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Please use this identifier to cite or link to this item: http://hdl.handle.net/ULIS_123456789/2155
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dc.contributor.advisorNguyễn, Tuấn Anh-
dc.contributor.authorPhạm, Quang Huy-
dc.date.accessioned2019-07-23T04:22:32Z-
dc.date.available2019-07-23T04:22:32Z-
dc.date.issued2019-06-
dc.identifier.urihttp://hdl.handle.net/ULIS_123456789/2155-
dc.descriptionABSTRACT The purpose of this study is to explore the perceptions of teachers in Faculty of English, University of Languages and International Studies – Vietnam National University, regarding Project-Based Learning and the current practice of Project-Based Learning in Faculty of English. Survey questionnaires and interviews were carried out on 22 teachers currently teaching general English courses for non-English major students in Faculty of English. The work reveals that the participants possess significant theoretical knowledge despite not being professionally trained for Project-Based Learning and also regard Project-Based Learning as a beneficial approach. Additionally, Project-Based Learning in Faculty of English is only Teacher-Initiated PBL and takes the form of Project exercise or Project component interchangeably. The most challenging factors when implementing Project-Based Learning are identified as Time management and Scaffolding. Future researchers are encouraged to expand the population and compare the perceptions of English major teachers or students to that of non-English major ones in further studies.vi
dc.description.abstractABSTRACT The purpose of this study is to explore the perceptions of teachers in Faculty of English, University of Languages and International Studies – Vietnam National University, regarding Project-Based Learning and the current practice of Project-Based Learning in Faculty of English. Survey questionnaires and interviews were carried out on 22 teachers currently teaching general English courses for non-English major students in Faculty of English. The work reveals that the participants possess significant theoretical knowledge despite not being professionally trained for Project-Based Learning and also regard Project-Based Learning as a beneficial approach. Additionally, Project-Based Learning in Faculty of English is only Teacher-Initiated PBL and takes the form of Project exercise or Project component interchangeably. The most challenging factors when implementing Project-Based Learning are identified as Time management and Scaffolding. Future researchers are encouraged to expand the population and compare the perceptions of English major teachers or students to that of non-English major ones in further studies.vi
dc.description.tableofcontentsTABLE OF CONTENTS Page Acknowledgement i Abstract ii Table of contents iii List of abbreviations iv List of figures vi CHAPTER I. INTRODUCTION 1 I.1. Statement of the problem and rationale 1 I.2. Research objectives and research questions 2 I.3. Setting of the study 2 I.4. Significance of the study 3 I.5. Overview of the paper 3 CHAPTER II. LITERATURE REVIEW 5 II.1. Definition of Project-based learning 5 II.2. Types of PBL 7 II.3. Principles of a PBL design 11 II.4. Importance of PBL approach 13 II.5. Challenges when implementing PBL 14 CHAPTER III. METHODOLOGY 17 III.1. Participants 17 III.2. Instruments 17 III.2.1. Questionnaire 17 III.2.2. Interview 18 III.2.3. Procedure 18 CHAPTER IV. FINDINGS & DISCUSSION 20 IV.1. Findings 20 IV.1.1. Teachers’ theoretical perceptions of PBL 20 IV.1.2. Perceived effects of PBL on students 24 IV.1.3. PBL successful factors 27 IV.1.4. Current PBL Practice 28 IV.1.5. Challenges when using PBL 29 IV.2. Discussion 30 IV.2.1. Research question 1: Teachers’ perception of PBL 30 IV.2.1.1. Teacher’s theoretical perception of PBL 30 IV.2.1.2. The perceived effects of PBL on students 32 IV.2.1.3. PBL successful factors 34 IV.2.2. Research question 2: current PBL practice 35 IV.2.3. Research question 3: Challenges when using PBL 37 CHAPTER V. CONCLUSION 40 V.1. Major findings 40 V.2. Limitations 41 V.3. Recommendations for further studies 41 REFERENCES 43 APPENDIX 1. Survey of Project-Based Learning 46 APPENDIX 2. Interview questions 50 APPENDIX 3. Consent form 51vi
dc.language.isoenvi
dc.publisherĐại học Ngoại ngữ - Đại học Quốc gia Hà Nộivi
dc.subjectsử dụngvi
dc.subjectdự ánvi
dc.subjectkhông chuyênvi
dc.titleTHE USE OF PROJECT-BASED LEARNING IN ENGLISH COURSES FOR NON-ENGLISH MAJOR STUDENTS, VIETNAM NATIONAL UNIVERSITYvi
dc.title.alternativeNGHIÊN CỨU VỀ VIỆC SỬ DỤNG HỌC TẬP DỰ ÁN TRONG CÁC KHÓA HỌC TIẾNG ANH DÀNH CHO SINH VIÊN KHÔNG CHUYÊN TẠI ĐẠI HỌC QUỐC GIA HÀ NỘIvi
dc.typeDatasetvi
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