The exploitation ò authentic tasks in speaking classes for students at le hoan high school

Rationale for the Study

Speaking is a crucial skill for English learners, arguably the most important of the four language skills Classroom activities focused on developing speech are vital in language courses, as effective communication requires the ability to convey messages clearly However, many Vietnamese students, such as those at Le Hoan High School, lack motivation due to limited opportunities for practical communication in English.

English education often prioritizes academic testing over practical communication skills Grammar-focused teaching methods are prevalent, leading to students completing exercises without gaining communicative competence Consequently, despite being in the curriculum, English skills are often neglected, hindering students' ability to use English effectively.

The communicative approach in language teaching has become increasingly popular, yet learners often struggle to apply their linguistic skills in real-life communication This difficulty stems from factors like a lack of communication skills and inappropriate responses, highlighting the need for improvement Speaking activities play a crucial role in motivating students and helping them use the target language effectively Therefore, English teachers agree on the importance of using communicative speaking activities that closely resemble real-life situations to address these challenges.

Despite numerous studies on Task-Based Language Teaching (TBLT), challenges persist in teaching speaking, and there is a gap in research concerning the use of authentic tasks in university English speaking classes, specifically at the author's institution.

This research on "The Exploitation of Authentic Tasks in Speaking Classes" at Le Hoan High School addresses a gap in the literature by examining the practical application of authentic tasks in speaking instruction It aims to provide insights into teaching speaking through authentic tasks and offer effective strategies for educators, specifically at Le Hoan High School, to enhance student motivation and speaking skills Ultimately, this study seeks to contribute to the improvement of speaking skills among 10th and 11th-grade students.

Aims of study

This study is carried out with the wish of achieving following aims:

- To investigate the teachers’ perceptions of the exploitation of authentic tasks in English speaking classes

- To find out the extent to which authentic tasks are exploited in TBL framework in English speaking lessons

- To explore the difficulties as perceived by the teachers when they exploit authentic tasks in English speaking lessons

Research questions

In order to achieve the above-mentioned aims, the following research questions were raised:

1 What are the teachers’ perceptions of the exploitation of authentic tasks in teaching speaking?

2 To what extent are authentic tasks exploited in TBL framework in English speaking classes by the teachers?

3 What are the challenges as perceived by the teachers when authentic tasks are exploited in speaking classes?

This study investigates teachers' perceptions of authentic tasks and their use in teaching speaking skills, specifically at Le Hoan school, with the aim of improving English speaking lessons for both teachers and students The findings and recommendations are intended to be beneficial for English language educators and learners, as well as those interested in the field of speaking skills instruction.

Scope of the Study

This study focuses on the use of authentic tasks in teaching speaking, specifically examining teachers' perceptions and implementation at Le Hoan High School during the 2020-2021 academic year, while acknowledging limitations in scope due to time and resource constraints.

Methods of the Study

This study employs both qualitative and quantitative approaches to achieve its aims Data collection methods include questionnaires, informal interviews, and classroom observations Quantitative data from questionnaires are analyzed statistically, while qualitative data from interviews and observations provide supplementary insights Classroom observations serve as the primary instrument to ensure the study's validity and offer a realistic view of authentic tasks in speaking lessons, ultimately yielding reliable and valid findings through methodological triangulation.

summarizing findings, implications, limitations, and suggestions for future research, ensuring a comprehensive exploration of the topic.

Three chapters in the main part are as follows:

LITERATURE REVIEW

Communicative Language Teaching

The Communicative Language Teaching (CLT) approach, which emerged in the 1960s and 1970s, prioritizes learners' effective language use and is now a widely accepted and effective model in English Language Teaching (ELT).

Communicative Language Teaching (CLT), as defined by Nunan (1989), emphasizes language as a tool for expressing meaning through oral communication and meaningful tasks, aligning with learners' needs and integrating functional skills with linguistic objectives, where learners act as negotiators and the teacher serves as a facilitator.

5 communication process Materials promote communicative language use; they are task based and authentic” (p.194)

Communicative Language Teaching (CLT) prioritizes communicative competence as the primary goal of language learning, emphasizing practical communication skills over rote memorization CLT focuses on enabling learners to effectively use the language in real-world contexts The core principle of CLT is fostering the ability to communicate meaningfully.

Many excellent chapters and books have been written to capture the characteristics of CLT (Canale, 1983; Littlewood, 1981; Richards &Rodgers, 2001; Richard & Schmidt, 1983; Rivers, 1968; Savignon, 1993)

Larsen-Freeman highlights that communicative intent is central to Communicative Language Teaching (CLT) CLT prioritizes communicative competence (CC) as the main objective, shaping teaching methods for the four language skills by recognizing the link between language and communication Building communicative competence is the primary goal, with understanding CC being crucial for applying CLT effectively in any social context, a concept first introduced by Hymes.

(1972) as “what a speaker needs to know in order to be communicatively competent in a speech community”

Communicative Language Teaching (CLT) systematically integrates functional and structural language aspects for a comprehensive communicative perspective CLT emphasizes using the target language meaningfully, moving beyond grammar rules to foster communicative competence (CC) development in learners.

Communicative Language Teaching (CLT) prioritizes fluency, enabling natural language use through meaningful interaction and sustained communication, even with linguistic limitations (Richards, 2001).

6 communicative competence While using the language, accuracy is important but communication precedes it So, it is advocated in CLT that if messages are understood, accuracy may be achieved later

Communicative Language Teaching (CLT) emphasizes the use of authentic materials to expose students to genuine communicative situations, fostering strategies for understanding language as used by native speakers These materials, such as newspaper articles and live television recordings, provide valuable opportunities for students to engage with real-world language in speaking activities.

CLT prioritizes learner-centered teaching, positioning students as active negotiators and interactors, while teachers act as facilitators This approach empowers learners to manage their own learning through choices in content, methods, and evaluation To foster a secure environment in speaking classes, CLT teachers should avoid authoritarian methods.

An overview of Task-based Language Teaching

To avoid ambiguity and ensure clarity in educational contexts, it's crucial to establish precise definitions of "task," as the term's broad application can lead to vagueness and misinterpretation.

Long (1985) defines a task as a piece of work undertaken freely or for reward, encompassing everyday activities Nunan (1989) views tasks as fundamental units requiring authentic language use with a focus on meaning Breen (1987) describes tasks as complex and lengthy activities.

Skehan (1998) shares his agreement that task is an activity in which:

- learners are not given other people's meaning to regurgitate

- There is some sort of relationship to comparable real-world activities

- Task completion has some priority

- The assessment of the task is in terms of outcome

Also, these are five key characteristics of a task that he put forward in his definition as indicated above

According to Willis (1996), tasks are activities where the target language is used for a communicative purpose to achieve an outcome A task usually involves real-world processes of language use, engaging learners in activities found in or resembling real-world communication Learners function primarily as language users, making communication more purposeful and authentic.

Tasks are meaning-focused, goal-oriented, and outcome-achieved, allowing learners the freedom to use any language to convey meaning and sustain interaction.

A task, crucial for language learning, is a meaning-focused activity where learners engage in understanding, manipulating, producing, and interacting in the target language Tasks are analyzed based on goals, input data, activities, settings, and the roles of both teachers and learners.

