INTRODUCTION
Statement of the problem
The shift towards a learner-centered approach and the rise of Communicative Language Teaching have sparked ongoing debates about the role of translation in foreign language learning Traditionally, translation was viewed unfavorably by language educators, who deemed it incompatible with effective language acquisition (Brown, 2002) Critics argued that its association with the outdated Grammar Translation method hindered language learning, as it isolated vocabulary from real contexts, limiting students' understanding of words' diverse meanings and uses (Harbord, cited in Cunningham, 2000).
Translation is often viewed as a mechanical process of transferring meaning between languages, rather than a valuable tool for language learning It is not considered an effective method for learners, as it lacks the communicative engagement necessary to meet their overall language acquisition needs.
Many language learners find the prospect of abandoning their native tongue daunting, as they seek security in the foreign language learning process (Kavaliauskienở & Kaminskienở, 2007) Scholars have presented varying perspectives on the role of translation, revealing that a thoughtful application of translation can enhance the learning experience rather than hinder it.
Translation can be a powerful tool for language learners, as it not only alleviates difficulties but also fosters a deeper connection between their native language and the target language According to Duff (1994, p.7), translation encourages speculation and discussion, making it an effective method for enhancing language skills.
Foreign language educators are increasingly incorporating translation into their teaching strategies for various educational objectives This approach highlights the effectiveness of translation activities alongside traditional methods such as reading and grammar exercises According to McDonough (2002), students view these activities as beneficial for their learning process.
At the Faculty of English, ULIS, VNU, the exclusive use of English in low-level language classes can lead to misunderstandings of teachers' instructions and misinterpretations of reading passages Additionally, the emphasis on developing students' speaking, reading, writing, and listening skills, combined with limited class time, often hinders thorough comprehension of reading materials This raises the potential need for translation in foreign language classrooms However, the effectiveness and implementation of translation methods by teachers have not been extensively studied.
Objectives of the study
This study has been conducted in an attempt to find:
1 Certain translation activities used in the process of teaching reading comprehension
2 Whether there exists a positive correlation between the use of translation in EFL context and the improvement of students‘ reading comprehension or not
This study investigates the translation activities implemented in the classroom to enhance students' reading comprehension It specifically examines the positive impact of translation on the reading comprehension skills of non-English major students at the Faculty of English, Hanoi University of Languages and International Studies The findings aim to provide valuable insights for educators, helping them decide on the integration of translation into reading activities.
Research questions
In order to achieve the purposes stated above, the study revolves around the following questions:
1 Which translation techniques were employed in the classroom as an aid to improve non-majored English students?
2 To what extent does the use of translation influence the non- majored English students' achievement in reading comprehension tests?
Significance of the study
This study highlights the importance of incorporating translation in EFL classrooms, particularly for non-majored English students It suggests that teachers can enhance reading comprehension by effectively integrating translation activities into their reading lessons Additionally, the findings serve as a valuable resource for educators and researchers, encouraging a reevaluation of teaching methods within the Communicative Language Teaching framework By focusing on students at the same proficiency level, teachers may achieve better outcomes in reading comprehension.
Educators must carefully consider the decision to implement this method in their teaching practices Additionally, future researchers with similar interests may benefit from the insights provided by this study to inform their own investigations.
Scope of the study
The researcher specifically focuses on the use of translation in reading comprehension among non-majored English students at the Faculty of English, ULIS, VNU, rather than conducting a broader investigation into this topic.
The research sample consists of 70 second-year students at the Faculty of English, ULIS, VNU, who are not majoring in English and are currently at the A2 level according to the Common European Framework of Reference for Languages These participants were selected using non-probability sampling methods.
This study focuses on non-English major students due to their typically lower English proficiency, reduced learner autonomy, and limited exposure to English environments By selecting a larger population of these students, the research aims to enhance both the validity and reliability of the findings.
