Using task based language teaching in teaching grammar to adult learners at a language center in ho chi minh city

INTRODUCTION

BACKGROUND TO THE STUDY

In recent decades, globalization has significantly impacted various aspects of life, leading to an increased demand for English learning due to its international relevance As a result, individuals of all ages are dedicating themselves to mastering the language for diverse purposes Graduate and undergraduate students often pursue English to enhance their job prospects, while professionals aim to deepen their industry knowledge and improve communication with international partners, which can also lead to promotions Despite differing motivations, all English learners share a common goal: effective communication Mastery of grammar is essential for achieving this goal, as efficient communication relies on correct grammar Grammar not only enhances the accuracy and standard of language production but also serves as a crucial meaning-making resource, underscoring our humanity Furthermore, proficiency in grammar across listening, speaking, reading, and writing is vital to prevent disruptions in communication.

As an EFL teacher with extensive experience teaching adult learners at a language center, I've observed that many students approach grammar learning through traditional grammar translation methods Typically, instructors present grammatical rules and provide clear explanations, leading learners to memorize these rules for sentence construction However, this approach often fails, as "learning sentence-level grammar did not result in learners being able to use the English language for communication" (Celce-Murcia).

Despite understanding the rules and structures of the English language, many learners struggle to apply them effectively in real-life situations This gap often stems from their initial desire to achieve practical language skills when they begin their studies.

“most of us are familiar with the phenomenon of students who know the rules of grammar but who are nonetheless unable to ask for simple directions” (Savage et al., 2010, p 2)

This research focuses on enhancing adult learners' understanding of language application in real-world contexts and emphasizes the significance of grammar for effective communication By implementing Task-based Language Teaching (TBLT) and specifically utilizing oral communicative tasks (OCT), the study aims to address existing challenges in grammar education This approach is expected to significantly enhance grammar learning, increase student motivation, and improve their ability to use grammar in everyday communication.

STATEMENT OF THE PROBLEM

The study focuses on adult learners, primarily university students and office workers, who are motivated to learn English Despite their dedication, the teacher-researcher has observed a lack of interest and motivation among students regarding grammar Many struggle to activate and apply their grammatical knowledge in real-life contexts This situation prompts the teacher-researcher to explore strategies to boost students' motivation for grammar learning, ultimately aiming to improve their English proficiency.

Many language centers currently develop their course syllabuses primarily based on existing English textbooks, often neglecting the prior knowledge of adult learners This oversight can result in a significant waste of time, as students may end up reviewing material they already understand Consequently, incorporating supplementary teaching resources is essential for helping learners strengthen their English skills effectively.

The motivation behind this research stems from the teacher-researcher's experience of utilizing various tasks in grammar instruction over the past few years However, she has not had the opportunity to gather her students' perspectives on this teaching method This research presents a valuable chance to consider her students' opinions and feelings, which is crucial for enhancing their English performance and fostering her own professional growth.

AIM OF THE STUDY AND RESEARCH QUESTIONS

Relating to the above concerns, this study is aimed at investigating the learners’ perceptions of the teacher’s using OCT in teaching grammar

Based on the aim stated in the previous part, the research question was developed as follows:

What are the students’ perceptions of the teacher’s using OCT in teaching grammar?

SIGNIFICANCE OF THE STUDY

This research significantly enhances language teaching by introducing students to a novel approach to learning English grammar through OCT, which not only aids in understanding grammatical concepts but also demonstrates their practical application, fostering a more positive attitude and interest in grammar Additionally, it provides the teacher-researcher with insights into the implementation of OCT, highlighting its benefits and challenges, thereby contributing to the development of new techniques to engage students more effectively in grammar learning Furthermore, this study paves the way for future research on OCT's application within the Vietnamese context, ultimately aiming to improve language teaching and learning in the country.

SCOPE OF THE STUDY

This study emphasizes the use of Open Communicative Tasks (OCT) to improve adult learners' English grammar skills in real-life situations, acknowledging the variety of communicative tasks available while recognizing time constraints.

ORGANIZATION OF THE THESIS

This thesis is structured into five chapters: Chapter 1 introduces the study's background, problem statement, research aims, questions, significance, and thesis outline Chapter 2 reviews the literature on using Online Collaborative Tools (OCT) for teaching grammar to adult learners Chapter 3 outlines the methodology, detailing the research design, site, participants, instruments, and data collection and analysis procedures Chapter 4 presents the findings from classroom observations, questionnaires, and interviews, along with a discussion of these results Finally, Chapter 5 concludes the thesis by addressing limitations and offering recommendations for future research.

LITERATURE REVIEW

GRAMMAR TEACHING AND LEARNING

Grammar has historically been defined in various ways, often described as the rules governing the transformation of words and their arrangement into sentences (Longman Dictionary of Contemporary English; Oxford Learners’ Dictionaries) Nunan (2013) highlights two key aspects of grammar: word formation and the combination of words into sentences This underscores grammar's role as a crucial tool for constructing meaningful communication However, mere knowledge of grammar rules does not ensure effective application, as many learners excel in exercises yet struggle with real-life conversations Consequently, modern perspectives view grammar as a skill to be practiced rather than just a body of knowledge (Savage et al., 2010) The current emphasis is on enabling students to communicate accurately, meaningfully, and appropriately (Larsen-Freeman & Celce-Murcia, 2016).

Larsen-Freeman and Celce-Murcia (2016) describe grammar as a "meaning-making resource," encompassing lexicogrammatical forms, meanings, and contextual constructions that function at various levels, including word, phrase, sentence, and text They emphasize the strong connection between grammar and vocabulary, arguing that language is primarily composed of constructions rather than being strictly governed by rules.

Celce-Murcia and her co-author (2016) highlight the significance of not just form and meaning in language but also the critical role of usage, stressing the necessity of employing specific constructions in suitable contexts.

2) The close relation between the three dimensions mentioned above is shown in Figure 2.1 suggested by Larsen-Freeman and Celce-Murcia (2016, p 4)

The three dimensions of grammar—form, meaning, and use—are interconnected, as illustrated in Figure 2.1 To fully understand a specific grammatical construction, it is essential to examine its formation, significance, and application in various texts and social interactions (Larsen-Freeman & Celce-Murcia, 2016, pp 3-4) Furthermore, a modification in one dimension can result in changes in another, highlighting the dynamic nature of grammar.

Figure 2.1 A three-dimensional grammar framework

Celce-Murcia, serves as a guiding principle for the teacher-researcher to plan her grammar lessons using OCT in this study

2.1.2 The roles of grammar in language learning and teaching

Grammar has long been acknowledged as a crucial element in language learning and teaching, often considered the core of the learning process (Saaristo, 2015) In the context of adult ESL education, Savage et al (2010) identified three key roles of grammar, highlighting its significance as an enabling skill.

Grammar serves as both a motivator and a foundation for self-sufficiency in language learning Mastering grammar is essential for effective communication across listening, speaking, reading, and writing, as it enhances students' performance in these areas (Fithriani, 2018) Both teachers and students recognize the significance of grammar, which boosts their motivation to learn and teach, knowing it is a powerful tool for achieving communicative goals and improving language proficiency This awareness fosters professionalism and respect among peers, creating a cycle of motivation where students are eager to learn grammar, prompting teachers to be equally enthusiastic in their instruction (Savage et al., 2010) Furthermore, a solid understanding of grammar enables students to monitor their language use and self-correct errors, skills that are particularly beneficial for adult learners in professional settings, such as writing emails, reports, and engaging with academic materials Ultimately, the ability to self-correct fosters self-sufficiency, highlighting the significant advantages that grammar brings to learners (Savage et al., 2010).

