Interview Project Manual

Table of content

I. Description ...................................................................................................................................................2
II. Process.........................................................................................................................................................2
1. Phase 1: Project Introduction and Brainstorming.............................................................................3
2. Phase 2: Project Planning & Interviewing .........................................................................................3
3. Phase 3: Submission and Discussion .................................................................................................3
4. Phase 4: Reflection (Optional) ..........................................................................................................4
III. Product Requirements ...............................................................................................................................5
1. Format ...............................................................................................................................................5
2. Content..............................................................................................................................................5
3. Language ...........................................................................................................................................5
IV. Assessment.................................................................................................................................................6
1. Rubric for Level A2+ ..........................................................................................................................7
2. Rubric for Level B1 ......................................................................................................................... 11
V. Online Backup Plan .................................................................................................................................. 15
VI. Appendix (Printable) ............................................................................................................................... 15
1. Phase 1 – Brainstorming Guidelines .............................................................................................. 15
2. Phase 2 – Roles............................................................................................................................... 17
3. Phase 2 – Interview Structure ........................................................................................................ 18
4. Phase 2 – Interview Planner........................................................................................................... 19
5. Phase 2 – Summary and Analysis Guide ........................................................................................ 20
6. Phase 3 – Project checklist ............................................................................................................. 20
7. Phase 3 – Audience Notes .............................................................................................................. 21
8. Phase 3 – Interviewer Notes .......................................................................................................... 21
9. Phase 4 – Self-reflection ................................................................................................................ 22

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 I. Description
The Interview Project requires students to conduct an interview. The purpose of the interviews is
for students to:
● gain an in-depth understanding about the topic,
● suggest a solution to the topic.

In this project, students work in groups of 3-5. Students identify the main question of the
project, conduct the interviews, analyze and summarize the interviewees’ answers to the main
question. Every student must take part in interviewing.

The objectives of the project are stated as follows:

● Students are able to conduct a simple interview in the target language.
● Students are able to summarize and analyze the interviewees’ opinions so as to answer the
main question in the target language.
● Students are able to make a short video to summarize the interview project and their findings
in the target language.

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.

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 1. Phase 1: Project Introduction and Brainstorming

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). The Project
Introduction must be done in the first 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.

2. Phase 2: Project Planning & Interviewing

In this phase, each group:

- uses the “Roles” worksheet to assign each member’s role(s);
- reads the “Interview Structure” and uses the “Interview Planner” worksheet to make an interview
plan;
- uses the “Summary and Analysis Guide” to help them complete the summary and analysis of the
interview.

After planning, students will conduct the interviews in their own time. Every member must take part
in interviewing.

The lecturer supports the students with any questions they may have about the interviews.

3. Phase 3: Submission and Discussion

a. Submission:
At this stage,
- the Lecturer creates a SharePoint folder for students to submit their videos.
- students use the Project checklist to check the quality of their videos and the submission
- one student from each group will submit their video to the Lecturer.
Accepted file: .mp4

b. Discussion:
This stage happens within one lesson. Students must have submitted their videos. During the class
time, the lecturer displays each group’s video to the class. After each video is displayed, there is the
Q&A session.

Lecturers use the table below to organize the Q&A session. Students participate in the listed activities
listed.

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 Activity Duration What to do
Video 6-8 - The Lecturer displays the video that the Interviewer group has
watching minutes/group; submitted.
at least 1 minute - The Interviewers: get ready for the Q&A session.
speaking/student - The Audience use the Q&A - Audience Notes template to
write down the following things as they are listening to the
presentation:
+ 01 thing you like about the brochure (strength)
+ 01 thing to make the brochure better (improvement)
+ 01 question
(Audience complete the template individually.)
Q&A session 2-3 minutes Listeners give Interviewers their questions from the Q&A -
Audience Notes, and Interviewers answer the questions.
Group 2-3 minutes - Audience give the Interviewers their feedback (strength and
discussion improvement) in the Q&A - Audience Notes.
(After all - Interviewers discuss their group’s performance by answering
presentations the questions in the Reflection - Interviewer Notes.
and Q&A Interviewers can use the Audience’s notes to help with some
sessions have ideas.
finished,
members in
each group
discuss their
group’s
performance
with each
other. This
part is
optional.)

