INTRODUCTION
Background to the study
The primary goal of current English Language Teaching (ELT) for EFL students is to enhance their communicative competence for meaningful, real-life interactions Effective EFL instruction should prioritize not only linguistic knowledge but also meaning and interaction, fostering practical language use Task-Based Language Teaching (TBLT), an extension of Communicative Language Teaching (CLT), has gained significant attention from second language acquisition researchers, curriculum developers, educational policymakers, and teachers worldwide This approach emphasizes active, communicative tasks to develop learners' language skills in authentic contexts.
Task-Based Language Teaching (TBLT), as the latest development in Communicative Language Teaching (CLT), serves as a key element of educational innovation across seven countries, including China, Hong Kong, Japan, Korea, Malaysia, Taiwan, and Vietnam Since 2006, the Ministry of Education and Training (MOET) in Vietnam has recommended TBLT as an effective approach for English language instruction (Nguyen, 2019) The significant interest in TBLT within Asian EFL classrooms highlights its growing importance and relevance in language education across the region.
Task-Based Language Teaching (TBLT) is widely adopted in EFL classrooms across Asia due to its core features that align with students' needs It emphasizes authentic language use, allowing learners to engage with real-life communication scenarios (Willis, 1996; Skehan, 1996; Richards and Rodgers, 2001; Ellis, 2003, 2009) Additionally, TBLT encourages the integration of personal experiences, making language learning more meaningful and relevant (Nunan, 1991, 2013; Feez, 1998; Richards & Rodgers, 2001; Ellis, 2003) This approach fosters active participation and practical language skills, which are highly valued in diverse EFL contexts across Asia.
2009), and having collaboration (Richards & Rodgers, 2001; Doughty & Long,
2003) Second, the approach assists students to achieve accuracy (Skehan, 1996; Willis, 1996), fluency (Skehan, 1996; Estaire & Zaron, 1994; Nunan, 2004), and communication for real purposes (Swan, 2005; Kumaravadivelu, 2006; Ellis,
Task-Based Language Teaching (TBLT) enriches student learning by providing essential input and output tasks, such as real-life scenarios, which enhance practical language use (Willis, 1996; Nunan, 2004; Leaver & Willis, 2004; Larsen-Freeman & Anderson, 2011; Littlewood, 2004; Nunan, 2013) It also encourages students to adopt active roles as monitors, risk-takers, group participants, and reflectors, fostering a holistic language development process (Richards & Rodgers, 2001; Nunan, 2004; Ellis, 2009) These core principles make TBLT a particularly effective and popular teaching methodology for EFL students in Asia.
As Western-rooted, the implementation of TBLT in Asia has not been effective owning to difficulties and causal factors have been explored According to Butler
Implementing Task-Based Language Teaching (TBLT) in Southeast Asia remains challenging despite governmental efforts, with critics describing some initiatives as “old wine in new bottles” (Nguyen, Le & Roger, 2015) Key issues stem from both classroom-related factors—such as the classroom setting, teachers, and learners—and broader educational system-related factors (Farfan, 2019) Notably, learner factors have garnered increasing research interest, highlighting their significant influence on the success of TBLT implementation (Lai & Lin).
Learner factors significantly influence teachers' implementation of Task-Based Language Teaching (TBLT), including motivation, self-efficacy, anxiety, language proficiency, prior learning experience, and learner autonomy For instance, motivation (Gardner, 1985; Hummel, 2014) and self-efficacy (Pyun, 2013) are crucial for student engagement, while language anxiety (Horwitz, Horwitz & Cope, 1991) can hinder language acquisition Additionally, learners’ prior experiences (Nunan, 2004) and their autonomy (Cooker, 2015) impact the success of TBLT in classroom settings Overall, numerous learner-related factors can affect the effectiveness of TBLT implementation, especially in Asian contexts.
