Luận văn applications of task based language approach in textbooks for grade 10 students in developing listening skills

TRAN TH] MAI HUYEN APPLICATIONS OF TASK-BASED LANGUAGE APPROACH IN TEXTBOOKS FOR GRADE-10 STUDENTS IN DEVELOPING LISTENING SKILLS: AN ACTION RESEARCH CNG DUNG PHUONG PHAP HOC TAP THEO

TRAN TH] MAI HUYEN

APPLICATIONS OF TASK-BASED LANGUAGE APPROACH IN TEXTBOOKS FOR GRADE-10 STUDENTS IN DEVELOPING

LISTENING SKILLS: AN ACTION RESEARCH

(CNG DUNG PHUONG PHAP HOC TAP THEO NHIEM VU TRONG

s8ACH GIAO KHOA CHO HOC SINH LOP 10 NHAM PHAT TRIEN

KI NANG NGIIE: MOT NGIIEN CUU IIANII DONG)

M.A MINOR PROGRAMME THESIS

Hield: English Teaching Mcthodology Code: 8140231.01

HANOI - 2020

VIETNAM NATIONAL UNIVERSITY, ILANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST — GRADUATE STUDLES

TRAN TH] MAI HUYEN

APPLICATIONS OF TASK-BASED LANGUAGE APPROACH IN TEXTBOOKS FOR GRADE-10 STUDENTS IN DEVELOPING

LISTENING SKILLS: AN ACTION RESEARCII

(ỨNG DỤNG PHƯƠNG PHÁP HỌC TAP THEO NIIỆM VỤ TRONG

SÁCH GIÁO KHOA CHO HỌC SINH LÓP 10 NHẰM PHAT TRIEN

KĨ NẴNG NGHE: MỘT NGHIÊN CỨU HÀNH ĐỘNG)

M.A MINOR PROGRAMME THESIS

Ficld: English Language Lcaching Mcthodology Code: 8140231.01

Supervisor: Prof Dr Hoang Van Van

HANOI — 2020

DECLARATION:

T guaranice thal T myself wrils this thesia onliled “Applications of Task-baved language approach in texthooks for grade-10 students in developing listening skills” There is no plagiarism here and if anything is taken from others’ works, it is

surcly wrHlen in quotation Then, the sourecs would be listed on the list of

references | am ready to be inflicted any academic punishment if the proclamation

proves inaccurate

Signature

Tran Thi Mai Huyen

LISTS OF ABBREVIATIONS

FFI: English as Foreign Language

Ss: Students

T: Teacher

TRIT: Task-based language leaching

MOBY: The Vietnamese Ministry of Hducation and ‘raining

CEPR: The Common Buropean Framework of Reference for Languages

iv

ACKNOWLEDGEMENTS

Firsily, I would like to express my gratitude to my thesis advisor, Prof Dr Hoang Van Van for his continuous support, invaluable feedback throughout the process of the study Ile provided me with constant guidance and encouragement which (umod the demanding thesis writing inlo a smooth and fruitful process

I would also like to express my special thanks to all my dear colleagues of TPT Iligh School, and my classmates of the Department of Post-graduate Studies,

University of Languages and International Studies, Vietnam National University,

Llanoi who never hesitated to help me and share their experience

Special thanks to all participants in FPT High School for their participation and palionce during the process of the study in the academic year off 2018- 2019

semester

Finally I am deeply grateful to all members of my family for heing so

Tnotivaling and patient throughout the study.

