Teachers’ perceptions of task based language teaching for young learners at amslink english center

25 Trang 7 LIST OF ABBREVIATION TBLT Task-based language teaching L2 Second languageCLT Communicative language teaching Trang 8 LIST OF TABLESTable Page Table 3.1: Participants’ info

INTRODUCTION

Problem statement and rationale for the study

English is one of the most widely spoken languages globally, and its popularity has surged due to globalization, impacting both developed and developing nations, including the least developed Mastering English is essential for success in various life aspects, providing access to elite opportunities and advancements in culture, education, science, and technology Consequently, learning English has become increasingly important across all continents, with more individuals recognizing its effectiveness and the promise of a secure future.

Vietnam is experiencing a notable shift towards the study and development of English, similar to trends in other countries English education is expanding beyond traditional schools, with numerous English centers emerging to meet the growing demand Additionally, the effectiveness of various teaching methods for English instruction is a topic of concern.

The evolution of language teaching methods, from grammatical translation to more communicative approaches, has significantly shaped the profession over recent decades A key strategy in English language instruction is task-based language teaching (TBLT), which emphasizes completing learning tasks over mastering language forms, as noted by Skehan (1998) TBLT promotes organic language acquisition through various tasks, enhancing student motivation Additionally, the shift from teacher-centered to learner-centered approaches highlights the importance of addressing learners' needs and abilities for real-life language use (Richards & Rodgers, 2001).

However, the success or failure of the TBLT approach is dependent on a variety of circumstances One of the keys to properly applying this strategy is teachers As a

This study aims to investigate teachers' understanding of teaching techniques and their varying perspectives on English teaching approaches Its findings seek to offer valuable insights for English teachers and enhance their comprehension of Task-Based Language Teaching (TBLT).

Aims and objectives of the study

This study aims to evaluate teachers' perspectives on Task-Based Language Teaching (TBLT) in the context of teaching English to young learners The research focuses on three key objectives: first, to assess teachers' understanding of TBLT; second, to explore teachers' views on the positive aspects of TBLT for young learners; and third, to identify the challenges teachers face when implementing TBLT in their classrooms.

Based on these purposes, the study will suggest appropriate solutions when applying TBLT in teaching English.

Research questions

This study aims to explore three key questions: first, the extent of teachers' understanding of task-based language teaching (TBLT); second, the perceived benefits of TBLT for young learners; and third, the challenges faced by teachers in implementing TBLT for this age group.

Significance of the study

Task-Based Language Teaching (TBLT) is an instructional approach that emphasizes task division, allowing students to engage in the target language while leveraging their personal experiences to fulfill assigned tasks Although the advantages and challenges of TBLT have been widely studied, there is a lack of research on teachers' perspectives regarding its application for young learners, particularly in Vietnam and English language centers This research project aims to address this gap.

To enhance the effectiveness of Task-Based Language Teaching (TBLT), teachers must implement appropriate adjustments to improve teaching quality, particularly for young learners The insights gained from this study will serve as valuable resources for curriculum developers, enabling them to select suitable topics, schedules, and content while organizing the curriculum effectively Furthermore, this research will contribute to future investigations into the perceptions and impacts of TBLT on education, broadening the scope of understanding in this field.

Scope of the study

The study examined teachers' understanding of Task-Based Language Teaching (TBLT) and their perspectives on its benefits and challenges for both learners and instructors in teaching English to young learners Conducted at the Amslink English Center, the research involved 87 teachers across ten sites, utilizing a questionnaire for data collection over the span of one week.

Methods of the study

This study utilized an online questionnaire survey conducted in Vietnamese to assess English teachers' understanding of Task-Based Language Teaching (TBLT) and their perceptions of its effectiveness and challenges for young learners The survey, administered via Google Forms, was distributed to all English teachers across ten campuses of Amslink English Center Comprising three sections and a total of 42 questions, the collected data will be analyzed to generate the study's findings.

List of key terms

The Task-based Language Teaching Approach (TBLT) emphasizes the importance of task division in language learning This method encourages students to engage in communication with peers using the target language while drawing on their personal experiences to complete assigned tasks.

 Young learners: are learners between the ages of 6 and 12

 Student-centered: refer to ways of teaching and treating student in which the student's needs and wishes are the most important thing.

