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THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES LE THI KIM DUNG USING TASK-BASED LEARNING TO IMPROVE ENGLISH SPEAKING lu PERFORMANCE OF THE 11th GRADE STUDENTS AT DIEM THUY an UPPER SECONDARY SCHOOL va n AN ACTION RESEARCH gh tn to ie Nghiên cứu hành động sử dụng phương pháp dạy học dựa nhiệm vụ p để nâng cao khả nói tiếng Anh học sinh lớp 11 d oa nl w trường THPT Điềm Thụy ll u nf va an lu M.A THESIS oi m z at nh Field: English Linguistics Code: 8220201 z m co l gm @ an Lu THAI NGUYEN – 2018 n va ac th si lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th si THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES LE THI KIM DUNG USING TASK-BASED LEARNING TO IMPROVE ENGLISH SPEAKING lu an PERFORMANCE OF THE 11th GRADE STUDENTS AT DIEM THUY va UPPER SECONDARY SCHOOL n gh tn to AN ACTION RESEARCH p ie Nghiên cứu hành động sử dụng phương pháp dạy học dựa nhiệm vụ w để nâng cao khả nói tiếng Anh học sinh lớp 11 d oa nl trường THPT Điềm Thụy ll u nf va an lu M.A THESIS oi m (APPLICATION ORIENTATION) z at nh Field: English Linguistics z Code: 8220201 @ m co l gm Supervisor: Dr Pham Lan Anh an Lu THAI NGUYEN – 2018 n va ac th i si STATEMENT OF AUTHORSHIP I declare that this research report entitled “Using task-based learning to improve English speaking performance of the 11th grade students at Diem Thuy Upper Secondary school: An action research” has been composed by myself, and described my own work, unless otherwise acknowledged in the text I confirm that this work is submitted in partial fulfillment of the requirements for the degree of master at School of Foreign Languages, Thai Nguyen University This work has not been and will not submitted for any other degree at any other institution of higher education lu an n va Author’s signature p ie gh tn to d oa nl w Lê Thị Kim Dung an lu Approved by ll u nf va SUPERVISOR oi m z at nh Phạm Lan Anh, Ph.D Date: December, 2018 z m co l gm @ an Lu n va ac th ii si ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest thanks to my supervisor, Ms Pham Lan Anh, Ph.D for the wholehearted guidance she gave me while I was doing this research I am truly grateful for her valuable support, inspiring suggestions, and timely encouragement during the accomplishment of the research Without these, the thesis could not have been completed Secondly, I would also acknowledge my great gratitude to all the professors as well as lectures at School of Foreign Languages, Thai Nguyen University for their valuable lectures, which have contributed to lay the foundation for this thesis lu an Thirdly, I take this opportunity to show my gratitude to my colleagues and Diem va Thuy Upper Secondary School administrators help and comments Also, my special n tn to thanks go to my students of class 11A3 for their active taking part in my research I owe great debt of gratitude to my beloved family- my parents, my husband p ie gh Without help, this study could not have been fulfilled w and my children whose support and encouragement have always been a great deal of oa nl strength that has helped me to overcome all problems to complete this thesis d Finally, I would like to send my special thanks to my readers for their concern, lu ll u nf va an interest, and constructive comments oi m z at nh z m co l gm @ an Lu n va ac th iii si ABSTRACT This thesis reported the results of an action research project regarding the effects of and students’ opinions towards the use of task based learning in relation to speaking learning The data were collected through pretests, posttests, prequestionnaires, post-questionnaires, observation with 40 grade 11th students at Diem Thuy Upper Secondary School The tests were used to measure the students’ speaking learning improvement and the questionnaire was used to explore the students’ opinions towards learning speaking through task based learning The observation was used to assess the process of task based learning implemented in speaking lessons The data analyses indicated that the students have positive opinions towards lu using task based learning After twenty weeks of the action research, the students’ an speaking performance has been improved remarkably The findings of the study va n reconfirmed that task based learning is effective and plays an important role in tn to promoting