INTRODUCTION
Rationale
In today's world, English has emerged as a global language essential for trade, travel, and education across various countries The growing importance of English in communication highlights the need for proficiency in the language As most documents and valuable information are written in English, a lack of English skills can limit access to this wealth of knowledge.
Given the significance of English as a global language, it is essential for Vietnamese individuals to master its use The education department has acknowledged the critical role of English in Vietnam's future, leading to its inclusion as a core subject in national schools for over 20 years However, various challenges persist that hinder students from achieving fluency in English.
English is not an official language in Vietnam, limiting opportunities for practice compared to other Southeast Asian countries like Singapore and the Philippines While English education begins in primary school, the proficiency of Vietnamese students is often undervalued Emphasis is placed on grammar rather than speaking skills, leading to a focus on exam performance over practical communication in English Consequently, many students lack the ability to engage in conversational English despite years of study.
Vietnamese students excel in grammar and vocabulary, which aids their understanding of English However, a lack of speaking practice hinders their ability to communicate effectively While many students grasp the meanings of English words, they often struggle with speaking and pronunciation.
Fear of communication significantly hinders the improvement of students' speaking skills In Vietnam, English education allocates more hours to speaking in primary school compared to secondary and high school As secondary students focus on grammar, they gain a solid understanding of reading and vocabulary, but this approach does not effectively enhance their speaking abilities.
To enhance English teaching in secondary schools, a balanced approach that integrates grammar and speaking is essential for the comprehensive development of students' skills Creating a supportive environment where students can practice and contribute to lesson planning, with guidance from teachers, fosters their growth and motivation in learning English.
From the above reasons, we have decided to do an M.A research on “Using
This article explores the Task-Based Learning approach to enhance the speaking skills of 9th-grade students at a secondary school in Ho Chi Minh City The research aims to provide valuable insights and practical suggestions for English teachers in secondary education, promoting effective teaching strategies to improve student engagement and language proficiency.
Aims of the study
In this study, we would like to examine the effectiveness of using Task - Based Learning (TBL) approach to improve the 9 th grade students’ speaking skills
This research aims to explore the impact of Task-Based Learning activities on students' speaking skills and to investigate their attitudes towards learning these skills through such activities.
Research questions
The research is intended to answer the following questions:
(i) What effects do Task-Based Learning activities have on the students’ speaking skills?
(ii) What are the students’ attitudes towards learning speaking skills through Task-Based Learning activities?
Scope of the study
This research aims to explore the effectiveness of Task-Based Learning in enhancing speaking skills among 9th graders at Viet Anh Secondary School Students will engage in the Task-Based Language Teaching Approach during their English lessons, providing them with practical opportunities to improve their language proficiency.
Students at Viet Anh Secondary School are enrolled in an intensive English program, utilizing a textbook alongside the ACCESS – Express Publishing intensive book, which comprises five weekly periods This comprehensive approach significantly enhances their English language skills, with most students reaching language proficiency levels of 3 or 4.
When the students learn the intensive book, they can practice the international tests with level B2 (Common European Framework for Reference) such as IELTS, TOEFL, PTE.
Significance of the study
This study aims to enhance students' speaking skills through Task-Based Language Teaching (TBLT), while encouraging English teachers to adopt this effective method for skill development Furthermore, it seeks to provide readers with valuable insights and knowledge expansion related to the topic.
Research methods
This study will apply an action research to help treat the learners’ speaking problems by means of Task-Based Learning activities
A survey will be given to the learners after the lessons to examine their attitudes towards the Task-Based Learning method
This action research employs both qualitative and quantitative methods to investigate two key research questions Data is gathered through surveys, interviews, and assessments, while the researcher utilizes speaking band descriptors from the Published Version and Harris’ oral English rating scale to evaluate students' speaking skills.
Structure of the study
The study is intended to consist of five chapters:
Chapter 1 – Introduction: give a brief and reasons for choosing the thesis, scope and aims of the study with the research method and the structure of the study
Chapter 2 – Literature Review: This chapter focuses on the knowledge about
Task-Based Learning in teaching English language, analyzed Task-Based
Learning method that applied by the theory, characteristics and cognitive development of young learners and teaching English at secondary school
Chapter 3 - Methodology: This chapter reports the context, research hypothesis, participants, instruments and the procedure of conducting Task-Based
Learning for the study The detailed results of the surveys and a critical comprehensive analysis on the data collected are presented
Chapter 4- Findings and Discussion: The part gives the data analysis from the Action Research results to make the foundation for giving the suggestion in
Chapter 5 – Conclusion: summarizes the study, suggestions some typical activities and practical tips for secondary teacher to improve 9 th -grade students’
English speaking and examples for illustration, limitations of the study and suggestions for the study in further
LITERATURE REVIEW
An overview of Task-Based Learning
Task-Based Learning presents a valuable alternative for language teachers and students, focusing on real-life tasks rather than pre-determined language points In this approach, lessons revolve around completing a central task, with the specific language used emerging naturally from the students' interactions during the task According to Willis (1996), this method comprises three essential stages, enhancing the learning experience by prioritizing practical application over traditional language instruction.
