1
Background of the study
Learning English is increasingly important for achieving global communication fluency in today’s world Educators actively update their teaching methods through training sessions, workshops, and collaboration with colleagues to enhance learning outcomes Recently, there has been a shift toward student-centered approaches that prioritize active student participation In Vietnam, modern methodologies such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Project-Based Learning (PBL) are widely adopted across different student levels to improve language proficiency.
Nunan (2003) highlights the significance of Task-Based Language Teaching (TBLT) based on curriculum analysis across Asia-Pacific countries like Japan, Vietnam, China, Korea, and Malaysia Research in Asian teaching contexts reveals similarities with Vietnam's educational environment, suggesting potential for TBLT integration Jeon and Hahn (2006) found that many Korean teachers understand TBLT well but still harbor fears and face challenges related to classroom management, practical application, and confidence Similarly, Liu, Mishan, and Chambers (2018) discovered that Chinese higher education participants generally hold positive views on TBLT and use it frequently, yet lack confidence in their understanding, hindered further by the restrictive public examination systems These studies underscore the importance of addressing teacher confidence and systemic barriers to effectively implement TBLT in Asian contexts.
Recent studies on TBLT in Vietnam indicate that most research has focused on its impact on teaching speaking skills to tertiary students Nguyen, Le, and Barnard (2015) found that Vietnamese teachers tend to have a limited understanding of TBLT, mainly focusing on form rather than meaning Conversely, Dao (2016) reported that many Vietnamese teachers are quite knowledgeable about TBLT and hold positive attitudes toward its use, despite facing challenges like exam preparation hindering implementation Nguyen and Nguyen (2017) observed that teachers at Can Tho University view TBLT favorably, believing it enhances student motivation and language skills, though they struggle to practically apply TBLT principles in their classrooms Additionally, Tran (2019) conducted at Ho Chi Minh University of Sport, where students expressed positive perceptions of TBLT, noting it significantly improves their speaking abilities.
In the Vietnamese education system, teenage learners are required to study at least twelve subjects aligned with the MOET curriculum updated in 2018, resulting in limited time for revision and an overloaded homework load This heavy academic workload makes it difficult for students to effectively manage their study time for English Additionally, there has been a growing emphasis on developing speaking and listening skills, which were previously less prioritized Consequently, incorporating more communicative activities and task-based language teaching (TBLT) in classrooms has become increasingly essential to improve language proficiency among teenagers.
Fortunately, recent improvements in teaching and learning English in Vietnam have been achieved through the adoption of blended learning approaches By leveraging a variety of digital applications across multiple platforms, educational institutions in Hanoi are enhancing the quality and effectiveness of English education These innovative methods aim to provide a more engaging and interactive learning experience, ultimately strengthening students' language skills.
In Ho Chi Minh City, most teenage students own smartphones or tablets that can be effectively used to enhance their English skills beyond classroom lessons These devices offer access to educational apps, language learning platforms, and online resources, allowing students to practice and improve their English conveniently anytime and anywhere Leveraging smartphones and tablets for language learning can boost students' proficiency and foster greater confidence in using English in daily life.
Many studies on Task-Based Language Teaching (TBLT) in Vietnam primarily focus on tertiary education, examining teachers' understanding and perceptions of its implementation However, limited research has explored how teachers utilize TBLT with teenage learners and their perceptions of its effectiveness at this level Therefore, further investigation into TBLT application for teenagers is necessary, which this study aims to address Conducted at ASTON Language Center, a mid-tier language institute in Ho Chi Minh City, this study targets teenage students to fill the existing research gap.
Aims of the study
(1)discover and gain in-depth understanding on how the EFL teachers perform Task-Based Language Teaching;
(2) investigate EFL teachers’ perceptions of the use of TBLT into their language classes, namely the benefits and drawbacks.
In an attempt to fulfill the aims mentioned above, the study is set to answer the following questions:
(1) How do EFL teachers apply Task-Based Language Teaching to their classes?
(2) What are the EFL teachers’ perceptions of the use of Task-Based Language Teaching in their classes?
(1) What are EFL teachers’ perceived benefits of the use of TBLT?
(2) What are EFL teachers’ perceived drawbacks of the use of TBLT?
