Luận văn using task based language teaching to increase students’ participation in speaking lessons

‘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

‘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

INCREASE STUDENTS’ PARTICIPATION IN SPEAKING

LESSONS: AN ACTION RESEARCH AT DUC THIEN

VOCATIONAL SCIIOOL

(SỬ DUNG PHUONG PHAP DAY HOC GIAO NHIEM VU DE TANG

CƯỜNG SỰ THAM GIÁ CUA HOC SINH TRONG CAC GIO HỌC NÓI:

NGTITEN CUU TANTEDONG TAI TRUONG TRING CAP DUC TITER)

M.A MINOR PROGRAMME THESIS

Field: English language tcaching methodalogy Code: 60 1410

HANOI — 2013

‘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

INCREASE STUDENTS’ PARTICIPATION IN SPEAKING

LESSONS: AN ACTION RESEARCH AT DUC THIEN

VOCATIONAL SCIIOOL

(SỬ DUNG PHUONG PHAP DAY HOC GIAO NHIEM VU DE TANG

CƯỜI ' THAM GIÁ CỦA HỌC SINH TRÔNG CÁC GIO HOC NÓI

NGTITEN CUU TANTEDONG TAI TRUONG TRING CAP DUC TITER)

MLA, MINOR PROGRAMME THESIS

Field: English language teaching methodology Code: 60 14 10

Supervisor: Dr Duong Thi Nu

TIANOI - 2013

List of abbreviations 1.00.0 eee

List of tables and charts

4 8oope oÊ the suổy sec

5 Methods of the siudy

6 Significance of the study

7 Design oŸ the shudy sec

1.2.1 What is student participation?

1.2.2 Factors affectng student participation in speaking class

1.2.2.1 Students’ leaming styles

1.2.2.2 Students’ motivation

1.2.2.3 Teachers’ teaching techniques as

1.2.2.4 Teachers’ personal qualities and characteristics

1.3 Task-basod language leaching (TBI.T)

PART A

1 Rationale of the study

English has been extensively studied and taught in Vietnam for decades Tlowever, there exists some weakness in the teaching and leaming of the speaking skill in non-English major courses al vocational schools, colleges and universities I realize that most of students have many problems in learning this skill It is due to the fact that the common teaching approach applied is teacher-centered and lecture-

oriented, which normally resulis in learner passiveriess and nion-involvement in

Lnglish speaking activities

Since I started teaching at Dic Thién vocational school, I have always been

trying wy besl lo help my studenls speak betier However, T have bad many frustrations because my students are always inactive in speaking lessons In fact, at

the beginning of each new course, teachers of English at DTVS always make as

many offorts as possible to icach speaking skill earclully Even though the students are really encouraged by the teachers, their participation in speaking lessons is very

poor This problem leads Lo the fact that the teachers oflen omil or teach speaking lessons perfunctorily to spend time teaching other parts in umts so that their

students can pass the final exam well

Although the students are not required to take any Enghsh speaking

communicative skill is very important for their future jobs How to help students become more active and participate in speaking lessons better, it is really a big question for me and my colleagues

In some recent years, many modern approaches have been applied ‘I'ask-based language teaching has been preferably applied in teaching languages with the hope

to achieve the expected communicalive results Thanks to lectures on English

language teaching methodology delivered in my master course, | understand about and really felt interested in TBLT Richards and Rodgers (2001:228) asserted that

“Tasks aro belioved to foster process of negoliation, modification, rephrasing, and

experiment that are heart of second Janguage learning” Besides, Nunan (2005) argues that “task-based teaching does provide a flexible, functionally compatible and contextually sonsilive approach for many tcachers, as well as learners”

‘Therefore, the research “Using task-based language teaching to increase students’ participation in speaking lessons: An action research at Ditc Thién

Vocational School” was conducted in the hope of solving the problem in my school’s teaching context

2 Aim and objectives of the study

The study is designed with an aim Lo increase sludenis’ participation in speaking

lessons at D''VS by using task-based language teaching Specifically, it has three

objectives:

- To find possible explanations for the poor participation of the students

- ro justify the effect of task-based language teaching on students’ participation

3 Research questions

1 Whal are possible reasons (hat load to students’ participation in speaking lessons?

2 ‘fo what extent does task-based language teaching help increase students’

parlicipalion in speaking lessons?

