Students perception and challenges towards task based activities in an efl class a case study at ba ria vung tau university master of tesol

MINISTRY OF EDUCATION AND TRAINING BA RIA-VUNG TAU UNIVERSITY STUDENTS’ PERCEPTION AND CHALLENGES TOWARDS TASK-BASED ACTIVITIES IN AN EFL CLASS: A CASE STUDY AT BA RIA-VUNG TAU UNIVERSITY Candidate: Supervisor: HOANG THI MY HUONG LE LAN PHUONG, PhD Submitted in fulfilment of the requirements for the degree of Master of Arts (Theory and Methodology of English Language Teaching) October, 2021 CONTENTS CONTENTS ABSTRACT ABBREVIATION LIST OF FIGURES LIST OF TABLES INTRODUCTION Context Purposes 10 Scope and Significance Of The Study 10 Thesis Outline 11 LITERATURE REVIEW 13 Introduction 13 Task-based Language Teaching 13 Tasks In TBLT 16 Task-based Activities 18 2.3.1.1 Characteristics of Task-based Activities 18 2.3.1.2 Types of Task-based Activities 22 2.3.1.3 Sequencing Task-based Activities 25 Benefits and Challenges of Task-based Language Teaching 30 2.3.2.1 Advantages of Task-based Activities 30 2.3.2.2 Challenges of Task-based Activities 33 Perceptions of Task-based Activities 36 Theoretical Framework of the Study 37 Relevant Studies 40 Summary 42 RESEARCH METHODOLOGY 43 Introduction 43 Methodology and Research Design 43 Methodology 43 Research Design 45 Participants and Sampling 46 Instruments 47 Questionnaire 47 Classroom observations 49 3.4.2.1 Video Recording 50 3.4.2.2 Teacher Peer Observation 51 Procedure Of The Study 52 Data Analysis 54 Trustworthiness 58 Ethics and Limitations 59 FINDINGS AND DISCUSSION 61 Introduction 61 Findings And Discusion 61 CONCLUSION 80 Conclusion 80 Implication 81 LIMITATION AND FUTURE STUDY 83 Appendix A 84 Appendix B 88 Appendix C 91 References 92 ABSTRACT Language teachers have always been concerned with increasing students' motivation and performance because language can be acquired only by interactions among people Bearing that in mind, EFL teachers must always plan what language teaching/learning processes should be for each lesson to gain the most of students’ interest and practice These encompass deciding which activities their students might engage in, which are for cognitive processing, and for communicative purposes in real life My choice of Task-based Language Teaching approach is for that reason, helping students with chances to learn, communicate, and interact with other friends in English TBLT has been proved to solve certain problems such as poor learner motivation, or low attention in learning However, in a language class, getting students to respond is not only a goal, but also a problem that teachers face Therefore, this study is to explore EFL students’ perceptions of task-based activities they encounter in their classes and how they manage activities By adopting a Case Study framework, forty-three Vietnamese fresh students from two English classes at BVU were handed over with a questionnaire, and their behaviour in class was video-recorded The findings of the study indicate that most students liked participating in the pre-task, while over half of students were rather disappointed at their own task performances Additionally, this study also suggests some focus in each phase of a task and some concerns to deal with While- and Post-tasks to increase students’ contributions to class assignments (whole class, small group and individual) for more effective learning in classroom and for practical use Keywords: Task-based Language Teaching (TBLT), Communicative Activities, Task-based activities, Learner’s Perceptions ABBREVIATION • Task-based Language Teaching: TBLT • Communicative Language Teaching: CLT • English as a Foreign Language: EFL • English as a Second Language: ESL • First Language (Mother Tongue): L1 • Second Language: L2 • Ba Ria-Vung Tau University: BVU LIST OF FIGURES Figure Framework of Learners' Perception of Task-based activities 39 Figure Percentages of enjoyment by task-activities 73 Figure Percentages of learning English by task-activities 74 Figure Percentages of Difficulties in Task-activities 75 LIST OF TABLES Table Descriptive Statistics of Perceptions of Task-activities (Week 12) 62 Table Descriptive Statistics of Perceptions of Task-activities (Week 3) 62 Table Ranks of Task-based Activities (Week 12) 64 Table Enjoyment, Learning, After School Correlation: Role-plays based on conversation samples (the top preferred) 67 Table Descriptive Statistics of Receptive activities (Week 12) 68 Table Percentages of enjoyment: the least preferred productive