3.1.1.EPT High Schocl

3.1.2 Teachers and studefs

4.1.1 Favorile tasks m listening lessons

4.1.2 Kinds of tasks in listening lessons

4.1.3 Difficulties while listening

4.1.4 Students’ listening stralogies

ilies al listening slages

4.4 Results from observations

4.5 Discussion

CHAPTER 5: CONCLUSIONS

vii

ACKNOWLEDGEMENTS

Firsily, I would like to express my gratitude to my thesis advisor, Prof Dr Hoang Van Van for his continuous support, invaluable feedback throughout the process of the study Ile provided me with constant guidance and encouragement which (umod the demanding thesis writing inlo a smooth and fruitful process

I would also like to express my special thanks to all my dear colleagues of TPT Iligh School, and my classmates of the Department of Post-graduate Studies,

University of Languages and International Studies, Vietnam National University,

Llanoi who never hesitated to help me and share their experience

Special thanks to all participants in FPT High School for their participation and palionce during the process of the study in the academic year off 2018- 2019

semester

Finally I am deeply grateful to all members of my family for heing so

Tnotivaling and patient throughout the study.

5.1 Summauy

5.2, Pedagogical implieatlons cọc ae

$.3 Recornniendntiona

5.3.1 Recommendations for teachers

5.3.2, Recommendations for studefis các

APPENDIX 1: STUDENT QUESTIONSALRE,

APPENDIX 2: TEACHER INTERVIEW

APPENDIX 3: SAMPLE OF CLASSROOM OBSERVATION APPENDIX 4: LISTENING TEST

APPENDIX 5: TEST RESULTS

viti

5.1 Summauy

5.2, Pedagogical implieatlons cọc ae

$.3 Recornniendntiona

5.3.1 Recommendations for teachers

5.3.2, Recommendations for studefis các

APPENDIX 1: STUDENT QUESTIONSALRE,

APPENDIX 2: TEACHER INTERVIEW

APPENDIX 3: SAMPLE OF CLASSROOM OBSERVATION APPENDIX 4: LISTENING TEST

APPENDIX 5: TEST RESULTS

viti

3.1.1.EPT High Schocl

3.1.2 Teachers and studefs

4.1.1 Favorile tasks m listening lessons

4.1.2 Kinds of tasks in listening lessons

4.1.3 Difficulties while listening

4.1.4 Students’ listening stralogies

ilies al listening slages

4.4 Results from observations

4.5 Discussion

CHAPTER 5: CONCLUSIONS

vii

1.1 Background of the study

1.2, Rationale for the study, neo

1.3 Aims and objectives of the study

1.4 Research questions

1.5 Significance of the study .cccccscussseesseeeeeenee

1.6.A Summary of research methodology

1.6.1 Participants

1.6.2 Research imstruments «00.0 cece eesssaeeseeesseeevieees

1.6.3 Research procedures

1.7 Stucture of the study

CHAPTER 2: LITERATURE REVIEW

2.1 Task-based language teaching (TBLT)

5.1 Summauy

5.2, Pedagogical implieatlons cọc ae

$.3 Recornniendntiona

5.3.1 Recommendations for teachers

5.3.2, Recommendations for studefis các

APPENDIX 1: STUDENT QUESTIONSALRE,

APPENDIX 2: TEACHER INTERVIEW

APPENDIX 3: SAMPLE OF CLASSROOM OBSERVATION APPENDIX 4: LISTENING TEST

APPENDIX 5: TEST RESULTS

viti

LISTS OF ABBREVIATIONS

FFI: English as Foreign Language

Ss: Students

T: Teacher

TRIT: Task-based language leaching

MOBY: The Vietnamese Ministry of Hducation and ‘raining

CEPR: The Common Buropean Framework of Reference for Languages

iv

ABSTRACT

Developing lisicning skills is an important sphere in sLudying a lamguage This study focused on improving listening skills through ‘lask-based language teaching (TBL1) TBLT is a methodology that develops from a focus on classroom tasks 30 grade-10 studeris in FPT High School were the participants of the study through an

action research with two cycles of treatment employed A pre-test, the instruction,

and two post-tests were given to the participants TBLT was applied for the

parlicipanls The comparisons between the resulls of the pre-iest and post-tests were

