Factors affecting learning engagement for task based language learning of non english majored students at ba ria vung tau university master of tesol

INTRODUCTION

Background to the study

It is clearly evident that English is the greatest language spoken universally when one out of five people can speak or at least understand it According to Crystal

English is spoken by approximately 380 million native speakers, with an additional 300 million using it as a second language and 100 million as a foreign language, making it a global linguistic force (Graddol, 1997) It is widely regarded as the language of science, aviation, computing, diplomacy, and tourism, serving as a crucial window to knowledge and information that broadens horizons; without English, accessing vital research and data is significantly limited As a modern global language, English plays an essential role in facilitating international interactions, including economic collaborations, global trade, and diplomatic relations According to Sneddon (2003), English functions primarily as a lingua franca, enabling communication among people from diverse countries Consequently, mastering English is vital for unlocking individual potential and thriving in an increasingly interconnected world.

As the number of English learners continues to grow, various teaching methods have been implemented to assess and improve language acquisition Traditional grammar-based approaches dominated language teaching for decades but have seen declining demand due to their limitations In response, the concept of communicative competence emerged, leading to the development of Communicative Language Teaching (CLT), which focuses on effective communication skills Task-Based Language Teaching (TBLT), considered a natural evolution of CLT, emphasizes active student engagement and real-world language use, although it lacks a precise, universally accepted definition Both approaches aim to enhance language learning outcomes by fostering more interactive and practical learning experiences.

Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn

Task-Based Language Teaching (TBLT) is an effective communication-focused methodology that enables students to practice all language skills, especially speaking, through real-life tasks According to Ellis (2009), TBLT emphasizes integrating language learning by encouraging students to engage in creative activities, infer meaning from reading and oral messages, and communicate ideas effectively in authentic contexts Willis (1996) highlights the importance of this approach for its emphasis on authenticity and meaningful communication, with students taking active roles and engaging in continuous reflection Overall, TBLT enhances learners' communicative competence by providing authentic language use, daily-life activities, and ongoing practice of the target language.

Since the launch of Vietnam's economic and political reforms in 1986, English has been recognized as a vital foreign language, especially as increasing foreign investment and international business activities boost its importance (Le, 2007) The government and citizens alike acknowledge the significance of English for economic development, prompting its inclusion as a compulsory subject from secondary schools to universities, along with the proliferation of language centers nationwide However, English instruction at primary and secondary levels mainly focuses on grammar, vocabulary, and sentence structures, with limited emphasis on conversational skills, and assessments are predominantly grammar-based, which can diminish students' interest and impede their fluency At the university level, teaching approaches tend to be more effective, providing students with more opportunities to develop balanced language skills through active language production.

Recent advancements at Ba Ria-Vung Tau University (BVU) have significantly improved teaching methodologies, particularly through the integration of the communicative approach to enhance English learning Educators now focus on providing real-life communication contexts in classrooms, resulting in increased student participation and interaction However, non-English-majored students often struggle to develop their English-speaking skills, leading to misunderstandings and difficulties in expressing their ideas clearly Consequently, English remains a challenging subject for many non-majored students at BVU.

Statement of the problem

The non-English-majored students at BVU are studying the course book LIFE presented by National Geographic LIFE is a general English course with six levels

This comprehensive learning package is highly effective for both students and teachers Students can utilize the student’s books, online homework, and workbooks simultaneously, while teachers can leverage the teacher’s books, online resources, interactive whiteboard materials, and assessment CD-ROMs to enhance teaching Typically, one book covers two semesters for students ranging from beginners to B1 level according to the CEFR, providing a solid foundation in vocabulary, pronunciation, grammar, functions, and skills through practical, communicative tasks The curriculum emphasizes teaching vocabulary via thematic contexts, focusing on key words and word formation through dedicated sections like Word Focus and Word Building Students are given numerous opportunities to practice real-life language functions, preparing them to confidently use English in authentic situations However, non-English-major students often face significant challenges when learning this second language, highlighting the need for tailored support.

Students at BVU face significant challenges in developing their English speaking skills, primarily due to limited vocabulary, language anxiety, and varying learning styles (Le, 2011) A lack of linguistic competence often causes students to hesitate, produce long pauses, or feel embarrassed, which diminishes their confidence and willingness to participate actively in class discussions This negative attitude toward speaking English is compounded by a focus on exam preparation, where students prioritize grammar and test exercises over authentic language use in real-life situations Consequently, despite being introduced to new words and structures, students struggle to apply their knowledge effectively in daily conversational contexts, hindering their overall language acquisition and communicative competence.

