(Luận văn) using task based approach to improve the 9th graders’ speaking skills at a secondary school in ho chi minh city

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES lu Phạm Nguyễn Bảo Ngọc an n va gh tn to p ie USING TASK-BASED APPROACH oa nl w TO IMPROVE THE 9th GRADERS’ SPEAKING d SKILLS AT A SECONDARY SCHOOL oi lm ul nf va an lu IN HO CHI MINH CITY MA THESIS IN ENGLISH LANGUAGE z at nh z m co l gm @ an Lu HO CHI MINH CITY, 2021 n va ac th si VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Phạm Nguyễn Bảo Ngọc lu an n va tn to p ie gh USING TASK-BASED APPROACH TO IMPROVE THE 9th GRADERS’ SPEAKING oa nl w SKILLS AT A SECONDARY SCHOOL d IN HO CHI MINH CITY oi lm ul nf va an lu Field: English Language z at nh Code: 8.22.02.01 z Supervisor: Assoc Prof Dr Hồ Ngọc Trung m co l gm @ an Lu HO CHI MINH CITY, 2021 n va ac th si DECLARATION BY AUTHOR I hereby declare that this thesis entitled “Using Task- Based Approach to Improve the 9th Graders’ Speaking Skills at a Secondary School in Ho Chi Minh City” has not been submitted to any other universities or institutions in application for admission to degrees or other qualifications This thesis, which is lu the product of my own original research, and to the best of my knowledge and an understanding, does not contain any material previously published or written by va n another author, except where reference has been cited in the text The study ie gh tn to reported in this thesis was approved by Graduate Academy of Social Sciences p Author’s Signature d oa nl w an lu oi lm ul nf va Phạm Nguyễn Bảo Ngọc Approved by z at nh SUPERVISOR z l gm @ m co Assoc Prof Dr Hồ Ngọc Trung Date: ………………………… an Lu n va ac th i si ACKNOWLEDGEMENTS Although only one name appears as the author of this work, writing a thesis is indeed a collaborative effort I would like to express my sincere thanks to the many people who made it possible First of all, I would like to express my sincere gratitude to my lu supervisor, Assoc Prof Dr Hồ Ngọc Trung, for his tremendous knowledge, an n va guidance, advice and patience, which constantly inspired me throughout the tn to research Assoc Prof Dr Hồ Ngọc Trung, for his helpful and warm gh encouragement as well as his insightful comments on my work from the beginning p ie to the end of the study w Next, the completion of this thesis would not have been possible without the oa nl cooperation from the respondents (one hundred and ten 9th graders at Viet Anh d Secondary School) who have been willing to take part in the study I am very lu va an grateful to all of them for providing detailed information for the analysis of the ul nf study oi lm In addition, I would like to thank all of the lecturers who gave me interesting lessons, dedication and advice during my study at Graduate Academy of Social z at nh Sciences I also offer my special thanks to my