INTRODUCTION
The background of the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Organization of the study
Throughout the history of linguistics, teaching methodologies have continually evolved, driven by a persistent dissatisfaction with existing methods Researchers and scholars have consistently sought improved approaches to language teaching and learning, with each new methodology emerging in response to the shortcomings of its predecessor These methodologies can generally be classified into grammatical and conversational approaches, which often represent opposing trends, emphasizing different aspects such as written versus oral language and formal versus informal usage Notably, the conversational approach has gained prominence in the twentieth century, particularly in the latter half, as the demand for effective communication across diverse cultures and languages surged This global movement towards oral communication has led to the development of innovative and efficient language learning methods to meet the needs of society.
In the late twentieth century, a shift occurred in language teaching from a focus on form to a focus on content, leading to the emergence of the task-based approach (TBA) as a response to the limitations of the traditional PPP method (presentation, practice, performance) Initially introduced through the Bangalore Project by Prabhu in 1979, TBA has gained popularity among researchers and educators, particularly after American Government Language Institutions adopted it for teaching foreign languages in the early 1980s Despite its widespread use, there is still no consensus on TBA, with varying perspectives on its implementation and material design challenges In Vietnam, English is taught as a foreign language aimed at enhancing international communication; however, the examination system emphasizes formal accuracy, causing teachers to prioritize grammar instruction through the PPP approach This has resulted in students struggling to communicate effectively in English upon graduation, prompting English Language Teaching (ELT) professionals to seek more suitable methods, such as TBA Nonetheless, research on TBA in Vietnam remains limited, and it is unclear whether TBA is effectively applied in classrooms or how teachers perceive and implement it This context inspires the study "Teachers' perceptions of the task-based approach to speaking skills: A case of Grade 11, Nguyen Hue gifted high school, Ha Dong, Hanoi."
This study explores teachers' perceptions of the task-based approach (TBA) in enhancing speaking skills The author aims to understand how educators think about and implement TBA in their classrooms Specifically, the research investigates their views on the benefits and drawbacks of utilizing the task-based approach for teaching speaking within their educational context.
The above aims can be realized through the following research questions:
1 What are teachers' understandings of the Task-Based Approach to speaking skills?
2 What do they perceive of the advantages and disadvantages of using TBA approach to speaking skills in their context?
The researcher focuses on speaking within Task-Based Assessment (TBA) due to its emphasis on meaning and its strong connection to communication Additionally, the study examines teacher perceptions regarding the advantages and disadvantages of TBA specifically in classrooms for non-English major students, as opposed to English majors, who utilize different course materials.
This study focuses on the perceptions of a limited number of teachers regarding the task-based approach, specifically within the context of non-English major Grade 11 students at Nguyen Hue gifted high school Due to constraints in time and resources, the research does not extend to other skills or broader teacher perceptions.
Chapter 1 introduced the study exploring potential of TBLT within the context of Nguyen Hue gifted high school The chapter included an overview of the issues, aims and scope of the study, the research questions and the research organization Chapter 2 provides a review of the literature, including a theoretical framework focusing on learning and teaching theory Chapter 2 also provides research of issues related to teacher perceptions of tasks and TBLT Chapter 3 describes the methodology through a description of the case study and research design It included the study participants, instruments, the procedure and data analysis In addition, the role of the researcher, the role of the teacher are mentioned too Chapter 4 presents the results of the study Finally, chapter 5 summarizes the findings and discusses educational implications and limitation of the study.
LITERATURE REVIEW 2.1 Task-based approach 1 2 2 2 2 4 4 2.1.1 The development of task-based approach
The nature of task-based language teaching
Task-Based Language Teaching (TBLT), a robust form of the communicative approach, effectively enhances student motivation through goal-oriented learning Methodologists have recognized tasks as fundamental units of instruction, leading to the design of entire courses centered around them (Ellis, 2003, p.27).
TBLT offers learners exposure to authentic materials, opportunities to use the target language, and motivation to learn, which are all considered as essential conditions for language learning (Willis, 1996)
Task-Based Language Teaching (TBLT) focuses on the functional and interactional aspects of language, emphasizing meaning and learners' communicative competence in task completion (Nunan, 1989; Ellis, 2003) This approach fosters meaningful communication through negotiation of meaning, allowing learners to tackle learning challenges collaboratively and enhance their knowledge and skills through discovery TBLT promotes learner independence, encouraging peer interaction for sharing experiences and correcting errors Teachers adopt varied roles throughout the learning process, acting as instructors during the pre-task phase, monitors and encouragers during the task stage, language advisers in the planning stage, and chairpersons in the reporting stage (Willis, 1996, p.52).
Moreover, the nature of TBLT can be realized in the discussion on the model for TBLT of Willis (1996) as below:
In task-based classes, teachers play a crucial role in choosing topics and tasks that are suitably challenging to inspire learners, capture their attention, and enhance their language development effectively.
All tasks are inherently goal-oriented, each with specific objectives to achieve within a set timeframe This emphasis on understanding and conveying meaning allows learners to use language in a meaningful context while completing tasks By presenting slightly challenging outcomes, Task-Based Learning (TBL) becomes a motivating process in the classroom.
An essential aspect of task implementation is that learners are encouraged to use any language they choose to achieve their objectives The focus should be on reaching the desired outcome rather than merely showcasing their language skills.
In this context, teachers act as facilitators, fostering communication in the target language while allowing learners to explore and experiment with their language skills independently This approach encourages students to take risks, creating a suitable level of challenge that enhances the effectiveness of Task-Based Language Teaching (TBLT).
The four essential language skills—listening, speaking, reading, and writing—are often developed both separately and in an integrated manner in language teaching approaches In a task-based learning cycle, teachers effectively promote the combination of these skills, as they are crucial for achieving task objectives and are practiced in an interconnected way.
