The effects of the task based language teaching on high shool students’listening performance in kien giang province

These findings are one of the most convincing pieces of evidence of theeffectiveness of task-based learning in improving learners' listening skills; 2 he use of Task-base learning in the

Thesis THE EFFECTS OF THE TASK-BASED

LANGUAGE TEACHING ON HIGH SHOOL STUDENTS’LISTENING PERFORMANCE IN

KIEN GIANG PROVINCE

The instructor commented about chapter 1,2 and 3: Nhìn chung proposal ổn Sau phần previous studies, em cần viết riêng một phần research gaps viết sâu hơn

từ kết quả các nghiên cứu trước Em mới viết sơ Sài.

Em cần review thêm một số bài nữa nhé.

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From the beginning of the 21st century to now, Vietnam has a a huge change inteaching English method Communicative Language Teaching method is graduallyreplacing the old ones, Grammar Translation or Direct Method The purposes of thisstudy are two-fold Firstly, this study is carried out to discover the effects of task-basedlanguage teaching on high school students’ listening performance Secondly, thepresent study is conducted to examine the effects of task-based listening teaching onstudents’ listening skill and to identify students’ attitudes towards task-based languageteaching The findings of the study included: (1) Task-based learning can be aneffective strategy to improve learners' listening skills Thanks to task-based learning,students improve their listening skills even more As demonstrated by the abovestatistical analysis, the experimental class's post-test scores improved better than thecontrol class's These findings are one of the most convincing pieces of evidence of theeffectiveness of task-based learning in improving learners' listening skills; (2) he use

of Task-base learning in the listening class has promoted the positive progress ofstudents in their attitudes and perceptions towards this teaching method Students areaware of the benefits to them of improving their listening skills

Key words: Task-base learning, listening skill, teaching listening.,

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CHAPTER 1 INTRODUCTION

This chapter introduces the rationale for the research regarding the effects of the based language teaching on high shool students’ listening performance in Kien Giang province This chapter also presents research aims, research questions, research hypotheses, the significance of the study and its organization.

task-1.1 BACKGROUND OF THE STUDY

Listening is one of four basic skills in language It is also a significant skill in English(Purdy,1997) And according to Renukadevi (2014), when communicating, people use9% in writing, 16% in reading, 30% in speaking and 45% in listening Rost (1994)cited as in Richards and Renandya (2002) point out listening is very important because

of students’ input provided So, listening is considered the key of conversation.Listening is different from other skills In addition, It is an active individualinvolvement A sender, a message, and a receiver are all involved in listening.Receiving, attending to, making sense of, and reacting to spoken and/or nonverbalmessages are all psychological processes (Tyagi, 2013) It means that with listening,people could move around, hear what local speakers had to say, discuss, and learn how

to respond to them so that their dialogues might continue Tyagi (2013) alsoemphasizes listening is very important in working, the workers that can listen well aremore productive because building relationships with coworkers, superiors, and clientswill enable them to solve difficulties, even show their support, and uncover hiddenmeanings in what they say Hamouda (2013) describes listening comprehension as aprocess that involves listeners in creating meaning Additionally, listeningcomprehension is the ability to comprehend what has been heard A person willcomprehend the text if he learns it through hearing it Additionally, terminology likespeech understanding, spoken language knowledge, voice recognition, and speechperception are paired with listening comprehension as a product of instructionalapproach

From the beginning of the 21st century to now, Vietnam has a a huge change inteaching English method Communicative Language Teaching method is graduallyreplacing the old ones, Grammar Translation or Direct Method Vietnamese Ministry

of Education and Training (2018) claims that the English language curriculum for

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general education must ensure student-centered instruction Active and creativelearning exercises help students improve their English communication skills Teachersplan and direct the learning process, motivate students to fully participate in languagepractice activities, and gradually increase their capacity for self-directed learning Itcan be said that task-based language teaching (TBLT) has been widely usedsuccessfully in teaching and learning to accomplish this purpose TBLT is used tosupport learning environments that identify appropriate listening skills and incorporatesuch skills into one activity (Willis, 1996) According to Ruso (2007), TBLT promotesstudent engagement and results in considerable advances in language proficiency Asthe result, learning language though TBLT helps students interact and improve theirself-confidence to use English.

It is found out that, using TBLT in teaching may have a favorable impact onstudents' performance

1.2 STATEMENT OF PROBLEMS

Although listening is very essential toward the aspects of a language, Renukadevi(2014) also says that listening skill is considered to be the most difficult skill forlearner In addition, high school students do not have many opportunities to practicetheir communication skills, especially their listening skills because they must study allfour skills in textbook ( Tran, 2020) Moreover, the official curriculum for Englishlanguage learning and teaching in Vietnam has focused on exam-driven instruction,students are prepared for examinations on grammar, reading, and vocabulary ratherthan communicative competence (Bui & Duong, 2018; Denham, 1992; Duong, 2014

as cited in Tran, 2020) And Communictive Language Teaching (CLT) is the mainmethod which the teachers use to teach language in classroom (MOET, 2018) but asWillis (1996) cited in Dowling (2017, p.139), “a problem with PPP in that students cansometimes complete the production phase by not using the targeted structure.”

As the result, Tran (2020) says that Vietnamese high school students maystruggle to hold successful English conversations It means that students cannot listen

to English language well They do not understand what others say When studyinglistening skill, students feel bored when listening to the recording because they onlylisten and do exercise Students do not have right level of input, they do not startsimple learning Teachers did not have enough time for students to practice their skills

and have some extra activities (Nguyen, 2013) Therefore, they do not keep pace withthe content of the text Outside the class, students do not have chance to practice andthey do not know where they can practice listening effectively (Le & Pham, 2013).Therefore, it can be seen that students should be familiar with practicing listeningmore at class

Underwood (1989) finds out some problems of students’ listening, students’lack of vocabulary, difficulty concerntrating and not having good habits of learning.Hassan (2000) mentions about the problems of listening in classroom, such as poorlyorganized classrooms, a lack of visual aids, unfamiliar vocabulary, poor pronunciation,

a fast speech rate, and lengthy texts on uninteresting subjects To help studentsovercome these problems, improve their listening skills and have more oppornutity tocommunicate each other, the teachers need to use an alternative method instead ofpresent approach, CLT

In another word, the researcher conducted a research on “the effects of the task-based language teaching on high shool students’listening performance in kien giang province” to enhance the English teaching and learning process and improve

English learners' listening skills

1.3 RESEARCH AIM

The purposes of this study are two-fold Firstly, this study is carried out to discover theeffects of task-based language teaching on high school students’ listeningperformance Secondly, the present study is conducted to examine the effects of task-based listening teaching on students’ listening skill and to identify students’ attitudestowards task-based language teaching

