Rationale
In today's world, the rise of international collaboration highlights the importance of English as a global language, facilitating discussions and negotiations on political, social, educational, and economic issues among nations.
Teaching and learning English are crucial in the Vietnamese educational system, with writing being perceived as the most challenging skill by both teachers and students Despite the importance of writing, English as a second language instruction has predominantly emphasized speaking, listening, and reading, often neglecting writing development Research indicates that only 2% of ESL instruction is dedicated to writing, primarily focusing on mechanical aspects like syntax and punctuation There is a pressing need for both teachers and students to enhance writing skills, as traditional methods in Vietnam have prioritized grammatical accuracy and fluency over meaningful communication and competence in writing.
At Hue University College of Foreign Languages, EFL teachers aim to enhance students' communicative competence for real-world situations, emphasizing the significance of teaching through communication and interaction in the target language This approach fosters both organizational and pragmatic knowledge, as highlighted by Bachman & Palmer (1996) Consequently, educators focus on developing not only linguistic skills but also communicative abilities, while seeking authentic and engaging topics to motivate students This connection between classroom language knowledge and real-life experiences is crucial, especially for first-year EFL students, who often find English writing challenging Therefore, it is essential for teachers to adopt effective teaching methodologies that boost students' motivation in learning English.
Given the significance of teaching writing in English and the associated challenges, it is essential to explore effective language teaching methods to improve writing skills for EFL students The task-based approach has emerged as a prominent method, focusing on tasks as the fundamental units of planning and instruction This approach emphasizes communication and social interaction, aligning with the goal of developing communicative competence in language learning Writing is viewed as a vital form of verbal communication, and task-based language teaching prioritizes the ability to understand and convey information effectively Consequently, this method serves as an effective choice for teachers aiming to enhance students' writing skills in various contexts, both inside and outside the classroom.
In task-based language teaching, the focus shifts from teacher-controlled instruction to a learner-centered approach, where tasks facilitate the natural use of language This method moves away from traditional teaching, fostering cooperative learning and enhancing students' self-innovation through group activities Consequently, the author aims to investigate teachers' perceptions and practices of task-based assessment in English writing instruction.
Aims of the Study
- Investigate the teachers‟ perceptions of the TBA in teaching writing for the first-year students at HUCFL
- Explore how TBA is used to teach English writing skillsat HUCFL and some difficulties teachers and students meet
- Propose some practical implications based on research findings in order to help teachers to apply TBA effectively.
Scope of the Research
This study examines the use of Task-Based Approach (TBA) in enhancing writing skills among first-year English as a Foreign Language (EFL) students at Hue University College of Foreign Languages Due to time constraints, the research involved ten English teachers and one hundred first-year EFL students currently enrolled at HUCFL.
Significance of the Study
Recent research has focused on the Teaching Based Assessment (TBA) in speaking, reading, and listening skills, highlighting the need for further studies aimed at improving students' English writing abilities This study aims to explore the perspectives of teachers at HUCFL, providing valuable insights that can help both educators and students address the challenges associated with teaching and learning writing through TBA.
Research Questions
The research focuses on the following questions:
1 What are the teachers‟ perceptions of TBA in teaching English writingskill for the first-year EFL students at HUCFL?
2 What are the teachers‟ difficulties in applying the TBA to teaching English language writing at HUCFL?
3 What should be done to promote English language writing skill with the TBA for the first –year EFL students at HUCFL?
Organization of the Study
This paper consists of the following fivechapters:
Chapter 1 introduces the rationale, aims, and scope of the study focused on teachers' perceptions and practices of the task-based approach in teaching English writing skills to first-year students at HUCFL It highlights the significance of the research and outlines four key research questions.
Chapter 2-Literature Review presented the concepts ofteaching English writing and the theoretical basis of task-based approach
Chapter 3-Research Design and Methodology dealt with the research methods, instrument for data collection, data collection procedure, data analysis, research procedures, reliability and validity
Chapter 4-Findings and Discussions illustrated and analyzed the data collected in order to provide the answers to the research questions
Chapter 5-Conclusion and Implications summarized the findings, pointed out some limitations of the study, provided suggestions for further research and proposed practical implications for teachers
This chapter reviews prior research relevant to the study, followed by a definition of writing and its significance in learning English as a second language and in daily life It then provides an overview of various approaches to teaching English writing Finally, the chapter highlights the task-based approach, detailing its definitions, features, methodologies, and advantages.
Previous Studies Related to the Research
Since its inception in Brahu's Communicational Teaching Project in Bangalore in 1979, Task-Based Approach (TBA) has aimed to enhance situational oral communication by focusing on competence Tarone and Yule (1989) suggested that the project's outcomes indicated TBA as a promising alternative to the language teaching methods prevalent in the 1980s Following the implementation of this project (Bretta & David, 1985), numerous studies have explored the adoption of TBA in second language classrooms.
Fotos and Ellis (1991) demonstrated that using Task-Based Activities (TBA) to teach grammar enhances both learning and communication Their research highlighted that communicative grammar-focused tasks significantly improved Japanese college-level EFL learners' understanding of complex grammatical rules while also aiding in the development of implicit knowledge.
In a study conducted in 2001, the implementation of Task-Based Approach (TBA) in three primary classrooms in Hong Kong revealed six key issues affecting teachers' application of communicative tasks: their understanding of tasks, attitudes, classroom time availability, resource preparation, influence of textbooks and topics, and students' language proficiency The findings indicated a significant interplay among these factors Similarly, Bugler and Hunt (2002) carried out another task-based learning project in Japan.
