INTRODUCTION
Background to the study
Speaking is a vital language skill and a key component of effective communication, making it particularly important for students in schools and universities Mastering spoken English is crucial for learners in non-English speaking environments, as it helps them express their views and enhances their oral fluency and accuracy To facilitate successful foreign language communication, English teachers must create a rich environment that promotes meaningful interactions and real communicative experiences.
Diem Thuy Upper Secondary School, situated in the mountainous region of Thai Nguyen province, Vietnam, was founded a decade ago and includes English as a mandatory subject in its curriculum Observations in the English speaking classes have revealed several challenges in the teaching and learning processes, highlighting issues related to both the researcher’s and students’ activities within the classroom.
The English teacher primarily used traditional teaching methods, including grammar translation, audio-lingual, and direct methods, which often involved asking students to memorize conversations without sufficient practice or engaging speaking activities As a result, many students faced challenges in their speaking skills, including lexical, grammatical, and pronunciation issues, alongside a lack of ideas and poor vocabulary Additionally, the lack of motivation among students stemmed from the monotonous topics assigned by the teacher, leading to reluctance in demonstrating their speaking abilities.
In a speaking lesson lasting only forty-five minutes, students had limited opportunities to participate, as the lecturer only called on certain active individuals to speak This time constraint hindered their ability to engage fully in all the speaking activities outlined in the textbook.
Many students with strong speaking abilities were selected for oral presentations, but overall, students lack confidence in speaking due to limited real-life opportunities to practice English Consequently, most remained silent and only listened during class Despite the significance of speaking skills, school curricula prioritize reading, writing, and grammar, neglecting listening and speaking Furthermore, assessment methods often exclude speaking and listening tests, leading learners to focus more on reading and writing while overlooking oral communication skills.
At Diem Thuy High School, EFL learners face challenges in acquiring English due to the prevalent use of a traditional teacher-centered approach, where teachers dominate the learning and teaching process.
2004) Ruse (2007) emphasizes learners do not like teachers who spend most of class time lecturing Lecturing time de-motivates students as they do not love being passive in class
The primary objective of learning English is effective communication (Nurhakim, 2009) The communicative approach, as highlighted by Willis (1998), emphasizes teaching English through enjoyable activities that encourage learners to express their ideas while actively using the language Various techniques, such as task-based learning, games, and English camps, have been developed to enhance learners' English proficiency.
Communicative Language Teaching (CLT) is an effective approach that enhances the learning process through diverse activities, encouraging learners to think independently and improve their language skills Task-based learning, rooted in CLT principles, provides significant advantages by fostering creative thinking and problem-solving abilities When teachers assign a variety of tasks, students gain valuable opportunities to actively use and practice the language.
3 communicatively It is enjoyable for students to do tasks within their team, and this helps their learning (Lochan and Deb, 2006)
Research indicates that task-based learning (TBL) is an effective alternative for addressing challenges in English language teaching According to Willis (1996), TBL offers numerous advantages, including increased self-confidence in learners as they express their language skills, opportunities for spontaneous interactions, and enhanced awareness of how peers convey similar meanings Additionally, TBL facilitates turn-taking in conversations, encourages purposeful and cooperative language use, and promotes full participation in interactions.
Taylor (1983) suggests that task based activities give learners the opportunity to interact with target language directly and use it genuinely Having the same idea,
T Pica et al (1993) highlight the significance of Task-Based Learning (TBL) in language teaching, as it fosters interaction among learners and between learners and teachers, facilitating the achievement of language acquisition goals Task-based activities are effective in helping learners acquire the target language Additionally, Ellis (2003) identifies key benefits of task-based courses, including alignment with cognitive processes essential for second language acquisition, a strong emphasis on learner engagement, and the utility of tasks in identifying learners' needs and tailoring course objectives.
Task-based learning significantly enhances EFL teaching by fostering authentic communication among students, as noted by Muller (2006) This approach provides valuable language experiences within the classroom setting Additionally, Nunan (2004) emphasizes that the primary goal of task-based learning is to encourage learners to engage in pair and group work, facilitating the sharing of ideas and collaborative language use.
This study addresses the lack of research on task-based learning to enhance students' speaking performance at Diem Thuy Upper Secondary School During the 2017-2018 academic year, the researcher taught English to 11th-grade students and initiated the action research titled “Using Task-Based Learning to Improve English Speaking Performance of 11th Grade Students at Diem Thuy Upper Secondary School.” The goal was to boost students' speaking abilities by implementing communicative tasks in the curriculum, providing them with more opportunities to practice and build confidence in speaking English with foreigners The researcher aims for this thesis to contribute significantly to improving the speaking performance of students at the school.
Aim, objectives and research questions of the study
The study aimed to address students' challenges in speaking lessons through the implementation of task-based activities The primary objective was to assess the effectiveness of task-based learning (TBL) on the speaking performance of 11th grade students at Diem Thuy High School, specifically investigating its impact on their performance during speaking classes Additionally, the study sought to explore students' perceptions of TBL in their speaking lessons To achieve these goals, two research questions were formulated.
1 How can task-based learning help improve students' speaking skill?
2 What are the students’ opinions towards task-based learning used in speaking class?
Scope of the study
The study aimed to enhance students' speaking performance and reshape their perceptions by promoting interaction through task-based learning During the 2017-2018 academic year, the researcher taught English to grade 11 students who were struggling with speaking skills Consequently, this initiative was categorized as action research.
