The effectiveness of task based language teaching in improving learners’ speaking skill a study at a high school in binh dinh province

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRAN THI DIEM HUNG THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING IN IMPROVING LEARNERS’ SPEAKING SKILL: A STUDY AT A HIGH SC

INTRODUCTION

Rationale

English is recognized as a global language, playing a crucial role in education across Vietnam, from junior to academic levels It ranks among the top three subjects in the 10th-grade entrance exams for public high schools Despite its significance, many students exhibit a lack of interest and reluctance to engage with the English language, as noted by Tran Van Phu.

In 2017, English learners primarily concentrated on mastering the language to meet external demands, such as pursuing higher education and enhancing future career prospects This focus is often driven by the pressure to achieve high scores in examinations, making the process of learning English increasingly challenging for them (Nguyen Thi Le Nguyen, 2008; Pham Hoa Hiep & Ton Nu Nhu Huong, 2010; Nguyen Nhue Giang, 2011).

Since 2008, English has been a mandatory subject in primary schools throughout Vietnam, following the government's approval of the “Teaching and Learning of Foreign Languages (TLFL) in the National Formal Education System (NFES) from 2008 to 2020” (Decision No 1400/QD-TTg) (Huynh, 2019) This initiative aims to modernize foreign language education, enhance young Vietnamese people's communication skills in English, and support the country's industrialization and modernization efforts (Hoang, 2010) In December 2017, the NFLP 2008-2020 was revised and extended to 2025, reflecting the government's commitment to improving language education in Vietnam.

English speaking skills are essential among the four key language skills—speaking, listening, writing, and reading—because they enable learners to express their thoughts and feelings effectively (Ur, 1996) Bygate (1987) emphasizes that speaking is a reflexive skill that enhances communication with others, while also improving listening abilities and expanding vocabulary According to Davies and Pearse (2000), the primary goal of learning and teaching English is to equip learners with the ability to communicate accurately and effectively However, many English learners struggle with fluent and precise communication due to insufficient language knowledge.

Poor performance in English speaking skills can stem from both internal and external factors As noted by Tran Van Phu (2007), motivation, primarily driven by extrinsic factors, plays a crucial role in learning English A lack of interest in English classes often arises from misconceptions about the language and a preference for other subjects Furthermore, inadequate learning conditions and the use of ineffective traditional teaching methods contribute to this issue Additionally, many students experience anxiety related to English, which further demotivates them in their learning journey.

In the educational landscape, teachers strive to identify effective teaching methods that facilitate knowledge acquisition for learners The task-based approach stands out among active teaching strategies, significantly enhancing learners' competencies By employing this approach in English language instruction, students can seamlessly adapt to learning English and utilize it fluently in various aspects of their daily lives.

The task-based approach effectively meets learners' needs by facilitating rapid development of foreign language skills, enabling them to address specific challenges in both learning and everyday life.

The task-based approach, a prominent teaching method for foreign language acquisition since the 1980s, was pioneered by Prabhu in 1987 This method has been widely acknowledged by linguists and foreign language educators as an effective strategy for teaching English.

Task-based language teaching has gained significant interest among researchers and foreign language curriculum developers due to its effectiveness in enhancing English communication skills (Breen, 1987) Following its implementation, this approach has become a popular choice among language educators and students, as it facilitates the assignment of learning tasks that improve foreign language acquisition.

Numerous studies have highlighted the positive impact of Task-Based Language Teaching (TBLT) on enhancing English as a Foreign Language (EFL) learners' speaking skills (Pham & Nguyen, 2014; Do, 2021; Omar et al., 2021; Panduwangi, 2021; Winarto & Aprianti, 2022; Pham et al., 2023) TBLT promotes fluent and accurate communication among students, as engaging in various language tasks during speaking classes boosts their learning motivation and self-efficacy Overall, students exhibit a favorable attitude towards this teaching approach.

This research titled “The Effectiveness of Task-Based Language Teaching in Improving Learners’ Speaking Skills: A Study at a High School in Binh Dinh Province” aims to explore how task-based language teaching can enhance the speaking abilities of high school students in Binh Dinh Province The study also provides recommendations to further improve language teaching practices.

Research aim and objectives

This study investigates the effectiveness of the task-based language teaching method in enhancing the speaking skills of high school learners in Binh Dinh province The research is guided by two specific objectives aimed at achieving this goal.

- To investigate the effectiveness of using task based teaching method on improving speaking skills of high school learners at Tuy Phuoc No 3 high school in Binh Dinh province;

- To find out the learners’ attitudes towards using task based teaching method in learning speaking skills;

Research questions

After structuring the research objectives, two research questions are deployed as the following:

1 What is the effectiveness of using task based language teaching method on improving speaking skills of high school learners Tuy Phuoc No 3 high school in Binh Dinh province?

2 What are the learners’ attitudes towards using task based language teaching method in learning speaking skills?

Scope of the research

This research focuses exclusively on Tuy Phuoc No 3 High School in Binh Dinh province, examining the effectiveness of task-based language teaching in enhancing high school students' speaking skills and their attitudes toward this method It deliberately excludes discussions on the challenges or difficulties associated with implementing this teaching approach, as well as potential solutions Additionally, the study does not address teachers' perceptions regarding task-based language teaching for speaking skills development.

The study is focused exclusively on 11th-grade students, specifically those in classes 11 A5 and 11 A8, at Tuy Phuoc No 3 High School, excluding 10th and 12th grades The research is conducted during the first semester of the 2023-2024 academic year.

Significance of the study

This study highlights the significance of task-based language teaching (TBLT) in enhancing English speaking skills, particularly in high school classrooms in Binh Dinh province It provides valuable insights for both teachers and students regarding the implementation of TBLT, while also capturing students' perspectives and emotions during the learning process The findings serve as a foundation for educators in various subjects to adopt TBLT strategies, thereby fostering student engagement and motivation Furthermore, the research informs school leaders about classroom dynamics, enabling them to better support teachers in lesson planning aimed at improving students' critical thinking and learning outcomes.

Structure of the research

The present research is separated into five chapters, from chapter one to chapter five as the followings:

Chapter one is introduction which shows rationale of the research, statement of the problem, research aim and objectives, research questions, and scope of the research

Chapter two features a literature review that explores key theories related to speaking skills and task-based teaching It highlights previous studies demonstrating the effectiveness of task-based language teaching in enhancing English language learning outcomes.

Chapter three outlines the research methodology, detailing the research method employed, the sample selection, and the research setting It also describes the instruments used for data collection, the procedures followed for gathering and analyzing data, and discusses the reliability and validity of the research findings.

Chapter four presents the findings and discussion on the effectiveness of Task-Based Language Teaching (TBLT) in enhancing the speaking skills of high school learners in Binh Dinh province It also explores the learners' attitudes towards the TBLT approach in developing their speaking abilities The chapter concludes with a comprehensive discussion of these findings.

Chapter five serves as the conclusion, encapsulating the key findings of the research while highlighting its limitations and implications Additionally, this chapter offers recommendations for future studies to guide further exploration in the field.

LITERATURE REVIEW

Speaking skill

Speaking in language learning has been defined by various researchers globally Nunan (1995) describes it as the oral expression of words for communication, making requests, and delivering speeches Chaney and Burk (1998) emphasize that speaking involves the use of both verbal and nonverbal symbols to create and share meanings in different contexts Similarly, Brown (1994) and Burns and Joyce (1997) highlight that speaking is an interactive process where individuals communicate and construct meanings by producing, receiving, and processing information.

Speaking is defined as the creation of auditory signals that produce meaningful verbal responses, involving the systematic combination of sounds (Bygate, 1987) It is a two-way process where speakers communicate opinions, information, and emotions, collaborating in a shared time and context (Eckard & Kearny, 1981; Florez, 1999; Howarth, 2001; Torky, 2006) Additionally, speaking serves as a bridge for learners between the classroom and the outside world, highlighting its importance as a tool for social ranking, solidarity, and professional advancement (Hadfield, 1999).

In the context of English as a Foreign Language (EFL), speaking competence is understood from various perspectives According to Bachman and Palmer (1996), an individual's speaking competence is developed through their linguistic abilities, awareness of potential communication challenges, and emotional responses during interactions.

(1999) also stated some one’s language speaking competence that he/she has enough vocabulary and syntax mastery to speak the language In addition, Nunan

In the speaking process, a person's communicative competence is linked to their sociolinguistic and linguistic abilities, along with their conversational skills (1999) Johnson (1995) highlights the importance of second language learners attaining communicative competence to actively participate in class activities and enhance their learning experience.

English speaking competence encompasses several key characteristics, as outlined by Canale and Swain (1980), which include grammatical, sociolinguistic, and strategic components Burns (1998), Jones (1996), and Richards (2006) further categorize speaking activities into three types: talking as transaction, talking as interaction, and talking as performance "Talking as interaction" focuses on fulfilling social functions, while "talking as transaction" is aimed at achieving specific purposes Lastly, "talking as performance" involves conveying information to listeners using well-structured language.

Humans naturally acquire the ability to speak before mastering reading and writing, beginning with a baby's first cry at birth, which serves as an initial form of oral communication Research indicates that individuals engage in oral interactions significantly more than in written communication, with speaking utilized twice as much as the combined practices of reading and writing (Rivers, 1981).

Speaking is a crucial skill for effective communication, particularly in English, which can be challenging due to the need for mastery in key areas such as pronunciation, grammar, vocabulary, fluency, and comprehension A learner who develops strong English speaking abilities can engage in conversations with others easily and effectively.