In recent years, several trends toward the teaching of grammar have emerged Some people tend to ignore grammar and shift their focus onto what is called

The communicative approach emphasizes teaching language functions and engaging in communicative activities (Harmer, 1987) This perspective suggests that grammar instruction should be replaced with a focus on functional language use However, it is clear that without a solid understanding of grammar, learners struggle to perform certain language functions effectively, as sentences that convey these functions are constructed from grammatical elements (Harmer, 1987) Similarly, Mohammed (2015) asserts that mastering a language is impossible without learning its grammar, which is essential for meaningful communication.

In summary, the significant role of grammar in language teaching and learning is widely recognized and proved As a result, teaching grammar in EFL classrooms should not be underestimated

2.1.3.1 Deductive approach and inductive approach

Various language teaching methods have historically been employed to teach grammar, primarily categorized into deductive and inductive approaches The deductive approach involves the teacher presenting a grammatical rule followed by exercises for application, which can save class time and cater to students who prefer direct instruction However, this method may confuse younger learners due to complex grammatical terminology Conversely, the inductive approach requires students to analyze examples of language to deduce the rules themselves, which, while time-consuming, fosters a more meaningful and memorable learning experience.

In teaching grammar, both inductive and deductive approaches offer distinct advantages and disadvantages, making it challenging to determine which is more effective Therefore, integrating both methods is recommended to enhance grammar instruction (Nunan, 2015) Ultimately, teachers should consider learners' individual learning styles when deciding on the most suitable approach for their grammar lessons.

Explicit and implicit teaching of grammar play crucial roles in language learning While explicit instruction provides learners with conscious knowledge of grammar rules, oral fluency relies on implicit, intuitive understanding (Thornbury, 2019) Research indicates that explicit teaching enhances performance on tests of explicit knowledge, such as sentence-completion tasks, but has minimal impact on communicative ability Both approaches have their unique advantages and disadvantages, suggesting that the most effective second language (L2) instruction integrates both methods, allowing explicit knowledge to support implicit understanding (Loewen, 2015, as cited in Thornbury, 2019) In the context of English as a Foreign Language (EFL), the teacher-researcher aims to combine explicit and implicit strategies in grammar instruction for optimal effectiveness As Ellis (2015) notes, teachers do not need to choose between explicit and implicit grammar instruction, as both methods are beneficial (p 210).

2.1.3.2 Traditional methods of grammar teaching and communicative approach to grammar teaching

In addition to the previously discussed points, it is essential to briefly explore six popular methods and approaches identified by Savage et al that play a crucial role in the evolution of grammar instruction.

Various language teaching methods, including the Grammar-Translation Method, Direct Method, Audiolingual Method, Cognitive Approach, Natural Approach, and Communicative Language Teaching, have been explored (Savage et al., 2010) While these approaches offer certain advantages, they also present limitations in effectively teaching grammar Savage et al (2010) emphasize the importance of balancing grammatical accuracy with communication in ESL classes; however, the aforementioned methods often fall short of meeting these expectations, particularly in the context of Grammar-Translation.

The traditional method of language teaching often leads to a lack of communicative practice and an overreliance on translation, as it emphasizes explicit grammar instruction rather than practical use (Savage et al., 2010; Nunan, 2015) Similarly, the Audiolingual Method faces criticism for its rote learning approach, which diminishes cognitive engagement (Savage et al., 2010) While Communicative Language Teaching (CLT) promotes fluency, it raises concerns about neglecting grammar (Savage et al., 2010) Despite these challenges, Task-Based Language Teaching (TBLT), a practical extension of CLT, remains significant in language education TBLT effectively centers on real-life tasks, allowing both communicative skills and grammatical knowledge to develop organically (Richards & Rodgers, 2014, p 86).

Early grammar instruction often overlooked the broader contexts of language use, focusing primarily on receptive knowledge rather than communicative skills While effective in some aspects, these methods sometimes failed to enable students to use language effectively in speaking In response, various approaches, beginning with the Audiolingual Method, have emphasized the importance of developing communicative competence in language instruction This shift does not eliminate grammar teaching; rather, it integrates grammar instruction with communicative practices Grammar lessons are designed to introduce grammatical concepts while allowing students to engage in controlled exercises, ultimately leading to opportunities for communicative practice This study aims to implement opportunities for communicative grammar use in speaking through the use of OCT.

AN OVERVIEW OF TBLT

Task-based Language Teaching (TBLT), emerging from the Communicative Language Teaching (CLT) approach, is defined as an educational method that emphasizes practical learning outcomes through engaging tasks (Norris, 2011, as cited in Hummel, 2014) According to Richards and Rodgers (2014), TBLT centers on tasks as the primary unit of language instruction Van den Branden (2006) highlights that this approach encourages students to engage in functional tasks that prioritize meaningful communication and real-world applications of language (as cited in Richards & Rodgers, 2014) TBLT's growing popularity in English as a Foreign Language (EFL) classrooms is attributed to its numerous advantages, including enhanced motivation, opportunities for enjoyable repetition, flexible curriculum design, and improved student proficiency and satisfaction (Leaver and Kaplan, 2004, as cited in Richards & Rodgers, 2014).

Understanding the concept of "task" is essential for Task-Based Language Teaching (TBLT) According to Richards and Rodgers (2014), a "task" serves as a fundamental unit of planning and teaching Various definitions have been proposed over time to clarify the nature of TBLT Ellis (2003) describes a task as a workplan requiring learners to process language pragmatically to achieve an evaluable outcome, emphasizing meaning over form Edwards and Willis (2005) further elaborate that tasks should focus on exchanging and understanding meanings, highlighting the task's purpose and outcome Similarly, Van den Branden (2006) defines a task as an activity aimed at achieving an objective that necessitates language use Despite their differences, these definitions converge on the importance of meaning in language tasks.

“tasks involve communicative language use in which the user’s attention is focused on meaning rather than grammatical form” (Nunan, 2004, p 4) Noticeably, Skehan

In 1998, five essential characteristics of a task were identified: (1) meaning is prioritized; (2) there is a communication problem to solve; (3) it relates to real-world activities; (4) task completion is important; and (5) assessment is based on outcomes (Hummel, 2014, p 116) These characteristics distinguish a "task" from a "situational grammar exercise," where the latter focuses primarily on correct language usage Unlike a task, which aims for a clearly defined outcome beyond language use, a situational grammar exercise is solely concerned with practicing correct language.

The classification of tasks is crucial in language learning, as outlined by Ellis (2009) Tasks can be categorized as "unfocused" or "focused." Unfocused tasks encourage learners to engage in general communication, while focused tasks specifically target the use of particular linguistic features, enhancing learners' ability to communicate effectively.

To sum up, all of the above-mentioned issues concerning “task” serve as a

“compass” for the teacher-researcher to design OCT used in this study

A task, as outlined by Candlin (1987, as cited in Nunan, 2004), comprises several key components: input, roles, settings, actions, monitoring, outcomes, and feedback In contrast, Wright (1987a) suggests that tasks can be simplified to just two essential elements: input data and an initiating question Nunan (2004) highlights the importance of understanding these diverse perspectives, asserting that a well-structured task should encompass at least these fundamental elements to be effective in a learning context.

“goals, input and procedures” and they “will be supported by roles and settings” (p

41) These components was presented in Figure 2.2

In the diagram, "goals" refer to the broad, general intentions that underlie any learning task, as noted by Nunan (2004, p 35) While these goals may not always be clearly articulated, they can often be inferred from the task itself Additionally, a single task may encompass multiple activities, resulting in the presence of several goals.

Input refers to the data that learners utilize while completing tasks, which can be sourced from various materials or generated by the learners themselves A significant aspect highlighted by Nunan (2004) is the importance of "authenticity" in this context.

