INTRODUCTION
Rational
In the era of globalization, English has become essential in fields like science, business, education, and cross-cultural communication, serving as a vital tool for international interaction and technological access Recognizing the importance of high technology and global communication, Vietnam's government adopted an open-door economic policy, which significantly increased the demand for learning English Consequently, the Vietnamese Ministry of Education and Training integrated English as a core subject across nearly all educational institutions, including schools, colleges, and universities, and made it a mandatory part of high school graduation exams and university admissions.
Vietnam has experienced significant innovation in English teaching methods amid increasing demand for learning the language Traditionally, Vietnamese language instruction focused on mastering language structures through a structuralism approach, emphasizing correct form over practical use However, with insights from psycholinguistic and sociolinguistic research, there has been a shift toward a communicative approach that views language as social behavior Modern English teaching aims to develop learners' ability to communicate fluently, appropriately, and spontaneously within cultural contexts, preparing students to effectively use English in cross-cultural environments.
Research on Vietnam's national school curricula reveals that high school students are required to learn English aimed at progressively enhancing their language skills While foundational grammar points are primarily covered in primary and lower secondary levels, upper secondary focus shifts to reviewing grammar, which can lead to student boredom and make English classes appear monotonous This curriculum structure highlights the need for more engaging and diverse teaching methods to maintain student interest in English education.
Nguyen Sy Sach High School recognizes the growing importance of language learning and actively promotes English extracurricular activities, such as English clubs, group discussions, and annual teaching experience evaluations, to enhance teaching effectiveness Despite these efforts, many students show a lack of interest and neglect the subject, posing challenges to language education Both teachers and students are dissatisfied with the traditional focus on English grammar in the 10th-grade curriculum, indicating a need for more engaging and effective teaching methods.
Many students feel too shy to speak in class, and traditional grammar lessons often rely on teacher-led verbal presentations followed by workbook exercises This conventional approach has limitations in effectively developing students' communicative skills Therefore, this study investigates the potential of implementing a task-based approach to teaching English grammar at Nguyen Sy Sach High School, which could serve as a more effective pedagogical method Adopting the task-based approach can help teachers better understand its core principles and characteristics, leading to more engaging and communicative grammar lessons The research aims to explore practical solutions that enhance classroom interaction, enabling students to improve their communicative competence through task-based activities Ultimately, applying this innovative instructional method may foster increased real communication and active participation among 10th-grade students at Nguyen Sy Sach High School.
Aims of the Study
With the above-presented rationales, the specific aims and objectives of the study are the followings:
This study investigates teachers' implementation of Task-Based Instruction (TBI) in grammar teaching by conducting experiments with grade 10 students The research involves applying communicative tasks to enhance grammar learning and assessing the effectiveness of this approach through testing The findings aim to provide insights into the practicality and impact of TBI in improving students' grammatical competencies.
Secondly, through the investigation the research will find out the difficulties the teachers encounter with their application of TBI in teaching grammar
This study aims to experiment with teaching grammar through Task-Based Instruction (TBI) for 10th-grade students and evaluate its effectiveness It also investigates students' attitudes towards learning grammar via communicative tasks at NSS High School The research seeks to determine whether TBI enhances grammar acquisition and how students perceive this innovative teaching approach.
This study offers practical recommendations to address the impact of TBI on aligning teaching styles with students' learning preferences By narrowing this gap, it aims to boost students' motivation in grammar learning and enhance the overall effectiveness of English language instruction Implementing these strategies can create a more engaging and tailored learning environment, leading to improved language acquisition outcomes.
Scope of the Study
This study examines how NSS language teachers implement Task-Based Learning (TBL) to enhance English grammar instruction in the classroom Limited by time, the research focuses on a sample of ten teachers and sixty tenth-grade students at NSS High School The findings highlight the effectiveness of TBL in improving students’ grammatical skills and engagement in learning English This investigation provides valuable insights into TBL’s practical application in secondary education settings.
Research Questions
In order to serve therefore said aims, the research attempts to answer the following questions:
1 What is the application of TBI in teaching English grammar the 10 th graders at NSS high school?
2 How are TBI employed in terms of frequency and purposes?
3 What are the difficulties in applying TBI to teaching English grammar at NSS high school?
4 What are the students' attitudes towards teaching grammar through TBI after experimental period?
5 What are the suggestions recommended by teachers to applying TBI in teaching grammar to the 10 th graders at NSS high school?
The Organization of the Study
The study will consist of five chapters as follows:
This study is motivated by the need to address a significant problem within the field, with clear aims to explore and understand key aspects The scope encompasses specific topics and variables relevant to the research area, guiding the investigation to ensure focused and meaningful results The research questions are designed to systematically explore the underlying issues and potential solutions, providing a structured framework for the study Overall, this research is organized to methodically examine the problem, from rationale to conclusion, ensuring comprehensive insights that contribute to both academic knowledge and practical applications.
Chapter 2 - Literature Review and Theoretical Background
This section will present the theoretical background and review relevant literature, including articles, books, and other resources related to the study topic It will offer concise descriptions, summaries, and critical evaluations of each work cited, establishing the foundation for the research Additionally, previous studies pertinent to the thesis will be discussed to provide context and support, incorporating key concepts that serve as the theoretical basis for the study.
Chapter 3 - Research Design and Methodology
This section outlines the research design, detailing the instruments used for data collection, the data collection process, and data analysis methods It also addresses issues of reliability and validity to ensure the study's credibility Additionally, the section describes the research procedures, providing a comprehensive overview of the methodology employed to interpret and explain the thesis hypothesis.