Speaking is a crucial aspect of human interaction, as highlighted by Efrizal (2012) and Gilakjani et al (2016) It involves the oral communication of ideas and messages For effective English communication, teachers must model the use of English in real conversations and encourage students to do the same However, traditional teaching methods, as noted by Richards and Rodgers (2001), often neglect speaking skills in favor of reading and writing, leading to an imbalance in language education.

(2000) also presented the importance of speaking skills in an effective communication

The integration of listening, writing, and reading skills significantly enhances speaking skills, which are vital for vocabulary and grammar development Effective speaking allows individuals to express emotions, share stories, and engage in meaningful discussions Beyond the academic realm, strong speaking skills open up greater career opportunities, especially in international companies According to Baker and Westrup (2003), learners with proficient English speaking abilities are more likely to access better educational prospects, secure desirable jobs, and achieve higher promotions.

Research confirms that mastering a language requires meaningful repetition opportunities Engaging in oral interactions and meaningful tasks is crucial for internalizing language skills Asher and Paquette (2003) emphasize that learners are motivated to imitate language modeled by teachers Additionally, Krashen (1988) highlights the connection between speaking and listening, noting that students' spoken language demonstrates their language acquisition This understanding has prompted some educators to transition rapidly from teaching speaking to focusing on reading and writing skills.

Speaking is a crucial component of the English learning process, enhancing learners' ability to effectively use the language It plays a significant role in daily activities and is essential for successful communication As an interactive practice, speaking occurs under real-time constraints, allowing individuals to use words and phrases fluently with minimal conscious effort Mastering speaking skills enables learners to construct sentences for genuine communication, helping them achieve specific objectives in the language (McDonough & Shaw, 1993).

Developing speaking skills is crucial in language learning, and English teachers must prioritize this aspect to engage students effectively across all educational levels Skinner (1958) emphasizes that language teaching should provide students with experiential learning opportunities that allow them to apply their knowledge in real-life contexts Consequently, teachers should not only explain language rules but also offer diverse topics for practice, such as self-introduction, family discussions, and everyday interactions like phone conversations and greetings Implementing engaging activities such as group work, pair practice, games, and presentations can significantly enhance students' speaking abilities, fostering a dynamic learning environment that motivates them to improve their communication skills.

Students aiming to enhance their English speaking skills often encounter significant challenges, primarily due to the limited classroom hours and structured activities To overcome these obstacles, it is essential for students to engage in self-study and practice tailored to their individual abilities and schedules, with guidance from their teachers Brown (2001) suggests several strategies for teachers to optimize class time, such as fostering student interaction, minimizing time spent on activities suited for home practice, and shifting focus from testing to developing competencies Additionally, teachers should encourage students to adopt learning strategies outside the classroom and create opportunities for extracurricular training Wongsuwana (2006) emphasizes that speaking skills improve with consistent practice, which is not solely reliant on innate talent Thus, the effectiveness of training methods and regular practice, both in and out of the classroom, is crucial for students' gradual progress in speaking proficiency.

The significance of English as a second language (ESL) or foreign language (EFL) in oral communication is undeniable, particularly as fluency in English has become essential for advancement in various fields (Al-Sibai, 2004) The primary goal of teaching speaking is to enhance students' oral production, necessitating classroom activities that encourage individual language use (Haozhang, 1997) Historically, oral communication instruction was often overlooked due to the belief that it develops naturally, similar to writing skills (Chaney, 1998) However, Ur (1996) emphasized that speaking is the most crucial skill among listening, speaking, reading, and writing, as true language proficiency is defined by the ability to communicate effectively This underscores the importance of practical language use over mere theoretical knowledge, as "there is no point knowing a lot about language if you can’t use it" (Scrivener, 1994).

Task-based language teaching

A task, as defined by Long (cited in Nunan, 2005), refers to an activity undertaken for oneself or others, either voluntarily or for a reward Nunan (cited in Willis, 2000) further describes a task as classroom work that engages learners in comprehending, manipulating, producing, or interacting in the target language, with a primary focus on meaning rather than form Willis (1996) emphasizes that a task involves using the target language for communicative purposes to achieve a specific outcome, highlighting the role of meaningful exchanges in language learning.

Breen (2003) defines a task as a structured approach that provides opportunities for enhancing knowledge and skills related to a new language and its practical use in communication Similarly, Richards, Platt, and Webber describe a task as an activity that arises from processing or comprehending language, such as drawing a map while reading or summarizing a text Importantly, tasks can involve language production, but they are not limited to it.

In language teaching, defining the criteria for successful task completion is essential for effective instruction Utilizing a diverse range of tasks enhances communicative teaching by providing meaningful objectives that extend beyond mere practice Such tasks facilitate interaction among participants, structure classroom dynamics, and emphasize meaningful exchanges Additionally, according to Lee, tasks are crucial for language acquisition as they engage learners in comprehending, manipulating, and producing the target language while executing specific work plans.

2.2.2 Characteristics of task based language teaching

Task based language teaching has some characteristics as the following:

At first, students are encouraged to use language creatively and spontaneously through tasks and problem solving

Second, students focus on a relationship that is comparable to real world activities

Third, the conveyance of some sort of meaning is central to this method Forth, assessment is primarily based on task outcome

Final, task based language teaching is student centered

Bruton (2005) highlights key characteristics of task-based language teaching, noting that it does not facilitate the acquisition of new grammar or vocabulary In this approach, the teacher maintains strict control over the learning process Furthermore, not all students are motivated by task-based methods; some require additional guidance and may struggle to recognize grammatical forms or other accuracy elements Additionally, students often rely heavily on their mother tongue instead of the target language when completing tasks.

2.2.3 Advantages and disadvantages of task based language teaching

Task-based language teaching enhances communicative ability, student engagement, and authenticity, as noted by Li (2006) By designing tasks tailored to students' age and characteristics, their interest in learning increases, making participation easier and more motivating (Malihah, 2010) This approach not only fosters professional knowledge and skills but also improves communication, cooperation, and problem-solving abilities, as students must integrate these skills to successfully complete their tasks Furthermore, task-based learning emphasizes group work, allowing each student to engage actively in the classroom, which promotes independent thinking and participation in discussions According to Yan (2013), this method enhances critical and logical thinking skills, boosts learning enthusiasm, and cultivates positive learning habits.

While Task-Based Language Teaching (TBLT) offers several benefits, it also presents notable disadvantages, particularly concerning time constraints Teachers frequently struggle to find adequate time for designing and implementing tasks within the classroom, as highlighted by Willis & Willis (2007) Additionally, the need for extra time to complete these tasks can hinder teachers’ ability to effectively monitor student progress and provide necessary guidance, leading to challenges in the learning process (Sholeh, 2000).

2.2.4 Procedures of task based language teaching

Task-based language teaching, as outlined by Willis (1996), consists of three key stages: pre-task, task cycle, and language focus Each stage plays a crucial role in the overall learning process, facilitating effective language acquisition and practical application.

During the task phase, the teacher sets clear expectations for students while guiding them on essential vocabulary and grammatical structures In task-based learning lessons, these elements are provided as suggestions, allowing students to utilize what they are comfortable with to complete their assignments The instructor may also demonstrate the task through personal execution or by using audio, images, or videos that illustrate the task effectively.

In the task phase of implementation, students engage in small group activities, with the teacher primarily acting as a counselor or observer, unless assigned a specific role This approach fosters a more student-centered learning environment.

After finishing their assignments, students will either write reports or prepare oral presentations for the class The instructor's role includes asking questions and observing student performance during these presentations.

Then, the students will present this information to the rest of the class In this step, the teacher provides the students oral or written feedback

The students will produce language focus There are two steps created by the teacher: a Analysis

In this step, the teacher reviews the task outcomes related to the target language, focusing on the language forms students have utilized This revision addresses any issues students encountered, highlights areas that require further attention, and identifies language forms that are either underused or need more practice.

The practice stage may be used to cover material mentioned by the teacher in the analysis stage It is an opportunity for the teacher to emphasize key language

Hismanoglu and Hismanoglu (2011) emphasize the crucial roles of teachers and students in task-based language teaching The authors highlight that teachers actively select, adapt, and design tasks tailored to the needs, interests, and language skills of learners Additionally, teachers are responsible for introducing topics, providing clear task instructions, and assisting students in recalling relevant vocabulary and phrases to facilitate task completion Furthermore, teachers focus on pre-task activities, analyze provided texts, and utilize highlighted materials effectively (Richards & Rogers, 2001).

Students are required to work in pairs or groups to complete tasks that facilitate their learning It is essential for them to engage with one another during this process These tasks often challenge learners to generate and articulate messages despite limited linguistic resources and prior experience, which is a fundamental aspect of their learning journey To succeed, students may need to improve their skills in making inferences from linguistic and contextual clues, seeking clarification, and collaborating with peers (Richards & Rogers, 2001).

Through the methods proposed by these authors, students experience a natural learning environment in the classroom, fostering motivation and creativity in their tasks This approach enhances communication and interaction within group settings, while also providing opportunities to develop essential skills such as information retrieval, critical thinking, presentation, and questioning Additionally, students gain confidence in their speaking abilities through task-based language teaching, which also promotes problem-solving skills as a significant benefit of this learning method.

This method demands a high level of creativity, which can lead to students feeling stuck due to a lack of ideas or references, ultimately affecting the quality of their work Additionally, the use of the mother tongue by both teachers and students during the learning process can hinder the development of speaking skills, as teachers may rely on it to instruct students, while students often use it to communicate with one another.

Previous studies

In a study by Bakri (2018), the effectiveness of task-based language teaching in enhancing the speaking skills of high school students was examined using a quantitative approach The research involved 40 students from two intact 11th-grade classes at SMK Muhammadiyah 3, with each class consisting of 20 students designated as an experimental group and a control group Pre-tests and post-tests were administered, and data were analyzed using SPSS The findings indicated that task-based language teaching significantly improved the speaking skills of the experimental group, with a mean score difference of 0.267 and a significance level of 0.05.

