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Interview Project Manual
Table of content
I. Description …………………………………………………………………………………………………………………………………2
II. Process ………………………………………………………………………………………………………………………………………2
1. Phase 1: Project Introduction and Brainstorming …………………………………………………………………..3
2. Phase 2: Project Planning & Interviewing ……………………………………………………………………………..3
3. Phase 3: Submission and Discussion …………………………………………………………………………………….3
4. Phase 4: Reflection (Optional) …………………………………………………………………………………………….4
III. Product Requirements ……………………………………………………………………………………………………………….5
1. Format ……………………………………………………………………………………………………………………………..5
2. Content…………………………………………………………………………………………………………………………….5
3. Language ………………………………………………………………………………………………………………………….5
IV. Assessment……………………………………………………………………………………………………………………………….6
1. Rubric for Level A2+ …………………………………………………………………………………………………………..7
2. Rubric for Level B1 …………………………………………………………………………………………………………. 11
V. Online Backup Plan …………………………………………………………………………………………………………………. 15
VI. Appendix (Printable) ………………………………………………………………………………………………………………. 15
1. Phase 1 – Brainstorming Guidelines …………………………………………………………………………………. 15
2. Phase 2 – Roles ………………………………………………………………………………………………………………. 17
3. Phase 2 – Interview Structure ………………………………………………………………………………………….. 18
4. Phase 2 – Interview Planner …………………………………………………………………………………………….. 19
5. Phase 2 – Summary and Analysis Guide ……………………………………………………………………………. 20
6. Phase 3 – Project checklist ………………………………………………………………………………………………. 20
7. Phase 3 – Audience Notes ……………………………………………………………………………………………….. 21
8. Phase 3 – Interviewer Notes ……………………………………………………………………………………………. 21
9. Phase 4 – Self-reflection …………………………………………………………………………………………………. 22
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I. Description
The Interview Project requires students to conduct an interview. The purpose of the interviews is
for students to:
● gain an in-depth understanding about the topic,
● suggest a solution to the topic.
In this project, students work in groups of 3-5. Students identify the main question of the
project, conduct the interviews, analyze and summarize the interviewees’ answers to the main
question. Every student must take part in interviewing.
The objectives of the project are stated as follows:
● Students are able to conduct a simple interview in the target language.
● Students are able to summarize and analyze the interviewees’ opinions so as to answer the
main question in the target language.
● Students are able to make a short video to summarize the interview project and their findings
in the target language.
II. Process
*Overall timeline:
The entire Interview Project starts from the first lesson and ends in the week before the final week of
the course (the specific dates to be announced by the Language Institute). Below is the overall timeline
for the Interview Project:
The following parts demonstrate the descriptions and guiding documents for each phase.
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1. Phase 1: Project Introduction and Brainstorming
In this phase, the lecturer introduces the project to the students and describes what students need to
do to receive the best outcomes (explain the objectives, process, requirements, rubrics). The Project
Introduction must be done in the first lesson.
After the introduction, the lecturer divides the class. In groups, students use the Brainstorming
Guidelines to:
– brainstorm and choose their project topic;
– decide the purpose of the interview project;
– draft the interview questions.
2. Phase 2: Project Planning & Interviewing
In this phase, each group:
– uses the “Roles” worksheet to assign each member’s role(s);
– reads the “Interview Structure” and uses the “Interview Planner” worksheet to make an interview
plan;
– uses the “Summary and Analysis Guide” to help them complete the summary and analysis of the
interview.
After planning, students will conduct the interviews in their own time. Every member must take part
in interviewing.
The lecturer supports the students with any questions they may have about the interviews.
3. Phase 3: Submission and Discussion
a. Submission:
At this stage,
– the Lecturer creates a SharePoint folder for students to submit their videos.
– students use the Project checklist to check the quality of their videos and the submission
– one student from each group will submit their video to the Lecturer.
Accepted file: .mp4
b. Discussion:
This stage happens within one lesson. Students must have submitted their videos. During the class
time, the lecturer displays each group’s video to the class. After each video is displayed, there is the
Q&A session.
Lecturers use the table below to organize the Q&A session. Students participate in the listed activities
listed.