The study examined task-based teaching and learning to enhance English speaking performance among 11th-grade students at Diem Thuy Upper Secondary School Conducted over twenty weeks, the research involved 40 students from class 11A3, focusing on improving their speaking skills through practical, engaging activities.
Significance of the study
This study holds significant implications for English teachers, students, and researchers It offers insights for teachers on enhancing students' English speaking skills and serves as a valuable resource for students at Diem Thuy upper secondary school to identify their speaking weaknesses and develop improvement strategies Additionally, researchers conducting similar studies can reference these findings to further address the same issues The implementation of Task-Based Learning (TBL) is expected to boost students' confidence in oral communication and make speaking lessons more enjoyable, encouraging self-expression Furthermore, this research may provide recommendations for English teachers at Diem Thuy high school to create more effective speaking lessons, ultimately enhancing students' speaking performance both in and out of the classroom.
Outline of thesis
The study consists of five main chapters A brief summary of the content of each chapter is described as follows
Chapter 1, Introduction, provides an overview of the study's context and highlights the challenges students face in learning to speak English in the classroom This chapter outlines the study's objectives, research questions, scope, significance, and overall structure.
Chapter 2, Literature Review, offers an in-depth examination of relevant literature that establishes the theoretical foundation for the study It explores key concepts such as the significance of speaking in language learning and teaching, defines task-based learning, and discusses the critical role that task-based learning plays in the educational process.
6 in developing student speaking performance, and some key terms related to task based learning
Chapter 3, Methodology, outlines the study's settings and research method, highlighting key characteristics of action research It details the research procedures and describes the data collection instruments used, including questionnaires, pretests, posttests, and observations, while also explaining the data collection processes.
Chapter 4, Data Analysis and Discussion presents and analyses all the collected data as well as discusses the results achieved from the study
Chapter 5, Recommendations and Conclusions includes a summary of the whole research and the implications, limitations of the study as well as suggestions for further studies are proposed
The thesis concludes with a bibliography that includes all referenced books and materials, both directly and indirectly cited throughout the research Additionally, the final section features appendices that provide samples of essential documents relevant to the inquiries conducted.
LITERATURE REVIEW
Speaking skills in language learning
Speaking is one of the four essential language skills that learners prioritize when acquiring a new language It is widely utilized and requires significant focus from both foreign teachers and learners to enhance proficiency.
Speaking is an interactive process that involves producing, receiving, and processing information, as noted by H D Brown (1994) and Burns and Joyce (1997) This essential communication skill allows speakers to articulate their thoughts clearly, aiding listeners in understanding the message Consequently, effective speaking is a crucial element for successful communication.
Effective speaking skills in language learning involve mastering both linguistic competence, which includes grammar and vocabulary, and socio-linguistic competence, which focuses on the appropriate contexts, reasons, and methods for using language.
Speaking is an interactive process that involves conveying processed information, where the speaker aims to help the listener understand the intended message To achieve this, the speaker must utilize appropriate vocabulary and structure based on the context It is essential to provide opportunities for individuals to gradually develop their abilities to speak English accurately and fluently.
2.1.2.1 The concept of communicative competence
Speaking ability encompasses learners' communicative competence, enabling them to express opinions and share information effectively It involves their capacity to imitate responses, answer questions appropriately, and engage actively in interactions Thus, it is essential for learners to enhance their communicative competence.
Communicative competence, as defined by Savignon (1991), refers to the ability of language learners to interact meaningfully with others, going beyond mere grammatical knowledge In contrast, many ESL professionals support Hymes' theory, which emphasizes that communicative competence encompasses not only linguistic forms but also the social rules governing language use Hymes (1972) highlights the importance of understanding when, how, and to whom these linguistic forms should be applied, indicating that socio-cultural rules are integral to the language teaching process.
Communicative language competence can be considered as comprising four components: linguistic, discourse, strategic and sociolinguistic
Linguistic competence, as defined by Hymes (1972), encompasses a learner's ability to comprehend and construct novel sentences, reflecting both linguistic knowledge and skills This knowledge includes mastery of the phonological, grammatical, and lexical systems of a language, with competence evident in the accuracy of the language forms produced.
This study emphasizes three key aspects of linguistic competence: lexical, grammatical, and phonological competence These components are integral to the Preliminary English Test for School, which aids students in enhancing their English language skills.
9 productive use of grammar and vocabulary in short sentences When assessing learners’ speaking communicative competence, three criteria of linguistic competence will be regarded as “vocabulary”; “grammar”; “pronunciation”
The Common European Framework of Reference for Languages (CEFR) defines discourse competence as “the ability… to arrange sentences in sequence so as to produce coherent stretches of language.” (Council, 2001, p 123)
Discourse competence includes such skills as structuring discourse coherently and cohesively, managing conversation and interacting effectively to keep the conversation going
Consequently, in this study, discourse competence is observed through learners’ competence of communicative interaction to answer the question whether learners answer questions completely and logically
Strategic competence can use repair strategies when conversation breaks down
In this research, strategic competence is observed in “communicative interaction” to see if “the test uses support or prompting to avoid breaking down the conversation”
Canale and Swain emphasize the significance of Hymes' sociolinguistic research in shaping a communicative approach to language learning, highlighting the interplay between social context, grammar, and social meaning According to Council (2001), sociolinguistic competence encompasses linguistic markers that reflect social relationships and politeness conventions These markers include the choice of greetings and address forms, such as formal titles like "Sir" and "Madam" versus informal names like "John" and "Susan." Furthermore, politeness conventions involve 'positive' politeness strategies, which demonstrate interest in others' well-being, share experiences, engage in 'trouble talk,' and express admiration, affection, gratitude, and hospitality.
