INTRODUCTION
Rationale
In today's world, English plays a crucial role in the lives of the Vietnamese people, significantly impacting education, careers, and the economy As such, it is essential for learners to develop their English speaking skills to communicate confidently with foreigners while also appreciating cultural differences and fostering a positive attitude towards the language (Genc & Bada, 2005) According to Bailey and Savage (1994), effective communication skills are fundamental for English learners, enhancing their abilities as readers and writers Additionally, Ellis (2003) emphasizes that the primary goal of studying English as a Second Language (ESL) is to achieve personal success.
The Ministry of Education of Vietnam is implementing flexible new standards for English in school curricula, empowering teachers to choose appropriate methodologies The primary goal of this updated curriculum is to enhance four key areas of language learning: access to information, social interactions, effective communication in obtaining and presenting information, and fostering an appreciation for the English language and its literature.
In recent years, Deputy Prime Minister and Minister of Education and Training Nguyen Thien Nhan has envisioned enhancing the English proficiency of Vietnamese people over the next 10 to 15 years To address global challenges, English has been integrated into the curriculum from primary to advanced levels, with plans to make it a compulsory subject starting in grade 3 by 2020 However, issues in teaching English as a foreign language (TEFL) persist, stemming from traditional teaching methods that emphasize lecturing and grammatical rules, limiting students' opportunities to practice Many educators and learners rely heavily on Vietnamese during English classes, and the prevalent teacher-centered approach restricts student engagement and participation Research indicates that students prefer interactive learning environments, as excessive lecturing diminishes their motivation Consequently, despite years of study, many learners struggle to use English effectively in real-life conversations, often avoiding the language altogether To foster better language acquisition, experts recommend transitioning from traditional methods to communicative language teaching (CLT), which promotes authentic communication opportunities.
Task-based learning (TBL) is a practical approach within Communicative Language Teaching (CLT) that emphasizes the use of various tasks and challenges to enhance learners' competencies This method fosters cognitive development, creative thinking, and problem-solving skills, while also providing opportunities for communicative language use Many learners find that engaging in diverse tasks, especially in group settings, not only makes the learning process enjoyable but also significantly aids in their language acquisition (Lochana and Deb, 2006).
Research indicates that task-based learning is an effective alternative methodology to address the challenges of teaching English According to Oxford (2006), this approach offers significant opportunities for teachers to enhance their roles as both instructors and action researchers Muller (2006) adds that implementing task-based learning ensures teachers meet institutional requirements while fostering authentic communication skills in students By viewing the learning process as a series of communicative tasks aligned with curricular goals, this method provides learners with practical experience in the target language However, it is important to note that relying solely on this approach may not be sufficient for comprehensive language acquisition.
Task-based learning (TBL) offers significant benefits for teaching English as a Foreign Language (TEFL) by immersing students in real-world scenarios, making their language skills applicable in practical situations This approach emphasizes the importance of oral communication for completing specific tasks, allowing learners to engage with the foreign language extensively rather than just passively observing it According to Willis (1998), the TBL framework, which integrates tasks and texts, provides learners with rich language exposure and ample opportunities for active use Throughout the task cycle, the focus remains on helping learners understand and express meaning effectively to accomplish their tasks.
In recent years, the popularity of teaching communicative English has surged, prompting my decision to research how Task-based learning can enhance students' speaking skills.
Aims and objectives
This study focuses on enhancing students' English speaking skills through task-based activities, exploring the common challenges they face during these tasks It also examines students' perceptions of Task-Based Learning (TBL) and identifies effective strategies to improve their speaking competencies.
Scope of the study
The research only focuses on teaching common tasks used in speaking teaching and their benefits to 10th graders at a mountainous high school in Nghe
The research findings indicate that tailored tasks will enhance students' English speaking skills This study utilizes an action research method involving an experimental group of 40 class 10 H students, all possessing similar English proficiency During the second term of the 2016-2017 school year at Tay Hieu High School, these students will participate in four speaking lessons using the Task-Based Learning (TBL) approach.