4 Scope af the study

‘The study concentrates on communicative tasks that students are assigned in

English speaking lessons, which result in increasing the participation of first-year students’ at D'I'VS Within its scope, the research was aimed at justifying the extent

of class activity participation improvement of the students

§ Methods of the study

‘This study is conducted as an action research because action researeli is the best

choice for the purpose of investigating students’ difficulties in learning speaking

PART A

1 Rationale of the study

English has been extensively studied and taught in Vietnam for decades Tlowever, there exists some weakness in the teaching and leaming of the speaking skill in non-English major courses al vocational schools, colleges and universities I realize that most of students have many problems in learning this skill It is due to the fact that the common teaching approach applied is teacher-centered and lecture-

oriented, which normally resulis in learner passiveriess and nion-involvement in

Lnglish speaking activities

Since I started teaching at Dic Thién vocational school, I have always been

trying wy besl lo help my studenls speak betier However, T have bad many frustrations because my students are always inactive in speaking lessons In fact, at

the beginning of each new course, teachers of English at DTVS always make as

many offorts as possible to icach speaking skill earclully Even though the students are really encouraged by the teachers, their participation in speaking lessons is very

poor This problem leads Lo the fact that the teachers oflen omil or teach speaking lessons perfunctorily to spend time teaching other parts in umts so that their

students can pass the final exam well

Although the students are not required to take any Enghsh speaking

communicative skill is very important for their future jobs How to help students become more active and participate in speaking lessons better, it is really a big question for me and my colleagues

In some recent years, many modern approaches have been applied ‘I'ask-based language teaching has been preferably applied in teaching languages with the hope

to achieve the expected communicalive results Thanks to lectures on English

language teaching methodology delivered in my master course, | understand about and really felt interested in TBLT Richards and Rodgers (2001:228) asserted that

“Tasks aro belioved to foster process of negoliation, modification, rephrasing, and

interviews will be analyzed by qualitative method, and the data collected through the questionnaire will be analyzed by quantitative method

6 Significance of the study

‘The study is an attempt to the concem of teachers and administrator who take responsibility of the course quality and students’ learning From the findings of the

study, teachers and administrator can decide whether or not task-based language

teaching should be used for teaching English at DEVS in future This new method may become the positive solution to the students’ poor participation in learning not

only speaking skill bul also other skills

7, Design of the study

The study consists of three main parts as follows

» ‘The first part, Introduction, deals with rationale, purposes, research questions, scope, methods, significance and design of the study

© The second part, Development, contains three chapters, in which chapter

1 reviews the hterature focusing on the theoretical basis related lo task-based

language teaching and speaking skill, chapter 2 presents a detailed description of the

research methodology, and chapter 3 discusses the findings of the study

® The final part, Conclusion, recapitulates all the main points discussed

throughout the thesis, provides pedagogical implications and suggests further

research orientations.

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

Chapter 2: Methodology — 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 "¬ 17

2.4.3 The action procedures 19

2.5, Summary

Chapter 3: Data analysis and discussion 3

3 1.1 Skudents' atitudes towards spealcing skkil 22 co co 28

3.1.2 Stuđents` participation in speaking class sec 34

3.1.3 Students’ motivations and learning styles 34

3.1.4, Students’ difficulties in learning speaking skill, 55: 26

4, Students’ opinions on speaking activities in the textbook 26

3.1.6, Teacher’s leaching methods in speaking class 2

3.1.7 Students’ preferences and suggestions to increase their participation in

experiment that are heart of second Janguage learning” Besides, Nunan (2005) argues that “task-based teaching does provide a flexible, functionally compatible and contextually sonsilive approach for many tcachers, as well as learners”

‘Therefore, the research “Using task-based language teaching to increase students’ participation in speaking lessons: An action research at Ditc Thién

Vocational School” was conducted in the hope of solving the problem in my school’s teaching context

2 Aim and objectives of the study

The study is designed with an aim Lo increase sludenis’ participation in speaking

lessons at D''VS by using task-based language teaching Specifically, it has three

objectives:

- To find possible explanations for the poor participation of the students

- ro justify the effect of task-based language teaching on students’ participation

3 Research questions

1 Whal are possible reasons (hat load to students’ participation in speaking lessons?

2 ‘fo what extent does task-based language teaching help increase students’

parlicipalion in speaking lessons?

