The effects of task based language teaching on efl learners speaking skill at ho chi minh city university of sport m a

In the social trend where learners in the world pay attention to developing their English speaking skill, teachers of English need to think about appropriate approaches, methods and tech

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

THE EFFECTS OF TASK-BASED LANGUAGE TEACHING

ON EFL LEARNERS’ SPEAKING SKILL

AT HO CHI MINH CITY UNIVERSITY OF SPORT

A thesis submitted in partial fulfillment

of the Master‟s degree in TESOL

By

TRẦN THẢO NGUYÊN

Supervised by

Assoc Prof Dr NGUYỄN THANH TÙNG

HO CHI MINH CITY, MAY 2019

STATEMENT OF AUTHORSHIP

I certify that the thesis entitled “The effects of task-based language teaching on EFL learners‟ speaking skill at Ho Chi Minh City University of Sport” is my original work It is based on my own research to meet the requirements for a thesis

in the Master-in-TESOL degree at the Ho Chi Minh City University of Social Sciences and Humanities issued by the Higher Degree Committee

All sources used for this thesis have been documented No other person‟s work has been used without due acknowledgement

This thesis has not previously been submitted for assessment in any subject or course at the Ho Chi Minh City University of Social Sciences and Humanities or elsewhere

Ho Chi Minh City, May 2019

Trần Thảo Nguyên

RETENTION AND USE OF THE THESIS

I hereby state that I, Tran Thao Nguyen, being the candidate for the Master-in- TESOL degree, accept the requirement of the Ho Chi Minh City University of Social Sciences and Humanities relating to the retention and use of the Master‟s theses deposited in the University library

In terms of these conditions, I agree that the original of my thesis deposited in the University library should be accessible for the purposes of the studies and research, in accordance with the normal condition established by the library for care, loan, and reproduction of theses

Moreover, I am grateful to all other USSH staffs who took good care of us as students all the time I enjoyed the wonderful program in terms of professional contents and social exchanges for academic purposes

Additionally, my special thanks go to the beloved classmates of mine Together,

we shared the hard but happy time during the MA-in-TESOL course Indeed, we made a team in which all members inspired and encouraged each other to move on

on the participants‟ English speaking ability and a survey to reveal their attitude towards the treatment Version 20.0 of SPSS was employed for data analysis and statistical inferences It was found that TBLT enhanced the speaking skill in general and the aspects of grammar, vocabulary, pronunciation, and interaction in particular of learners in the experimental group; however, the influential rates of TBLT onto those aspects were of various extents The learners‟ oral interaction was improved the most with this method whereas their grammar and vocabulary got the least progress In terms of the learners‟ feelings about the applied method, the surveyed participants showed their highly positive attitudes toward TBLT and its role in improving their speaking skill In their belief, this method was effective for the potential development of their English speaking ability This study once again confirmed the educational value of TBLT with regard to learners‟ oral ability and their attitude

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i

RETENTION AND USE OF THE THESIS ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF TABLES ix

LIST OF FIGURES x

LIST OF ABBREVIATIONS xi

CHAPTER 1 INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement of the problem 3