A major obstacle to the learning progress of non-English-major students at BVU is their familiarity with traditional, teacher-centered teaching methods, which have been the dominant approach throughout secondary and high school education These students are accustomed to lecture-based and rote learning, leading to passive knowledge absorption rather than active engagement Consequently, they often lack confidence in applying their skills practically, making it difficult to use English effectively in real-life situations The transition from conventional methods to more innovative approaches like Task-Based Language Teaching (TBLT) presents additional challenges, as students need to make greater efforts and adapt to new learning strategies for improved language acquisition.

The fact that teachers lack experience in TBLT is one of the difficult problems in implementing TBLT in classrooms Apparently, when applying the new teaching

Teachers must be well-prepared to adapt to changing teaching methodologies, which can be challenging when providing clear instructions, guiding students to correct answers, and facilitating their next steps According to Hoang (2016), Vietnam’s traditional hierarchical culture strongly influences students, often hindering their ability to take initiative and actively participate in learning.

Recent research has extensively examined the challenges faced by English teachers in implementing Task-Based Language Teaching (TBLT), particularly in Asian contexts However, there is a noticeable gap in studies exploring the factors that influence student learning engagement in university-level TBLT, especially considering the obstacles students encounter This study aims to address this gap by investigating how various challenges impact students' motivation and participation in task-based learning environments.

Aims of the Study

This study investigates the key factors influencing learning engagement among non-English-majored students participating in TBLT at BVU The research aims to identify the elements that enhance or hinder student involvement in task-based language teaching, providing valuable insights for improving language education strategies By analyzing these factors, the study seeks to optimize teaching effectiveness and promote higher levels of student engagement within the BVU context The findings will contribute to developing targeted approaches to support non-English-majored learners in their language acquisition journey.

• To determine the learning engagement for TBLT of non-English-majored students at BVU

• To find out the factors that affect learning engagement for TBLT of non- English-majored students at BVU

• To examine if there is any significant relationship in the learning engagement for TBLT and the factors affecting learning engagement for TBLT of non-English-majored students at BVU.

Research questions

In order to achieve the aforementioned objectives, the following research questions must be addressed:

1 To what extent is the learning engagement for TBLT of non-English- majored students at BVU?

2 What are the factors that affect the learning engagement for TBLT of non- English-majored students at BVU?

3 How does non-English-majored students’ learning engagement for TBLT correlate with the factors affecting their learning engagement for TBLT?

Scope of the study

This study was conducted at BVU in Vung Tau city, involving over 4,000 students of varying abilities For non-English majors, completing six English courses using the LIFE course-book is mandatory for graduation The participants include 200 non-English-major students who utilize this textbook and engage in diverse topics and TBLT experiences in the classroom Data collection involved semi-structured interviews and questionnaires to gain in-depth insights A mixed methods research design was employed, utilizing SPSS for quantitative analysis and content analysis for qualitative insights.

Significance of the study

Vietnam’s education innovation in English teaching has shifted from a teacher-centered to a learner-centered approach, allowing students to actively engage and become more creative in their learning This transformation highlights the importance of learners recognizing their role in mastering lessons, fostering a more motivated and participative learning environment Task-Based Language Teaching (TBLT) is a highly motivating approach that enhances student engagement and offers significant benefits for non-English-major students at BVU Understanding the obstacles and factors influencing learning engagement in TBLT can help teachers implement more effective strategies and improve educational outcomes This study not only provides valuable insights into TBLT but also serves as an important resource for educators and stakeholders at BVU, contributing to the continuous improvement of teaching quality and student learning success.

Definitions of the Terms

With a view to providing a specific understanding of the issues discussed in this study, it is of great importance to define many terms as follows

• Factor refers to the fact or the influence that contributes to the result or the outcome

• Learning engagement refers to the investment and effort of students towards their learning, understanding, or attaining their knowledge or skills

• Non-English majored students refer to students who are studying general

Task-based language learning is a learner-centered teaching approach that emphasizes using authentic language through meaningful activities First introduced by Prabhu in his 1987 Bangalore research report, this method aims to help students develop speaking and writing skills by completing specific tasks such as conducting reviews, listing, or storytelling The approach views language as a communicative tool and provides learners with opportunities to master language skills through goal-oriented tasks.

Organization of the study

This thesis is structured into five chapters, beginning with Chapter 1, which presents the background, aims, scope, significance, and organization of the study Chapter 2 offers a comprehensive literature review on Task-Based Language Teaching (TBLT), including its definitions, the nature and types of tasks, as well as factors influencing learner engagement such as learner-related, teacher-related, and contextual factors, along with prior research and the conceptual framework Chapter 3 details the research methodology, while Chapter 4 discusses the results and findings of the study The final chapter, Chapter 5, provides conclusions drawn from the research findings.