Research indicates that perceptions of TBLT significantly influence its implementation, yet most existing studies focus on teachers' perspectives (Tan, 2016) There is a need to broaden TBLT research to include students' perceptions to gain a comprehensive understanding (Kim, Jung & Tracy-Ventura, 2017) Several studies have explored students’ perceptions of TBLT, including works by McDonough (2004), Chuang (2010), Meng & Cheng (2010), Hadi (2012), Choudhury & Dutta (2015), and Tan (2016).
Although numerous studies have explored students’ perceptions of Task-Based Language Teaching (TBLT) and the learner factors influencing teachers’ implementation of TBLT in Vietnam and other Asian countries, there is a significant gap in research focused on second-year non-English majors in Vietnam Therefore, conducting empirical research to examine EFL students’ perceptions of TBLT and the alignment between learner factors and teachers’ practices in Vietnamese EFL classrooms is essential for advancing effective language teaching strategies.
Aim of the study
This study explores second-year non-English majors' perceptions of Task-Based Language Teaching (TBLT) at Vietnam National University - Ho Chi Minh City (VNU-HCM) Participants engage with the intermediate-level "New Cutting Edge" (NCE) English coursebook, providing insights into their experiences with TBLT The research aims to understand students' attitudes toward task-based learning methods and evaluate the effectiveness of implementing TBLT in their language curriculum Findings will contribute to optimizing EFL teaching strategies and enhancing English language proficiency among Vietnamese university students.
(1) To examine what second-year non-English majors at the VNU-US perceive about TBLT
(2) To explore learner factors affecting teachers‟ implementation of TBLT at the VNU-US.
Research questions
Following research questions are posed to help achieve the aim of the study:
(1) What are perceptions of TBLT among second-year non-English majors at the VNU-US?
(2) What are the learner factors affecting teachers‟ implementation of TBLT at the VNU-US?
Significance of the study
Understanding learner factors that influence teachers’ implementation of TBLT is essential for enhancing students’ perceptions and the overall effectiveness of TBLT in the classroom This study serves as a formative assessment of the New Cutting Edge (NCE) coursebook and its task-based syllabus at VNU-US, providing insights for potential innovations in English teaching and learning Additionally, the research offers scholarly value by contributing to the fields of TBLT, students’ perceptions, and the impact of learner factors on teaching practices at the tertiary level in Vietnam and other Asian countries.
Scope of the study
This study focused on students' perceptions of Task-Based Language Teaching (TBLT) and examined the learner factors influencing teachers' implementation of TBLT at VNU-US The research sample consisted exclusively of second-year non-English majors enrolled in a task-based English course utilizing the NCE textbook Data collection took place in October 2020 during the 2020-2021 academic year at VNU-US.
Organization of the study
This study is composed of five chapters:
Chapter 1 introduces the background to the study, aim, research questions, significance, scope and organization of the study
Chapter 2 presents the related literature review for the rationale of TBLT in EFL, definitions of tasks and TBLT, principles of TBLT, students‟ perceptions of TBTL, and learner factors affecting teachers‟ implementation of TBLT It also reviews related previous studies related to students‟ perceptions of TBLT and learner factors affecting teachers‟ implementation of TBLT This chapter continues with a conceptual framework guiding the researcher to carry out the study and analyze the findings It ends with a chapter summary
Chapter 3 illustrates how the study was conducted in terms of the research design, research site, participants, research instruments, data collection procedures, and data analysis procedures It is finalized with a chapter summary
Chapter 4 reports findings on students‟ perceptions of TBLT and learner factors affecting teachers‟ implementation of TBLT Discussion on the research matters is also made It ends with a chapter summary
Chapter 5 gives a summary of the study, proposes pedagogical implications, admits limitation of the study, and makes a recommendation for further studies relating to students‟ perspectives in TBLT.