1.3 Aim of the study and research questions 4

1.4 Significance of the study 4

1.5 Scope of the study 4

1.6 Thesis organization 4

CHAPTER 2 LITERATURE REVIEW 6

2.1 Tasks 6

2.1.1 Definitions 6

2.1.2 Characteristics 7

2.1.3 Types 10

2.1.4 Materials 11

2.2 TBLT in the historical development of EFL pedagogical methodology 12 2.3 Reasons for using TBLT 15

2.4 The relationship between TBLT and English speaking teaching 16

2.5 Basic principles for implementing TBLT 17

2.5.1 Principles underlying TBLT 17

2.5.2 Guidelines for TBLT implementation 18

2.6 Assessment of learners‟ attitude towards using TBLT 20

2.7 Empirical studies on TBLT and English speaking 21

2.8 Chapter summary 24

CHAPTER 3 METHODOLOGY 26

3.1 Research site 26

3.2 Participants 27

3.3 Methodology 29

3.3.1 Approach 29

3.3.2 Methods 29

3.3.3 Research instruments 30

3.3.3.1 Tests 30

3.3.3.2 Attitudinal questionnaire 37

3.4 Analytical framework 38

3.4.1 Test data analytical framework 39

3.4.2 Questionnaire data analytical framework 39

3.5 Issues of validity and reliability 40

3.5.1 Test 40

3.5.2 Questionnaire 42

3.6 Chapter summary 44

CHAPTER 4 DATA ANALYSIS AND DISCUSSION 45

4.1 Data analysis 45

4.1.1 Test results 45

4.1.1.1 Resemblance before experiment 45

3.3.3.1.1 Inter-rater reliability 45

3.3.3.1.2 Overall performance 46

3.3.3.1.3 Componential scores 48

Grammar and vocabulary 49

Pronunciation 51

Interaction 53

Impression 55

4.1.1.2 Difference after experiment 56

4.1.1.2.1 Inter-rater reliability 57

4.1.1.2.2 Overall performance 57

4.1.1.2.3 Componential scores 60

Grammar and vocabulary 61

Pronunciation 63

Interaction 64

Impression 66

4.1.1.3 Summary of test results 68

4.1.2 Survey results 69

4.1.2.1 Issues of validity and reliability 69

4.1.2.2 Learners‟ attitude towards using TBLT 69

4.1.2.3.1 Understanding of TBLT 70

4.1.2.3.2 Attitude towards effects of TBLT and speaking tasks 72

4.1.2.3.3 Opinions about difficulties in TBLT classroom 74

4.1.2.3.4 Interest in TBLT 76

4.1.2.3 Summary of survey results 78

4.2 Discussion of findings 78

4.2.1 Participants‟ speaking skill 79

4.2.2 Learners‟ attitude towards using TBLT 81

4.3 Chapter summary 83

CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS 84

5.1 Conclusions 84

5.2 Evaluation of the methodology 86

5.2.1 Strengths 86

5.2.2 Weaknesses 86

5.3 Recommendations 87

5.3.1 Recommendations for teachers 87

5.3.2 Recommendation for learners 88

5.4 Suggestion for further study 89

5.5 Chapter summary 90

REFERENCES 91

APPENDICES 98

APPENDIX A: Description of class procedures 98

Appendix A1: Lesson plan for control group 98

Appendix A2: Lesson plan for experimental group 99

Appendix A3: Lesson plan of Unit 1B for control group 100

Appendix A4: Lesson plan of Unit 1B for experimental group 101

Appendix A5: Description of speaking tasks for experimental group 103

APPENDIX B: Speaking tests and rubric 108

Appendix B1: Speaking tests 108

Appendix B2: Speaking rubric 118

APPENDIX C: Attitudinal questionnaire 120

Appendix C1: List of pilot panel 120

Appendix C2: Questionnaire – English version 121

Appendix C3: Questionnaire - Vietnamese version 123

APPENDIX D: Speaking scores 125

Appendix D1: Control group‟s pre-test scores 125

Appendix D2: Control group‟s post-test scores 126

Appendix D3: Experimental group‟s pre-test scores 127

Appendix D4: Experimental group‟s post-test scores 128

Appendix D5: Frequency table of pre-test speaking scores 129

Appendix D6: Frequency table of post-test speaking scores 130

Appendix D7: Descriptive statistics of speaking scores 131

Appendix D8: ANOVA of speaking scores 133

APPENDIX E: Survey results 137

Appendix E1: Statistic outputs for internal reliability of questionnaire 137

Appendix E2: Ranking of survey items in survey themes 139

LIST OF TABLES

Table 2.1: Previous studies on TBLT and English speaking 22

Table 3.1: Description of participants 27

Table 3.2: Frequency table of survey participants' personal information 28

Table 3.3: Schedule of teaching program 33

Table 3.4: Procedure of survey data collection 38

Table 4.1: Inter-rater reliability of the pre-test in speaking 45

Table 4.2: Statistics for mean comparison of pre-test scores 47

Table 4.3: Test of homogeneity of variances for pre-test scores 48

Table 4.4: Descriptive statistics of pre-test componential scores 48

Table 4.5: Results of one-way ANOVA for pre-test componential scores 49

Table 4.6: Inter-rater reliability of the post-test in speaking 57

Table 4.7: Statistics for mean comparison of post-test scores 59

Table 4.8: Test of homogeneity of variances for post-test scores 59

Table 4.9: Descriptive statistics of post-test componential scores 60

Table 4.10: Results of one-way ANOVA for post-test componential scores 60

Table 4.11: Reliability statistics 69

Table 4.12: Frequency table of items for learners‟ understanding of TBLT 71

Table 4.13: Frequencies of items for learners‟ opinion about effects of English speaking with TBLT 73

Table 4.14: Frequencies of items for learners‟ difficulties in TBLT classroom 75

Table 4.15: Frequencies of items for learners‟ interest in TBLT 77

LIST OF FIGURES

Figure 2.1: The continuum from focus on forms to focus on meaning 8

Figure 2.2: Willis‟s (1996) framework of TBLT 9

Figure 2.3: Historical development of EFL teaching methods 12

Figure 2.4: Conceptual framework 25

Figure 4.1.: Illustration of test takers' pre-test scores 46

Figure 4.2: Comparison of two groups‟ pre-test grammar & vocabulary scores 50

Figure 4.3: Comparison of two groups‟ pre-test pronunciation scores 52

Figure 4.4: Comparison of two groups‟ pre-test interaction scores 54

Figure 4.5: Comparison of two groups‟ pre-test impression scores 55

Figure 4.6: Illustration of test takers' post-test scores 58

Figure 4.7: Comparison of two groups‟ post-test grammar & vocabulary scores 62

Figure 4.8: Comparison of two groups‟ post-test pronunciation scores 63

Figure 4.9: Comparison of two groups‟ post-test interaction scores 65

Figure 4.10: Comparison of two groups‟ pre-test impression scores 67

Figure 4.11: Means of items for learners' understanding of TBLT 70

Figure 4.12: Means of items for learners' opinions towards effects of TBLT 72

Figure 4.13: Means of items for learners' difficulties in TBLT classroom 74

Figure 4.14: Means of items for learners' opinions interest in TBLT 76

LIST OF ABBREVIATIONS

EFL English as a foreign language

MOET Ministry of Education and Training

HUS Ho Chi Minh City University of Sport

CHAPTER 1

INTRODUCTION

1.1 Background to the study

Nowadays English is an essential tool for global communication As a result, many people want to have a good command of this language to enhance their communicative competence Among various forms of communication, the oral one plays an important role in human beings‟ interaction Therefore, speaking skill is what learners of English focus on for their practical use in the real world Speaking is a key to human communication since it helps a person convey his/her needs with other people and be self-confident and impressive when delivering public speeches (Blake, 2015) People who speak well have the ability to inform, persuade and direct to stand out from the rest and get a social reputation Employees with good speaking skills can have opportunities of career enhancement (Gillis, 2013) Thus, a good speaking skill can bring its owners more potentials of self-development in association with their social life