Nunan's (2004) model highlights three macro functions in conversation tasks: ideational, interpersonal, and textual These stages effectively integrate meaning and form, allowing learners to practice grammar structures while focusing primarily on grammar and form By utilizing Nunan's framework, educators can enhance language learning through structured conversation tasks.
(2004), Task-Based Learning can be divided into six stages:
● Controlled practice embedded in a context
Long (2005) emphasizes the significance of form in Task-Based Learning, highlighting the interplay between meaning, structure, and the context of communication His model outlines specific stages to effectively focus on these elements.
● Needs analysis to identify target tasks
● Classification into target task types
● Sequencing to form a task-based syllabus
● Implementation with appropriate methodology and pedagogy
● Assessment with task-based, criterion-referenced, performance tests
Task-Based Learning enhances grammar and speaking skills by enabling learners to generate useful language forms during conversations This method, advocated by Willis (1994), is widely adopted in various countries for teaching English, as it emphasizes speaking practice more effectively than traditional approaches Willis describes Task-Based Learning as “like a sort of PPP upside down,” highlighting its innovative approach to language acquisition.
The lesson follows certain stages Task-Based Learning includes Pre-tasks, Task-Cycle (Task, Planning and Report) and the last one is Language Focus
The teacher, acting as a researcher, will design a teaching-learning activity aimed at addressing issues identified in previous lessons, such as students' fear of making mistakes and their reluctance to participate.
1 The PPP acronym stands for Presentation, Practice and Production
Many learners struggle with incorrect pronunciation and grammar, hindering their fluency in speaking To address these challenges, teachers will come prepared with essential tools such as a detailed lesson plan, audio recorder, observation sheet, field notes, student scoring sheet, and interview sheet.
In the pre-task stage, the teacher clearly introduces the topic and provides detailed instructions for the upcoming task, aiding students in recalling useful language This stage may also involve playing a recording of individuals performing the task, offering a clear model for students to follow Additionally, students are encouraged to take notes and prepare for the task using various resources such as images, posters, and descriptions.
Teachers explore the topic with the class and highlight useful words and phrases
The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement
Students create brief oral or written reports to present to the class about their task experiences They rehearse their presentations in groups, while the teacher is on hand to provide guidance and address any language-related queries.
Students present their reports orally or read them aloud in class, with the teacher determining the presentation order The teacher provides quick feedback on the content and may also play recordings of similar presentations for students to use as a comparison.
Teachers can facilitate group discussions and guide students in analyzing their work collaboratively Following the lesson, students will complete an exercise on the topic and present their findings by reading aloud to the class.
The teacher emphasizes key vocabulary from the recorded text for student analysis, encouraging them to incorporate these new words into a class presentation Additionally, the teacher may focus on the language utilized by students during their reporting phase for further examination.
The teacher chooses vocabulary for practice based on student needs and insights from task and report phases Students engage in practice activities to build confidence and note useful language.
Task-Based Learning point of view
Task-Based Learning is an application in teaching second language informed using the most recent research findings on second language acquisition
Task-Based Learning (TBL) actively engages learners in participation and activity creation, significantly enhancing their motivation to learn This approach provides students with ample opportunities to express their thoughts through actions, while teachers can better address individual student needs By applying their acquired knowledge in practical tasks, students gain valuable experience that underscores the importance of grammar and vocabulary in articulating their ideas effectively in spoken communication.
Task-Based Learning (TBL) equips students with essential skills such as asking questions, negotiating meaning, and collaborating in groups This approach fosters the observation of diverse ideas and enhances problem-solving abilities while allowing students to understand their classmates' thought processes and decision-making TBL is not just about language improvement; it also aids in personal development and builds confidence Ultimately, learners become adept at presenting their ideas, evaluating others, and responding thoughtfully, making TBL a valuable educational method.
Task-Based Learning activities enhance students' skills by engaging them in three key phases: first, "information activities," where they gather information and collaborate in groups; second, "reasoning activities," which allow them to share and articulate their ideas with teammates; and finally, "opinion activities," where students discuss and evaluate ideas collectively to select the most suitable one.