(1989, p.11) graphically depicts a way to analyze components of a task, as shown in Figure 1

Figure 1: A framework for analyzing communicative tasks

Goals define learning intentions, while inputs involve data processing Activities detail learner actions based on goals and inputs Roles clarify teacher-learner relationships, and settings encompass classroom arrangements Nunan emphasizes specifying these components when designing communicative tasks.

Task types are diverse and can be classified in various ways, depending on the linguist's or researcher's perspective, with some classifications being general and others more specific The following will explore different task types described in the literature.

Some key task types can be found in the literature: problem-solving (Nunan, 1989; Willis, 1996a); decision-making (Foster & Skehan, 1996); information gap (Doughty

Engaging language learning activities encompass sharing personal experiences to foster connection and employing cognitive processes like comparing and sorting to enhance understanding Structured dialogues, role-plays, and simulations create immersive learning environments, while question-and-answer sessions, picture stories, puzzles, and games make learning interactive and enjoyable.

Willis (1996a) significantly influences Task-Based Language Teaching (TBLT) interpretation, categorizing tasks into distinct groups within her "A Framework for Task-based Learning."

- Listing tasks include brainstorming and fact- finding

- Ordering and sorting tasks include sequencing, ranking, categorizing, classifying

- Comparing tasks include matching, finding similarities and differences

- Problem-solving tasks include analyzing real situations, analyzing hypothetical situations, reasoning and decision-making

- Sharing personal experiences tasks include narrating, describing, exploring and explaining attitudes, opinions and recreations

- Creative tasks include brainstorming, fact finding, ordering and sorting, comparing, problem-solving and others

1.2.3.2 Authentic tasks versus pedagogical tasks

Nunan (1989) categorizes tasks into real-world and pedagogical types, with target tasks being more specific to classroom instruction Pedagogical tasks aim to teach students to perform target tasks through various techniques Authentic tasks, according to Nunan, replicate real-world communicative behaviors, addressing learner needs.

Authentic tasks emphasize real-world language use outside the classroom, contrasting with pedagogical tasks that prioritize accuracy through controlled grammar exercises Nunan (1989) distinguishes authentic tasks as those mirroring language use beyond the classroom, while pedagogical tasks occur within it Richard (2001) defines real-world tasks as activities designed to rehearse important and useful skills applicable in real-life scenarios.

The distinction between these two types of tasks seems so complex and those concerns have inhibited the implantation of TBLT in English teaching

1.2.4 Definitions of Task-based Language Teaching (TBLT)

Over the last two decades, the term TBLT that employs communicative task as basic unit has played an important role in current oral English teaching and

10 consequently, has continued to draw attention of language teachers and researchers Task-based language teaching can be regarded as one particular development within the broader “communicative approach” (Littlewood, 2004)

Task-based language teaching, pioneered by Prabhu (1987), emphasizes active student engagement in communicative tasks, fostering effective learning by doing rather than passively studying language rules, aligning learning activities with curricular goals.

Task-Based Language Teaching (TBLT) engages students in activities mirroring real-world tasks, utilizing the target language for communicative purposes to achieve a specific outcome (Willis, 1996) These tasks replicate everyday activities requiring language for successful completion (Norris, et al.).

Task-Based Language Teaching (TBLT) is viewed as an evolution within the communicative approach, aiming to enhance students' communicative abilities through practical language use, as communication is achieved by using the grammatical system of the language TBLT aligns with the Communicative Language Teaching (CLT) framework, focusing on developing communication skills Task-based approaches to language learning are characterized by specific features that promote effective language acquisition.

- An emphasis on learning to communicate through interaction in the target language

- The introduction of authentic texts (teaching materials) into the learning situation

- The provision of opportunities for learners to focus not only on language, but also on the learning process itself

- An enhancement of the learner's own personal experiences as important contributing elements to classroom learning

- An attempt to link classroom language learning with language activation outside the classroom

Methodologically, task-based language teaching represents a realization of the philosophy of Communicative Language Teaching (CLT) The researcher has been

Task-based language teaching, significantly influenced by Nunan (1999), aims to ignite learners' intrinsic motivation to enhance their language skills through engaging and meaningful tasks.

Speaking skill

For many language learners, speaking ability is the ultimate measure of language proficiency, prioritizing fluency in conversation over reading, writing, or listening comprehension They view speaking as the most critical skill and gauge their progress by their achievements in spoken communication Consequently, the ability to speak is often equated with overall language mastery.

15 to speak or do not get opportunities to speak in the language classroom, they may soon get de-motivated and lose interest in learning

to better understand its role in language learning.

Speaking is a crucial communication skill, enabling individuals to use language effectively As Bygate (2002) notes, speaking involves more than just assembling sentences; it requires adapting language to specific situations and making rapid decisions Speaking facilitates language learning by allowing learners to apply their knowledge in real-life contexts, rather than memorizing abstract rules.

To enhance learners' oral competency, educators should analyze effective speaking techniques, implement relevant speaking tasks, and address learners' specific needs, ultimately fostering fluent, accurate, and clear communication skills applicable in diverse situations.

In second language teaching, the concept of speaking skill varies across different methods and theories The Grammar-translation method largely neglects speaking skills, focusing instead on grammar rules and written exercises The Audio-lingual method prioritizes oral skills and communicative competence, but develops speaking through habit formation rather than natural communication The Communicative Language Teaching (CLT) method marks a significant shift in the understanding and importance of speaking skills.

“prepare learners to be able to use the language” (Bygate, 1987) As a result, speaking

16 skill is said to receive consideration as adequate as other skills due to the fact that it serves for the communicative purpose to achieve an outcome

Briefly speaking, it can be said that speaking skill is vital in learning one language

Speaking skills, developed over time with a foundation of basic learner abilities, should prioritize communication over academic study This research adopts a communicative approach to speaking skills, aligning with task-based learning principles within Communicative Language Teaching (CLT).

1.3.2 Teaching speaking skill in TBLT

In recent decades, Communicative Language Teaching (CLT) has gained prominence in foreign language education, emphasizing real-world language application Task-Based Language Teaching (TBLT) utilizes communicative tasks as a core element, particularly in English speaking classes, to foster practical language skills.

In order to have successful speaking lessons, it is a need for teachers to set the right goals and design effective communicative activities

Communicative efficiency is the primary goal of teaching speaking skills, emphasizing authenticity to simulate real-world activities Students should enhance their ability to communicate freely in practical situations, aligning with the communicative approach Interactions in the classroom should replicate real-life communications, prioritizing effective communication over strict adherence to grammatical rules.

Traditional classroom speaking practice often relies on structured drills, but real communication involves managing uncertainty and accomplishing tasks like conveying messages or expressing opinions.

Teachers are shifting from accuracy-focused exercises to communicative activities that emphasize real-world communication skills These activities, such as role-play, information gap exercises, and discussions, aim to mirror authentic communication The goal is to enhance students' ability to understand and communicate real information effectively.

According to Penny’s view (2000, p.120), an effective speaking activity includes four aspects as the following:

To maximize learning, activities should prioritize learner talk, ensuring students actively occupy the majority of the allotted time, shifting away from teacher-centered instruction and minimizing unproductive pauses.

 Participation is even: Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions one fairly evenly distributed

High motivation in learners stems from topic interest and a desire to contribute, fueling their eagerness to speak and share new ideas or assist in achieving task objectives.

 Language is of an acceptable level : Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.