Proponents of authentic materials argue that using spoken and written content created for communication, rather than language teaching, allows learners to engage with real-world language This exposure to authentic input enables learners to effectively navigate the language they encounter in everyday situations.

Procedures in education encompass the actions learners undertake with the input that initiates the learning task (Nunan, 2004) Widdowson (1987, as cited in Nunan, 2004) emphasizes that classroom procedures must mirror the communicative activities students are likely to engage in outside the classroom.

In the context of Task-Based Language Teaching (TBLT), the term "role" encompasses the expected contributions of both learners and teachers in executing learning tasks, as well as the social dynamics among participants (Nunan, 2004) According to Richards & Rodgers, learners take on roles as participants, monitors, and risk-takers Van den Branden (2006, as cited in Richards & Rodgers, 2014) outlines key responsibilities for teachers in TBLT: they must inspire students to engage fully in tasks and maintain their motivation throughout the activity Additionally, teachers are tasked with organizing the learning process by providing clear instructions, facilitating group formation, and ensuring that necessary materials are available Finally, teachers should offer interactive support to students as they navigate their tasks.

“differentiate between students or students groups while doing so” (pp 187-188)

Apart from the above-mentioned roles, additional roles for teachers in TBLT are also mentioned, including selector and sequence of tasks, preparing learners for tasks, consciousness-raising and monitor

“Settings” refers to “the classroom arrangements specified or implied in the task” (Nunan, 2004, pp 70-71) This component plays a pivotal role to designing and selecting tasks

2.2.4 Task types in EFL teaching

As many authors examined TBLT, there are differences in categorizing tasks

According to Pattison (1987), seven types of tasks and activities can enhance language learning, including questions and answers, dialogues, matching activities, communication strategies, picture stories, puzzles, and discussions (Nunan, 2004) Willis (1996) later identified six additional task types: listing, ordering, comparing, problem-solving, sharing personal experiences, and creative tasks (Richards & Rodgers, 2014) Furthermore, Richards (2001) introduced task types such as jigsaw tasks, information-gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks (Nunan, 2004) Notably, these classifications are based on an analysis of communicative language use, highlighting their relevance to effective language instruction (Nunan, 2004).

This study utilized opinion exchange tasks (OCT) to teach specific grammar items, requiring students to apply these grammatical structures while sharing their personal opinions The teacher-researcher designed tasks that prompted students to effectively use the targeted grammar in their responses.

2.2.5 Basic principles for implementation of TBLT

When implementing Task-Based Language Teaching (TBLT), particularly in teaching grammar through the use of the Open Communication Task (OCT), it is essential to understand its foundational principles Nunan (2004) outlines seven key principles for TBLT, with the first being Scaffolding This principle emphasizes the necessity of providing learners with adequate language support to successfully complete tasks, ensuring that lessons and materials offer a robust framework for effective learning.

The second principle, known as Task Dependency, emphasizes the importance of sequencing and organizing tasks within a lesson Each task should naturally evolve from and build upon the previous ones, ensuring a coherent learning progression.

The third principle is Recycling, which implies that recycling language maximizes learners’ opportunities for learning and activates the ‘organic’ learning principle

The fourth principle is named Active learning, proposing that learners learn best by doing, particularly by actively using the language they are learning

The fifth principle is Integration Specifically, learners should be given opportunities to recognize the relationships between linguistic form, communicative function, and semantic meaning

The sixth principle is Reproduction to creation, advising that learners should be encouraged to move from reproductive to creative language use

The last principle, Reflection, recommends that learners should be given opportunities to become reflective learners, who regularly reflect on what they have learned and how well they are doing

Ellis (2009) outlines key principles for effectively implementing Task-Based Language Teaching (TBLT) Tasks should be customized to match students' proficiency levels, and they must be tested and refined to ensure they promote appropriate language use Teachers must clearly understand the nature of tasks for successful TBLT implementation Additionally, both teachers and students should grasp the reasons for engaging in tasks Lastly, it is crucial for teachers of task-based courses to participate in the development of task materials.

These principles by Nunan (2004) and Ellis (2009) are believed to greatly help the teacher-researcher be on the right track during her implementation of OCT in this study

Since tasks can be used in many different ways, procedures for task-based lessons can also vary Van Gorp and Bogaert (2006, as cited in Richards & Rodgers,

ADVANTAGES AND CHALLENGES OF TBLT

Task-Based Language Teaching (TBLT) offers significant advantages for language learners, facilitating 'natural' learning experiences within the classroom It prioritizes meaning while also addressing the importance of form, providing rich input in the target language TBLT is inherently motivating for students and allows for essential teacher guidance, aligning with a learner-centered approach Furthermore, it enhances communicative fluency without sacrificing accuracy and can be effectively integrated with traditional teaching methods Ultimately, TBLT fosters greater learner independence in the classroom.

Despite its advantages, Task-Based Language Teaching (TBLT) faces practical challenges in EFL classrooms, particularly in Asia Research by Carless (2004) highlights that teachers' limited understanding of TBLT leads to a focus on "practice rather than genuine communication." Additionally, Deng and Carless (2009) note that unfamiliarity with TBLT makes its implementation difficult This issue is exacerbated by the short-term, classroom-independent training that teachers receive, which is insufficient to navigate TBLT's complexities (Zhang, 2007, as cited in Lai, 2015) Carless (2004) also identifies three key issues in task implementation, including the prevalent use of students' mother tongues.

Balancing the need for student engagement with maintaining discipline presents significant challenges in task-based language teaching (TBLT), particularly in large Asian classrooms where noise and indiscipline can hinder effective group activities (Carless, 2004) Many tasks often lead to non-linguistic activities, resulting in minimal language production as students focus solely on completing tasks with limited linguistic output (Seedhouse, 1999, as cited in Carless, 2004) Hatip (2005, as cited in Hismanoglu & Hismanoglu, 2011) highlights that the effectiveness of TBLT is often compromised by the necessity for teachers to exhibit high creativity, energy, and determination, alongside the availability of time and resources, as well as students' willingness to engage without over-relying on their mother tongue A study by Ji and Pham (2020) in China identified several mismatches between TBLT principles and actual classroom practices, including students' inability to acquire implicit knowledge, dependence on teacher-led instruction, reluctance to participate in group work, and a preference for explicit grammatical input These mismatches are also prevalent in non-Western contexts like Vietnam, suggesting the need for tailored adjustments to successfully implement TBLT.

ADULT LEARNERS

Adult learners encompass a diverse age range and possess varied educational backgrounds and job experiences, which influences their motivations for learning English, such as pursuing further studies, enhancing workplace competitiveness, applying for scholarships abroad, preparing for relocation, or assisting their children with homework (Savage, Bitterlin, & Price, 2010) They seek immediate relevance and value in their studies and thrive when actively involved in setting their own learning objectives (Smith, 2009) Additionally, adult learners exhibit distinct learning styles and possess advanced cognitive and linguistic capabilities compared to younger learners, allowing them to articulate their learning preferences more effectively (Robinson, 2005; Cohen, 1998) They also demonstrate greater autonomy in their learning process than typically anticipated by educators (Benson, 2007) Furthermore, personality traits, such as extroversion, significantly impact their fluency in complex verbal tasks, and they are adept at employing strategies to monitor and evaluate their own learning during specific activities (Smith, 2009).

The rise of the communicative approach and task-based instruction in language teaching has led to a focus on task construction and linguistic complexity Engaging in real-life tasks is essential for adult learners, as it offers comprehensive input and fosters interaction through group projects Moreover, varying task types can enhance fluency, complexity, appropriacy, accuracy, and confidence in language use (Ellis, 2005b, as cited in Smith, 2009).