4. Phase 4: Reflection (Optional)

This Self Reflection is optional. However, it is highly recommended for students to complete this task
because it is one of the most effective learning strategies for learners to adopt. Students can focus on
areas they need to improve on, and learn how to perform better for their next project.

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.

(Template adapted from the University of Edinburgh’s guideline upon Gibbs’ Reflective Cycle, 2020)

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 III. Product Requirements
1. Format
The product must be presented in the following format:
● Length of the entire video: 6-8 minutes
● Suggestive length by parts (for reference only, students can design their video in the other
ways if suitable):
(1) – Introduction: 1 minute
(2) – Body: 4-5 minutes
(3) – Conclusion: 1-2 minutes
● Visual: Effectively and creatively 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 and references to extended
materials might be inserted concisely where appropriate.
● Participation: Every member must take part in interviewing because this will be marked
under the category ‘Body Language’ in the Assessment phase.

2. Content
a. Structure:
The video must include 03 parts (more details can be added to each part if needed):
(1) – Introduction (1 minute):
- The class name, group name, team members’ full names
- The main question for their interview
- A list of interview questions

(2) – Body (4-5 minutes):

- The interview footage
- The summary and analysis of the interviewees’ opinion

(3) – Conclusion (1-2 minutes):

- The answer to the main question is based on the summary and/or analysis
- Reference list (if applicable)
- A summary of team members’ contribution to the project

b. Reference and citation:

All sources (e.g. newspapers, research reports,…) referred to in the video are cited appropriately.
Name of the newspapers/magazines/books/…, the authors’ names, and the URLs need to be
included.

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.

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 IV. Assessment
The students will be assessed by following one of the rubrics below. Please use the rubric that is level
equivalent to the students’ course.

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 1. Rubric for Level A2+
Product (4 points) – Group grade

1 0.75 0.5 0.25

Critical ● Effectively ● Clearly identify ● Ask basic Below the

thinking - identify and ask and ask questions that performance of
Question significant significant clarify some band 0.5
design questions that questions that points of view
(Able to clarify various clarify various and rarely lead
identify the points of view points of view to solutions OR
main and lead to and lead to suggestions
question that better solutions better
have a clear OR suggestions solutions OR
purpose and OR deeper suggestions OR
able to understanding deeper
develop a list understanding ● The list of
of interview ● The list of interview
questions ● The list of interview questions has
that can interview questions very little to
answer the questions directly contribute to
main directly and contributes to answering the
question logically answering the main question
effectively.) contributes to main question of the group
answering the of the group project.
main question of project.
the group
project.

Critical ● Logically evaluate ● Can summarise ● Can summarise Below the

thinking-Data the information the key the key findings performance of
analysis and collected from findings of the of the band 0.5
summary the interview interview interview
(Able to footage to based on the based on the
summarise, summarise the interview interview
analyse, key findings of footage with a footage. No
and/or the interview. few attempts critical
evaluate the of critical evaluation of
data evaluation of the information
collected the collected is
from the information found.
interview ● The summary of collected. ● The summary
footage to the interview can ● The summary of the
answer the answer the main of the interview does
main question of the interview can NOT directly
interview interview project answer the answer the
question in a in a convincing main question main question
critical and way AND can of the of the
convincing provide some interview interview
way.) suggestion based project in a project.

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 on the interview convincing
summary. way.

