Rationale
Courses focused on listening and speaking skills are essential in global language programs today, driven by the increasing demand for English fluency as it serves as the international language This trend emphasizes the need for more effective English teaching methods (Richards, 2009) Vietnam is also embracing these contemporary approaches to English education.
In Vietnam, business students face increasing demands to enhance their language skills for effective international business communication However, the current teaching methods and materials are inadequate, particularly at the Vietnam University of Commerce, where a traditional, teacher-centered approach leads to student passivity and lack of engagement in speaking activities Consequently, there is an urgent need for educators to explore and implement more effective instructional strategies to foster active participation and improve language proficiency among students.
According to Willis and Willis (2007), the most effective language teaching method involves engaging learners in real language use through task-based activities such as discussions, problem-solving, and games Supporting this view, researchers like Candlin (1987), Swain (1995), and Hutchinson and Walter (1987) emphasize that Task-Based Language Teaching (TBLT) offers valuable opportunities for students to enhance their language skills through a variety of meaningful tasks.
The author conducted a quasi-experimental study to explore the effectiveness of a task-based approach in enhancing speaking skills among second-year English major students at Vietnam University of Commerce.
Aims of the study
This quasi-experimental study aimed to explore the impact of a task-based approach on second-year English major students at Vietnam University of Commerce (VUC) The research focused on understanding how this teaching method influences student learning outcomes.
- How do second-year English major students at Vietnam University of Commerce benefit from the implementation of the task-based approach?
The focus of the study is not only on student‟s achievement in their speaking skills but also on their changes in learning attitude and motivation.
Scope of the study
A study involving 40 second-year English majors from the English Department of Vietnam University of Commerce was conducted during the first half of the 2013-2014 academic year The intervention spanned approximately one and a half months, consisting of five weekly sessions.
Significance of the study
The study aimed to determine the effectiveness of the TB approach in improving the speaking abilities of second-year students Consequently, teachers at VUC are encouraged to implement this approach in their instruction, benefiting not only speaking skills but also other language competencies.
Method of the study
The study sample includes 40 randomly selected second-year English students from the Faculty of Vietnam University of Commerce, chosen based on their credit registration at the conclusion of their first year.
The class were to receive TB instruction following an oral pre-test and then another post-test to check the effect of the new approach on speaking ability
The class were taught by the teacher who is qualified and has 5 years of experience in teaching business English at VUC b Instrumentation
This minor thesis utilized a quasi-experimental research design to investigate the attitudes and motivations of second-year students regarding speaking skills, while also examining the impact of Task-Based Language Teaching (TBLT) on their speaking abilities.
In order to collect sufficient and relevant data for the study, two research techniques were implemented:
- Using an oral pre-test and a post-test to evaluate the teaching and learning results
- Conducting a semi-structured questionnaire to investigate how the students are interested in the intervention c Procedures
The steps of the study are executed as follow:
1 Administer the first oral test to check the current speaking ability of the participants
2 Implementing the TB instruction to the selected group of participants with a detailed schedule
3 Issuing a survey questionnaire to check students‟ attitudes, understanding of the experiment period
5 Analyze the data and discuss the findings
The study consists of three parts:
Part A – Introduction presents the rationale, aim, scope, significance and method of the study
Part B – Development: this part comprises of three chapters:
Chapter 1 provides a comprehensive overview of the existing literature, focusing on the theoretical foundations and related studies in the fields of Business English, speaking skills, and task-based language teaching (TBLT) This section highlights key theories and research findings that inform effective language teaching practices in business contexts.
- Chapter 2 – Research Method continues with the research method including the participants of the study, the instrumentation, the methods and procedures of data collection and data analysis
- Chapter 3 – Findings and Discussion demonstrates the findings accompanied by data analysis and discussion
Part C – Conclusion recapitulates the major findings of the study and represents further recommendations for the implementation of TBLT
CHAPTER 1 – THEORETICAL BACKGROUND AND LITERATURE REVIEW
Business English is gaining significant attention from ESP practitioners, learners, and language researchers According to Orr (2002), it is a specialized area that emphasizes the enhancement of communicative competence specifically tailored for business environments, often referred to as target situations or situated contexts in the business world.
Business English is an expanding sector within English Language Teaching (ELT) and English for Specific Purposes (ESP), commonly understood by educators, yet its broad definition can cause confusion It encompasses a variety of courses, from general English programs that incorporate business vocabulary to specialized classes focusing on skills like meeting participation or report writing, as well as specific fields such as finance and marketing.
Business English (BE) distinguishes itself from other English for Specific Purposes (ESP) fields by combining industry-specific content with general communication skills This unique blend enhances effective communication in various business contexts, making it essential for professionals aiming to excel in their respective job areas.
Business English is challenging to define linguistically, as noted by Dudley-Evans and John (1998) It necessitates thorough research and the creation of tailored pedagogical materials for a distinct group of adult learners in a specific context (Johns and Dudley-Evans, 1991) Additionally, it must be crafted to address the specific needs of the learners (Streven, 1988).
According to Picket (1986), Business English serves as a bridge between the specific terminology of various industries and the broader language understood by the general public, highlighting the difference between General English and Specialist English Consequently, Business English can have varied interpretations depending on individual needs and goals for learning and utilizing the language.
Business English is the instruction designed for non-native speakers who require English for professional purposes, particularly those in managerial roles This training focuses on enhancing their ability to communicate effectively in English with both native speakers and other English as a Second Language (ESL) individuals, ensuring clarity and understanding in a diverse workplace environment.
Teaching Business English (BE) is focused on providing English language instruction to adults engaged in or preparing for business roles This approach emphasizes needs-directed teaching, ensuring that the content is relevant and tailored to the specific job-related requirements of the learners.
Business English content can be categorized into two main types: real content and career content, as highlighted by Dudley-Evans and John (1998) Understanding the distinction between these two categories is crucial for Business English teachers to effectively tailor their instruction.
Career content encompasses all activities associated with student communication and learning, including reading, listening, writing, and speaking For instance, in speaking skills, career content focuses on performance-related tasks such as socializing and addressing personal needs during business trips The core content pertains to the language utilized in English for Specific Purposes (ESP) materials and instruction According to Dudley-Evans and John (1998), real content involves the linguistic and communicative skills necessary for students' communicative and learning activities.
A strong connection exists between career content and real content, with the former serving as the primary focus and the latter supporting the necessary career content requirements This relationship facilitates the integration of specific content with language teaching objectives, ensuring that career content guides the selection and order of language learning for students.
Speaking is defined by numerous language researchers as a process of constructing and conveying meaning through both verbal and non-verbal symbols across different contexts Chaney (1998) emphasizes that this intricate process involves effective communication, while Brown (1994) and Burns & Joyce also contribute to the understanding of speaking as a multifaceted skill essential for interaction.
Speaking is an interactive process of constructing meaning that encompasses the production, reception, and processing of information The form and meaning of spoken communication are influenced by various contextual factors, including the participants, their shared experiences, the physical environment, and the specific purposes behind the conversation.