Background of the study
Language plays a crucial role in daily life and is the most effective means of communication, making the learning of at least one foreign language essential, particularly English, which is increasingly taught in Vietnam across various fields such as technology, education, and tourism English has become a compulsory subject in high schools, highlighting the importance of enhancing English teaching and learning methods for students Traditionally, teaching approaches have focused primarily on grammar, but it is now widely recognized that reading comprehension is a vital language skill that aids in language acquisition and allows students to engage with diverse materials for various purposes Mastering reading comprehension equips learners with the information and knowledge needed for research, entertainment, and other educational pursuits.
Developing communicative competence is crucial for high school students, as highlighted by the Vietnamese Ministry of Education and Training (MOET, 2012), which identifies it as a key goal in foreign language education Students are expected to acquire linguistic knowledge and enhance their communication strategies by the end of their English curriculum Teaching reading comprehension focuses on fostering essential skills like skimming and scanning, along with meta-cognitive and affective strategies, to improve students' lexical and grammatical knowledge However, many teachers and learners struggle to meet these educational objectives, primarily due to students' lack of motivation and unsatisfactory performance in reading comprehension The traditional Grammar Translation Method (GMT), which emphasizes vocabulary elicitation and text translation, may contribute to this issue Consequently, there is a need for alternative methods to engage students and enhance their reading skills Approaches such as the Natural Approach, Communicative Language Teaching, and Task-Based Learning have emerged in second language education These methods aim to create meaningful contexts for students, addressing challenges related to applying reading abilities, improving comprehension, and assessing proficiency Evidence suggests that task-based approaches effectively encourage students to engage with the language more actively.
Rationale for the study
Many students struggle with reading comprehension, highlighting the necessity for schools to implement remedial reading programs for those in need Low reading skills significantly hinder both fluency and comprehension in elementary students, making early intervention crucial for improving their reading abilities (Hausheer, Hansen, & Doumas, 2011) The ability to read words is of little use if students cannot derive meaning from the text (Klinger, Vaughn, & Boardman, 2007) By addressing these challenges, schools can foster greater success for all students involved.
Reading is a crucial skill in English that offers numerous benefits, serving as a window to the world It enables individuals to acquire knowledge and information from various sources like books, magazines, and newspapers As a vital component of the learning process and social interaction, reading functions as an essential communication tool in a civilized society Additionally, the reading materials produced throughout history are significantly shaped by their social context, leading to diverse developments in the evolution of reading practices.
Reading involves deriving meaning from written materials, which enhances students' knowledge and fosters wisdom and respect (Finochiaro and Bonomo, 1973) It is essential for teachers to cultivate students' reading abilities, as every activity in the reading classroom should aim to improve their comprehension of more complex texts The effectiveness of the teaching and learning process, as well as students' achievements, is significantly influenced by the methods, techniques, and media chosen by educators.
Developing effective methods, techniques, and media can foster active learning among students This approach encourages students to engage with reading lessons actively, transforming them from passive learners into interested participants in the educational process.
There are four skills in learning process; listening, reading, speaking, and writing
This research will concentrate on reading skills, as observations reveal that many students at FPT High School struggle with understanding English texts These challenges highlight the necessity of effectively teaching reading, which is a crucial component of the curriculum.
Effective reading comprehension is essential for students to extract meaningful information from texts The reading process involves transferring knowledge from the writer to the reader; however, without understanding the content, readers cannot absorb the information Common challenges include limited vocabulary and pronunciation issues, leading many students to perceive English reading as difficult, often reflected in poor test results To address these challenges, teachers must be well-versed in various approaches, methods, and strategies for teaching English Task-based instruction, which emphasizes the outcome of language activities rather than the language itself, can create optimal learning conditions for students to enhance their reading skills This study aims to explore these issues through classroom action research.
This action research explores the integration of task-based instruction as an innovative approach to enhance reading comprehension among upper secondary school students in Hanoi By implementing this method, the study aims to improve the overall English teaching and learning process, ultimately boosting the reading competence of English learners.
Aims and objectives of the study
In the context of English as a Foreign Language (EFL), reading comprehension is widely regarded as the primary method for acquiring new information and is deemed essential for student success This significance is particularly evident in the Vietnamese academic environment, where reading comprehension is frequently positioned as the primary objective of English language learning Consequently, it has garnered considerable interest from English Language Teaching (ELT) researchers and applied linguists.
This research aims to investigate how English teachers in Vietnam implement task-based teaching methods to address the reading comprehension challenges faced by their students, ultimately enhancing their reading skills.
For the achievement of the overall aims, this research seeks out for the following specific objectives:
(1) Exploring the theoretical fundamentals of reading skills, reading comprehension, and task-based approach;
(2) Examining the problems with traditional approaches in English reading teaching and learning English at FPT upper secondary school in Hoa Lac, Hanoi;
(3) Determining the meaningful effects of the task based approach on the students‟ improvement in reading comprehension ability; and
(4) Suggesting the recommendations for English curriculum designers and instructors/teachers to include useful tasks to students so as to improve their reading comprehension ability.
Research questions
The following research questions are formulated in response to the aims and objectives of the study:
Question 1: How are reading skills taught at FPT Upper Secondary School?
Task-based instruction significantly enhances the reading comprehension abilities of 11th-grade students at FPT Upper Secondary School by engaging them in meaningful, real-world tasks that promote active learning To further improve reading comprehension, both teachers and students can implement strategies such as integrating collaborative group activities, utilizing authentic texts, and providing targeted feedback By focusing on practical applications of reading skills, educators can foster a more interactive learning environment, while students can take ownership of their learning through self-directed tasks and peer discussions.
Significance of the study
Recent findings indicate that traditional reading approaches in EFL education have led to new challenges Hokmi (2005) notes that EFL students typically read texts, translate them into their native languages, and respond to comprehension questions Shokouhi (2006) highlights that ineffective methods, such as the Grammar Translation Method, continue to dominate EFL textbooks and classrooms, while more effective strategies that could enhance learners' understanding are often overlooked.
Traditional approaches to teaching reading often fail to prioritize purpose-driven comprehension, treating all information in texts as equally important Farhady (2006) notes that English textbooks do not foster a sense of achievement in reading skills, as tasks are not engaging or designed to involve students in the learning process A significant shift towards Task-based Language Teaching (TBLT) is recommended, as it has emerged as a leading method in language instruction The research aims to address the literature gap regarding TBLT's effectiveness in enhancing students' reading comprehension skills and to provide practical insights for designing reading curricula that incorporate meaningful tasks.
A Summary of methodology
Participants
A study was conducted with 100 students aged 16-18 from four 11th grade classes at FPT High School in Hanoi, all possessing a similar level of English proficiency after learning the language for one and a half years The participants underwent two reading comprehension tests, a pre-test and a post-test, to assess the impact of task-based approaches on their reading skills Additionally, a survey questionnaire was administered to gather insights into students' attitudes and perceptions regarding the task-based approach in reading comprehension instruction Four English teachers from the school were involved in administering the tests and validating both the tests and the questionnaire.
Research instruments
A quasi-experimental research was employed in this study to measure participants‟ reading comprehension achievement as well as the influence of focused tasks on their reading ability
To collect effective and relevant data for this study, four research techniques were carried out:
(i) Using a pre-test and a post-test to assess the teaching and learning success through the intervention of task based approach in reading comprehension;
(ii) Designing a questionnaire to measure intrinsic motivation of English learning activities;
(iii) Conducting class observations to evaluate the attitudes of the students towards the teachers‟ use of task based approach in reading comprehension lessons; and
(iv) Interviewing students and teachers to support the findings from other instruments to evaluate the effects of task based approach on the students‟ improvements in reading comprehension ability.
Research procedures
The researcher conducted the study with the following steps:
(1) Administering the pre-test and the questionnaire to check the current reading ability of the participants;
(2) Carrying out the task based instructions to the two experimental groups as the treatment of action research;
(3) Issuing a questionnaire to check students‟ attitudes, understanding of the experiment period;
Conducting class observations is essential for understanding how teachers implement the task-based approach in reading comprehension instruction This method also allows for the assessment of student attitudes towards this approach within a natural classroom context.
(5) Administering a post-test to measure the success of treatment; and
(6) Analyzing the gathered data and discussing the findings for the conclusion and implications
Structure of the study
The study consists of three main parts: the Introduction, the Development and the Conclusion with reference to five chapters
Chapter 1: Introduction presents the background, rationale, aims and objectives, scope, methods, significance and design of the study
Chapter 2: Literature Review provides a theoretical foundation on reading and reading comprehension in the English language, explores task-based instruction, discusses the theoretical frameworks of the task-based approach, and examines previous research related to this methodology.
Chapter 3: Methodology outlines the research orientation and methods, detailing the situation analysis, participants, data collection instruments, procedures, and analysis It emphasizes the survey results and provides a thorough analysis of the collected data.
Chapter 4: Findings and Discussions shows major findings and discussions and offers some recommendations for teachers to use the task based approach to improve the students‟ reading comprehension skills
Chapter 5: Conclusion and Implications summarizes the issues addressed, recapitulates the research procedure, and further makes recommendations for the implementation of task-based language teaching in the following research.
