluating and to engage students in investigating real life presenting the products related to ESP. problems (Barron, 1998; Sidman-Taveau & Characteristics of project-based Milner-Boloti, 2001). In addition, Miller learning (2006) defines PBL as an active student- centered learning approach characterized by Project-based learning takes students’ goal-setting, collaboration, constructivism as its theoretical basis. communication, autonomy, constructive Constructivism holds that knowledge cannot investigations, and reflection within real- be taught, but must be constructed by world practices. By using another term, students (Benson, 2005). Students need to be Blank (1997) and Harwell (1997) define provided with opportunities to receive project-based instruction as an authentic comprehensible input so that they can instructional model in which students plan, produce comprehensive output. PBL can implement, and evaluate projects that have help achieve this goal (Beckett & Miller, real-world applications beyond the 2006). The project forms the core of PBL classroom, or a teaching model that and it requires students to follow a variety of organizes learning around projects steps to complete project work. Students (Mergendoller & Thomas, 2010). Another need to engage in authentic and interesting definition is given by Mamakou and tasks and work collaboratively to improve Grigoriadou (2008). These researchers language skills, language and content define PBL as a term describing an knowledge. The teacher orchestrates the instructional method that uses projects as the whole project and guides the learning central focus of instruction in different process (Block, 2015). One of the major disciplines, including language learning. characteristics of project work is that it has Similarly, in his article, Stoller (2006) uses both a process and product orientation and the term ‘Project-based Instruction’ (PBI) provides students with opportunities to focus instead of PBL. According to him, PBI is a on fluency and accuracy at different project term describing an instructional method work stages (Stoller, 2002). The end product which involves a process and product, lasts of project work may be an oral presentation, over a period of time, requires students to a poster session, a report, a stage use integrated skills to develop knowledge performance, a marketing plan, or a tour and skills through the integration of program for tourists. Furthermore, PBL is a language and content, and collaborate with student-centered (Stoller, 1997) and other students to reflect on both the process integrated approach (Beckett, 2002) and is and product. In fact, whichever term is used, considered to be motivating, stimulating, PBL has been considered as an effective empowering, and challenging because it method used for teaching various disciplines uses real-life tasks to develop students’ to students in various educational confidence and autonomy (Díaz Ramírez, establishments. 2014). Through project work students are
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 132 able to improve their language skills and promoting self-directed, independent, workplace-related skills, content knowledge cooperative learning as well as out-of- and cognitive abilities (Ushioda, 2010). classroom learning (Alsamani & Daif-Allah, Unlike traditional language learning tasks 2016) and confidence. Finally, by doing which were designed and controlled by project work, students are engaged in teachers, project work requires students to be decision-making, self-determination in a active and responsible for learning tasks. future profession and identification of their future prospects (Alan & Stoller, 2005), and 2.3. Rationale for Integrating Project- are motivated to get additional information Based Learning Into ESP Classes in the field of studies. Literature reveals that so far both Based on the above discussion of empirical and review studies have been literature, it can be concluded that many conducted with an attempt to discover educators have proved that PBL can be one whether integrating project-based learning of the effective ways in teaching ESP in ESP classrooms is beneficial or not. courses. Through project work, students not Results of different previous studies show only learn theoretically but practically as that PBL enhances the teaching and learning well. They can improve their workplace- of ESP. Firstly, once the students’ main field related skills by designing projects. That is of study is business English (Noom-ura, why PBL is encouraged to be applied in ESP 2013), PBL will stimulate students’ courses in higher education. Nonetheless, constructive instincts and provide a sense of little literature related to challenges and achievement in ESP classes. Secondly, the problems encountered by both teachers and incorporation of PBL into ESP classrooms students has been found. That only benefits helps develop different language skills for of PBL in ESP courses are explored is not students, i.e. speaking, listening, reading, equal. Challenges and problems arising in and writing (Alsamani & Daif-Allah, 2016) the integration of PBL into ESP courses and language areas such as vocabulary and should also be discovered so that teachers grammar (Wahyudin, 2017). Thirdly, as and students may find out measures to solve stated by Mamakou and Grigoriadou (2008), them. PBL has become the central part of ESP practice in higher education. ESP contains 3. Research Methodology instruction of both language and content. Integration of language and content has long 3.1. Participants been supported as a sound teaching practice. This study was conducted at Ho Chi PBL is particularly effective in ESP settings Minh City University of Technology or in business English classes because it (HUTECH) in Ho Chi Minh City, Vietnam. easily lends itself to (a) authentic language For an exploratory study, non-probability use, (b) a focus on language at the discourse sampling should be employed (Kothari, rather than the sentence level, (c) authentic 2004). That is why the participants of the multi-skill tasks and student centeredness current study were purposefully chosen. (Haines, 1989; Robinson, 1991; Sheppard & They were 64 fourth-year students from 2 Stoller, 1995). Fourthly, PBL not only classes majoring in Business English at requires students to learn content-specific HUTECH. 46 of them are female (71.9%); knowledge, but it develops problem-solving and 18 of them are male (28.1%). Their ages skills as students seek diverse solutions to range from 22 to 25. “English for meaningful questions (Mamakou & Marketing” is one of the compulsory courses Grigoriadou, 2008), and new study habits by they have to complete to meet the