In a document in 2006 about the English curriculum for secondary schools, Vietnam Ministry of Education and Training (MOET) highlighted the importance

of communicative competence in all four skills of English Among them, speaking is strongly believed to be an effective means for social interaction As a target of the National Project for Foreign Language (2017), most of Vietnamese adolescents should be able to employ the productive skills of English for effective communication in the modern world since 2025 The speaking skill of English can hardly be missing in the list of competences that young Vietnamese need Subjective to social trends, developing English speaking skill is a must for learners in Vietnam in the age of global integration (MOET, 2017) Without this means, Vietnamese citizens‟ communication with the world should be limited; thus their opportunities for joining international human resources will not be well exploited Hence, it is vital to develop this skill for English learners in Vietnam

Although English speaking is essential for upgrading the quality of Vietnam‟s human resources, this skill has been underestimated in language testing in the country Le and Barnard (2009, p 28) report that speaking and listening skills are not tested in the institutionalized English assessment in Vietnam The fact that English tests in the country focus mainly on grammatical and vocabulary accuracy leads to the reality that both learning and teaching the speaking skill are underestimated Speaking sections in textbooks may be ignored or learners keep being passive in classrooms for this skill and teachers do the speaking most the time Therefore, it is necessary to find an appropriate method for teaching the speaking skill which can help learners become more active and willing to speak

In the social trend where learners in the world pay attention to developing their English speaking skill, teachers of English need to think about appropriate approaches, methods and techniques for teaching it effectively Task-based language teaching (TBLT) is suggested by MOET (2006) to be the leading methodology Using this method, teachers are expected to make their learners involved in pair and group work with meaningful interaction in English classrooms (Barnard & Nguyen, 2010) Derived from the communicative approach, TBLT is a method according to which meaningful tasks are designed for learners to solve given problems Speaking tasks enable learners to be involved in an interactive process of producing and receiving information which constructs the actual language use (Brown, 1994) Learners are made to talk and work autonomously with each other first to solve the assignment right in the classroom Being required to communicate in English to negotiate steps of problem solving, learners get more familiar with the language and are able to use

it better with greater self-development based on teachers‟ comments in the stage

of post task and their process of self-correction Hence, TBLT is believed to help learners improve their speaking ability

Much research on TBLT has been done worldwide; however, Ellis (2013) mentions that there is still the need of empirical studies to investigate the relative effectiveness of this method in comparison to more traditional approaches to teaching Developing English speaking skill is of a great social demand in

Vietnam; as a result, the effects of TBLT on learners‟ English speaking skill and their attitude towards this method should be further studied and updated

1.2 Statement of the problem

In the social trend that English learners‟ speaking skill need to be developed, like many educational institutes in Vietnam, the Ho Chi Minh City University of Sport (HUS) sets its mission to provide the society with the qualified sport personnel in terms of both professional aspect and social interaction The inevitable trend of teaching and learning English as a foreign language (EFL) within the country and in the world urges HUS leaders to provide the society with the human resources whose qualifications meet actual social demands The ability to use a foreign language for communication is one of the requirements HUS students are required to take English courses and expected to be able to communicate in the target language in their real world However, the reality is far different from the expectation A problem is that most of HUS students can hardly communicate in English fairly well after finishing all required English courses It is observed that they can get involved in reading or writing activities and provide correct answers in written, symbolic or non-verbal forms but get embarrassed or even fail to express ideas in oral form This coincides with Trung-Hieu‟s (2011) statement that Vietnamese students lack confidence in communicating in English Inadequate speaking skill makes HUS students seriously weak Therefore, the solution for this serious weakness is a big question for HUS leaders and teachers of English

As mentioned above, TBLT is a good solution for language teachers to enhance their EFL learners‟ ability of using English and a good choice for teaching oral communication In the case of HUS, if students are assigned with problem-solving tasks, they can have opportunities to communicate and strengthen their oral skill; thus their problem of English speaking should be resolved

1.3 Aim of the study and research questions

The aim of this study is to explore the effects of TBLT on EFL learners‟ speaking skill at HUS as well as their attitude towards this method The orientation for this study entails the following two research questions:

(1) What are the effects of TBLT on HUS EFL learners‟ English speaking skill?

(2) What is HUS EFL learners‟ attitude towards their teacher‟s use of TBLT?

1.4 Significance of the study

This study is expected to clarify the extent to which TBLT can facilitate the EFL teaching and learning of oral communication at HUS In addition, it reflects partially Vietnamese EFL learners‟ opinion on TBLT Furthermore, it updates the effect of TBLT on non-English-major learners‟ speaking performance in the context of Vietnam‟s higher education This study was conducted to contribute to the empirical research on the effects of TBLT on the English speaking skill In short, this study is anticipated to contribute to the empirical research on TBLT in teaching the English speaking skill in Vietnam and to define a methodological solution for HUS administrators and teachers in enhancing their EFL learners‟ oral ability in English

1.5 Scope of the study

This study was limited to the effects of TBLT on the speaking skill of English and was focus on TBLT learners‟ attitudes towards their teacher‟s use of the method for teaching the speaking skill Subjects of the study were non-English majored freshmen at a university of sport in Ho Chi Minh City The time frame for this study was Semester 1 of the academic year 2016-2017

1.6 Thesis organization

This thesis consists of five chapters Chapter 1 introduces the rationale, statement

of the problem, aim, research questions, significance, and organization of the

study Chapter 2 is the review of relevant literature for this study by presenting such themes as definition of terms, basic principles and rationale for use of TBLT in association with the aspect of English teaching Chapter 3 justifies the methodology of this study in terms of research site, participants, methodology, analytical framework, and the issues of validity and reliability Chapter 4 analyses the data and then discusses the findings of the study Chapter 5 concludes the research, evaluates the methodology, and gives recommendations for teachers and learners and suggestions for further study.