At intermediate level, sociolinguistic competences can establish basic social contact by using the simplest everyday polite forms of greetings and farewells,
Sociolinguistic competence is essential for students to grasp the appropriate contexts for using polite expressions like "please," "thank you," and "sorry." This understanding allows them to communicate effectively and appropriately in various social situations, as highlighted by researchers such as Burns and Joyce (1997), Cohen (1996), and Harmer.
2001) In this study, speaking requires that learners understand when, why, and in what ways to produce language ("sociolinguistic competence") (Burns & Joyce, 1997; Cohen, 1996; Harmer, 2001)
Teaching speaking involves helping learners produce English speech sounds and patterns, utilize word and sentence stresses, and master intonation and rhythm It requires selecting appropriate language based on social context, audience, and subject matter, as well as organizing thoughts logically Additionally, it emphasizes using language to express values and judgments fluently and confidently, minimizing unnatural pauses.
Teaching speaking in EFL classes goes beyond mere sound production; it involves encouraging students to interact and engage in conversations using the foreign language By fostering a classroom environment that promotes real-life communication, authentic activities, and meaningful tasks, EFL teachers can enhance students' oral language skills Collaborative group work allows students to achieve goals and complete tasks, facilitating effective communication in the target language.
Nunan (1999) emphasizes the importance of providing students with ample practice through experiential learning to enhance their success and fluency in English speaking An instructor's primary role is to support students in mastering the fundamental aspects of language, including pronunciation, grammar, and vocabulary, as well as the functional elements of language that encompass interactions and socio-cultural contexts.
In conclusion, teaching speaking skills in a foreign language is crucial for both educators and learners to master a new language Learners must not only understand the grammatical and semantic rules but also actively engage in interactions to effectively use the language.
2.1.3.2 Principles for teaching speaking skills
According to Nunan (2003), effective teaching of speaking involves providing students with opportunities to enhance both fluency and accuracy At the beginning and intermediate levels, learners should focus on improving their ability to use the target language correctly (accuracy) while also developing the confidence to speak quickly and smoothly (fluency) It is crucial for teachers to balance these aspects, ensuring that students receive practice in both areas rather than emphasizing one over the other.
Task-based learning (TBL)
Task-based learning has been recommended as a way forward in communicative language teaching in recent years
According to Prabhu (1987), a task is an activity where learners utilize provided information to achieve a specific outcome through a thought process, while allowing teachers to manage and guide that process effectively.
Ellis (2003) defines “tasks” as activities that are primarily focused on meaning whereas exercises that are primarily focused on form
According to Skehan (1998), a task is characterized by its focus on meaning, the presence of a communicative problem, a connection to real-world activities, and the importance of task completion, with assessment based on outcomes Similarly, Willis (1996) defines a task as an activity where learners use the target language for a communicative purpose to achieve a specific goal.
Breen (1987) points out that a task is a structured plan to provide opportunities for the refinement of knowledge and capabilities entailed in a new language, which are subsequently used during communication
A communicative task, as defined by Nunan (1989), is a classroom activity that engages learners in understanding, using, or interacting in the target language, with a primary focus on meaning over form Additionally, these tasks should possess a sense of completeness, allowing them to function independently as effective communicative acts.
Richards and Rodgers (2001) suggest that tasks enhance learner motivation by encouraging individuals to utilize their past experiences and engage in diverse interactions, such as those that involve physical activity or collaborative efforts.
There are multiple definitions of a task, and researchers have yet to reach a consensus This study utilizes Willis’ (1996) definition, which describes tasks as activities where learners use the target language for a communicative purpose to achieve a specific outcome This comprehensive definition effectively encompasses all facets of task definition and is well-suited for the teaching context.
There is not just one way to classify language learning tasks Nunan (1989) recommends two types of language learning tasks The first type is pedagogic tasks
14 that are accomplished for the purposes of classroom learning The second type is real- life tasks that involve the use of language in the real-world
Prabhu (1987) suggests three principle task types They are information-gap, reasoning-gap and opinion-gap
Information-gap activities involve the transfer of information between individuals or across different formats and locations, requiring the decoding or encoding of that information into language These activities typically necessitate the selection of relevant details, ensuring that learners meet criteria for both completeness and accuracy during the transfer process.
An "information-gap" occurs when one conversation partner possesses knowledge that the other lacks, prompting the need for communication to bridge this gap This interaction is essential for acquiring the necessary information and fostering understanding between the individuals involved (Prabhu, 1987; McDonough & Mackey, 2000; SlimaniRolls, 2005).
Information-gap tasks involve students sharing knowledge, where one student possesses certain information that the other must uncover through questions Alternatively, both students may hold different pieces of information and collaborate to achieve a common objective (Nunan, 2005: 66) These tasks can be categorized as either one-way or two-way interactions.
