Rationale for the Study
Speaking is a crucial skill for English learners, often considered the most important among listening, speaking, reading, and writing Therefore, classroom activities that enhance students' ability to communicate effectively through speech are essential in language courses Without the ability to convey their messages clearly, learners struggle to communicate in English Many Vietnamese university students, particularly at HaUI, face challenges in developing their speaking skills due to a lack of motivation and limited opportunities for practicing the language.
Many students struggle to learn English as a means of communication, often viewing it merely as a university subject At institutions like HaUI, English instruction primarily focuses on preparing students for tests and exams, rather than fostering genuine communication skills The prevalence of grammar-oriented teaching methods in language classes results in a lack of emphasis on practical English skills Consequently, while English exercises are part of the curriculum, students do not effectively develop their ability to use English for real-life communication.
In recent years, the communicative approach has gained prominence in language teaching; however, many learners struggle to apply their classroom skills in real-life communication Factors such as lack of communication skills and inappropriate responses hinder their ability to express themselves effectively This challenge is influenced by various elements, including classroom methodology, teaching materials, teacher proficiency, and speaking activities Speaking activities are crucial for motivating students and enhancing their engagement, ultimately helping them use the target language in practical situations Consequently, EFL teachers agree on the importance of implementing communicative speaking activities that closely resemble real-life scenarios to address these challenges To tackle this issue, the Task-based method has been recommended for teaching speaking at HaUI.
Despite extensive research on Task-Based Language Teaching (TBLT), there is a scarcity of studies focusing on the use of authentic tasks in teaching speaking Furthermore, no prior research has explored the implementation of authentic tasks in English speaking classes at the university where the author teaches.
All of the mentioned conditions, henceforward, have paved the way for the author to carry out a research on “ The Exploitation of Authentic Tasks in Speaking Classes for
This article explores the teaching of speaking skills to English non-major freshmen at Hanoi University of Industry (HaUI), aiming to fill a gap in existing literature It highlights the use of authentic tasks to enhance speaking proficiency and offers practical suggestions for their effective implementation The research seeks to serve as a valuable resource for educators at HaUI and beyond, with the goal of inspiring students during English speaking lessons Ultimately, it aspires to contribute to the overall improvement of speaking skills among first-year English non-major students at HaUI.
Research Aims and Research Questions
This study is carried out with the wish of achieving following aims:
- To investigate the teachers‟ perceptions of the exploitation of authentic tasks in English speaking classes
- To find out the extent to which authentic tasks are exploited in TBL framework in English speaking lessons
- To explore the difficulties as perceived by the teachers when they exploit authentic tasks in English speaking lessons
In order to achieve the above-mentioned aims, the following research questions were raised:
1 What are the teachers‟ perceptions of the exploitation of authentic tasks in teaching speaking?
2 To what extent are authentic tasks exploited in TBL framework in English speaking classes by the teachers?
3 What are the challenges as perceived by the teachers when authentic tasks are exploited in speaking classes?
Significance of the Study
This study explores teachers' perceptions of authentic tasks and their implementation in teaching speaking skills, specifically focusing on English Non-major Freshmen at HaUI It aims to provide valuable insights into the current teaching practices in English speaking lessons The findings and recommendations are intended to assist both teachers and students in enhancing their speaking skills, while also serving as a resource for others interested in this educational area.
Scope of the Study
This study focuses on the use of authentic tasks in teaching speaking, limited by time constraints and the author's working conditions It highlights the perceptions and implementation of these tasks by teachers instructing English non-major freshmen at HaUI during the 2010-2011 academic year.
Methodology of the Study
This study employs both qualitative and quantitative methods to achieve its objectives, utilizing data from questionnaires, informal interviews, and classroom observations The quantitative data gathered from the survey are analyzed statistically, while qualitative insights are derived from informal interviews and classroom observations Informal interviews complement the survey findings, and classroom observations provide a deeper understanding of the use of authentic tasks in speaking lessons The study's validity is primarily supported by classroom observations, and by integrating these three approaches, it aims to produce reliable and valid results.
Organization of the Study
The thesis consists of three main parts: the Introduction which provides an overview of the study, the Development which is the main part and consists of 3 chapters, and the
Conclusion which includes summary of the study, implications, limitations and suggestions for further study
Three chapters in the main part are as follows:
- Chapter 1: Literature review sets up theoretical background that is relevant to the purpose of the study
- Chapter 2: Methodology gives detailed presentation about the methods and procedures of the study such as participant selection, data collection methods, data analysis methods and so on
Chapter 3: Findings and Discussions presents the data gathered from survey questionnaires, interviews, and observations This chapter analyzes the collected data to address the research questions effectively.
LITERATURE REVIEW
Communicative Language Teaching
Communicative Language Teaching (CLT), emerging in the 1960s and 1970s, emphasizes the effective and appropriate use of language by learners This approach has become a prominent theoretical model in English Language Teaching (ELT) and is widely recognized today as one of the most effective methodologies.
Communicative Language Teaching (CLT) emphasizes language as a tool for meaningful expression, focusing on oral communication and tasks that resonate with learners It prioritizes objectives that address learners' needs, encompassing both functional and linguistic skills In this approach, learners act as negotiators and integrators, while teachers facilitate the communication process Additionally, materials used in CLT are designed to promote authentic, task-based language use.
Communicative Language Teaching (CLT) is widely recognized as an approach to foreign or second language instruction that prioritizes the development of communicative competence in learners According to Richards et al (1986), the primary goal of language learning within this framework is to enhance the ability to communicate effectively This emphasis on communicative competence is a fundamental aspect of CLT, highlighting its role in fostering practical language skills among students.
Many excellent chapters and books have been written to capture the characteristics of CLT (Canale, 1983; Littlewood, 1981; Richards &Rodgers, 2001; Richard & Schmidt, 1983; Rivers, 1968; Savignon, 1993)
Communicative Language Teaching (CLT) is characterized by its focus on communicative intent in all activities (Larsen-Freeman, p.132) The primary objective of CLT is to enhance communicative competence (CC) and to develop teaching methods for the four language skills that recognize the relationship between language and communication (Le Van Canh, 2004) A thorough understanding of CC is essential for effectively implementing CLT in various social contexts, a concept initially introduced by Hymes in 1972.
“what a speaker needs to know in order to be communicatively competent in a speech community”
Communicative Language Teaching (CLT) emphasizes the integration of functional and structural elements of language, fostering a comprehensive approach to communication According to Littlewood (1981), this method encourages learners to engage with the target language in meaningful contexts, moving beyond mere grammatical instruction to enhance their overall communicative competence.
Communicative Language Teaching (CLT) aims to enhance fluency in language use, as noted by Richards (2001) Fluency arises from meaningful interactions where speakers communicate effectively, even when their language skills are not perfect In CLT, while accuracy is important, the priority is on effective communication; understanding messages takes precedence, with accuracy being refined over time.
A key feature of Communicative Language Teaching (CLT) is the incorporation of authentic materials, such as magazine articles and live television recordings, to create genuine communicative situations This approach enables students to develop effective strategies for understanding language as it is naturally used by native speakers By engaging with real-world resources, learners can enhance their speaking skills and improve their overall language proficiency.
Communicative Language Teaching (CLT) focuses on learner-centered education, positioning students as active negotiators and interactors, while teachers serve as facilitators and process managers (Nunan, 1989) This approach empowers learners to take charge of their education by providing choices in what, how, and how they are evaluated (Nunan, 2003) In speaking classes, it is essential to create a secure and supportive environment, prompting teachers to steer clear of a teacher-centered, authoritarian approach (Taylor, 1994).
An overview of Task-based Language Teaching
The term "task" in educational literature has been defined in numerous ways, leading to a broad and sometimes confusing interpretation To ensure clarity and prevent misunderstandings, it is essential for authors to provide precise definitions of what they mean by "task" in the context of educational activities.
Within much discussion and varying interpretation as to the definition of tasks, Long
According to 1985, a "task" refers to any piece of work performed for oneself or others, whether freely or for a reward, encompassing the various activities people engage in daily, both at work and during leisure (p.89) Nunan (1989) adds that tasks are independent activities that necessitate understanding, producing, manipulating, or interacting using authentic language, with a primary focus on meaning rather than form Additionally, tasks are characterized as complex and lengthy activities.
Skehan (1998) shares his agreement that task is an activity in which:
- learners are not given other people‟s meaning to regurgitate
- There is some sort of relationship to comparable real-world activities
- Task completion has some priority
- The assessment of the task is in terms of outcome
Also, these are five key characteristics of a task that he put forward in his definition as indicated above
The researcher aligns with Willis's (1996) definition of a task, emphasizing that tasks are activities in which learners utilize the target language for communicative purposes.