LITERATURE REVIEW

Introduction

Task-Based Language Teaching (TBLT), often referred to as "learning by doing," is a practical approach to learning English that emphasizes active learner engagement through real-life tasks This method involves various task types designed to promote meaningful communication and language use in authentic contexts Key factors influencing learning engagement in a TBLT classroom include task design, learner motivation, and classroom dynamics Previous studies have highlighted the effectiveness of TBLT in enhancing language proficiency and learner involvement A well-structured conceptual framework supports the implementation of TBLT to optimize learning outcomes Overall, TBLT offers a dynamic and engaging way for learners to acquire English skills effectively.

An overview of TBLT

Task-based Language Teaching (TBLT) is a process-oriented approach that emphasizes authentic language use through performing meaningful tasks, first introduced by Prabu (1987) in India Unlike the traditional PPP method, TBLT actively engages learners in real-life language situations, fostering communicative competence—a core goal highlighted by Richards (2005) This approach aims not only to help learners acquire new language skills but also to enrich their existing knowledge by enabling them to use language for social and situational communication, as noted by Branden, Bygate, and Noris (2009) By placing students in context-specific tasks requiring oral communication, TBLT facilitates practical language use, supporting learners at their current skill level and learning pace Overall, TBLT promotes "learning by doing," making language learning more effective, contextual, and communicative.

Tasks in TBLT

A task is the basic unit of TBLT The very first feature teachers must capture is to grasp what a task is

A task, as defined by Long (1985) and cited in Larsen-Freeman (2000), is a type of work performed for oneself or others, often involving activities like painting, dressing, or booking tickets, which are relevant to daily life and work Pedagogically, Richards (2005) views tasks as activities that stem from learners’ language processing and understanding, emphasizing their cognitive engagement Callies (2008) describes tasks as problem-solving negotiations that connect learners’ previous and new knowledge, fostering meaningful learning experiences Prabhu (1987) considers tasks as activities aimed at achieving an outcome based on given information through thought processes, with teachers regulating these processes to guide learning However, these traditional definitions have often lacked a focus on learners’ communication and the use of the target language, which are critical elements in modern language teaching approaches aligned with communicative competence.

Larsen-Freeman (2000) defines tasks as meaningful communicative activities with clear outcomes that require students to actively use the target language These tasks engage learners in authentic communication to complete specific assignments, aligning with Willis’s (1996) perspective, which views tasks as activities where learners employ the target language to achieve a meaningful goal.

A task of communication in the classroom, as defined in 2000 and aligned with Nunan’s (1989) focus, involves learners actively engaging in understanding, manipulating, producing, or interacting in the target language This approach emphasizes meaningful communication, where learners’ attention is primarily directed toward meaning rather than grammatical form These definitions highlight key features such as authentic language use, the importance of meaningful interaction, and clear learning outcomes in language teaching.

Recent definitions by Ellis (2009) describe tasks as “work plans” that utilize need-based materials to enable learners to achieve communicative outcomes rather than purely linguistic goals, emphasizing the importance of meaningful communication Previously, Littlewood (2007) highlighted that tasks involve activities set within purposeful contexts where learners can effectively learn and use English for meaningful communication These definitions collectively underscore the central role of meaning in task-based language learning and emphasize addressing learners' communicative needs.

A task is defined as an activity involving individuals using language to achieve a specific goal or objective in a particular context, according to Bachman and Palmer (1996) Similarly, Richards and Rodgers (2001) describe a task as a conducted activity or goal that uses language, emphasizing its importance in effective teaching and lesson planning As a key feature of language education, integrating tasks enhances both learning outcomes and instructional design.

Tasks are meaningful communicative activities that require students to use language for problem-solving, fostering active engagement and authentic communication These activities are characterized by their focus on real-world relevance, learner-centered approach, and the promotion of functional language use By emphasizing interaction and practical application, tasks enhance language proficiency while encouraging students to collaborate and think critically Incorporating task-based methodologies in language learning leads to more effective and engaging educational experiences.

- Tasks provide learners with a context so that they can negotiate and comprehend the language provided or that used by a partner carrying out the same task

- Tasks provide learners with chances of getting helpful feedback on their production, either by a partner or a teacher

- Tasks provide learners with opportunities to communicate successfully and discover different previous aspects that may have remained unknown or been incompletely controlled

- Tasks help learners notice the gap between a partner’s production and the provided input, thereby reflecting on the form of output

- Task requirements can concentrate on particular concepts needed for expressions in the second language (L2) and help them in terms of grammatical aspects as well as the accuracy of production

- Simple task demands can enhance learners’ fluency of production as it gives them access to the current interlanguage means to meet these demands

- Task demands can also promote learners to reconceptualize and have a second thought on different events, which matches the formal means for encoding conceptualization that L2s make available

- Sequences of tasks can be compared as consolidations of memories for former attempts at handling problems successfully in communication, thereby helping them strengthen their memory

Engaging with complex tasks encourages learners to pursue greater linguistic ambitions By using advanced language structures, learners aim to achieve their communicative goals, which helps expand their interlanguage and enhances syntactic development Consequently, this process leads to continuous improvement in language complexity and production skills over time.