Methods of the research
The study employs the experimental research method In order to achieve the research goals, it attempts to answer the following questions:
1 What are problems that the students often encounter when performing Task-based activities?
2 What is the students’ perception of learning the speaking skill throughTask-based learning?
3 Does Task-based learning help students improve their speaking skill ?
If so, to what extent?
Organization of the thesis
The study will consist of the following parts:
Chapter 1- Introduction- provides rational, the aims and objectives, scope of the study and methods of the research.
Chapter 2- Literature review- presents the previous study related to the thesis and some concepts as theoretical basic for the study.
Chapter 3- Methodology- describes research setting, a brief introduction of participants, research instruments, research questions and procedure of the research.
Chapter 4 - Findings and Discussion- presents the results and discussions developed after the linguistics figures and explained.
Chapter 5- Conclusion– summarizes the main findings touched upon in the research, limitations of the research and some suggestions for further studies.Following the chapters are the references and appendices.
LITERATURE REVIEW
A historical review ofteaching methods
The Grammar-Translation Method (GTM), often referred to as the Classical Method, is a traditional teaching approach that gained popularity in the 16th century for instructing Latin and Greek This method prioritizes the translation of texts, grammar rules, and memorization of vocabulary, with little focus on speaking or listening skills As a result, Latin and Greek were taught primarily as academic subjects rather than as languages for oral communication.
The Grammar Translation Method (GTM) is often mistakenly viewed as an outdated approach to language teaching, overshadowed by the popularity of communicative classrooms However, GTM remains relevant, with its core principles still influencing language education today This method emphasizes foreign language study as a mental discipline aimed at reading literature in its original language or fostering intellectual growth It focuses on analyzing grammatical rules, often following the traditional Latin grammar structure, and practicing these rules through translation exercises between the target language and the mother tongue GTM prioritizes written texts, presenting grammar rules, illustrating their use in context, and providing vocabulary lists that include translations The mother tongue serves as the primary medium of instruction, facilitating the explanation of concepts and grammatical structures.
The Grammar Translation Method (GTM) has proven to be remarkably successful over the years, enabling millions to achieve high proficiency in foreign languages, often without interacting with native speakers This method appeals to learners who thrive on a structured grammatical syllabus, providing clear objectives and a sense of accomplishment While some learners benefit from relating grammatical structures to their mother tongue, GTM lays a foundational understanding that can enhance communicative skills Although it may be perceived as dull, combining GTM with the Communicative Approach offers a balanced learning experience, fostering fluency through engaging activities while reinforcing grammatical accuracy Despite being viewed as outdated, GTM remains prevalent in various countries and institutions, attracting those with a keen interest in languages from intellectual and linguistic perspectives.
The "oral" or "natural" method, developed in the early 1900s, emerged as a response to the limitations of traditional grammatical translation methods As educators sought more effective ways to enhance spoken communication, this approach emphasized good pronunciation and spontaneous language use without reliance on translation or extensive grammar analysis Central to the Direct Method is the active participation of students in speaking and listening within everyday contexts, fostering significant oral interaction Lessons prioritize phonetic symbols to improve pronunciation before introducing standard speaking examples, creating a dynamic and immersive learning experience.
The Direct Method remains a popular approach in language teaching, generating significant interest and enthusiasm However, its implementation in classroom settings can be challenging, as it necessitates small class sizes and highly motivated students Additionally, creating authentic situations for comprehension and ensuring ample practice opportunities for all learners can be difficult within the confines of a classroom environment.
2.1.3 The Audio-lingual Method (ALM)
During World War II, the need for armies to quickly learn the languages of allies and enemies led to the development of the Army Method, an innovative teaching technique rooted in linguistic theory and behavioral psychology Influenced by Skinner’s Behaviorism, this method utilized reinforcement systems, rewarding correct responses with positive feedback and discouraging errors with negative reinforcement Similar to the Direct Method, it conducted lessons entirely in the target language, focusing on the acquisition of everyday dialogue patterns rather than individual word comprehension The Audio-lingual Method gained popularity in the 1950s and 1960s, prioritizing structural and pattern acquisition in language learning.