Information-gap tasks effectively enhance speaking skills by encouraging learners to utilize and expand their positive communication strategies, helping them address language competence gaps Additionally, these tasks incorporate the negotiation of meaning, which is a crucial aspect of the speaking process (Ellis, 2003; Legutke & Thomas, 1993).
Opinion-gap activities focus on expressing personal preferences, feelings, or attitudes, often requiring the use of factual information and the formulation of arguments to justify one's viewpoint In contrast, reasoning-gap activities involve deducing new information from existing data through inference and engaging with others to share these insights These activities enhance critical thinking and communication skills, making them valuable in educational settings (Prabhu, 1987; Ellis, 2000, p 199).
Teresa Pica, Kanagy, and Falodun (1993) discuss five task types which have been used by researchers, namely: (1) jigsaw; (2) information gap; (3) problem- solving; (4) decision-making; and (5) opinion exchange
Willis (1996) offers six task types They are listing, ordering and sorting, comparing, problem-solving, and sharing personal experiences
This study adapts Prahu’s information-gap activity to enhance students' speaking skills and address challenges in learning to speak The researcher chose this method because it aligns with students' proficiency levels and the textbook content Information-gap activities foster communicative speaking tasks, allowing students to engage in pair interactions to ask and answer questions about shared information In contrast, reasoning-gap or opinion-gap activities may pose significant challenges for pre-intermediate learners Raptou (2001) emphasizes that information-gap activities require participants to use the target language to exchange missing information Additionally, Lumengkewas (2004) notes that such learning environments help reduce anxiety and encourage students to express their ideas in the target language Overall, employing information-gap techniques is believed to motivate learners to improve their English speaking abilities.
2.2.3 Characteristics of Task-based learning
Task-based activities are recognized as effective methods for enhancing language communication skills among learners According to Taylor (1983) and Willis (1996), task-based learning offers numerous advantages, such as enabling learners to use language in real-life situations, which boosts their confidence Additionally, this approach allows learners to communicate fluently and naturally while engaging in problem-solving activities It also fosters interaction between learners and between teachers and students, further enriching the learning experience.
According to Skehan (1996, p 38), Task-Based Language Teaching (TBLT) has four key characteristics: it incorporates "real world" situations to enhance students' communication skills beyond the classroom; it is learner-centered, allowing minimal teacher intervention so students can freely utilize the target language; it emphasizes meaning over form to encourage natural conversation among peers; and it focuses on achieving specific outcomes to indicate successful task completion.
The TBLT approach, as outlined by Nunan (2004), emphasizes communication through interaction in the target language, incorporates authentic texts, and encourages learners to focus on both language and the learning process It highlights the significance of personal experiences in classroom learning and seeks to connect language learning in the classroom with real-world language use outside of it.
In conclusion, researchers must consider key criteria when implementing Task-Based Language Teaching (TBLT) to design effective tasks that enhance learners' speaking performance.
Action research
Action research, as defined by Mills (2000), is a systematic approach undertaken by educators to collect information aimed at enhancing the effectiveness of their educational environment, teaching methods, and student learning outcomes.
Action research is a method that involves comparing the conditions and effects of different forms of social action, ultimately leading to actionable insights This research approach follows a cyclical process, known as the "spiral step," which includes planning, executing actions, and evaluating the outcomes of those actions, as defined by Lewin in 1946.
Also discussing action research, Stephen Kemmis, McTaggart, and Nixon
Action research, as defined by scholars in 2013, is a self-reflective inquiry conducted by participants in social settings Its primary aim is to enhance the rationale and fairness of their practices, as well as to deepen their understanding of these practices and the contexts in which they occur.
According to Nunan (1992), action research is a targeted approach that focuses on addressing specific problems within unique contexts It empowers educators to critically evaluate and integrate various teaching methods and ideas into their practice, fostering a deeper engagement in their teaching processes.
Gibbs (1995) highlights that action research projects significantly enhance a lecturer's comprehension of their students and their achievements, leading to a transformation in teaching concepts This transformation is crucial for ongoing pedagogical development.
According to Burn (2010), action research serves as a valuable professional development tool by focusing on empowering teachers to generate their own professional knowledge, rather than merely applying knowledge created by others.
In summary, action research, regardless of its various definitions, focuses on identifying issues deemed significant by participants and implementing practical interventions to facilitate informed changes in practice.
Action research, as highlighted by Nunan (1992), is most effectively conducted by practitioners or teachers, fostering collaboration that encourages participants to challenge one another's thinking Sagor (2000) emphasizes that a key objective of action research is to cultivate the reflective practitioner, enhancing professional development and teaching practices.
According to McDonough (2006), “pure” action research is defined by four key characteristics: it is driven by participants and emphasizes reflection, fosters collaboration, aims for change and improvement in practice rather than merely acquiring knowledge, and is tailored to specific contexts.
Action research is typically conducted within a specific classroom setting by individual teachers or collaborative groups of educators, alongside their students, to drive change and enhance teaching and learning practices.
Creswell (2012) proposes six key characteristics of action research as: (1) a practical focus; (2) the educator-researcher’s own practices; (3) collaboration; (4) a dynamic process; (5) a plan of action; and (6) sharing research
Action research, as outlined by Dahlberg and McCaig (2010), is characterized by its practicality and accessibility, making it suitable for anyone to undertake, whether individually or collaboratively It is fundamentally rooted in reflection, research, and action, with the primary goal of driving change in practice Additionally, action research is problem-driven, emphasizes participation, and follows a cyclical process.
