‘VIETNAM NATIONAL UNIVERSITY, ITA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN TIT THU INEN USING TASK-BASED LANGUAGE TEACTIING TO INC
What is of TBUT2 "ơ—
BL has gained significant popularity in recent years and is increasingly recommended as an effective approach in English Language Teaching (ELT) Task-Based Language Teaching (TBLT) is a flexible and adaptable approach to language instruction, rather than a fixed, rigid method As Ellis (2009) notes, “there is no single way of doing TBLT,” highlighting its versatility for diverse learning contexts.
Tong (1985) and Prahu (1987) emphasize that Task-Related Language Teaching (TRLT) is an effective approach to language education, where students engage in functional tasks that promote meaningful communication This method encourages learners to focus on exchanging meaning and using language for real-world, non-linguistic purposes By prioritizing practical application, TRLT enhances learners' ability to use the language confidently in authentic situations.
According to Nunan (1991), as cited in Lé Van Canh (2004), a task-based language teaching approach is characterized by:
4} An emphasis on learning to communicate through interaction in the target language
}) The introduction of authentic texts into the learning situation ¢) The provision of opportunities for learners to focus, nol only on language, but also on the learning process itself
4) An enhancement of the learner's own personal experiences as important contributing elements to classroom learning. e) An attempt to link classroom language learning with language activation outside the classroom (p.103)
Richards and Rogers (2001) define Task-Based Language Teaching (TBLT) as an approach that centers on the use of tasks as the core unit for planning and instruction in language education In this method, students engage in completing specific tasks, providing a practical and interactive way to develop language skills According to Ilarmer (1998), TBLT involves giving students tasks to perform, which effectively promotes communicative competence and real-world language use.
Richards, Rogers, and Harmer emphasize the importance of the term "task" in language teaching, highlighting its widespread use by teachers and practitioners worldwide As fundamental units within the Task-Based Language Teaching (TBLT) framework, understanding and clearly defining what constitutes a "task" is essential for effective curriculum design and instructional implementation Clarifying the definition of "task" ensures consistency and enhances the success of TBLT approaches in language education.
What is task within I3LT7
In literature, there are many different definitions of tasks given by different second language researchers and linguishs
According to Long (1985, 89), a task is defined as "a piece of work undertaken for oneself or others, freely or for some reward," encompassing a wide range of real-world activities Examples such as painting a fence, dressing a child, or filling out a form illustrate that tasks are rooted in everyday life and involve both oral and written activities These tasks are integral to daily living and require active engagement in various practical and communicative skills.
Nunan (1989) criticizes Long’s definition of a language task as being non-technical and non-linguistic, pointing out that some tasks may not involve language at all He defines a task as “a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form.” According to Nunan, the primary focus during a task is on exchanging and understanding meaning, rather than practicing specific linguistic forms or patterns This perspective emphasizes the importance of meaning-focused language use in effective language learning.
Despite Nunan’s view that a task is "a workplan requiring spontaneous communication of meaning," Breen (1989) offers a different perspective, emphasizing that a "task" can also be as simple as "a brief practice exercise." Reviewing various definitions from linguists and language researchers, Ellis highlights the diverse interpretations of what constitutes a language learning task, reflecting the complexity of their scope and application in language education.
(2003:9) gives 6 crileria leatures of a Lask as Follows:
2 A task involves a primary focus on meaning
3 A task involves real-world proc of language use
A task can involve any of the four language skills,
Mi A task engages cognitive processes
6 A task has a clearly defined communicative outcome
Tasks can be defined in various ways; however, they are fundamentally meaning-focused activities linked to learners' authentic communicative needs These tasks involve real-world relevance, requiring learners to achieve genuine outcomes The effective completion of tasks is prioritized to ensure meaningful language use and practical application.
Task classifications 9 1.3.4, A framework for TBLT Implementation 0.0 ccc cee ese 10 1 4 Previous studies relating to applying TBLT in teaching speaking skill L1 1.5 Summary 12
Some classifications of tasks are general, and others are specific, which can change with the insights of different linguists and researchers
Richards (2001) distinguishes between pedagogical tasks and real-world tasks, emphasizing that pedagogical tasks are designed based on second language acquisition theory to trigger language learning processes and strategies Unlike real-world tasks, pedagogical tasks are typically not encountered in everyday life, serving primarily as learning tools to facilitate second language development.