The Audio-lingual Method, still utilized in modern language teaching, emphasizes repetition and memorization of standard phrases, making lessons straightforward for teachers and predictable for learners However, this approach has been criticized for neglecting the importance of context and knowledge in language acquisition As linguistic studies progressed, it became clear that language learning is not merely a habit-forming process, and making errors can be a natural part of learning Additionally, the method has been found to lack long-term effectiveness in enhancing communicative skills.
2.1.4 Present, Practice, Produce (PPP) approach
The Present Practice Procedure (PPP) is an adaptation of the Audio Lingual Method (ALM) that emphasizes contextualized language learning Unlike traditional ALM drills, PPP situates language within meaningful contexts, enhancing comprehension and relevance This approach allows students to create their own sentences using the new language, a stage known as production, which fosters deeper understanding and practical application.
A PPP lesson would proceed in the following manner:
A teacher introduces a language item within a clear context to convey its meaning effectively This can be achieved through various methods, such as using a text, creating a situational scenario, engaging in dialogue, or utilizing visual aids like pictures.
In the controlled practice stage, students engage in activities such as choral and individual drilling, gap-filling exercises, and matching sentence halves This focused practice encourages correct language usage, enhancing students' comfort and confidence with the material.
In the production stage, often referred to as the “free practice” phase, students engage in communication tasks like role plays, where they are encouraged to utilize the target language along with previously learned vocabulary However, despite its logical framework, the PPP method presents several challenges that teachers may encounter during implementation.
Students may initially appear confident in their language skills when they accurately produce it during class activities However, as lessons progress, they may struggle to use the language correctly or may stop producing it altogether.
- Students will often produce the language but overuse the target structure so that it sounds completely unnatural.
- Students may not produce the target language during the free practice stage because they find they are able to use existing language resources to complete the task.
Total Physical Response (TPR) is a language teaching method created by James Asher that integrates language learning with physical movement In TPR, instructors issue commands in the target language, prompting students to respond through whole-body actions This approach exemplifies the comprehension method of language teaching, as it facilitates quick recognition of meaning and enables passive learning of language structure without explicit grammar instruction TPR is particularly effective for acquiring vocabulary, including idiomatic expressions such as phrasal verbs.
Asher developed Total Physical Response (TPR) by observing how young children acquire their first language, noting that parent-child interactions typically involve verbal communication followed by physical reactions He proposed three key hypotheses: language is primarily learned through listening, effective language acquisition engages the right hemisphere of the brain, and the process should be stress-free TPR is frequently used in conjunction with other teaching methods and is particularly effective for beginners and young learners, though it can benefit students of all ages and proficiency levels.
In Total Physical Response (TPR) lessons, most class time is dedicated to drills where instructors issue commands in the imperative mood, prompting students to respond with physical actions Initially, students grasp the meaning of these commands through direct observation, and once they understand the vocabulary, teachers introduce new combinations of previously learned words Error correction is minimal in TPR; instructors are encouraged to address mistakes similarly to how parents would with their children, overlooking errors in beginners while gradually increasing correction as students advance This approach mirrors the way parents adjust their correction of grammatical mistakes as their children grow older.
Previous research on task-based learning
Research has demonstrated that task-based learning is an effective method for teaching English as a foreign language across various educational levels Over the past two decades, numerous studies have explored this approach, highlighting its benefits and successful applications in the classroom.
Jeon & Hahn (2006) explore the perceptions of EFL teachers regarding task-based language teaching (TBL) in Korean secondary schools, based on a study involving questionnaires from 228 teachers across 38 middle and high schools The analysis revealed that most teachers possess a strong understanding of task-based learning concepts, irrespective of their teaching level However, some negative attitudes towards the implementation of TBL in the classroom were noted The study highlights the need for further support to assist teachers in effectively constructing and applying task-based learning strategies.