students’ speaking competence and changing their opinions towards ie gh English speaking learning On the basis of data analysis and discussion, some p practical implications for further studies were also presented in this field d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th iv si TABLE OF CONTENTS Statement of authorship ii Acknowledgements iii Abstract iv List of abbreviations vi CHAPTER 1: INTRODUCTION 1.1 Background to the study .1 1.2 Aim, objectives and research questions of the study 1.3 Scope of the study 1.4 Significance of the study lu 1.5 Outline of thesis an CHAPTER LITERATURE REVIEW .7 n va 2.1 Speaking skills in language learning tn to 2.1.1 Speaking skills 2.1.2 Communicative competence gh p ie 2.1.3 Teaching speaking 10 2.2 Task-based learning (TBL) 12 nl w 2.2.1 Definition of tasks 12 d oa 2.2.2 Types of tasks 13 an lu 2.2.3 Characteristics of Task-based learning 15 2.2.4 The framework for TBL 16 va u nf 2.2.5 The implementation of TBL in speaking lesson 18 ll 2.3 Action research 20 m oi 2.3.1 Definition of Action Research 20 z at nh 2.3.2 Characteristics of action research 21 2.4 Previous studies on TBL 22 z 2.5 Summary 25 @ gm CHAPTER METHODOLOGY 27 l 3.1 Participants 27 m co 3.2 Teaching materials 27 3.3 Research design 28 an Lu 3.3.1 Rationale for doing action research 28 n va ac th v si 3.3.2 Models of action research 29 3.3.3 Action research process 31 3.4 Data collection instruments 38 3.4.1 Questionnaires 38 3.4.2 Pretest and posttest 39 3.4.3 Observation 42 3.5 Data collection procedures 42 3.6 Summary 43 CHAPTER DATA ANALYSIS AND DISCUSSION 44 4.1 Results of the pre-test and post-test 44 lu 4.1.1 Results of the pre-test 44 an 4.1 Results of the post-test 45 n va 4.1.3 Comparison of the pre-test and post-test 47 tn to 4.2 Results of the questionnaires 49 4.2.1 Results of pre-questionnaires 49 gh p ie 4.2.2 Results of post - questionnaires 51 nl w 4.3 Results of the observation 58 4.4 Summary 60 d oa CHAPTER CONCLUSIONS AND RECOMMENDATION 61 5.1 Summary of major findings .61 5.2 Implications 63 an lu u nf va 5.2.1 For students 63 5.2.2 For teacher 63 ll oi m 5.2.3 For other researchers 63 z at nh 5.3 Limitations of the study .63 5.4 Recommendations for further research 64 z References 64 Appendices .71 an Lu TBL : m co l gm @ LIST OF ABBREVIATIONS Task-based learning n va ac th vi si TBLT : Task-based language teaching EFL : English as Foreign Language ELT : English Language Teaching CEFR : Common European Framework of Reference for Languages lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th vii si LIST OF TABLES Table A schedule of applying tasks in speaking lessons 32 Table 2: Schedules of the data collection procedures 42 Table 3: Descriptive statistics of the pre-test 44 Table 4: Frequency of the pre-test scores 44 Table 5: Descriptive statistics of the post-test 45 Table 6: Frequency of the post-test scores 45 Table Descriptive statistics of the pre-test and post-test scores 47 lu Table 8a : Paired Samples Statistics 48 an n va Table 8b: Paired Samples t-test 48 tn to Table The students’ opinions towards learning speaking English (N = 40) 50 (Items 1,2,3,4,5) 50 gh p ie Table 10 The students’ opinions towards learning speaking English (N = 40) 51 w (Items 6,7,8) 51 oa nl Table 11 Students’ opinions towards teacher’s organizing learning activities 52 d Table 12 Students’ opinions towards the opportunities for practice 53 lu an Table 13 Students’ opinions towards the benefits of the task applied TBL on their u nf va interest 55 ll Table 14 Students’ opinions towards the benefits of the task applied TBL on their m oi relaxation 55 z at nh Table 15 Students’ opinions towards the benefits of the task applied TBL on their motivation 56 z Table 16 Students’ opinions towards the benefits of the task applied TBL on their @ m co l gm confidence 57 an Lu n va ac th viii si Contents and time I Pre-teaching (10 minutes) Teachers’ activities Students’ activities lu an n va p ie gh tn to -Answer the questions -Listen to the song -Answer the questions 1.Happy New Year 2.Feelings about the old year and the New Year I feel excited / happy I eat banh chung and receive lucky money -Name some festivals -Work in pairs, name the holidays and celebrations in each picture: -Suggestions: d oa nl w -Ask some daily questions Who’s absent today? What’s the date today? -Let