The study on "student-generated action research" explored the effectiveness of task-based learning in education Results from 340 first-year students revealed that participating in task-based projects provided a beneficial and rewarding learning experience Additionally, Nashash (2006) examined the impact of task-based activities on enhancing speaking and writing skills in a secondary school in Amman, concluding that task-based language teaching is more effective than traditional teaching methods in improving students' oral and written abilities.
In Vietnam, various English teaching conferences and workshops have focused on the adoption of Task-Based Approach (TBA) in education Nguyen Bich Van (2008) investigated English teachers' perceptions of TBA in Ca Mau high schools, surveying 56 teachers from six institutions The results revealed that the majority had a strong understanding of TBA and expressed a desire to implement it in their classrooms Similarly, Truong Nguyen QuynhNhu (2008) examined teachers' perceptions of a proposed task-based writing curriculum at Can Tho University, finding that overall, teachers responded positively to the curriculum.
This study investigates teachers' perceptions of Task-Based Assessment (TBA) in the context of English language writing instruction at HUCFL, addressing the lack of empirical research in this area Based on the findings, practical implications will be provided to assist educators in implementing TBA more effectively in their teaching practices.
Writing and Approaches of Teaching Writing
What is Writing?
As an important means of communication and needed in academic communities, the term “writing” has several meanings First of all, Widdowson
Writing is defined as the act of creating correct sentences and conveying them visually on paper (1978, p 62) According to Troyka (1987), it serves as a means of communication with specific purposes, including self-expression, providing information, persuading the reader, and crafting literary works.
Fischer (2001) asserted that a single definition of writing cannot encompass all existing and historical writing systems He proposed that a 'complete writing' system must meet specific criteria to be considered comprehensive.
It must have as its purpose communication;
It must consist of artificial graphic marks on a durable or electronic surface;
It must use marks that relate conventionally to articulate speech (the systematic arrangement of significant vocal sounds) or electronic programming in such a way that communication is achieved.
The Importance of Writing
Writing is a fundamental skill that significantly enhances students' learning experiences It allows them to practice and solidify their vocabulary and sentence structures, making it easier to retain knowledge and think creatively Consequently, strong English writing skills contribute to improved academic performance Additionally, writing fosters reading skills through the exploration of informative materials and enhances speaking skills by encouraging communication and idea sharing Overall, writing is essential in the educational journey of students.
Writing plays a crucial role in students' educational journey and remains essential in their lives beyond school According to Graves (1978), there are multiple ways in which writing impacts our daily experiences and personal development.
Writing is a multifaceted skill that significantly contributes to personal development, regardless of an individual's background or talents It involves intricate processes of analysis and synthesis, engaging various levels of thinking.
Writing fosters initiative by requiring learners to actively create content Unlike reading, where information is given, writing demands that individuals determine the correct relationships between sounds and letters, organize them properly, and shape their ideas on the page This process involves selecting topics, gathering information, formulating questions and answers, and establishing a coherent order.
Writing develops courage At no point is the learner more vulnerable than in writing
Writing, more than any other subject, can lead to personal breakthroughs in learning
Writing can contribute to reading from the first day of school Writing, some say, is active, whereas reading is passive
Writing contributes strongly to reading comprehension as children grow older The ability to revise writing for greater power and economy is one of the higher forms of reading (pp 5-6)
Seeing the importance of the English writing skills, educators have studied and implemented some approaches to enhance their students‟ writing ability.
Approaches of Teaching Writing
There are two traditional approaches to teaching writing: the product-oriented approach and the process-oriented approach The product-oriented approach emphasizes the final output of language learners, with teachers assessing the writing based on criteria such as vocabulary, grammar, spelling, punctuation, content, and organization (Brown, 1994, p 320).
(1985) pointedout, form and correctness are major concerns in the traditional product-oriented approach However, Parson (1985) identifies several reasons for the failure of this approach:
It emphasizes form and mechanics before, and often at the expense of, ideas and meaning
It focuses on the product rather than the process
It seriously neglects the earliest stages of the writing process
It offers too many artificial contexts for writing
It isolates mechanical skills from the context of writing
The traditional approach to teaching writing relies on outdated theoretical assumptions rather than being grounded in research and experimentation In contrast, a process-oriented approach has emerged, emphasizing the steps involved in creating written work.
The writing process approach, which encompasses prewriting, drafting, revising, and editing activities, significantly enhances student achievement Research suggests that when writing is taught as a process rather than merely focusing on the final product, students tend to perform better academically.
Task-based Approach
Theoretical Background of Task-based Approach
Task-Based Approach (TBA) has gained popularity among English language teachers as a means to enhance communicative competence and social interaction among learners This approach emphasizes the use of communicative and interactive tasks, fostering authentic language use and meaningful communication As a result, students tend to produce longer sentences and engage in meaning negotiation more frequently in collaborative settings compared to traditional teacher-led instruction (Doughty & Pica, 1986) Ultimately, TBA serves as an effective method for teaching a second language by immersing learners in authentic interactions through a series of tasks, facilitating both the acquisition of new linguistic knowledge and the reinforcement of existing skills (Ellis, 2006).
Features of Task-based Approach
Task-based approach to language teaching was characterized by Nunan (1991, p.279) with the following features:
1 An emphasis on learning to communicate through interaction in the target language
2 The introduction of authentic texts into the learning situation
3 The provision of opportunities for learners to focus, not only on language but also on the learning process itself
4 An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning
5 An attempt to link classroom language teaching with language activation outside the classroom
The task-based language teaching approach encourages students to collaborate in pairs or groups, contrasting with traditional individual learning methods This innovative approach fosters enhanced communication skills among learners by providing more opportunities for interaction and teamwork.