Authentic tasks in speaking classes

1.4.1 Common types of authentic tasks

Below are some common task types proposed by Willis (1996a), who affects the interpretation of TBLT the most

Task-Based Language Teaching (TBLT) incorporates tasks of varying difficulty to reveal students' recognition processes Tasks should mirror real-life scenarios, enabling students to demonstrate communicative competence both in the classroom and in practical situations, aligning with Willis's principles Each task type is designed with a specific outcome and purpose in mind, enhancing the learning experience.

Completed list of draft mind map

Help train students' comprehension and induction ability

A set of ordered and sorted information to specified criteria

Foster comprehension, logic and reasoning ability

3 Comparing ( matching, finding similarities and differences)

Matched items or the identification of similarities and/or differences

Enhance students' ability of differentiation

( analyzing situations, reasoning, decision-making)

Solutions to the problem, which can then be evaluated

Help promote students' reasoning and decision- making abilities

5 Sharing personal experiences (narrating, describing, exploring and explaining attitudes, opinions and recreations)

Largely social Help students to share and exchange their knowledge and experience

(brainstorming, fact finding, ordering and sorting)

End product which can be appreciated by a wider audience

Cultivate their comprehensive problem- solving abilities as well as their reasoning and analyzing abilities

Table 1: Common types of authentic tasks

1.4.2 Criteria to identify authentic tasks

Authenticity in pedagogic tasks can be enhanced by aligning them more closely with real-world scenarios, thereby increasing their relevance and meaning for learners.

Willis (1998) emphasizes that authentic tasks necessitate real communication, highlighting the importance of identifying a genuine purpose for language learning to foster meaningful interaction A genuine communicative purpose allows students to engage naturally and in real-time, promoting fluency and natural acquisition, unlike controlled exercises focused solely on accuracy By focusing on real-world targets, educators can create more authentic and engaging learning experiences.

Long and Crookes (1992) emphasize the importance of aligning pedagogic tasks with real-world target tasks, such as buying a train ticket or renting an apartment, within a needs-analysis framework While classroom tasks differ from real-world scenarios, they gain authenticity through a clear connection to real-world needs.

Classrooms foster unique social dynamics where students and teachers unite with shared objectives Authentic pedagogical tasks emerge through classroom interactions, highlighting the teacher's role in exploring the learning situation's potential According to Breen (1985), everyday procedures, learning tasks, data types, and materials, when aligned with the needs and interests of those in the classroom, create authentic communication opportunities through learner engagement.

To enhance authenticity, tasks must be relevant to learners, necessitating that designers consider learner engagement Authenticity varies among learners, thus engaging all students is key to making tasks more authentic overall.

Related studies

In recent years, TBLT with its theories and implementation has appealed quite a lot scholars and researchers in Asian contexts such as Hong Kong, China and Vietnam

Task-Based Language Teaching (TBLT), an evolution of the communicative approach, effectively boosts student motivation through goal-oriented lessons Studies explore the advantages and obstacles of implementing TBLT, examining teacher attitudes and understanding.

Few studies address authentic tasks in English speaking classes due to task complexity Despite limited publication opportunities, BA and MA graduation papers from Vietnam universities offer valuable insights for researchers, educators, and those interested in the subject matter.

In conducting this research, a comprehensive review of relevant studies was undertaken, including "Designing authentic tasks in the materials development of secretarial English" by N.T.T Phuong (2007) and "University Teacher’s conceptualization of Task-based Teaching: A case study in Tay Bac University" by N.V These studies provided valuable insights and context for the current investigation.

Hung (2009) or “The Exploitation of Task-based Learning in Teaching Speaking Skills to 11 th Graders in Hanoi High School, Suburb Area- A case study” by L.T.L Huong

Previous research on graduation papers has concentrated on designing authentic tasks and using Task-Based Language Teaching (TBLT) to improve speaking skills in high schools Recognizing the need for further exploration in this area, this study aims to investigate how teachers utilize authentic tasks in English speaking classes, addressing a gap in the existing literature.

Conclusive remarks

This chapter defines CLT characteristics, overviews TBLT, and explores speaking instruction within TBLT, alongside common authentic speaking tasks, while also reviewing relevant Asian studies The subsequent chapter will detail the research methodology used in this study.

METHODOLOGY

Research Context

Established in March 1967, Le Hoan High School has become a trusted educational destination for students and families on the left bank of the Chu River for over 40 years.

Despite facing investment challenges, Le Hoan High School excels in teaching and learning, particularly achieving remarkable success in English instruction.

The English teaching staff at Le Hoan High School comprises seven female teachers, whose ages vary from 22 to 50 years old Each teacher holds a Bachelor of Arts degree from diverse universities across Vietnam.

Teachers possess diverse academic backgrounds and exposure to various teaching methods English classes are often lecture-based, and teachers manage heavy workloads, leading to exhaustion and limited time for lesson preparation or further education Despite these challenges, teachers are energetic, inquisitive, and dedicated to applying effective methods to enhance teaching and learning quality.

Students at the age of 16 from various communes in Tho Xuan district exhibit diverse English proficiency levels, generally not high, based on high school entrance examination scores, despite prior English study in secondary school.

Many students do not major in English, leading to a lack of focus on English studies Additionally, difficult circumstances prevent some students from dedicating more time to learning English, creating challenges for teachers.

Many students find English difficult, particularly speaking, due to a focus on grammar and vocabulary in secondary school Students from rural areas often lack confidence and opportunities to practice, leading to passive learning habits High school encourages active and creative study for better results.

English lessons face challenges due to large class sizes of approximately 40 students and inadequate classroom equipment, including the absence of projectors, clay sand, and televisions Outdated school facilities further exacerbate the difficulty in effectively delivering English lessons.

2.1.4 English Course book for students

Students adhere to the education ministry's curriculum, with each 45-minute lesson integrating listening, speaking, reading, writing, and grammar skills The curriculum covers familiar topics like jobs, food, shopping, and hobbies, as presented in the textbook Students engage in two weekly sessions over a 17-week period.

Research Questions

With these aims of the study as stated in the Introduction part, three following questions have been raised:

1 What are the teachers’ perceptions of the exploitation of authentic tasks in teaching speaking?

2 To what extent are authentic tasks exploited in TBL framework in English speaking classes by the teachers?

3 What are the challenges as perceived by the teachers when authentic tasks are exploited in speaking classes?

Selection of the Participants

To ensure reliable and valid results, a sample of seven English teachers from Le Hoan High School was selected, representing the entire population of teachers and facilitating effective data collection and analysis This representative sample allows for the generalization of findings to the broader teacher population.

The selection of teachers from the English group was strategic, based on their dedication and receptiveness, which facilitates survey participation and informal interviews These teachers possess both strong English knowledge and extensive experience in teaching English to non-major students.

The table below reveals the sample’s personal information in detail Their profiles are described in terms of age, gender, years of experience and qualification

Almost all of the teachers are quite young The number of their ages ranging from

The teaching staff consists entirely of female teachers, with 35% possessing under 10 years of experience and a majority (65%) having taught English for over a decade; all teachers hold bachelor's degrees.

Personal information Number of participants

Research instruments

To gather comprehensive data, this study employed three research instruments: teacher surveys for quantitative data, alongside informal interviews and classroom observations for qualitative insights These methods were chosen to ensure the validity and reliability of the findings within the constraints of the project's timeline and budget, aligning the research tools with the study's objectives and instrumental development.