made through paired sample t-tests ‘Ihe results indicated that the students after the treatment performed better The results were also supported by the data collected from inlorviews, questionnaires and class observalions This study may have pedagogical implications for practitioners in the field and for syllabus designers to

have suitable tasks in English textbooks and English teachers would use the most

efTevtive teaching methods lor their students

ii

3.1.1.EPT High Schocl

3.1.2 Teachers and studefs

4.1.1 Favorile tasks m listening lessons

4.1.2 Kinds of tasks in listening lessons

4.1.3 Difficulties while listening

4.1.4 Students’ listening stralogies

ilies al listening slages

4.4 Results from observations

4.5 Discussion

CHAPTER 5: CONCLUSIONS

vii

ABSTRACT

Developing lisicning skills is an important sphere in sLudying a lamguage This study focused on improving listening skills through ‘lask-based language teaching (TBL1) TBLT is a methodology that develops from a focus on classroom tasks 30 grade-10 studeris in FPT High School were the participants of the study through an

action research with two cycles of treatment employed A pre-test, the instruction,

and two post-tests were given to the participants TBLT was applied for the

parlicipanls The comparisons between the resulls of the pre-iest and post-tests were

made through paired sample t-tests ‘Ihe results indicated that the students after the treatment performed better The results were also supported by the data collected from inlorviews, questionnaires and class observalions This study may have pedagogical implications for practitioners in the field and for syllabus designers to

have suitable tasks in English textbooks and English teachers would use the most

efTevtive teaching methods lor their students

ii

LISTS OF ABBREVIATIONS

FFI: English as Foreign Language

Ss: Students

T: Teacher

TRIT: Task-based language leaching

MOBY: The Vietnamese Ministry of Hducation and ‘raining

CEPR: The Common Buropean Framework of Reference for Languages

iv

LISTS OF ABBREVIATIONS

FFI: English as Foreign Language

Ss: Students

T: Teacher

TRIT: Task-based language leaching

MOBY: The Vietnamese Ministry of Hducation and ‘raining

CEPR: The Common Buropean Framework of Reference for Languages

iv

5.1 Summauy

5.2, Pedagogical implieatlons cọc ae

$.3 Recornniendntiona

5.3.1 Recommendations for teachers

5.3.2, Recommendations for studefis các

APPENDIX 1: STUDENT QUESTIONSALRE,

APPENDIX 2: TEACHER INTERVIEW

APPENDIX 3: SAMPLE OF CLASSROOM OBSERVATION APPENDIX 4: LISTENING TEST

APPENDIX 5: TEST RESULTS

viti

ACKNOWLEDGEMENTS

Firsily, I would like to express my gratitude to my thesis advisor, Prof Dr Hoang Van Van for his continuous support, invaluable feedback throughout the process of the study Ile provided me with constant guidance and encouragement which (umod the demanding thesis writing inlo a smooth and fruitful process

I would also like to express my special thanks to all my dear colleagues of TPT Iligh School, and my classmates of the Department of Post-graduate Studies,

University of Languages and International Studies, Vietnam National University,

Llanoi who never hesitated to help me and share their experience

Special thanks to all participants in FPT High School for their participation and palionce during the process of the study in the academic year off 2018- 2019

semester

Finally I am deeply grateful to all members of my family for heing so

Tnotivaling and patient throughout the study.

TASTS OF TABLES AND FIGURES

‘Table 4.1: Kinds of tasks in while-listening stage - 29

Table 4.2: Paired Samples Statistics (pre-test & post-test 1) d2

Table 4.3: Paired Samples Correlations (pre-test & post-test 1) 33

‘Table 4.4; Paired Samples Statistics (post-test 1 & post-test 2) Sesee 38 Table 4.5: Paired Samples Correlations (post-test 1 & post-test 2) - 34

Table 4.6: Pared Samples T-Test (posl-test 1 & post-lesl 2) 34

‘Table 4.7: Students' assessment on the teacher's teaching activities in listening