1.6 SYGNIFICANCE OF THE STUDY

The present research is expected to benefit teachers, EFL learners and researchers.Firstly, for teachers, they are given opportunities to learn more about good methodwhich can be applied into teaching practice Moreover, they may gain moreunderstanding about task-based teaching method and instructional activities which arecombined in teaching listening skill Secondly, in terms of learners, they are supposed

to have experience in task-based activities while learning English listening.Furthermore, this study is believed to gain some notice from educators to improveteaching activities in order to fit the current situations For other researchers, due to thescope of this study, it hopefully will urge some further ideas for other studies related tothe same topic

1.7 ORGANIZATION OF THE THESIS

This study explores the effects of using TBLT to help students’ listening performance

It consists of five chapters: Introduction, Literature Review, Research Methodology,Findings, Discussion and Conclusions

Chapter One presents the background to the study, statements of the problems,aims of the study, research questions, hypotheses, significance and the thesisorganizations

Chapter Two reviews relevant literature of the present study It includesdefinitions of Listening comprehension, Task, TBLT It also mentions the relatedstudies of the effects of TBLT on teaching Listening comprehension

Chapter Three describes the methodology to employ in this research, includingseven parts namely Research site, Research design, Participants, Procedure,Instruments,

Chapter Four reports the findings from data collection through pretest, posttestand questionnaire to answer the research questions

Chapter Five discusses the summary of the main results of the study,implications, limitations, as well as the recommendations for the future research.

CHAPTER 2: LITERATURE REVIEW

This section first presents theoretical and research literature related to listening skills and TBLT, like definitions of listening coprehension, task and task- based language teaching and some listening tasks And then, it reviews some previous

researches related to the focus of the current study to know how other scholars and researchers used TBLT teach English listening skill

2.1 DEFINITION OF LISTENING COMPREHENSION

Listening skill is one of the most important skills of English language, so there aremany definitions from the famous language experts And now, I will mention some ofthem

Howatt and Dakin (1974) listening is defined as the ability to recognize andcomprehend what others are saying Moreover, Underwood (1989, p.1) defines that

“listening is the activity of paying attention to and trying to get meaning fromsomething we hear”

O’ Malley, Chamot and Kupper (1989) also claim that listening comprehension

is an active and conscious process in which the listener constructs meaning fromcontextual information and prior knowledge, using on a variety of strategy resources tocomplete the task In short, listening comprehension is the act of receivinginformation, interpreting it, and responding to the speakers

Underwood (1989) describe listening is always an active process, in contrast tohearing, which can be conceived of as a passive condition

According to Purdy (1997, p.8), “listening is the active and dynamic process ofattending, perceiving, interpreting, remembering and responding to the expressed(verbal and nonverbal), needs, concerns and information offered by other humanbeings”

Tyagi (2013) also say listening relates to an active individual involvement

To sum up, truth be told, listening is a fairly active process since listeners mustexert effort to understand what they are hearing It can be seen that in order to develop

a certain skill well, a person must learn and practice a lot, as well as for listening skills.The teachers should create more opportunities and spend time for students listening alot in class In addition, teachers must provide lessons and activities in class that aresuitable for real-life situations

2.2 PROCESS OF LISTENING

Brownell (2015) listening is a dynamic, challenging process that will cause youfrustration and difficulty for the rest of your life He says there are six components of

listening process, called HURIER listening model, such as hearing, understanding,remembering, interpreting, evaluating, and responding

Hearing: This element involves a person choosing what to pay attention to in

the face of multiple stimulus possibilities in their environment It is affected by theperson's cultural orientation, past experiences, interests, attitudes, and beliefs, as well

as a variety of other personal factors and filters that take into account individual andcultural differences

Remembering: Even though memory is a distinct mental activity, it is essential

to listening-centered communication since the value of information depends on thecommunicator's capacity to act on it either right away or at a later time

Understanding: Understanding comes after paying attention to and "receiving"

the specific stimuli in the listening process The literal meaning of the words or signalsthat were received is addressed during this information processing stage, which isrelated to reading comprehension

Interpreting: It is necessary to take into account both verbal and nonverbal

clues while understanding information Due of the more complex context, factors likevoice inflection, posture, facial expressions, and contextual awareness can alter literalinterpretations

Evaluating: The evaluation process is what a person uses to determine whether

the information they have received is accurate and reliable Effective communicatorsevaluate what they have heard at this point by assessing the available data and logic,spotting emotional cues, and coming to other conclusions that will influence theirlistening reaction moving forward

Responding: An suitable reaction will emerge from effective listening The

communicator continues to process new information while they speak since listening

is constant, and this reaction is influenced by everything that has come before it

But according to Tyagi (2013) and Bennetch et al (2021), there are five stages

process,includingreceiving,understanding,

remembering, evaluating and responding Only receiving stage is different fromHURIER model since it is the stage which combining hearing and interpreting.

2.2 COMMUNICATIVE LANGUAGE TEACHING (CLT)

Richards (2005) defines “Communicative language teaching (CLT) is a set ofprinciples about the goals of language teaching, how learners learn a language, thekinds of classroom activities that best facilitate learning, and the roles of teachers andlearners in the classroom.” It is more meaningful to the learner and offers a betteropportunity for learning than a grammar-based approach It has some principles, suchas: (1) Making learning a language centered on actual conversation; (2) Givingstudents the chance to experiment with and put their knowledge to use; (3) Beingunderstanding of students' mistakes because they show that they are improving theircommunicative competence; (4) Providing learners chances to improve their accuracyand fluency; (5) Connecting the various skills (speaking, reading and listening)together in the real world; (6) Allowing the learners to infer or discover grammarrules

CLT is the teaching method with three approach Presentation, Practice andProduction According to Bui and Newton (2021) the presentation-practice-production(PPP) approach is a popular teaching method that Vietnamese teachers use in schools.This method helps students improve their communicative ability based on three stages:explicit teaching of target structures in a sequential order (Presentation), practice undersupervision (Practice) and use in communication (Production)

Yusnida and his colleagues (2017, p.442) “Listening in CLT has a A Study ofTeaching Listening communicative purpose in that students are expected to use theinformation they hear, just as we do when we listen outside the classroom.” And as

Wilson (2008, p 19) cited in Yusnida (2017) CLT uses information-gap activities,role plays, games, discussion of real issues, etc In a communicative approach class,students listen to passages that are closer to real-life language use than in othermethods.

2.3 DEFINITIONS OF TASK AND TASK-BASED LANGUAGE

TEACHING 2.3.1 What is “task”?