Wilson and Mc Lean (1994) highlighted the benefits of questionnaires, including structured numerical data and ease of analysis Gajendra (1999) considered it a vital tool for data collection due to its effectiveness Consequently, a survey questionnaire with both open-ended and closed-ended questions was designed for teachers, comprising 14 questions in different sections.

Q 5, 6 & 7 Teachers’ perceptions of tasks, authentic tasks and TBLT

Q 8 & 9 Teachers’ perceptions towards speaking skills and the exploitation of authentic tasks in speaking classes

Teachers’ exploitation of authentic tasks in speaking lessons in TBLT

Q 14 Difficulties as perceived by teachers in exploiting authentic tasks in speaking lessons

Qualitative interviews, chosen to understand subjects' perspectives, involved ten informal sessions with seven randomly selected teachers at Le Hoan High School These interviews aimed to clarify and support data from survey questionnaires, addressing key aspects through ten structured questions.

Q 1 & 2 Teachers’ perceptions of tasks, authentic tasks and TBLT

Q 3 & 4 Teachers’ perceptions towards speaking skills and the exploitation of authentic tasks in speaking classes

Q 5,6,7&8 Teachers’ exploitation of authentic tasks in speaking lessons in

Q 9 Difficulties as perceived by teachers in exploiting authentic tasks in speaking lessons

Q 10 Some suggestions to exploit authentic tasks effectively in speaking lessons

As Hopkins (cited in Donough, J and Donough, S 1997, p.101) describes

“Observation is a pivotal activity with a crucial role to play in a classroom research.”

Verma and Miller (2005) emphasize the irreplaceable value of direct observation in understanding classroom language learning and teaching In addition to survey questionnaires and informal interviews, classroom observation was used to validate research findings, providing insights into current teaching practices.

Classroom observations were conducted across five distinct classes, each featuring different speaking topics from the textbook, to evaluate teacher performance and task effectiveness in speaking lessons A structured observation sheet, designed as a reflective note-taking form, was utilized to assess teaching procedures and address key aspects of speaking instruction.

- The extent to which authentic tasks were carried out in speaking classes

- How these tasks were organized following task-based instructions

- How students involved in the tasks

- Interaction modes and learning atmosphere

By integrating multiple research methods, researchers aim to achieve a deeper understanding and broader perspective, ultimately enhancing the reliability of their findings.

Procedure of data collection

The process of data collection was carried out during the second semester of the school year 2020-2021 The collection of data was carried out through three stages

In the initial stage, selected participants collaborated in data collection, receiving detailed instructions and clarifications on completing questionnaires focused on the exploitation of authentic tasks in speaking lessons.

After analyzing questionnaire responses, ten interview questions were developed to explore the use of authentic tasks in speaking classes Seven teachers were invited to participate in recorded, informal interviews to gather in-depth insights.

Classroom observations across five English classes were conducted to explore the use of authentic tasks in speaking classes As a non-participant observer, the researcher documented classroom procedures to assess the exploitation of authentic tasks The findings from these observations will inform a conclusion regarding the implementation of authentic tasks at Le Hoan High School, and recommendations will be made to enhance future studies on this topic.

Procedure of data analysis

The data collected was analyzed in different procedures:

Descriptive statistical analysis was employed to process the questionnaire data The collected data were calculated, analyzed in percentage terms, and categorized Charts and tables were used to present the data clearly and compare figures.

 For the interviews: Interviews were recorded and the author proceeded to transcribe the tape in narrative form Item analysis was employed to gain the findings from interviews

Classroom observations, involving recorded lessons and detailed note-taking, were conducted to analyze the implementation of authentic tasks in speaking classes The analysis focused on the organization of tasks based on task-based instructions, the types of tasks employed by teachers, student engagement, interaction modes, the learning atmosphere, and challenges encountered by teachers during task implementation.

Conclusive remarks

Chapter 2 lays the groundwork for this study, justifying its importance and outlining key aspects The background section explains the researcher's motivation for undertaking this research Furthermore, the chapter details crucial elements such as participant selection, data collection tools, the data collection process, and the analytical methods employed The subsequent chapter will then delve into the presentation and discussion of the study's findings.

RESULTS AND DISCUSSIONS

Research question 1

authentic tasks in speaking classes?”

Teachers' perceptions of tasks, task-based language teaching, and authentic tasks are closely related to their perceptions of the exploitation of authentic tasks in speaking classes To address these perceptions, related aspects were explored through survey questionnaires and interviews The results were analyzed with reference to these aspects.

 Teachers’ perceptions of tasks, TBLT and authentic tasks

Chart 1 presents a percentage comparison of teacher responses to each of the seven items on the key concepts of tasks and TBLT For the convenience of comparison, three-point simplified scale (disagree, neutral and agree) were employed In response to item 5a, 5b and 5c, which asked for some key concepts of task, a half of teacher respondents understood that task has a communicative purpose (57.1%), a primary focus on meaning (71.4%), and a clearly defined outcome (85.7%) Only a very small numbers of the surveyed teacher (14.3%) showed their disagreement towards these 3 above statements

Chart 1: Teacher's perception of task & TBLT

A significant majority (71.4%) of teachers recognize the relevance of task-based instruction to communicative language teaching, suggesting a broad acceptance of communicative approaches in language classrooms Furthermore, over half of the teachers acknowledged the three key phases of task-based learning: pre-task, task cycle, and language focus, while a minority expressed uncertainty regarding these elements.

Teachers concur that Task-Based Language Teaching (TBLT) is a language teaching approach centered on students learning language through task completion, incorporating various skills and clear objectives TBLT emphasizes communication through purposeful interaction, stimulating a natural desire in learners to improve their language competence by completing meaningful tasks However, many teachers find it difficult to define tasks clearly, often describing them simply as learning activities without specifying key features such as the goal, input, context, process, and outcome.

Teachers largely perceive role-playing in job interviews as authentic tasks A majority (57.1%) also agree that identifying differences in pictures qualifies as authentic, though a significant portion (42.9%) consider it pedagogical Task 7c is overwhelmingly seen as authentic by 85.7% of teachers, with only a small fraction (14.3%) viewing it as pedagogical.

Chart 2: Teacher's perception of authentic

Teachers' perceptions of authentic tasks were initially unclear, with many interviewees unfamiliar with the terms Clarification through equivalents like "real-life tasks" and "classroom tasks" helped teachers relax and share more ideas, although some hesitation remained.

Authentic tasks, such as job interviews or making reservations, differ from pedagogical tasks like completing conversations Teachers often define "authentic" as simply "real" without further explanation, leading to little distinction between task types.

The survey reveals that most teachers understand tasks and Task-Based Language Teaching (TBLT), but some lack perception Interviews showed that teachers struggled to define authentic tasks and differentiate them from pedagogical ones, despite being able to identify them through examples This suggests a practical understanding of task implementation despite limited theoretical knowledge of authentic tasks and TBLT.

 Teachers’ perceptions of speaking skill and the exploitation of authentic tasks in speaking lessons

Analyzing Likert attitude scale data requires careful consideration, and while a comprehensive discussion is beyond the scope, key issues merit attention.

Teachers overwhelmingly recognize the importance of speaking skills, with 100% considering teaching speaking necessary (S1, S2).