Figure 3.1: The scheme of Classroom Action Research (CAR Seoul

Tigure 4.2: Factors aÍTooting in dọng laterring Iasks - 30

igure 4.3: Spodents" lisiening sirategies ccces „u31

Figure 4.4: SŠtudents' mmprovernentL m listering skIlls 35

Figure 4.5; Effcets of TBLT on listening comprehension

ABSTRACT

Developing lisicning skills is an important sphere in sLudying a lamguage This study focused on improving listening skills through ‘lask-based language teaching (TBL1) TBLT is a methodology that develops from a focus on classroom tasks 30 grade-10 studeris in FPT High School were the participants of the study through an

action research with two cycles of treatment employed A pre-test, the instruction,

and two post-tests were given to the participants TBLT was applied for the

parlicipanls The comparisons between the resulls of the pre-iest and post-tests were

made through paired sample t-tests ‘Ihe results indicated that the students after the treatment performed better The results were also supported by the data collected from inlorviews, questionnaires and class observalions This study may have pedagogical implications for practitioners in the field and for syllabus designers to

have suitable tasks in English textbooks and English teachers would use the most

efTevtive teaching methods lor their students

ii

ABSTRACT

Developing lisicning skills is an important sphere in sLudying a lamguage This study focused on improving listening skills through ‘lask-based language teaching (TBL1) TBLT is a methodology that develops from a focus on classroom tasks 30 grade-10 studeris in FPT High School were the participants of the study through an

action research with two cycles of treatment employed A pre-test, the instruction,

and two post-tests were given to the participants TBLT was applied for the

parlicipanls The comparisons between the resulls of the pre-iest and post-tests were

made through paired sample t-tests ‘Ihe results indicated that the students after the treatment performed better The results were also supported by the data collected from inlorviews, questionnaires and class observalions This study may have pedagogical implications for practitioners in the field and for syllabus designers to

have suitable tasks in English textbooks and English teachers would use the most

efTevtive teaching methods lor their students

ii

ACKNOWLEDGEMENTS

Firsily, I would like to express my gratitude to my thesis advisor, Prof Dr Hoang Van Van for his continuous support, invaluable feedback throughout the process of the study Ile provided me with constant guidance and encouragement which (umod the demanding thesis writing inlo a smooth and fruitful process

I would also like to express my special thanks to all my dear colleagues of TPT Iligh School, and my classmates of the Department of Post-graduate Studies,

University of Languages and International Studies, Vietnam National University,

Llanoi who never hesitated to help me and share their experience

Special thanks to all participants in FPT High School for their participation and palionce during the process of the study in the academic year off 2018- 2019

semester

Finally I am deeply grateful to all members of my family for heing so

Tnotivaling and patient throughout the study.

TASTS OF TABLES AND FIGURES

‘Table 4.1: Kinds of tasks in while-listening stage - 29

Table 4.2: Paired Samples Statistics (pre-test & post-test 1) d2

Table 4.3: Paired Samples Correlations (pre-test & post-test 1) 33

‘Table 4.4; Paired Samples Statistics (post-test 1 & post-test 2) Sesee 38 Table 4.5: Paired Samples Correlations (post-test 1 & post-test 2) - 34

Table 4.6: Pared Samples T-Test (posl-test 1 & post-lesl 2) 34

‘Table 4.7: Students' assessment on the teacher's teaching activities in listening