To achieve meaningful outcomes, tasks engage learners in real-world language use, simulating authentic communication activities such as completing forms or asking questions This approach encourages learners to act as language users rather than mere learners, fostering purposeful and genuine communication that enhances their language skills.
All definitions emphasize that tasks are centered on meaning, driven by specific goals, and aimed at achieving outcomes As a result, learners are encouraged to utilize any language they prefer to effectively communicate their intended message and maintain engagement in the interaction.
A task is defined as a meaning-focused activity that engages learners in understanding, manipulating, producing, and interacting in the target language Tasks can be broken down into various components, including their goals, input data, derived activities, and the roles of teachers and learners Nunan (1989) provides a visual representation for analyzing these task components, illustrating their interconnectedness and significance in language learning.
Figure 1: A framework for analyzing communicative tasks
Goals represent the overall intentions behind a learning task, while inputs encompass the verbal and non-verbal data that learners engage with during the task Activities outline the specific actions learners will undertake based on these goals and inputs Additionally, both teachers and learners have defined roles that shape their social and interpersonal dynamics within the learning environment The classroom setting, which influences interaction, can include arrangements for pair work or group work According to Nunan, it is essential to consider all these components—goals, inputs, activities, roles, and settings—when selecting, adapting, modifying, or creating communicative tasks.
1.2.3 Types of tasks 1.2.3.1 General types of tasks
Task types are diverse and can be categorized in various ways, depending on the perspectives of linguists and researchers These classifications can range from general to more specific, reflecting the complexity of task identification This article explores the different types of tasks as described in existing literature.
Key task types identified in the literature include problem-solving (Nunan, 1989; Willis, 1996a), decision-making (Foster & Skehan, 1996), and information gap activities (Doughty & Pica, 1986; Nunan, 1989) Additionally, tasks that involve sharing personal experiences, attitudes, and feelings (Foster & Skehan, 1996; Oxford, 1990; Willis, 1996a, 1996b) are significant Basic cognitive processes such as comparing, matching (Nunan, 1989), listing, and ordering/sorting (Willis, 1998b) also play a crucial role Other important task types include question-and-answer formats, picture stories, puzzles, games (Nunan, 1989), structured and semi-structured dialogues (Nunan, 1989), as well as role-plays and simulations (Oxford, 1990; Richard & Rodgers, 2001).
Teacher role Learner role Settings TASK
Willis (1996a) significantly influences the understanding of Task-Based Language Teaching (TBLT) through her framework for Task-Based Learning, which categorizes tasks into various groups.
- Listing tasks include brainstorming and fact- finding
- Ordering and sorting tasks include sequencing, ranking, categorizing, classifying
- Comparing tasks include matching, finding similarities and differences
- Problem-solving tasks include analyzing real situations, analyzing hypothetical situations, reasoning and decision-making
- Sharing personal experiences tasks include narrating, describing, exploring and explaining attitudes, opinions and recreations
- Creative tasks include brainstorming, fact finding, ordering and sorting, comparing, problem-solving and others
1.2.3.2 Authentic tasks versus pedagogical tasks
Nunan (1989) categorizes tasks into two main types: real-world tasks, like using a telephone, and pedagogical tasks, which involve instructional techniques aimed at teaching students how to perform specific target tasks Target tasks are closely aligned with classroom instruction, while pedagogical tasks are designed to help learners develop the skills needed for these target tasks He emphasizes the importance of authentic tasks, which consider real-world behaviors and learner needs, stating that they should replicate or rehearse the communicative behaviors necessary for real-life situations.
Authentic tasks differ from pedagogical tasks, which prioritize accuracy through controlled grammar exercises like gap-filling Nunan (1989) defines authentic tasks as language uses that extend beyond the classroom, while pedagogical tasks are confined to the classroom setting Richard (2001) emphasizes that real-world tasks are crafted to practice essential activities relevant to everyday life This complex distinction between authentic and pedagogical tasks has posed challenges for the implementation of Task-Based Language Teaching (TBLT) in English education.
1.2.4 Definitions of Task-based Language Teaching (TBLT)
In the past twenty years, Task-Based Language Teaching (TBLT), which utilizes communicative tasks as fundamental units, has significantly influenced modern oral English instruction, capturing the interest of both language educators and researchers TBLT represents a specific evolution within the wider framework of the communicative approach to language teaching (Littlewood, 2004).
Prabhu (1987) is credited with developing task-based teaching and learning, which emphasizes that effective language acquisition happens when students actively engage in language tasks rather than merely studying the language itself This approach positions the tasks performed by learners as central to the learning experience, viewing the process as a series of communicative tasks that align closely with curricular objectives.
Task-Based Language Teaching (TBLT) engages students in meaningful tasks that require the use of the target language for communication to achieve specific outcomes This approach emphasizes real-world activities that individuals encounter in daily life, necessitating language skills for successful completion.
Littlewood (2004) holds that TBLT is a development within communicative approach Brown (1994) claims “TBL is a perspective that can be taken within a CLT framework”
(p.83) The aim of task-based teaching is to develop students‟ ability to communicate and communication takes place through using the grammatical system of the language Nunan
(1991) outlines five characteristics of Task-based Approach to language learning
- An emphasis on learning to communicate through interaction in the target language
- The introduction of authentic texts (teaching materials) into the learning situation
- The provision of opportunities for learners to focus not only on language, but also on the learning process itself
- An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning
- An attempt to link classroom language learning with language activation outside the classroom
Speaking skill
Many language learners consider speaking ability the measure of knowing a language
Fluency is primarily defined as the ability to engage in conversation rather than just reading, writing, or understanding spoken language For many learners, speaking is the most crucial skill to develop, and they measure their progress based on their spoken communication achievements Consequently, if students do not have opportunities to practice speaking in the language classroom, they may become demotivated and lose interest in learning.
The growing emphasis on speaking often overshadows the understanding that speaking is a skill integral to foreign language acquisition This study aims to explore the definitions of speaking skills, focusing on their significance beyond mere verbal communication.
Speaking skills are essential for effective communication, as they enable individuals to use language in practical situations According to Bygate (2002), speaking involves not just the theoretical knowledge of sentence construction but also the ability to produce and adapt language in real-time, requiring quick decision-making and smooth implementation He emphasizes the importance of speaking skills, noting that they serve as a primary medium through which much of language learning occurs.
Learners acquire speaking skills not by memorizing every word, but by effectively communicating in real-life situations This approach enhances their fluency, accuracy, and clarity, enabling them to express themselves confidently across various contexts By analyzing the practices of proficient speakers, implementing relevant speaking tasks in the classroom, and addressing the specific needs of students, teachers can significantly enhance learners' speaking abilities and overall oral competence.
The concept of speaking skill in second language teaching varies significantly across different methodologies and theories In the Grammar-Translation Method, speaking skill is largely overlooked, as the focus is primarily on grammar rules and written exercises rather than real-life communication (To, 2009) Conversely, the Audio-Lingual Method emphasizes oral skills and communicative competence, although speaking is developed through habit formation and overlearning rather than natural interaction In contrast, Communicative Language Teaching (CLT) marks a significant shift, prioritizing speaking skill as essential for enabling learners to effectively use the language (Bygate, 1987) Consequently, speaking skill is considered equally important as other language skills, as it fulfills a crucial communicative purpose.
Speaking skills are essential for language learning, developed over time and influenced by the learner's foundational abilities This skill is primarily utilized for communication rather than academic purposes This research examines speaking skills through the lens of the communicative approach, emphasizing task-based learning as a key component of Communicative Language Teaching (CLT).
1.3.2 Teaching speaking skill in TBLT
Over the past two decades, Communicative Language Teaching (CLT) has significantly influenced foreign language classrooms by prioritizing students' ability to use language in real-life situations Task-Based Language Teaching (TBLT) focuses on communicative tasks as the core component of language instruction, particularly in English speaking classes To ensure successful speaking lessons, it is essential for teachers to establish clear objectives and create effective communicative activities.
The primary goal of teaching speaking skills is to foster authenticity in communication, enabling students to engage in real-world activities effectively This focus on communicative efficiency is essential for learners to achieve communicative competence (CC) in speaking classes Students must develop the ability to communicate freely and easily in various situations, aligning with the objectives of teaching speaking within the communicative approach (CA) Roger Scott (1981) highlighted that in communicative language teaching (CLT), the interactions in the classroom should mirror real-life communication, prioritizing meaningful engagement over merely learning language rules.
Traditional classroom speaking practice typically involves structured drills where one person asks a question and another provides a predictable answer, primarily aimed at demonstrating question-and-answer skills In contrast, authentic communication focuses on successfully completing a task, such as conveying a message or expressing an opinion, requiring participants to navigate the uncertainty of what the other person will say.