2 Teaching speaking skill for students is necessary 100 0 0 0 0

3 Using authentic tasks in speaking lessons is useful and effective

4 It is interesting to use authentic tasks to teach speaking

5 My students are excited when I use authentic tasks in speaking lessons

Table 3: Teachers’ perceptions of speaking skill and the exploitation of authentic tasks in speaking classes

Effective English communication skills are crucial for students as they open doors to better job opportunities both in Vietnam and internationally, making speaking proficiency a key focus in university education.

Speaking is a significant challenge for many students, leading to a lack of confidence in real-life scenarios This issue stems from a low level of speaking ability, highlighting the importance of communicative teaching methods to improve their skills.

The data collected from the first two statements revealed that most of the teachers highly appreciated the importance of speaking skill in English teaching and learning

Many teachers find authentic tasks useful and effective for teaching speaking, as they motivate students and provide a genuine purpose for interaction For example, experienced teachers believe that authentic tasks can motivate students to actively participate in speaking activities However, some teachers hold neutral attitudes, citing the time-consuming nature of preparing and guiding students for such tasks within limited class periods.

Teachers overwhelmingly show interest in using authentic tasks to teach speaking, with 71.4% expressing interest and the remaining feeling neutral A full 100% of teachers believe that students are more excited and engaged when authentic tasks are incorporated into speaking lessons, leading to more active interaction and participation.

Question 9 in the survey questionnaire revealed the benefits that authentic tasks can bring about as perceived by the teachers in their speaking lessons For the convenience of comparison, the five-point scale responses (strongly disagree & disagree, neutral, agree

& strongly agree) were merged into a three-point simplified scale (disagree, neutral and agree)

Research question 2

framework in English speaking classes?”

The study investigates how teachers utilize authentic tasks in English teaching, employing data triangulation for reliable findings, particularly through classroom observations The research merges findings and discussions on dealing with textbook activities, task types in speaking classes, task-based learning stages, and favored techniques This approach ensures the study's validity and offers insights into practical English teaching methodologies.

A survey reveals that most teachers actively and positively engage with speaking activities designed in the textbook, indicating effective exploration and implementation in the classroom.

35 design new activities to make their lesson more interesting Chart 4 depicted that how speaking activities have been dealt with from the teachers’ point of view

Half of the teachers actively design new activities from supplementary sources, while an equal percentage adapt existing activities to cater to students' preferences, indicating a significant effort to diversify teaching methods.

Many teachers rely heavily on textbook activities due to limited classroom resources and time constraints, although some adapt lessons for engaging topics like shopping or travel.

Chart 4: Teacher's ways of dealing with speaking activities in the textbook

The survey and interview findings contrast with classroom observations, where teachers often used and sometimes adapted textbook activities at the start of lessons.

Engage students with 36 topic-based activities, despite limited projector availability at Le Hoan High School, where English teaching faces technological challenges.

A survey of teachers at Le Hoan High School revealed that 100% of respondents exploit authentic tasks in their speaking lessons The majority (90%) provided further explanations, citing benefits such as creating a fun and relaxed learning atmosphere, providing real-life situation experiences, and improving oral communication Other reasons included motivating student interaction and developing creativity and self-confidence in speaking.

Authentic tasks are rarely used in speaking classes, with teachers favoring pedagogical tasks that lack real-world context and specific goals Classroom observations reveal a mismatch between teachers' perceptions of authentic tasks and their actual teaching practices, likely due to inadequate understanding of these tasks This ultimately makes it challenging for teachers to motivate students in speaking classes using authentic materials.

Interviews and classroom observations provided reliable insights into implementing task-based learning, confirming the importance of its distinct stages.

Teachers commonly structure speaking lessons into three phases: pre-task, task cycle, and language focus, beginning with a warm-up to introduce the topic and create an engaging learning environment Vocabulary pre-teaching and task instructions, often with examples, are provided before students work in pairs or groups Students then present their work, sometimes with time limits, and are invited to share their results.

Observed classrooms revealed that most teachers followed a three-phase structure: pre-task, task cycle, and language focus, although one teacher reversed the sequence Teachers effectively used engaging materials like movies and pictures during the pre-task phase to stimulate student interest A key observation was the neglect of the planning stage within the task cycle, and during the language focus phase, teachers allocated limited time for detailed analysis and practice, sometimes shifting review to the lesson's conclusion.

Teachers favor pair work and group work techniques (85.7%) for authentic tasks, followed by role-play (71.4%).

Simulation techniques ranked fourth at approximately 30.5%, followed by fact-finding at 24.5% Other activities accounted for only 14.3% Dialogue creation, discussions, brainstorming, and comparative analysis were also employed.

Teachers favor pair work, role play, and group work to enhance student involvement and spontaneous interaction Some find role-play particularly effective for familiar topics, boosting student engagement and creativity However, techniques like opinion-giving and brainstorming are considered challenging for students and are less frequently used in speaking classes.

Chart 5: Teachers' favorite techniques embedded in exploiting authentic tasks

Researchers favor pair and group work in speaking classrooms, employing pair work for initial tasks and group work for final tasks These interaction modes foster cooperative learning, encourage self-expression, and reduce shyness Teachers assess students' responses to assigned tasks, as explored in Question 13.

Research question 3

when authentic tasks are exploited in speaking classes?”

Survey data, interviews, and classroom observations provide a thorough understanding of the challenges teachers face when using tasks to teach speaking.

As can be seen from the chart, students low language proficiency is regarded the biggest problems faced by 60% of the teachers Most of the teachers complained that

Teachers face challenges in English language instruction due to students' comprehension difficulties when using English 100% of the time This issue is compounded by time constraints and large class sizes, which rank among the most significant obstacles educators encounter.

Many teachers find that a 45-minute speaking lesson is insufficient for task-based language learning, struggling to complete all stages effectively Half of the teachers reported difficulties in designing suitable speaking tasks across diverse topics The primary challenges include inadequate real-world task materials and a limited understanding of task-based instruction.

To effectively engage students in speaking tasks, teachers should incorporate real-life activities into the classroom, as course books often lack practical application Task-based instruction, while potentially new to some teachers, can bridge the gap between theoretical knowledge and practical communication skills, fostering a more engaging and relevant learning environment.

Many high schools are adopting a certain approach that the author is aware of but, unfortunately, has not yet experienced in their own teaching context at Le Hoan High School.

Students’ low language proficiency Improper materials for using real-world tasks

Large class size Lack of time Failure in choosing suitable tasks

Chart 7: Teacher's difficulties in exploiting authentic task to teach speak

Teachers face significant obstacles, including a lack of time to prepare essential materials like cards, pictures, movie clips, and listening texts at home, due to heavy teaching loads, suggesting that faculty boards should consider assigning teachers only 15 to 20 periods a week to improve work-life balance and preparation time.

Ineffective classroom management, impacting 5 teachers, stems from large class sizes and a lack of teacher mobility within the classroom.

Classroom observations reveal consistent difficulties preventing teachers from effectively using authentic tasks in speaking classes A lack of knowledge regarding task-based instruction hinders effective task exploitation, diminishing self-confidence in bringing real-world tasks into the classroom.

When being asked about giving suggestions to overcome these challenges, only some teachers shared their opinions “Teachers should have more time to choose

To improve task-based language teaching (TBLT), some suggest using diverse real-life materials like television and the internet in class Others recommend more teacher training through meetings and seminars to enhance understanding of TBLT theories and share experiences with authentic tasks However, some analyses did not offer any recommendations for improvement in this area.

