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Do, M. H., Ly, T. N., & Duong, U. H. (2025). Dong Thap University TESOL postgraduate students’ assessment of using the project-based method in blended learning. Dong Thap University Journal of Science, 14(7), 76-90. https://doi.org/10.52714/dthu.14.7.2025.1608
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Dong Thap University TESOL postgraduate students’ assessment of using the project-based method in blended learning
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Abstract
This study examines the use of the project-based (PB) method in blended learning (BL) or the PBBL model assessed by postgraduate students in a TESOL (Teaching English to Speakers of Other Languages) course at Dong Thap University. The PBBL model combines face-to-face instruction with digital tools and aims to promote student-centered learning, autonomy, collaboration, and the practical application of knowledge. Utilizing a mixed-methods approach, the present study involved 47 TESOL postgraduate students, with eight of them participating in in-depth interviews to gather qualitative data. The quantitative data collected from surveys revealed that these postgraduate students experienced significant improvements in learning activities and soft skills (collaboration, flexibility in problem-solving, and task management). Additionally, they reported increased learner autonomy and motivation, driven by the interactive and flexible nature of the PBBL model. Qualitative findings further corroborated these results, highlighting the development of soft skills and career orientations. Despite these positive outcomes, challenges such as group collaboration, coursework overload, technical issues, and insufficient institutional support were identified. The study concludes with recommendations for enhancing the effectiveness of this approach, including sustained institutional support, comprehensive teacher training, and digital facility investment. Additionally, pointers for future research on the concerned topic are outlined.
Keywords
Blended learning, learning activities, project-based learning, PBBL, soft skills.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev. 2018.11.001.
Crespí, P., García-Ramos, J. M., & Queiruga-Dios, M. (2022). Project-based learning (PBL) and its impact on the development of interpersonal competencies in higher education. Journal of New Approaches in Educational Research, 11(2), 259-276. https://doi.org/10.7821/naer.2022.7.993.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Cronk, B.C. (2018). How to use SPSS®, A step-by-step guide to analysis and interpretation (10th ed.). Routledge. Routledge https://doi.org/10.4324/9781003450467.
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Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson – Longman.
Farrell, O., & Brunton, J. (2020). A balancing act: a window into online student engagement experiences. International Journal of Educational Technology in Higher Education 17(25), 1-19. https://doi.org/10.1186/s41239-020-00199-x.
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Fried-Booth, D. L. (1986). Project work. Oxford University Press.
Gouëdard, P., B. P., & Viennet, R. (2020). Education responses to COVID-19: Implementing a way forward. OECD Education Working Papers, 224, OECD Publishing, Paris. https://doi.org/10.1787/8e95f977-en.
Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333– 350). New York, NY: Routledge.
Hannon, J., & Macken, C. (2014). Blended and online curriculum design toolkit. La Trobe.
Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
Huang, W., Li, X., & Shang, J. (2023). Gamified project-based learning: A systematic review of the research landscape. Sustainability 2023, 15(940), 1-19. https://doi.org/10.3390/ su15020940.
Jaleniauskiene, E., & Venckiene, D. (2025). Project-based learning for language education in higher education: A scoping review. Interdisciplinary Journal of Problem-Based Learning, 19(1), 1-25.
Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121-140.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project-based learning. ASCD.
Little, D., & Brammerts, H. (Ed.) (1996). A guide to language learning in tandem via the internet. CLCS.
Margolies, R., Gorlatova, M., Sarik, J., Kinget, P., Kymissis, I., & Zussman, G. (2014). Project-based learning within a large-scale interdisciplinary research effort. arXiv preprint. arXiv:1410.6935.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.
MOET (Ministry of Education and Training) (2022). Decision 1282/QĐ-BGDĐT, issuing the plan to strengthen IT implementation and digital transformation in education and training 2022 -2025 by the Ministry of Education and Training. Available from https://luatvietnam.vn/giao-duc/quyet-dinh-1282-qd-bgddt-bo-giao-duc-va-dao-tao-221087-d1.html.