activities (Week 12) 69 Table Pearson Correlations of Speech Act 72 INTRODUCTION CONTEXT In Vietnam, globalization has put pressure on the education system to develop a more professional labor force who are more competitive and international citizens (MOET, 2010; MOLISA, 2010) The government’s Higher Education Reform Agenda (HERA) adopted in 2005 pursues to evolve a modern system of higher education in the requirement of the country's industrialization and modernization, the incorporation into the transnational economy and the people's learning requirements (MOET, 2010) Accordingly, some goals to improve the country's education in a foreign language should be the output Level (A1) for elementary school, Level (A2) for lower secondary school; upper Level (B1) for higher secondary school, non-English college and university, which are formally assessed upon the Common European Framework of Reference (CEFRL) for foreign languages (Nguyen, 2010) However, in fact, in secondary and high schools, the main teaching principles have been still the teacher-centered (Nguyen, 2008; Thanh et al., 2008), and in English-for-Specific-Purpose classes (ESP) is the focus on introducing terminology and translation (Le, 2017) Those issues reflect an ineffective picture of learning English in Vietnam, which is long-lasting, passive and very costly As a solution, Task-based Language Teaching is projected to boost competence in language use for EFL students by inserting authentic communication into the classroom The majority of TBLT research has been conducted in an ESL setting, but recently, it has gained increasing concerns from non-native English countries, especially after CLT deployment have been faced to resistance and unpredictable levels of success (Bax, 2003; Ellis, 1996; Li, 1998; Littlewood, 2007) One of the reasons is that many teachers ignore to mix the four language skills (reading, listening, writing and speaking) into their activities for teaching languages, possibly they have found it difficult (Caicedo, 2015) Some of many findings of effective TBLT can be referenced such as Speaking skills (Kasap, 2005; Albino, 2017; Murad & Smadi, 2009; Sae-Ong, 2010); and Writing skills (Ahmed & Bidin, 2016; Milarisa, 2019; Salimi & Fatollahnejad, 2012) However, in Vietnam, TBLT methodology, according to Barnard et al (2010), is still an ambiguous notion for teachers to act in the class Studies by Minh (2007) and Le (2011) state that teachers think some units based on themes are hard for learners because these are not pertinent to the contexts of the local That is, what EFL students want to be taught, and what EFL instructors want to teach are not close to their living environment and their authentic language use It is one gap between learners’ needs and learning Throughout the 1980s, in the subject of second language acquisition, Communicative Language Teaching (CLT) was influential, because as Heath (1982) explains, that approach is to reflect “the practical dimensions of daily language use in the school setting” (p 39) Actually, CLT has usually intermingled a Present-Practice-Produce model (PPP) technique which largely aimed at the target language's linguistic forms (Ellis, 2003) The reason of the switch is that production in PPP is not reached very often outside the classroom, i.e., learners often not communicate with native speakers effectively (Skehan et al., 1996) Moreover, Skehan explains that it is not always that students can learn all what is being taught in the exact order, but the production in PPP model of instruction is just to acquire a specific grammatical feature (Ellis, 2003), which is insufficient to develop L2 communication In the same decade, TBLT appeared as a revolution in EFL teaching and learning field, and currently, it is a dominant pedagogical approach a large number of educational institutes all across the world (Nunan, 2004) A study conducted with participants from seven nations (Vietnam, Taiwan, Malaysia, Korea, Japan, Mainland China and Hong Kong) on the influence of English as a global language on Asia-Pacific policies and behaviours suggests that TBLT is underlying the language teaching curriculum design (Nunan, 2003) TBLT is believed to be a successful strategy that nurtures an educational environment in which students are allowed to employ target language forms to attain communicative goals (Ellis, 2003; Skehan et al., 1996) The distinction of TBLT compared to traditional language teaching methods is that it favours functional communicative language