Interview Project Manual

Table of content

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: Submission and Discussion (Mandatory) ...................................................................................... 4
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+ ................................................................................................................................... 6
2. Rubric for Level B1 ..................................................................................................................................... 8
V. Online Backup Plan ..................................................................................................................................... 10
VI. Appendix (Printable) .................................................................................................................................. 11
1. Phase 1 – Brainstorming Guidelines ......................................................................................................... 11
2. Phase 2 – Roles ........................................................................................................................................ 13
3. Phase 2 – Interview Guidelines................................................................................................................. 14
4. Phase 2 – Interview Planner ..................................................................................................................... 15
5. Phase 2 – Summary and Analysis Guide.................................................................................................... 16
6. Phase 3 – Project checklist ....................................................................................................................... 17
7. Phase 3 – Audience Notes ........................................................................................................................ 18
8. Phase 3 – Interviewer Notes..................................................................................................................... 18
9. Phase 4 – Self-reflection........................................................................................................................... 19
10. Interview Checklist- Phase 1 ................................................................................................................... 21
11. Interview Checklist- Phase 2 ................................................................................................................... 22
11. Penalty and Bonus Guidelines ................................................................................................................ 23
VII. Sample Videos & Suggestions for Assessment ........................................................................................... 24
1. SAMPLE VIDEO 1 ...................................................................................................................................... 24
2. SAMPLE VIDEO 2 ...................................................................................................................................... 25
3. SAMPLE VIDEO 3 ...................................................................................................................................... 26

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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 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.

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 give a general introduction about the interview in the target language.
● Students are able to summarize and analyze the interviewees’ opinions 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 (Mandatory)

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 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 video.

2. Phase 2: Project Planning & Interviewing (Mandatory)

In this phase, each group:

- uses the “Roles” worksheet to assign each member’s role(s);
- reads the “Interview Guidelines” 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 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 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 video, and the information from the “Summary and Analysis Guide” and
“Roles” worksheets in the Conclusion of the video.

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 3. Phase 3: Submission and Discussion (Mandatory)

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.
-Deadline: 2 days before the Discussion Day
Accepted file: .mp4

b. Discussion Day:
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.

Activity Duration What to do

Video ~13-16 - 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 video (strength)
+ 01 thing to make the video better (improvement)
+ 01 question
(Audience completes the template individually.)
Q&A 2-3 minutes Listeners give Interviewers their questions from the Q&A -
session Audience Notes, and Interviewers answer the questions.

Each student will submit the “Q&A - Audience Notes” by the end of the Discussion Day. Failure to do
so will receive penalty following the Penalty and Bonus Guidelines.

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 following the
Penalty and Bonus Guidelines. The submission deadline will be given by the lecturer.

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 III. Product Requirements
1. Format
The product must be presented in the following format:
 Length of the entire video: ~13-16 minutes
 Suggestive length by parts (students can design their video with different choices of length
but must include all 3 parts and stay within the length limit):
(1) – Introduction: 4-5 minutes
(2) – Body: 5-6 minutes
(3) – Conclusion: 4-5 minutes
 Visual: Effectively and creatively uses and creates messages via a form of a video with
appropriate visual aids and/or music, etc…
 Subtitles: MUST be inserted.
 References: might be inserted concisely where appropriate.
 Participation: Every member MUST appear in the video with total speaking time of at LEAST
1.5 minutes/member (NOT counting the speaking time when asking questions).

2. Content
a. Structure:
The video must include 03 parts (more details can be added to each part if needed):
(1) – INTRODUCTION (must be presented in SPOKEN language): ~4-5 minutes
- The class name, group name, team members’ full names
- The topic chosen and background information on the topic
- The purpose of the interview
- A list of interview questions
- Research information (interview date, sample number, interview location,
interviewee information, tools used, etc.)

(2) – BODY (Interviewees' answers are NOT graded): ~5-6 minutes

- The interview footage

(3) – CONCLUSION (must be presented in SPOKEN language): ~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)

b. Reference and citation:

All sources (e.g. newspapers, research reports,…) referred to in the video are cited appropriately
(names of articles/newspapers/books,…, names of authors, 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)

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 • 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.