Besides, when all features mentioned above occur in a situated communication context, it can help to foster form-function-meaning mapping and then motivate learners to learn better

According to Prabu (1987), meaning-focused activity in the classroom can be divided broadly into three types namely Information-gap task, Reasoning-gap task, and Opinion-gap task

An information gap task involves transferring information from one person to another, or transforming it from one form to another or moving it from one place to another This type of activity typically requires decoding or encoding information through language, promoting effective communication skills According to Pica, Kang, and Sauro, these tasks are essential in language learning as they encourage meaningful interaction and facilitate the development of communicative competence Implementing information gap activities can enhance learners’ ability to process and convey information accurately and fluently, making them a valuable tool in language education.

According to 2006, information gap tasks effectively promote learners’ focus on form, function, and meaning while enhancing interaction with their peers These activities facilitate students in achieving completeness and correctness during language transfer, making them valuable tools for improving language proficiency.

Reasoning-gap task involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of

Engaging students in activities that focus on 12 distinct relationship patterns encourages collaboration and critical thinking These exercises provide opportunities for students to work together and carefully analyze problems to find reasonable solutions Unlike simply exchanging information, students are required to collaborate, speculate, and reach consensus, fostering essential skills such as teamwork, problem-solving, and analytical thinking.

The opinion-gap task encourages students to express and connect their personal choices, feelings, or attitudes in response to specific situations, fostering critical thinking and creativity (Larsen-Freeman, 2000) This activity often involves formulating questions, discussing factual information, and justifying opinions, with no definitive right or wrong answers (Qing Liao, 2006) Implementing opinion-gap exercises boosts student engagement, enhances confidence, and reduces stress during classroom dialogue practice, making learning more interactive and effective.

Task-based Language Teaching (TBLT) involves a structured approach with key procedural stages Richards and Rodgers (2001) and Willis (1996) emphasize that effective TBLT follows a sequence of pre-task (task preparation), while-task (focusing on task meaning), and post-task (further activities) Willis (1996) details six steps, including pre-task, task, task assessment, planning, task presentation, and post-task language focus, to ensure comprehensive implementation Nonetheless, most researchers agree that TBLT primarily consists of three main phases, as highlighted by Jinxia (2010), emphasizing the importance of structured task execution for successful language learning.

Pre-task is the initial phase where the teacher introduces the topic and context, providing clear instructions on the task's objectives and procedures During this stage, the teacher may also present useful vocabulary or phrases without pre-teaching new grammatical structures The primary goal is to help students understand what they will do, encouraging brainstorming and idea sharing to prepare them for the subsequent task-cycle stage This preparatory phase is essential for setting clear objectives and fostering student discussion and collaboration.

- The task cycle is the stage when the teacher monitors the class while students present the solutions for the situation In this stage, task, planning, and reports are included

Students often work in groups or pairs to negotiate assigned tasks, utilizing their language knowledge to perform effectively At this stage, the teacher acts as a facilitator or monitor, encouraging students to complete the task while refraining from correcting errors of form This approach promotes active language use and improves communicative competence in the classroom.

Effective planning involves preparing oral or written reports to clearly communicate the task outcome to the class During student presentations, teachers actively monitor and correct language mistakes, focusing on key aspects such as clarity, organization, and accuracy This process helps students improve their public speaking skills and ensures their presentations meet high standards for effectiveness and professionalism.

Learning engagement

Implicit learning is considered a vital element in language acquisition, emphasizing the importance of unconscious processes in mastering new skills However, Ellis (2009) also highlights that conscious mental involvement plays a crucial role in effectively learning new material According to Baars (1997), giving close and thoughtful attention is fundamental, especially when trying to understand complex concepts or adapt to unfamiliar methods Combining implicit learning with focused conscious effort can enhance language learning success.

Learning engagement is a state of heightened attention and involvement that encompasses cognitive, social, behavioral, and affective dimensions, reflecting a comprehensive level of student participation According to Fredricks, Blumenfeld, and Paris, this multifaceted engagement is essential for effective learning and student success.

(2004) demonstrate learning engagement as a “multifaceted” or “multidimensional” construct which consists of three components namely emotional, cognitive, and behavioral

For instance, getting involved in a learning activity, people tend to have more unforgettable experience when affective states are also aroused (Pekrun &

According to Linnenbrink Garcia (2012), students who lack emotional engagement in a task often do so due to a lack of interest or boredom When students are disinterested, they tend to be less motivated and less likely to participate actively Additionally, limited interactions with peers can lead to social disconnection, negatively impacting their overall learning experience and social development Engaged students, both emotionally and socially, are more likely to succeed academically and build meaningful connections with others.

