PROJECT WORK FOR TEACHING ENGLISH FOR

ESP LEARNERS.

Pham Duc Thuan

Faculty of Foreign Languages and Informatics
Hoa Lư University

Abstract
Project work is a progressive teaching method which meets
requirements of modern educational systems. This article presents
findings of a case study on how project work benefits students in an
English for Specific Purposes (ESP) class in developing students’
language skills and group work skills. In the article, theoretical
foundations for project work are reviewed and the implementations
of a project work are applied. The study was conducted within 4
weeks in a provincial university in the North of Vietnam. The
participants were 26 third-year students majoring in chemistry.
Observation and interviews were applied as the instruments to
collect the data. The results revealed that the use of project work is
effective in teaching English for ESP classes. From theory to
practice, the article suggests a pedagogic possibility for practitioners
to apply project work in language learning.
Keywords: Benefits of Project work, ESP classes, language skills

INTRODUCTION
Over the past two decades, project work has been considered as those
teaching methods which are repeatedly discussed in publications on
modern teaching methodology. In a world that is changing very
quickly, teachers are looking for a method which would meet all
important requirements of the education process.

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Project work in the language classroom is recognized as the
opportunity for learners to develop their language skills. It
encourages learners to use the foreign language and motivates them.
Moreover, it develops the learners´ social skills, the ability to
cooperate together - because they often work in groups on their
project, and their sense for responsibility for their work.
Haines (1989) argues that in the context of language learning,
projects are multi-skill activities focusing on topics or themes rather
than on specific language targets. The author continues that the
learners concentrate on reaching the targets with opportunities to
recycle known language and skills in a relatively natural context.
Fried-Booth (1986) points out that that most organized language
learning takes place in the classroom and there is often a gap between
the language the students are taught and the language they in fact
require. The researcher concludes that project work can help to
bridge the gap.
Emphasizing the importance of project work in language learning,
Stoller (2002, p.109) discusses that “project-based learning should be
viewed as a versatile vehicle for fully integrated language and
content learning, making it a viable option for language educators
working in a variety of instructional settings including general
English, English for academic purposes (EAP), English for specific
purposes (ESP), and English for occupational/vocational/professional
purposes, in addition to pre-service and in-service teacher training.”
This paper describes the implementation of project work in a
provincial university in the north of Vietnam with third year
undergraduate students in a class of English for Specific Purposes
(ESP). The idea behind the implementation is to investigate how
project work benefits the students in developing the language skills
and group work skills. In the next section of the paper there is a brief
overview of theoretical part of project work and its benefits in second
and foreign language settings. Following the literature review is a
case study of implementation of project work following the ten-step

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process advocated by Alan and Stoller (2005). The analysis, results,
and the conclusions are presented in the last parts.

LITERATURE REVIEW
Definition of Project Work
There are many definitions of project work proposed by various
authors. Beckett (2002) defines project work as a long-term (several
weeks) activity that involves a variety of individual or cooperative
tasks such as developing a research plan and questions, and
implementing the plan through empirical or document research that
includes collecting, analysing, and reporting data orally and/or in
writing. Legutke and Thomas (1991) identify project work as a
theme and task-centred mode of teaching and learning which results
from a joint process of negotiation between all participants. The
authors continue by stating that project work “allows for a wide
scope of self-determined action for both the individual and the small
group of learners within a general framework of a plan which defines
goals and procedures” (Legutke and Thomas, 1991, p.160). Fried-
Booth (2002) explains that project work is student-centred and driven
by the need to create an end-product, which brings opportunities for
students to develop their confidence and independence and to work
together in a real world environment by collaborating on a task
which they have defined for themselves and which has not been
externally imposed.