students listen to a piece of music of the song Happy New Year -Ask students some questions What’s the title of the song? What’s the song about? How you feel when you listen to the song? What you often at Tet? - Lead in: Beside Tet, one of the most important holidays in Vietnam and in the world, can you name some other festivals? - Show three pictures of holidays and celebrations, ask students to work in pairs in minute and tell what they are about ll u nf va an lu +,Picture 1: Thanksgiving +,Picture 2: Valentine’s Day +, Mid-Autumn Festival oi m z at nh z m co l gm @ an Lu n va ac th 97 si lu -Give feedback -Guide students to read the celebrations and holidays again -Ask students to work in pairs to list the activities people often in these holidays and write them on the board -Lead in: Let’s talk about these celebrations in the next parts an n va -Listen and repeat - List the activities in pairs - Take notes - Listen to the teacher p ie gh tn to w Introduction: You are going to practice -Repeat in chorus a dialogue about Tet in Vietnam -Guide students to read a dialogue about Tet holiday in Vietnam Divide students into two groups, group A is in the role of Mai, group B is in the role of Lan Mai: What you know about Tet? Lan: It’s the time when Vietnamese people celebrate the beginning of spring It’s also the start of the lunar new year Mai: When is Tet? Lan: Well, this year it’s on 6th of February Mai: What you usually at Tet? -Practice the dialogue in pairs d oa nl ll u nf va an lu II Whileteaching (25 minutes) 1.Task oi m z at nh z m co l gm @ an Lu n va ac th 98 si 2.Task lu an n va p ie gh tn to -Act out the dialogue - Listen -Work in pairs to match the information - Compare the answer - Give the answer 1.c C 2.a A 3.b B - Listen and give feedback - Repeat in chorus d oa nl w Lan: Well, we eat a lot of special foods, we dress up and visit friends and relatives, and we also play some traditional games Mai: Oh, that sounds interesting -Ask students to practise the dialogue in pairs -Go around to observe and give supports -Call some pairs to act out the dialogue - Give comments Introduction: You are going to match the holidays with its description and activities -Ask students to work in pairs and match the holiday with its main purpose and activities at page 94 - Ask students to compare the answer with other pairs -Call some students to give the answer -Feedback 3.Task ll u nf va an lu - Guide students to read the information Introduction: You are going to ask and answer questions about holidays in task 2, using the dialogue in task as the model -Give half of the students handout with some missing information of the celebrations and holidays, half of the students in class handout with some missing information of the holidays and celebrations - Set a time limit of minutes -Ask students to go around work in pairs to ask and answer questions about oi m -Listen to the teacher - Get the handouts z at nh z m co l gm @ -Go round, work in pairs to ask, answer to get the missing information an Lu n va ac th 99 si III Postteaching (7 minutes) lu an n va p ie gh tn to IV Consolidation (3 minutes) -Act out -Listen -Ask students to work in groups of three, report about the holidays they have just asked for the information in task - Set a time limit of minutes for students to prepare - Go around for help if necessary -Ask some students to make a report to the whole class - Feedback -Highlight the sentence patterns and the present simple tense which are used in the lesson -Give homework: Write a short paragraph of 60 words about the celebration you like best - Work in groups of to report about the holidays - Present the report in front of the class - Listen - Listen -Take notes d oa nl w Thanksgiving, Valentine’s Day, MidAutumn Festival and take notes - Go around and help if necessary - Check some pairs and give feedback an lu HANDOUT OF TASK Holiday / Celebration A- They give chocolates, love to each other flowers or gifts to the m persons they love oi November) a People express their ll (third Thursday in Its activities u nf va Thanksgiving Its main purpose z at nh Valentine’s Day b People celebrate the B- Children wear masks, (February 14th ) largest full moon in the have parties with special z cakes and lots of fruits, c People celebrate the (15th day of the 8th lunar harvest C- Family