INTRODUCTION
Background of the study
The first two decades of the 21st century have seen significant changes in English teaching and learning in Vietnam, with the traditional Grammatical Method being gradually replaced by Communicative Language Teaching (CLT) to enhance students' language proficiency The National Foreign Language Project 2020 emphasizes the need for learner-centered approaches instead of the outdated teacher-centered methods Task-Based Language Teaching (TBLT) has emerged as an effective strategy, promoting functional and meaningful classroom activities TBLT fosters an engaging learning environment that enhances listening skills and integrates various language skills within tasks While listening has often been perceived as tedious, TBLT transforms this aspect, encouraging active participation and facilitating easier information acquisition Furthermore, TBLT is recognized as a communication tool that positively influences students' learning attitudes, confidence, and critical thinking skills.
Task-based learning has emerged as a leading method for teaching second languages globally, particularly in regions like Europe and America, where educators invest significant effort into developing comprehensive syllabi and procedures Extensive research, including studies by Willis (1996), Michael and Hayo (2010), Pauline (1999), and Nazenin, has been conducted to evaluate the effectiveness of this approach in enhancing second or foreign language acquisition.
Clearly, there is some increasing evidence to suggest that the type of tasks used in instruction may have a positive influence on learners’ performance.
Rationale for the study
Listening is essential for mastering English and offers numerous benefits in everyday life It serves as a key to effective communication, enabling individuals to travel, engage with native speakers, and respond appropriately to maintain conversations Additionally, listening enhances knowledge acquisition from various sources, including TV news, videos, and talks Tyagi (2013) highlights that attentive listening fosters strong relationships with colleagues, supervisors, and clients, aids in problem-solving, demonstrates support, and uncovers deeper meanings in conversations.
Listening is a crucial language skill in foreign language education, serving as a vital communication tool in society, a means to acquire new knowledge, and an effective method for accessing current events through technology-enhanced materials Developing students' listening abilities is essential, and teachers play a key role in this process by selecting appropriate methods, techniques, and media that foster successful learning experiences Additionally, encouraging students to actively engage in their learning will facilitate skill improvement, making them more enthusiastic learners.
Listening is one of the four essential skills in the learning process, alongside reading, speaking, and writing This research focuses specifically on listening skills, which can be challenging for both teachers and learners Mastery of listening requires students to engage with listening activities more frequently in the classroom, yet this skill is often underutilized In certain regions of Vietnam, students lack sufficient exposure to listening resources at an early age, leading to difficulties in comprehending listening materials Additionally, while students receive instruction in listening skills, they are not systematically trained to tackle listening exercises effectively By addressing these gaps and providing necessary resources, schools can enhance the success of their students in mastering listening skills.
Many students at FPT High School struggle with listening tasks, often missing key information due to limited vocabulary and poor pronunciation, leading them to perceive listening skills as challenging To address these issues effectively, teachers must be well-versed in various teaching approaches, methods, and strategies Additionally, research on Task-Based Language Teaching (TBLT) in foreign language learning environments remains insufficient, highlighting a need for more comprehensive studies (Carless, 2004, p 389-396).
The researcher conducted a classroom action study focused on the "Applications of Task-based Language Approach in Textbooks for Grade 10 Students" to enhance the English teaching and learning process, specifically aiming to improve the listening skills of English learners.
Aims and objectives of the study
This research aims to evaluate the effectiveness of Task-Based Language Teaching (TBLT) in enhancing listening skills among grade 10 students using their English textbook.
To achieve the general aim, this research seeks out for the following specific objectives:
1 Determining the meaningful effects of TBLT on the students’ improvement in listening ability;
2 Exploring how listening skills are taught in listening lessons at FPT High School;
3 Suggesting the recommendations for English curriculum designers and instructors/ teachers to include useful tasks to students so as to improve their listening ability.
Research questions
Regarding the above overall aim and objectives, the researcher posed the following research questions:
1 How are listening skills taught at FPT High School with the application of TBLT?
2 How effective is TBLT to listening skills of grade-10 students at FPT High School?
3 What can teachers do to sharpen students’ listening skills with the applications of TBLT?
Significance of the study
Research in second and foreign language teaching indicates that traditional methods persist, contributing significantly to contemporary EFL challenges Listening has historically been perceived as a passive skill, with teachers determining goals, selecting materials, and managing equipment, leaving minimal space for student preferences This dominant approach has long influenced current EFL textbooks and classroom practices, often overlooking the effectiveness of alternative methodologies.