LITERATURE REVIEW
TBLT in English Language Teaching
English Language Teaching (ELT) in the twentieth century saw the emergence of Communicative Language Teaching (CLT), also known as the communicative approach, which aims to develop learners’ communicative competence—the ability to effectively use the target language in real-life situations Unlike traditional methods that failed to enable students to produce authentic language, CLT emphasizes engaging learners in authentic, functional use of language for meaningful purposes through various teaching techniques This approach focuses on improving students' ability to communicate accurately, fluently, and meaningfully, ensuring they can use the language effectively in real-world contexts.
Despite the widespread popularity of Communicative Language Teaching (CLT) in twentieth-century language education, its implementation in EFL classrooms has encountered challenges, prompting the search for effective alternatives While fluency and grammatical accuracy are fundamental principles of the communicative approach, in practice, fluency often develops at the expense of accuracy This has led to the emergence of Task-Based Language Teaching (TBLT), an evolved methodology that emphasizes balancing fluency and accuracy through task performance as the core of learning TBLT is also driven by the recognition of the crucial roles of input, interaction, and output in language acquisition, with a strong focus on negotiating meaning within communicative contexts.
In second language (L2) learning, “noticing” plays a crucial role in language development (Hummel, 2014, p 116) Task-Based Language Teaching (TBLT) effectively facilitates meaningful communication by focusing on input awareness, purposeful interaction, and pushed output The limitations of Communicative Language Teaching (CLT) in achieving grammatical accuracy highlight the advantages of TBLT, which better promotes meaningful and accurate language use Consequently, TBLT is increasingly recommended for EFL classrooms to address these gaps and enhance students' communicative competence in the 21st century.
Task-Based Language Teaching (TBLT)
Understanding the concept of "task" is essential before exploring different perspectives of Task-Based Language Teaching (TBLT) The definition of "task" among ELT researchers has been widely debated, highlighting the importance of establishing a clear and precise understanding of the term Tracing the origins of "task" reveals varied interpretations that influence how TBLT is applied and studied in language education.
The term „task‟ is derived from the Old North French „tasque,’ which refers to a duty, tax, or piece of work imposed as a responsibility (Oxford, 2006) According to Long (1983), a „task‟ can encompass a wide range of activities people engage in both at work and in leisure, highlighting its broad applicability Oxford (2006) defines a „task‟ as a specific job responsibility, which may be assigned to teachers or students as part of their roles Breen (1987) further expands on this by describing „tasks‟ as varying from simple, brief exercises to more complex activities such as group problem-solving, simulations, and decision-making tasks (p.23).
According to William & Burden (1997), a 'task' is any activity that learners engage in to advance the learning process Wu (2018) considers non-communicative tasks as practices, highlighting that without a communicative outcome, tasks may be viewed as general language exercises (Breen, 1987; Lee, 2000; Ellis, 2003), activities (William & Burden, 1997), or practice sessions (Wu, 2018).
Bruton's and Widdowson's studies (as cited in Ellis, 2009) highlight differing perspectives on the term "task," emphasizing that its definition extends beyond typical academic usage Bruton controversially asserts that defining "task" is a complex issue outside the scope of his research According to Skehan (2002), the broad debate over what constitutes a "task" underscores its significance in language learning studies.
Bruton misrepresents language learning tasks and does them a disservice, according to Skehan (2002), who provides two key reasons Firstly, Skehan argues that Bruton’s approach, which emphasizes teacher-controlled flexibility, differs significantly from a true task-based approach Secondly, Skehan highlights that research into language learning tasks is often narrow in scope, focusing on fundamental aspects that impact learning rather than large-scale studies He emphasizes the importance of understanding how tasks facilitate student progress and advocates for further research to deepen our knowledge of effective task implementation, rather than dismissing their value.
Many researchers supporting Task-Based Language Teaching (TBLT) share similar perspectives on the concept of a "task." According to Prabhu (1987), a task is defined as an activity that requires learners to achieve an outcome through a thought process guided by the teacher Willis (1996) partly agrees, describing a task as a goal-oriented activity where learners use language to accomplish a real-world result Nunan (1989) offers one of the most frequently cited definitions of a "task," emphasizing its instructional significance in language learning.