Design of the study
This paper has five chapters:
Chapter I is the Introduction which features Rationale, Aims of the
Study and Research Questions, Methods of the Study, Overview of the Study
Chapter II presents theoretical background which lays the theoretical foundation for the study by discussing Definition of Key Terms and Frameworks, and Some Related Studies Worldwide and in Vietnam
Chapter III details the methods which have been adopted and the procedures which have been followed in the study It also includes detailed description of participants and materials employed
Next, chapter IV features the results of analyzing collected data regarding students‘ performance in both Control and Experimental group
Chapter V: Conclusion ends the study by summarizing the main points, giving concluding remarks and revealing the limitations, and suggestions for further studies
THEORETICAL BACKGROUND
Reading and Reading Comprehension Theories
2.1.1 Theories and approaches to reading as a language skill
Reading is a crucial skill for language learners, especially for those learning English as a foreign language (EFL) It is not only essential for effective communication but also serves as a fundamental tool for personal and academic growth (Farhady, 2005).
Traditional theories view reading as a process that begins with understanding individual words, progresses to grasping the relationships between those words within a sentence, and concludes with either verbal expression or silent comprehension Techniques such as the 'look-say' method exemplify this approach.
The whole word and phonic methods are frequently associated with meaning-emphasis approaches in reading instruction These techniques involve presenting new words on flashcards before students begin reading, which is believed to enhance text comprehension However, this approach has faced significant criticism for its effectiveness.
7 flash cards are devoid of context, which is the key to proper understanding and then using the words
Two prominent approaches to enhancing reading comprehension skills are the Reading Component Approach and the Metaphoric Approach The Reading Component Approach breaks down reading into six essential skills and knowledge areas, emphasizing the cognitive processes that impact comprehension These six identified skills and areas are crucial for effective reading development.
(e) synthesis and evaluation skills/strategies;
(f) metacognitive knowledge and skills monitoring (Chun & Plass, 1997)
The Metaphoric Approach to reading emphasizes the use of metaphors to understand the reading process This approach includes three primary models: bottom-up, top-down, and interactive The bottom-up model focuses on textual decoding, prioritizing lower-level processes like letter and word recognition In contrast, top-down models highlight the reader's interpretation, relying on prior syntactic and semantic knowledge to predict and interpret content Additionally, some models integrate both bottom-up and top-down processes for a more comprehensive understanding of reading.
Advocates argue that the reading process relies on the interplay of various linguistic knowledge areas, including orthography, lexicology, syntax, and semantics This interaction suggests that while proficiency in all these areas is essential, deficiencies in one can be offset by stronger skills in others, highlighting the complexity of reading comprehension.
The interactive processing model of reading emphasizes the simultaneous operation of both lower-level skills, such as decoding, and higher-level skills, including comprehension and interpretation This model highlights the reader's engagement with the text, utilizing background knowledge to reconstruct information As Grabe notes, effective reading requires a combination of rapid, automatic identification skills alongside deeper comprehension abilities, underscoring the interconnectedness of these skill sets in the reading process.
The Linguistic Threshold Hypothesis (LTH), also known as the "short circuit hypothesis," posits that achieving a certain level of linguistic ability in a second language is essential for effective reading Consequently, successful reading in a second language is contingent upon being a proficient learner of that language In conjunction, the Linguistic Interdependence Hypothesis (LIH) further explores the relationship between language proficiency and reading skills.
Research indicates that reading performance in a second language (L2) is closely linked to reading ability in the first language (L1), suggesting that proficiency in one's mother tongue can enhance the ability to comprehend foreign language texts (Chun & Plass, 1997) Additionally, while specific reading strategies may differ across languages, the fundamental process of extracting meaning from structured graphic symbols remains consistent (Wallace, 1986).
Viewing reading merely as a mechanical process emphasizes basic lower-level skills, neglecting crucial activities such as selecting relevant information, expanding on previously provided content, following instructions, identifying answers to text-based questions, interpreting implied meanings, evaluating the writer's intentions, and recognizing diverse literary genres.