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

1 0.75 0.5 0.25

Format ● Length of the entire video ● Length of the entire video ● Length of the entire video Below the
stays approximately stays approximately does not stay within 13 to performance
within 13 to 16 minutes within 13 to 16 minutes 16 minutes (more than 5- of band 0.5
(2-minute- variance) (3-5-minute variance) minute variance)
● A complete structure ● The structure of the video ● The structure of the video
(introduction - body - is missing one element is missing two elements
conclusion) is found ● Visual aids and/or music ● Visual aids and/or music
● Visual aids and/or music are adequately used to used hinder audience's
are effectively and enhance audience’s comprehension of the
creatively used to comprehension of the video.
enhance audience’s video, but not with much ● Subtitles are inserted in
comprehension of the creativity less than half of the video
video ● Subtitles are inserted in ● References are not
● Subtitles are inserted most of the video inserted concisely or
throughout the entire ● References are inserted appropriately
video concisely but not ● Each member appears in
● References are inserted appropriately the video with total
concisely where ● Each member appears in speaking time of less than
appropriate the video with total 1 minute per member
● Each member appears in speaking time of 1-1.4
the video with total minutes/member
speaking time of at least
1.5 minutes/member

Introductio ● All parts of the ● Most parts of the ● Half of the introduction is Below the
n introduction are introduction are presented in spoken performance
presented in spoken presented in spoken language of band 0.5
language language ● The class name, group
● The class name, group ● The class name, group name, and team
name, and team name, and team members’ full names are
members’ full names are members’ full names are poorly identified
clearly identified 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 the to contribute to serving
logically contributes to purpose of the interview. the purpose of the
serving the purpose of ● The research information interview.
the interview. is somewhat described ● The research information
● The research information is poorly described
is thoroughly described

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Body Below the
● Pieces of the interview ● Pieces of the interview ● Pieces of the interview performance
footage are merged footage are merged footage are merged of band 0.5
appropriately with appropriately with rough inappropriately with
smooth transitions transitions. rough transitions
● All members participate ● Only some members ● Less than half of the
in the interviewing participate in the members participates in
process interviewing process the interviewing process
● All of the interviews are ● Most of the interviews ● Half of the interviews are
conducted in a respectful are conducted in an conducted in an
and appropriate manner. appropriate manner. appropriate manner.
● All interviews flow
● Most interviews flow ● Half of the interviews
naturally with active naturally with active flow naturally with active
enthusiasm from enthusiasm from enthusiasm from
interviewers. interviewers. interviewers.

Conclusion ● All parts of the ● Most parts of the ● Half of the conclusion is Below the
conclusion are presented conclusion are presented presented in spoken performance
in spoken language in spoken language language of band 0.5
● 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 with interview footage with a interview footage. No
clear and logical few attempts of critical critical evaluation of the
evaluation of the evaluation of the information collected is
information collected. information collected. found.
● 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 logically and clearly are clearly identified are poorly identified
identified ● The group’s opinions on ● The group’s opinions on
● The group’s opinions on the results are present the results are briefly
the results are but not too thorough mentioned
thoroughly thought out ● A list of role distribution ● A list of role distribution
● A summary of role and contribution is and contribution is
distribution and clearly displayed. unclear.
contribution is clearly
displayed.

Language (4 points) – Individual grade

Level A2+ 2 1.5 1 0.5
Grammar ● Shows a good degree of Performance ● Shows sufficient control of ● Shows only limited control
control of mostly simple, shares features mostly simple, compound of simple, compound
compound sentences and a of Bands 2 and sentences and a few short sentences and a few short
few short complex ones complex ones with mixed complex ones with low
1
with mixed accuracy. accuracy. accuracy.

● Often link ideas with a very ● Occasionally use a few ● Rarely use simple common
limited number of cohesive simple common linkers linkers (and, but, because,
devices and discourse (and, but, because, however, however, while, next,…) and
markers (and, but, because, while, next,…) but not not always accurately.
however, while, next,…) always accurately.
exactly.