LITERATURE REVIEW
Reading
Reading is a crucial skill for language learning, alongside listening, speaking, and writing Its primary objective is to understand concepts and language effectively This activity enables students to extract information and messages from written texts, fostering their ability to acquire knowledge through reading.
Hornby (1994) defines reading as the act performed by an individual engaging with text Carillo (1976) highlights the differing perspectives of educators and psychologists regarding the components that should be encompassed in the definition of reading, categorizing these differences into three main areas.
(1) Reading is purely a mechanical process in reading skill by the following:
- A reader‟s accuracy in recognizing words and attacking words that are known;
- The amount of print recognized at each fixation of the eyes;
- The rate of recognizing of words and phrases; and
- Rhythmic progress along the line of print an easy return sweep to the next line
Reading is not just a mechanical process; it also involves understanding and integrating the meaning behind printed words Advocates of this broader perspective emphasize that, alongside mastering the mechanics of reading, readers must connect these meanings into a cohesive chain of related ideas.
Reading encompasses mechanics, comprehension, retention, and application It is essential for a reader not only to grasp the technical aspects and meanings of words but also to critically assess the ideas presented and relate them to their own experiences.
Reading is an active cognitive process that involves recalling, understanding, interpreting, and analyzing printed material (Nuttal, 1982; Smith & Robinson, 1980) It requires the reader to engage with the text, reconstructing the writer's intended message (Haris & Sipay, 1980) This meaningful interpretation of verbal symbols aims to extract information efficiently (Nuttal, 1982) As Clark and Silberstein (in Anita, 2006) highlight, reading involves monitoring comprehension to establish meaning, emphasizing that it is a dynamic interaction between the reader and the text Ultimately, reading is a thoughtful process where the reader seeks to understand the author's purpose and gain insights from the material.
Reading serves various purposes, as each reader approaches a text with unique aims and objectives According to Ruiqi (2007), the primary motivations for reading can be categorized into two main types: acquiring information and seeking enjoyment or entertainment.
Grabe and Stoller (2002) identified seven specific reading purposes: searching for simple information, skimming quickly, learning from the text, integrating information, writing, critiquing the text, and achieving general comprehension.
According to Gascoigne (2005), the reading process is a selective and active endeavor aimed at comprehension Three primary reading models have emerged to illustrate how readers derive meaning from texts: bottom-up, top-down, and interactive (Barnett, 1989) These models provide insights into the various approaches readers utilize during the reading process.
The bottom-up reading model emphasizes that meaning is derived from the text itself, progressing from letters to words, phrases, and sentences This linear processing approach suggests that readers take on a passive role, relying heavily on their linguistic knowledge to construct understanding (Nunan, 1991; Samuel & Kamil, 1988).
The top-down model of reading emphasizes understanding text from a holistic perspective, where readers anticipate upcoming content, verify their predictions, and make adjustments as needed This approach relies heavily on the reader's background knowledge Goodman (1967) likened this process to a "psycholinguistic guessing game," where the reader reconstructs a message encoded by the writer in a visual format.
The interactive model integrates both bottom-up and top-down approaches, emphasizing the interplay between textual information and the reader's prior knowledge (Widdowson, 1979) This synthesis of meaning occurs as the reader combines various knowledge sources to derive understanding from the text (Stanovich, 1980, p.35).
Reading comprehension
Reading comprehension plays a vital role in second language acquisition, yet it is often a challenging aspect of language learning Many learners struggle to understand texts, which hinders their ability to answer comprehension questions effectively Gough and Tunmer (1986) emphasized that reading comprehension involves decoding, while Smith (1978) highlighted the importance of integrating prior knowledge with the text for effective understanding Additionally, Block et al (2002) described reading comprehension as an interactive process that encompasses the reader, the text, and the surrounding context.
Reading comprehension, as defined by Sedita (2001), is the ability to extract meaning from text, involving a complex interaction where readers integrate textual information with their existing knowledge Supporting this view, Gough and Tunmer (1986) emphasized that reading comprehension fundamentally involves decoding The RAND Reading Study Group further explores these concepts, highlighting the intricate nature of understanding written material.
Reading comprehension is the process of extracting and constructing meaning from written language, involving three key elements: the reader, the text, and the activity The reader contributes their own capacities, abilities, knowledge, and experiences, while the text provides the content to be understood The activity encompasses the purposes, processes, and consequences of reading This dynamic interaction among these elements is essential for effective comprehension.
Figure 2.1: A Heuristic approach for reading comprehension
Source: RAND Reading Study Group, 2002
The effectiveness of reading comprehension in English learning heavily relies on the materials used and the strategies employed in teaching Ineffective teaching methods can lead to student disengagement and a perception that the subject is unimportant, resulting in a forced approach to learning This research investigates the task-based approach as a more effective method for enhancing English reading comprehension skills among students.
Task based instructions
Second language (L2) and foreign language (FL) educators strive to identify effective strategies, activities, and tasks that facilitate language acquisition for their students Consequently, tasks are pivotal in language teaching methodologies and research, serving as a key tool for evaluating learners' capabilities in the target language.
The definition of the concept of task can predetermine language use As Nunan
The concept of "task" has significantly impacted syllabus design, classroom teaching, and learner assessment, shaping pedagogical policies in ESL and EFL environments Various experts in the field, including Lee (2000), Long (1985), Prabhu (1987), and Skehan (1996), have provided diverse definitions of the term, highlighting its multifaceted nature in language education.
According to Ellis (2003), tasks encompass various dimensions, including their scope, perspective, authenticity, required linguistic skills, cognitive processes, and outcomes Willis (1996) defines a task as an activity where the target language (TL) is utilized by learners for a communicative purpose to achieve a specific outcome Similarly, Richards and Rodgers (2014) describe a task as an activity resulting from the processing or understanding of language, which can lead to language production Incorporating diverse tasks enhances the communicative aspect of language teaching.
In ESL/EFL settings, various task types can be utilized, including jigsaw tasks, information-gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks These tasks are typically categorized into pedagogical and real-world tasks According to Nunan (1989), a task is an activity that inherently involves language, engaging learners in understanding, manipulating, producing, or interacting in the target language while prioritizing meaning over form Ellis (2003) defines a pedagogical task as a structured plan requiring learners to process language pragmatically to achieve an evaluable outcome based on the accuracy of the conveyed content.
The emphasis on meaning in task-based instruction (TBI) highlights how task design influences learners' preferences for specific forms Tasks can encompass receptive skills, such as listening and reading, as well as productive skills, including speaking and writing Understanding the definition and dimensions of TBI sets it apart from traditional teaching methods.
Task-based instruction has become increasingly popular in language teaching since the late 20th century, emphasizing meaning over form (Sanchez, 2004) This approach encourages learners to engage in communicative tasks rather than traditional form-based exercises, allowing them to express their ideas both orally and in writing (Willis, 1996) According to Nunan (1991), there are five key characteristics that define a task-based approach to language learning.
(1) An emphasis on learning to communicate through interaction in the target language
(2) The introduction of authentic texts (teaching materials) into the learning situation
(3) The provision of opportunities for learners to focus not only on language, but also on the learning process itself
(4) An enhancement of the learner‟s own personal experience as important contributing elements to classroom learning
(5) An attempt to link classroom language learning with language activities outside the classroom
According to Willis (1996), the Task-Based Learning (TBL) framework integrates tasks and texts to provide students with extensive language exposure and opportunities for practical use Ellis (2006) references multiple authors who suggest different framework designs, yet they all align on three main phases The initial phase of this framework is highlighted in the accompanying figure.
Task-based teaching involves three key phases: the "pre-task," "during-task," and "post-task." In the pre-task phase, teachers and students engage in activities such as asking questions or reading relevant passages to prepare for the task The during-task phase is where learners actively participate in completing the task, typically in pairs or small groups, focusing on achieving specific goals As highlighted by Haseli (2004), this phase is essential for language development Finally, the post-task phase includes follow-up procedures to reinforce what was learned during the task While the during-task phase is mandatory, the pre-task and post-task activities, though optional, are important for enhancing the overall effectiveness of language learning.
Task-Based Instruction (TBI) focuses on helping learners grasp the meaning of a target language (TL) through practical products, allowing them to practice language forms while prioritizing comprehension Engaging in tasks enhances learners' communication skills, making them more effective language users in real-world scenarios According to Schmitt (2008), a crucial aspect of mastering a second language (L2) is the ability to understand reading passages, which requires learners to acquire a substantial vocabulary for successful reading and comprehension.
Vocabulary plays a crucial role in comprehension, yet there is no consensus on the most effective methods for vocabulary learning and teaching Recent advancements in language teaching methodologies suggest that incorporating tasks into reading classes can enhance student engagement and improve both learning and teaching outcomes (De La Fuente, 2006; Keating, 2008) According to Nation (2001), second language learners are often aware that their limited vocabulary directly impacts their communication abilities, particularly in reading comprehension, as lexical items are fundamental to understanding the text.