Realising the importance of reading skills development, Kellermann
(1981) proposed four assumptions concerning methods of their teaching According to her, ―reading in a foreign language
1 must be taught according to a defined pattern;
2 must be taught in well-defined stages;
3 should occur frequently, regularly, and at first intensively;
4 should be accessible to all pupils literate in the native language‖ (Kellermann, 1981, p.9)
In conclusion, research indicates that individuals possess a natural ability to comprehend more than their current knowledge, and this understanding significantly improves with consistent practice, particularly through extensive reading Conversely, insufficient practice and stimulation can lead to a decline in comprehension Therefore, prioritizing effective reading instruction and the development of reading skills is essential for foreign language educators.
The essence of the reading process lies in the reader rather than the text itself (Nunan, 1995, p.65) Therefore, language teachers and linguists conducting research on reading behavior should prioritize understanding the reader's mental processes.
10 processes, rather than solely on processes which a text undergoes What is of paramount importance here, is the way the reader arrives at the meaning
Comprehension is essential for both reading and listening, as it allows individuals to gather information, explore diverse perspectives—including fictional realms—and communicate effectively Achieving successful comprehension is crucial for academic success and overall understanding of the world.
Reading comprehension is a dynamic mental activity that engages with text to derive meaning (Farhady, 2005) Various models of reading illustrate this process, which can be understood through two contrasting approaches: bottom-up and top-down (Barnett, 1988).
Good reading comprehension involves reading the words on the page, accessing their meanings, computing the sense of each sentence and much else as well
Successful comprehension results in a mental representation of the text's state of affairs, encompassing causal relationships between events, the protagonists' goals, and relevant spatial and temporal information that contribute to the storyline.
The Role of Translation In Teaching EFL
Translation is essential in our globalized world, particularly in multilingual Europe, where it is utilized daily (Leonardi, 2010, p.17) Defined as the process of converting text from one language to another, translation involves transforming content into a different linguistic form (The Merriam-Webster Dictionary, 1986, p 725) According to Larson (1998), this process is crucial for effective communication across diverse languages.
Translation fundamentally involves a transformation of form, which encompasses the actual words, phrases, clauses, sentences, and paragraphs used in communication This transformation pertains to the surface structure of a language, visible in written text or audible in spoken language In the process of translation, the form of the source language is substituted with the corresponding form of the target language.
Munday describes translation as a bridge between the source and target languages, encompassing various meanings It can denote the overall subject area, the translated text itself, or the act of translating The translation process involves transforming the original written text in the source language into a new written text in the target language.
Dagilienė (2012) highlights the varied perceptions of translation among linguists, methodologists, and teachers, noting that its role in foreign language education often sparks significant debate and criticism She attributes this contention to numerous studies conducted over the years, which either support or dismiss the use of translation as a viable learning method Ultimately, Dagilienė emphasizes the need for a more unified understanding of translation's effectiveness in language teaching.
―translation was considered as inefficient, unreliable and irrelevant‖ (2012, p.2) Significant limitations led to the idea that the use of translation in language learning had to be avoided
On the other hand, the term ―communicative translation‖ is an attempt
―to produce on his readers an effect as close as possible to that obtained by the readers of the original Semantic translation attempts to render as close as the
12 semantic and syntactic structures of the second language allow, the exact contextual meaning of the original‖ (Newmark, 1981, p 30)
Research indicates that second language (L2) learners consistently access their first language (L1) during L2 processing, as they do not completely disengage from their L1 Teachers should recognize that L2 learning is inherently linked to L1 knowledge, making it essential to consider both languages in the learning process The interplay between L1 and L2 is unavoidable, as learners' L2 understanding is intricately connected to their existing L1 knowledge.