colleagues and friends whose support z @ and encouragement help me to have this thesis accomplished gm l Last but not least, I must express my gratitude to my family It is their m co endless love and expectations that have motivated me to complete this thesis I am an Lu immensely thankful for all the assistance they have given me n va ac th ii si TABLE OF CONTENTS DECLARATION BY AUTHOR i ACKNOWLEDGEMENTS ii ABSTRACT vii LIST OF TABLES viii lu an LIST OF FIGURES ix va n LIST OF ABBREVIATION x tn to CHAPTER 1: INTRODUCTION gh p ie 1.1 Rationale 1.2 Aims of the study nl w d oa 1.3 Research questions an lu 1.4 Scope of the study nf va 1.5 Significance of the study oi lm ul 1.6 Research methods 1.7 Structure of the study z at nh CHAPTER 2: LITERATURE REVIEW z 2.1 An overview of Task-Based Learning gm @ 2.2 Task-Based Learning point of view l m co 2.3 Learners 11 an Lu 2.3.1 Characteristics 11 2.3.2 Cognitive Development 14 n va ac th iii si 2.4 Teaching speaking skill for secondary students 16 2.4.1 The role of speaking skills in language teaching and learning 16 2.4.2 Teaching speaking skills effectively 17 2.5 Summary of literature review 26 CHAPTER 3: RESEARCH METHODOLODY 27 lu 3.1 The context of study 27 an n va 3.2 Participants 28 3.3.1 Questionnaires 30 ie gh tn to 3.3 Data collection instruments 28 p 3.3.2 Semi-structured interview 31 oa nl w 3.3.3 English speaking test 32 3.3.4 Class observation 33 d lu va an 3.4 Research Design 34 ul nf 3.4.1 Pre-task phase options 35 oi lm 3.4.2 Main task phase options 37 z at nh 3.4.3 Post-task phase options 40 3.5 Research procedure 40 z gm @ 3.5.1 Phase 1: Diagnosing 40 l 3.5.2 Phase 2: Action planning 41 m co 3.5.3 Phase 3: Evaluating 43 an Lu 3.5.4 Phase 4: Reflecting 45 n va ac th iv si 3.6 Methods of data analysis 47 3.6.1 Data analysis procedure 47 3.6.2 Data analysis methods 47 3.7 Summary of research methodology 49 CHAPTER - FINDINGS AND DISCUSSIONS 50 lu 4.1 Data analysis from the speaking pre-test and post-test 50 an n va 4.2 Analysis of speaking tests 53 4.4 Analysis of interviews 63 ie gh tn to 4.3 Analysis of questionnaire 55 p 4.5 Analysis of classroom observation 73 oa nl w 4.6 Summary of findings and discussions 75 CHAPTER 5: CONCLUSION 76 d lu va an 5.1 Recapitulation 76 ul nf 5.2 Concluding remarks 76 oi lm 5.3 Implications 78 z at nh 5.4 Limitations of the study 79 5.5 Suggestions for Further Studies 79 z gm @ REFERENCES 81 l APPENDIX - PRE-TEST OF SPEAKING I m co APPENDIX - QUESTIONNAIRE III an Lu APPENDIX - POST-TEST OF SPEAKING VII n va ac th v si APPENDIX 4A - INTERVIEW QUESTIONS IX APPENDIX 4B – ANSWER FOR THE INTERVIEW X APPENDIX - SPEAKING BAND DESCRIPTORS XIV APPENDIX - OBSERVATION SHEET XIX APPENDIX - A SAMPLE LESSON PLAN XXI lu APPENDIX - RESULTS OF PRE-TEST XXVII an n va APPENDIX - RESULTS OF POST-TEST XXXIII p ie gh tn to APPENDIX 10 - T-TEST ANALYSIS .XXXIX d oa nl w oi lm ul nf va an lu z at nh z m co l gm @ an Lu n va ac th vi si ABSTRACT This research seeks to identify the effectiveness of Task-Based Approach on speaking ability as well as the attitudes of the students towards the implementation During the study, the researcher carried out action research design at class 9A1, 9A2 and 9A3 with the participation of one hundred and ten students and the lu assistance of two teachers as examiners and observers at Viet Anh Secondary an School This research used an integrated mixed-method design in which va n quantitative data were collected from a speaking test and qualitative data were gh tn to collected from interview, observation checklist and questionnaire The results of p ie the study showed a significant impact of Task-Based Approach on students' speaking skills; additionally, in speaking lessons, students were found to have a oa nl w higher level of motivation, interest, confidence, creativity and collaborative learning skills Based on the findings, this study recommends that Task-Based d oi lm ul nf va an lu Approach be applied to the teaching of English as a foreign language z at nh z m co l gm @ an Lu n va ac th vii si LIST OF TABLES Table 3.1 The phases in a Task-Based lesson 34 Table 3.2 The functional roles for the teacher 39 Table 3.3 Scope and Sequence for speaking lesson 43 Table 3.4 Procedure of the research 46 Table 4.1 Descriptive Statistics of pre-test and post-test 52 lu an Table 4.2 The paired-samples t-test of pre-test and post-test 55 va n Table 4.3 The score criteria of the questionnaire result 57 p ie gh tn to Table 4.4 Descriptive Statistics of senior high school students’ feelings about Task-Based Language Teaching Approach 58 w Table 4.5 Students' evaluation of their achievement on speaking skills 60 d oa nl Table 4.6 Students' self- evaluation on their achievement on their other English skills 61 lu nf va an Table 4.7 Students’ self-evaluation on their unexpected development in learning English 62 oi lm ul Table 4.8: The students’ opinions about the TBLT 66 Table 4.9 Positive attitudes of the students toward TBLT 67 z at nh Table 4.10 Overall class motivation scores for all students 74 z m co l gm @ an Lu n va ac th viii si -Students work in pairs/ groups to play the Tell students to cover the role roles They ask and answer about their Example: partner’s home village, using the information A: Where is your home village? in the box B: It’s to the west of the city A: How far is it from the city? B: It’s about 15 kilometers from the city lu an A: how can you get there? n va B: We can get there by bus tn to A: How long does it take to get there? ie gh B: It takes an hour p A: What people for a living in your village? nl w oa B: They plant rice and raise cattle d A: Does your village have a river? an lu 2.2 While – speaking: oi lm ul nf va