Significance of the study
Recent research confirms that Task-Based Language Teaching (TBLT) significantly boosts learner motivation by engaging students with real-world, interest-driven tasks that promote independent learning TBLT effectively enhances communicative competence, as learners actively communicate to complete various tasks Incorporating authentic, real-life tasks provides students with invaluable opportunities to practice genuine language use in practical contexts Although preparing for TBLT can be time-consuming initially, this challenge can be mitigated through dedicated teacher effort and the utilization of abundant free online resources, streamlining the preparation process.
Recent findings highlight that TBLT offers significant benefits, such as providing teachers with immediate progress reports and enabling students to express their creativity, making it a suitable approach for teenage learners The study also identifies challenges associated with TBLT, including difficulties in task selection, negative classroom dynamics, and issues with accuracy and individual assessment, which need to be addressed Furthermore, these insights and implications serve as valuable references for educators working in similar educational contexts Overall, this research lays the groundwork for future studies, particularly in exploring EFL teachers’ perceptions of TBLT across different learner levels.
Scope of the study
This study was conducted at ASTON Language Center in Ho Chi Minh City, focusing on Vietnamese teachers' perceptions of TBLT implementation The participants included six Vietnamese teachers, representing 30% of the total Vietnamese teaching staff and 86% of those currently teaching teenage classes between January and July 2022 The research aimed to explore current TBLT practices and teachers’ perceptions, specifically examining its benefits and drawbacks within the language center context.
Thesis organization
This study is structured into five comprehensive chapters The first chapter provides an overview of the research background, research aims, questions, significance, scope, and thesis organization Chapter 2 offers an in-depth review of existing literature on Task-Based Language Teaching (TBLT), covering theoretical foundations, previous research, and the roles of teachers and students within TBLT, supported by a conceptual framework The third chapter details the research methodology, including research questions, design, study context, pilot study procedures, data collection methods, and data analysis techniques.
4 presents findings and discussion Chapter 5 shows the overview of the study,implications, limitations, suggestions for future research and conclusion.
6
Tasked-based Language Teaching (TBLT)
Richards & Rodgers (2014) define Task-Based Language Teaching (TBLT) as an approach centered on using real-world tasks as the primary units for planning and instruction in language learning TBLT builds upon the principles of Communicative Language Teaching (CLT), emphasizing meaningful communication activities that promote language acquisition Unlike CLT, which introduces language forms before practice, TBLT focuses on developing language skills through authentic tasks prior to explicit form instruction Additionally, TBLT allows for the integration of traditional teaching methods alongside task-based activities to enhance language learning effectiveness.
Using meaningful state language enhances learner engagement and promotes effective language acquisition Additionally, engaging learners in task-based activities offers a more practical context for activating learning processes compared to form-focused exercises Therefore, task-based language teaching (TBLT) creates better opportunities for learners to actively produce and apply the target language, leading to more effective language learning outcomes.
Task-based language teaching (TBLT) emphasizes the importance of focusing on the learning process over the final product, using purposeful activities that promote authentic communication and meaningful interaction According to Feez (1998), language acquisition occurs through engaging in interactive tasks that mirror real-life situations or serve specific pedagogical goals within the classroom The sequence and difficulty of activities are influenced by factors such as learners’ prior experience, task complexity, language demands, and available support, ensuring a tailored approach to effective language learning.
A task is the fundamental unit of Task-based Language Teaching (TBLT), making it essential for teachers to understand this core concept to effectively implement TBLT Although several definitions of a task exist in the literature, a comprehensive review of these various interpretations helps in establishing a clear and precise understanding of what constitutes a task in language teaching.
A task in language teaching is fundamentally a goal-oriented activity practiced in the classroom to achieve specific communication outcomes, with learners using the target language to solve real-world problems (Willis, 1996) It emphasizes meaning-focused interaction, creating a connection to authentic activities outside the classroom (Skehan et al., 1998; Willis & Willis, 2007; Ellis, 2003, cited in Ellis et al., 2020) The assessment of tasks prioritizes non-linguistic results over precise language forms, and a key aspect is that tasks should have a clearly defined communicative outcome that engages learners’ interest (Willis & Willis, 2007; Ellis, 2003).