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 133 requirements of the undergraduate program. coefficient of .653 for 14 items used to The number of years of learning English measure students’ perceptions of the varies more significantly as students in the challenges and .934 for 37 items used to study come from different parts of the measure students’ perceptions of benefits of country with different English programs at PBL. Thirdly, the semi-structured interview school in lower levels of education. with 8 open questions was used to obtain However, 34 of them (42%) have spent over more insight from the students’ perceptions 9 years studying English. about the project work they implemented. 3.2. Instruments 3.3. Data Collection Procedure Exploratory research design was 3.3.1. Implementation of the Project used in this study. Its main emphasis was on The textbook used for the course the discovery of insights into the integration “English for Marketing” at HUTECH is of PBL into ESP classes. It provided an Cambridge English for Marketing opportunity for considering different aspects (Robinson, 2010). The students take this of the problem under study (Kothari, 2004). course in the 7th semester of the 8-semester To obtain information about students’ English language program. The course lasts perceptions of challenges they encountered 9 weeks. Educators divided projects into and benefits they gained from doing project three types: (a) structured projects which are work in the ‘English for Marketing’ course, decided by the teacher; (b) semi-structured three instruments were employed to collect projects which are decided by both the both qualitative and quantitative data in this teacher and students; and (c) unstructured study, namely the students’ journals, the projects which are decided by students closed-ended questionnaire and the semi- (Stoller, 2002). The project of the current structured interview. Firstly, the students study is a semi-structured project. It was were required to keep a journal for specified and organized by the teacher and expressing opinions and beliefs (Marion, students in terms of topic, materials, 2011) about their project work after every methodology and presentation as well as the class session. Secondly, the survey end product. In addition, the implementation questionnaire was employed at the end of the of the project lasted 9 weeks, with one class project. The survey of the study was an session in each week and followed 3 phases experience survey of students who had with 6 steps adapted from Stoller (2002) in practical experience with the problem to be two ESP classes with 64 students as follows: investigated, and the objective of such survey was to obtain insight into the Phase 1: Planning relationships between variables relating to Step 1: The teacher and students the research problem (Kothari, 2004). The discussed the theme for the project – questionnaire contains three parts with 54 marketing strategy planning in an items. The items were designed based on the organization – which, according to the theoretical foundation of PBL and adapted syllabus, is the focus of the course English from several previous studies (e.g. Musa, for Marketing. Mufti, Latiff & Amin, 2012; Efendi, 2017). Step 2: Students were then made To avoid a neutral option, the questionnaire aware of the final outcome of the project, i.e. used a 4-point Likert scale ranging from a “marketing plan” for a new product of their Strongly disagree, Disagree, Agree, to newly-formed business together with a short Strongly agree. The reliability of the items presentation and Q and A section to defend was tested via Cronbach’s Alpha with the their plan. Each class was divided into small
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 134 groups of four students who were clearly were instructed how to write their journals at assigned to specific parts of a marketing plan the beginning of the course. However, only including analysis of the company situation, ten volunteer students’ journals, 5 from each target market and the 4 Ps (product, place, class, were selected for analysis. Secondly, promotion and price). to collect quantitative data, in the 5th class session of the course, 64 questionnaire Phase 2: Implementation copies were administered to all the students Step 3: Students discussed in their of the two classes taking the “English for group in further details to complete the Marketing” course. The instructions on how project such as the tasks of each member and to complete the questionnaire were clarified how to find information, brainstorm ideas, and explained carefully to them. All the work together and reach agreements. questionnaire copies were collected in the Importantly, each group had to determine a last class session. That means students were specific new product for their plan. given 3 weeks to complete the questionnaire. Step 4: In each session of the course Thirdly, 10 students, 5 from each class, from Session 