The part presents the results and discussions developed after the linguistics figures are analyzed
This article summarizes the main issues and key findings of the study, providing insights into its significant results It discusses the implications of the research and offers recommendations for future investigations to advance understanding in the field The document concludes with a comprehensive list of references and appendices for further reference.
LITERATURE REVIEW AND THEORETICAL
Previous Studies Related to the Thesis
Over the past decade, the importance of effective English communication skills has become increasingly recognized, as mastery of the language is linked to future educational prospects, career advancement, and higher income In Vietnam’s National English Curriculum Standard, a key development is the adoption of a student-centered, task-based language teaching approach However, this method remains a subject of debate among language teaching experts, highlighting ongoing discussions about its effectiveness.
Task-Based Language Learning (TBLL) was pioneered in India by Prabhu in the 1980s, who observed that students could learn English more effectively when engaging with non-linguistic problems rather than focusing solely on language forms This approach emphasizes assessment based on the successful completion of real-world tasks rather than strict accuracy in language use, thereby enhancing fluency and confidence As a result, TBLL has become a popular method for developing target language proficiency and is considered a branch of Communicative Language Teaching.
Harmer notes that many methodologists focus more on the learning tasks students engage in than on the nature of language input He suggests an shift away from pure rote learning and de-contextualized practice towards language acquisition driven by richer real-life experiences.
However, historically reviewed, TBL appears to have gained its currency since the 1996 publication of Willis‟s “A Framework for Task-based Learning”
Longman's work emphasizes the importance of using tasks as the central focus within a supportive methodological framework She introduces a Task-Based Language Learning (TBL) approach that consists of three key stages: the pre-task, the task cycle, and language focus This structured framework enhances language acquisition by integrating authentic tasks with focused language practice, making it a popular choice for effective language teaching.
Skehan (1998) emphasizes that students learn most effectively when engaged in task-based instruction, where they complete meaningful tasks in the classroom He argues that this approach facilitates naturalistic language acquisition by prioritizing communication and real-world use over grammatical forms According to Skehan, the task-based approach is more effective than other methods because it concentrates on meaning, making language learning more authentic and engaging.
Jeon and Hahn (2006) explored EFL teachers’ perceptions of task-based language teaching in a Korean secondary school, emphasizing its focus on developing learners’ communicative abilities through well-designed tasks Tseng (2006) highlighted key differences between task-based instruction and traditional teacher-led approaches by comparing students’ four-skill performances in primary school classrooms, along with factors influencing TBL implementation at this level.
In Vietnam, numerous studies have explored the application of Task-Based Learning (TBL) in English language teaching, including Nguyen Nu Ngoc Tram’s 2011 research on Vietnamese E.M theses focusing on TBL for language learning and teaching Duong Thi Le Thuy’s 2004 investigation examined the use of TBL in ESP courses for construction engineering students, highlighting its relevance in specialized fields Vo Phuc Anh Vu’s 2009 study explored integrating TBL into upper secondary school English speaking classes to enhance students’ communicative skills Additionally, Ta Thi Ly’s 2013 thesis investigated how to effectively apply TBL in teaching grammar to 10th-grade students at Dien Chau 3 High School, emphasizing its potential benefits in secondary education.
At NSS High School in Thanh Chuong, Nghe An, traditional teacher-centered teaching methods are being replaced by more effective, learner-centered approaches This shift highlights the growing importance of task-based learning (TBL) in enhancing English grammar instruction This study investigates the feasibility and effectiveness of applying TBL in teaching English at NSS High School, aiming to improve students’ language skills through a more engaging, student-focused methodology.
The Importance of Grammar in Language Teaching and Learning
Concerning the terms “grammar”, several researchers have attempted to define it Apparently, depending on one‟s theoretical orientation, different people define grammar differently
The Longman Dictionary of Contemporary English (as cited in Harmer,
Grammar, as defined in 1987, encompasses the study and practice of the rules that govern how words change form and are combined into coherent sentences It involves two core elements: understanding the rules of grammar and applying them effectively Grammar is comprised of a subset of linguistic rules, including morphology, which focuses on word formation, and syntax, which deals with sentence structure Mastery of these elements is essential for correct language use.
Huddleston (1984) emphasizes that grammar consists of two main components: morphology and syntax Morphology focuses on the forms of words, while syntax pertains to the arrangement of words to create coherent sentences Understanding these elements is essential for mastering language structure and improving linguistic proficiency.
As can be inferred from the two definitions above, grammar is conventionally seen as the study of morphology and syntax of sentences
According to Cobbett (1984), grammar consists of rules and principles that guide individuals in using and combining words correctly to convey meaning It focuses on the form and structure of words as well as their relationships within sentences, enabling effective communication Understanding grammar is essential for constructing proper and coherent sentences that accurately express ideas.
According to Fromkin and Rodman (1998), the grammar of a language encompasses sounds, sound patterns, and the basic units of meaning such as words They emphasize that grammar involves the rules for combining these units to create new sentences, which is essential for effective communication and language structure.
Both definitions highlight that grammar serves as a guide for constructing correct sentences by providing essential rules These rules encompass not only word formation (morphology) and sentence structure (syntax) but also address the meaning of sentences (semantics) and the sound system (phonology), emphasizing grammar's comprehensive role in language.
A common limitation of all four definitions of grammar, across both categories, is their exclusive focus on sentence-level analysis I support Widdowson (1990), who asserts that “grammar is not just a collection of sentence patterns signifying nonsense” (p 81), emphasizing the importance of understanding grammar beyond isolated sentence structures.