Tasks in TBA
Definition of Tasks
Recent publications highlight the significance of task-based learning and teaching in second language acquisition research and pedagogy (Willis, 1996; Skehan, 1998; Ellis, 2003) The term "task" encompasses various definitions, as detailed by Ellis (2003), which include dimensions such as task scope, perspective, authenticity, required linguistic skills, psychological processes, and outcomes Ultimately, a task aims to facilitate language use in real-world contexts and can involve both productive and receptive language activities, engaging different cognitive processes (Ellis, 2003).
Table 2.1 Definitions of Task (from Ellis, 2003)
A task is defined as a structured plan designed to provide opportunities for enhancing knowledge and skills related to a new language and its application in communication According to Breen, a task can range from a simple practice exercise to a more intricate work plan that necessitates spontaneous communication of meaning.
A task is defined as a piece of work carried out for oneself or others, either voluntarily or for compensation Examples of tasks encompass a wide range of activities, such as painting a fence, dressing a child, filling out forms, purchasing shoes, making airline reservations, borrowing library books, taking driving tests, typing letters, weighing patients, sorting letters, making hotel reservations, writing checks, finding destinations, and assisting someone in crossing the road Essentially, tasks represent the various activities people engage in daily, reflecting their practical and linguistic applications.
A task refers to an activity or action that results from processing or understanding language, such as responding to instructions or drawing a map while listening to a tape Tasks may not necessarily involve language production, but they require teachers to define what constitutes successful completion Incorporating a variety of tasks in language teaching enhances communication by providing meaningful purposes for classroom activities beyond mere language practice.
A task is „a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research‟
A task is defined as an activity that requires learners to achieve an outcome based on provided information through a thoughtful process, enabling teachers to oversee and manage that process effectively.
A communicative task is an activity that engages learners in understanding, using, or interacting in the target language, with a primary focus on meaning rather than grammatical structure This task should be self-contained, functioning independently as a meaningful communicative act.
A task is defined as an activity where meaning is paramount, it relates to the real world, prioritizes task completion, and evaluates performance based on the outcome.
A task is „(1) a classroom activity or exercise that has: (a) an objective obtainable only by the interaction among participants, (b) a mechanism for structuring and sequencing interaction, and (c) a focus on meaning exchange;
(2) a language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some sets of workplans‟
„A task is an activity which requires learners to use language, with emphasis on meaning to obtain an objectives‟
Nunan (2004) distinguishes between real-world tasks, which involve language use outside the classroom, and pedagogical tasks, which take place within the classroom Lee (2000) further defines a task in this context.
a classroom activity or exercise that has: (a) an objective obtainable only by the interaction among participants, (b) a mechanism for structuring and sequencing interaction, and (c) a focus on meaning exchange;
a language learning endeavor that requires learners to comprehend, manipulate, and/or produce the target language as they perform some sets of workplans
According to Long (1985), tasks might require language use or require no linguistic knowledge He points out:
A task is any work performed for oneself or others, whether voluntarily or for compensation Examples include activities such as painting a fence, dressing a child, filling out forms, making purchases, booking airline tickets, borrowing library books, taking driving tests, typing letters, weighing patients, sorting mail, reserving hotel rooms, writing checks, navigating to destinations, and assisting others in crossing the street.
Contrary to Long‟s (1985) view, Nunan (2005) argues that task needs to involve language use Nunan (2005, p.4) defines a task as
Classroom activities should engage learners in understanding and using the target language, emphasizing the application of grammatical knowledge to convey meaning rather than merely focusing on form These tasks must be complete and coherent, functioning as independent communicative acts with a clear beginning, middle, and end.
This study adopts Nunan's (2005) definition of tasks to emphasize that instruction should prioritize students' communicative competence While Nunan acknowledges the importance of form, he argues that the focus should extend beyond mere grammatical structures to encompass meaning.
Ellis (2003) distinguishes between "tasks" and "exercises," defining tasks as activities that primarily emphasize meaning-focused language use, while exercises are characterized by a focus on form-focused language use.
Classifications of task
Willis (1996) identified several types of pedagogic tasks, including: a) Listing, which results in a completed list or draft mind map; b) Ordering and sorting, leading to information organized by specific criteria; c) Comparing, where items are appropriately matched or assembled; d) Problem solving, yielding solutions that can be evaluated; e) Sharing personal experiences, typically resulting in social outcomes; and f) Creative tasks, producing end products appreciated by a broader audience.
Some examples of specific tasks were proposed by Willis and Willis (2007) in Table 2.2
Table 2.2 Taxonomy of Task Types in Willis and Willis (2007)
Task types Examples of specific tasks
Games based on listing: quizzes, memory, and guessing
Comparing Games finding similarities and differences
Problem solving Logic problem prediction
Sharing personal experiences Story telling
Projects and creative tasks Newspaper
Matching Words and phrases to pictures
Features of Tasks
According to Ellis (2003), tasks possess six key features: they serve as a workplan, emphasize meaning, facilitate real-world communication, incorporate any of the four language skills, engage cognitive processes, and have a clearly defined communicative outcome.
Principles of Tasks
According to Willis (1996), tasks are governed by the following principles:
- Task should engage the learners‟ focus on negotiating the meaning, rather than the practice of form or prescribed forms of patterns
- Task should promote communication and interaction through having students engage and negotiate the meaning of the task
- There is some kind of purpose or goal set for the task so that learners know what they are expected to achieve by the end of the task
- The task should motivate learners, engage their attention, present suitable degree of linguistic challenge and promote language development.