2 (week 2) to Session 9 (week 9), volunteered to participate in the interview students themselves acquired new sessions. Each interview lasted almost 20 knowledge, and along with it – the language, minutes. During each interview, a sheet of to write each part of the final plan with the interview questions was used. Each support and constructive feedback from the student’s responses were systematically teacher and other classmates. They worked written on the sheet based on the interview collaboratively to gather information, solve questions for later analysis and problems and present their understanding. interpretation. Students were asked to keep a record of daily 3.4. Data Analysis Procedure notes on what they did, what they gained and the difficulties they faced in each session. Regarding data analysis, both qualitative and quantitative data were Phase 3: Evaluation analyzed. To analyze the data obtained from Step 5: Preparation for the final the questionnaire, SPSS 20.0 was employed presentation: students agreed on the roles of so that descriptive statistics including each member prior to the presentation. They Percentage, Mean (M), Standard Deviation also made a slide show to summarize key (St. D) were processed. Based on the points in their plan. calculated interval coefficient for four Step 6: Presentation of the final intervals in four points (4-1=3), intervals product: Each group presented the final with the range of 0.75 (3/4) were arranged. product they selected. Group participants The following criteria in the Likert type took turns to present what he or she has been scale were used to interpret the data: assigned to as well as answer questions from Strongly disagree (1.00 - 1.75); Disagree the teacher. (1.76 - 2.50); Agree (2.51 - 3.25); Strongly agree (3.26 - 4.00); whereas “content 3.3.2. Data Collection analysis” was employed to deal with Regarding data collection procedure, qualitative data collected from the students’ firstly, the students of the two ESP classes journals, and student interviews. Based on were required to write journals. They wrote the research questions and each theme about problems or challenges they coped related to the topic, the students’ interview with during and what they learned after each responses and notes in journals were stage of the project work. All the students classified, analyzed and coded as C1 for
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 135 context-related challenges, C2 for teacher- with too much work during the related challenge, C3 for student-related implementation of the project (item 4 & 6) challenges; and B1 for benefit 1-language with M = 2.69 & 2.72 and St. D = .639 and content knowledge, B2 for language & .786. skills, B3 for workplace-related skills, B4 Data gathered from students’ for self-responsibility and personal qualities, journals and interviews are also consistent and B5 for internal motivation. In addition, with those of the questionnaire. Some of to present the data from the interviews, the them expressed their perceptions as follows: students were coded as SI-1,… to SI-10, and “the teacher requires students to do too to present the data collected from students’ much work: homework, mini tests, written journals, some excerpts were extracted and assignments, real questions and the students were coded as SJ-1,… to SJ-10. presentation” (SJ-1); “it seems this is a complicated subject with too many things to 4. Results and Discussion do” (SJ-2). 4.1. Challenges of the Integration of PBL More interestingly, no students Into ESP Classes at Tertiary Level thought that the course was boring or PBL Research question 1 attempted to was unsuitable to ESP classes. For example, investigate challenges that students perceive several students reported, “I feel excited in the integration of PBL into ESP classes at because I know more information about tertiary level. The results presented and marketing and how to do marketing” (SI-1); interpreted below were based on the data “I gained lots of knowledge about collected from the questionnaire, students’ marketing, the way to use Google doc, and journals and interviews. pronunciation of some new words, so I feel this course is very helpful and necessary for 4.1.1. Context-Related Challenges me” (SI-6); “with the teacher’s new method The data displayed in Table 1 below of teaching, I become better with the amount give some insights into the context-related of knowledge and feel excited if I have a challenges that participants encountered chance to work in marketing field in future” when working on the project. Regarding the (SI-8). time allocation to the project, most of the However, some students reported students did not think that they were not that they encountered challenges stemming given sufficient time to carry out the from the textbook. For example, SJ-4 activities and to complete the whole project reported, “the lesson has too many new (item 1, 2) with M = 2.14 & 2.06 and St. D concepts and information. I can't fully = .687 & .560 respectively. Additionally, the understand. I think this chapter is quite students did not agree that PBL was difficult and I only understand a small part unsuitable to ESP classes and the project of the lesson”; or “there are many different type was difficult for them (item 3 & 5) with terms that I did not learn before, so I had M = 2.34 & 2.45 and St. D = .648 & .754 some difficulties understanding the content respectively. Nonetheless, it is interesting to of this course book... To be honest, when I explore that over half of the students agreed read this book, I cannot summarize the main that they faced challenges because PBL was points or the key words in each part. It makes a new approach to them. Many activities me confused and I don't focus on the were unfamiliar to them and they had to deal important objectives” (SJ-5).