A communication task is defined as a classroom activity where learners focus on understanding, manipulating, producing, or interacting in the target language, with an emphasis on meaning rather than form (1989) Despite variations in definitions among TBLT scholars, there is a consensus that a task is a goal-oriented activity involving meaningful language use (Prabhu, 1987; Skehan, 1996; Willis, 1996; Ellis, 2003; Nunan, 1989, 2004; Richards, 2006; Van den Branden, 2006) This core concept highlights the importance of engaging learners in purposeful communication to enhance language development.
Many current researchers support Task-based Language Teaching (TBLT), also known as task-based approach or instruction, which emphasizes goal-directed tasks, authentic input, and real-life activities that use meaning-focused target language These core components are consistently highlighted across various recent definitions in the literature Van den Branden (2006) characterizes TBLT as an approach centered around engaging learners through meaningful tasks that mirror real-world language use.
Task-Based Language Teaching (TBLT) is an innovative approach to language education that emphasizes real-world applicability by engaging students in meaningful, functional tasks According to experts, this method encourages learners to focus on exchanging meaning and using authentic language for practical, non-linguistic purposes As Wu (2018) explains, TBLT derives from communicative language teaching and is centered around student-oriented, task-driven activities that promote the use of authentic language in real-life contexts.
While many definitions of Task-Based Language Teaching (TBLT) emphasize a focus on meaning, some researchers argue that incorporating a focus on form is equally important from the outset Notably, scholars such as Willis (1996), Skehan (1996), and Lee (2000) advocate for balancing meaning with form to enhance language acquisition, highlighting the significance of integrating grammatical accuracy within communicative tasks This balanced approach ensures effective language learning by addressing both meaning-focused communication and necessary linguistic precision.
Task-Based Language Teaching (TBLT) involves the implementation of pedagogical tasks inspired by real-world activities, tailored to meet students’ needs and interests, and situated within a social context A task in TBLT is goal-oriented, focusing primarily on meaning before form, and is used as a foundation for effective teaching and learning It is important for educators and researchers in English Language Teaching to recognize that TBLT is not a single, uniform methodology; rather, it is a multifaceted approach that can be creatively adapted across various syllabus types and instructional purposes (Leaver & Willis, 2004).
Scaffolding is a fundamental principle in language learning, ensuring that lessons and materials facilitate effective learning by providing students with the necessary language to produce the target language (Nunan, 2004) It aligns with Doughty and Long’s (2003) concepts of "elaborate input" and "rich input," emphasizing the importance of making meaning comprehensible through techniques such as repetition, confirmation checks, clarification requests, and paraphrasing Additionally, students benefit from rich input tailored to specific tasks or purposes, such as using corpora to enhance language learning and teaching Overall, scaffolding plays a crucial role in Task-Based Language Teaching (TBLT), supporting learners in meaningful language acquisition.
The second principle of effective task design is task dependency, which emphasizes purposeful sequencing of activities As Nunan (2004, p.35) states, “within a lesson, one task should grow out of, and build upon, the ones that have gone before,” ensuring a logical progression that enhances learner understanding and skill development.
Effective task design in language learning should be tailored to students' proficiency levels to enhance learning outcomes According to (2009), tasks must be carefully sequenced to align with students’ language abilities, promoting better language acquisition Skehan (1996) emphasizes that “select and sequence tasks to achieve balanced goal development,” highlighting the importance of matching tasks to proficiency levels for reinforcing language skills and supporting overall learning objectives Proper task sequencing is essential for fostering effective language development and achieving educational success.
Recycling language is essential in the task-based approach as it maximizes learning opportunities and activates the organic learning principle (Nunan, 2004; p.36) Both teachers and students should recognize that repeated practice with varied contexts enhances language acquisition, as not all students can achieve proficiency on their first attempt Incorporating language recycling into classroom activities promotes deeper understanding and improves overall language skills.