Teachers who understand their learners' needs can effectively choose or modify tasks to enhance relevant skills Integrating reading, listening, note-taking, and summarizing tasks is particularly beneficial for students requiring English for academic purposes Additionally, for learners aiming to pass written exams and engage socially in the target language, incorporating text-based tasks with written outcomes and facilitating discussions throughout the task cycle can be highly effective.
Task definition
The concept of a "task" in educational contexts has been examined from multiple viewpoints and for various objectives, leading to a range of definitions that differ in scope and formulation As a result, nearly any educational activity can be classified as a task To ensure clarity and understanding, it is essential to provide precise definitions of what authors mean when they refer to the term "task."
Prabhu (1987) emphasizes that effective language learning occurs through engaging in tasks that require learners to process information to achieve specific outcomes, allowing teachers to guide the learning process In contrast, Long (1985) defines tasks as everyday activities performed for oneself or others, highlighting their non-linguistic nature Richards, Platt, and Weber (1985) offer a more detailed definition, describing tasks as actions resulting from language comprehension, which may or may not involve language production, and emphasizing the importance of clear success criteria for task completion Nunan (1989) aligns with this perspective, stating that communicative tasks engage learners in meaningful interactions in the target language, focusing on meaning rather than form and capable of standing alone as communicative acts Overall, these definitions underscore the significance of task-based language teaching in promoting meaningful communication and engagement in the classroom.
- there is some communication problem to solve
- there is some sort of relationship to comparable real-world activities
- task completion has some priority
- the assessment of the task is in terms of outcome
Or Bygate, Skehan, and Swain (2001) propose ' a task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective' (as cited in Ellis, 2004, p.4)
In summary, various perspectives on task definitions highlight that tasks center around communicative language use, emphasizing meaning over grammatical form.
In this study, I define tasks as goal-oriented units that prioritize meaning before form, are contextualized, and serve as the foundation for effective teaching and learning.
Task types
Distinguishing between various task types is crucial for educators to identify the most effective methods for enhancing student learning Additionally, syllabus designers can utilize this classification to incorporate a diverse array of task types into their courses However, the identification of tasks varies, as experts in task-based language teaching and learning hold differing perspectives.
Communicative tasks can be divided into two primary categories: pedagogic tasks, which are practiced in classroom settings, and real-world tasks designed to prepare learners for future communication needs (Nunan, 1989) Additionally, Prabhu (1987) identifies three types of tasks based on cognitive activities: information-gap, reasoning-gap, and opinion-gap activities.
Long (1983) categorizes tasks into two main types: one-way and two-way tasks One-way tasks involve a single participant conveying information, such as giving instructions or narrating a story In contrast, two-way tasks require participants to share and exchange unique information to complete a task Additionally, Puff (1986) distinguishes between convergent and divergent tasks Convergent tasks involve learners exchanging information to reach a consensus, while divergent tasks allow participants to share information without the need for agreement The key difference lies in their objectives: convergent tasks aim for a mutual solution, whereas divergent tasks permit independent goals and the defense of individual positions.
In 1898, Long introduced the concepts of 'open' and 'closed' tasks, where open tasks involve participants working without a predetermined correct solution, while closed tasks focus on achieving a specific solution set by the task designer Additionally, Ellis (2001) classified tasks into reciprocal and non-reciprocal categories, with reciprocal tasks necessitating a two-way flow of information between participants, and non-reciprocal tasks involving one-way communication from a speaker to a listener.
Tasks, regardless of their labels, serve as essential tools for learners to engage with the target language They offer opportunities for understanding and using the language across various social contexts Essentially, any activity that promotes the exchange of ideas among learners—whether in groups, with texts, or through dialogue—can be classified as communicative.
Task-based teaching framework
A precise model for task-based teaching designed by Willis (1996) and then supported by Frost (2006) is briefly figured out in the table below:
Pre-task Introduction to topic and tasks
Willis’s model for task-based instruction (Willis, 1996, p.52)
As access to a clear framework for a task-based lesson is obviously advantageous to both teachers and learners, a thorough and detailed discussion on these phases is of crucial point
The pre-task phase is a brief segment of a lesson, lasting between two to twenty minutes, where the topic and tasks are introduced to learners This stage's duration depends on the learners' familiarity with the subject matter and task types It may include texts or recordings of native speakers performing similar tasks According to Skehan (1998), pre-task activities are essential for introducing new elements into the interlanguage system, recycling language, reducing processing load, and encouraging learners to engage with tasks in more challenging ways.
The task cycle phase consists of three stages: task, planning, and report, where students predominantly use the target language for task implementation, focusing on fluency and meaning During the task stage, learners collaborate in pairs or small groups, utilizing their existing language skills while teachers monitor and facilitate without interfering In the planning stage, teachers serve as linguistic advisers, providing feedback and assistance as students draft, edit, and rehearse their reports Finally, in the reporting stage, students present their tasks to the class, with teachers acting as chairpersons to evaluate performance and offer constructive feedback on both content and form.
The final phase of the framework, known as language focus, emphasizes analysis and practice for consolidation and reflection At this stage, learners have engaged with the language and understood its meaning, allowing them to examine specific linguistic features that naturally arise during the task cycle, all under the guidance of their teachers.
Task-based teaching vs other types of teaching instruction models
Task-based teaching model proposed by Willis (1996) can be easily distinguished from other types of teaching instruction models
Task-Based Language Teaching (TBLT) fundamentally challenges the traditional PPP (Presentation – Practice – Production) cycle, where teachers first present grammar or language items, followed by controlled practice and finally sentence production Unlike this approach, TBLT emphasizes meaningful tasks over mere presentation and practice Additionally, TBLT diverges from the TTT (Test – Teach – Test) model, which starts with learners producing language before instruction.
Task-Based Language Teaching (TBLT) differs from Jeremy Harmer's three-stage ESA model (Engage, Study, Activate) introduced in 1998 In the Engage phase, teachers aim to capture students' interest and emotions using various stimuli such as games, videos, or stories The Study phase concentrates on the mechanics of language, covering aspects from pronunciation to verb tenses and literary techniques Finally, the Activate phase encourages students to apply their language skills in practical situations, promoting communicative competence through targeted exercises and activities.
