Background of the study
English is recognized as the dominant global language, significantly enhancing job prospects for learners of English as a Foreign Language (EFL) As noted by Pandey and Pandey (2014), English is the primary language of business, with most contracts and interviews conducted in it Consequently, many countries prioritize English education to meet social demands, leading to early EFL instruction in urban areas However, one of the major challenges faced by learners is developing language skills, particularly in reading comprehension (Shea & Ceprano, 2017).
Reading skills are essential for accessing global information and knowledge, making reading comprehension one of the most intricate cognitive activities It involves more than just vocabulary and grammar; it requires understanding the meaning of the text To improve their vocabulary and background knowledge for advanced reading, secondary students should be exposed to a variety of reading topics Common themes include personal habits and leisure activities, while more complex subjects encompass customs, traditions, festivals, and technology.
To enhance reading comprehension, several factors influence the learning process, including students' beliefs and attitudes towards the teaching methods used in reading classes.
In Vietnam and many other countries, mastering English and obtaining international proficiency certificates are essential for students As Vietnam experiences significant economic and tourism growth, English proficiency has become a crucial asset for job seekers aiming for better employment opportunities Consequently, there is a rising demand for English teachers in high schools, foreign language centers, and colleges to meet society's needs.
Vietnamese learners face significant challenges in developing their language skills, particularly in reading Mastering reading is crucial for keeping pace with advancements in the economy, science, culture, and technology Educational research highlights the importance of reading comprehension for English as a Foreign Language (EFL) students, as it enhances their vocabulary by exposing them to diverse texts.
In 1995, it was suggested that learners can acquire vocabulary incidentally through reading comprehension, which also broadens their horizons Castillo and Bonilla (2014) emphasized the importance of reading as an interactive process that enables students to engage with academic texts across various fields, including history, politics, economy, and education, thereby transforming information into knowledge This practice not only enhances vocabulary related to students' interests but also strengthens cognitive skills.
EFL students are often more motivated when engaging with texts that relate to their real-life experiences Opportunities for extensive reading and discussions with peers significantly enhance their intellectual development (Husna, 2020).
In the late 20 th century, different English teaching methodologies, such as communicative language teaching (CLT), content-based instruction (CBI), or task-
Task-Based Language Teaching (TBLT) gradually emphasizes meaningful language use for L2 learners, focusing on practical tasks rather than structured grammar This approach enables students to engage with the target language in a way that meets real-world requirements, fostering a student-centered classroom environment TBLT enhances language skills by encouraging communication through problem-solving activities, allowing students to collaborate and learn from one another (ệcku, 2015) In intensive reading classes, teachers play various roles, such as organizers and feedback providers, to support student independence and guide them through reading tasks (Harmer, 2007, p 286) Incorporating pre-reading activities like guessing and predicting helps students develop a deeper understanding of texts, making TBLT a highly effective method for English instructors seeking to enhance their students' reading abilities.
Statement of the problem
Reading comprehension is a crucial skill for English language learners, yet many second language (L2) learners struggle to effectively process information in written texts (Chen & Wang, 2019; David & Govindasamy, 2005; Husna).
2020) Some of the reading comprehension difficulties encountered by learners are going to be mentioned below
Vocabulary deficiency significantly impacts students' performance on reading comprehension tests According to Richards and Rodgers (2001), vocabulary is a crucial component of language proficiency A primary reason for students' limited vocabulary may stem from a focus on grammar, which can hinder their overall language development.
The Grammar Translation Method (GTM) often isolates vocabulary learning from the context of written texts, leading to a fragmented understanding of language Students typically memorize vocabulary listed by teachers, which can overwhelm their memory capacity Additionally, relying on Vietnamese for English vocabulary acquisition hinders their ability to infer meanings from context This dependence on word-for-word translation creates frustration when encountering unfamiliar words, ultimately obstructing their progress in reading proficiency Thus, vocabulary remains a significant barrier to improving students' reading skills.
The absence of reading strategy instruction is a significant barrier to enhancing students' reading skills Research by Dhieb-Henia (2003) indicates that such instruction positively influences reading comprehension performance In Vietnam, the Grammar-Translation Method (GTM) has shaped students' reading abilities, as highlighted by Vu Van Duy and Peters (2021), who noted that reading passages are primarily viewed as vocabulary sources for exams Consequently, teachers often emphasize memorization of lexical items over the application of effective reading techniques Many students mimic their teachers by translating texts into their native language, leading to frustration when encountering unfamiliar vocabulary or grammar As a result, due to the characteristics of GTM and the lack of reading strategy instruction, reading texts fail to serve as effective tools for enhancing students' language proficiency.
Traditional English classes often focus on teacher-centered instruction, resulting in limited student interaction This environment, coupled with the pressure of numerous English examinations, can diminish students' intrinsic motivation to learn.
To enhance EFL learners' interest in reading comprehension, numerous educational researchers have explored various pedagogical approaches over the years Teaching methodologies like communicative language teaching (CLT), content-based instruction (CBI), and task-based language teaching (TBLT) have been implemented to prioritize meaningful language use over structured forms However, there is a notable lack of studies examining the impact of TBLT on secondary students in Vietnam This study aims to provide insights into effective pedagogical strategies, particularly the application of task-based language teaching in the classroom.
Aims and objectives of the study
The aim of this paper is to examine the impact of TBLT on Vietnamese teenagers’ reading comprehension as well as their views toward this teaching approach through empirical research
The objectives of this study are:
- to explore the effects of TBLT on the EFL students’ reading comprehension at Hoang Dieu secondary school;
- to investigate the students’ attitudes toward the application of TBLT in an EFL reading class at Hoang Dieu secondary school.
Research questions
The following research questions are proposed to fulfill the aforementioned objectives:
1 Does TBLT improve EFL students’ reading comprehension in terms of vocabulary knowledge and reading strategies at Hoang Dieu secondary school? If yes, how?
2 What are the students’ attitudes towards the application of TBLT in an EFL reading class at Hoang Dieu secondary school?