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 136 Table 1 Descriptive Statistics of Context-Related Challenges No Items N M St. D Students are not given sufficient time for carrying out all the 1 activities needed for the project, e.g. choosing the topic, assigning 64 2.14 .687 tasks, or discussing the methods. Students are not given sufficient time for implementing the whole 2 64 2.06 .560 project. Students face challenges because applying project-based learning 3 64 2.34 .648 for learning ESP is not suitable. Students face challenges because project-based learning is a new 4 64 2.69 .639 approach; all the steps and activities are unfamiliar to students. 5 The project type is too difficult for students to implement. 64 2.45 .754 That too much work needs to be dealt with in the process of 6 64 2.72 .786 implementing a project causes challenges for students. The above-mentioned findings of the complex tasks based on challenging study reveal that the two challenges the problems that require students to participate students encountered are related to PBL in design, problem-solving, decision approach and the workload they had to deal making, or investigative activities; and that with (item 4, 6). This finding of the study is TBL approach requires students to be no consistent with that of Devkota, Giri, and longer passive recipients of knowledge; Bagale (2017) showing that PBL is new to instead, they are expected to be actively students; and students feel difficult with engaged in the learning process and take project work because they are habituated to responsibility for absorbing concepts and traditional instruction. Actually, the PBL content, constructing knowledge, and approach is more innovative, attractive developing new skills (Levine & Mosier, compared with traditional didactic ones. It is 2014). an effective educational tool which helps 4.1.2. Teacher-Related Challenges students to develop language and specialized knowledge, ability to apply knowledge, Regarding teacher-related communication, problem-solving and challenges, it can be seen in Table 2 below critical-thinking skills in real life. that most of the students did not think that Nonetheless, it might be because the the teacher caused challenges for them in the students have been taught in traditional, process of doing the project. It can be seen teacher-directed ESP classes that demand that most of the students believed that the little inquiry on behalf of the students. As a difficulties they encountered did not stem result, when they are put into self-directed from the teacher’s side, including guidance, learning situations they have to struggle with attitudes, capability of instructing how to the responsibility of performing a variety of conduct a project, knowledge of ESP or inquiry activities on their own (Kirschner, ability to communicate and assess students’ Sweller & Clark, 2006). Therefore, work (item 7 to 11) with M = 1.97, 1.84, challenges cannot be avoided. The findings 1.70, 1.56 & 1.56 respectively. The data of the study are similar to Thomas’s (2000) collected from the interviews also revealed viewpoint that project work involves that the students received much support from
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 137 their teacher. Here are two opinions from the myself. If I grasp the knowledge well this students: “I was really motivated to learn subject will help me get a good job in the this subject; the teacher provided the format future. The second is my teacher. He is of the plan and all the information we always happy to help us answer our needed to implement and complete the questions” (SI-10). project” (SI-2); or “the first motive is Table 2 Descriptive Statistics of Teacher-Related Challenges No Items N M St. D During the time for executing the project, students receive little 7 64 1.97 .992 guidance from the teacher. Teachers’ attitudes towards students’ work make students 8 64 1.84 .801 demotivated in the implementation of the project. The teacher lacks the capability of instructing how to carry out a 9 64 1.70 .634 project. 10 The teacher lacks knowledge of ESP. 64 1.56 .560 The teacher lacks the ability to communicate and assess the 11 64 1.56 .560 students’ projects. As presented above, the findings of professional skills like compiling, analyzing, the study show that the teacher did not cause and synthesizing the information that they challenges for the students regarding his have collected from different sources for the roles, attitudes, instructional capability, project. He might also apply different knowledge of ESP, and communication and formative assessment methods to measure assessment ability. It can be ascertained that students’ achievement. Those are the factors the teacher was aware of what he needed to that might make many students think that do to integrate PBL into his ESP classes. The they did not encounter challenges stemming success is mostly determined by the from the teacher. teacher’s abilities and characteristics. 4.1.3. Student-Related Challenges According to Mikule and Miller (2011), PBL requires careful planning from both sides: In terms of student-related teachers and students. Through the students’ challenges, three aspects are mentioned in perceptions, it might be confirmed that the Table 3 below, namely: skills, English teacher carefully implemented various tasks proficiency and attitudes. The mean scores such as determining the goals and objectives of the three items (12, 13, 14) show that over of the course and deciding how the project half of the students agreed that those three might help achieve these goals. In addition, aspects caused challenges for them during it can be assumed that the teacher the implementation of the project work with transformed their role from authoritative to M = 2.56, 2.63 & 2.84 and St. D = .794, .678 facilitator, coordinator, initiator, and guide & .912 respectively. More interestingly, data working with the students, helping them collected from the students’ journals and solve problems related to both ESP interviews are also in line with those of the knowledge and learning strategies. He might questionnaire. For example, some students help them grasp both English and thought they encountered challenges due to specialized language, English and lack of English and specialized knowledge:
