INTRODUCTION
Rationale
In today's world, English has emerged as a global language, transcending English-speaking nations and playing a crucial role in facilitating trade, travel, and education across various countries The growing importance of English in communication and academia underscores the necessity of proficiency in the language As most documents and resources are predominantly written in English, a lack of English skills limits access to a wealth of information and opportunities.
Given its significance as a global language, it is essential for Vietnamese individuals to master English effectively The education sector in Vietnam acknowledges the critical role of English for the country's future, which is why it has been integrated into the national curriculum for over 20 years Despite this, numerous challenges still hinder students from achieving fluency in English.
In Vietnam, English is not officially used outside of professional or international contexts, limiting opportunities for practice compared to other Southeast Asian countries like Singapore and Malaysia Although English is taught in primary schools, Vietnamese students often struggle to communicate effectively in the language The education system emphasizes grammar over speaking skills, leading to a focus on exam performance rather than practical usage Consequently, many students lack the ability to converse in English despite years of study.
Vietnamese students excel in grammar and vocabulary, which aids their understanding of English However, a lack of speaking practice hinders their ability to communicate effectively in the language While most students grasp the meanings of English words, they often struggle with pronunciation and speaking fluently.
A significant barrier to enhancing students' speaking skills is their fear of communication In Vietnam's English education system, primary school students receive more speaking practice compared to their secondary and high school counterparts As secondary students focus heavily on grammar, they gain a solid understanding of reading and vocabulary; however, this approach does not effectively develop their speaking abilities.
To enhance English teaching in secondary schools, it is essential to integrate grammar with speaking activities, fostering comprehensive skill development Creating a supportive environment where students can practice and contribute to lesson planning encourages their growth and motivation in learning English By allowing students to take an active role in their education, teachers can significantly boost their speaking abilities and overall language proficiency.
From the above reasons, we have decided to do an M.A research on “Using
This article explores the Task-Based Learning (TBL) approach to enhance the speaking skills of 9th-grade students at a secondary school in Ho Chi Minh City The research aims to provide valuable insights and practical suggestions for English teachers in secondary education, highlighting effective strategies to improve student engagement and language proficiency through task-oriented activities.
Aims of the study
In this study, we would like to examine the effectiveness of using Task - Based Learning (TBL) approach to improve the 9 th grade students’ speaking skills
This research aims to explore the impact of Task-Based Learning activities on students' speaking skills while also investigating their attitudes towards learning these skills through such activities.
Research questions
The research is intended to answer the following questions:
(i) What effects do Task-Based Learning activities have on the students’ speaking skills?
(ii) What are the students’ attitudes towards learning speaking skills through Task-Based Learning activities?
Scope of the study
This research aims to explore the effectiveness of Task-Based Learning in enhancing speaking skills among 9th graders at Viet Anh Secondary School By implementing the Task-Based Language Teaching Approach, students will engage in practical activities during their English lessons, fostering improved communication abilities.
Students at Viet Anh Secondary School are enrolled in an intensive English program, utilizing a textbook alongside the ACCESS – Express Publishing intensive book, which includes five weekly sessions This focused approach significantly enhances their English language skills, with the majority of students reaching language proficiency levels 3 or 4.
When the students learn the intensive book, they can practice the international tests with level B2 (Common European Framework for Reference) such as IELTS, TOEFL, PTE.
Significance of the study
This study aims to enhance students' speaking skills through Task-Based Language Teaching (TBLT) and encourages English teachers to adopt this effective method for skill development Furthermore, it seeks to provide readers with valuable insights to broaden their understanding of TBLT and its benefits in language education.
Research methods
This study will apply an action research to help treat the learners’ speaking problems by means of Task-Based Learning activities
A survey will be given to the learners after the lessons to examine their attitudes towards the Task-Based Learning method
This action research employs both qualitative and quantitative methods to investigate two research questions Data is gathered through surveys, interviews, and tests Additionally, the researcher utilizes the speaking band descriptors from the published version and Harris’ oral English rating scale to assess students' speaking skills.
Structure of the study
The study is intended to consist of five chapters:
Chapter 1 – Introduction: give a brief and reasons for choosing the thesis, scope and aims of the study with the research method and the structure of the study
Chapter 2 – Literature Review: This chapter focuses on the knowledge about
Task-Based Learning in teaching English language, analyzed Task-Based
Learning method that applied by the theory, characteristics and cognitive development of young learners and teaching English at secondary school
Chapter 3 - Methodology: This chapter reports the context, research hypothesis, participants, instruments and the procedure of conducting Task-Based
Learning for the study The detailed results of the surveys and a critical comprehensive analysis on the data collected are presented
Chapter 4- Findings and Discussion: The part gives the data analysis from the Action Research results to make the foundation for giving the suggestion in
Chapter 5 – Conclusion: summarizes the study, suggestions some typical activities and practical tips for secondary teacher to improve 9 th -grade students’
English speaking and examples for illustration, limitations of the study and suggestions for the study in further
LITERATURE REVIEW
An overview of Task-Based Learning
Task-Based Learning (TBL) presents a valuable alternative for language teachers and students in second language acquisition In TBL, the teacher does not pre-determine the language to be studied; instead, the lesson revolves around completing a central task The language learned emerges organically from the students' experiences while accomplishing this task Willis (1996) identified three fundamental stages in this approach.
