MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY --- THESIS VU THI MINH TAM FACTORS AFFECTING LEARNING ENGAGEMENT FOR BASED LANGUAGE LEARNING OF NON-ENGLISH MAJORED TASK
INTRODUCTION
Background to the study
It is clearly evident that English is the greatest language spoken universally when one out of five people can speak or at least understand it According to Crystal
English is spoken by approximately 380 million native speakers, with an additional 300 million using it as a second language and 100 million as a foreign language (Graddol, 1997) It is considered the language of science, aviation, computers, diplomacy, and tourism, serving as a major gateway to global knowledge and information Without proficiency in English, accessing crucial research and data becomes challenging As a global language, English plays a vital role in international economic relations, business, and global trade Sneddon (2003) highlights that English functions as a global lingua franca, facilitating communication among people from diverse countries Therefore, mastering English is essential for unlocking one’s full potential in the increasingly interconnected world.
As the number of English learners continues to grow, diverse teaching methods have been implemented to assess and improve teaching effectiveness Traditionally, language instruction relied heavily on grammar-based approaches with traditional classroom activities, which have seen declining demand among learners In response, the concept of communicative competence emerged, leading to the development of Communicative Language Teaching (CLT) Task-Based Language Teaching (TBLT), considered a logical evolution of CLT, emphasizes active student engagement and is rooted in principles derived from the 1980s CLT movement (Littlewood, 2007).
Task-Based Language Teaching (TBLT) is an effective communication method that helps students practice real-life language skills, especially speaking, by engaging in creative activities, inferring meaning from texts and oral messages, and clearly expressing their ideas Ellis (2009) emphasizes that this approach integrates language learning in practical contexts, putting learners in real situations that require oral communication Willis (1996) highlights the importance of authenticity and active participation, stating that TBLT empowers students with authentic language use, daily-life activities, and continuous practice to enhance their communicative competence Overall, TBLT fosters meaningful language development through authentic, task-oriented learning experiences.
Since the launch of Vietnam’s economic and political reforms in 1986, English has been recognized as a vital foreign language, with its importance growing due to increasing foreign investment and international business The Vietnamese government and citizens alike acknowledge the significance of English, leading to its inclusion as a compulsory subject at secondary, high school, college, and university levels The rise of language centers nationwide reflects the high demand for English proficiency However, primary and secondary education focus mainly on grammar, vocabulary, and exam-oriented learning, with limited emphasis on conversational skills, which diminishes students' motivation and fluency In contrast, university-level English education tends to be more progressive, offering students greater opportunities to practice speaking and develop balanced language skills.
Recent improvements in teaching methodologies at Ba Ria-Vung Tau University (BVU), particularly in the communicative approach, focus on integrating real-life communication scenarios into English classrooms to enhance student interaction As a result, active student responses have increased, reflecting more engaging and practical learning experiences However, non-English-majored students often struggle to develop their English-speaking skills, leading to misunderstandings when expressing their ideas Consequently, English remains a challenging subject for many non-English major students at BVU.
Statement of the problem
The non-English-majored students at BVU are studying the course book LIFE presented by National Geographic LIFE is a general English course with six levels
This comprehensive language package offers immense value for both students and teachers, including student’s books, online homework, workbooks, teacher’s books, extra online materials, interactive whiteboard resources, and assessment CD-ROMs Typically, one book covers two semesters for students from beginners to B1 level according to the CEFR, providing practical communicative tasks that enhance vocabulary, pronunciation, grammar, functions, and skills The curriculum incorporates diverse themes and contexts to facilitate vocabulary acquisition through emphasis on key words and word formation in the Word Focus and Word Building sections Students are given ample opportunities to practice real-life situations and daily functions, building a solid foundation for using English in practical scenarios However, non-English-major students often face significant challenges when studying this second language.
Students often face significant challenges in developing English speaking skills, primarily due to their learning styles, worries, and language proficiency levels (Le, 2011) A lack of lexical competence can lead to difficulties in expressing ideas clearly, causing long pauses, embarrassment, and diminished confidence, which discourage active participation in English communication Fear of making mistakes further exacerbates this issue, resulting in students avoiding speaking opportunities and hindering their language acquisition Additionally, many students at BVU have a negative attitude towards learning English, focusing mainly on grammar and exam preparation rather than engaging with authentic language use in real-life situations Despite learning new words and structures, they struggle to apply them effectively in daily conversations, limiting their overall communicative competence.
Non-English-major students at BVU face challenges in their learning progress due to their familiarity with traditional, teacher-centered methods like lecture-based and rote learning, which dominate secondary and high school education This passive learning approach has conditioned students to receive knowledge without active engagement, leading to a lack of confidence in applying their skills in real-world situations Consequently, when learning English, students struggle to adapt their traditional methods to more effective approaches such as Task-Based Language Teaching (TBLT), which require increased effort, active participation, and autonomous learning.
The fact that teachers lack experience in TBLT is one of the difficult problems in implementing TBLT in classrooms Apparently, when applying the new teaching
Teachers need to be well-prepared for changing teaching methodologies, as guiding students effectively becomes increasingly challenging Providing clear instructions, accurate answers, and directing students towards their next steps are essential skills for educators in this evolving environment However, Hoang (2016) highlights that Vietnam’s traditional hierarchical culture and emphasis on respect significantly influence student behavior, often inhibiting their ability to take initiative independently.
Recent research has extensively explored the challenges faced by English teachers implementing Task-Based Language Teaching (TBLT), particularly in Asian contexts However, there is a notable gap in studies examining the factors influencing student learning engagement in university-level TBLT, specifically considering the obstacles students encounter This study aims to address this gap by investigating how these challenges impact students' engagement with task-based learning.