Learners
According to Gardener Murphy (1968), learning encompasses any behavioral modification to adapt to environmental demands, highlighting that students can enhance their knowledge through a supportive learning environment As children progress from primary to secondary school, the significance of learning activities increases, particularly between the ages of eleven and fifteen, marking a critical transition in their educational journey In junior high school, students encounter more complex learning, shifting from basic event systems to systematic studies that emphasize subject-based knowledge This stage requires them to be self-aware and independent learners Additionally, engaging in English language learning allows students to develop essential skills through research and presentations, further enriching their educational experience.
During a new learning phase, students often encounter challenges like memory difficulties, test anxiety, and syllabus overload These issues can be effectively addressed through dedication, consistent effort, and increased practice For middle school students, educators can foster an engaging English environment that stimulates their interest and motivation to learn.
12 discover because they usually have the common characteristics of learners given as below:
Students have a strong desire for knowledge and are eager to explore new concepts They thrive on discovering solutions and tackling challenges Therefore, educators should foster an environment that encourages students to engage with new information effectively.
A successful learner demonstrates careful understanding and recognizes that knowledge is achieved through hard work and dedication By thoroughly grasping the subject matter, an effective learner actively interprets information, distinguishes between concepts, and derives meaningful insights.
A learner with strong personal qualities grasps subject matter quickly and effectively addresses challenges Each learner possesses unique personal and social cognitive abilities, which can impact their educational experience Those from diverse social backgrounds may encounter difficulties in new learning environments; however, an adaptable learner can seamlessly adjust to different classroom settings.
Learner characteristics are influenced by their mental and intellectual growth, which can be positively enhanced through effective education and training A dedicated educator takes on the responsibility of recognizing each learner's unique traits and fostering their skills for optimal development.
A true learner embraces knowledge and remains open to new information, consistently adapting to change Their curious disposition drives them to seek wisdom from various sources, including parents, siblings, neighbors, relatives, teachers, and society at large.
Understanding the distinction between learners' interest and attitude is crucial for effective teaching Teachers play a vital role in evaluating students' interests and aptitudes, enabling them to provide tailored guidance that aligns with each learner's unique strengths and preferences.
Not every learner can adapt to every situation due to their unique characteristics While some students easily acclimate to the classroom environment, others may feel uneasy Therefore, effective learners should be able to adjust to varying circumstances.
Motivation plays a crucial role in helping learners reach their goals, as individuals vary in their motivational levels While some learners are quickly inspired and driven, others may experience prolonged hesitation before finding motivation from their instructors.
Learners who quickly grasp questions and solve problems demonstrate a higher level of understanding compared to those who require more time to comprehend and address the same issues.
Nervousness is a common experience among learners, often indicating a gap in knowledge This feeling can be effectively alleviated through a structured teaching and learning process.
Every learner has a unique approach to life, with some readily accepting traditional teachings while others exhibit remarkable creativity These innovative learners possess the ability to explore new ideas and think outside the box, showcasing their talents in inventive ways.
To stay competitive, it is essential to engage the mind actively In society, individuals pursue various professions, including doctors, scientists, innovators, and discoverers, all of whom belong to the creative learner category.
Speaking is an interactive process that fosters mutual understanding between individuals According to Byrne (1986), effective oral communication relies on the speakers' ability to convey messages clearly and the listeners' skill in interpreting them Both parties play crucial roles; speakers encode their messages using appropriate language, while listeners actively decode and understand the information being shared.
Characteristics of cognitive development of student’ age at secondary school It could easily see that they have changed about thinking, mindset and logic:
Perception: secondary students have the ability to analyze and synthesize things, more complicated phenomena when perceiving things and phenomena The volume of perception has been increased and become accomplished
Teaching speaking skill for secondary students
2.4.1 The role of speaking skills in language teaching and learning
Speaking is one of the four essential skills in English—alongside listening, writing, and reading—that significantly enhances language learning According to Patton (2012), individuals often equate their understanding of a language with their ability to speak it.
Speaking skill is paramount for language learners, as they often gauge their success in language acquisition by their ability to communicate effectively in spoken English Unfortunately, this essential skill is frequently overlooked in language instruction, with many students lacking opportunities to practice speaking both in and out of the classroom Additionally, speaking is often excluded from assessments in most language courses Research indicates that interaction is key to successful foreign language learning; therefore, educators should prioritize providing students with ample opportunities to engage in English communication.