Mussa, Zewdu, and Mekonen (2020) conducted a quasi-experimental study to examine the impact of task-based language teaching on the speaking skills of 9th-grade students at Addis Alem Secondary School in Northern Ethiopia A total of 92 students were purposively selected and divided into an experimental group and a control group The research utilized pre- and post-speaking tests along with a questionnaire as assessment tools Findings indicated that students demonstrated proficiency in speaking after engaging in task-based language instruction, and the questionnaire results highlighted the positive influence of this teaching method on their speaking skills.

A study by Omar, Jamaludin, and Arshad (2021) investigated the effectiveness of task-based language teaching on speaking skills among primary school students in Singapore using a quasi-experimental design The research involved 30 students in the experimental group and 22 in the control group, utilizing pre-tests and post-tests to measure outcomes Key speaking skills assessed included fluency, vocabulary, and language structure Results indicated significant improvements in the experimental group's post-test scores compared to their pre-test scores, while the control group showed no notable differences The findings suggest that task-based language teaching is essential for enhancing speaking skills in primary education.

In a study conducted by Ashrafi (2020), the effects of task-based language teaching on the reading comprehension of 60 high school students in Tehran were examined using a quasi-experimental research design The research involved a control group and an experimental group, with pre-tests and post-tests serving as the primary instruments for data collection Data analysis was performed using SPSS, revealing that the experimental group demonstrated significantly better reading comprehension skills compared to the control group.

In a study conducted by Nguyen Thi Ngoc Lan (2023) in Vietnam, the effects of task-based language teaching on English as a Foreign Language (EFL) learners' speaking performance and attitudes were examined Utilizing a quasi-experimental approach, the research involved 60 students from a hospitality college in Ho Chi Minh City, divided into control and experimental groups The study employed pre-tests, post-tests, and questionnaires as research instruments Findings indicated that task-based language teaching significantly enhanced students' speaking abilities and fostered positive attitudes towards this teaching method in speaking classes.

Nguyen Thi My Hanh and Luu Trong Tuan (2018) conducted a study at Tien Giang University to examine the impact of task-based language teaching on EFL learners' writing performance Utilizing a quasi-experimental design, the research involved 40 freshmen divided into control and experimental groups Data were gathered through pre-tests, post-tests, and questionnaires The findings indicated that task-based language learning significantly enhanced learners' writing performance across various aspects, including content, grammar, vocabulary, organization, and mechanics Additionally, the study revealed that learners experienced increased motivation in writing, which correlated positively with their writing performance.

Pham Vu Phi Ho and Nguyen Hai Long (2014) conducted a study at Ba Ria Vung Tau Teacher Training College to explore the challenges faced by first-year English majors in their oral performance and the effects of task-based speaking activities on their skills and attitudes Over 15 weeks, 25 students participated, utilizing instruments such as pre- and post-questionnaires, pre- and post-tests, and observations The pre-questionnaire identified two main factors hindering students' oral communication: limited opportunities for speaking practice and a lack of confidence stemming from insufficient vocabulary and speaking patterns Subsequent oral tests and the post-questionnaire indicated a marked improvement in students' oral performance, confirming that task-based speaking activities positively influenced their communication skills.

Summary

This chapter explores theories related to speaking skills and task-based language teaching (TBLT), while also presenting findings from previous research in both international and Vietnamese contexts Notably, there is a lack of Vietnamese studies examining the application of TBLT in high school settings Therefore, this research aims to investigate the impact of task-based language teaching on enhancing the speaking skills of learners at Tuy Phuoc High School.

No 3 high school in Binh Dinh province and their attitudes towards this method in speaking class.

RESEARCH METHODOLOGY

Research design

This research investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing high school learners' speaking skills and their attitudes towards this approach at Tuy Phuoc No 3 High School in Binh Dinh province An experimental research design is employed to focus specifically on the impact of TBLT on speaking test scores and overall student attitudes This method minimizes bias by emphasizing statistical evidence over subjective insights However, the researcher recognizes the challenges associated with experimental research, including the need for random assignment, control of extraneous variables, regulation of treatment conditions, and the development of reliable and valid measurement instruments (Creswell, 2012).

In education, both between-group and within-group experimental study designs are prevalent (Creswell, 2012) These designs include true experiments, quasi-experiments, and factorial designs, with subtypes such as time series, repeated measurement, and single subject studies The current study employs a quasi-experimental design, as the researcher has familiarity with this approach and access to two intact classes during data collection The researcher, who serves as the EFL teacher, evaluates the speaking skills and prior experiences of students in these classes before implementing Task-Based Language Teaching (TBLT) A posttest and post-survey are administered at the conclusion of the study.

Adapted from the quasi-experimental research design reported by Creswell

The current study utilizes a between-group quasi-experimental design, as outlined by Creswell (2012), which involves applying a specific teaching treatment to a study group and comparing the results to a control group To enhance the findings, both speaking pretests and posttests, along with a survey questionnaire, are employed, as higher scores do not necessarily indicate actual improvement in speaking performance The survey questionnaire is instrumental in assessing participants’ attitudes toward the implementation of Task-Based Language Teaching (TBLT) in speaking classes The research design is visually represented in Figure 3.1.

Figure 3.1 The Current Research Design

Research Context

The research was conducted at Tuy Phuoc No 3 High School in Binh Dinh province during the first semester of the 2023-2024 academic year Established in 2014, the school was created to accommodate high school students from the Phuoc Hoa, Phuoc Thang, Xuan Phuong, and Duong Thien communes, alleviating the pressure on Tuy Phuoc No 2 High School and Nguyen Dieu High School Over the years, Tuy Phuoc No 3 High School has significantly enhanced its teaching quality, receiving recognition as a national standard school, thanks to the support from government levels and the dedication of its teachers.

At this school, English is a mandatory subject, but speaking skills are only addressed in one lesson per unit, with the focus primarily on vocabulary, grammar, and pronunciation Most English lectures emphasize language structure rather than practical communication Consequently, students often engage in repetitive model conversations, strictly adhering to textbook dialogues, which limits their opportunities for real-life speaking practice.

Description of English textbook

This research focuses on the English textbook "11 Global Success," designed for teaching and learning speaking skills through Task-Based Language Teaching (TBLT), as issued by the Ministry of Education and Training The textbook comprises 10 lessons for the academic year, divided equally between two semesters Each of the 10 learning units includes seven sections: Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture/CLIL, along with a Looking Back and Project section Additionally, there are four review parts, each containing two sections on language and skills, with each unit spanning 5 to 6 lessons.

The Getting Started section provides students with an overview of the unit's content, while the Language section enhances their pronunciation, vocabulary, and grammar skills The Speak, Listen, Read, and Write sections focus on developing essential communication skills related to common topics Additionally, the Communication and Culture/CLIL section fosters learners' communication abilities and cultural understanding The Looking Back section reinforces pronunciation, vocabulary, and key grammar concepts, and finally, the Project section encourages critical thinking through hands-on projects.

This study covers four lesson units (Unit 2 to Unit 5) over a 12-week period, emphasizing Getting Started, Communication and Culture/CLIL, and Project-based learning The primary objective of this research is to enhance students' speaking performance through Task-Based Language Teaching (TBLT).

Participants

Two intact eleventh classes of the first semester of 2023- 2024 academic year are randomly chosen to participate in the study

Simple random sampling is a method that involves randomly selecting subjects from a population, ensuring that every individual has an equal chance of being chosen This technique is designed to produce highly representative and unbiased samples, minimizing the risk of researcher sampling bias While it is considered the standard for achieving accurate representation, simple random sampling can become complex and costly when dealing with large populations.

In this study, the researcher, who is also a teacher, focuses on eight classes, including three for tenth graders and five for eleventh graders The eleventh graders are chosen for their greater English learning experience and larger student numbers To conduct a between-group experimental research, two similar groups are selected based on previous speaking test performances, ensuring minimal statistical differences The chosen classes are Class 11A5, assigned as the control group (CG) with 37 students, and Class 11A8, assigned as the experimental group (EG) with 37 students The EG will study English as a Foreign Language (EFL) speaking skills using Task-Based Language Teaching (TBLT), while the CG will not receive this intervention.

The participants’ profile information is shown as table 3.1 below:

Table 3.1 demographic information of the participants

Research instruments

The researcher, acting as the study's teacher, employs two key instruments: a questionnaire and speaking tests The speaking tests are categorized into pre-speaking and post-speaking assessments A total of 37 students participate in the administration of the questionnaire.

EG In details, questionnaire and the tests are described as the following:

The questionnaire aims to address the second research question regarding learners' attitudes toward the task-based teaching (TBLT) method in developing speaking skills Specifically, it seeks to illuminate students' perceptions of TBLT after they have completed their treatment The survey is conducted with the Experimental Group (EG) participants, and the questionnaire items are adapted from the research conducted by Pham and Nguyen.

In 2014, a study was conducted to evaluate the effectiveness of Task-Based Language Teaching (TBLT) on enhancing the speaking skills of adult Vietnamese EFL learners Due to the similarities in objectives but differences in research contexts, the questionnaires used in the study were meticulously revised prior to implementation.

The questionnaire is structured into two sections, with the first focusing on students' background knowledge and their experiences in learning to speak English It includes four multiple-choice questions: the first inquires about participants' places of residence, the second explores the activities employed during English speaking lessons, the third examines the teaching methods utilized in these lessons, and the final question assesses the regular implementation of Task-Based Language Teaching (TBLT) in developing speaking skills.