Numerous researchers highlight the key features of task-based learning while also comparing it to other methods aimed at enhancing language competence For instance, Tanasarnsanee (2002) examines the effectiveness of teaching the Japanese language through both the 3Ps and task-based learning approaches.
Research indicates that learners who engaged in task-based learning exhibited superior communication skills in Japanese compared to those who utilized the 3Ps approach This aligns with Willis's (1998) findings, which suggest that task-based learning enhances learners' ability to use language effectively for communication.
Lochana and Deb (2006) further support the findings of Tanasarnsanee
Task-based learning offers significant advantages over traditional teaching methods, as demonstrated by research conducted with second language learners in Bangalore, India Grounded in constructivist principles, this approach allows for a communicative orientation in classroom settings, even amidst existing constraints By focusing on learner-centered strategies and emphasizing the learning process, educators can transform any text into diverse tasks and activities Ultimately, task-based learning significantly enhances learners' language proficiency.
A study by Rattanawong (2004) investigated the impact of task-based learning on English communicative ability among 98 Prathom Suksa 6 learners at Anubarn Pra Nakorn Sri Ayutthaya School The participants were divided into an experimental group, which received task-based instruction, and a control group that followed conventional teaching methods, with both groups undergoing 10 weeks of instruction at three sessions per week The evaluation utilized three instruments: an English communicative ability test, a student self-report, and a questionnaire assessing opinions on the task-based approach The findings revealed that the experimental group exhibited significantly higher mean scores across the four language skills compared to the control group, with results reaching a 05 level of significance.
Wichitpisan (2005) conducted a study on the English speaking abilities of 11 Mattayom Suksa 3 learners through task-based learning The research utilized various instruments, including five lesson plans, a pre-post speaking test, observation forms, student self-reports, and feedback from foreign travelers The findings indicated a significant improvement in learners' English speaking abilities before and after the task-based learning intervention, with a notable increase at the 01 level Additionally, students' attitudes towards learning English speaking also showed significant enhancement, again at the 01 level.
A study by Yooyong (2008) assessed the English speaking ability of Mattayom Suksa 2 students at Banmarkkaeng School in Udon Thani Province Utilizing three lesson plans and a self-assessment form for data collection, the findings revealed a significant improvement in the learners' English speaking skills after the intervention, with results reaching a 01 significance level.
In Vietnam, several English M.A theses explore the integration of Task-Based Learning (TBL) in language education Notably, Duong Thi Le Thuy (2004) examined TBL's application in English for Specific Purposes (ESP) within construction engineering courses Similarly, Vo Phuc Anh Vu (2009) investigated how TBL can enhance English speaking skills in upper secondary schools, aiming to improve students' communicative competence At Ho Chi Minh University of Industry, Nghe An Branch, there has been a shift from traditional teacher-centered methods to more learner-centered approaches This thesis specifically studies the application of TBL in teaching English grammar, assessing its feasibility and effectiveness within this educational context.
Task-based learning is a vital approach for enhancing English communication skills, as evidenced by research studies This method effectively supports learners in developing their English language competence The current study focuses on using task-based learning to improve the speaking abilities of Mattayom Suksa 4 learners, who represent a distinct group due to their unique developmental stage As the first grade in Thailand's upper secondary school system, the findings from this study contribute significantly to the understanding of task-based learning in educational contexts.
Speaking skill
Speaking is an interactive process that involves constructing meaning through the production, reception, and processing of information The context, including the participants, their experiences, the physical environment, and the purpose of the communication, significantly influences its form and meaning While speaking can be spontaneous and evolving, it also requires learners to possess both linguistic competence—knowledge of grammar, pronunciation, and vocabulary—and sociolinguistic competence, which involves understanding when, why, and how to use language effectively.
Richards (2008) identifies three essential functions of speaking that are crucial for achieving communicative goals: talk as interaction, talk as transaction, and talk as performance Each function is unique in its form and purpose, necessitating tailored teaching strategies to effectively address their distinct characteristics.
- Talk as interaction refers to what we normally mean by “conversation” and describes interaction that serves a primarily social function.