Nunn, R., Brandt, C., & Deveci, T. (2016). Project-based learning as a holistic learning framework: Integrating 10 principles of critical thinking. Asian ESP Journal Special Issue, 12(2), 9–53. https://www.elejournals.com/asian-esp-journal/asian-esp-journal-volume-12-issue-2-september-2016/.
Petersen, C., & Nassaji, H. (2016). Project-based learning through the eyes of teachers and students in adult EFL classrooms. The Canadian Modern Language Review, 72(1), 13–39. https://doi.org/10.3138/cmlr.2096.
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Shutaleva, A. V., Tsiplakova, Y. V., & Putilova, E. A. (2020). Project-based learning in personal-oriented educational paradigm. Advances in Social Science, Education, and Humanities Research, 447, 336-341.
Smartcourses (2023). Blended learning: Unveiling its disadvantages. Available from https://smartcourses.io/blog/blended-learning-unveiling-its-disadvantages/?utm_source=chatgpt.com.
Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Information Age Publishing.
Stoller, F. L., & Myers, C. C. (2019). Project-based learning: A five-stage framework to guide language teachers. In A. Gras-Velázquez (Ed.), Project-based learning in second language acquisition: Building communities of practice in higher education (pp. 25–47). Routledge.
Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. https://www.bie.org/research/study/review_of_project_based_learning_2000.
Tran, T. T. M. (2024). Vietnam’s comprehensive educational reform: reflections after a decade of implementation (2013–2024). Conhecimento & Diversidade, 16(44), 511-537.
Xavier, M., & Meneses, J. (2022). Persistence and time challenges in an open online university: a case study of the experiences of frst year learners. International Journal of Educational Technology in Higher Education, 19(31), 1-17. https://doi.org/10.1186/s41239-022-00338-6.
Xu, X., Su, Y., Hong, W. C. H., Zhang, Y., & Zhuang, T. (2024). The impact of a personal learning environment on Chinese postgraduates’ online self-regulated learning skills. Journal for the Study of Education and Development: Infancia y Aprendizaje, 47(1), 173-205. http://dx.doi.org/10.1177/02103702231225382.
Wang, Y. (2021). Promoting autonomous learning in blended environments. Journal of Language Learning and Technology, 25(3), 1-15.
Beckett, G., & Pae, H. (2024). Language teacher education on project-based learning and teaching. The 10th International Conference on Higher Education Advances (HEAd’24). Valencia, 18-21 June 2024. https://doi.org/10.4995/HEAd24.2024.17188
Boudersa, N., & Hamada, H. (2015). Student-centered teaching practices: Focus on the project-based model to teaching in the Algerian high-school contexts. Arab World English Journal, Bejaia University, International Conference Proceedings, 25 – 41.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev. 2018.11.001.
Crespí, P., García-Ramos, J. M., & Queiruga-Dios, M. (2022). Project-based learning (PBL) and its impact on the development of interpersonal competencies in higher education. Journal of New Approaches in Educational Research, 11(2), 259-276. https://doi.org/10.7821/naer.2022.7.993.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Cronk, B.C. (2018). How to use SPSS®, A step-by-step guide to analysis and interpretation (10th ed.). Routledge. Routledge https://doi.org/10.4324/9781003450467.
Do, M. H., & Le, N. L. (2019). English majors’ perceptions of group work and English use in group activities at Dong Thap University. Arab World English Journal, 10(4), 374- 386. https://dx.doi.org/10.24093/awej/vol10no4.27.
Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson – Longman.
Farrell, O., & Brunton, J. (2020). A balancing act: a window into online student engagement experiences. International Journal of Educational Technology in Higher Education 17(25), 1-19. https://doi.org/10.1186/s41239-020-00199-x.
Fleacă, B., Fleacă, E., & Maiduc, S. (2023). Fostering skills for sustainability – lessons learned from curriculum design and learning outcomes. European Journal of Sustainable Development, 12(1), 69-90. https://doi.org/10.14207/ejsd.2023.v12n1p69.