Organization

The research is divided into five sections, which are as follows:

 Chapter 1: Introduction This chapter offers an overview of the study and its objectives

 Chapter 2: Literature review This chapter defines task and TBLT and analyzes past studies on teachers' understanding of TBLT and teachers' perspectives on the approach

 Chapter 3: Methodology This chapter goes into further detail on the approach and research procedure utilized to acquire data

 Chapter 4: Findins and discussion This chapter summarizes the study findings, conducts a debate based on the findings, and recommends solutions to the difficulties raised earlier

 Chapter 6: Conclusion This chapter investigates the wide implications of recent research discoveries There are limitations in the study design and suggestions for future research.

LITERATURE REVIEW

Task definitions

The term "task" has various definitions in literature, originally derived from the word "tasque," which referred to a duty or piece of work assigned as a responsibility This term traces back to the Latin "taxare," meaning to evaluate or appraise, suggesting that tasks can be externally imposed and potentially burdensome Long (1985) further elaborates on the concept, defining a task as any piece of work undertaken for oneself or others, whether freely or for a reward, encompassing the myriad activities people engage in daily, both professionally and recreationally.

A task is defined as a job obligation or duty assigned to an individual, such as an administrative assistant organizing the supervisor's appointments For personnel and training purposes, jobs can undergo "task analysis" to better understand their components (Smith, 1971) This comprehensive view of a task highlights that it is often imposed externally on the individual.

Many L2 textbooks incorporate tasks and exercises for students, often viewing these activities as tasks without a specific focus on outcomes Currently, tasks are recognized as outcome-oriented instructional segments or behavioral frameworks in L2 teaching and learning While the notion of tasks being imposed on learners persists, the negative connotation of them being burdensome or demanding has diminished.

Language task

A language task is a structured activity aimed at real-world communication, such as simulating the process of opening an English bank account According to Breen (1987), it involves a clear objective, relevant content, a defined procedure, and various potential outcomes Breen emphasized that these tasks can be seen as diverse work plans designed to enhance language learning.

Language teaching materials can be viewed as collections of tasks designed to enhance learning (Breen, 1987) According to Prabhu (1987), a task is an activity that prompts learners to process information and reach a specific outcome while allowing teachers to guide this process This highlights the structured nature of tasks, which direct learners toward achieving objectives through specific methods provided by instructors Additionally, Willis (1996) defines a task as an activity where learners utilize the target language to meet a communicative goal, emphasizing the importance of understanding meaning to successfully complete the task.

Ellis (2003) distinguishes between "language tasks" and "exercises" in Task-Based Language Teaching (TBLT) Language tasks focus on meaning-driven language use, while exercises prioritize form-focused accuracy The primary difference lies in the emphasis on linguistic form in exercises, compared to the necessity for accurate language that aligns with real communication in tasks (Nunan, 2004) Tasks can encompass various language skills and cognitive processes, including categorizing, ordering, reasoning, and assessing information (Ellis, 2003).

Tasks in language learning should originate from the learners themselves rather than being imposed externally Branden (2006) defines a task as an activity that engages learners in meaningful language use to achieve specific objectives Assignments must match the complexity and difficulty to the students' skill levels In an English for Specific Purposes (ESP) context, the primary aim of tasks should be to meet learners' communication needs in real-world or workplace scenarios Additionally, tasks should incorporate authentic content from written or spoken sources while maintaining their level of difficulty.

Skehan (2003) describes a task as an activity in which meaning is primary, there is a problem to solve, there is a relationship to the real world, and where there is an

Richards and Rodgers (2001) highlight the importance of assessing objectives through tangible outcomes, exemplified by a classroom activity where students read a bus timetable to determine the best route to a destination This approach replaces traditional classroom methods with real-life scenarios, enabling students to tackle practical challenges By simulating situations like job interviews or phone contract negotiations, learners can effectively utilize their language skills to meet communication needs It is essential for instructors to guide and prepare students for these tasks, fostering an environment where they can practice and learn the language in context with the teacher's support.

Task-based language teaching (TBLT)

Task-based language teaching (TBLT) emerged in the 1980s, primarily to teach English in various Asian countries, including Korea, Japan, China, Malaysia, Thailand, Bangladesh, and Vietnam In 1987, Prabhu introduced TBLT to Indian classrooms, emphasizing that concentrating on specific tasks enhances learning speed Recently, there has been a growing interest among scholars and educators in TBLT and its role in second language acquisition, as noted by Richards and Rodgers (2001), highlighting the effectiveness of the task-based approach.