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 138 “I found the information in the book to the lack of specialized knowledge in confusing and not really clear. Besides, I do marketing which made it difficult to clearly not have much knowledge about marketing understand the concepts. On the other hand, which makes it ineffective to discuss how to due to my limited vocabulary, I had difficulty solve problems” (SI-10); “the problem for in reading as well as using specialized me is formal language. I can’t get their words” (SI-10). In addition, teamwork meaning and know how to use it” (SI-1); which is commonly required in learning with “although the teacher’s attitudes are really projects was a problem for some students, useful, this subject is very difficult and there e.g. “group discussion should be more is a lot of vocabulary, marketing effective because group members cannot knowledge” (SI-3); “the problems I faced in agree on opinions” (SJ-6). implementing project work were mainly due Table 3 Descriptive Statistics of Student-Related Challenges No Items N M St. D Students lack skills such as discipline, teamwork, and activeness in 12 64 2.56 .794 completing the project. Students’ different English proficiency levels cause problems for 13 64 2.63 .678 group members. Students’ different attitudes towards the project cause problems for 14 64 2.84 .912 the completion of the project. Based on the above-presented data, it collaboratively (Johnson & Johnson, 1989); can be confirmed that many students meanwhile, the more able students might encountered such challenges related to feel frustrated because they had to do all the themselves as skills, English proficiency and work. It might be said that if the teacher had attitudes. The project challenges students to been aware of the difference in the self- create products for real-world purposes, and efficacy, autonomy, learning styles, and an ESP course requires students to develop proficiency levels of individual students, he both language and content knowledge and would have chosen other ways of organizing skills, which put much pressure on every the class. student in an ESP class like in the context. In conclusion, the findings of the Moreover, it might be because it was the first study showed that among three categories of time the students taking the “English for challenges: context-related challenges marketing” course were required to (M=2.40), teacher-related challenges implement project work, so lack of skills (M=1.72), and student-related challenges was unavoidable. Moreover, when students (M=2.67), the students perceived that during worked in groups of four, nevertheless, their the time they implemented the project work English proficiency levels vary, the less able in the marketing course, they encountered students might not be able to follow the challenges related to their classmates due to learning process, and they might not have their lack of skills, low English proficiency positive attitudes towards the teamwork and levels and attitudes towards to PBL of some collaborate with their partners that might be students; especially, it is evident that most of because they lack the skills of working in them did not think that the teacher caused groups, causing some challenges in working challenges to them.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 139 4.2. Benefits of the Integration of PBL Into respectively. Particularly, most of them also ESP Classes at Tertiary Level thought that with the support of PBL in the ESP class, they could create a product in real Research question 2 attempted to life working environments (item 5) and explore the benefits that students perceive in increase their knowledge of the process of the integration of PBL into ESP classes at producing a product (item 6) with M = 2.95 tertiary level. The results presented and & 3.16 and St. D = .547 & .541 respectively. interpreted below were based on the data The data collected from students’ journals collected from the questionnaire, students’ and interviews also reflected students’ journals and interviews. similar perceptions. For example, “I learned 4.2.1. Language and Content to pronounce ESP words correctly and a lot Knowledge of new ESP vocabulary” (SJ-4); or SJ-6 said, Both quantitative (see Table 4) and “I could increasingly improve listening and qualitative data presented below show that understanding skills, learning new most of the students agreed that the knowledge about marketing”; and “By integration of PBL into the ESP class helped doing project work, I have more vocabulary them enhance general and specialized and grammar that I didn't know before, English knowledge (item 1, 2), content especially after finishing the class” (SJ-2). knowledge (item 3), and knowledge of how Similarly, when being interviewed, some to do things in real life working environment students also reported that they learned a lot (item 4) with M = 3.27, 3.05, 3.16 & 3.09 of vocabulary of marketing. E.g. “I think I and St. D = .718, .677, .511 & .526 learned vocabulary the most and then content knowledge and key terms” (SI-3). Table 4 Descriptive Statistics of Language and Content Knowledge No Items N M St. D Project work helps me enhance general English language 1 64 3.27 .718 knowledge such as grammar, vocabulary, pronunciation. 2 Project work helps me enhance my ESP vocabulary. 64 3.05 .677 3 I benefit from the content knowledge from project work. 64 3.16 .511 Project work helps me enhance knowledge of how to do things in 4 64 3.09 .526 real life working environments. Project work helps me to create a product in real life working 5 64 2.95 .547 environments. 6 I can increase my knowledge of the process of producing a product. 64 3.16 .541 It is undoubted that the above- things in a real life working environment, mentioned findings of the study reveal that which may help them to cope with PBL is a valuable way to promote the challenges in their future careers. Obviously, simultaneous acquisition of language, this study has shown that the integration of content, and skills (Stoller, 1997; Beckett & PBL into ESP classes has a significant Slater; 2005). The students in the ESP impact on students’ fluency and accuracy classes could see the value of learning ESP (Huzairin, Sudirman & Hasan, 2018). through projects. They learned how to do During the time they make some products,