Long (1985, p.89) defines a task is “a piece of work undertaken for oneself or forothers, freely or for some reward” Prabhu (1987) states a task is an activity thatrequires pupils to think through a problem in order to determine the solution Teachersare supposed to manage and supervise the process of learning in this procedure.According to Nunan (1989), a task is a piece of classroom work in which studentsunderstand, apply, produce, or participate in the target language with a focus onmeaning rather than form The objective of task was to motivate students to use avariety of language functions and structures (Nunan, 2004)

Skehan (1996) stresses that task as a language exercise emphasizing meaning.When students complete a task successfully, they have met the learning objective, andthe assignment has to be comparable to real-world language use Bygate, Skehan andSwain (2001) believe a task is an activity that demands students to use language, with

an emphasis on meaning, in order to obtain a goal It is selected with the intention ofmost likely to supply students with information that will allow them to assess theirown learning And Ellis (2003) states a task is a planning work which require students

to process their language pragmatically; concentrating on the meaning first; makinguse of their linguistic resources and resulting in real-world language Willis (2006)defines that a task is a target activity in which students use language to achieve a trueoutcome As Skehan (1998), cited in Willis (2006) a task has five main characteristicssuch as: (1) The primary concern is meaning; (2) Learners are not provided themeanings of others to repeat; (3) There is some connection to similar real-worldactivities; (4) The completion of tasks is a primary focus and (5) The task is evaluatedbased on its outcome

2.3.2 Definitions of Task-based language teaching and its frameworks

Richard and Rodgers (2001) define Task-Based Language Teaching as a teaching method that uses tasks as the primary planning and instruction unit Thismeans that in the process of Task-Based Language Teaching, the teacher mainly gavethe learners a task or a problem to solve The methodology of this approach is builtaround activities or tasks that necessitate the use of communicative language Nunan(2004) claims that TBLT has become an essential component of many educationalinstitutions around the world Task-based language teaching informs language teachersabout new task-design techniques, enhances their existing experience, and stimulatesthem to combine more task-based activities into their lessons (Edwards & Willis,2005) Willis (1996) indicates this method places more emphasis on meaning than onform, requiring students to complete a series of communicative tasks rather than form-based isolated exercises Students are expected to express their ideas regarding thelesson's subject either orally or in writing Hashemi et al (2012) define that TaskBased Language Teaching is a method of teaching in which students activelyparticipate in the processing of material in order to achieve a goal or complete a task

language-According to Willis (1996), the framework of task-based language teachingconsists of three parts: the Pre-task (Introduction to topic and task), Task Cycle (Task -

> Planning -> Report) , and Language Focus stages (Analysis and practice) In the task, the teacher helps students with preparations and advice by providing examples ofhelpful words and phrases In the Task- cycle stage, students will work in pairs orgroup to finish a task using the linguistic resources supplied They are givenopportunity to write or speak briefly on what transpired to the rest of the class duringthe planning section In groups, they can practice speaking their lines, and thenrequired the teacher to respond to any students’ questions or fix any mistakes Afterthat, students send an oral report or read their written report in front of the class andreceive criticism from the teacher The purpose of this part is to encourage students topractice any language-related issues they may encounter In the final stage, the teachercan draw attention to the language the students used in the report part to analyze.According to the demands of the students as they emerged from the assignment andreport sections, the teacher selects a particular language for students to practice Theassignments are carried out by the learners in order to improve their confidence anddevelop their skills

pre-According to Ellis (2006), when designing a lesson with a task as its maincomponent, the stages or components of the lesson must be taken into account Aframework for designing task-based lessons:

Pre-task (consciousness-raising activities)

Framing the activity (e.g establishing the outcome of the task)

Regulating planning time

Doing a similar task

Repeat task ReflectionPre-task refers to the variety of activities that teachers and students can engage

in before beginning the task, such as whether students are given time to plan the task'sperformance The teacher scaffolds students' completion of the pre-task in the hopethat this "other regulation" will help students develop the "self-regulation" they need tocomplete the main job independently

The purpose of the pre-task phase is to prepare students to perform the task in waysthat will promote acquisition Lee (2000) described the importance of implementingtask framework design to provide language learners with the knowledge they need tomaster after completing the task and what they will have to do to complete the task.Dornyei (2001) emphasized the importance of introducing learners to the purpose andvalue of the task Dornyei also suggested that task preparation should be based onstimulating activities that motivate learners to participate excitedly in the task, such asactivities that require learners to make judgments about task-related problems Skehan(1996; p 25) has focused on two aspects that teachers who approach TBLT can choose

from: Approaches that emphasize the general cognitive needs of the task or focus onlanguage elements These alternatives can be addressed procedurally in one of fourspecific ways:

 Assist learners in performing a task similar to the one they will perform in thetask performance phase of the lesson;

 Ask students to observe the model of how to perform the task;

 Engage learners in non-mission activities designed to prepare them to performthe task or, to strategically plan the performance of the main task

During task revolves around the task itself and provides various instructionaloptions, such as whether students are required to work under time constraints or not.There are two methodological options that teacher can apply in this stage, task-performance options and process options Task-performance options is the way thatThe teacher might plan ahead by choosing from a variety of options relating to howthe task is to be carried out before it is actually completed As the work is beingaccomplished, the instructor and students collaborate online to make decisions abouthow to complete it, which is called process options

In this stage language learners perform tasks in pairs or groups and worktowards the results of the task posed at the previous stage According to Oliveira(2004); Willis (2004), in this stage students can use different skills and strategies, thisstage mainly focuses on the meaning of the task According to Ellis (2006), duringTask is divided into 03 specific stages including: (1) Performing the task; (2) Planningthe mission report and (3) Reporting the mission In stage 1, learners focus onperforming the task Next to stage 2, learners make a plan to report to the class on howthey performed the task and the solution they achieved through performing the task.During the final task performance reporting stage, students present what they did andcompare the results with other groups (Oliveira, 2004; Ellis, 2006)

And post-task refers to progress for following up on task completion This stageprovides some choices, such as (1) to give the chance for a second performance of thetask; (2) to promote contemplation on how the work was accomplished; and (3) topromote focus on form, especially those forms that the students found challengingwhen completing the task

The post-task stage is carried out with three main pedagogical goals: (1) Creatingopportunities for task repetition, (2) encouraging reflection on task performance, and(3) encourage formation of attention, especially for those forms that prove problematic

to learners as they perform the task

Repeat Performance

Some experimental studies by researchers such as Bygate (2001); Lynch & Maclean(2000) have shown that in some cases teachers need to ask students to repeat the task.Some of the effects of task repetition are noted that the learner's ability to perform thetask increases as reflected in increased complexity, statements are more clearlyexpressed, and they become more fluent