Features of Project Work

Many proponents of project work such as Fried-Booth (2002),
Haines (1989), Sheppard and Stoller (1995), Stoller (2002), and Alan
and Stoller (2005) who took different approaches agree on six
features of project work as summarised by Stoller (2002). First,
project work prioritizes the content rather than the language. Thus, it
can be considered as a mirror of the real world, which includes topics
of interest to students. Second, students will do the main tasks in a
project, and teachers will give guidance and support where

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necessary. Third, during the process, students can work individually
or cooperatively in small groups, or as a whole class to share
resources, ideas, and expertise to complete the project. Fourth,
students integrate diverse skills through conducting tasks. Fifth,
project work is usually designed with end products as the outcome,
for example, an oral presentation, a poster session, a bulletin-board
display, a report, or a stage performance. Project work not only
develops students’ language accuracy through the process stage, but
also language fluency through the product stage. Finally, project
work is potentially motivating, stimulating, empowering, and
challenging. It usually results in building student confidence, self-
esteem, and autonomy as well as improving students’ language skills,
content learning, and cognitive abilities.

Benefits of project work in language learning

It has been suggested that incorporating project work in second and
foreign language settings brings students a lot of benefits.
Researchers have defined the features and benefits of project-based
learning which range from development of language skills up to
enhancing students’ personal growth.
First, a project integrates the four language skills, speaking, listening,
reading, and writing and requires the use a variety of activities.
While working on a project students have opportunities to “recycle
known language and skills in a relatively natural context” (Haines,
1989, p.1). Similarly, Levine (2004) argues that mostly recognized
benefit of implementing project in the foreign language classroom is
improved language skills. Because students engage in purposeful
communication to complete authentic activities, they have the
opportunity to use language in a relatively natural context (Haines,
1989) and participate in meaningful activities which require practical
language use. Authentic activities refer to activities designed to
develop students’ thinking and problem solving skills which are
important in out-of-schools contexts, and to foster learning to learn
(Brown et al, 1993). While activities are anything students are

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expected to do, beyond getting input through reading or listening, in
order to learn, practice, apply, evaluate, or in any other way respond
to curricular content (Brophy and Alleman, 1991), practical activities
are tasks that integrate across the curriculum. In addition, project-
based learning provides opportunities for the natural integration of
language skills (Stoller, 2006).
Second, students develop metacognitive skills because a project is an
activity that “involves a variety of individual or cooperative tasks
such as developing a research plan and questions, and implementing
the plan through empirical or document research that includes
collecting, analyzing, and reporting data orally and/or in writing”
(Beckett, 2002, p.54).
Third, as students work together to achieve their end product they
develop confidence and independence (Fried-Booth, 2002). Project
work incorporates collaborative team work, problem solving,
negotiating and other interpersonal skills, which have been identified
by learners as important for living successful lives (Stein, 1995).

The Teacher’s Roles in Project Work

The teacher plays a vital role throughout the project work. Harmer
(1991) distinguishes six general roles of a teacher: controller,
assessor, organizer, prompter, participant and teacher as a resource.
The teacher has to change his roles due to many factors that arise in
the class.
Teacher as an assessor should use especially "gentle correction"
(Harmer 1991, p.201) during projects. He corrects mistakes that
occur in students´ performance but does not insist on an immediate
repetition of a correct version in order not to destroy the atmosphere
of the creative work. Even more important than gentle correction is
providing the students with feedback, i.e. how well they performed
the task.
During the project work students organize a lot of their own learning.
However, it is still the teacher who should provide good organization

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of the project and be sure that students know what to do. Otherwise a
lot of time and energy is wasted. It may happen, especially during
long-term projects that students will get stuck at a certain point not
knowing what to do next. In such case, the teacher acts as a prompter
who makes suggestions how to proceed.
Project work allows the teacher to be a participant as well. He can
participate in various sub-tasks, e.g. role-plays or other
communicative tasks, but he is also a natural participant of the whole
project. The final role which comes into question during project work
is "the teacher as a walking resource centre" (Harmer 1991, p.204).
When an intensive group work takes place, he can walk around and
provide linguistic or other kind of help.