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 140 they work in groups, using the language, St. D = .794. Obviously, the students had solving problems, and supporting each to various opportunities to use the four skills as accomplish the goal, which helps enhance SI-5 said, “I spoke English to my instructor both language and content knowledge. and classmates… I talked in English about the definition and role of marketing, and 4.2.2. Language Skills customer values… I read about the Table 5 displays the data collected importance of marketing in the course from the questionnaire to measure students’ book… I read about some advertisement perceptions of the four language skills. It can samples of non-profit organizations on the be seen that most of the students agreed that internet after learning…” (SJ-5); or another they could improve their reading, speaking student reported: “I discuss with friends in and writing skills thanks to the integration of English and read more information in the PBL into the ESP classes (items 8, 9, 10) textbook about marketing, together with my with M = 3.17, 3.17, 3.03 and St. D = .680, classmates answer questions, solve .656, .712 respectively, and over half of problems and write each part of the them thought that they could improve marketing plan” (SI-7). listening skills (item 7) with M = 2.69 and Table 5 Descriptive Statistics of Language Skills No Items N M St. D 7 Project work helps me to improve my English listening skills. 64 2.69 .794 8 Project work helps me to improve my English reading skills. 64 3.17 .680 9 Project work helps me to improve my English speaking skills. 64 3.17 .656 10 Project work helps me to improve my English writing skills. 64 3.03 .712 This finding of the study is consistent required to use English as the target with that of Farouck’s (2016) and Efendi’s language in completing the project, study (2017) showing that PBL enables especially reading, speaking and writing students to develop language skills, complex skills. Nonetheless, the finding also revealed grammar structures and advanced words, that the students were not exposed to enough creates opportunities for students to practice listening materials besides teacher talk and listening, speaking, reading, and writing peers’ presentation. skills in English and enables them to see 4.2.3. Workplace-Related Skills their language learning needs (Beckett, 2002); those opportunities are doing Regarding students’ perceptions of interviews, making presentations, seeking workplace-related skills, four categories information, and answering questions in were investigated, namely: teamwork, English, and that students’ performance in communication, interpersonal, and problem- the target language is better in PBL (Kelsen, solving skills. The data shown in Table 6 2004). Obviously, PBL can be more reveal that most of the student agreed that by effective than traditional instruction and it is doing project work they enhanced their a valid approach to improve the English teamwork skills, contributing to the language proficiency (Moss & Van Duzer, successful outcome of the project; they 1998, Thomas, 2000; Rousová, 2008; Ke, could make their own decisions when 2010,). That is because the students are discussing something with students of
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 141 various proficient levels and preferences For example, SJ-10 reported: “…we let each (items 11-14) with M = 3.14, 3.163.16, 3.13 person in the group state their point of view & 3.13 and St. D = .814, .672, .655 & .577 and then sum it up... when we couldn’t agree respectively. In terms of communication on the group’s opinion, we should vote to skills, many of them thought that they could choose the opinion with the most support”; enhance negotiation, persuasion, or “I learned presentation and teamwork presentation, and time management skills skills... I gained a lot of experience while (items 15-18) with M = 2.81, 2.83, 3.12 & giving the presentation through the teachers' 2.80 and St. D = .664, .656, .745 & .694 comments for the group… I learned that a respectively. Actually, by doing project good presentation requires the best work, the students experienced effective preparation. Try to say not too long. Keep it teamwork skills and communication skills. short but convincing” (SJ-4). Table 6 Descriptive Statistics of Teamwork and Communication Skills No Items N M St. D Teamwork skills 11 Project work enhances my team work skills. 64 3.14 .814 12 Good team-work contributes to a successful outcome of the project. 64 3.16 .672 I can make decisions when discussing something with my group 13 64 3.13 .655 members I have a chance to work with students of different proficient levels and 14 64 2.98 .577 preferences. Communication skills Project work increases my negotiation skills with other group members 15 64 2.81 .664 about something in the project. 16 Project work enhances my persuasion skills when working in a group. 64 2.83 .656 17 Project work helps us develop our presentation skills in public. 64 3.12 .745 I learn how to manage my time so that I can finish all my tasks on time 18 64 2.80 .694 with a satisfying result. In terms of students’ perceptions of enable students to share and exchange ideas interpersonal and problem-solving skills, it in finding solutions to the problems they can be seen in Table 7 that the students encountered at their real-life working agreed the project work created activities. When doing the project work, the opportunities for them to work with other students were required to work in groups to groups, use formal and informal English, identify problems, give solutions, evaluate and meet and talk with other group members solutions and draw conclusions from the (items 19-21) with M = 2.56, 2.97 & 2.70 results of the project (items 23-26) with M = and St. D = .639, .689 & .659 respectively. 2.84, 2.84, 2.83 & 2.80 and St. D = .511, Nonetheless, they did not learn how to .570, .521 & .540 respectively. The students interrupt classmates during interactions who perceived PBL positively said that they (item 22) with M = 2.44 and St. D = .639. enjoyed it because doing project work was Finally, the project work was thought to challenging but they had opportunities to