Learner factors affecting teachers‟ implementation of TBLT
Learner factors should be considered in teachers‟ implementation of TBLT (Skehan, 1996; Willis, 1996; Dornyei, 2001; Nunan, 2004; Ellis et al., 2020)
Individuals differ in the way of approaching a language and teachers need to consider learner factors so as to adjust their teaching methodologies (Hummel,
Perceptions are key elements that influence learner factors such as motivation (Gardner, 1985; Hummel, 2014), self-efficacy (Pyun, 2013), language anxiety (Horwitz, Horwitz & Cope, 1991), language proficiency (Hummel, 2004), prior learning experience (Nunan, 2004), and learner autonomy (Cooker, 2015) These perceptions shape learners' attitudes and can significantly impact their language learning success.
Research from 2016 indicates that students’ perceptions of Task-Based Language Teaching (TBLT) are significantly influenced by learner factors such as language proficiency, individual characteristics, and previous experiences Similarly, Kim et al (2017) found that students’ attitudes towards TBLT change over time and are affected by various factors, highlighting the dynamic nature of perceptions Learner factors like motivation, self-esteem, language anxiety, prior learning experiences, and learner autonomy play a crucial role in shaping how students perceive and engage with TBLT, ultimately impacting their task performance and overall learning experience.
Motivation is a vital factor influencing teachers' implementation of Task-Based Language Teaching (TBLT), as it significantly impacts learners' engagement and performance (Nunan, 2004; Le, 2014; Pyun, 2013; Ellis et al., 2020) Defined by Gardner (1985), motivation encompasses positive attitudes towards language learning, a strong desire to achieve learning goals, and active effort to learn the language In the context of TBLT, motivation serves as a key predictor of how effectively students engage with tasks and demonstrate learning outcomes (Ellis et al., 2020) Various authors emphasize different types of motivation, all of which support students’ learning journey within teachers’ implementation of TBLT.
2.4.1.1 Integrative motivation Integrative motivation is recognized as a learner factor in TBLT (Pyun, 2013; Ellis et al., 2020) Integrative motivation, interchangeably called integrative orientation (Hummel, 2014; Brown, 2014) refers to the desire to learn a language to integrate successfully into the target language community (Gardner & Lambert, 1972; Hummel, 2014; Brown, 2014) It means that learners are eager to be identified as native users of the target language In TBLT, integrative motivation can encourage students to gain accuracy, fluency, and communication for real purposes Obviously, integrative motivation is a crucial learner factor affecting teachers‟ implementation of TBLT
Instrumental motivation plays a significant role in influencing teachers' implementation of Task-Based Language Teaching (TBLT) (Pyun, 2013; Ellis et al., 2020) Also known as instrumental orientation, this motivation pertains to learners’ desire to acquire the target language for practical purposes such as getting a job, passing exams, reading technical materials, or traveling (Gardner & Lambert, 1972; Hummel, 2014; Brown, 2014) Since TBLT emphasizes real-life tasks that are meaningful and relevant, instrumental motivation enhances student engagement and supports effective language learning Therefore, instrumental motivation is a key learner factor that impacts teachers' adoption and success of TBLT methodologies.
Self-esteem is a significant learner factor that influences teachers’ implementation of Task-Based Language Teaching (TBLT) (Mahdavirad, 2017) According to Brown (2014), self-esteem is defined as a personal judgment of worthiness expressed in individuals’ attitudes towards themselves, representing their evaluation of their own capability and worth Research by Heyde (as cited in Brown, 2014) indicates that both levels of self-esteem positively correlate with oral language production, highlighting its importance in language learning success.