Nunan's (2004) model emphasizes the importance of integrating meaning and form in conversation tasks through three macro functions: ideational, interpersonal, and textual This approach allows learners to practice grammar structures while primarily focusing on grammatical form.
(2004), Task-Based Learning can be divided into six stages:
● Controlled practice embedded in a context
Long (2005) emphasizes the significance of form in Task-Based Learning, highlighting its relationship with meaning, structure, and communication context His model outlines specific stages designed to prioritize this focus on form.
● Needs analysis to identify target tasks
● Classification into target task types
● Sequencing to form a task-based syllabus
● Implementation with appropriate methodology and pedagogy
● Assessment with task-based, criterion-referenced, performance tests
Task-Based Learning enhances grammar and speaking skills by encouraging learners to generate useful language forms during conversations This method, advocated by Willis (1994), is widely adopted in English language teaching across various countries due to its effectiveness in promoting speaking practice more than traditional approaches Willis describes Task-Based Learning as “like a sort of PPP upside down,” emphasizing its innovative approach to language acquisition.
The lesson follows certain stages Task-Based Learning includes Pre-tasks, Task-Cycle (Task, Planning and Report) and the last one is Language Focus
To address the challenges identified in previous teaching-learning processes, the teacher will implement targeted activities aimed at overcoming students' fears of making mistakes and their reluctance to participate.
1 The PPP acronym stands for Presentation, Practice and Production
Many students struggle with incorrect pronunciation and grammar, hindering their fluency in speaking To address these challenges, teachers will come prepared with essential tools, such as a detailed lesson plan, audio recorders, observation sheets, field notes, student scoring sheets, and interview sheets, to effectively investigate and support their students' needs.
In the pre-task stage, the teacher clearly introduces the topic and provides instructions for the upcoming task, assisting students in recalling useful language This stage often includes playing a recording of individuals completing the task, offering students a clear model of expectations Additionally, students are encouraged to take notes and prepare for the task using various resources such as images, posters, and descriptions.
Teachers explore the topic with the class and highlight useful words and phrases
The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement
Students create brief oral or written reports to present to the class about their task experiences They practice their presentations in groups, while the teacher remains available to provide guidance and address any language-related questions.
Students present their reports orally or by reading written content in front of the class, with the teacher selecting the order of presentations Quick feedback on the content may be provided by the teacher, who might also play recordings of similar tasks for students to use as a comparison.
The teacher facilitates group discussions and guides students in analyzing their work collaboratively Following the lesson, students engage in an exercise related to the topic and present their findings by reading them aloud to the class.
The teacher emphasizes key vocabulary from the recording for students to examine, encouraging them to incorporate these new words into a class presentation Additionally, the teacher analyzes the language utilized by students during their reporting phase, fostering deeper understanding and application of the vocabulary.
The teacher carefully chooses vocabulary for practice based on students' needs and insights gained during the task and report phases Subsequently, students engage in practice activities designed to boost their confidence and take note of valuable language.
Task-Based Learning point of view
Task-Based Learning is an application in teaching second language informed using the most recent research findings on second language acquisition
Task-Based Learning (TBL) engages learners actively, enhancing their motivation and participation in the learning process By providing opportunities for students to express their thoughts through actions, TBL fosters a responsive teaching environment that caters to individual student needs This approach enables learners to apply their acquired knowledge effectively within task contexts, highlighting the significance of grammar and vocabulary in articulating their ideas during speaking activities.
Task-Based Learning (TBL) equips students with essential skills such as effective questioning, meaning negotiation, and collaborative teamwork This approach fosters the observation of diverse ideas and problem-solving strategies while enhancing understanding of classmates' thought processes and decision-making Beyond language improvement, TBL promotes personal development, boosting students' confidence and problem-solving abilities Ultimately, TBL empowers learners to articulate their ideas, evaluate peer contributions, and respond thoughtfully to others.
Task-Based Learning activities enhance students' skills by engaging them in three key types of activities First, "information activities" involve students receiving tasks and collaborating in groups to gather information Next, "reasoning activities" allow students to share their ideas with teammates, fostering critical thinking Finally, "opinion activities" require students to discuss and evaluate ideas within their group to select the most suitable one.