Many educators are shifting their focus from accuracy-based exercises to promoting communicative competence in language learners through engaging communicative activities These activities prioritize students' abilities to understand and convey real information, fostering authentic communication similar to real-world interactions Teachers can implement various activities, such as role plays, information gaps, games, discussions, comparisons, and jigsaw tasks, to enhance communication skills in the classroom.
According to Penny‟s view (2000, p.120), an effective speaking activity includes four aspects as the following:
Learners engage in extensive dialogue during activities, utilizing a significant portion of the allotted time for learner talk While it may seem apparent, it's common for teacher talk and pauses to dominate the time instead.
Participation is even: Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions one fairly evenly distributed
High motivation among learners drives their eagerness to engage in discussions, fueled by their interest in the topic and the desire to share new insights or contribute to achieving specific task objectives.
Language is of an acceptable level : Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.
Authentic tasks in speaking classes
1.4.1 Common types of authentic tasks
Below are some common task types proposed by Willis (1996a), who affects the interpretation of TBLT the most
The tasks are organized from simple to complex, highlighting the recognition process of students In Task-Based Language Teaching (TBLT), activities should reflect real-life scenarios to enhance students' ability to perform tasks and demonstrate their communicative skills both in the classroom and in everyday situations (Willis, 1996, p.149) Each task type serves a distinct purpose and leads to specific outcomes.
Completed list of draft mind map
Help train students' comprehension and induction ability
2 Ordering and sorting ( sequencing, ranking, categorizing, classifying)
A set of ordered and sorted information to specified criteria
Foster comprehension, logic and reasoning ability
3 Comparing ( matching, finding similarities and differences)
Matched items or the identification of similarities and/or differences
Enhance students' ability of differentiation
4 Problem-solving ( analyzing situations, reasoning, decision- making)
Solutions to the problem, which can then be evaluated
Help promote students' reasoning and decision- making abilities
5 Sharing personal experiences (narrating, describing, exploring and explaining attitudes, opinions and recreations)
Largely social Help students to share and exchange their knowledge and experience
(brainstorming, fact finding, ordering and sorting)
End product which can be appreciated by a wider audience
Cultivate their comprehensive problem- solving abilities as well as their reasoning and analyzing abilities
Table 1: Common types of authentic tasks
1.4.2 Criteria to identify authentic tasks
To enhance the authenticity of pedagogic tasks and their relevance to real-world contexts, it is essential to incorporate genuine task purposes By focusing on authentic objectives, educators can create more meaningful learning experiences that resonate with students and reflect real-life scenarios.
Willis (1998) emphasizes that the authenticity of tasks hinges on the presence of real communication To create authentic tasks, it is essential to establish a genuine purpose for learning the language, as meaningful communication emerges only when a clear objective is present With a true communicative purpose, students can engage in natural interactions "in real time," aiming for communicative goals that foster fluency and facilitate natural language acquisition This approach is more effective than controlled exercises that prioritize correctness from the outset, as it encourages students to practice in realistic contexts.
Long and Crookes (1992) emphasize the importance of aligning pedagogic tasks with real-world target tasks within a needs-analysis framework They provide examples such as buying a train ticket, renting an apartment, reporting a chemistry experiment, and taking lecture notes Although classroom tasks differ from real-world tasks, they can still be considered authentic if they are clearly connected to real-world needs.
A classroom functions as a unique community where students and teachers unite for a shared educational goal, enabling authentic pedagogic interactions Teachers must recognize and harness the potential for genuine learning experiences within this environment According to Breen (1985), the selection of everyday procedures, learning tasks, and materials should reflect the actual needs and interests of everyone present, creating ample opportunities for meaningful communication Engaging learners effectively is key to maximizing these authentic potentials.
To enhance the authenticity of tasks, it is essential for task designers to consider the relevance of the tasks to the learners While certain tasks may resonate with some students, they may not engage others Therefore, ensuring that all students are engaged in the task is a key strategy for creating more authentic learning experiences.
Related studies
In recent years, Task-Based Language Teaching (TBLT) has garnered significant interest from scholars and researchers in Asian contexts, including Hong Kong, China, and Vietnam As an evolution of the communicative approach, TBLT is recognized as a goal-oriented teaching method that effectively boosts student motivation Numerous studies have explored both the advantages and challenges associated with implementing TBLT, focusing on aspects such as language skill development, teacher attitudes, and conceptualizations of the approach.
Few studies have explored the use of authentic tasks in English speaking classes, largely due to the complexity of these tasks In Vietnamese universities, while many BA and MA graduation papers may not get published for various reasons, they hold significant practical value These studies are particularly relevant for current teaching practices and benefit researchers and individuals interested in the topic.
In conducting this research, the author reviewed various studies on the topic, including N.T.T Phuong's 2007 work on "Designing Authentic Tasks in the Materials Development of Secretarial English" and N.V.'s case study on "University Teacher's Conceptualization of Task-Based Teaching" at Tay Bac University.
Hung (2009) or “The Exploitation of Task-based Learning in Teaching Speaking Skills to
11 th Graders in Hanoi High School, Suburb Area- A case study” by L.T.L Huong (2010)
Many graduation papers concentrate on the design of authentic tasks and the use of Task-Based Language Teaching (TBLT) to enhance speaking skills in high school Consequently, there is a pressing need to explore how teachers utilize authentic tasks in English speaking classes This study aims to address this gap in research.
Conclusive remarks
This chapter provides an overview of Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT), focusing on their definitions, characteristics, and the teaching of speaking within TBLT It also reviews common authentic tasks used in speaking lessons and discusses relevant previous studies conducted in Asian contexts The research methodology for the current study will be detailed in the following chapter.
METHODOLOGY
Research Context
Established in December 2005, HaUI evolved from the Hanoi Industrial College, a premier vocational institution in Vietnam known for training thousands of skilled workers and engineers annually.
Recognizing the significance of English proficiency, university authorities have prioritized enhancing the quality of English education In 2006, the Faculty of Foreign Languages was established to provide English instruction to both majors and non-majors The primary objectives are to improve training quality and elevate the standards of graduates, thereby increasing their job opportunities.
The Department of Foreign Languages employs 112 English teachers, predominantly female, with ages spanning from 22 to 50 years All teachers possess B.A degrees from various universities in Vietnam, while 62% hold M.A degrees or are currently pursuing them, and 2% have attained Ph.D degrees.
The teachers possess diverse academic backgrounds and have been exposed to various teaching methods, including traditional, communicative, and learner-centered approaches English classes are typically lecture-based, and many teachers manage multiple overloaded classes simultaneously This demanding schedule leaves them feeling exhausted, limiting their ability to prepare lessons or pursue further education Despite these challenges, the teachers remain energetic and inquisitive, consistently striving to implement effective teaching methods to enhance the quality of education.
English non-major freshmen, aged 18-23 and hailing from various provinces across the country, typically exhibit a wide range of low English proficiency, with university entrance examination scores between 3 and 7 Although most have studied English in high school, their lack of interest in the subject as a major has led to minimal focus on improving their skills This situation presents significant challenges for their teachers.
Many students struggle with English, often viewing it as their least favorite subject due to the challenges of mastering speaking and listening skills Their high school experience typically emphasized grammar and vocabulary exercises, leaving little room for practical language use Additionally, students from rural areas often face limited opportunities to learn English, resulting in shyness and a lack of self-confidence, which contributes to a passive learning approach However, during university, they are encouraged to adopt more active and creative study methods to enhance their language proficiency and achieve better academic outcomes.
English lessons typically have around 50 students, but classrooms are designed to accommodate 80 to 100, which is excessively large for the class size While these classrooms are equipped with modern technology, including projectors, computers, and cassette players, utilizing this technology effectively is essential for enhancing the learning experience in English classes.
2.1.4 English Course book for Non-major Freshmen
The New Headway Elementary textbook, published by Oxford University Press, consists of 14 units designed for 90 periods, covering everyday topics such as jobs, food, shopping, future plans, hobbies, and holidays It provides students with essential knowledge organized into four key areas: grammar, vocabulary & pronunciation, reading & listening, and everyday English, with a strong emphasis on developing integrated language skills, particularly speaking Most teachers adhere to the structured sequence presented in the textbook, and students engage in six periods of learning each week over a span of 15 weeks.
