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Anh Văn 3 4 - (EDITABLE) PBA Manual - Interview Project
Anh Văn 3 4 - (EDITABLE) PBA Manual - Interview Project
Table of content
Table of content................................................................................................................................................................1
I. Description.....................................................................................................................................................................2
II. Process..........................................................................................................................................................................2
*Overall timeline:...........................................................................................................................................................2
1. Phase 1: Project Introduction and Brainstorming (Mandatory)................................................................................3
2. Phase 2: Project Planning & Interviewing (Mandatory)............................................................................................3
3. Phase 3: Presentation Day (Mandatory)....................................................................................................................4
4. Phase 4: Reflection (Optional)......................................................................................................................................4
III. Product Requirements.................................................................................................................................................4
1. Format...................................................................................................................................................................4
2. Content......................................................................................................................................................................5
3. Language....................................................................................................................................................................5
IV. Assessment..................................................................................................................................................................6
1. Rubric for Level A2+...................................................................................................................................................6
2. Rubric for Level B1.....................................................................................................................................................9
V. Online Backup Plan.....................................................................................................................................................12
VI. Appendix (Printable)..................................................................................................................................................13
1. Phase 1 – Brainstorming Guidelines........................................................................................................................13
2. Phase 2 – Roles........................................................................................................................................................14
3. Phase 2 – Interview Guidelines................................................................................................................................15
4. Phase 2 – Interview Planner....................................................................................................................................16
5. Phase 2 – Summary and Analysis Guide..................................................................................................................17
6. Phase 3 – Pre-Presentation Checklist......................................................................................................................18
7. Phase 3 – Audience Notes.......................................................................................................................................19
8. Phase 3 – Interviewer Notes....................................................................................................................................19
9. Phase 4 – Self-reflection..........................................................................................................................................20
10. Interview Checklist- Phase 1..................................................................................................................................22
11. Interview Checklist- Phase 2..................................................................................................................................23
11. Penalty and Bonus Guidelines...............................................................................................................................24
VII. Sample Videos & Suggestions for Assessment.........................................................................................................25
1. SAMPLE VIDEO 1......................................................................................................................................................25
2. SAMPLE VIDEO 2......................................................................................................................................................26
3. SAMPLE VIDEO 3......................................................................................................................................................27
In this project, students work in groups of 3-5. Students identify the topic and the purpose of the
interview, conduct the interviews, summarize, and analyze the interviewees’ answers. Every student
must take part in interviewing and presenting.
II. Process
*Overall timeline:
The entire Interview Project starts from the first lesson and ends in the week before the final week
of the course (the specific dates to be announced by the Language Institute). Below is the overall
timeline for the Interview Project:
The following parts demonstrate the descriptions and guiding documents for each phase.
In this phase, the lecturer introduces the project to the students and describes what students need
to do to receive the best outcomes (explain the objectives, process, requirements, rubrics, penalty
and bonus policy). The Project Introduction must be done in the first or second lesson.
After the introduction, the lecturer divides the class. In groups, students use the Brainstorming
Guidelines to:
- brainstorm and choose their project topic;
- decide the purpose of the interview project;
- draft the interview questions.
Each group will submit the “Brainstorming Guidelines” worksheet according to the Deadline given
by the lecturer. Failure to do so will receive a penalty following the Penalty and Bonus Guidelines.
Lecturers may use the Interview Checklist- Phase 1 to check students’ worksheet or give their own
suggestions/comments.
*Important Notes: Students will present the information from the Brainstorming Guidelines in the
Introduction of the presentation.
After planning, students will conduct the interviews in their own time. Every member must take part
in interviewing and presenting.
Each group will submit the “Roles”, “Interview Planner”, and “Summary and Analysis Guide”
worksheets according to the Deadline given by the lecturer. Failure to do so will receive a penalty
following the Penalty and Bonus Guidelines.
Lecturers may use the Interview Checklist- Phase 2 to check students’ worksheets or give their own
suggestions/comments. This should be done AT LEAST 1 WEEK before Phase 3.
*Important Notes: Students will present the information from the “Interview Planner” worksheet in
the Introduction of the presentation, and the information from the “Summary and Analysis Guide”
and “Roles” worksheets in the Conclusion of the presentation.
3. Phase 3: Presentation (Mandatory)
a. Pre-Presentation
In this phase, each group uses the following Pre-Presentation Checklist to check and keep
track of all the things they are required to finish before Presentation Day.
b. Presentation Day
This stage happens within one lesson. Each group takes a turn to come up to the board and
talk about their interview project within 13 to 16 minutes. While each group presents, other
students must complete their PBA Audience Notes with some comments and write down at
least 2 questions to prepare for the Discussion session.