Vocabulary ● Can frequently use a range Performance ● Can occasionally use a ● Can sometimes use a
of high-frequency shares features range of high-frequency limited range of high-
vocabulary and a few of Bands 2 and vocabulary and a few frequency vocabulary and a
simple common phrases simple common phrases few simple common
1
phrases

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Content delivery (2 points) – Individual grade
Level A2+ 1 0.75 0.5 0.25
Body Throughout the footage that the Performance Throughout the footage that the Throughout the footage that the
language & student shows up, the student shares features student shows up, the student student shows up, the student
Interaction of Bands 1 and
● Knows how to use body 0.5. ● Always interacts with the ● Sometimes reads from the
language to interact with interviewee(s) without written notes when
the interviewee(s) with an using any help from written interacting with the
appropriate manner. notes interviewee(s)
● Is able to exchange verbal ● Always use appropriate ● Mostly use appropriate
and/or non-verbal body language and body language and
interactive cues in response interactive responses that interactive responses that
to the interviewees. show respect to the show respect to the
interviewee(s). interviewee(s).
Pronunciation ● Is intelligible. Intonation is Performance ● Is mostly intelligible, ● Has very limited control of
& Fluency generally appropriate. shares features despite limited control of phonological features and is
Sentence and word stress is of Bands 1 and phonological features. often unintelligible.
generally accurately placed. ● Is able to speak at rather ● Is not able to deliver
0.5.
Individual sounds are low speed and cannot intended thoughts and
generally articulated respond without noticeable needs a lot of pauses.
clearly. pauses. ● Frequently needs simplified
● Is able to speak at rather ● Occasionally needs prompts in order to
low speed and can respond simplified prompts in order produce responses.
with unnoticeable pauses. to produce responses.
● Is able to deliver thoughts
with almost no simplified
prompts.

2. Rubric for Level B1

Product (4 points) – Group grade

1 0.75 0.5 0.25

Format ● Length of the entire video ● Length of the entire video ● Length of the entire video Below the
stays approximately stays approximately does not stay within 13 to performance
within 13 to 16 minutes within 13 to 16 minutes 16 minutes (more than 5- of band 0.5
(2-minute- variance) (3-5-minute variance) minute variance)
● A complete structure ● The structure of the video ● The structure of the video
(introduction - body - is missing one element is missing two elements
conclusion) is found ● Visual aids and/or music ● Visual aids and/or music
● Visual aids and/or music are adequately used to used hinder audience's
are effectively and enhance audience’s comprehension of the
creatively used to comprehension of the video.
enhance audience’s video, but not with much ● Subtitles are inserted in
comprehension of the creativity less than half of the video
video ● Subtitles are inserted in ● References are not
● Subtitles are inserted most of the video inserted concisely or
throughout the entire ● References are inserted appropriately
video concisely but not ● Each member appears in
● References are inserted appropriately the video with total
concisely where ● Each member appears in speaking time of less than
appropriate the video with total 1 minute per member
● Each member appears in speaking time of 1-1.4
the video with total minutes/member
speaking time of at least
1.5 minutes/member

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Introductio ● All parts of the ● Most parts of the ● Half of the introduction is Below the
n introduction are introduction are presented in spoken performance
presented in spoken presented in spoken language of band 0.5
language language ● The class name, group
● The class name, group ● The class name, group name, and team
name, and team name, and team members’ full names are
members’ full names are members’ full names are poorly identified
clearly identified 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 the to contribute to serving
logically contributes to purpose of the interview. the purpose of the
serving the purpose of ● The research information interview.
the interview. is somewhat described ● The research information
● The research information is poorly described
is thoroughly described

Body Below the

● Pieces of the interview ● Pieces of the interview ● Pieces of the interview performance
footage are merged footage are merged footage are merged of band 0.5
appropriately with appropriately with rough inappropriately with
smooth transitions transitions. rough transitions
● All members participate ● Only some members ● Less than half of the
in the interviewing participate in the members participates in
process interviewing process the interviewing process
● All of the interviews are ● Most of the interviews ● Half of the interviews are
conducted in a respectful are conducted in an conducted in an
and appropriate manner. appropriate manner. appropriate manner.
● All interviews flow ● Most interviews flow ● Half of the interviews
naturally with active naturally with active flow naturally with active
enthusiasm from enthusiasm from enthusiasm from
interviewers. interviewers. interviewers.

Conclusion ● All parts of the ● Most parts of the ● Half of the conclusion is Below the
conclusion are presented conclusion are presented presented in spoken performance
in spoken language in spoken language language of band 0.5
● 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 with interview footage with a interview footage. No
clear and logical few attempts of critical critical evaluation of the
evaluation of the evaluation of the information collected is
information collected. information collected. found.
● 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 logically and clearly are clearly identified are poorly identified
identified ● The group’s opinions on ● The group’s opinions on
● The group’s opinions on the results are present the results are briefly
the results are but not too thorough mentioned
thoroughly thought out ● A list of role distribution ● A list of role distribution
● A summary of role and contribution is and contribution is
distribution and clearly displayed. unclear.
contribution is clearly
displayed.