The task repetition can also be done in the same way as the first task, i.e the task can

be repeated individually or as a group, or the way it is done can be changed Skehanand Foster (1997) noted the effect of asking learners to repeat the task openly in front

of the class

Reflecting on the Task

Willis (1996) recommended asking students to present reports on how they performedthe task and what they decided or discovered The role of the teacher in this stage is tolead and encourage the students Reports may be oral or written You can also askstudents to reflect on and evaluate their own task performance For example, they may

be invited to comment on which aspects of language use (fluency, complexity oraccuracy) they prioritize and why, how they handle communication problems, boththemselves and others, and even the language they learned from the task (Allwright,1984) During this phase learners may also be asked to give comments on how theycould improve task performance Teachers who encourage learners to reflect on theirresults in these ways can contribute to the development of metacognitive strategies forplanning, monitoring, and evaluation, which are considered important for languagelearning (O'Malley & Chamot, 1990) There are also cases where students are required

to self-assess the task This information will help teachers decide whether to usesimilar tasks in the future or look for a different type (Ellis, 1997b)

Moreover, Spratt in Riana Sari (2012) cited as in Kuswoyo and Wahyudin(2017, p 119) also states “task-based language teaching (TBLT) is one of

communicative approach activities focus on the flow of discussion → assignments →presentation → focus on the form of language.” The goal of learning is for students tocomplete the task given and yield "outcomes."

2.4 THE RELATIONSHIP BETWEEN TBLT AND LISTENING SKILL

According to Ellis (2003) a task includes four English skill, involving listeningcomprehension ability Zareinajad (2015) also says that listening is considered as anactive skill and the listening activities have been modified and turned into morecommunicative and meaningful ones As cited in Zareinajad (2015) second languagelisteners can engage their schema by defining a goal or identifying particular tasks thatwill aid in their comprehension before, during, and after listening in order to fullyengage in the listening experience (Schweppe, 2012); Moreover, listeningcomprehension activities that are built around a task are more effective They should

be required to do something in reaction to what they hear that will demonstrate theirknowledge (Dunkel, 1986; Ur, 1984) In addition, Shaby et al (2020) students mustactivate knowledge of a topic and situation during task-based listening exercises inorder to form their own understanding of what they have listened There are threestages of task-based listening:

(1) Pre-listening stage: This is the preparatory phase It establishes aframework for listening including asking for learner’s knowledge aboutthe topic, guessing content from the title, commenting on a picture,reviewing vocabulary, etc

(2) While-listening stage: In this stage learners take part in a listening activitywhile responding to the task It includes ordering pictures, completing atimetable, constructing comprehensible notes, analyzing true/falsestatements, etc

(3) Post-listening stage: This phase facilitates development of skills includingwriting a summary, reading a text related to the topic, practicing role playactivities

Dunkel (1986) also mentions some tasks for listening skill such as Matching;Labelling; Selecting (Multiple choice); Form-filling; Sentence completion; Summarycompletion; and Short-answer questions These tasks can test learners’ ability to listenfor specific facts about places or times

Matching: In this listening task, students must listen to a text and then match a list

of possibilities with a numbered list of things Thanking to this task, teacher canmeasure how well students can pay attention to details

Labelling: students must choose from a selection of labels the ones that best fit the

spaces in a visual job The aim of this task is to evaluate students' comprehension oflocation descriptions, which frequently contain phrases relating to direction and space

Selecting (Multiple choice): This listening task asks students to listen to a text and

respond to a series of questions, each of which has three to four possible answers Thegoal of the exercise is to assess students' ability to respond to questions and their level

of understanding of the key themes of the listening text

Form-filling: To assess a student's capacity for relationship and detail recognition,

the teaacher can use this task which students must listen to a text and then fill in theblanks

Sentence completion: To determine how well students can concentrate on the key

ideas in the book, this listening task is suitable for students And in this listening task,students listen to a series of lines that summarize the main ideas of the text and thenfill in the blanks with information from the listening text

Summary completion: This task requires students to write a summary, and its

goal is to gauge how well they comprehend the overall significance and key ideas ofthe portion being summarized

Short-answer questions: The assignment asks students to write a succinct

response to a series of questions about the listening text These exercises evaluate howwell students can listen for specific facts

2.5 SOME RELATED STUDIES

It is evident that TBLT plays an important part in the teaching and learning processbased on the numerous previous research conducted by various researchers about itseffects on learners' listening skills

First of all, Sarıçoban and Karakurt (2016) conducted a study about the use oftask-based activities to improve listening and speaking skills in EFL context They did

a research at a State University in Turkey, School of Foreign Languages, Department

of Basic English B1 and B1+ groups throug task- based activites There were 56participants, studying in the academic year of 2014–2015 Spring Fall They

participated in pre- and posttests and interview The researxhers found out someresults In order to properly complete the tasks, students were able to utilize languageauthentically in real-life circumstances thanks to two factors: the first is the approach;the second is the stress-free setting The instructor's pleasant attitude let students getcomfortable and relaxed about making mistakes, and the students also receivedcomments and suggestions, which helped them achieve successful outcomes Anotherimportant reason is that the variety and difficulty of the activities assigned by theteacher inspired the students All of these points demonstrate why task-based learning

is effective in improving students' listening abilities in an EFL context

The next study is about improving student’s listening skill usingtask- based approach in EFL classroom setting at a higher school of foreign languageTeknokrat in Lampung Province by Kuswoyo and Wahyudin (2017) This was anaction research Observation, tests and questionnaire were used to collect data from 35first-majored English literature students The procedure of the class included twocycles with three meetings for each cycle After the research, the researchers found outtwo objectives, such as: (1) The students' opinions of task-based learning in thelistening functional classes are favorable; and (2) with task- based listening functionallearning, listening abilities significantly improved

A quasi-experimental study was conducted by Ebedy (2017) on second yearpre-school students at El-Montaza prep school in Damietta to seek the effects of usingtask-based activities andfive task types (pictures, multiple choice, matching, filling in aform and short-answer questions) on listening comprehension improvement Twoclasses with 76 students (38 ones for each class) were in the experiment One was thecontrol group using the regular method while the experiment one was taught by thetreatment of task-based listening activities Data conducted in the research include thetests The findings revealed that the four activities- picture, selecting, matching andfilling in a form- and listening comprehension were significantly related to oneanother, but short-answer questions and listening do not have a significantrelationship Moreover, the study also stressed that the respondents in the experimentalgroup's listening comprehension was improved through task-based language teaching

Maghsoudi and Golshan (2017) also conducted a study about the influence oftask on listening ability among Iranian EFL learners, and the tasks they used were

labelling and form-filling First, the participants completed a task-based listeningcomprehension test that involved labeling and form-filling activities taken from IELTSlistening assignments, each of which had five blanks The students were then givensome instructions and approaches at the start of each class Regarding the lesson plan,the pre-task, during-task, and concentrate on form procedures are used throughout thecourse Participants in the control and experimental groups underwent eight treatmentsessions before completing a post-test that included labeling and form-filling From theresults of dependent sample T-tests of listening ability of control and experimentalgroups with Form-filling (t=-0.76, df=61, p>0.05 ) and Labeling (t=-3.27, df=61,p<0.05), it can be seen that performing a labeling task may improve listening skillsmore than form-filling In addition, the findings also found Because of the real-worldconnection TBLT provided, it may assist increase students' motivation.