CHAPTER 2

LITERATURE REVIEW

Among current methods for teaching oral communication, TBLT has the real-life name “learning by doing” In this chapter, relevant issues of this method are presented in following themes: tasks; TBLT in the historical development of EFL pedagogical methodology; reasons for using TBLT; the relationship between TBLT and English speaking teaching; basic principles for implementing TBLT; assessment of learners‟ attitude towards using TBLT; and empirical studies on TBLT and English speaking

2.1 Tasks

2.1.1 Definitions

A task is the basic unit of TBLT The very first feature teachers must capture is

to grasp what a task is

As cited in Larsen-Freeman & Anderson, 2011, pp 192-193, Long (1985) calls a task “a piece of work undertaken for oneself or for others, freely or for some reward” Examples of tasks relate to daily actions in life and at work such as painting a certain object, dressing a person, completing a form, buying goods, booking air tickets, and borrowing books in a library In a more pedagogical way, Richards, Platt and Weber (1986) consider tasks as activities/actions that result from learners‟ language processing or understanding Candlin and Murphy (1987) also call a task a problem-solving negotiation between learners‟ previous and new knowledge In a similar way, Prabhu (1987) regards tasks as activities which require learners to arrive at an outcome from given information through some processes of thought but he warns that teachers are allowed to control and regulate those processes in tasks All definitions of tasks mentioned above lack the connection with learners‟ communication and target language use as recognized today

Larsen-Freeman and Anderson (2011, p 192) describe tasks as meaningful communicative activities with clear outcomes for students In doing these tasks, learners have to communicate in the target language to fulfill given assignments This figuration of tasks is in line with Willis‟s (1996, p 23) viewpoint when she calls tasks as activities where learners use the target language for communication

to achieve an outcome Larsen-Freeman and Anderson‟s (2011) definition also fits Nunan‟s (1989, 2004) focus when they state that a task of communication in the classroom work is an activity which makes learners become involved in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form It can

be seen that features of meaningful communication, target language use and explicit outcomes are revealed in these definitions

More recently, Ellis (2013) figures tasks to be “work plans” with need-based materials for learners to “achieve an outcome specified in communicative rather than linguistic terms” (pp 1-2) Previously, Littlewood (2007) states that tasks are activities in which learners are provided with purposeful contexts where they can learn and use English for meaningful communication In these two definitions, the characteristic that tasks focus on meaning is affirmed and a new insight to learners‟ needs is referred to

In general, with reference to definitions mentioned above, tasks can be understood as meaningful communicative activities where students need to communicate for problem solving Tasks should be designed based on learners‟ needs and with clear outcomes to help teachers and students know whether the communication has been successful or not

2.1.2 Characteristics

There are several remarkable characteristics of tasks that users should put into their consideration for an appropriate use of TBLT

Firstly, tasks are meaningful or focus on meaning (Ellis, 2003; Larsen-Freeman

& Anderson, 2011; Littlewood, 2007) Littlewood (2007) reviews that the

concept of task is sometimes misunderstood and the distinction between tasks and non-tasks is not always clear Non-tasks are called „exercises‟ by Nunan (1999) and Ellis (2003) (as cited in Littlewood, 2007, p 247) Unlike exercises, tasks require authentic communication and are not employed for non-communicative learning (Ellis, 2000, as cited in Littlewood 2004, p 322) (see Figure 2.1) It is important for teachers to define the degree of focus on meaning

of an activity to decide whether it is a task

Focus on forms   Focus on meaning Non-communicative

learning

Pre-communicative language practice

Communicative language practice

Structured communication

Authentic communication

Focusing on the

structures of

language, how they

are formed and

what they mean,

answer’ practice

‘question-and-Practicing taught language

pre-in a context where it communicates new information, e.g information- gap activities or

‘personalized’

questions

Using language to communicate in situations which elicit pre-learnt language, but with some

unpredictability, e.g structured role- play and simple problem-solving

Using language to communicate in situations where the meanings are unpredictable, e.g creative role-play, more complex problem-solving and discussion

‘Exercises’  (Ellis)  ‘Tasks’

‘Enabling tasks’  (Estaire and

Figure 2.2: Willis‟s (1996) framework of TBLT

Thirdly, tasks are associated with learners‟ interaction in pair or group work (Larsen-Freeman & Anderson, 2011) With this characteristic, learners have their language acquisition facilitated when interacting and checking each other (Long, 1996; Gass, 1997; as cited in Larsen-Freeman & Anderson, 2011, p 192)

The final characteristic is that a task is a complete communicative act with a beginning, a middle phase and an end (Nunan, 1989, 2004) In another figuration,

a task can be a cycle of teaching (Ellis, 2003, p 33) Willis (1996) suggests the task phases including pre-task, task cycle, and language focus In the pre-task, teachers introduce the topic and task and may highlight useful words and phrases

In the whilst-task (or task cycle), learners work in a pair or a group to solve given problems in three stages: task (interaction), planning (negotiation for meaning), and report (presentation of product) In the post-task or language focus phase, teachers give comments based on the report analysis and provide learners with consciousness-raising and practice activities related to linguistic features in the task-input The framework of a teaching cycle that is employed in this study is adopted from Willis (1996, p 53) (see Figure 2.2)

Generally, users of TBLT should be concerned about remarkable characteristics

of tasks including the focus on meaning, clear outcomes, association with communication in pairs or groups, and design of a complete teaching cycle for appropriate application in language teaching

schedule with the content that the teacher provides Teachers can introduce new language in these tasks Output-prompting tasks are tasks in which students are stimulated to write or speak meaningfully For example, students are required to share information on their cards for their group members to complete a certain schedule

In brief, tasks can be classified into different types in many ways In any classification, it is essential that task designers understand the nature and outcome of chosen tasks to orient learners to intended goals

2.2 TBLT in the historical development of EFL pedagogical methodology

Stage I: Modern Language Teaching in Europe (1750-1920)