Research Questions
With these aims of the study as stated in the Introduction part, three following questions have been raised:
1 What are the teachers‟ perceptions of the exploitation of authentic tasks in teaching speaking?
2 To what extent are authentic tasks exploited in TBL framework in English speaking classes by the teachers?
3 What are the challenges as perceived by the teachers when authentic tasks are exploited in speaking classes?
Selection of the Participants
To ensure the reliability and validity of the study, a random sample of 50 teachers from a population of over 100 English instructors at non-major English Departments at HaUI was selected This approach facilitates effective data collection and analysis, allowing the findings to be generalized to represent the entire population of teachers.
The selected teachers for the study are non-major English instructors who are dedicated and open-minded, making it easier for the author to engage additional teachers in completing the survey and participating in informal interviews These educators possess both strong English knowledge and significant experience in teaching English to first-year non-major students.
The table below reveals the sample‟s personal information in detail Their profiles are described in terms of age, gender, years of experience and qualification
The teaching staff is predominantly young, with 98% of teachers aged between 22 and 35, and a significant majority being female at 92% A notable 76% of these educators have less than 10 years of teaching experience, while 24% have been teaching English for over a decade In terms of qualifications, only 2% hold a PhD, whereas 62% possess a Master of Arts degree, and the remaining 36% are either bachelor's degree holders or currently pursuing their MA.
Personal information Number of participants
Research instruments
To gather comprehensive and valuable data for the study, three research instruments were utilized: a survey questionnaire for teachers, informal interviews, and classroom observations Qualitative data were derived from interviews and observations, while quantitative data came from the survey Despite time and budget constraints, these methods are anticipated to enhance the validity and reliability of the findings This section outlines the rationale for selecting these research tools and their alignment with the study's objectives.
According to Wilson and McLean (1994), the survey tool offers significant advantages, including the ability to provide structured, numerical data, be administered without the researcher present, and facilitate straightforward analysis Gajendra (1999) describes it as a "vital tool in the collection of data" (p.117), highlighting its effectiveness in data gathering Consequently, a survey questionnaire was crafted for teachers, incorporating both open-ended and closed-ended questions, organized into different sections with a total of 14 questions, as detailed in the accompanying table.
Q 5, 6 & 7 Teachers‟ perceptions of tasks, authentic tasks and TBLT
Q 8 & 9 Teachers‟ perceptions towards speaking skills and the exploitation of authentic tasks in speaking classes
Q 10,11,12,13 Teachers‟ exploitation of authentic tasks in speaking lessons in TBLT
Q 14 Difficulties as perceived by teachers in exploiting authentic tasks in speaking lessons
Qualitative interviews, as defined by Kvale, aim to understand the world from the subjects' perspectives, making them a valuable tool for research In this study, ten informal interviews were conducted with randomly selected teachers who instruct English speaking to non-major freshmen at HaUI These interviews were designed to clarify and support data gathered from a survey questionnaire, focusing on key aspects outlined in the accompanying table.
Q 1 & 2 Teachers‟ perceptions of tasks, authentic tasks and TBLT
Q 3 & 4 Teachers‟ perceptions towards speaking skills and the exploitation of authentic tasks in speaking classes
Q 5,6,7&8 Teachers‟ exploitation of authentic tasks in speaking lessons in TBLT
Q 9 Difficulties as perceived by teachers in exploiting authentic tasks in speaking lessons
Q 10 Some suggestions to exploit authentic tasks effectively in speaking lessons
As Hopkins (cited in Donough, J and Donough, S 1997, p.101) describes
“Observation is a pivotal activity with a crucial role to play in a classroom research.”
Discussing observation, Verma and Miller (2005) assures that “there is no substitute for direct observation as a way of understanding language learning and teaching in classroom.”
In addition to utilizing survey questionnaires and informal interviews, classroom observation was conducted to validate the researcher's findings obtained from these methods within the context of current teaching practices.
Five observations were conducted across different classes, each focusing on various speaking topics from the textbook An observation sheet was created to evaluate the teacher's actual performance during speaking lessons and the effectiveness of task exploitation in teaching speaking The observations were structured in reflective note-taking formats, emphasizing the teaching procedures to address these key issues.
- The extent to which authentic tasks were carried out in speaking classes
- How these tasks were organized following task-based instructions
- How students involved in the tasks
- Interaction modes and learning atmosphere
In short, with the combination of these methods, it was expected that the researcher would have “deeper understanding” and “broader perspective” of the information (Mertens,
2005, p.21) so as to get more reliable results.
Procedure of data collection
The process of data collection was carried out during the first semester of the school year 2010-2011 The collection of data was carried out through three stages
At the start of the semester, selected participants were invited to assist in the data collection process They received detailed instructions on how to complete the questionnaires, with clarifications provided as needed Participants engaged in filling out a questionnaire focused on the use of authentic tasks in speaking lessons.
In Stage 2, following the analysis of the questionnaire, ten targeted interview questions were developed to explore the use of authentic tasks in speaking classes The author engaged ten teachers and obtained their consent to record informal interviews lasting approximately 8 to 12 minutes.
In Stage 3, the researcher conducted classroom observations in five different English classes throughout the semester, acting as a non-participant observer to document classroom procedures This observation aimed to investigate the effective use of authentic tasks in English speaking classes at HaUI Based on the findings, the researcher concluded on the implementation of these tasks and provided recommendations for their effective use, aiming to enhance future studies on this topic.
Procedure of data analysis
The data collected was analyzed in different procedures:
The data from the questionnaire were analyzed using descriptive statistical methods, with initial calculations and percentage analyses categorized into distinct groups To enhance clarity and facilitate comparison, charts and tables were utilized to effectively present the findings.
For the interviews: Interviews were recorded and the author proceeded to transcribe the tape in narrative form Item analysis was employed to gain the findings from interviews
Classroom observations were conducted through video recordings of lessons, during which the author took detailed notes These notes were subsequently transcribed and analyzed using reflective forms, focusing on several key criteria: the implementation of authentic tasks in speaking classes, the organization of these tasks according to task-based instructions, the types of tasks employed by teachers, student involvement in the tasks, interaction modes, the overall learning atmosphere, and the challenges faced by teachers in executing these tasks.
Conclusive remarks
Chapter 2 offers essential insights into the study, effectively justifying the researcher's decision to pursue this investigation It outlines the study's background, clarifying key components such as participant selection, data collection instruments, data collection procedures, and analysis methods The subsequent chapter will present the findings and discussions derived from this research.
RESULTS AND DISCUSSIONS
Research question 1
The research findings indicate that teachers' perceptions of tasks, task-based language teaching, and authentic tasks significantly influence their views on the implementation of authentic tasks in speaking classes To effectively address these perceptions, it is essential for the researcher to investigate the relevant aspects associated with the exploitation of authentic tasks The analysis of data collected from surveys and interviews has provided valuable insights into these relationships.
A recent survey of teachers revealed strong support for key concepts of tasks and Task-Based Language Teaching (TBLT) According to Chart 1, 72% of respondents recognized that tasks have a communicative purpose, 70% emphasized a primary focus on meaning, and 68% acknowledged a clearly defined outcome Only a small percentage of teachers disagreed with these statements, indicating a general consensus on the definitions and characteristics of tasks Additionally, 60% of teachers viewed tasks as activities where learners utilize the target language, although one-third expressed uncertainty by remaining neutral on this aspect.
Chart 1: Teachers' perception of tasks & TBLT
A significant 72% of teachers acknowledged the connection between task-based instruction (TBI) and communicative language teaching, indicating a tendency among those favoring the communicative approach to integrate TBI principles into their classrooms Additionally, over half of the educators identified three key phases of TBI: pre-task, task cycle, and language focus, reflecting a clear understanding of the instructional philosophy underlying task-based learning.
As can be seen from the above chart, very few teachers, which accounts for 10% and 8% respectively, gave disapproval of these two items
The data from the initial interview question reveals that most teachers agree that Task-Based Language Teaching (TBLT) is an effective approach for language learning, as it engages students in various tasks that develop different skills and have clear objectives Additionally, many educators emphasize that TBLT focuses on enhancing communication through purposeful interaction in the target language Ultimately, the primary goal of TBL is to foster a natural motivation in learners to enhance their language skills by encouraging them to complete meaningful tasks.
However, it seems rather difficult for them to give clear-cut concepts of tasks when 7 out of
Ten interviewed teachers unanimously agreed that tasks are essential learning activities However, they did not specify the defining characteristics of a task, including its goal, input, context, process, and outcome Only a few acknowledged that certain aspects of tasks in Task-Based Language Teaching (TBLT) are connected to the goal and outcome.
In a study on teachers' perceptions of authentic tasks, 35 participants viewed role-playing in job interviews as authentic, while others classified them as merely pedagogical Additionally, 40% of teachers agreed that identifying differences between two pictures qualifies as an authentic task; however, a significant 60% disagreed with this assessment.