Task-based Language Teaching (TBLT) has emerged as a leading method in language instruction, offering an effective approach to enhance learning experiences This research aims to inspire educators to utilize tasks from English textbooks, making lessons more engaging and motivating for students Additionally, the diverse range of tasks can significantly improve students' listening skills Furthermore, this paper serves as a valuable resource for researchers interested in the latest developments in this field.
A Summary of research methodology
The study involved 30 grade-10 students from FPT High School in Hoa Lac, Hanoi, all of whom had the same level of English proficiency due to the school's class arrangement Participants completed three listening tests—one pre-test and two post-tests—to evaluate their listening skill improvements through Task-Based Language Teaching (TBLT) An EFL teacher, responsible for implementing TBLT in the listening class, supported the research by ensuring the validity of the tests and questionnaires Additionally, questionnaires were designed to gauge students' attitudes towards TBLT in listening lessons, and the teacher was interviewed at the study's conclusion.
An action research was employed in this study to measure participants’ listening achievement as well as the influence of listening tasks on their listening ability
To gather relevant data for this study, four research techniques were carried out:
- Using a pre-test and a post-test for cycle 1 to assess the improvement of students’ listening skills through the application of TBLT and then using a post-test for cycle 2
- Conducting class observations to evaluate the attitudes of the students towards the use of TBLT in listening lessons
- Designing a questionnaire to check more about how listening is taught with the applications of TBLT and its effects on the students' improvements in listening skills
- Interviewing the teacher who used TBLT in teaching process to support the findings from other instruments to help sharpen students’ listening skills with the applications of TBLT
The researcher conducted the study with the following steps:
Step 1: Distributing the pre-test to all the participants with the aim of checking their current listening level and requiring them to finish the test
Step 2: Applying TBLT to the students as the treatment of action research Step 3: Making class observations to obtain whether TBLT helps increase students’ motivation and TBLT is applied effectively
Step 4: Administering the first post-test to measure the accomplishment of the method
Step 5: Continuing to employ TBLT as the treatment of action research
Step 6: Making some class observations to obtain whether TBLT helps increase students’ motivation and TBLT is applied effectively
Step 7: Administering the second post-test to measure the accomplishment of the method
Step 8: Designing questionnaires to check students’ attitudes towards the teachers' use of TBLT in listening lessons
Step 9: Interviewing the EFL teacher about the applications of TBLT in her listening lessons
Step 10: Analyzing the gathered data and discussing the findings for the conclusion and pedagogical implications.
Structure of the study
Chapter 1: Introduction – provides background, rationale, aims and objectives, scope, methods, significance and design of the study
Chapter 2: Literature Review – presents theoretical background related to listening skills, TBLT, theoretical frameworks of TLBT and the previous researches concerning TBLT and listening skills
Chapter 3: Methodology – presents research methods, participants, data collection instruments, data collection procedures and data analysis
Chapter 4: Findings and Discussion – presents major findings and discussion, recommendations for teachers and students
Chapter 5: Conclusion s – summarizes the issues addressed, recapitulates the research procedure, and further suggestions for future researcher.
LITERATURE REVIEW
Task-based language teaching (TBLT)
In recent decades, tasks have emerged as a fundamental component of language instruction and a vital element in language learning within classrooms (Bygate, Skehan & Swain, 2001; Ellis, 2003) They create essential contexts for second language (L2) use and acquisition, driving increased interest in their application Consequently, tasks have become central to both L2 pedagogy and research, establishing an effective link between these two domains (Mackey, 2007).
Tasks are defined as language activities focused on meaning (Ellis, 2003) According to Nunan (2004), communicative tasks involve learners engaging in comprehension, manipulation, production, and interaction in the target language Nunan emphasizes that tasks should possess a sense of completeness, allowing them to function independently as a means of communication and learning.
A task, as defined by Prabhu (1987), is an activity that encourages students to discover results through thoughtful processes, with teachers regulating the learning journey Breen (as cited in Bygate, Skehan & Swain, 2001) expands this definition, describing a task as a structured language learning activity with specific objectives, relevant content, defined procedures, and various potential outcomes Willis (1996) further emphasizes that a task involves clear goals, requiring students to utilize their language skills to achieve tangible results, whether by solving problems, completing puzzles, playing games, or sharing experiences.