Scope of the study
This study investigates the impact of Task-Based Language Teaching (TBLT) on reading comprehension, vocabulary acquisition, reading strategies, and student attitudes in an EFL reading class Conducted with 73 eighth-grade students at Hoang Dieu Secondary School in Ho Chi Minh City, the research distinguishes between two groups: 33 students who have followed the Pilot English Curriculum for three years and 40 students using a 7-year English textbook The study utilized twelve reading texts from the curriculum to assess improvements in reading abilities through TBLT Data was collected through tests and closed-ended questionnaires to evaluate the effectiveness of this teaching approach.
Significance of the study
The findings of the research may attribute theoretically and practically to the field of English language teaching
This study offers valuable theoretical insights that can serve as a resource for researchers seeking to deepen their understanding of Task-Based Language Teaching (TBLT) in reading classes By examining the use of the Grammar-Translation Method (GTM) in teaching reading comprehension, the findings aim to enhance or provide alternatives to traditional teaching methods.
This study serves as a valuable reference for educators and researchers interested in the impact of Task-Based Language Teaching (TBLT) on students' reading comprehension It aims to provide insights for English teachers to implement TBLT as an alternative to traditional teaching methods, empowering them to incorporate TBLT activities that enhance students' reading abilities Additionally, the research encourages students to improve their reading skills through engagement in meaningful tasks.
TBLT activities in reading classes can enhance students' creativity, while this study offers valuable insights and a theoretical foundation for understanding TBLT's role in teaching reading comprehension at the secondary school level, benefiting future research.
Definition of the key terms
The term "effect" denotes the outcome resulting from a specific influence This study examines the effects of implementing Task-Based Language Teaching (TBLT) on English as a Foreign Language (EFL) students at Hoang Dieu Secondary School Specifically, it focuses on grade 8 students who are learning English at this institution.
Reading comprehension involves extracting and interpreting meaning from texts, utilizing both the language system and the reader's experiences A task is defined as a goal-oriented activity with specific objectives that must be achieved using the target language (Willis, 1996) Task-based language teaching (TBLT), or Task-Based Instruction, focuses on the necessity for learners to engage in meaningful tasks while employing authentic language within the target language context (NamazianDost, Bohloulzadeh, & Pazhakh, 2017).
Organization of the thesis
This study report consists of five following chapters:
Chapter 1 introduces the challenges facing English education, highlighting ongoing educational trends, persistent issues, and societal concerns It outlines the study's objectives, research questions, and scope, while also emphasizing the significance of the research and defining key terms essential to understanding the study.
Chapter 2, the Literature Review, offers a comprehensive understanding of the topic by presenting key arguments supporting the study's focus It begins by defining reading comprehension and explores various models of the reading process, while also identifying factors that influence reading comprehension and outlining essential principles related to the subject.
This article explores the teaching of reading through the lens of Task-Based Language Teaching (TBLT), defining key concepts such as tasks and TBLT procedures, while highlighting its advantages It also examines learning attitudes, focusing on affective, behavioral, and cognitive aspects Additionally, the article reviews previous studies that investigate the effects of TBLT on students' reading comprehension and their attitudes toward reading The chapter concludes with a conceptual framework that ties these elements together.
Chapter 3, Methodology, gives the outline of the research design, research site, sample and sampling procedures, research instruments and the procedures of data collection and data analysis
Chapter 4, Results and Discussion, reveals the results of data gathered from the pretest, posttest, closed-ended questionnaire The last part of the chapter provides the discussion
Chapter 5, Conclusion, supplies the conclusions, pedagogical implications, limitations, as well as recommendations for further research
Introduction
Chapter 2 provides a more in-depth grasp of the topic and presents arguments in favor of the study's focal point Firstly, this chapter gives the concepts of reading comprehension, TBLT, and learning attitudes Following that, previous studies relating to the impacts of TBLT on students’ reading comprehension abilities as well as the influence of TBLT on students’ attitudes towards reading are presented Finally, the last part of this chapter is conceptual framework.
Reading comprehension
Reading comprehension could be defined as a progress of taking information and inferring meaning from reading texts using the language system and readers’ experience
Reading comprehension is a skill that has evolved from listening and speaking to interpreting written text (Kirby, 2007) It involves a range of abilities necessary for making sense of printed material, including word identification and meaning retrieval (Linse, 2003) Elleman and Oslund (2019a) emphasize that effective reading requires the integration of various linguistic and cognitive processes, such as analyzing sentences and drawing inferences based on prior knowledge According to Grabe and Stoller (2002), reading processes can be categorized into lower-level skills, which focus on word recognition, and higher-level skills that involve more complex syntactic and semantic analysis.
Reading comprehension is a critical cognitive process where readers extract specific information from texts, uncover hidden meanings, and connect new knowledge to what they already know According to Janzen and Stoller (1998), there are ten essential processes involved in reading comprehension: identifying reading purposes, previewing the text, making predictions, questioning, answering those questions, relating the text to prior knowledge, summarizing, connecting different parts of the text, and understanding the main structure of the text These processes help learners achieve their reading objectives effectively.
Reading, as highlighted by Nunan (2003), is a fluent process where readers combine information from a text with their background knowledge to derive meaning, with comprehension being the primary goal He distinguishes between two types of reading: strategic reading, which involves employing specific strategies to achieve reading objectives, and fluent reading, characterized by reading at an appropriate pace while maintaining content accuracy Nunan emphasizes that meaning is not inherent in the text or the reader alone; rather, it is shaped by the reader's prior knowledge Thus, reading is a dynamic interplay of text, reader, fluency, and strategies.
Figure 2.1 Defining reading comprehension (Nunan, 2003)
In conclusion, reading comprehension is a complex process in which readers need to integrate with the text, using a particular language system as well as readers’
11 background knowledge to extract the information and comprehend the message conveyed in the text
To effectively understand the meaning of a written text, readers must focus on various elements, ranging from individual words and morphemes to sentence structure and overall text organization A deep comprehension involves recognizing both explicit and implicit meanings within the text To enhance reading comprehension, it is essential for readers to employ appropriate strategies and understand the reading process.
Nunan (2003) introduced three models of reading, which are bottom-up model, top-down model, and interactive model
In bottom-up model, students are usually taught some fundamental elements such as letter, sound, word recognition, identification of sentences, grammatical structures, and longer written texts to achieve comprehension
This approach is most focused in typical intensive reading classes Teachers usually utilize reading passages in the textbook to assist students to enhance reading comprehension
The top-down model encourages students to leverage their background knowledge and make predictions before engaging with the text, allowing them to confirm or refute their initial assumptions based on the information they uncover.