Research on second language (L2) learners has shown that, particularly in the early stages of language acquisition, there is limited understanding of how much non-native speakers think in their target language (TL) Despite learners' observations of their native language, the relationship between their cognitive processes and the TL remains underexplored.
The effectiveness of thinking in the target language (TL) compared to thinking in the native language (L1) remains a topic of investigation, as the exact role of L1 in second language (L2) reading comprehension is still unclear (Cohen, 1995; Kern, 1994) A survey conducted among bilingual and multilingual university students revealed that individuals often shift between languages, which can occur either unintentionally—when one language is more accessible—or intentionally, as a strategy to enhance understanding of grammar or vocabulary in the target language (Cohen, 1995).
―Meaning is a communicative and therefore a social phenomenon
Meaning is inherently tied to communication, a fundamentally social activity, and is encoded through language Consequently, the process of constructing meaning involves both social interactions and linguistic elements.
Meaning in language is not solely contained within the words themselves; rather, it is co-created through interactions between individuals during each instance of communication (Farahzad, 2004, p 79) Additionally, while L2 language texts possess a fixed aspect of meaning, they often exhibit varied interpretations of the source text and offer a broader range of meanings in the target language.
Translating target language texts into one's native language can significantly enhance reading comprehension skills This process involves analyzing various text features such as sentence structures, context, and register, which are crucial for understanding Unlike casual reading, translation demands a higher level of attention and focus, as highlighted by Chellappan (1982), making it a valuable tool for learners aiming to improve their comprehension abilities.
2.2.2 Translation in Foreign Language Teaching
2.2.2.1 Objections and Disadvantages of using translation in EFL context
Research highlights the role of translation in EFL/ESL classrooms, emphasizing the distinction between pedagogical translation and real translation These two types of translation differ in three key aspects: their function, the object being translated, and the intended audience Understanding these differences is crucial for effective language teaching.
The late 19th century Reform Movement marked the beginning of opposition to translation in foreign language teaching, a trend that continued into the 20th century with critics from various methodologies, including Audio-Lingual, Direct, Natural, and Communicative Language Teaching.
A historical overview of the use of translation shows that after Grammar Translation Method, which strongly used translation as the major activity for
In the 19th century, European reformers recognized the growing dissatisfaction with the grammar-translation method of language learning in classrooms They emphasized the need for a shift towards developing oral competence, reflecting the changing demands of language education.
―translation should be avoided, although the native language could be used in order to explain new words or to check comprehension‖ (Richards & Rodgers
In 2001, as referenced by Wharton (2007), the Direct Method led to a ban on the use of students' mother tongue in classrooms This approach, championed by reformists like Sweet, emphasized immersion in the target language However, Cook (2010) notes that Sweet did not entirely dismiss translation and explicit grammar instruction; rather, the move away from translation was largely driven by practical considerations related to shifts in learner and teacher demographics.
Duff (1994) highlights several reasons for teachers' opposition to translation in foreign language classes, emphasizing that translation is limited to reading and writing skills, making it a non-communicative activity due to the lack of oral interaction He argues that relying on the mother tongue is undesirable and points out that translation tasks can be tedious for both students and teachers to complete and evaluate.
The Role of Translation in Reading Comprehension
Translation serves as a valuable tool for enhancing reading skills, as it encourages a thorough analysis of the text before translation begins According to Leonardi (2009), this careful examination helps students understand the content more deeply by exploring what is said, how it is conveyed, and why it is presented in that manner Such detailed text analysis not only boosts reading comprehension but also fosters vocabulary growth Additionally, translation practices can significantly enhance students' writing abilities.
28 skills because it is a transfer of a text from one language into another Leonardi
A successful translation must flow naturally, replicate the original text's style and context, and adhere to the conventions of the target language Recognized as a communicative activity, translation fosters interaction between teachers and students, encouraging active participation in the learning process.
Discussing the rights and wrongs of translation tasks enhances students' speaking skills while fostering meaningful conversations about the topic Additionally, engaging with both the teacher and peers allows students to improve their listening skills, as they learn from diverse perspectives in the classroom.