According to Skehan (1996), a task is defined as a language activity that emphasizes meaning, and it is considered successful when learners meet the intended learning outcomes Additionally, tasks should reflect real-life language use to be effective (p 38-62).
Task-based learning emphasizes practical language use in real-life contexts, enabling learners to apply new language skills in their daily lives While definitions of a task may vary, this study adopts Willis's definition, which identifies a task in listening skills as an activity with clear goals that motivates learners to achieve specific outcomes The assignment of tasks by teachers is crucial, as each clearly defined task significantly enhances students' listening skills.
2.1.2 Task-based language teaching (TBLT)
The English language is primarily taught in Vietnam as a foreign language for international communication; however, the educational system focuses heavily on grammar and formal accuracy Le (2018) highlights that the National High School Exam evaluates only reading skills, while listening, speaking, and writing are often overlooked As a result, students are primarily trained to memorize target forms and utterances, leading to difficulties in effectively communicating and expressing their opinions in English upon graduating from upper secondary schools.
With the advancement in teaching English as a foreign language, Vietnam's educational system is focusing on methods that enhance learners' communication skills, allowing for more natural and meaningful interactions in group and pair settings This approach encourages students to use language freely and maintain effective communication.
Task-Based Language Teaching (TBLT) emphasizes real-life communication and creative language use, encouraging learners to prioritize meaning over form Instead of engaging in form-based exercises, students participate in communicative tasks that require them to express their opinions both orally and in writing about the lesson topic (Willis, 1996).
According to Nunan (2004), Task-Based Language Teaching (TBLT) emphasizes communication through interaction in the target language, utilizes authentic texts as teaching materials, and allows learners to focus on both language and the learning process It also values learners' personal experiences as integral to classroom learning and connects classroom language acquisition with real-world language use outside the classroom.
According to Willis (1996), the Task-Based Language Teaching (TBLT) framework integrates tasks and texts, providing students with extensive language exposure and opportunities for active use Ellis (2006) references multiple authors who suggest different designs for this framework, yet they all agree on three key stages or phases.
According to Ellis (2003), tasks in language learning consist of three phases: pre-task, during-task, and post-task The pre-task phase is essential for preparing students, often involving similar tasks or contextual discussions led by the instructor, with brainstorming and mind mapping being common activities During the task, teachers have various options, such as setting strict deadlines or allowing students to work at their own pace, and deciding whether to provide feedback during the task These choices can significantly influence the task's difficulty level, impacting students' language acquisition.
The during-task phase has several variations available to the teacher Ellis
Teachers can choose to impose a strict time limit on tasks or allow students to work at their own pace, as well as decide whether to grant access to input data during the task These decisions significantly affect the difficulty level of the assignment In the post-task phase, Ellis highlights three key pedagogical goals: providing incentives for consistent task performance, encouraging reflection on task execution, and stimulating focus on form These strategies enhance students' understanding and perspective on the completed task.
According to Willis (1996), the task framework consists of three distinct phases: 'pre-task,' 'task-cycle,' and 'language focus' (p.39) The pre-task phase serves as an introduction to the lesson's topic, where the teacher provides essential vocabulary and phrases, offering guidance and preparation to support students effectively.
The task cycle is divided into three key sections: task, planning, and report In the task section, students collaborate in pairs or groups using provided language resources to complete a specific task Following this, the planning section allows students time to prepare a concise oral or written report, enabling them to share their experiences and findings with the rest of the class.
Students engage in group practice sessions to prepare their responses, after which the teacher addresses any student questions and corrects mistakes The final segment involves students delivering an oral report or reading a written report to the class, during which the teacher provides constructive feedback This section aims to help students improve on specific language challenges they may encounter.
The language focus phase composes two sub- sections: analysis and practice
Listening
For non-educators, listening and hearing may seem the same; however, educators understand that hearing is a passive, innate ability, while listening is an active, learned skill that involves comprehension and response According to Underwood (1989), effective listening enables individuals to concentrate on the speaker's message and strive to grasp its meaning.