The top-down process, as explained by García, Cuevas, and León (2013), enhances students' text comprehension by activating high-level schemas that direct their reading This approach emphasizes the importance of readers' prior experiences and intentions, which play a crucial role in understanding Consequently, students' background knowledge significantly influences their ability to comprehend a text effectively.
Teachers using this model should focus on meaningful activities instead of mastering lexical items Figure 2.2 below demonstrates Bottom-up and Top-down models in reading progress
Figure 2.2 Levels of processing in reading comprehension (Kirby, 2007) Interactive models
Interactive models are a combination of components of both bottom-up and top- down models They are acknowledged as the most comprehensive description of the reading progress
The interactive approach, as highlighted by Grabe (1988), can significantly improve reading skills in low-readers by enhancing their ability to make inferences and recognize words Comprehension goes beyond merely decoding words and grammar; it also involves leveraging the reader's background knowledge Hayati, Kasim, and Muslem (2020) note that readers with limited vocabulary may resort to a top-down processing strategy, drawing on their prior experiences to better understand texts Figure 2.3 illustrates the progression of reading through the interactive approach.
Figure 2.3 Interactive approach to reading (Nunan, 2003)
To enhance reading comprehension in ESL students, it is essential to apply bottom-up, top-down, and interactive models appropriately during different phases of learning The bottom-up approach is crucial when introducing basic elements like word recognition and language forms Conversely, the top-down approach should be emphasized when students need to activate background knowledge, predict content, and uncover hidden messages in the text By integrating both approaches through interactive models, students can achieve a deeper understanding of the text, utilizing word recognition, grammar identification, and their prior experiences ESL teachers must grasp these strategies to empower students in selecting the most effective approach for improving their reading skills.
Reading comprehension is a crucial skill for acquiring a second language, gaining increased importance in today's information-driven society that requires strong reading abilities (Tánczikné, 2017) However, learners often face multiple challenges that can hinder their reading comprehension, influenced by various factors that will be discussed further.
Vocabulary knowledge plays a crucial role in students' reading ability, with numerous studies highlighting its impact on reading comprehension According to Schmitt and Schmitt (2014), L2 learners must become familiar with a specific number of word families to understand text effectively The importance of students' awareness of lexical items in relation to comprehension levels has been emphasized by researchers (Kameli & Baki, 2013; Laufer & Nation, 1999), who also urge curriculum developers to consider this factor Overall, vocabulary significantly influences students' reading development, as increased reading leads to enhanced vocabulary knowledge.
Achieving vocabulary knowledge depends on different reading process models The bottom-up approach involves readers dissecting words into syllables, identifying synonyms and antonyms, paraphrasing, or looking up unfamiliar words in a dictionary This method often necessitates short-term, intensive memory and critical judgment to retain lexical items and understand the text effectively (Jiang, Sawaki, & Sabatini, 2012).
The top-down approach in reading comprehension involves students connecting their prior knowledge with the text, allowing them to make educated guesses about unfamiliar words based on context and experience In contrast, interactive models integrate both bottom-up and top-down strategies, enabling students to leverage their semantic and syntactic knowledge to enhance vocabulary acquisition According to Grabe (1988), students with limited vocabulary often encounter challenges in achieving a deeper understanding of reading materials.
Reading strategies significantly influence reading comprehension, making it a challenging skill for foreign language learners Effective reading involves the ability to extract information from various texts, highlighting the importance of strategic approaches in enhancing understanding.
To enhance critical and analytical reading skills, students should focus on uncovering both the visible and invisible layers of meaning in texts (Kỹỗỹkoğlu, 2013) The primary goal of reading is to clarify hidden messages (Kửse, 2006) Effective readers integrate their background knowledge with the text, summarize content, draw conclusions, and formulate questions (Allen, 2003; García, Cuevas, & León, 2013; Keer & Verhaeghe, 2005) To support this process, educators should teach essential reading strategies, including predicting, visualizing, making connections, summarizing, questioning, and inferring, as highlighted by Kỹỗỹkoğlu (2013).
Effective readers approach reading with clear objectives, which enhances their comprehension To establish specific aims, students should practice making predictions about written texts As noted by Firhamsyah (2021), predicting involves anticipating what will happen next, fostering a purposeful reading experience When students formulate their own predictions, they engage more deeply with the text Firhamsyah also emphasizes the importance of teachers incorporating activities that support these reading strategies, such as guiding students to analyze text headings and utilize visual aids like pictures, maps, charts, or tables to forecast the content of reading passages.
Task-based language teaching
Task-based language teaching (TBLT) is an effective instructional approach that prioritizes meaningful and authentic tasks to enhance language learning outcomes As highlighted by NamazianDost et al (2017), TBLT, also referred to as Task-Based Instruction, focuses on the essential needs of learners in engaging with real-world tasks to facilitate language acquisition.
Task-Based Language Teaching (TBLT), developed in the 1980s, emphasizes meaningful tasks and the use of authentic language in the target language Recommended by linguistic researchers such as Nunan (2003), Brown & Lee (2015), Chalak (2015), and Chen & Wang (2019), TBLT advocates for a focus on learning interactions to optimize language use This approach suggests that learners can effectively acquire language skills through the completion of tasks.
A task is defined as a goal-oriented activity with specific objectives that require the use of the target language, as noted by Willis (1996) The emphasis lies on understanding and conveying meanings to successfully complete the tasks, encouraging learners to engage with the target language in a meaningful way Ellis (2003) further elaborates that such tasks necessitate students to process language pragmatically to achieve specific outcomes.
21 outcome, which may be evaluated based on whether the proper or appropriate propositional content has been transmitted Meanwhile, Richards, Platt and Weber
(1986, p 289) defined task as an activity which is conducted as the consequence of
Processing and understanding language involves engaging in tasks such as drawing a map while listening to audio instructions According to Nunan (1989), a task is defined as classroom work that enables students to comprehend, manipulate, generate, or interact with language, emphasizing meaning over form.