Motallebzadeh and Defaei (2013) examine how task-based listening exercisesmight raise EFL learners' confidence in their listening skills The participants, whowere split into experimental and control groups, completed a listening self-efficacyquestionnaire The findings showed that individuals in the experimental group hadconsiderably higher listening self-efficacy levels than those in the control group

Ni and Jingxia (2017) investigated a study at a junior high school in China todetermine whether TBLT can enhance students' motivation to study English and theirlistening abilities The subjects were 74 students from two junior high school classes inthree-month program The researchers used tests and questionnaire in theirexperimental design with three-stage procedure, pre-listening step, while-listening stepand post-listening one After using the intruments and treatment, the researchers couldclaim that the TBLT approach is an effective method in teaching listening in juniorhigh school and the task-based method improves students' levels of English listeningcomprehension and their motivation in learning listening Therefore, this method can

be applied to junior high school English listening instruction

In 2017, there was another study about the impacts of TBLT in teachinglistening, which was of Noshad and Zamanian They did the research on IranianBeginner EFL Learners’ Listening Comprehension The aims of this study were toexamine how task-based activities affect students' improvement in listeningcomprehension, and to give examples of how switching from a standard language

teaching strategy to the TBLT approach can enhance the learning of listening skills.The results found that students learning with TBLT improved their listeningcomprehension better than other approach The researchers also claimed that TBLTshoulb be used to replace the traditional teaching method.

In another way, Chen (2018) had a deep research about the relationshipbetween task-based language teaching and listening motivation of English majors on

70 sophomores of English majors in Jingchu College in China The studies showedthat it is an extremely effective teaching method for improving students' listening skillsand increasing students' achievement, effective in improving students' listeningabilities and it increases learners' self-efficacy, piques learners' interest in languagelearning, emphasizes the goal in each task, and decreases learners' anxiety

Another study with the title “Teaching Listening Through Task BasedLanguage Teaching In Descriptive Text” of Arnoi and his colleagues in 2018 Theresearch investigates the effect of TBLT on the students’ listening achievement of thefirst grade of SMA Al-Kautsar Bandar Lampung The authors uesed the pre-test andpost-test to show that TBLT can help students improve their ability in listening skills.The tests include five listening aspects - main idea, detailed information, reference,inference and vocabulary The participants of the study were 30 students The PairedSample T-Test was used to analy the data With the mean score of pre-test and post-test, the reseacher found out that students’ listening skills of Descriptive text could beimprove with all of five aspects, especially Detail Information, and the result of thestudy also proved that the students' listening abilities could improve based on TBLT.Liu and Ren (2021) investigated the beliefs and practices of teachers in Chineseuniversities in using TBLT in language teaching The authors collected the researchdata through 12 semi-structured interviews with teachers at universities in China, andthe results showed that the Chinese EFL teachers used the task-supported languageteaching method as the predominant language teaching method They tend to buildactive teaching methods that are student-centered These findings suggest that the role

of traditional Chinese values in influencing TBLT implementation has beenoveremphasized

Hilma Safitri, Zainal Rafli, and Ratna Dewanti (2020) conducted a study to investigatethe impact of Task Base learning on improving students' speaking skills Research data

on learners' speaking skills collected through interviews shows that students havespeaking problems due to insufficient knowledge of the language, thereby makingstudents feel less confident when speaking Students are not familiar with the differentspeaking activities that facilitate their speaking In addition, the study participantsadmitted that they often read texts to convey ideas and lack strategy when speaking

To solve the problem, the research team discussed and practiced the Task baselearning method in one-term courses using the action research method 15 peopleparticipated in the study Data to analyze the influence of TBL on the participants'speaking skills was obtained from the pre-test to the post-test, interview, andobservation The results showed that using a task-based learning approach helpedstudents improve their speaking skills on the three measured metrics: accuracy,vocabulary, and comprehension Students manage to complete tasks by conductingvarious activities through three learning phases: pre-task, duty cycle, and focusedform They succeed in improving their speaking skills and gain their confidence.Students can assess their learning in pairs and groups

Tham My Duong (2021) conducted a study to investigate the implementation of theTBLT method in language teaching at lower secondary schools in Vietnam in order toexplore the factors that hinder teachers from using TBLT in the classroom teachEnglish classes There were 96 teachers at secondary schools in Vung Tau cityparticipated in this study The data collection tools used for the study were surveyquestionnaires and semi-structured interviews The results of the analysis of thecollected data show that the teachers of the lower secondary schools in Vung Tau cityface many challenges in using teaching aids in that classroom, including both objectiveand subjective reasons In particular, some of the outstanding challenges found wereclass size, incompatibility between the curriculum and TBLT's focus, preparation time,uncertainty about the teacher's role, and the capacity of the teacher poor Englishgrammar skills, while lacking task-based assessment skills At the same time, the studyalso shows that students show a willingness to apply TBLT because they havesufficient knowledge of TBLT and sufficient English proficiency

Pham Trung Nghia et al (2018) studied the perception and practice of the Task Basemethod in language teaching of foreign language teachers Questionnaires andinterviews were conducted to investigate the perceptions of sixty-eight universityteachers in the Mekong Delta The results show that teachers positively perceive andunderstand task-based language teaching (TBLT) Implications for practicalapplications of TBLT are also presented.