Effective language learning aims to enable learners to communicate fluently in both formal and informal settings, necessitating classroom activities that enhance oral fluency However, many learners experience anxiety when speaking due to various social or psychological factors, leading to reluctance in participating To address this, language teachers should employ natural strategies like role plays, group work, and tasks to alleviate shyness and encourage speaking The primary role of educators is to motivate students to practice English beyond the classroom, facilitating interactions with peers and teachers This study focuses on the pivotal role of teachers in enhancing students' speaking skills, highlighting Task-Based Learning as a method that fosters proactivity and confidence in English communication.
According to Flohr and Paesler (2010), speaking is the most crucial skill in learning a foreign language, emphasizing the importance of communication activities and expressive abilities to achieve fluency There is a growing concern that speaking skills may not receive the same level of attention in teaching and learning as other language skills, despite their significance.
In Vietnam, students often overlook the importance of speaking skills in language learning, prioritizing grammar and exam performance instead This neglect can hinder their overall proficiency, as speaking is a crucial component of effective communication.
To enhance students' speaking skills and boost their confidence in English, teachers can employ strategies such as encouraging minimal responses, recognizing scripts, and using metalinguistic language These techniques not only aid in language comprehension but also empower students to expand their knowledge and effectively apply their skills in spoken English.
Language learners often struggle with confidence during oral interactions, leading them to remain silent while others speak To encourage participation, it is beneficial to equip these learners with a repertoire of minimal responses applicable in various conversational contexts This strategy is particularly effective for beginners, as it empowers them to engage more actively in discussions.
Teachers can enhance student engagement in the classroom by asking simple questions that prompt minimal responses, encouraging students to participate actively and contribute to the lesson's development.
Communication situations often follow predictable spoken exchanges, known as scripts, which are influenced by social and cultural norms These scripts are evident in greetings, apologies, compliments, and transactional exchanges like obtaining information or making purchases Understanding the relationship between a speaker's turn and the anticipated response is crucial Teachers can enhance students' speaking abilities by familiarizing them with these scripts, enabling them to anticipate both what they will hear and how to respond appropriately.
19 they will need to say in response Through interactive activities, teacher can give students practice in managing and varying the language that different scripts contain
● Using language to talk about language
Language learners frequently feel embarrassed or shy when they encounter misunderstandings during conversations To help students overcome this hesitation, teachers should reassure them that misunderstandings can happen to anyone, regardless of language proficiency Additionally, educators can equip students with effective strategies and phrases to facilitate clarification and ensure comprehension during interactions.
Teachers can foster an authentic learning environment by encouraging students to use clarification phrases during misunderstandings and responding positively to their efforts This practice helps students develop effective clarification strategies, boosting their confidence to handle diverse communication situations beyond the classroom.
Traditional classroom speaking practice typically involves structured drills where one person poses a question and another provides a predetermined answer This method often leads to predictable interactions with a single correct response, primarily aimed at showcasing the ability to engage in question-and-answer exchanges.
Real communication aims to accomplish specific tasks, such as delivering messages, gathering information, or sharing opinions It requires participants to navigate uncertainty regarding each other's responses, as authentic communication creates an information gap where each person holds unique insights To fulfill their objectives, participants often need to clarify their meanings and seek confirmation of their understanding.
To create classroom speaking activities that will develop communicative competence, teachers need to incorporate a purpose and an information gap and allow for multiple forms of expression
To develop competent speakers, it's essential for teachers to balance structured output activities that focus on error correction and accuracy with communicative output activities that encourage students to practice language use more freely This combination enhances both the precision and fluency of language skills.
Structured output activities, such as information gap and jigsaw activities, require students to complete tasks by acquiring missing information, mirroring real communication While these activities promote interaction, they also facilitate practice on specific language items, making them more akin to drills than authentic communication exercises.
Summary of literature review
This chapter explores the significance of speaking skills and the Task-Based Approach, offering various definitions and emphasizing the importance of teaching and learning these skills It highlights the characteristics of effective speaking and delves into the fundamental aspects of the Task-Based Approach, including its definitions, key features, implementation process, and common challenges faced during application Ultimately, the session illustrates the practical implementation and long-term effectiveness of the Task-Based Approach in enhancing speaking skills.
RESEARCH METHODOLODY
The context of study
Vietnam is actively enhancing its English teaching standards each year through the implementation of innovative programs aimed at student development Reducing the emphasis on scoring allows students to concentrate on honing their skills and knowledge However, challenges persist in English education, as classroom assessments often do not accurately reflect students' actual English proficiency, primarily due to a focus on reading, grammar, and listening for exam success The PPP (Presentation, Practice, Production) method, commonly used in Vietnamese schools, introduces new vocabulary effectively but falls short in fostering speaking skills and reflexes, as teachers dominate classroom dialogue, limiting students' speaking practice To truly improve students' speaking abilities, a shift in English learning methodologies is essential.