Conclusive remarks

Through triangulation of research tools and detailed analysis, this study provides significant findings that directly address and answer the initial research questions, ensuring a comprehensive and satisfactory conclusion.

Teachers generally have positive views on tasks and task-based language teaching, including using authentic tasks in speaking lessons However, their understanding of what constitutes an authentic task may be limited, as evidenced by a lack of clear definitions.

Teachers demonstrated an understanding of authentic tasks and their importance in speaking lessons, despite the absence of explicit criteria for identifying such tasks, and they recognized the benefits of authentic tasks in oral classes.

Teachers' limited knowledge of authentic tasks resulted in their underutilization in speaking classes, with educators primarily relying on textbook exercises lacking real-world context and specific goals This mismatch between teachers’ perceptions and their actual teaching practice led to a superficial implementation of the TBL framework, mainly focusing on group work Consequently, teachers expressed dissatisfaction with their speaking lessons due to students' lack of interest in the activities.

In an attempt to answer the third research question, the author resorted to the findings from three research instruments Findings reflected genuine difficulties which

Teachers face several challenges in implementing authentic speaking tasks, such as large class sizes and limited time Students' low language proficiency and the difficulty of designing appropriate tasks also pose obstacles Furthermore, unsuitable materials and a lack of task-based instruction hinder effective exploitation of real-world tasks The article provides suggestions to help teachers overcome these difficulties.

Summary of the study

Mastering English speaking is a significant challenge for students at Le Hoan High School, prompting teachers to seek effective solutions Teachers at Le Hoan High School consistently strive to motivate students in speaking, aiming for success in real-life communication Communicative speaking activities are considered an effective tool in speaking classes This study explores the use of authentic tasks to enhance students' speaking abilities.

This study explores teachers' perceptions of using authentic tasks in English speaking classes, examining the extent of their implementation within the Task-Based Learning (TBL) framework and the challenges encountered during their application in oral lessons.

To achieve the study's aims, a triangulation method was employed, utilizing survey questionnaires, informal interviews, and classroom observations Notably, classroom observations significantly enhanced the study's validity.

Teachers at Le Hoan generally view task-based language teaching and authentic tasks in speaking lessons positively, recognizing the importance of teaching speaking However, many lack a comprehensive understanding of authentic tasks, and almost no authentic tasks are used in their actual speaking classes, revealing a disconnect between their perceptions and teaching practices.

The exploitation of tasks in language learning often falls into pedagogical exercises, failing to actively engage students in speaking Teachers, while generally following a three-phase structure (pre-task, task cycle, and language focus), may lack a comprehensive understanding of each stage Pair work and role-play are favored techniques, but teachers encounter difficulties in implementing authentic tasks Overcoming these challenges is crucial, and this study offers suggestions for improvement.

Pedagogical implications

To enhance student motivation in speaking lessons through effective task exploitation, this article offers solutions to challenges in teaching speaking with authentic tasks It provides practical recommendations for designing such tasks and adapts specific activities to increase student engagement in speaking.

In oral English education utilizing Task-Based Language Teaching (TBLT), educators must remember that tasks should be goal-oriented, emphasizing both meaning and linguistic competence, while students apply language knowledge and communicative skills to complete assignments Oral English learning tasks should simulate real-life activities rather than merely replicate them.

Survey data reveals key challenges for teachers: managing large classes, time constraints, selecting appropriate tasks, and dealing with ineffective task-based lessons A significant issue observed is the uncritical adoption of textbook activities, highlighting the need for teachers to adapt and authenticate tasks to enhance their suitability and effectiveness.

Authenticity in Task-Based Language Teaching (TBLT) is crucial, as highlighted by Candlin (1987), LONG (1992), Nunan (1993), and Rod Ellis (2003) Task designers should prioritize genuine purpose and real-world targets to enhance task authenticity, ensuring real communication and relevance to real-world needs Student engagement and interaction are essential components in fostering authenticity within a task.

Task designers should consider Willis' questions (2007) to ensure authentic tasks that engage learners, prioritize completion, relate to real-world activities, judge success by outcome, focus on meaning, and have a clear goal Answering "yes" to these questions increases task authenticity.

Adding a goal or an outcome is clearly a useful way to bring about task authenticity Here are some suggested adaptations for these activities which the researcher observed in different lessons:

 Unit 10 –Grade11: Nature in danger - Teacher: Hoang Thi Nguyen

Speaking Topic: Talk about the negative impacts caused by people on the environment

- Work in groups of 3 T gives a few pictures of current environmental disasters (forest fires, floods, droughts )

-T asks Ss work in pair to discuss about some reasons why nature is threatened

- Outcome: After hot discussion and careful thinking, students have to write down the answer in a paper sheet Also, they must give a report on their work in public

 Unit 10 – Grade 10A1: Conservation - Teacher:Hoang Thi Nguyen

Speaking Topic: : Talk about the advantages and disadvantages of zoos of the new kind

- Work in pairs, students discuss about the purposes of the zoos Then, discuss with your partners and ask teacher to know

- Outcome: After that, Imagine that you are a member of the management of the zoo

What do you think a member like you needs to do to take good care of the animals there

Findings from survey questionnaire showed that the teachers just prefer using pair work, group work or role play the most Accordingly, they have not made full use of

To effectively teach oral English, educators should creatively integrate simulations, problem-solving, and experience-sharing tasks, ensuring they understand and appropriately apply the six task types within Task-Based Language Teaching (TBLT) Lessons should be attractive and carefully designed with a range of complexity, and teachers should adhere to structured stages to enhance students' fluency and accuracy communicatively.

Authentic materials, including satellite television, CD-ROMs, foreign publications, and the Internet, serve as accessible and useful resources for teachers and task designers seeking authentic input for oral lessons.

In conclusion, the exploitation of authentic tasks will work well and then intrinsically motivate students in speaking classes if such recommendations above are taken into consideration by the teachers.

Limitations and suggestions for further research

Although the study has yielded important results, there undoubtedly existed some limitations due to its scope and weaknesses

Further research is needed to explore the influence of demographic factors such as age, gender, experience, and teaching field on teachers' perceptions, practices, and opinions, as this study did not extend its analysis to include these variables.

Further research is needed to explore student perceptions of authentic tasks, as the current study only examines teacher perspectives Future studies should consider incorporating action research and experimental designs to provide a more comprehensive understanding of authentic task implementation.

Limited participant numbers may impact research validity Larger sample sizes, more interviews, and classroom observations could strengthen results and implications.

In conclusion, this research largely answers the initial questions, providing valuable information for future studies, despite some limitations.

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2005 from http://langue.hyper.chubu.ac/jp/jalt/pub/tlt/98/jul/willis.html

My name is Lê Thị Như, student of English at Faculty of Foreign Language, Hong Duc University This survey questionnaire is designed for my thesis: “ The

This research explores the exploitation of authentic tasks in speaking classes for students at Le Hoan High School, and your participation in this questionnaire is highly valued Your honest feedback is crucial for the success of this study, and all personal information will be kept confidential, used solely for research purposes Your assistance will significantly contribute to the validity and reliability of the findings.