A task is defined as an activity that requires learners to think through a process to achieve a specific outcome from given information, while also allowing teachers to control and regulate that process (Prabhu, 1987, p 24) This definition emphasizes that all activities can be directed and monitored by teachers yet still stimulate meaningful student learning Essentially, Prabhu highlights that producing an outcome is a fundamental component of a task, as learners are required to generate a result as part of the activity.
Nunan (2004) differentiates between real-world (target) tasks and pedagogical tasks, with the former involving language use beyond the classroom and the latter occurring within it Long (1985) defines a target task as a piece of work undertaken for oneself or others, such as painting a fence or filling out a form, representing everyday activities that require communication These tasks encompass daily activities at work and in leisure, emphasizing their connection to real-life communication needs In TBLT, tasks are rooted in real-world contexts, enabling learners to focus on authentic language use in meaningful situations.
Tasks in TBLT are meaningful communicative activities where learners use the target language to interact and solve real-world problems, emphasizing fluency over grammatical accuracy Although focus is primarily on functional communication, some accuracy reinforcement occurs at the final stage These tasks are designed to mirror authentic, real-life experiences, aligning with various definitions that view tasks as purposeful, communicative activities with non-linguistic outcomes.
Perception, as defined by the Cambridge Dictionary (4th edition, 2013), is the belief or opinion held by many people based on how things seem Different authors and time periods have offered various definitions of perception, highlighting its complex and multifaceted nature Rao & Narayan (1988, p.329) describe perception as an interpretative process through which individuals form beliefs or opinions based on sensory input and personal experiences Understanding perception is crucial for comprehending how people perceive and interpret the world around them, influencing attitudes and behaviors.
“the process whereby people select, organize, and interpret sensory stimulations into meaningful information about their work environment”.
Perception is defined as the internal sensory cognitive process that involves exploring the mind to detect, relate, and interpret internal information, as described by Wang (2007) McDonald (2012) emphasizes that perception refers to the unique individual experience derived from one's knowledge and awareness of external stimuli For the purposes of this study, the concept of perception aligns closely with McDonald's definition, focusing on the personal and interpretive nature of sensory experiences.
A teenager, as defined by the Cambridge Dictionary (4th edition, 2013), is a young person between thirteen and nineteen years old, commonly referred to as an adolescent This stage of human development is highly sensitive and marked by significant emotional and social changes According to Plote & Smith (2016), adolescence often involves increased peer pressure, separation from parents, mood swings, parental disagreements, and engaging in risky or irresponsible behaviors, highlighting the complex nature of this developmental phase.
Adolescence is a transitional period between puberty and maturity, during which young people prepare to assume adult responsibilities, as defined by UNICEF (2011) This stage varies individually, influenced by factors such as physical, emotional, and cognitive development, shaping each person's unique experience of adolescence.
During this developmental stage, individuals experience significant physical and psychological changes, often making it challenging to exert control and meet various demands While multiple theories explore the characteristics of this age, each person's unique development is influenced by factors such as culture and environment, resulting in diverse experiences Understanding these variations is essential for addressing the needs of individuals during this transitional period.
2.1.3 Principles of Task-based Language Teaching
Language teachers should pay much attention to the principles of TBLT so that they can take the best advantage of its implementation.
Some renowned scholars (Willis, 1996a; Skehan, 1998; Ellis, 2003;Swan, 2005) propose common principles for TBLT as follows:
Instructed language learning should primarily involve ‘natural’ or
‘naturalistic’ language use, based on activities concerned with meaning rather than language structure.
Instruction should motivate learners to engage in language use rather than teacher control.
Students should be primarily focused on meaning when they carry out a task.
There should be opportunities for focusing on form.
Formal pre- or post-task language study will be useful.
Effective language teaching principles emphasize the importance of contextual language use, ensuring students learn how to apply language meaningfully Instructional focus should prioritize engaging students in authentic language activities, fostering practical communication skills Achieving communicative competence requires designing tasks that provide ample opportunities for students to practice real-world language use, emphasizing meaning and focus-on-form Additionally, incorporating pre-task and post-task phases enhances learning, with pre-task scaffolding supporting student preparation and post-task review reinforcing accuracy and consolidating language skills for better retention.