Creswell (2012) emphasizes that recognizing key characteristics of action research enables teachers to effectively design their studies, evaluate existing research, and apply findings to their educational contexts Action research specifically targets real problems within particular educational settings, allowing teacher researchers to focus on issues relevant to their practice.
22 practical issue that will benefit education Besides, teacher researchers engage in action research first and foremost because of their own situation rather than someone else’s practice.
Previous studies on TBL
Recent research on Task-Based Language Teaching (TBLT) has highlighted its various benefits, including enhanced speaking abilities, increased learner autonomy, improved motivation, and effective outcomes in oral tasks These findings are significant and relevant for the current study, which aims to investigate the impact of TBL on speaking skills development.
Jeon and Hahn (2006) conducted a study involving 228 EFL teachers across 38 middle and high schools in Korea to explore their perceptions and attitudes toward Task-Based Language Teaching (TBLT) The findings indicated that most teachers had a solid understanding of TBLT concepts; however, many were hesitant to implement TBLT due to a lack of confidence Additionally, some teachers faced challenges in TBLT classrooms The research offers valuable recommendations for enhancing TBLT implementation, including modifying leveled tasks, utilizing peer assessment, and incorporating diverse task types, such as two-way information gap activities and one-way interactions like simple question-and-answer formats.
Khedidja Kaouter Mechraoui (2014) demonstrated that Task-Based Learning (TBL) effectively promotes learner autonomy in his study at the International Islamic University in Malaysia, involving 80 participants Data collected through questionnaires and semi-structured interviews revealed that TBL enhances learner autonomy, with most teachers recognizing its value in fostering independent learning, despite the adjustment period required for students However, the study did not address students' attitudes towards the organization of learning activities by teachers.
Pongsawang (2014) conducted an experimental study to enhance the English speaking ability of Prathom 6 learners at Piboonprachasan School in Thailand, involving 30 students over a two-month period with 20 hours of instruction Data collection included observations, English speaking assessment charts, and a speaking skills rubric, allowing for a comparison of pretest and posttest results to evaluate the effectiveness of task-based learning The findings indicated that students showed increased motivation and improvement in their English speaking skills following task-based activities However, the researcher noted that the short duration of the study may limit its reliability.
Hasan (2014) investigated the impact of Task-Based Learning (TBL) on the oral performance of secondary school students in Saudi Arabia studying in Australia The study began with a review of previous research on task-based teaching across various contexts Utilizing experimental research, Hasan aimed to assess how TBLT influenced students' speaking abilities by designing a task-based program aligned with the secondary school English textbook The study involved 23 participants, who were divided into an experimental group, where TBL was implemented, and a control group that followed a traditional teacher-centered approach Data analysis involved comparing pretest and posttest scores to evaluate improvements in business English proficiency, with SPSS used for data collection The findings indicated that the experimental group demonstrated significant improvements in posttest scores, highlighting the effectiveness of task-based activities in enhancing learners' speaking skills.
The application of Task-Based Learning (TBL) in teaching English as a foreign language has demonstrated positive effects in the classroom; however, certain limitations must be addressed It is essential to reconsider the content of English textbooks and to incorporate task-based learning activities into the curriculum Additionally, oral tests should be integrated into student evaluations, and training programs focusing on task-based activities should be implemented for educators.
In Vietnam, an action research project conducted by Mai (2008) at Ngo Quyen Upper Secondary School involved 35 Grade 10B participants and utilized survey questionnaires and observations to collect data The study implemented task-based learning (TBL) in English speaking lessons, resulting in a significant increase in student motivation over 14 weeks The findings indicated that the teacher's speaking activities were both satisfactory and engaging for students, demonstrating that TBL is an effective strategy for enhancing motivation in speaking lessons.
A study conducted by Nam (2015) at a Vietnamese upper secondary school examined the impact of task-based learning (TBL) on teaching practices and teachers' attitudes Involving six teachers implementing a task-based curriculum, the research utilized class observation documents for data collection The findings indicated that teachers recognized the significance of task-based activities for enhancing classroom success and demonstrated positive perceptions towards TBL, highlighting its value in shaping teachers' cognition.
In a study conducted by Yen (2013) at Nghi Loc High School, task-based language teaching (TBL) was implemented to enhance speaking skills among students The research involved 6 teachers and 82 students, utilizing class observations and questionnaires for data collection Results indicated that TBL effectively promoted students' comfort and willingness to communicate in the target language.
25 naturally in speaking lessons and all of them felt pleased with speaking lessons, and class atmosphere was exciting, which promoted their communicative skill
Task-based learning (TBL) is a crucial approach for teaching English communication, as highlighted by various studies While research has focused on students' autonomy and motivation in TBL, there is a lack of exploration regarding students' perceptions of teachers' organization of learning activities Furthermore, although some studies utilized pretests and posttests, they did not effectively measure students' progress through interactive assessments.
This study emphasizes the effectiveness of task-based learning in enhancing English speaking skills It specifically evaluates students' speaking competence using information-gap tests (PET).
Currently, there is a lack of research investigating the impact of Task-Based Learning (TBL) on the speaking competence of students at Diem Thuy Upper Secondary School However, TBL presents a promising approach to enhance students' speaking performance.
