Enhancing students’ productive skills in English Language Teaching through Project-Based Learning at Foreign Trade University – HCMC campus

By Dang Thi My Dung, Phan Thi Nhat Phuong, Pham Nguyen Khanh Thuong, Ngo Thi Huyen Trang, Vu Thi My Hao
DOI: 10.37550/tdmu.EJS/2022.04.364

This article presents the results of a study on the current application of Project-based learning (PBL) in the teaching of English productive skills to students at the Foreign Trade University - Ho Chi Minh City Campus and how students can improve them. The research also provides insights into the expectations of students and entrepreneurs on that matter. The research group used the 5-point Likert scale in a questionnaire to collect data from students and interviewed FTU - HCMC’s English teachers and entrepreneurs to give further suggestions. Wilcoxon signed-rank test was used to analyze whether or not there is a significant difference in students’ English productive skills before and after using PBL in English language learning. This study found a significant difference in speaking skills of FTU - HCMC students before and after participating in PBL activities. The students improved their comprehension, range and the ability to deliver their ideas to the target reader for writing skills. However, no difference was found in their content, cohesion, and accuracy. Interviewed teachers and entrepreneurs supported the implementation of PBL in schools. Overall, PBL is encouraged in the settings of higher education institutions.