INTRODUCTION
Rationale
Learning a language involves facing various challenges, particularly with English, which is recognized as an international language Key difficulties include mastering pronunciation, structuring sentences, writing without errors, and adhering to traditional writing styles Additionally, grammar and vocabulary acquisition are crucial; weak skills in these areas can increase stress for learners Therefore, fostering confidence among second language learners should be the primary goal of language education.
Over the years, various methods have been developed to enhance second language learning, with a significant focus on teacher-oriented classes The introduction of communicative language teaching (CLT) marked a pivotal shift in language acquisition, fostering greater student engagement and improved outcomes through interactive activities This evolution led to the emergence of task-based language teaching (TBLT), which is defined by Richards & Rodgers as an approach that centers on tasks as the primary unit of planning and instruction Despite these advancements, challenges such as inadequate reading, speaking, listening, and writing skills, along with weak grammar and vocabulary, continue to impact student performance, often influenced by their mother tongue.
Many students perceive the English language as easy; however, applying its rules and articulating ideas professionally can be quite challenging This often leaves weaker learners feeling neglected in the classroom, leading to a detrimental learning experience A single negative encounter can transform the process of language learning into a nightmare for them.
To enhance the learning experience and address the challenges faced by weak learners, a task-based learning (TBL) approach was introduced, which students embraced, leading to increased confidence and improved performance TBL emphasizes student-centered activities, positioning the teacher as a facilitator According to Richards, Platt, and Weber, learning activities involve actions resulting from language processing, such as drawing a map while listening or following instructions These tasks may not always require language production but necessitate clear criteria for successful completion This study aims to investigate whether task-based learning activities can assist learners in overcoming their difficulties, focusing on the topic: Using Task-based Learning Activities to Teach Vocabulary and Grammar for EFL Students at High Schools.
Aims of the Study
This study serves the aims as follow:
- To investigate the effectiveness of task-based learning activities in supporting students in learning vocabulary and grammar
- To examine the perception of teachers and learners to this approach in language lessons
Scope of the study
This study explores the effectiveness of a task-based approach in enhancing vocabulary development within English for Specific Purposes (ESP) courses By focusing on meaning rather than language features, learners engage with tasks that yield non-linguistic outcomes, highlighting the importance of specialized vocabulary in ESP instruction.
Organization of the study
The study consists of three parts:
This part will include rationale, aims, scope, and organization of the study.
CONTENT
Literature Review
2.1.1 Importance of Grammar and Vocabulary in Academics
Grammar is essential for achieving efficiency, competency, and structure in language, as highlighted by Harmer, who states that "Grammar is an important component in learning English in order to gain competency in using English" (Harmer, 2001, p.12) It, along with vocabulary, forms the foundation of effective communication The appropriate use of grammar and vocabulary is particularly crucial in writing and speaking, enabling a clear and organized transfer of ideas that facilitates seamless communication.
To master English, understanding grammar and vocabulary is crucial Grammar provides the essential rules that govern the language, facilitating comprehension Meanwhile, a strong vocabulary is necessary for effective speaking and writing, as it allows us to articulate our thoughts clearly Together, grammar and vocabulary establish the guidelines for word usage, which are vital for communication Without this knowledge, understanding and expressing oneself in English would be nearly impossible.
Grammar and vocabulary extend beyond merely using words correctly; they involve recognizing global language patterns By understanding these patterns, learners can construct sentences confidently, alleviating concerns about rules like subject-verb agreement or contextual word usage This comprehension not only aids in sentence formation but also enhances the ability to understand others during English communication.
Mastering grammar and vocabulary is crucial for effective communication, enabling learners to understand messages and respond appropriately To enhance their English skills, learners should begin by studying grammar rules and expanding their vocabulary, followed by consistent practice until these skills become second nature.
The concept of "task" is complex and multifaceted, encompassing various definitions and perspectives It can be understood as an imposed obligation, duty, or specific piece of work, each interpretation contributing to a broader understanding of what constitutes a task.
An everyday piece of work, A job responsibility, A general activity or exercise for second learners
Task-based learning (TBL) is highly effective in classroom settings, providing a platform for learners to explore new ideas and enhance their knowledge It is essential for teachers to design tasks that range from simple to complex, enabling students to develop communication skills According to Prabhu (1987), a task is defined as an activity that requires learners to process information to achieve a specific outcome, allowing teachers to guide the learning process This approach encourages learners to engage actively and develop fundamental language skills TBL offers numerous advantages in the teaching and learning process.
