Speaker
Description
This study explored the influences of Project-Based Learning on different constructs of L2 motivation from the perspectives of EFL high school students in Vietnam. Despite its official implementation in the national English language curriculum, there remains a lack of research examining the impact of this approach on students' motivation in Vietnamese EFL classrooms, especially in under-resourced contexts. Moreover, previous studies predominantly experimented with one project, overlooking the cumulative effects of doing multiple projects over time. Addressing these limitations, the study employed a mixed-methods approach guided by Self-Determination Theory (Ryan & Deci, 2017), combining an online questionnaire administered to 100 high school students with semi-structured interviews conducted with five participants. The quantitative data were analyzed by Statistical Package for the Social Sciences program for descriptive statistics, and thematic analysis was utilized for the qualitative data. Findings revealed positive impacts of Project-Based Learning on various constructs of L2 motivation to varying levels, with intrinsic motivation being higher than extrinsic motivation. These findings were first interpreted in accordance with prior research findings and relevant theories, then offered implications for both research and pedagogical practices.
Biography
The group comprises students and a lecturer from the Faculty of English Language and Culture, University of Languages and International Studies - Vietnam National University, Hanoi (ULIS – VNU Hanoi). With a shared background in English Language Teacher Education, the group is committed to bridging the gap between theoretical knowledge and classroom practice in language teaching. Our primary research interests include innovative teaching methods such as Project-Based Language Teaching (PBLT) and Task-Based Language Teaching (TBLT), learner motivation in second and foreign language acquisition, as well as teacher training and professional identity in language education. Through our research, we aim to offer practical insights and advocate for the integration of creative teaching methodologies in English education, particularly in under-resourced contexts. Guided by values of openness, responsibility, and a commitment to sustainable education, the group aspires to disseminate research findings that foster meaningful educational change while simultaneously enhancing our professional development as future educators.