When reading a passage in a foreign language, learners engage in complex mental processes where the meanings of words emerge from the generalization of concepts and the synthesis of various perceptual experiences This interplay of thoughts, words, and meanings suggests that they should be studied as an interconnected system rather than in isolation, as highlighted in "Reading and Concept Evolution" (2008).
Vygotsky introduces the concept of inner speech, suggesting that the reading process involves transforming words into meaningful thoughts He posits that inner language serves as a translation of words into cognitive understanding (Ehrich, 2006, p 13) This translation requires converting meaning into sense, where sense is defined as "the sum of all psychological events aroused in our consciousness by the word" (Ehrich, 2006, p 15) In this framework, meaning represents a stable and precise aspect of sense, which varies depending on the context in which a word is used Thus, mental translation is closely linked to Vygotsky's notion of inner speech, reflecting an internalized form of language.
EFL learners, particularly at the beginner and low-intermediate levels, often engage in mental translation when reading, converting L2 texts into L1 to enhance comprehension (Kern, 1994) This cognitive strategy is prevalent among high school and adult language learners, as it allows them to make sense of the material for personal understanding (Upton & Lee-Thompson, 2001).
The reading process can be understood through three main models: bottom-up, top-down, and interactive approaches Bottom-up models, as described by Nunan (2003), focus on lower-level reading skills, starting with letter and sound recognition, progressing to morpheme and word recognition, and culminating in the understanding of grammatical structures and longer texts In contrast, top-down models emphasize the reader's role in comprehension, relying on background knowledge and predictions to engage with the text Lastly, interactive models blend both approaches, suggesting that comprehension is achieved through the simultaneous integration of information from various knowledge sources.
Translation serves as an interactive method for enhancing reading comprehension, incorporating elements of both bottom-up and top-down models It involves recognizing letters and words in a foreign language while also leveraging prior knowledge and personal experiences to facilitate text understanding.
Previous studies
Despite limited support for the use of translation in language teaching, some significant research exists Cohen (1995) found that bilingual and multilingual individuals often switch between languages, either consciously or subconsciously, to grasp grammar and vocabulary in the target language Additionally, a study by Jahangard et al contributes to this discourse, highlighting the complexities of language acquisition through translation.
A 2010 study focused on high school students investigated the impact of the translation method on lexical knowledge and its transfer to reading comprehension The findings revealed a significant improvement in reading scores among Grade One and Two learners following the implementation of vocabulary instruction treatments.
Translation is a commonly utilized learning strategy among beginning and intermediate-level ESL learners, as highlighted by Liao (2006) referencing O'Malley et al (1985) In their study, translation comprised 11.3% of all cognitive strategies employed, ranking just below repetition (19.6%), note-taking (18.7%), and imagery (12.5%) This indicates its significant role in language acquisition, as noted by Atkinson in Kavaliauskienė & Kaminskienė.
Using native language in the classroom can lead students to mistakenly believe that English words and structures directly correspond to their first language To address this, it is essential to increase students' awareness of the differences between languages, enabling them to think comparatively and understand the unique aspects of English.
Kern (1994) explores the cognitive strategies employed by L2 learners, focusing on the role of translation in enhancing L1 reading comprehension In his study, 51 English-speaking students provided verbal reports on their thought processes while reading a French text, detailing how they interpreted and understood the material.
Research indicates that participants frequently utilize translation as a strategy for understanding L2 texts, with mental translation aiding in meaning generation and retention A partial replication by Hawras (1996) reinforces these findings, suggesting that for novice language learners, mental translation is not only a primary comprehension tool but potentially the only one available While some may dispute this assertion, it highlights the critical role of the first language (L1) in the early stages of second language (L2) acquisition.