In task 7c, over two-thirds of teachers, totaling 36, identified the "authentic tasks" option, while only a small fraction, approximately one-third or 14 teachers, selected the "pedagogical" option.
Chart 2: Teachers' perception of authentic tasks
Teachers' perceptions of authentic tasks were more clearly articulated during the second interview question Many interviewees found the terminology unfamiliar, prompting the author to clarify by using terms like "real-life tasks" and "classroom tasks." This clarification encouraged them to share their thoughts more freely One teacher expressed uncertainty, suggesting examples like job interviews and phone reservations for authentic tasks, while distinguishing them from pedagogical tasks such as completing conversations or information gaps A younger teacher with two years of experience offered a brief definition, stating, "authentic means real," without elaborating further Overall, there was little distinction in their interpretations of the concepts.
The survey results indicated that most teachers possess a strong understanding of task-based language teaching (TBLT), although a small minority lack clarity on the subject Additionally, the interviews revealed deeper insights into these perceptions.
The research revealed a disconnect between survey results and interviewee responses, as many participants struggled to define authentic tasks and differentiate them from pedagogical ones This lack of clarity is understandable given the complexity of the concepts However, they were able to recognize authentic and pedagogical tasks through examples, even without a comprehensive understanding of the underlying principles.
Teachers‟ perceptions of speaking skill and the exploitation of authentic tasks in speaking lessons
The data were derived from Likert attitude scales, and while space constraints limit a comprehensive discussion, several key issues merit emphasis.
A recent study examined teachers' attitudes towards the importance of speaking skills in education The findings revealed that an overwhelming 98% of teachers acknowledged the significance of speaking skills, with none deeming it unimportant Furthermore, nearly all participants (96%) recognized the necessity of teaching speaking to students, while only 4% considered it unimportant.
2 Teaching speaking skill for students is necessary 58 38 0 4 0
3 Using authentic tasks in speaking lessons is useful and effective
4 It is interesting to use authentic tasks to teach speaking
5 My students are excited when I use authentic tasks in speaking lessons
Table 3: Teachers’ perceptions of speaking skill and the exploitation of authentic tasks in speaking classes
Teaching speaking skills in English is crucial for students, as effective communication opens up numerous job opportunities both in Vietnam and abroad According to educators, many students at HaUI struggle with speaking due to a lack of confidence and low proficiency levels, which makes them fearful in real-life situations Thus, it is essential to focus on teaching speaking in a communicative manner to help students overcome these challenges and achieve their career aspirations.
The data collected from the first two statements revealed that most of the teachers highly appreciated the importance of speaking skill in English teaching and learning
Many teachers believe that authentic tasks play a crucial role in teaching speaking, with over 74% recognizing their usefulness and effectiveness These tasks significantly motivate students to engage actively in speaking activities during class.
An experienced teacher emphasized that students benefit from meaningful interactions with their peers, yet not all educators share this view; 12% remain neutral about using such methods for teaching speaking, while 14% find them ineffective A younger teacher highlighted the challenges of preparation, stating that it requires significant time to help students understand the tasks, which is often difficult to achieve within a limited 45-minute class period.
Research question 2
framework in English speaking classes?”
The research revealed a promising potential for teachers to utilize authentic tasks in English language instruction To effectively address this inquiry, the researcher employed a triangulation of data collection methods, enhancing the reliability of the findings Notably, classroom observations contributed significantly to the study's validity The results and discussions will focus on how teachers engage with textbook activities, the types of tasks used in speaking classes, the stages of implementing tasks within a task-based learning framework, and the preferred techniques applied to these tasks.
The survey questionnaire revealed insights into how speaking activities are addressed in the textbook, with most informants expressing positive experiences The data indicates a promising trend, as many teachers actively create new activities to enhance the engagement of their lessons Chart 4 illustrates the teachers' perspectives on the management of speaking activities, highlighting their commitment to improving classroom interaction.
Nearly half of the teachers surveyed (24 out of 50) actively designed new activities from supplementary sources while maintaining the original topic In contrast, 12 teachers, representing 24%, implemented activities with minimal adaptations to cater to student preferences Approximately 18% (9 teachers) strictly adhered to textbook designs regardless of their effectiveness A small number of teachers (5) introduced additional ideas in their classroom activities, with two stating they primarily relied on the course book and adapted it when necessary, while three noted they created new activities for engaging topics like shopping, traveling, and jobs.
Incorporate textbook guidelines by following the prescribed activities closely, while occasionally adapting them to enhance engagement Alternatively, maintain the core topics and introduce fresh activities sourced from various materials to provide a diverse learning experience Consider exploring other innovative ideas to further enrich the educational process.
Chart 4: Teachers' ways of dealing with speaking activities in the textbook
The findings from survey questionnaires and interviews reveal a contrast with the observations made in five English-speaking classes In practice, teachers often relied on textbook activities at the start of lessons, occasionally adapting them to engage students based on the topic Notably, with the use of overhead projectors, teachers preferred to create new activities while maintaining the original topic.
The researcher aimed to investigate how teachers utilized authentic tasks in their speaking classes, revealing that 100% of teachers at HaUI affirmed their use of such tasks While 90% provided further explanations for their choice, 10% did not elaborate Among the 45 teachers who justified their affirmative responses, 28 expressed that authentic tasks create a fun and relaxed learning environment, offer real-life experience opportunities, and enhance students' oral communication skills The remaining teachers emphasized the motivational aspect of authentic tasks, noting their role in fostering interaction among students and developing creativity and self-confidence in speaking.
Current practices in speaking classes reveal a significant underutilization of authentic tasks, with most activities being pedagogical and lacking real-life relevance This disconnect arises from the absence of specific goals and non-linguistic outcomes, which limits teachers' ability to implement authentic tasks effectively Classroom observations indicate a wide variety of task types, such as fact-finding, role play, and language games, yet these do not align with teachers' perceptions as indicated in survey responses This mismatch highlights a gap between teachers' beliefs about the benefits of authentic tasks and their actual teaching practices, stemming from inadequate understanding of what constitutes an authentic task Consequently, teachers face challenges in motivating students to engage in speaking activities that utilize authentic tasks.
Interviews and classroom observations offered valuable insights into the implementation of task-based learning When participants were asked if they adhere to the three phases—pre-task, task-cycle, and language focus—during the execution of authentic tasks, six respondents confirmed their compliance.
10 teachers shared some common viewpoints that they follow 3 phases including pre-task, task cycle and language focus They added “my speaking lessons often start with a warm-up
In the pre-task phase, I introduce the topic to create an engaging learning atmosphere and pre-teach essential vocabulary before assigning tasks to my students I provide clear task instructions, often accompanied by a sample to enhance understanding Following this, I encourage pairs or groups to present their work to the class Additionally, I instruct students to collaborate in pairs or groups within a set time limit, allowing them to share their findings at the board.
The researcher observed that most teachers adhered to a three-phase structure: pre-task, task cycle, and language focus, although one teacher reversed this order During the pre-task phase, teachers effectively engaged students with stimulating materials like movies and picture clips, creating a vibrant learning atmosphere However, it was noted that many teachers overlooked the planning stage in the task cycle, leading to rapid-fire games that required quick student responses Additionally, the language focus phase was often limited to 3 to 10 minutes, leaving insufficient time for in-depth analysis and practice In some cases, such as the second and fourth speaking lessons, the review of language focus was relegated to the lesson wrap-up.
In a survey of preferred techniques for authentic tasks, pair work and group work emerged as the most favored methods among teachers, with 74% and 82% support, respectively Role play followed in popularity, chosen by nearly half (48%) of the respondents Fact-finding ranked fourth, while simulation was the least favored option at just 12% Additionally, 10% of teachers indicated they preferred other techniques, which included making dialogues, engaging in discussions, brainstorming, and expressing opinions or attitudes.
The interviews reinforced the findings from the questionnaire, revealing a strong preference among teachers for group work in the classroom Seven teachers expressed that they favor pair or group activities, with one noting that smaller groups enhance student involvement in lessons A teacher with five years of experience emphasized that group work helps elementary-level students overcome their fear of speaking and fosters cooperative learning Additionally, four teachers highlighted the effectiveness of role play, suggesting that familiar real-life scenarios, such as shopping or traveling, can engage students by allowing them to assume roles like shop assistants and customers.
The engaging nature of the activities captivates students and significantly boosts their motivation and creativity However, several teachers (six interviewees) express that alternative techniques, such as sharing opinions, brainstorming, or discussions, are challenging for their students' abilities, leading them to rarely incorporate these methods into their speaking classes.