members get m co Mid-Autumn Festival parade in the street, etc l gm @ year together They prepare a an Lu month) n va ac th 100 si large meal with roast turkey lu an n va p ie gh tn to d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th 101 si HANDOUT OF TASK Handout Ask your partner for the missing information about the holiday / celebration below Holiday / Celebration When is it? What’s it? What people on that day? Thanksgiving third The time people Family members Thursday in celebrate the largest get together They November full moon in the prepare a large year meal with roast lu an turkey va 2.Valentine’s Day The time people n tn to express their love to ie gh each other p Mid-Autumn Festival w oa nl Handout Ask your partner for the missing information about the holiday/ d celebration below on that day? ll u nf Thanksgiving What people va Celebration What’s it? When is it? an lu Holiday / m February 14th They give chocolates, oi 2.Valentine’s Day z at nh flowers or gifts to the persons they love 15th day of the The time Children wear masks, Festival 8th lunar month people have parties with z Mid-Autumn special cakes and lots m co largest full l gm @ celebrate the of fruits, parade in the an Lu street, etc n va ac th 102 si moon in the year APPENDIX 11: TAPESCRIPTS OF PRE SPEAKING TESTS (Notes: The slash // used to indicate there were pauses and wall brackets ( ) used to mark the wrong pronunciation) Pair 1: Student number 1: Nguyen An (Marks: 5.5) Student number 2: Duong Anh (Marks: 4.0) PART Examiner: Good afternoon lu an Students: Good afternoon va Examiner: Can I have your mark sheet, please? n Examiner: I’m Dung Now, what’s your name? ( Ask student student number 1) p ie gh tn to Students: Yes (Give the mark sheet) w Student number 1: An oa nl Examiner: Thank you, what’s your name? (Ask student number 2) d Student number 2: Anh u nf va Anh: Duong an lu Examiner: Thank you Anh, what’s your surname? Examiner: How you spell it? ll oi z at nh Examiner: Thank you m Anh: D-u-o-n-g Examiner: Thank you An, what’s your surname? z Anh: Nguyen @ gm Examiner: How you spell it? Examiner: Thank you An: Phu Binh an Lu Examiner: An, where you come from? m co l Anh: N-g-u-y-e-n n va ac th 103 si Examiner: Do you study English at school? An: Yes It’s very funny Examiner: Anh, where you come from? Anh: I (come) // from Thai Nguyen city Examiner: Do you study English at school? Anh: Yes, of (course ) Examiner: Do you like it? Anh: Yes Examiner: Thank you Anh, what’s your favourite school subject? Anh: English lu an Examiner: Why? va Anh: Because it // important // my (life) n gh tn to Examiner: Tell us about your English teacher, An An: Our English teacher is nice to us and very funny And I always try // learn p ie English lessons w Examiner: What you enjoy doing in your free time, An? oa nl An: I enjoy playing football // my friends I watch TV and play (computer games) d Examiner: Anh, tell us about your family lu an Anh: I live with // my (parents) PART ll u nf va Examiner: Thank you oi m Examiner: In the next part, you are going to talk to each other I’m going to z at nh describe the situation to you A boy is leaving his school because his parents are going to work in another country The students in his class want to give him a present Talk z together about the different presents they could give him and then decide which @ Here is a picture with some ideas to help you m co I’ll say that again l gm would be best an Lu A boy is leaving his school because his parents are going to work in another n va ac th 104 si country The students in his class want to give him a present Talk together about the different presents they could give him and then decide which would be best All right? Talk together An: I think // the football is a great idea because if he // like playing football, he will never (forget) them Anh: But I think the (suitcase) // good idea , Uh An: Because every time when he’s flying or going to another country, it’s useful to them Anh: I think // (picture) is // good, he never // forget // his friends An: But probably he // already got a picture from them lu an Anh: Yes, // some CDs of the (singers) // good because when he (hears) the va music, he //can remember // (moment) // his friends n Anh: // Uh, // (camera) // not good An: The CDs are really good p ie gh tn to An: I think it’s