Interactional processes play a vital role in language development by offering valuable input that facilitates learning According to Richards, real-world tasks are specifically designed to practice and rehearse activities identified as essential through needs analysis, ensuring that language skills acquired are practical and applicable in real-life situations.
The present study has adopted Willis’s (1996: 149) typology of pedagogical tasks to enhance students’ participation in learning speaking skill
Listing activities enhance learner engagement by encouraging them to explain their ideas through brainstorming and fact-finding processes These tasks often generate extensive discussions and can result in completed lists or mind maps, making them effective tools for organizing and expressing thoughts clearly.
2 Ordering and sorting: these tasks involve four main processes: sequencing, ranking, calogorizing and classifying items
3 Comparing: the process involves matching to identify specific points and relating them to each other, finding similarities and things in common, and finding dilTerences
Problem solving in real life involves expressing hypotheses, describing experiences, comparing alternatives, and evaluating solutions to reach agreements Sharing personal experiences encourages learners to communicate more openly and confidently about themselves, fostering meaningful interactions and enhancing language skills.
Creative tasks often involve a combination of activities such as listing, ordering, sorting, comparing, and problem-solving, which require strong organizational skills and effective teamwork These tasks foster collaboration and critical thinking, leading to outcomes that can be appreciated by a broader audience beyond the learners who created them Engaging in such creative challenges enhances learners' skills and encourages innovative thinking.
Tasks in TBLT are arranged from easy to difficult, reflecting the progression of students' recognition and skills development These tasks should be relevant to real-life situations to effectively enable students to complete them and demonstrate their communicative competence both in classroom settings and authentic life contexts (Willis, 1996: 149).
Willis (1996:52) proposed a three-stage model for implementing task in language classroom as follows:
1 Pre-task: introduces the class to the topic and the task activating topic- related words and phrases
The Task Cycle provides learners with the opportunity to apply their existing language skills to perform a specific task, fostering practical language use Under the teacher's guidance, learners enhance their language abilities while planning and reporting on their task outcomes This approach offers a comprehensive and immersive language learning experience The three key components of the Task Cycle include: (a) the Task itself, where learners utilize their current language proficiency in collaborative efforts to achieve defined goals.
Planning is a crucial stage in the learning cycle that comes after the task and before the report, serving as its central component During this phase, the teacher acts as a language adviser, guiding learners to plan their reports effectively and optimize their learning opportunities The report stage allows learners to share their findings with the class, providing a natural impetus to enhance their language skills It offers a genuine linguistic challenge, encouraging students to communicate clearly and accurately in language appropriate to the context.
Language Focus enables learners to closely analyze specific features of the language used during the task cycle, enhancing their understanding of how language functions in context By examining the language forms within the text, learners can gain insights into the use and meaning of various lexical items they encounter This focused study helps improve vocabulary comprehension and overall language proficiency, making it a valuable component of effective language acquisition.
1 4, Previnus studies relating Lo applying TBLT in teaching speaking skill
Research over the past twenty years has demonstrated that teaching English as a foreign language through task-based learning is highly effective across all proficiency levels Numerous studies consistently highlight the benefits of task-based approaches in enhancing language acquisition, from beginner to advanced learners This method promotes active engagement and practical communication skills, making it a proven strategy for improving English language proficiency.
‘TBLT in teaching speaking skill that help increase students’ participation
Willis (1996: 35-63, whose numerous sluces in TRI.T, states thal, TRLT help
To effectively develop language skills, it is important to give learners confidence in trying out what they know and provide opportunities for them to negotiate turns in conversation Engaging learners in purposeful and cooperative use of language encourages active participation, ensuring they are involved in complete interactions rather than just producing isolated sentences This approach promotes meaningful communication and enhances language proficiency.
Munan (2005) highlights that one of the key advantages of Task-Based Language Teaching (TBLT) is its ability to enhance student participation This effectiveness depends on well-planned task teaching that is sensitive to learners' individual learning styles, communicative strategies, personalities, multiple intelligences, and the broader local context When properly implemented, TBLT promotes active engagement and tailored instruction, making language learning more effective and meaningful.