TBLT (Task-Based Language Teaching) should be distinctly differentiated from TSI (Task-Supported Instruction), as highlighted by Ellis (2003) in his exploration of focused and unfocused tasks While TSI integrates tasks into the curriculum alongside other activities, TBLT centers exclusively on tasks as the fundamental unit of teaching and assessment Essentially, TSI promotes the idea of "learning to use," whereas TBLT emphasizes a more immersive approach to language acquisition.
“using to learn” or “learning by doing”
Advantages and disadvantages of task-based language teaching
Task-based language teaching (TBLT) is widely recognized for its effectiveness in fostering communication and genuine language use in second language classrooms However, it is essential to consider the potential drawbacks of TBLT A thorough evaluation of the advantages and disadvantages of task-based language teaching is necessary to understand its overall impact on language learning.
Task-Based Language Teaching (TBLT) is a modern approach to second language instruction that is grounded in the latest research on second language acquisition This method significantly influences contemporary language teaching practices (Solares, 2006).
Task-Based Language Teaching (TBLT) is beneficial for students as it prioritizes a student-centered approach, fosters meaningful communication, and facilitates the development of practical skills beyond language While teachers introduce language concepts during the pre-task phase, students have the freedom to utilize any grammar and vocabulary they possess, allowing for a richer language experience Familiar tasks, such as visiting a doctor, enhance student engagement and motivation in language learning Additionally, TBLT encourages active participation and creativity, providing learners with opportunities to express their thoughts through their actions According to Willis (1996), TBLT offers significant advantages as reported by learners in his survey.
they gain confidence in speaking and interacting quite soon after a task- based course;
they enjoy the challenge of doing tasks and find many of them fun;
they are able to talk about language itself in addition to other topics;
they can cope with natural spontaneous speech much more easily, and tackle quite tough reading texts in appropriate way;
they become far more independent learners
In Task-Based Language Teaching (TBLT) classes, educators can better address student needs by fostering an environment where learners actively apply their acquired knowledge in practical contexts This hands-on experience not only enhances students' understanding of the relevance of academic inquiries but also lays a foundational experience for advancing their academic discourse.
Tasks often necessitate the selection of specific objects as outcomes, creating a shared focus for collaborative learning This environment allows participants to express diverse perspectives, fostering meaningful discussions Additionally, tasks encourage cross-group evaluations, enabling learners to present their own work while assessing that of their peers Such engagement promotes a collective examination of strengths and weaknesses, leading to enhanced reflection and critical awareness among students (Ki, 2000).
Besides benefits it brings to learners, TBLT also facilitates language teaching Willis
(1996, p.137-138) gives out the opinions of teachers and trainers who have just experimented with TBLT:
with mixed-level classes, a TBLT approach works far better than a PPP one
learners bring their own experiences to lessons and often come up with interesting and original ideas;
by the end of the course they are often surprised at how much their learners have achieved
Task-Based Language Teaching (TBLT) is considered by Richards and Rogers (2001) to be a more effective teaching approach compared to others; however, key elements such as task types, sequencing, and performance evaluation remain unproven, rendering its foundational assumptions largely ideological Swan (2005) argues that the claim of TBLT as an advanced teaching method lacks continuity, as it is not supported by robust theoretical or experimental evidence Furthermore, the related hypotheses suggesting that second-language acquisition strictly follows rigid developmental sequences and occurs solely through noticing during communication contradict common experiences in language learning.
Task-Based Instruction (TBI) can enhance learners' existing knowledge but is less effective for systematically teaching new languages Critics argue that relying on tasks as the main pedagogical input is unsuitable for foundational classes with beginners TBLT focuses on task implementation, implying that learners can interact in the target language, which may not be true due to their lack of proficiency This can lead to excessive use of their first language (L1) or off-task conversations Additionally, interactions between learners may result in a simplified version of the second language (L2) and contribute to interlanguage fossilization.
Skehan (1996) warns that Task-Based Language Teaching (TBLT) can pose risks if not implemented carefully, as it may pressure learners to focus on immediate communication rather than fostering interlanguage development This can lead speakers to rely on various communication strategies such as paraphrasing, repetition, and word creation Furthermore, the effectiveness of elicited performances may hinge more on learners' abilities or prior knowledge than on their language skills Norris, Brown, Hudson, and Bonk (2002) argue that TBLT lacks a framework for making interpretations beyond specific task contexts and fails to replicate all the factors that characterize real-life language use.
Task-based interaction primarily emphasizes meaning over form, allowing learners to focus on achieving specific tasks without being overly concerned about linguistic accuracy While this approach fosters a concentrated interaction aimed at task completion, it is important to recognize that real-world communication extends beyond mere task performance, encompassing a diverse range of interactions that occur outside of L2 classrooms (Seedhouse, 1999).
Implementing tasks in teaching the skills of speaking
In task-based lessons, the integration of listening, reading, writing, and speaking skills is naturally encouraged, as highlighted in section 2.1.2 When teaching speaking, educators must consider this integration by carefully selecting or adapting tasks that enhance students' oral communication abilities.
Traditional classroom drilling for speaking practice typically involves a structured question-and-answer format, where one participant asks a question and another provides a predetermined answer This approach often leads to predictable responses, limiting genuine interaction In contrast, authentic communication, such as relaying a message or expressing an opinion, involves managing uncertainty and navigating information gaps, as each participant possesses unique information Effective communication requires individuals to clarify meanings, seek confirmation of their understanding, and negotiate agreements, making it a more dynamic and interactive process.
Teachers, acting as task designers, should integrate a clear purpose and an information gap while encouraging diverse forms of expression However, simply increasing the volume of output is insufficient for developing proficient speakers It is essential for educators to blend structured output activities, which facilitate error correction and enhance accuracy, with communicative output activities that provide students the freedom to practice language use.