Pair work Group work Role play Fact- finding Simulation Others
Chart 5: Teachers' favorite techniques embedded in exploiting authentic tasks
Researchers found that in speaking classrooms, pair work and group work were the preferred methods for students, with pair work used for initial tasks and group work for final tasks These interactive modes promote cooperative learning, encourage self-expression, and help alleviate shyness Additionally, Question 13 was created to assess student responses to the assigned tasks based on teacher evaluations, with the findings illustrated in the accompanying chart.
According to the chart, 54% of teachers observed that their students engaged with interest during speaking lessons, while only 8% reported that their students remained silent and unresponsive Additionally, 5 out of 50 teachers noted that some students distracted themselves by sleeping or reading newspapers instead of participating in the tasks Furthermore, 16% of teachers indicated that their students frequently spoke Vietnamese when completing the assigned tasks.
10% a Remain silent all the time b Do the task with great interest c Chat with other members about another topic d Speak Vietnamese e Do other things
Research question 3
authentic tasks are exploited in speaking classes?”
The research combines data from survey questionnaires and in-depth interviews with classroom observations to offer a comprehensive understanding of the challenges teachers encounter when implementing tasks in teaching speaking.
According to the chart, 90% of teachers identify large class sizes as their greatest challenge, with many expressing that classes often contain 40 to 60 students, making English-speaking sessions overcrowded Additionally, a lack of class time and students' low language proficiency rank as the second and third major difficulties faced by 76% and 72% of teachers, respectively.
A significant majority of interviewees, approximately two-thirds, expressed frustration regarding low language proficiency students when implementing authentic tasks They reported feeling exhausted due to the students' inability to engage with the tasks as anticipated, making it challenging to achieve the intended goals of these activities.
With view to the time duration for every speaking lesson, some teachers claimed that
“a short period of 45 minutes for speaking tasks is not enough at all I can hardly follow stages in a task-based language framework.” Half of the teachers admitted that they met
Chart 6: Students’ response to the tasks as perceived by the teachers difficulties in designing appropriate tasks for various speaking topics The least problems are improper materials for using real-world tasks and little knowledge of task-based instructions when nearly one-thirds of the informants chose two options “Truthfully speaking, teachers need to bring more real-life tasks into the classroom if they want to get their students engaged much more effectively in speaking tasks No fruit available in the course book.”
A young teacher at HaUI expressed her hesitation about task-based instruction, stating, "This teaching method is new for me and some of my colleagues While I am aware that it has gained popularity in many universities recently, I unfortunately lack experience with it in my teaching context."
Chart 7: Teachers' difficulties in exploiting authentic tasks to teach speaking
Teachers face significant challenges, including a lack of time for preparing teaching materials such as cards, pictures, and audio clips, as they juggle their responsibilities at school and family life One teacher expressed the need for the faculty board to reconsider the number of teaching periods assigned, advocating for a limit of 15 to 20 periods per week to allow for better work-life balance Additionally, class management issues affect several teachers, often stemming from large class sizes, which lead to some students remaining passive and seated throughout lessons.
Classroom observations align with the author's findings, highlighting significant challenges that hinder the effective use of authentic tasks in speaking classes Teachers' limited understanding of task-based instruction further complicates their ability to implement these tasks, resulting in a lack of self-confidence when integrating real-world activities into the classroom.
To address the challenges faced in implementing Task-Based Language Teaching (TBLT), some teachers suggest that educators need more time to select diverse real-life materials, such as television, radio broadcasts, and internet resources, before introducing them in class Additionally, they recommend organizing more meetings or seminars to enhance teachers' understanding of TBLT theories and to facilitate the sharing of experiences related to using authentic tasks in speaking classes However, not all teachers offered suggestions on this issue.
Conclusive remarks
Through the triangulation of three research tools, a comprehensive analysis and in-depth discussions have uncovered significant findings that provide satisfactory answers to the initial research questions posed at the outset of the study.
The research revealed that while many teachers held positive perceptions of task-based language teaching and the use of authentic tasks in speaking lessons, they lacked a clear understanding of what constituted an authentic task, as evidenced by their inability to define it or provide identification criteria Despite this, the questionnaire indicated an optimistic response regarding the identification of tasks through provided samples Furthermore, teachers acknowledged the significance of teaching speaking and recognized the benefits of incorporating authentic tasks into oral classes.
The study revealed that teachers' limited knowledge of authentic tasks led to a lack of meaningful activities in speaking classes, as they predominantly relied on textbook exercises without adapting topics This resulted in tasks that lacked purpose and real-life context, failing to achieve non-linguistic outcomes There was a notable disconnect between teachers' perceptions and their actual teaching practices, with many adhering to only three phases of the Task-Based Learning (TBL) framework while overlooking certain sub-stages Additionally, teachers preferred large group work but expressed dissatisfaction with their speaking lessons, particularly regarding student engagement in the activities.
To address the third research question, the author analyzed findings from three research instruments, revealing significant challenges that hinder teachers from effectively utilizing authentic tasks in speaking classes These challenges include large class sizes, limited class time, students' low language proficiency, and difficulties in designing appropriate tasks for elementary-level students Additionally, the use of unsuitable materials and a lack of task-based instruction further impede the effective implementation of real-world tasks The study also provides suggestions from teachers on how to overcome these obstacles.
Mastering spoken English poses significant challenges for first-year non-major students at HaUI, prompting teachers to seek effective solutions to enhance student engagement To foster motivation and success in real-life communication, educators prioritize communicative speaking activities in their curriculum Consequently, this study explores the implementation of authentic tasks in speaking classes for English non-major freshmen, aiming to improve their speaking skills and overall communication effectiveness.
This study aims to explore teachers' perceptions regarding the use of authentic tasks in English speaking classes, assess the extent of their implementation within a Task-Based Learning (TBL) framework, and identify challenges faced by teachers in this context To achieve these objectives, a combination of survey questionnaires, informal interviews, and classroom observations was utilized, with classroom observation playing a crucial role in ensuring the study's validity.
The study reveals that teachers at HaUI generally hold positive views on task-based language teaching and the use of authentic tasks in speaking lessons, recognizing their importance However, a significant number lack a clear understanding of authentic tasks and often confuse them with pedagogical tasks, resulting in minimal use of authentic tasks in actual speaking classes This disconnect between teachers' perceptions and their teaching practices leads to a predominance of pedagogical tasks, which fail to actively engage students in speaking While many teachers adhere to the basic stages of task implementation—pre-task, task cycle, and language focus—they struggle with fully grasping these phases Their preferred techniques for task exploitation include pair work and group work The research also identifies challenges teachers face in utilizing authentic tasks and offers suggestions to address these difficulties.
Pedagogical implications
To enhance the effectiveness of speaking lessons and motivate students, this section of the thesis offers solutions to challenges encountered in teaching speaking with authentic tasks It presents practical recommendations for designing engaging authentic tasks, including various adapted activities aimed at increasing student participation in speaking exercises.
In oral English teaching, it is essential for teachers and task designers to focus on goal-directed tasks that emphasize meaning and linguistic competence Students are encouraged to utilize their language knowledge and communicative skills to complete these tasks Moreover, tasks designed for oral English learning should simulate real-life activities rather than merely replicating them.
Survey data indicates that teachers encounter significant challenges, including large class sizes, time constraints, and the selection of appropriate tasks, as well as ineffective task-based lessons Observations reveal that the primary issue lies within the tasks themselves, as many educators rely on textbook activities without considering their authenticity To enhance the learning experience, it is essential for teachers to adapt these activities adequately and ensure they are authentic.
The principle of authenticity, as stated in the literature review, should be taken much consideration because authenticity of tasks is a critical quality in TBLT (Candlin, 1987;
To enhance task authenticity, designers must focus on genuine purposes that facilitate real communication and address real-world needs Student engagement and interaction are crucial components in creating authentic tasks According to Willis (2007), task designers should consider key questions to evaluate authenticity: Will the activity engage learners' interest? Is task completion prioritized? Does the activity relate to real-world activities? Is success measured by outcomes? Is there a primary focus on meaning? And is there a clear goal or outcome? The more affirmatively these questions can be answered, the more authentic the tasks will be.
Adding a goal or an outcome is clearly a useful way to bring about task authenticity Here are some suggested adaptations for these activities which the researcher observed in different lessons:
Unit 1: Hello every body - Teacher: Le Thi Huong Giang Speaking Topic: Introduce yourself
- Work in groups of 3 Firstly, teacher shows some pictures of the countries which these people come from After that, the teacher asks students to guess their nationalities
After engaging in lively discussions and thoughtful consideration, students are required to document the nationalities of the individuals on a sheet of paper Additionally, they must present their findings publicly, showcasing their understanding and analysis of the topic.
