An investigation into teachers application of task based approach in teaching english writing skill for the first year efl students at hue university college of foreign languages

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES NGUYEN THI QUYNH NHI AN INVESTIGATION INTO TEACHERS’ APPLICATION OF TASK-BASED APPROACH IN TEACHING ENGLISH WRITING SKILL FOR THE FIRST-YEAR EFL STUDENTS AT HUE UNIVERSITY, COLLEGE OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGYOF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: Assoc Prof Dr LUU QUY KHUONG HUE, 2013 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ QUỲNH NHI ÁP DỤNG PHƯƠNG PHÁP DẠY HỌC DỰA TRÊN NHIỆM VỤ TRONG VIỆC DẠY VIẾT CHO SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠYHỌC BỘ MÔN TIẾNG ANH MÃ SỐ:60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS TS LƯU QUÝ KHƯƠNG HUẾ, 2013 ii STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Nguyen ThiQuynhNhi iii ABSTRACT This research paper investigated the teachers‟ application of task-based approach in teaching English writing skills In detail, the research was conducted among the first-year EFL students at Hue University, College of Foreign Languages The author focused not only on the reality of the application of taskbased approach but also on the difficulties that both students and teachers faced in task-based English writing classes Questionnaires and interviews were used for data collection The participants of the study consisted of 10 teachers of English and 100 first-year EFL students at Hue University, College of Foreign Languages The data collected were qualitatively and quantitatively analyzed The findings showed that most of the teachers have good understandings and positive attitudes towards the new teaching approach Some advantages of taskbased approach were found Task-based approach was supposed to give a relaxing environment in which students were free to use the linguistic and communicative competence to complete their writings However, there were a number of difficulties that language learners and teachers met Students should be helped to come over the barriers of shyness Besides, some difficulties came from students‟ proficiency, the large class size and limited amount of time allotted for carrying out the English writing tasks Finally, some useful implications were proposed based on the research findings in order to help the teachers‟ application of task-based approach in writing classes more effective Teachers should provide the students with a variety of enjoyable writing tasks and real-life topics In addition, students were more interested in the task if they had enough comprehensive input, clear instruction and feedback from the teachers iv Acknowledgements First of all, I would like to express my deep gratitude to my supervisor, Assoc Prof Dr Luu Quy Khuong, who sincerely and wholeheartedly helped me to complete this thesis I am so grateful for his valuable instructions, materials and his kindly encouragement at all stages of my thesis He spent his time reading, editing my drafts and giving me comments on my research Without the guidance of my supervisor, I would not have completed my thesis My very special thanks go to all the teachers in the MA programme of the academic year 2011-2013 for their interesting and valuable lectures which have greatly influenced and impressed me They provided me with not only useful knowledge but also valuable sources of material which I need in my thesis and my future job My sincere thanks also go to the teachers of English at Hue University, College of Foreign Languages I appreciate their accomplishment of the questionnaire and interview, and gave me opportunities to ask for students’ questionnaire completion I would like to say “Thank you” to my dear classmates of MA class for giving me