Nunan (2004) also provides seven principles for TBLT: (1) scaffolding;
Effective language teaching involves several key principles According to Nunan (2004), scaffolding provides a supportive framework that facilitates learning without expecting learners to produce unintroduced language prematurely Task dependency ensures that each activity builds upon previous tasks, promoting progressive skill development Recycling language maximizes learning opportunities and reinforces organic learning Active learning encourages learners to engage directly with the language through meaningful practice Integration helps clarify the connections between linguistic forms, functions, and meanings, fostering holistic understanding Transitioning from reproduction to creative language use empowers learners to apply their knowledge creatively Finally, reflection offers learners the chance to evaluate their progress and deepen their understanding of the material.
Teachers’ and students’ roles in the Task-based Language Teaching 21
In TBLT, teachers play three key roles: selecting and sequencing tasks, preparing learners for these tasks, and raising learner consciousness According to Richards & Rodgers (2001), teachers actively design and adapt tasks to meet learners' needs, interests, and language proficiency levels Pre-task training, such as introducing topics, providing clear instructions, and helping students learn useful vocabulary, enhances task performance Additionally, teachers employ various form-focused techniques like attention-focused activities, studying related materials, guided exposure, and highlighting key content to support language development.
Richards and Rodgers identify the primary roles of students in Task-Based Language Teaching (TBLT) as group participants, monitors, and risk-takers and innovators Students actively engage in various tasks within pairs or small groups, fostering collaboration and communication skills For learners accustomed to whole-class or individual activities, transitioning to pair or group work may require some adaptation to ensure effective participation As monitors, students are encouraged to observe their peers' language use critically, promoting self-awareness and peer feedback Emphasizing these roles enhances learner engagement, promotes authentic language use, and aligns with best practices for effective TBLT implementation.
According to Rodgers (2001), tasks serve as essential tools to facilitate language learning in task-based classrooms Effective classroom activities should be designed to enable students to explore how language functions in communication, emphasizing both message comprehension and form Many tasks challenge learners to develop and expand their communication skills beyond their current linguistic resources, encouraging skills such as guessing from context, seeking clarification, and collaborating with peers These activities are intentionally structured to improve learners’ ability to use language fluently and authentically in real-world situations (Richards and Rodgers, 2001).
This study reviews key theories and suggestions from influential authors in language teaching and linguistics to build a solid conceptual framework It examines Task-Based Language Teaching (TBLT), focusing on its core principles, relevant issues, and practical tasks The research aims to explore how EFL teachers implement TBLT within their specific context and assess the benefits and challenges of its application at a mid-level language center in Ho Chi Minh City.
The conceptual framework illustrated in Figure 2.4 highlights the significant relationship between tasks, principles of TBLT, and its current practice, including procedure, instruction, groupings, task types, skills applied, and roles of teachers and students Previous studies emphasize the benefits of TBLT, such as increased motivation, authentic practice opportunities, and improved language skills However, there are also notable drawbacks, including the need for extensive preparation, misalignment with students’ needs, limited classroom time, large class sizes, and minimal language acquisition outcomes.
This chapter outlines the research methodology, including the study's research questions, design, context, pilot study, data collection, and analysis procedures It details the participants and the two main research instruments used, ensuring a comprehensive understanding of the study's framework.
Research questions
This study investigates how EFL teachers implement Task-Based Language Teaching (TBLT) in their classrooms and explores their perceptions of its effectiveness It seeks to answer key questions about teachers’ application methods and their attitudes toward TBLT, including perceived benefits and drawbacks Specifically, the research examines the advantages EFL teachers associate with TBLT, such as increased student engagement and improved language skills, as well as the challenges they face, like curriculum constraints or lack of resources Overall, the study aims to provide a comprehensive understanding of EFL teachers’ experiences with TBLT to inform best practices in language education.
Research design
A qualitative case study design was utilized to explore the research questions, offering detailed descriptions of a specific case, group, situation, or event According to Krathwohl (1993), qualitative research helps visualize what happened and enriches understanding by providing nuanced, descriptive insights As Mackey & Gass emphasize, this approach allows for a comprehensive portrayal of the subject matter, ensuring clarity and depth in the findings.