Tasks in Task-Based Language Teaching (TBLT) enhance language competency by providing learners with comprehensible input and real-life contexts for meaningful output According to Poorahmadi (2012), tasks differ from exercises; tasks emphasize meaning-focused language use, while exercises concentrate on form-focused language Effective tasks engage students in activities that prioritize meaning over language forms, ensuring they are challenging enough to maintain interest and effort Proper reading comprehension tasks should encourage students to focus on meaning, engage with linguistic challenges, and sustain their motivation to complete the tasks.
2.3.2 Procedures of task-based language teaching
In Task-Based Language Teaching (TBLT) classrooms, activities are designed to encourage students to expand their use of the target language According to Willis (1996), the TBLT framework consists of three key phases: the pre-task, the task cycle, and the language focus.
Figure 2.4 Components of TBLT framework
(Willis, 1996) The pre-task stage
The introductory stage of a lesson is typically the shortest but crucial for engaging students with new topics Teachers should focus on introducing significant words and phrases relevant to the lesson without including new language form instructions Activities such as classifying words, odd one out, matching phrases to pictures, and brainstorming can help students connect new vocabulary with familiar concepts Additionally, recounting personal experiences can enhance understanding It is essential for teachers to ensure that all students grasp the task's requirements, goals, and expected outcomes.
In conclusion, students at this stage should develop background knowledge and become acquainted with new vocabulary and phrases to effectively transition to the next level of learning.
Three phases in the task-cycle stage are task phase, planning phase and report phase
During the task phase, students work collaboratively in small groups while teachers adopt a monitoring role, minimizing interference in the process It is essential for teachers to encourage active participation in group discussions, stepping in only when significant errors occur.
During the planning phase, educators play a crucial role in guiding students to effectively prepare their reports, whether orally or in writing, to enhance their learning experiences It is essential for teachers to provide clear instructions regarding the reporting format, the report's objectives, available resources, time constraints, and specific roles for each student, such as reporter, writer, or map-drawer.
During the report phase, groups present their final products, often making lexical and grammatical mistakes It's important to encourage them, as they are generating language to the best of their ability at that moment Teachers assume the role of chairperson, introducing presentations, providing listening objectives, managing the order of presentations, offering feedback, and concluding the lesson effectively.
This stage aims to immerse students in the target language, allowing them to engage extensively with it Minor errors are often overlooked, providing learners with the chance to utilize previously acquired language skills to complete tasks With guidance from teachers, students can enhance their language proficiency and receive motivation to continue learning.
In this stage, students focus on identifying and analyzing linguistic features encountered during the task-cycle, which aids in memorization for future application in both academic and real-life contexts The primary activities involved are analysis activities and practice activities, designed to enhance language usage and understanding.
Analysis activities, also known as consciousness-raising activities, emphasize linguistic forms and their usage Teachers can either present examples or encourage students to identify them within the provided text Following this, students should engage in focused thinking time to analyze these language forms, either in pairs or individually Subsequently, students are tasked with providing their own examples, which they must categorize into specific types of language forms If any pronunciation issues arise, teachers should facilitate choral and individual repetition to enhance clarity.
Practice activities enhance students' comprehension and application of grammar, fostering confidence and security in their linguistic abilities Teachers introduce exercises that focus on new key language features found in scripts or written texts Effective activities at this stage include repetition, sentence completion, memory challenges, and interactive computer games.
Learning attitudes
A learning attitude is a proactive mental state that reflects a student's commitment to acquiring knowledge on a specific subject (Baker, 1992) This attitude signifies the active engagement of students in the learning process.
Attitude, as defined by Richardson (1996), is a mental or neural readiness that influences and is influenced by behavior, encompassing emotions, thoughts, and actions shaped by past experiences Fazio (1986), building on the work of Ajzen and Fishbein (2005), emphasizes that while attitudes are not directly observable, they manifest through behavior and significantly impact decision-making, problem-solving, and interpersonal interactions, potentially leading to bias A positive attitude can enhance perceptions of events, while a negative attitude can distort them, highlighting the importance of one's mindset in shaping responses to situations (Likert, 1932).
In summary, attitudes are evaluations of people, events, and situations based on individual preferences They reflect how well-informed and stable one's knowledge is about a subject A student's learning attitude significantly impacts their ability to acquire knowledge; those with positive attitudes tend to concentrate better and learn quickly without feeling overwhelmed Conversely, students with negative attitudes often struggle to focus and perform poorly academically (Fazio, 1986).
Three attitudes components are listed by Wei, Saab and Admiraal (2021) and Wenden (1991), including affective components, behavioral components, and cognitive components These models are also known as ABC models
The affective component of an attitude reflects an individual's emotions and feelings, influencing their perceptions and reactions For instance, when a student expresses, "I’m very nervous because I have to present in front of the class," it highlights the anxiety they experience in preparation for their presentation.
The behavioral component reflects how individuals interact with their worldview, often manifesting as a reaction to external influences For example, when a student declares, “I will focus on my teacher’s talk,” it indicates their intention to concentrate on the lesson being taught, showcasing a direct response to the teacher's instruction.
The cognitive component is a crucial element of attitudes, encompassing the opinions and beliefs that shape an individual's understanding It reflects a person's background knowledge and unique perceptions of their circumstances Each individual possesses a distinct level of comprehension regarding their attitudes For instance, when a student claims, “I believe that English is easy,” it indicates their perception of the subject's difficulty, which may differ from that of their peers.
The affective component relates to an individual's emotions, while the behavioral component reflects how people respond to situations Additionally, the cognitive component encompasses a person's beliefs and opinions shaped by their overall knowledge.
Research indicates a strong link between Task-Based Language Teaching (TBLT) and enhanced student motivation and reading comprehension Studies by Chalak (2015), Chooma (2013), and Poorahmadi (2012) consistently show that TBLT not only motivates learners but also significantly boosts their reading skills.
2.4.3 Roles of learning attitudes in EFL learning
Many researchers have investigated the roles of learning attitudes in learning English Most of them stated that there is a connection between students’ attitudes and language acquisition
According to Ellis (1994), a learner's attitude towards the target language significantly influences their determination to tackle the challenges it presents The perspectives of language learners regarding the target language play a crucial role in their learning experience.
The diversity among 29 speakers highlights the importance of understanding target language cultures and the significance of learning a second language Students' attitudes towards language learning often reflect their social environments, and these attitudes can significantly impact their level of language competence.