constant support and helping me when I feel stressed Finally, I owe my deep thanks to my dearest parents and my fiancé for their support while I was doing my research v v vi TABLE OF CONTENTS Content Pages SUB COVER PAGE i STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS x LIST OF TABLES xi LIST OF FIGURE xii CHAPTER 1INTRODUCTION 1.1 Rationale 1.2 Aims of the Study 1.3 Scope of the Research 1.4 Significance of the Study 1.5 Research Questions 1.6 Organization of the Study CHAPTER 2LITERATURE REVIEW 2.1 Previous Studies Related to the Research 2.2 Writing and Approaches of Teaching Writing 2.2.1 What is Writing? 2.2.2 The Importance of Writing 2.2.3 Approaches of Teaching Writing 2.3 Task-based Approach 2.3.1 Theoretical Background of Task-based Approach 2.3.2 Features of Task-based Approach 10 2.4 Tasks in TBA 10 2.3.1 Definition of Tasks 10 2.3.2 Classifications of task 14 2.3.3 Features of Tasks 15 vii 2.3.4 Principles of Tasks 16 2.4 Procedures for Task-Based Instruction 16 2.4.1 General Procedures for Task-Based Instruction 16 2.4.2 Specific Procedures for Task Based Instruction 19 2.5 Advantages of TBA 21 CHAPTER 3RESEARCH DESIGN AND METHODOLOGY 23 3.1 Research Design 23 3.2 Participants 23 3.3 Instruments 24 3.3.1 Questionnaire 24 3.3.2 Interview 25 3.3.3 Pilot Phase 26 3.4 Data Collection 26 3.5 Data Analysis 27 CHAPTER 4FINDINGS AND DISCUSSIONS 29 4.1 Findings 29 4.1.1 Teachers‟ Attitudes towards Implementing Task-based Approach in English Writing Classes 29 4.1.2 The Reality of the Application of Task-based Approach in Teaching English Writing Skills for the First-year EFL Students at HUCFL 31 4.1.3 The Students and Teachers‟ Difficulties in a Task-based Writing Class 34 4.1.4 Teachers‟ Solutions in Task-based Approach English Writing Classes 40 4.2 Discussions 41 4.2.1.The Reality of the Application of Task-based Approach in Teaching English Writing Skills for the First-year EFL Students at HUCFL 41 4.2.2 The Students and Teachers‟ Difficulties in a Task-based Writing Class and Teachers‟ Solutions 43 CHAPTER 5CONCLUSION AND IMPLICATIONS 46 5.1 Conclusion 46 5.2 Implications for Teaching 47 viii 5.3 Limitations of the Research 49 5.4 Suggestions for Further Research 49 REFERENCES 51 APPENDICES 54 Appendix 56 Appendix 62 Appendix 64 Appendix 65 Appendix 70 54 ix LIST OF ABBREVIATIONS - EFL: English as a Foreign Language - HUCFL: Hue University College of Foreign Languages - SPSS: Statistical Package for Social Sciences - TBA: Task-based Approach x Appendix QUESTIONNAIRE ON TEACHERS Reliability Statistics Cronbach's Alpha 809 N of Items 41 Frequencies Do you apply TBA in your English writing classes Frequenc y Percent Valid yes 10 100.0 Valid Percent 100.0 Cumulative Percent 100.0 I’m interested in applying TBLT in my writing classes Frequenc y Percent Valid Percent Cumulative Percent Valid 3 30.0 30.0 30.0 70.0 70.0 100.0 10 100.0 100.0 Total 70 Cluster Statistics NVali d Mis sing Mean Std Devia tion Mini mum Maxi mum The writi ng TBL skill T s gives beco chanc me es for less stude roug nts to h devel and op hard integr for ated stud skills ents Student s have chances to commu TBLT nicate enhanc and es share collabo ideas rative with learnin friends g and environ teacher ment in s class Commun icative writing tasks are suitable for the materials and level of the first year EFL students at HUCFL TB LT Teac is hers pro spen per d for much pair time wor on k prepa and ring gro writi up ng wor tasks k 10 10 Is TBA applie d sucess fully in your writin g class I‟m intere sted in apply ing TBL T in my writi ng class es TBLT provid es a relaxe d atmos phere to promo te the target langua ge use TBLT can prom ote stude nts‟ intere sts and motiv ation 10 10 10 10 10 10 10 10 10 0 0 0 0 70 3.70 3.90 4.10 4.40 2.70 4.00 1.05 483 483 1.101 994 516 0 4.00 2.50 3.90 4.3 943 943 