Types of Project Work

Project work is diversely configured by different language
researchers. According to the nature and sequencing of project-
related activities, there are three types of projects: structured projects,
unstructured projects, and semi-structured projects (Stoller, 1997).
Structured projects are determined, specified, and organized by the
teacher in terms of topic, materials, methodology and presentation.
Unstructured projects are defined largely by students themselves.
Semi-structured projects are defined and organized in part by the
teacher and in part by the student.
Legutke and Thomas (1991) proposed five types based on data
collection techniques and sources of information: research projects,
text projects, correspondence projects, survey projects, and encounter
projects. Research projects necessitate the gathering of information
through library research. Text projects involve encounters with
"texts" (e.g., literature, reports, news media, video and audio
material, or computer-based information) rather than
people. Correspondence projects require communication with
individuals (or businesses, governmental agencies, schools, or
chambers of commerce) to solicit information by means of letters,
faxes, phone calls, or electronic mail. Survey projects entail creating

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a survey instrument and then collecting and analyzing data from
"informants." Encounter projects result in face-to-face contact with
guest speakers or individuals outside the classroom.
In terms of how final products are presented, there are also three
types of projects production projects, performance projects, and
organizational projects (Haines, 1989). Production projects involve
the creation of bulletin board displays, videos, radio programs, poster
sessions, written reports, photo essays, letters, handbooks, brochures,
banquet menus, travel itineraries, and so forth. Performance
projects can take shape as staged debates, oral presentations,
theatrical performances, food fairs, or fashion shows. Organizational
projects entail the planning and formation of a club, conversation
table, or conversation partner program.

Project Work in Previous Studies

For the last twenty years, project work and its integration into foreign
language learning have been the interest of language researchers in
different studies. Diaz Ramires (2014) conducted a research study on
developing learner autonomy through project work in an English for
Specific Purposes class. The study was carried out at a Columbian
regional and public university with a class of environmental
engineering undergraduates. The group consisted of 16 students at
level A1. The students decided to create a magazine according to the
preferences about environmental issues. The study was conducted
over an academic semester taking into account ten stages in project
work proposed by Alan and Stoller (2005). The instruments for data
collection were field notes, semi-structured interviews,
questionnaires, students’ artifacts, and video recordings. The results
of this study showed that the students’ language skills could be
developed by means of project work. The students displayed
improvement in terms of learner autonomy for ESP. The students
also demonstrated their commitment to fulfill the goal.
In an attempt to develop intercultural communication skills for first
year students in a university in Turkey, Tabaku and Ecirli (2014)

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implemented a project titled “A virtual tour through Albania and
Turkey. 30 students participated in the study. They were Albanian
and Turkish students majoring for law, communicative sciences and
religions. The findings showed that the project helped students
improve the intercultural communication and language skills and the
participants also strengthened their friendship.
In Vietnam, Pham (2014) carried out an action research to
developing English speaking skills for tenth-grade students at An
Lao High School by using project. The instruments employed for
data collection and analysis of the study included two tests and two
questionnaires for the students, an interview with two teachers and
the teacher’s journals. Research findings showed that the students
had positive attitudes towards the use of projects in their English
lessons. It was also revealed that project work was beneficial to help
students improve their performance in speaking lessons.

Stages of a Project Work

According to Legutke and Thomas (1991) project work can be seen
as the most applicable in various subjects. They say that preparation
and the follow-ups are reflected in these six stages of a project´s
development: opening, topic presentation, research and data
collection, preparing data presentation, presentation, and evaluation.
Alan and Stoller (2005) states that one way to maximize the potential
benefits of project work is to follow the ten-step process. The ten
steps are summarized below:
Step 1: Students and instructor agree on a theme for the project
Step 2: Students and instructor determine the final outcome of
the project
Step 3: Students and instructor structure the project
Step 4: Instructor prepares students for the demands of
information gathering

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 Step 5: Students gather information
Step 6: Instructor prepares students to compile and analyze data
Step 7: Students compile and analyze information
Step 8: Instructor prepares students for the language demands
of the final activity
Step 9: Students present the final product
Step 10: Students evaluate the project