(2006, p 162) state that qualitative approach allows researchers to collect
A case study is an ideal research approach to provide in-depth insights into complex issues, allowing researchers to explore all aspects of real-life situations, including interactions and participant relationships (Stake, 2003; Cohen, Manion, & Morrison, 2007) It is categorized into three types: intrinsic, instrumental, and collective, each serving different research purposes (Stake, 2003; Stake, 1995) An intrinsic case study focuses on a single, significant case in its own right; an instrumental case study investigates a single case to understand broader phenomena; and a collective case study examines multiple cases to explore a phenomenon comprehensively (Taber, 2014) For this research, an instrumental case study was selected because it provides deeper understanding of a typical situation where examining one detailed case offers valuable insights beyond general surveys.
Data was collected from early May to late June 2022 using interviews and observations, with interviews serving as the primary data collection method The study focused on understanding how EFL teachers implement Task-Based Language Teaching (TBLT) in their classrooms.
This study explores the benefits and drawbacks of implementing Task-Based Language Teaching (TBLT) in ASTON Language Center classrooms, particularly among teenage learners in ET classes Interviews were conducted to gather in-depth insights, allowing for comprehensive conversations that yielded detailed responses The findings highlight how TBLT can enhance student engagement and practical language use, while also addressing challenges such as curriculum design and classroom management specific to teenage learners This research provides valuable perspectives for educators aiming to optimize TBLT strategies in adolescent language instruction.
Apart from the interview, observation was also employed to strengthen the reliability of the answers from the interview section According to Pawar
Observation methods effectively overcome the limitations of interviews and questionnaires by providing rich, insightful data in natural settings at a lower cost, as highlighted by (2004, p 18) In this study, classroom observations offered a realistic view of TBLT implementation at ASTON Center, with each teacher observed once in 2022 The researcher acted as an overt non-participant observer, noting classroom activities and interactions without interfering in students’ pair or group work Observations and interviews were conducted flexibly, depending on teachers’ schedules, allowing for varying sequences to suit their availability.
The study recruited six Vietnamese teachers at ASTON language center who are currently teaching teenagers, all meeting specific criteria To qualify, teachers must have at least one year of teaching experience at English centers and actively use TBLT in teenage classes Teachers with more extensive teaching backgrounds are likely to offer deeper insights into the application of TBLT beyond theoretical knowledge Since the study aims to explore the benefits and drawbacks of TBLT in teenage English education, only those actively implementing TBLT with teenage students were selected for participation.
This study utilizes interviews and classroom observations as primary research instruments Interviews are conducted to gather insights into teachers’ practices and perceptions of Task-Based Language Teaching (TBLT), focusing on its advantages and disadvantages To ensure an accurate understanding of classroom dynamics, the researcher also developed a classroom observation tool The observational data serves to validate and enhance the reliability of the interview findings, providing a comprehensive view of TBLT implementation in educational settings.
Interviews are widely used in research due to their distinctive advantages According to Cohen et al (2007), they offer flexibility in utilizing multiple sensory channels such as verbal, non-verbal, spoken, and heard data collection methods They also allow researchers to control the interview flow while still encouraging spontaneity, facilitating in-depth and complex responses As Silverman (1997) explains, interviews enable active interactions between participants, leading to negotiated, contextually rich results.
Fourthly, according to Tuckman (1972), interview can help to explore
Interviews are a valuable method for accessing a person's internal perspective, allowing researchers to measure what individuals know, value, and believe According to Patton (1990), the primary purpose of interviewing is to access the interviewee's unique perspectives, not to impose preconceived notions or categories This approach helps validate other research methods and enriches understanding by providing detailed context that observations alone might not reveal Due to these advantages, interviews have been selected as the primary tool for this study, given their ability to uncover nuanced insights into participants’ attitudes, beliefs, and preferences.