Talk as transaction emphasizes the importance of clear and accurate communication, prioritizing the content of the message over the social dynamics between participants In this context, the primary goal is to ensure that the information conveyed is understood effectively, rather than focusing on interpersonal interactions.
- Talk as performance refers to public talk, that is, talk that transmits information before an audience, such as class room presentations, public announcement, and speeches.
When planning speaking activities for an English class, it is essential to address three core issues, as Project-Based Learning (PBL) provides students with diverse speaking opportunities Additionally, Task-Based Learning (TBL) activities should closely mirror real-world experiences Therefore, I prioritize designing my speaking lessons around authentic tasks to enhance student engagement and relevance.
Testing and assessment in TBL
The primary objective of TBL assessment is to establish a strong connection between a student's test performance and their real-world abilities Assessment tasks are designed as tools to elicit and evaluate learners' communicative performances, emphasizing meaningful language use aimed at achieving specific goals.
TBL assessment is widely employed by language teachers in EFL classrooms across various formal and informal educational contexts, catering to diverse learners of different ages, proficiency levels, and cultural backgrounds This approach shifts the focus of both teachers and students towards using language as a practical tool for real-world communication, rather than merely as a subject of knowledge, which can enhance student motivation.
Integrating assessment into the learning process through attainment targets aligned with course content enhances learner feedback and progress tracking By providing clear performance criteria, students can effectively measure their achievements Furthermore, improved communication between assessment users and educational institutions is facilitated through outcome reporting presented in understandable performance terms, making it accessible to non-specialists.
Aligning classroom assessment with instruction is crucial for effective learning Educators should ensure that learning activities provide students with experiences that reflect how they will be assessed A disconnect between the teacher's objectives, content, instruction, and assessments can lead to a performance that does not accurately represent a student's true proficiency.
Principles of designing speaking tasks
When designing tasks for students, it is crucial to consider their language proficiency levels to prevent frustration and demotivation from overly challenging activities Conversely, providing tasks that are consistently too easy can also lead to disengagement Therefore, a balanced approach that includes appropriately challenging tasks is essential for maintaining student motivation and promoting language development.
To enhance speaking skills in a foreign language, it is crucial for students to engage in extensive conversation rather than reverting to their native language A frequent issue in speaking activities is that students may only make a few simple statements in the foreign language, leading to excessive use of their native tongue Additionally, teachers often dominate discussions, which reduces the amount of speaking practice available for students.
To ensure effective participation in classroom tasks, it's essential to promote speaking opportunities for all students, whether in whole-class settings or small groups The task should be structured to prevent more vocal students from overshadowing their peers Additionally, teachers should step in when needed to ensure that students of varying skill levels have equal chances to contribute.
High motivation is crucial for successful language learning, as research indicates Teachers play a significant role in enhancing and sustaining student motivation through engaging class tasks Students are more inclined to participate in speaking activities when the topics are interesting or when there is a clear objective to achieve It is essential for teachers to ensure that these tasks align with the students' abilities to maximize their effectiveness.
For a speaking task to be successful, it is crucial that the language used is appropriate for the students' proficiency level The task should be structured in a way that allows students to effectively engage using their existing vocabulary If students encounter significant gaps in their vocabulary, they may become frustrated, leading to a loss of motivation or a tendency to switch back to their native language.
Effective speaking tasks in language learning prioritize ample student talk time in the target language, making small group work essential This approach significantly enhances each student's speaking practice during lessons, as consistent practice is crucial for mastering any skill Just as no one expects to excel at ping-pong after their first attempt, language learners also require extensive practice to become proficient Given that students may lack opportunities to converse in English outside the classroom, it is our duty as educators to create as many speaking opportunities as possible within the classroom setting.
Designing speaking tasks for small groups is essential as it alleviates students' fears of criticism and shyness when using a foreign language In small group settings, communication feels more natural, reflecting real-life interactions where conversations typically occur between one or a few individuals In contrast, speaking to a larger audience often involves formal situations that require prior preparation.