1 The Classical Period (1750-1880)

Core Concern: Emulating the teaching of classical languages

Associated Teaching Methods: [The Grammar-Translation Method]

[The Classical Method]

2 The Reform Period (1880-1920)

Core Concern: Teaching the spoken language

Associated Teaching Methods: [various Reform Methods]

(see Jespersen, 1904:2-3)

The Natural Method (Heness, Sauveur)

The Berlitz Method

The Direct Method

Stage II: English Language Teaching beyond and within Europe (1920-2000+)

3 The Scientific Period (1920-1970)

Core Concern: Scientific basis for teaching

Associated Teaching Methods: The Oral Method (Palmer

The Multiple Line of Approach (Palmer)

The Situational Approach (Hornby)

The Oral Approach (Fries)

The Audiolingual Method

4 The Communicative Period (1970-2000+)

Core Concern: Aiming for „real-life communication‟

Associated Teaching Methods: Communicative Language Teaching

Task-based Language Teaching

Figure 2.3: Historical development of EFL teaching methods (Howatt & Smith,

2014, p 78)

In a historical development of over 250 years, EFL pedagogical methodology has been greatly concerned Various methods and techniques of teaching EFL have been applied over periods of development (Larsen-Freeman, 1986, 2004; Larsen-Freeman & Anderson, 2011) Howatt and Smith‟s (2014) introduce a synoptic overview of modern language teaching using the „periodization approach‟ for generalizing the core concern and associated teaching methods in each period (see Figure 2.3)

Based on Howatt and Smith‟s (2014) overview, it can be seen that the communicative language teaching (CLT) and task-based language teaching (TBLT) are the two favorite methods for a modern EFL teaching trend which focuses on learners‟ authentic communication CLT users are encouraged to use procedures where learners work in pairs or groups employing available language resources in problem-solving tasks (Richards, 2006; Richards & Rodgers, 2001) Because of the social needs of English for many contexts (General English, English for Specific Purposes, and English for Academic Purposes), new kinds of communicative activity or tasks appeared to form the TBLT Richards (2006) states that there is not any discontinuity between CLT and TBLT In his awareness, TBLT can be considered as an extension of the CLT movement but takes a different route to achieve the goals of communicative language teaching which focus on developing learners‟ language use for communication Both make learners communicate; however, learners move from form to meaning in CLT whereas the process is opposite in TBLT

In the modern age, TBLT has been considered a fine product of the modern EFL teaching methodology after a long historical development and a good tool for enhancing learners‟ authentic communication and autonomy in the learning process Being instructed to focus on meaning right from the beginning, learners have to communicate to exchange information for gaps designed in given tasks; thus they develop their ability of language use It is important that users of TBLT understand what TBLT is Among ways of figuring TBLT, the viewpoints made

by Nunan (2004), Larsen-Freeman and Anderson (2011), and Ellis (2013) are chosen for references in this study

Nunan (2004, p 10) argues that TBLT realizes the philosophy of CLT, an approach to the language curriculum, at the levels of syllabus design and methodology In classrooms taught with this method, learners are involved in experiential learning or „learn by doing‟ When engaging themselves in meaningful tasks for thought reflection using spoken or written language, learners will be able to get the intellectual growth and become more self-directed and responsible in learning (ibid., pp 12-13) Moreover, TBLT enables language productive skills (ibid., p 19)

Larsen-Freeman and Anderson (2011) describe TBLT as an “example of the

„strong version‟ of the communicative approach, where language is acquired through use” (p 193) In other words, students acquire the language they need when they use it in order to accomplish the task that has been set before them TBLT can be called interchangeably task-based approach (TBA), task-based learning (TBL) or task-based instruction (TBI) (Ellis, 2003; Littlewood, 2007; Richards, 2006)

Ellis (2013, p 1) considers TBLT as an approach to teaching a second/foreign language that gets the language learning facilitated by making learners interact with each other using real-world language based on performing a series of tasks TBLT can be considered a type of communicative language teaching (CLT) which constructs language learning to be a tool for accomplishing a communicative purpose TBLT focuses on the language use for communication while CLT concentrates on the communicative competence itself In a more specific figuration, learners taught with TBLT are required to use the language before they get the form instructed whereas those taught with CLT are provided with the form before they use the language Moreover, unlike CLT, TBLT can be used alongside with more traditional teaching methods to facilitate language learning the best (ibid., p 4)

Shortly, TBLT can be understood to be a teaching method that is derived from CLT in the communicative period Following this method, meaningful tasks are designed to make learners communicate for accomplishing assignments, thus

acquiring the language through use TBLT allows the parallel use of more traditional methods and enforces the direction from use to form Moreover, TBLT enhances learners‟ autonomy in learning

2.3 Reasons for using TBLT

TBTL is recommended for use in modern teaching methodology because of many reasons among which the following three are remarkable

Firstly, a task-based approach is a modern methodology in language teaching It has been formulated after a long historical development of EFL teaching methodology as a result of which scientists and teachers have withdrawn precious experience from previous methods As a fine product of language teaching methodology (Larsen-Freeman, 1986; Larsen-Freeman & Anderson, 2011), TBLT is the latest favorite option for the modern EFL teaching trend, right after the CLT (Howatt & Smith, 2014)

Secondly, TBLT focuses on learners‟ language use for authentic communication

In TBLT, learners are encouraged to communicate with each other for information exchange right from the beginning to accomplish given tasks Learners need be involved in pair or group work for problem-solving tasks and use available language sources (Richards, 2006; Richards & Rodgers, 2001) Further, along with the social needs, there are new kinds of communicative activity or task for teachers to put into their consideration when applying TBLT

As a result, TBLT allows and requires teachers and learners to be updated with real-world communication