Procedures for Task-Based Instruction
General Procedures for Task-Based Instruction
Task-based lesson designs have been proposed by various scholars, including Estaire and Zanon (1994), Lee (2000), Prabhu (1987), Skehan (1996), and Willis (1996) These researchers agree on three key phases in a task-based lesson plan: the pre-task, the during task, and the post-task, as outlined in Table 2.3.
Table 2.3.A Framework for Designing Task-based Lessons (Ellis, 2003)
A Pre-task Framing the activity (e.g establishing the outcome of the task)
C Post-task Number of participants
Repeat task a) The Pre-task Phase
The pre-task phase is crucial for preparing students to engage in tasks effectively During this phase, teachers and students can participate in various activities that set the stage for the task Both Lee (2000) and Dornyei (2001) emphasize the significance of framing the task and clarifying its purpose and usefulness Recognizing its importance, Dornyei (2001) advocates for incorporating strategies that stimulate students' interest and enhance their ability to perform the task successfully.
Skehan (1996) identified two primary approaches for teachers to adopt during the pre-task phase: focusing on the overall cognitive demands of the task or prioritizing linguistic factors.
There are four procedural approaches to support learners during the task phase of a lesson: (1) assisting them in completing a task similar to the upcoming task; (2) having students observe a model demonstrating the task; (3) involving learners in non-task activities that prepare them for the task; and (4) strategically planning the execution of the main task (Ellis, 2003).
Ellis (2003) identifies two primary methodological options for teachers during the task phase The first is "task-performance options," which include strategies that can be planned in advance for how the task will be executed The second involves "process options," where teachers and students engage in real-time decision-making about task execution as it unfolds.
During the during-task phase, students utilize their existing language knowledge under the teacher's guidance, enhancing their skills while planning the task They concentrate on meaningful communication and apply the language in real-life contexts In this student-centered classroom, the teacher acts as a facilitator, supporting students in their language development.
In the post-task phase, language learners have the chance to repeat their task performance, which can heighten communicative stress and potentially decrease fluency and complexity (Candlin, 1987) This phase also allows for valuable error correction, where both the teacher and fellow students can provide feedback, ask questions, and help review the language learners' mistakes.
Specific Procedures for Task Based Instruction
This section presents three models for task-based instruction proposed by Ellis
Willis (1996) presented the implementation of a task consisting of three stages: pre-task, task cycle, and language focus as showed in Table 2.4
Table 2.4 A Framework for Task-based Learning (Willis, 1996)
Pre-task Introduction to topic and tasks:
Teacher explores the topic with the class, highlights useful words and phrases
Learners may be exposed to examples
Students do the task in pairs or small groups
Teachers monitors; mistakes do not matter
Accuracy is important, so the teacher stands by and gives advices
Students exchange or give report
Teacher listens and then comments
Teacher conducts practice of new words
In the initial phase, the teacher introduces the topic and task, clarifying instructions and emphasizing key vocabulary to support student understanding and performance This scaffolding allows students to prepare effectively for the task The task-cycle consists of three sub-stages: executing the task, planning for the post-task, and reporting During this phase, students collaborate in pairs or small groups to complete the task, followed by preparing a report to share with the class They present their findings either orally or in writing, engaging in comparisons of their results The final stage, language focus, involves the teacher analyzing language features and providing feedback on student performance.
Willis' procedures (1996) offer several advantages, particularly during the pre-task phase where teachers introduce topics and tasks, effectively reducing cognitive load on students This phase not only boosts student performance but also fosters a collaborative learning environment, allowing learners to exchange and compare results with one another.
Skehan's procedure consists of three essential stages: the pre-task stage, the during-task phase, and the post-task phase The pre-task stage is crucial for teachers to introduce new language concepts that learners will utilize during the task This stage encompasses three primary types of activities: teaching, consciousness-raising, and planning.
In the during-task phase, three key goals must be achieved: task completion, planning, and reporting The post-task phase focuses on promoting students' consolidation and reflection A crucial aspect of this approach is balancing form and meaning to enhance accuracy Skehan's procedures effectively achieve this balance while also encouraging students to restructure their understanding and use the task as a means to identify and address their shortcomings.
Ellis (2003) categorized the task-based procedure into three phases: pre-task, during-task, and post-task The pre-task phase aims to introduce both the task and its topic to language learners, preparing them for the task to enhance language acquisition This phase consists of four key steps.
- Supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson
- Asking them to observe a model of how to perform the task
- Engaging learners in non-task activities designed to prepare them to perform the task
- Strategic planning of the main task performance
During the during-task phase, learners collaborate in pairs or groups to complete the main task, develop an oral or written plan outlining their process, and subsequently present their findings to the entire class (Willis, 1996).
In the post-task phase, learners can reflect on the completed task, allowing them to focus on the language utilized during the activity As noted by Ellis (2003), this phase encourages learners to potentially repeat the task and provide comments, enhancing their understanding and language skills.
Advantages of TBA
In order to assert that TBA really can help in English language classes, Willis
(1996) points out its‟ potential advantages as follows:
- A task-based frame work for a language learning aims at stimulating language use and providing a range of learning opportunities for students of all levels and abilities
- The role of tasks is to encourage learners to be active and use whatever language they already have, both for comprehension and for speaking and writing
- The role of the task-planning-report cycle is to stimulate a natural desire in the learner to improve upon that language
- Tasks based on texts and recording of spoken language provide learners with a rich exposure to spoken and written language in use This provides an environment which aids natural acquisition
- The language focus component enables learners to examine that exposure, and systematize their knowledge of language structure
The texts and recordings utilized in task cycles create a pedagogical corpus that serves as a valuable resource for classroom instruction This approach offers a clear and relatable context for teaching grammar and various language features effectively.