The second section of the article examines students' attitudes towards the speaking instruction they received through Task-Based Language Teaching (TBLT) during the semester Utilizing a five-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), the survey comprises 15 questions focused on students' specific perceptions of TBLT's effectiveness in enhancing their speaking skills (refer to Appendix A).

The speaking tests aim to assess the effectiveness of the task-based teaching method in enhancing the speaking skills of high school learners at Tuy Phuoc No 3 High School in Binh Dinh province These tests consist of a pre-speaking test, administered before the treatment, and a post-speaking test, conducted afterward Initially, all students from both the control group (CG) and experimental group (EG) participated in the pre-speaking test to evaluate their speaking abilities Following the treatment, the post-speaking test was administered to measure the improvements in their speaking skills.

In this study, the pre-speaking test is unnecessary as participants' speaking test scores from the end of the second semester of the 2022-2023 school year are utilized to assess their speaking abilities prior to the implementation of task-based language teaching for improving speaking skills.

The post-speaking test is designed to evaluate participants' progress in speaking skills following the treatment Utilizing a topic from the English textbook "Global Success," the test is structured into three segments The first segment involves an introduction where interviewees share personal details such as their name, age, class, hometown, family, and hobbies, with a maximum response time of five minutes, earning up to two points The second segment focuses on topic speaking, requiring participants to discuss a specified topic for up to two minutes, with a scoring potential of five points Lastly, the third segment consists of a Q&A session with three questions related to the topic, allowing interviewees five minutes to respond and awarding three points for this section.

Comparing results before and after treatment confirms changes in speaking instruction across both classes Furthermore, evaluating the courses between the two groups reinforces the findings derived from test scores The coexistence of high student evaluations of the teaching approach and elevated test scores underscores the overall effectiveness of Task-Based Language Teaching (TBLT) on the speaking performance of English as a Foreign Language (EFL) learners.

In the speaking test scoring method, two English teachers from the school, alongside the researcher, participate in the evaluation process They utilize the "scoring rubric" from "Cambridge English Assessment, Level B2" to assess and score the participants effectively (refer to Appendix E).

The speaking assessment rubric is based on the Cambridge English Assessment Test, Level B2, in alignment with the CEFR Framework This selection was made for two main reasons: standardized speaking tests ensure reliability and validity in their specifications, and the current English textbook corresponds with the Cambridge Assessment, clearly defining proficiency levels.

5 - Show a good degree of control of a range of simple and some complex grammartical forms

-Use a range of appropriate vocabulary to give and exchange views on a range of familiar topics

-Produces extended streches of language with very little hesitation

-Contributions are relevant and there is a clear organization of ideas

-Use a range of cohensive devices and discousrse management

-Sentence and word stress is accurately placed

-Individually sounds are articulated clearly

-Initiates and responds appropriately, linking contributions to those of other speakers -Maintains and developes the interaction and negotiates towards an outcome

4 Performance shares features of Bands 3 and 5

3 -Show a good degree of control of a range of simple and attemps some complex grammatical forms

- Use a range of appropriate vocabulary to give and exchange views on a range of familiar topics

-Produces extended streches of language with very little hesitation

-Contributions are relevant and there is a very little hesitation

-Use a range of cohensive devices

-Sentence and word stress is accurately placed

-Individually sounds are articulated clearly

-Maintains and developes the interaction and negotiates towards an outcome with very little support

2 Performance shares features of Bands 1s and 5

1 -Show a good degree of control of a range of simple and attemps some complex grammatical forms

- Use a range of appropriate vocabulary when talking about everyday situations

-Produces extended streches of language with very little hesitation

-Contributions are relevant and there is a very little hesitation

-Use a range of cohensive devices

-Is mostly intelligible and has some control of phonological features at both utterance and word levels

-Keep the interaction going with very little promoting and support

Data Collection

In this study, the researcher utilizes the speaking test scores from the end of the 2022-2023 school year, eliminating the need for a pre-test During the first week, the researcher dedicates a morning to gather these pre-speaking test scores and engages in brief conversations with participants from two classes The discussions center around a concise introduction to task-based language teaching, which is employed to enhance speaking skills in both classes.

From the second to the tenth week, the researcher conducted experiments on an experimental group using Task-Based Language Teaching (TBLT) to enhance speaking skills, while a control group utilized traditional teaching methods Both groups studied speaking topics from the English 11 textbook, "Global Success," used at Tuy Phuoc 3 High School The lesson plans for both groups were aligned in terms of class description, objectives, time allocation, anticipated challenges, and assumed prior knowledge.

The implementation of the experiment is specifically described based on the procedures of TBLT as the following:

Using TBLT to teach speaking skills has to follow three stages, including pre-task; task cycle; and language focus

In the task phase, the teacher outlines clear expectations for students while providing essential vocabulary and grammatical structures Task-based learning encourages students to utilize language they are comfortable with, with suggestions offered as guidance Additionally, the instructor may demonstrate the task through personal execution or by presenting relevant audio, images, or videos to enhance understanding.

In the task phase of implementation, students work collaboratively in small groups, with their activities often dictating the dynamics Typically, the teacher adopts a counseling or observational role, stepping in only when a specific task requires their involvement This approach fosters a student-centered learning environment.

After completing their assignments, students prepare either written reports or oral presentations to share with the class The teacher's role involves asking questions and observing the students' performance.

Then, the students present this information to the rest of the class In this step, the teacher provides the students oral or written feedback

The students produce language focus There are two steps created by the teacher: c Analysis

In this step, the teacher reviews the task completed in English, focusing on the language forms used by students, identifying any common errors, and highlighting areas that require further attention or were insufficiently utilized.

The practice stage may be used to cover material mentioned by the teacher in the analysis stage It is an opportunity for the teacher to emphasize key language

Speaking lesson of the newly designed lesson plan which implemented TBL were taught

In the pre-task phase of speaking lessons, the researcher engaged students' curiosity through non-task preparation activities like brainstorming, mind mapping, and visual aids These strategies aimed to activate students' content schemata and equip them with essential background information.

In Unit 2, students were tasked with ordering sentences (A-D) to complete a conversation Following this activity, the teacher encouraged students to collaborate in pairs The teacher monitored their progress and offered guidance as necessary to ensure understanding and completion of the task.

In conclusion, the non-task preparation activities utilized before the speaking task effectively introduced and defined key speaking topics, enriching students' vocabulary with essential words and phrases This approach not only sparked curiosity and heightened interest in the lesson but also alleviated cognitive and linguistic challenges for the learners.

Students worked collaboratively in pairs or groups on speaking tasks, while the teacher provided assistance as needed Time constraints were carefully established to keep learners focused After completing their tasks, students had time to plan and prepare their reports with support from both peers and the teacher, helping them to enhance their language skills Finally, students presented their reports to the class, fostering an exchange of ideas This approach allowed students to use language naturally to convey meaning effectively.

For instance, in unit 2, instruct the pairs to practice the conversation using the correct sequence of sentences Encourage them to take turns being Kevin and

Ly Monitor their conversations and offer support where necessary

Gather the entire class and invite selected pairs to present their conversations Offer constructive feedback focusing on pronunciation, fluency, and accuracy Encourage classmates to engage by asking questions or sharing comments about the performances.

The language focus transitions from meaning to form, where students analyze the vocabulary, grammar, and usage involved in task performance to enhance their understanding of the target language Relevant practice is provided during or after this analysis to reinforce students' insights into the language.

In Unit 2, focus on the sequencing language present in the conversation, such as "First," "Then," and "After that." Write these phrases on the board and clarify their functions Provide extra examples of sequencing language and encourage students to formulate their own sentences using these terms Motivate them to apply this language effectively within the context of their personal experiences.

In the control group, instruction is based on textbook guidelines, where students engage in activities such as organizing sentences to complete conversations in unit 2 They work in pairs to rearrange jumbled sentences, with the teacher providing assistance as needed The class then reviews the answers collectively, allowing pairs to practice the conversation before selected pairs perform in front of the class.

At the conclusion of the treatment, both groups participate in a speaking test 15 minutes into the tenth week The experimental group subsequently completes a questionnaire The test results are analyzed using SPSS software version 20.0, with the detailed procedure of the experimental class outlined in the table below.

Table 3.3 procedure of the control group and experimental group

1 st week Collect pre speaking test scores of previous school year and brief introduction of the task based language teaching

2 nd week -10 th Instruct speaking EG 45’/ one lesson week skill with TBLT

Instruct speaking skill without TBLT

12nd week Post speaking test CG and EG 1-2’/ one student

Questionnaire on students’ attitudes towards TBLT

Data analysis

The researcher utilizes IBM SPSS 20.0 to analyze data from pre and post speaking tests, employing descriptive statistics to assess the effectiveness of Task-Based Language Teaching (TBLT) in enhancing the speaking skills of high school learners at Tuy Phuoc No 3 High School in Binh Dinh province To compare mean scores and standard deviations between the control and experimental groups, the Independent samples t-test is applied, as outlined by Koether (2008) Additionally, the Pair samples t-test is utilized to evaluate mean score changes within each group before and after the treatment.

The responses from the experimental group regarding their attitudes towards Task-Based Language Teaching (TBLT) in speaking classes at Tuy Phuoc No 3 High School in Binh Dinh province were collected and analyzed The researcher meticulously inspected and filtered the questionnaire data to ensure validity before importing it into an Excel file for further analysis using IBM SPSS 20.0 The data were primarily evaluated through descriptive statistics and Cronbach’s Alpha to address the research question The interpretation of the mean scores reflects the participants' attitudes towards the implementation of TBLT in their speaking classes, as outlined by Mohammed (2016).