Aims of the Study
This study investigates the key factors influencing learning engagement in Task-Based Language Teaching (TBLT) among non-English-majored students at BVU The research aims to identify the motivational, environmental, and pedagogical elements that impact students' active participation and commitment in TBLT activities By understanding these factors, the study seeks to provide insights for enhancing language learning effectiveness in this specific context The findings will contribute to developing targeted strategies to improve student engagement and support their language acquisition journey.
• To determine the learning engagement for TBLT of non-English-majored students at BVU
• To find out the factors that affect learning engagement for TBLT of non- English-majored students at BVU
• To examine if there is any significant relationship in the learning engagement for TBLT and the factors affecting learning engagement for TBLT of non-English-majored students at BVU.
Research questions
In order to achieve the aforementioned objectives, the following research questions must be addressed:
1 To what extent is the learning engagement for TBLT of non-English- majored students at BVU?
2 What are the factors that affect the learning engagement for TBLT of non- English-majored students at BVU?
3 How does non-English-majored students’ learning engagement for TBLT correlate with the factors affecting their learning engagement for TBLT?
Scope of the study
This study was conducted at BVU in Vung Tau city, involving over 4,000 students with diverse abilities For non-English majors, completing six English courses using the LIFE course-book is mandatory for graduation The research focuses on 200 non-English-major students who use this textbook and experience Task-Based Language Teaching (TBLT) in their classroom learning To gather data, the researcher administered questionnaires and conducted semi-structured interviews, employing a mixed methods approach Data analysis was performed using SPSS and content analysis to ensure comprehensive insights.
Significance of the study
Vietnam’s education innovation in English language teaching has led to a significant shift from teacher-centered to learner-centered approaches, allowing students to become more active and creative in their learning process This transition emphasizes students' recognition of the vital role they play in mastering lessons, fostering greater engagement and independence Task-Based Language Teaching (TBLT) is a highly motivating approach that enhances student involvement, and recent studies highlight its importance by examining the obstacles learners face and the factors influencing learning engagement among non-English-major students at BVU Implementing TBLT not only benefits teachers by providing practical insights but also contributes to improving the overall quality of teaching and learning, offering long-term benefits to stakeholders at BVU.
Definitions of the Terms
With a view to providing a specific understanding of the issues discussed in this study, it is of great importance to define many terms as follows
• Factor refers to the fact or the influence that contributes to the result or the outcome
• Learning engagement refers to the investment and effort of students towards their learning, understanding, or attaining their knowledge or skills
• Non-English majored students refer to students who are studying general English at BVU
Task-based language learning is a learner-centered teaching approach that emphasizes using language as a communicative tool through goal-oriented activities First introduced by Prabhu in 1987 with his Bangalore research report, this method promotes authentic language use by engaging students in tasks such as conducting reviews, listing, and storytelling The primary aim is to enable learners to develop both speaking and writing skills effectively through meaningful learning activities centered around completing specific tasks.
Organization of the study
This thesis comprises five chapters, starting with Chapter 1, which introduces the study's background, aims, scope, significance, and thesis organization Chapter 2 offers a comprehensive literature review on Task-Based Language Teaching (TBLT), including its definitions, types of tasks, factors influencing learner engagement—such as learner, teacher, and learning environment factors—and relevant previous research Chapter 3 describes the research methodology used to conduct the study, followed by Chapters 4 and 5, which present the results, discussion, and conclusions based on the study's findings.
LITERATURE REVIEW
Introduction
Task-Based Language Teaching (TBLT), often referred to as "learning by doing," is an effective method for mastering English through active engagement This approach emphasizes real-life tasks that foster meaningful communication and practical language use Key aspects of TBLT include various types of tasks, such as informational, reasoning, and project-based activities, designed to enhance learner involvement Learning engagement in a TBLT classroom is crucial, as it significantly impacts language acquisition, with factors like task complexity, learner motivation, and classroom environment influencing engagement levels Previous studies have highlighted the effectiveness of TBLT in promoting communicative competence, supported by a solid conceptual framework that guides its implementation Overall, TBLT offers a dynamic and interactive approach to language learning that aligns with current educational SEO trends emphasizing experiential and learner-centered methodologies.
An overview of TBLT
Task-based Language Teaching (TBLT) is a process-oriented approach that emphasizes learning through performing authentic language tasks, first implemented by Prabu in India in 1987 Unlike traditional methods like PPP, TBLT actively engages learners in real-life language use, focusing on developing communicative competence (Murad, 2009; Richards, 2005) This approach aims to help learners acquire new linguistic skills while enriching their prior knowledge, enabling them to use the target language effectively in social and situational contexts (Branden, Bygate & Noris, 2009) TBLT places learners in meaningful communication scenarios, fostering oral and functional language use, making it a practical "learning by doing" methodology that promotes natural language development and fluency.
Tasks in TBLT
A task is the basic unit of TBLT The very first feature teachers must capture is to grasp what a task is
A task, as defined by Long (1985), is a type of work performed for oneself or others, aimed at achieving specific outcomes, such as completing forms or booking tickets Larsen-Freeman (2000) emphasizes that tasks are related to daily life and work activities, highlighting their practical nature Pedagogically, Richards (2005) describes tasks as activities driven by learners' language processing and understanding, promoting active engagement Callies (2008) views tasks as problem-solving negotiations between learners’ existing knowledge and new information, fostering meaningful learning Prabhu (1987) considers tasks as activities requiring learners to reach an outcome through cognitive processes, with teachers regulating these processes However, these traditional definitions often lack explicit connection to learners’ communication skills and the use of the target language, which are central to current language teaching practices and communicative competence.
Larsen-Freeman (2000) defines tasks as meaningful communicative activities with clear outcomes that require learners to use the target language to complete specific assignments These tasks emphasize real-world communication, encouraging students to actively apply their language skills This perspective aligns with Willis's (1996) view, which describes tasks as activities where learners use the target language to achieve a particular outcome, promoting authentic language use and practical communication.
