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Trường DCGiá trị Ngôn ngữ
dc.contributor.advisorHoàng Thị, Hồng Hải-
dc.contributor.authorĐỗ Ngọc, Điệp-
dc.date.accessioned2019-07-08T02:33:08Z-
dc.date.available2019-07-08T02:33:08Z-
dc.date.issued2019-06-
dc.identifier.urihttp://hdl.handle.net/ULIS_123456789/2135-
dc.description.abstractin language ability and the dearth of necessary skills. Difficult or uninteresting project topics also posed a serious problem, which required teachers to make suitable modifications. Both teachers and students came up with solutions to enhance the effectiveness of project-based learning activities. Students suggested in addition to a variety of updated and interesting topics, it is imperative that the format of the projects should be diversified and more reading passages related to project topics should be provided. According to teachers, more time should be allocated to project section while teachers should make suitable adaptations to projects based on their students’ English proficiency and interests.vi
dc.description.tableofcontentsTABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii CHAPTER ONE: INTRODUCTION 1 1.1. Statement of the problem and rationale for the study 1 1.2. Aims and objectives of the study 2 1.3. Scope of the study 3 1.4. Significance of the study 3 1.5. Organization of the study 3 CHAPTER TWO: LITERATURE REVIEW 5 2.1. Definition of key concepts 5 2.1.1. Definition of effectiveness 5 2.1.2. Definition of speaking skill 5 2.1.3. Definition of project-based learning 6 2.2. Review of related studies 7 2.2.1. Effectiveness of project-based learning 7 2.2.2. Difficulties in implementing project-based learning 8 2.3. Research gap 8 CHAPTER THREE: METHODOLOGY 10 3.1. Setting of the research 10 3.2. Research participants 10 3.2.1. Selection of research participants 10 3.2.2. Sampling method 11 3.3. A combination of quantitative and qualitative research 11 3.4. Data collection instruments 12 3.4.1. Questionnaire 12 3.4.2. Interview 13 3.4.3. Observation 14 3.5. Process of data collection 14 3.6. Data analysis tools 15 3.7. Data analysis procedure 16 CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF MAJOR FINDINGS 17 4.1. Data analysis 17 4.1.1. Effectiveness of project-based learning activities in improving speaking skill as perceived by teachers and grade 10 students 17 4.1.2. Difficulties in learning and teaching project-based learning activities 20 4.1.3. Solutions to improve the effectiveness of project-based learning activities as perceived by teachers and students 23 4.2. Major findings and discussion: 23 CHAPTER FIVE: CONCLUSION 26 5.1. Summary of major findings 26 5.2. Limitations and suggestions for further studies 26 REFERENCE 28 APPENDIX 1: QUESTIONNAIRE 32 APPENDIX 2: INTERVIEW QUESTIONS (FOR TEACHERS) 36   LIST OF FIGURES Figure 1 – Effectiveness of PBL activities in improving speaking skill perceived by grade 10 students (March 2019) 18 Figure 2 – Difficulties in learning PBL activities perceived by grade 10 students (March 2019) 21vi
dc.language.isoenvi
dc.publisherĐại học Ngoại ngữ - Đại học Quốc gia Hà Nộivi
dc.titleEFFECTIVENESS OF PROJECT-BASED LEARNING ACTIVITIES IN NEW ENGLISH TEXTBOOK IN IMPROVING SPEAKING SKILL AS PERCEIVED BY TEACHERS AND GRADE 10 STUDENTS AT CONG NGHIEP VIET TRI HIGH SCHOOL, PHU THO PROVINCEvi
dc.title.alternativeĐÁNH GIÁ CỦA GIÁO VIÊN VÀ HỌC SINH LỚP 10 TRƯỜNG THPT CÔNG NGHIỆP VIỆT TRÌ, TỈNH PHÚ THỌ VỀ TÍNH HIỆU QUẢ CỦA HOẠT ĐỘNG DẠY HỌC DỰ ÁN TRONG SÁCH GIÁO KHOA TIẾNG ANH MỚI TRONG VIỆC CẢI THIỆN KĨ NĂNG NÓIvi
dc.typeOthervi
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