4 Scope af the study

‘The study concentrates on communicative tasks that students are assigned in

English speaking lessons, which result in increasing the participation of first-year students’ at D'I'VS Within its scope, the research was aimed at justifying the extent

of class activity participation improvement of the students

§ Methods of the study

‘This study is conducted as an action research because action researeli is the best

choice for the purpose of investigating students’ difficulties in learning speaking

3.3.1 Nhmber of students participating in spenking lessoni 30

3.2.2 Students` speaking turns — 31

3.2.3 Students’ quality of participation 31

3.2.3.1 Data from Observation sheet 1 ccc esses esceseee 32 3.2.3.2 Data from Observation sheet 2 cào 33

3.3.1 Students’ attitudes towards applied tasks and TBLT 35

3.3.2 Students’ difficulties in task-based speaking lessons 36

3.3.3 Students’ suggestions for belter implementing lask-based lessons 36

3.4, Discussion of the research questions — 36

1 Comehusions 0 cece cesta cess eenee 40

3 Suggestions for further rescarch 41

PART D: REEERENCES ò the eneeeieoieneooeo

experiment that are heart of second Janguage learning” Besides, Nunan (2005) argues that “task-based teaching does provide a flexible, functionally compatible and contextually sonsilive approach for many tcachers, as well as learners”

‘Therefore, the research “Using task-based language teaching to increase students’ participation in speaking lessons: An action research at Ditc Thién

Vocational School” was conducted in the hope of solving the problem in my school’s teaching context

2 Aim and objectives of the study

The study is designed with an aim Lo increase sludenis’ participation in speaking

lessons at D''VS by using task-based language teaching Specifically, it has three

objectives:

- To find possible explanations for the poor participation of the students

- ro justify the effect of task-based language teaching on students’ participation

3 Research questions

1 Whal are possible reasons (hat load to students’ participation in speaking lessons?

2 ‘fo what extent does task-based language teaching help increase students’

parlicipalion in speaking lessons?

4 Scope af the study

‘The study concentrates on communicative tasks that students are assigned in

English speaking lessons, which result in increasing the participation of first-year students’ at D'I'VS Within its scope, the research was aimed at justifying the extent

of class activity participation improvement of the students

§ Methods of the study

‘This study is conducted as an action research because action researeli is the best

choice for the purpose of investigating students’ difficulties in learning speaking

LIST OF ABBREVIATIONS

DTVS: Pite Thién Vocational school

TBLT: Task-bascd Language Teaching,

TBL: Task-based Learning

TRL: Task-based Lesson

NBL: Non-task-based Lesson

3.3.1 Nhmber of students participating in spenking lessoni 30

3.2.2 Students` speaking turns — 31

3.2.3 Students’ quality of participation 31

3.2.3.1 Data from Observation sheet 1 ccc esses esceseee 32 3.2.3.2 Data from Observation sheet 2 cào 33

3.3.1 Students’ attitudes towards applied tasks and TBLT 35

3.3.2 Students’ difficulties in task-based speaking lessons 36

3.3.3 Students’ suggestions for belter implementing lask-based lessons 36

3.4, Discussion of the research questions — 36

1 Comehusions 0 cece cesta cess eenee 40

3 Suggestions for further rescarch 41

PART D: REEERENCES ò the eneeeieoieneooeo

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

Chapter 2: Methodology — 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 "¬ 17

2.4.3 The action procedures 19

2.5, Summary

Chapter 3: Data analysis and discussion 3

3 1.1 Skudents' atitudes towards spealcing skkil 22 co co 28

3.1.2 Stuđents` participation in speaking class sec 34

3.1.3 Students’ motivations and learning styles 34

3.1.4, Students’ difficulties in learning speaking skill, 55: 26

4, Students’ opinions on speaking activities in the textbook 26

3.1.6, Teacher’s leaching methods in speaking class 2

3.1.7 Students’ preferences and suggestions to increase their participation in

interviews will be analyzed by qualitative method, and the data collected through the questionnaire will be analyzed by quantitative method

6 Significance of the study

‘The study is an attempt to the concem of teachers and administrator who take responsibility of the course quality and students’ learning From the findings of the

study, teachers and administrator can decide whether or not task-based language

teaching should be used for teaching English at DEVS in future This new method may become the positive solution to the students’ poor participation in learning not

only speaking skill bul also other skills

7, Design of the study

The study consists of three main parts as follows

» ‘The first part, Introduction, deals with rationale, purposes, research questions, scope, methods, significance and design of the study

© The second part, Development, contains three chapters, in which chapter

1 reviews the hterature focusing on the theoretical basis related lo task-based

language teaching and speaking skill, chapter 2 presents a detailed description of the

research methodology, and chapter 3 discusses the findings of the study

® The final part, Conclusion, recapitulates all the main points discussed

throughout the thesis, provides pedagogical implications and suggests further

research orientations.