Please put a tick () to the most appropriate to you or answer the questions

3 How many years have you been teaching English? ……… years

4 What is your qualification? a Bachelor in teaching English as a foreign language b Master of Art in teaching English as a foreign language c Doctor of Philosophy in teaching English as a foreign language d Others: (please specify)………

II Teachers' perceptions of tasks, authentic tasks and Task-based Language

To what extent do you agree with the following statements? Please put a tick () where you think appropriate most

5a A task is a communicative goal directed

5b A task involves a primary focus on meaning

5c A task has a clearly defined outcome

5d A task is any activity in which the target language is used by the

6a TBLT is consistent with the principles of communicative language teaching

6b TBLT includes three stages: pre-task, task cycle, and language focus

6c TBLT is based on the student- centered instructional approach

7 In your opinion, which following tasks are authentic or pedagogical? Please put a tick to the authentic (A) or pedagogical (P) column matches your opinion

To effectively evaluate a web designer candidate at FPT, focus on questions that reveal their technical skills, design principles, and problem-solving abilities Assess their proficiency in industry-standard tools and their understanding of user experience (UX) and user interface (UI) design Inquire about their portfolio and design process to gauge creativity and attention to detail Determine how they handle feedback and meet deadlines, ensuring they align with FPT's work culture and project requirements.

7b Finding the differences in 2 pictures

Work in pairs You each have a picture of a party 2 pictures are slightly different from your partner’s

Describe your picture and find differences Don’t show your picture to your partner

Work in groups and imagine that you have decided to invite everyone in your class to dinner at your place

Work out an appetizing menu which will suit the tastes of everyone in the class Make a shopping list

III and decide who is going to do what in preparation for the great party Tell another group about the arrangements you have made

III Teachers' perceptions of speaking skills and the exploitation of authentic tasks in speaking classes

8 To what extent do you agree with the following statements? Please put a tick () where you think appropriate

Statements Strongly agree Agree Neutral Disagree Strongly disagree

8b Teaching speaking skill for students is necessary

8c Using authentic tasks in speaking lessons is useful and effective

8d It is interesting to use authentic tasks to teach speaking

8e My students are excited when I use authentic tasks in speaking lessons

9 In your opinion, which benefits can the exploitation of authentic tasks bring about in your speaking classes? (Please put √ in a column that matches your opinion most)

1 Strongly agree 2 Agree 3 Not sure 4 Disagree 5 Strongly disagree Ranking

9a Heighten learners’ motivation and self-confidence for learning

9b Provide students with opportunities to experience real- life situations

9c Improve students’ communicative language skill

9d Increase students’ creativity, self-expression

9e Increase interactions among members in class

IV Teachers' exploitation of authentic tasks in speaking lessons in TLT

10 How do you deal with the activities in your textbook? a Do exactly what is designed in the textbook b Do activities in the textbook, have a little adaptation occasionally c Just keep the topics, do newly designed activities from other sources d Other ideas (please specify): ………

11 Are authentic tasks exploited in your speaking lessons? a Yes (Go to question 12, 13) b No

Please explain the reason for your choice

12 Which of the following techniques do you prefer using with authentic tasks in your speaking lessons? You can tick more than one option a Pair work d Fact-finding b Group work e Simulation c Role play f Others (please specify)………

13 How do most of your students respond when they are asked to carry out authentic tasks? a Remain silent all the time b Do the task with great interest c Chat with other members about another topic d Speak Vietnamese e Do other things: ………

V Difficulties as perceived by teachers in exploiting authentic tasks in speaking lessons

14 Which difficulties may you cope with when exploiting authentic tasks in English speaking class? You can tick () more than one answer a Students’ low language proficiency b Improper materials for using real-world tasks c Little knowledge of task-based instruction d Large class size e Lack of time f Failure in choosing suitable tasks g Other ideas (please specify):……… ……

Thank you very much for your cooperation!

APPENDIX 2 INTERVIEW QUESTIONS FOR TEACHERS

1 What are your perceptions of task and task-based language teaching?

2 How do you understand two terms “authentic tasks” and “pedagogical tasks”? In what ways are they different from each other? Give some specific examples, please

3 How important is it to teach speaking skills for students? Why?

4 How interested are you in using authentic tasks to teach speaking?

5 Do you follow 3 phases (pre-task, task-cycle, language focus) when you exploit these authentic tasks?

6 What kind of techniques are you most interested in when you exploit authentic tasks? Why?

7 How much do authentic tasks help you in English speaking lessons?

8 How do you assess your exploitation of the tasks in your speaking classes? Is it effective or not? Could you explain the reason why?

9 What problems do you find the most difficult when exploiting authentic tasks in speaking classes?

10 What suggestions can you make to exploit authentic tasks effectively in speaking classes?

Thank you for answering the questions!

APPENDIX 3: SAMPLE OF TASK-BASED SPEAKING LESSON

Unit 11: Sources of energy Grade: 11A6

Speaking topic: Protect natural resources

Teaching aids: textbook, chalk, board, handout, overhead projector, tape, cassette player

Task: Role-play: Work in pairs Make a conversation to ask and answer questions about ways to use resources efficiently and economically

Preparation and materials: The teacher needs to record a real conversation

 Skill: By the end of the lesson, the students will be able to:

+ Develop listening and speaking skill

+ Enhance cooperative learning at class

+ Distinguish the language of scientists and citizens in a conference

+ Learn useful phrases from the conversations

+ Achieve communicative competence in real-life conversations

Outcome: At the end of the lesson, students will give out the dialogues between the science and the citizen

Engage students in collaborative group work by having them watch a short video that addresses the state of resources, covering key topics for discussion and analysis.

- Ask Ss to write down in the board

- Raise some questions to lead the topic of the

-Play the tape for twice and ask Ss to listen to a conversation between the scientist and the citizen in a conference and note down some language phrases

- Tell Ss that they are going to make your own conversation at a conference as a sample and give Ss some few minutes to think it over

- Ask Ss to work with their partners

- Moves around to monitor the whole class and give the help if necessary

- Matches them with another pair to discuss their ideas, any similarities or differences

- Ask each pair to rehearse presenting the dialogue

- Walks around, helps Ss if they need it, and note down any language points to be highlighted later

- Ask two pairs to come up in front of the class and present their conversations

- The task for audience is to decide which conversation is more successful They can ask questions after the presentations

- T acts as a chairperson selecting who will speak next,

- T gives feedbacks on the content and quickly reviews what was suggested

- Pick up some good phrases used by the Ss during the task and incorrect phrases/sentences and analyze these phrases

- Hand out the tape script from the listening and ask Ss to underline useful phrases

To effectively guide students, teachers should emphasize key phrases for discussing causality, such as "stems from," facilitating deeper analysis of root causes Highlighting expressions for personal opinions, like "in my opinion," encourages students to articulate their viewpoints confidently Furthermore, teachers should draw attention to phrases that propose solutions, such as "we should," empowering students to engage in constructive problem-solving and solution-oriented discussions.