The task-based approach is widely recognized as an effective method in language acquisition, helping students bridge learning gaps (Ellis, 2003) Willis & Willis (2007) support this approach as a beneficial choice for language educators Farahani and Nejad (2009, p.27) emphasize that task-based language teaching allows learners to engage in activities that enhance their knowledge and skills in a second language, aligning with their natural learning mechanisms In this teaching style, the instructor does not dictate the topics, allowing for a more student-centered learning experience.

8 are completed after the learning task has been accomplished, and the linguistic content is determined by the student while doing the activity

The primary aim of Task-Based Language Teaching (TBLT) is to immerse language learners in authentic language use through interactive activities with peers Effective language training occurs when learners use the language to convey meaning and communicate messages relevant to real-world contexts (Nunan, 1989) Therefore, it is essential to design and implement projects that require functional skills, contextual understanding, and cohesive language abilities similar to those needed for genuine conversations in everyday situations.

Task-Based Language Teaching (TBLT) shifts the focus from teaching outcomes to the learning processes, emphasizing the actions learners must take for effective learning (Ellis, 2003) This approach enables students to acquire new language information while organizing their existing knowledge Teachers are not confined to predetermined language forms; instead, the lesson centers on how tasks are performed, allowing the language used to emerge naturally (Frost, 2004) Kumaravadivelu (1993; quoted in Ellis, 2006) highlights that methodology is crucial in TBLT, as it encourages students to forge their own learning paths However, implementing a task-based curriculum requires teachers to make content decisions regarding the tasks included in the syllabus and the teaching methods employed TBLT also empowers non-native language learners, fostering their confidence to use the language actively during tasks without fear of making mistakes (Motlagh, Sharif Jafari).

&Yazdani, 2014) Indeed, TBLT is intended to motivate language learners to enhance their language skills by completing relevant activities

Task-based learning (TBL) is widely recognized by educators as a motivating and empowering approach that fosters learner autonomy in language acquisition By presenting language learning in a more natural context, TBL can enhance the effectiveness of language instruction This method emphasizes the importance of clear communication goals, necessitating active engagement and comprehensive input to improve language skills.

Task-Based Language Teaching (TBLT) offers significant advantages for language learning, as highlighted by Nunan (2004), who emphasizes that children acquire language through interactive communication while engaging in meaningful tasks TBLT effectively addresses students' needs and interests, fostering language acquisition and developing essential skills for real-world activities Ellis (2003b) further supports these benefits, noting that students engage with elective language in tasks, allowing them to prioritize the message's meaning over specific language forms This approach encourages learners to utilize their existing language skills rather than focusing on isolated language elements, promoting a more natural and effective learning process.

Task-Based Language Teaching (TBLT) offers significant advantages, primarily through its emphasis on language freedom As an evolution of Communicative Language Teaching (CLT), TBLT effectively balances form and communication, making it more effective than narrower approaches (Larsen-Freeman & Anderson, 2011) According to Ellis (2003a), TBLT's adaptability allows it to fit various curricula and teaching environments Additionally, it can serve as a supplementary tool for individual activities or as the foundation for a comprehensive program This method proves successful in teaching grammar, pronunciation, and vocabulary (Willis, 1996; Willis & Willis).

Task-based language education (TBLT) is a student-centered instructional approach that aligns with how students naturally use language outside the classroom (Van den Branden, 2012) Unlike traditional methods, which can feel unnatural to students as they focus on language practice rather than individual needs, TBLT responds to student demands and emphasizes language exploration during activities (Larsen-Freeman & Anderson, 2011) The lessons are shaped by student requirements, allowing for personalized learning experiences that consider their feedback (Hyland, 2006) This approach fosters a positive learning environment, enhancing motivation and boosting students' self-confidence (Van den Branden, 2012).

Research on Task-Based Language Teaching (TBLT) indicates a tendency for students to use minimal language necessary for task completion, leading to brief and simplistic verbal interactions (Seedhouse, 1999) This approach is believed to enhance fluency but may compromise accuracy and vocabulary development (Skehan, 1996) Additionally, Careless (2004) observed that students often employed strategies to expedite task completion, resorting to shortcuts in their language use and lacking full engagement in the learning process He emphasizes the need for task design that encourages meaningful interaction and the use of the target language, as students may perceive some tasks as not requiring such engagement (Careless, 2004).