LIST OF TABLES AND CHARTS

TABLES

Table 1; Students’ motivations on leaming speaking, skill

Table 2; Students” learning styles

Table 3; Students’ difficultics in learning speaking skill

‘Table 4, Students’ opinions on speaking activities in the textbook

Table 5: Students’ comments an their previous teachers’ teaching speaking skill Table 6: Students’ preferences in working in speaking lessons

‘Table 7: Students’ recommendation for the things the teacher should do

CHARTS

Chart 1: Students’ attitude towards importance of speaking skill

Chart 2: Students’ attitude towards interestingness of speaking skill

Charl 3: Students’ participation in speaking lessons

Chart 4; Students on-task behavior

Chart $: Students’ speaking tums

viii

LIST OF ABBREVIATIONS

DTVS: Pite Thién Vocational school

TBLT: Task-bascd Language Teaching,

TBL: Task-based Learning

TRL: Task-based Lesson

NBL: Non-task-based Lesson

3.3.1 Nhmber of students participating in spenking lessoni 30

3.2.2 Students` speaking turns — 31

3.2.3 Students’ quality of participation 31

3.2.3.1 Data from Observation sheet 1 ccc esses esceseee 32 3.2.3.2 Data from Observation sheet 2 cào 33

3.3.1 Students’ attitudes towards applied tasks and TBLT 35

3.3.2 Students’ difficulties in task-based speaking lessons 36

3.3.3 Students’ suggestions for belter implementing lask-based lessons 36

3.4, Discussion of the research questions — 36

1 Comehusions 0 cece cesta cess eenee 40

3 Suggestions for further rescarch 41

PART D: REEERENCES ò the eneeeieoieneooeo

3.3.1 Nhmber of students participating in spenking lessoni 30

3.2.2 Students` speaking turns — 31

3.2.3 Students’ quality of participation 31

3.2.3.1 Data from Observation sheet 1 ccc esses esceseee 32 3.2.3.2 Data from Observation sheet 2 cào 33

3.3.1 Students’ attitudes towards applied tasks and TBLT 35

3.3.2 Students’ difficulties in task-based speaking lessons 36

3.3.3 Students’ suggestions for belter implementing lask-based lessons 36

3.4, Discussion of the research questions — 36

1 Comehusions 0 cece cesta cess eenee 40

3 Suggestions for further rescarch 41

PART D: REEERENCES ò the eneeeieoieneooeo

interviews will be analyzed by qualitative method, and the data collected through the questionnaire will be analyzed by quantitative method

6 Significance of the study

‘The study is an attempt to the concem of teachers and administrator who take responsibility of the course quality and students’ learning From the findings of the

study, teachers and administrator can decide whether or not task-based language

teaching should be used for teaching English at DEVS in future This new method may become the positive solution to the students’ poor participation in learning not

only speaking skill bul also other skills

7, Design of the study

The study consists of three main parts as follows

» ‘The first part, Introduction, deals with rationale, purposes, research questions, scope, methods, significance and design of the study

© The second part, Development, contains three chapters, in which chapter

1 reviews the hterature focusing on the theoretical basis related lo task-based

language teaching and speaking skill, chapter 2 presents a detailed description of the

research methodology, and chapter 3 discusses the findings of the study

® The final part, Conclusion, recapitulates all the main points discussed

throughout the thesis, provides pedagogical implications and suggests further

research orientations.