A task of communication in the classroom is defined as an activity that actively involves learners in understanding, manipulating, producing, or interacting in the target language, with a primary focus on meaning rather than form This emphasizes meaningful communication, authentic language use, and clear learning outcomes Such tasks promote learner engagement and improve language proficiency through practical, real-world interactions Incorporating these principles into classroom activities enhances both comprehension and active language production.
Ellis (2009) describes tasks as "work plans" that involve need-based materials, enabling learners to achieve outcomes focused on communicative, rather than purely linguistic, goals Similarly, Littlewood (2007) defines tasks as activities that provide purposeful contexts for learners to learn and use English for meaningful communication Both definitions emphasize the importance of meaning and highlight a focus on learners' needs in the language learning process.
According to Bachman and Palmer (1996), a task is an activity involving individuals using language to achieve a specific goal or objective in a particular context Similarly, Richards and Rodgers (2001) define a task as an activity or goal conducted using language Therefore, tasks are considered a crucial element in language teaching and planning, emphasizing their importance in designing effective learning experiences.
Tasks are meaningful communicative activities that require students to engage in problem-solving through active communication These activities are characterized by their focus on real-world relevance, interaction, and purpose-driven communication By emphasizing student-centered participation, tasks enhance language development and ensure practical application of skills, making them essential components in effective language learning Incorporating task-based approaches into lessons aligns with SEO best practices, improving visibility and engagement.
- Tasks provide learners with a context so that they can negotiate and comprehend the language provided or that used by a partner carrying out the same task
- Tasks provide learners with chances of getting helpful feedback on their production, either by a partner or a teacher
- Tasks provide learners with opportunities to communicate successfully and discover different previous aspects that may have remained unknown or been incompletely controlled
- Tasks help learners notice the gap between a partner’s production and the provided input, thereby reflecting on the form of output
- Task requirements can concentrate on particular concepts needed for expressions in the second language (L2) and help them in terms of grammatical aspects as well as the accuracy of production
- Simple task demands can enhance learners’ fluency of production as it gives them access to the current interlanguage means to meet these demands
- Task demands can also promote learners to reconceptualize and have a second thought on different events, which matches the formal means for encoding conceptualization that L2s make available
- Sequences of tasks can be compared as consolidations of memories for former attempts at handling problems successfully in communication, thereby helping them strengthen their memory
Engaging learners with complex tasks encourages them to pursue greater ambitions in language use Utilizing complex language allows learners to strive for communicative success, which stretches their interlanguage and enhances syntactic development Consequently, consistent practice with complex tasks leads to daily improvements in language production complexity, fostering continual growth in linguistic proficiency.
Besides, when all features mentioned above occur in a situated communication context, it can help to foster form-function-meaning mapping and then motivate learners to learn better
According to Prabu (1987), meaning-focused activity in the classroom can be divided broadly into three types namely Information-gap task, Reasoning-gap task, and Opinion-gap task
An information gap task involves transferring specific information from one person to another, or from one form or place to another, requiring decoding and encoding of information through language According to Pica, Kang, and Sauro, these tasks promote effective communication skills by encouraging learners to exchange meaningful data through active language use Implementing information gap activities enhances comprehension, speaking, and listening abilities, making them essential components of effective language learning strategies.
According to 2006, information gap tasks effectively enhance learners' focus on form, function, and meaning while fostering interactive communication These activities promote meaningful engagement and collaboration among students, helping them achieve accuracy and completeness in language use Incorporating information gap tasks into language learning can significantly improve overall language proficiency and communicative competence.
Reasoning-gap task involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of
Engaging in 12 relationship or pattern activities encourages students to collaborate and think critically to find reasonable solutions These activities promote teamwork over simple information exchange, requiring students to speculate, discuss, and reach mutual agreements Such exercises enhance problem-solving skills and foster deeper understanding through cooperative learning.
Opinion-gap tasks encourage students to express their personal choices, feelings, and attitudes in response to specific situations, fostering meaningful communication These activities promote creative thinking by prompting students to raise questions and explore new topics (Larsen-Freeman, 2000) They often involve analyzing factual information, developing arguments, and justifying opinions, with no right or wrong answers (Qing Liao, 2006) Incorporating opinion-gap exercises enhances student participation, builds confidence, and reduces anxiety during dialogue practice.
Research by Richards and Rodgers (2001) and Willis (1996) emphasizes that effective task-based language teaching (TBLT) should follow a structured procedure, including pre-task (task preparation), while-task (focusing on the meaning of the task), and post-task activities Willis (1996) further details six steps within this framework: pre-task, task, task assessment, planning, task presentation, and post-task language focus Nonetheless, most researchers agree that TBLT primarily involves three key stages According to Jinxia (2010), this approach is guided by three main principles that ensure a coherent and effective language learning process.
Pre-task is a crucial phase where the teacher introduces the topic and situational context, providing clear instructions on the upcoming task and guiding students on what to do and how to approach it During this stage, the teacher may present useful vocabulary or phrases but does not pre-teach new grammatical structures This phase aims to help students understand the task objectives, encouraging brainstorming and idea sharing to prepare for the main task It serves as a preparatory stage that sets the foundation for the subsequent task-cycle, promoting student engagement and readiness.
- The task cycle is the stage when the teacher monitors the class while students present the solutions for the situation In this stage, task, planning, and reports are included
Students often work in groups or pairs to negotiate assigned tasks, leveraging their existing language knowledge to perform effectively During this stage, the teacher acts as a facilitator or monitor, encouraging students to complete the task while refraining from correcting errors in form This approach promotes autonomous language use and builds confidence in applying language skills in practical contexts.
Effective planning is essential for successful presentations, involving the preparation of oral or written reports that inform the class about the task outcome During student presentations, teachers actively observe and note language mistakes, providing corrections to improve communication skills Emphasizing key aspects such as clarity, organization, and accuracy ensures students are well-prepared for public speaking This comprehensive approach enhances students' presentation skills and boosts their confidence in delivering effective communication.