Despite the advantages of adult learners, there are notable disadvantages Thornbury (2019) points out that adult learners may have diminished implicit learning abilities, raising questions about the potential for explicit knowledge to become implicit over time Additionally, many adult learners study part-time due to the need to balance work and family responsibilities, which limits the time they can dedicate to learning and practice.

Many adult learners, particularly those aged 20 and older, exhibit a strong desire to learn and master English This study primarily focuses on university students and office workers, who represent the largest demographic in General English classes compared to other learner groups.

EMPIRICAL STUDIES

Numerous studies have explored various approaches to grammar teaching in Vietnam Notably, Huynh (2008), Luong (2009), Nguyen (2010), and Nguyen (2011) implemented games to teach English grammar to high school and university students, while Huynh (2006) focused on using realia for young learners Additionally, Nguyen (2008) employed Contrastive Analysis to identify the similarities and differences between English and Vietnamese teachers, aiming to improve grammar instruction in high schools.

Since its emergence in the 1980s, Task-Based Language Teaching (TBLT) has gained global popularity As noted by Lai (2015), numerous studies by key researchers have explored various facets of TBLT, including the enhancement of its theoretical and methodological foundations, the development of diverse pedagogical approaches, and the evaluation of its implementation across different educational settings.

In the past decade, the implementation of Task-Based Language Teaching (TBLT) has been extensively studied in the Asian context, particularly in Vietnam, where numerous research efforts have focused on various aspects of TBLT, including misunderstandings, challenges, and teachers’ beliefs Researchers have highlighted significant challenges in TBLT implementation, with Cao (2018) identifying both enabling factors, such as national language policies, and barriers like institutional and classroom dynamics, as well as teachers’ perceptions Studies by Nguyen (2005, 2007) and Nguyen, N P (2007) have documented difficulties in applying the Communicative Approach for teaching grammar at different educational levels More recently, Nguyen (2020) found that adolescent learners developed a more positive attitude towards grammar when they recognized its role in mastering other English skills after TBLT was implemented Despite ongoing efforts to use TBLT for teaching grammar communicatively, there is a notable lack of empirical research on its application for adult learners This study aims to address this gap by examining adult learners’ evaluations of the implementation of TBLT in a specific educational context.

CONCEPTUAL FRAMEWORK

From the elements mentioned above, a conceptual framework is drawn to shape and guide the study, helping find answers to the research questions

Note WCT = Written communicative tasks

In the conceptual framework, the use of Online Collaborative Tools (OCT) was implemented to teach grammar to adult learners The primary objectives of this approach were to enhance students' understanding of grammar and to provide them with opportunities to practice its application effectively.

The study's conceptual framework, illustrated in Figure 2.4, unfolds through three stages: Pre-stage, While-stage, and Post-stage The initial goal was achieved using both deductive and inductive approaches to teach grammatical items in the first two stages In the final stage, Oral Communicative Tasks (OCT) were implemented to enhance oral communicative competence among adult learners While OCT are typically associated with improving speaking fluency, this study aimed to utilize them for grammar instruction, with the intention of also enhancing grammatical accuracy Students engaged in OCT to practice the grammatical structures they had learned, promoting both fluency and accuracy in their English speaking skills.

METHODOLOGY

RESEARCH DESIGN

This study implemented Observational Classroom Techniques (OCT) to positively impact learners' grammar learning, aiming to deliberately intervene in problematic situations to foster improvements (Burns, 2010) Creswell (2014) noted that action research (AR) is a practical approach for exploring and developing solutions to educational problems (p 576) AR empowers teachers to critically reflect on their teaching practices, promoting continuous improvement (Mills, 2014) The teacher-researcher’s commitment to enhancing both student performance and her teaching led her to conduct this AR, making her an active participant in addressing classroom challenges Therefore, AR is deemed suitable for this study.

Action Research (AR) is characterized by several essential features that enhance teaching practices Firstly, it encourages teachers to evaluate and reflect on their methods to foster improvements Secondly, AR is small-scale and localized, allowing participants to explore teaching and learning within specific social contexts Thirdly, it promotes a participatory and inclusive approach, enabling participants to investigate relevant issues in their own environments Lastly, AR emphasizes systematic data collection and analysis, distinguishing it from the intuitive thinking often associated with traditional teaching methods.

Finally, it is based on democratic principles because the owners of changes in practice are teachers and learners who conduct the research (Burns, 2010)

In this study, the teacher-researcher implemented the Action Research (AR) model by Kemmis and McTaggart (1988, as cited in Burns, 2010), which consists of four key phases: planning, action, observation, and reflection This cyclical process allows for an iterative approach, where each cycle may repeat until the researcher attains a satisfactory outcome and determines it is appropriate to conclude the research (Burns, 2010).

Following the process used in an AR proposed by Kemmis and McTaggart

In 1988, a teacher-researcher recognized a significant issue in her classroom: students displayed a low interest in learning grammar To address this, she implemented a plan of action that incorporated the use of OCT (Observational Classroom Techniques) in her grammar instruction Following this, she deliberately intervened in her teaching practices and systematically observed the outcomes of her actions, meticulously documenting the data collected throughout the process.

Figure 3.2 Cyclical AR model based on Kemmis and McTaggart (1988)

Figure 3.1 Cyclical AR model based on Kemmis and McTaggart (1988) from the instruments Finally, she reflected on, evaluated and described the effects of the action (Burns, 2010)

This action research study was conducted over four grammar sessions within a single cycle, following the AR model by Kemmis and McTaggart, which encompasses four phases: planning, action, observation, and reflection Data was collected through classroom observations, questionnaires, and interviews to evaluate the effectiveness of the teaching methods The main activities of the research cycle are summarized in Table 3.1.

Brief descriptions of the research cycle

Planning - Identify the problem through informal conversations with the students, careful observations and the qualitative questionaire (see Appendix A1)

- Preparing teaching and research materials for the implementation of OCT in grammar lessons

- Inform the students of teaching grammar traditionally, i.e giving grammar rules and have students do grammar exercises

Action - Using traditional method to teach grammar in 2 grammar sessions

- Using OCT to teach grammar in the next 2 grammar lessons

Observation - Collecting data from classroom observations (see Appendix C), the quantitative questionnaire (see Appendix B1) and interviews (see Appendix D1)

Reflection - Analyzing the data from classroom observations, questionnaires and interviews.

RESEARCH METHODOLOGY

In this study, the teacher-researcher utilized both quantitative and qualitative data collection methods to enhance her educational practices and improve student learning outcomes (Creswell, 2014) Quantitative data was crucial in evaluating student perceptions of using OCT in grammar lessons, highlighting both the benefits and challenges encountered (Burns, 2010) Simultaneously, a qualitative approach was employed to gain deeper insights into the participants' perspectives and experiences (Dawson, 2009; Efron & Ravid, 2013).

RESEARCH SITE

This study focuses on the Center for Foreign Affairs and Languages Training (CEFALT) in Ho Chi Minh City, an agency dedicated to enhancing foreign relations skills and promoting international integration CEFALT aims to be the leading language center for individuals seeking to learn foreign languages, particularly English and Chinese Emphasizing high teaching quality, CEFALT recognizes the importance of language training in driving the country’s socio-economic development The center offers a variety of English courses for adults, including General English, Business Communication, TOEIC, and IELTS, with General English (GE) courses being the most popular The GE program spans levels GE1 to GE12 and emphasizes the development of listening, speaking, reading, and writing skills This study specifically examines adult learners from the GE5 class, a Pre-Intermediate level course designed to enhance language proficiency and build confidence in real-life English communication.

RESEARCH PARTICIPANTS

The study involved sixteen participants enrolled in the GE5 Pre-Intermediate English class, taught by the teacher-researcher The group primarily consists of university students and office workers who can engage in English communication, though they occasionally require guidance from their instructors The 15-week course includes one three-hour session with the Vietnamese teacher and a 90-minute session with a native English speaker each week Each unit begins with a grammar section, allowing students to learn, practice, and review essential grammatical rules At the end of the course, participants are expected to complete a final test that includes quizzes on the grammatical concepts covered throughout the program.