Learners
According to Gardener Murphy (1968), learning encompasses all behavioral modifications that help individuals adapt to their environment Students can enhance their learning through a supportive environment, and as they grow, particularly from primary to secondary school, the significance of learning activities increases in their development The transition to junior high school, typically between the ages of eleven and fifteen, marks a crucial turning point in a child's educational journey In lower grades, students grasp basic relationships among events, while middle school introduces more complex, systematic studies across various subjects, requiring greater self-awareness and independence in learning Additionally, learning English enables students to cultivate practical skills through research and presentations, further enriching their educational experience.
During a new learning phase, students often encounter challenges like memory issues, test anxiety, and overwhelming syllabi However, these obstacles can be overcome through dedication, consistent practice, and hard work For middle school students, teachers can foster an engaging English environment that motivates and excites them to learn.
12 discover because they usually have the common characteristics of learners given as below:
Students have an insatiable thirst for knowledge and a passion for discovering solutions to problems Educators should foster an environment that encourages students to engage with new information effectively.
A successful learner demonstrates careful understanding and recognizes that acquiring knowledge requires hard work and dedication They strive to comprehend the subject matter thoroughly, actively interpreting and differentiating information to derive meaningful insights.
A learner with strong personal qualities grasps subject matter quickly and efficiently solves problems Each learner possesses unique personal and social cognitive strengths Those from diverse social backgrounds may encounter challenges in unfamiliar educational settings; however, an adaptable learner can seamlessly adjust to new classroom environments.
Learner characteristics are influenced by their mental and intellectual growth, which can be positively shaped through education and training A dedicated educator plays a crucial role in recognizing these learner traits and fostering the development of essential skills.
A true learner embraces knowledge and remains open to new information, consistently adapting to change Their curious nature drives them to seek wisdom from various sources, including parents, siblings, neighbors, relatives, teachers, and the broader community, fostering a continuous desire for learning.
Understanding the distinction between learners' interest and attitude is crucial for effective teaching Teachers play a vital role in evaluating students' interests and aptitudes, enabling them to provide tailored guidance that aligns with each learner's strengths.
Not all learners can adapt to every situation, as each individual possesses unique characteristics that influence their adjustment While some students easily acclimate to the classroom environment, others may feel uneasy Therefore, it is essential for learners to develop the ability to adjust according to their surroundings.
Motivation plays a crucial role in helping learners reach their goals, but the level of motivation can vary significantly among individuals While some learners are easily inspired and driven, others may experience prolonged hesitation before finding the encouragement they need from their instructors.
Some learners grasp questions and solve problems swiftly, indicating a higher level of understanding compared to those who take longer to comprehend and resolve similar issues.
Nervousness is a common trait among learners, often indicating a lack of knowledge or confidence in their understanding However, this anxiety can be alleviated through effective teaching and learning strategies that enhance comprehension and build self-assurance.
Every learner approaches life in unique ways While many students readily accept traditional teachings, some possess exceptional creative abilities that allow them to explore new ideas and think innovatively.
To stay competitive, it is essential to apply one's mind effectively Society is made up of individuals in various professions, including doctors, scientists, and innovators, all of whom belong to the creative learner category.
Speaking is an interactive process between individuals that fosters mutual understanding According to Byrne (1986), effective oral communication relies on the speakers' ability to convey messages clearly and the listeners' skill in interpreting them Both roles are crucial; speakers encode their messages using appropriate language, while listeners actively decode and interpret the information being shared.
Characteristics of cognitive development of student’ age at secondary school It could easily see that they have changed about thinking, mindset and logic:
Perception: secondary students have the ability to analyze and synthesize things, more complicated phenomena when perceiving things and phenomena The volume of perception has been increased and become accomplished
Teaching speaking skill for secondary students
2.4.1 The role of speaking skills in language teaching and learning
Speaking is one of the four essential skills in English—alongside listening, writing, and reading—that significantly contributes to effective language learning According to Patton (2012), individuals often equate their ability to learn a language with their proficiency in speaking it.
Speaking skills are crucial for language learners, as they often gauge their success in language acquisition by their ability to communicate in spoken English Unfortunately, this essential skill is frequently overlooked in language instruction, with many students lacking opportunities to practice speaking both in and out of the classroom Additionally, speaking is often excluded from assessments in most language courses Research indicates that effective foreign language learning thrives on interaction, highlighting the need for teachers to create more opportunities for learners to engage in English communication.