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY
This chapter outlines the research methods and techniques employed for data collection, beginning with an overview of the research design and survey participants It provides a comprehensive description of the data collection instruments, including the questionnaire, interviews, and the pilot phase The chapter concludes with a discussion of the data collection process and the subsequent data analysis.
Research Design
The researcher aimed to investigate teachers' perceptions and practices of the task-based approach in teaching English writing by utilizing both qualitative and quantitative methods According to Wallace (1998), the quantitative approach is characterized by its focus on measurable and countable data, making it objective; an example of this method is a questionnaire Conversely, the qualitative approach emphasizes subjective data that cannot be easily quantified, employing tools such as interviews or classroom observations to gather insights.
Data were gathered through questionnaires and interviews to investigate the implementation of a task-based approach in teaching English writing skills The questionnaires aimed to assess the experiences, attitudes, and challenges faced by both teachers and students in writing tasks Additionally, the interviews provided deeper insights into the specific issues and potential solutions related to the application of the task-based approach in English writing classes.
Participants
The survey participants included ten English teachers and one hundred first-year EFL students from Hue University College of Foreign Languages Both groups completed questionnaires that provided insights into their perceptions and experiences regarding the application of a task-based approach in writing instruction Additionally, five teachers participated in follow-up interviews to further explore these findings.
Instruments
Questionnaire
The questionnaire aims to gather quantitative data to address the first three research questions, providing reliable insights into the teaching and learning process As noted by Nunan (1989), questionnaires can take various forms, making them effective for quantitative investigation It is essential that the questionnaires for both teachers and students are concise and clear to encourage participation The English teachers' questionnaire consists of four sections: the first gathers demographic information such as age, gender, level, and teaching experience; the second, with five items, explores teachers' understanding of task-based approach concepts; the third includes six questions regarding the practical application of the task-based approach in teaching writing; and the final section assesses teachers' attitudes towards this approach using a five-point scale, ranging from "strongly disagree" to "strongly agree."
The student questionnaire features seventeen straightforward questions using a five-point scale, designed for easy comprehension Written in clear and concise English, the items minimize misunderstandings, with the researcher providing explanations for any difficult terms With only eleven items, students can efficiently complete the questionnaire in their classroom setting.
Interview
According to Nunan (1998), interviews are a widely used ethnographic method that falls under qualitative research, allowing for the exploration of various issues In this study, five teachers participated in an informal interview focused on eight questions to assess the implementation of the task-based approach in their writing classes The researcher aimed to identify the challenges faced by the teachers in applying this approach and to discuss strategies for enhancing students' writing skills The informal nature of the interviews facilitated open discussions, enabling the collection of valuable data for the research.
1 What are your views about task-based approach?
2 What are some differences between task, exercise and activity?
3 What are some differences between the task-based approach and the traditional approach in English writing classes?
4 How often do you implement task-based approach in your English writing classes?
5 Do you believe that task-based approach is successfully applied in your writing classes?
6 What are some factors making the application of task-based approach effective in a writing class?
7 What are some difficulties you face when implementing task-based approach in a writing class? What should you do to solve these problems?
8 Are the materials to teach writing skills for the first-year EFL students at HUCFL suitable to the task-based approach?
In order to get more detailed information from teachers, all of the content of the interview was taken notes for data analysis.
Pilot Phase
Thomas (1996) emphasizes the importance of conducting a piloting phase in research, suggesting that collaborating with two or three colleagues is preferable to not piloting at all Prior to implementing data collection instruments, a pilot study was conducted with three English teachers and twenty first-year EFL students at HUCFL This phase allowed for the revision of certain terms and questions to eliminate ambiguity and ensure clarity for both teachers and students As noted by Bell (1993), piloting data-gathering instruments is essential to assess completion time, clarify questions and instructions, and identify any items that may not provide usable data.
Data Collection
Data collection is a critical step in ensuring reliable findings, conducted using two primary instruments: questionnaires and interviews In April 2013, the researcher approached ten English teachers at HUCFL to complete a questionnaire after discussing the pedagogical implications of the survey Following several weeks of learning English writing skills through a new approach, students were also given the questionnaire to provide insights into the task-based methodology Additionally, five teachers participated in interviews at the end of the semester, responding to eight questions that aided the researcher in identifying effective writing task strategies The interviews were documented for subsequent data analysis.
The research focused on English teachers and first-year EFL students at HUCFL, prompting the researcher to collaborate with teachers to develop questionnaires and conduct interviews on English writing skills at the start of the academic semester The data instruments were piloted and refined, with final preparations completed by December 2012 In April 2013, the questionnaires were distributed and collected, followed by the completion of interviews in May.
Data Analysis
The research data were analyzed using both qualitative and quantitative methods, with questionnaire results processed through the Statistical Package for Social Science (SPSS) The findings were presented in tables and figures, demonstrating the internal consistency of the questionnaires for both teachers and students The teacher questionnaire, consisting of 41 items, achieved a reliable Cronbach's alpha value of 809, while the student questionnaire reported a value of 815 According to DeVellis (2007), a reliable questionnaire should have an alpha coefficient above 70, confirming the reliability of both instruments used in this study Additionally, qualitative insights from interviews enriched the understanding of the task-based approach.