Figure 3.1: The scheme of Classroom Action Research (CAR Seoul

Tigure 4.2: Factors aÍTooting in dọng laterring Iasks - 30

igure 4.3: Spodents" lisiening sirategies ccces „u31

Figure 4.4: SŠtudents' mmprovernentL m listering skIlls 35

Figure 4.5; Effcets of TBLT on listening comprehension

ABSTRACT

Developing lisicning skills is an important sphere in sLudying a lamguage This study focused on improving listening skills through ‘lask-based language teaching (TBL1) TBLT is a methodology that develops from a focus on classroom tasks 30 grade-10 studeris in FPT High School were the participants of the study through an

action research with two cycles of treatment employed A pre-test, the instruction,

and two post-tests were given to the participants TBLT was applied for the

parlicipanls The comparisons between the resulls of the pre-iest and post-tests were

made through paired sample t-tests ‘Ihe results indicated that the students after the treatment performed better The results were also supported by the data collected from inlorviews, questionnaires and class observalions This study may have pedagogical implications for practitioners in the field and for syllabus designers to

have suitable tasks in English textbooks and English teachers would use the most

efTevtive teaching methods lor their students

ii

1.1 Background of the study

1.2, Rationale for the study, neo

1.3 Aims and objectives of the study

1.4 Research questions

1.5 Significance of the study .cccccscussseesseeeeeenee

1.6.A Summary of research methodology

1.6.1 Participants

1.6.2 Research imstruments «00.0 cece eesssaeeseeesseeevieees

1.6.3 Research procedures

1.7 Stucture of the study

CHAPTER 2: LITERATURE REVIEW

2.1 Task-based language teaching (TBLT)

ACKNOWLEDGEMENTS

Firsily, I would like to express my gratitude to my thesis advisor, Prof Dr Hoang Van Van for his continuous support, invaluable feedback throughout the process of the study Ile provided me with constant guidance and encouragement which (umod the demanding thesis writing inlo a smooth and fruitful process

I would also like to express my special thanks to all my dear colleagues of TPT Iligh School, and my classmates of the Department of Post-graduate Studies,

University of Languages and International Studies, Vietnam National University,

Llanoi who never hesitated to help me and share their experience

Special thanks to all participants in FPT High School for their participation and palionce during the process of the study in the academic year off 2018- 2019

semester

Finally I am deeply grateful to all members of my family for heing so

Tnotivaling and patient throughout the study.

LISTS OF ABBREVIATIONS

FFI: English as Foreign Language

Ss: Students

T: Teacher

TRIT: Task-based language leaching

MOBY: The Vietnamese Ministry of Hducation and ‘raining

CEPR: The Common Buropean Framework of Reference for Languages

iv

5.1 Summauy

5.2, Pedagogical implieatlons cọc ae

$.3 Recornniendntiona

5.3.1 Recommendations for teachers

5.3.2, Recommendations for studefis các

APPENDIX 1: STUDENT QUESTIONSALRE,

APPENDIX 2: TEACHER INTERVIEW

APPENDIX 3: SAMPLE OF CLASSROOM OBSERVATION APPENDIX 4: LISTENING TEST

APPENDIX 5: TEST RESULTS

viti

TASTS OF TABLES AND FIGURES

‘Table 4.1: Kinds of tasks in while-listening stage - 29

Table 4.2: Paired Samples Statistics (pre-test & post-test 1) d2

Table 4.3: Paired Samples Correlations (pre-test & post-test 1) 33

‘Table 4.4; Paired Samples Statistics (post-test 1 & post-test 2) Sesee 38 Table 4.5: Paired Samples Correlations (post-test 1 & post-test 2) - 34

Table 4.6: Pared Samples T-Test (posl-test 1 & post-lesl 2) 34

‘Table 4.7: Students' assessment on the teacher's teaching activities in listening