Effective language learning aims to foster fluent communication in both formal and informal contexts, necessitating classroom activities that enhance oral fluency However, many learners experience anxiety that hinders their willingness to speak, both in class and in social settings To combat this, language teachers should adopt strategies like role plays, group work, and task-based learning to encourage participation and reduce shyness The primary role of educators is to motivate students to use English in their daily interactions, thereby enhancing their speaking skills and confidence This study focuses on the pivotal role teachers play in developing students' speaking abilities through proactive engagement in the classroom.
Flohr and Paesler (2010) emphasize that speaking is the most crucial skill in learning a foreign language, highlighting that effective communication and expressive abilities are key goals in achieving fluency There is a growing concern that teaching and learning speaking skills may not receive the attention they deserve compared to other language skills.
In Vietnam, students often neglect the development of their speaking skills, which are essential for effective language learning The emphasis on grammar and passing exams leads to a diminished appreciation for the importance of speaking proficiency.
To enhance students' speaking skills and boost their confidence in English, teachers can implement strategies such as encouraging minimal responses, recognizing conversation scripts, and discussing language use These techniques not only aid in language acquisition but also empower students to independently expand their knowledge and improve their speaking abilities.
Language learners often struggle with confidence during oral interactions, leading them to listen quietly while others speak To encourage participation, it's beneficial to help these learners develop a repertoire of minimal responses that can be utilized in various conversational contexts This strategy is particularly effective for beginners, as it provides them with the tools to engage more actively in discussions.
In the classroom, teachers can engage students by asking simple questions that prompt minimal responses, fostering greater participation and encouraging a proactive approach to learning.
Communication often involves predictable exchanges known as scripts, which are shaped by social and cultural norms These scripts apply to various interactions, including greetings, apologies, compliments, invitations, and transactional exchanges like obtaining information or making purchases By understanding these patterns, speakers can anticipate the responses that follow their own Educators can enhance students' speaking skills by teaching them to recognize these scripts, enabling them to predict both what they will hear and how to respond effectively.
19 they will need to say in response Through interactive activities, teacher can give students practice in managing and varying the language that different scripts contain
● Using language to talk about language
Language learners frequently feel embarrassed or shy when they encounter misunderstandings during conversations To help students overcome this reluctance, teachers should emphasize that misunderstandings can happen to anyone, regardless of their language proficiency Additionally, educators can provide effective strategies and phrases that students can use to seek clarification and ensure comprehension during interactions.
Teachers can foster a supportive classroom environment by encouraging students to use clarification phrases when misunderstandings arise By responding positively to these efforts, educators help students develop effective clarification strategies, boosting their confidence in handling diverse communication scenarios beyond the classroom.
Traditional classroom speaking practice typically involves structured drills where one student poses a question and another provides a predetermined answer This method emphasizes a predictable format with often only one correct response, focusing primarily on demonstrating the ability to engage in question-and-answer exchanges.
Real communication aims to achieve specific tasks, such as conveying messages, obtaining information, or expressing opinions It requires participants to navigate uncertainties regarding each other's responses, as authentic communication involves an information gap where each person possesses unique insights To fulfill their objectives, participants often need to clarify their meanings or seek confirmation of their understanding.
To create classroom speaking activities that will develop communicative competence, teachers need to incorporate a purpose and an information gap and allow for multiple forms of expression
Simply increasing the amount of speaking practice will not ensure that students become proficient speakers It is essential for teachers to integrate structured output activities that facilitate error correction and enhance accuracy with communicative output activities that enable students to practice language use in a more flexible manner.
Information gap and jigsaw activities are two popular structured output tasks that require students to gather missing information, mirroring real communication While these activities promote interaction, they also focus on practicing specific language elements, making them resemble drills rather than purely communicative exercises.
Summary of literature review
This chapter explores the significance of speaking skills and the Task-Based Approach in language education It begins by defining speaking and highlighting the importance of teaching these skills, along with the traits of effective speaking The discussion then shifts to the Task-Based Approach, detailing its definitions, key features, implementation processes, and common challenges faced during application Overall, this section provides a comprehensive overview of the Task-Based Approach, illustrating its effectiveness and practical application over time.
RESEARCH METHODOLODY
The context of study
Vietnam is actively enhancing its English teaching standards each year, implementing new programs aimed at student development By reducing the emphasis on scoring, students can better focus on skill and knowledge enhancement However, challenges persist in English education, as highlighted by Hoang Van Van (2008), who notes that classroom performance often does not accurately reflect students' English proficiency The current focus on reading, grammar, and listening for exam success limits speaking practice While the PPP method is widely used to introduce new vocabulary, it falls short in fostering speaking skills, as teachers dominate classroom time To effectively improve students' speaking abilities, a shift in their English learning approach is essential.
Task-Based Learning empowers students to utilize their entire language resources, enabling them to communicate more effectively rather than relying on a limited set of phrases This approach fosters deeper understanding and practical experience in language use With teachers acting as supportive guides, students are better equipped to grasp correct language usage, leading to improved retention and application in real-life situations.