The researcher selected a semi-structured interview format, featuring guiding questions aligned with the study’s focus, which allows for balanced control and exploratory flexibility (Bernard, 1988; Hitchcock and Hughes, 1989) This approach enables in-depth insights by allowing the interviewer to probe and expand on participants' responses The interview questions, developed based on relevant theories, aimed to address key research questions regarding participants’ backgrounds, their use of TBLT in teaching, and the associated benefits and challenges Structured into two main sections—background information and perceptions of TBLT—the questions explore how teachers apply TBLT as well as its advantages and limitations, reflecting themes from the literature and conceptual framework.
According to Denscombe (2014), seating arrangement plays a crucial role in creating a comfortable interaction during interviews He recommends positioning the researcher and interviewee at a 90-degree angle in a one-on-one setting, promoting natural eye contact while minimizing any sense of hostility This setup fosters a more open and relaxed environment, enhancing the quality of the interview Proper seating arrangement is essential for effective communication and rapport building in qualitative research.
To gain a thorough understanding of TBLT application in classroom practice, the researcher employed classroom observation alongside interviews, recognizing its value in obtaining accurate data Kumar (1996) highlighted that observation is the most suitable method when participants are unwilling or unaware of their responses, as they may provide irrelevant or inconsistent answers or hesitate to reveal their true practices Therefore, observation proved to be a powerful tool, offering valuable insights into how TBLT is implemented in real classroom settings.
Observation is a vital data collection method, as it involves systematically watching individuals in their natural environments or real-life situations, ensuring the processes observed are authentic and unaltered (Kumar, 1996) This approach allows researchers to gain in-depth, comprehensive insights into phenomena, behaviors, and settings, encompassing individuals, groups, or entire communities Although observation provides valuable contextual understanding, the process is labor-intensive and time-consuming, often requiring repeated efforts to ensure data reliability (Kumar, 1996).
In this study, the type of observation was non-participant observation.
According to Kumar (1996), a researcher should act as a passive observer, watching and listening to group activities without interfering This approach involves conducting observations under natural conditions, allowing the researcher to see the group functioning naturally rather than through intervention Such a method helps prevent impacting the performances of both teachers and students, ensuring authentic insights Additionally, observing in a natural setting enables the researcher to capture a comprehensive view of classroom activities, providing valuable data for analysis.
According to Kumar (1996), selecting the appropriate observation method depends on the purpose, interaction complexity, and population type For this study, the researcher chose narrative recording, which enables detailed, descriptive documentation of interactions in her own words During observation, brief notes are taken, and the researcher completes the observation form promptly afterward (see Appendix B), ensuring accurate and comprehensive data collection.
Context of the study
This study was conducted at ASTON Language Center, established in 2005 as part of an American-based Educational Group with branches across the United States, China, and Vietnam The Vietnamese campuses include two in Ho Chi Minh City and one in Can Tho City, with the research focusing specifically on the two Ho Chi Minh City branches where the author has worked since October 2016 The selected campuses offer convenient access and close professional relationships, making them ideal for the study The language center's teaching staff is highly motivated to learn effective teaching techniques to improve their instructional quality ASTON Language Center typically begins new courses every three months in March, June, September, and December, although the pandemic has significantly disrupted this schedule.
2020 and 2021 It caused the center to close in May 2021 and converted some classes to online learning Luckily, their classes resumed in February 2022.
The language center offers approximately 80 classes with small class sizes of 8 to 12 students, ensuring personalized attention Each session lasts 120 minutes, including a ten-minute break, providing students with an engaging learning experience Flexible scheduling options are available during weekdays (Tuesdays to Thursdays, Wednesdays to Fridays) and weekends (morning to evening shifts), accommodating diverse student needs The center caters to learners from preschool to teenage groups, with experienced Vietnamese and foreign teachers sharing responsibilities in teenage classes, each handling half of the coursework.
With regard to curriculum, a variety of programs are taught such asPlayground Kids, Elite Kids, Elite Teens and Cambridge test preparation
At ASTON center, teenage classes—referred to as Elite Teen levels—focus on learners preparing for exams like IELTS, KET, and Cambridge Starters, Movers, and Flyers The course utilizes the Prepare! Series - Second Edition, divided into levels A (Units 1-10) and B (Units 11-20), to ensure structured language development Most students in Elite Teen classes achieve intermediate proficiency, with some still at pre-intermediate, and many demonstrate strong communication skills with foreign teachers However, a few quieter students face challenges in expressing ideas independently ASTON promotes active English usage both inside and outside the classroom to enhance learning, supported by a team of 34 teachers in Ho Chi Minh City, including 20 Vietnamese and 14 foreign teachers.