Learning engagement
Implicit learning is a crucial factor in language acquisition, according to Ellis (2009), who emphasizes its importance in the learning process He also acknowledges that conscious mental involvement plays a vital role in effectively learning new material Baars (1997) highlights that giving close and thoughtful attention is essential when striving to understand complex concepts or adapt to new methods, reinforcing the significance of focused awareness in learning.
Learning engagement is a state of heightened attention and involvement that encompasses not only cognitive processes but also social, behavioral, and affective dimensions According to Fredricks, Blumenfeld, and Paris, this comprehensive approach highlights the importance of active participation in fostering meaningful learning experiences Enhancing learning engagement can lead to improved academic outcomes and greater student motivation.
(2004) demonstrate learning engagement as a “multifaceted” or “multidimensional” construct which consists of three components namely emotional, cognitive, and behavioral
For instance, getting involved in a learning activity, people tend to have more unforgettable experience when affective states are also aroused (Pekrun &
According to Linnenbrink Garcia (2012), a student who lacks emotional engagement in a task often experiences disinterest or boredom, which hampers their motivation Additionally, students who have minimal interactions with their peers tend to become socially disconnected, affecting their overall participation and learning experience Engaged students are more likely to build meaningful connections and remain actively involved in collaborative activities.
Students who are behaviorally off-task often do not listen to others or contribute, making it difficult to invest effort, patience, or focus effectively Effective engagement requires cognitive effort, attention, and behavioral involvement, which are essential for successful learning Analyzing engagement helps us understand the importance of attention (cognitive dimension) as well as the affective, behavioral, and social factors that contribute to meaningful learning experiences.
Student engagement is vital for effective learning, as it drives the learning process through enthusiasm and effort influenced by various contextual factors (Christenson et al., 2012) Understanding learning engagement enables researchers to develop strategies to engage all learners effectively There is a strong connection between engagement and motivation, with visible signs of motivation serving as indicators of engagement (Ainley, 2012; Cleary & Zimmerman, 2012; Martin, 2012; Reeve, 2012; Schunk & Miller, 2002).
Learning engagement is defined as participation in effective educational practices both inside and outside the classroom, leading to measurable high-quality learning outcomes It reflects the extent to which students engage in activities linked to successful learning, emphasizing the importance of students' effort in purposeful tasks As a multidimensional construct, learning engagement encompasses cognitive, behavioral, and emotional dimensions, highlighting the comprehensive nature of student involvement in the learning process.
Cognitive engagement involves students actively participating in self-regulated learning and recognizing the significant value of their education It reflects their motivation to study both inside and outside the classroom, fostering deeper learning and academic success.
Cognitive engagement in the classroom is characterized by students recognizing the relevance of learning material to their personal experiences and future practice Students with high cognitive engagement perceive the material as meaningful and are motivated to deepen their understanding beyond class, fostering a proactive approach to learning This engagement enhances the overall learning experience by promoting intrinsic motivation and a willingness to explore topics further (Fredricks JA, 2004; Trowler V, 2010).
Emotional engagement revolves around students' feelings and their motivation during learning activities According to Skinner, Kindermann, and Furrer (2009), it is characterized by positively motivated involvement, with enthusiasm, excitement, and enjoyment serving as key indicators Conversely, negative emotional engagement is reflected in feelings of indifference, hatred, nervousness, or depression Additionally, Baralt, Gurzynski-Weiss, and Kim (2016) highlight purposefulness and autonomy as important aspects of emotional engagement, influencing whether students feel connected or disconnected from their classmates and learning environment.
Behavioral engagement is a key indicator used in educational applications and research due to its observable and measurable nature (Appleton, Christenson, & Furlong, 2008) It typically encompasses the time students dedicate to academic and extracurricular tasks, their participation in activities, and attendance during lessons Therefore, a common synonym for behavioral engagement is being “on-task,” reflecting active involvement in learning activities (Getner & Walter).
Academic engaged time, defined as the duration students actively participate in learning tasks, is a key predictor of academic achievement and learning outcomes (2012) Finn et al (2012) describe behavioral engagement as a continuum that reflects the extent and quality of cooperation, effort, and active participation in learning activities To assess behavioral engagement qualitatively, methods such as classroom observations, teacher reports, and student self-reports or interviews are commonly used, focusing on behaviors like responding to questions and task involvement Additionally, participation and effort are sometimes incorporated into quantitative measures of task engagement to provide a comprehensive view of student involvement.
Factors affecting learning engagement for TBLT
The study focuses on three main factors: learner-related, teacher-related, and learning context-related factors
When it comes to learners, many aspects have been mentioned such as language proficiency, perception, and motivation
Proficiency in English is a key factor in enhancing learning engagement within Task-Based Language Teaching (TBLT) Numerous scholars emphasize the significant impact of language proficiency on learners' academic success and communicative abilities Intercultural communication competence plays a crucial role, as it involves essential skills such as interacting effectively, recognizing similarities and differences among cultures, managing disagreements, and establishing relationships across diverse backgrounds (Friedman & Antal, 2005) Developing these competencies is vital for effective language learning and intercultural understanding.
Research by Prodromou (1992) highlights that increased English proficiency enhances learners’ receptivity to engaging content and cultural input, emphasizing the importance of considering students’ language level before integrating cultural aspects into EFL teaching Liu’s (2019) study supports this, noting that learners’ proficiency levels often pose challenges when implementing English as a Foreign Language (EFL) approaches, as exemplified by the cases of Barnard and Nguyen.
Interactions using the target language are a crucial component of TBLT research, emphasizing the importance of promoting language use for effective communication TBLT offers learners diverse tasks and contexts, enabling them to apply their skills flexibly without being confined to specific language forms However, critics argue that implementing TBLT can present certain challenges, highlighting ongoing debates about its effectiveness.