Grouping students by language proficiency allows for differentiated learning, ensuring that advanced students face more challenging tasks while providing support for slower learners This approach fosters motivation and engagement, as all students can progress at their own pace Additionally, small group settings encourage students to perform to their abilities more effectively than in larger class environments.
Small group work enhances students' ability to collaborate and fosters the development of essential interpersonal skills By engaging with peers outside their friend circles, students learn to interact with diverse individuals, promoting tolerance, mutual respect, and a harmonious learning environment.
Major types of speaking tasks
Providing students with a diverse range of speaking activities is crucial for equipping them to handle various real-life situations This variety not only maintains high levels of motivation but also prevents activities from becoming monotonous Additionally, recognizing that students have different learning styles ensures that some activities resonate better with certain individuals, catering to their unique needs and preferences.
Since speaking is the reciprocal of listening, the same is true of speaking.
To effectively enhance language skills, it is essential to create tasks that promote both listening and speaking practice For beginner language learners, incorporating structured pre-communicative activities is crucial, as these help them grasp the language forms Nonetheless, it is important to ensure that speaking tasks remain communicative whenever possible to foster real-world language use.
Major types of speaking activitities include:
To enhance the communicative nature of speaking tasks, incorporating information-gap activities is highly effective In these activities, students possess distinct pieces of information and must interact with one another to gather the necessary details to complete a specific task.
Textbooks have long utilized dialogues to teach spoken language to foreign language learners, but these dialogues often lack authenticity and naturalness While complete sentences are used to illustrate grammar, native speech typically consists of phrases, sentence fragments, and features such as pauses and repetitions Additionally, the common teaching method of having students memorize dialogues by heart can be ineffective, hindering their ability to engage in real-life conversations.
Reading or memorizing printed dialogues limits students' ability to respond quickly in real-time, which is crucial for fluency in conversation While memorizing common phrases is beneficial, dialogues inherently involve unpredictable interactions between at least two people To enhance communicative skills, teachers can transform dialogues into role plays, allowing students to act as different characters, which often reduces their inhibitions about speaking in front of the class.
After practicing in pairs and performing in front of the class, students can be encouraged to act out dialogues in various moods—such as happy, irritated, or bored—and different role relationships, like parent-child or friends The teacher can also prompt them to modify the dialogue by changing key phrases, for example, substituting “go to the post office” for “the store” or “I need to find my jacket” instead of “finish this first.” Additionally, students can be challenged to extend their dialogues by adding extra lines, showcasing their creativity with language even at an elementary level.
To enhance the realism of dialogues for intermediate students while maintaining control, using cue cards can be effective This method creates an information gap, as each student only sees their card and is unaware of their partner's responses Typically, teachers allow pairs to practice role-plays before performing them in front of the class, which limits spontaneity To encourage more natural speaking, teachers can have students come to the front before revealing the scenario, allowing the entire class to hear the context After a brief moment to prepare, the students can then engage in the role-play Initially, it's beneficial to select more outgoing students for these impromptu performances to reduce anxiety.
The success of role-plays in the classroom hinges on several key factors: the teacher's enthusiasm, which fosters a positive learning environment; providing clear and detailed instructions to guide students; establishing well-defined situations and roles to enhance engagement; and ensuring that students possess the necessary language skills to effectively participate in the role-play.
Incorporating pictures into speaking activities is essential for effective communication, as they serve as valuable cues and prompts Suitable images can enhance understanding and provide non-verbal support, making them beneficial for students across all proficiency levels, from elementary to advanced.
Information-gap activities utilizing pictures are effective for enhancing communication skills A popular method involves two seemingly identical images that actually contain several differences In this activity, one student receives one picture while another student has the second image, and they must identify the differences without revealing their pictures to each other This task encourages detailed descriptions and can be tailored in difficulty based on the clarity of the distinguishing features in the images By controlling the vocabulary related to the items depicted, educators can effectively guide the language used during the activity.