To enhance communicative competence in classroom speaking tasks, it is essential to utilize authentic materials that address three key aspects of authenticity First, text authenticity refers to the naturalness of the language sample provided Second, task authenticity involves clarifying the intended learning activities that students will engage in with the language Lastly, response authenticity pertains to the naturalness of the speech produced by learners It is crucial that these authentic materials are relevant to the learners' lives to ensure effective learning experiences.
Shortly, all these points, together, should be kept in teachers’ mind as the orientation for tasks design and adaptation
2.6 The importance of understanding teachers' perceptions of teaching methodology
According to Stern (1983), every language teacher inherently relies on a theory of language teaching, regardless of their acknowledgment of it (p.27) Understanding teachers' interpretations of teaching methodology is crucial for comprehending the dynamics of education The influence of teachers themselves is a significant factor in teaching outcomes By exploring these interpretations, educators and researchers can address the question of why interactions between teachers and students occur in specific ways (Canh, 2004, p.109) When pedagogical considerations are prioritized, teaching can foster learner-driven experiences and enhance cognitive processing, highlighting the importance of the methods teachers choose and their awareness of these approaches.
Language learning and teaching are deeply influenced by the societal context in which they occur, highlighting the importance of understanding this environment Canh (2004) emphasized that while having the right conceptualization of teaching methods and approaches is crucial for educators, it alone is not enough to ensure successful teaching outcomes.
Many language teaching methods share critical limitations, primarily by being decontextualized; they focus on what, how, and why to teach without considering who is teaching, who the students are, and the specific context of the instruction Additionally, these methods tend to be prescriptive and ideological rather than grounded in empirical data from varied classroom experiences Ultimately, they oversimplify the teaching process by assuming that a standardized set of procedures can be applied universally, a notion that has been widely challenged in the field.
Classroom dynamics reveal underlying beliefs about language, learning, and teaching The focus should not be on identifying the best teaching method but rather on how educators adapt and justify their chosen approaches Teachers are encouraged to transition "from ideology to inquiry" (Canh, 2004, p.116), fostering a more reflective and flexible teaching practice.
For over thirty years, the foreign language teaching community has increasingly recognized that the effectiveness of classroom methods largely depends on each individual teacher's interpretation and application of those methods (Canh, 2004, p.108).
Perception, as defined by the Oxford Dictionary, refers to the ideas, beliefs, or images formed based on one's understanding of something In psychology, perception is a crucial topic due to its significant role in interpreting stimuli According to psychologist Feldman (1990), perception involves sorting, analyzing, and integrating sensory information In the context of this paper, teachers' perception pertains to how educators interpret and assign meaning to stimuli in their classroom environment and students' behaviors.
2.8 Relation between teacher perception and practice
Teachers' perception is closely related to their practice It is shown in figure below:
Figure 1 Teacher-student perceptions and the quality of learning outcomes
Research by Trigwell, Prosser, and Waterhouse (1999) highlights a distinction in teaching approaches based on teachers' perceptions of learning Teachers who see learning as merely the accumulation of information often adopt a teacher-centered approach, focusing on the direct transfer of knowledge In contrast, those who view learning as a process of conceptual change embrace a student-centered approach, promoting independence through discussion, debate, and questioning This latter perspective positions teachers as facilitators and advisors, guiding students in their learning journey (Prosser & Trigwell, 1999).
The close relationship between teachers' perceptions of learning and teaching significantly influences their instructional approaches, which are crucial in determining the quality of student learning outcomes Consequently, it can be asserted that teachers employing diverse approaches yield varied results in their students.
2.9 Previous studies on teacher perceptions of TBLT
Task-Based Language Teaching (TBLT) is emerging as an effective method for enhancing communication skills in language learning This approach has sparked a growing interest in researching the principles of Task-Based Assessment (TBA) and its practical applications However, there is a notable lack of studies focusing on teachers' perceptions within this area.
(2008) spent two years doing research on the process of implementing a curriculum reform
In a study on task-based learning (TBL) innovation across three secondary schools in Hong Kong, it was revealed that teachers implemented TBL in ways that strayed from the intended curriculum, largely due to misconceptions and a lack of understanding of TBL concepts Despite attending workshops and training, many teachers viewed tasks merely as activities to enhance classroom engagement rather than as integral components of the learning process In one school, educators expressed reluctance to adopt TBL, believing that effective learning stemmed primarily from direct teacher instruction and that tasks were simply for practice and differentiation Teachers from another school noted that the preparation and implementation of TBL were too time-consuming Overall, the findings indicated that the educators' inadequate comprehension of TBL significantly hindered its effective application in the classroom.
Gulden, Julie, and Huly conducted a study on the perceptions of task-based language teaching (TBLT) among fourth-grade primary school teachers and students, aiming to identify similarities and differences in their understanding of tasks The results revealed that teachers had a strong grasp of task-based teaching principles, emphasizing key aspects like 'focus on meaning' and 'learner involvement.' However, the application of TBLT was primarily limited to language practice activities that concentrated on form Additionally, students viewed tasks mainly as a means of revision or as rewards at the end of lessons.
Relation between teacher perception and practice
Teachers' perception is closely related to their practice It is shown in figure below:
Figure 1 Teacher-student perceptions and the quality of learning outcomes
Teachers who see learning as merely accumulating information tend to adopt a teacher-centered approach, focusing on transferring knowledge directly to students Conversely, those who view learning as a process of conceptual change embrace a student-centered teaching style, promoting independence through discussion, debate, and questioning In this context, educators act as facilitators and advisors, guiding students in their learning journey (Trigwell, Prosser & Waterhouse, 1999).
Teachers' perceptions of learning and teaching significantly influence their instructional approaches, which are crucial in determining the quality of students' learning outcomes Consequently, it is evident that varying teaching methods lead to diverse student results.