Bui Trang (2019) conducted a study to investigate the implementation of TBL with acase study in Vietnam The researcher carried out the research through two specificphases as follows (1) Phase 1 was a multiple case study using classroom observations,recall stimulation, and in-depth interviews to investigate how the seven EFL Vietnamprimary teachers conduct the speaking lessons and how they view the lessons; (2)Phase 2 investigates the implementation of two task-based lessons redesigned fromtextbook PPP lessons by three teachers participating in Phase 1 of the study Researchresults have shown that all teachers participating in the study performed TBLsynchronously and consistently to complete the main tasks in the task-based lessons.They can support each other in formulating their statements, correcting their own andhelping each other correctly, negotiating to overcome difficulty in understanding, andusing L1 to promote task completion

Nghia (2021) conducted a study to evaluate the effectiveness of using task-basedlanguage teaching (TBLT) to improve learners' communication ability Through thesynthesis and evaluation of studies in Asia, the researchers show that some of theeffects of applying TBLT in improving communication are as follows (1) TBLT canimprove communication skills and comprehensive improvement of communicationcapacity, and (2) TBLT can be solved with patience, flexibility, strategic missiondesign, and openness

The studies above provide a close look into the benefits of task- basedlanguage teaching on improving listening skill in Asia but a few in high schoolstudents However, in Viet Nam, there are so many researches mentioning about someareas, such as reading, speaking, Vocabualy, grammar, speaking,… and a few studies

in listeing skill Therefore, in this study, the researcher would like to find out thebenefits of TBLT in listening skill of high school students in Vietnam In addition, thestudy also fills in the research gap related to testing the significant improvement in

learning outcomes for listening skills for students who are learning task-basedlistening skills learning compared to students learning listening skills by traditionalmethods.

CHAPTER 3 RESEARCH METHODOLOGY

In this chapter, the research methodology of the study is provided in detail The first part describes the research site The second part is about the research design Then, the research participants and instruments are presented with the detailed description subsequently The next part presents the procedure of the study The data analysis as well as the expected outcomes is the next part This chapter ends with the validity and reliability.

3.1 RESEARCH SITE

This study was carried out at a public high school in Kien Giang province Theschool included 16 classes: five Grade 10 classes, six Grade 11 and five Grade 12,with no more than forty- five students in each class More than 200 students passed anentrance examination to start studying at the school every year The teaching staffconsisted of 34 teachers as well as four of them were English teachers English is acompulsory foreign language subject which is taught for three 45-minute lessons perweek English is included in the final high-stakes exams for graduation Uponcompletion of Grade 12, students are expected to obtain a preliminary level of Englishproficiency equivalent to level B1 in Common European Framework of Reference forLanguages (MOET, 2018) Exams are usually in written formats testing students’knowledge of grammar and vocabulary All of the school’s classes studied withtraditional textbooks (Tieng Anh 10, 11, 12) The textbooks are written by Hoang VanVan (General Editor and Editor), Hoang Thi Xuan Hoa, Dao Ngoc Loc, Vu Thi Loi,

Do Tuan Minh and Nguyen Quoc Tuan They are published byVietnam National Publishing House The teachers use CLT as the main method toteach English But they also use Grammar Translation to teach Grammar in class.Nowadays, the school is equipped some modern facilities, such as TVs and computers

in many classes to support teaching

3.2 RESEARCH DESIGN

According to Fraenkel, Hyun and Wallen (2011), quantitative research tries toidentify the relationships between variables and to recognize and explain theunderlying causes of such relationships There are five types of quantitative research,such as experimental, single-subject, correlational, causal-comparative and survey

1

research Experimental research is for the researcher to examine the effects of anintervention on a particular group of participants.

This study is an experimental research to investigate the effects of task-basedlanguage teaching on listening skill of high school students in Kien Giang province aswell as their attitudes toward task-based language teaching on listening skill Fraenkel

et al (2011) divide experimental research into four types: poor, true, factorial andquasi-experimental design In this study, the quasi-experimental design was chosen.The proposed study was placed in a quasi-experimental design for two reasons Firstly,

it was based on the participants that are chosen as convenience sampling, not randomlyassigned, such as gender, ethnicity and education level Secondly, it provided greateraccess to participants at the research site where I have been working as an EFL teacherfor 10 years

3.3 PARTICIPANTS

For this study, the participants of this study were included 68 male and femaleEFL learners from 2 classes in grade 11 of a high school in Kien Giang province Theparticipants were divided into 2 groups, experimental group and control group Theexperimental group included 34 participants (16 females and 18 males) and the controlgroup included 34 ones (15 females and 19 males) The experimental group uses task-based language teaching method to teach listening while control group receives notreatment, it means teacher taught listening skill by current method (CommunicativeLanguage Teaching) And in this study, the teacher also used textbook 11 as thematerial of the study The textbook comprised 16 units (each unit is a topic) and 6 testsyourself for revision Each unit is divided into five sections: (1) Reading, (2) Speaking,(3) Listening, (4) Writing, and (5) Language Focus In a test yourself unit, studentshave a chance to revise and practise more about the preceding units with four parts: (1)Listening, (2) Reading, (3) Writing, and (4) Language Focus Moreover, phonetictranscription of the new words in the units and their Vietnamese equivalents are shown

in the glossary part at the last pages of the book This study applied in the secondsemester of the school year 2021-2022, amd there are seven listening parts from sevenunits

3.4 RESEARCH INSTRUMENTS

Data collection is of great importance in statistical analysis In this research, therewere two instruments for data collection including tests and questionnaires The datawere collected in the two stages of the experimental teaching: (1) all students ofexperimental and control groups did the pre-test and post-test before and after theapplication of the process approach, and (2) through questionnaires, experimentalone’s opinions on the strategy were obtained.

3.4.1 Pre-test and Post-test

The study investigates the effects of task-based languge teaching on listeningskill, so paper tests, including a pre-test and a post-test, were used to evaluate theteaching method for the experimental group According to Dimitrov and Rumrill(2003), in behavioral research, pretest-posttest designs are frequently employed,primarily to compare groups and/or measure change brought on by experimentaltreatments Moreover, the two groups' language proficiency is comparable throughoutpretests, whereas posttests allow the researcher to assess the treatment's immediateeffects on the outcome variable (Gravetter & Forzano, 2018) The tests were takenfrom Key English Test (2014) For both the pre-test and post-test, there were 20questions with various tasks, such as multiple choice and gap-filling With the allottedtime of 30 minutes for each test, each of which was given 0.5 point, so the total scorewas 10 points The tests were made to have equal measuring properties and the samestructure, level, and format Before the treatment (using the application of TBLT), itmeans the beginning of the study, the pre-test was used to determine the students'present level of English listening comprehension abilities in two groups in the samplepool After taking the test, students of the experimental group engaged in listeninglesson within a period of eight weeks with task-based listening teaching activities Inweek 14, the posttest was administered to both groups of participants The objective ofthis exam is to evaluate how much the participants' listening abilities have advanced