Students may exhibit off-task behavior by not listening to others or making contributions, hindering their ability to stay engaged When students struggle to focus or demonstrate patience, they cannot effectively allocate their attentional resources, reducing their cognitive engagement with the task Analyzing engagement highlights the importance of cognitive, affective, behavioral, and social factors that collectively promote effective learning outcomes.

Student engagement is a critical driver of learning, requiring enthusiasm and effort influenced by various contextual factors (Christenson et al., 2012) Understanding the dynamics of learning engagement enables educators and researchers to develop effective strategies for engaging all learners There is a strong connection between student engagement and motivation, with engagement serving as a visible indicator or “descriptor” of motivation (Ainley, 2012; Cleary & Zimmerman, 2012; Martin, 2012; Reeve, 2012; Schunk & Miller, 2002).

Learning engagement refers to students' participation in effective educational practices both inside and outside the classroom, leading to measurable positive outcomes It encompasses the extent to which students engage in activities linked to high-quality learning results, as well as the quality of their effort in purposeful academic activities Recognized as a multidimensional construct, learning engagement includes cognitive, behavioral, and emotional dimensions that collectively contribute to meaningful educational success.

Cognitive engagement involves students actively participating in self-regulated learning and recognizing the value of education It reflects their motivation to study both inside and outside the classroom When students are cognitively engaged, they demonstrate a deep commitment to their learning process, which enhances academic achievement and long-term retention Fostering cognitive engagement is essential for promoting meaningful learning experiences and encouraging students to take ownership of their educational journey.

Cognitive engagement in the classroom is influenced by students’ perception of the relevance of educational material to their personal experiences Students with high levels of cognitive engagement recognize the importance of the material for practical application and are motivated to deepen their understanding beyond classroom lessons This engagement encourages continuous learning and exploration outside of class, fostering a more meaningful and connected educational experience (Fredricks JA, 2004; Trowler V, 2010).

Emotional engagement centers on students' feelings and is characterized by positive motivation during learning activities, including enthusiasm, excitement, and enjoyment (Skinner, Kindermann, & Furrer, 2009) Conversely, negative emotional engagement manifests through feelings of indifference, hatred, nervousness, or depression Additionally, emotional engagement encompasses students' sense of purpose and autonomy, influencing their connection or disconnection with classmates in the learning environment (Baralt, Gurzynski-Weiss, & Kim, 2016).

Behavioral engagement is a key indicator in educational applications and research due to its observable and easily measurable nature (Appleton, Christenson, & Furlong, 2008) It typically refers to students' time spent on academic or extracurricular tasks, participation in activities, and attendance during classes Therefore, behavioral engagement can also be summarized as being "on-task," reflecting active involvement in learning activities (Getter & Walter).

According to 2012, "academic engaged time" refers to the duration during which students actively participate in learning tasks, and this engagement is directly linked to academic achievement and learning outcomes Finn et al (2012) highlight behavioral engagement as a continuum influenced by the quality and extent of cooperation, effort, and active participation To assess behavioral engagement qualitatively, methods such as classroom observations, teacher reports, and student self-reports or interviews are commonly used, especially in task-based studies focusing on academic behaviors like responding to questions and task involvement Additionally, participation and effort are often integrated into quantitative measures of task engagement to provide a comprehensive understanding of student involvement.

Factors affecting learning engagement for TBLT

The study focuses on three main factors: learner-related, teacher-related, and learning context-related factors

When it comes to learners, many aspects have been mentioned such as language proficiency, perception, and motivation

Proficiency in English plays a crucial role in learning engagement for Task-Based Language Teaching (TBLT), with numerous studies highlighting its significant impact Intercultural communication competence is closely linked to academic abilities, enabling students to effectively interact, navigate cultural differences, manage basic arguments, and establish relationships among individuals from diverse backgrounds (Friedman & Antal, 2005) Developing language proficiency and intercultural skills are essential for successful communication and academic success in a multicultural environment.

Research by Prodromou (1992) highlights that as students' English proficiency advances, they become more receptive to engaging content and richer cultural experiences, underscoring the importance of considering language level when integrating cultural elements into EFL instruction Liu’s (2019) study emphasizes that learners’ proficiency levels often pose challenges to implementing English as a Foreign Language (EFL) approaches, with examples like Barnard and Nguyen illustrating how lower competence can hinder the effectiveness of such methods.

Interactions using the target language are a crucial component of TBLT research, emphasizing the importance of communication and interaction for developing learners' communicative competence TBLT offers diverse tasks and contexts that enable learners to apply their language skills freely, without being confined to specific forms However, critics argue that implementing TBLT can present challenges and potential limitations in language instruction.