a good idea I don’t think the book // good w Anh: Yes oa nl Examiner: Thank you Can I have the booklet, please? d An and Anh: Yes an lu PART u nf va Examiner: Now, I’d like each of you to talk on your own about something I’m going to give each of you a photograph of teenagers in their bedrooms at home ll oi m An, here is your photograph Please show it to Anh, but I’d like you to talk about it what you can see in your photograph z at nh Anh, you just listen I’ll give you your photograph in a moment An, please tell us z An: OK, that’s a bedroom from a girl I think //she plays // (guitar) She has the @ gm guitar in it The bed room // pink And, // there are // windows She has a television l And she’s reading a book on her bed And //on the left, there are (paintings) And she m co has many CDs and (flowers) Uh… an Lu n va ac th 105 si Examiner: Thank you Can I have the booklet, please? Now, Anh, here is your photograph It also shows a teenager in his bedroom at home Please show it to An and tell us what you can see in the photograph Anh: There // a boy in // bedroom It has a big (window) He // computer I think he’s (talking) with his friend I think he// likes very much football// Ah, Uh// Examiner: Thank you Can I have the booklet, please? PART Examiner: Your photographs showed teenagers in their bedrooms at home Now, I’d like you to talk together about the things you have in your bedrooms at home now and the things you’d like to have in your bedrooms in the future lu an An: In my bedroom, there // a bed va Anh: // my bedroom, too n Anh: I have got // one An: I’ve got CD players and some CDs p ie gh tn to An: There // a big window // And // I’ve got // big (desk) and some (chairs) w Anh: you like music? oa nl An: Yes, // I like (rock) // and pop d Anh: Me too lu an An: The bedroom is // mess // because I have different things on it u nf va Anh: I have // (posters) // my bedroom An: In the future, I want // have a bigger room because my room // too small ll z at nh Anh: // (Posters) like// Uh… oi m And I want to have some posters too An: Football (club) And I like to have a piano because I like // playing // piano z Examiner: Thank you That’s the end of the test m co l gm @ an Lu n va ac th 106 si APPENDIX 12: TAPESCRIPTS OF POST SPEAKING TESTS (Notes: The slash // used to indicate there were pauses and wall brackets ( ) used to mark the wrong pronunciation) Pair 1: Student number 1: Nguyen An (Marks: 7.0) Student number 2: Duong Anh (Marks: 6.0) lu an PART va Examiner : Good morning n Examiner: Can I have your mark sheet, please? Students: Yes (Give the mark sheet) p ie gh tn to Students: Good morning w Examiner: I’m Dung oa nl Now, what’s your name? ( Ask student number 1) d Student number : An an lu Examiner: An, what’s your surname? u nf va Student number 1: Nguyen Examiner: How you spell it? ll z at nh Examiner: Thank you oi m Student number 1: N-g-u-y-en What’s your name ? (Ask student number 2) z Student number 2: Anh l gm Student number 2: Duong @ Examiner: Anh, what’s your surname? m co Examiner: How you spell it? an Lu Student number 2: D-u-o-n-g Examiner: Thank you n va ac th 107 si Examiner: An, where you live? An: In Phu Binh Examiner: Do you study English at school? An: Yes, I have English four times a week Examiner: Do you like it? An: Yes, I love it Examiner: And Anh, where you live? Anh: I live in Thai Nguyen city Examiner: Do you study English at school? Anh: Yes, we have English four times a week lu an Examiner: Do you like it? va Anh: I like n Anh: I really like Maths and literature Examiner: An, tell us about your English teacher p ie gh tn to Examiner: Thank you Anh, what’s your favourite school subject? w An: My English teacher, Uh, is friendly Uh, She lives in Thai Nguyen city PART d oa nl We have a good teacher lu an Examiner: Thank you In the next part, you are going to talk to each other u nf va I’m going to describe the situation to you A girl is going to live in another city The people live in her tennis club want to give ll oi m her a goodbye present Talk together about the different things they could give her z at nh and then decide which would be best Here is a picture with some ideas to help you.