Structure & ● A complete ● A complete ● An incomplete Below the

Information structure structure structure performance of
illustration (introduction - (introduction - (introduction - band 0.5
body - body - body -
(Able to form
conclusion) is conclusion) is conclusion) is
a
found AND all found AND found AND/OR
comprehensi
sources referred some sources no sources
ble structure
to in the video referred to in referred to in
AND deliver
are cited the video are the video are
the message
appropriately. cited cited
effectively
appropriately. appropriately.
and
● Effectively
creatively.)
uses and ● Visual aids
● Effectively and creates and/or music,
creatively uses messages via a etc… used
and creates form of a video hinder
messages via a with audience's
form of a video appropriate comprehension
with appropriate visual aids of the video.
visual aids and/or and/or music,
music, etc… to etc… to
communicate a communicate
message. a message.
● Pieces of video ● Almost all
● Pieces of video footage are pieces of video
footage are merged footage have
merged appropriately. low visual and
appropriately. Subtitles might audible quality
Subtitles and be inserted that negatively
references to concisely affect
extended where audience's
materials might appropriate. understanding.
be inserted
concisely where
appropriate.

Collaboration ● Each member ● Each member ● Only a few Below the

(Ensure that participates and participates members do performance of
roles and contributes to and most of the band 0.5
tasks in the group’s work contributes to work.
interview equally as agreed group’s work
project are within the group. equally as
equally There are agreed within
distributed attempts to work the group.
for all beyond the
members.) minimum task
distribution.

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 ● A summary of ● A list of role ● A list of role
role distribution distribution distribution
and contribution and and
is clearly contribution is contribution is
displayed. clearly unclear.
displayed.

Language (4 points) – Individual grade

2 1.5 1 0.5

Grammar (Use ● Shows a good Performa ● Shows ● Shows only

accurately and degree of control nce shares sufficient limited control
appropriately a of mostly simple, features control of of simple,
range of compound of Bands 2 mostly simple, compound
grammatical sentences and a and 1 compound sentences and
points that are few short sentences and a few short
learned from the complex ones a few short complex ones
programme with mixed complex ones with low
and/or beyond.) accuracy. with mixed accuracy.
accuracy. ● Rarely use
● Occasionally simple
● Often link ideas use a few common
with a very simple linkers (and,
limited number common but, because,
of cohesive linkers (and, however,
devices and but, because, while, next,…)
discourse however, and not
markers (and, while, next,…) always
but, because, but not accurately.
however, while, always
next,…) exactly. accurately.

Vocabulary (Use ● Can frequently Performa ● Can ● Can

accurately and use a range of nce shares occasionally sometimes
appropriately a high-frequency features use a range of use a limited
range of vocabulary and a of Bands 2 high- range of high-
vocabulary that few simple and 1 frequency frequency
are learned from common phrases vocabulary vocabulary
the programme and a few and a few
and/or beyond.) simple simple
common common
phrases phrases

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Content delivery (2 points) – Individual grade

   

Body Throughout the Throughout the Performance Throughout the

language & footage that the footage that the shares features of footage that the
Interaction student shows up, student shows up, Bands 0.5 and 1 student shows up,
(Know how the student the student the student
to use body ● Always ● Sometimes
language to ● Knows how to interacts with reads from the
interact with use body the written notes
the language to interviewee(s) when
interviewee(s interact with the without using interacting with
) with an interviewee(s) any help from the
appropriate with an written notes interviewee(s)
manner. appropriate ● Always use ● Mostly use
Able to manner. appropriate appropriate
exchange ● Is able to body language body language
verbal and/or exchange verbal and interactive and interactive
non-verbal and/or non- responses that responses that
interactive verbal interactive show respect show respect to
cues in cues in response to the the
response to to the interviewee(s). interviewee(s).
the interviewees.
interviewees.
)

Pronunciatio ● Is intelligible. Performance ● Is mostly ● Has very limited

n & Fluency Intonation is shares features intelligible, control of
(Able to generally of Bands 1 and despite limited phonological
verbally appropriate. 0.5. control of features and is
convey the Sentence and phonological often
messages word stress is features. unintelligible.
with generally
intelligibly.) accurately
placed. Individual ● Is able to speak
sounds are at rather low
generally speed and ● Is not able to
articulated cannot respond deliver intended
clearly. without thoughts and
● Is able to speak noticeable needs a lot of
at rather low pauses. pauses.
speed and can
respond with ● Occasionally ● Frequently
unnoticeable needs needs simplified
pauses. simplified prompts in
● Is able to deliver prompts in order to
thoughts with order to produce
almost no produce responses.
simplified responses.
prompts.