Self-efficacy plays a crucial role in language learning and is a key learner factor in the successful implementation of Task-Based Language Teaching (TBLT) According to Bandura, self-efficacy—also known as self-confidence or self-esteem—is defined as individuals' judgments of their capabilities to organize and execute actions needed to achieve specific performance goals (Pyun, 2013) Students with high self-efficacy are more willing to communicate and actively participate in language tasks (Brown, 2014), making self-efficacy a strong predictor of task performance and achievement in TBLT (Ellis et al., 2020) Research consistently shows a positive correlation between self-efficacy and language proficiency, indicating that higher self-efficacy leads to greater task achievement and language skills development (Pyun, 2013) Additionally, self-efficacy influences the use of learner strategies in language learning within TBLT settings, further underscoring its importance in enhancing learner outcomes (Ellis et al., 2020) Overall, self-efficacy is an undeniable factor impacting teachers' effective implementation of TBLT.
Task self-esteem significantly influences teachers’ implementation of TBLT, as it reflects students' confidence in their abilities to succeed in specific tasks like speaking or writing (Ellis et al., 2020; Brown, 2014) Students with high task self-esteem believe they can perform well in particular language tasks, which is essential for effective participation in task-based language teaching Since tasks are fundamental to TBLT, fostering students’ task self-esteem is crucial for promoting successful learning outcomes and ensuring teachers can effectively apply TBLT principles.
Language anxiety, also known as foreign language classroom anxiety, significantly impacts learners' experiences and teachers' implementation of Task-Based Language Teaching (TBLT) (Pyun, 2013; Ellis et al., 2020) It is defined as a complex of self-perceptions, beliefs, feelings, and behaviors related to the language learning process that stem from the unique challenges of acquiring a new language (Horwitz et al.,) Addressing language anxiety is crucial for creating an effective and supportive classroom environment that fosters successful language acquisition.
Language anxiety is a complex emotional response characterized not only by feelings of nervousness and frustration but also as a situation-specific state during the processing and production of the target language (Pyun, 2013) It is closely linked to task performance and interpersonal interactions in language learning (Ellis et al., 2020) As a significant learner factor, language anxiety influences teachers' implementation of Task-Based Language Teaching (TBLT) The Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz (1986), effectively measures specific anxiety dimensions such as communication apprehension, test anxiety, and fear of negative evaluation within the foreign language learning environment.
Communication apprehension significantly impacts teachers' implementation of Task-Based Language Teaching (TBLT) by influencing students' ability to participate effectively Defined as the fear or anxiety associated with oral communication, communication apprehension leads students to avoid or hesitate in speaking due to worries about misunderstanding (Aida, 1994), fear of making mistakes (Brown, 2014), and embarrassment (Brown, 2014) These traits hinder active interaction and collaboration in TBLT tasks, ultimately affecting students' oral performance and task success Recognizing communication apprehension as a learner-related factor underscores its importance in shaping effective TBLT implementation.
Test anxiety significantly impacts learners' performance and teachers' implementation of TBLT, as it involves students' tendency to worry about inadequate performance in evaluative situations (Jeon & Hahn, 2006; Ellis et al., 2020; Sarason, 1978) Students often fear receiving a poor grade or failing an exam (Brown, 2014), which can lead to heightened anxiety during test-taking and negatively affect their skills across all language areas (Aida, 1994) Furthermore, students' anxiety levels are influenced by the difficulty of tasks they encounter, as frequent assessments based on task performance can increase stress and hinder learning outcomes (Jeon & Hahn) Properly addressing test anxiety is crucial for enhancing learner engagement and success in task-based language teaching.
Task-based assessment evaluates not only foundational language skills—listening, speaking, reading, and writing—but also essential soft skills like interaction, collaboration, and presentation This comprehensive approach highlights how test anxiety can negatively impact students' performance Consequently, the influence of test anxiety is evident in teachers' implementation of Task-Based Language Teaching (TBLT), affecting both assessment outcomes and classroom dynamics.