B: There aren’t any rivers, but there is a big lake z at nh TASK-BASED APPROACH The students must mainly rely on their and non-linguistic @ resources to perform the task That is, gm is given a picture and told that the two linguistic z own 1/ Students are placed in pairs Each student l they must make with whatever pictures are basically the same but there are language they already have and other m co five small differences Without looking at ways such as gesture to convey meaning an Lu n va ac th XXV si each other’s picture they talk together to locate and write down the five differences 2/ Students introduce about their countryside - Students can ask and answer/ with others in groups interview… 2.3 Post - speaking lu - an -Assess students’ work Give the students constructive and va positive feedback -Give key values Encourage students n gh tn to p ie Consolidation Students review the words, grammar - The teacher give moral lesson d oa nl w - va an lu 4/ Home work: Learn by heat the new words ul nf oi lm Prepare part “READ”for the next lesson z at nh SELF-EVALUATION z @ l gm m co an Lu n va ac th XXVI si APPENDIX - RESULTS OF PRE-TEST CLASS 9A1 Criteria Students’ Fluency & code coherence Total Vocabulary Grammar Pronunciation Pre-test lu an n va 1.25 1.5 1.5 1.75 6.00 002 2.25 2.25 8.5 003 2.5 1.5 2.5 8.50 004 2.25 2.25 8.5 005 1.5 1.75 2 7.25 1.75 1.75 2.25 7.75 2.25 1.25 1.75 7.25 1.5 1.5 1.5 6.50 1.75 1.5 1.5 1.75 6.50 2.25 1.25 7.00 1.25 1.25 4.50 2.25 1.75 8.00 1.25 1.25 1.25 4.75 2.25 7.75 5.25 6.75 6.0 1.75 5.50 1.5 6.50 ie gh tn to 001 p 006 d oa 2.5 011 012 013 014 2.5 015 0.75 1.5 016 1.25 2.25 017 1.5 1.5 1.5 1.5 018 1.25 1.5 019 1.5 1.75 1.75 020 2.25 2 oi lm ul nf va 010 @ an lu 009 nl 008 w 007 z at nh z 2.25 m co l gm an Lu 2.25 8.5 n va ac th XXVII si an 1.5 7.50 022 1.25 1.75 1.5 5.50 023 1.5 1.5 1.5 1.25 5.75 024 2.5 2.5 1.5 1.5 8.0 025 1.75 1.75 1.25 6.75 026 2 1.5 1.5 7.0 027 2.25 1.75 1.75 7.75 028 1.5 1.5 1.5 1.5 6.0 029 2.25 2.25 8.5 030 2.25 0.5 6.75 031 1.5 1.5 1.5 6.5 032 1.5 2 7.50 1.75 1.25 1.5 1.75 6.25 034 2.25 1.75 2.25 8.25 1.25 0.75 2 6.0 n va lu 021 p ie gh tn to 033 d oa nl w 035 lu 6.89 oi lm ul nf va an Mean score z at nh z m co l gm @ an Lu n va ac th XXVIII si CLASS 9A2 Criteria Students’ Fluency & code coherence Total Vocabulary Grammar Pronunciation Pre-test lu an n va 1.5 1.75 1.5 1.5 6.25 002 1.5 1.25 1 4.75 003 2.5 1.5 8.00 004 2.25 0.5 6.75 005 1.5 1.75 1.75 7.00 006 1.75 1.25 1.25 5.25 007 2.25 2 2.25 8.5 1.5 0.75 5.25 1.25 1.25 4.50 1.5 1.5 1.5 1.5 6.00 1.75 2.25 2.25 8.25 2.25 6.75 1.5 7.25 1.75 1.25 5.50 1.5 1.5 1.75 6.50 p ie gh tn to 001 008 d oa 2.25 1.25 013 1.75 014 1.5 015 1.75 016 2.25 2.25 8.5 017 1.25 1.5 1.5 5.25 018 1.75 @ 2.25 7.25 019 2.25 1.75 2.25 8.25 020 1.75 1.75 2.25 7.75 021 2.25 2.25 8.5 022 1.5 an Lu 7.50 oi lm ul nf va 012 an lu 011 nl 010 w 009 z at