Linguistic acquisition is closely linked to language attitudes, with research indicating that positive attitudes towards a language can enhance students' enthusiasm for learning English Consequently, these attitudes significantly influence language acquisition success, highlighting their crucial role in the learning process.
Research by Barkatsas and Pierce (2007) indicates that students' emotions, interests, and beliefs significantly influence their learning behaviors Positive attitudes lead to increased engagement in coursework, a willingness to tackle challenges, and a desire to acquire relevant knowledge and skills, ultimately fulfilling their behavioral, emotional, and psychomotor needs (Yudko, Hirokawa, & Chi, 2008) Şen (2013) emphasizes that such positive attitudes enhance learners' understanding of the learning process, boost their motivation, elevate expectations, and reduce anxiety Conversely, students with negative attitudes may experience a decline in academic performance.
In conclusion, attitude plays a crucial role in language acquisition, making it essential for students to maintain a positive outlook EFL instructors should prioritize understanding students' emotions, opinions, and behaviors before assessing cognitive abilities According to Ajzen and Fishbein (2005), students express their feelings and thoughts about the learning environment through their behaviors, which may align or conflict with expectations Furthermore, students often characterize themselves with either positive or negative sentiments, highlighting the importance of fostering a supportive learning atmosphere.
To foster a positive attitude toward English, classroom activities must integrate emotional objectives that address students' individual needs and variations EFL learners can enhance their cognitive performance when they maintain a positive mindset and demonstrate a willingness to learn the target language.
Previous studies
Numerous studies have explored the effects of the Task-Based Language Teaching (TBLT) approach on language proficiency, particularly in reading comprehension Teachers implementing TBLT in reading classes have recognized improvements in students' reading abilities and vocabulary knowledge A review of existing research highlights these positive outcomes.
2.5.1 The effects of TBLT on EFL students’ reading comprehension
Research over the years has demonstrated that Task-Based Language Teaching (TBLT) significantly enhances students' reading comprehension skills Studies conducted by Poorahmadi (2012), ệcku (2015), Chalak (2015), Demirel & Amer (2017), and Chen & Wang (2019) consistently show improvements in students' reading abilities when taught using the TBLT approach.
One research was conducted in Iran by Poorahmadi (2012) to explore whether the TBLT approach had certain effects on students’ reading ability The samples were
A study involving 102 Iranian university students utilized a random selection process to form experimental and control groups, with data gathered through pre-tests and post-tests The findings indicated that the Task-Based Language Teaching (TBLT) approach significantly improved students' reading achievement and enhanced their overall language proficiency by the end of the course.
A study by ệcku (2015) explored the impact of Task-Based Language Teaching (TBLT) on reading comprehension and vocabulary acquisition among 50 EFL Turkish students in a preparatory school in Turkey Participants were divided into an experimental group and a control group, with data collected through pre-tests and post-tests administered two weeks apart.
The study revealed improvements in both the experimental and control groups, with the experimental group achieving superior post-test results Chalak (2015) investigated the impact of Task-Based Language Teaching (TBLT) on reading comprehension among 135 Iranian female high school students, dividing them into experimental and control groups The experimental group engaged in TBLT during reading classes, while the control group received traditional instruction Utilizing pre-tests and post-tests, the results showed that TBLT participants significantly outperformed their counterparts, highlighting that interactive and flexible tasks can effectively enhance the reading abilities of EFL students.
Demirel and Amer (2017) investigated the effects of Task-Based Language Teaching (TBLT) on the reading comprehension of EFL students at Cyprus Universities, involving 80 international participants from Cyprus International University and Mediterranean Karpasia University The participants were divided into control and experimental groups, with data collected through tests, interviews, and checklists The findings revealed that students engaged in TBLT demonstrated superior reading comprehension performance compared to those in the control group who did not experience task-based learning activities.
Chen and Wang (2019) conducted a study in China to explore the effects of Task-Based Language Teaching (TBLT) on the reading achievement of first-year undergraduate English major students The research involved 31 participants and utilized various data collection methods, including questionnaires, interviews, student portfolios, and classroom observations The findings revealed that the TBLT approach significantly enhances the teaching and learning of reading skills among EFL students.
2.5.2 The effects of TBLT on EFL students’ vocabulary knowledge
Vocabulary is a crucial component in acquiring a foreign language Numerous linguistic studies have explored the methods and factors influencing the teaching and learning of new words One notable approach, Task-Based Language Teaching (TBLT), has been examined for its effectiveness in enhancing students' vocabulary acquisition during reading classes.
A study by Sarani and Sahebi (2012) aimed to assess the impact of Task-Based Language Teaching (TBLT) on vocabulary acquisition in English for Specific Purposes (ESP) courses The research involved two homogeneous groups of 50 BA students at Birjand University of Humanities in Iran, with one group receiving traditional instruction focused on translation and non-task-based questions, while the other group was taught using a task-based approach After 13 weeks, data collected from pre-tests and post-tests revealed that the TBLT method was significantly more effective in teaching new technical vocabulary compared to traditional methods.
A study conducted in 2016 at the National Aviation University in Ukraine investigated the effects of the Task-Based Language Teaching (TBLT) approach on teaching business vocabulary to master's degree students Thirty-four participants were divided into an experimental group, which received instruction through TBLT, focusing on using new lexical items in problem-solving and teamwork, and a control group that was taught using traditional methods Over a 17-week period, the results indicated that the experimental group showed significant improvement in vocabulary acquisition, demonstrating that TBLT facilitated easier learning of topic-specific vocabulary compared to conventional teaching methods.
33 control group The results also stated that TBLT is not only effective in vocabulary knowledge but also increases students’ confidence
Khoshsima and Saed (2016) conducted a study involving 60 Iranian Intermediate EFL students to explore the impact of Task-Based Language Teaching (TBLT) on vocabulary knowledge through jigsaw and information-gap tasks Participants were divided into two experimental groups and one control group, with the experimental groups receiving TBLT instruction over five weeks, while the control group experienced traditional teaching methods Data collected from pre-tests and post-tests revealed a significant enhancement in vocabulary knowledge among the experimental groups Similarly, Nguyen Buu Huan and Nguyen Hoai An (2018) investigated TBLT's effectiveness in vocabulary instruction with 70 tenth-grade students in Vietnam's Mekong Delta Over six weeks, students were split into an experimental group receiving TBLT and a control group undergoing traditional instruction Utilizing a mixed-methods approach with tests and questionnaires, the findings indicated superior results for the experimental group and highlighted a preference among students for TBLT as an effective strategy for learning new vocabulary.