- Ss may practice sentence patterns with adequate intonations of different roles

Observer: Le Thi Nhu - Teacher’s name: Hoang Thi Nguyen

Unit 10: Nature in danger - Textbook: English grade 11

Period 3: Speaking: Talk about the negative impacts caused by people on the environment

Period 3: Speaking: Talk about the negative impacts caused by people on the environment

- - - - - - Seats for Ss Seats for Ss

Teacher’s activities Student’s activities Reflective notes

- Teacher greets the class and introduces herself

- Ask Sts to stand up in alphabetical order and play a small game “say your name”

- Check and lead students to the lesson

- Students listen to the teacher carefully

- Say the names in front of the class

- Teacher use games to introduce the topic

- She doesn’t give task instructions

- The students feel shy and only some students get involved in the lesson The others speak

- T gives a few pictures of current environmental disasters (forest fires, floods, droughts )

-T asks Ss work in pair to discuss about some reasons why nature is threatened

- Ask Ss to stand up responses to natural disasters are given

- Ss must guess the answers

- T gives proper feedback, make compliments to the right answers

- Ss look at the photos in the textbook

- Ss stand up and make questions about the environmental disaster of the nature in these photos and use the book to give reasons

- Ss listen to T’s feedback and correct mistakes if any

- T gives no clear instruction: T doesn’t ask Ss the way to cooperate to complete the task: in individuals, in pairs or in groups, or the whole class

Natural disasters, frequently covered on television and in textbooks, provide students with readily accessible information, making related assignments straightforward.

- Students enthusiastically raised their hands to speak

- Teachers always give students questions about pictures that interest students and give positive feedback

+ Ss have no time to rehearse before they report in front of class

+ Good interaction between T and Ss but not between Ss and Ss

+ T plays role of a good chairperson

Task 2: “Get-to-know-you” conversation (10’)

- Ask Ss to work in pairs and make dialogues to make a conversation talk about the negative impacts caused by people on the environment

- Before doing this task, T plays the CD to give a sample conversation

A: People are killing endangered animals for fur, skin and food

- Ss listen to T’s instructions and the sample conversation carefully

- Ss work with their partners to get to know their partners

- Ss pay much attention to the language forms they use in the conversation

- No authentic tasks are exploited

- Instructions are clear and helpful with a sample conversation

- This task is available in textbook

- Ss are not engaged in the task with lots of enthusiasm

- No real purpose is set up to promote Ss in joining the conversation

B: Killing endangered animals for fur, skin and food should be banned

- T goes round and corrects all the mistakes the Ss can make

- T calls 2 pairs to come over the board and make dialogues board and make dialogues

- Ss spend little time practicing with their partners

- T pays too much attention to correct language forms It isn’t good for Ss at all in promoting fluency competence

- T asks Ss to write down good phrases, structures in the tasks they have carried out

- T check with the whole class with meaningful phrases

- Ss write down the phrases in tasks which they remember

- Ss listen to the teacher and takes notes of phrases

- It is a good way for T to draw Ss’ attention to the language forms they have used in these tasks

- Good phrases are highlighted with hope to help Ss use in communication

- Students have no time to practice more with other classmates

- T calls one S to stand up and restate what Ss have learnt in the lesson

- T summarizes the important content in the lesson

- Ss remember what have been taught in the lesson

- T should keep the time better to have time to summarize main content of the lesson

To improve lesson engagement, the teacher should begin with a motivating language game during the pre-task phase Over-emphasis on language form impedes student interaction, and the teacher's role as a facilitator needs strengthening during the task stage Furthermore, the planning stage requires more attention to better prepare students for reporting.

Teacher needs some adaptation to the activities in the course book to promote students’ enthusiasms Learning tasks are not truly communicative with the lack of genuine purpose

Period 3: Speaking: Talk about the advantages and disadvantages of zoo of the new kind

Teacher’s name: Le Thi Hoe

No of students: 38 Textbook: English grade 10 Time limit: 45 mins

Unit 10: Conservation Period 3: Speaking: Talk about the advantages and disadvantages of zoos of the new kind

- - - - - - Seats for Ss Seats for Ss

Teacher’s activities Student’s activities Reflective notes

- Ask Ss some questions about some places to protect animals

- T asks Ss to watch some pictures (clip) about some place to protect animals

- T guides Ss to the topic of the lesson

-Ss listen carefully and answer T’s questions

- Ss watch picture clip and answer T’s questions

- Teacher raises questions to start the lesson She uses pictures to recall useful phrases

- She doesn’t give task instructions

- This activity is good for students to brainstorm the idea related to the forthcoming lesson

- Sts are quite interested in the picture clip

- The class atmosphere is quite relaxing

- T show a few pictures of some endangered animals and ask students about ways to protect them from extinction

- T shows names of activities, reads them and asks Ss to repeat

- T asks Ss to pay attention to the pronunciation of difficult words

-T gives students the main structure in this lesson :

-T gives a example for students and explains for them

EX: This chair was made by my father

-T asks Ss to make some sentences based on the structure

Task 1: Discuss about the purposes of the zoos

- T asks Ss work in groups discuss about the purposes of the zoos

- Ss observe pictures and call out the activities in Vietnamese or English if possible

- Ss read new words after T

- Ss pronounce some difficult words as required

-Ss listen to the teacher

- Ss make a few sentences based on the structure

- Ss listen to T’s guide carefully

- Ss work in groups and discuss the purpuses of the zoos

- Ss present their guess following T’s

- Ss get involved in calling out the activities in the pictures

- In the TBL framework, pre-teaching vocabulary shouldn’t be covered

+ T’s instructions are quite clear with a role-play as a model between one S and the teacher

+ T doesn’t set a real purpose of the task

+ Ss are not eager to discuss the task assigned

Student A: “I think zoos are great places where we can protect wildlife from poachers.”

Student B: “Yes, it is a safe place and it is also a place for scientists to study so that they can replicate more endangered species.”

- T calls on Ss to practice and check information with T to see who is correct

- T divides class in 2 groups to discuss the advantages and the disadvantages of zoos of the new kind

- T gives instructions and make a sample

- Ts show video clips of a student talking about the advantages and disadvantages of zoos

-T asks Ss take note the advantages and disavadvantage

- T listens and corrects mistakes ( if any)

-T asks students work in group to talk about the advantages and disadvantages of zoos

- T calls 2 Ss from 2 groups to present

- T listens and corrects mistakes ( if any) suggestions

- Ss listen to T’s instructions carefully

- Ss watch video clips and take note the advantages and disavadvantage

- The group which has quicker and true sentences will be the winner

-Ss work in group to discuss and present

* Task: is adopted from activity available in the textbook

- Planning stage seems to be neglected

+ Role of T: she doesn’t not work well as monitor (sitting at the T’s table most of the time) + Ss don’t rehearse the structure before reporting in front of class

+ T acts as a good chairperson + Good interaction with Ss

+ Gives some correction on the form

- It’s good when T uses video clip

- T’s instructions are not clear and helpful enough

- Task: Ss get involved in the task actively

- Role of T: does well as a monitor and chairperson She gives proper feedbacks and corrections

- Ss spend a lot of time on tasks first

- T writes score for 2 groups and finds out the winner

- T asks Ss to work in pairs

Imagine that you are a member of the management of the zoo

What do you think a member like you needs to do to take good care of the animals there

- T practices with one S as a sample

-Ss listen to T’s instructions and practice with their partners

- Ss imagine you’re a management of the zoo and think about the things you can do

- Every representative takes turn to talk about their idea

- T attracts Ss by setting a real-like situation which asks for T’s play roles

- T doesn’t work well as a language adviser since she doesn’t give any help in reviewing oral reports

- T calls one S to stand up and restate what Ss have learnt in the lesson

- T summarizes the important content in the lesson

- Ss remember what have been taught in the lesson

- T should keep the time better to have time to summarize main content of the lesson