Figure 3.1: The scheme of Classroom Action Research (CAR Seoul

Tigure 4.2: Factors aÍTooting in dọng laterring Iasks - 30

igure 4.3: Spodents" lisiening sirategies ccces „u31

Figure 4.4: SŠtudents' mmprovernentL m listering skIlls 35

Figure 4.5; Effcets of TBLT on listening comprehension

ABSTRACT

Developing lisicning skills is an important sphere in sLudying a lamguage This study focused on improving listening skills through ‘lask-based language teaching (TBL1) TBLT is a methodology that develops from a focus on classroom tasks 30 grade-10 studeris in FPT High School were the participants of the study through an

action research with two cycles of treatment employed A pre-test, the instruction,

and two post-tests were given to the participants TBLT was applied for the

parlicipanls The comparisons between the resulls of the pre-iest and post-tests were

made through paired sample t-tests ‘Ihe results indicated that the students after the treatment performed better The results were also supported by the data collected from inlorviews, questionnaires and class observalions This study may have pedagogical implications for practitioners in the field and for syllabus designers to

have suitable tasks in English textbooks and English teachers would use the most

efTevtive teaching methods lor their students

ii

ACKNOWLEDGEMENTS

Firsily, I would like to express my gratitude to my thesis advisor, Prof Dr Hoang Van Van for his continuous support, invaluable feedback throughout the process of the study Ile provided me with constant guidance and encouragement which (umod the demanding thesis writing inlo a smooth and fruitful process

I would also like to express my special thanks to all my dear colleagues of TPT Iligh School, and my classmates of the Department of Post-graduate Studies,

University of Languages and International Studies, Vietnam National University,

Llanoi who never hesitated to help me and share their experience

Special thanks to all participants in FPT High School for their participation and palionce during the process of the study in the academic year off 2018- 2019

semester

Finally I am deeply grateful to all members of my family for heing so

Tnotivaling and patient throughout the study.

1.1 Background of the study

1.2, Rationale for the study, neo

1.3 Aims and objectives of the study

1.4 Research questions

1.5 Significance of the study .cccccscussseesseeeeeenee

1.6.A Summary of research methodology

1.6.1 Participants

1.6.2 Research imstruments «00.0 cece eesssaeeseeesseeevieees

1.6.3 Research procedures

1.7 Stucture of the study

CHAPTER 2: LITERATURE REVIEW

2.1 Task-based language teaching (TBLT)

5.1 Summauy

5.2, Pedagogical implieatlons cọc ae

$.3 Recornniendntiona

5.3.1 Recommendations for teachers

5.3.2, Recommendations for studefis các

APPENDIX 1: STUDENT QUESTIONSALRE,

APPENDIX 2: TEACHER INTERVIEW

APPENDIX 3: SAMPLE OF CLASSROOM OBSERVATION APPENDIX 4: LISTENING TEST

APPENDIX 5: TEST RESULTS

viti

TASTS OF TABLES AND FIGURES

‘Table 4.1: Kinds of tasks in while-listening stage - 29

Table 4.2: Paired Samples Statistics (pre-test & post-test 1) d2

Table 4.3: Paired Samples Correlations (pre-test & post-test 1) 33

‘Table 4.4; Paired Samples Statistics (post-test 1 & post-test 2) Sesee 38 Table 4.5: Paired Samples Correlations (post-test 1 & post-test 2) - 34

Table 4.6: Pared Samples T-Test (posl-test 1 & post-lesl 2) 34

‘Table 4.7: Students' assessment on the teacher's teaching activities in listening

Figure 3.1: The scheme of Classroom Action Research (CAR Seoul

Tigure 4.2: Factors aÍTooting in dọng laterring Iasks - 30

igure 4.3: Spodents" lisiening sirategies ccces „u31

Figure 4.4: SŠtudents' mmprovernentL m listering skIlls 35

Figure 4.5; Effcets of TBLT on listening comprehension

5.1 Summauy

5.2, Pedagogical implieatlons cọc ae

$.3 Recornniendntiona

5.3.1 Recommendations for teachers

5.3.2, Recommendations for studefis các

APPENDIX 1: STUDENT QUESTIONSALRE,

APPENDIX 2: TEACHER INTERVIEW

APPENDIX 3: SAMPLE OF CLASSROOM OBSERVATION APPENDIX 4: LISTENING TEST

APPENDIX 5: TEST RESULTS

viti