972 1.197 48 3 2 2 4 5 5 5 71 Is TBA applied sucessfully in your writing class Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 30.0 30.0 30.0 70.0 70.0 100.0 10 100.0 100.0 I’m interested in applying TBLT in my writing classes Frequenc y Percent Valid Percent Cumulative Percent Valid 3 30.0 30.0 30.0 70.0 70.0 100.0 10 100.0 100.0 Total TBLT provides a relaxed atmosphere to promote the target language use Frequenc y Percent Valid Percent Cumulative Percent Valid 10.0 10.0 10.0 3 30.0 30.0 40.0 20.0 20.0 60.0 40.0 40.0 100.0 10 100.0 100.0 Total TBLT can promote students’ interests and motivation Frequenc y Percent Valid Percent Cumulative Percent Valid 10.0 10.0 10.0 10.0 10.0 20.0 4 40.0 40.0 60.0 40.0 40.0 100.0 72 TBLT can promote students’ interests and motivation Frequenc y Percent Valid Percent Cumulative Percent Valid 10.0 10.0 10.0 10.0 10.0 20.0 4 40.0 40.0 60.0 40.0 40.0 100.0 10 100.0 100.0 Total TBLT gives chances for students to develop integrated skills Frequenc y Percent Valid Percent Cumulative Percent Valid 60.0 60.0 60.0 40.0 40.0 100.0 10 100.0 100.0 Total The writing skills become less rough and hard for students Frequenc y Percent Valid Percent Cumulative Percent Valid 1 10.0 10.0 10.0 40.0 40.0 50.0 20.0 20.0 70.0 30.0 30.0 100.0 10 100.0 100.0 Total 73 Students have chances to communicate and share ideas with friends and teachers Frequency Valid Percent Valid Percent Cumulative Percent 10.0 10.0 10.0 10.0 10.0 20.0 50.0 50.0 70.0 30.0 30.0 100.0 10 100.0 100.0 Total TBLT enhances collaborative learning environment in class Frequenc y Percent Valid Percent Cumulative Percent Valid 10.0 10.0 10.0 10.0 10.0 20.0 50.0 50.0 70.0 30.0 30.0 100.0 10 100.0 100.0 Total Communicative writing tasks are suitable for the materials and level of the first year EFL students at HUCFL Frequenc y Percent Valid Percent Cumulative Percent Valid 1 10.0 10.0 10.0 50.0 50.0 60.0 20.0 20.0 80.0 20.0 20.0 100.0 10 100.0 100.0 Total 74 Teachers spend much time on preparing writing tasks Frequenc y Percent Valid Percent Cumulative Percent Valid 2 20.0 20.0 20.0 10.0 10.0 30.0 30.0 30.0 60.0 40.0 40.0 100.0 10 100.0 100.0 Total TBLT is proper for pair work and group work Frequenc y Percent Valid Percent Cumulative Percent Valid 70.0 70.0 70.0 30.0 30.0 100.0 10 100.0 100.0 Total Cluster Statistics In TBA, learnerTBA doesn't centered necessarily TBA is not rather than Many tasks invloves oral possible with teacherA task is are interaction beginners controllered goal directed integrative N Valid Missing Mean Std Deviation Minimum Maximum 10 10 10 10 10 3.60 843 3.60 1.265 4.50 527 4.60 516 4.30 483 75 Frequency Table TBA doesn't necessarily invloves oral interaction Frequenc y Percent Valid disagree Valid Percent Cumulative Percent 10.0 10.0 10.0 neutral 30.0 30.0 40.0 agree 50.0 50.0 90.0 strongly agree 10.0 10.0 100.0 10 100.0 100.0 Total TBA is not possible with beginners Frequenc y Percent Valid disagree Valid Percent Cumulative Percent 30.0 30.0 30.0 neutral 10.0 10.0 40.0 agree 30.0 30.0 70.0 strongly agree 30.0 30.0 100.0 10 100.0 100.0 Total In TBA, learner-centered rather than teacher-controllered Frequenc y Percent Valid agree strongly agree Total Valid Percent Cumulative Percent 50.0 50.0 50.0 50.0 50.0 100.0 10 100.0 100.0 76 A task is goal directed Frequenc y Percent Valid agree strongly agree Total Valid Percent Cumulative Percent 40.0 40.0 40.0 60.0 60.0 100.0 10 100.0 100.0 Many tasks are integrative Frequenc y Percent Valid agree strongly agree Total Valid Percent Cumulative Percent 70.0 70.0 70.0 30.0 30.0 100.0 10 100.0 100.0 77 Cluster Statistics TBA concerns for authenti TBA c and promote TBA real s creates topics It TBA students collaborati is provide ‟ ve enjoyabl s selfinteracti learning e and access on in environme motivati activitie class nt ng s N Valid