Unit 4: Take it easy - Teacher: Bui Thi Ngoc Speaking Topic: Leisure activity
In pairs, students should compile a list of activities their teacher enjoys during her leisure time Afterward, they can discuss their findings with each other and inquire with the teacher about her hobbies in her spare time.
- Outcome: After careful investigation, students should hand in a completed list of leisure activities and have a dialogue with partners about what your teacher like doing
Survey results indicate that teachers predominantly favor pair and group work, often neglecting other techniques such as role plays, simulations, problem-solving tasks, and experience sharing To enhance oral English teaching, it is essential for educators to creatively and effectively utilize the six task types within Task-Based Language Teaching (TBLT) A deeper understanding of these tasks will enable teachers to select appropriate activities for their students, making lessons more engaging Furthermore, attention must be given to task complexity, ensuring a range of activities from easy to challenging For successful task-based speaking lessons, it is recommended that teachers adhere to structured stages to foster students' fluency and accuracy in communication.
Authentic materials serve as valuable resources for educators and task designers seeking genuine input for oral lessons These materials are readily available through various platforms, including satellite television, CD-ROMs, foreign publications, and especially the Internet.
In conclusion, the exploitation of authentic tasks will work well and then intrinsically motivate students in speaking classes if such recommendations above are taken into consideration by the teachers.
Limitations and suggestions for further research
Although the study has yielded important results, there undoubtedly existed some limitations due to its scope and weaknesses
This research did not explore the impact of demographic factors such as age, gender, years of experience, and field of teaching on teachers' perceptions, practices, and opinions Future studies should investigate these demographic influences for a more comprehensive understanding.
The study's limitations include the focus solely on teachers' perceptions of authentic tasks, highlighting the need for student perspectives to provide a more comprehensive understanding Future research could benefit from incorporating action and experimental research methods to explore this topic further.
The limited number of participants in the study may have impacted its findings and implications Increasing the sample size through additional participants, interviews, and classroom observations could have strengthened the results and made them more compelling.
In summary, while there are some unavoidable limitations, the researcher has effectively addressed the initial research questions This study aims to provide valuable insights for individuals and future research in the relevant field.
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Nha xuat ban Dai hoc Quoc gia Ha Noi
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APPENDIX 1: SURVEY QUESTIONNAIRE FOR TEACHERS
My name is Nguyen Thi Hoa, Teacher of English at Faculty of Foreign Language, Hanoi University of Industry This survey questionnaire is designed for my M.A thesis: “ The
The article discusses the use of authentic tasks in speaking classes for English non-major freshmen at Hanoi University of Industry Your participation in the questionnaire is greatly valued, and rest assured that your personal information will remain confidential The data collected will solely be used for research purposes, and your support will significantly contribute to the success of this study.
Please put a tick () to the most appropriate to you or answer the questions
3 How many years have you been teaching English? ……… years
4 What is your qualification? a Bachelor in teaching English as a foreign language b Master of Art in teaching English as a foreign language c Doctor of Philosophy in teaching English as a foreign language d Others: (please specify)………
II Teachers’ perceptions of tasks, authentic tasks and Task-based Language Teaching (TBLT)
To what extent do you agree with the following statements? Please put a tick () where you think appropriate most
5a A task is a communicative goal directed
5b A task involves a primary focus on meaning
5c A task has a clearly defined outcome
5d A task is any activity in which the target language is used by the learners
6a TBLT is consistent with the principles of communicative language teaching
6b TBLT includes three stages: pre- task, task cycle, and language focus
6c TBLT is based on the student- centered instructional approach
7 In your opinion, which following tasks are authentic or pedagogical? Please put a tick to the authentic (A) or pedagogical (P) column matches your opinion
As a director at FPT interviewing a candidate for the web designer position, it's essential to ask targeted questions that assess both technical skills and creative abilities Inquire about their experience with design software and coding languages, as well as their understanding of user experience principles Explore their portfolio to gauge their design style and problem-solving capabilities Additionally, ask how they stay updated with industry trends and how they handle feedback and collaboration in a team environment These questions will help identify the right candidate who can contribute effectively to FPT's web design projects.
Your partner will play the role of job applicant
In this activity, pairs will engage in a fun exercise of identifying differences between two party pictures Each participant possesses a unique image that has subtle variations from their partner's The goal is to describe one's picture in detail while keeping it hidden from the partner, encouraging effective communication and observation skills as they work together to discover the discrepancies.
In a collaborative effort, your group has chosen to host a dinner for the entire class, creating a delicious menu that caters to everyone's preferences Together, you will compile a comprehensive shopping list and assign specific tasks to each member to ensure a smooth preparation process for the event Finally, share your detailed arrangements with another group to showcase your planning skills.
III Teachers’ perceptions of speaking skills and the exploitation of authentic tasks in speaking classes
8 To what extent do you agree with the following statements? Please put a tick () where you think appropriate
8b Teaching speaking skill for students is necessary
8c Using authentic tasks in speaking lessons is useful and effective
8d It is interesting to use authentic tasks to teach speaking
8e My students are excited when I use authentic tasks in speaking lessons
9 In your opinion, which benefits can the exploitation of authentic tasks bring about in your speaking classes? (Please put √ in a column that matches your opinion most)
1 Strongly agree 2 Agree 3 Not sure 4 Disagree 5 Strongly disagree
9a Heighten learners’ motivation and self-confidence for learning
9b Provide students with opportunities to experience real-life situations
9c Improve students’ communicative language skill
9d Increase students’ creativity, self- expression
9e Increase interactions among members in class
IV Teachers’ exploitation of authentic tasks in speaking lessons in TLT
10 How do you deal with the activities in your textbook? a Do exactly what is designed in the textbook b Do activities in the textbook, have a little adaptation occasionally c Just keep the topics, do newly designed activities from other sources d Other ideas (please specify): ………
11 Are authentic tasks exploited in your speaking lessons? a Yes (Go to question 12, 13) b No Please explain the reason for your choice
12 Which of the following techniques do you prefer using with authentic tasks in your speaking lessons? You can tick more than one option a Pair work d Fact-finding b Group work e Simulation c Role play f Others (please specify)………
13 How do most of your students respond when they are asked to carry out authentic tasks? a Remain silent all the time b Do the task with great interest c Chat with other members about another topic d Speak Vietnamese e Do other things: ………
V Difficulties as perceived by teachers in exploiting authentic tasks in speaking lessons
14 Which difficulties may you cope with when exploiting authentic tasks in English speaking class? You can tick () more than one answer a Students’ low language proficiency b Improper materials for using real-world tasks c Little knowledge of task-based instruction d Large class size e Lack of time f Failure in choosing suitable tasks g Other ideas (please specify):……… ……
APPENDIX 2 INTERVIEW QUESTIONS FOR TEACHERS
1 What are your perceptions of task and task-based language teaching?
2 How do you understand two terms “authentic tasks” and “pedagogical tasks”? In what ways are they different from each other? Give some specific examples, please
3 How important is it to teach speaking skills for students? Why?
4 How interested are you in using authentic tasks to teach speaking?
5 Do you follow 3 phases (pre-task, task-cycle, language focus) when you exploit these authentic tasks?
6 What kind of techniques are you most interested in when you exploit authentic tasks? Why?
7 How much do authentic tasks help you in English speaking lessons?
8 How do you assess your exploitation of the tasks in your speaking classes? Is it effective or not? Could you explain the reason why?
9 What problems do you find the most difficult when exploiting authentic tasks in speaking classes?
10 What suggestions can you make to exploit authentic tasks effectively in speaking classes?
Thank you for answering the questions!
In a 45-minute lesson, utilize teaching aids such as a textbook, chalkboard, handouts, an overhead projector, tape, and a cassette player The main task involves a role-play activity where students work in pairs to simulate a conversation in a clothing store Each pair will discuss and decide on the clothing items they wish to purchase, enhancing their conversational skills in a practical context.