Finally, TBLT is a comprehensive methodology since it allows the focus on forms In the reverse direction with CLT, TBLT makes learners use the language before providing them with the form When teachers review or comment on learners‟ products, linguistic forms should be paid attention to assist learners in mending up their shortcomings in terms of grammar or related structures (Ellis, 2003; Larsen-Freeman & Anderson, 2011) This feature makes TBLT a perfect methodology that makes learners learn by doing Implementing TBLT, learners

gain many benefits and teachers have opportunities to develop their teaching skills with concrete targets

In short, TBLT is a fine product among EFL teaching methods As a shift from CLT in the communicative period, it plays an important role in language teaching since it makes learners learn by doing in an autonomous position It focuses on learners‟ language use for communication and facilitates them in developing their autonomy in learning with the possibility of focus on forms in the post-phase Moreover, it brings teachers new professional requirements for their career development in the age the focus is for effective teaching methods What mentioned shows some of the reasons why TBLT is used nowadays

2.4 The relationship between TBLT and English speaking teaching

There is a strong relation between TBLT and English speaking teaching This methodology facilitates learners in communicating orally for the accomplishment

of given tasks and teachers in assisting their students in developing the speaking skill Hence, TBLT has been recognized to be an appropriate methodology for teaching English speaking

It is truly important to teach a language to learners in a way that they can develop the speaking skill for authentic communication Nunan (2004, p 48) indicates that the speaking skill can be developed by using tasks in the TBLT framework Larsen-Freeman and Anderson (2011, p 201) also support the fact that the speaking skill is emphasized in TBLT Moreover, Ellis (2013, p 3) states that learners‟ speaking fluency and accuracy can be promoted with task-based talks Indeed, TBLT is a good option for teaching English speaking since it facilitates the teaching and learning process of this skill by making learners communicate in the target language for task completion (Nunan, 2004) Communication involves language use of which the oral form is necessary for communicative purposes in most situations of interaction Conversations are essential parts of the oral communication for which the skill of speaking the target language is considered what learners should practice to get with adequate fluency and accuracy

Therefore, it is appropriate to use TBLT for facilitating the teaching and learning process of speaking skill

Language teachers need employ TBLT to teach the speaking skill effectively A remarkable feature of TBLT is to emphasize learners‟ interaction and communication in the target language (Nunan, 2004, p 1) In order to fulfill given tasks, learners have to speak to their partners or team-mates and try to show their thoughts and negotiate for meaning When learners make efforts to express ideas in the spoken language in pair or group work, they can develop their intellectual ability, self-confidence, learning autonomy, and speaking skill gradually With this characteristic, TBLT makes conversations essential tools for the negotiation for meaning in speaking activities Therefore, the feature of focusing on learners‟ interaction, communication, and conversations makes TBLT a good method for English speaking teaching

In general, TBLT is an ideal method for teaching the speaking skill Following the task-based method, learners are required to communicate right from the start

of the lesson for problem-solving tasks Thanks to conversations, they have opportunities to speak, thus acquiring the language authentically Moreover, thanks to meaningful tasks, they should be able to get more self-confidence and autonomy in the process of learning by doing It is necessary for teachers to grasp the essence of TBLT well and implement it in the right way in teaching English speaking

2.5 Basic principles for implementing TBLT

students‟ needs and levels and designed with suitable pre-task and task follow-up phases Teachers should also monitor learners‟ performance and intervene as necessary Meanwhile, students have to communicate with their partners or group members to complete a task

Nunan (2004) characterizes TBLT as a method with following features Firstly, it

is a need-based approach to content selection Secondly, it is an emphasis on learning to communicate through interaction in the target language Thirdly, it introduces authentic texts into the learning situation Fourthly, it provides learners with opportunities to focus on not only language but also the learning process itself Fifthly, it enhances learners‟ own personal experiences as elements importantly contributing to classroom learning The final feature is that it is a link between classroom language learning and language activation outside the classroom

In short, it is essential that teachers who apply TBLT design tasks to suit learners‟ needs and abilities Additionally, they need state clearly the outcomes

as well as pay adequate attention to the classroom management to assure learners‟ authentic interaction in the target language

2.5.2 Guidelines for TBLT implementation

When integrating TBLT with English speaking, teachers should be concerned about the following points for the most effective teaching plan

Initially, Breen (1987) notifies that teachers need to pay attention to three important aspects of classroom work when making decisions for a teaching plan The first is participation ("Who works with whom?": individual, pair, group or whole class work and the teacher's role) The second is procedure ("Which particular activity or task will be undertaken?", "How will it be worked upon and for how long?", "What resources should be used?", "How shall we share and evaluate the outcomes of the activity?", etc.) The next one is subject matter ("What shall be the focus of the work?" and "For what learning purposes?")

Next, core activities for an oral communication course including discussion/ debate, oral presentations, and role-play are also described in details by Rahman (2010) Activities of discussion/ debate should be run every week Students are engaged in a formal/informal discussion/debate activity on an assigned topic This activity is completely student-led, i.e., students play all the roles (conductor, observer, group presenter, and participating members) It is more appropriate to call this activity a "discussion/debate" activity because it includes both group discussions and debates, including a little bit of oral presentation After the performance, students are given feedback individually They are also informed about the errors they committed In addition, they take care of the errors committed in the next performance In this way, they improve considerably gradually Oral presentations should be performed in or between the discussion/ debate activities Students are asked to prepare a topic assigned to them and orally present in the class Each presentation is followed by a question/answer period, and concluded by the teacher‟s comment Role-play is an activity in which students are asked to make a group of three to five students At the beginning, they are given the situation and are asked to come after preparation They prepare their role and perform in the class After this initial activity, they are assigned situations on the spot and they have to perform at the same time The final point for consideration when applying TBLT is that “attention to grammar (or phonology, lexis, collocations, pragmatics, etc.) is not carried out as

a separate activity, as an end in itself (focus on forms), but during (and if necessary after, but not before) task work, as part of the methodology of TBLT” (Long, 2016, p 17) It has been misunderstood that grammar or any other linguistic subsystem is not taught when applying TBLT Actually, unfocused tasks in TBLT are not designed for teaching grammatical structures; however, it does not mean that these are not mentioned or explained in a TBLT classroom