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 2. Rubric for Level B1
Product (4 points) – Group grade

1 0.75 0.5 0.25

Critical ● Effectively identify ● Clearly identify ● Ask basic Below the

thinking - and ask significant and ask questions that performance of
Question questions that significant clarify some band 0.5
design clarify various questions that points of view
(Able to points of view and clarify various and rarely lead
identify the lead to better points of view to solutions OR
main solutions OR and lead to suggestions.
question that suggestions OR better
have a clear deeper solutions OR
purpose and understanding. suggestions OR
able to deeper
develop a list understanding. ● The list of
of interview ● The list of ● The list of interview
questions interview interview questions has
that can questions directly questions very little to
answer the and logically directly contribute to
main contributes to contributes to answering the
question answering the answering the main question
effectively.) main question of main question of the group
the group project. of the group project.
project.

Critical ● Logically evaluate ● Can summarise ● Can summarise Below the

thinking – the information the key the key performance of
Data analysis collected from the findings of the findings of the band 0.5
and summary interview footage interview interview
(Able to to summarise the based on the based on the
summarise, key findings of the interview interview
analyse, interview. footage with a footage. No
and/or few attempts critical
evaluate the of critical evaluation of
data collected evaluation of the
from the the information
interview information collected is
footage to ● The summary of collected. found.
answer the the interview can ● The summary ● The summary
main answer the main of the of the
interview question of the interview can interview does
question in a interview project answer the NOT directly
critical and in a convincing main question answer the
convincing way AND can of the main question
way.) provide some interview of the
suggestion based project in a interview
on the interview convincing project.
summary. way.

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 Structure & ● A complete ● A complete ● An incomplete Below the
information structure structure structure performan
illustration (introduction - (introduction - (introduction - ce of band
(Able to form body - conclusion) body - body - 0.5
a is found AND all conclusion) is conclusion) is
comprehensi sources referred found AND found AND/OR
ble structure to in the video are some sources no sources
AND deliver cited referred to in referred to in
the message appropriately. the video are the video are
effectively cited cited
and appropriately. appropriately.
creatively.)
● Effectively uses ● Visual aids
● Effectively and and creates and/or music,
creatively uses messages via a etc… used
and creates form of a video hinder
messages via a with audience's
form of a video appropriate comprehensio
with appropriate visual aids n of the video.
visual aids and/or and/or music,
music, etc… to etc… to
communicate a communicate
message. a message.
● Pieces of video ● Almost all
● Pieces of video footage are pieces of video
footage are merged footage have
merged appropriately. low visual and
appropriately. Subtitles might audible quality
Subtitles and be inserted that negatively
references to concisely affect
extended where audience's
materials might be appropriate. understanding.
inserted concisely
where
appropriate.

Collaboration ● Each member ● Each member ● Only a few Below the

(Ensure that participates and participates members do performan
roles and contributes to and most of the ce of band
tasks in the group’s work contributes to work. 0.5
interview equally as agreed group’s work
project are within the group. equally as
equally There are agreed within
distributed attempts to work the group.
for all beyond the
members.) minimum task ● A list of role
distribution. distribution ● A list of role
● A summary of role and distribution
distribution and contribution is and
contribution is clearly contribution is
clearly displayed. displayed. unclear.

