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Social Sciences and Humanities Issue (English)
Date Published:
05/04/2026
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Pham, Q. B., & Tran, T. K. Q. (2026). Enhancing English receptive skills through project-based learning: A study of non-English majors in Vietnam. Dong Thap University Journal of Science, 15(3), 44-57. https://doi.org/10.52714/dthu.15.3.2026.1784
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Enhancing English receptive skills through project-based learning: A study of non-English majors in Vietnam
Main Article Content
Abstract
This study examines the effects of project-based learning (PBL) on the attitudes of Vietnamese university students in non-English major as well as their receptive English abilities (listening and reading). After a 15-week PBL intervention, a quantitative method including pre- and post-tests as well as an attitude survey revealed significant improvements in total receptive skill scores. Additionally, students expressed increased involvement and favorable sentiments toward group and independent study. These results show how well PBL works to improve language proficiency and attitudes toward learning, making it a strong substitute for conventional approaches. With ramifications for curriculum design worldwide, this study offers empirical support for PBL effects on non-English majors' receptive abilities in an EFL environment. The study underscores the role of student-centered pedagogies like PBL in developing comprehensive language proficiency for learners outside English-specialized disciplines.
Keywords
Non-English major students, project-based learning, receptive skills, student attitudes.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555
Dawson, L. A. (2023). Enhancing language development through project-based learning: A literature review. Canadian Journal of Language and Literature Studies, 3(6), 35-40. https://doi.org/10.53103/cjlls.v3i6.138
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Addison-Wesley.
Gardner, R., & Lambert, W. (1972). Attitudes and motivations in second language learning. Rowley, MA: Newbury House.
Greenier, V. T. (2020). The 10Cs of project-based learning TESOL curriculum. Innovation in Language Learning and Teaching, 14(1), 27-36. https://doi.org/10.1080/17501229.2018.1473405
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International journal of educational research, 102, 101586.https://doi.org/10.1016/j.ijer.2020.101586
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Helwa, H., & Sabry, H. (2021). The effectiveness of using multiple intelligences supported project-based learning and participatory learning in developing prospective teachers' EFL receptive skills and English language learning satisfaction. Journal of Education, 58(1), 1-57. 10.21608/edusohag.2021.159474
Hoang, V. V. (2015). The development of the ten-year English textbook series for Vietnamese schools under the National Foreign Language 2020 Project: A cross-cultural collaborative experience. VNU Journal of Foreign Studies, 31(3).
Huong, L. T. L., & Albright, J. (2018). Vietnamese foreign language policy in higher education: A barometer to social changes. In English tertiary education in Vietnam (pp. 1-15). Routledge. 10.4324/9781315212098-1
Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving: A collaborative approach to interdisciplinary learning. American Psychological Association. https://doi.org/10.1037/10266-000
Kavlu, A. (2015). The effect of project–based learning on undergraduate EFL students’ reading comprehension ability. Journal of Education in Black Sea Region, 1(1). 10.31578/jebs.v1i1.8
Kim, Y. (2021). The problem/project-based learning (PBL/PjBL) at online classes. International Journal of Advanced Culture Technology, 9(1), 162-167. https://doi.org/10.17703/IJACT.2021.9.1.162
Le, V. C. (2017). Language and Vietnamese Pedagogical Contexts. Theory and Practice in Language Studies, 7(6), 471.
Mason, C. (2020). The national council of teachers of English and cold war education policies. IAP.
Minami, T., & Ohura, Y. (2015). How does a student's attitude influence learning achievement? An analysis of attitude-representing words appearing in looking-back evaluation texts. International Journal of Database Theory and Application, 8(2),129-144.http://dx.doi.org/10.14257/ijdta.2015.8.2.13
Pham T. T. H. (2014). Developing students’ speaking skill through Project-based learning [Unpublished Master's thesis]. Vietnam National University.
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective, and behavioral components of attitudes. In M. J. Rosenberg, C. I. Hovland, W. J. McGuire, R. P. Abelson, & J. W. Brehm (Eds.), Attitude organization and change: An analysis of consistency among attitude components (pp. 1- 14). Yale University Press.