A significant number of students lack sufficient proficiency to fully perform language tasks, raising questions about the feasibility of using the target language as the primary means of communication in Task-Based Language Teaching (TBLT) Studies by Hoang (2013), Le (2014), and Nguyen et al highlight this challenge, suggesting that limited language skills may hinder effective communication and task completion in TBLT environments Enhancing students' language proficiency is essential for the successful implementation of TBLT, ensuring learners can confidently use the target language for authentic communication.

Recent research by Dooly (2007), Haneda (2008), and Martin Beltrán (2010) emphasizes that English language proficiency is a critical factor influencing effective language teaching and learning Specifically, Barnard and Nguyen highlight that higher English proficiency levels significantly enhance learners’ communication skills and overall language acquisition, underscoring the importance of focusing on proficiency development to improve educational outcomes.

Research by Le (2010, 2014) reviews extensive literature on Task-Based Language Teaching (TBLT) in Vietnam, focusing on learners' language proficiency While traditional methods like Grammar-Translation and Audio-Lingual approaches are now considered outdated, applying TBLT remains challenging due to students' limited language skills TBLT, as a communicative and learner-centered approach, faces implementation barriers in contexts where learners' proficiency levels are not sufficiently developed to fully engage with task-based activities.

Research indicates that learners' lack of proficiency often impedes task performance, but Ellis (2009) explains that the main barrier to implementing Task-Based Language Teaching (TBLT) is learners' limited ability to interact using language He highlights that advanced learners tend to engage in more complex interactions, yet such interactions are often absent among learners at lower proficiency levels Importantly, even beginners can manage interactions by leveraging strategic competence, such as asking questions, using definitions, synonyms, antonyms, or body language Ellis emphasizes that low-level learners can still utilize their limited language resources effectively to achieve language tasks, demonstrating that interaction is possible across proficiency levels despite limitations.

In view of all that has been mentioned so far, one may suppose that it is language proficiency that highly influences learning engagement for TBLT

Research over the past two decades highlights the importance of cognitive aspects in language learning, emphasizing that students differ significantly in their use of learning strategies and final language proficiency (O’Malley & Chamot, 1990; Vann & Abraham, 1990) Understanding the reasons behind these differences, including learners' perceptions, is crucial, especially in learner-centered approaches that empower students to take active roles in their learning process (Makarova, 1997; Rifkin, 2000) Teachers often overlook the importance of learners' perceptions, assuming students cannot effectively express their needs, but experts like Block (1994, 1996) argue that teachers should actively consult students to enhance their understanding of tasks and learning processes According to Cray and Currie (1996), effective teaching involves collaborating with students rather than acting on their behalf, and teachers must focus on how students learn and comprehend to engage them successfully Learners’ beliefs and attitudes toward language learning significantly influence their experiences and actions, and Nunan (1988) asserts that truly learner-centered curricula must consider students’ subjective perceptions and needs.

Beliefs serve as the fundamental principles guiding students’ behavior and functioning as strong perceptual filters (1999) According to Stevick (1980), true success in learning is not primarily dictated by materials or techniques but by the inner qualities and mindset of each learner This highlights the importance of fostering positive beliefs to enhance educational outcomes and personal growth.

In view of all that has been mentioned so far, it can be said that learners’ perception has a strong influence on learning engagement for TBLT

Motivation, though commonly used in daily conversation, is a complex term that is difficult to define scientifically Hannula (2006) describes motivation as the preference to engage in certain activities over others Numerous studies highlight the crucial role of motivation in learning, showing a significant link between motivation and students’ academic performance In language education, social motivations have been found to influence students’ success, as noted by Juvonen and Wentzel (1996) Research by Schmidt (1993) indicates that less motivated students pay less attention to language input, while Tateyama (2001) observed that highly motivated learners perform better in role-play tasks Overall, motivation plays a vital role in various aspects of language acquisition, including grammar proficiency.

Motivation plays a crucial role in language learning, as motivated learners are more likely to recognize the pragmatic functions of language According to Dửrnyei (2009), motivation provides the primary impetus to initiate second or foreign language acquisition and sustains learners through the often challenging and lengthy learning process He further explains that motivation can compensate for deficiencies in language aptitude and learning conditions, making it a vital factor for successful language acquisition.

Motivation is a crucial factor in the success of language learning, directly influencing learner engagement The relationship between motivation and learning engagement is particularly evident in Task-Based Language Teaching (TBLT), highlighting the importance of fostering motivation to enhance language acquisition outcomes.