Previous studies on teacher perception of TBLT
Task-Based Language Teaching (TBLT) is gaining recognition as an effective method for enhancing communication skills in language learners This approach has sparked a growing interest in researching the principles of Task-Based Assessment (TBA) and its practical applications However, there remains a scarcity of studies focusing on teachers' perceptions within this area.
(2008) spent two years doing research on the process of implementing a curriculum reform
A study on task-based learning (TBL) in three secondary schools in Hong Kong revealed that teachers were implementing TBL in ways that strayed from the intended curriculum, largely due to misconceptions about the approach Despite participating in workshops and training, teachers lacked a clear understanding of TBL, often viewing tasks merely as activities to make lessons more engaging In one school, some educators were resistant to TBL, believing that effective learning relied on direct instruction and that tasks were primarily for practice and revision Additionally, teachers in another school expressed concerns that TBL required excessive preparation time Overall, the findings indicate that many teachers struggled with the fundamental principles of TBL, resulting in significant challenges during implementation.
Gulden, Julie, and Huly conducted a study on the perceptions of task-based language teaching (TBLT) among fourth-grade primary school teachers and students, aiming to identify similarities and differences in their understanding of tasks The results revealed that while teachers demonstrated a solid grasp of key TBLT concepts, such as 'focus on meaning' and 'learner involvement,' their implementation was primarily limited to language practice activities that emphasized form Additionally, students viewed tasks mainly as tools for revision or rewards at the end of lessons.
A study by In-Jae Jeon and Jung-Won Hahn (2006) investigated EFL teachers' perceptions of Task-Based Language Teaching (TBLT) across 38 Korean secondary schools The findings revealed that teachers possessed a solid understanding of TBLT's linguistic features and key concepts, irrespective of their teaching experience However, many were reluctant to implement TBLT in their classrooms due to concerns about their knowledge and confidence This indicated that a clear conceptual understanding of TBLT did not necessarily translate into its practical application The authors identified various reasons influencing teachers' decisions to either adopt or refrain from using TBLT in their teaching practices.
In short, it is clear that TBA attracts much attention from researchers, but there are still some of their studies concerning teachers' perception on the approach.
METHODOLOGY
Case description & context of the study
This chapter outlines the research methodology selected to meet the study's aims and objectives, providing detailed explanations for the choice of research instruments and clarifying the specific methods used to gather information through these tools.
3.1 The fitness of case study to the research purpose
A case study focuses on a single case, which can be defined as a teacher, classroom, school, or community (Johnson D.M., 1992, p.75) Its primary purpose is to describe the case within its context, emphasizing that individuals or events cannot be fully understood when detached from their environmental circumstances (p.76) This contextual analysis is a key feature that distinguishes case studies in research.
Case studies are essential for exploratory and discovery-oriented research, as highlighted by James and Schumacher (1993) They enable in-depth analysis of a specific phenomenon, allowing researchers to focus on one subject regardless of the number of sites, participants, or documents involved This approach facilitates the collection of diverse evidence within the case setting, ultimately leading to comprehensive answers to the research questions.
This study investigates teachers' understanding of Task-Based Assessment (TBA) in developing speaking skills, focusing on their perceptions of its benefits and drawbacks The research aims to address specific questions and deepen the author's insights, which could be valuable for other researchers interested in similar studies.
1 What are teachers' understandings of the Task-Based Approach to speaking skills?
2 What do they perceive of the advantages and disadvantages of using TBA approach to speaking skills in their context?
The answers to these questions will provide the reality of Nguyen Hue gifted high school teachers' teaching and their perceptions on TBA
3.3 Case description and context of the study
3.3.1 The setting of the study
Nguyen Hue Gifted High School, renowned for its exceptional teaching quality in Ha Dong, boasts a high university entrance examination pass rate compared to other local schools Its students consistently excel in national competitions across various subjects, including Maths, Physics, Sciences, Biology, French, and English, earning numerous accolades This achievement reflects the school's strong educational tradition, as noted by the principal However, English language teachers face challenges in teaching speaking skills due to the national English tests being primarily written, leading to a focus on writing while speaking receives less attention.
At Nguyen Hue School, the English teachers boast extensive experience, ranging from 5 to 26 years in the field Most hold university degrees, with some possessing double degrees The team consists of 11 English teachers responsible for instructing three English major classes and 36 classes for non-English majors Notably, only five of these teachers are dedicated to teaching grade 11, with one focusing on an English major class and the remaining four teaching 16 non-English major classes All of the English teachers are female.
In 11th grade classes, there are typically between 23 to 35 students, most of whom come from rural areas where English education is often neglected, resulting in varying proficiency levels Students from Ha Dong town tend to perform better in English compared to their peers from other regions The primary resources for learning are limited to textbooks and teachers, as many students, despite having internet-connected computers at home, do not utilize them for academic purposes due to a lack of established study habits.
In the realm of English language teaching, methodological innovation remains a key priority for schools aiming to enhance teaching quality The recent shift towards Task-Based Language Teaching (TBLT) has been championed by the Ministry of Education and Training, which is reforming textbooks and teaching methodologies to align with this approach Schools are now utilizing the updated textbook 'Tiếng Anh 11', and teachers are encouraged to participate in TBLT training courses However, disparities in teachers' backgrounds and training experiences—some specializing in English while others focus on French—have led to varying levels of understanding and implementation of TBLT across the board.
In a study involving grade 11 teachers, four out of five educators participated, while one was unable to join due to the use of a different textbook for her English major class The research focused on the four teachers who volunteered and expressed their willingness to contribute A brief contextual background of the participating teachers is presented in Table 1 below.
Teachers Gender English teaching experiences
Cam is a qualified female educator with 8 years of teaching experience She holds a bachelor's degree in French from Hanoi University, along with a double degree in English teaching methodology from the same institution Currently, she is enhancing her skills by participating in a workshop focused on advanced teaching techniques.