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 Language (4 points) – Individual grade

2 1.5 1 0.5

Grammar (Use ● Shows a mixture Performance shares ● Shows a ● Shows only

accurately and of grammatical features of Bands 2 mixture of limited control
appropriately a structures with a and 1 grammatical of a few
range of few mistakes structures grammatical
grammatical that do not with some forms with a lot
points that are significantly mistakes that of mistakes
learned from affect may affect that may affect
the comprehension. comprehensio comprehension
programme ● Is able to link n. .
and/or ideas with a ● Is able to link ● Is not able to
beyond.) range of ideas with a link ideas with
cohesive devices limited range cohesive
and discourse of cohesive devices and
markers but not devices and discourse
always discourse markers.
appropriately. markers with
significant
errors.

Vocabulary ● Can frequently Performance shares ● Can ● Can sometimes

(Use accurately use a range of features of Bands 2 occasionally use a limited
and appropriate and 1 use a range of range of
appropriately a vocabulary to appropriate vocabulary to
range of discuss a large vocabulary to discuss a few
vocabulary that number of discuss some general topics.
are learned general topics. general
from the topics.
programme
and/or
beyond.)

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Content delivery (2 points) – Individual grade

1 0.75 0.5 0.25

Body language Throughout the footage Performance shares Throughout the Throughout the
& Interaction that the student shows features of Bands 0.5 footage that the footage that the
(Know how to up, the student and 1 student shows up, the student shows up, the
use body ● Always interacts student student
language to with the ● Sometimes reads ● Always reads from
interact with interviewee(s) from the written the written notes
the without using any notes when when interacting
interviewee(s) help from written interacting with with the
with an notes the interviewee(s) interviewee(s)
appropriate ● Always use ● Mostly use ● Sometimes use
manner. appropriate body appropriate body appropriate body
Able to language and language and language and
exchange interactive interactive interactive
verbal and/or responses that show responses that responses that
non-verbal respect to the show respect to show respect to
interactive interviewee(s). the the
cues in interviewee(s). interviewee(s).
response to the
interviewees.)

Pronunciation ● Is intelligible. Performance shares ● Is mostly ● Has very limited

& Fluency Intonation is features of Bands 1 intelligible, control of
(Able to generally and 0.5. despite limited phonological
verbally convey appropriate. control of features and is
the messages Sentence and word phonological often
with stress is generally features. unintelligible.
intelligibly.) accurately placed.
● Is able to speak at ● Is able to speak at
● Individual sounds rather low speed low speed and
are generally and with a fair with a low degree
articulated clearly. degree of fluency. of fluency.
● Is able speak at a fair
speed and with a ● Frequent ● Is not able to
rather good degree repetition or self- deliver intended
of fluency with correction is thoughts and
some repetition or identified. needs a lot of
self-correction. pauses.
● Is able to deliver
thoughts with ● Frequently needs
almost no simplified ● Occasionally simplified
prompts. needs simplified prompts in order
prompts in order to produce
to produce responses.
responses.

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 V. Online Backup Plan
Under the unexpected circumstances that the University requires students and lecturers to study and
teach online,
- in-person interviews can be replaced with online interviews (must be video recorded);
- video submission remains unchanged;
- class discussions about each video can be conducted online via MS Teams.

VI. Appendix (Printable)

1. Phase 1 – Brainstorming Guidelines

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 Brainstorming Guidelines
Interview Project
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?
…………………………………………………………………………………………………...…………………………………………………...………

● Which topic does your group choose? (Choose only 01 topic)

…………………………………………………………………………………………………...…………………….................................………

2. The purpose of the interview project & the Interview Questions

In your group, discuss the question below together and fill in the chart below.
● What is the purpose of your interview? (e.g. 02 groups might choose the same topic but group 1 aims to
understand more about the topic, while group 2 aims to look for some solutions to that topic. In other words, the
groups have different purposes when addressing the chosen topic.)
→ Complete the sentence “The purpose of our interview is to ……….” in the chart below.

● 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.

The purpose of our interview is to

……………………………………………………………………………………………………………………..………………………….………

Interview Interview Interview Interview

Question 1: Question 2: Question 3: Question 4:
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………
…………………………… …………………………… …………………………… ……………………………

❌ DON’T just have closed-ended questions (i.e. this-or-that, yes-or-no questions).