Participants
The research study involved a researcher serving as an English teacher, alongside two other teachers who acted as observers and raters, while the students participated as the subjects of the research.
The researcher of this study is also the teacher, intervener I want to find a way to help the students to learn English, particularly learn speaking skill more effectively
Besides, the participants of this study were 110 students from the class of 9A1, 9A2 and 9A3 at Viet Anh secondary school in the academic school year of
In their final year of Secondary School (2019-2020), students are preparing for the important IELTS examination, aiming for a band score between 4.0 and 5.5 This study aims to help students enhance their speaking skills, which will significantly benefit them in the English test, their future academic pursuits, and their overall life.
Data collection instruments
In this section, the researcher refers to the description of research, research methods were chosen, and instruments and data collection procedures
This study utilized a mixed-methods approach, combining both qualitative and quantitative research methods to enhance evaluation by balancing the strengths and limitations of each data type The quantitative aspect emphasizes the collection of numerical data, allowing for generalizations across diverse populations (Muijs, 2010) In contrast, the qualitative approach provides deeper insights into participants' experiences and perspectives.
29 qualitative approach is based on descriptive data that does not make use of statistical procedures
Action research was conducted to explore a specific teaching situation, aiming to improve students' speaking skills This study was led by the teacher-researcher in a whole class setting, as action research is well-suited for addressing practical educational challenges (Nunan, 1992).
Action research models, while varying in their specific steps, consistently encompass key elements: the researcher starts by identifying a problem, followed by the development of a strategic action plan This plan is then implemented, and the process concludes with an evaluation of its effectiveness, leading to recommendations for further action to address the identified issue.
In this study, the teacher-researcher followed the model proposed by Nunan
In 1992, the model introduced by the researcher simplified the research process for teacher-researchers, making it more convenient to implement Additionally, it accurately captured the actions taken throughout the study.
According to Nunan (1992), the action research process had seven steps, as illustrated in the following steps: Problem Identification, Preliminary Investigation, Hypotheses, Intervention, Evaluation Dissemination, Follow-up
Due to the limited time of the study, the researcher adopted Susman (1983)’s model and conducted the research within four steps: Diagnosing, Action planning, Evaluating, and Reflecting
Questionnaires are a vital tool for data collection in research, particularly in educational settings, as they allow individuals to respond independently (Salkind, 2003) However, it is crucial for researchers to ensure that their questionnaires are valid, reliable, and clear (Richards & Schmidt, 2002) Additionally, closed-ended questionnaires are often preferred due to their simplicity in analysis, and they tend to capture respondents' true intentions more accurately (Seliger & Shohamy, 1989; Nunan, 1999).
Questionnaires were utilized as a key data collection tool in this research, benefiting both researchers and participants by saving time and effort for students and teachers.
Survey questionnaires were selected for their efficiency in gathering substantial data quickly In the initial week of the research, a pre-action questionnaire was administered to 110 students (refer to Appendix 1).
The questionnaire aimed to investigate students' attitudes towards speaking skill their self-assessment of their speaking performance and the problems they
31 faced The results from the questionnaire, in cooperation with pre-action test results, may help the researcher identify possible issues for students' speaking skills
Following the completion of the intervention, a post-action questionnaire was administered to evaluate the impact of new speaking methods on students This questionnaire consists of three sections: the first assesses students' attitudes toward the new methods, the second prompts students to self-evaluate their speaking abilities post-intervention, and the final section examines how students are adapting to the changes brought about by this approach to speaking (see Appendix 2).
It is hoped that the combination of these instruments will enable the research question to be answered
A semi-structured interview was selected for this study to enable respondents to articulate their views in their own words, resulting in more natural and reliable data (Bernard, 1988) Conducted at the conclusion of the research, the interview aimed to gain deeper insights into how TBL activities influence students' speaking performance Following Nielson's suggestion that a small sample size of five participants can yield sufficient information for inference (Johnson, 2008), nine students were invited to participate in the interview, which consisted of five questions and lasted approximately forty minutes The session was recorded for subsequent analysis (see Appendix 4).
In this study, the researchers decided to use this data collection instrument to further explore the opinions of students on Task-Based Approach and collect
The study included 32 spontaneous responses from semi-structured interviews aimed at clarifying survey results regarding students' attitudes toward the Task-Based Approach after several weeks of implementation The interviews focused on how this approach enhanced their learning and speaking skills Nine students from the experimental group, representing the highest, lowest, and average post-test scores, were selected for interviews, effectively reflecting the learning process facilitated by the Task-Based Approach.
