The effects of task based language teaching on efl students’ reading comprehension at hoang dieu secondary school

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - NGUYEN HA THAO MI THE EFFECTS OF TASK-BASED LANGUAGE TEACHING ON EFL STUDENTS’ READING COMPREHENSION AT HOANG DIEU SECONDARY SCHOOL Major: English Language Course code: 8220201 HO CHI MINH CITY, DECEMBER/ 2022 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY - Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language (18258 words) Course code: 8220201 By NGUYEN HA THAO MI Supervised by DUONG MY THAM, Ph.D HO CHI MINH CITY, DECEMBER/ 2022 The thesis entitled The effects of Task-Based Language Teaching on EFL students’ reading comprehension at Hoang Dieu secondary school was successfully defended and approved on March 29, 2023 at Ho Chi Minh City University of Technology (HUTECH) Academic supervisor: Dr Duong My Tham Examination Committee Nguyen Thi Kieu Thu, Ph.D Chair Le Van Tuyen, Ph.D Reader Nguyen Thi Thu, Ph.D Reader Cao Thi Phuong Dung, Ph.D Member Tran Quoc Thao, Ph.D Secretary Member On behalf of the Examination Committee Chair i HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, 2022 MASTER’S THESIS REPORT Student name: Nguyen Ha Thao Mi Sex: Female Date of birth: 15 June, 1997 Place of birth: Hanoi Major: English Language Student code: 2041900025 I- Thesis title: The effects of Task-Based Language Teaching on EFL students’ reading comprehension at Hoang Dieu secondary school II- Objectives and contents: This study is conducted to find out whether TBLT has impacts on students’ reading comprehension at Hoang Dieu secondary school III- Starting date: June, 2022 IV- Completing date: 23 December, 2022 V- Academic supervisor: Dr Duong My Tham ACADEMIC SUPERVISOR FACULTY DEAN (full name, signature) (full name, signature) ii CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: THE EFFECTS OF TASK-BASED LANGUAGE TEACHING ON EFL STUDENTS’ READING COMPREHENSION AT HOANG DIEU SECONDARY SCHOOL In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology Ho Chi Minh City, December 2022 NGUYEN HA THAO MI iii RETENTION AND USE OF THE THESIS I hereby state that I, NGUYEN HA THAO MI, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, December 2022 Signature NGUYEN HA THAO MI iv ACKNOWLEDGEMENTS I would first like to express my deepest gratitude to Dr Duong My Tham, my supervisor, for her patience, guidance, insightful advice, and constant encouragement through the whole research process Without her support and guidance, this thesis would never have been completed I am grateful to Ms Nguyen Thi Kieu Thu and the teachers of English Falcuty of Ho Chi Minh City University of Technology due to their guidance, thoughtful suggestions, and continual encouragement during my entire study process I am also thankful for my students’ co-operation and contribution Lastly, I would like to convey my special appreciation to my family, friends and colleagues who always give me support when I did the research v ABSTRACT Task-based language teaching has been considered one of the most effective approaches that allow learners to produce as much English as possible through meaningful tasks Nevertheless, there have been very few studies conducted on the implementation of TBLT in Vietnamese secondary education This study aims to investigate the impacts of Task-Based Language Teaching on EFL students’ reading comprehension at Hoang Dieu secondary school The participants included 73 eighthgraders at a Ho Chi Minh City-based secondary school The students in experimental groups experienced a 17-week experiment with the intervention of TBLT, while the control group was taught traditionally The tests and a closed-ended questionnaire were employed to collect the quantitative data The results revealed that the students in the experimental group gave a better performance in reading comprehension than those in the control group Additionally, the majority of students in the experimental group held positive attitudes toward TBLT in reading comprehension lessons In particular, the behavioral aspect obtained the highest agreement from the participants, followed by the cognitive aspect and the affective aspect It is therefore suggested that EFL teachers should consider implementing TBLT to aid students in improving their reading comprehension Keywords: Attitude, English as a foreign language, reading comprehension, Secondary education, task-based language teaching vi TABLE OF CONTENTS CHAPTER 1.1 Background of the study 1.2 Statement of the problem 1.3 Aims and objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definition of the key terms 1.8 Organization of the thesis CHAPTER 2.1 Introduction 2.2 Reading comprehension 2.2.1 Definition 2.2.2 Models of reading process 11 2.2.3 Factors influencing reading comprehension 13 2.2.4 Principles in teaching reading comprehension 18 2.3 Task-based language teaching 20 2.3.1 Definition 20 2.3.2 Procedures of task-based language