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 142 enhance workplace-related skills. E.g. SJ-5 on schedule... When answering the question, wrote in her journal: “when solving a focus on the keywords in the question and problem, I need to identify the correct then continue to develop the content of the problem to be solved and Identify the correct answer”. Similarly, SI-8 reported, “I learn causes of that problem… discuss together to some useful skills like presentation skills and assign work and solve arising problems in decision-making from working in my group, the team, divide the workload equally among how to make a project and deal with difficult members and ensure the work is completed problems. I learn new vocabulary and new phrases.” Table 7 Descriptive Statistics of Interpersonal and Problem-Solving Skills Interpersonal skills N M St. D I learn to work successfully with students from different groups in the 19 64 2.56 .639 class. I learn to use formal and informal language in the appropriate context 20 64 2.97 .689 of discourse. I enhance my social skills by meeting and talking to other group 21 64 2.70 .659 members and the instructor. I learn how to interrupt my classmates appropriately during 22 64 2.44 .639 interactions. Problem solving skills I learn how to identify problems arising during the implementation of 23 64 2.84 .511 the project. I learn how to give solutions to problems arising during the 24 64 2.84 .570 implementation of the project. I learn how to evaluate solutions and good opinions among group 25 64 2.83 .521 members. 26 I learn how to draw conclusions from the results of the project. 64 2.80 .540 PBL is a constructivist instructional helps students enhance their teamwork approach which requires students to be skills. Therefore, they had to work engaged in an organized and cooperative cooperatively with their group members to manner to investigate and solve problems, share common work for a mutual goal, i.e. resulting in a product. Based on the findings making a product or a presentation of a of the study, it can be ascertained that product. They might also learn that effective workplace-related skills such as teamwork skills involve the combination of communication, problem-solving, teamwork interpersonal, problem-solving, and interpersonal skills can be learned from communication and time management skills. PBL. These findings of the study are It is undoubted that during the time of doing consistent with those of the study conducted the project work, the students had by (Musa, Mufti, Latiff & Amin, 2012), and opportunities to discuss something, that the students might be instructed how to negotiate with their partners, solve work in teams. Many students might know problems, and present products and many that PBL requires collaborative work; it other skills that may help them encounter in
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 143 real life and meet the requirements of demonstrate their responsibility, and to learn employers (Rousova, 2008) when they are dependently and develop critical thinking engaged in real working environments. It skills (item 29-31) with M = 3.05, 3.05 & can be concluded that the integration of PBL 3.17 and St. D = .653, .628 & .680 into ESP classes may not only provide respectively. Similarly, all the ten students students with both language and content who participated in the interviews also knowledge but also to equip learners with reported they could enhance autonomy 21st century workplace-related skills such as through assignments given by the teacher. communication, team-working and They had to do some work independently problem-solving skills. before working collaboratively with classmates. For example, “when doing 4.2.4. Self-Responsibility and project work, I take responsibility for my Personal Qualities work; I need to complete my assigned job. I Other benefits that PBL may bring to have time to research and gain lots of students are self-responsibility and personal knowledge. I feel this method helps us work qualities. Most of the students agreed that in groups effectively and we have project work helped them to enhance the responsibility with each other.” (SI-6); or sense of responsibility and become more SI-10 reported, “I know how to select the independent, creative and active learners main information from a book, how to study (item 27, 28) with M = 3.33 & 3.28 and St. by myself. Moreover, this course helped me D = .506 & .576 respectively. In addition, to be confident to present in a crowd. I can many of them also thought that the project apply the knowledge that I learned in class work also provided them with opportunities to make a final project by myself. It is very to discover their preferences and qualities, important.” Table 8 Descriptive Statistics of Self-Responsibility and Personal Qualities No Items N M St. D 27 Project work helps me to enhance my sense of responsibility. 64 3.33 .506 Project work helps me to be a more independent, creative and active 28 64 3.28 .576 learner. Project work gives more opportunity for the students to discover their 29 64 3.05 .653 preferences and qualities. I learn how to respect others and be a responsible member in my 30 64 3.05 .628 group. Project work provides students the chance to learn independently and 31 64 3.17 .680 develop critical thinking skills Based on the mean scores of the five Lengkanawati’s study (2017) showing that items displayed in Table 8 and students’ learner autonomy can be enhanced through responses from the interviews, it can be project work. When the students engage ascertained that many students agreed that themselves in the development of above- doing project work helped them enhance mentioned workplace-related skills, they self-responsibility, personal qualities, and may become more active, confident, learner autonomy. The finding of the study independent, and productive in discussing is consistent with that of Yuliani and and producing ideas. It cannot be denied that