A significant number of students lack sufficient proficiency to fully perform language tasks, raising concerns about their ability to use the target language effectively as a means of communication in Task-Based Language Teaching (TBLT) Research by Hoang (2013), Le (2014), and Nguyen et al highlights these challenges, emphasizing the need to address language proficiency levels to enhance communicative competence in TBLT environments.
Recent studies (Dooly, 2007; Haneda, 2008; Martin Beltrán, 2010) highlight that English language proficiency is a critical factor influencing effective language teaching and learning According to Barnard and Nguyen, achieving high levels of English proficiency significantly enhances students' ability to succeed in language acquisition and communication.
Research by Le (2010, 2014) reviews extensive literature on Task-Based Language Teaching (TBLT) within the Vietnamese context, focusing on learners' language proficiency While traditional methods like Grammar-Translation and Audio-Lingual approaches are now considered outdated, implementing TBLT remains challenging due to learners' limited language skills TBLT is recognized as a more communicative, learner-centered approach, but its application is hindered by these proficiency constraints.
Many researchers argue that learners' lack of proficiency hampers their ability to perform language tasks effectively However, Ellis (2009) explains that the absence of interaction in Task-Based Language Teaching (TBLT) is due to learners' limited ability to communicate with each other, especially among advanced learners who can handle complex language use He emphasizes that interaction is not a prerequisite for task completion, as higher-level learners can manage complex language tasks, while beginners can still engage through strategic competence such as asking questions, using definitions, synonyms, antonyms, or body language Ellis further notes that even low-level learners can leverage their limited language resources creatively to achieve communication goals.
In view of all that has been mentioned so far, one may suppose that it is language proficiency that highly influences learning engagement for TBLT
Research over the past two decades highlights the importance of cognitive aspects in language learning, emphasizing individual differences in learning strategies and outcomes (O’Malley & Chamot, 1990; Vann & Abraham, 1990) Understanding why learners approach tasks differently, even at similar proficiency levels, often involves exploring learner perceptions, which play a crucial role in learning success (Rifkin, 2000) Learner-centered approaches that consider students’ interests and perceptions can enhance engagement and effectiveness in language acquisition (Makarova, 1997) However, teachers may overlook providing adequate guidance on language activities because they believe students struggle to express their needs or are unaware of their own learning processes (Bada & Okan, 2000; Block, 1994, 1996) To foster effective learning, educators should collaborate with students to better understand their perceptions, focusing on how they learn and interpret tasks instead of acting solely on their behalf (Cray & Currie, 1996) Learners’ attitudes and beliefs about language learning significantly influence their experiences and actions, underscoring the necessity for curricula to incorporate learners’ subjective perspectives (Horwitz, 1987; Nunan, 1988) Recognizing and integrating these perceptions is essential for creating truly learner-centered language education.
Beliefs serve as the core principles guiding students’ behavior and shaping their perceptual filters, influencing how they perceive and interact with the world According to Stevick (1980), success in learning is not primarily determined by materials or techniques but is rooted in the inner qualities of each learner Understanding and nurturing these internal factors are essential for achieving meaningful learning outcomes.
In view of all that has been mentioned so far, it can be said that learners’ perception has a strong influence on learning engagement for TBLT
Motivation, though a commonly used term in daily life, is difficult to define precisely in a scientific context, with various definitions existing Hannula (2006) describes motivation as the preference to engage in certain activities over others Numerous studies highlight the crucial role of motivation in learning, revealing a positive relationship between motivation and student performance In language education, research by Juvonen and Wentzel (1996) indicates that social motivations can significantly influence academic outcomes Studies have shown that motivated students pay more attention to language input; Schmidt (1993) notes that less motivated learners tend to focus less, impacting their learning Additionally, Tateyama (2001) found that highly motivated learners perform better in role-play exercises, emphasizing motivation's effect on language skill development, including grammar.
Motivation plays a crucial role in language learning, as motivated learners are better able to recognize pragmatic functions of language (2001) According to Dửrnyei (2009), motivation provides the primary impetus to initiate second or foreign language learning and serves as the driving force to sustain the often lengthy and challenging learning process (p 16) Furthermore, motivation can compensate for significant deficiencies in language aptitude and inadequate learning conditions, thereby enhancing overall language acquisition success (Dửrnyei, 1998, p 117).
Motivation is a crucial factor in the success of language learning, as it significantly influences learners' engagement and commitment The relationship between motivation and learning engagement is particularly evident in Task-Based Language Teaching (TBLT), where motivated learners tend to participate more actively and achieve better outcomes Thus, fostering motivation is essential for enhancing language acquisition and ensuring effective TBLT implementation.
Teacher-related factors play a crucial role in student learning outcomes, encompassing aspects such as professional development, expertise, and teacher-student interactions (Lauerdale, 2011) Expert teachers tend to prioritize student learning and pedagogical strategies over their own performance, enabling them to adopt innovative and flexible teaching methods (Hogan, Rabinowiz, & Craven, 2003) Additionally, teacher self-efficacy significantly influences student engagement and achievement, fostering a more effective learning environment (Linnenbrink & Pintrich, 2003) In this study, teacher-related factors include language proficiency, emotional intelligence, and instructional methods used to support students’ learning processes.
A variety of definitions related to the construct of teachers’ language proficiency are discussed in the field of language teaching According to Bachman and Palmer
In 1996, language proficiency was categorized into six key qualities: organizational knowledge, grammatical knowledge, textual knowledge, pragmatic knowledge, functional knowledge, and socio-linguistic knowledge Conversely, Richards and Rodgers (2001) conceptualize teachers’ language proficiency as a synthesis of four core areas: second language acquisition theory, pedagogical knowledge, curricular and syllabus knowledge, and cultural knowledge To clarify further, Richards (2005) outlines specific competencies essential for teachers to achieve target language proficiency, emphasizing the importance of comprehensive skills encompassing linguistic, pedagogical, curricular, and cultural understanding.