Task-Based Learning empowers students to utilize their full range of language resources, rather than relying on a limited set of phrases This approach enhances their understanding and practical experience, as they engage in meaningful communication With teachers acting as supportive facilitators, students are guided to use language accurately, leading to improved retention and longer-lasting language skills through real-life practice.
Participants
The research study involved an English teacher as the primary researcher, along with two additional teachers serving as observers and raters, while the students participated as the subjects of the study.
The researcher of this study is also the teacher, intervener I want to find a way to help the students to learn English, particularly learn speaking skill more effectively
Besides, the participants of this study were 110 students from the class of 9A1, 9A2 and 9A3 at Viet Anh secondary school in the academic school year of
In their final year of Secondary School (2019-2020), students are preparing for the crucial IELTS examination, aiming for a band score between 4.0 and 5.5 This study aims to assist students in enhancing their speaking skills, which will significantly benefit their performance in the English test, support their future academic pursuits, and contribute to their overall life success.
Data collection instruments
In this section, the researcher refers to the description of research, research methods were chosen, and instruments and data collection procedures
This study utilized a mixed-methods approach, incorporating both qualitative and quantitative research methods to enhance evaluation by balancing the strengths and limitations of each data type The quantitative approach emphasizes the collection of numerical data, allowing for generalization across diverse groups (Muijs, 2010).
29 qualitative approach is based on descriptive data that does not make use of statistical procedures
Action research was implemented to address a specific teaching scenario, focusing on enhancing students' speaking skills Conducted by the teacher-researcher in a whole class setting, this approach aimed to uncover effective solutions to improve student performance The researcher determined that an action research design was appropriate for achieving these objectives (Nunan, 1992).
Action research models, while varying in steps, consistently include key elements: the researcher starts by identifying a problem, develops a plan of action, implements that plan, and concludes by evaluating its effectiveness and suggesting further steps to address the issue.
In this study, the teacher-researcher followed the model proposed by Nunan
In 1992, the model introduced simplified and convenient steps for teacher-researchers, facilitating the research process and accurately reflecting the actions undertaken during the study.
According to Nunan (1992), the action research process had seven steps, as illustrated in the following steps: Problem Identification, Preliminary Investigation, Hypotheses, Intervention, Evaluation Dissemination, Follow-up
Due to the limited time of the study, the researcher adopted Susman (1983)’s model and conducted the research within four steps: Diagnosing, Action planning, Evaluating, and Reflecting
Questionnaires are essential tools for data collection in research, particularly in education, as they allow individuals to respond independently (Salkind, 2003) However, it is crucial for researchers to ensure that their questionnaires are valid, reliable, and clear (Richards & Schmidt, 2002) Closed-ended questionnaires are often favored for their ease of analysis, as they provide more accurate reflections of respondents' intentions (Seliger & Shohamy, 1989; Nunan, 1999).
Questionnaires were utilized as a key data collection tool in this research, as they efficiently save time and effort for both researchers and participants, including students and teachers.
Survey questionnaires were selected for their ability to gather substantial data quickly In the initial week of the research, a pre-action questionnaire was administered to 110 students (refer to Appendix 1).
The questionnaire aimed to investigate students' attitudes towards speaking skill their self-assessment of their speaking performance and the problems they
31 faced The results from the questionnaire, in cooperation with pre-action test results, may help the researcher identify possible issues for students' speaking skills
After the intervention step, a post-action questionnaire was administered to evaluate the impact of new speaking methods on students This questionnaire consists of three sections: the first assesses students' attitudes toward the new methods, the second prompts students to self-evaluate their speaking abilities post-research, and the final section examines how students adapt to the changes resulting from this approach.
It is hoped that the combination of these instruments will enable the research question to be answered
A semi-structured interview was selected for this study to enable respondents to share their perspectives in their own words, enhancing the naturalness and reliability of the data (Bernard, 1988) Conducted at the research's conclusion, the interview aimed to gain deeper insights into how TBL activities affect students' speaking performance As noted by Nielson (cited in Johnson, 2008), a sample size of just five participants can yield sufficient information for inference; thus, nine students were invited to participate in the interview, which consisted of five questions and lasted approximately forty minutes The session was recorded for subsequent analysis (see Appendix 4).
In this study, the researchers decided to use this data collection instrument to further explore the opinions of students on Task-Based Approach and collect
In a study assessing students' attitudes towards the Task-Based Approach after several weeks of implementation, 32 spontaneous responses were gathered through semi-structured interviews to clarify survey results The focus was on how this approach enhanced their learning and speaking skills Nine students from the experimental group, representing the highest, lowest, and average post-test scores, were selected for interviews, effectively illustrating the learning process associated with the Task-Based Approach.