2.5.3 The effects of TBLT on EFL students’ attitudes in reading comprehension
NamazianDost et al (2017) investigated the effects of task-based language instruction on the attitudes and grammatical achievements of junior high EFL students in Ahvaz Initially, a homogeneity exam using the Oxford Quick Placement Test was administered to 100 students, resulting in the selection of 80 participants These students were then divided into control and experimental groups Following a 12-week instructional treatment, data was collected and analyzed to assess the outcomes.
Results from tests and questionnaires indicate that experimental groups significantly outperformed control groups The post-test data highlights a notable difference in attitudes, with the experimental group showing a considerable increase in positive attitudes These findings suggest that task-based language instruction is effective in enhancing the grammatical skills of Iranian EFL students.
In their 2017 study, Trinh Quoc Lap and Ha Diem Trang investigated reading comprehension in a high school in the Mekong Delta, Vietnam, involving 69 participants divided into an experimental group of 35 students and a control group of 34 The research utilized pre-tests, post-tests, questionnaires, and interviews to gather data Findings indicated significant improvements in reading comprehension for both groups, with the treatment group also showing increased intrinsic motivation The study identified advantages and challenges in learning reading comprehension through Task-Based Learning The researchers recommended that teachers enhance students' reading acquisition by effectively implementing Task-Based Instructions.
In a study by Sholeh, Salija, and Sahril (2021) at MTsN 3 Demak school in Indonesia, researchers explored the attitudes and perceptions of 96 Indonesian EFL learners towards Task-Based Language Teaching (TBLT) Utilizing a questionnaire for data collection, the researchers performed a quantitative analysis using descriptive statistics The results revealed that most Indonesian EFL students hold positive attitudes and perceptions of TBLT, indicating a preference for participating in TBLT English sessions.
Conceptual framework
The present study is supposed to discover the effects of TBLT approach on secondary students’ reading comprehension, including vocabulary knowledge and
35 reading strategies Furthermore, this study attempts to find out the strengths of TBLT employed in task-based reading classes
Previous research has highlighted the positive impact of Task-Based Language Teaching (TBLT) on improving students' vocabulary and reading strategies Consequently, the author sought to explore the advantages of the TBLT approach in reading classes for secondary students, drawing upon existing literature and prior studies to inform this investigation.
The conceptual framework of the research is displayed as follows:
The study utilized the Task-Based Language Teaching (TBLT) framework proposed by Willis (1996), which consists of three phases: pre-task, task-cycle, and language focus Teachers play a crucial role in monitoring and motivating students, fostering an environment where learners can actively engage with tasks This approach enhances language acquisition organically, reducing reliance on traditional passive instruction As a result, students have opportunities to explore, analyze, and understand new linguistic patterns independently, which empowers them to apply these language forms in future contexts The research aimed to investigate the impact of TBLT on students' reading comprehension and their attitudes toward this teaching method.
Regarding students’ reading comprehension, Tanczikne (2017) claimed that vocabulary knowledge and reading strategies are two factors affecting reading
36 comprehension Besides, affective component, behavioral component, and cognitive component were listed by Wei, Saab & Admiraal (2021) as the main factors forming students’ attitudes.
Summary
This chapter reviews literature on the impact of Task-Based Language Teaching (TBLT) in reading classes, covering key aspects such as definitions of reading comprehension, models of reading progress, and factors influencing comprehension It outlines Willis's (1996) task-based teaching procedures, highlighting its three main stages and the advantages of TBLT Additionally, it presents previous research findings on TBLT's effects on EFL students' reading comprehension and vocabulary acquisition, while identifying gaps in existing studies that this research aims to address The chapter concludes with a conceptual framework for the study, leading into the research methodology in the following chapter.
Introduction
This chapter displays the methodology employed in this research, including research design, research site, sample and sampling procedures, research instruments, the procedures of data collection and data analysis.
Research Design
This study, as highlighted by Yin (2014), investigates the impact of Task-Based Language Teaching (TBLT) on reading comprehension and students' perceptions of its effectiveness Utilizing a quasi-experimental quantitative approach, the research aims to combine various data forms to yield a more thorough understanding of TBLT's effects By carefully analyzing and integrating the quantitative data, the study offers valuable insights into the benefits of TBLT in teaching reading.
Research site
The research was conducted at Hoang Dieu Secondary School in Tan Phu District, Ho Chi Minh City, Vietnam, which has been established for seven years and boasts over 150 enthusiastic and well-trained teachers This supportive environment may help students adapt to a new teaching methodology centered on self-development Traditionally, the school has relied on the Grammar Translation Method for teaching English; however, implementing the Task-Based Language Teaching (TBLT) approach could significantly enhance students' reading achievement.
In a study utilizing Task-Based Language Teaching (TBLT), students' test results were evaluated using answer keys created by the author and approved by the leader of the Foreign Language Team at Hoang Dieu Secondary School To guarantee accuracy, the students' scores were subsequently verified by two independent teachers.
Sample and sampling procedures
A study involving 73 grade-8 students at Hoang Dieu Secondary School, where the author serves as the English teacher, aimed to assess the impact of Task-Based Language Teaching (TBLT) on students' reading abilities using selected texts from their textbook According to Creswell (2009), an experimental design is essential for examining the effects of specific teaching methods In this study, 40 students from class 8/4 were designated as the control group.
In this study, 33 students from class 8/8 were designated as the experimental group, while class 8/4 was taught using a traditional 7-year English textbook The experimental group followed the Pilot English Curriculum, which applies Task-Based Language Teaching (TBLT) principles All participants, aged 13 to 14, were included due to the small sample size, as noted by Gorard (2003) The students in the experimental group had been studying the Pilot English Curriculum for three years This research aimed to explore a real-life phenomenon rather than make statistical inferences about a broader population, as emphasized by Yin (2014) Convenience sampling was employed to select participants who were readily available, with their information summarized in Table 3.1.