LIST OF TABLES AND CHARTS

TABLES

Table 1; Students’ motivations on leaming speaking, skill

Table 2; Students” learning styles

Table 3; Students’ difficultics in learning speaking skill

‘Table 4, Students’ opinions on speaking activities in the textbook

Table 5: Students’ comments an their previous teachers’ teaching speaking skill Table 6: Students’ preferences in working in speaking lessons

‘Table 7: Students’ recommendation for the things the teacher should do

CHARTS

Chart 1: Students’ attitude towards importance of speaking skill

Chart 2: Students’ attitude towards interestingness of speaking skill

Charl 3: Students’ participation in speaking lessons

Chart 4; Students on-task behavior

Chart $: Students’ speaking tums

viii

PART A

1 Rationale of the study

English has been extensively studied and taught in Vietnam for decades Tlowever, there exists some weakness in the teaching and leaming of the speaking skill in non-English major courses al vocational schools, colleges and universities I realize that most of students have many problems in learning this skill It is due to the fact that the common teaching approach applied is teacher-centered and lecture-

oriented, which normally resulis in learner passiveriess and nion-involvement in

Lnglish speaking activities

Since I started teaching at Dic Thién vocational school, I have always been

trying wy besl lo help my studenls speak betier However, T have bad many frustrations because my students are always inactive in speaking lessons In fact, at

the beginning of each new course, teachers of English at DTVS always make as

many offorts as possible to icach speaking skill earclully Even though the students are really encouraged by the teachers, their participation in speaking lessons is very

poor This problem leads Lo the fact that the teachers oflen omil or teach speaking lessons perfunctorily to spend time teaching other parts in umts so that their

students can pass the final exam well

Although the students are not required to take any Enghsh speaking

communicative skill is very important for their future jobs How to help students become more active and participate in speaking lessons better, it is really a big question for me and my colleagues

In some recent years, many modern approaches have been applied ‘I'ask-based language teaching has been preferably applied in teaching languages with the hope

to achieve the expected communicalive results Thanks to lectures on English

language teaching methodology delivered in my master course, | understand about and really felt interested in TBLT Richards and Rodgers (2001:228) asserted that

“Tasks aro belioved to foster process of negoliation, modification, rephrasing, and

PART A

1 Rationale of the study

English has been extensively studied and taught in Vietnam for decades Tlowever, there exists some weakness in the teaching and leaming of the speaking skill in non-English major courses al vocational schools, colleges and universities I realize that most of students have many problems in learning this skill It is due to the fact that the common teaching approach applied is teacher-centered and lecture-

oriented, which normally resulis in learner passiveriess and nion-involvement in

Lnglish speaking activities

Since I started teaching at Dic Thién vocational school, I have always been

trying wy besl lo help my studenls speak betier However, T have bad many frustrations because my students are always inactive in speaking lessons In fact, at

the beginning of each new course, teachers of English at DTVS always make as

many offorts as possible to icach speaking skill earclully Even though the students are really encouraged by the teachers, their participation in speaking lessons is very

poor This problem leads Lo the fact that the teachers oflen omil or teach speaking lessons perfunctorily to spend time teaching other parts in umts so that their

students can pass the final exam well

Although the students are not required to take any Enghsh speaking

communicative skill is very important for their future jobs How to help students become more active and participate in speaking lessons better, it is really a big question for me and my colleagues

In some recent years, many modern approaches have been applied ‘I'ask-based language teaching has been preferably applied in teaching languages with the hope

to achieve the expected communicalive results Thanks to lectures on English

language teaching methodology delivered in my master course, | understand about and really felt interested in TBLT Richards and Rodgers (2001:228) asserted that

“Tasks aro belioved to foster process of negoliation, modification, rephrasing, and

LIST OF ABBREVIATIONS

DTVS: Pite Thién Vocational school

TBLT: Task-bascd Language Teaching,

TBL: Task-based Learning

TRL: Task-based Lesson

NBL: Non-task-based Lesson

LIST OF ABBREVIATIONS

DTVS: Pite Thién Vocational school

TBLT: Task-bascd Language Teaching,

TBL: Task-based Learning

TRL: Task-based Lesson

NBL: Non-task-based Lesson

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

Chapter 2: Methodology — 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 "¬ 17

2.4.3 The action procedures 19

2.5, Summary

Chapter 3: Data analysis and discussion 3

3 1.1 Skudents' atitudes towards spealcing skkil 22 co co 28

3.1.2 Stuđents` participation in speaking class sec 34

3.1.3 Students’ motivations and learning styles 34

3.1.4, Students’ difficulties in learning speaking skill, 55: 26

4, Students’ opinions on speaking activities in the textbook 26

3.1.6, Teacher’s leaching methods in speaking class 2

3.1.7 Students’ preferences and suggestions to increase their participation in

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

Chapter 2: Methodology — 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 "¬ 17