According to Thornbury (1999), grammar extends beyond mere rules for combining words at the sentence level; it also considers the importance of context in understanding language He emphasizes that language processing involves not only decoding words and grammatical structures but also inferring the speaker's or writer's intentions This highlights the integral role of context in effective communication and language comprehension.
Hughes and McCarthy (1998) introduced the concept of discourse grammar, emphasizing that grammar should be viewed as a component of discourse rather than isolated sentences They argued that grammatical statements which ignore contextual features are insufficient and hinder effective grammar teaching Recognizing the importance of context in understanding grammatical structures, their perspective highlights the need to integrate discourse analysis into language instruction for improved learning outcomes.
For the purpose of the study, I use the definition of Richards, Platt, and Platt
(1992) in their Longman Dictionary of Language Teaching & Applied Linguistics:
Grammar is the fundamental structure of a language, describing how words and phrases are combined to form meaningful sentences It considers both the meanings and functions of sentences within the overall language system While some grammatical descriptions include phonetic details, others focus solely on syntax and semantics Understanding grammar is essential for mastering effective communication in any language.
Grammar is viewed as descriptive, focusing on how language is naturally used by speakers and writers It encompasses not only the structural rules for forming correct sentences but also the meanings and functions of those sentences, highlighting both linguistic and social features Understanding this comprehensive view of grammar is essential for effective foreign language teaching and learning, as it bridges correct usage with contextual significance.
2.2.2 Role of grammar in English language teaching and learning
The role of grammar in second language teaching has been a longstanding and controversial issue, with Richards (2002) describing it as "perhaps the most controversial issue in language teaching." Thornbury (1999) highlights that the debate over grammar has heavily preoccupied both theorists and practitioners, shaping the history of language education through ongoing claims and counterclaims This controversy has led to a deep divide, with some advocates emphasizing that grammar should play a central role in language instruction, while others argue that it should be excluded entirely from the teaching process.
2.2.3 The importance of teaching grammar
Most language learners and teachers agree that mastering grammar is a vital part of language acquisition According to Eric Hawkins (1984), understanding language patterns through grammar is equally important as communicative practice, emphasizing that grammar should be seen as a "voyage of discovery" rather than a set of prescriptive rules Hawkins highlights that approaching grammar as an exploration of language structure makes it more engaging and effective in supporting language learning While not all students may immediately find intrinsic interest in grammar, viewing it as an interesting journey can significantly enhance their overall language development.
Controversy exists regarding the role of grammar teaching in language learning, with Krashen strongly emphasizing language acquisition over explicit grammar instruction According to Krashen and Tarrel’s Natural Approach, learners should primarily be exposed to meaningful input just above their current level to facilitate natural acquisition Grammar study is considered secondary, serving as a supplement for those who want to improve their accuracy when time permits, focusing on rules and conscious form correction (Monitor Hypothesis) Ultimately, grammar can be acquired naturally through interaction and meaningful input in a fluent, communicative environment without necessarily emphasizing formal grammar instruction.
Some learners acquire second language grammar naturally without formal instruction, as exemplified by many young immigrants in the United States who attain proficiency in English through naturalistic acquisition (Lightbown and Spada, 1999) However, this process is not universal; while some immigrants achieve functional proficiency, their English may still lack accuracy, highlighting the variability in second language learning outcomes.
Grammar is a fundamental component of any language, essential for mastering effective communication, especially in written form Without a solid understanding of grammar, writing skills are severely limited, making it necessary to include grammar instruction in all English courses This is particularly important in technical and vocational colleges, where many students come from rural backgrounds with limited access to grammar education Additionally, these students often need to read technical materials and manuals in English, which requires a strong grasp of grammar to comprehend effectively Grammar enables us to convey meaning; without it, communication remains at a rudimentary level, as speech and writing are meaningless without proper structure Therefore, teaching grammar is crucial in English Language Teaching (ELT) to enhance students’ communicative abilities and comprehension.
2.2.4 Approaches to grammar instruction 2.2.4.1 Deductive and Inductive approaches
A Brief Review of Task-based Language Learning
Task-based language teaching (TBLT) is a communicative approach that emphasizes the successful completion of real-world tasks as the core of language instruction This method helps learners improve their language skills by focusing on accomplishing practical tasks using the language, promoting authentic communication The goal of task-based teaching is to create a real-life environment where learners can actively engage in meaningful communication, enhancing their ability to use the language effectively in everyday situations.
Since the 1980s, the task-based approach has evolved from communicative language teaching and has been widely adopted by educators and institutions worldwide Although initially considered complex due to variables like planning time and teacher involvement, it is now recognized as a fully-fledged language teaching methodology Implementing TBLT shifts the traditional roles of teachers and learners, transforming teachers into partners and learners into active agents This approach promotes active, positive engagement from students, enabling them to acquire both language skills and cultural understanding essential for proficient and comprehensive use of the target language.
Numerous studies demonstrate that the task-based approach is highly effective in foreign language teaching and learning, often outperforming traditional methods This learner-centered strategy emphasizes meaningful communication and real-world tasks, making language acquisition more engaging and practical By focusing on tasks that simulate real-life situations, the task-based approach enhances fluency, comprehension, and overall language proficiency more effectively than conventional teaching techniques.
Tasks
The term "task" is often used in educational books to describe a variety of activities, such as grammar exercises, practice tasks, and role plays In other contexts, a task is defined as an activity where learners use the target language to achieve a specific communicative goal These tasks are designed to enable learners to use language practically, helping them reach a desired outcome through meaningful interaction Incorporating tasks that focus on real-world communication enhances language learning by emphasizing the practical application of skills.