This study employed convenience sampling, where the teacher-researcher selected learners who were readily available and willing to participate This choice was influenced by the observation that these students faced challenges in using grammatical structures effectively for communication, despite their commitment to learning and recognizing the significance of grammar.

RESEARCH INSTRUMENTS

This study utilized classroom observations, questionnaires, and interviews as data collection instruments The quantitative questionnaires and interviews were the primary tools for gathering student opinions on the teacher-researcher's implementation of Open Collaborative Teaching (OCT) in grammar lessons Classroom observations acted as a supplementary data source, aimed at providing comprehensive insights for the teacher-researcher's reflection and aiding in the triangulation of data during the analysis phase.

The study utilized two main questionnaires: a qualitative one to gather students’ past experiences in learning grammar and a quantitative one to assess their perceptions of the teacher’s use of Online Collaborative Tools (OCT) in grammar instruction The qualitative questionnaire comprised four questions focused on students' opinions regarding their grammar learning experiences In contrast, the quantitative questionnaire employed a 5-point Likert scale, ranging from "strongly disagree" to "strongly agree," and included two sections: Part I on personal information and Part II on perceptions of OCT use Part II contained 19 statements related to students’ views on their teacher's implementation of OCT in grammar lessons The questionnaire was designed based on the identified advantages and disadvantages of Task-Based Language Teaching (TBLT) from previous studies and was translated into Vietnamese for clarity Students were instructed to select the response that best represented their perspective.

To enhance the validity and reliability of the quantitative data collected, interviews were conducted with five students following the intervention These interviews featured six open-ended questions focused on evaluating the teacher's implementation of Online Collaborative Teaching (OCT) in grammar lessons Students expressed their feelings about learning grammar through OCT, shared their opinions on the intervention's advantages and disadvantages, discussed the challenges they encountered, and provided suggestions for improving the implementation of OCT in grammar instruction.

Observation plays a crucial role in Action Research (AR), as it allows for systematic documentation and reflection on classroom interactions (Burns, 2010; Burns, 1999) This method provides deeper insights into the behaviors, motivations, and attitudes of participants (Dawson, 2009) Unlike the informal observations teachers typically make, AR observation is self-conscious and deliberate, characterized by its focus, objectivity, reflection, and ongoing evaluation (Burns, 2010).

In this study, the teacher-researcher meticulously recorded observational data through notes taken immediately after events to ensure accuracy and freshness of information (Burns, 1999) Acting as a participant observer, she navigated time constraints while balancing teaching responsibilities with the documentation of classroom dynamics This included capturing the classroom atmosphere, her instructional methods, student reactions, and interactions during grammar sessions using OCT Additionally, reflective observations were incorporated, allowing the teacher-researcher to articulate her insights on the unfolding classroom events.

To sum up, a brief description of the instruments used in this study was shown in Table 3.2

Summary of the research instruments

Data source Quantity Timing of collection Aim

Students 16 At the first grammar lesson of the course

To collect students’opinions about their experiences in learning grammar in the past

Students 16 At the end of the research cycle (after the last grammar session using OCT)

To collect information concerning students’ evaluation of the implementation of OCT

Interview Students 5 At the end of the research cycle (after the last grammar session using OCT)

To collect further data concerning the students’ evaluation on the teacher’s implementation of OCT in teaching grammar

Teacher 4 Recorded in the observation notes during and after each grammar session

To document actual events in the class as soon as possible

DATA COLLECTION PROCEDURE

The study was conducted over four grammar sessions, as outlined in the course syllabus from the Center, which includes one grammar session at the start of each unit Participants engaged in an Online Collaborative Task (OCT) designed by the teacher-researcher during these sessions Classroom observations were carried out, with reflective notes completed post-class to maintain the teacher-researcher’s focus on instruction A questionnaire evaluating the grammar lessons utilizing OCT was distributed to students after the final session, and interviews were conducted within a week following the last grammar lesson The data collection timeline is detailed in Table 3.3.

Week 3 Week 5 Week 7 Week 10 Week 11

Grammar session 1 (using traditional method)

Grammar session 2 (using traditional method)

Following the AR model by Kemmis and McTaggart (1988, as cited in Burns, 2010), the research cycle was conducted through four phases: planning, action, observation and reflection, as illustrated in Figure 3.2

The initial phase of the research cycle focused on gathering insights into students' attitudes toward grammar and grammar learning As noted by Burns (2010), the clarity of action research often emerges as the process unfolds Consequently, the teacher-researcher began by observing her students and engaging them in discussions during the first grammar session, aiming to better understand the teaching context and identify students' challenges with grammar In the subsequent session, a qualitative questionnaire was administered to capture their past experiences with grammar learning Following the analysis of this preliminary data, the teacher-researcher reviewed and made necessary adjustments to the resources and materials for implementing the OCT approach in her grammar lessons.

Following the planning phase, the researcher moved on to the action phase, implementing traditional methods for grammar instruction during Weeks 3 and 5 Subsequently, in Weeks 7 and 10, the researcher introduced the OCT approach During these sessions, students engaged in tasks specifically designed around the lesson content, with details of the OCT presented in Table 3.4.

Oral communicative tasks used in the research cycle

Unit 2: Whatever makes you happy

Unit 3: What’s in the news?

Simple Past and Past Continuous No OCT

Unit 4: Eat, drink, and be merry!

Students work in pairs talking about their diet using the expressions of quantity learnt

Students are asked to interview their friends about what they would like to do at present using the verb patterns learnt

In the third phase of the study, the teacher-researcher meticulously observed students' reactions to the intervention, documenting significant occurrences in observation notes This careful analysis allowed for the identification of potential improvements to enhance the effectiveness of the lessons.

In the final phase of the research process, the teacher-researcher emphasized the importance of reflecting on the implementation of the OCT method in grammar instruction Regular reflections were documented in the observation notes to capture significant events throughout the intervention Additionally, the teacher-researcher reviewed her teaching practices and made necessary adjustments to the lesson plans to enhance the learning experience.

This study's reliability and validity are supported by several key factors Initially, experienced English teachers reviewed the lesson plans for content validity prior to their practical implementation, ensuring alignment with the grammar lessons outlined in the Center's syllabus Additionally, the questionnaire items were developed by the teacher-researcher and subsequently refined using relevant research references in the field.

Triangulation, as described by Burns (2009), enhances objectivity by utilizing multiple sources of information, thereby increasing the validity of research findings In this study, data were gathered from diverse sources, including qualitative and quantitative questionnaires, interviews, and classroom observations, to ensure credibility and achieve a balance between objectivity and subjectivity.

DATA ANALYSIS PROCEDURE

Following the collection of data from classroom observations, qualitative questionnaires, and interviews, the information was organized into a table for easier recognition and analysis The subsequent phase involved data analysis and interpretation, guided by Creswell's (2012) recommended approach.

The research process involved identifying key themes from literature and personal experience, followed by coding data from surveys, interviews, and questionnaires The teacher-researcher reviewed transcripts to gain an overall understanding, adding new themes to an existing list to explore their relationships and create a thematic network Additionally, quantitative data was organized in MS Excel for subsequent percentage calculations and analysis.

Ethical considerations are crucial in research, as highlighted by Stringer (2014) It is essential to ensure that participants do not face any harm during the study Researchers must provide clear information regarding the research's purpose, objectives, potential outcomes, and implications, a process known as informed consent In Action Research (AR), the participatory nature of the approach further emphasizes the importance of these ethical guidelines.