Table 3.4 Mean scores of five point Likert scale

Reliability and validity

3.8.1 Pre speaking test and post speaking test

Reliability refers to the degree of consistency or dependability of an instrument including stability, internal consistency, and equivalence (Neuman,

To ensure the validity and reliability of the speaking tests, this research utilized a pre speaking test from previous school years and a post speaking test that was piloted by two English teachers (Chiang, Jhangiani, & Price, 2015) After the post speaking test was composed, it underwent rechecking by the same teachers before being distributed to the students Upon completion of the post speaking test, the researcher collaborated with the two English teachers to score the tests using a speaking assessment rubric The researcher then entered the data into Excel, which was subsequently rechecked by the two English teachers to ensure accuracy.

To ensure the reliability and validity of the questionnaire, the researcher first designs it in English and then translates it into Vietnamese This bilingual approach guarantees that participants fully understand all questions, allowing for efficient completion of the questionnaire After finalizing the Vietnamese version, the researcher seeks feedback from two English teachers at the school to verify its accuracy Prior to officially distributing the questionnaire, a pilot test is conducted with 37 students from a different class to assess its appropriateness.

3.8.3 Cronbach’s alpha coefficient of questionnaire

To assess the reliability of questionnaire items using Cronbach’s Alpha in SPSS 20.0, a coefficient of 0.70 or higher is deemed acceptable, as stated by Johnson and Christensen (2012) Consequently, any items with a coefficient below 0.70 are removed to ensure the overall reliability of the questionnaire.

Table 3.5 Cronbach’s Alpha of the questionnaire

Instrument Cronbach’s Alpha No of items

As seen in Table 3.5, Cronbach’s Alpha of the questionnaire is 0.702, higher than 0.70 This proves the reliability of the questionnaire

3.8.4 Cronbach’s alpha coefficient of the test

In this research, the researcher also uses Cronbach’s Alpha reliability index to measure the reliability of the test The test is reliable if the coefficient is 0.70 or higher

Table 3.6 Cronbach’s Alpha of the test

Instrument Cronbach’s Alpha No of items

As seen in table 3.6, Cronbach’s Alpha of the test is 0.772, higher than 0.70 This proves the reliability of the post speaking test

A total of 37 students from class 11A8 at Tuy Phuoc No 3 High School participated in a pilot questionnaire consisting of five multiple-choice questions and 10 Likert scale items Following the pilot test, three multiple-choice options from the fifth question were deemed inappropriate and replaced with new alternatives due to student confusion Additionally, the researcher introduced five new items to the second part of the questionnaire Consequently, the finalized questionnaire now includes five multiple-choice questions and 15 Likert scale items.

3.8.6 Pilot pre-test and post-test with two English teachers

Two English teachers collaborated with the researcher to conduct a pilot post-test comprising two questions: an introduction and a speaking topic However, after evaluating the pilot, the speaking test was deemed inappropriate and subsequently removed The official test was then structured into three parts: an introduction, a speaking topic, and a Q&A session.

Summary

This research employs a quantitative method to analyze data collected from tests and questionnaires involving two classes, 11 A5 and 11 A8 The data is processed using SPSS 20.0, with the results presented through descriptive statistics and paired sample t-tests.

FINDINGS AND DISCUSSION

What is the effectiveness of using task based language teaching

This section presents the results of both the control and experimental groups before and after treatment, where the experimental group received Task-Based Language Teaching (TBLT) while the control group adhered to textbook instructions Speaking proficiency was assessed using pre- and post-tests, and data analysis was conducted with SPSS 20.0 The findings are detailed through descriptive statistics, independent samples tests, and paired samples tests, highlighting the impact of TBLT on participants' speaking scores.

The article begins by presenting descriptive statistics from the pre-speaking test to assess the speaking abilities of participants in two groups prior to treatment It then provides post-speaking test statistics to evaluate the participants' speaking skills in both the control and experimental groups Following this, a Paired-Samples T-test is employed to compare the mean scores of speaking skills within each group before and after the task-based language teaching (TBLT) intervention, highlighting their progress Additionally, an Independent Samples T-test is utilized to examine the differences in pretest and posttest scores between the control and experimental groups The article concludes by assessing the effectiveness of TBLT in enhancing speaking skills in language learning and teaching.

The pre-speaking test is designed to assess participants' speaking abilities prior to implementing task-based language teaching For this study, the researcher utilizes the speaking scores from the second semester of the 2022-2023 school year as the pre-speaking test scores This approach offers several advantages, including time and cost savings in the preparation and administration of the test Additionally, the reliability of the pre-speaking test is ensured, as it has been previously evaluated and validated by an English teacher and approved by the school board.

The descriptive statistics and independent samples T-test were utilized to compare the mean scores and assess the homogeneity of the control and experimental groups in their speaking skills prior to the implementation of task-based language teaching, as indicated by the pre-speaking test results.

Table 4.1 Descriptive statistics of the mean scores of the control and experimental group in the pre-test

Group N Min Max Mean Std deviation

Table 4.1 presents the mean scores for both the control and experimental groups in the pre-speaking test The control group recorded a minimum score of three and a maximum score of seven, resulting in a total mean score of M=4.65 In contrast, the experimental group had a minimum score of two and a maximum score of six, with a total mean score of M=4.57 Overall, both groups exhibited low average pre-speaking test scores, and the difference between the scores of the control and experimental groups was found to be insignificant prior to the treatment.

Table 4.2 Comparative results of the mean scores of the control and experimental group in the pre-test

Levene's Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper PRE

Levene's Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper Equal variances not assumed

The pre-speaking test results indicate a minimal mean difference of MD=0.08 between the control and experimental groups, suggesting equivalent English speaking skills prior to treatment Additionally, the independent samples test confirms non-significant Levene’s test results, with a Sig (2-tailed) value of 0.843, which exceeds the 0.05 threshold This confirms the homogeneity of the two groups' English speaking abilities before the implementation of task-based language teaching.

The post speaking test evaluates participants' speaking skills following the task-based language teaching approach As outlined in Chapter 3 of the study, the test consists of three parts: introduction, speaking topic, and Q&A The speaking topic is centered on the content of the English textbook "Global Success 11." Scoring for the post speaking test is based on an assessment rubric adapted from the Cambridge English Assessment Test at Level B2, in accordance with the CEFR Framework.

The study utilized descriptive statistics and an independent samples T-test to compare the mean scores and assess the homogeneity between the control and experimental groups regarding their speaking skills following the task-based language teaching intervention The results indicate significant differences in the post-speaking test outcomes.

Table 4.3 Descriptive statistics of the mean scores of the control and experimental group in the post-test

Group N Min Max Mean Std deviation Std Error Mean

Table 4.3 presents the mean scores from the post-speaking test for both the control and experimental groups The control group recorded a minimum score of four and a maximum of eight, resulting in an average score of M=5.41 In contrast, the experimental group achieved a minimum score of five and a maximum of nine, with a total mean score of M=6.86 Notably, both groups demonstrated improvement in their post-speaking test scores compared to their pre-speaking test results Furthermore, a significant difference was observed between the post-speaking test scores of the two groups, indicating that the experimental group, which utilized task-based language teaching, showed a marked enhancement in speaking skills.

Table 4.4 Comparative results of the mean scores of the control and experimental group in the post-test

Levene's Test for Equality of Variances t-test for Equality of Means

95% Confidence Interval of the Difference Lower Upper

The post-speaking test results indicate a significant mean difference of MD=1.45 between the control and experimental groups, highlighting a notable disparity in English speaking skills following the treatment Participants in the experimental group demonstrated considerable improvement in their speaking abilities through task-based language teaching In contrast, while the control group also showed some progress, it was minimal and significantly lower than that of the experimental group.

The independent samples test conducted after the speaking test revealed a statistically significant result from Levene’s test for equality of variances With a Sig (2-tailed) value of 0.00, it is evident that there is a significant difference in speaking skills between the two groups following the treatment, with the experimental group demonstrating superior speaking abilities compared to the control group.

The comparison between the pretest and the posttest within each group

This section compares the mean scores of participants' speaking skills in both the control and experimental groups before and after the implementation of task-based language teaching Descriptive statistics and a Paired-Samples T-test were utilized to evaluate the participants' performance The results are presented as follows:

Table 4.5 Descriptive Statistics of the mean scores within the control group and the experimental group before and after the treatment

Group Test N Min Max Mean Std

Pre speaking test 37 3 7 4.65 1.060 0.174 Post speaking test 37 4 8 5.41 0.956 0.157

Pre speaking test 37 2 6 4.57 0.959 0.158 Post speaking test 37 5 9 6.86 1.084 0.178

Table 4.6 Comparative results of the mean scores within each group in the pre-test and post-test

Paired Differences t df Sig (2- tailed)

95% Confidence Interval of the Difference Lower Upper Pair 1 Control -.757 925 152 -1.065 -.448 -4.976 36 000 Pair 2 Experimental -2.297 1.372 225 -2.755 -1.840 -10.188 36 000

The analysis of the pre and post speaking test results indicates a notable improvement in English speaking skills for both the control and experimental groups, attributed to distinct treatments The experimental group utilized task-based language teaching, while the control group did not Both groups exhibited increased reading performance from the pretest to the posttest, though the extent of improvement varied Specifically, the control group's mean score rose from M = 4.65 in the pre speaking test to M = 5.41 in the post speaking test, reflecting a mean score difference of MD = 0.76 Additionally, a significance value of Sig (2-tailed) = 000 demonstrates a significant difference in speaking skills before and after the treatment for the control group participants.

The experimental group demonstrated a notable improvement in speaking skills, with a mean score increase from M=4.57 in the pre-speaking test to M=6.86 in the post-speaking test, resulting in a mean difference of MD=2.29 Furthermore, the significance value of 0.00 indicates a statistically significant difference in speaking abilities before and after the treatment.