According to Nunan (1989), tasks are fundamental units of language learning that involve comprehending, producing, manipulating, or interacting with authentic language, with a primary focus on meaning over form Additionally, Breen (1987) describes tasks as "complete and lengthy activities," emphasizing their role in engaging learners in meaningful and immersive language use These insights highlight the importance of task-based learning in developing practical communication skills in real-world contexts.
Skehan (1998) proposes a definition of tasks within task-based instruction following Candlin (1987), Nunan (1989), Long (1989), and others that a task is an activity in which:
There is some communication to solve
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
Task classification plays a crucial role in curriculum design by ensuring variety, as syllabus developers can incorporate diverse task types to enrich learning experiences It also helps identify tasks that suit the specific needs and preferences of different learner groups, enhancing personalized learning Additionally, task classification provides teachers with a valuable framework to experiment and innovate with various tasks in the classroom, fostering more engaging and effective teaching This article aims to develop a comprehensive checklist of task types, focusing on four primary approaches for classifying tasks: pedagogic, among others.
Willis (1996) provides a pedagogic classification of tasks by analyzing common tasks in textbook materials, highlighting how different task types are categorized based on the types of operations learners are required to perform This classification helps educators design effective classroom activities that align with the various cognitive processes involved in language learning Understanding these task types supports the development of targeted instructional strategies, enhancing student engagement and language acquisition.
1, Listing, i.e where the completed outcome is a list
2, Ordering and sorting, i.e tasks that involve sequencing, ranking, categorizing and classifying items
3, Comparing, i.e tasks that involve finding differences or similarities in information
4, Problem-solving, i.e tasks that demand intellectual activities as in puzzles or logic problems
5, Sharing personal experience, i.e tasks that allow learners to talk freely about themselves and share experiences
6, Creative tasks, i.e projects, often involving several stages that can incorporate the various types of tasks above and can include the need to carry out some research
A rhetorical classification of tasks is based on theories of rhetoric that categorize different discourse domains such as narratives, instructions, descriptions, and reports by their structure and linguistic features This classification is commonly used in academic language courses to help learners understand the specific language functions prevalent in academic writing, including definitions, classifications, and examples Understanding these discourse types enhances students’ ability to produce clear and effective academic texts, aligning with key SEO keywords like "rhetorical classification," "academic writing," "discourse domains," and "language functions."
A cognitive approach to classifying tasks focuses on the types of cognitive operations involved in different tasks According to Prabhu (1987), tasks can be categorized into three main types based on the specific cognitive activities they require, providing a clear framework for understanding task design and implementation in language learning and assessment.
An information gap activity is a communicative exercise where participants exchange specific information to complete a task, such as filling in a chart or table based on provided texts This activity encourages meaningful interaction, enhances speaking and listening skills, and promotes collaborative learning By transferring information from one person to another, learners practice real-life communication skills in an engaging and purposeful way Incorporating information gap activities into lessons can significantly improve students' ability to process and share information effectively.
Reasoning-gap activity involves deriving new information from given data through inference, deduction, practical reasoning, or recognizing relationships and patterns (Prabhu, 1987) This type of activity not only involves sharing information but also requires students to go beyond the provided details to make logical connections An example of reasoning-gap activity is when students analyze a set of class timetables to deduce a teacher’s overall schedule These tasks promote critical thinking and deepen understanding by encouraging students to infer and analyze beyond explicit information.
Opinion-gap activities involve expressing personal preferences, feelings, or attitudes in response to specific situations, fostering self-expression and critical thinking Examples include story completion exercises and participating in discussions, which encourage open-ended responses and creative problem-solving These activities are valuable for developing communication skills and allowing for multiple possible solutions, making them highly engaging and adaptable in language learning.
Pica, Kanagy and Falodun (1993) propose a classificatory system with the categories as follows:
An interaction-ant relationship involves understanding who holds the information, who requests it, and who supplies it to accomplish task goals This dynamic is closely related to the nature of the task—whether it is one-way or two-way Research shows that mutual relationships characterized by requests and exchanges increase the likelihood of negotiation of meaning, leading to more effective communication and collaboration.
2, Interaction requirement: This concerns whether the task requires participants to request and supply information or whether this is optional
3, Goal orientation: This concerns whether the task requires the participants to agree on a single outcome or allows them to disagree
4, Outcome options: This refers to the scope of the task outcomes available to the participants in meeting the task goals.
Task-based language teaching
Task-Based Language Teaching (TBLT) is a development within the communicative approach, emphasizing the central role of communicative tasks in language learning (Littlewood, 2004; Brown, 1994) It advocates for organizing courses around real-world tasks that learners need to perform outside the classroom, fostering natural language acquisition (Brown, 1994) Various task-based approaches share a core idea: prioritizing engaging learners in meaningful transactional tasks over solely focusing on language items (Foster, 1999) Additionally, TBLT supports learner-centered approaches, promoting differentiation and interdependence among students, which enhances personalized learning experiences (Candlin, 1987).
One of the key features of Task-Based Language Learning (TBL) is that learners have the freedom to select any language forms they deem appropriate to express their ideas effectively This flexibility allows students to creatively fulfill task goals while demonstrating their communicative competence Such an approach promotes active language use and enhances learners’ ability to adapt their language choices to different contexts, making TBL an effective strategy for language acquisition.