After each presentation, the lecturer facilitates the Discussion session by randomly picking
some students to give comments or read aloud their question(s).
The Discussion session should only last 2-3 minutes.
Each student will submit the “PBA Audience Notes” by the end of the Presentation Day.
Failure to do so will receive a penalty following the Penalty and Bonus Guidelines.
Students can choose to reflect on 1 or more experiences from the entire project. There is no
required minimum word count.
Students who turn in their Self Reflection should get bonus points from the lecturer following the
Penalty and Bonus Guidelines. The submission deadline will be given by the lecturer.
(3) – CONCLUSION (must be presented orally in front of the whole class): ~4-5 minutes
- The summary and analysis of the interviewees’ answers
- The results of the interview based on the summary and analysis
- Your group's opinions on the results
- Each member’s role in the interview project
- Reference list (if applicable)
3. Language
The language used in the product must be:
100% English
Appropriate and respectful language (cannot be too informal/inappropriate)
Vocabulary: appropriate level, preferably a mixture of vocabulary words learned in the
textbook.
Grammar: appropriate level, preferably a mixture of grammatical structures learned in the
textbook.
Format ● All slides have attractive ● Most slides have ● Some slides have Below the
and easy-to-follow attractive and easy-to- attractive and easy-to- performance
graphics that support follow graphics that follow graphic, some of band 0.5
the theme/content of support the are a bit hard to follow
the presentation. theme/content of the and do not support the
● There are three parts in presentation. topic.
the presentation ● The structure of the ● The structure of the
(introduction - body – presentation is missing presentation is missing
conclusion). one element. two elements.
● Length of the ● Length of the ● Length of the
presentation stays presentation stays presentation does not
approximately within approximately within stay approximately
13-16 minutes (2- 13-16 minutes (3-5- within 13-16 minutes
minute difference). minute difference). (more than 5-minute
● Each member has total ● Each member has total difference).
speaking time of at least speaking time of at least ● Each member has total
1.5 minutes/individual. 1 – 1.4 speaking time of less
(NOT counting the minutes/individual. than 1
speaking time when (NOT counting the minute/individual. (NOT
asking questions in the speaking time when counting the speaking
interview footage.) asking questions in the time when asking
● References are interview footage.) questions in the
mentioned concisely ● References are interview footage.)
where appropriate. mentioned concisely ● References are not
but not appropriately. mentioned concisely or
appropriately.
Introductio ● All parts of the ● Most parts of the ● Half of the introduction Below the
n introduction are introduction are is presented orally in performance
presented orally in front presented orally in front front of the whole class. of band 0.5
of the whole class. of the whole class. ● The class name, group
● The class name, group ● The class name, group name, and team
name, and team name, and team members’ full names
members’ full names members’ full names are poorly identified
are clearly identified. are somewhat identified ● The topic chosen and
● The topic chosen and ● The topic chosen and background information
background information background information on the topic are poorly
on the topic are on the topic are described.
thoroughly described. described. ● The purpose of the
● The purpose of the ● The purpose of the interview is poorly
interview is clearly interview is mentioned. mentioned.
mentioned. ● The list of interview ● The list of interview
● The list of interview questions directly questions has very little
questions directly and contributes to serving to contribute to serving
logically contributes to the purpose of the the purpose of the
serving the purpose of interview. interview.
the interview. ● The research ● The research
● The research information is information is poorly
information is somewhat described. described.
Body ● Pieces of the interview ● Pieces of the interview ● Pieces of the interview Below the
footage are merged footage are merged footage are merged performance
appropriately with appropriately with inappropriately with of band 0.5
smooth transitions. rough transitions. rough transitions.
● All members participate ● Only some members ● Less than half of the
in the interviewing participate in the members participate in
process. interviewing process. the interviewing
● All of the interviews are ● Most of the interviews process.
conducted in a are conducted in an ● Half of the interviews
respectful and appropriate manner. are conducted in an
appropriate manner. ● Most interviews flow appropriate manner.
● All interviews flow naturally with active ● Half of the interviews
naturally with active enthusiasm from flow naturally with
enthusiasm from interviewers. active enthusiasm from
interviewers. interviewers.