Tochama and Deb (2006) conducted a project at a school under the Basaveshwara Education Society in India, focusing on transforming non-task-based textbook activities into task-based activities This experiment aimed to test two key hypotheses: firstly, that task-based teaching enhances students' language proficiency, and secondly, that it fosters greater student engagement and active participation in language learning The study demonstrated that implementing task-based methods significantly improves language skills, making it a valuable approach for effective language instruction.
The study highlights that "11 cameras" and "tasks encourage learners to participate more actively in the learning process," which significantly boosts student engagement Their findings suggest that "3L (likely referring to a specific learning strategy or method) benefits learners not only by enhancing their language proficiency but also by increasing their motivation to learn." Incorporating these techniques can create a more interactive and motivating learning environment, leading to improved educational outcomes.
Research in Vietnam indicates that using Blended Learning (BLY) in teaching speaking skills is effective Khanh (2010) studied task-based speaking classes for first-year non-English majors at Hanoi University of Industry and found that BLY "activates learning and speaking among students," while also fostering their independence, autonomy, and work-related skills in language learning.
In her survey research, Kgan (2009) claims that after task-based project her first year non-major students of English at National Economics University “regarded
TRLT as a motivating exporicnee” Moreover, “The learning oulcomes were enhanced and the leaning process became more enjoyable and rewarding”
Methodology
An overview of action research 13 2.2 Rationale for the use of an action research 14 2.3 Description of the context of the research .cccscscssesessessessseeseessiennee 15 2.3.1, The current method of English language teaching at DTVS 1s 2.3.2 The (caching program and materials 16 2.4 Desoription of the research "ơ
‘The term “action research” refers to two dimensions of activity: the word
"Action research involves a systematic approach to investigating classroom issues through thorough data collection, aiming to illuminate specific problems and enhance teaching practices The term 'action' emphasizes the importance of implementing practical solutions to address identified challenges, fostering continuous improvement in the educational environment (Richards, 2005: 171)."
Therefore, action research achieves both action (change or improve) ant research
According to Cohen and Manion (2007), action research is “small-scale intervention in the functioning of the reat world and @ close examination of the effects of such intervention.”
Kemmis and Mc Taggart (1988:6) identify three characteristics of an action
“collaborative” and “aimed at research, which are: “carried oul by practitiones changing things”
Tsui (1993) proposed a five-step process for conducting action research: identifying problems, analyzing the causes, designing strategies for improvement (planning for action), developing a proposal, implementing the strategies (action), and recording observations in a diary, followed by evaluating the outcomes In contrast, Nunan (1992) outlined a seven-step framework for research, providing a more detailed guide for conducting systematic studies Both approaches emphasize structured processes aimed at continuous improvement and effective problem-solving in educational settings.
- Step 1: Initiation (Identify the problem)
- Step 2: Preliminary investigation (Collect data through a variety of means)
- Step 3: Ilypothesis (Develop research questions)
- Step 4: Intervention (Nevise strategies and innovation to be implemented)
~ Step 5 Evaluation (Collect dala again and analyze it lo work out the findings)
- Step 6 Dissemination (Report the result by ranning workshops or issuing a paper)
- Step 7: Follow-up (Find alisrnative mothods lo solve the same problem)
Nunan (1992) emphasized that teachers should observe and record students' behaviors and remarks in class to identify effective strategies for promoting positive change In contexts lacking technological tools like cassette recorders or camcorders, careful observation and note-taking remain practical and valuable methods for conducting action research, enabling teachers to analyze and improve their teaching practices effectively.
Collaboration is a vital component of action research, involving teachers, colleagues, and students working together to identify and solve classroom problems Effective communication and joint effort among educators and students are essential for successful implementation of classroom-centered action research projects Student participation and teamwork significantly contribute to the overall success of the research, emphasizing the importance of collaborative effort in achieving meaningful educational improvements.
2.2 Ratiomale for the use of an action research
Action research aims to enhance the current conditions within educational settings, as noted by Cohen and Manion (2007) Koshy (2005) emphasizes that action research is a valuable model for practitioner-led investigations because it allows research to be conducted within specific contexts or situations Additionally, researchers can actively participate in the process without needing to remain detached, making it a practical and effective approach for driving meaningful improvements in education.