Nunan (1991) gives out five characteristics of a task-based approach to language teaching as follows:
(i) An emphasis on learning to communicate through interaction in the target language
(ii) The introduction of authentic texts into the learning situation
(iii) The provision of opportunities for learners to focus, not only on language but also on the learning process itself
(iv) An enhancement of the learners‟ own personal experience as important contributing elements to classroom learning
(v) An attempt to link classroom language learning with language activation outside classroom
The task-based syllabus, regarded as the cornerstone of Task-Based Language Teaching (TBLT), is defined by Richards (1991) as a curriculum organized around meaningful tasks rather than focusing solely on grammar or vocabulary In task-based learning, learners engage in communication tasks that do not control language forms, prompting them to utilize an entirely different mental process This process involves students composing their messages, expressing their thoughts and feelings freely, which enhances real-life language use and communicative competence.
Task-based learning shifts the focus from teacher domination to learner-centered interaction, allowing students to initiate and close conversations, interact naturally, and challenge or ask others to perform specific tasks This approach encourages real-time composition and spontaneous communication, which significantly enhances fluency and natural language acquisition Unlike form-focused exercises that emphasize accuracy from the start, task-based tasks promote authentic language use, leading to more effective and meaningful learning experiences.
According to Long and Crooks (1992), the task-based syllabuses are
Modern syllabus design is distinguished from early approaches by its foundation in insights about human learning and second language acquisition, rather than strictly analyzing language and language use Unlike lexical, structural, notional, functional, and relational syllabuses, which focus on linguistic elements like words or grammar, these contemporary methods prioritize task-based concepts as the central unit of analysis While they differ in specific approaches, all emphasize tasks over traditional linguistic units, reflecting a shift towards more learner-centered and cognitive-based teaching methods.
The meaning of "Task" has been given in various ways
Long (1985: 89) defines a "task" as a piece of work undertaken for oneself or others, either voluntarily or for some form of reward In essence, a task encompasses the wide variety of activities people engage in daily, including work, leisure, and everything in between Understanding the concept of a task is essential for analyzing productivity, motivation, and everyday functioning in both personal and professional contexts.
According to Nunan (Li, 2004), a communicative task in the classroom is an activity that engages learners in comprehending, producing, and interacting in the target language These tasks emphasize focusing on meaning over form, helping students develop practical language skills through meaningful communication Incorporating communicative tasks into language learning enhances students' ability to use the language effectively in real-life situations.
According to Willis (1996), a "task" is a goal-oriented activity where learners use language to achieve a real outcome Communicative tasks that incorporate the four core language skills—listening, speaking, reading, and writing—are central to the entire teaching framework This approach begins with learners practicing language in meaningful contexts and concludes with reviewing language rules to reinforce learning.
According to Skehan (1989: 95), key characteristics of a "task" include a primary focus on meaning and a connection to real-world activities Task completion is prioritized, emphasizing the importance of achieving a specific outcome Additionally, tasks are assessed based on their outcomes, ensuring practical relevance and measurable results in language learning contexts.
Tasks are a series of purposeful and interconnected activities that enable learners to learn a language by engaging in real-world tasks such as problem-solving, information absorption, and goal achievement They play a crucial role in language courses by enhancing speaking skills and facilitating meaningful communication Through tasks, learners solve simulated or real-life problems using the target language, which helps them acquire language knowledge while developing their overall problem-solving abilities Incorporating tasks into language learning encourages practical application and fosters comprehensive language development.
Nunan emphasizes that language learning tasks typically involve input data, which can be verbal or non-verbal, and an activity derived from this input These tasks are characterized by clear goals, either implicitly or explicitly, guiding the learning process Additionally, tasks define specific roles for teachers and learners to facilitate effective engagement and language acquisition.
Nunan (1989) develops a framework for analyzing communicative tasks, which composed of 6 components This framework is biographically presented in Figure 2.1 below
Figure 2.1 A framework for analyzing communicative tasks
(Adopted from Nunan, 1989:11) Goals Teacher's role
Using task-based teaching placements provides learners with meaningful contexts that encourage active engagement and practical language use This approach allows students to deepen their understanding of grammar through real-world application, fostering self-discovery as active discourse participants Incorporating tasks in process teaching enhances language proficiency by promoting learner interaction and authentic communication experiences.
Before taking up the task of converting the textual content into various tasks, the following points were noted and kept in mind by the investigators:
* The objective of the task must be stated very clearly
* The task must be appropriate for the level of the learners
* The task must equip the learners with the ability to apply classroom learning in new situations
* Tasks must be interesting and motivating to the students
* The form the input takes, must be clear to the teacher
* The roles of teachers and students must be specified clearly
* Through the task, learners must be encouraged to negotiate meaning
* The language that will be generated by the task must be predicted
* There should be variety and flexibility in the tasks
2.5.3 Principles of the TBLT approach
Nunan defined that there are eight principles of TBLT as following:
* (1) Scaffolding: That is content of lesson and supplements related to learning
* (2) Task dependency: That is one task will be developed basing on the previous one
* (3) Recycling: That is recycling language helping the systematic learning principle
* (4) Active learning: That is learners acquire the language by actively using it
* (5) Integration of form and function: That is expectation of learners‟ literacy
* (6) Reproduction to creation: That is learners reproduce language models provided
* (7) Learning strategies: That is learners focus on both learning process and content
* (8) Reflection: That is learners get chances of reflecting on their work
2.5.4 The basic characteristics of TBLT
1) Student-centeredness Teachers should always be aware to plan a lesson for the aim of students‟ mastery of how to use a language Encourage students‟ involvement in the task activities
(2) Meaning-focused instead of form-focused
Students use specific language forms to communicate effectively and accomplish various tasks Instead of memorizing all language rules, they engage in meaningful and engaging activities that naturally enhance their language skills This approach fosters practical communication abilities and makes language learning more interesting and relevant.