Department of Education and Training She began teaching English at the school in 2001
2 classes majoring in Geography and History respectively
Quyt Female 8 years She graduated from university in 1986 Her major is French teaching methodology She taught French for a long time before starting teaching English at the school in 2001
Sciences, Informatic Technology, Biology respectively Nho Female 14 years She had the bachelor degree majoring in English teaching methodology in 1986 and has been teaching English since
11 PT1 - the class do not major in any subject then
Dao Female 20 years She finished her study at university in 1989 majoring in English teaching methodology
She became English teacher right after the time Now she is taking an extra course of teaching methodology in 6 months
To gather reliable data, the researcher spent two months observing a school, initially attending English classes as an observer to familiarize students and teachers with her presence During the second month, she conducted interviews with teachers regarding their perceptions of tasks and the task-based approach, ensuring them that their responses would remain anonymous and accurately transcribed for a Master's thesis Simultaneously, she continued her class observations to gain insights into the realities of their teaching practices, focusing on non-English major classes that used the same textbook, "Tieng Anh lop 11," while noting that only one English major class utilized an advanced English book.
Instrument
This part discusses the reasons why the research tools fit the purpose of the study It is about the advantages and disadvantages of these instruments
Interview is a kind of conversation which has a clear purpose (Robson, 1993, p.228)
It is commonly used in education research because of its outstanding features in comparison with other instruments, especially survey questionnaires James & Schumacher
Interviews often yield high response rates, as respondents typically engage fully due to their personal connection with the interviewer (1993, p.250) This dynamic allows interviewers to extract valuable information, even when initial answers are unclear, by rephrasing questions and probing for additional relevant insights (Johnson, 1992, p.114-115) McDonough (1997) identified three key applications of interviews in classroom research, highlighting their effectiveness in gathering comprehensive data.
to focus on a specific aspect of classroom life in detail
teacher-pupil discussion > diagnostic information
to improve the classroom climate
This study effectively utilizes interviews to explore teachers' perceptions of Task-Based Activities (TBA) related to speaking skills, focusing on classroom dynamics and teacher-pupil discussions By conducting interviews, the researcher gains valuable insights into teaching practices, highlighting the importance of this method for gathering comprehensive information.
While interviews offer several advantages, they also present some minor disadvantages They can be time-consuming, as noted by James & Schumacher (1993) and Gillham (2000), with respondents often providing lengthy answers that may stray from the main points This necessitates that interviewers be sensitive, active, and tactful in their questioning to effectively elicit relevant responses Additionally, the data interpretation phase requires significant effort from researchers to manage and analyze the information gathered.
However, with the advantages outweighing the disadvantages, interviewing is profitable to this case study
Observation, as defined by Arthea & Verna (2005), is the practice of attentively monitoring people, events, and environments This method proves invaluable in research, allowing observers to witness behaviors and listen to conversations without directly inquiring about individuals' opinions, emotions, or attitudes (Robson, 1993).
Utilizing observation techniques in real-world settings enhances the credibility of the insights gathered from participants By effectively employing observation tools, educators can optimize their time spent in classroom observation and engagement, ultimately leading to more valuable data collection (Arthea & Verna, 2005, p.19).
Procedure
Observation is inherently subjective, influenced by the observer's biases and prejudices, which necessitates a high level of skill and effort Furthermore, the process of gathering data through observation is often time-consuming, requiring significant hours of dedicated attention to obtain accurate and meaningful insights (Robson, 1993, p.191).
This case study effectively utilizes classroom observation to analyze the alignment between teachers' reported practices and their actual behaviors By observing classroom dynamics, the researcher gains insights into the interactions among students and between students and teachers, providing a comprehensive understanding of the language teaching and learning process within the school Consequently, classroom observation was implemented as a key method in this study.
This part is to introduce the way data were collected through chosen instruments
The interview utilized a semi-structured format, providing a flexible framework that allowed the interviewer to adapt the order of questions This approach facilitated deeper interactions and encouraged more personalized responses from participants.
The study, conducted in Vietnamese from November 8, 2009, to January 8, 2010, involved an interview process that was reviewed by the head of the language department, who also teaches an 11th-grade English class, to gather feedback and suggestions prior to its implementation.
Four English teachers for grade 11 participated in an informal interview lasting 15 to 30 minutes, conducted during their free periods They willingly answered eight survey questions, aiming to provide firsthand insights into their perceptions of tasks and the task-based approach The relaxed environment, either at the school base or in the teacher's room, encouraged them to express their thoughts freely Prior to the interview, they were informed about the general topics of discussion and assured that their responses would be recorded and kept confidential by the researcher.
All teachers expressed their willingness to assist and readily shared personal information like names and ages They believed their primary goal in participating in the interview was to support the researcher in conducting a thorough and accurate investigation.
Four teachers recognized the effectiveness of the task-based approach (TBA) in teaching English, particularly in enhancing speaking skills They admitted to having prior knowledge of TBA and were actively applying it in their teaching practices However, two of the teachers struggled to grasp the core questions during the interview, resulting in lengthy responses that extended the duration of the discussion.
During the second month of her research at the school, the researcher began to observe speaking instruction in the classroom Once the teachers and students became accustomed to her presence, she developed a structured plan to guide her observations Acting as a non-participant observer, she meticulously recorded classroom procedures, which were later transcribed and analyzed This analysis focused on evaluating the involvement of both students and teachers in tasks, as well as how effectively teachers implemented and managed these tasks To facilitate this process, the researcher created a detailed observation form.
DATE AND TIME OF OBSERVATION:
Time Teacher's activities Students' activities
Data analysis
Data analysis involved extensive reading and exploration of written materials on a personal computer Interview tapes were transcribed and coded to capture teachers' perceptions of Task-Based Assessment (TBA) regarding speaking skills Observation sheets were utilized to assess the reality of English speaking instruction, revealing the actual advantages and disadvantages teachers encountered in practice This observational data allowed the researcher to determine whether teachers' statements aligned with their teaching practices Ultimately, these procedures aimed to address the research questions effectively.