Conclusion ● All parts of the ● Most parts of the ● Half of the conclusion is Below the
conclusion are conclusion are presented orally in front performance
presented orally in front presented orally in front of the whole class. of band 0.5
of the whole class. of the whole class. ● Students can summarise
● Students can summarise ● Students can summarise the key findings of the
the key findings of the the key findings of the interview based on the
interview based on the interview based on the interview footage. No
interview footage with interview footage with a critical evaluation of the
clear and logical few attempts of critical information collected is
evaluation of the evaluation of the found.
information collected. information collected. ● The results of the
● The results of the ● The results of the interview based on the
interview based on the interview based on the summary and analysis
summary and analysis summary and analysis are poorly identified
are logically and clearly are clearly identified. ● The group’s opinions on
identified. ● The group’s opinions on the results are briefly
● The group’s opinions on the results are present mentioned.
the results are but not too thorough ● A list of role distribution
thoroughly thought out ● A list of role distribution and contribution is not
● A summary of role and contribution is clearly presented.
distribution and clearly presented.
contribution is clearly
presented.
● Often link ideas with a ● Occasionally use a few ● Rarely use simple
very limited number of simple common linkers common linkers (and, but,
cohesive devices and (and, but, because, because, however, while,
discourse markers (and, however, while, next,…) next,…) and not always
but, because, however, but not always accurately. accurately.
while, next,…) exactly.
Vocabulary ● Can frequently use a range Performance ● Can occasionally use a ● Can sometimes use a
of high-frequency shares range of high-frequency limited range of high-
vocabulary and a few features of vocabulary and a few frequency vocabulary and
simple common phrases simple common phrases a few simple common
Bands 2 and 1
phrases
Format ● All slides have attractive ● Most slides have ● Some slides have Below the
and easy-to-follow attractive and easy-to- attractive and easy-to- performance
graphics that support follow graphics that follow graphic, some of band 0.5
the theme/content of support the are a bit hard to follow
the presentation. theme/content of the and do not support the
● There are three parts in presentation. topic.
the presentation ● The structure of the ● The structure of the
(introduction - body – presentation is missing presentation is missing
conclusion). one element. two elements.
● Length of the ● Length of the ● Length of the
presentation stays presentation stays presentation does not
approximately within approximately within stay approximately
13-16 minutes (2- 13-16 minutes (3-5- within 13-16 minutes
minute difference). minute difference). (more than 5-minute
● Each member has total ● Each member has total difference).
speaking time of at least speaking time of at least ● Each member has total
1.5 minutes/individual. 1 – 1.4 speaking time of less
(NOT counting the minutes/individual. than 1
speaking time when (NOT counting the minute/individual. (NOT
asking questions in the speaking time when counting the speaking
interview footage.) asking questions in the time when asking
● References are interview footage.) questions in the
mentioned concisely ● References are interview footage.)
where appropriate. mentioned concisely ● References are not
but not appropriately. mentioned concisely or
appropriately.
Introductio ● All parts of the ● Most parts of the ● Half of the introduction Below the
n introduction are introduction are is presented orally in performance
presented orally in front presented orally in front front of the whole class. of band 0.5
of the whole class. of the whole class. ● The class name, group
● The class name, group ● The class name, group name, and team
name, and team name, and team members’ full names
members’ full names members’ full names are poorly identified
are clearly identified. are somewhat identified ● The topic chosen and
● The topic chosen and ● The topic chosen and background information
background information background information on the topic are poorly
on the topic are on the topic are described.
thoroughly described. described. ● The purpose of the
● The purpose of the ● The purpose of the interview is poorly
interview is clearly interview is mentioned. mentioned.
mentioned. ● The list of interview ● The list of interview
● The list of interview questions directly questions has very little
questions directly and contributes to serving to contribute to serving
logically contributes to the purpose of the the purpose of the
Body ● Pieces of the interview ● Pieces of the interview ● Pieces of the interview Below the
footage are merged footage are merged footage are merged performance
appropriately with appropriately with inappropriately with of band 0.5
smooth transitions. rough transitions. rough transitions.
● All members participate ● Only some members ● Less than half of the
in the interviewing participate in the members participate in
process. interviewing process. the interviewing
● All of the interviews are ● Most of the interviews process.
conducted in a are conducted in an ● Half of the interviews
respectful and appropriate manner. are conducted in an
appropriate manner. ● Most interviews flow appropriate manner.
● All interviews flow naturally with active ● Half of the interviews
naturally with active enthusiasm from flow naturally with
enthusiasm from interviewers. active enthusiasm from
interviewers. interviewers.