use It perceives the process of learning as a series of communicative activities that are associated with the curricular objectives (Brown, 2001) TBLT is built with communicative and interactive tasks that require learners to communicate and interact in real time (Bygate et al., 2013; Nunan, 2004) In performing such tasks, grammar is taught to students implicitly, so the role of explicit grammar teaching is lowered, which is opposite the view of PPP method Therefore, many second language acquisition researchers have added their studies to the tasks to develop pedagogical applications, such as Carless (2004), Wang (2008), Jeon & Hahn (2006), Tayjasanant & Barnard (2010) However, in Littlewood (2007)’s research of Task-based learning conducted in Asia, he finds a considerable misalignment between the CLT/TBLT concepts and local learning traditions Since TBLT was first developed in Western settings, many concerns have appeared to question whether or not the communicative technique is applicable in different nations with different styles of learning Specifically, these cultures are the form-oriented examination which emphasizes grammar, vocabulary and reading comprehension (Shim et al., 2004), and “summative, norm-referenced, and knowledgebased orientation” of the important, formal exams (Chow et al., 2004, p 159) This also implies that teachers and students tend not to concentrate on communicative facets of English (Butler et al., 2005); Gorsuch (2000); (Samimy et al., 2004), but just to face requirements of paper tests In the efforts of bridging the gaps of learning Communicative English in Vietnam, there has been an increasing number of research of applying this communicative method in teaching, including Hoang (2014), Nguyen & Nguyen (2018), Bui (2019), Tran (2015), Le (2014), Nguyen (2010), or Cao (2018) Also, my study is aiming at the efficiency of TBLT in Vietnam by initially, discovering the learners’ perspectives of the practice of TBLT in the classroom Whatever the teaching method is, a good teacher must first understand their learners in terms of how they feel and learn from lessons Kumaravadivelu (1991) declares that both teachers and students perceive by themselves of what forms teaching and learning a language That is, learners translate tasks and other classroom events from their personal viewpoints, which may be sharply different from reality This is the gap between learning and teaching, which its consequences can be idle hours with boredom that students experience in class Being teachers, they are expected to be not only able to decide and make effective classroom practice (Freeman, 1991; Fuller et al., 1994; Richards et al., 1990), but also to embark on reliable research to enable such decisions (Ellis, 1993; Nunan, 1989; Ramani, 1987) Moreover, Nunan (1988, p.177) claims that “no curriculum can claim to be truly learner-centred unless the learner’s subjective needs and perceptions relating to the processes of learning are taken into account” That is why my study prioritizes to look at both learners’ feelings and how they learn to communicate in class PURPOSES It is argued that only ESL contexts, where learners can speak the target language in their living community, are suitable for TBLT, so is not for other foreign teaching areas, but Ellis (2009) affirms that TBLT can be a means for achieving communicative opportunities inside the classroom in different environments For more knowledge of TBLT, this study is aimed to investigate if 1st-year students feel enjoyable about the lessons, specifically, task-based activities in classroom boundary at BVU (affective learning) Then, this study attempts to identify if task activities can help students with learning (cognitive learning) Finally, it addresses some possible difficulties students face in joining these activities, from which teachers can offer necessary support to facilitate a productive classroom There are two research questions: What is the students’ perception of Task-based activities? What are the students’ challenges in performing Task-based activities? SCOPE AND SIGNIFICANCE OF THE STUDY This thesis investigated how students thought and learnt with Task-based activities in communicative courses, especially for the 1st- year students who are not majored in English at BVU It did not take into account the evaluation to whether the tasks were effective enough in developing language skills, as well as how progressive the learners are at the course completion Basically, the outcomes of the