DISCUSSION OF THE FINDINGS
General overview of the findings
The research findings are organized around three key themes derived from the data: teachers' perceptions of tasks, their views on the task-based approach, and the realities of classroom teaching Additionally, the study highlights the advantages and disadvantages of implementing Task-Based Language Teaching (TBLT).
The interviews revealed teachers' perceptions of tasks as outlined in the course book "Tieng Anh 11." When asked about their understanding of the term 'task,' teachers discussed the types of tasks they incorporate into their teaching, their effectiveness, and the methods they use to assess students' task completion.
The overview of answers for these questions is in table 2 below:
Teachers Different perceptions of tasks Types of tasks
Cam Tasks are learning activities which are designed to develop communicative ability They follow the content of the lesson
Quyt Tasks are those which students have to do in the course book,
Fluency for example, task 1, task 2, task
Dao Tasks are learning activities
They are put in a simple to more difficult order Tasks are clearly arranged to be suitable for PPP approach Task 1 usually gives the sample, guidelines about the topic
Students practise in task 2 basing the sample In task 3, students are freer in production and are allowed to go further to improve their speaking skills
Fluency Focus on task Pronunciation
Nho Tasks are structured learning activities that follow a Pre, While, and Post speaking procedure, focusing on topics derived from the reading section In the speaking segment, educators emphasize not only communication skills but also the teaching of grammar and vocabulary.
Table 2: Participants' perceptions of task
Teachers exhibited uncertainty regarding task definitions, viewing tasks primarily as learning activities from the course book, such as task 1, task 2, and task 3, aligned with teaching procedures like PPP (Presentation, Practice, Production) or Pre-While-Post speaking Their understanding of tasks seemed to stem from a direct translation from English to Vietnamese, with only two key features acknowledged: meaning focus and task assessment All teachers concurred on the importance of meaning in teaching speaking, emphasizing that students should be able to express their ideas in English However, their assessment methods varied, with Cam, Hanh, and Trang primarily evaluating students based on fluency in specific contexts.
To assess students' work in rearranging five pictures to create a coherent story, consider evaluating their ability to identify the logical sequence and narrative flow Focus on their creativity in storytelling, clarity of expression, and engagement during the presentation Additionally, provide feedback on their use of descriptive language and how well they connect the images to convey a complete story This comprehensive assessment will not only gauge their understanding of narrative structure but also enhance their communication skills.
Cam, Hanh, and Trang evaluated students primarily on their fluency and their ability to arrange pictures and narrate a story Nho was the only one whose responses aligned regarding the theory and practice of task assessment, focusing on the students' ability to properly sequence pictures and tell a coherent story Additionally, both Cam and Nho emphasized that teaching speaking through tasks aims to enhance students' communicative abilities and communication skills.
The article outlines various task types relevant to Task-Based Language Teaching (TBLT), including matching, role play, gap-filling, and discussion, which facilitate students in expressing their ideas and feelings In contrast, Quyt did not specify any task types, highlighting a discrepancy between the provided examples and TBLT's theoretical framework.
4.1.2 Teacher perception of TBLT to speaking skills
Teachers Concept of TBLT to speaking skills
Task-based framework in teaching speaking skills
Table 3:Participants' perception of TBLT to speaking skills
The interview data, presented in Table 3, reveals that teachers have ambiguous perceptions of Task-Based Language Teaching (TBLT) in relation to speaking skills, as all respondents provided unclear answers regarding the concept of TBLT.
The teachers understood Task-Based Language Teaching (TBLT) primarily as a method focused on assigning tasks to students, with their role being that of facilitators This interpretation was somewhat superficial, as it stemmed directly from the term 'task-based.' While they acknowledged key elements of TBLT, such as the use of authentic materials, a focus on meaning, and the teachers' roles as instructors and advisors, these aspects were insufficient They overlooked critical components like student interaction for problem-solving and knowledge enrichment, as well as the importance of goal orientation in the learning process.
Teachers demonstrated a lack of understanding regarding the task-based approach (TBA), often confusing it with the Presentation-Practice-Production (PPP) model Specifically, Cam and Dao outlined their speaking instruction using three steps that align more closely with the PPP framework than with TBA principles.
Second, reusing input for more practice
In the discussion that followed, Nho confused skill-based teaching procedures, specifically the pre, while, and post phases, while Quyt overlooked the importance of teaching methodology Quyt outlined her speaking lesson structure, beginning with a warming-up phase followed by three sequential tasks from the course book All teachers were able to articulate the roles of both teachers and students at each stage of the lesson.
Teachers struggled to accurately define tasks and task-based language teaching (TBLT), failing to provide a comprehensive understanding of these concepts despite receiving training in task-based approaches.
4.1.3 Teacher perception of advantages and disadvantages in TBLT implementation to speaking skills
Table 4 lists out the main advantages and disadvantages that the teachers mentioned in the interviews
Cam - students' collaboration had been improved
- they felt rather comfortable and more self-confident in communication
- TBA was not suitable for such big-sized classes of different level students
- meaning focus in TBA caused students difficulties in written tests
- students were neglectful of structures and grammar
Quyt - students' collaboration had been improved
- they were interested in speaking
- students' speaking skills had been improved
- teacher and students became closer
- meaning focus in TBA caused students difficulties in written tests
- she needed much time and effort in lesson preparation
Dao - students' interaction had been improved
- their motivation had been improved
- they were relaxed and comfortable in speaking
- TBA was not suitable for classes of different level students
- A lot of time and effort were devoted to lesson preparation
- some students' motivation had not been improved
Nho - their motivation had been improved
- they felt confident in speaking
- students' collaboration had been improved
- it was difficult for teachers to control students in group work in TBA
- she needed much time and effort in lesson preparation
Table 4: Participants' perceptions of TBLT advantages and disadvantages
It can be seen that teachers gave out many disadvantages of TBA The most common difficulties they met were much effort in preparation 3 out of 4 stated it Only
Cam disagreed with the notion that teaching speaking skills was her strength, while Nho noted that the recent changes in course books required significant time and effort for lesson preparation Each teacher expressed concerns about Task-Based Approach (TBA), highlighting that its implementation in speaking skills led to students struggling with written tests due to neglecting grammar and structure They also pointed out that TBA was ineffective in large, multi-level classes, making it challenging for teachers to manage group work However, Dao and Cam argued that TBA could be adapted for beginners by redesigning tasks to better suit their needs Additionally, Dao mentioned that TBA had not significantly boosted students' confidence, as many still felt shy and hesitant to speak English.