The previous studies provide strong evidence for the implementation of Task-Based Learning (TBL) and support the proposed solutions in this research However, these studies have limitations that need addressing To bridge these gaps, the researcher will conduct action research to investigate the impact of TBL on students' speaking skills and their perceptions of task-based activities This study aims to enhance the implementation of Task-Based Language Teaching (TBLT) in English education at Diem Thuy Upper Secondary School and across Vietnam, ultimately improving English speaking instruction and learning.
Summary
Chapter 2 has described the background used as the foundation of the present study Firstly, speaking skill in language learning was discussed Next, there was a review of task-based learning, definition of action research, characteristics of action research Finally, previous studies conducted on task-based learning were addressed The review has indicated that “TBL offers a great of flexibility in task-based models
Task-Based Learning (TBL) emphasizes the active role of learners in the language acquisition process, making it a crucial approach for language success (Willis, 1996) Research has consistently shown that TBL enhances learners' overall language skills, with a particular focus on improving speaking abilities.
METHODOLOGY
Participants
In the 2017-2018 academic year, the researcher taught English to 40 students in class 11A3 at Diem Thuy Upper Secondary School in Phu Binh district, Thai Nguyen province, Vietnam Despite having studied English since grade 3, these students struggled with speaking proficiency, highlighting a significant gap in their language skills English is a mandatory subject for these students, making their speaking difficulties a critical area of concern for their academic development.
Teaching materials
The Grade 11 English textbook used at Diem Thuy Upper Secondary School, published by the Vietnam Education Publishing House in 2007, is a theme-based resource comprising 16 units and 6 review sections It covers six main themes: You and Me, Education, Community, Nature, Recreation, and People and Places Each unit includes five components: Reading, Speaking, Listening, Writing, and Language Focus, emphasizing essential grammar and vocabulary to enhance students' communication skills Additionally, the six review lessons serve as self-assessment tools, allowing students to evaluate their knowledge after every 2 or 3 units A vocabulary list is provided at the end of the book, reinforcing the textbook's primary objective of fostering effective communication.
The primary goal of teaching speaking is to enhance students' speaking skills through topic-related issues, allowing learners to engage in diverse communicative activities This section typically includes two to four tasks, where the initial tasks provide essential language input and develop specific communicative competencies Subsequent tasks encourage students to transform this language input and communicative skills into a cohesive oral presentation.
28 approximately from two to three minutes to practice the speaking skill with or without teachers’ instruction.
Research design
3.3.1 Rationale for doing action research
According to Stephen Kemmis and McTaggart (1998), action research is a form of classroom-based research conducted by teachers to reflect on and assess their teaching practices The primary goal of this research is for educators to gain insights into teaching and learning within their classrooms, enabling them to enhance their teaching effectiveness and improve student learning outcomes.
It can be understood that action research is designed to bring change for the better and benefit for all the participants
According to Stephen Kemmis and McTaggart (1992), action research is a purposeful and solution-focused inquiry that is either group or individually owned and executed This method is defined by iterative cycles of identifying problems, systematically collecting data, reflecting on findings, analyzing results, implementing data-driven actions, and redefining problems The connection between "action" and "research" underscores the method's core attributes: experimenting with ideas in practice to enhance understanding and improve curriculum, teaching, and learning outcomes.
Action research was selected as the research method for this study due to its numerous advantages According to Glanz (1991), it is practical as it is conducted by the practitioner within their own context, directly influencing their teaching practices This method empowers educators to enhance classroom dynamics and foster instructional improvement Additionally, the structured stages of action research enable educators to systematically tackle issues that impact teaching and learning.
Utilizing action research in this study enables the teacher to identify and address classroom challenges, leading to enhanced teaching practices This approach provides valuable insights into classroom dynamics, including students' thoughts and reactions, allowing the teacher to focus on specific areas for improvement.
The teacher-researcher identified that students struggled with speaking English, which negatively impacted their interest in learning the language To address this issue, it became essential to implement effective teaching methods aimed at enhancing students' speaking abilities and fostering a more engaging learning environment.
Various researchers have proposed distinct steps in the action research process Notably, MacIsaac (1995) introduced a straightforward model illustrating the cyclical nature of action research, which consists of two cycles, each encompassing four key steps: planning, action, observation, and reflection.
Figure 2 Simple Action Research Model
Susman (1983) outlines five essential phases in each research cycle: first, identifying a problem and gathering data for diagnosis; second, collaboratively proposing multiple potential solutions; third, selecting and implementing a single action plan; fourth, collecting and analyzing data on the intervention's outcomes; and finally, interpreting the findings to assess the success of the action taken.
30 is re-assessed and the process begins another cycle This process continues until the problem is resolved
Figure 3 Detailed Action Research Model (adapted from Susman 1983: p46)
Susman (1983) suggests 5 steps: Identifying a problem, Action Plan, Taking
Action research is a systematic process aimed at improving practices through a series of structured steps According to Kemmis and McTaggart (1988), this procedure involves five key stages: identifying the problem, planning action, collecting data, analyzing that data, and planning future actions In contrast, Nunan (1992) expands the framework to seven steps, which include initiation, preliminary investigation, formulating hypotheses, intervention, evaluation, dissemination, and follow-up Both approaches emphasize the importance of reflective practice in educational settings.