Student interaction is ‘built in’ to the lesson, as they need to communicate to complete the task
Students’ confidence can improve as tasks can mimic real life
Students’ motivation can improve due to the same reason
Students’ understanding of language can be more profound as it’s used in realistic contexts
2.1.3 Stages of Task- based Learning
The execution of Task-Based Learning (TBL) involves a three-step process that requires careful attention and monitoring by both learners and instructors This approach may be particularly challenging in rural settings, where learners might be second language speakers or where there is a higher proportion of weaker students According to www.barefootTEFLteacher.com, the process of task-based learning can be effectively illustrated.
Figure 21 The Process of Task based Learning Lesson
However, in any circumstances the role of the instructor needs to be of utmost prominence The three stages can be broadly classified as:
Pre-task: During this phase the learners are briefed on the topic and a collective framework is presented to them
Task Cycle: This is the next step after introducing and selecting the text, this will enable and facilitate the phase of reporting and planning
Post Cycle: This is the last step in the process, where the learners present and are analyzed through the attained results
Task-based learning (TBL) engages students in authentic language use, moving beyond simple grammar and vocabulary questions This approach not only fosters student engagement but also enhances confidence in both language and social interactions Additionally, TBL aligns with natural language acquisition processes For effective lessons, teachers must implement specific strategies both inside and outside the classroom.
In this stage, the teacher introduces the task to spark student interest and engagement By clearly setting expectations, even less motivated students are encouraged to participate fully rather than just meeting the minimum requirements Providing an example of a completed task or modeling it can enhance understanding To accommodate diverse learning needs, the teacher should distribute support materials and appropriately scaffold the task Grouping students and giving clear instructions is also beneficial Ultimately, the primary focus here is to engage learners, establish expectations, and provide guidance.
For effective task completion, a small group of students is preferable to a larger one, as quieter students may feel overshadowed Ideally, the teacher should refrain from direct involvement, instead monitoring the group and providing hints when necessary Task design can vary, but it typically involves some form of gap The primary focus during this stage is fluency, encouraging students to communicate in the target language while minimizing the use of their first language unless absolutely required.
After learners complete their tasks, it's essential to review their work Peer reviews are often preferred, but teacher-led corrections can be beneficial, especially when common errors are identified To enhance peer correction, particularly in weaker groups, providing students with feedback support, such as a checklist or a "things to look for" list, can be effective The primary goal at this stage is to ensure accuracy through reflection and analysis of the completed work.
Content Selection and Teaching Approach through Task Basked Learning
Students were organized into diverse groups to enhance their awareness of tasks and build confidence These groups included individuals with varying levels of English proficiency, including those educated in English medium The primary objective was to foster confidence and responsibility among learners, encouraging their active participation in the learning process and enabling them to create their own syllabus and task-based activities This approach specifically aims to improve students' grammar and vocabulary skills The study utilized the English 10 – Global Success textbook, focusing on the first lesson of each unit, "Getting Started." In this lesson, teachers facilitate discovery rather than direct instruction of vocabulary and grammar, allowing students to uncover new words and useful structures through assigned tasks This teaching method effectively engages students in the lessons while they prepare the required material.
Unit 1: Family Life – Getting Started: Household Chores
Before the task, students were instructed to bring a copy of the text and read it thoroughly without the pressure of comprehension They were encouraged to finish reading the entire text and identify any challenging words they encountered.
In the task cycle, students shared their chosen words with their group, compiling a collection of words that were also identified as challenging by their peers, while setting aside the remaining words.
After preparing the word list, the group engaged in a discussion to explore potential meanings that learners could relate to, which were then recorded Following this exercise, a dictionary was utilized to accurately identify the meanings and gather related synonyms for further study and reference by group members.
By the conclusion of this exercise, we successfully compiled a comprehensive glossary of words, alongside a collection of synonyms and antonyms, all within a brief timeframe Many learners expanded their vocabulary significantly, acquiring more words than those listed in the glossary.
Students’ Draft before Class Students’ Outcome
Task 2: Learning Tenses: Present simple vs Present continuous
In the pre-task activity, students collaborated in groups to choose example sentences for each tense form This selection process followed their completion of a list of tense sentences, as instructed in part 4 of their textbook.