Teachers noted significant advantages of Task-Based Approach (TBA) in enhancing students' speaking skills and motivation They observed that students became more engaged and relaxed during speaking tasks, leading to improved collaboration among peers Nho and Quyt reported noticeable advancements in their students' speaking abilities, while Quyt also felt a closer bond with her students However, Cam expressed uncertainty about the effectiveness of TBA in boosting her students' motivation and speaking skills, attributing this to her classes not being focused on English, resulting in limited attention and only basic sentence construction from her students.
4.1.4 The reality of teachers' class teaching
The reality of teacher's class teaching was briefly summarized in table 5 below The data was retrieved from the class observation
Teachers Lesson Self- reported approach
Brief remark of lesson procedure
TBLT PPP The lesson, in general, was not interesting
The teacher taught the students 3 tasks in the course book in the order that they appeared First, she summarized the content
In the recent lesson, students engaged with a dialogue from their reading text and initially focused on reading rather than acting it out The teacher then encouraged pairs to perform the dialogues they had become familiar with Following this, students participated in Task 2, where they created conversations based on provided suggestions, with preparation time allotted before presenting their dialogues The teacher supported those struggling to express their ideas and provided feedback on fluency, accuracy, and presentation skills after each performance Finally, in Task 3, students crafted a dialogue between a post office clerk and a customer, drawing inspiration from the previous tasks while not being restricted to specific language patterns.
Discussions of the findings 36 1 Congruence and incongruence between teachers' perceptions of TBLT and its theory
In this section, the author examines three key issues derived from the data presented earlier A thorough investigation will be conducted into the phenomena of divergence and convergence in participants' perceptions, aiming to provide acceptable interpretations.
4.2.1 Congruence and incongruence between teachers' perceptions of TBLT and its theory
This part is to discuss teachers' real perceptions of the method appeared from the interview and the incongruence between teachers' perceptions and the most advocated theories of TBLT
Research on Task-Based Language Teaching (TBLT) by scholars such as Ellis (2003) and Willis (1996) reveals that teachers possess unclear understandings of tasks and Task-Based Assessment (TBA) Despite having received training in TBLT methodologies and implementing them in speaking skills instruction, teachers struggle to articulate the distinctive features that differentiate TBLT from traditional methods This situation highlights a disconnect as educational authorities, including the Ministry of Education and Training, aim to transition educators from traditional, teacher-centered approaches to more contemporary, learner-centered practices.
The teachers' definition of Task-Based Language Teaching (TBLT) as "teaching based on tasks" aligns with Ellis R.'s (2003) principles of Task-Supported Teaching (TST) However, it overlooks the importance of the context in which students can learn and utilize English for effective communication, as well as the prioritization of task assessment.
All the data emerged from the interview and class teaching observation can be extracted out with some vague understanding of teachers about tasks and TBLT as below:
1 Tasks are learning tasks Any activity that students do in the classroom is a task
2 A task is a task because it is there in the course book
3 Fluency is the priority of task assessment
4 Task types are the ones which are available in the course book, such as matching, gap-filling
5 The way to teach speaking skills in TBA follow the procedure of PPP approach in which task 1, task 2, task 3 are presented as Presentation, Practice, Production respectively
This incongruence may be the challenge that English teacher at Nguyen Hue gifted high school face in attempting to implement TBLT in their classroom practice
4.2.2 Consistence and inconsistence between teacher perceptions and their classroom behaviours
According to Prosser & Trigwell (1999), the perceptions of teachers and their teaching practices are crucial factors that influence the quality of language instruction These two elements are closely interconnected This section aims to compare teachers' perceptions with their actual classroom practices.
Table 5 reveals a discrepancy between teachers' reported use of Task-Based Language Teaching (TBLT) for speaking skills and their actual classroom practices While all teachers expressed positive attitudes toward TBLT and acknowledged its effectiveness in enhancing students' language learning, none implemented it in practice, highlighting a conflict between their beliefs and teaching methods.
In an interview, a participant revealed her experience with Task-Based Approach (TBA) in teaching French, yet her English teaching practice diverged from the principles of Task-Based Language Teaching (TBLT) She evaluated students based on fluency, accuracy, and presentation skills Another participant, Nho, indicated that her assessment was outcome-based but ultimately concentrated excessively on teaching specific skills, such as crafting effective dialogues During task assessment, she emphasized structural usage, conversation format, and error correction This analysis suggests that these educators reinterpreted tasks and TBLT through their own lenses, leading to a reliance on Task Supported Teaching (TST) rather than adhering strictly to TBA Consequently, their teaching methods strayed from the intended framework, highlighting a discrepancy between their verbal accounts and actual teaching practices.
4.2.3 Consistence and inconsistence between teacher perceptions of advantages and disadvantages and their teaching practice
Teachers reinterpreted task-based language teaching (TBLT) based on their perceptions, leading to inconsistencies between their understanding of TBLT and its implementation in the classroom This discrepancy can be attributed to their heavy teaching load of 17 hours per week, which limited their preparation time for lessons and the integration of task-based activities (TBA) Consequently, the advantages and disadvantages they discussed in interviews reflected their current teaching methods rather than TBLT itself Despite this, teachers made efforts to maximize the effectiveness of TBA; they noted improvements in student collaboration and actively created opportunities for pair and group work However, they acknowledged that certain disadvantages related to speaking skills were beyond their control, indicating a lack of intention to address these challenges.