To enhance reading comprehension, educators utilize various methods, from traditional approaches to innovative, communicative techniques Task-Based Instruction (TBI) is recommended as an effective alternative to conventional language teaching, as it fosters functional communicative language use According to Ellis (2009), TBI serves both as an input provider and an output prompt, refining Communicative Language Teaching (CLT) while reinforcing its core principles (Skehan, 1996) This approach allows learners to actively select and employ the target language to achieve communicative objectives As noted by Carless (2002), TBI has established itself as a standard in modern English as a Foreign Language (EFL) instruction and has gained international adoption in recent years.
Theoretical frameworks: Framework by Willis (1996)
Willis (1996) has listed some types of TBL tasks which can be implemented in the study context They are:
In the listing activity, the instructor leverages the students' existing knowledge on the subject matter, resulting in a compilation of concepts gathered from the learners.
(2) Ranking items: students rank their most important work duties where the target language is needed The outcome of this activity may be the information stored according to specific criteria
(3) Comparing or contrasting items: in the case of atmosphere, for instance, learners may make comparisons between different layers of the atmosphere
A whole-class discussion about it may be carried out as the outcome of this activity The outcome of this activity may be the identification of similarities and differences
Problem-solving activities engage students in providing practical advice for addressing common workplace challenges This task not only fosters critical thinking but also leads to the development of effective solutions for various issues encountered in professional environments.
(5) Sharing personal experiences: those open tasks consist of an exchange of opinions among students The outcome of this activity may be the exchange of opinions and attitudes
(6) Creative tasks: these challenging activities require a higher level of preparation and integration of skills The outcome of this activity may be the end-product appropriated by the audience
The researcher investigated the effectiveness of TBI (Task-Based Instruction) as an innovative method to enhance reading comprehension among 11th-grade students This study was conducted through action research at FPT High School in Hanoi, aiming to assess the impact of TBI on students' reading skills.
Previous studies
Numerous studies have explored the impact of task-based instruction on students' reading comprehension skills Notably, Ariyani (2011) found that task-based learning significantly enhances reading comprehension among second-year students at SMPN 11 Surakarta The findings indicate a marked improvement in students' reading abilities through this instructional approach.
(1) Task based learning gives many improvements of students‟ reading comprehension which includes:
- The students get easy in comprehending English text;
Students demonstrated a clear ability to identify the main idea, detailed information, references, vocabulary, and the generic structure of reading texts The improvement in their reading comprehension is evidenced by the mean scores recorded across different assessments: the pre-test had a mean score of 5.6, while the mean score for post-test 1 in the first cycle increased to 6.35, and post-test 2 in the second cycle further rose to 7.58.
(2) Task-based learning gives advantages in the teaching learning process which includes:
- The atmosphere of the classroom is alive and interesting
- The students‟ participation in class was high; they have a willing to participate in class activities
(3) The students are more active
Iranmehr et al (2011) conducted a study revealing that Task-based learning significantly enhances English for Specific Purposes (ESP) reading comprehension among Iranian university students, specifically 75 and 65 chemistry majors at Damghan University and Sharood University of Technology The research indicates that there is no statistically significant difference between the experimental and control groups in the pretest, with a t-value of t(139) = -0.92.
(138) = -7.85 indicates that mean score of experimental group is more than the mean score of the control group in post-test which is statistically significant
In conclusion, there was no significant difference between the two groups before treatment However, after implementing task-based learning in the experimental group and using conventional methods in the control group, the mean score of the experimental group showed a significant improvement compared to the control group.
Based on this research, the following pedagogical implications might be presented:
Task-based language teaching, which emphasizes the performance of tasks over traditional grammar instruction and vocabulary memorization, has garnered significant interest from researchers, language educators, and syllabus designers This approach presents an innovative alternative for English for Specific Purposes (ESP) classrooms in Iran Observations of instructors indicate that the procedures used in the experimental group encourage students to engage more actively in discussions, resulting in increased attention and interest in the subject matter.
The current state of English for Specific Purposes (ESP) in Iran and other EFL contexts is significantly hindered by the quality of available textbooks To address these challenges, action research emerges as a practical and accessible method aimed at enhancing teaching and learning outcomes.
Suprayoga et al (2013) conducted a study at SMAN 1 Srengat, Blitar, demonstrating significant improvements in students' reading comprehension through Task-Based Language Teaching (TBLT) The results showed that in Cycle 1, only 14 out of 30 students (46.67%) achieved a score of 10, while in Cycle 2, this number increased to 27 out of 30 students (90.00%), surpassing the 60% success criterion Consequently, the research was deemed successful Based on these findings, it is recommended that English teachers implement TBLT in their reading instruction, focusing on lesson planning, selecting suitable reading tasks, presenting tasks effectively, providing feedback, and assessing students Additionally, teachers should view reading as a process to achieve desired outcomes, offering hints and guidance to assist students in finding correct answers.
Recent research has successfully explored the teaching and learning process through task-based learning By implementing task-based instructions, the aim is to create a more engaging reading experience, ultimately enhancing students' reading comprehension skills.
METHODOLOGY
Research settings
FPT Upper Secondary School, recognized as one of the top private schools in Hanoi, is renowned for its exceptional teaching quality, particularly in English The school uniquely conducts an English diagnostic test to assess students' proficiency levels Annually, it boasts a high percentage of students successfully passing university entrance exams, with a significant number pursuing studies abroad Thanks to its superior English instruction, FPT Upper Secondary School students consistently demonstrate higher English proficiency compared to their peers in other high schools.
During reading lessons, teachers often ask students to read a text and clarify new vocabulary or structures to enhance comprehension However, these lessons can sometimes devolve into simple English-Vietnamese translations To foster better understanding and reading comprehension skills, it is essential for teachers to assign a diverse range of tasks that encourage students to anticipate content and engage more deeply with the text.
The process of data collection involved the participation of both English teachers
(4) and grade 11 students (100) who are teaching and learning at FPT high school in Hanoi
Participants from FPT High School in Hanoi, aged 16 and with nine years of English study, come from affluent families that provide a conducive learning environment Their education includes four years in primary school, four years in secondary school, and one year in high school, resulting in a similar level of English proficiency among them While they have access to resources such as dictionaries, cassette players, English books, and computers, their focus has primarily been on spoken English, leading to stronger speaking and listening skills compared to reading Additionally, half of the participants aspire to study abroad, highlighting the necessity of mastering IELTS, which encompasses reading, writing, listening, and speaking skills Their enhanced English knowledge enables them to understand complete sentences in the target language with relative ease.
The study involves four English teachers, aged between 27 and 33, including the researcher Three of the teachers graduated from the English department at the University of Languages and International Studies, National University of Hanoi, while one holds a degree from a prestigious university in the USA All teachers are passionate about their profession, each boasting at least five years of experience in English instruction Notably, three of them were trained primarily in the Grammar Translation Method, whereas only one has pursued further education to enhance her English skills and teaching techniques from a native country.
The piloted English 11 textbook is a vital resource for high schools in urban and rural areas, designed in alignment with the new national curriculum It builds upon the foundational programs of primary and junior schooling, utilizing a learner-centered and communicative approach within a theme-based curriculum.
The piloted English book, authored by Hoang Van Van, Hoang Thi Xuan Hoa, Phan Ha, Hoang Thi Hong Hai, Kieu Thi Thu Huong, Vu Thi Lan, Dao Ngoc Loc, and Chung The Quang, is published by Nha xuat ban giao duc in collaboration with Pearson Education This book serves as a continuation of the piloted English 10 curriculum.
This book features 10 teaching units and four review units, each organized into five sections: reading, speaking, listening, writing, and language focus, with eight 45-minute lessons per unit The theme-based approach aims to create memorable lessons and enjoyable learning experiences for students Review lessons consist of revision and additional practice of previous units, conducted over two 45-minute sessions Additionally, the glossary at the end of the book includes phonetic transcriptions of new vocabulary along with their Vietnamese translations.
The pilot textbook addresses the needs of Vietnam's Ministry of Education and Training (MOET), aligning with students' educational psychology and cultural backgrounds It incorporates both Vietnamese cultural elements and global cultural features, particularly from English-speaking countries.
Research method
This research employs Classroom Action Research (CAR), as defined by Arikunto (2012), which involves the systematic study of learning activities through deliberate actions within a classroom setting Essentially, CAR is a method of conducting research that takes place directly in the classroom environment.
Action research designs, as outlined by Cresswell (2012), are systematic procedures employed by educators to collect data aimed at enhancing the functioning of their educational environment, improving their teaching methods, and fostering better student learning outcomes.
Classroom Action Research (CAR) is a cyclical research design aimed at improving the quality of teaching and learning in the classroom (Shofiya et al., 2014) In the context of English language instruction, CAR focuses on developing innovative instructional strategies to enhance students' success in learning English (Latief, 2011).
This study explores the use of Collaborative Action Research (CAR) to enhance reading comprehension among 11th-grade students at FPT Upper Secondary School in Hanoi The research employs task-based instruction, with the English teacher actively participating throughout the process as an observer while the researcher takes on the role of the primary instructor.
Classroom Action Research, as outlined by Latief (2011), involves iterative cycles of planning, acting, observing, and reflecting, where the outcomes of each cycle inform the next until the issues are resolved This study follows the four-step model proposed by Arikunto (2012), which emphasizes the importance of thorough planning, effective implementation, careful observation, and critical reflection.