In general, for an effective implementation of TBLT, teachers should memorize the main characteristics and basic principles of this methodology The aforementioned features must be put in any teacher‟s mind to form a thorough awareness of TBLT to employ it in the best way

2.6 Assessment of learners’ attitude towards using TBLT

In language teaching, exploring learners‟ attitude towards their learning is important since it is an influential factor showing how determined, motivated and effective learners are in their learning process

Initially, learners‟ cognition and affection can be predictive factors for their behaviors in language learning Regarding components of attitude, Brown (1994) mentions behavioral, cognitive and affective aspects of learners‟ attitude towards language learning which are based on three theoretical approaches of behaviorism, cognitivism, and humanism This thinking path originates from the theory that a person acts based on his/her beliefs and feelings Hence, a positive attitude towards the training program helps learners keep motivated in their learning progress

Next, learners‟ attitude is an influential factor that should be explored to assess their achievement Gardner, Lalonde and Moorcroft (1985) consider attitude as one of the factors that influence foreign language learning since learners‟ attitude decide their efforts (as cited in Bui & Intaraprasert, 2013, p 1) For instance, if learners have positive attitudes towards the skill of English speaking, they shall keep learning the oral skill and participating in communicative activities for the improvement of their oral communication as frequently and enthusiastically as they can In this case, in combination with a speaking test, an attitudinal survey could be used to identify further if learners have been involved in an effective process of language learning and motivated enough

Finally, a tool for assessing learners‟ attitude towards English learning is the Attitude/ Motivation Test Battery (AMTB) developed by Gardner (2004) This is

an English version for use with secondary school students studying English as a foreign language It has been translated and used for research in many countries For the investigation of learners‟ attitude towards learning English, this trustable tool can be a framework for reference This study focuses on the aspect of using TBLT for developing learners‟ English speaking skill As a result, the tool for

assessment should be developed to investigate into participants‟ attitude towards TBLT and English speaking

In brief, it is truly important to discover learners‟ attitude towards speaking English since results shall reflex their behavior, determination, motivation, and effectiveness in learning In the case of this study, it is essential to develop a questionnaire for exploring learners‟ attitude towards TBLT and English speaking for which the features of TBLT and Attitude/ Motivation Test Battery (AMTB) by Gardner (2004) can be combined for a referential framework

2.7 Empirical studies on TBLT and English speaking

Within 10 recent years, various authors have reviewed the theory of TBLT, its application into English teaching, connection with the communicative approach, and effects of TBLT on learners‟ English speaking Recent researchers of empirical studies mentioned in this study (see Table 2.1) all stated that TBLT enhanced learners‟ English speaking and showed different aspects of TBLT in the reality of English teaching and learning

In the aspect of TBLT theory and application, many authors had reviews of literature and made recommendations for practical use of the method in many contexts (Le, H T D., 2011; Mao, 2012; Nguyen, V H., 2007, 2010, 2012a, 2012b, 2012c; Qian, 2013; Sidek, 2012; Townsend-Cartwright, 2014) Specifically, Nguyen, V H (2007) had a series of review on this method and its application for English learning in Vietnam His research related to enhancing students‟ motivation, dealing with large and multi-level classes and making strategic interaction Le, H T D (2011) investigated the actual practices of TBLT into English classes in Vietnam context for developing learners‟ communicative competence then inspected learners and teachers‟ perceptions of the issue Mao (2012) focused on the practical aspect of using TBLT in the classroom for fostering students‟ comprehensive competence of using English Sidek (2012) and Qian (2013) linked their studies on TBLT to communicative language teaching Townsend-Cartwright (2014) looked into the task-based syllabus to suggest its strengths, weaknesses and cases of implementation

Table 2.1: Previous studies on TBLT and English speaking

Authors Year Theory Application

in ELT

Effects on Speaking Attitude

Related to TBLT application for English speaking, Plews and Zhao (2010) inspected how Canadian native-speakers in TESOL adapted TBLT and turned

into Presentation-Practice-Presentation Becker and Roos (2016) reviewed literature to establish a model for creative speaking activities in which task-based instruction was affirmed to have great potential in promoting young learners‟ communicative competence right from the beginning In another study, Nopita (2017) put TBLT for teaching English speaking into consideration and suggested

a framework for applying TBLT in an Indonesian context

Empirical studies have been conducted aiming at exploring effects of TBLT on English speaking and learners‟ attitude towards this method Recent scientific findings reported by most related researchers and recently by Albino (2017) and Yegani and Jodaei (2017) affirmed that TBLT enhance learners‟ speaking skill Moreover, positive effects of this method on learners‟ attitudes towards itself and the target language were found (Gunawan, 2016; Le, D N H., 2013; Murad, 2009; Nguyen, H L., 2012; Vo, T N C., 2014) Contributing to building learners‟ oral linguistic skill, TBLT was affirmed to increase learners‟ speaking fluency (Albino, 2017; Pashaie & Khalaji, 2014) and comprehensibility (Le, D