Zohrevandi (1992) introduced a communication activity that integrates translation, where students work in groups to use assigned words and phrases in their L1 to complete an English dialogue Each group then role-plays their dialogue, with the best performance receiving an award, while also analyzing their work for semantics, syntax, and pragmatics Additional activities suggested by Zohrevandi, such as translating movies into English or acting them out, enhance students' reading, listening, speaking, writing, and translation skills Levenston (1985) supports the use of translation as an effective teaching and evaluation tool in communicative language teaching, recommending role-play scenarios where students act as interpreters in various authentic contexts like stores, banks, and airports, emphasizing the communicative purpose of translation over static grammar drills.
Research on the use of translation as a technique in English as a Foreign Language (EFL) classes is limited A study by Nazary (2008) involving Iranian university students revealed that they generally hold a negative attitude toward the use of translation in their classrooms.
Another paper written by Negari (2011) attempts to investigate the role of translation in improving EFL learners‘ reading comprehension To that end,
A study involving 120 English learners from various Language Institutes utilized the Michigan Test of English Language Proficiency to assess their proficiency levels Participants were randomly divided into two control groups and two experimental groups Results indicated that the translation technique significantly influences reading comprehension among intermediate-level learners These findings have practical implications for teaching language skills, translation studies, and lesson planning.
A study by Hosseini-Maasoum and Mahdiyan (2012) explored the perspectives of Iranian adult learners on the use of translation in language classes, hypothesizing that teacher-provided translations could enhance comprehension The research involved thirty novice adult learners who shared their opinions, followed by interviews with nine participants In the experimental phase, learners were divided into two groups: one received instruction through translation, while the control group did not After eight weeks, results indicated a significant difference in reading comprehension performance between the two groups Additionally, questionnaires and interviews revealed that students favored using their mother tongue to aid understanding of reading materials.
In Vietnam, researchers are evaluating the role of translation in language education, with Vu's 2006 study being particularly notable This research examines the effectiveness of translation in upper-secondary English textbooks, utilizing both qualitative and quantitative methods such as questionnaires, reading comprehension tests, and classroom observations The findings indicate that incorporating translation into reading lessons serves as a valuable resource for both language teachers and learners Furthermore, it is recommended that learners be encouraged to bridge their first language (L1) and the second language (L2) to achieve proficiency, while teachers should be mindful of the appropriate use of translation in their teaching practices.
Dang (2010) conducted a study on translation as a strategy to enhance students' reading comprehension in Information Technology texts By identifying the challenges students faced with specialized content, the research utilized both quantitative and qualitative methods, revealing significant findings Most students expressed interest in post-reading activities, particularly in translating texts Weaker students gained confidence and were more willing to seek help, while stronger students felt more valuable and confident by assisting their peers This collaborative effort not only improved their background knowledge but also boosted their academic performance Overall, the implementation of translation led to notable progress among students.
There has been insufficient exploration of the role of translation in reading lessons for non-English majors at the university level, highlighting a significant gap that this research aims to address.
METHODOLOGY
FINDINGS AND DISCUSSION
Research question 1
The experimental group engaged in translation activities in the classroom, while the control group did not participate in these exercises It is important to clarify that the goal of these translation activities is not to train professional translators, but rather to enhance learners' understanding and proficiency in the English language.
A study by Dagiliene (2012) highlighted the dual role of translation activities in language learning, indicating that they not only follow grammatical and lexical exercises aimed at addressing specific learner challenges but also serve as a foundation for enhancing oral practice Consequently, various translation activities were utilized in the experimental teaching class To effectively design a lesson plan incorporating these translation activities, several key factors were carefully considered.
Effective translation activities require careful preparation, including the selection of engaging and relevant texts that meet learners' needs It's crucial to choose materials that not only interest students but also foster opportunities for meaningful discussion.
Translation should not be the sole focus in the classroom; it should also facilitate meaningful discussions Engaging in pair and group work allows students to compare and share their ideas, ensuring that everyone participates actively in the learning process.