Teachers, especially those teaching English, frequently engage in action research to identify and solve classroom problems When a teacher encounters an issue in the classroom, it becomes their responsibility to find effective solutions through systematic investigation Consequently, action research is a common and essential practice among educators aiming to improve teaching effectiveness and student learning outcomes.
This rescarch was carried out by me, a practitioner, a teacher of English
‘The inspiration for the research was the recognition and observation of a real
In the first semester of this school year, my colleagues and I identified 14 problems in our classes, primarily involving students’ lack of engagement and participation in speaking lessons Many students demonstrated passive learning, speaking only when prompted by the teacher and showing little enthusiasm To address this, my research aimed to motivate students to perform better and encourage more active speaking behavior through the use of speaking tasks This approach seeks to inspire students to participate actively and express their opinions during class activities Ultimately, this action research focuses on implementing changes to improve student engagement and speaking skills.
This action study was conducted within the real context of my classroom to promote professional development Its main goal was to improve my teaching methods to increase student participation and enhance their ability to speak English confidently.
2.3 Description of the context of the rescarch
2.3.1 The current method of English language teaching at DTVS
Since its establishment in 2007, ETC's Vocational School has been dedicated to training professionals such as nurses, physicians, pharmacists, and chemists The school offers two main programs: Nursing and Pharmacology English teachers at DTVS are responsible for providing English language instruction to all students enrolled at the institution, supporting their academic and professional development.
‘There are 2 categories of Linglish: Basic Hnglish for first-year student and Jinglish for Specific Purpose for second-year students
The common English teaching approach used at DTVS is the Presentation-Practice-Production (PPP) method, a traditional, teacher-centered, and lecture-oriented strategy Educational administrators have made efforts to enhance teaching by equipping three classrooms with overhead projectors, computers, speakers, and blueboards to incorporate modern technology into language instruction Despite these improvements, teachers often find it more convenient to focus on teaching grammar, vocabulary, and reading skills, primarily relying on the course book *Lifelines* for speaking practice.
In speaking classes, teachers first introduce vocabulary and grammatical structures, then ask students to create sentences using them They display speaking exercises and activities from the coursebook on the screen for students to review and practice After individual practice, teachers select students to answer questions or perform conversations, providing immediate correction of mistakes to enhance fluency and accuracy.
Students are often required to copy everything displayed on the screen into their notebooks, which does not effectively enhance their speaking skills Limited opportunities for speaking practice, combined with a primary focus on listening to teachers, hinder students' oral development Many students find speaking lessons boring, leading them to engage in private conversations or other activities instead As a result, their communicative abilities are insufficient to meet future job requirements.
Finding that problom, the educational administrators in DTVS in general and English Group in particular are concerned to changmg the teaching method from
PPP approach into a communicative teaching method
2.3.2 The teaching program and materials
The textbook used for leaching and learning Basic Fnglish is Lilclines
Hlementary by Tom Hutchinson (1997) This book meludes 14 units in which consist of 6 main parts: Grammar, Vocabulary, Reading and Writing, Listening and
The "Speaking and Promotion" course spans two semesters, with the first seven units covered in the initial semester through 60 periods, followed by the remaining units in the second semester Each week, students attend four classes over 15 weeks to enhance their speaking skills The "Listening and Speaking" component is flexible, typically comprising 2 to 3 periods per week depending on the length and difficulty level of the material This structured schedule ensures comprehensive language development aligned with academic standards.
The book is designed to serve as a global resource for students and teachers, with teachers strongly advised to use it as a teaching guideline While teachers in the Friglish Division are encouraged to adapt activities to better suit their students' needs and interests, they often do not make any modifications Additionally, students are not required to participate in speaking tests or exams, which results in a lack of enthusiasm for developing their speaking skills.
The participants of the research were sclceted on the basis of cluster sampling
‘The researcher, who is also a teacher, was in charge of teaching 42 first-year students
(17 boys and 25 girls) majoring in Nursing from classes ¥K10, academic year 2012-
In 2014 at DTVS, most students were aged between 18 and 20 years old, coming from provinces such as Thanh Hoa, Nghe An, and Ninh Binh Students from urban areas with at least seven years of high school English education tend to perform better in speaking practice, demonstrating greater confidence and fluency In contrast, students from districts often appear slow and shy, frequently remaining silent and feeling scared when prompted to speak English.