DO have some open-ended questions (i.e. what, why, when, how, who… questions).

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 2. Phase 2 – Roles

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: video editors, information analyser (summarize and analyze the interviewees’
opinions),...

Roles Members’ names Contact emails

Interviewer & …………………

Interviewer & …………………

Interviewer & …………………

Interviewer & …………………

Interviewer & …………………

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 3. Phase 2 – Interview Structure

Interview Structure

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 video 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,...)

• The main body of the interview (*required for filming/video recordings):

Ask the interview questions that you have prepared.
Suggestion: ask the ‘easy’ questions and/or questions about opinions/ideas before the more difficult
questions and/or questions that require knowledge/understanding about the topic.

• 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])

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 4. Phase 2 – Interview Planner

Interview Planner
COMPLETE THIS WORKSHEET BEFORE YOU START CONDUCTING THE INTERVIEWS.

Interviewees – Time – Place:

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.

Discussion – Things that might happen:

In your group, discuss the questions below to prepare for the interviews.

1. What will you do if the interviewee does not want to answer your question?
…………………………………………………………………………………………………………………………………………………………

2. Imagine: the interviewee mentions their personal information. You have to make sure to keep their personal
information anonymous. What can you do?
…………………………………………………………………………………………………………………………………………………………

3. Will you take notes when your interviewee is talking? If yes, how do you do that?
…………………………………………………………………………………………………………………………………………………………

4. If the interviewee does not understand your questions, what can you do?
…………………………………………………………………………………………………………………………………………………………

5. What will you do if the interviewee has an interesting opinion after you stop recording the interview?
…………………………………………………………………………………………………………………………………………………………

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 5. Phase 2 – Summary and Analysis Guide

Summary and Analysis Guide

COMPLETE THIS WORKSHEET AFTER THE INTERVIEWS HAVE FINISHED.

Content: In your group, discuss the questions below to complete the summary (and/or the analysis) part
of your video.

● Describe the interviewees:

- How many people did you interview?
- Who were the interviewees? Did that influence how they answer your question?

● Answer each of the interview questions. Students report and analyze the following things:
- What are the similarities in the interviewees’ answers? Why might they have the same opinions?
- 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.)

● What ideas/sharing is/are interesting to your group? Why?

Format: How are you going to show the summary/analysis in your video? Choose a or b.
a. One or some member(s) will speak in this part.
b. Our group will just show the text on the screen.

6. Phase 3 – Project checklist

Project checklist
In your group, discuss the questions below to see if your video is ready to submit.

1. The video:
Read part III. Product Requirements carefully and check if your video has met all the criteria on:
● Format
● Content
● Language

2. Submission:
● When is the deadline?
● How are you required to submit your group’s video?
● Have you used the university email to submit your video?

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 7. Phase 3 – Audience Notes
Student’s name: ____________________________
Q&A - Audience Notes
In your group, discuss the videos with each other and complete the tables below.
*Things to think about: visual, the topic, the interview questions, the summary/analysis, the structure of the video,...

Video 01 - Group ………..

What you like What can change Questions

Video 02 - Group ………..

What you like What can change Questions

Video 03 - Group ………..

What you like What can change Questions

Video 04 - Group ………..

What you like What can change Questions

8. Phase 3 – Interviewer Notes

Reflection - Interviewer Notes

Read the notes from the Audience. In your group, discuss the questions below:
● What are your group good at?
● What can your group improve on?
● What other feedback do you want to give about your group’s performance?

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 9. Phase 4 – Self-reflection
Student’s name: ____________________________
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?

💡 Evaluation: Describe something that worked and did not work in the project.
**Helpful questions:
What was good and bad about the project?
What went well? What didn’t go so well?
What did you and other people contribute to the project (positively or negatively)?

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 💡 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?
What skills do I need to develop for me to handle a project like this better?
How will I develop those skills?

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 Compiled by Pham Nguyen Van Anh (Lecturer)
for Van Lang University, Language Institute

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

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