Listening is often misunderstood as a passive activity, but it is, in fact, an active process that requires significant effort from the listener to interpret the message Underwood emphasizes that while hearing may be passive, listening engages individuals in multiple ways According to Rost (2002), listening encompasses several orientations: it involves receiving the speaker's words (receptive orientation), constructing and representing meaning (constructive orientation), negotiating understanding with the speaker (collaborative orientation), and creating meaning through engagement, imagination, and empathy (transformative orientation).
This research emphasizes the importance of auditory memory as a foundational element in developing listening skills among upper secondary students Furthermore, it suggests that Rost's two comprehension levels—constructive orientation and collaborative orientation—can be unified into a single level of comprehension (Rost, 2002).
To develop strong listening skills, individuals must receive proper instruction followed by consistent practice Educators should provide students with regular opportunities to engage in listening exercises Additionally, it is crucial that listening activities are relevant to students' lives and incorporate real-world scenarios and tasks.
Effective listening requires listeners to have a clear purpose for their listening, as noted by Johnson and Morrow (1981), who emphasize that individuals typically establish a goal and select materials accordingly (p 81) Underwood (1989) identifies five primary reasons for listening: engaging in social rituals, exchanging information, enjoying oneself, sharing feelings, and exerting control.
According to Underwood (1989), teachers should prepare diverse situations to aid students in grasping key concepts and identifying essential information Various listening texts, such as news reports, weather forecasts, and documentaries, play a crucial role in helping learners gather relevant information and enhance their listening skills.
Live situations, such as watching TV, attending plays, or listening to the radio, serve as valuable resources for enhancing listening comprehension Engaging with a speaker during a speech allows listeners to grasp the speaker's viewpoints and attitudes effectively Additionally, listeners actively complete tasks by following instructions, further improving their understanding and engagement.
Effective listening is essential, and understanding the purpose behind it can enhance listening skills Educators should be aware of their learners' needs and design appropriate activities to address those needs.
The process of listening occurs in four stages They are hearing, retention, comprehension and response
Hearing is the process of perceiving sounds, which includes words, phrases, sentences, and thoughts This foundational aspect of listening aligns with the first level of Bloom’s taxonomy in the Cognitive Domain, known as Knowledge.
Retention is crucial for listeners as they need to remember orally presented material in sequence to effectively utilize it in tasks This aspect of listening aligns with the first level of Bloom’s taxonomy, which focuses on the Cognitive Domain of Knowledge.
Comprehension is the ability to extract meaning from auditory information by leveraging prior knowledge, utilizing context clues, and making informed predictions This skill aligns with the second level of Bloom’s Taxonomy in the Cognitive Domain, emphasizing the importance of understanding and interpreting spoken content effectively.
Response refers to the ability to physically react to auditory information, utilizing spoken content to convey information, recount narratives, or accomplish tasks This skill aligns with the third level of Bloom’s taxonomy in the Cognitive Domain, known as Application.
Dunkel (1986) has divided listening tasks into the following types: (p 104)
1 Matching: This task, whose purpose is to evaluate how well students can listen to details, requires students to listen and then match a list of items with a set of options
2 Selecting (multiple choice): This listening task requires learners to choose the best option in 3-4 choices after they listen to the text The aim of this task is to check the learners’ detailed or general understanding of the main points of the listening text and their ability to answer the questions
3 Labelling: This task, whose aim is to assess the ability of students to understand the descriptions of something, requires learners to listen to the text and choose the most suitable label to the blank parts of a visual task
4 Form-filling: This listening task evaluates learners' ability to evaluate the relationships and details
5 Sentence completion: This task’s purpose is to measure students' ability to concentrate on the main point of the text by completing a gap in each sentence using information from the listening text
Previous studies
Several studies have demonstrated the significant impact of Task-Based Language Teaching (TBLT) on learners' listening skills Maghsoudi & Golshan (2017) investigated the effects of task types—specifically labelling and form-filling—on the listening abilities of Iranian EFL learners Participants completed a task-based listening comprehension test featuring both task types, each consisting of five blanks, derived from IELTS listening tasks The study followed a structured lesson plan encompassing pre-task, during-task, and focus-on-form phases After eight treatment sessions, a post-test revealed that while form-filling had no significant effect on listening ability (t=-0.76, p>0.05), labelling tasks significantly enhanced listening skills (t=-3.27, p