teaching 21 2.3.3 The implementation of task-based language teaching in language classrooms 25 2.4 Learning attitudes 26 2.4.1 Definition 26 2.4.2 Components of learning attitudes 27 2.4.3 Roles of learning attitudes in EFL learning 28 2.5 Previous studies 30 2.5.1 The effects of TBLT on EFL students’ reading comprehension 30 2.5.2 The effects of TBLT on EFL students’ vocabulary knowledge 32 vii 2.5.3 The effects of TBLT on EFL students’ attitudes in reading comprehension 33 2.6 Conceptual framework 34 2.7 Summary 36 CHAPTER 37 3.1 Introduction 37 3.2 Research Design 37 3.3 Research site 37 3.4 Sample and sampling procedures 38 3.5 Research instruments 39 3.5.1 English Reading Comprehension Pre-test and Post-test 39 3.5.2 Questionnaire 40 3.6 Data collection procedures 41 3.7 Data analysis procedures 45 3.8 Validity and Reliability 46 3.8.1 Validity 46 3.8.2 Reliability 47 3.9 Ethical issues 48 3.10 Summary 49 CHAPTER 50 4.1 Introduction 50 4.2 Results - Research question 50 4.2.1 The results of students’ reading comprehension at the pre-test in both groups 50 4.2.2 The results of students’ reading comprehension at the post-test in both groups 51 4.2.4 A comparison of students’ reading results in pre-test and post-test in experimental group 55 4.3 Results - Research question 56 viii APPENDIXES APPENDIX A: Pre-test and post-test reading comprehension Appendix A1: Pre-test reading comprehension I Fill in each blank of the passage with the correct word from the box number prediction anger processes faithfulness decades deforestation Natural disasters result from natural (1) of the earth However, in the last five decades, human activities have contributed to increasing the number of natural disasters More landslides have occurred as a result of (2) _ Because there are fewer trees in the forest, the soil becomes loosened and more easily to be flushed down Industrialization and urbanization contribute to global warming, leading to more intense disasters of all kinds, including hurricanes and tsunami It is more difficult to have exact (3) of climate patterns such as El Nino and La Nina According to the Office of US Foreign Disaster Assistance, the total natural disasters reported each year have been steadily increasing in recent (4) In 1980, there were only about 100 hydro-meteorological disasters reported per year but that number has risen to over 300 a year since 2000 If humans not take action, natural disasters will become more tragic and we won’t be able to cope with the (5) of Mother Nature II Read the text, and then decide whether the following statements are TRUE or FALSE HOW THE DEAFS COMMUNICATE Because deaf people cannot hear, they have special ways of communicating For example, they can learn to understand what someone is saying by looking at the mouth of the speaker This is called lipreading Also, speaking is very difficult for the deaf, because they cannot hear their own voices, which makes many of the deaf find obstacles in that way of communication However, it is possible with special 78 training According to many deaf people all around the world, the most practical and popular way of communicating is with sign language In many ways, sign language is similar to spoken language The words of sign language are made with signs, which are formed with movements of the hands, face, and body As with words, each sign has a different meaning and can be combined to form sentences Sign languages also have their own grammar The alphabet of sign language is special hand signs that stand for letters; they make spelling possible The signs combine to form a rich language that can express the same thoughts, feelings, and ideas as any spoken language And just as people from different countries speak different languages, most countries have their own variety of sign language According to the passage, deaf people have two main ways of communicating with others Deaf people often find lipreading convenient because they guess what people say most of the time Sign language is the most widely-used method of communication People in different countries use the same sign language 10 The author believed that sign language is one of the most special languages for communication Answer keys I II processes TRUE deforestation FALSE prediction TRUE decades FALSE anger 10 TRUE 79 Appendix A2: Post-test reading comprehension I Fill in each blank of the passage with the correct word from the box ocean layer clouds difference conditions atmosphere system Can there be Life in the Environment of Titan? Titan is Saturn’s largest moon and the second largest in the solar (1) (after Ganymede of Jupiter) It is the only moon in the solar system with clouds and a dense, planet-like (2) _ Scientists believe that (3) _on Titan are similar to Earth's early years The main difference is that, because it is closer to the sun, Earth has always been warmer Titan's atmosphere is very cold, from -200 degrees to -179 degrees Celsius! In the atmosphere there are layers