Problem-solving activities are an effective type of speaking exercise that focuses on achieving a clear objective, making them particularly productive These activities can cover a variety of topics that are relevant to students' lives, enhancing their engagement While they require a higher level of language proficiency, the difficulty can be adjusted based on the chosen topic Overall, problem-solving activities are especially beneficial for advanced students, particularly when the subject matter resonates with their experiences.
Engaging in various speaking activities centered on personal information exchange can enhance student interaction, even in classes where students are already familiar with one another Teachers can create dynamic tasks that encourage students to discover new details about their peers A particularly effective and enjoyable activity that incorporates a game element is recommended for this purpose.
"To create an engaging 'Find someone who ' activity, teachers should tailor the task based on their understanding of students' interests By selecting a relevant theme, such as sports, and ensuring students have learned the associated vocabulary, the activity can effectively enhance language skills while fostering interaction among peers."
The primary objective of teaching speaking is to create opportunities for students to engage in conversation While teacher talk can serve as a beneficial model, it is essential to limit it to allow more student participation It is widely accepted that students should not be compelled to speak until they feel prepared, as insufficient knowledge of language components can hinder meaningful communication In Vietnam, both educators and learners often focus heavily on grammar and vocabulary, leading to a situation where students struggle not with content but with expression This challenge stems from a lack of speaking opportunities Consequently, language teachers must prioritize designing speaking activities that enhance student engagement and maximize their chances to practice speaking.
This chapter outlines the research methodology, focusing on the effectiveness of task-based learning in enhancing the speaking skills of tenth-grade students at Tay Hieu High School in Thai Hoa town, Nghe An province The study involved 40 participants selected through convenience sampling, who engaged in task-based learning during their speaking classes in the second term of the academic year Data collection utilized four Task-Based Lesson Plans and survey questionnaires, with qualitative analysis applied to the survey responses The findings reveal insights into the students' English speaking abilities.
Research setting
This study was conducted at Tay Hieu High School in Tay Hieu commune, Thai Hoa town, Nghe An province, where modest living conditions pose significant challenges to education As a result, students in this village show limited interest in learning English, which is a compulsory subject For them, English is not viewed as a tool for communication or future opportunities, but rather as a requirement to fulfill their academic obligations.
The low level of English proficiency among students at Tay Hieu High School significantly hinders the effectiveness of English teaching and learning Many students remain passive during lessons, often refraining from speaking or raising their hands due to shyness and fear of making mistakes This lack of participation leads to decreased attention in class and a growing disinterest in studying English, especially in speaking activities.
Motivating students to engage in communicative activities is challenging when traditional teaching methods prevail Despite the significance of English as a subject, many students primarily learn it to prepare for compulsory international exams At Tay Hieu High School, statistics reveal a low enrollment in Group A (Math, Physics, Chemistry) and limited interest in Group D (Math, Literature, English) Furthermore, no students from Tay Hieu High School have achieved recognition in the provincial English contest, indicating a decline in English teaching quality and student learning outcomes To address this issue, teachers must adopt innovative methods that enhance students' motivation and highlight the importance of English, particularly speaking skills Implementing Task-Based Learning (TBL) can significantly foster collaboration among students, boosting their enjoyment and confidence in communication Ultimately, the effectiveness of TBL in encouraging students to speak and share their ideas is clear.
Participants
The study was conducted thanks to the cooperation of the 10 th form teachers and the 10 th form students at Tay Hieu high school
Two female English teachers at Tay Hieu High School, both holding B.A degrees, participated in this study, with one having seven years and the other fifteen years of teaching experience They taught a comprehensive English program that included reading, speaking, listening, writing, and grammar, with speaking lessons conducted once a week The conventional approach to speaking lessons involved pre-speaking activities, followed by student presentations based on textbook suggestions, with teacher assistance and feedback provided Despite their varying levels of experience, both teachers rarely implemented task-based learning in their English instruction This study aims to explore their perspectives on utilizing task-based learning to enhance students' English speaking skills at the school.