The pilot study
The pilot study was conducted to assess the feasibility of research instruments, focusing on the clarity and effectiveness of interview questions and observation forms Although the results were not analyzed, this stage allowed for evaluating whether the interview questions were answerable and if the observation form effectively captured teachers' use of Task-Based Language Teaching (TBLT) Additionally, the pilot provided valuable practice before conducting the main interviews and observations, ensuring smoother data collection in the main study.
3.4.2 Choice of the participant in the pilot study
In this pilot study, the teacher recruitment criteria aligned with those for the main study, requiring at least one year of experience teaching English and the use of Task-Based Language Teaching (TBLT) with teenage learners Only one teacher participated, and I observed her class (ET2B) after conducting an interview to test the observation form The class consisted of eight Pre-Intermediate level students, and Prepare 2 served as the primary course book Although this participant was the seventh teacher of the ET levels, she was not included in the main study.
The pilot study was conducted online via Zoom due to geographical distance and pandemic restrictions, with participant consent for recording The interview lasted approximately 36 minutes, after inviting and obtaining approval from the participant, I provided her with guiding questions covering background information, teachers' understanding of TBLT, and the benefits and drawbacks of its implementation I clarified that this phase was to test the research tools without analyzing results, ensuring her comfort and willingness to participate The interview was scheduled at her convenience and conducted in January 2022, given pandemic constraints Two months later, during the second phase, classroom observation took place in ASTON class ET2B, lasting around 60 minutes, where all students were informed of my presence and the purpose of my visit.
Following the pilot study, I revised the interview questions for the main research to enhance clarity and relevance Specifically, I amended the second section, which previously focused on teachers' understanding of TBLT, to better align with the first research question This involved replacing headings, removing certain sub-questions, and adding targeted questions about how EFL teachers implement TBLT in their classrooms Additionally, I refined the formatting of the interview questions to improve consistency and ease of response, ensuring the questions effectively capture teachers' practical application of TBLT.
Section 1: The heading “Personal Background” was replaced by
“Background Information” Some sub-questions were also refined and shortened to make them clearer.
Section 2: Instead of asking about teachers’ awareness of TBLT, I added some specific questions about how teachers used TBLT in ET classes In particular, I aimed to know the exact steps when they performed TBLT. Furthermore, the kind of tasks, the way of groupings and delivering instruction were also queried.
The observation form was utilized to triangulate interview data, with clear headings and brief descriptions to enhance clarity and reliability These headings were derived from interview questions to ensure comprehensive data collection After conducting a pilot study, I made minor adjustments to the order of the headings, shifting from a sequence that examined when and how teachers applied TBLT to now include a focus on what tasks were used, by adding the "WHAT" category at the beginning of the form.
Following the pilot study, I submitted a revised list of interview questions and an observation form to my supervisor for feedback Incorporating her expert suggestions, I made further adjustments to refine the main study, ensuring the research tools are effective and aligned with study objectives.
3.4.4 Findings from the pilot study
This pilot study aimed to evaluate the effectiveness of the research tools, including interview questions and observation forms, to ensure they were answerable and functional It revealed that some participants remained hesitant during interviews, despite receiving outlines of the three sections without detailed questions To improve participant engagement, I plan to add clearer descriptions to the guiding questions, specifying the steps involved in TBLT implementation, the types of tasks used, and other relevant details Additionally, I will send these preparatory materials to participants beforehand, allowing them to prepare adequately for the main study.
The pilot study demonstrated that all interview questions were answerable, except for the second section, which was found to be inappropriate Consequently, I revised the content to focus on teachers’ understanding of TBLT by detailing the specific procedures teachers used when implementing TBLT in teenage classes at ASTON, also referred to as ET classes.