The study utilized pre-test and post-test assessments as key tools to evaluate the English speaking proficiency of students at Viet Anh Secondary School This design effectively measured the students' speaking skills before and after the intervention, providing valuable data on their progress.
The pre-test and post-test were designed using the same framework, mirroring the structure of the IELTS speaking test, which consists of three main parts The first part involves students providing personal information, including their name, lifestyle, personality, and future expectations The second part requires students to articulate their thoughts on a specific real-life topic Lastly, the final section focuses on assessing the learners' flexibility and communication skills through a series of questions and responses.
The students' speaking proficiency was assessed in relation to the IELTS band score on the basis of four oral test criteria, including fluency and coherence,
33 vocabulary, grammar and pronunciation, with a maximum score of 2.5 for each criterion
In the initial phase, a pre-test was administered to students in classes 9A1, 9A2, and 9A3 to assess their English speaking proficiency Following the completion of the action, a post-test was conducted one week later to evaluate any improvements in the students' speaking skills This comparison allowed the researcher to determine the effectiveness of the implemented action in enhancing the students' proficiency.
The study involved documenting teaching and learning activities through classroom observations during five speaking lessons of the pilot teaching Conducted weekly, these observations were meticulously recorded by two researchers An observation sheet, adapted from Matthew Peacock (1997), was utilized to assess overall class motivation, focusing on factors such as student interest, concentration, enjoyment, enthusiasm, and persistence in learning This sheet included eight items, each rated on a scale from 1 (low) to 5 (high), allowing observers to measure students' motivation levels, with a maximum possible score of 40.
Research Design
The study is based on the model presented by Rod Ellis (2018), which comprises 3 phases
There are three phases in a Task-Based lesson each with a different aim:
Table 3.1 The phases in a Task-Based lesson
Pre-task phase To help students prepare to perform the task
Main task phase To enable students to perform the task in ways that will assist language development
Post-task phase To extend the task and/ or to focus on any language problems that occurred during the main task phase
Not every lesson requires all three phases—pre-task, main-task, and post-task Some lessons may focus solely on the main-task phase, while others may incorporate either a pre-task phase before the main task or a post-task phase afterward Teachers should carefully consider their students' needs and the complexity of the chosen task when determining which phases to include in their lesson plans.
Participatory structure refers to how the activities involved in the lesson are organized in the classroom There are four possibilities:
1 Teacher-class (i.e an activity is performed by the teacher with the whole class)
2 Student-class (i.e the activity is performed by a student with the whole class)
3 Student-student (i.e students work in pairs or small groups to complete the activity)
4 Individual students (i.e students complete the activity working independently)
In the upcoming section, I will present a comprehensive lesson plan that incorporates all three phases of instruction and a range of interactive structures Following this, I will share recommendations for various activities suitable for each phase of the lesson, enhancing engagement and learning outcomes.
The pre-task phase is designed to enhance students' performance during the main task of the lesson This enhancement can be accomplished through three key strategies.
1 By arousing the students’ interest in the topic of the task
2 By activating content knowledge relevant to the performance of a task
3 By helping students with the language they will need to perform the task
Some options provide just one type of support but others can involve two or all three
If students are not interested in performing the task, the lesson will be a failure There are many ways to motivate students One way is a competitive activity For
To engage students in a fun and interactive way, the teacher can organize a quiz game by dividing the class into teams During the game, the teacher poses questions and selects students who raise their hands to respond Correct answers earn the team points, while incorrect answers result in point deductions The teacher tracks the scores throughout the quiz and announces the winning team at the conclusion of the game.
The teacher engages the entire class in a guided task, providing scaffolding to enhance their understanding and production skills Following this, students independently tackle a similar task during the main phase For instance, after collaboratively completing a timetable task, the teacher assigns a comparable task for individual work The effectiveness of this approach heavily relies on the teacher's ability to skillfully guide students through the pre-task phase.
To effectively demonstrate the main task, a recording featuring skilled speakers executing the task is made and subsequently played for the class, providing students with a clear example of how to perform it.
To enhance student engagement during challenging listening activities, providing support is essential One effective approach is to ask students to note the reasons speakers provide for their information choices, which gives them a clear listening purpose Additionally, supplying a transcript of the recorded discussion allows students to read along while listening, reinforcing comprehension This method also enables teachers to highlight useful vocabulary and expressions found in the transcript, further aiding the learning process.
This option helps students with both content and the language relevant to performing the task
This technique encourages spontaneous participation to stimulate thinking and generate ideas on a specific topic In Task-Based teaching, it effectively activates students' prior knowledge and introduces essential vocabulary related to the task.
To effectively conduct a brainstorming session, a teacher should begin by writing the topic on the board and allowing students two minutes to think of three related words or ideas Once prepared, students can share their thoughts, while the teacher records their contributions on the board.