Figure 3.1: The Procedure of Classroom Action Research
A preliminary study conducted in November 2018 highlighted the critical need to assess students' reading comprehension abilities and identify their challenges The researcher observed reading classes and consulted with English teachers to gather insights into students' comprehension skills Initial findings indicated that students struggled with reading comprehension, primarily due to limited vocabulary knowledge, insufficient skills, and inadequate instructional support from teachers Additionally, the reading test results confirmed low student scores, aligning with the teachers' observations regarding the majority of students' difficulties.
Students in the 11th class at FPT Upper Secondary face significant challenges in reading comprehension, primarily due to a lack of vocabulary This deficiency hinders their ability to grasp the overall meaning of texts and accurately determine correct answers Consequently, these difficulties lead to poor academic performance, with many students scoring below their teachers' expectations.
Effective planning is the crucial first step in Classroom Action Research (CAR), where the researcher outlines the teaching techniques to be implemented This phase involves preparing all necessary materials and resources for the research, including socializing the research program, selecting appropriate strategies, designing lesson plans, establishing success criteria, and training the collaborating teacher.
The researcher presented the research program to the Board of FPT Upper Secondary School, outlining the objectives and methods of the study Additionally, discussions were held with the English teachers of 11th grade students regarding the research techniques and the necessary time allocation The researcher clarified the roles and responsibilities involved in the project to ensure a clear understanding among all participants.
English teacher was as the collaborator teacher who played as the observer during teaching and learning done by the researcher
Providing procedures of teaching reading comprehension using task based instructions
To address the reading comprehension challenges faced by students, the researcher implemented a task-based instruction strategy, specifically targeting the issues identified in the preliminary study Acting as a teacher, the researcher utilized this instructional approach to enhance students' reading comprehension skills effectively.
After presenting the strategy, the English teacher requested that the researcher develop a lesson plan focused on teaching reading comprehension A lesson plan serves as a comprehensive guide for an individual lesson, detailing the course of instruction Typically, teachers create and refine lesson plans at the start of the semester or prior to the teaching process to ensure effective class instruction.
The researcher developed a lesson plan aimed at enhancing the teaching and learning process by implementing a task-based instruction strategy for improving reading comprehension This lesson plan was meticulously crafted to align with the school's curriculum, incorporating standard competencies, basic competencies, learning indicators, educational objectives, teaching materials, instructional procedures, learning resources, and assessment methods.
When designing a lesson plan, teachers should focus on the curriculum and align their plans with the relevant competence standards and basic competencies The lesson plan must be practical and operational to ensure effective implementation in the classroom It typically includes essential components that facilitate successful teaching and learning experiences.
1) School identification, it consists of name of the school, subject, level; time allocation, and state curriculum standards
2) Indicators, it describes the standards of each student that should be mastered in the last of the learning
3) Instructional objectives, it means the learning outcomes for the lesson
4) Instructional methods, it describes the materials that will be given for the students suitable with curriculum standards
5) Instructional technique, it describes the technique that will be used in teaching and learning process
6) Instructional procedure, in this part of lesson plan, there are kind of items to consider in the procedure action of the plan It consists of instruction, technique, activities, and share
7) Material sources, it explains the materials that will be delivered
8) Assessment, it describes kind of tests that will be used in assessing students skill
The lesson plan for this research comprises three meetings In the first meeting, the instructor introduces reading comprehension and its essential skills through examples The second meeting focuses on implementing task-based instruction as a strategy to enhance reading skills Finally, in the third meeting, the researcher evaluates students' reading comprehension abilities by administering a test based on the task-based approach.
Preparing the criteria of success
Data collection instruments
Data collection is essential for effective statistical analysis, as highlighted by Douglas (2015) In this study, the researcher employed four key instruments—tests, questionnaires, class observations, and interviews—to gather comprehensive data for analyzing the issues at hand.
The initial assessment utilized a standard proficiency test designed to evaluate the subjects' skill levels This involved both a pre-test and a post-test, each comprising 25 multiple-choice questions sourced from the same material Participants were given 100 minutes to complete the tests, ensuring a consistent evaluation of their comprehension abilities.
Pre- and post-tests were conducted to assess the enhancement of reading comprehension skills among students involved in the study The pre-test aimed to determine the initial level of English reading comprehension among all 100 students in the sample before the experimental treatment In contrast, the post-test was administered to evaluate the effects of implementing group work in a real classroom setting.
The reading passages related to the topics taken from the textbook Tieng Anh 10 Thi
In the first semester of the 2018-2019 academic year, Diem and Tieng Anh 11 Thi Diem administered tests consisting of 25 questions, each valued at 4 points, culminating in a total score of 100 points To ensure the reliability of these assessments, the researcher adhered to essential qualities of effective testing, including validity, reliability, discrimination, practicality, and wash-back Additionally, a systematic procedure was followed in the construction of these tests to enhance their effectiveness.
1 Design the two tests based on the study purpose, the course syllabus and the students‟ reading competence
2 Submit to the supervisor and some other seniors for first-stage pilot
4 Pilot on another sample of equal English proficiency
5 Revise carefully and complete the final version
Table 3.1: Procedures for test development
The classification of the students‟ score is as follows:
Table 3.2: Score interval for tests
The quality of information obtained from a questionnaire is closely linked to the quality of the questions, which necessitate strong reading and writing skills from students Despite this requirement, questionnaires are efficient tools for quickly gathering substantial amounts of data, enabling researchers to describe, analyze, and compare findings from a representative sample of the population (Ngo, 2010) As noted by Bell (1999), the questions in a questionnaire are consistently posed under the same conditions to the selected population, aiming to encompass the entire demographic.
The effectiveness of a questionnaire is largely determined by its design and its ability to yield valuable insights into respondents' attitudes and values (Burton and Bartlett, 2005) This particular questionnaire seeks to gather comprehensive information regarding students' attitudes towards reading comprehension activities and the implementation of a task-based approach in their English classes.
A survey was conducted at FPT High School in Hanoi, involving 100 grade 11 students and 4 teachers, to assess attitudes and performance related to reading lessons The student questionnaire comprised three sections: their attitudes toward reading materials, their perceptions of teachers' activities during reading lessons, and their performance in these lessons Similarly, the teachers' questionnaire aimed to gather insights into their attitudes toward reading materials, the frequency of activity management in reading lessons, and the use of various activities during different lesson stages The research utilized close-ended questions with multiple-choice responses to facilitate data collection.
This method simplifies the process of summarizing, analyzing, and reporting collected data, as all informants respond to identical questions Furthermore, it allows informants to express their opinions on teaching and learning reading skills freely, ensuring their personal information remains confidential in the questionnaire.
Classroom observation is a vital research method that allows educators to record and evaluate classroom dynamics, enhancing instructional practices and learning from peers (Helaine, 2011) It provides insights into real-life teaching situations, enabling reflective analysis (Bilash, 2009) This study utilized classroom observation to assess the effectiveness of task-based approaches in teaching English reading comprehension, complementing data gathered from questionnaires and interviews The observation method offered valuable, firsthand insights into the teaching and learning environment Key details such as date, location, instructor, observer, student count, and session duration were documented on observation forms During the first semester of the 2018-2019 academic year at FPT Upper Secondary School, two observation sheets were compiled, each covering a 45-minute class session Prior to each lesson, the researcher engaged with the teacher to understand their instructional focus, with findings meticulously recorded through note-taking.
Interviews offer a unique advantage over questionnaires by allowing skilled interviewers to explore ideas, probe responses, and investigate underlying motives and feelings (Bell, 1999) Unlike questionnaires, interviews capture nuanced elements such as voice tone, facial expressions, hesitations, and body language, which convey significant implications that are often overlooked in written formats.
Interviews, while not suitable for every situation, remain a valuable inquiry method for both interviewers and interviewees, as they allow researchers to explore motives and intentions flexibly and conduct in-depth inquiries They also empower interviewees to introduce new topics, provide detailed answers, and clarify questions With the rise of educational research, interviews have become a crucial tool for collecting diverse perspectives through direct interaction However, it is essential to acknowledge that the quality of data obtained can be influenced by the interviewer's biases and errors, highlighting the need for skilled and trained interviewers Despite their subjective nature, interviews can enrich the insights gained from questionnaires.
This study utilized an instrument to validate and enhance the data obtained from questionnaires, ensuring the reliability of the findings To gain deeper insights into the realities of English reading instruction, interviews were conducted with four English teachers from participating classes.
To achieve the study's objectives, preliminary questionnaires were distributed to students from groups 11A6, 11A7, 11A8, and 11A10 at FPT Upper Secondary School Each participant received a copy of the questionnaire and was instructed to answer all items The researcher provided clarification for any misunderstandings during this process.
Step 2: After that, each class was conducted ninety minutes a week and the study lasted for ten weeks Obviously, the researcher could compare teaching reading comprehension through some strategies of TBLT in comparison with the traditional one by observing the lessons of four teachers and interviewed them as well
Step 3: Tests were conducted in the classrooms of groups 11A6,7,8,10 Before the test, the participants were told that they were expected to do the test as best as they could although the result of these tests score would not be recorded in their school report When the time was over, all the papers were handed in immediately
Step 4: Another reading comprehension test was given as the post-test The procedures of conducting these tests were the same as that of the tests above
Step 5: Based on the result of the first cycle of the study, the researcher decided whether to carry out the next one.