Table 3.1 The demographic information of the experimental group and control group
Research instruments
There are two data collection instruments applied in this research, which are reading comprehension pre-test, post-test, and questionnaire
3.5.1 English Reading Comprehension Pre-test and Post-test
A pre-test, as defined by Creswell (2009), is a tool used to measure specific attributes or characteristics of participants prior to receiving treatment in an experiment Conversely, a post-test evaluates these same factors after the treatment has been administered In educational settings, a pre-test assesses students' abilities before the intervention, while a post-test measures their abilities following the intervention.
In this study, two classes were involved: Class 8/8 as the experimental group and Class 8/4 as the control group A pre-test was administered to assess students' reading abilities through a reading comprehension test, which included a cloze test and true-false questions The cloze test evaluated students' vocabulary skills by requiring them to fill in missing words in a short text, while the true-false questions assessed their reading strategies by having them determine the accuracy of statements based on a passage.
After implementing Task-Based Language Teaching (TBLT) in the reading class for seventeen weeks, a post-test was administered to evaluate students' reading achievement in both classes The pre-test and post-test were designed with parallel forms to ensure consistency in measurement.
The reading comprehension pre-test and post-test consisted of two parts aimed at assessing students' vocabulary understanding and their ability to apply strategic methods for extracting specific information and identifying main ideas from passages These tests were utilized to evaluate the differences in performance before and after the treatment of Task-Based Language Teaching (TBLT) The reading passages were sourced and adapted from various materials, and to ensure test reliability, they were reviewed by the author’s supervisor and the leader of the Foreign Language Team at Hoang Dieu Secondary School Data collected from these assessments were analyzed to address the research question.
This study examines the impact of Task-Based Language Teaching (TBLT) on the reading comprehension skills of secondary students The test scores were meticulously verified by both the author and the head of the English department at Hoang Dieu Secondary School.
The instrument developed for this study addresses Research Question 2 by exploring students' attitudes toward Task-Based Language Teaching (TBLT) in reading instruction To gather data, the research utilized closed-ended questions in the questionnaire.
Closed-ended questions provide specific options for participants to choose from, while open-ended questions invite respondents to express their opinions freely (Jenn, 2006) Closed-ended questions are particularly useful when the answers are known and the options are limited, making them ideal for structured questionnaires.
To ensure the reliability of the questionnaire, it was reviewed by the author's supervisor and the leader of the Foreign Language Team at Hoang Dieu Secondary School Furthermore, Cronbach's alpha was employed to assess the reliability of the scales, indicating that higher scores reflect greater reliability.
41 scales are If there was a poor score of reliability, the scales would be re-checked, and the authors would make some necessary changes
The questionnaire was developed to explore students' perceptions of Task-Based Language Teaching (TBLT) in reading classes, consisting of three sections: behavioral, cognitive, and affective aspects of language attitudes, each containing eight items Utilizing a five-point Likert scale, the responses ranged from 1 (strongly disagree) to 5 (strongly agree), allowing for a nuanced analysis of students' attitudes toward TBLT.
The questionnaire's construct validity was assessed by a field expert to ensure its reliability in measuring the intended constructs To facilitate understanding, it was translated into Vietnamese, with the translation validated by experts Additionally, the questionnaire was tested with five grade-8 students from Hoang Dieu Secondary School, who were not part of the initial research sample.
The chosen instrument enables respondents to thoughtfully consider their practices and opinions over an extended period, ensuring they provide well-considered answers The questionnaire, conducted using Google Forms, allowed participants 1 to 3 days to complete a series of closed-ended questions sent via Gmail.
Data collection procedures
The current study used quasi-experimental research as well as quantitative research to determine the possible cause-and-effect relationships between
42 independent (TBLT approach) and dependent variables (students’ reading comprehension abilities and their attitudes toward TBLT)
The study procedure included four phases as follows:
Phase 1: Implementing a pre-test on reading comprehension
In week 3, students took a reading comprehension pre-test to evaluate their reading skills prior to the treatment The quantitative data from this pre-test was analyzed and compared with the post-test results to assess any improvements in reading comprehension, which is the main objective of the study.
Phase 2: Conducting TBLT in two classes
During the instruction from week 3 to week 19, the unit selected was taught, with
4 periods for each week The session was involved in the three stages of the TBLT technique, which are as follows: pre-tasking, task cycle, and language focus (Willis,
Phase 3: Implementing a post-test on reading comprehension
In week 20, a reading post-test was conducted to evaluate students' reading comprehension following the TBLT method treatment The post-test results were gathered as quantitative data, allowing the author to compare them with pre-test results to assess the effectiveness of the instructional approach.
43 have enhanced their reading comprehension ability, which is the study’s primary goal
Phase 4: Employing questionnaire to assess student’ perceptions
In week 20, following the completion of the post-test, a perception questionnaire was administered to assess the advantages of the TBLT method for students The results from this questionnaire are expected to highlight the benefits that the TBLT strategy offers to learners.
The main instruction spanned seventeen weeks, with students attending four English classes each week, each lasting 45 minutes During these sessions, all language skills—listening, reading, speaking, and writing—were integrated into the curriculum As a result, students received dedicated reading instruction once a week throughout the entire duration of the program.
The researcher aims to conduct the study during the second semester of the school year, starting with a pre-test for reading comprehension administered to both groups to assess their proficiency levels The experimental group will receive instruction using Task-Based Learning (TBL), while the control group will be taught through the Grammar-Translation Method (GTM) over a two-week period Following the treatment, participants will take a post-test to evaluate the impact on their reading comprehension In the final weeks, statistical tests and data analysis will be conducted to interpret the results.
In the control group, students engaged in reading comprehension through a structured approach consisting of three stages: pre-reading, while-reading, and post-reading Utilizing Appendix B1 as a lesson plan based on the Grammar-Translation Method (GTM), the pre-reading stage involved introducing vocabulary derived from the reading material, where students noted new words, practiced repetition, and learned their Vietnamese meanings During the while-reading stage, students concentrated on the text while completing exercises designed to enhance their understanding, collaborating in pairs or groups to tackle the tasks Finally, in the post-reading stage, students translated the entire text to reinforce comprehension.