The study employed pre-test and post-test methods as key tools for evaluating the English speaking proficiency of students at Viet Anh Secondary School This design facilitated an assessment of the students' speaking skills both prior to and following the intervention.
The pre-test and post-test were designed using the same framework, mirroring the structure of the IELTS speaking test, which consists of three main parts The first part involves students sharing personal information, such as their name, lifestyle, personality, and future aspirations The second part requires students to articulate their thoughts on a specific real-life topic Finally, the last section assesses learners' flexibility and communication skills through a series of questions and responses.
The students' speaking proficiency was assessed in relation to the IELTS band score on the basis of four oral test criteria, including fluency and coherence,
33 vocabulary, grammar and pronunciation, with a maximum score of 2.5 for each criterion
In the initial phase, a pre-test was administered to students in classes 9A1, 9A2, and 9A3 to assess their English speaking proficiency A week after the intervention, a post-test was conducted to evaluate any improvements in the students' speaking skills, allowing the researcher to determine the effectiveness of the implemented actions.
The study involved documenting teaching and learning activities through classroom observations during five speaking lessons Each observation, conducted weekly, was meticulously recorded by two researchers An adapted observation sheet from Matthew Peacock (1997) was utilized to assess overall class motivation, focusing on factors such as student interest, concentration, enjoyment, enthusiasm, and persistence The sheet comprised eight items, each rated on a scale from 1 (low) to 5 (high), allowing the observers to measure students' motivation levels with a maximum possible score of 40.
Research Design
The study is based on the model presented by Rod Ellis (2018), which comprises 3 phases
There are three phases in a Task-Based lesson each with a different aim:
Table 3.1 The phases in a Task-Based lesson
Pre-task phase To help students prepare to perform the task
Main task phase To enable students to perform the task in ways that will assist language development
Post-task phase To extend the task and/ or to focus on any language problems that occurred during the main task phase
Not every lesson will incorporate all three phases; some may only include the main-task phase, while others might feature a pre-task phase followed by the main-task phase or a main-task phase followed by a post-task phase Teachers should determine which phases to include in their lesson plans based on their students' needs and the complexity of the chosen main task.
Participatory structure refers to how the activities involved in the lesson are organized in the classroom There are four possibilities:
1 Teacher-class (i.e an activity is performed by the teacher with the whole class)
2 Student-class (i.e the activity is performed by a student with the whole class)
3 Student-student (i.e students work in pairs or small groups to complete the activity)
4 Individual students (i.e students complete the activity working independently)
This article presents a comprehensive lesson plan that incorporates all three phases of instruction, utilizing diverse participatory structures Additionally, it offers a range of activity suggestions tailored for each phase of the lesson, ensuring an engaging and effective learning experience.
The pre-task phase aims to enhance students' performance during the main task of the lesson, which can be accomplished through three key strategies.
1 By arousing the students’ interest in the topic of the task
2 By activating content knowledge relevant to the performance of a task
3 By helping students with the language they will need to perform the task
Some options provide just one type of support but others can involve two or all three
If students are not interested in performing the task, the lesson will be a failure There are many ways to motivate students One way is a competitive activity For
To engage students, the teacher can organize a quiz game by dividing the class into teams Students raise their hands to answer questions posed by the teacher, earning points for correct answers and losing points for incorrect ones The teacher tracks each team's score and announces the winning team at the end of the game.
The teacher facilitates a task with the entire class, providing support to enhance their understanding and execution After this collaborative phase, students independently tackle a similar task, such as completing a timetable The effectiveness of this approach relies heavily on the teacher's ability to guide students through the pre-task phase.
To effectively demonstrate the main task, this option involves recording a group of skilled speakers executing the task The recorded session is then played for the class, providing students with a clear example of how to successfully perform the task themselves.
To enhance student engagement during lectures, it is beneficial to provide support, such as asking them to note the reasons speakers give for their information choices This approach offers a clear listening purpose Additionally, supplying a transcript of the recorded discussion allows students to read along while listening, which can reinforce understanding A transcript also enables teachers to highlight useful vocabulary and expressions, further aiding the learning process.
This option helps students with both content and the language relevant to performing the task
This technique encourages spontaneous participation to stimulate thinking and idea development on a specific topic In Task-Based teaching, it effectively activates students' prior knowledge and introduces essential vocabulary related to the task.
An effective method for conducting a brainstorming session involves the teacher writing the topic on the board and allowing students two minutes to think of three related words or ideas Once prepared, students share their thoughts, and the teacher records these ideas on the board, fostering a collaborative and engaging environment.