(The examiner place Part booklet, in z front of the students) @ gm Examiner: I’ll say that again A girl is going to live in another city The l people live in her tennis club want to give her a goodbye present Talk together m co about the different things they could give her and then decide which would be best an Lu Alright? Talk together n va ac th 108 si An: Maybe the photo is a good idea because she may have a good memory of her friend Anh: Yes, I think it would be // nice Maybe a bag, so she can // put all the things she needs for tennis It’s a big one, so she can put everything in An: Yes, but she may have a lot of bags I think it maybe the T-shirt Anh: Yes, we can make // T-shirt with her name (behind) it An: Yes What you think of the ball? Anh: I don’t think the ball // good present An: Yes, we have //a lot of balls Anh: What // you think about the DVD of (tennis)? lu an An: Uh, I don’t know if it’s so // good (gift) because // she knows how to play tennis n va Anh: Yes, exactly It won’t be really (useful) Anh: I think she has a lot of them I don’t like (rackets) An Yes, Uh, I think the photo is a good idea p ie gh tn to An: What you think about the rackets? w Anh: Yes, it would be perfect oa nl An: I think we can make a picture of all together and sign it and behind we d can write something an lu Anh: Yes her a T-shirt ll u nf va An: It would be the best one to give her.// Maybe with the photo, we can give oi m Anh: Yes, so we can // (sign) or write something Anh: Yes z at nh An: Maybe she can wear it // when she trains tennis z An: So we can give her the photo and the T-shirt @ gm Anh: Yes, that’s a good idea l Examiner: Thank you Can I have the booklet, please? m co An and Anh: Yes an Lu PART n va ac th 109 si Examiner: Now, I’d like each of you to talk on your own about something I’m going to give each of you a photograph of people enjoying music An, here is your photograph Please show it to Anh, but I’d like you to talk about it Anh, you just listen I’ll give you your photograph in a moment An, please tell us what you can see in your photograph So, An, please tell us what you can see in your photograph An: In the photograph, we’ve got two girls // one is singing // in the microphone,// one // playing the guitar, in a bed So, they’re having fun They’re smiling, singing Near the bedroom, we can see another guitar // Uh, there are many lu an colors in the bedroom Yeah, va Examiner: Thank you Now, Anh, here is your photograph It also shows n tn to people enjoying music bedroom at home Please show it to An and tell us what you Anh: In the photograph, we have two (couples) dancing.// Uh, they’re dancing p ie gh can see in the photograph w in the (middle) of the street //Uh, a lot of people are looking at them They’re oa nl (taking) photos of them I think they like because they’re smiling and clapping their d hands Uh, behind them some people are playing some music lu ll u nf PART va Anh: Yes an Examiner: Thank you Can I have the booklet, please? oi m Examiner: Your photographs show people enjoying music Now, I’d like you listening to music z at nh to talk together about when you enjoy music and say what you when you’re z An: Uh, when I’m listening to music, I’m singing,// I’m dancing @ aloud We seem to be crazy Do you like pop music? l gm Anh: Me, too When I’m with my friend, I always like // dance and // sing m co An: Yes, I like pop music Do you often listen to pop music or classical music an Lu or rock? Anh: Uh, no classical music Sometimes rock, but more pop music n va ac th 110 si An: Me too I like pop music and dance, maybe disco When we are home together, we often listen to music and dance It’s really funny Anh: Yes, it’s really nice An: One of the best thing we can when we listen to music is talking It’s so ( peaceful).Yeah, I like it You know, Do you usually sing when you listen to music? Anh: Yes, we often sing (together) when I am with my friends Examiner: Talk about the type of music you don’t like An: I don’t like classical music Because I find it boring Anh: Yes, I don’t like it too An: I want // sleep when I listen to classical music lu an Anh: Sometimes, you can hear it when you relax, when you stay in the bed va But // listen // to music every day // so boring n Anh: I don’t like rock music Examiner: Thank you That’s the end of the test p ie gh tn to An: I don’t like jazz music because it’s boring d oa nl w ll u nf va an lu oi m z at nh z m co l gm @ an Lu n va ac th 111 si
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