Simpson, J. (2011). Integrating project-based learning in an English language tourism classroom in a Thai university. Australian Catholic University. https://acuresearchbank.acu.edu.au/download/3b2a4e91aed4fc2fc60c732cee0755cab56d531b892edb14d9f318dd2b424d65/1045234/02whole.pdf
Sultana, M. S. D. M., & Musavi, T. M. M. T. M. (2022). Enhancing students’ academic listening using project based learningmethod. Psocialsciences, 2(2), 236-249. https://www.psocialsciences.com/wp-content/uploads/2024/05/17.-Enhancing-Students-Academic-Listening- Using-Project-Based-Learning-Method.pdf
Timmis, I., & Jones, C. (2018). A text-based approach to grammar practice. Practice in Second Language Learning, 79-108. https://doi.org/10.1017/9781316443118.006
Tran, T. Q., & Phan Tran, T. N. (2021). Vietnamese EFL high school students' use of self-regulated language learning strategies for project-based learning. International Journal of Instruction, 14(1), 459-474. https://doi.org/10.29333/iji.2021.14127a
Truong, T. T. C. (2017). Exploring Vietnamese students’ attitude towards project works in enhancing autonomous learning in English speaking class. The Normal Lights, 11(2), 86 – 108. 10.56278/tnl.v11i2.528
Wang, X. (2022). Influences of learning emotion on learning outcome in online teaching mode. iJET: International Journal of Emerging Technologies in Learning, 17(8), 126–139. https://doi.org/10.3991/ijet.v17i08.30459
Yuliansyah, A., & Ayu, M. (2021). The implementation of project-based assignment in online learning during covid-19. Journal of English Language Teaching and Learning, 2(1), 32-38. https://doi.org/10.33365/jeltl.v2i1.851
Yusuf, M. Y., Marzani, M., Lubis, T., & Anggraeni,G.S. (2023). The influence of learning attitudes and motivation on students’ learning achievement. JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 8(1), 1–14. https://doi.org/10.31851/jmksp.v8i1.9844
Zanna, M. P., & Rempel, J. K. (1988). Attitudes: A new look at an old concept. In D. Bar-Tal & A. W. Kruglanski (Eds.), The social psychology of knowledge (pp. 315-334). Cambridge University Press.
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3).https://doi.org/10.1177/2158244020938702
Cocco, S. (2006). Student leadership development: The contribution of project-based learning. Unpublished Master’s thesis. Royal Roads University, Victoria, BC. https://central.baclac.gc.ca/.item?id=MR17869&op=pdf&app=Library&oclc_number=271429340
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. https://doi.org/10.1007/BF02310555
Dawson, L. A. (2023). Enhancing language development through project-based learning: A literature review. Canadian Journal of Language and Literature Studies, 3(6), 35-40. https://doi.org/10.53103/cjlls.v3i6.138
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Addison-Wesley.
Gardner, R., & Lambert, W. (1972). Attitudes and motivations in second language learning. Rowley, MA: Newbury House.
Greenier, V. T. (2020). The 10Cs of project-based learning TESOL curriculum. Innovation in Language Learning and Teaching, 14(1), 27-36. https://doi.org/10.1080/17501229.2018.1473405
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International journal of educational research, 102, 101586.https://doi.org/10.1016/j.ijer.2020.101586
Hartani, T., Sulindra, E., Tedjo, E. W., & Teopilus, S. (2022). English oral and written receptive skills of vocational lecturers. Journal of Education Research and Evaluation, 6(4), 712-720. https://doi.org/10.23887/jere.v6i4.53517
Helwa, H., & Sabry, H. (2021). The effectiveness of using multiple intelligences supported project-based learning and participatory learning in developing prospective teachers' EFL receptive skills and English language learning satisfaction. Journal of Education, 58(1), 1-57. 10.21608/edusohag.2021.159474
Hoang, V. V. (2015). The development of the ten-year English textbook series for Vietnamese schools under the National Foreign Language 2020 Project: A cross-cultural collaborative experience. VNU Journal of Foreign Studies, 31(3).