3.4.2 Questionnaires

To investigate students’ attitudes towards task-based listening teaching onlistening skill, a questionnaire was used to collect qualitative data in experimentalgroup Bulmer (2004) says that one of the most important study instruments forlearning about people's opinions, experiences, attitudes, and orientations toward futurebehavior is the questionnaire Birmingham and Wilkinson (2003) maintains some

inquiries call for the respondents to provide their responses using a predetermined list

or scale, ranging from a very positive answer to a very negative one And one of themost popular type of scale is the Likert scale which the respondents are typically given

a scale of five options and the attitude is measured from “strongly agree” to “stronglydisagree”

In addition, Birmingham and Wilkinson (2003) states the questionnaire canoffer a simple, efficient method of gathering data in an organized, manageable form

They also claim a questionnaire can be created and used to gather a lot of data from

many different respondents since the responses can be simply and swiftly analyzedonce they are submitted An efficient questionnaire is one that enables the responder to

provide the researcher with pertinent and correct information or data

In this study, the survey which included 22 items was made accessible to theexperimental group to investigate students’ attitude toward teaching listening skillthrough TBLT The questionnaire (see Appendix 1) consists of four parts The firstpart was for the students’ geographic information including gender, age, class, andyears of learning English The next part included eight items to explore the students’comprehension about Task and TBLT adapted from Zhu-Xiu (2016) Five next itemswere used to examine students’ opinion about TBLT They were also adapted fromZhu-Xiu (2016) The final part of questionnaire was about students’ attitude on

Teaching Listening Using a Task-Based Approach These items were adopted from Jafarigohar & Khanjani (2015) The data was gathered through structured statements

using a five-point Likert-scale type: (1) Strongly disagree; (2) Disagree; (3) Neutral;(4) Agree; and (5) Strongly agree At the end of the questionnaire, there would bespace for students to add more ideas It had an English design, after that it wastranslated into Vietnamese version to make sure students understand the questions inthe questionnaire

3.5 RESEARCH PROCEDURE

Through this part, these techniques: tests, questionnaire and process teaching of two gropus are analyzed about the way to collect data

3.5.1 Pilot tests

Before asking participants to do pre-test or post-test, the tests were done by 10students to make sure the tests are suitable for students’ ability or there are anymistakes If the pilot results are unacceptable, the tests were edited and sent to pilotagain The tests which were piloted well after that were delivered to participants

3.5.2 Administration of the tests

On the fourth week of the course, the students of the two classes in grade 11 didthe pre-test, and on the thirteenth week of the course, they did the post-test Both pre-test and post-test had the same categories and same levels The tests included 4 partswith 20 different questions

The tests’ scores of the two groups was analyzed by using SPSS software(Version 25) Independent Samples T-tests was run to examine if the two groups havesimilar level prior to the treatment and their achievement in listening comprehensionafter the intervention Statistics such as Mean, Standard Deviation, Cronbach’s Alphaand effect size was examined to determine the effects of the intervention on theparticipants’ listening comprehension These results was used to answer the firstresearch question

To ensure the test is designed in accordance with the survey object The authordecided to randomly select 25 experimental class students and 25 control classstudents to do the test The results showed that all students participating in theexperiment completed the test and the mean scores of the two classes weresignificantly similar

Table 3 1 Result of pilot tests

N Minimum Maximum Mean Std Deviation

Valid N (listwise) 25

The results of the pilot test of the experimental group and the control groupshowed similarities in results and standard deviation Specifically, the average pilottest score of the experimental group is 5.58 points with a standard deviation of 1,359,and the mean score of the pilot test of the control group is 5.72 points with a standarddeviation of 1.4 With an average score greater than 5, the test is designed to suitstudents in both the experimental and control classes.

3.5.3 Pilot the questionnaire

As well as the tests, the questionnaire was also piloted 10 students (not fromthe sampling of the present study) would be invited to pilot the questionnaire to see ifthe questionnaires are clearly structured and appropriately organized In each case ofthe questionnaire, the instruction was explained carefully in both Vietnamese andEnglish to the participants so that they know how to do the questionnaire clearly Theresearcher run SPSS program to examine the qestionnair’s reliability And its resultshowed that the Cronbach alpha coefficient is 0.933 > 0.7 was reliable to use

Reliability Statistics

3.5.4 Administration of the questionnaire

On the fourteenth week of the course, the students of the experimental groupwould be invited to answer the questionnaire The reseracher met the participants face-to-face in their class and delivered Vietnamese version questionnaire to students do

To make sure that students understood the importance of their answers toquestionnaire, the author would explain the purpose of the study to the participants andhow to answer the questionnaire The data was also used SPSS program (version 25)

to investigate the students’ attitudes towards on task-based language teaching onlistening skill in research question two

3.5.5 Teaching process of experimental group

In each lesson of experimental group using TBLT approach, the teacher used theprocess with three stage: Pre- task, Task cycle and Focus on the language And in Taskcycle, there are three parts: Task, planning and report.

Pre- task (7 minutes)

Teacher asked students to brainstorm by using some activities, such asdiscussing, listing the information, guessing information or content from the title,reviewing the Vocabulary and giving some their ideas bout the pictures in groups.After students gave their ideas, teacher introduced the topic, the listening task as well

as the content of the task

During task (33 minutes)

Task: (9 minutes)

Teacher read and explained the instruction of the task with the student

Then, teacher played the recordings some times and let students listened to therecording and do the task in some small groups of four or five without any help fromthe teacher since in this phase, teacher kept to watch students from a distance

Planning: (15 minutes)

In groups, students discuss and prepare the plan before demonstrating in front of class.They organized and took notes into a brief report on the paper for the representative topresent

Teacher asked students to go over the listening texts or the main features of thelistening dialogues and talk about them

The teacher arranged for the use of new words or expressions for students

3.5.6 Control group’ s teaching process

In control group, students learned with CLT approach So, there are three main stages

of a listening lesson: pre- listening, while- listening and post- listening

Pre- listening (10 minutes)

Firstly, teacher asked the whole class to take part in some activities to lead them

in the lesson There are some activities teacher uses, such as discussion by asking andanswering the questions, guessing the names of famous people or somethings,rearranging the words, etc Then, the teacher introduced some new Vocabulary related

to the lesson and explain them Finally, the teacher directed the listening lesson aboutthe types and purpose of listening exercises to make sure that students know exactlywhat they do in While - listening

While- listening (25 minutes)

Teacher played the listening recording twice for each exercise and askedstudents to listen and do exercise individually first Then they were required to checktheir answers with each other After that, the teacher could elicit the answers from thestudents by answering in front of class Finally, teacher talked the correct answers withthe students to help them know exactly what they did and completed the exercisessucessfully or not The teacher might pause the recordings anywhere the correctinformation of the exercises appeared

Post – listening (10 minutes)

Teacher gave another activity for students’ further practice This activity mightinclude a topic which was the same or related to the listening lesson In this activity,students could do in groups and then each group introduced a representatative to

perform their ideas and opinions about the topic in front of class Teacher observed,commented and gave feedback.

