Interview Project Manual

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 presentation in front of the whole class 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 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.

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 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.

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 Once all the answers are YES on your Checklist, you are ready to present!

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.

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.

III. Product Requirements

1. Format
The product must be presented in the following format:
 Presentation (PowerPoint, Prezi, any other creative formats to present are accepted)
 Length of the full presentation: maximum 13-16 minutes (students can design their
presentation with different choices of length but must include all 3 parts and stay within the
length limit)
Suggestive length by parts:
(1) – Introduction: oral presentation 4-5 minutes
(2) – Body: the interview footage 5-6 minutes
(3) – Conclusion: oral presentation 4-5 minutes
 Length of each member’s talk time: at least 1.5 minutes/individual
 Length of the Discussion session: 2-3 minutes

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 2. Content
a. Structure:
The presentation must include 03 parts (more details can be added to each part if needed):
(1) – INTRODUCTION (must be presented orally in front of the whole class): ~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

- Show the interview footage for the whole class to watch

(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)

b. Reference and citation:

All sources (e.g. newspapers, research reports,…) referred to in the interview project are cited
appropriately (names of articles/newspapers/books,…, names of authors, URLs need to be
included in the presentation).

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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(1) – GIỚI THIỆU (phải trình bày miệng trước cả lớp):
~4-5 phút
- Tên lớp, tên nhóm, tên đầy đủ các thành viên trong
nhóm
- Chủ đề được chọn và thông tin cơ bản về chủ đề
- Mục đích của cuộc phỏng vấn
- Danh sách câu hỏi phỏng vấn
- Thông tin nghiên cứu (ngày phỏng vấn, số mẫu, địa
điểm phỏng vấn, thông tin người được phỏng vấn, công
cụ sử dụng, v.v.)

(2) – THÂN THỂ (Câu trả lời của người được phỏng vấn
KHÔNG được chấm điểm): ~5-6 phút
- Chiếu đoạn phim phỏng vấn cho cả lớp xem

(3) – KẾT LUẬN (phải trình bày miệng trước cả lớp):

~4-5 phút
- Tóm tắt và phân tích câu trả lời của người được phỏng
vấn
- Kết quả phỏng vấn dựa trên sự tổng hợp và phân tích
- Ý kiến của nhóm bạn về kết quả
- Vai trò của mỗi thành viên trong dự án phỏng vấn
- Danh sách tham khảo (nếu có)

b. Tham khảo và trích dẫn:

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Tất cả các nguồn (ví dụ: báo chí, báo cáo nghiên cứu,…)
được đề cập trong dự án phỏng vấn đều được trích dẫn
phù hợp (tên bài báo/báo/sách,…, tên tác giả, URL cần
được đưa vào bài trình bày).
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 ● 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 clearly identified. are somewhat identified are poorly identified
● The topic chosen and ● The topic chosen and ● The topic chosen and
background information background information background information
on the topic are on the topic are on the topic are poorly
thoroughly described. described. described.

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 ● The purpose of the ● The purpose of the
● The purpose of the
interview is clearly interview is mentioned.
mentioned. interview is poorly
● The list of interview mentioned.
● The list of interview
questions directly and questions directly
● The list of interview
logically contributes to contributes to serving
the purpose of the questions has very little
serving the purpose of to contribute to serving
the interview. interview.
the purpose of the
● The research ● The research interview.
information is information is
thoroughly described. ● The research
somewhat described.
information is poorly
described.

Body ● Pieces of the interview Below the

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

Conclusion ● All parts of the ● Most parts of the Below the

● Half of the conclusion is
conclusion are conclusion are performance
presented orally in front 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 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
interview based on the interview based on the ● The results of the
summary and analysis summary and analysis interview based on the
are logically and clearly are clearly identified. summary and analysis
identified. ● The group’s opinions on are poorly identified
● The group’s opinions on the results are present
● The group’s opinions on
the results are but not too thorough
thoroughly thought out ● A list of role distribution the results are briefly
● A summary of role and contribution is mentioned.
distribution and clearly presented. ● A list of role distribution
contribution is clearly and contribution is not
presented. clearly presented.