2.4.3 The action procedures 19

2.5, Summary

Chapter 3: Data analysis and discussion 3

3 1.1 Skudents' atitudes towards spealcing skkil 22 co co 28

3.1.2 Stuđents` participation in speaking class sec 34

3.1.3 Students’ motivations and learning styles 34

3.1.4, Students’ difficulties in learning speaking skill, 55: 26

4, Students’ opinions on speaking activities in the textbook 26

3.1.6, Teacher’s leaching methods in speaking class 2

3.1.7 Students’ preferences and suggestions to increase their participation in

experiment that are heart of second Janguage learning” Besides, Nunan (2005) argues that “task-based teaching does provide a flexible, functionally compatible and contextually sonsilive approach for many tcachers, as well as learners”

‘Therefore, the research “Using task-based language teaching to increase students’ participation in speaking lessons: An action research at Ditc Thién

Vocational School” was conducted in the hope of solving the problem in my school’s teaching context

2 Aim and objectives of the study

The study is designed with an aim Lo increase sludenis’ participation in speaking

lessons at D''VS by using task-based language teaching Specifically, it has three

objectives:

- To find possible explanations for the poor participation of the students

- ro justify the effect of task-based language teaching on students’ participation

3 Research questions

1 Whal are possible reasons (hat load to students’ participation in speaking lessons?

2 ‘fo what extent does task-based language teaching help increase students’

parlicipalion in speaking lessons?

4 Scope af the study

‘The study concentrates on communicative tasks that students are assigned in

English speaking lessons, which result in increasing the participation of first-year students’ at D'I'VS Within its scope, the research was aimed at justifying the extent

of class activity participation improvement of the students

§ Methods of the study

‘This study is conducted as an action research because action researeli is the best

choice for the purpose of investigating students’ difficulties in learning speaking

interviews will be analyzed by qualitative method, and the data collected through the questionnaire will be analyzed by quantitative method

6 Significance of the study

‘The study is an attempt to the concem of teachers and administrator who take responsibility of the course quality and students’ learning From the findings of the

study, teachers and administrator can decide whether or not task-based language

teaching should be used for teaching English at DEVS in future This new method may become the positive solution to the students’ poor participation in learning not

only speaking skill bul also other skills

7, Design of the study

The study consists of three main parts as follows

» ‘The first part, Introduction, deals with rationale, purposes, research questions, scope, methods, significance and design of the study

© The second part, Development, contains three chapters, in which chapter

1 reviews the hterature focusing on the theoretical basis related lo task-based

language teaching and speaking skill, chapter 2 presents a detailed description of the

research methodology, and chapter 3 discusses the findings of the study

® The final part, Conclusion, recapitulates all the main points discussed

throughout the thesis, provides pedagogical implications and suggests further

research orientations.

LIST OF ABBREVIATIONS

DTVS: Pite Thién Vocational school

TBLT: Task-bascd Language Teaching,

TBL: Task-based Learning

TRL: Task-based Lesson

NBL: Non-task-based Lesson

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

Chapter 2: Methodology — 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 "¬ 17

2.4.3 The action procedures 19

2.5, Summary

Chapter 3: Data analysis and discussion 3

3 1.1 Skudents' atitudes towards spealcing skkil 22 co co 28

3.1.2 Stuđents` participation in speaking class sec 34

3.1.3 Students’ motivations and learning styles 34

3.1.4, Students’ difficulties in learning speaking skill, 55: 26

4, Students’ opinions on speaking activities in the textbook 26

3.1.6, Teacher’s leaching methods in speaking class 2

3.1.7 Students’ preferences and suggestions to increase their participation in

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

Chapter 2: Methodology — 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 "¬ 17

2.4.3 The action procedures 19

2.5, Summary

Chapter 3: Data analysis and discussion 3

3 1.1 Skudents' atitudes towards spealcing skkil 22 co co 28

3.1.2 Stuđents` participation in speaking class sec 34

3.1.3 Students’ motivations and learning styles 34

3.1.4, Students’ difficulties in learning speaking skill, 55: 26

4, Students’ opinions on speaking activities in the textbook 26

3.1.6, Teacher’s leaching methods in speaking class 2

3.1.7 Students’ preferences and suggestions to increase their participation in

PART A

1 Rationale of the study

English has been extensively studied and taught in Vietnam for decades Tlowever, there exists some weakness in the teaching and leaming of the speaking skill in non-English major courses al vocational schools, colleges and universities I realize that most of students have many problems in learning this skill It is due to the fact that the common teaching approach applied is teacher-centered and lecture-