The research involved forty students from class 10 H, who were taught English by the researcher These participants, approximately seventeen years old, had varying weekly English periods and learning objectives The class met four times a week for forty-five minutes each session, and most students had been studying English for six years, starting in sixth form Their English program included comprehensive lessons in reading, speaking, listening, writing, and grammar, with speaking lessons taking up about one period per week.
Research instruments
To conduct the research, a survey questionnaire was created and distributed to forty Grade 10 H students at Tay Hieu High School The questionnaire was administered twice: once before the second term commenced and again just before its conclusion The majority of the questions in the survey were formatted as multiple-choice.
In grade 10, the researcher participated in a speaking course that included four lessons focused on distinct themes: the undersea world, music, the World Cup, and cities, as outlined in the English 10 textbook Each lesson was structured in three stages and incorporated task-based learning to enhance speaking skills.
A perception questionnaire was conducted to explore EFL students' views on Task-Based Language Teaching (TBLT) in English classrooms at Tay Hieu High School This questionnaire featured Likert-type items divided into two sections: the first gathered personal information such as gender, age, and duration of English study, while the second focused on three key areas Part one addressed common challenges faced by students during task-based activities, part two examined their perceptions of enhancing speaking skills through TBL, and the final part assessed how TBL contributes to improving these skills Students rated their responses on a scale from strongly disagree to strongly agree and provided brief justifications for their opinions on the effectiveness of TBLT.
The researcher visited the students of class 10 H at Tay Hieu high school, explained the pedagogical goal of the survey, and asked to fill out the questionnaires.
The data analysis process consisted of two phrases:
The questionnaires designed to assess students' awareness of Team-Based Learning (TBL) principles and their perspectives on TBL implementation utilized a Likert-type scale for scoring responses Participants rated their agreement with various statements on a scale from 1 to 5, where 1 represented "strongly disagree," 2 indicated "disagree," 3 signified "neutral," 4 meant "agree," and 5 corresponded to "strongly agree."
In the open- ended items, the participants were asked to choose the own reasons for being in favor of or against implementing TBLT.
The survey aimed to gather students' opinions on the application of task-based learning in enhancing English speaking skills during lessons Comprising 15 questions divided into three sections, it addressed key research inquiries The first section focused on the challenges students face when engaging in task-based activities, including their fears of making mistakes and the frequency of speaking English with peers The second section explored whether task-based learning effectively improves their speaking abilities Finally, the last two questions sought students' insights on the advantages and motivational aspects of task-based learning, particularly regarding vocabulary enhancement and increased English usage.
To ensure that all students grasped the main ideas of the questionnaires, Vietnamese versions were created with consistent structure and content Each question was carefully clarified to maintain validity, and the questionnaires were tailored to the Vietnamese context, providing a comprehensive background for each situation while capturing participants' responses and reflections Technical terms were simplified for better understanding, and the questions were organized logically to guide respondents toward the study's themes The design and development of the questionnaires were informed by the author's knowledge and experience, with interviews conducted to gather valuable insights on teachers' experiences and performance using a task-based learning approach.
Research questions
This research aims to explore tenth-grade students' attitudes towards Task-Based Learning in their English speaking lessons and to assess how this approach enhances their speaking skills The study outlines several objectives and poses specific research questions to guide the investigation.
1 What are problems that the students often encounter when performing task-based activities?
2 What is the students’ perception of learning the speaking skill through task-based learning?
3 Does task-based learning help students improve their speaking skill? If so, to what extent ?
Procedure
Stages in teaching English speaking skill by using TBL during two months.
In the second term of the 2016-2017 academic year, a survey questionnaire was administered to students to gather preliminary data before the experiment This questionnaire was subsequently redistributed at the end of the school year to assess any changes or developments.
- The researcher planned 4 lessons by applying the use of TBL to motivate students to develop speaking skill.
- TBL will be carried out for 8 weeks in an English class with 40 students.
- Two teachers will be observed and evaluated in their teaching speaking lesson.
- The results on using the TBL express the improvement of students’ speaking skill.
The researcher conducts a thorough quantitative and qualitative analysis centered around four key themes, guided by three specific research questions, and meticulously documents the findings in writing.