nh z 1.25 m co l gm n va ac th XXIX si an 1.75 1.75 7.75 024 1.5 1.75 1.75 1.5 6.50 025 0.75 1.5 6.25 026 1.5 1.5 7.00 027 2 1.5 2.5 8.00 028 1.25 2.25 2.5 7.00 029 1.5 1.5 6.00 030 1.75 2.25 8.00 031 1.25 1.25 1.25 4.75 032 1.75 1.5 1.75 6.00 033 2 1.5 7.50 034 1.5 1.5 1.5 1.5 6.0 1 5.00 036 1 1.5 1.5 5.00 1.25 1.5 1.5 5.25 n va 2.25 lu 023 p ie gh tn to 035 d oa nl w 037 lu 6.63 oi lm ul nf va an Mean score z at nh z m co l gm @ an Lu n va ac th XXX si CLASS 9A3 Criteria Students’ Fluency & code coherence Total Vocabulary Grammar Pronunciation Pre-test lu an n va 1.25 1.5 1.75 6.00 002 2.25 1.5 1.5 7.25 003 1.5 1.5 1.25 5.25 004 2.5 2.25 7.75 005 1.5 1.75 2 7.25 006 2.5 1.5 2.5 8.50 007 2.25 2.25 2.25 2.5 9.25 2.25 1.75 1.75 7.75 0.75 1.5 5.25 1.5 1.5 1.5 6.50 2 1.5 7.50 1.25 1.5 1.75 5.50 1.75 1.5 5.50 1.75 1.75 1.25 6.75 2.5 2.25 9.00 p ie gh tn to 001 d oa 010 nl 009 w 008 1.25 014 015 2.25 016 2.25 1.75 2.25 2.25 8.50 017 1.25 1.5 1.5 5.25 018 2.25 1.25 1.75 7.25 019 1.25 2.25 2.25 6.75 020 2.25 2.25 1.75 8.25 021 2.5 2.25 2.25 2.5 9.50 022 1.25 1.5 1.25 1.25 5.25 oi lm ul 013 @ nf va an 012 lu 011 z at nh z m co l gm an Lu n va ac th XXXI si an 0.75 2 6.25 024 1.75 1.75 2.25 7.75 025 2.5 2.25 1.25 7.00 026 1.5 1.75 1.75 1.5 6.50 027 2.25 0.5 6.75 028 1.5 2 7.50 029 1.5 1.5 6.00 030 1.75 1.25 1.5 1.75 6.25 031 1.75 1.5 1.5 1.75 6.50 032 2.5 2.5 1.5 8.50 033 2 2.25 1.75 8.00 034 1.5 1.5 1.5 5.50 1.25 1.25 4.50 036 1.5 2 7.50 1.75 1.75 1.5 7.00 1.5 1.5 1.5 6.00 n va 1.5 lu 023 p ie gh tn to 035 d oa nl lu 1.5 Mean score 6.92 oi lm ul nf va an 038 w 037 z at nh z m co l gm @ an Lu n va ac th XXXII si APPENDIX - RESULTS OF POST-TEST CLASS 9A1 Criteria Students’ Fluency & code coherence Total Vocabulary Grammar Pronunciation Post-test lu an n va 2.25 1.75 7.00 002 2.25 2.25 2.25 2.5 9.25 003 2.25 1.75 2.25 2.5 8.75 004 2.5 2.25 2.25 9.00 005 1.75 1.75 1.5 2.5 7.50 2.25 2 1.75 8.00 2.25 1.5 2 7.75 1.5 1.5 2.25 7.25 2.5 1.5 7.50 1.5 7.50 1.5 5.50 2.25 2.25 8.50 gh tn to 001 p ie 006 oa 009 nl 008 w 007 1.5 d lu 011 1 012 013 1.25 1.5 5.75 014 1.5 2.25 2.25 8.00 015 1.5 1.5 1.5 1.5 6.00 016 1.75 1.5 1.75 7.00 017 2.5 2.25 1.25 8.00 018 2.25 2.25 1.5 1.5 7.50 019 0.75 1.5 2.25 020 2.5 2.25 2.5 m co 6.50 9.25 oi lm ul nf va z at nh z l gm @ an Lu an 010 n va ac th XXXIII si lu an 1.75 1.5 1.75 7.00 022 2 1.75 1.5 7.25 023 1.5 1.5 1.5 6.50 024 1.75 1.75 2.5 8.00 025 1.5 2 7.50 026 1.5 1.75 1.75 7.00 027 2 2.25 1.75 8.00 028 1.75 1.75 1.75 7.25 029 2.25 2.5 2.5 9.25 030 1.5 2 7.50 031 2 1.25 7.25 032 1.5 2 2.5 8.00 1.5 2.5 1.75 7.75 2.5 2.25 2.25 2.5 9.50 1.5 2.25 7.75 n va 021 p ie gh tn to oa d 035 nl 034 w 033 lu 7.63 oi lm ul nf va an Mean score z at nh z m co l gm @ an Lu n va ac th XXXIV si CLASS 9A2 Criteria Students’ Fluency & code coherence Total Vocabulary Grammar Pronunciation Post-test lu an n va 1.5 1.75 7.25 002 