Teacher-related factors play a crucial role in student learning outcomes, encompassing teachers' professional development, expertise, and interaction with students (Lauerdale, 2011) Expert teachers tend to prioritize student learning and pedagogical strategies over their performance, allowing them to adopt innovative and flexible teaching methods (Hogan, Rabinowiz, & Craven, 2003) Additionally, teacher self-efficacy enhances student engagement and achievement, fostering a more conducive learning environment (Linnenbrink & Pintrich, 2003) In this study, key teacher-related factors include language proficiency, emotional intelligence, and instructional methods directed towards supporting students' learning processes.

A variety of definitions related to the construct of teachers’ language proficiency are discussed in the field of language teaching According to Bachman and Palmer

In 1996, language proficiency was categorized into six key qualities: organizational knowledge, grammatical knowledge, textual knowledge, pragmatic knowledge, functional knowledge, and socio-linguistic knowledge Additionally, Richards and Rodgers (2001) describe teachers’ language proficiency as a synthesis of knowledge encompassing second language acquisition theory, pedagogical knowledge, curricular and syllabus knowledge, and cultural understanding To clarify, Richards (2005) outlines specific competencies that teachers need to develop to achieve target language proficiency, ensuring effective language instruction.

• maintaining use of English in the classroom

• giving explanations and instructions in English

• providing examples of words and grammatical structures

• giving accurate explanations of meanings of English words and grammatical items

• using and adapting authentic English-language resources in teaching

• monitoring one’s own speech and writing for accuracy

• giving correct feedback on learner language use

• providing input at an appropriate level of difficulty

Advanced language proficiency significantly benefits teachers by enabling them to efficiently manage various classroom tasks, including explaining concepts, answering student questions, correcting errors, providing feedback, and scaffolding learning According to Canh and Renandya (2017), teacher proficiency encompasses two key types: classroom English proficiency and general English language proficiency While general proficiency covers reading, speaking, listening, and writing skills, classroom English proficiency pertains to the methods teachers use to facilitate student learning and scaffolding Both types of proficiency are essential for effective teaching and fostering student success.

Previous studies

Task-based learning has demonstrated significant success in teaching English as a foreign language across diverse educational contexts and levels Over the past twenty years, numerous research studies have been conducted to explore its effectiveness, highlighting its positive impact on language acquisition Notable examples of these studies underscore the value of using task-based methods to enhance student engagement and learning outcomes in ESL classrooms.

Carless (2001) examines the implementation of task-based teaching at primary schools in Hong Kong, focusing on six key aspects: teachers' perceptions of tasks, their attitudes towards task-based approaches, classroom time constraints, preparation of resources, the significance of materials and topics, and students' language competence These factors significantly influence how teachers adopt and adapt task-based teaching methods in their classrooms.

This study examines how three female English teachers implemented task-based teaching in their primary classes over a seven-month period The research highlights that the six aspects investigated are highly interconnected, influencing each other significantly For example, teachers who have a more positive outlook on task-based teaching tend to dedicate more time to preparing supplementary materials and conducting engaging activities These findings underscore the importance of teachers' attitudes toward task-based methods in enhancing their instructional practices and supporting effective language learning.

Lopez (2004) examined task-based instructions as an effective alternative to the Presentation – Practice – Production approach in teaching English His experimental study in two Brazilian independent school classes found that students using task-based instructions learned more efficiently by actively engaging with the language to access information, solve problems, and share personal experiences Consequently, these students were better equipped to communicate confidently in real-life situations outside the classroom Lopez emphasized that teachers from diverse backgrounds require additional training to effectively implement the task-based approach.

Muller (2005) explores the implementation of task-based learning for low-level students at an independent school in Japan, emphasizing the importance of speaking practice The study involves adapting lessons focused on vocabulary from PPP-based materials and applying Willis's (1996) task structure, which includes conducting communicative tasks, preparing performance reports, and sharing task outcomes Additionally, Muller provides a comprehensive list of vocabulary from textbook units, aligning vocabulary topics with corresponding tasks to enhance language acquisition This approach demonstrates effective strategies for integrating task-based learning into classroom practice to improve speaking skills among low-level learners.

In 1996, various task types were identified, emphasizing the importance of strategically scheduling when each unit should be covered These tasks are designed to closely align with each textbook unit, ensuring coherence and relevance in the learning process The creator emphasizes that this approach aims to integrate tasks seamlessly with the curriculum, supporting effective instruction and student engagement However, he concludes that despite these efforts, the tasks and subsequent planning and reporting stages may not fully meet all established criteria or features of ideal task-based learning.

While the literature outlines 28 foundational lessons, it does not specify how to implement Task-Based Learning (TBL) for beginners who may not be ready for the full version To address this, students can gradually develop their skills through structured steps involving task management, planning, and reporting, making the learning process less restrictive and more engaging This incremental approach enables weaker learners to build confidence and competence by working within a similar task-plan-report framework that becomes increasingly challenging over time.