3.6 VALIDITY AND RELIABILITY

Fraenkel, Hyun and Wallen (2011) claim that the quality of the instrumentsused in research is critical, because of the conclusions of the data obtained with theseinstruments As a result, researchers employ a variety of procedures to ensure that theconclusions they reach based on the data they collect are valid and reliable

3.6.1 Validity

LoBiondo-Wood and Haber (2014) define the accuracy with which aninstrument measures a concept's attribute is known as validity “Validity refers to theappropriateness, meaningfulness, correctness, and usefulness of the inferences aresearcher makes.” (Fraenkel, Hyun & Wallen, 2011, p 147) There are three types ofevidence the researcher collects, such as Content-related evidence, criterion-relatedevidence and construct-related evidence of validity The content and format of theinstrument are mentioned in the content-related evidence The relationship betweenscores obtained using the instrument and scores obtained using one or more otherinstruments or measures is referred to as criterion-related evidence of validity.Construct-related evidence of validity refers to the instrument's psychologicallyconstructed nature or characteristic

3.6.2 Reliability

According to LoBiondo-Wood and Haber (2014), Reliability is an instrument'scapacity to consistently measure a variable's or construct's characteristics “Reliabilityrefers to the consistency of the scores obtained It means how consistent they are foreach individual from one administration of an instrument to another and from one set

of items to another.” (Fraenkel, Hyun & Wallen, 2011, p 154)

Salmond (2008) also confirms that the consistency, stability, and repeatability

of a data collection instrument are the main factors to consider when evaluatingreliability If an instrument is trustworthy, its results will remain constant or stable

whether they are repeated over time or if they are employed by two separateresearchers This means that it will not vary due to chance causes (random error) orenvironmental conditions.

3.7 DATA ANALYSIS TIMELINE

The study was conducted in 17 weeks in the second semester of the school year2021-2022 The procedure of the study was shown in Table 1

Table 1 Summary of the research procedure

Weeks 1-3 State the ideas of the study, research question, aims and

further plans with the supervisor

Compose the tests and questionnaires

Receive feedback from the supervisor and modify them.Week 4 Pilot and administer the pretest

Weeks 5-12 Applying the treatment for experimental group, traditional

method for control groupWeek 13 Pilot and administer the post-test

Week 14 Pilot and administer the questionnaire

Week 15 Analyse the data from the tests and questionnaire

Weeks 16 – 17 Write and complete the thesis

All information about the participants remained the property of the researcher and the confidentiality of the participants was assured throughout the study

3.8 CHAPTER SUMMARY

The research methodology that has been presented in this chapter serves the guideline for the study The chapter describe the participants, the research design as well as the instruments of the study Finally, the data analysis timeline and the way to collect the data are taken

CHAPTER 4 FINDINGS AND DISCUSSION

In this chapter, the findings of the current study are presented to answer the researchquestions In addition, the researcher plans to make two primary points: (1) presentingthe quantitative results from the test results and the survey questionnaire; and (2)drawing conclusions from the data

4.1 FINDINGS FROM LISTENING TESTS

The analysis of scores from pretest and posttest would deal with the first researchquestion in the study

In this study, 136 listening papers were gathered and assessed Morespecifically, the control group received 64 papers total, comprising 32 pre-tests and 32post-tests Additionally, there were 72 papers in the experimental class, including 36listening pretests and 36 listening posttests The findings of listening tests were shown

as follws

4.1.1 Before the treatment

 Independent samples t-test on the pre-test of the control group and

experimental group

Table 4 1 Group statistics

Group N Mean Std Deviation Std Error Mean

Tables 4.1 and 4.2 present the results of mean scores and t-tests, respectively, in theexperimental and control groups' pre-experiment tests The analytical results in Table4.1 show that the standard deviation of the pre-test of the experimental group is 26657higher than the standard deviation of the control group (STD = 21304) Alternatively,

to put it another way, there is more variation in the scores on the pre-test of theexperimental group than in the control group The mean in CG (X =4.21) was lowerthan in EG (X = 4.23)

The analysis results are shown in Table 4.2 for the Sig value = 383 is higher than theprobability level of 05 established at the beginning of the study The variances of thetwo groups are equal, so the t value in the first row is assumed to equal variance isused

The results in Table 4.2 show the value of Sig (2-tailed) is 0.077 higher than the 0.05probability level established at the beginning of the study Therefore, the nullhypothesis (H0) between the two groups cannot be rejected Therefore, the difference

in the pre-test mean scores of the two groups was not statistically significant Ingeneral, the level of students in the two groups was the same before the experiment

 Checking assumption about normal distribution of the pre-test’s scores

of the control group and experimental group

Table 4 3 Tests of normality in the pre-test’s scores of the CG and EG

Mean

Kolmogorov-Smirnova Shapiro-WilkStatistic df Sig Statistic df Sig.PRETEST

_EG 4.2344 1.50796 2.00 7.00 .132 32 .165 .951 32 153PRETEST

_CG 4.2083 1.27825 2.00 7.00 .148 36 .044 .947 36 082The analytical results presented in Table 4.3 are the results of the K-S test of pre-experiment test scores of the control group and the experimental group The resultsshow that both groups have different minimum and maximum values (theexperimental group has a Min of 2.00 and a Max of 7.00; the control group has a Min

of 2.00 and a Max of 7.00) Besides, the value of Sig in the control group was 0.082 >0.05), and this value of the experimental group was 0.153 (> 0.05) From these values,

it can be seen that the pre-test score distribution of both groups is significantly normal

Figure 4 1 Normal distribution of the pre-test’s scores in the CG and EG

Figure 4.1 shows that the expected values are straight diagonal, and the observedvalues are individual points It can be seen that the observed values fall along the line.This means that the data is normally distributed From the above data, it can beconcluded that the pre-test scores of both groups are normally distributed.

4.1.2 After the treatment

 Independent samples t-test on the post-test of the control group and experimental group

Table 4 4 Group statistics

Group N Mean Std Deviation Std Error Mean

The test results presented in Table 4.4 show that the experimental group's mean value

of post-experiment test scores (X = 6.15) is higher than that of the control group (X

=5.67) This shows that the mean scores of both the experimental and control groupsare significantly different Specifically, the mean score of the experimental group was