Table 3.1 The Reliability of the Questionnaires on Teachers
Table 3.2 The Reliability of the Questionnaires on Students
The article focuses on four key aspects of data analysis: the perceptions of teachers and students regarding a new methodology, the implementation of a task-based approach in English writing classes, the challenges encountered, and strategies for successful application To address the research questions, the author utilized both quantitative and qualitative analyses, employing SPSS to evaluate questionnaire data from teachers and students Additionally, interview data provided further insights into the difficulties faced and potential solutions All findings are detailed in Chapter 4.
This chapter outlines four key points regarding the task-based approach (TBA) in teaching English writing skills to first-year EFL students at HUCFL It begins by examining the attitudes of both teachers and students towards TBA The second section discusses the practical application of TBA in the classroom, highlighting challenges faced by teachers and students during English writing classes The third section details these difficulties, while the final section presents the strategies employed to overcome them Additionally, data collected throughout the study is analyzed and illustrated through tables and figures.
Findings
Teachers‟ Attitudes towards Implementing Task-based Approach in
An analysis of teachers' attitudes towards Task-Based Approach (TBA) reveals positive feedback, with 70% of teachers expressing interest in using TBA for teaching writing Additionally, three teachers maintained a neutral stance, while none disagreed or strongly disagreed with the methodology's appeal This indicates a favorable reception of TBA among educators.
Figure4.1 Teachers are Interested in TBA in Their Writing classes
The survey results indicate that teachers hold positive attitudes towards the implementation of Task-Based Assessment (TBA) in English writing classes The researcher designed nine questions using a five-point scale to gauge teachers' perspectives, with average responses ranging from 2.70 to 4.40 Notably, all responses reflected high to medium values, demonstrating an overall favorable view of TBA The highest-rated statements included “TBA gives chances for students to develop integrated skills” (Mean=4.40) and “TBA is proper for pair-work and group-work.”
The mean score of 4.30 suggests a strong consensus among teachers that Task-Based Assessment (TBA) effectively fosters integrated and collaborative learning skills in students Many educators recognize the numerous benefits of employing TBA in teaching writing skills Overall, the advantages of TBA contribute to a positive reception of this innovative teaching methodology among teachers.
A significant 70% of teachers either strongly disagree or disagree that the task-based approach (TBA) alleviates the challenges of writing skills for learners, with a mean score of 2.70 This indicates that many educators perceive difficulties in implementing TBA, which will be further analyzed in the third section.
Table 4.1 Teachers’ Views on Implementing Task-based Approach
I‟m interested in applying TBA in my writing classes 10 3.70
TBA provides a relaxed atmosphere to promote the target language use 10 3.90
TBA can promote students‟ interests and motivation 10 4.10
TBA gives chances for students to develop integrated skills
The writing skills become less rough and hard for students 10 2.70
Students have chances to communicate and share ideas with friends and teachers
TBA enhances collaborative learning environment in class
TBA is proper for pair work and group work 10 4.30
The Reality of the Application of Task-based Approach in Teaching
4.1.2 1.Teachers’ Understandings of Task-based Approach Concepts
Successful implementation of Task-Based Assessment (TBA) by teachers hinges on their comprehensive understanding of both the tasks and the TBA framework This underscores the necessity to investigate teachers' grasp of TBA concepts To achieve this, five targeted questions were crafted to assess teachers' understanding of these principles.
The analysis of Table 4.2 reveals the percentage distribution of responses to five key questions related to TBA, measured on a five-point scale ranging from strongly disagree (1) to strongly agree (5).
Table 4.2 Teachers’ Understandings of Task-based Approach
TBA doesn't necessarily involve oral interaction
TBA is not possible with beginners 10 3.60
In TBA, learner-centered rather than teacher- controlled
To assess teachers' understanding, the author utilized Sheorey’s (1999) classification, categorizing mean scores as high (3.5 or higher), medium (2.5-3.4), and low (2.4 or lower) According to Table 4.2, the mean scores for the items ranged from 3.60 to 4.60, with no items falling into the medium or low usage categories This indicates that teachers' responses reflected a high mean value In summary, the descriptive analysis reveals that English teachers at HUCFL possess a strong understanding of task-based activities (TBA).
4.1.2.2 Reasons Teachers Use Task-based Approach
All teachers surveyed confirmed that they have utilized and continue to implement Task-Based Assessment (TBA) in their writing classes To explore the reasons behind their decision to adopt TBA, refer to the statistics presented in Table 4.3.
Table 4.3 Reasons for Teachers’ Use of Task-based Approach
Reasons for using Task-based Approach %
TBA creates collaborative learning environment 90%
TBA concerns for authentic and real topics 60%
TBA provides self-access activities 70%
Students are free of language control 10%
Students' level of language is suitable 0%
A natural context is developed from students' experiences 50% Students are exposed to lexical, phrase collocations, patterns & form 30%
Data analysis indicates four primary reasons teachers utilize Task-Based Activities (TBA): it promotes student interaction (70%), fosters a collaborative learning environment (90%), addresses authentic and engaging topics that enhance motivation (60%), and offers self-access activities for learners (70%) Additionally, a significant proportion of teachers (50%) believe that TBA cultivates a natural context drawn from students' personal language experiences, making the learning process more relevant and personalized.
4.1.2.3 How Task-based Approach Is Used in English Writing Classes
Figure 4.2below shows whether teachers implement TBA in their writing classes successfully or not 70% of the teachers asserted that they had implemented TBA successfully and 30% of them had not.
The Students and Teachers‟ Difficulties in a Task-based Writing Class 34 4.1.4 Teachers‟ Solutions in Task-based Approach English Writing Classes 40 4.2 Discussions
A significant majority of students find English writing challenging, with 58% agreeing and 16% strongly agreeing with this perspective Conversely, only 10 students expressed that they do not consider English writing difficult to learn, as illustrated in Figure 4.3.