To enhance idea organization, teachers can create a mind map by placing the main topic at the center of the board, with lines extending outward to showcase various student-generated ideas Additional branches can illustrate connections between these ideas, resulting in a hierarchically structured collection of concepts and relevant vocabulary This method effectively visualizes relationships and aids in understanding the topic better.
In the main-task phase of a Task-Based lesson, teachers can utilize two types of options: task-performance options, which guide the development of the lesson plan, and process options, which offer choices during the execution of the task.
Students must prioritize their role as communicators while remaining aware of their identity as learners In their communication efforts, they actively participate in tasks, either by listening during input-based activities or speaking during output-based tasks Additionally, as learners, they should remain open to seizing opportunities to acquire new language skills.
Students should actively seek help when they encounter unfamiliar words or uncertain grammatical structures, whether from peers or teachers Additionally, learners should take the initiative to monitor their own speech and strive for self-correction to improve their language skills.
To sum up, we can ask what student behaviors in performing tasks work best for acquisition Here is a list Students need to:
Persist when they face difficulties
Take risks using their linguistic resources creatively to express their ideas
Try to verbalize their ideas explicitly
Engage collaboratively with other students
Pay attention to form when needed
Provide feedback to help other students
Task-Based Language Teaching requires teachers to possess a diverse skill set, as they must adeptly manage multiple roles throughout the progression of a task This strategic role-switching is essential for effective implementation.
39 shows the various functions a teacher needs to perform in three key roles – as a task-manager, as a communicator, and as an instructor
Teacher as task-manager Teacher-as-communicator Teacher-as-instructor
Explains the rationale for Task-Based teaching
Sets a time limit for performing the task
Monitors students performing the task
Decides when to stop students
Organizes the public performance stage of main task phase
Endeavours to ensure talk is comprehensible
Makes strategic use of the students’ mother tongue
Checks that students have understood
Encourages students to initiate interaction
Asks referential questions (i.e avoids questions testing students)
Responds to the message content of students’ utterances
Allows students to self-select when to speak
Models a useful language structure (e.g I think that … because ….)
Responds to students’ questions about language
Table 3.2 The functional roles for the teacher
Task-Based teaching not only aims to enhance communication skills but also facilitates incidental language acquisition To achieve this, teachers must occasionally transition from being communicators to instructors, strategically focusing on key moments to draw learners' attention to language aspects This includes presenting essential vocabulary, modeling effective grammar structures, and correcting errors to support language development.
Research procedure
This action research was implemented in the main steps introduced by Susman (1983)
The process of collecting data will progress through the following steps to help the teacher observe how their students react to this teaching method:
In a research setting, the teacher observed that students faced significant challenges in listening comprehension and speaking skills Test results provided substantial evidence of these difficulties, indicating that students' speaking abilities were below satisfactory levels To further investigate this issue, the researcher conducted two regular English lessons for ninth-grade students, designated as Lesson 1 (L1) and Lesson 2 (L2).
After teaching two speaking lessons from the textbook and utilizing the recordings provided, a pre-test was administered to assess the students' current speaking skills In addition to analyzing scores and evaluating the teaching and learning environment, a paper questionnaire was distributed to collect data on students' experiences and perspectives regarding the speaking lessons.
A study involving 41 participants examined their habits and perceptions regarding speaking skills, with 35 questionnaires distributed to gather data The findings revealed that students faced challenges in their speaking abilities Based on this, a hypothesis was proposed that implementing a Task-Based Approach could enhance the speaking skills of 9th-grade students.
Upon identifying the issue, a strategic plan was devised for implementing the Task-Based Approach This planning involved the formulation of proposed strategies that were developed and utilized throughout the research process.
The researcher prepared the schedule of the research activity In the planning, the researcher explains what, why, where, who, and how to concern the action
The second phase of the study focuses on addressing the two primary research questions, involving several sub-steps The initial step was specifically designed to tackle the first question by distributing survey questionnaires to 110 students from classes 9A1, 9A2, and 9A3 Prior to administering the questionnaires, the researcher took time to clarify the purpose and guide the students on how to accurately complete the questions.
A semi-structured interview featuring five questions was randomly conducted with students from three classes This informal interview took place during breaks in a relaxed atmosphere to help alleviate student anxiety The pre-designed questions were asked, and the students' responses were recorded using tape recordings.
42 approval of the interviewee, note taking was also applied to get more reliable information
To address the second question, the remaining four steps of phase 2 were implemented, including a pretest, trial lessons, and two posttests Initially, a pretest was administered to 110 students across three classes: 9A1, 9A2, and 9A3 Following this, lessons utilizing a Task-Based Approach were conducted After these lessons, the first posttest was given to evaluate students' retention of the language items taught Finally, three weeks later, a second posttest was administered to assess the retention of speaking skills among the students.