oriented, which normally resulis in learner passiveriess and nion-involvement in

Lnglish speaking activities

Since I started teaching at Dic Thién vocational school, I have always been

trying wy besl lo help my studenls speak betier However, T have bad many frustrations because my students are always inactive in speaking lessons In fact, at

the beginning of each new course, teachers of English at DTVS always make as

many offorts as possible to icach speaking skill earclully Even though the students are really encouraged by the teachers, their participation in speaking lessons is very

poor This problem leads Lo the fact that the teachers oflen omil or teach speaking lessons perfunctorily to spend time teaching other parts in umts so that their

students can pass the final exam well

Although the students are not required to take any Enghsh speaking

communicative skill is very important for their future jobs How to help students become more active and participate in speaking lessons better, it is really a big question for me and my colleagues

In some recent years, many modern approaches have been applied ‘I'ask-based language teaching has been preferably applied in teaching languages with the hope

to achieve the expected communicalive results Thanks to lectures on English

language teaching methodology delivered in my master course, | understand about and really felt interested in TBLT Richards and Rodgers (2001:228) asserted that

“Tasks aro belioved to foster process of negoliation, modification, rephrasing, and

3.3.1 Nhmber of students participating in spenking lessoni 30

3.2.2 Students` speaking turns — 31

3.2.3 Students’ quality of participation 31

3.2.3.1 Data from Observation sheet 1 ccc esses esceseee 32 3.2.3.2 Data from Observation sheet 2 cào 33

3.3.1 Students’ attitudes towards applied tasks and TBLT 35

3.3.2 Students’ difficulties in task-based speaking lessons 36

3.3.3 Students’ suggestions for belter implementing lask-based lessons 36

3.4, Discussion of the research questions — 36

1 Comehusions 0 cece cesta cess eenee 40

3 Suggestions for further rescarch 41

PART D: REEERENCES ò the eneeeieoieneooeo

interviews will be analyzed by qualitative method, and the data collected through the questionnaire will be analyzed by quantitative method

6 Significance of the study

‘The study is an attempt to the concem of teachers and administrator who take responsibility of the course quality and students’ learning From the findings of the

study, teachers and administrator can decide whether or not task-based language

teaching should be used for teaching English at DEVS in future This new method may become the positive solution to the students’ poor participation in learning not

only speaking skill bul also other skills

7, Design of the study

The study consists of three main parts as follows

» ‘The first part, Introduction, deals with rationale, purposes, research questions, scope, methods, significance and design of the study

© The second part, Development, contains three chapters, in which chapter

1 reviews the hterature focusing on the theoretical basis related lo task-based

language teaching and speaking skill, chapter 2 presents a detailed description of the

research methodology, and chapter 3 discusses the findings of the study

® The final part, Conclusion, recapitulates all the main points discussed

throughout the thesis, provides pedagogical implications and suggests further

research orientations.

LIST OF TABLES AND CHARTS

TABLES

Table 1; Students’ motivations on leaming speaking, skill

Table 2; Students” learning styles

Table 3; Students’ difficultics in learning speaking skill

‘Table 4, Students’ opinions on speaking activities in the textbook

Table 5: Students’ comments an their previous teachers’ teaching speaking skill Table 6: Students’ preferences in working in speaking lessons

‘Table 7: Students’ recommendation for the things the teacher should do

CHARTS

Chart 1: Students’ attitude towards importance of speaking skill

Chart 2: Students’ attitude towards interestingness of speaking skill

Charl 3: Students’ participation in speaking lessons

Chart 4; Students on-task behavior

Chart $: Students’ speaking tums

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LIST OF TABLES AND CHARTS

TABLES

Table 1; Students’ motivations on leaming speaking, skill

Table 2; Students” learning styles

Table 3; Students’ difficultics in learning speaking skill

‘Table 4, Students’ opinions on speaking activities in the textbook

Table 5: Students’ comments an their previous teachers’ teaching speaking skill Table 6: Students’ preferences in working in speaking lessons

‘Table 7: Students’ recommendation for the things the teacher should do

CHARTS

Chart 1: Students’ attitude towards importance of speaking skill

Chart 2: Students’ attitude towards interestingness of speaking skill

Charl 3: Students’ participation in speaking lessons

Chart 4; Students on-task behavior

Chart $: Students’ speaking tums

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