To enhance idea organization, teachers can create a mind map with the main topic at the center, branching out to various student-suggested ideas This structure allows for additional levels of branches to illustrate connections between concepts, resulting in a hierarchically organized collection of ideas and related vocabulary An example of such a mind map can effectively demonstrate this approach.
In the main-task phase of a Task-Based lesson, teachers can choose between two types of options: task-performance options, which involve considerations for lesson planning, and process options, which pertain to the choices available during the execution of the task.
Students must prioritize their role as communicators while remaining aware of their identity as learners In this dual capacity, they actively engage in tasks, either listening for input or speaking for output Additionally, they should remain open to opportunities for acquiring new language skills.
Students should actively seek help when they encounter unfamiliar words or uncertain grammatical structures, whether from peers or teachers Additionally, learners must take the initiative to monitor their own speech and work on self-correcting any mistakes they make.
To sum up, we can ask what student behaviors in performing tasks work best for acquisition Here is a list Students need to:
Persist when they face difficulties
Take risks using their linguistic resources creatively to express their ideas
Try to verbalize their ideas explicitly
Engage collaboratively with other students
Pay attention to form when needed
Provide feedback to help other students
Task-Based Language Teaching requires teachers to possess a high level of skill, as they must adeptly manage multiple roles throughout the lesson This strategic role-switching is essential for effectively guiding students as they engage with various tasks.
39 shows the various functions a teacher needs to perform in three key roles – as a task-manager, as a communicator, and as an instructor
Teacher as task-manager Teacher-as-communicator Teacher-as-instructor
Explains the rationale for Task-Based teaching
Sets a time limit for performing the task
Monitors students performing the task
Decides when to stop students
Organizes the public performance stage of main task phase
Endeavours to ensure talk is comprehensible
Makes strategic use of the students’ mother tongue
Checks that students have understood
Encourages students to initiate interaction
Asks referential questions (i.e avoids questions testing students)
Responds to the message content of students’ utterances
Allows students to self-select when to speak
Models a useful language structure (e.g I think that … because ….)
Responds to students’ questions about language
Table 3.2 The functional roles for the teacher
In Task-Based teaching, the teacher must occasionally adopt the role of an instructor to enhance both communication skills and incidental language acquisition This involves strategically shifting focus to highlight important language elements, such as presenting relevant vocabulary, modeling effective grammar structures, and correcting student errors at opportune moments.
Research procedure
This action research was implemented in the main steps introduced by Susman (1983)
The process of collecting data will progress through the following steps to help the teacher observe how their students react to this teaching method:
In a research setting, the teacher observed that students faced significant challenges in listening comprehension and speaking skills, as evidenced by their test results The students' performance indicated that their speaking abilities were unsatisfactory To further investigate this issue, the researcher conducted two regular English lessons for 9th grade students, designated as Lesson 1 (LI) and Lesson 2 (L2).
Following the instruction of two speaking lessons from the textbook and the use of recordings provided in the students' book, a pre-test was administered to assess the students' current speaking skills In addition to analyzing scores and the actual teaching and learning situations, a paper questionnaire was distributed to collect data related to the pre-test results in the classes.
A study involving 41 participants revealed that students faced challenges in their speaking skills, as indicated by the analysis of 35 questionnaires distributed by the researcher To address this issue, a hypothesis was proposed suggesting that implementing a Task-Based Approach could enhance the speaking abilities of 9th-grade students.
Upon identifying the problem, a strategic plan for implementing the Task-Based Approach was established, outlining the proposed strategies utilized in the research.
The researcher prepared the schedule of the research activity In the planning, the researcher explains what, why, where, who, and how to concern the action
The second phase of the study focuses on addressing the two research questions, involving several sub-steps The initial step aims to answer the first research question by distributing survey questionnaires to 110 students from classes 9A1, 9A2, and 9A3 Prior to administering the questionnaires, the researcher dedicated time to clarify the process and guide the students on how to respond to each question, ensuring they understood the purpose and instructions for completing the questionnaire accurately.
A semi-structured interview was conducted with students from three classes, featuring five pre-designed questions This informal interview took place during breaks in a relaxed atmosphere to help alleviate student anxiety Responses were recorded using tape recordings to ensure accurate documentation of their answers.
42 approval of the interviewee, note taking was also applied to get more reliable information
To address the second question, four key steps were implemented: a pretest, trial lessons, posttest 1, and posttest 2 Initially, a pretest was administered to 110 students from classes 9A1, 9A2, and 9A3 prior to the trial lessons Following this, lessons utilizing a Task-Based Approach were conducted After these lessons, students completed the first posttest to evaluate their retention of the language items taught Finally, three weeks later, a second posttest was given to assess the students' retention of their speaking abilities.