Authentic tasks that reflect real-life situations are essential for effective student learning Ensure that assignments are relevant to daily life and facilitate meaningful information transfer Design tasks that are practical and relatable, such as cooking dinner or making a paper plane, to enhance engagement and real-world applicability Incorporating authenticity into educational activities helps students connect their learning experiences with everyday life contexts.
(4) Teamwork Cooperation is greatly valued during the process of reaching an outcome of a task Students should help others, rely on others and learn from each other
Effective feedback is essential in TBL classrooms, as teachers should encourage students to share their findings and experience a sense of achievement This step transforms a simple activity into a meaningful task, highlighting the importance of formative assessment in student learning Additionally, teachers must provide appropriate evaluations of student outcomes to foster growth and improve future performance Prioritizing feedback and assessment enhances engagement, promotes learning, and ensures the success of task-based learning strategies.
Task-based grammar teaching
2.6.1 Why task-based grammar teaching
In the 1980s, Prabhu from India pioneered the concept of teaching English through task-based learning, emphasizing a strongly communicative approach He developed a project in Bangalore, South India, that incorporates various types of tasks to enhance language acquisition Prabhu believes that learners achieve more effective learning when their focus is on completing meaningful tasks rather than solely concentrating on language rules This task-based methodology highlights the importance of engaging learners in real-life communication to improve their English skills.
Task-based language teaching (TBLT) is rooted in communicative language teaching, emphasizing the importance of using tasks as the core of language instruction (Nunan, 1989) This approach prioritizes the development of students' communicative abilities by engaging them in meaningful, real-world tasks aligned with curricular goals Communication within TBLT occurs through the active use of the language’s grammatical system, fostering both fluency and accuracy.
It combines the teaching of language forms with teaching of language skills Therefore, it may have significance or it may be effective in grammar teaching
The researcher has been teaching at Nghe An specialized upper secondary schools, where students are non-majors of English but demonstrate relatively better proficiency compared to students in other local high schools These students have shown increased interest in English since the implementation of a new textbook that adopts a task-based approach, focusing on integrated language skill development However, the Language Focus section, which includes Pronunciation and Grammar, still relies on a traditional method that emphasizes practicing individual grammar points.
Most teachers currently rely on traditional teaching methods in grammar classes, often spending excessive time explaining grammar points, analyzing lengthy sentences, and focusing on complex, less useful vocabulary This approach can become monotonous and fails to engage students effectively To address this, innovative teaching strategies are necessary to make grammar lessons more interesting and motivating for students.
There are divided opinions on the effectiveness of task-based grammar teaching, with some believing it is ineffective and others advocating for its success I have pondered why language skills are integrated with task-based approaches in new textbooks, yet grammar instruction is often not To explore whether teaching grammar through communicative tasks is feasible, I conducted an experiment on 10th-grade students using communicative tasks for my MA thesis.
2.6.2 Steps in Task-based grammar teaching 2.6.2.1 Pre-task
The aim is to prepare students for the task and engage their attention effectively During the pre-task stage, teachers introduce topics and tasks, providing necessary knowledge, explaining requirements and procedures in detail This stage helps learners familiarize themselves with the topic, vocabulary, and expressions Additionally, teachers should consider individual differences among learners to facilitate effective learning and ensure that all students are adequately prepared for the upcoming task.
Aim: for the Ss to discuss about the works related to grammar points in group of six
Set a limited time of three or four minutes to discuss this Circulate and listen to the Ss doing the task, but do not correct any language at this moment
Aim: For students to prepare an oral report of their task
Encourage students to collaborate in preparing a summary of their discussion for a later class report, emphasizing note-taking and oral presentation skills Set a five-minute time limit for groups to organize their notes and prepare their reports Once ready, select a spokesperson from each group to deliver their summary, while the rest of the class listens attentively, fostering active listening and communication skills.
2.5.2.2.3 Presenting the product of the task
Aim: For students to get a provision of useful language input
Aim: To raise students‟ awareness about the target language
Let the students look at the passage again, picking out those sentences which contain grammar points and write them on the board
Check that the Ss understand the meaning of sentences (if necessary) Ask Ss to write down the rules of form for grammar point
Aim: To give the students some restricted written practice in the target language
2.6.3 Characteristics of the Task-based Grammar Class
With accomplishing tasks and activities in real-life like situations becoming the focus of each class, grammar class will show the following characteristics:
Effective learning involves acquiring, processing, analyzing, and solving information Focusing students’ attention on relevant problems or activities significantly enhances their ability to master grammatical concepts Engaging with meaningful tasks facilitates deeper understanding and more successful language acquisition.
The primary goal of language learning is to apply grammar knowledge effectively in real-life situations, not merely to memorize rules While grammar serves as a fundamental component of English proficiency, true mastery comes from consistent practice and practical usage Engaging with grammar actively in daily life helps reinforce learning and transforms theoretical knowledge into functional language skills.
Cooperative learning enhances accessibility in the grammar classroom by encouraging student collaboration By engaging in group discussions and debates, students generate innovative ideas, making language learning more meaningful and engaging This collaborative approach fosters critical thinking and improves overall comprehension through shared efforts.
A student-centered classroom emphasizes the role of the teacher as a facilitator rather than a dominator, fostering an environment where students are encouraged to share their ideas freely This modern approach prioritizes student behavior and participation, ensuring that every student has the right to express themselves By welcoming diverse perspectives, the class promotes active engagement and personalized learning, aligning with contemporary educational best practices.
In task-based classes, students’ individuality and creative problem-solving skills are highly valued, as there is no single correct answer to every question We encourage diverse perspectives and innovative ideas, accepting any reasonable response that demonstrates understanding Recognizing each student’s personal views fosters critical thinking and supports a more engaging, student-centered learning environment.