1.75 1.5 1.5 5.75 003 2.5 2.25 1.75 2.5 9.00 004 1.75 1.5 1.75 2.25 7.25 005 2.25 2 8.25 006 1.5 1.5 1.5 1.5 6.00 007 2.25 2.25 8.50 1.5 1.75 1.75 1.75 6.75 1.5 1.5 1.5 1.25 5.75 1.75 1.5 1.5 6.50 2 8.25 1.5 7.75 1.25 2.25 8.00 p ie gh tn to 001 oa 1.75 d 010 nl 009 w 008 lu 2.25 012 2.25 013 2.5 014 1.5 1.5 2.25 6.25 015 2.25 1.5 1.5 7.25 016 2.25 2.25 2.5 2.5 9.50 017 1.5 1.75 1.75 7.00 018 1.5 2.25 1.75 7.50 019 2.5 2.25 2.25 9.00 020 2 2.25 021 2.5 2.5 m co 8.25 9.00 oi lm ul nf va z at nh z l gm @ an Lu an 011 n va ac th XXXV si lu an 1.75 1.75 1.75 2.5 7.75 023 2.5 1.5 2.5 1.75 8.25 024 2 2.25 2.25 8.50 025 1.75 1.75 1.5 7.00 026 1.5 2 1.75 7.25 027 2.5 2.25 2.25 2.5 9.50 028 2.25 1.75 1.75 7.75 029 1.5 1.5 1.75 1.75 6.50 030 2.25 2 8.25 031 1.25 1.5 1.75 1.75 6.25 032 2.25 1.75 2.25 8.25 033 2 1.5 2.25 7.75 2.25 1.5 7.75 2.25 2.25 2.25 2.25 9.00 1.5 1.5 1.5 6.0 1.25 1.5 6.25 n va 022 p ie gh tn to 1.5 d 1.5 Mean score 7.59 oi lm ul nf va an lu 037 oa 036 nl 035 w 034 z at nh z m co l gm @ an Lu n va ac th XXXVI si CLASS 9A3 Criteria Students’ Fluency & code coherence Total Vocabulary Grammar Pronunciation Post-test lu an n va 1.75 1.5 1.5 6.75 002 1.75 2 1.75 7.50 003 1.5 1.5 1.5 6.50 004 1.75 2 2.25 8.00 005 2 2.25 1.5 7.75 006 2.5 2.25 1.75 2.5 9.00 007 2.5 2.25 2.25 2.5 9.50 2.25 2.25 1.5 8.00 1.5 1.25 1.75 6.50 1.75 1.5 7.25 2.25 2 8.25 1.5 1.5 1.5 6.00 1.75 8.00 p ie gh tn to 001 oa d 010 nl 009 w 008 lu 012 1.5 013 014 2.25 1.75 2.5 2.5 9.00 015 2.25 2.5 2.5 9.25 016 2.5 2 2.25 8.75 017 1.25 1.25 1.5 6.00 018 2.5 1.5 2.5 1.75 8.25 019 2 2.5 8.50 020 2.5 2.25 2.25 021 2.5 2.5 nf va an 011 oi lm ul 2.25 z at nh z m co l gm @ 9.25 2.5 9.50 an Lu 2.25 n va ac th XXXVII si an 1.25 1.5 6.75 023 2 2.25 8.25 024 2 2.25 1.75 8.00 025 1.5 1.5 2.25 7.25 026 2 1.5 7.50 027 2.25 2 1.75 8.00 028 1.5 2.25 7.75 029 2 1.75 1.5 7.25 030 1.5 1.5 2.25 7.25 031 1.75 1.25 1.75 6.75 032 2.25 2.25 2.5 2.5 9.50 033 2.25 1.75 2.25 8.25 1.75 1.75 6.50 1.25 1.75 1.5 1.5 6.00 1.5 2.5 2.25 1.75 1.75 7.5 1.5 1.75 6.75 n va lu lu 022 p ie gh tn to d oa 036 nl 035 w 034 038 1.5 nf va 1.75 an 037 Mean score oi lm ul 7.76 z at nh z m co l gm @ an Lu n va ac th XXXVIII si APPENDIX 10 - T-TEST ANALYSIS Pair Pre-test Paired Samples Statistics Mean N Std Deviation 6.8142 110 1.28530 Post-test 7.6604 110 Std Error Mean 21726 1.08697 18373 lu Paired Samples Correlations an n va N Pre-test & Post-test 110 Sig .639 000 gh tn to Pair Correlation p ie Paired Samples Test Paired Differences Mean Std Std Error Deviation Mean d oa nl w an lu 95% Confidence Interval of the Difference Pre-test - Post-test -.68286 1.00038 17305 -1.04454 oi lm ul Pair nf va Lower z at nh z Paired Samples Test Paired Differences T 95% Confidence Interval of the Difference Upper -.34118 -3.6978 df Pre-test - Post-test an Lu Pair m co l gm @ Sig (2tailed) 000 n va ac th XXXIX si