Pham Huynh Thuy Uyen, Postgraduate Student, Ho Chi Minh City Open UniversityProject-based learning (PBL) has recently been promoted at all levels of language education, particularly in high schools. Since 2015, MOET-approved textbooks have included a project part, and recent data have revealed that effectiveness at different scales. Teachers can choose formative assessment for projects' products in schools, allowing for new approaches of assessment. Following the recent widespread of COVID-19, PBL has been immensely supported by the inclusion of technology in language teaching. While this advancement has created numerous opportunities for both students and teachers in performing their projects in many ways, it also leaves a gap in how students perceive such a change. This study, therefore, aims to determine students' attitudes towards technological support for PBL in a high school in Dong Thap. Seventy 11 graders were selected as the participants. They worked on multiple three-month technology- assisted projects. Both online questionnaires and interviews were used to collect data. The findings show students' positive attitudes toward technological support in terms of content learning, problem-solving, critical thinking, communication, creativity, and production. Students were also more engaged in the learning process and were able to enhance their necessary learning abilities, which are required for success in the twenty-first century. Recommendations have been made regrading teachers' application of technology while using PBL, ideas for tech-assisted projects, and management experience.Keys: Technology, project-based learning, high school students
Pham Huynh Thuy Uyen, Postgraduate Student, Ho Chi Minh City Open UniversityProject-based learning (PBL) has recently been promoted at all levels of language education, particularly in high schools. Since 2015, MOET-approved textbooks have included a project part, and recent data have revealed that effectiveness at different scales. Teachers can choose formative assessment for projects' products in schools, allowing for new approaches of assessment. Following the recent widespread of COVID-19, PBL has been immensely supported by the inclusion of technology in language teaching. While this advancement has created numerous opportunities for both students and teachers in performing their projects in many ways, it also leaves a gap in how students perceive such a change. This study, therefore, aims to determine students' attitudes towards technological support for PBL in a high school in Dong Thap. Seventy 11 graders were selected as the participants. They worked on multiple three-month technology- assisted projects. Both online questionnaires and interviews were used to collect data. The findings show students' positive attitudes toward technological support in terms of content learning, problem-solving, critical thinking, communication, creativity, and production. Students were also more engaged in the learning process and were able to enhance their necessary learning abilities, which are required for success in the twenty-first century. Recommendations have been made regrading teachers' application of technology while using PBL, ideas for tech-assisted projects, and management experience.Keys: Technology, project-based learning, high school students
Room 18 (Building G3, Room 204) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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