In the Task Cycle, learners will gather two or more sentences from the teacher's list for each tense form, categorizing them accordingly This collaborative effort will enable each group to compile a total of ten to twelve sentences.
Tony eats bread and butter before going to school
Emma watches cartoons every day
These days most people are using email instead of writing letters
Izzy drinks milk every night before going to bed
The children are growing up quickly
It's always raining in London
Johnny goes to the gym daily
We go to school daily
The children are playing in the playground
After preparing their individual lists of sentences, learners collaborated in groups to verify the accuracy of their chosen sentences and the correct use of tenses Each correct sentence was marked with a tick, while any incorrect identifications were discussed among group members.
At the conclusion of the activity, students will gain practical knowledge and hands-on experience in applying the previously taught concept of tenses to the text This process enhances their understanding of how tenses function in a real-world context, ultimately fostering their awareness of tense application within the learning material.
Unit 2: Humans and environment – Getting Started: Go Green Club
Before the task, students were instructed to bring a copy of the text and read it thoroughly without the pressure of comprehension They were then asked to identify and highlight any challenging words they encountered during their reading.
In the task cycle, students shared their chosen words with their group, compiling a collection of words that were similarly identified as challenging by their peers, while setting aside the remaining words.
After preparing the word list, the group engaged in a discussion to explore potential meanings that learners could relate to, which were then recorded Following this exercise, a dictionary was utilized to identify the meanings and gather synonyms for further study and reference by group members.
By the conclusion of this exercise, we successfully compiled a comprehensive glossary of words, alongside a collection of synonyms and antonyms, all within a brief timeframe Many learners expanded their vocabulary significantly, acquiring more words than those listed in the glossary.
Students’ Draft before Class Students’ Outcome
Task 2: Learning Future forms and Passive voice: Will/be going to/ be + Vpp
Pre Task: All the students within their group were asked to list all the sentences using will/ be going to/ be + Vpp which appeared in the text
Task Cycle: Each of the learners would collect the sentences from their textbook
After preparing their individual lists of sentences, learners were instructed to gather in groups and begin sharing the selected sentences from the text with one another.
By the end of the activity, students will gain a foundational understanding of the forms "will" and "be going to," as well as the passive voice Additionally, they will recognize the practical application of tenses within the context of the learning text, enhancing their grammar skills in preparation for future lessons.
Unit 3: Music – Getting Started: A Talented artist!
In pre-task phase in order to activate students’ schemata the teacher asks questions based on the topic of the reading passage For example:
- Can anyone name some words related to the topic music?
- What is the characteristics of a talented artist?
CONCLUSION
Conclusion offers the main findings of the study As for the implication of the study, some suggestions are recommended to contribute to the success of evaluating students’ performance
2.1.1 Importance of Grammar and Vocabulary in Academics
Grammar is essential for achieving efficiency, competency, and structure in language As Harmer (2001) states, "Grammar is an important component in learning English in order to gain competency in using English." Together with vocabulary, grammar forms the foundation of effective communication The appropriate use of these elements allows for clear expression of ideas, particularly in writing and speaking, where organized communication minimizes barriers and enhances understanding.
To master English, understanding grammar and vocabulary is crucial Grammar provides the essential rules that govern the language, facilitating comprehension Meanwhile, a strong vocabulary is necessary for effective speaking and writing, as it allows us to articulate our thoughts clearly Together, grammar and vocabulary establish the guidelines for word usage, which are vital for communication Without this knowledge, understanding and expressing oneself in English would be nearly impossible.
Grammar and vocabulary extend beyond the correct usage of words; they involve recognizing global language patterns By understanding these patterns, learners can construct sentences confidently, alleviating concerns about rules like subject-verb agreement or contextual word usage This comprehension not only aids in sentence formation but also enhances the ability to understand others during English communication.
Mastering grammar and vocabulary is crucial for effective communication, enabling learners to understand messages and respond appropriately To enhance their English skills, learners should begin by studying grammar rules and expanding their vocabulary, followed by consistent practice until these skills become second nature.
The concept of "task" is complex and multifaceted, encompassing various definitions and perspectives It can be understood as an imposed obligation, duty, or specific piece of work, each interpretation contributing to a broader understanding of what constitutes a task.
