CERTIFICATION OF ORIGINALITY I hereby certify that the thesis entitled “A study on the use of task-based approach in teaching speaking to the 2 nd year English majored students” is my o
Rationale
Courses focused on listening and speaking skills are essential components of global language programs today The rising demand for English fluency worldwide, driven by its status as the international language, has heightened the importance of developing more effective teaching methods (Richards, 2009) Vietnam is also embracing these current trends in English education, reflecting a global shift towards improving communicative proficiency.
Students majoring in business need to enhance their language skills and international business communication abilities to meet job market requirements However, Vietnam's current teaching and learning practices face significant challenges due to the use of outdated materials and ineffective instructional methods Specifically, at Vietnam University of Commerce, traditional teacher-centered and lecture-based approaches dominate ESP education, leading to student passivity and limited participation in speaking activities Therefore, it is urgent for educators to seek and adopt more effective teaching methods that promote active engagement and improve ESP learning outcomes.
According to Willis and Willis (2007), the most effective way to teach language is by engaging learners in real language use through task-based activities such as discussions, problems, and games This approach encourages students to actively use the language in meaningful contexts Several language experts, including Candlin (1987), Swain (1995), and Hutchinson and Walter (1987), agree that Task-Based Language Teaching (TBLT) provides valuable opportunities for learners to develop their language skills through diverse and practical tasks.
The author initiated a quasi-experimental study to investigate the effectiveness of a task-based approach in teaching speaking skills This research focuses on second-year English majors at Vietnam University of Commerce, aiming to address initial challenges in enhancing students' communicative competence The study seeks to provide valuable insights into the application of task-based learning methods in higher education English language instruction.
Aims of the study
This quasi-experimental study aimed to examine the impact of implementing a task-based approach on second-year English majors at Vietnam University of Commerce (VUC) The research focused on assessing how this instructional strategy influences students' language learning outcomes By exploring this relationship, the study provides valuable insights into the effectiveness of task-based learning in higher education The findings contribute to understanding best practices for enhancing English proficiency among university students in Vietnam.
- How do second-year English major students at Vietnam University of Commerce benefit from the implementation of the task-based approach?
The focus of the study is not only on student‟s achievement in their speaking skills but also on their changes in learning attitude and motivation.
Scope of the study
This study was conducted with 40 second-year English majors from Vietnam University of Commerce during the first half of the first semester of the 2013-2014 academic year The intervention spanned approximately six weeks, consisting of five sessions held once a week The research aimed to assess the impact of targeted educational strategies on students' language skills during this period.
Significance of the study
A recent study investigated the effectiveness of the TB approach in improving second-year students' speaking abilities The findings demonstrated that this method effectively enhances students' oral communication skills Consequently, teachers at VUC are convinced to implement the TB approach across various language skills, not just speaking, to boost overall language proficiency This research highlights the potential of the TB approach as a valuable tool for language skill development in higher education.
Method of the study
The study sample includes 40 second-year English students from Vietnam University of Commerce, selected randomly based on their credit registration at the end of their first year This random sampling ensures a representative group for analyzing academic progress The focus on early second-year students provides insights into their developmental stage and learning outcomes Such selection criteria support the validity of the research findings related to student performance and engagement.
The class were to receive TB instruction following an oral pre-test and then another post-test to check the effect of the new approach on speaking ability
The class were taught by the teacher who is qualified and has 5 years of experience in teaching business English at VUC b Instrumentation
This study employed a quasi-experimental research design to examine the attitudes and motivation of second-year students toward speaking skills Additionally, the research assessed the impact of Task-Based Language Teaching (TBLT) on students' speaking abilities The findings provide valuable insights into how TBLT can enhance speaking performance and positively influence students’ attitudes and motivation toward language learning.
In order to collect sufficient and relevant data for the study, two research techniques were implemented:
- Using an oral pre-test and a post-test to evaluate the teaching and learning results
- Conducting a semi-structured questionnaire to investigate how the students are interested in the intervention c Procedures
The steps of the study are executed as follow:
1 Administer the first oral test to check the current speaking ability of the participants
2 Implementing the TB instruction to the selected group of participants with a detailed schedule
3 Issuing a survey questionnaire to check students‟ attitudes, understanding of the experiment period
5 Analyze the data and discuss the findings
The study consists of three parts:
Part A – Introduction presents the rationale, aim, scope, significance and method of the study
Part B – Development: this part comprises of three chapters:
Chapter 1 provides a comprehensive overview of the theoretical foundations and existing research related to Business English, emphasizing the importance of developing speaking skills in professional contexts It reviews relevant studies on effective teaching methods, highlighting the role of Task-Based Language Teaching (TBLT) in enhancing communicative competence This chapter situates the current research within the broader landscape of language acquisition theories and pedagogical approaches, demonstrating the significance of practical, task-oriented methods in Business English instruction.