N H., 2013) Concerning the criteria of speaking accuracy, Munirah and Muhsin (2015) had a finding that was not in line with the one by Le, D N H (2013) who stated previously that TBLT could not improve learners‟ grammar, vocabulary and pronunciation as sub-divisions of the speaking accuracy Anyhow, positive effects of TBLT onto learners‟ speaking skill for communication were undeniable TBLT was considered to support the improvement of learners‟ oral interaction and communication in English (Hernández, 2013; Le, D N H., 2013) Moreover, TBLT was found to facilitate the integration of language skills (Sarıçoban & Karakurt, 2016; Zúñiga, 2016) and upgrade the appropriateness, authencity, interactivity, and contextuality of teaching materials (Anwar & Arifani, 2016)

Few researchers ever conducted studies on the task-based teaching and its effects

on learning the speaking skill in the context of Vietnam Only Nguyen, H L (2012) and Le, D N H (2013) did a research on this and combined to investigate learners‟ attitude towards learning English Vo, T N C (2014) only looked into learners‟ attitude towards English learning

In brief, TBLT has been paid with much attention by researchers both in the world and Vietnam Characterized in most studies, TBLT is considered an appropriate method for English teaching which helps learners enhance their speaking ability Experimental research on TBLT effects have shown strengths of this teaching methodology However, there were gaps in recent empirical studies

on TBLT and speaking skill Firstly, few researchers measured learners‟ speaking performance with frameworks of international standard for a practical assessment of their current level Next, hardly any study looked specifically into the extent to which TBLT affects componential aspects of speaking skill, especially the interaction which is a key feature of TBTL practice, for a more appropriate practice of this method Finally, hardly any research investigated learners‟ attitude towards both TBLT and its use for developing English speaking skill Hence, these gaps should be closed in this study

2.8 Chapter summary

In summary, theories and suggestions by influential authors in the field of linguistics and language teaching are reviewed for building a conceptual framework for this study (see Figure 2.4) The literature review of TBLT and teaching English speaking makes grounds for the design of appropriate teaching materials and research tools Lesson plans with TBLT focus on meaning first by giving speaking tasks to students before classroom activities and encouraging them to interact with each other in the target language Teachers using TBLT emphasize task phases in which pre-task, while-task and post-task activities are distinct In the post-task phase, further explanation, instruction or drilling techniques are given for concrete points of grammar, vocabulary, pronunciation

or other issues Learners‟ attitude towards using TBLT for developing English speaking is reflected with their awareness of the method, its effects on English speaking, related difficulties and interest in the method Empirical studies on TBLT and speaking skill show that TLBT and its underlying principles are still a focus today and the practical application of this method should generate more and more interesting issues for scientific consideration

Figure 2.4: Conceptual framework

CHAPTER 3

METHODOLOGY

This chapter justifies the research design and method of investigation and is therefore laid out in five main sections of research site, participants, methodology, analytical framework, and the issues of validity and reliability

3.1 Research site

This study was conducted at Ho Chi Minh City University of Sport (HUS) in Linh Trung Ward, Thu Duc District, Ho Chi Minh City, Vietnam, in the first semester of the academic year 2016-2017 HUS is an organization of higher education in the field of sport This institution is in charge of training the human resources for professional sports, the sport industry, and other sport-related sections There are four majors in its training program: physical education, sport training, sport physiology, and sport management Sport media, a potential major for the university, is on the process of establishment It is the anticipation of HUS leaders and employees that students can meet social needs and demands after their graduation

After their graduation, if HUS students take the path of athletes, they may join international sport competitions If they choose to work for the sport industry that

is internationally considered a rich land for investors, they could hardly avoid business with with foreigners working or being customers in the field As a result, one of the competencies, which are considered necessary for students, is the ability of social communication in both their mother tongue and a foreign language

English is one of the two foreign languages that HUS chooses for integration into the university programs to develop students‟ English speaking skill which is an element of the target communication ability required by HUS A problem HUS has been facing is that most of the students do not have adequate ability of English speaking for communication in the real world HUS Division of Foreign

has been assigned by the Board of Management to enhance the students‟ oral ability in foreign languages A difficulty HUS teachers of English have to deal with is the limited time span for English courses and students‟ exhaust after physical training periods How to teach tired students to use English with all 04 skills in general and the speaking skill in particular is a tough question towards them Hence, this study with the focus on the effects of TBLT on students‟ English speaking skill was appropriate and beneficial for this institution

3.2 Participants

Research subjects were defined based on the non-randomized design Freshmen from two out of six English classes of HUS were invited to join this study as the control and experimental group from October 10th 2016 to November 28th 2016 The freshmen started the course of General English two weeks before the experiment Only students who attended at least 80% of the class time in the first two weeks of the course were counted as participants of the experiment in this study (see Table 3.1)

Table 3.1: Description of participants

Control group Experimental group

graduation

As can be seen from the table above, the participants of this study were 59 freshmen of the sport training major at the age 18, 19, 20, and early 20s Most of them were between 18 and 19 years of age (20/29 in the control group and 21/30

in the experimental group) All the students had just passed the high school graduation exam in which English was obligatory; thus they spent at least 7 years learning English Moreover, they had brand new experiences at HUS and were not affected much yet by environmental factors at this university (i.e influenced

by teachers and friends, pressure of heavy loaded training programs, etc.) As a result, there would not be significant gap in terms of English level and learning spirit among them However, in view of the gender variable, the ratio of female students was much lower than that of the males in both groups There were 19 males and 10 females in the control group while the number of males were triple that of females in the experimental group

Table 3.2 shows the demographic information of the participants in the survey including 30 freshmen of the sport training major in the experimental group A majority of them were male (76.7%) Seventy percent of them were at ages of 18-19 Ten percent of them were at the age of 20 The rest of 20% belonged to the age group of early 20s (21-23) It could be realized that most of the students were in the age group of 18-19 and the ratio of female students was much lower than that of male ones

Table 3.2: Frequency table of survey participants' personal information