Data analysis
Data was systematically collected and analyzed using SPSS, a widely recognized software for computer data analysis (Einspruch, 2005) SPSS provides flexible tools for various data analysis tasks, utilizing descriptive statistics to illustrate student responses through frequencies and percentages According to Mead (2011), SPSS is an effective tool for managing research data, enabling researchers to control data, address research problems, and perform diverse analytical functions to deepen insights and test numerous variables To analyze the data, paired sample tests were conducted to identify significant differences in reading comprehension means between the control group (CG) and experimental group (EG).
Summary
An action research study was conducted to examine the impact of Task-Based Language Teaching (TBLM) on the reading comprehension of 11th-grade students at FPT Upper Secondary School Data was gathered through a questionnaire, observations, interviews, and pre-test and post-test assessments The analysis utilized descriptive statistics and content analysis methods, aiming to effectively address the research questions through this comprehensive approach.
While questionnaires are designed to assess the nature of existing conditions, they have limitations in this research due to the reliance on respondents' willingness and honesty, which can lead to inconsistencies To enhance data accuracy, class observations were employed as a complementary strategy, offering crucial additional insights for the study.
FINDINGS AND DISCUSSIONS
Results from tests
The analysis of scores from pre-test and post-test aimed at answering the second question of this study
All students underwent a pre-test and post-test to evaluate their retention of reading comprehension skills following the treatment with Task-Based Language Learning (TBLM) The researcher analyzed the test results using the score interval outlined in Table 3.3 from Chapter 3.
Students were categorized into five groups based on their reading test scores: excellent (82-100), good (62-80), average (42-60), poor (22-40), and very poor (0-20) In Vietnam, a score of 5 is regarded as the minimum passing mark.
4.1.1 The distribution of the test results
The researcher analyzed student paper tests by marking and categorizing scores based on a specified interval A comparison of pre-test and post-test scores was then conducted to identify any differences resulting from the treatment The distribution of the test results is summarized in the following table.
Figure 4.1 Comparison between pre-test and post-test score
Before the treatment, most students successfully completed the test, with only 12.5% achieving excellent marks in the pre-test compared to 37% in the post-test Additionally, 33% of students scored between 62 and 80 points, while an average of 22% attained normal marks Notably, only 7% received poor marks, and very few students scored very poorly These results suggest a significant improvement in the students' reading abilities, prompting the researcher to continue this teaching method and explore new classroom activities to further enhance student learning.
The results indicate a significant improvement in student scores following the treatment Notably, the percentage of students receiving poor marks decreased from 21% to just 7% in the post-test Conversely, the number of students achieving excellent scores rose dramatically from 16% to 37% Additionally, the pre-test revealed 4 students (4%) with very poor marks, which dropped to only 1 student (1%) in the post-test.
Excellent Good Average Poor Very Poor
Pre-test scorePost-test scores
Similarly, the number of students getting average scores in the pre-test increased from 26% to 22% in the post-test
The study evaluated students' reading comprehension skills by conducting pre-tests and post-tests, with data analysis performed using both descriptive and inferential statistics to assess the effectiveness of the treatment.
To guarantee that there were no statistically significant differences between the means of
A paired sample t-test was conducted at the start of the experiment to compare the pre-test results of the control group (CG) and the experimental group (EG) The findings, detailed in Table 4.1, indicate that there were no statistically significant differences between the means of the two groups.
CG and EG were observed In other words, the control and experimental groups were homogeneous in terms of reading comprehension ability before the treatment
Paired Differences t Df Sig (2-tailed)
95% Confidence Interval of the Difference
Table 4.1: Paired sample t-test between means of CG and EG on pre-test
A paired sample t-test was conducted to assess statistically significant differences between the means of the control group (CG) and the experimental group (EG) following the treatment The results, as shown in Table 4.2, indicate that the EG significantly outperformed the CG after the implementation of the task-based approach in their English reading classes.
Paired Differences t df Sig (2-tailed)
95% Confidence Interval of the Difference
Table 4.2: Paired sample t-test between means of CG and EG on post-test
Table 4.3 summarized some significant descriptive statistics of the results achieved by the students in the two tests
Table 4.3: The descriptive statistics of the two tests scores
The statistical analysis reveals that the mean score of the pre-test was 62.68, while the post-test mean score rose to 73.44, indicating an improvement of 10.76 points Additionally, the maximum score remained consistent at 1000 for both tests, and the minimum score increased from 16 in the pre-test to 20 in the post-test.
More importantly, the significant value (p-value) was 0.000, which was much less than 0.05 It indicated that there was a significant change in the reading skill after the treatment.
Results from the questionnaires and interviews
This section presents the key findings from the analysis of questionnaire responses, with a total of 100 questionnaires distributed to students Remarkably, all responses were valid and suitable for analysis, ensuring a comprehensive understanding of the data collected.
4.2.1 Students’ and teachers attitude toward the textbook
Table 4.4: Students’ attitude toward the textbook
Table 4.1 reveals that only 13% of students find the textbook topics engaging, while a significant 44.7% consider them boring Additionally, just 5.3% of students view the topics as practical, with 38% deeming them impractical Among teachers, only 25% find the reading topics interesting, with the majority feeling they lack relevance to real-life situations Overall, both students and teachers express a general disinterest in the textbook content, contributing to a lack of engagement in lessons and diminished enthusiasm from educators during reading sessions.
In a recent survey, only 2% of students felt that the number of tasks assigned was minimal, with just one teacher sharing this perspective Meanwhile, 13% of students considered the workload adequate, contrasting with the opinions of two teachers Notably, 48% of students believed there were too many tasks in the reading section, expressing concerns about their ability to complete them, while none of the teachers agreed with this assessment Additionally, only one teacher and 37% of students acknowledged that there were many tasks in the reading part of the textbook.
A survey revealed that 73% of students perceive reading texts as long, contrasting with the opinion of only one teacher who disagreed While two teachers considered the texts to be of medium length, only 17% of students shared this sentiment, citing an overload of information and unfamiliar vocabulary One teacher deemed the texts short, a view echoed by just 9% of students, while 1% felt the texts were very short Overall, the findings indicate that the perceived length of reading materials significantly influences both students' and teachers' engagement in reading activities.
4.2.2 Students’ assessments on teachers’ teaching activities in reading lessons
Table 4.5: Students’ assessments on the teachers’ teaching activities in reading periods
Table 4.5 highlights student perceptions of teachers' reading lesson activities, revealing that 45% find these activities repetitive, while only 10% consider them motivating Additionally, 10.5% of students feel the activities lack motivation, and 14.5% describe them as boring, although 20% find them interesting When discussing the reasons, students noted that common activities include "guessing topics," "pre-questioning," "asking and answering questions," and "summarizing the text." While these methods can enhance text comprehension, they are often viewed as dull and fail to engage students effectively in reading lessons.
4.2.3 Accomplishment of students’ performance in reading period
Table 4.6: Accomplishment of students’ performance in reading lessons
In response to this question in the survey, half of the students (50%) revealed that they could complete only 50-60% of the tasks 12% claimed that they could finish
A significant percentage of students, specifically 90-100%, reported completing their tasks, while 17% managed to finish 70-80% of them Conversely, 21% indicated they completed fewer than 50% of the tasks, which is not an entirely unfavorable outcome This highlights the need to investigate the reasons behind the students' struggles in reading lessons Many students believe that thorough lesson preparation is essential before attending class Additionally, they find the tasks challenging and often perceive the teachers' activities as complex Consequently, the survey indicated that difficult tasks and lack of preparation are key factors significantly impacting students' performance in reading lessons.
4.2.4 Learning reading skills of the 11 th students Question 7 Which kinds of tasks are you often asked to do?
Table 4.7 reveals a diverse range of tasks employed by teachers during reading lessons, with options such as True or False statements, questions and answers, and multiple-choice items frequently utilized However, relying solely on these three task types in every lesson may lead to student disengagement Therefore, it is essential for teachers to incorporate a variety of tasks that cater to the appropriate skill levels of their students, ensuring a more engaging and effective learning experience.
Question 8 What are your difficulties in doing reading tasks?
Figure 4.2: Students’ difficulties in doing reading tasks
Figure 4.2 indicates that most students struggle with new vocabulary and grammar, prompting teachers to adjust their methods by pre-teaching challenging words and structures through visual aids and synonyms Additionally, providing students with more exercises focused on deducing and eliminating the meanings of unfamiliar terms can be beneficial.
Question 9 How do you do reading tasks?
Table 4.8: Students’ strategies of doing reading tasks
Table 4.8 reveals that the number of students selecting options B and C is nearly equal, despite the fact that option A is the correct choice for completing reading tasks This indicates that a significant number of students lack the necessary understanding to choose the appropriate option.
The length of the text
The new words and complex grammatical items
The topic of the text
When encountering new words and structures, students should prioritize understanding the overall content of the text rather than fixating on unfamiliar vocabulary During reading tasks, it's essential to focus on comprehension first and address questions afterward Therefore, effective reading strategies and methods play a crucial role in enhancing the reading experience and improving learning outcomes.