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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 mostly simple, compound of simple, compound
compound sentences and features of sentences and a few short sentences and a few short
a few short complex ones complex ones with mixed complex ones with low
Bands 2 and 1
with mixed accuracy. accuracy. accuracy.

● 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

Content delivery (2 points) – Individual grade

Level A2+ 1 0.75 0.5 0.25
Body Throughout the footage that Performance Throughout the footage that Throughout the footage that
language & the student shows up, the shares the student shows up, the the student shows up, the
Interaction student features of student student
● Knows how to use body Bands 1 and
language to interact with 0.5. ● Always interacts with the ● Sometimes reads from the
the interviewee(s) with an interviewee(s) without written notes when
appropriate manner. using any help from interacting with the
● Is able to exchange verbal written notes interviewee(s)
and/or non-verbal ● Always use appropriate ● Mostly use appropriate
interactive cues in body language and body language and
response to the interactive responses that interactive responses that
interviewees. show respect to the show respect to the
interviewee(s). interviewee(s).
In addition, the student
● Stands up straight, looks In addition, the student
relaxed and confident In addition, the student  Rarely establishes eye
during the presentation.  Sometimes stands up contact and confidence.
● Establishes eye contact straight, establishes eye
with everyone in the contact, and uses body
room during the language.
presentation.
● Uses effective body
language to support/
enhance the content
delivery.
Pronunciation ● Is intelligible. Intonation is Performance ● Is mostly intelligible, ● Has very limited control of
& Fluency generally appropriate. shares despite limited control of phonological features and
Sentence and word stress features of phonological features. is often unintelligible.
is generally accurately ● Is able to speak at rather ● Is not able to deliver
Bands 1 and
placed. Individual sounds low speed and cannot intended thoughts and
are generally articulated 0.5. respond without needs a lot of pauses.
clearly. noticeable pauses. ● Frequently needs
● Is able to speak at rather ● Occasionally needs simplified prompts in
low speed and can simplified prompts in order to produce

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 respond with order to produce responses.
unnoticeable pauses. 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 ● 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 clearly identified. are somewhat identified are poorly identified
● The topic chosen and ● The topic chosen and ● The topic chosen and
background information background information background information
on the topic are on the topic are on the topic are poorly
thoroughly described. described. described.
● The purpose of the ● The purpose of the
interview is clearly interview is mentioned. ● The purpose of the
mentioned. interview is poorly
● The list of interview
● The list of interview mentioned.
questions directly and questions directly
contributes to serving ● The list of interview
logically contributes to

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 serving the purpose of the purpose of the questions has very little
the interview. interview. to contribute to serving
● The research the purpose of the
● The research
information is interview.
thoroughly described. information is
somewhat described. ● The research
information is poorly
described.

Body ● Pieces of the interview Below the

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

Conclusion ● All parts of the ● Most parts of the Below the

● Half of the conclusion is
conclusion are conclusion are performance
presented orally in front presented orally in front presented orally in front of band 0.5
of the whole class. 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 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
interview based on the interview based on the ● The results of the
summary and analysis summary and analysis interview based on the
are logically and clearly are clearly identified. summary and analysis
identified. ● The group’s opinions on are poorly identified
● The group’s opinions on the results are present
● The group’s opinions on
the results are but not too thorough
thoroughly thought out ● A list of role distribution the results are briefly
● A summary of role and contribution is mentioned.
distribution and clearly presented. ● A list of role distribution
contribution is clearly and contribution is not
presented. clearly presented.