• maintaining use of English in the classroom
• giving explanations and instructions in English
• providing examples of words and grammatical structures
• giving accurate explanations of meanings of English words and grammatical items
• using and adapting authentic English-language resources in teaching
• monitoring one’s own speech and writing for accuracy
• giving correct feedback on learner language use
• providing input at an appropriate level of difficulty
Having an advanced level of language proficiency offers significant benefits for teachers, enabling them to effectively address various classroom tasks such as explaining concepts, responding to student questions, correcting mistakes, providing feedback, and scaffolding learning According to Canh and Renandya (2017), teachers’ language proficiency can be categorized into classroom English proficiency and general English language proficiency; the former focuses on classroom communication methods, while the latter encompasses the four skills of reading, speaking, listening, and writing Both types of proficiency are essential for facilitating effective teaching and fostering student learning outcomes.
Previous studies
Task-based learning has proven to be highly effective in teaching English as a foreign language across diverse educational contexts and levels Over the past twenty years, numerous research studies have explored the benefits and applications of this approach, demonstrating its success in improving language acquisition Notable research highlights its ability to enhance communicative competence and student engagement, making it a popular method worldwide.
Carless (2001) explores the implementation of task-based teaching at primary levels in Hong Kong, focusing on six key aspects: teachers' perceptions of tasks, their attitudes towards task-based learning, classroom time constraints, preparation and availability of teaching resources, the significance of chosen materials and topics, and students’ language competence These factors significantly influence teachers’ instructional approaches and effectiveness in applying task-based methods.
This study focuses on three female English teachers who implemented task-based teaching in their primary classrooms over a seven-month period, highlighting the effectiveness of this approach in enhancing communicative skills The research investigates six interconnected aspects of task-based learning, demonstrating that teachers with a positive outlook toward this method are more likely to dedicate time to preparing supplementary task-based materials and actively conducting engaging activities Overall, the findings suggest a strong relationship between teachers' attitudes and their commitment to implementing task-based teaching effectively, leading to improved student interaction and language development.
Lopez (2004) investigates task-based instructions as an effective alternative to the traditional Presentation–Practice–Production approach in teaching English His experiment, conducted with two classes in an independent school in Brazil, reveals that students using task-based methods learn more efficiently by actively engaging with the language to access information, solve problems, and share personal experiences Consequently, these students are better equipped to communicate in real-life situations outside the classroom Lopez concludes that teachers from various backgrounds should receive additional training to effectively implement the task-based approach in their teaching practice.
Muller (2005) investigates the effectiveness of task-based learning for low-level students at an independent school in Japan, emphasizing improved speaking practice The study involves adapting lessons focused on vocabulary from PPP-based materials, incorporating Willis's (1996) task structure, which includes conducting communicative tasks, creating performance reports, and sharing task outcomes with students Additionally, Muller provides a comprehensive list of vocabulary from textbook units aligned with specific topics and designed tasks that enhance vocabulary acquisition through practical application This approach demonstrates how task-based learning can improve language skills and engagement among beginner learners.
502 Bad GatewayUnable to reach the origin service The service may be down or it may not be responding to traffic from cloudflared
502 Bad GatewayUnable to reach the origin service The service may be down or it may not be responding to traffic from cloudflared
502 Bad GatewayUnable to reach the origin service The service may be down or it may not be responding to traffic from cloudflared
Lochana and Deb (2006) conducted a study at a school managed by the Basaveshwara Education Society in India, providing evidence supporting the effectiveness of task-based language teaching They adapted task-based activities from traditional non-task-based textbooks to test two hypotheses: that task-based teaching improves learners’ language competence and that tasks increase learner engagement in the learning process Their findings indicate that task-based learning significantly enhances both language proficiency and learner motivation, demonstrating its positive impact on language education.
Joen and Jung (2006) explored Korean secondary school teachers’ understanding of Task-Based Language Teaching (TBLT) through questionnaires completed by 228 teachers across 38 schools Their findings indicate that while many teachers are knowledgeable about TBLT, they often hesitate to implement it due to concerns about disciplinary issues The study highlights the importance of fostering positive teacher attitudes towards TBLT, emphasizing that teachers’ perceptions as controllers and facilitators significantly influence successful task implementation Additionally, the researchers recommend providing more comprehensive training for teachers to deepen their understanding of TBLT methodology, thereby increasing their confidence and willingness to adopt this instructional approach.
Teachers often lack applied knowledge of Task-Based Language Teaching (TBLT), particularly in techniques and methods, which hampers effective implementation To address this, researchers recommend that teacher education programs provide comprehensive training on language teaching methodologies, highlighting both the advantages and limitations of TBLT, including core principles and specific techniques Additionally, the researchers emphasize that building teachers’ confidence is crucial, as a lack of confidence significantly leads to avoidance of TBLT practices; therefore, strategies to overcome these challenges should be prioritized They also suggest that teachers consider alternative classroom management strategies such as leveled tasks, peer assessments, and various task types like one-way activities and two-way information gap tasks to facilitate TBLT integration.
Aliarf (2007) conducted a study at a college of language in Saudi Arabia involving 52 third-semester female students enrolled in a two-hour speaking course The research demonstrated that applying Task-Based Language Teaching (TBLT) principles, guidance, and procedures significantly improved students’ speaking fluency, grammatical accuracy, and pronunciation The students also experienced minimal difficulty in generating ideas, highlighting the effectiveness of task-based guidance This success underscores the positive impact of TBLT on developing speaking skills in language learners.
Birjandi and Ahangari (2008) examined how task repetition and task type influence fluency, correctness, and complexity in language learning Their study involving 120 students divided into six groups demonstrated significant improvements in oral discourse related to these aspects, highlighting the strong connection between task repetition and task type They emphasize that understanding this relationship can help teachers feel more confident and comfortable when implementing Task-Based Learning (TBL) in the classroom Their findings suggest that utilizing task repetition and varied task types effectively supports essential second language acquisition requirements, such as enhancing fluency, accuracy, and linguistic complexity.