In this study, translation activities consist of pre-translation, while-translation and post-translation exercises, which will be discussed in the following parts a Pre-translation activities
The pre-task phase is crucial for preparing students to engage in the main activity, focusing on post-reading exercises, grammar, and vocabulary practical tasks During this phase, the teacher introduces the topic and establishes the context for the upcoming task, ensuring that students are equipped with the necessary skills and knowledge to succeed.
The pre-task phase is essential for providing context and teaching key vocabulary and phrases necessary for completing the task This phase acts as scaffolding, helping to enhance and solidify students' language skills Additionally, while-translation activities further support this learning process.
There were multiple activities employed in this step of the lesson First of all,
The "Lost in Translation" activity, inspired by Weschler's (1997) ideas, involves a group of 35 students organized in a circle of five Each student is assigned a number from 1 to 5, with even-numbered students receiving unique English sentences and odd-numbered students receiving translations of those sentences in their native language Students translate the main idea of their assigned sentence, writing their translation below the original before folding the paper to conceal it They then pass their papers clockwise, repeating the process until the paper completes the circle or the teacher decides to end the activity.
Students analyzed the meanings that were lost in translation, which enhanced their vocabulary and facilitated their understanding of grammatical and contextual structures in both Vietnamese and English This activity not only improved their language skills but also raised their awareness of the nuances in both languages.
Next is the demonstration of the second activity First of all a discussion on the translation topic was initiated Active words and terms were explained in
In this lesson, students receive a list of key vocabulary in their native language, which they then use to find English equivalents while reading a text in pairs After comparing their findings, they engage in translating and analyzing the more challenging sections of the text To assess comprehension, learners complete exercises including answering questions, identifying true or false statements, and forming general questions based on the content The final task requires students to write a summary, reinforcing their understanding and language skills.
In this final step, activities are mostly focused on rewarding, rewriting, revision and evaluating
Students were encouraged to reflect on their task performance, identifying strengths to maintain and weaknesses to address They focused on problematic forms, utilizing consciousness-raising tasks, production practice, and analytical activities to enhance awareness of their weaknesses Through these reinforcement activities, students are likely to improve their skills effectively.
Students can enhance their understanding of sentence structure and idiomatic expressions by exploring how specific sentences can be utilized in dialogues By identifying contextually and meaningfully appropriate sentences, they will recognize subtle differences in wording and usage Additionally, through group work, students can act out these dialogues in English, complemented by written translations, fostering collaborative learning and practical application of language skills.
In the control group, students engaged in reading activities without translation assistance During the pre-reading stage, they were introduced to the vocabulary and grammar used in the reading passages The teacher provided explanations of new words exclusively in English.
Forty-eight students engage in discussing ideas related to the passage topic They are then given time to read and complete tasks based on the passages, focusing on inferring the meanings of new words and expressions from context The frequent use of English by the teacher, along with the minimal use of Vietnamese and the absence of translation activities, sets the control group apart from others.
The following is a demonstration of a task-based translation method used in this study The lesson plan describes the procedures in the pre-task, during- task, and post-task phases
The activity titled "Where do we go for our class trip?" is designed to engage college students in selecting a destination for a class trip during long holidays This task not only motivates students by involving them in a real-life decision-making process but also encourages them to use the language they are learning Additionally, the theme of "Traveling" aligns with Unit 3A, "Where are you going?" from the New English File Pre-Intermediate course book, further enhancing its relevance to their studies.
In the pre-task phase, the teacher organizes students into groups of four and introduces a graduation trip assignment featuring four potential destinations Students are tasked with reading assigned articles to gather information on scenic spots and prices, which they will then present to the class During their presentations, students must persuade their classmates to support their chosen destination Following each presentation, the class votes on their favorite trip location, with the groups receiving the highest votes earning extra credit.
Because lower-level students are less likely to write something in English to introduce a place, here the teacher prepares four articles for each destination