of (4) _composed of complex molecules such as methane There also may be an (5) of methane, or perhaps a liquid water layer inside the moon This type of environment, except for the cold, is the kind of environment in which scientists think life began II Read the text, and then decide whether the following statements are TRUE or FALSE SMARTPHONE REVOLUTION It was just over a decade ago when cell phones were primarily used for calling and sending texts Today, the uses of cell phones run the gamut Phones everything from taking high-resolution pictures to watching pixel-perfect videos, browsing the Internet to playing graphic-intensive games to monitoring your movements in addition to fulfilling basic communication needs The advent of smartphones has greatly simplified our lives People now connect with their loved ones more frequently and easily through video calls and instant messaging Services Tasks, like creating slides, reading emails, and creating 80 documents don’t require a PC anymore Briefly, smartphone and apps have changed the way we work, communicate and play While the smartphone revolution has made our lives easy, it has also made us lazy Today, the whole world is at our fingertips, and thus we don’t have to work or move around like we did previously to get things done Our inactive lifestyle and lack of physical activities can be partly attributed to the over-dependence on smartphones This is especially true for the younger generation, who are constantly glued to their cell phones Cell phone addiction is having a negative impact on our lives Care needs to be taken to deal with this issue in an effective way In the past, mobile phones were used only for communication among people Modern cell phones are capable of much more than just making phone calls Today, we don’t have to go to work as we are accessible to the whole world at our fingertips Only young people are now addicted to their mobile phones 10 The author advised that people should use smartphones more in their daily life Answer keys I II system TRUE atmosphere TRUE conditions TRUE clouds FALSE ocean 10 FALSE 81 APPENDIX B: Description of class procedures Appendix B1: Lesson plan for control group LESSON PLAN FOR CONTROL GROUP Book 7-year set English textbook Unit Unit 14: Wonders of the world (Reading) Learners 40 students Location Hoang Dieu Secondary School Time and duration - Semester 2, academic year: 2021 – 2022 - Duration: 45 minutes Objective By the end of the lesson, students will be able to talk about some information of Angkor Wat Procedure Pre-reading stage Time 10 mins - Students will be provided a list of vocabulary, including wonders, included, present-day, pyramids, claim, ancient, temple, honor, religious, royal, ruler, tourist attraction While-reading stage 25 mins - Students will write down new lexical items, listen and repeat chorally and individually, and learn them by heart - Students will note the language form and the exercise given in the textbook Post-reading stage 10 mins - Students will read and translate the reading text into their mother tongue - Students will check the answers provided by the teacher - Students will summarize the main information about Angkor Wat orally After that, the teacher will provide feedback 82 Appendix B2: Lesson plan for experimental group LESSON PLAN FOR EXPERIMENTAL GROUP Book Pilot English Curriculum Unit Unit 10: Communication – Skill (Reading) Learners 40 students Location Hoang Dieu Secondary School Time and duration - Semester 2, academic year: 2021 – 2022 - Duration: 45 minutes Objective By the end of the lesson, students will be able to talk about a future way of communication Procedure Pre-task Time 10 mins - Students will be shown some photos of the letters – the traditional communication which is of the children from Vietnamese and Sweden Then students will be asked to answer some questions - Students will work in pairs to discuss why the children choose this way to communicate with each other The teacher will play the role of an observer as well as the advisor - Students will present their thoughts orally, then they will be given feedback Task-cycle 20 mins - Students will read the text about future communication - Students will work in groups of four to discuss and list some ways of communicating in the future The teacher will play the role of an observer as well as the advisor - Students will talk about the kinds of communication they have listed After that, the teacher will provide feedback Language focus 15 mins 83 - Students will work in groups to compare the advantages and disadvantages of the traditional communication ways with the future communication ones - Students will discuss in the group and plan for the task - Students will present what they have compared - The teacher will give feedbacks 84 APPENDIX C: READING LESSON CONTENT Book: 7-year set English textbook (for control group) Unit 14: Wonders of the world 85 Book: Pilot Enligh Curriculum (for experimental group) Unit 