- Chapter 2 – Research Method continues with the research method including the participants of the study, the instrumentation, the methods and procedures of data collection and data analysis
- Chapter 3 – Findings and Discussion demonstrates the findings accompanied by data analysis and discussion
Part C – Conclusion recapitulates the major findings of the study and represents further recommendations for the implementation of TBLT
CHAPTER 1 – THEORETICAL BACKGROUND AND LITERATURE REVIEW
Business English is a vital focus for ESP practitioners, learners, and language researchers, aiming to enhance communicative competence in professional contexts According to Orr (2002), Business English is a specialized subfield centered on developing language skills tailored to business settings, often referred to as target situations or situated contexts.
Business English is a rapidly expanding field within English Language Teaching (ELT) and English for Specific Purposes (ESP), widely recognized and understood by practitioners However, its broad scope can cause confusion, as it encompasses a wide range of courses—from general English classes including business vocabulary to specialized training in skills like meeting participation, report writing, or discipline-specific areas such as finance and marketing.
Business English (BE) uniquely combines specialized industry-specific content with general communication skills, enabling professionals to effectively convey ideas in various business contexts Unlike other English for Specific Purposes (ESP) fields, BE focuses on enhancing both job-related language proficiency and overall communicative competence in business situations This integrated approach helps learners navigate industry terminology while improving their ability to communicate confidently in diverse corporate environments.
According to Dudley-Evans and Johns (1998), Business English is challenging to define and categorize strictly in linguistic terms, requiring careful research and tailored pedagogical materials It is essential to design activities that cater to the specific needs of adult learners within a defined learning context (Johns and Dudley-Evans, 1991) Furthermore, effective Business English courses must be structured to meet the particular requirements of learners, ensuring relevance and practical application (Stevens, 1988).
According to Picket (1986), Business English serves as a mediating language between the technicalities of specific industries and the language of the general public This creates a distinction between General English and Specialist English, highlighting the tailored nature of Business English For different individuals, Business English can hold various meanings, depending on their specific learning and communication needs This versatility makes Business English a crucial tool for professional and business contexts.
Business English is designed to teach non-native speakers the language skills needed for professional communication in a corporate environment It primarily targets managers and professionals who must effectively interact with native English speakers and other ESL colleagues This specialized training helps improve business communication, negotiations, and email correspondence, essential for success in international business settings (Dudley-Evans & John).
Business English (BE) is primarily designed for adults working in or preparing for careers in the business sector It emphasizes needs-driven, job-related instruction that aligns with learners’ professional demands and goals This targeted approach ensures that Business English training is relevant, practical, and directly applicable to real-world business scenarios.
In Business English teaching, content is primarily categorized into two key areas: real content and career content, as outlined by Dudley-Evans and John (1998) Understanding and clearly defining these categories is essential for Business English instructors to effectively tailor their teaching approaches and meet learners' specific needs Differentiating between real content, which focuses on practical language use in authentic business situations, and career content, which emphasizes industry-specific terminology and skills, is crucial for optimizing learning outcomes in the professional context.
Career content encompasses all activities related to students’ communication and learning processes, including reading, listening, writing, and speaking In speaking skills, it focuses on performance-related activities such as socializing and addressing personal needs during business trips The core of career content lies in the language used within ESP (English for Specific Purposes) materials and teaching According to Dudley-Evans and John (1998), real content involves students’ linguistic and communicative skills, essential for effective communicative and learning activities.
There is a strong correlation between career content and real content, with career content serving as the focal point and real content supporting it Integrating specific content with language teaching aims ensures a seamless connection, allowing career content to guide the selection and sequencing of language skills for students This approach facilitates effective language learning aligned with career development needs.
Speaking is a fundamental language skill involving the process of constructing and conveying meaning through both verbal and non-verbal symbols across diverse contexts (Chaney, 1998) Language researchers like Brown (1994) and Burns & Joyce also emphasize that effective speaking encompasses the ability to express ideas clearly and interactively, highlighting its importance in communication and language development.
Speaking is an interactive process of constructing meaning through the production, reception, and processing of information Its form and significance are influenced by contextual factors such as the participants involved, their shared experiences, the physical environment, and the specific purposes for communication.