Fear of negative evaluation is a significant learner factor influencing teachers' implementation of TBLT, as it involves students' apprehension about others’ judgments and distress over potential negative feedback (Muhmad, 2018; Ellis et al., 2020; Watson & Ronald, 1969) Students with high concerns about criticism or negative comments may experience fear when participating in oral performance or reflective activities, which are essential components of TBLT Oral tasks assess pronunciation, stress, and intonation, while reflective practices reveal students’ understanding and opinions, both of which expose learners to evaluation by peers and teachers Negative evaluations—such as teacher reproach, classmates’ smirks, punishment, or frustration from inattentiveness—can trigger fear and hinder language learning engagement.
2014) A fear of negative evaluation is consequently regarded as a learner factor affecting teacher‟s implementation of TBLT
Student language proficiency is a key learner factor influencing teachers’ implementation of task-based language learning (TBLT), encompassing both knowledge of grammar and pronunciation as well as the ability to perform language skills such as listening, speaking, reading, and writing (Nunan, 2013; Willis, 1996) Carless emphasizes that learners with higher language proficiency tend to benefit more from communicative tasks (as cited in Tsang, 2016, p.2), making proficiency a critical component for effective participation and successful outcomes in TBLT.
Previous studies
This section aims to review previous studies relating to students‟ perspectives in TBLT, especially their perceptions of TBLT These studies consist of McDonough
(2004), Meng & Cheng (2010), Chuang (2010), Hadi (2012), Pyun (2013), Choudhury & Dutta (2015), and Tan (2016) A review on similarities and differences among couples of them as well as a gap for study are accordingly clarified
Indeed, there are several similarities and differences between Hadi (2012) and Tan
Both studies in 2016 explore EFL students' perceptions and attitudes toward Task-Based Language Teaching (TBLT), revealing that students generally have a high level of understanding of TBLT principles and tasks They both utilize questionnaires developed by Jeon and Hahn to assess students' perceptions of TBLT, highlighting a shared focus on student attitudes and comprehension in relation to this teaching approach.
The research conducted by Hadi (2012) involved 88 female EFL students at various levels of English proficiency in Iran, employing a mixed-method approach to comprehensively assess their learning experiences Similarly, in 2006, the two authors utilized a mixed-method methodology to investigate English as a Foreign Language (EFL) students at the tertiary level, providing valuable insights into effective teaching strategies and student engagement Incorporating diverse research methods, these studies contribute to a deeper understanding of factors influencing EFL learners' success, highlighting the importance of tailored instructional approaches to enhance language acquisition among university students.
In 2016, a study involving 166 EFL students of both genders in China explored students' attitudes towards Task-Based Language Teaching (TBLT) The findings reveal differing perspectives: Tan (2016) shows a majority of students advocating for TBLT implementation in classrooms, whereas Hadi (2012) indicates that most respondents hold negative views toward adopting TBLT These contrasting results highlight the varying attitudes among EFL students regarding the integration of TBLT in language instruction.
Several studies, including those by McDonough (2004), Chuang (2010), and Meng & Cheng (2010), share common characteristics as action research employing a mixed-method approach to explore students' perceptions of TBLT McDonough (2004) focused on Thai tertiary EFL students, revealing high student perceptions of pair and group work, with active participation improving target form production Chuang (2010) examined Taiwanese sophomore non-English majors, indicating that students valued and experienced enhancement in speaking skills through TBLT Meng & Cheng (2010) studied Chinese EFL engineering students, showing a preference for two-way divergent group tasks, positive perceptions of task benefits, and viewing teachers as facilitators; additionally, increased participation and higher English test scores correlated with better self-assessed performance, highlighting the importance of active engagement and teacher roles in TBLT.
Previous studies by Pyun (2013) and Choudhury & Dutta (2015) are important for further research on TBLT, as they provide valuable insights into students' attitudes Pyun (2013) conducted with 91 U.S college students involved in TBLT activities such as dialogues, role-plays, and problem-solving, highlighting practical classroom applications Conversely, Choudhury & Dutta (2015) surveyed 200 high school EFL students in India to assess the feasibility of TBLT, revealing that most students support innovative teaching methods despite potential challenges These studies underscore both the practical implementation and student acceptance of TBLT across different educational contexts.