Ethical considerations in action research (AR) play a unique role, as participants have greater control compared to traditional research methods (Stringer, 2014) It is crucial that all participants are fully informed about the research process, fostering a sense of comfort for both researchers and participants This transparency enhances participant cooperation and willingness to engage actively with the research, ultimately contributing to more effective outcomes.

Ethical considerations in research, particularly regarding power dynamics in interviews, are crucial In this study, the researcher, who is also the participants' teacher, faces the challenge of students potentially tailoring their responses to please her To mitigate this issue, it is essential to ensure that students feel comfortable and willing to participate without the influence of the teacher-student relationship Key strategies include clearly explaining the interview's purpose and benefits, being attentive to students' emotional responses, and providing constructive feedback throughout the process.

Professional integrity is crucial for researchers, as it reflects their commitment to honesty and transparency in their academic contributions Without this integrity, the findings of a study lose their value and credibility, rendering them ineffective in advancing knowledge.

FINDINGS AND DISCUSSION

FINDINGS

4.1.1 Students’ attitudes towards grammar lessons using OCT

The students’ responses to four statements concerning their attitudes toward grammar lessons using OCT in the quantitative questionnaires were summarized and analyzed as follows

Responses to Item 1 in the questionnaire

I feel very interested in doing OCT

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

According to Table 4.1, a significant majority of students (93.75%) expressed excitement while engaging in OCT, with only 6.25% indicating disagreement This sentiment was further supported by interviews, where students reiterated their enthusiasm for the activity.

Participants expressed positive feelings towards oral communicative tasks (OCT), with one interviewee describing the experience as "great" and another finding it "funnier." Many students, like Interviewee 4, mentioned enjoying these tasks, while Interviewee 2 noted that they felt OCT were "more practical" despite initial confusion A significant majority, 81.25%, agreed that they enjoyed various types of OCT due to their relevance to real-life communication, with only 6.25% expressing a lack of enjoyment, as illustrated in Table 4.2.

Responses to Item 2 in the questionnaire

I really enjoyed doing different types of OCT because they are related to my real-life communication

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

Several interviewees expressed a preference for engaging in oral communication tasks (OCT) that involve sharing personal experiences One participant stated, "I prefer interviewing my classmates," while another highlighted their enjoyment of discussing their own stories in English, saying, "I prefer being invited to speak in front of the class." This feedback underscores the value placed on personal storytelling and peer interaction in enhancing their learning experience.

Initially, working in groups or speaking in front of the class can be challenging for me; however, I quickly adapt to these situations I genuinely enjoy all the activities and do not have any that I dislike.

I like all kinds of the mentioned activities” (Interviewee 5) He/She also confirmed

The individual expressed a clear interest in the assigned activities, showing noticeable improvement in confidence and understanding when asked to perform OCT, compared to their initial experiences.

In a recent study on collaborative learning, 87.5% of participants expressed positive feelings about working with their classmates to complete the assigned OCT, while only 6.25% of students reported a lack of excitement in collaborating with their peers.

Responses to Item 3 in the questionnaire

I feel very excited to collaborate with my classmates to complete

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

In Table 4.4, students expressed a strong preference for learning grammar through Online Collaborative Tasks (OCT), with 93.75% favoring this method over memorizing grammar rules and completing traditional exercises.

Responses to Item 4 in the questionnaire

I prefer learning grammar by doing OCT to learning grammatical rules by heart and doing grammar exercises

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

The results indicate that the majority of students had a positive attitude towards grammar lessons conducted through OCT However, one student expressed a lack of enjoyment in this learning method This discrepancy may be attributed to certain disadvantages experienced by students during OCT, which will be discussed later in this chapter.

4.1.2 Advantages of grammar lessons using OCT

A significant majority of students in the study, specifically 81.25% (13 out of 16), reported that grammar lessons utilizing OCT greatly enhanced their understanding of grammatical structures This finding was further supported by interview responses, where students expressed that the OCT approach made it easier for them to memorize and comprehend grammar, allowing them to grasp the material efficiently during school hours with minimal review needed at home.

(Interviewee 1); “Oral communicative tasks […] improve my understanding”

Interviewees emphasized the effectiveness of oral communicative tasks, noting that while they require more time, they are more beneficial due to their real-life applicability and the enhanced retention of information.

“applying grammatical structures learnt into oral communicative tasks assigned by the teacher enables me to remember them longer” (Interviewee 4)

However, there was a student (6.25%) who did not think so and two other students (12.5%) did not have any specific opinion on this, as shown in Table 4.5 Table 4.5

Responses to Item 5 in the questionnaire

OCT help me understand the usage of grammatical structures well

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

Using OCT in grammar lessons significantly boosts students' motivation to learn English grammar, with 75% of students reporting increased enthusiasm for the subject However, a minority of students expressed skepticism about the effectiveness of OCT in enhancing their motivation.

Responses to Item 6 in the questionnaire

OCT make me more motivated in learning

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

Utilizing OCT in grammar lessons not only boosts students' comprehension and motivation for learning grammar but also significantly enhances their soft skills, particularly in problem-solving and teamwork A notable 87.5% of students reported improvements in their problem-solving abilities, while an impressive 93.75% felt that their teamwork skills were developed, as detailed in Table 4.7.

Responses to Items 7-8 in the questionnaire

SD D N A SA f % f % f % f % f % help me improve my problem- solving skills

Doing OCT help me develop my teamwork skills

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

Apart from those, doing OCT during grammar lessons also provided students with various opportunities to practise using the language in class In fact, 15 out of

A significant majority of students, specifically 16 individuals, expressed agreement regarding the effectiveness of OCT in enhancing their self-correction habits Notably, 81.25% of these students acknowledged that engaging in OCT has played a crucial role in their ability to quickly identify and rectify their own mistakes.

A significant majority of students, 93.75%, reported an increase in their confidence in using grammatical structures due to the OCT program As one interviewee noted, these opportunities are essential for building self-confidence, while another emphasized that the tasks significantly enhance both self-assurance and communication skills Overall, participants expressed that the program has made them feel more confident in speaking English.

(Interviewee 5), they said Additionally, they could exchange ideas with their classmates comfortably when they did OCT, with 13 out of 16 (81.25%) students agreeing with Statement 12 in Table 4.8

Responses to Items 9-12 in the questionnaire

OCT give me plenty of opportunities to use language in the classroom

Doing OCT helps me form the habit of self- correcting my errors

OCT make me feel more confident in using grammatical structures

I can exchange ideas with my classmates

SD D N A SA f % f % f % f % f % comfortably when doing

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

A majority of participants expressed agreement or strong agreement that the OCT significantly enhanced their oral communication skills and fostered greater independence in learning English Detailed data supporting these findings can be found in Table 4.9 below.

Responses to Items 13-14 in the questionnaire

Doing OCT helps improve my oral communication

OCT helps increase my independence in English learning

Note f = frequency; SD = strongly disagree; D = disagree; N = neutral; A = agree;

DISCUSSION

The study highlights that most students recognize significant advantages of grammar lessons using Online Collaborative Tools (OCT) Participants found OCT to be more engaging and stimulating compared to traditional grammar learning methods, which typically involve memorizing rules and completing exercises Additionally, many students noted that OCT offers valuable opportunities for self-correction, enhancing their confidence and motivation in learning English (Leaver and Kaplan, 2004, as cited in Richards & Rodgers, 2014).

Obstacles in implementing Online Collaborative Tasks (OCT) in grammar teaching include the use of the mother tongue by some students, which limits opportunities for others to practice speaking English Additionally, noise generated during group activities can negatively impact students' ability to complete OCT effectively Teachers must actively address these challenges to enhance the learning experience Despite these difficulties, the implementation of Task-Based Language Teaching (TBLT), particularly OCT, remains a valuable and enriching educational approach.