study were to help me understand the levels of my students’ satisfaction and concentration on learning when participating in taskactivities Next was what challenges they might deal in the English communicative course on task-activities, and from there, what they expected to have and was also noted My study expects to add into the extant literature on English as a foreign language in general and the TBLT approach in particular, a more practical knowledge and 10 abilities; ask for, give answer questions get to somewhere?: and give an and refuse permission -Listen to statements about Hyperpolyglot example and choose True/False -T gives comments on some -Read about Oprah Winfrey’s life, and writings right after choose True/False -Listen to a journalist talking about a happily married couple, and mark who says the statement 5&6 Clothes, and -Watch a video and answer what clothes -Speech Act 1: Search a piece of clothes, -Writing: A paragraph in 100 words careers she is trying on such as hats, shirts, shoes, gloves, sleeves, about your job (or your studies) -Vocab: clothes, verbs with clothes pockets, etc and discuss "what you Include information about what you -Grammar: Present Continuous, Present think of it?" Simple, Have to/ not have to -Role-play: Act out the conversation -T gives comments on some writings -> to give comments on clothes, and jobs -Listen to job descriptions and choose about “My interesting job” whom it is about do, and the skills you have to have right after -Speech Act 2: Talk about your dream job -Read about “Are you a doctor?” and and plans for the future choose True/False -Whole Class: Q&A about the topic -Read about “The Driver” and choose True/False -Listen to Angie talking about her work, and choose which statement is correct 7&8 Health and -Watch and exactly what is told -Role-play: act out the interview about -Writing: in 100 words, a training 85 fitness -Vocab: health, fitness; parts of the body “Aerobic” expert blog about you or a person -Grammar: going to; comparatives; should -Speech Act: Give advice to a friend or a (addressing the problem, what -> to talk about future plans and intentions; give advice -Read about “Pilates” and choose person who has bad health or life habit solutions, results, Is the training True/False (possibly they are too busy for exercise or satisfactory?) -Watch and answer “what happen inside having healthy food) -T gives comments on some writings the body when doing exercise” right after -Whole Class: Q&A about the topic -Listen and choose if the statement is Aerobic or Anaerobic -Listen to Alison talking to a receptionist at a gym, and fill words in the blanks -Read extracts from Ravy’s blog and then choose True/False 9&10 Going places -> to talk about past experiences; buy a ticket -Watch and answer “What landscape -Role-play: Act out a conversation -Writing: read an open-ended story features there are” “Travel problem” -Vocab: natural features; prepositions of -Speech Act: Present a travel problem you the ending for the story (100 words) movement; travel had (where was it? what happened next? -T gives comments on some writings of a travel problem, and then write -Grammar: present perfect; present perfect Finally? what did you learn from the right after vs past simple; too/enough experience?) -Read the article “getting to the top” and -Whole Class: Q&A about the topic answer the questions -Listen to people talking about travel problems, and then number the picture to 86 each conversation -Read the articles about Hollywood and Bollywood films and then choose True/False 11&12 Extremes -> to describe places to stay; check in; solve problems on journeys -Watch and name unusual “camp-houses” -Role-play: act out a conversation with a -Writing: in 100 words, problems in around the world partner to solve a -Vocab: hotel facilities accommodation -Grammar: superlatives: could; had to; connection, facilities, booking, etc.) review of tenses -Speech Act: Choose a city and feature its (hotel problem room, of a hotel you stayed on a journey WiFi -T gives comments on some writings right after -Read the article “Travel wise members’ best and worst parts Would you be back guide” and choose True/False there again despite the negatives? -Read “Ice House” and choose True/False -Whole Class: Q&A about the topic -Listen to some features of countries and fill words in the blanks 87 Appendix B QUESTIONNAIRE (For Students) I Students’ perceptions (Đánh giá sinh viên hoạt động giao tiếp TA lớp) You will be asked to think about some of