The analysis reveals that the mean score of participants in the experimental group, who received task-based language teaching, is significantly higher than that of the control group This indicates that the experimental group showed notable improvement in their speaking skills after the treatment Consequently, it can be concluded that task-based language teaching is more effective for enhancing speaking skills compared to traditional methods.

Figure 4.1 The results of control and experimental before and after using task based language teaching to learn speaking skill

What are the learners’ attitudes towards using task based language

This section examines the attitudes of Tuy Phuoc No 3 High School students towards task-based language teaching in enhancing their speaking skills To address the second research question, a questionnaire was administered to the experimental group following the treatment Only the experimental group, which received task-based language instruction, participated in the survey, allowing them to provide insights and evaluations of the teaching method The collected data was then analyzed using descriptive statistics to interpret the results from the experimental group.

Referring to the results, mean score and standard deviation are presented as the following:

Table 4.7 descriptive statistics of the experimental group’s attitudes towards using task based language teaching in learning speaking skill

1 I am interested in speaking class with TBLT 4.14 0.713

2 I am motivated to participate in speaking activities with

3 I am more positive and active to take part in speaking activities when learning speaking skills with TBLT 3.95 0.815

4 I am able to interact well with my peers in speaking class when learning speaking skills with TBLT 3.65 0.588

5 I am able to interact well with my English teacher in speaking class when learning speaking skills with TBLT 4.30 0.939

6 I feel more confident in speaking English when learning speaking skills with TBLT 3.78 1.031

7 I can speak fluently after learning speaking skills with

8 My grammatical structures are improved since after adopting TBLT in learning speaking skills 4.32 0.530

9 My pronunciation is improved since after adopting TBLT in learning speaking skills 3.92 0.493

10 My vocabulary is improved since after adopting TBLT in learning speaking skills 3.49 0.651

11 I can speak English more regularly in English than before 3.49 0.901

12 I can produce more useful ideas for speaking when learning speaking skills through TBLT 3.65 0.633

13 I appreciate TBLT as an effective method to teach language to learners 3.46 0.900

14 TBLT should be used in other language skills 3.43 0.929

15 TBLT should be used in other subjects to enhance learners’ learning 3.54 0.931

The experimental group demonstrated a predominantly positive attitude towards task-based language teaching (TBLT) for enhancing speaking skills, with mean scores ranging from M=3.43 to M=4.32 Notably, participants expressed a strong interest in TBLT speaking classes (M=4.14, St.D=0.713) and felt motivated to engage in speaking activities (M=4.08, St.D=0.722) They reported increased positivity and activity in participating in speaking tasks (M=3.95, St.D=0.815) and believed they could interact effectively with peers during TBLT sessions (M=3.65, St.D=0.588) Additionally, participants felt more confident in their English speaking abilities when utilizing TBLT (M=3.78, St.D=1.031).

Participants reported positive attitudes towards the effectiveness of Task-Based Language Teaching (TBLT) in enhancing their speaking abilities A significant number agreed that TBLT helped them achieve fluency in speaking, with a mean score of 3.78 and a standard deviation of 1.031 They noted improvements in pronunciation (M=3.92, St.D=0.493) and vocabulary (M=3.49, St.D=0.651) after implementing TBLT Additionally, participants felt they were speaking English more consistently (M=3.49, St.D=0.901) and generating more relevant ideas for speaking tasks (M=3.65, St.D=0.633) as a result of TBLT.

Participants recognize the effectiveness of Task-Based Language Teaching (TBLT) in enhancing speaking skills, with an average rating of 3.46 (St.D=0.900) They also advocate for the application of TBLT in developing other language skills (average rating of 3.43, St.D=0.929) and suggest its use across various subjects to improve overall learner engagement and comprehension (average rating of 3.54, St.D=0.931).

Participants expressed strong agreement that they effectively interact with their English teacher during speaking classes when utilizing Task-Based Language Teaching (TBLT), with a mean score of 4.30 and a standard deviation of 0.939 Additionally, they noted improvements in their grammatical structures following the implementation of TBLT in their speaking skill development.

All in all, the participants appreciate TBLT as a method to enhance their speaking skill learning because of its benefits in improving their speaking skill

The results from the questionnaire indicate that participants in the experimental group have a positive attitude towards Task-Based Language Teaching (TBLT) for developing their speaking skills These students, who were taught using TBLT, expressed their views through mean scores, all exceeding M=3.21, reflecting strong agreement with the questionnaire items They demonstrated heightened interest and motivation in learning speaking skills through TBLT, actively engaging in speaking activities and interactions with peers and their English teacher Additionally, they reported increased confidence in their English speaking abilities Participants recognized TBLT's effectiveness in enhancing their speaking performance, leading to improved fluency, idea generation, and significant advancements in their language knowledge, including grammar, pronunciation, and vocabulary Consequently, they regard TBLT as an effective method for teaching language skills and recommend its application in other subjects.

The findings from the questionnaire align with the research conducted by Nguyen Thi Ngoc Lan (2023), Darrashiri and Mazdayasna (2021), Huynh Truong Sang and Nguyen Van Loi (2023), as well as Nguyen Ha Thao Mi and Duong My Tham.

Research indicates that learners exhibit positive attitudes towards Task-Based Language Teaching (TBLT), as highlighted by Darrashiri and Mazdayasna (2021) They found that students can effectively address challenges and enhance their speaking and writing skills through TBLT A key element for successful learning in speaking modules is the learner's motivation Tasks are designed to foster a comfortable learning environment, allowing students to complete assignments while engaging in meaningful idea exchange The playful nature of learning facilitates knowledge acquisition, ensuring that students approach lessons with enthusiasm and enjoyment Consequently, most students look forward to their teachers' task arrangements in speaking lessons, reinforcing the sentiment that "going to school is a joy every day."

The primary challenge faced by Vietnamese English learners is the lack of an interactive English-speaking environment, leading to a high reliance on Vietnamese during English lessons However, the implementation of Task-Based Language Teaching (TBLT) in speaking modules allows students to engage entirely in English, enhancing their ability to use the language for learning, completing tasks, expressing ideas, and reporting results This immersive approach significantly contributes to improvements in learners' speaking skills, particularly in pronunciation, grammar, and fluency.

The TBLT (Task-Based Language Teaching) method enhances students' thinking abilities and idea generation through engaging tasks Lessons are structured around open-ended activities that encourage free discussion and personal opinions, while imaginative tasks further stimulate critical thinking Teachers incorporate TBLT by utilizing various interactive methods, including games, role plays, case studies, group discussions, and problem-solving exercises Consequently, students experience significant growth in their speaking skills and critical thinking capabilities.

According to Dave and Willis (2007), the task-based approach is an effective solution for language teachers, as it allows learners to determine the language content through engaging in specific tasks rather than having it predetermined by the instructor Nunan (2004) and Ellis (2003) support this method, highlighting its roots in constructivist theory, where learners actively construct knowledge based on their personal experiences Despite varying definitions and approaches to tasks, the core principle remains that a learning task should be a targeted activity designed to enhance learners' abilities, skills, and linguistic preferences.

Summary

The study revealed a significant difference in mean scores between the control and experimental groups, indicating that task-based language teaching effectively enhances students' speaking skills Additionally, the experimental group demonstrated positive attitudes towards the use of task-based language teaching in developing their speaking abilities.

CONCLUSION

Summary of the findings

This research explores the theoretical foundations of speaking skills and task-based language teaching (TBLT) It defines speaking skills, emphasizes their importance, and discusses effective methods for teaching them in English The study also outlines key concepts of TBLT, including its characteristics, advantages, disadvantages, and implementation procedures Additionally, it reviews previous studies that highlight the effectiveness of TBLT in enhancing language learning and improving the attitudes of both students and teachers towards this teaching approach.

This research aims to evaluate the effectiveness of the task-based teaching method in enhancing speaking skills among high school learners at Tuy Phuoc No 3 High School in Binh Dinh province, as well as to assess students' attitudes towards this method Utilizing a quasi-experimental approach, the study involved a control group (37 students from class 11A5) and an experimental group (37 students from class 11A8), with only the experimental group engaging in task-based language teaching Data collection was conducted through tests and questionnaires, followed by quantitative analysis using mean scores, standard deviation, independent sample t-tests, and paired sample tests Comparisons of pre- and post-treatment speaking test results were made to determine the method's effectiveness, while mean scores were analyzed to gauge students' attitudes The reliability and validity of the instruments were confirmed through Cronbach Alpha coefficients and pilot testing, ensuring the accuracy of the Vietnamese version of the survey.

The pre and post speaking test results indicated significant improvements in speaking skills for both the control and experimental groups The control group's mean score increased from M=4.65 to M=5.41 after the treatment, demonstrating progress despite not using task-based language teaching Conversely, the experimental group showed a more substantial improvement, with their mean score rising from M=4.57 to M=6.86 after implementing task-based language teaching Comparative analysis revealed that the experimental group consistently outperformed the control group, with a post-treatment mean score of M=6.86 versus M=5.41 Statistical tests confirmed the significance of these results, with a p-value of 0.00, indicating that task-based language teaching significantly enhances speaking skills compared to traditional methods Thus, task-based language teaching proves to be a more effective approach for improving learners' speaking abilities.

The questionnaire results indicated that students in the experimental group exhibited a positive attitude towards task-based language teaching for enhancing their speaking skills Notably, these students expressed increased interest and motivation in learning to speak effectively through this approach.

Task-based language teaching significantly enhances students' speaking skills, fostering active participation and positive engagement in speaking activities This approach enables effective interaction with peers and teachers, boosting students' confidence and fluency in English As a result, their grammatical knowledge, pronunciation, and vocabulary improve markedly Students express that they can speak more regularly and generate valuable ideas during discussions Consequently, they appreciate this effective method and recommend its application in other language skills and subjects to enhance overall learning.