30 exposure, meaningful use, motivation, and language analyses have been fulfilled, as proved by Willis (Willis, 1996)
The researchers in these studies consistently emphasize the importance of understanding teachers' perceptions and practical application of Task-Based Approach (TBA) They share common concerns about effectively integrating TBA into real classroom settings, highlighting the need for strategies that translate theory into authentic teaching practices Their focus underscores the significance of aligning TBA implementation with actual teaching contexts to enhance language learning outcomes.
Current studies on TBA lack an exploration of teachers' and learners' attitudes, with little effort to develop frameworks that understand their perspectives or connect these views to TBA implementation Despite these limitations, existing research offers valuable theoretical guidance for applying TBA effectively.
Conceptual framework
Based on definitions of TBLT and factors affecting learning engagement for TBLT, the research suggests a conceptual framework as following:
Figure 2.1 Conceptual framework of the thesis
Factors affecting learners’ learning engagement for TBLT
Summary
This chapter identifies key factors influencing learning engagement in TBLT, including one dependent and three independent variables Learner-related factors such as language proficiency, perception, and motivation significantly impact engagement, while teacher-related factors—teachers’ language proficiency, teaching methods, and emotional support—also play a crucial role Additionally, learning context factors like facilities, materials, and peer interactions contribute to student involvement Learning engagement in TBLT encompasses cognitive, behavioral, and emotional dimensions, highlighting the multifaceted nature of student participation.
METHODOLOGY
Research design
This study aims at investigating the factors affecting the learning engagement for TBLT of non-English-majored students at BVU The three research questions are recognized as follows:
1 To what extent is the learning engagement for TBLT of non-English- majored students at BVU?
2 What are the factors that affect the learning engagement for TBLT of non- English-majored students at BVU?
3 How does non-English-majored students’ learning engagement for TBLT correlate with the factors affecting their learning engagement for TBLT? The current study adopted the mixed methods According to Johnson et al (2007), the mixed method is combined elements of qualitative and quantitative research approaches In this method, the researchers firstly analyzed the qualitative data It was then the process of collecting and analyzing the quantitative data The second step not only supported and elaborated on the quantitative results but also facilitated the researcher to perceive the various interpretations of the investigating issues Another rationale for employing these mixed methods was that while the quantitative data and their succeeding analysis yielded a fundamental understanding of the investigation, the qualitative data offer in-depth analysis of the participants’ views which pertain to the interviews.
Research context and Participants
This study was conducted at Ba Ria-Vung Tau University (BVU) during the third semester of the 2019-2020 academic year BVU is a multidisciplinary higher education institution offering programs in ten diverse majors, including English language, oriental studies, business administration, accounting, information technology, food technology, chemical technology, mechanical engineering, construction engineering, and electronic engineering technology.
At BVU, English is divided into major and non-major tracks, with non-majors included in the university programs to enhance students' English proficiency Despite providing comprehensive instruction in all four language skills through 180 periods over six semesters, BVU faces challenges as most non-major students lack adequate real-world English communication abilities The university employs Task-Based Language Teaching (TBLT) throughout the entire program to improve language performance.
In TBLT classes, lesson plans are designed to prioritize meaning, emphasizing task stages, learner autonomy, and self-correction, with learners acting as communicators and teachers serving as facilitators, instructors, or consultants (see appendix 5) The teaching procedure begins with a speaking task introduced upfront to encourage real communication, followed by a pre-task phase where the task’s requirements are clarified to ensure proper preparation During the core phase, students negotiate meaning, collaborate to produce their outputs, and present to the teacher, who acts as a facilitator In the post-task phase, the teacher provides feedback, fostering self-correction and offering explicit instruction on grammar, vocabulary, and pronunciation for deeper understanding When specific content is necessary, relevant speaking tasks are designed to maintain student engagement and practical language application, with task-based materials adapted from textbook exercises to reflect real-life situations Vocabulary and grammar exercises are used post-task to focus on linguistic form, enhancing learners’ overall language competence (see appendix 4).
Participants of the study were 200 first-year non-English-majored students, all of whom are studying LIFE course-book to complete a general English course They
This study involved 34 participants selected through a non-randomized design, with freshmen from 6 out of 35 English classes invited to complete questionnaires The majority of participants (58.5%) were female, and all had a minimum of seven years of English learning experience At BVU, students had completed two semesters of English instruction using Task-Based Language Teaching (TBLT) The sample size exceeds the recommended minimum of thirty participants, totaling over 200, ensuring the study's findings are representative of the larger population (Cohen, Manion, & Morrison, 2007).
Table 3.1 Frequency of survey participants’ personal information
English learning 7 years and over 200 100
This study involved 200 freshmen students aged 19 and 20, with the majority being 19 years old (172 participants) Regarding gender distribution, female students significantly outnumbered male students, with 83 males compared to a higher number of females.
All participants studied the LIFE coursebook, which provided opportunities to explore diverse topics and engage in Task-Based Language Teaching (TBLT) within the classroom They were individually selected to complete a questionnaire, with prior guidance from the teacher who explained the instructions carefully.
The semi-structured interview involved a total of 60 students, divided into six groups of ten members each, selected through convenience sampling This sampling method was chosen to save time and facilitate efficient data collection across six different classes.
35 money (Stewart & Shamdasani, 1990) The group size helped to encourage every student to participate in discussions easily.
Research instruments
This study employed a mixed-method approach, combining both quantitative and qualitative data collection methods The researcher utilized two primary instruments: a questionnaire and semi-structured interviews, to gather comprehensive data Both the questionnaire and interview questions were reviewed by experts in English language studies to ensure their validity and reliability before being administered to participants.
