8th Graders’ Attitude Toward the Implementation of Project-Based Learning Method in Teaching English Reading Skills. A Case Study at Public Secondary School in Ho Chi Minh City, Vietnam

Teaching English reading skills in the Vietnamese educational context traditionally emphasizes direct-teaching methods, which often limit students' active involvement and real-world application of knowledge. This study aimed to explore a different pedagogical approach, Project-Based Learning (PBL), to teach English reading skills, with an objective to understand students' attitudes toward this innovative method. The research was conducted at a public secondary school in District 7, Ho Chi Minh City, Vietnam. The participants comprised of 50 eighth graders aged 14-15 years, offering a diverse group of English learners for the study. A mixed-methods research design was employed, using both a questionnaire and semi-structured interviews to collect data. The questionnaire, featuring 24 items across cognitive, behavioral, and affective domains, was designed to gauge students' perceptions and experiences with PBL in their English reading classes. Semi-structured interviews provided qualitative insights into these experiences, offering a richer understanding of student attitudes. The results revealed that implementing PBL in teaching English reading skills significantly improved students' engagement and learning outcomes. Cognitively, students reported enhanced understanding and retention of new English vocabulary, increased ability to infer meanings of unknown words, and better analytical skills. Behaviorally, PBL encouraged active participation, greater collaboration, and increased English reading beyond the classroom. Affectively, students felt more confident and accomplished, with reduced anxiety and a more positive attitude towards English reading. Nevertheless, certain challenges were reported, including initial project ambiguity and unequal group contribution. These findings suggest that PBL can be an effective strategy for teaching English reading skills, promoting active learning, and fostering positive learning experiences in the Vietnamese context. Future research could focus on optimizing PBL implementation, addressing reported challenges, and exploring its long-term impacts on English reading proficiency. This study hopefully contributes to the broader literature on PBL in English language learning and provides practical insights for educators aiming to enhance English reading skills among secondary school students.