CONCLUSION

CONCLUSION

This study aimed to explore learners' perceptions of teachers' use of Online Collaborative Tools (OCT) in grammar instruction It was driven by the need to address specific research questions regarding the effectiveness and impact of these tools on the learning experience.

What are the students’ perceptions of the teacher’s using OCT in teaching grammar?

The implementation of Online Collaborative Teaching (OCT) in grammar lessons for adult learners resulted in a positive student attitude towards grammar instruction OCT provided significant benefits, such as boosting student confidence, enhancing pronunciation, and offering ample opportunities for practicing English speaking skills while applying learned grammatical concepts Additionally, it helped develop essential soft skills However, students faced challenges with listening to the teacher’s instructions, collaborating in pairs and groups, and dealing with limited vocabulary, as well as distractions from noise during OCT sessions Despite these obstacles, students expressed a strong interest in learning English grammar through OCT and recognized its advantages over traditional teaching methods This study also allowed the teacher-researcher to expand her experience and improve her English teaching skills.

PEDAGOGICAL IMPLICATIONS

This study highlights key practical implications for EFL teachers Firstly, it emphasizes the importance of adhering to the syllabus and coursebooks while fostering a comfortable learning environment that encourages students to express their ideas and share experiences Secondly, students should be encouraged to use English during assigned tasks, with a focus on applying the grammatical structures taught Thirdly, providing constructive feedback is crucial for helping students leverage their strengths and address weaknesses Teachers are also advised to observe students closely during tasks to offer timely support and conduct regular evaluations throughout the implementation process Lastly, thorough self-evaluation by teachers is recommended to facilitate necessary adjustments for enhancing student performance and promoting professional development.

In brief, teachers implementing OCT in their grammar lessons should take their benefits and potential drawbacks into consideration to maximize effectiveness of the implementation in their own settings.

LIMITATIONS OF THE STUDY

The current study has notable limitations, primarily the restricted range of grammatical items used for teaching, focusing only on expressions of quantity and verb patterns due to time constraints and syllabus requirements This raises concerns about the study's reliability Additionally, the implementation occurred over just two grammar lessons, making it challenging for students to adapt to the OCT method in such a brief period Furthermore, the evening schedule often leaves learners fatigued from their day, which may hinder their performance in OCT and negatively impact their English learning progress.

RECOMMENDATIONS FOR FURTHER RESEARCH

To address the limitations identified previously and suggest future research directions, it is essential for upcoming studies to incorporate a broader range of grammatical items in the implementation of Online Collaborative Teaching (OCT) to enhance research reliability Additionally, extending the duration of OCT for grammar instruction will allow students ample time to adapt to this innovative learning approach Observations and interviews during the study revealed that some students felt hesitant to ask questions when unclear about OCT procedures, highlighting the need for teachers to provide timely support and encouragement Concurrently, students should strive to be more enthusiastic, active, and engaged in their learning process.

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Lưu Thị Hồng Nhung is a graduate student in the MA TESOL Program at Ho Chi Minh City University of Social Sciences and Humanities She is currently researching her thesis titled "Using Task-based Language Teaching to Teach Grammar to Adult Learners at a Language Center in Ho Chi Minh City."

I kindly request your assistance in answering the following questions, as your responses will significantly contribute to the success of this research Please be assured that your information will be utilized solely for research purposes.

1 How were you taught grammar before?

2 What do you think about the way (s) you were taught grammar in the past?

3 Can you apply the grammatical items learnt by these ways into real-life communication?

4 What difficulties have you encountered in learning grammar?

Chào các bạn học viên thân mến!

Tôi là Lưu Thị Hồng Nhung, học viên cao học chuyên ngành Lý luận và Phương pháp giảng dạy tiếng Anh tại Trường ĐH KHXH & NV TPHCM Hiện tôi đang nghiên cứu đề tài “Sử dụng phương pháp dạy học thông qua các hoạt động trong việc dạy ngữ pháp cho học viên người lớn tại một trung tâm ngoại ngữ ở TP.HCM” Tôi rất mong nhận được sự hỗ trợ của bạn bằng cách trả lời các câu hỏi trong bảng hỏi Câu trả lời của bạn sẽ góp phần quan trọng vào thành công của nghiên cứu này và mọi thông tin bạn cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu.

1 Trước đây bạn được dạy ngữ pháp tiếng Anh theo (những) cách nào?

2 Bạn nghĩ gì về (những) cách mà bạn được dạy ngữ pháp trước đây?

3 Bạn có vận dụng được những cấu trúc ngữ pháp đã được học qua (những) cách dạy này vào việc giao tiếp trong thực tế không?

4 Những khó khăn mà bạn gặp phải trong việc học ngữ pháp tiếng Anh là gì?

Cảm ơn bạn rất nhiều!

Lưu Thị Hồng Nhung is a graduate student in the MA TESOL Program at Ho Chi Minh City University of Social Sciences and Humanities She is currently researching her thesis on the application of Task-based Language Teaching for grammar instruction aimed at adult learners in a language center located in Ho Chi Minh City.

Please assist me by answering the following questionnaire items Your responses will significantly contribute to the success of this research, and rest assured that your information will be utilized solely for research purposes.

Please fill in the blank or tick the box to share your personal information

Part 2: Students’ evaluation of grammar lessons using OCT

You will read each statement, and circle the number which best reflects the degree you agree with

1 = Strongly Disagree (SD), 2: Disagree (D), 3 = Neither agree nor disagree (N),

STUDENTS’ ATTITUDES TOWARD GRAMMAR LESSONS USING OCT

1 I feel very interested in doing OCT 1 2 3 4 5

2 I really enjoyed doing different types of OCT because they are related to my real-life communication

3 I feel very excited to collaborate with my classmates to complete OCT 1 2 3 4 5

4 I prefer learning grammar by doing OCT to learning grammatical rules by heart and doing grammar exercises

ADVANTAGES OF GRAMMAR LESSONS USING OCT

5 Grammar lessons using OCT help me understand the usage of grammatical structures well

6 Grammar lessons using OCT make me more motivated in learning English grammar 1 2 3 4 5

7 Grammar lessons using OCT help me improve my problem-solving skills 1 2 3 4 5

8 Doing OCT help me develop my teamwork skills 1 2 3 4 5

9 Grammar lessons using OCT give me plenty of opportunities to use language in the classroom 1 2 3 4 5

10 Doing OCT helps me form the habit of self- correcting my errors 1 2 3 4 5

11 Grammar lessons using OCT make me feel more confident in using grammatical structures

12 I can exchange ideas with my classmates comfortably when doing OCT 1 2 3 4 5

13 Doing OCT helps improve my oral communication 1 2 3 4 5

14 Grammar lessons using OCT helps increase my independence in English ulearning 1 2 3 4 5

DISADVANTAGES OF GRAMMAR LESSONS USING OCT

15 The allotted time for completing OCT is too short for me 1 2 3 4 5

16 My partner/ group members use a lot of mother tongue when doing OCT 1 2 3 4 5

17 My partner/ group members are not willing to do OCT 1 2 3 4 5

18 Sometimes doing OCT in pairs/ groups makes the class so noisy that I can not concentrate on completing them

19 Sometimes, I find it difficult to find ideas for completing OCT 1 2 3 4 5

Thank you so much for your kind cooperation!☺

Chào các bạn học viên thân mến!

Tôi là Lưu Thị Hồng Nhung, học viên cao học chuyên ngành Lý luận và Phương pháp giảng dạy tiếng Anh tại Trường ĐH KHXH & NV TPHCM Hiện tôi đang nghiên cứu đề tài “Sử dụng phương pháp dạy học thông qua các hoạt động trong việc dạy ngữ pháp cho học viên người lớn tại một trung tâm ngoại ngữ ở TP.HCM” Tôi mong nhận được sự hỗ trợ từ bạn thông qua việc trả lời các câu hỏi trong bảng hỏi Những câu trả lời của bạn sẽ góp phần quan trọng vào thành công của nghiên cứu này, và mọi thông tin bạn cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu.