Pedagogical implications and recommendations

The findings obtained in this current study generate meaningful and valuable implications for those of interests, including researchers, teachers and students

This research enhances the body of language studies by examining task-based language teaching (TBLT) in the context of Vietnamese education While numerous international studies highlight TBLT's effectiveness in improving language competence, writing skills, and speaking abilities, there remains a scarcity of research specifically focused on its application within Vietnam Most existing studies confirm the positive impact of TBLT on learners’ outcomes, underscoring the need for further exploration in this area.

Research on task-based language teaching within the Vietnamese educational context, particularly in specific schools, is limited Consequently, the study titled “The Effectiveness of Task-Based Language Teaching in Improving Learners’ Speaking Skill: A Study at a High School in Binh Dinh Province” is a significant contribution to the field in Vietnam This research aims to provide empirical evidence on how task-based language teaching can enhance speaking competence and to explore students' perceptions regarding its effectiveness, particularly among 11th-grade high school students.

With the advancement of education and innovative teaching methods, various techniques such as project-based learning, role play, storytelling, flashcards, and games are increasingly utilized in language learning Among these, task-based language teaching (TBLT) has proven effective in enhancing learners' language skills Research conducted at Tuy Phuoc No 3 High School in Binh Dinh demonstrated TBLT's positive impact on improving students' speaking abilities and fostering favorable attitudes toward learning The findings serve as a valuable resource for English teachers at the school, suggesting the applicability of TBLT not only for speaking skills but also for writing and other language competencies Furthermore, TBLT can be an effective method for English educators across Binh Dinh and other provinces in Vietnam, offering a practical approach for teaching language skills at various educational levels.

Finding an effective and suitable learning method is crucial for students to acquire a foreign language, as many teaching methods can lead to confusion This research highlights the effectiveness of task-based language teaching in enhancing speaking skills, encouraging 11th-grade students (excluding 11A8) at Tuy Phuoc No 3 High School in Binh Dinh province to adopt this approach in their learning process The positive speaking outcomes observed in 11A8 serve as a model for other grades within the school and suggest that students from other high schools in Tuy Phuoc and Binh Dinh province can also benefit from task-based language teaching to improve their speaking abilities.

Limitations of the study

Despite the researcher's significant efforts, this study has limitations regarding task-based language teaching (TBLT) While many issues related to TBLT are important, the constraints of this research prevent a comprehensive exploration of all aspects Nonetheless, the key issues of TBLT are discussed and analyzed, allowing readers to understand its significance and the procedures for effectively implementing TBLT in enhancing English speaking skills.

The research involved a pre-test, post-test, and questionnaire to evaluate the effectiveness of task-based language teaching in enhancing speaking skills Additionally, conducting interviews and observations could provide deeper insights into the impact of this teaching method on improving speaking abilities and its effectiveness in foreign language acquisition.

Psychological factors significantly impact the outcomes of this research, as students responding to the questionnaire may exhibit biases stemming from these influences Such biases can compromise the accuracy of the research findings.

A significant limitation of this research is the small sample size, as it only involved two classes with a limited number of students This constraint may affect the accuracy of the research findings To enhance the reliability of the results, it would be beneficial for the researcher to conduct the survey with a larger group of students.

Recommendation for further studies

To enhance the reliability of research findings, it is advisable for researchers to incorporate interviews and observations into their methodology Additionally, expanding the sample size to include a greater number of students across various grades will contribute to more robust results.

Several potential research titles can be proposed regarding the impact of task-based language teaching on English language proficiency These include examining the effect of task-based language teaching on enhancing writing skills and investigating how it improves learners' reading comprehension Additionally, exploring learners' attitudes towards task-based language teaching in relation to writing skill development could provide valuable insights for further research.

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I am currently conducting a research study on investigating the use of task based language teaching on improving speaking skills for the students at Tuy Phuoc

No 3 high school in Binh Dinh province Your input is critical to the success of this research

Task-Based Language Teaching (TBLT) is a language teaching method that emphasizes the use of language in practical tasks assigned by the teacher, allowing students to engage actively in language practice.

This survey will take about 10 to 15 minutes to complete, and all responses will remain confidential and used solely for research purposes Participation is voluntary, and please refrain from including your name in the survey.

Thank you for your time and cooperation Your input is invaluable and will make a significant contribution to this study

2 What activities are commonly used in English speaking lessons?

3 What activities do your teachers do in English speaking lessons?

Speaking lesson tasks gives comments on each group's tasks topic

4 How regularly does the teacher use task based language teaching to teach speaking skills?

 More than three times a week

PART 2: PERCEPTIONS OF USING TASK BASED LANGUAGE TEACHING IN SPEAKING CLASS

Please rate how much you think these statements are true about you by crossing (X)

(1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly agree

1 I am interested in speaking class with TBLT

2 I am motivated to participate in speaking activities with TBLT

3 I am more positive and active to take part in speaking activities when learning speaking skills with TBLT

4 I am able to interact well with my peers in speaking class when learning speaking skills with TBLT

5 I am able to interact well with my English teacher in speaking class when learning speaking skills with TBLT

6 I feel more confident in speaking English when learning speaking skills with TBLT

7 I can speak fluently after learning speaking skills with TBLT

8 My grammatical structures are improved since after adopting

TBLT in learning speaking skills

9 My pronunciation is improved since after adopting TBLT in learning speaking skills

10 My vocabulary is improved since after adopting TBLT in learning speaking skills

11 I can speak English more regularly in English than before

12 I can produce more useful ideas for speaking when learning speaking skills through TBLT

13 I appreciate TBLT as an effective method to teach language to learners

14 TBLT should be used in other language skills

15 TBLT should be used in other subjects to enhance learners’ learning

Kính gửi các bạn tham gia buổi khảo sát,

Tôi đang tiến hành nghiên cứu về việc áp dụng phương pháp dạy học ngôn ngữ theo nhiệm vụ (TBLT) nhằm nâng cao kỹ năng nói cho học sinh trường THPT Tuy Phước 3, tỉnh Bình Định Ý kiến đóng góp của bạn rất quan trọng cho sự thành công của nghiên cứu này Phương pháp TBLT tập trung vào việc sử dụng và thực hành ngôn ngữ để hoàn thành các nhiệm vụ mà giáo viên đề ra, giúp học sinh phát triển kỹ năng giao tiếp hiệu quả hơn.

Cuộc khảo sát này yêu cầu khoảng 10 đến 15 phút để hoàn thành Tất cả các câu trả lời sẽ được bảo mật nghiêm ngặt và chỉ sử dụng cho mục đích nghiên cứu Sự tham gia của bạn là hoàn toàn tự nguyện và bạn không cần ghi tên vào bản khảo sát.

Cảm ơn bạn đã dành thời gian và hợp tác Ý kiến đóng góp của bạn là vô giá và sẽ đóng góp đáng kể cho nghiên cứu này

Xin chân thành cảm ơn!

PHẦN 1: THÔNG TIN CÁ NHÂN

1 Nơi cư trú :  Nông thôn  Thị trấn

2 Những hoạt động nào được dùng phổ biến trong giờ học nói tiếng anh?

3 Khi hoạt động nhóm giáo viên của bạn thực hiện những hoạt động nào sau đây trong giờ học nói tiếng Anh?

 Giáo viên giao cho mỗi nhóm một chủ đề

 Giáo viên cung cấp các cấu trúc từ vựng, ngữ pháp liên quan đến bài học Nói

 Giáo viên giao nhiệm vụ cho từng nhóm và hướng dẫn các em hoàn thành nhiệm vụ

 Giáo viên đưa ra nhận xét về nhiệm vụ của từng nhóm

 Giáo viên trình bày nhiệm vụ của từng nhóm trước lớp

 Giáo viên yêu cầu các nhóm chuẩn bị và trình bày về chủ đề của mình

 Giáo viên quan sát học sinh chuẩn bị chủ đề và trình bày về chủ đề

4 Giáo viên có thường xuyên sử dụng việc giảng dạy ngôn ngữ dựa trên nhiệm vụ để dạy kỹ năng nói không?

PART 2: ĐƯA RA Ý KIẾN VỀ VIỆC SỬ DỤNG PHƯƠNG PHÁP HỌC THEO NHIỆM VỤ TRONG LỚP HỌC KỸ NĂNG NÓI

Hãy đánh dấu x vào câu trả lời mà bạn cho là đúng

(1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly agree

1 Tôi rất thích tham gia lớp học nói với TBLT

2 Tôi có động lực tham gia các hoạt động diễn thuyết thông qua

3 Tôi tích cực và chủ động hơn khi tham gia các hoạt động nói khi học kỹ năng nói với TBLT

4 Tôi có thể tương tác tốt với bạn bè trong lớp nói với TBLT

5 Tôi có thể tương tác tốt với giáo viên tiếng Anh trong lớp nói

6 Tôi cảm thấy tự tin hơn khi nói tiếng Anh khi học kỹ năng nói với TBLT

7 Tôi có thể nói lưu loát sau khi học kỹ năng nói với TBLT

8 Cấu trúc ngữ pháp của tôi được cải thiện kể từ khi áp dụng

TBLT trong việc học kỹ năng nói

9 Phát âm của tôi được cải thiện kể từ khi áp dụng TBLT trong việc học kỹ năng nói

10 Vốn từ vựng của tôi được cải thiện sau khi áp dụng TBLT vào việc học kỹ năng nói

11 Tôi có thể nói tiếng Anh thường xuyên hơn bằng tiếng Anh so với trước đây

12 Tôi có thể đưa ra nhiều ý tưởng hữu ích hơn cho việc nói khi học kỹ năng nói thông qua TBLT

13 Tôi đánh giá TBLT là phương pháp dạy ngôn ngữ hiệu quả cho người học

14 TBLT nên được sử dụng trong các kỹ năng ngôn ngữ khác

15 TBLT nên được sử dụng trong các môn học khác để nâng cao khả năng học tập của người học

You will have max five minutes to introduce something about yourself

Could you please introduce something about yourself?