Many researchers highlight the unique features of task-based learning and compare it with other language teaching approaches to enhance learners' language skills Multiple studies have demonstrated that task-based learning effectively promotes learners' language competence, making it a valuable method for language development.

Lochana and Deb (2006) conducted a study in a school managed by the Basaveshwara Education Society in India, providing evidence supporting the effectiveness of task-based language teaching They adapted task-based activities from traditional non-task-based textbooks to test two key hypotheses: that task-based teaching improves learners’ language competence and increases their participation in the learning process The study's results indicate that task-based learning significantly enhances both language proficiency and learner motivation, demonstrating its positive impact on language education.

Joen and Jung (2006) examined Korean secondary school teachers' understanding of Task-Based Language Teaching (TBLT) through questionnaires administered to 228 teachers across 38 schools Their findings reveal that while many teachers are aware of TBLT’s principles, they hesitate to implement it due to concerns about disciplinary issues The study identifies key reasons for avoiding TBLT and emphasizes the importance of fostering positive attitudes among teachers, viewing them as both controllers and facilitators in the classroom for successful task implementation Additionally, they highlight the need for comprehensive training to increase teachers' knowledge and confidence in using TBLT effectively in language instruction.

Research indicates that teachers often lack applied knowledge of Task-Based Language Teaching (TBLT) techniques and methods, highlighting the need for comprehensive teacher training programs that address both the advantages and challenges of TBLT To enhance implementation, teacher education should focus on familiarizing educators with core principles and effective techniques of TBLT, from its fundamental tenets to specific classroom activities Additionally, addressing teachers’ lack of confidence is crucial, and strategies to overcome potential challenges are essential for promoting TBLT adoption Teachers are also encouraged to consider alternative classroom management approaches such as leveled tasks, peer assessments, and various task types like one-way activities or information gap exercises to facilitate effective TBLT implementation.

Aliarf (2007) conducted an experiment at a Saudi Arabian college to assess the impact of Task-Based Language Teaching (TBLT) on female students' speaking skills The study involved 52 third-semester students enrolled in a two-hour speaking course, where teachers applied TBLT principles, guidance, and procedures The results demonstrated significant improvements, with students achieving fluency, accurate grammar, and correct pronunciation, along with minimal difficulty in idea generation This success is attributed to the effective implementation of task-based guidance, highlighting TBLT's effectiveness in enhancing language speaking competencies.

Birjandi and Ahangari (2008) examined how task repetition and task type influence fluency, correctness, and complexity in second language learning Their study involving 120 students across six groups revealed significant improvements in oral discourse related to these aspects, highlighting the strong connection between task repetition and task type The researchers suggest that utilizing different task types and their repetition can enhance classroom teaching, providing teachers with greater confidence when implementing Task-Based Learning (TBL) Additionally, their findings underscore the importance of task variation and repetition as essential components for successful second language acquisition.

30 exposure, meaningful use, motivation, and language analyses have been fulfilled, as proved by Willis (Willis, 1996)

The researchers review similar perspectives, emphasizing teachers' understanding and practical implementation of Task-Based Approach (TBA) They are concerned with how to effectively apply TBA in authentic teaching contexts This shared focus highlights the importance of aligning TBA strategies with real-world classroom environments to enhance instructional effectiveness.

Current research on TBA lacks exploration of teachers’ and learners’ attitudes or insights into appropriate frameworks to understand their perspectives There is a notable gap in examining how these attitudes influence TBA implementation Despite these limitations, existing studies offer valuable theoretical guidance that assists researchers in applying TBA effectively at BVU.

Conceptual framework

Based on definitions of TBLT and factors affecting learning engagement for TBLT, the research suggests a conceptual framework as following:

Figure 2.1 Conceptual framework of the thesis

Factors affecting learners’ learning engagement for TBLT

Summary

This chapter identifies key factors influencing learning engagement in TBLT, including one dependent factor and three independent factors Learner-related factors such as language proficiency, perception, and motivation significantly impact engagement, while teacher-related factors like teachers’ language proficiency, teaching methods, and emotional support also play a crucial role Additionally, learning context-related factors—including facilities, materials, and peer interactions—affect student involvement Learning engagement in TBLT encompasses cognitive, behavioral, and emotional dimensions, highlighting the multifaceted nature of student participation in task-based language teaching.

METHODOLOGY

RESULTS AND DISCUSSIONS

CONCLUSION

Tiêu đề	Factors affecting learning engagement for task-based language learning of non-English majored students at Ba Ria Vung Tau University
Tác giả	Vu Thi Minh Tam
Người hướng dẫn	Tran Quoc Thao, Ph.D.
Trường học	Ba Ria Vung Tau University
Chuyên ngành	English Language
Thể loại	Thesis
Năm xuất bản	2022
Thành phố	Vung Tau

Định dạng
Số trang	100
Dung lượng	1,08 MB