Phần 1: Thông tin cá nhân

Vui lòng điền thông tin hoặc đánh dấu ✓ vào ô trống để chia sẻ thông tin cá nhân của bạn

Phần 2: Đánh giá của học viên về các buổi học ngữ pháp sử dụng các hoạt động nói

Bạn vui lòng đọc từng câu và khoanh tròn một con số ứng với ý kiến mà bạn đồng tình nhất

1 = rất không đồng ý (SD); 2 = không đồng ý (D); 3 = trung lập (N);

THÁI ĐỘ CỦA HỌC VIÊN ĐỐI VỚI CÁC BÀI HỌC NGỮ PHÁP SỬ DỤNG

CÁC NHIỆM VỤ GIAO TIẾP QUA LỜI NÓI

1 Tôi cảm thấy rất thú vị khi thực hiện các nhiệm vụ giao tiếp bằng lời nói 1 2 3 4 5

Tôi rất thích thực hiện các nhiệm vụ giao tiếp bằng lời nói khác nhau vì chúng liên quan chặt chẽ đến khả năng giao tiếp thực tế của tôi.

3 Tôi cảm thấy rất hào hứng khi hợp tác với các bạn cùng lớp để hoàn thành các nhiệm vụ giao tiếp bằng lời nói

Tôi thích học ngữ pháp qua các nhiệm vụ giao tiếp bằng lời nói thay vì chỉ học thuộc lòng cấu trúc ngữ pháp và làm bài tập.

1 2 3 4 5 ƯU ĐIỂM CỦA CÁC BÀI HỌC NGỮ PHÁP SỬ DỤNG CÁC NHIỆM VỤ GIAO

5 Các bài học ngữ pháp sử dụng nhiệm vụ giao tiếp bằng lời nói giúp tôi hiểu rõ về cách dùng các cấu trúc ngữ pháp

6 Các bài học ngữ pháp sử dụng nhiệm vụ giao tiếp bằng lời nói khiến tôi có động lực học ngữ pháp tiếng Anh hơn

7 Các bài học ngữ pháp sử dụng nhiệm vụ giao tiếp bằng lời nói giúp tôi cải thiện kỹ năng giải quyết vấn đề

8 Việc thực hiện các nhiệm vụ giao tiếp bằng lời nói giúp tôi phát triển kỹ năng làm việc nhóm 1 2 3 4 5

9 Các bài học ngữ pháp sử dụng các nhiệm vụ giao tiếp bằng lời nói cho tôi nhiều cơ hội sử dụng ngôn ngữ trong lớp học

10 Việc thực hiện các nhiệm vụ giao tiếp bằng lời nói giúp tôi hình thành thói quen tự sửa lỗi sai của chính mình

11 Các bài học ngữ pháp sử dụng các nhiệm vụ giao tiếp bằng lời nói khiến tôi cảm thấy tự tin hơn khi dùng các cấu trúc ngữ pháp

12 Tôi có thể trao đổi ý kiến với các bạn cùng lớp một cách thoải mái khi thực hiện các nhiệm vụ giao tiếp bằng lời nói

13 Việc thực hiện các nhiệm vụ giao tiếp bằng lời nói giúp tôi cải thiện kỹ năng giao tiếp bằng lời nói

14 Các bài học ngữ pháp sử dụng các nhiệm vụ giao tiếp bằng lời nói giúp tôi tự lập hơn trong việc hơn trong việc học tiếng Anh

BẤT CẬP CỦA CÁC BÀI HỌC NGỮ PHÁP SỬ DỤNG NHIỆM VỤ GIAO TIẾP

15 Thời gian được giao để hoàn thành các nhiệm vụ giao tiếp bằng lời nói quá ngắn đối với tôi 1 2 3 4 5

16 Bạn cùng nhóm của tôi dùng nhiều tiếng mẹ đẻ khi thực hiện các nhiệm vụ giao tiếp bằng lời nói

17 Bạn cùng nhóm của tôi không chịu hợp tác thực hiện các nhiệm vụ giao tiếp bằng lời nói 1 2 3 4 5

Hoạt động theo cặp hoặc nhóm trong lớp học đôi khi tạo ra sự ồn ào, gây khó khăn cho tôi trong việc tập trung hoàn thành các nhiệm vụ giao tiếp bằng lời nói.

19 Thỉnh thoảng tôi thấy khó tìm ý tưởng để hoàn thành các nhiệm vụ giao tiếp bằng lời nói 1 2 3 4 5

Cảm ơn các bạn rất nhiều!

Lesson: Present tenses (Present Simple and Present Continuous)

Role of observer: participant observer (teacher of the class)

A bit quiet, S didn’t have much time to talk to their classmates because this was only the 3rd session in the course

T talks to S to create a friendly atmosphere in the classroom and encourage them to communicate with their classmates

Most of the Ss look bored and tired when they have to listen to the rules of the tenses although they keep taking notes and do exercises as requested

- T draws S’s attention to the topic of the lesson

- Deliver the presentation about Present Simple and Present Continuous

- Ask Ss to do the exercises as assigned

The presentation aims to equip students with a solid understanding of present tenses, while the accompanying grammar exercises facilitate the application of this knowledge, offering ample opportunities for further practice.

Most of the Ss appear to be attentive while listening to T’s presentation

Some nod their heads to show their understanding when listening to the presentation concerning the use of

Present Simple However, when T moves on to Present Continuous, some of them looked bored

Maybe T should slow down her presentation a little bit

Not much interaction has been done among Ss and between Ss and T

T walks around the class to give support or help them self-correct mistakes done during doing the exercises

More than half of the Ss can remember almost all the rules when T ask them questions one by one to check their remembering right after her presentation

The other Ss say out loud what they can remember Some just try to catch what their classmates have said and slowly repeat it

Lesson: Simple Past and Past Continuous

Role of observer: participant observer (teacher of the class)

Ss get to know their friends better and feel more comfortable to chat with each other

T tries to create a comfortable and friendly environment by asking students about their week.

Most of the students show an average level of comfort and ease while carrying out the task.

- T draws S’s attention to the topic of the lesson

- Delivers the presentation about Simple Past and Past Continuous

- Asks Ss to do the exercises as assigned

Most of the Ss seemed to be attentive at first but then look bored and tired when

T moved on to the presentation of Past Continuous although they keep taking notes and do exercises as requested

Not much interaction has been done among Ss and between Ss and T

T walks around the class to give support or help them self-correct mistakes done during doing the exercises

Most students can recall the rules of the Past Simple tense when questioned individually after the teacher's presentation However, when asked about the usage of the Past Continuous tense, some students exhibit reluctance and hesitation in their responses.

Some Ss say out loud what they can remember Some just try to catch what their classmates have said and slowly repeat it

Role of observer: participant observer (teacher of the class)

The seating arrangement of the class favors oral communicative tasks

Most of the students look a bit slow and confused when they are asked to do the tasks themselves.

T draws Ss’ attention to the topic of the lesson

T conducts the grammar lesson using OCT as planned

T gives Ss new vocabulary for them to do the task

T does the modelling for the task, ask Ss some questions to check whether they know what they are going to do

T motivates Ss to speak English as much as they can and encourage them to ask T for help during the task

Ss was given more time to complete the task because this is the very first time they do the OCT, thus they haven’t got used to it yet

-Invite some Ss to report what they have discussed

-Most of the Ss appear to be interested in the task

- Three of them asks T the questions to confirm what they should do