Students checked their answers under the teacher's guidance and then summarized the entire reading text either orally or in writing Following this, the teacher provided feedback on their summaries.
The study employed a Task-Based Learning (TBL) approach to enhance reading comprehension among students, structured in three stages: pre-task, task cycle, and language focus Initially, students engaged with relevant photographs and pre-reading questions to introduce essential vocabulary, fostering discussion in pairs or groups under the teacher's observation In the task cycle, after clear instructions, students collaborated to complete the task, with the instructor providing mentorship and support Following the task, students reported on their processes and presented their findings Finally, in the language focus stage, students analyzed key grammatical aspects of the text in pairs or groups, solidifying their understanding through targeted exercises The effectiveness of these two treatment methods is summarized in the accompanying table.
Table 3.2 Summary of the teaching procedures
Pre-stage The students were provided a list of new lexical items from the
The students were introduced to the topics by using some activities to activate students,
45 reading text and the Vietnamese meaning of each word which included grammar points and words in the reading text While- stage
The students noted down, listened and repeated, and remember all the vocabulary given
Students collaborated in pairs or groups to discuss, strategize, and complete their tasks with guidance from the teacher Subsequently, they presented their processes and the results of their work.
The students translated the text into their mother tongue and checked the answers provided by the teacher
The teacher gave some feedbacks and presented the main language points in the reading text.
Data analysis procedures
The data was analyzed thematically, utilizing mean values, standard deviations, and t-tests for questions 1 and 2 This approach enabled the researcher to compare pre-test and post-test results and assess students' perceptions of Task-Based Language Teaching (TBLT).
Figure 3.2 Data collection and analysis procedure framework
The research involved the collection of quantitative data, which was analyzed using SPSS software An Independent Sample T-test was conducted to compare the reading comprehension pre-test and post-test results of both groups, while a Paired Sample T-test was employed to assess overall test performance, vocabulary skills, and True/False section results for each group Descriptive statistics, including Mean and Standard Deviation, were used to evaluate students' attitudes toward Task-Based Language Teaching (TBLT) in reading comprehension, focusing on affective, behavioral, and cognitive components The results were categorized into five scales: strongly disagree, disagree, neutral, agree, and strongly agree Notably, this study did not include qualitative data.
Validity and Reliability
The pre-test and post-test reading comprehension assessments were sourced from the Foreign Language Team's collection at Hoang Dieu Secondary School, ensuring alignment with the grade 8 curriculum and the author's research focus The tests included vocabulary and True/False sections that directly connected to the study's objectives Additionally, the conceptual framework emphasized the importance of vocabulary knowledge and reading strategies in relation to reading comprehension Both tests underwent evaluation by the author's supervisor, a Doctor of English Language and leader of the Foreign Language Team, confirming their face validity and adherence to the TBLT approach This thorough validation process supports the construct validity of the assessments used in the study.
47 sessions of both tests were adapted from Huynh Huu Nghiem (2019), whose research is relevant to the author’s study
The perception questionnaire's construct validity was ensured by adapting items from the works of Sholeh, Salija, and Sahril (2018), Nguyen Thi Bich Thuy (2018), Tran Thao Nguyen (2019), and Truong Le Minh.
In a 2019 study, researchers explored students' attitudes toward Task-Based Language Teaching (TBLT) in reading comprehension classes, focusing on affective, behavioral, and cognitive components A questionnaire with twenty-four items was developed to encompass these components To enhance face validity, the questionnaire was translated into Vietnamese for better comprehension by participants Both the English and Vietnamese versions were reviewed and approved by the author's supervisor and the leader of the Foreign Language Team at Hoang Dieu Secondary School, ensuring the legitimacy of the questionnaires.
The pre-test and post-test reading comprehension assessments were created by the author and reviewed by English teachers at Hoang Dieu Secondary School, ensuring consistency in content and format The tests were further validated by the author's supervisor and the head of the Foreign Language Team Students were assured that their test results would remain confidential and were encouraged to answer truthfully, with the author explaining the importance of honesty in responses Grading was conducted using answer keys approved by the Foreign Language Team leader, followed by a double-check of scores by two different teachers for accuracy Data analysis was performed using SPSS 20.0, with the Independent Sample T-test employed for comparison.
The study analyzed the pre- and post-test results of both groups' reading comprehension using the Paired Sample T-test This statistical method was employed to compare the overall test results, vocabulary performance, and True/False section performance between each group's pre-test and post-test scores.
The questionnaire was developed based on TBLT features and principles tailored to address reading course challenges identified in current classes It received validation from the supervisor and the Foreign Language Team leader at Hoang Dieu Secondary School in both English and Vietnamese To ensure participant engagement and honesty, the researcher provided clear instructions on completing the questionnaire and emphasized the importance of truthful responses Respondents were encouraged to be as honest as possible Data analysis was conducted using SPSS 20.0 software, and the reliability of the questionnaire was assessed using Cronbach’s Alpha, yielding a coefficient of 72, indicating satisfactory internal consistency, as shown in Table 3.2.
Table 3.3 Reliability statistics of behavioral aspect, cognitive aspect, and affective aspect of language attitude
No Items Cronbach’s Alpha Number of items
1 Behavioral aspect of language attitude 73 8
2 Cognitive aspect of language attitude 72 8
3 Affective aspect of language attitude 73 8
Ethical issues
The research proposal had been approved by the Post-Graduate Institute of the Hochiminh City University of Technology (HUTECH) before the author carried out the study
The principal of Hoang Dieu Secondary School approved the data collection for the study, ensuring that the tests and questionnaire translations were thoroughly reviewed by the Foreign Language Team leader Students in the treatment group were informed about the study's objectives and assured of confidentiality when submitting the perception questionnaire They completed a pre-test, post-test, and perception questionnaire, with a commitment that their results would remain confidential and used exclusively for this research All participating students agreed to and cooperated with the study, affirming the accuracy of the information provided.
Summary
This chapter outlines the study's objectives, research design, and the instruments utilized, along with details about the participants and the procedures for data collection and analysis It also addresses the validity and reliability of the instruments implemented in the research.
An experiment involving 73 eighth-grade students at Hoang Dieu Secondary School was carried out, where quantitative data was gathered through pre-test and post-test results, along with a closed-ended questionnaire.
In the next chapter, the results and findings will be presented