Fried-Booth, D. L. (1986). Project work. Oxford University Press.
Gouëdard, P., B. P., & Viennet, R. (2020). Education responses to COVID-19: Implementing a way forward. OECD Education Working Papers, 224, OECD Publishing, Paris. https://doi.org/10.1787/8e95f977-en.
Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333– 350). New York, NY: Routledge.
Hannon, J., & Macken, C. (2014). Blended and online curriculum design toolkit. La Trobe.
Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
Huang, W., Li, X., & Shang, J. (2023). Gamified project-based learning: A systematic review of the research landscape. Sustainability 2023, 15(940), 1-19. https://doi.org/10.3390/ su15020940.
Jaleniauskiene, E., & Venckiene, D. (2025). Project-based learning for language education in higher education: A scoping review. Interdisciplinary Journal of Problem-Based Learning, 19(1), 1-25.
Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121-140.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project-based learning. ASCD.
Little, D., & Brammerts, H. (Ed.) (1996). A guide to language learning in tandem via the internet. CLCS.
Margolies, R., Gorlatova, M., Sarik, J., Kinget, P., Kymissis, I., & Zussman, G. (2014). Project-based learning within a large-scale interdisciplinary research effort. arXiv preprint. arXiv:1410.6935.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage Publications.
MOET (Ministry of Education and Training) (2022). Decision 1282/QĐ-BGDĐT, issuing the plan to strengthen IT implementation and digital transformation in education and training 2022 -2025 by the Ministry of Education and Training. Available from https://luatvietnam.vn/giao-duc/quyet-dinh-1282-qd-bgddt-bo-giao-duc-va-dao-tao-221087-d1.html.
Nunn, R., Brandt, C., & Deveci, T. (2016). Project-based learning as a holistic learning framework: Integrating 10 principles of critical thinking. Asian ESP Journal Special Issue, 12(2), 9–53. https://www.elejournals.com/asian-esp-journal/asian-esp-journal-volume-12-issue-2-september-2016/.
Petersen, C., & Nassaji, H. (2016). Project-based learning through the eyes of teachers and students in adult EFL classrooms. The Canadian Modern Language Review, 72(1), 13–39. https://doi.org/10.3138/cmlr.2096.
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Shutaleva, A. V., Tsiplakova, Y. V., & Putilova, E. A. (2020). Project-based learning in personal-oriented educational paradigm. Advances in Social Science, Education, and Humanities Research, 447, 336-341.
Smartcourses (2023). Blended learning: Unveiling its disadvantages. Available from https://smartcourses.io/blog/blended-learning-unveiling-its-disadvantages/?utm_source=chatgpt.com.
Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Information Age Publishing.
Stoller, F. L., & Myers, C. C. (2019). Project-based learning: A five-stage framework to guide language teachers. In A. Gras-Velázquez (Ed.), Project-based learning in second language acquisition: Building communities of practice in higher education (pp. 25–47). Routledge.
Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. https://www.bie.org/research/study/review_of_project_based_learning_2000.
Tran, T. T. M. (2024). Vietnam’s comprehensive educational reform: reflections after a decade of implementation (2013–2024). Conhecimento & Diversidade, 16(44), 511-537.
Xavier, M., & Meneses, J. (2022). Persistence and time challenges in an open online university: a case study of the experiences of frst year learners. International Journal of Educational Technology in Higher Education, 19(31), 1-17. https://doi.org/10.1186/s41239-022-00338-6.
Xu, X., Su, Y., Hong, W. C. H., Zhang, Y., & Zhuang, T. (2024). The impact of a personal learning environment on Chinese postgraduates’ online self-regulated learning skills. Journal for the Study of Education and Development: Infancia y Aprendizaje, 47(1), 173-205. http://dx.doi.org/10.1177/02103702231225382.
Wang, Y. (2021). Promoting autonomous learning in blended environments. Journal of Language Learning and Technology, 25(3), 1-15.
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