2.6.4 Studies on Task-based grammar teaching
Ma Li's (2004) survey published in the Journal of Basic English Education highlights teachers' attitudes towards teaching grammar through task-based methods Although task-based language teaching has gained popularity over the years, there remains limited research on its effectiveness in improving grammar instruction.
Most teachers have a positive attitude towards task-based grammar teaching, believing it offers significant benefits for students Incorporating tasks and activities creates a more relaxed classroom atmosphere and emphasizes the practical use of grammar, allowing instruction to happen naturally and meaningfully Cooperative learning through such tasks fosters the development of effective learning strategies and enhances team spirit Additionally, students’ confidence increases when their ideas are valued and not criticized, motivating them to actively participate and improve their language skills.
However, there are quite a lot of concerns about the application of task-based approach to grammar teaching Ma Li points out the following concerns:
1 Not every grammar item can be matched a good task set in real-life like situations
2 Big classes are hard to control and organize in the process of tasks and activities
3 Development of the whole class cannot stand for development of everyone Low-achieved students might drop off
4 Not listening grammar rules clearly might lead to grammar inaccuracy 5.The adoption of task-based grammar teaching means the preparation for grammar class will be more complex than before, which, as a result, adds to the already-heavy workload
6 Teachers have their own problems in understanding certain culture issues concerning the tasks
Summary
This chapter discusses the role of grammar in foreign language learning, highlighting both its advantages and challenges It reviews various teaching approaches, including deductive and inductive methods, as well as other pedagogical strategies The chapter also explores theoretical foundations of task-based language and grammar teaching, emphasizing the rationale for implementing task-based approaches in grammar instruction Additionally, it examines research studies on the applicability of task-based methods across different learning contexts The subsequent chapter will detail the research methodology used in this study.
RESEARCH DESIGN AND METHODOLOGY
Overview of the current situation of teaching and learning English at
at Nguyen Sy Sach High School (NSSHS)
Nguyen Sy Sach High School was established forty years ago to meet the increasing demand for education among local students Initially, student enrollment was low as many preferred to attend more prestigious schools nearby However, over time, the school gained recognition and attracted more applicants, gradually building its reputation Today, the school boasts 32 classrooms, a small library, and a computer-equipped room, reflecting its commitment to providing quality education.
At the start of grade 10, students select from three academic streams: the Natural Science Stream, the Social Science Stream, and the Basic Stream English is a compulsory subject for all high school students, with students in the Basic and Natural Science Streams studying English for three periods per week, while Social Science students have five periods of English instruction each week All students at NSS High School have completed four years of English study in secondary school using new textbooks developed by MOET Despite the diverse streams, most NSS students choose the Natural Science Stream and view English primarily as a subject for passing exams, rather than a subject of personal interest or preference.
The textbooks used for teaching English at the school are "English 10, 11, and 12" published by MOET These new English textbooks are categorized into two sets: standard textbooks for students in the Basic and Natural Science streams, and advanced textbooks designed for higher-level learners This structured approach ensures that students receive appropriate language instruction tailored to their academic pathways, enhancing their English proficiency effectively.
Social Science Stream These textbooks are designed to aim at developing students‟ communicative competence
The teaching staff includes ten English teachers aged 23 to 37, comprising one male and nine females Among them, four experienced teachers graduated from the College of Pedagogy of Hue and Vinh University after completing a four-year degree program While they possess extensive teaching experience, they primarily utilize the traditional Grammar-Translation method Overall, all teachers demonstrate enthusiasm and supportiveness towards their students and colleagues.
3.1.2 The new textbook English 10 (the standard textbook) and its Language Focus section
The new English 10 textbook is developed based on the updated national curriculum and features a multi-strand syllabus that includes topics, tasks, functions, notions, skills, grammar, vocabulary, and sounds It emphasizes a learner-centered and communicative approach, with task-based teaching as the core methodology The textbook is complemented by cassette tapes, a student workbook, and a teacher’s manual to support comprehensive learning.
This book features 16 teaching units and 6 review units, each designed to cover a specific topic Every teaching unit is structured into five sections—Reading, Speaking, Listening, Writing, and Language Focus—each intended to be taught within a 45-minute class period The 16 topics are organized around six overarching themes: You and Me, Education, Community, Health, Recreation, and The World Around Us, ensuring comprehensive coverage of essential subject areas for effective language learning.
The Language Focus section in the new textbook English 10 :
The Language Focus section in the new English 10 textbook includes two main parts: Pronunciation and Grammar and Vocabulary The Pronunciation section emphasizes practicing sounds, including vowels and consonants, first in isolated words and then in sentences to enhance speech skills The Grammar and Vocabulary part aims to reinforce the target language forms introduced in each unit, typically featuring one to three grammatical items, such as sentence completion, rewriting, verb form changes, and word formation exercises Most exercises in this section are structural, focusing on practical application, with grammatical items detailed in the appendix for reference.
The participants in this study were all teachers who are teaching English to the 10 th graders at NSS high school
The study consisted of two phases to explore the use of Task-Based Instruction (TBI) in teaching grammar The first phase involved analyzing teachers' frequency, purposes, difficulties, and recommendations regarding TBI through survey questionnaires completed by 70 participants The second phase focused on an in-depth examination of teachers' actual classroom practices, involving classroom observations of three teachers to assess the effectiveness of TBI and students’ attitudes toward its implementation with 10th graders at NSS High School in Nghe An This two-phase approach ensured comprehensive data collection, combining quantitative survey data with qualitative classroom insights to answer the research questions.