the activities you in YOUR English classes When answering the questions, think about ALL the English learning you have done at school For each activity you must give THREE responses: (Bạn yêu cầu nghĩ số hoạt động bạn làm lớp học tiếng Anh bạn Khi trả lời câu hỏi, nghĩ tất cách thức học tiếng Anh bạn thực trường Đối với hoạt động bạn phải trả lời mục:) Watching videos and answer questions (Xem video trả lời câu hỏi) Listening exercises (Nghe trả lời câu hỏi ) Reading comprehensions (Đọc hiểu) 88 Disagree Disagree a bit AFTER SCHOOL (thực tiễn) Neutral LEARN ENGLISH (học T.A) Agree a little Disagree Disagree a bit Neutral Agree Communicative activities Agree a little ENJOYMENT (yêu thích) Disagree Agree Disagree a bit Disagree (Bằng cách đánh dấu vào thích hợp) Neutral Disagree a bit Agree a little Agree Neutral By ticking (√) the appropriate box: Agree a little c AFTER SCHOOL (thực tiễn): Do you enjoy doing this activity in class? (bạn có thích hoạt động lớp học?) Do you think this activity helps you to learn more English? (bạn có nghĩ hoạt động giúp bạn học tiếng Anh tốt hơn?) Do you think that this activity in class will be useful to you one day when you have finished school? (bạn có nghĩ hoạt động lớp học hữu ích cho bạn ngày bạn trường?) Agree a ENJOYMENT (yêu thích): b LEARN ENGLISH (học TA): Group discussions (2-4 students) for all every assignments (Thảo luận nhóm làm dạng tập lớp) Role-plays based on a conversation sample (Hội thoại theo mẫu cho trước) Reading a story and narrate or imagine an ending for a story (Đọc truyện, kể lại tưởng tượng phần kết thúc cho câu truyện) Team games (about words, grammars, scanning skill, reading speed, gap-filling and other social knowledge) (trò chơi theo nhóm từ vừng, ngữ pháp, kỹ tìm ý, tốc độ đọc, tìm kiếm thơng tin thiếu kiến thức xã hội khác) Writing to give your own opinions about a topic or solving a problem (viết tự luận chủ đề giải vấn đề) Speech Acts about a topic or solving a problem in class (Thuyết trình chủ đề giải vấn đề lớp) 10 Class discussion: Questions and answers after the speaking presentation (thảo luận lớp sau phần thuyết trình cá nhân) II Challenges of joining task-activities (Khó khăn tham gia hoạt động) Please fill out by ticking (√) in the box if you agree (Vui lịng điền thơng tin cách đánh dấu (√) vào ô trống, đồng ý): 89 Yes (√) a Lack of motivation (Thiếu động lực, vd: môn chuyên) b Weak Grammar (yếu Ngữ Pháp) c Weak Vocabulary (yếu từ vựng) d Large class (Lớp đơng) e Afraid of public-speaking (Lo lắng thuyết trình) f Comments (ý kiến khác): _ III Other questions (Câu hỏi khác) In class, were there any instances where you felt you’d like to say something but you didn’t? If yes, when and why? (Trong lớp học, có bạn cảm thấy muốn nói điều bạn lại thơi? Nếu có, lúc sao?) 2) How you feel when you talk in class? (bạn cảm thấy phát biểu lớp học?) 3) How you feel about group work (2-4 students)? (bạn cảm thấy thảo luận nhóm học tập từ 2-4 sinh viên?) 4) What you like and dislike most in the English class? Why? (bạn thích khơng thích điều lớp tiếng Anh? Tại sao?) 5) In your opinion, what should the teacher to help you study English better? (Theo bạn, giáo viên nên làm để giúp bạn học tiếng Anh tốt hơn?) 1) THE END 90 Appendix C Class Observation Checklist (For Teachers) Video Date: -Teacher Observed: -Lesson Topic: Please give your marks of performance or comments on the task-activities as the followings: The learner participates in discussions (Small group): Individual activities (working alone): Talking Time: Teacher: _ % Learner: The learner conveys factual information when speaking: The learner’s contributions to the whole class work: The procedures prompt genuine communication among students? Tasks are appropriate to the learners’ proficiency level: Which task-activities actually engage the learners’ interest? _ _% _% _% _% _% _% _% _ Positive/ Negative aspects of the activities: _ _ 10 What you like/dislike most about the activities? _ _ 11 Do you use task-activities in your teaching? Why? _ 12 Do you have any suggestions for improving task-activities? 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Benefits and Challenges of Task- based Language Teaching 30 2.3.2.1 Advantages of Task- based Activities 30 2.3.2.2 Challenges of Task- based Activities 33 Perceptions of Task- based. .. activities in TBLT approach executed by students in class Benefits and Challenges of Task- based Language Teaching 2.3.2.1 Advantages of Task- based Activities Language background, second language skills,