An everyday piece of work, A job responsibility, A general activity or exercise for second learners
Task-based learning (TBL) is highly effective in classroom settings, providing a platform for learners to explore new ideas and enhance their knowledge It is essential for teachers to design tasks that range from simple to complex, enabling students to develop communication skills According to Prabhu (1987), a task is defined as an activity that requires learners to achieve an outcome from given information through a thought process, allowing teachers to guide that process This approach encourages learners to engage actively and develop fundamental language skills TBL offers numerous advantages in the teaching and learning process.
Student interaction is ‘built in’ to the lesson, as they need to communicate to complete the task
Students’ confidence can improve as tasks can mimic real life
Students’ motivation can improve due to the same reason
Students’ understanding of language can be more profound as it’s used in realistic contexts
2.1.3 Stages of Task- based Learning
The execution of Task-Based Learning (TBL) involves a three-step process that requires careful attention and monitoring by both learners and instructors This approach may be particularly challenging in rural settings, where learners might be second-language speakers or consist of a higher number of weaker students According to www.barefootTEFLteacher.com, the process of task-based learning can be effectively illustrated.
Figure 21 The Process of Task based Learning Lesson
However, in any circumstances the role of the instructor needs to be of utmost prominence The three stages can be broadly classified as:
Pre-task: During this phase the learners are briefed on the topic and a collective framework is presented to them
Task Cycle: This is the next step after introducing and selecting the text, this will enable and facilitate the phase of reporting and planning
Post Cycle: This is the last step in the process, where the learners present and are analyzed through the attained results
Task-based learning (TBL) engages students by focusing on authentic language use rather than simple grammar or vocabulary questions This approach not only enhances student engagement in English but also fosters collaboration, boosting confidence in both language and social interactions Research indicates that TBL aligns well with natural language acquisition processes For effective lessons, teachers should implement specific strategies both inside and outside the classroom.
In this stage, the teacher introduces the task to spark student interest and engagement By clearly setting expectations, even less motivated students are encouraged to participate fully rather than just doing the minimum Providing an example or modeling the completed task can enhance understanding To accommodate diverse learning needs, the teacher should distribute support materials and scaffold the task effectively Grouping students and giving clear instructions is also beneficial Ultimately, the primary focus is to engage learners, establish expectations, and provide guidance for the task.
For effective task completion, a small group of students is preferable to a larger one, as quieter students may feel overshadowed Ideally, the teacher should refrain from direct involvement, instead monitoring the group and providing hints only when necessary Task design can vary, but it typically involves some form of gap The primary focus during this stage is fluency, encouraging students to communicate in the target language while minimizing the use of their first language unless absolutely required.
After learners complete their tasks, it's essential to review their work Peer reviews are often preferred, but teacher-led corrections can be beneficial, especially when common errors are identified during monitoring To enhance peer correction for weaker groups, providing support such as a checklist or a "things to look for" list can be effective The primary goal at this stage is to ensure accuracy through reflection and analysis of the completed work.
2.2 Content Selection and Teaching Approach through Task Basked Learning
Students were organized into diverse groups to enhance their awareness of tasks and build confidence These groups included individuals with varying levels of English proficiency, including those educated in English medium The primary objective was to foster confidence and responsibility among learners, encouraging their active participation in the learning process and enabling them to create their own syllabus and task-based activities This approach specifically aims to improve students' grammar and vocabulary skills The study utilized the "English 10 – Global Success" material, focusing on the first lesson of each unit, "Getting Started." In this lesson, teachers facilitate discovery rather than direct instruction of vocabulary and grammar, allowing students to uncover new words and useful structures through assigned tasks This teaching method effectively engages students in the lessons as they prepare the required material.
Unit 1: Family Life – Getting Started: Household Chores
Before the task, students were instructed to bring a copy of the text and read it thoroughly without the pressure of comprehension They were encouraged to finish reading the entire text and identify any challenging words they encountered.
In the task cycle, students shared their chosen words with their group, compiling a collection of words that were also identified as challenging by their peers, while setting aside the remaining words.
After preparing the word list, the group engaged in a discussion to explore potential meanings that learners could relate to, which were then recorded Following this exercise, a dictionary was utilized to accurately identify the meanings and gather synonyms for further study and reference by group members.