This questionnaire examines learning engagement by exploring three key dimensions: cognitive, behavioral, and emotional, applicable to both learners and related factors It considers learners’ engagement factors, including their cognitive, behavioral, and emotional aspects, as well as teacher-related factors such as language proficiency, behavior, and emotions Additionally, the learning context—encompassing facilities, materials, and peer interactions—is a crucial component The framework draws on the theories of Goodenow (1992) for learning context, Linnenbrink & Pintrich (2003) for teachers’ factors, Sutherland (2010), Krause and Coates (2008), and Kahu (2013) for learner-related factors, and Fredricks, Blumenfeld, and Paris (2004) for overall learning engagement, ensuring a comprehensive approach to understanding learning involvement.
The questionnaire was used as a research tool to assess factors influencing learning engagement among non-English-majored students at BVU in task-based language learning According to Oppenheim (2001), closed-ended questions offer benefits such as saving time and cost, simplifying the process, facilitating hypothesis testing, and enabling easy group data comparison The questionnaire comprised 58 questions divided into two parts: Part A collected participants’ demographic information—including gender, age, and English learning background—while Part B focused on exploring factors affecting learning engagement in task-based teaching.
This study examines the factors influencing learning engagement among non-English-majored students in task-based language teaching The participants rated various factors on a five-point Likert scale, where ‘5’ indicates Strongly Agree, ‘4’ Agree, ‘3’ Neutral, ‘2’ Disagree, and ‘1’ Strongly Disagree The findings highlight key elements that significantly impact student engagement, providing valuable insights for optimizing task-based language instruction for diverse learner groups.
This research utilized semi-structured interviews to effectively explore each approach, ensuring key target elements were covered According to Cohen, Manion, and Morrison (2000), this method is valuable for focusing on specific topics and gathering substantial data efficiently Additionally, a pilot interview was conducted to assess whether the questions were effective in eliciting relevant and suitable information.
The interview is focused on five questions about how students understand students’ learning engagement for task-based language teaching (TBLT) in the context of BVU
1 Do you think that TBLT is important for non-English-majored students?
2 In what ways do TBLT help you to improve your study outcomes?
3 Please order the factors below from high (number 1) to low (number 10) importance
Data collection and analysis procedures
In the third semester of 2020, data was collected from non-English-major students at BVU through a carefully designed questionnaire A total of 200 copies were distributed, with students receiving detailed explanations before participation Each student spent at least fifteen minutes completing the questionnaire, which was analyzed qualitatively to gather meaningful insights The questionnaire, adapted from previous research and piloted by experts and five participating students, was thoroughly checked to ensure its validity and relevance for the study.
The study involved conducting interviews with ten groups of students selected conveniently from five classes studying new English textbooks, with six students in each group The purpose of the interviews was clearly explained beforehand to ensure participant understanding Each student dedicated five to seven minutes to answer interview questions, which were recorded and analyzed through qualitative content analysis To ensure the validity of the questionnaire, the semi-structured interview questions were piloted by both experts and students not involved in the main study (Dửrnyei).
2009) At this stage, ten groups of 6 students were invited and interviewed Later, the interviews were recorded for later analysis (Appendix 2)
The researcher utilized questionnaire instruments and SPSS software, which, according to Dürnyei (2009), can effectively handle both quantitative and qualitative data in an integrated manner Employing mixed methods allowed for a comprehensive analysis of the collected data, as highlighted by Fraenkel, Wallen, and Hyun (2012), who emphasize the benefits of mixed-methods research This approach enabled the researcher to examine clear and explanatory relationships between variables, deeply investigate their connections, and validate these relationships through cross-validation, thereby enhancing the overall rigor and depth of the study.
The researcher utilized SPSS 21.0 for Windows to analyze quantitative data collected from questionnaires, ensuring accurate and efficient data processing Descriptive statistics were employed to provide a clear overview of the data, allowing researchers to gain comprehensive insights into the dataset (Mackey & Gass, 2005) This analysis facilitated a better understanding of the overall patterns and trends within the questionnaire responses, supporting effective data interpretation for the study.
In data analysis, there are two main types of data: quantitative and qualitative The researcher utilized SPSS software to analyze quantitative data, focusing on mean scores, standard deviations, and frequency distributions The results revealed key insights into the factors affecting learning engagement among non-English-major students in task-based language teaching at BVU, with the mean scores providing a clear understanding of students' engagement levels and the influence of various factors.
Qualitative data were collected through interview questions and thoroughly examined to ensure comprehensive insights All audio recordings were carefully transcribed, including complete speech, interrupted statements, and brief extracts, following Bloor et al.'s (2001) recommended transcription standards The researcher analyzed the transcribed data using a logical analysis approach to identify meaningful patterns and themes, ensuring the accuracy and validity of the qualitative research findings.
Reliability and validity of the questionnaire
Before going to answer the research questions, the research will check Cronbach’s Alpha of each factor in the questionnaire According to Nunnally & Burnstein
In 1994, the scale's reliability was evaluated using Cronbach's Alpha coefficient Variables with an item-total correlation below 0.3 were removed to ensure accuracy The scale was deemed suitable for further analysis when it achieved a Cronbach's Alpha reliability score of 0.6 or higher (Appendix 3)
The scale of 54 observed variables of the four mother factors shows that
Cronbach’s Alpha coefficient is bigger than 0.6, and Cronbach’s Alpha if Item Deleted ranged from 0.540 to 0.794 is bigger than 0.3 Therefore, all of the scale meets reliability.
Summary
This chapter outlines the research methodology, including research questions, participants, design, instruments, and data collection and analysis procedures It provides detailed information about the samples, covering gender, age, and English learning backgrounds The chapter also discusses the research instruments used, such as questionnaires and semi-structured interviews Furthermore, it explains the data collection and analysis procedures in depth The subsequent chapter presents the results derived from these research methods.