Date Lesson Task-Based activities
A survey on the family life of the students in class
A plan to help a person/a place in need in the students’ community
A survey on the importance of categories in wearing clothing
A research on some aspects of Vietnamese cultures
A survey to find out how students use electronic devices to learn English
A research on the best invention of this century
Table 3.3 Scope and Sequence for speaking lesson
The most crucial phase of the study involves utilizing the gathered data to answer the two research questions Initially, data was collected from three tests, semi-structured questionnaires, and interviews Subsequently, this data was processed, evaluated, and analyzed to derive results for the next phase.
The collected data underwent processing to address the two research questions, marking the initial phase of the data analysis procedure Subsequently, students' responses were quantified, rated as percentages, and synthesized into charts and tables to effectively illustrate the current application of the Task-Based Approach in teaching and enhancing students' speaking skills.
The interview consists of five questions and utilizes a semi-structured format, allowing for comprehensive feedback from interviewees to be analyzed and interpreted In addition to test results, the insights gained from the interviews serve as a valuable channel for discovery.
This study explores the opinions of 44 students regarding the Task-Based Approach in teaching speaking skills The researcher analyzed recorded interview data to extract qualitative insights, utilizing quotations and summaries to accurately interpret the students' responses.
The assessment consists of three tests: one pre-test and two post-tests, all designed with a consistent framework and format Each test includes three parts, mirroring the structure of the IELTS speaking test The first part involves an introduction where students share personal information such as their name, lifestyle, personality, and future aspirations The second part focuses on a specific topic, requiring students to articulate their thoughts on a real-life subject Lastly, the final section assesses students' flexibility and communication skills through a series of questions and responses.
The assessment of students' speaking proficiency was conducted using the IELTS band score system, focusing on four key oral test criteria: fluency and coherence, vocabulary, grammar, and pronunciation, with each criterion having a maximum score of 2.5.
At the preliminary stage, the pre-test was given to students of the class 10T
The pre-test aimed to assess the students' English speaking proficiency, while the post-test, conducted one week after the intervention, measured any improvements in their speaking skills.
45 researcher could see whether there were any significant improvements after implementing the action
In this study, tests and questionnaires were utilized to gather data, with informants responding to each statement based on their level of agreement or disagreement Participants were instructed to choose from a five-point scale: strongly agree, agree, neutral, disagree, or strongly disagree.
Both tests and questionnaires were designed to get the quantitative data There could be tables or diagrams to illustrate data or to analyze data
Methods of data analysis
The analysis utilized data gathered from questionnaires, interviews, and tests, ensuring that the researcher's subjective opinions did not influence the findings All student test results, along with responses from questionnaires and interviews, were systematically collected, classified, and analyzed to maintain objectivity and accuracy in the research outcomes.
The analysis of pre- and post-test scores revealed valuable insights into students' progress in speaking skills, highlighting the effectiveness of the treatment applied.
These sources of data reflect the students’ attitudes to the use of Task-Based Approach and their progress in their speaking lesson
This study employed a comprehensive analysis of various data forms, utilizing both qualitative and quantitative methods The researcher examined observation notes, interview transcripts, questionnaires, and students' speaking scores Quantitative data, including pre-test and post-test speaking scores alongside questionnaire responses, were analyzed using SPSS software Meanwhile, qualitative data from interviews and observations were analyzed following the methodology adapted from O’Connor & Gibson (2003).
The analysis of test results was conducted using the Microsoft Excel application, focusing on the treatment group The findings are presented through Descriptive Statistics and Pair Sample T-test statistics, highlighting key insights from the data.
The data analysis process involved calculating mean scores to identify significant differences between pretest and posttest results, as well as between post-test 1 and post-test 2 To enhance clarity and facilitate assessment, tables were utilized to present the data effectively The researcher conducted a thorough review of the three tests, applying a specific score interval in her analysis.
The data collected from the students’ speaking test were computed quantitatively by using a percentage formula and Standard Deviation
The formula used to find percentages is as follows:
The formula used to find Standard Deviation is as follows:
Summary of research methodology
This chapter outlines the research methodology, employing a blend of qualitative and quantitative methods It focuses on the target population, specifically the 9th grade students at Viet Anh Secondary School Additionally, it details the data collection instruments, procedures, and data analysis methods used in the study The subsequent chapter will present the study's findings.
Mean: the simple average of the numbers
- Work out the Mean (the simple average of the numbers)
- Then for each number: subtract the Mean and square the result (the squared difference)
- Then work out the average of those squared differences
- The Population: divide by N when calculating Variance
A Sample: divide by n-1 when calculating Variance