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Project-Based Learning based on Flipped Classroom to Enhance Self-Regulated Learning and Critical Thinking of Students at NTTU / Le Tran Minh Anh // Tạp chí Khoa học và Công nghệ - Đại học Nguyễn Tất Thành . - 2025. - tr. 81-88. - ISSN: 2615-9015



Ký hiệu phân loại (DDC): 378.198
This research aimed to investigate students’ perceptions of self-regulated learning and critical thinking in project-based learning based on flipped classrooms in general English classes. This survey research comprised 98 non-English-major students from Nguyen Tat Thanh University who participated in project-based learning based on flipped classrooms in general English classes – Level 2 to complete the 5-point Likert Scale survey. Ten of them were randomly selected to attend semi-structured interviews to provide further explanations of their experiences and recommendations on flipped classrooms. The findings revealed that the participants had highly positive attitudes towards this type of classroom in terms of self-regulated learning and critical thinking and shared some techniques to be involved in, along with some concerns when attending flipped classrooms. Hence, this research suggests solutions to improve students’ interactions and provide ideas for English instructors teaching project-based learning in EFL.
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The influence of project-based learning on promoting students’ self-confidence and learning motivation in Nguyen Tat Thanh University English language classes / Ngo Pham Minh Thu // Tạp chí Khoa học và Công nghệ - Đại học Nguyễn Tất Thành . - 2024. - tr. 159-166. - ISSN: 2615-9015



Ký hiệu phân loại (DDC): 153.4
As Nguyen Tat Thanh University in Ho Chi Minh City, Viet Nam, has recently implemented project-based learning for non-English majors for the first time, this research desired to discover the perceptions of students on the method as well as whether project-based learning is effective to enhance students’ motivation and self-confidence. The study was conducted with the implementation of qualitative and quantitative research methods. Data were collected through questionnaires with the participation of 100 non-English major freshmen at Nguyen Tat Thanh University and semi-structured interviews carried out with a total of 3 English lecturers and 15 students in the same English class. The findings showed that there was an increase in both students’ confidence and motivation level during the project-based learning class. In addition, the research indicated positive feedback and perception of the students to the experience of PBL implementation in developing their language skills and proficiency.
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The Influence of Project-Based Learning on Promoting Students’ Self-Confidence and Learning Motivation in Nguyen Tat Thanh University English Language Classes : Báo cáo Tổng kết đề tài Khoa học và Công nghệ cấp cơ sở năm 2023 - 2024 / Ngô Phạm MInh Thư
Tp. Hồ Chí Minh : Trường Đại học Nguyễn Tất Thành, 2024
46 tr. : bảng ; 29 cm.
Ký hiệu phân loại (DDC): 370.7
Explore the attitudes of both teachers and students towards this teaching method and the benefits it brings to the students’ learning experience as well as any problems or challenges it may cause during the implementation.
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Tích hợp giáo dục phát triển bền vững trong chủ đề "Trái đất và bầu trời" môn tự nhiên và xã hội lớp 2 theo phương pháp dạy học dựa trên dự án / Nguyễn Minh Giang, Nguyễn Thị Ngọc Bích // Giáo dục Thành phố Hồ Chí Minh. - 2023-11. - tr. 18-23. - ISSN: 2354-0753



Ký hiệu phân loại (DDC): 371.39
Sustainable development education is becoming a popular educational trend around the world, because it benefits not only students but also society and the environment. Therefore, applying the project-based teaching approach, this study has identified appropriate topics and contents to integrate sustainable development education through learning projects for grade 2 students. The research results have identified the requirements for designing projects and ideas for large projects that integrate education for sustainable development with 05 sub-topics of the Earth and Sky topic in the subject of Nature and Society 2. Through analyzing the experimental results of the 04 projects in the lesson “ natural disasters Prevention”, it is shown that the application of project-based teaching approach in the lesson is suitable, helping students develop the qualities and competencies required in the subject, while integrating creative problem-solving skills and developing commitment to participate in individual and collective activities responsibly and to ensure an environmentally sound future as the goal of sustainability education.
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