10: Communication - Skill (reading) 86 APPENDIX D: QUESTIONNAIRE APPENDIX D1: Student questionnaire (English Version) QUESTIONNAIRE Dear student, The primary purpose of the questionnaire is to explore the students' behavioral, cognitive, and emotional attitudes concerning the usage of TBLT in the reading classroom Your responses will assist EFL teachers in understanding the demands and challenges of students in reading classes Part one: personal information Please provide the information by ticking (✓) in the box Gender ▢ Male ▢ Female Age ▢ 13 ▢ 14 Part two: Attitude toward the TBLT in the reading class Please read the following statements carefully and select the options that best reflect your views on the use of TBLT in the reading classroom Use the scale below to answer the questionnaire items = Strongly = Disagree = Neutral = Agree = Strongly Disagree Agree Note: Tick (✓) only one option for each item in the questionnaire QUESTIONNAIRE No Items Behavioral aspect of language attitude I devote a lot of time to explore the readings in the English textbook I am careful to provide positive remarks to my peers in reading comprehension classes 87 I pay attention to reading materials I learn English seriously in a task-based reading class I pay attention when my English teacher is delivering the lesson I identify main content in task-based reading class I analyze reading content in task-based reading class I spend more time on reading English outside the class (on the Internet, magazines, novels) Cognitive aspect of language attitude I want to enhance my reading abilities by doing TBLT-based tasks 10 TBLT assists me in expanding my vocabulary 11 I get better at evaluating my own learning process 12 Reading proficiency will help me learn other skills effectively 13 I am more knowledgeable about several facets of life when being instructed with TBLT 14 TBLT assists me in acquiring new information that I may apply to my actual life 15 The lessons are more informative in this method 16 This method improves my reading skills significantly Affective Aspect of Language Attitude 17 I not feel anxious regarding my reading comprehension 88 18 I enjoy communicating in English with others in a TBLT-based class 19 I have enthusiasm for learning reading comprehension in a TBLT-based class 20 I am interested in learning and reading comprehension in a TBLT-based class 21 I would like to attend TBLT-based reading lessons 22 I not experience anxiety when I had to answer a question in reading comprehension classes 23 I feel confident to reading tasks in TBLT-based reading lessons 24 I am pleased with my performance in reading classes Thank you for your cooperation! 89 APPENDIX D2: Student questionnaire (Vietnamese version) PHIẾU KHẢO SÁT Các em thân mến, Mục tiêu bảng khảo sát để nghiên cứu thái độ, suy nghĩ cảm xúc em phương pháp Task-Based Language Teaching (TBLT) tiết học đọc Câu trả lời em giúp cho giáo viên Tiếng Anh hiểu thêm nhu cầu học khó khăn mà em gặp phải tiết đọc hiểu Phần 1: Thông tin cá nhân Các em cung cấp thông tin cá nhân cách đánh dấu (✓) vào ô trả lời Giới tính ▢ Male ▢ Female Độ tuổi ▢ 13 ▢ 14 Phần 2: Thái độ học sinh phương pháp TBLT tiết học đọc - Hãy đọc cẩn thận câu chọn vào mục phản ánh thái độ em việc sử dụng phương pháp TBLT tiết học đọc - Hãy sử dụng mức độ để điền vào bảng khảo sát = Hồn tồn = Khơng khơng đồng ý đồng ý = Phân vân = Đồng ý = Hoàn toàn đồng ý Lưu ý: Chỉ đánh dấu (✓) vào phương án câu bảng khảo sát BẢNG KHẢO SÁT STT Câu Về mặt hành vi thái độ ngôn ngữ Em dành nhiều thời gian việc tìm hiểu đọc sách giáo khoa tiếng Anh 90 Em ý tới lời góp ý mang tính xây dựng nội dung từ bạn bè em tiết học đọc Em khiến thân tập trung vào vào đọc Em nghiêm túc học tiếng Anh tiết đọc hiểu dùng phương pháp TBLT Em ý nghe giáo viên dạy Tiếng Anh giảng Em phân tích nội dung đọc tiết học đọc Em phân tích nội dung đọc Em dành nhiều thời gian đọc tiếng Anh khơng lớp (lên mạng, đọc tạp chí, đọc tiểu thuyết) Về mặt nhận thức thái độ ngôn ngữ Em muốn cải thiện kĩ đọc thông qua phương pháp TBLT 10 TBLT giúp em nâng cao vốn từ vựng 11 Em cải thiện khả đánh giá trình học thân 12 Việc học tốt kĩ đọc giúp em học tốt kĩ khác (kĩ nghe, viết, nói) 13 Khi giáo viên dùng TBLT, em có thêm nhiều kiến thức nhiều khía cạnh sống 14 TBLT giúp em lấy thêm thông tin mẻ, mà em liên hệ tới sống thực tế từ thông tin 91 15 Dùng phương pháp TBLT khiến em tiếp cận thêm nhiều thơng tin hữu ích học 16 Phương pháp TBLT khiến em cải thiện khả đọc Về mặt cảm xúc thái độ ngôn ngữ 17 TBLT giúp em làm giảm nỗi lo lắng kĩ đọc em 18 Em cảm thấy hào hứng em giao tiếp tiếng Anh với bạn học tiết học dạy phương pháp TBLT 19 Em cảm thấy hăng hái học đọc tiết học dạy phương pháp TBLT 20 Em thích học đọc hiểu tiết học đọc dạy phương pháp TBLT 21 Em mong chờ đến tiết học đọc dạy phương pháp TBLT 22 Em không cảm thấy lo lắng em cần phải trả lời câu hỏi tiết học đọc 23 Phương pháp TBLT khiến em tự tin khả đọc 24 Em hài lịng với thể tiết học đọc Cảm ơn em hợp tác! 92