Figure 4.3 English Writing Skill is Difficult
Students frequently encounter challenges in Task-based English writing lessons, which can be categorized into four main types One significant issue pertains to the writing tasks themselves Students reported two key concerns: they find some writing tasks difficult and perceive them as lacking interest and authenticity.
Figure 4.4 Difficulties in English Writing tasks
16% strongly disagree disagree neutral agree strongly agree
50% strongly disagree disagree neutral agree strongly agree
2% writing tasks are difficult writing tasks are not interesting and authentic
A significant number of students found writing tasks challenging, with only 1% strongly disagreeing and 19% disagreeing that these tasks were easy Despite this difficulty, most students perceived the tasks as interesting and authentic, as evidenced by seven students disagreeing with the notion that the tasks were boring, while 39 students also disagreed with the idea of them lacking authenticity.
The analysis of student language proficiency, as shown in Table 4.4, reveals mean scores ranging from 3.43 to 3.83, indicating that students feel their language skills are inadequate for English writing tasks This inadequacy has led to significant challenges during writing assignments in class.
Table 4.4 Difficulties in Students’ Level of Language
Disagree Disagree Neutral Agree Strongly
I lack in vocabulary and linguistic competence
My cognitive and metacognitive abilities are low
My level of language is not appropriate to writing tasks
Teachers identified key challenges faced by both educators and students during the transition from traditional to task-based approaches in English writing classes The main causes of these challenges were analyzed and presented in Figure 4.5, highlighting five significant items.
1 Students get used to the teacher-controlled model in the traditional approach instead of learner-centered model in TBA
2 Students are more used to doing the writing exercises than doing writing tasks
3 Students are not familiarized with group work in writing class
4 Students are afraid of reporting their product in front of class
5 Teachers do not have adequate understanding of task-based approach
Figure4.5 Difficulties When Moving from the Traditional to Task-based Approach
4.1.3.2 Difficulties Teachers Met in Their Practice of Task-based Approach in English Writing Classes
Teachers identified several challenges when implementing a task-based approach in writing classes The most significant difficulty was the "low cognitive and metacognitive abilities of learners," reported by 90% of respondents Additionally, "limited time" and "students’ unwillingness to cooperate" were also major issues, each noted by 80% of teachers Furthermore, a "lack of learners’ motivation," cited by 70%, hindered the successful application of the task-based approach Minor factors impacting lesson quality included "inappropriate materials" (30%) and "large class size" (20%).
Figure 4.6 Difficulties Teachers Encountered When Implementing
0% 20% 40% 60% 80% 100% large class size lack of teaching aids inappropriate materials unwilling students' cooperation limited time lack of learners' motivation low cognitive & metacognitive of learners
Teachers reported several challenges in implementing the task-based approach, primarily related to designing appropriate writing tasks that match students' levels and materials Conducting this approach in mixed-ability classes also proved to be difficult Overall, the combination of extensive preparation time, large class sizes, and complex tasks presents significant obstacles for teachers aiming to successfully apply this instructional method.
4.1.3.3 Students’ Needs in a Task-based Approach English Writing Lesson
To enhance English writing skills among learners, the researcher developed targeted questions to assess student needs The analysis presented in Table 4.6 reveals that all items received high mean values between 3.14 and 4.14, with a maximum of 5, indicating strong agreement among participants with the four statements in the questionnaire.
1 I need more feedback from teacher
2 I need more real-life writing topics
3 The time for preparing and doing the task is limited I need time to finish the tasks
Table 4.5 Students’ Needs in Task-based Approach
Disagree Neutral Agree Strongly agree
I need more feedback from teacher
I need more real-life topics
I need more time to finish the tasks
4.1.4 Teachers’ Solutions in Task-based Approach English Writing Classes
Five English teachers at HUCFL participated in a discussion to address challenges related to the task-based approach They identified several issues, starting with the challenge of large class sizes, for which they suggested dividing students into smaller groups To tackle time constraints, three teachers recommended using simple and short tasks, while one proposed that students prepare tasks at home, and another suggested group work to save time A significant challenge noted was the students' lack of linguistic competence; however, the teachers felt they provided sufficient comprehensive input to facilitate task completion.
The Reality of the Application of Task-based Approach in Teaching
Willis (1996) and Carless (2001) highlight the crucial role of teachers in enhancing student learning through Task-Based Approach (TBA) A questionnaire revealed that English teachers at HUCFL possess a strong understanding of writing tasks and TBA, which significantly enhances the effectiveness of its application Additionally, the results indicate that a majority of teachers are interested in TBA, with 70% believing it is beneficial for improving language learners' writing skills.
Task-Based Approach (TBA) fosters a collaborative learning environment that significantly enhances language learner engagement Students of varying performance levels collaborate in small groups to complete tasks, with 90% of teachers selecting TBA for its ability to promote this collaboration Research indicates that students are more involved in pair and group work, leading to increased interaction, which is essential for effective communication and meaning negotiation (Ellis, 1999) Willis (1996) highlights that interaction in task-based classrooms encourages students to focus on their own learning rather than solely on the teacher This approach also provides learners with opportunities for teamwork, facilitating the exchange of ideas Furthermore, interaction allows language learners to receive comprehensive input and feedback (Gass, 1997; Pica, 1994) and to refine their linguistic output.