(Henry, 2001) divide the action research cycle into five steps: problem identification, plan of action, data collection, analysis of data and plan for future action
According to Creswell (2012), action research is a dynamic and flexible process without a predetermined blueprint, making it challenging to specify a fixed number of steps, such as four, five, six, seven, or eight The fluid nature of action research often blurs the lines between its various stages.
DIAGNOSING Identifying or defining a problem
ACTION PLANNING Considering alternative courses of action
TAKING ACTION Selecting a course of action
EVALUATING Studying the consequences of an action
SPECIFYING LEARNINGIdentifying general findings
31 the number of steps in action research because they may vary depending on different points of view held by researchers
In this study, the researcher will utilize Nunan’s action research cycles due to their clearly defined steps and comprehensive descriptions, which are widely recognized and accepted by both educators and researchers.
Step 1: Initiation (identifying a focus of interest or a problem) (week 1 and week 2): through observation, the researcher found that the 11 grade students at Diem Thuy Upper Secondary school were not motivated or interested in English speaking lessons and their speaking competence was not good (See 1.1 Background to the study for more details)
Step 2: Preliminary investigation (collecting data) (week 3 and week 4): to confirm the students’ level clearly in step 1, after teaching and learning three speaking lessons in a usual way, a pretest to test the students’ speaking level was used and the pre- questionnaire was given to students to express their opinions towards the current teaching methods and materials
Step 3: Hypothesis (analyzing data/generating hypothesis) (week 5) The collected information revealed that there were problems in the teacher’s teaching method and the inappropriate speaking activities to students In an attempt to help the students solve their problem, the researcher reviewed the literature relevant to the topic and chose task-based learning to design speaking tasks with the hope that task- based learning would be an effective solution which could create communicative tasks to improve student’s speaking skills and give more chance for them to practice, be self-confident to express themselves in English
Step 4: Plan Intervention (from week 6 to week 15)
Lesson plan writing and preparation for plan implementation (week 6)
The speaking lesson plans for units 4, 6, 8, 10, 11, 12, and 13 from the English 11 textbooks emphasize information-gap activities These plans incorporate effective strategies such as time allocation for tasks and providing support to students during implementation through answering questions and offering encouragement.
32 supplementing or substituting speaking activities to increase students’ participation were included The tasks were applied in the lessons as follows:
Table 1 A schedule of applying tasks in speaking lessons
Number of unit Name of unit Functions
Unit 4 Volunteer work Ask and answer about volunteer work
Talking about volunteer work Unit 6 Competitions
Asking for and giving information about types of competitions
Talking about a competition or contest
Unit 8 Celebrations Talking about the celebration of Tet and other festivals’ activities
Unit 10 Nature in danger Talking about nature in danger and measures for protecting endangered nature
Talking about advantages and disadvantages of energy sources
Asking for and giving information about the Asian Games
Unit 13 Hobbies Talking about hobbies
Plan implementation (from week 7 to week 20)
Seven speaking lessons of the newly designed lesson plan which implemented TBL were taught
In the pre-task phase of speaking lessons, the researcher engaged students' curiosity by utilizing non-task preparation activities like brainstorming, mind maps, and visual aids These methods were designed to activate students' content schemata and equip them with essential background information.
Data collection instruments
Questionnaires are a vital tool for educational researchers, especially in English Language Teaching (ELT) research, as highlighted by Maykut and Morehouse (1994) They are favored for their ability to gather data from a large number of participants, making analysis relatively straightforward (J D Brown, 1995).
According to Gillham (2000), questionnaires offer several advantages, including low costs in both time and money, straightforward analysis of closed-ended questions, reduced pressure for immediate responses, and the benefit of respondents' anonymity.
Questionnaires serve as an efficient tool for both researchers and participants, and in this study, a student questionnaire was utilized as a key data collection instrument This approach enabled the researcher to investigate students' challenges through pre-questionnaires and gather their opinions on the use of Team-Based Learning (TBL) via post-questionnaires.
To facilitate responses, the teacher employed closed-ended questions with predefined response options, utilizing the Likert scale, a widely recognized scaling technique Students were instructed to express their level of agreement or disagreement on a scale from 1 to 5 Data analysis involved frequency counts and percentage calculations of the responses A total of 40 grade 11 students from class 11a3 at Diem Thuy Upper Secondary School participated in the questionnaire Most items were aligned with the theoretical framework on Task-Based Learning (TBL) discussed in section 2.2, with several items adapted from questionnaires by Kasap (2005) and Ellis (2003) The full questionnaires can be found in Appendix 1 and Appendix 2.
The pre-questionnaires were designed to gather students' opinions on teaching and learning speaking skills prior to the intervention, helping to identify existing challenges and establish a baseline for their speaking competence A total of 40 grade 11 students completed the eight-item pre-questionnaire after their initial three speaking lessons, with responses collected on the same day.
Item 1 concerned students’ interest towards learning English Item 2 concerned students’ interest towards speaking English Item 3 was about students’ self-rate of their speaking level
Item 4 was aimed to ask students’ feelings when taking part in the speaking activities in the class Item 5 investigated students’ opinions when taking part in the speaking activities
Items 6, 7, 8 focused on students’ difficulties when speaking English
The post- questionnaire focused on answering the second research question “What are the students’ opinions towards task-based learning used in speaking classes?”