Huong, L. T. L., & Albright, J. (2018). Vietnamese foreign language policy in higher education: A barometer to social changes. In English tertiary education in Vietnam (pp. 1-15). Routledge. 10.4324/9781315212098-1
Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving: A collaborative approach to interdisciplinary learning. American Psychological Association. https://doi.org/10.1037/10266-000
Kavlu, A. (2015). The effect of project–based learning on undergraduate EFL students’ reading comprehension ability. Journal of Education in Black Sea Region, 1(1). 10.31578/jebs.v1i1.8
Kim, Y. (2021). The problem/project-based learning (PBL/PjBL) at online classes. International Journal of Advanced Culture Technology, 9(1), 162-167. https://doi.org/10.17703/IJACT.2021.9.1.162
Le, V. C. (2017). Language and Vietnamese Pedagogical Contexts. Theory and Practice in Language Studies, 7(6), 471.
Mason, C. (2020). The national council of teachers of English and cold war education policies. IAP.
Minami, T., & Ohura, Y. (2015). How does a student's attitude influence learning achievement? An analysis of attitude-representing words appearing in looking-back evaluation texts. International Journal of Database Theory and Application, 8(2),129-144.http://dx.doi.org/10.14257/ijdta.2015.8.2.13
Pham T. T. H. (2014). Developing students’ speaking skill through Project-based learning [Unpublished Master's thesis]. Vietnam National University.
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective, and behavioral components of attitudes. In M. J. Rosenberg, C. I. Hovland, W. J. McGuire, R. P. Abelson, & J. W. Brehm (Eds.), Attitude organization and change: An analysis of consistency among attitude components (pp. 1- 14). Yale University Press.
Simpson, J. (2011). Integrating project-based learning in an English language tourism classroom in a Thai university. Australian Catholic University. https://acuresearchbank.acu.edu.au/download/3b2a4e91aed4fc2fc60c732cee0755cab56d531b892edb14d9f318dd2b424d65/1045234/02whole.pdf
Sultana, M. S. D. M., & Musavi, T. M. M. T. M. (2022). Enhancing students’ academic listening using project based learningmethod. Psocialsciences, 2(2), 236-249. https://www.psocialsciences.com/wp-content/uploads/2024/05/17.-Enhancing-Students-Academic-Listening- Using-Project-Based-Learning-Method.pdf
Timmis, I., & Jones, C. (2018). A text-based approach to grammar practice. Practice in Second Language Learning, 79-108. https://doi.org/10.1017/9781316443118.006
Tran, T. Q., & Phan Tran, T. N. (2021). Vietnamese EFL high school students' use of self-regulated language learning strategies for project-based learning. International Journal of Instruction, 14(1), 459-474. https://doi.org/10.29333/iji.2021.14127a
Truong, T. T. C. (2017). Exploring Vietnamese students’ attitude towards project works in enhancing autonomous learning in English speaking class. The Normal Lights, 11(2), 86 – 108. 10.56278/tnl.v11i2.528
Wang, X. (2022). Influences of learning emotion on learning outcome in online teaching mode. iJET: International Journal of Emerging Technologies in Learning, 17(8), 126–139. https://doi.org/10.3991/ijet.v17i08.30459
Yuliansyah, A., & Ayu, M. (2021). The implementation of project-based assignment in online learning during covid-19. Journal of English Language Teaching and Learning, 2(1), 32-38. https://doi.org/10.33365/jeltl.v2i1.851
Yusuf, M. Y., Marzani, M., Lubis, T., & Anggraeni,G.S. (2023). The influence of learning attitudes and motivation on students’ learning achievement. JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 8(1), 1–14. https://doi.org/10.31851/jmksp.v8i1.9844
Zanna, M. P., & Rempel, J. K. (1988). Attitudes: A new look at an old concept. In D. Bar-Tal & A. W. Kruglanski (Eds.), The social psychology of knowledge (pp. 315-334). Cambridge University Press.