Conclusion ● All parts of the ● Most parts of the ● Half of the conclusion is Below the
conclusion are conclusion are presented orally in front performance
presented orally in front presented orally in front of the whole class. of band 0.5
of the whole class. of the whole class. ● Students can summarise
● Students can summarise ● Students can summarise the key findings of the
the key findings of the the key findings of the interview based on the
interview based on the interview based on the interview footage. No
interview footage with interview footage with a critical evaluation of the
clear and logical few attempts of critical information collected is
evaluation of the evaluation of the found.
information collected. information collected. ● The results of the
● The results of the ● The results of the interview based on the
interview based on the interview based on the summary and analysis
summary and analysis summary and analysis are poorly identified
are logically and clearly are clearly identified. ● The group’s opinions on
identified. ● The group’s opinions on the results are briefly
● The group’s opinions on the results are present mentioned.
the results are but not too thorough ● A list of role distribution
thoroughly thought out ● A list of role distribution and contribution is not
● A summary of role and contribution is clearly presented.
distribution and clearly presented.
contribution is clearly
presented.
*For Online Audience Notes Submission, lecturers can create an online form and send the link to
students at the beginning of Presentation Day. Students are required to submit this form at the end
of the Presentation Day. Lecturers can look at this FORM for reference.
*Online tools available for reference (can be used to conduct the interviews):
- Recording online live interviews: MS Teams, Zoom, Google Meet, etc.
- Video editing (for interview footage): iMovies, Cap Cut, VEED, Magisto, etc.
-Template design: Canva, Visme, Crello, etc.
1. Project topic
💡 In your group, have a look through all the topics and answer the following questions.
● What topics are you learning in the course?
_____________________________________________________________________________________
● What questions are you going to ask the interviewees? Discuss and choose 3-4 interview questions. Your
interview questions must directly link to the chosen topic AND the purpose of your interview project.
® Write your interview questions in the chart below.
Interview Question 1:
Interview Question 2:
I
n t
erview Question 3:
Interview Question 4:
2. Phase 2 – Roles
💡 In your group, discuss and agree on each member’s role(s) (at least 01 role/student). Each member must be
the interviewer and take at least 01 more role(s). Then, complete the table below. You can add more rows if you
need.
*Suggested other roles: presentation designer(s), video editor(s), information analyzer(s) - (summarize and
analyze the interviewees’ opinions), team leader, etc.
Interviewer &
………………………………………
………………………………………….
……………………………………………………………
………………….
Interviewer &
………………………………………
………………………………………….
……………………………………………………………
………………….
Interviewer &
………………………………………
………………………………………….
……………………………………………………………
………………….
Interviewer &
………………………………………
………………………………………….
……………………………………………………………
………………….
Interviewer &
………………………………………
………………………………………….
……………………………………………………………
………………….
Interview Guidelines
READ THIS GUIDE BEFORE YOU START YOUR INTERVIEWS.
Below is the interview structure that students can follow when conducting the interviews. Students are only
required to video record/film the conversations with the interview questions.
· Introduction:
Introduce the following things to the interviewees:
- the purpose of your interview
- the interviewees’ rights to choose NOT to answer one/some question(s) or stop the interview at any
time
- the fact that the interview will be recorded.
· Warm-up:
Ask some questions to get to know the interviewees and make them feel comfortable (e.g. how they
want to be referred to, whether they have any understanding about the interview topic or not,...)
· Ending:
Ask some questions or have a small chat to make the interviewee comfortable again. If the
interviewee shares some interesting details about the interview topic after you have stopped
recording, ask for their permission to use those details in your project.
(cited from Robson (2011))
Other note: Interviewers must keep the interviewee’s identity (names, phone number, email, home
address,...) anonymous in your interview(s) and in their videos.
(cited from Bryman, A. (2012). Social research methods. Oxford: Oxford University Press [Chapter 6: Ethics
and politics in social research])
💡 Interviewee Information:
In your group, complete the table below to help you keep the record of the interviews. You can add more
columns if you need.
Interviewees Interviewee 1 Interviewee 2 Interviewee 3 ………………..
Age
Major
Hometown
Interviewer’s
names (your
group members)
When are you
going to
interview them?
(e.g. 1/8/2021,
9am-10am,…)
How are you In-person/ In-person/ In-person/ In-person/
going to Phone/ Phone/ Phone/ Phone/
interview them? Online meeting Online meeting Online meeting Online meeting
Choose the most
suitable option
for each
interviewee.
What tools are
you going to use
for the
interview?
Pick the suitable
tools to use for
the interview.
💡Content: In your group, discuss the questions below to complete the summary (and/or the analysis) part of
your video.
- Who were the interviewees? Did that influence how they answer your question?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
- What are the differences between the interviewees’ answers? Why might they think differently?