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Language (4 points) – Individual grade
Level B1 2 1.5 1 0.5
Grammar ● Shows a mixture of Performance ● Shows a mixture of ● Shows only limited control of
grammatical structures with shares features grammatical structures with a few grammatical forms
a few mistakes that do not of Bands 2 and 1 some mistakes that may with a lot of mistakes that
significantly affect affect comprehension. may affect comprehension.
comprehension. ● Is able to link ideas with a ● Is not able to link ideas with
● Is able to link ideas with a limited range of cohesive cohesive devices and
range of cohesive devices devices and discourse discourse markers.
and discourse markers but markers with significant
not always appropriately. errors.

Vocabulary ● Can frequently use a range of Performance ● Can occasionally use a range ● Can sometimes use a limited
appropriate vocabulary to shares features of appropriate vocabulary to range of vocabulary to
discuss a large number of of Bands 2 and 1 discuss some general topics. discuss a few general topics.
general topics.

Content delivery (2 points) – Individual grade

Level B1 1 0.75 0.5 0.25
Body language Throughout the footage that the Performance Throughout the footage that the Throughout the footage that the
& Interaction student shows up, the student shares features student shows up, the student student shows up, the student
of Bands 1 and
● Always interacts with the 0.5. ● Sometimes reads from the ● Always reads from the
interviewee(s) without using written notes when written notes when
any help from written notes interacting with the interacting with the
● Always use appropriate body interviewee(s) interviewee(s)
language and interactive ● Mostly use appropriate body ● Sometimes use appropriate
responses that show respect language and interactive body language and
to the interviewee(s). responses that show respect interactive responses that
to the interviewee(s). show respect to the
interviewee(s).
Pronunciation ● Is intelligible. Intonation is Performance ● Is mostly intelligible, despite ● Has very limited control of
& Fluency generally appropriate. shares features limited control of phonological features and is
Sentence and word stress is of Bands 1 and phonological features. often unintelligible.
generally accurately placed. 0.5. ● Is able to speak at rather low ● Is able to speak at low speed
● Individual sounds are speed and with a fair degree and with a low degree of
generally articulated clearly. of fluency. fluency.
● Is able speak at a fair speed ● Frequent repetition or self- ● Is not able to deliver
and with a rather good correction is identified. intended thoughts and needs
degree of fluency with some ● Occasionally needs simplified a lot of pauses.
repetition or self-correction. prompts in order to produce ● Frequently needs simplified
● Is able to deliver thoughts responses. prompts in order to produce
with almost no simplified responses.
prompts.

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.

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 *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:

- Recording online live interviews: MS Teams, Zoom, Google Meet, etc.
- Video editing: iMovies, Cap Cut, VEED, Magisto, etc.
-Template design: Canva, Visme, Crello, etc.

VI. Appendix (Printable)

1. Phase 1 – Brainstorming Guidelines

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 Brainstorming Guidelines
Interview Project
(to be presented in Introduction)

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
(to be presented in Conclusion)

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, subtitle author, team leader, (summarize and analyze
the interviewees’ opinions),...

Roles Members’ names Contact emails

Interviewer & ………………………………………

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

Interviewer & ………………………………………

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

Interviewer & ………………………………………

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

Interviewer & ………………………………………

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

Interviewer & ………………………………………

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

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 3. Phase 2 – Interview Guidelines

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 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])

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

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 4. Phase 2 – Interview Planner

Interview Planner
(to be presented in Introduction)

COMPLETE THIS WORKSHEET BEFORE YOU START CONDUCTING THE INTERVIEWS.

General Research Information:

-Interview date(s): _________________________________________

-Number of interviewees: __________________________________
-Interview location(s): _____________________________________
-Interview Subject: ________________________________________
(eg: sophomores at Van Lang University, etc. )

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.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 15/24
 5. Phase 2 – Summary and Analysis Guide

Summary and Analysis Guide

(to be presented in Conclusion)

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.

● Summarize the results:

- How many people did you interview? _________________________________________
-What is the general summary of the answers?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

- Who were the interviewees? Did that influence how they answer your question?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

● Analyze the results:

- 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.)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

● Your opinion:
- What ideas/sharing is/are interesting to your group? Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 16/24
 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?

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 17/24
 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?

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 18/24
 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)?

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 19/24
 💡 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?