Missi ng Mean Minimu m Maximu m Sum exposed to whole student range of s' lexical, Studen levels phrase ts are of natural collocatio free of langua context ns and langua ge is is patterns ge suitabl develop as well as control e ed form 10 10 10 10 10 10 10 10 0 0 0 0 70 90 60 70 10 00 50 30 0 0 0 0 1 1 1 TBA promotes students’ interaction in class Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 30.0 30.0 30.0 70.0 70.0 100.0 10 100.0 100.0 78 TBA creates collaborative learning environment Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 10.0 10.0 10.0 90.0 90.0 100.0 10 100.0 100.0 TBA concerns for authentic and real topics It is enjoyable and motivating Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 40.0 40.0 40.0 60.0 60.0 100.0 10 100.0 100.0 TBA provides self-access activities Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 30.0 30.0 30.0 70.0 70.0 100.0 10 100.0 100.0 Students are free of language control Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 90.0 90.0 90.0 10.0 10.0 100.0 10 100.0 100.0 79 students' levels of language is suitable Frequenc y Percent Valid no 10 100.0 Valid Percent 100.0 Cumulative Percent 100.0 natural context is developed Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 50.0 50.0 50.0 50.0 50.0 100.0 10 100.0 100.0 exposed to whole range of lexical, phrase collocations and patterns as well as form Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 70.0 70.0 70.0 30.0 30.0 100.0 10 100.0 100.0 80 Cluster Statistics Students are Students are Sstudents get used to not familiar Teachers used to the doing the with not have teacherwriting groupwork Students are adequate controlled exercises in writing afraid of understandin model than tasks class reporting g of TBA N Valid Missing Mean Std Error of Mean Std Deviation Minimum Maximum Sum 10 10 10 10 10 50 167 527 30 153 483 30 153 483 1.00 000 000 1 10 10 100 316 1 Sstudents get used to the teacher-controlled model Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 50.0 50.0 50.0 50.0 50.0 100.0 10 100.0 100.0 Students are used to doing the writing exercises than tasks Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 70.0 70.0 70.0 30.0 30.0 100.0 10 100.0 100.0 81 Students are not familiar with groupwork in writing class Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 70.0 70.0 70.0 30.0 30.0 100.0 10 100.0 100.0 Students are afraid of reporting Frequenc y Percent Valid yes 10 100.0 Valid Percent 100.0 Cumulative Percent 100.0 Teachers not have adequate understanding of TBA Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 90.0 90.0 90.0 10.0 10.0 100.0 10 100.0 100.0 82 Cluster Statistics low cognitive larg unwilling lack of and e lack of students' learners' metacognitiv class teachin inappropriat cooperatio limite motivatio e abilities of size g aids e materials n d time n learners N Valid Missin g Mean Minimum Maximu m Sum 10 10 10 10 10 10 10 0 0 0 20 00 30 80 80 70 90 1 1 1 8 large class size Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 80.0 80.0 80.0 20.0 20.0 100.0 10 100.0 100.0 lack of teaching aids Frequenc y Percent Valid no 10 100.0 Valid Percent 100.0 Cumulative Percent 100.0 inappropriate materials Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 70.0 70.0 70.0 30.0 30.0 100.0 10 100.0 100.0 83 unwilling students' cooperation Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 20.0 20.0 20.0 80.0 80.0 100.0 10 100.0 100.0 limited time Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 20.0 20.0 20.0 80.0 80.0 100.0 10 100.0 100.0 lack of learners' motivation Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 30.0 30.0 30.0 70.0 70.0 100.0 10 100.0 100.0 low cognitive and metacognitive abilities of learners Frequenc y Percent Valid no yes Total Valid Percent Cumulative Percent 10.0 10.0 10.0 90.0 90.0 100.0 10 100.0 100.0 84