2.5.2 Previous studies related to learner factors affecting teachers’ implementation of TBLT
This section examines research on learner factors that influence teachers' implementation of Task-Based Language Teaching (TBLT) While highlighting key similarities, it also identifies notable differences among the studies, providing a comprehensive understanding of how learner-related factors impact effective TBLT execution.
Major studies on the factors affecting teachers' implementation of Task-Based Language Teaching (TBLT) in Asia include Butler (2011) and Ji (2018) While Ji (2018) focuses on issues related to task components, such as students' misunderstandings of TBLT, lack of proficiency, and limited participation, Butler (2011) addresses broader factors, highlighting that low English proficiency among students hinders their use of the target language during group work.
Le (2014) investigates factors influencing the successful implementation of TBLT at the tertiary level in Vietnam, highlighting that external factors such as time allocation, testing, student motivation, English proficiency, and textbooks, along with internal factors like teachers’ experience, knowledge of TBLT, and technological skills, play crucial roles, with student motivation being the key learner factor in this context Tsang (2016) explores secondary EFL students’ perceptions of a TBLT speaking course in Hong Kong through semi-structured focus groups, finding that individual characteristics like language proficiency, personality, self-esteem, self-efficacy, and prior experience significantly shape student perceptions, along with the perceived usefulness, teacher support, and cultural influences.
Mahdavirad (2017) conducted a quantitative study to explore EFL students' perceptions of factors influencing performance on complex oral tasks The research, based on data from a post-task questionnaire completed by 20 upper-intermediate learners after twelve oral narrative tasks, highlights how learner factors such as motivation, difficulty, stress, ability, and interest are impacted by task complexity The study also emphasizes that task performance improves when learners have prior knowledge, sufficient planning time, and higher motivation, interest, and perceived ability These findings underscore the importance of considering learner factors, beliefs, and attitudes in the design of oral language tasks to enhance learner achievement.
Ellis et al (2020) conducted a quasi-experimental study involving second-grade students in Indonesia to examine the impact of self-efficacy on speaking skills The research utilized questionnaires to assess students’ self-efficacy levels and categorized them accordingly, followed by oral interviews to evaluate speaking performance The study found that students with higher self-efficacy demonstrated significantly better speaking skills, indicating a positive correlation between self-efficacy and speaking performance This highlights the importance of fostering self-efficacy to improve language skills in young learners.
Existing research on students’ perceptions of Task-Based Language Teaching (TBLT) has primarily focused on their understanding of key concepts like task definitions, pair work, and group work, as well as their opinions on TBLT implementation However, there is a notable gap in exploring how students perceive the fulfillment of their needs, goal achievement, task provision, and their roles within TBLT Additionally, in Vietnamese EFL contexts, only motivation and language proficiency have been investigated as factors influencing teachers’ implementation of TBLT, as noted by Le (2014) These gaps highlight the importance of this study in addressing students’ perspectives and contributing to a more comprehensive understanding of TBLT effectiveness.
The conceptual framework
This study focuses on students' perceptions of Task-Based Language Teaching (TBLT), including their views on meeting their needs, achieving learning goals, providing tasks, and their roles within TBLT According to Kim et al (2017), students’ perceptions of TBLT evolve over time and are influenced by learner factors, which also affect teachers' implementation strategies Understanding these learner factors is essential for helping teachers enhance students' perceptions of TBLT The relationships between these concepts form the framework guiding this research, providing valuable insights into effective TBLT practice.
Chapter summary
Chapter 2 provides a comprehensive review of literature on students' perceptions of Task-Based Language Teaching (TBLT) and the learner factors influencing its implementation, including the rationale, definitions, and principles of TBLT It highlights previous research studies and presents the study's conceptual framework, establishing a foundation for the upcoming research methodology The chapter concludes with a summary that underscores its role in guiding the overall thesis and informing future chapters.