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 20/24
 10. Interview Checklist- Phase 1

Interview Checklist- Phase 1

(For Lecturer)

Class Code: _________________________

Group #: ___________________________

1/ Does the idea for the project stem from a/any topic in the textbook?
 Yes  No

2/ Is the idea feasible?

 Yes  No

3/ Is the purpose of the interview (clearly) stated (in a complete sentence)?

 Yes  No

4/ Are there some drafted interview questions?

 Yes  No

5/ Are most of the questions open-ended?

 Yes  No

6/ Do the drafted interview questions match the purpose of the interview?

 Yes  No

Lecturer’s Comments (if any): ____________________________________________________________

_____________________________________________________________________________________

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 21/24
 11. Interview Checklist- Phase 2

Interview Checklist- Phase 2

(For Lecturer)

Class Code: _________________________

Group #: _______________________

1/ Did the group submit all of the following worksheets?

1. Roles
2. Project Planner
3. Summary and Analysis Guide
 Yes  No
If not, which worksheet(s) wasn’t/weren’t submitted? (Just write the number(s).)
__________________________________________

“ROLES” WORKSHEET
2/ Are the roles of each member clearly defined?
 Yes  No

“INTERVIEW PLANNER” WORKSHEET

3/ Is the research information fully presented? (Interview date(s), Number of Interviewees,
Interview Location(s), & Interview Subject)
 Yes  No
Anything missing? ____________________________________

4/ Is the chart/table regarding “Interviewee Information” fully completed?

 Yes  No
Anything missing? ____________________________________

“SUMMARY AND ANALYSIS GUIDE” WORKSHEET

5/ Is the summary of the results clearly presented?
 Yes  No

6/ Is the analysis of the results carefully made?

 Yes  No

7/ Does the group state their opinions on the results of the interview?
 Yes  No

Lecturer’s comments (if any): _____________________________________________________________

_____________________________________________________________________________________

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 22/24
 11. Penalty and Bonus Guidelines

PENALTY & BONUS GUIDELINES

Class Code: ___________________________
Group number: _______________________
Student’s name: _______________________

I/ Phase 1: Brainstorming (penalty) (group grade)

 submission on time with finished item(s)
 submission on time with unfinished item(s) (-0.25)
 late submission with finished item(s) (-0.5)
 late submission with unfinished item(s) (-0.75)
 no submission (-1)

II/ Phase 2: Planning (penalty) (group grade) TOTAL PENALTY: _______

 submission on time with finished item(s)
 submission on time with unfinished item(s) (-0.25) TOTAL BONUS: ________
 late submission with finished item(s) (-0.5)
 late submission with unfinished item(s) (-0.75)
 no submission (-1)

III/ Phase 3: Discussion Day (penalty)

• Audience notes
 submitted
 no submission (-1pt) (individual grade)

IV/ Phase 4: Self-reflection (bonus) (individual grade)

 submission on time with finished item(s) (+1)
 submission on time with unfinished item(s) (+0.75)
 late submission with finished item(s) (+0.5)
 late submission with unfinished item(s) (+0.25)
 no submission

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 23/24
 VII. Sample Videos & Suggestions for Assessment

1. SAMPLE VIDEO 1
• Link: Sample Video 1
• Sample Assessment for Video 1 (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:

➔ Critical thinking- Question design: 0.75

-the purpose of the interview was not presented
-the interview questions are clearly identified and lead to better understanding of the topic
➔ 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

General comments/suggestions: All members should participate in presenting in the Introduction and Conclusion of
the video (at least 1.5 min of total speaking time/member). The summary and analysis should be presented by members
of the group in spoken language. The purpose of the interview, research information, and role distribution should be
included.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 24/24
 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:

➔ Critical thinking- Question design: 0.75

-the list of interview questions and research information were not clearly presented
-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

General comments/suggestions: All members should participate in presenting in the Introduction and Conclusion of
the video (at least 1.5 min of total speaking time/member). The list of interview questions, research information, and
role distribution should be included.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 25/24
 3. SAMPLE VIDEO 3

• Link: Sample Video 3

• Sample Assessment for Video 3 (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
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

General comments/suggestions: The Introduction and Conclusion should be presented by members of the group in
spoken language. Role distribution should be included.

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 26/24
 Compiled by Pham Nguyen Van Anh (Lecturer)
Edited by Phan Hong Nhu (M.A) (Ver. 2)
for Van Lang University, Language Institute

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

page 27/24