PROJECT WORK: A CASE STUDY

Context of the study
The study was conducted in a provincial university in the north of
Vietnam which is a newly-established provincial university in the
North of Vietnam, with only 10 years of operation. Previously a
college offering three-year programs, it was upgraded to full
university status in 2007. ESP (English for Specific Purposes)
course is compulsory for non-English majored third years students.
The course is at the last English course after the students have
completed General English courses (General English 1, 2 and 3).
English for students of Chemistry is an ESP course for third year
students majored in chemistry. The course is timetabled for 45
periods within 15 weeks. The main textbook used for the course is
‘English for students of chemistry’ (Publication of Hanoi National
University of Education) containing eight units. The content of the
textbook covers basic topics of general chemistry such as matter,
periodic table, chemical bonding, chemical reactions, metals and
non-metals, carbon and silicon, ionic and covalent compounds.
The testing and assessment of the course entailed allocation of three
types of marks. The first mark was based on the percentage of
student attendance which account for 10 percent of the total final
score. The second mark is the mark of the midterm test which is

621
equal to one period in the syllabus. This mid-term mark offers
flexible options for the students and the teacher. The marking and
assessment can be based on a written test, face-to-face interviews or
an oral presentation. The third was the mark of the end-of-term
standard written test.
A semi-structured project, titled “Atoms Talk”, was designed with
the aim to improve students’ language skills and their group working
skills. The project was implemented within 4 weeks which started in
the 8th week and finishes in the 12th week of the syllabus. Under the
theme “Atoms Talk” there were different topics in accordance with
the contents in the syllabus of the ESP course covering basic aspects
of chemistry.

Participants
The participants in the study were a whole class of twenty six non-
English major third year students learning the ESP course – English
for students of chemistry. They were divided in four groups. Three
groups consisted of 7 students each. The remaining group had 5
students.

Research question
The question that guides our study is ‘How does Project Work
benefits ESP students in developing students’ language skills and
group work skills?’

Methodology
A case study approach was taken in this study. It is a qualitative
approach where observation and interviews were the instruments
used to collect the data. The students were asked the following
questions: (1) What have you learnt from doing this project? (2)
What have you benefited from this project in terms of learning
English for students of chemistry?

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IMPLEMENTATION OF PROJECT WORK
The project was designed after the 10-step model proposed by Allan
and Stoller (2005).
After discussion, the students and instructor came to an agreement on
a project theme “Atoms Talk” different topics for the groups to
choose: matter, structure of matter, periodic table, chemical bonding,
and chemical reactions. 4 groups determined PowerPoint
presentations as the final outcome of their projects. One group
decided to do bulletin board display.
After that the students and instructor work out project details that
guide students from the opening activity to the completion of the
project. The students consider their roles, and collaborative work
groups. They worked together and assigned the roles and
responsibilities. They reached a consensus on the timing for
gathering, sharing, and compiling information, and then presenting
their final project.
The final PowerPoint presentations of the four groups lasted within a
period (45 minutes). Each group’s performance was given in the
students’ classroom in front of the instructor and other groups. The
evaluation finalized the project. The evaluation was expressed
positively. The students looked back at the activities they followed.
They also made comments on their efforts as well as got constructive
feedbacks from the other group members and classmates in doing the
project.

FINDINGS AND DISCUSSION

After the final stage of the project, interviews conducted with the
students showed that most of the aims set were achieved. During the
process of the project twenty six students showed active
participation. It is worth mentioning that while working for preparing
their presentation the students worked closely together, thus
establishing good relations with each other. Everyone was willing to