What do you want to do in the future?

I will give you a topic speaking, then you will have one minute to prepare for the speaking After that, you will make a short talk in 1-2 minute to present the topic:

The speaking topic is: evaluate young people’s eating habits nowadays?

You will have max five minutes to answer my questions?

What should you eat to improve your health?

How do you evaluate the importance of doing exercise to improve your health?

How do you recommend people to improve their health?

APPENDIX D INTERVIEW PROTOCOLS FOR STUDENTS

Thank you for agreeing to participate in this interview, which will last approximately ten to fifteen minutes The purpose of this interview is to gather your insights on the effectiveness of Task-Based Language Teaching (TBLT) in the speaking classes at Tuy Phuoc No 3 High School in Binh Dinh Province.

Please feel free to answer all questions, as academic performance evaluation will not be a factor in this interview I would like your permission to record your responses, which will be used solely for research purposes.

Do you have any question? If no, Let’s me start our interview

1 What is your post speaking test score?

1 How do you feel about using TBLT in learning speaking skills?

2 How is your speaking skill improved through using TBLT in learning speaking skills?

3 What do you recommend about using TBLT in learning language?

That’s all what I want to know from you Do you have any further ideas to share about this topic?

Thank you for your joining my interview today

5 - Show a good degree of control of a range of simple and some complex grammartical forms

-Use a range of appropriate vocabulary to give and exchange views on a range of familiar topics

-Produces extended streches of language with very little hesitation

-Contributions are relevant and there is a clear organization of ideas

-Use a range of cohensive devices and discousrse management

-Sentence and word stress is accurately placed

-Individually sounds are articulated clearly

-Initiates and responds appropriately, linking contributions to those of other speakers

-Maintains and developes the interaction and negotiates towards an outcome

4 Performance shares features of Bands 3 and 5

3 -Show a good degree of control of a range of simple and attemps some complex grammatical forms

- Use a range of appropriate vocabulary to give and exchange views on a range of

-Produces extended streches of language with very little hesitation

-Contributions are relevant and there is a very little hesitation

-Use a range of cohensive devices

-Sentence and word stress is accurately placed

-Individually sounds are articulated clearly

-Maintains and developes the interaction and negotiates towards an outcome with very little support familiar topics

2 Performance shares features of Bands 1s and 5

1 -Show a good degree of control of a range of simple and attemps some complex grammatical forms

- Use a range of appropriate vocabulary when talking about everyday situations

-Produces extended streches of language with very little hesitation

-Contributions are relevant and there is a very little hesitation -Use a range of cohensive devices

-Is mostly intelligible and has some control of phonological features at both utterance and word levels

-Keep the interaction going with very little promoting and support

RESULTS OF THE PRE-SPEAKING TEST ACCORDING TO

FINAL EXAM OF SEMESTER II, 2022-2023

No Full name Gender Speaking test score

4 Nguyen Thi Nhu Quynh Female 4

12 Nguyen Thi Quynh Mai A Female 3

13 Nguyen Thi Quynh Mai B Female 5

18 Le Bui Thanh Dat Male 4

24 Nguyen Thi Van Nhi Female 6

30 Nguyen Ho Bao Tram Female 6

RESULTS OF THE POST-SPEAKING TEST ACCORDING TO

Gra m m a r & V o ca b ula ry Dis co ur se m a na g em ent P ro nu ncia tio n Inter a ctive co m m un ica tio n

4 Nguyen Thi Nhu Quynh Female 1.5 1.5 1.5 0.5 5

12 Nguyen Thi Quynh Mai A Female 1.5 1.0 1.5 1.0 5

13 Nguyen Thi Quynh Mai B Female 1.5 1.0 1.0 1.5 5

18 Le Bui Thanh Dat Male 1.0 2.0 1.0 2.0 6

24 Nguyen Thi Van Nhi Female 1.0 1.5 1.0 1.5 5

30 Nguyen Ho Bao Tram Female 1.5 1.5 2 1.0 6

RESULTS OF THE PRE-SPEAKING TEST ACCORDING TO

FINAL EXAM OF SEMESTER II, 2022-2023

No Full name Gender Speaking test score

8 Le Pham Hong Thai Male 4

12 Nguyen Thi Nhu Thuy Female 5

13 Do Hoang Hai Dang Male 5

16 Phan Thi Nhu Yen Female 5

19 Nguyen Ngoc Diem Chi Female 5

22 Nguyen Ngoc Bich Hue Female 5

33 Do Ngoc Quynh Chi Female 3

35 Nguyen Kieu Ngoc Nhi Female 5

RESULTS OF THE POST-SPEAKING TEST ACCORDING TO

Gra m m a r & V o ca b ula ry Dis co ur se m a na g em ent P ro nu nc ia tio n Inter a ctive co m m un ica tio n

8 Le Pham Hong Thai Male 1.5 2.0 1.5 2.0 7

12 Nguyen Thi Nhu Thuy Female 1.5 1.5 2.0 2.0 7

13 Do Hoang Hai Dang Male 2.0 2.0 2.0 2.0 8

16 Phan Thi Nhu Yen Female 1.0 1.0 2.0 1.0 5

19 Nguyen Ngoc Diem Chi Female 2.0 2.0 2.0 2.0 8

22 Nguyen Ngoc Bich Hue Female 1.5 1.5 1.0 2.0 6

33 Do Ngoc Quynh Chi Female 2.5 1.5 1.5 1.5 7

35 Nguyen Kieu Ngoc Nhi Female 2.0 2.0 2.5 2.5 9

By the end of this lesson, Ss will be able to:

- Talk about different generations in the family;

- Know how to start a conversation or discussion

- Gain some language expressions to talk about different generations;

- Be collaborative and supportive in pair work and teamwork;

- Acknowledge and be able to talk about different generations;

- Actively join in class activities

II TEACHING AIDS AND MATERIALS

- Computer connected to the internet

- Projector/ TV/ pictures and cards

1 Warm up and introduction: (5 mins) a Objectives:

- To stir up the atmosphere and activate students’ previous knowledge on different generations;

- To set the context for the speaking part; b Content:

- Students look at the picture and guess c Expected outcomes:

- Students can follow the instructions and memorize some information about different generations d Organization:

Teaching and learning activities Outcomes

- Show the picture about 3 generations with clues

- Ask Ss to look at the rules then guess which generation each set of clues indicates

- Call some students to provide more information they can remember from the previous lesson

- Give comments and leads to the new lesson

- Discuss their results about about 3 generations

2 KNOWLEDGE FORMATION ACTIVITIES: (5 mins) a Aims:

- To activate prior knowledge about the topic and get Ss involved in the lesson b Content:

- Pre-teach vocabulary related to the content of the lesson;

- Introducing tips to start a conversation or discussion c Expected outcomes:

- Students can use key language more appropriately when they speak;

- Students have an overview on how to give differences among generations in the family d Organization:

Teaching and learning activities Outcomes

- Ask Ss to read the example and the list of suggested ideas individually

- Check comprehension and explain any phrases

Ss may find difficult to understand, e.g be open to different points of view, have fixed ideas about the world, be open to new ways of thinking

Encourage students to reflect on whether the discussed ideas resonate with their family members and to share their thoughts with a partner In more advanced classes, prompt students to provide reasons for their selections, fostering deeper engagement and critical thinking.

Encourage students to brainstorm additional ideas in pairs or as a class, and then write these contributions on the board For example, they might say, "My sister is very creative," or "My father enjoys listening and embraces differences."

Tips to start a conversation or discussion:

- Tell Ss to read the Remember box and pay attention to the tips, examples and useful phrases

- Ask Ss to give more examples

- Give the ideas and share with a partner

- Listen to the teacher and write down

1 Task 1: Put the sentences (A–D) in order to complete the conversation Then practise it in pairs (p.22) (9 mins) a Aims: To introduce more ideas for the main speaking task and get Ss involved in the lesson b Content: To create a complete conversation by putting sentences in order c Expected Outcomes:

- Students know how to talk about different generations and use structures to start a conversation or discussion d Organization:

Teaching and learning activities Outcomes

Start the lesson by engaging students in a discussion about their living situations, encouraging them to share if they reside with extended family or in nuclear families This approach activates their prior knowledge and sets the stage for the forthcoming conversation.

Pre-Task: Introduce the Task of living with extended family and explain that students will be engaging in a conversation about this topic

To enhance classroom engagement, display mixed conversation sentences (A-D) on the board Encourage students to collaborate in pairs to arrange the sentences in the correct sequence, creating a coherent dialogue As they work, monitor their progress and offer assistance when necessary to facilitate understanding and learning.

Task Cycle: a Pair Practice: Instruct the pairs to practice the conversation using the correct sequence of sentences Encourage them to take turns being

Kevin and Ly Monitor their conversations and offer support where necessary b Group Feedback: Bring the whole class together and ask a few pairs to perform their

1 C 2 D 3 A 4 B conversations in front of the class Provide feedback on their pronunciation, fluency, and accuracy Encourage other students to ask questions or provide comments on the conversations

In this lesson, we will emphasize the importance of sequencing language in conversations, such as "First," "Then," and "After that." These phrases will be displayed on the board for clarity, and their functions will be explained to enhance understanding To reinforce learning, we will provide additional examples of sequencing language and encourage students to construct their own sentences using these terms.

Encourage them to use the language appropriately in the context of their own experiences