Student A: a shop assistant Student B: a customer
Preparation and materials: The teacher needs to record a real conversation which took place in a clothes shop in Hanoi centre Objectives of the lesson:
Skill: By the end of the lesson, the students will be able to:
+ Develop listening and speaking skill + Develop the communicative skill + Enhance cooperative learning at class
+ Distinguish the language of customers and shop assistants in a clothes shop
+ Learn useful phrases in clothes shop from the conversations
+ Achieve communicative competence in real-life conversations in clothes shops
Outcome: At the end of the lesson, students will give out the dialogues between the customers and assistants
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- Ask Ss to work in group: watch a video clip of fashion shop and brainstorm all the items related to the topic in the clip within
- Ask Ss to write down in the board
- Raise some questions to lead the topic of the lesson
- Play the tape for twice and ask Ss to listen to a conversation between a customer and an assistant in a clothes shop and note down some language phrases
- Tell Ss that they are going to make your own conversation at a clothes shop as a sample and give Ss some few minutes to think it over
- Ask Ss to work with their partners
- Moves around to monitor the whole class and encourage them to “get on” the task
- Matches them with another pair to discuss their ideas, any similarities or differences
- Ask each pair to rehearse presenting the dialogue
- Walks around, helps Ss if they need it, and note down any language points to be highlighted later
- Ask two pairs to come up in front of the class and present their conversations
- The task for audience is to decide which conversation is more successful They can ask questions after the presentations
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- T gives feedbacks on the content and quickly reviews what was suggested
Analysis 5’ - Pick up some good phrases used by the Ss during the task and incorrect phrases/sentences and analyze these phrases
- Hand out the tape script from the listening and ask Ss to underline useful phrases
- Highlights any language the T wants to draw Ss’ attention to For example: language for asking for price, making suggestions for the customers…
- Ss may practice sentence patterns with adequate intonations of different roles
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Date: September 23 rd ,2010 Observer: Nguyen Thi Hoa Teacher’s name: Le Thi Huong Giang Class: Hoa2.1 – Course: K5 Number of students: 45
Unit 1: Hello everybody! Textbook: New Headway Elementary (3 rd Edi.) Period 3: Speaking: Introducing yourself - Time limit: 45 minutes
- - - - - - Seats for Students Seats for Students
Teacher’s activities Student’s activities Reflective notes
- Teacher greets the class and introduces herself
- Ask Sts to stand up in alphabetical order and play a small game “say your name”
- Students listen to the teacher carefully
- Say the names in front of the class
- Teacher use games to introduce the topic
- She doesn’t give task instructions
- The students feel shy and only some students get involved in the lesson The
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- Ask Ss to look at photos of people who come from different countries in the textbook
- Ask Ss to stand up and use Yes/No questions to find out where he is from
- Ss must guess his/her/ their countries based on the greetings (mean “Hello” in
- T gives proper feedback, make compliments to the right guess
- Ss look at the photos in the textbook
- Ss stand up and make questions about the nationality of the people in these photos
- Ss listen to T’s feedback and correct mistakes if any
- The task is not authentic at all because the outcome is related to Yes/No question
- T gives no clear instruction: T doesn’t ask Ss the way to cooperate to complete the task: in individuals, in pairs or in groups, or the whole class
- The task is rather difficult for them since they just know some famous greetings in Japanese, French or Russian
- Many students keep quiet, while others speak Vietnamese with their partners
- T doesn’t work well as a facilitator in the task stage The teacher keeps asking and saying, but Ss are not active to give responses
+ Ss have no time to rehearse the conversation before they report in front of
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+ Good interaction between T and Ss but not between Ss and Ss
+ T plays role of a good chairperson
Task 2: “Get-to-know-you” conversation (10’)
- Ask Ss to work in pairs and make dialogues to introduce about yourself
- Before doing this task, T plays the CD to give a sample conversation
A: Hello My name is Marco What’s your name?
A: Where are you from, Emma?
- T goes round and corrects all the mistakes the Ss can make
- T calls 2 pairs to come over the board and make dialogues
- Ss listen to T’s instructions and the sample conversation carefully
- Ss work with their partners to get to know their partners
- Ss pay much attention to the language forms they use in the conversation
- Ss come over the board and make dialogues
- No authentic tasks are exploited
- Instructions are clear and helpful with a sample conversation
- No adaptation is found in the task compared with the available in textbook
- Ss are not engaged in the task with lots of enthusiasm
- No real purpose is set up to promote Ss in joining the conversation
- Ss spend little time practicing with their partners
- T pays too much attention to correct language forms It isn’t good for Ss at all in promoting fluency competence
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- T asks Ss to write down good phrases, structures in the tasks they have carried out
- T check with the whole class with meaningful phrases
- Ss write down the phrases in tasks which they remember
- Ss listen to the teacher and takes notes of phrases
- It is a good way for T to draw Ss’ attention to the language forms they have used in these tasks
- Good phrases are highlighted with hope to help Ss use in communication
- Students have no time to practice more with other classmates
- T calls one S to stand up and restate what Ss have learnt in the lesson
- T summarizes the important content in the lesson
- Ss remember what have been taught in the lesson
- T should keep the time better to have time to summarize main content of the lesson
The teacher struggles to effectively engage students during the pre-task phase of the lesson, lacking a motivating language game This focus on language form limits student interaction with their peers Additionally, the teacher's role as a facilitator during the task stage is not fully realized, and there appears to be insufficient planning before student reports To enhance student enthusiasm, the teacher should adapt course book activities Furthermore, the learning tasks do not foster genuine communication, as they lack a clear and meaningful purpose.
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Date: October 21 st ,2010 Observer: Nguyen Thi Hoa Teacher’s name: Bui Thi Ngoc Class: TCDN5.1 – Course: K5 No of students: 45
Unit 4: Take is easy! Textbook: New Headway Elementary (3 rd Edi.) Period 3: Speaking: Leisure activities - Time limit: 45 mins
- - - - - - Seats for Students Seats for Students
Teacher’s activities Student’s activities Reflective notes
- Ask Ss some questions about weather, health…
- T asks Ss to watch some pictures (clip) about leisure activities
- T guides Ss to the topic of the lesson
-Ss listen carefully and answer T’s questions
- Ss watch picture clip and answer T’s questions
- Teacher raises questions to start the lesson She uses pictures to recall useful phrases
- She doesn’t give task instructions
- This activity is good for students to brainstorm the idea related to the
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- Sts are quite interested in the picture clip ( with overhead projector)
- The class atmosphere is quite relaxing
I Pre-teach vocabulary : leisure activities (12’)
- T shows pictures about leisure activities and asks Ss to describe the activities in these pictures
- T shows names of activities, reads them and asks Ss to repeat
- T asks Ss to pay attention to the pronunciation of difficult words
II Language focus: Grammar review(3’)
- T requires Ss to analyze the structure talking about hobbies learnt in the previous lesson
Task 1: What does your teacher like doing in her free time?(7’)
- T asks Ss work in groups to use the structure “like + Ving” to discuss about T’s hobbies based on the new words Ss
- Ss observe pictures and call out the activities in Vietnamese or English if possible
- Ss read new words after T
- Ss pronounce some difficult words as required
- Ss listen to T’s guide carefully
- Ss work in groups and discuss the hobbies of T using the structure
- Ss get involved in calling out the activities in the pictures
- In the TBL framework, pre-teaching vocabulary shouldn’t be covered
- Ss are quite passive in the activity
- This phase should be put after task cycle (at the end of the lesson)
+ T’s instructions are quite clear with a role-play as a model between one S and the teacher
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Student A: “I think she likes cooking”
Student B: “No, I think she likes eating in restaurant.”
- T calls on Ss to practice and check information with T to see who is correct suggestions Ex: find out T’s hobbies and work out plans for the weekend
+ Ss are not eager to discuss the task assigned
* Task: is adopted from activity available in the textbook
- Planning stage seems to be neglected
+ Role of T: she doesn’t not work well as monitor (sitting at the T’s table most of the time)
+ Ss don’t rehearse the structure before reporting in front of class
+ T acts as a good chairperson + Good interaction with Ss
+ Gives some correction on the form
Task 2: Language Game (10’) Disney Channel
- T gives instructions and make a sample
- Ts show video clips about cartoon characters in Walt Disney
- T listens and corrects mistakes ( if any)
- T writes score for 2 groups and finds out the winner
- Ss listen to T’s instructions carefully
- Ss watch video clips and make sentences to describe these characters’ hobbies
- The group which has quicker and true sentences will be the winner
- It’s good when T uses video clip from cartoon network
- T’s instructions are not clear and helpful enough
- Task: Ss get involved in the task actively
- Role of T: does well as a monitor and chairperson She gives proper feedbacks and corrections
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- T asks Ss to work in pairs
- T set up a situation: Let’s imagine you’re a president/ a movie star Discuss about activities you like/dislike doing in your free time
- T practices with one S as a sample
- Ss listen to T’s instructions and practice with their partners
- Ss imagine you’re a president / a movie star and discuss about the free time activities
- Every representative takes turn to talk about your hobbies and your partner’s as well
- T attracts Ss by setting a real-like situation which asks for T’s play roles
- T doesn’t work well as a language adviser since she doesn’t give any help in reviewing oral reports
- T calls one S to stand up and restate what Ss have learnt in the lesson
- T summarizes the important content in the lesson
- Ss remember what have been taught in the lesson
- T should keep the time better to have time to summarize main content of the lesson