In short, interaction and collaboration promoted in TBA English writing classes help students improve their English language competence
Research indicates that Task-Based Assessment (TBA) significantly enhances the learning environment and boosts student engagement Sixty percent of teachers agree that authentic tasks related to real-life topics capture students' interest more effectively Students are more engaged when they can relate to the material, allowing them to draw on their personal experiences and use language that resonates with them Consequently, TBA makes lessons more appealing and enjoyable, ultimately motivating students to learn.
Seventy percent of teachers support the idea of placing learners at the center of the classroom In Task-Based Approach (TBA), the teacher acts as a facilitator, providing clear instructions and assisting students with their challenges This empowers students to independently complete tasks, allowing them to engage with the target language actively As a result, students become more involved in their learning, particularly during English writing tasks, which keeps them focused and prevents boredom Consequently, teachers exhibit positive attitudes toward this innovative teaching methodology.
The research indicates that teachers recognize the numerous benefits of Task-Based Assessment (TBA) for English writing lessons, leading them to implement this method Despite facing various challenges, 70% of the teachers are confident in their ability to successfully apply TBA in their classrooms The subsequent section addresses the difficulties encountered in this approach.
The Students and Teachers‟ Difficulties in a Task-based Writing Class
4.2.2.1 Problems and Solutions when Moving from the Traditional Teaching Methodologies to the TBA
The rise of Task-Based Approach (TBA) in education has presented challenges for both teachers and students Teachers often struggle to transition from traditional methodologies to TBA, primarily due to students' reluctance to present their written work in class, as they fear judgment and feel that comparing results is unnecessary To address this, it is essential for teachers to foster a supportive environment that encourages student participation, allowing them to express their ideas in both large and small groups, thereby building their confidence Additionally, students are accustomed to teacher-centered models and may find TBA unfamiliar, particularly when it comes to collaborative writing tasks Teachers must demonstrate that writing tasks are manageable and beneficial for developing linguistic and communicative skills Flexibility in group management, along with the use of authentic materials and visual aids, can motivate students and enhance their engagement in the learning process.
4.2.2.2 Problems and Solution when Implementing TBA
Teachers face significant challenges when implementing Task-Based Approach (TBA) in writing classes, primarily due to the low linguistic competence of freshmen students Their limited language proficiency hinders their ability to engage effectively in tasks that require both linguistic and communicative skills To address this issue, providing adequate comprehensible input is essential, as highlighted by Krashen (1982), who emphasizes the classroom as a vital source of such input This input must be clear, easily understandable, and motivating Additionally, preparing tasks in advance allows students to acquire necessary language knowledge before class, enhancing their confidence and active participation Research indicates that students in TBA English writing classes require increased feedback and mediation from teachers to support their learning needs.
The following problem concerns the large-size of the class Weingarten
Smaller class sizes are essential for student success, as noted by research in 2003 In larger classes, students can be organized into small groups or pairs, allowing for peer interaction in a low-pressure environment where mistakes are less daunting This approach reduces stress and boosts self-esteem and confidence, enabling more active participation Additionally, numerous studies, including those by Slavin (1990) and Wells, Ling & Maher (1990), highlight that interaction fosters support, acceptance, and social development, making it a highly effective learning strategy.
Teachers at HUCFL face challenges in preparing English writing tasks for first-year EFL students due to limited time and inappropriate materials Both teachers and students experience time pressure, particularly at the beginning and low intermediate levels, as highlighted by Honeyfield (1993) and Skehan (1996) To address this, many educators assign tasks to be completed at home, allowing students to gain knowledge about the topic and necessary vocabulary and grammar It is crucial to select suitable tasks that are neither too lengthy nor too difficult, ensuring students can complete them within the time constraints Additionally, research indicates that teachers often utilize supplementary materials to tailor writing tasks to their students' proficiency levels.
Chapter 4 highlights the key findings and discussions of the research, emphasizing the advantages of Task-Based Activities (TBA) as favored by teachers Despite the numerous benefits, both learners and instructors faced significant challenges This chapter clearly outlines the problems encountered in TBA English writing classes and offers solutions, providing valuable insights for teachers and students on necessary actions to improve the learning experience.
This chapter provides a summary of the research, followed by implications for teachers on effectively implementing Task-Based Assessment (TBA) Additionally, it addresses the limitations of the study and offers suggestions for future research.
Conclusion
Research indicates that Task-Based Approach (TBA) is an effective teaching methodology for enhancing students' English writing skills Teachers demonstrate a strong understanding of TBA and maintain positive attitudes towards its implementation The survey revealed numerous benefits of TBA, including increased collaboration, interaction, motivation, and interest among students Furthermore, TBA fosters a natural learning context rooted in students' experiences with familiar language and topics, creating a relaxed environment that encourages the use of linguistic and communicative competence These elements significantly contribute to the successful application of TBA in teaching English writing to first-year EFL students at HUCFL Consequently, educators at HUCFL are enthusiastic about leveraging TBA to improve their students' writing abilities.
Research findings reveal significant challenges faced by both students and teachers in English writing classes Students often feel they lack sufficient vocabulary and linguistic skills, making certain writing tasks difficult Additionally, they are accustomed to traditional teacher-centered models rather than a learner-centered, task-based approach, resulting in unfamiliarity with group work and collaborative tasks Key difficulties identified include low cognitive and metacognitive abilities, limited time, students' reluctance to cooperate, lack of motivation, inappropriate materials, and large class sizes, all of which hinder the effective implementation of task-based learning.
The research findings highlight the need for instructors to enhance the linguistic and communicative competence of language learners in TBA It is essential to help students overcome shyness and build their confidence within the new teaching methodology Furthermore, selecting appropriate tasks and topics that align with students' proficiency levels, class size, and the time available for English writing tasks is crucial for effective learning.