4.2.5 Students’ attitudes towards the roles of teachers
In response to question 10 of the survey, students recognize the essential role of teachers as guides in their reading tasks They believe that teachers should provide instructions on new vocabulary and structures Additionally, students feel that encouraging extra reading assignments can significantly improve their reading comprehension skills.
4.2.6 Teachers’ activities at reading stages 4.2.6.1 Teachers’ activities at pre-reading stage
In the interview, the researcher examines various reading activities employed by teachers during reading lessons At the pre-reading stage, a multitude of strategies are utilized, including games to introduce the text, pre-questioning, pre-teaching vocabulary, providing an overview of the text, making predictions, completing textbook reading tasks, and reading the text aloud.
The interview revealed that pre-questioning is universally employed in reading lessons, utilized by all four teachers to enhance student engagement They frequently incorporate predicting techniques to introduce reading materials, and occasionally use games, despite the time commitment involved These strategies, such as pre-questioning and predicting, effectively encourage students to brainstorm relevant vocabulary and ideas before reading Teachers noted that students respond positively to these methods, particularly enjoying games and visual aids during lessons However, the use of these activities is limited due to the challenges posed by complex reading topics and large class sizes.
4.2.6.2 Teachers’ activities at while-reading stage
An investigation involving interviews with four teachers reveals that reading for specific information is the most frequently employed activity in the classroom, as agreed upon by all participants The second most common activity is asking and answering comprehension questions, though it is utilized less regularly Reading for gist or general ideas ranks third in preference Both teachers and students find deducing meanings from context and inferring the writer's intended message to be quite challenging, leading to infrequent use of these activities Additionally, reading at home is deemed essential for students to grasp the text more effectively, making it difficult for them to read aloud and answer comprehension questions during class Consequently, teachers report that traditional methods dominate reading lessons.
4.2.6.3 Teachers’ activities at post-reading stage
From the interview, all teachers admitted that they often used the activity
“summarizing the text” in a reading lesson Besides, they also use the activity
Three teachers frequently employ the activity of translating texts into Vietnamese and assigning similar reading tasks to their low-level classes, believing it enhances students' comprehension Additionally, they favor discussion and the repetition of useful words and phrases, as these methods provide opportunities for consolidation and revision While these activities are effective for improving speaking skills, the teachers acknowledge that time constraints can sometimes hinder their implementation.
Results from observations
During the research process, four class observations were conducted to supplement data collected from tests, questionnaires, and interviews These observations focused on the activeness and engagement of 11th-grade students at FPT Upper Secondary School in the task-based approach aimed at improving reading comprehension The findings indicate that, despite a few distractions, most students demonstrated high levels of engagement with the assigned tasks The incorporation of diverse tasks has notably enhanced students' motivation for reading lessons Additionally, student discussions and teacher feedback played a crucial role in fostering engagement and improving reading comprehension However, some tasks necessitated further teacher guidance due to time constraints and unclear instructions.
Discussions
The analysis of data regarding the impact of traumatic brain injury (TBI) on reading comprehension among Vietnamese high school students revealed that engaging tasks significantly enhanced their attention Students actively participated in classroom activities by sharing answers, encouraging peers, volunteering, and working on various exercises such as drawing, which fostered a collaborative learning environment.
The study demonstrated that participants in the experimental group (EG) who received task-based instruction (TBI) significantly improved their performance through enhanced student-to-student interaction This collaborative environment allowed them to discuss vocabulary and monitor their language use, ultimately maximizing their engagement with the target language (TL) During the tasks, students exchanged ideas and negotiated their peers' perspectives, enriching their vocabulary related to the topic Additionally, feedback from both teachers and classmates created a supportive atmosphere that fostered collaborative learning In contrast, the control group (CG) did not benefit from similar interactions, as their traditional exercises lacked peer feedback, limiting their ability to freely produce language and hindering collaborative efforts.
CONCLUSIONS AND IMPLICATIONS
Recapitulation
Reading is a crucial element in learning English at all educational levels in Vietnam The significance of reading comprehension and its key components, particularly vocabulary, in Second/Foreign Language (SL/FL) acquisition has historically been overlooked, but it is now gaining recognition in language teaching curricula According to Nunan (1999), this shift is influenced by comprehension-based approaches, contributions from applied linguists, and advancements in computer-based language corpora Enhancing reading comprehension skills is essential for effective language acquisition.
Reading comprehension is a crucial dialogue between the reader and the writer, where understanding is built through the reader's knowledge and the text's information It involves processing and constructing meaning from written content To enhance reading comprehension for second language (SL) and foreign language (FL) learners, various methods exist, including Task-Based Instruction (TBI) TBI, rooted in the communicative approach, emphasizes functional tasks that encourage students to apply language in real-world contexts This methodology begins with a needs analysis to determine the specific language tasks required for different learner groups (Long, 2015).
Language learning is enhanced by fostering effective interactional processes in the classroom, primarily through specially designed instructional and functional tasks Proponents of Task-Based Instruction (TBI) assert that communicative competence can be cultivated by engaging learners in interactive tasks TBI emphasizes the importance of incorporating tasks into both teaching planning and classroom activities In this approach, students utilize the Target Language (TL) to complete meaningful and authentic tasks, with each activity culminating in a predictable outcome that learners strive to achieve.
Communicative task engages learners in comprehending, employing, or producing in TL while focusing on meaning rather than on form
Over the years, various methods have been developed to teach English, often emphasizing teacher-centered approaches that prioritize grammar and vocabulary drills Traditional methods suggest that mastering grammatical structures leads to vocabulary acquisition In Vietnam, both students and teachers recognize the significance of vocabulary for reading comprehension; however, many high school reading techniques remain traditional Teachers typically concentrate on translating units, practicing grammar, and memorizing extensive vocabulary lists, often neglecting authentic tasks that enhance learning.
Recent reforms in teaching methods for Iranian high school students have prompted a study to investigate the impact of task-based instruction on the reading comprehension of Vietnamese EFL learners This action research focused on 11th graders at FPT Upper Secondary School in Hanoi.
This study reinforces previous research indicating that teachers can modify teaching materials to foster meaningful learner engagement, leading to successful task completion Additionally, the findings highlight the significant benefits of Task-Based Instruction (TBI), particularly its effectiveness in enhancing reading comprehension skills among Vietnamese EFL students.
Concluding remarks
The task-based approach was implemented to enhance reading comprehension among 11th-grade students at FPT Upper Secondary School during the 2018-2019 academic year, following the principles of Classroom Action Research over two cycles within ten weeks Prior to implementation, the researcher assessed various factors, including students' attitudes, models, and understanding, along with conducting a diagnostic test to evaluate their abilities in literal and interpretative comprehension, focusing on details, main ideas, and instruction-following After explaining the method's advantages, the task-based approach was integrated into the teaching process Data was collected through tests, observations, interviews, and questionnaires for analysis, leading to significant conclusions based on the findings and discussions.
The implementation of a task-based approach significantly enhanced students' literal reading comprehension, as evidenced by data analysis from the tests The results indicated a marked improvement, with post-test scores from Cycle II surpassing those of the pre-test conducted prior to the intervention.
A recent questionnaire revealed that students encounter challenges in reading comprehension, particularly with vocabulary, complex grammar, and lengthy texts To address these issues and enhance students' reading comprehension skills, a task-based approach should be implemented, utilizing specific techniques and tasks tailored to overcome these obstacles.
The implementation of a task-based approach in reading lessons significantly enhances students' motivation and engagement This method encourages students to exchange ideas and negotiate their peers' perspectives, leading to a deeper understanding of relevant vocabulary Additionally, the opportunity for feedback from both teachers and classmates fosters a supportive and collaborative learning environment Overall, the task-based approach effectively facilitates a more relaxed atmosphere, ultimately improving students' comprehension abilities.
The study highlights that students find certain tasks confusing and that the time allocated for completion is insufficient To improve the teaching and learning process of reading comprehension, teachers need to address these challenges.
Implications
This study provides valuable pedagogical insights at both macro and micro levels At the macro level, its findings can guide decision-makers, policymakers, and curriculum developers in creating more effective and adaptable syllabi that align with Task-Based Instruction (TBI) and communicative approaches Additionally, incorporating TBI as an alternative teaching method into teacher training and in-service programs can enhance instructional practices.
Research findings indicate that task-based instruction (TBI) can significantly benefit teachers, evaluators, test developers, and students in English as a Foreign Language (EFL) contexts By integrating TBI into reading comprehension and other skills, educators can enhance the learning experience for Vietnamese EFL learners Language teaching programs should train teachers on TBI principles and techniques, enabling them to assess student performance through varied tasks rather than conventional exams Additionally, such studies can heighten student awareness of the benefits of task-oriented learning, encouraging them to seek innovative teaching methods Ultimately, the implementation of TBI can transform traditional reading classes into more dynamic and communicative environments, thereby improving reading comprehension for Vietnamese learners.
According to a 2006 study, TBI enables teachers to anticipate students' potential future performance in professional, academic, or workplace settings, where enhanced performance is highly valued.