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

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 grammatical structures shares grammatical structures of a few grammatical
with a few mistakes that features of with some mistakes that forms with a lot of
do not significantly affect Bands 2 and 1 may affect mistakes that may affect
comprehension. comprehension. comprehension.
● Is able to link ideas with a ● Is able to link ideas with a ● Is not able to link ideas
range of cohesive devices limited range of cohesive with cohesive devices and
and discourse markers but devices and discourse discourse markers.
not always appropriately. markers with significant
errors.
Vocabulary ● Can frequently use a range Performance ● Can occasionally use a ● Can sometimes use a
of appropriate vocabulary shares range of appropriate limited range of
to discuss a large number features of vocabulary to discuss vocabulary to discuss a
of general topics. Bands 2 and 1 some general topics. few general topics.

Content delivery (2 points) – Individual grade

Level B1 1 0.75 0.5 0.25
Body language Throughout the footage that Performance Throughout the footage that Throughout the footage that
& Interaction the student shows up, the shares features the student shows up, the the student shows up, the
student of Bands 1 and student student
0.5.
● Always interacts with the ● Sometimes reads from the ● Always reads from the
interviewee(s) without written notes when written notes when
using any help from interacting with the interacting with the
written notes interviewee(s) interviewee(s)
● Always use appropriate ● Mostly use appropriate ● Sometimes use
body language and body language and appropriate body
interactive responses that interactive responses that language and interactive
show respect to the show respect to the responses that show
interviewee(s). interviewee(s). respect to the
interviewee(s).
In addition, the student In addition, the student
● Stands up straight, looks  Sometimes stands up In addition, the student
relaxed and confident straight, establishes eye  Rarely establishes eye
during the presentation. contact, and uses body contact and confidence
● Establishes eye contact language.
with everyone in the room
during the presentation.
● Uses effective body
language to support/
enhance the content
delivery.
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
Sentence and word stress of Bands 1 and phonological features. is often unintelligible.
is generally accurately 0.5. ● Is able to speak at rather ● Is able to speak at low
placed. low speed and with a fair speed and with a low
● Individual sounds are degree of fluency. degree of fluency.
generally articulated ● Frequent repetition or ● Is not able to deliver
clearly. self-correction is intended thoughts and
● Is able to speak at a fair identified. needs a lot of pauses.
speed and with a rather ● Occasionally needs ● Frequently needs
good degree of fluency simplified prompts in simplified prompts in
with some repetition or order to produce order to produce
self-correction. responses. responses.
● Is able to deliver thoughts
with almost no simplified
prompts.

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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 (the online interviews must be
recorded);
 in-person presentations can be conducted online via MS Teams (the online meeting
session(s) must be recorded for assessment purposes);
 the Discussion session can be conducted online via MS Teams;

*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.

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 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 Question 1:

Interview Question 2:

I
n t
erview Question 3:

Interview 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).

2. Phase 2 – Roles

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 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: presentation designer(s), video editor(s), information analyzer(s) - (summarize and
analyze the interviewees’ opinions), team leader, etc.

Roles Members’ names Contact emails

Interviewer &
………………………………………
………………………………………….
……………………………………………………………
………………….

Interviewer &
………………………………………
………………………………………….
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Interviewer &
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Interviewer &
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Interviewer &
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[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]
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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 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])

4. Phase 2 – Interview Planner

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 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: ______________________________________ (e.g., freshmen or 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]

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 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? (Should be a summary of the answers to each interview
question)
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

- 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 (from the interviewees) is/are interesting to your group? Why?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY]

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 6. Phase 3 – Pre-Presentation Checklist

Pre-Presentation Checklist
1. Format
 Do you have prepared slides (PowerPoint, Prezi, any other creative formats) to present?
 Can the presentation be presented within 13-16 minutes?
 Does each member have at least 1.5 minutes to talk?

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?

7. Phase 3 – Audience Notes

Student’s name: ____________________________

PBA Audience Notes

💡 In your group, discuss the presentation with each other and complete the notes below.
*Things to think about: visual, the topic, the interview questions, the summary/analysis, the structure of the
presentation,...

Presentation 01 - Group ………..

What you like What can change Questions

Presentation 02 - Group ………..

What you like What can change Questions

Presentation 03 - Group ………..

What you like What can change Questions

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Presentation 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 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

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?

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 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)?

💡 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?

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 💡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]

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