VIETTESOL INTERNATIONAL CONVENTION 2025

This study investigates the challenges faced by secondary school teachers in Vietnam when implementing project-based learning (PBL) in English language teaching and proposes feasible pedagogical solutions. Drawing on survey data from 2,850 teachers across Grades 6 to 12, the study reveals that a significant proportion of respondents found project activities difficult to teach and expressed the need for further training, especially at Grade 9 (184 responses) and Grade 12 (144 responses).

Qualitative analysis identified four main challenge themes: limited instructional time, learners’ low proficiency, lack of contextual relevance, and inadequate facilities or teaching conditions. Teachers reported that projects often require extensive vocabulary and preparation, yet are constrained by insufficient time, especially when taught alongside other review lessons. Projects also tend to benefit only higher-performing students, raising concerns about inclusivity and equity in ELT.

In response, the study proposes a structured three-phase approach: (1) thorough pre-project planning, including clear objectives, topic alignment, and language scaffolding; (2) flexible presentation modes such as group presentations or poster exhibitions tailored to learners’ abilities and classroom logistics; and (3) post-project feedback mechanisms that incorporate peer feedback, teacher evaluation, and self-reflection. These solutions aim to maximize learning opportunities while addressing practical classroom constraints.

By presenting both empirical data and actionable pedagogical strategies, this study contributes to the ongoing discourse on how to effectively implement PBL in ELT classrooms and enhance its accessibility for diverse student populations in Vietnam’s secondary education system.