The post-questionnaire comprised three key sections: the first section included nine items focused on gathering students' opinions regarding the teacher's organization of task-based activities; the second section contained five questions aimed at collecting learners' insights on opportunities for speaking practice during lessons; and the final section, with six items, sought to understand students' perspectives on the benefits of the task-based activities implemented in each lesson.
The post-questionnaire was delivered to 40 students of grade 11 in class 11A3 after they had learned the seven speaking lessons in which the researcher applied task- based learning
Tests serve as effective tools for gathering valuable information regarding student abilities They can be utilized for various purposes, including measuring proficiency, placement, diagnosis, and achievement By assessing students through tests, educators can gain insights into their overall ability levels and identify specific areas where they may face challenges.
40 that the students may be having with the language, and about their achievement in previous programs (J D Brown, 1995)
The researcher aimed to determine the effectiveness of task-based learning (TBL) in enhancing students' speaking competence by administering pre-tests and post-tests The pre-test evaluated students' speaking skills prior to the implementation of TBL activities, while the post-test assessed the impact of seven TBL lessons on their speaking abilities.
Cambridge Assessment, a department of the University of Cambridge since 1913, boasts 160 years of expertise in English language education, assisting millions in learning and demonstrating their skills globally With over 2,800 exam centres in 130 countries, more than 5.5 million individuals take their qualifications and tests annually Cambridge English exams are recognized by over 20,000 universities, employers, and governments worldwide, aligning with the Common European Framework of Reference for Languages (CEFR) This framework categorizes language proficiency on a six-point scale from A1 for beginners to C2 for advanced speakers, enabling learners to enhance their speaking, writing, reading, and listening skills progressively.
Vietnam's National Foreign Language 2020 project has significantly advanced the country's foreign language education In accordance with decision 1400/QD-TTg issued on September 30, 2008, the Ministry of Education and Training established Vietnam’s six-level Framework of Foreign Language Proficiency, aligned with the Common European Framework of Reference for Languages (CEFR) This framework defines six proficiency levels, with the requirement for secondary education graduates set at Level 3, corresponding to B1 on the CEFR scale.
Cambridge English Preliminary, or the Preliminary English Test (PET), is an important exam developed by Cambridge English Language Assessment It is designed for learners at level B1 according to the Council of Europe's Framework of Reference for Languages.
This thesis utilized pre-tests and post-tests derived from the Preliminary English Test for Schools by Cambridge English Examination The selection of these speaking tests was based on their alignment with the speaking course content, as well as their consistent level, format, and testing purpose This approach minimizes potential threats to the validity and reliability of the assessments.
Students were evaluated on their performance during a four-part speaking test The first part involved the examiner asking two students questions about their personal backgrounds, families, hobbies, and studies for approximately two minutes In the second part, candidates engaged in a three-minute discussion about a given situation, sharing their opinions and making choices The third part required each candidate to describe a photograph of people and places for three minutes Finally, in the fourth part, candidates interacted again, discussing themes from the previous section for about three minutes.
During the speaking tests, a teacher-examiner, certified at level 5 of the Vietnamese six-level framework for foreign languages (C1 of CEFR), evaluated candidates' responses and assigned scores The tests were recorded for the examiner to review the candidates' performances later.
Besides, the rubric of the test was adapted from Cambridge English Language Assessment which consisted of such criteria as Grammar and Vocabulary, Discourse Management, Pronunciation and Communication
The assessment scales, adapted from the Cambridge English Preliminary speaking assessment, feature a 10-band system ranging from 0 to 10, where 0 represents the lowest performance and 10 signifies the highest This structure aligns with the ten-band assessment utilized at Diem Thuy Upper Secondary School.
Data collection procedures
Table 2: Schedules of the data collection procedures
Time Phases of the action research Instruments Aims week 1- week 4
To get the initial data which shows the main problems and decide on the action plan week 5 - week 20
To get the data about the change brought by the action plan
To compare the data before and after the treatment to evaluate the changes and discuss the main findings
The data from the test was analyzed using SPSS version 2.0, calculating mean scores and standard deviations, with statistical differences verified through a paired sample t-test To assess student performance after implementing Team-Based Learning (TBL), pre-test and post-test mean scores were compared using the same t-test method The study's conclusions were drawn based on two key rules: Rule 1 states that a p-value less than or equal to 0.05 indicates a significant effect of TBL on students' speaking competence, while Rule 2 indicates that a p-value greater than 0.05 confirms no significant effect of TBL on students' speaking competence.
In the analysis of the questionnaire responses, the percentage of agreement was determined by combining the ratings of "agree" and "strongly agree." To assess disagreement, the percentages of participants who rated the statements as 1 or 2 were summed Conversely, those who rated the statements as 4 or 5 were tallied to reflect agreement Additionally, participants who rated the statements with a score of 3 were categorized as having no opinion.
For observation, the researcher collected the observation checklists of the first three speaking lessons which implemented task –based learning from the collaborator to analyze and assess .
Summary
Chapter 3 has presented information on the methodology for conducting the action research project It has restated the research questions of the thesis, described the subjects who participated in the study and the teaching materials as well as rational for action research and research procedure Furthermore, the data instruments used for the study have been presented in details The procedure for data analysis has been described The next chapter is to analyze and interpret the data collected with regards to the research questions