623
contribute and motivated to do well. The teacher, the author of this
paper, played the role of the guide and facilitator encouraging
students to work together, to communicate in English and present
their work step by step in the class. In this way it was made possible
that every student could have the possibility to share what he had
done with the class, to speak and get the necessary feedback from his
classmates.
In the interviews conducted after the finale presentation, majority of
the students pointed out that it was an unforgettable experience. One
student said “It is my first time ever I’ve spoken English in front of
many people. I made mistakes. But I like it. I’d like to do it more.”
Another student stated that “I got to know my classmates in my
group better because I worked closely with them to complete the
assigned responsibilities. It seems to me I have been with them for a
long time.” He added that he “felt himself a part of the group”. A
female student confessed that: “I am a shy student. I had to practice
speaking in front of my mirror at home a lot. I think I am more
confident now and my pronunciation get better now.”
It is obvious that besides developing the language skills the students
had created or strengthened their friendship, as they spent a lot of
time together either in the university library or in the reading rooms
to prepare the material for the final presentation.
In the answer to the question “What you have learnt from doing this
project?” The participants said they had learned how to plan and
follow the stages of a project work and how to cooperate with other
partners while working on the project. This is considered valuable
not only for the language class but for other subjects as well.
Learning new skills of collecting and analyzing data will help them
to save time and do other projects better. In a detailed response, one
participant reported that she had learn two important things: First,
she learned how to create power point slides in effective ways.
Second, she gained pedagogical skills which would be useful for her
future teaching career.

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There were different responses to the question “What have you
benefited from the project in terms of learning English for students of
chemistry?” Most of them said that they had learned how to search
material in English and how to write meaningful paragraphs. While
searching material they had done a lot of reading and listening. The
had been very motivated because it was not simply reading a text in
the foreign language for the sake of learning some new words or
grammar, but reading with a goal to find and learn necessary material
needed for a final presentation. Some students reported that this
project help them secure the vocabulary accumulated during the
process of the project. One said “All the words and the content of
their presentation are still in my mind. I never forget it.” The findings
seem to support the points stated in the literature review that project
work provides language learners opportunities to develop their
language skills and the group work skills.
As far as motivation is concerned, our observation is in line with the
view expressed in many studies that project work results in
enjoyment and sense of self-esteem (Levine, 2004). Most students
showed pleasure during the project. In the final presentation they
exhibited their confidence and kept smiling. This project helped the
students not only to develop language skills, but also to address
issues of self-esteem. Thus, one student said that he had never been
on stage before and had never spoken to a big audience. He felt
proud that he had done it. Some students emphasized the fact that
they had been able to speak in English in front of other students
about issues of interest for all. Two of the students who had worked
well in preparing the presentations withdrew from the final
presentation, because they could not speak before an audience, they
were too shy to do it.
It is also worth discussing some noticeable difficulties encountered.
First, students were not familiar with group work. At the beginning,
although clear roles for group members were assigned, some students
dominated the work, while others did little work. Also, some students
did not use the target language for communication, but their mother

625
tongue. Finally, some students had difficulty accepting the new role
of the teacher as a facilitator and coordinator, and not as a source of
knowledge and provider of solutions. At the start of project work
some students felt uncomfortable with being given choices (e.g. topic
selection, team formation), and were thus apprehensive about project
work. However, most of them soon realized that the teacher was
there to support and assist them, albeit in a different way.

CONCLUSION
It is necessary to acknowledge the limitations of this study. The
number of participants was small, and findings presented were from
just one case study. Therefore, the generalization of the research
findings should be taken care.
From the literature review to the case study, it is shown that project
work is an applicable and effective approach in language teaching as
it leads to enhancing language skills, and group work skills. It can be
very useful in teaching ESP courses for students at the tertiary level
as is the case of a 26 non-English major third year students at the
university in the north of Vietnam.
Students’ participation in the project work helped them to develop
not only their language skills but also group work skills. It prepares
them for life, as they learn how to set a goal, to plan and how to
reach it, gather information, analyze data and present the final
product.
The implementation of project work presented in this study leads to a
clear pedagogical implication that knowledge of modern teaching
methods, and willingness to experiment with non-traditional teaching
practices are powerful tools for the achievement of teaching aims,
such as increased motivation, interest, and performance in the hands
of teachers in the context of English as a foreign language
instruction.

626
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