(You can use the interviewees’ information from the Interview Planner to help you with the answers.)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
● Your opinion:
- What ideas/sharing (from the interviewees) is/are interesting to your group? Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
2. Content
Does your presentation have all of these parts?
o Introduction: to be presented orally by all members in front of the whole class
o Body: Interview footage – to be shown after the Introduction
o Conclusion: to be presented orally by all members in front of the whole class
3. Language
Is the language in the presentation appropriate language?
Is the vocabulary in the presentation appropriate for your class level? Do you use any vocabulary words learned in
the textbook?
Is the grammar in the presentation appropriate for your class level? Do you use any grammar structures learned in
the textbook?
💡 Read the notes from the Audience. In your group, discuss the questions below:
● What has your group done well?
● What should your group improve on?
● What other feedback do you want to give about your group’s presentation?
9. Phase 4 – Self-reflection
Self-reflection
💡 Description: Describe your project experience in detail, including what happened and your
expectations of what would happen next.
**Helpful questions:
What happened? When and where did it happen?
What did you (and the other people) do?
What did you want to happen?
💡 Feelings and thoughts: Describe your feelings and/or thoughts during the project. Then, state how
they might have impacted the experience.
**Helpful questions:
What were you feeling before, during, and after the project?
What do you think other people were feeling about the project? What about now?
What were you thinking during the project? What about now?
💡 Analysis: Explain why the project happened in the way you have just described. There is no right or
wrong analysis - just your own analysis.
**Helpful questions:
Why did things go well?
Why didn’t they go well?
Now that you are looking back at the experience. Why do you think things happened the way they did?
💡 Conclusion: Summarize what you have learned from the project, how you have learned about
it/them, and what you would do differently in the future.
**Helpful questions:
What did I learn from this project?
How did I learn about it/them?
What else could I have done?
💡Action plan: Describe a plan for how you would work on a similar project in the future or general
changes you might find appropriate.
**Helpful questions:
What would I do differently in a similar project in the future?
1/ Does the idea for the project stem from a/any topic in the textbook?
¨ Yes ¨ No
“ROLES” WORKSHEET
2/ Are the roles of each member clearly defined?
¨ Yes ¨ No
7/ Does the group state their opinions on the results of the interview?
¨ Yes ¨ No
Product Checklist:
Introduction:
o Presented in spoken language
o The class name, group name, team members’ full names
o The topic chosen and background information on the topic ~ background information not included
o The purpose of the interview
o A list of interview questions
o Research information (interview date, sample number, interview location, interviewee information, tools used,
etc.)
Body:
o The interview footage
Conclusion:
o Presented in spoken language
o The summary and analysis of the interviewees’ answers
o The group's opinions on the results
o Each member’s role in the interview project
o Reference list (if applicable) ~
Marking:
2. SAMPLE VIDEO 2
Link: Sample Video 2
Sample Assessment for Video 2 (only group grade):
Product Checklist:
Introduction:
o Presented in spoken language
o The class name, group name, team members’ full names
o The topic chosen and background information on the topic ~ background information not included
o The purpose of the interview
o A list of interview questions
o Research information (interview date, sample number, interview location, interviewee information, tools used,
etc.)
Body:
o The interview footage
Conclusion:
o Presented in spoken language
o The summary and analysis of the interviewees’ answers
o The group's opinions on the results
o Each member’s role in the interview project
o Reference list (if applicable) ~
Marking:
3. SAMPLE VIDEO 3
Product Checklist:
Introduction:
o Presented in spoken language
o The class name, group name, team members’ full names
o The topic chosen and background information on the topic
o The purpose of the interview
o A list of interview questions
o Research information (interview date, sample number, interview location, interviewee information, tools used,
etc.)
Body:
o The interview footage
Conclusion:
o Presented in spoken language
o The summary and analysis of the interviewees’ answers
o The group’s opinions on the results
o Each member’s role in the interview project
o Reference list (if applicable) ~
Marking:
Critical thinking- Question design: 1
-the interview questions directly serve the purpose of the group project.
Critical thinking- Data analysis and summary: 1
- the summary and analysis of the interviewees’ answers are logically evaluated
- the group’s opinion on the results can provide some suggestions based on the interview summary
Structure & Information illustration: 0.75
- did not meet all requirements under Product Requirements
- effectively uses and creates messages via a form of a video with appropriate visual aids and/or music, etc…
- pieces of video footage are merged appropriately. Subtitles are inserted properly.
Collaboration: 0.5
- each member’s role in the interview project is not presented