The pilot study provided valuable hands-on experience in conducting interviews and anticipating potential challenges, enhancing my practical skills It offered a unique opportunity to practice the role of an interviewer, boosting my confidence in phrasing questions and managing the flow of conversation Additionally, through observation, I gained insights into real classroom dynamics and developed skills as an observer I also learned how to effectively describe classroom observations by completing observation forms, despite initial difficulties in translating what I saw into written reports Overall, the pilot study significantly contributed to my preparation and improvement for the main research project.
Data collection procedure
In this section, a comprehensive data collection plan was outlined, detailing the specific steps involved Prior to conducting the main study interviews, several adjustments were made to the interview questions to ensure clarity and relevance, enhancing the overall quality of the data collection process.
The data collection process, as illustrated in Figure 3.1, began with contacting the Teaching Quality Manager (TQM) to obtain information about teachers responsible for teenage classes (ET classes) and to seek permission for observations Six teachers were identified as participants for the study, and invitations were extended through emails and phone calls Appointments were then scheduled for interviews, while coordination with administrative staff ensured access to class schedules for observation arrangements The data collection was completed within two months, from early May to late June 2022, through six interviews and corresponding classroom observations of ET classes.
Before conducting the interviews, participants received guiding questions via email to help them prepare, along with the thesis title and a brief overview of the study's aims On the interview day, participants signed consent forms before starting, ensuring informed agreement The interviews were conducted face-to-face in English at the Teachers’ room across two ASTON Language Center campuses, each lasting approximately twenty-seven minutes All interviews were recorded with participants’ approval to ensure accurate data collection.
Following five interviews, a 60-minute classroom observation was conducted with each participant, ensuring minimal disruption to their teaching routines Participants were informed and consented to the observation beforehand, with researchers explaining its purpose to promote authentic performance Due to scheduling constraints and administrative arrangements, only one participant was observed prior to their interview, highlighting the flexible and adaptive nature of the observation process.
Data analysis procedure
The interview data analysis of this study included six main steps following the instructions of Creswell (2012, p 237)
Figure 3.2 The process of analyzing and interpreting qualitative data (Creswell, 2012)
I collected six audio recordings of interviews and six observation forms from six participants involved in the main study These recordings were transcribed into text files for analysis Instead of completing the observation forms during the observations, I filled them out immediately afterward by extracting key information from the observation notes This approach ensured accurate and comprehensive data collection for qualitative research.
I securely stored my completed document by uploading it to both Google Drive and my email Each interview lasted around 27 minutes and averaged about 2,800 words, providing detailed insights Observation forms, which included task descriptions and my remarks, contained approximately 500 words each In total, the interviews and observation forms amounted to roughly 16,000 words, ensuring comprehensive data collection for analysis.
After completing the transcription process, I printed out all the files and began analyzing the data manually, given the manageable length of the text content Following Creswell's methodological guidance, I systematically reviewed the observations to identify key themes and patterns, ensuring a thorough and accurate interpretation of the data This manual analysis allowed for deeper insights into the textual information, facilitating a comprehensive understanding of the research findings.
In 2012, I emphasized that manual data analysis offers the advantage of staying “close to the data,” allowing for a more hands-on approach without the distraction of machines This method provides greater concentration and comfort, enabling more thorough and intuitive engagement with the data.
During the data analysis phase, I carefully reviewed the research questions and guiding interview questions to identify key insights aligned with my objectives I then meticulously coded the interview transcripts by highlighting main ideas that addressed the research questions, subsequently grouping similar concepts under relevant headings such as procedure, instruction, and groupings Using Google Docs, I organized these ideas into a structured document, ensuring that all data—totaling over 4,000 words—was systematically categorized to facilitate thorough analysis and accurate interpretation of the interview data.
I carefully reviewed six observation forms from the data set, meticulously analyzing the information I classified and labeled the data under appropriate categories such as procedure, instruction, and groupings to facilitate better understanding By highlighting key words within the forms, I ensured that the most important details were easily identifiable, enhancing the clarity and organization of the data for analysis.
I printed the coding document on Google Docs to facilitate easy highlighting and better readability While reviewing, I carefully analyzed two datasets, underlined relevant text segments, and assigned specific codes These codes were then organized into main themes and sub-themes, which are visually represented in Figure 3.3.
Do (2020), I adopted the way that she develops and generates the thematic network in her study.
Figure 3.3 The thematic network of the study