Recommendations
The content of a lesson significantly impacts the classroom climate, as observed at FPT Upper Secondary School, where teachers have noted that some topics are too challenging while others are too easy for students, leading to boredom or lack of challenge To address this, educators can adjust task difficulty by simplifying complex tasks or enhancing simpler ones, and redesigning textbook activities to relate to real-life situations For instance, when teaching Unit 4 "Caring for those in need," teachers might replace a challenging reading task with multiple-choice questions to facilitate comprehension Incorporating role plays and visual aids can further engage students Additionally, task-based reading classes should prioritize pair and group work, fostering collaboration and improving language skills through shared information and ideas While group work can be challenging to manage, teachers can effectively monitor progress by circulating the classroom and providing immediate feedback.
Pre-reading tasks are crucial for engaging students and activating their prior knowledge, as noted by both teachers and students To enhance this process, educators should implement a variety of activities tailored to specific contexts Class observations reveal that incorporating audio-visual aids effectively clarifies concepts and demonstrates content, significantly increasing student interest Additionally, the use of games during this phase transforms the classroom atmosphere and motivates students to improve their learning outcomes.
To enhance students' reading skills, it is beneficial to integrate reading with speaking, listening, and writing activities During the pre-reading stage, teachers can engage students with warm-up activities and encourage them to predict the text's topic through discussion In the while-reading stage, rather than providing all the answers, teachers should allow students to complete tasks and discuss their responses with peers Finally, in the post-reading stage, teachers should prompt students to engage in activities such as writing a short paragraph, creating a mind map related to the text, or participating in discussions and arguments about the reading material.
Student preparation before reading lessons is crucial for effective teaching To enhance their learning experience, students should dedicate time to identify areas of confusion before class During lessons, they should seek clarification on any unclear concepts, demonstrating their engagement with the material Additionally, teachers should assign regular homework and monitor its completion throughout the semester to ensure that students are adequately prepared.
Students must understand the strategies that contribute to their academic success and recognize their importance during reading This awareness fosters self-reliance and independent learning Therefore, teachers play a crucial role in explaining the benefits of these strategies and demonstrating their application Techniques such as skimming and scanning are effective for content exploration While students should minimize frequent dictionary use, they can enhance their comprehension by guessing the meanings of unfamiliar words from context or by using synonyms and antonyms, making guessing techniques another valuable method.
Limitations
This study faced several limitations, primarily due to its focus on a single public high school in Vietnam and a relatively small sample size, which restricts the generalizability of the findings To enhance reliability, a larger dataset and extended research period are necessary Conducted over just 10 weeks during the 2018-2019 school year, the assessment of students' reading comprehension and motivation through a task-based approach was limited Additionally, the researcher performed only four random class observations, resulting in a lack of data diversity and reducing the credibility of the results Psychological factors also influenced the research outcomes, as students' responses to the questionnaire varied significantly based on their interests and engagement levels Furthermore, the age of the students made them susceptible to "crowd psychology," leading to responses that often mirrored those of their peers.
Suggestions for the further study
Further research on the task-based approach (TBI) could explore its effects on various skills, including listening, pronunciation, and speaking, in addition to reading comprehension Investigating TBI with a larger and more diverse participant pool over an extended timeframe, while focusing on qualitative research, presents promising avenues for future studies Given the limited participant size in this study, it is recommended to replicate the research across different educational settings, such as guidance schools, universities, and language institutes.
Triangulation of different instruments such as interview, observation, and questionnaires for both teachers and learners can also provide better insights relating to the effects of tasks and TBI
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This questionnaire seeks your valuable feedback on the marking of survey reports related to my thesis, “Integrating task-based instruction as an alternative approach in teaching reading comprehension at an upper secondary school in Hanoi: An action research.” Your participation is crucial for the success of my research Rest assured, all responses will be kept confidential and used exclusively for academic purposes, ensuring your anonymity throughout the research process.
Please tick the appropriate opinions to respond to each statement or question and answer the questions as accurately and frankly as possible as
1 How do you feel about reading topics in your textbook (Tieng Anh 11 Thi Diem)?
2 What do you think about the number of tasks in the reading section in your textbook?
A a few B enough tasks C too many tasks D many tasks
3 What do you think about the texts’ length in each lesson?
A long B medium C short D very short
4 What do you think about the teachers’ activities to encourage you in your reading lesson?
5 How many percent of the tasks can you finish in your reading lesson?
6 Which following factors affect your result in your reading lessons?
7 Which kinds of tasks are you often asked to do?
D Arranging sentence in correct orders
8 What are your difficulties in doing reading tasks?
A The length of the text
B The new words and complex grammatical items
C The topic of the text
D The contents of the text
9 How do you do reading tasks?
A Read the text, do not pay attention to new words, read again and answer the questions
B Read the text, look up new words in a dictionary and then answer the questions
C Read the questions, find out the answer in the text
D Read the text, answer the questions and then look up new words in a dictionary
10 You think that the role of the teacher as a guide in doing reading tasks is
D Depending on the texts and tasks
Thank you very much for your help and cooperation!
Appendix 2: Interview questions for teachers
Instructions: This interview questions are designed to support my thesis
This action research explores the implementation of task-based instruction as an innovative method for enhancing reading comprehension among upper secondary school students in Hanoi By integrating this approach, the study aims to improve students' engagement and understanding of texts, ultimately fostering better reading skills in a secondary education context The findings will contribute valuable insights into effective teaching strategies for reading comprehension.
Please answer the questions as accurately and frankly as you can
1 In your opinion, are reading topics interesting in the textbook “Tieng Anh 11 Thi Diem”?
2 What do you think about the texts‟ length in each lesson?
3 What do you think about the number of tasks in a reading part in the textbook
4 Which activities do you often use at pre-reading stage? Why?
5 Which activities do you often use at while-reading stage? Why?
6 Which activities do you often use at post-reading stage? Why?
7 Which of activity management do you often use in your reading lessons? (individually, in pairs, in groups, or the whole class)? Why?
Q1: In your opinion, are reading topics interesting in the textbook
T1: Yeah Some topics are easy, however some ones are quite difficult for students to understand and learn
T2: I think that topics of the textbook are boring
T3: In my viewpoint, some topics of the textbook are impractical in our real life
T4: Personally, topics are not interesting and are not applied in our real life
Q2: What do you think about the texts‟ length in each lesson?
T1: In my opinion, they are long because of my high levels of students
T2: They are reasonable for students
T3: I think they are short according to the texts
T4: They are reasonable for students
Q3: What do you think about the number of tasks in a reading part in the textbook
T1: I think that the number of tasks in the textbook is a few for students to complete
T2: I think the number of tasks in the textbook is enough for students
T3: I see that the textbook has many tasks for students to learn and understand
T4: I think that the number of tasks in the textbook is enough for students to complete
Q4: Which activities do you often use at pre- reading stage?
T1: I often use pre-questioning in this stage
T2: I usually use pre-questioning; sometimes I use games to motivate students
T3: It is the most common for me to use pre-questioning
T4: In this stage, I always use pre-questioning; I rarely use games for students to predict the topic of the text
Q5: Which activities do you often use at while-reading stage? Why?
T1: Specific information, asking and answering questions I think T2: Specific information, asking and answering questions, reading for gist or general ideas of the text
T3: Besides some kinds of tasks you mentioned, I use deducting the new words more
T4: Specific information, asking and answering questions, reading for gist or general ideas of the text, and sometimes I use inferring tasks
Q6: Which activities do you often use at post- reading stage?
T1: Summarizing the text, it is
T2: In addition to summarizing the text, writing a short paragraph related to the text is a good way
T3: Some activities I usually use are summarizing the text, writing a short text and making a presentation
Q7: Which of activity management do you often use in your reading lessons?
(individually, in pairs, in groups, or the whole class)? Why?
T1: I usually ask students to work individually, and sometimes in pairs
T2: Working in pairs or groups is a good way to motivate students‟ learning
T4: All of them But more often, I require students to work in groups or in pairs, according to the class‟ size
Appendix 4: Sample of classroom observation (two samples in four)
Teacher‟s name: Ms Huyen Date & time of observation: 9h15 – 10h, 11/9/2018 Lesson topic: Reading – Unit 4 – Tieng Anh 11 Thi Diem
No of students: 30 Full note of teacher‟s and students‟ activities:
Time Teacher’s activities Students’ activities
- Teacher shows the symbols used to indicate access for people with disabilities
- Teacher provides students with some information about improving accessibility for disabled people
- Teacher has students look at the symbols and work in groups to compare the answers and encourages students to explain and give reasons for their answers
- Teacher corrects answers as a class and has students guess the possible content of the reading text
- Students raise ideas about the phenomenon
- Students correct and take note into the notebooks
- This activity is good for Ss to review new words they already learnt in the previous lesson
T in this activity is clear, helpful and sufficient
Ask Ss to work individually,
- This task is good for Ss to
9h20 read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e) Provide help, if necessary Explain the meaning further and give examples
Check answers as a class individually
- c understand new words before reading However,
T should allow them to skim the reading text before doing this task
- Tell Ss that the activity focuses on reading for general ideas and have them read the headings quickly before the texts that follow
- Explain to Ss that repeated and similar vocabulary can form a vocabulary chain in a paragraph, and consequently help express the main idea of the paragraph
- Have Ss skim the text individually to choose the best heading for each paragraph
Then Ss can check their answers with a partner
- Check answers as a class and write them on the board Give
- Take note in the notebooks if necessary
- Answer the questions from T Correct answers:
4 „record-breaking‟ this Christmas unforgettable
Engaging students with interactive games based on textbook activities enhances their comprehension and equips them with essential reading skills By organizing these tasks into enjoyable formats, teachers can foster a more motivating and interesting learning environment, ultimately improving student feedback and participation.