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Activity
Duration
What to do
Video
watching
6-8
minutes/group;
at least 1 minute
speaking/student
– The Lecturer displays the video that the Interviewer group has
submitted.
– The Interviewers: get ready for the Q&A session.
– The Audience use the Q&A – Audience Notes template to
write down the following things as they are listening to the
presentation:
+ 01 thing you like about the brochure (strength)
+ 01 thing to make the brochure better (improvement)
+ 01 question
(Audience complete the template individually.)
Q&A session
2-3 minutes
Listeners give Interviewers their questions from the Q&A –
Audience Notes, and Interviewers answer the questions.
Group
discussion
(After all
presentations
and Q&A
sessions have
finished,
members in
each group
discuss their
group’s
performance
with each
other. This
part is
optional.)
2-3 minutes
– Audience give the Interviewers their feedback (strength and
improvement) in the Q&A – Audience Notes.
– Interviewers discuss their group’s performance by answering
the questions in the Reflection – Interviewer Notes.
Interviewers can use the Audience’s notes to help with some
ideas.
4. Phase 4: Reflection (Optional)
This Self Reflection is optional. However, it is highly recommended for students to complete this task
because it is one of the most effective learning strategies for learners to adopt. Students can focus on
areas they need to improve on, and learn how to perform better for their next project.
Students can choose to reflect on 1 or more experiences from the entire project. There is no required
minimum word count.
Students who turn in their Self Reflection should get bonus points from the lecturer.
(Template adapted from the University of Edinburgh’s guideline upon Gibbs’ Reflective Cycle, 2020)
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III. Product Requirements
1. Format
The product must be presented in the following format:
● Length of the entire video: 6-8 minutes
● Suggestive length by parts (for reference only, students can design their video in the other
ways if suitable):
(1) – Introduction: 1 minute
(2) – Body: 4-5 minutes
(3) – Conclusion: 1-2 minutes
● Visual: Effectively and creatively uses and creates messages via a form of a video with
appropriate visual aids and/or music, etc…
● Pieces of video footage are merged appropriately. Subtitles and references to extended
materials might be inserted concisely where appropriate.
● Participation: Every member must take part in interviewing because this will be marked
under the category ‘Body Language’ in the Assessment phase.
2. Content
a. Structure:
The video must include 03 parts (more details can be added to each part if needed):
(1) – Introduction (1 minute):
– The class name, group name, team members’ full names
– The main question for their interview
– A list of interview questions
(2) – Body (4-5 minutes):
– The interview footage
– The summary and analysis of the interviewees’ opinion
(3) – Conclusion (1-2 minutes):
– The answer to the main question is based on the summary and/or analysis
– Reference list (if applicable)
– A summary of team members’ contribution to the project
b. Reference and citation:
All sources (e.g. newspapers, research reports,…) referred to in the video are cited appropriately.
Name of the newspapers/magazines/books/…, the authors’ names, and the URLs need to be
included.
3. Language
The language used in the product must be:
● 100% English
● Appropriate and respectful language (cannot be too informal/inappropriate)
● Vocabulary: appropriate level, preferably a mixture of vocabulary words learned in the textbook.
● Grammar: appropriate level, preferably a mixture of grammatical structures learned in the textbook.
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IV. Assessment
The students will be assessed by following one of the rubrics below. Please use the rubric that is level
equivalent to the students’ course.
1. Rubric for Level A2+
Product (4 points) – Group grade
1
0.75
0.25
Critical
thinking –
Question
design
(Able to
identify the
main
question that
have a clear
purpose and
able to
develop a list
of interview
questions
that can
answer the
main
question
effectively.)
● Effectively
identify and ask
significant
questions that
clarify various
points of view
and lead to
better solutions
OR suggestions
OR deeper
understanding
● The list of
interview
questions
directly and
logically
contributes to
answering the
main question of
● Clearly identify
and ask
significant
questions that
clarify various
points of view
and lead to
better
solutions OR
suggestions OR
deeper
understanding
● The list of
interview
questions
directly
contributes to
answering the
main question
of the group
project.
Below the
performance of
band 0.5