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 144 PBL can expose students to various skills so make them happy to participate in English that they can gradually perfect themselves, class activities (item 32, 33, 34 & 35) with and well prepare students for future in terms M = 2.77, 2.75, 2.84 & 2.66 and St. D = .611, of both English skills and social ones (T. V. .535, .597 & .597 respectively. Especially, L. Nguyen, 2011). most of them thought that the application of Moreover, according to Fried-Booth PBL in the ESP class helped them learn (2002), by doing project work, students something good for their future jobs (item develop such personal qualities as tolerant, 37) with M = 3.03 and St. D = .597. The only open-minded, disciplined and responsible so one aspect that the students disagreed with is that they will not get shocked when they get “learning ESP is not so difficult” (item 36) involved in the real working environment with M = 2.48 and St. D = .563, which means because they have experienced working in a that some of them think learning ESP is group. challenging. This finding is consistent with the one mentioned in section 4.1.3, and with 4.2.5. Internal Motivation some students’ responses, e.g. “After That last benefit which more than finishing the course, I feel relieved because half of the students thought PBL brought to this subject is very difficult and a little them is internal motivation in learning ESP. unfamiliar to me” (SI-3); or SI-4 reported, They agreed that project work increased “Project work gave me lots of useful their interest in learning ESP, brought them information and knowledge, but it’s hard for enjoyment in making a product, changed students to know and gain all of the their attitudes towards learning ESP, and contents.” Table 9 Descriptive Statistics of Internal Motivation No Items N M St. D Project work increases my interest in learning ESP because it is fun, 32 64 2.77 .611 motivating, and challenging. Executing projects in the classroom brings enjoyment because I can 33 64 2.75 .535 make a product like in a real-life workplace. 34 Project work changes my attitudes toward ESP learning. 64 2.84 .597 Project work makes me happy to participate in English class 35 64 2.66 .597 activities. Project work makes me think that learning ESP is not so difficult for 36 64 2.48 .563 me. 37 Project work helps me really learn something good for my future job. 64 3.03 .597 Motivation is one of the key factors aspects, it is undeniable that over half of that influence students’ achievement of them were interested in doing the project learning a foreign language. The findings of work. This finding of the study is in line with the current study show that the project work that of Shin’s study (2018) that revealed that has a great influence on students' motivation PBL has positive effects on students’ in learning ESP. This is evident in the mean motivation in learning English. PBL might scores of the aspects investigated relating to cause them to change their attitudes towards motivation mentioned in Table 9. Although learning ESP, which for long they might not all the students agreed with those have thought that it was difficult. PBL
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 4 (2021) 145 caused them to pay more attention to their members to reach a compromise about an class activities, involved in the process of issue, arranging work for every group learning, and enjoyed making some things member or deciding how to perform which they thought would be good for their different tasks of the project, presenting to future job. final product to the whole class and many In conclusion, based on the findings other skills. Moreover, ESP courses provide of the study, it can be concluded that there is students with language and content evidence that the integration of PBL in ESP knowledge which they need to perform in classes brought benefits to the students, professional situations. Integrating PBL into including (a) language and content ESP courses will certainly promote knowledge (M = 3.11), (b) language skills independent, active, autonomous and (M = 3.01), (c) teamwork, communication, creative learning and enhance students’ interpersonal and problem-solving skills (M competences and competitiveness in the job = 2.87), (d) self-responsibility and personal market. qualities (M = 3.17), (e) internal motivation Apart from benefits, the integration (M = 2.75). of PBL into ESP classes will certainly have challenges to both teachers and students. 5. Conclusion and Recommendations Based on the findings of the study, it is recommended that the teacher should clearly The current study aims to explore the understand what stages, tasks and activities challenges and benefits of the integration of to be implemented during project work. He/ PBL in ESP classes at the Vietnamese She should instruct students how to carry out tertiary level. Based on the findings of the each task carefully so that less able students study it can be concluded that among three can know what to do and thus they will not categories of challenges including context- think that it is difficult for them. More related, teacher-related and student-related cooperation between the teacher and challenges, the students perceived that they students is highly recommended so that encountered challenges related to their students can receive more support from the classmates most. Regarding their teacher because PBL is still new to perceptions of benefits, it is evident that all Vietnamese students anyway. The findings five categories received the students’ also revealed that students encountered positive attitudes; especially, most of the challenges in teamwork. More careful students perceived that PBL brought them instructions on how to work in groups benefits of language and content knowledge effectively and on what skills need to be and skills, and enhancement of self- used in group work when executing a project responsibility and personal qualities. are also highly suggested for ESP teachers. For long language educators have For students, it is necessary that they be believed that PBL is an effective educational actively involved in and have positive tool and is considered a combination of attitudes towards project work so that they enhancing language and content knowledge, can contribute to the learning process and and language and employability skills. they will be the beneficiary in ESP learning. Students have opportunities to use English in Even though the present study has real life situations through project tasks and confirmed the benefits and challenges of the activities. To do a project, students need integration of PBL into ESP classes at such skills as making decision to choose the tertiary level, several limitations need to be topic, solving problems related to the considered. This study was conducted with project, negotiating with their group the participation of 64 students majoring in
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