Methodology
The subjects of the study consisted of 10 teachers of English and 60 students at NSS high school in Nghe An
Six English teachers at NSS High School, aged 24 to 37, participated in the study, with four currently teaching grade 10 and two having taught tenth graders previously Four teachers have over ten years of teaching experience and graduated from Vinh University and the College of Pedagogy of Hue after completing a four-year part-time university degree The remaining two teachers, with one year of teaching experience, graduated from Hue College of Foreign Languages None of the teachers hold a Master of Arts degree.
This study focused on 450 tenth-grade students at NSS High School in Nghe An, aged 16 to 17, across ten classes who had completed English courses from grades 6 to 9 using the new series of textbooks All students studied English through the Standard English 10 textbook, with each class having three lessons per week; notably, 73% scored below five on their high school entrance English exam To select a representative sample, the researcher employed cluster random sampling due to the logistical challenges of selecting individual students across different classes and timetables, aligning with Fraenkel and Wallen’s (2003) recommendation for feasible sampling Two classes, 10C1 and 10C5, were randomly chosen by writing class numbers on cards, mixing them, and drawing three from the hat, resulting in a total sample size of 60 students This approach ensured a reliable and manageable sample, as advised by research sampling standards.
The researcher aimed to gather comprehensive data on the teaching and learning of grammar based on Task-Based Instruction (TBI) at NSS School through multiple sources, including questionnaires, classroom observations, and interviews By utilizing these diverse methods, the study seeks to ensure the reliability and objectivity of the findings.
To collect data for this study, two questionnaires were distributed—one for students and another for teachers The questionnaires were pilot tested with a sample of three teachers and fifteen students to ensure clarity and identify any ambiguities Based on feedback and analysis from the pilot study, the final version of the questionnaires was developed.
The questionnaire for students was distributed midway through the second term, with all questions written in Vietnamese to ensure clear understanding and accurate responses Using their native language enabled students to express their thoughts more easily, especially in open-ended questions The questionnaire comprised two parts: the first collected personal information such as age, gender, and years of English learning, while the second included 10 questions, both closed and open-ended, designed to investigate students' language learning experiences and attitudes.
* Survey questionnaire for the teachers
The survey questionnaire for teachers comprised two main parts, both written in English The first part collected personal information such as gender, age, and years of teaching English The second part consisted of four sections designed to explore various aspects of teachers' experiences and perspectives.
- How the teachers use traditional method in teaching English grammar
- The teachers‟ implementing of task-based approach in teaching English grammar
- The teachers‟attitudes towards the application of task-based approach in teaching grammar
- What difficulties the teachers have when they use the task-based approach in teaching grammar
* Survey questionnaire for the students
With students, the researcher delivered the survey questionaire including 10 questions The researcher organized a seminar for students and teachers right after her teaching sample lessons The questionaire focuses on:
- Students‟ attitudes towards English grammar
- The reality of studying English grammar of students
- Students‟ attitudes when the teachers use task-based approach to teach them grammmar
Students‟ feedbacks to TBL applied in English grammar class
This study included classroom observations alongside two survey questionnaires for teachers and students to explore how grammar was taught and learned in real classroom settings The purpose of these observations was not to evaluate teaching performance but to verify the accuracy and consistency of the questionnaire data and gather additional insights related to the research questions Observations were conducted in four randomly selected classes, one lesson each, both before and after the questionnaires The researcher acted as a non-participant, taking detailed notes on teachers’ and students’ activities to enrich the study’s findings and ensure data validity and reliability.
This study utilized structured formal interviews to gather insights from 12 students selected based on accessibility and six teachers Conducted in Vietnamese, these interviews aimed to ensure participants felt comfortable expressing their opinions and judgments The open-ended questions, primarily adapted from the questionnaires, focused on collecting suggestions from both students and teachers to enhance grammar teaching and learning based on Task-Based Instruction (TBI).
All participants were thoroughly informed in Vietnamese about the study's purpose, data collection methods, and requirements to ensure they fully understood their roles and willingly agreed to participate.
A total of 60 students and 10 English teachers at NSS high schools participated in the study by completing two sets of questionnaires related to Unit 14 of the new English 10 textbook To accommodate their schedules, participants were permitted to complete the questionnaires at home within one week After the completion period, all 141 questionnaires were successfully collected, providing valuable insights into their perceptions and experiences with the unit.
The classroom observation was also implemented in two random classes for over one month, both before and after the delivery of the questionnaires
The interviews were conducted with teachers during their free time in the teachers' resting room, ensuring a comfortable and private environment Additionally, with teachers' permission, 12 students were invited to the waiting room to participate in a question-and-answer session The researcher carefully took notes throughout the interviews to accurately capture the participants' responses.
This study analyzed data from three sources across four key areas: teachers' and students' perceptions of the importance of grammar teaching and learning, teachers' methods for teaching grammar during Language Focus lessons, students' approaches to learning grammar based on TBI, and the challenges faced by both teachers and students in grammar instruction and acquisition Quantitative data were organized in tables, while qualitative insights from open-ended questionnaires and interviews were presented through relevant quotations The data analysis involved both descriptive and interpretive techniques to provide comprehensive insights into grammar teaching and learning dynamics.
Conclusion
This chapter outlines the study's context and methodology, focusing on key aspects such as teaching and learning conditions, student and staff characteristics, and details about the new English 10 textbook The methodology section elaborates on the research questions, participant selection, data collection instruments—including questionnaires, classroom observations, and interviews—and the procedures for data analysis These methods were employed to achieve the study's objectives and ensure comprehensive insights into the educational environment.