- Tell Ss that the activity focuses on reading for specific information and that Ss cannot write more than three words in each blank
- Ask Ss to read the passage gain and fill in the blanks
Remind sts to pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed
- Have Ss write their answer individually and check with their partner
- Check answers as a class & provide feedback
- Put Ss in pairs and ask them to discuss the questions freely:
- Ask one or two pairs to report the discussion results to the class
- Work in pairs and do the task
- Make a presentation before the class
This activity is suitable when motivating their inspiration and speaking skill
- Summarize the content of the lesson
- Ask students to prepare for the next lesson
- Be ready for the next lesson
The classroom atmosphere is generally positive, with most students actively engaged and showing a strong interest in the lessons However, a few students remain disengaged, displaying passivity in sharing their opinions and contributing to class discussions.
Teacher is active and careful when taking care of almost students
The time for each task is reasonable
Teacher completely follows reading tasks in the course book
Teacher should take more time to summarize the lesson and give students thoroughly direction for their study at home
Teacher‟s name: Ms Ha Date & time of observation: 1h30-2h15 Lesson Topic: Reading – Unit 5 – Tieng Anh 11 Thi Diem
No of students: 30 Full note of teacher‟s and students‟ activities:
Time Teacher’s activities Students’ activities Comments Warm- up
- Show a video having the flags of countries in the textbook
- Ask Ss to work in group of three and guess the countries having the flags in the video in 1.5 minutes
- The first pair to give the correct answers is the winner
+ How much do you know about this organization?
Singapore, 6 Malaysia , 7 Myanmar, 8 The Philippines, 9
- This activity gets Ss into the topic and helps them guess the topic of reading passage
- Elicit vocabulary using explanations and examples
- Let Ss repeat the new words in chorus, then individually
- Check Ss‟ vocabulary using the technique Rub out and
- Note down Some new words:
+ Bloc [blɔk] : (chính trị) khối
+ motto ['mɔtouz] (n) : khẩu hiê ̣u ; phương
This activity helps Ss to understand more about the text
+ integrate : hoà nhập, hội nhập
- Ask Ss to skim the text in 3 minutes silently, and then answer the questions
- Have Ss work individually, and then compare their answers with a partner
- Ask Ss to read their answers out loud to make sure they have watched them correctly
- Ask Ss to read the text again in 2 minutes in pairs, and then underline the key words in the task of the textbook
- Ask them to answer the questions by playing the game
“The legend game” in groups of four
- The group has more points, is winner
- Read the text again, work in pairs and groups
- Take note into the notebook
This activity is quite difficult with the levels of students Teacher should redesign it into another kind of task
This task is good to motivate Ss in the lesson
Laos and Myanmar joined the bloc in 1997 and Cambodia joined 2 years later
3 It has a land area of 4.46 million km 2 and a population of about
(ASEAN would rank as the 8 th largest economy in the world if it were a single country
4 They are Indonesia, Thailand, Malaysia, Singapore, the Philippines and Viet Nam
5 It is “ One vision, One identity, One Community”
6 They are respect for the member state‟s independence and non- interference in their internal affairs
7 It organizes different projects and activities, including educational awards, and various cultural and sport activities
- Arrange Ss into groups and set a time limit
- Walk around to monitor the class and offer help if necessary
- Allow enough time for one or two groups to demonstrate the activity in front of the class
- Present in front of the class
This activity is good for students to understand the topic again and practice speaking skills
The classroom atmosphere is generally positive, with most students actively engaged and showing a strong interest in the lessons However, some students struggle to concentrate and tend to be passive when it comes to sharing their viewpoints or ideas, often due to excessive reliance on group work.
Teacher is good to apply tasks into game in order to create motivation for learners
The time for each task is reasonable, but teacher doesn‟t have enough time to complete all of the tasks in the textbook
Appendix 5: Reading tests Reading pre-test
Time allowance: 30mins Full name:
I Read the following passage, then choose the correct option A, B, C, or D for each blank:
Many people avoid walking under ladders and believe that black cats bring bad luck, reflecting their superstitious nature Some individuals carry lucky charms, like a rabbit's foot, due to the belief that rabbits are lucky because they are born with their eyes open Superstitions originated from a time when people lacked scientific knowledge, leading them to create rituals to cope with unexplainable events These beliefs have been passed down through generations, and some, like the omission of the 13th floor in buildings, persist today despite ongoing debates about the luck associated with the number 13.
Superstitious individuals often believe they can ward off bad luck through rituals, such as "knocking on wood" to prevent jinxing themselves For instance, if someone claims, "I've never broken a limb," they quickly seek out a table to knock on, fearing that failing to do so might invite misfortune, like a broken leg in the near future.
II Read the following passage and choose the correct answer to fill in the blanks
Janet got married to Pedro last Saturday, and we went to the wedding, which (6)
In a charming countryside church, Janet, the bride, dazzled in a stunning white silk dress with a long train, carried by her young niece As she walked down the aisle with her father, the groom awaited her at the altar After exchanging vows, they returned together, marking the beginning of their new life Guests then gathered outside for photos before heading to a nearby hotel for a delightful meal During the reception, the best man, Pedro's oldest friend, shared heartwarming stories about their friendship, their early dating days, and the proposal Later that evening, the couple embarked on their honeymoon in beautiful Bali.
7 A bridesmaid B guest C best man D groom
III Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions
The United States, known for its diverse cultural races, showcases a wide variety of wedding styles, yet many weddings still adhere to traditional customs One enduring tradition, originating in the nineteenth century, dictates that a bride should carry "something old, something new, something borrowed, and something blue" on her wedding day Each of these items holds special significance, symbolizing various aspects of love and commitment for the bride on this important occasion.
When a bride wears "something old", it reminds her of her family and the past Thus, some brides may wear their mother‟s wedding dress or a piece of her jewelry
The tradition of "something new" that a bride wears symbolizes good luck and hope for a joyful future with her husband, often represented by new shoes or a wedding dress "Something borrowed" reflects the support from friends and family, typically exemplified by items like a married friend's bridal veil or handkerchief Meanwhile, "something blue" signifies trust and faith between the couple, with modern brides creatively incorporating blue elements such as painted fingernails, though the classic blue garter remains a favorite Despite rapid changes in society, many women in the USA continue to uphold these wedding day rituals.
11 What might the bride wear to remind her of her family and the past?
A her mother‟s wedding dress B A pair of new shoes
12 Which item symbolizes good luck and hope for a happy future?
13 When the bride wears something borrowed, what does it symbolize?
B Her wish for a better future
C Support from her family and friends
D The trust and faith between the bride and groom
14 Why do some brides have their fingernails painted blue?
A To show the importance of something blue they wear
B Because so many brides paint their fingernails a blue color
C To show how creative some brides are
D To explain why some brides don‟t wear blue garters
15 The word dated back in paragraph 1 is closet in meaning to
A grew well B began C changed D varied
IV Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions
These days, most people in Britain and the US do not wear very formal clothes But sometimes it is important to wear the right thing
Many British people don‟t think about clothes very much They just like to be comfortable When they go out to enjoy themselves, they can wear almost anything
When attending theatres, cinemas, and concerts, you have the freedom to choose your attire, ranging from elegant suits and dresses to casual jeans and sweaters The key is to ensure you look clean and tidy, as any outfit is acceptable as long as it meets this standard.
In both Britain and the US, office attire for men typically includes suits and ties, while women often opt for dresses or skirts instead of trousers Professions such as doctors, lawyers, and business people are expected to wear formal clothing Additionally, certain hotels and restaurants require men to wear ties and women to don smart dresses.
Americans tend to be more relaxed than the British, yet they are generally more attentive to their attire Whether at home or on vacation, most Americans prefer casual or sporty clothing However, when dining out in the evening, they aim for an elegant appearance In upscale hotels and restaurants, men are expected to wear jackets and ties, while women typically don stylish outfits and sophisticated hairstyles.
Determining appropriate attire for informal or formal occasions in Britain and the US can be challenging due to individual differences To ensure you dress suitably, observe the clothing choices of those around you; mimicking their style can help you feel more at ease and less out of place.
16 Many British people wear freely when they
A spend their spare time B meet their friends
17 Who DOESN’T usually wear suits and ties?
18 If you visit an American friend at home in the evening, you may find that your friend wears _
A pretty clothes B dirty clothes C informal clothes D formal clothes
19 If you are in a foreign country, the best way the writer suggests to you is to wear
A as people there do B your native clothes C pretty clothes D strange clothes
20 The word elegant in the passage means
C something is carefully decorated D attractive and designed well
V Read the passage and decide whether the following statements are True (T), False (F) or Not Given (NG)