Date Lesson Task-Based activities
A survey on the family life of the students in class
A plan to help a person/a place in need in the students’ community
A survey on the importance of categories in wearing clothing
A research on some aspects of Vietnamese cultures
A survey to find out how students use electronic devices to learn English
A research on the best invention of this century
Table 3.3 Scope and Sequence for speaking lesson
The most crucial phase of the study involves utilizing data to answer the two research questions Initially, data was collected from three tests, semi-structured questionnaires, and interviews Subsequently, this data was processed, evaluated, and analyzed to derive results for the next phase of the research.
The collected data underwent processing to address the two research questions, marking the initial step in the data analysis procedure Subsequently, student responses were quantified, rated as percentages, and synthesized into charts and tables to effectively visualize the current application of the Task-Based Approach in teaching and enhancing students' speaking skills.
The interview consists of five questions, utilizing a semi-structured format that allows for feedback from interviewees to be analyzed and interpreted In addition to test results, the interview outcomes serve as a valuable avenue for discovery.
The study explores the opinions of 44 students regarding the Task-Based Approach in enhancing speaking skills Qualitative data was gathered through recorded interviews, which were meticulously analyzed To accurately convey the students' perspectives, the researcher incorporates relevant quotations and summaries that reflect their responses.
The assessment consists of three tests: one pre-test and two post-tests, all following a consistent framework Both the pre-test and post-test are structured similarly, comprising three parts that align with the IELTS speaking test format The first part involves an introduction where students share personal information, such as their name, lifestyle, personality, and future aspirations The second part requires students to articulate their thoughts on a real-life topic, while the final section assesses their flexibility and communication skills through a series of questions and responses.
The assessment of students' speaking proficiency was conducted using the IELTS band score, focusing on four key oral test criteria: fluency and coherence, vocabulary, grammar, and pronunciation, each with a maximum score of 2.5.
At the preliminary stage, the pre-test was given to students of the class 10T
The pre-test aimed to assess the students' English speaking proficiency, while the post-test, administered one week after the intervention, evaluated any improvements in their speaking skills.
45 researcher could see whether there were any significant improvements after implementing the action
In this study, participants completed various tests and questionnaires, responding to each statement based on their level of agreement or disagreement They were instructed to choose from a five-point scale: strongly agree, agree, neutral, disagree, or strongly disagree.
Both tests and questionnaires were designed to get the quantitative data There could be tables or diagrams to illustrate data or to analyze data
Methods of data analysis
The analysis utilized data gathered from questionnaires, interviews, and tests, ensuring that the researcher minimized personal biases during the evaluation process All information from students' test results, questionnaires, and interviews was systematically collected, classified, and analyzed to maintain objectivity in the research findings.
The analysis of pre- and post-test scores revealed significant insights into students' progress in speaking skills, highlighting the effectiveness of the treatment applied.
These sources of data reflect the students’ attitudes to the use of Task-Based Approach and their progress in their speaking lesson
The study employed a comprehensive analysis of various data forms, utilizing both qualitative and quantitative methods Quantitative data, including students' speaking pre-test and post-test scores, as well as questionnaire responses, were analyzed using SPSS Meanwhile, qualitative data from interviews and observations were examined following the analytical steps adapted from O’Connor & Gibson (2003).
The analysis of test results was conducted using Microsoft Excel, focusing on the treatment group The findings are presented through Descriptive Statistics and Pair Sample T-test statistics, highlighting key insights from the data.
The data analysis process included calculating mean scores to identify significant differences between pretests and posttests, as well as between post-test 1 and post-test 2 To enhance clarity and facilitate assessment, tables were utilized to present the data The researcher personally evaluated the three tests, applying a specific score interval in her analysis.
The data collected from the students’ speaking test were computed quantitatively by using a percentage formula and Standard Deviation
The formula used to find percentages is as follows:
The formula used to find Standard Deviation is as follows:
Summary of research methodology
This chapter outlines the research methodology, integrating both qualitative and quantitative approaches It focuses on the target population, specifically the 9th-grade students at Viet Anh Secondary School Furthermore, it details the data collection instruments and procedures, along with the data analysis methods The subsequent chapter will present the study's findings.
Mean: the simple average of the numbers
- Work out the Mean (the simple average of the numbers)
- Then for each number: subtract the Mean and square the result (the squared difference)
- Then work out the average of those squared differences
- The Population: divide by N when calculating Variance
A Sample: divide by n-1 when calculating Variance