Task-Based Language Teaching (TBLT) faces challenges in diverse educational settings, as noted by Ellis (2009) While TBLT is beneficial for students willing to embrace risk in their learning process (Hyland, 2006), it may not resonate with those accustomed to conventional teaching methods Mann (2006) emphasizes the importance of direct grammar instruction and a structured curriculum in traditional learning environments.

Misconceptions about Task-Based Language Teaching (TBLT) are prevalent in the literature, leading to confusion among instructors regarding task definitions and the activities they encompass This ambiguity may contribute to teachers' skepticism about TBLT and its effectiveness in enhancing students' language skills.

Evaluation in Task-Based Language Teaching (TBLT) presents challenges, as tasks used in L2 proficiency assessments are primarily communicative activities rather than objective language tasks (Pica, 2008) This can create confusion for teachers regarding how to effectively evaluate students, especially when task performance involves language and communication demands beyond the assignment's scope Norris et al (1998) highlight that judging task outcomes often requires qualified evaluators, reinforcing the need for tasks to be authentic and purposeful A significant concern is that language teachers may lack confidence in assessing subject-specific assignments, as they do not view themselves as experts in the fields their students will pursue after English for Academic Purposes (EAP).

Framework of task-based language teaching

Nunan (2004) differentiates between pedagogical tasks, which are communication activities conducted in the classroom to achieve specific goals, and real-life tasks that require active communication outside the classroom, such as booking plane tickets, applying for jobs, and making new acquaintances The main aim of these pedagogical assignments is to practice skills applicable to real-world scenarios According to Ellis (2009), the ultimate objective of a task is not only to facilitate communication but also to achieve meaningful outcomes and purposes, emphasizing the importance of pragmatic meaning.

Nunan (2004) devised the TBLT framework, which is seen in Figure 1

Linguists Gorp and Bogaert (2006) have created task-based models that highlight the essential stages of completing a learning activity Their work emphasizes the importance of teachers excelling in three key actions during task performance: introducing the assignment, supporting students in job completion, and ensuring the mission is successfully completed.

According to J Willis (1996), tasks can serve as a crucial element in a three-part framework consisting of "pre-task," "duty cycle," and "language focus." This framework is designed to create optimal conditions for language acquisition, offering diverse learning opportunities tailored to meet the needs of various learners.

Rod Ellis later developed a modified version of the paradigm and built a new framework in 2003 His model also includes three stages: pre-task, during-task, and post- task:

• Pre-task: The teacher will present pupils with the knowledge they need to complete the activity Vocabulary, Grammar, and Sentence Patterns are examples of knowledge

The teacher will assign a task and guide students on its execution Students will then be divided into small groups, allowing them to freely discuss their ideas After the discussions, each group will present their findings to the class.

• Post-task: The teacher will remark on each group's work and restate the major points of the session

Ellis (2003) outlines a clear three-phase paradigm for language learning The initial phase focuses on raising awareness, followed by a second phase where issues are regulated The final phase emphasizes communication activities, allowing students to reflect on their learning This approach promotes deeper student engagement (Ellis, 2013) and highlights the importance of communication, which was often missing in earlier frameworks Furthermore, Ellis' model aligns with the principles of Task-Based Language Teaching (TBLT), emphasizing a learner-centered approach (Richards, 2013).

Ellis' framework serves as an effective tool for diagnosing Task-Based Language Teaching (TBLT) and offers a practical pedagogical model for educators It allows learners to engage in various activities both individually and in groups across different target languages The framework emphasizes the teacher's role in guiding students and helping them identify and correct errors in the target language Its convenience and ease of implementation align well with communicative teaching methods, integrating seamlessly with existing pedagogical approaches, competence mapping, and assessment Additionally, Ellis' framework provides valuable insights into the essential components of TBLT, making it applicable for teaching English to young learners at the Amslink center in Vietnam.

The role of teachers and learners in TBLT

Unlike conventional English language teaching methods such as grammar translate method, the roles of teachers and learners are very different in TBLT

In Task-Based Language Teaching (TBLT), teachers play a crucial role as task selectors and sequencers, preparing students for various tasks (Richards & Rodgers, 2001) They are encouraged to employ cognitive strategies, utilizing diverse form-focused techniques such as pre-task activities, text exploration, and guided exposure to similar tasks (Ellis, 2003) Additionally, teachers facilitate risk-taking and support students in evaluating their performance and progress during activities TBLT is characterized as "learner-oriented education," aiming to enhance learners' communicative competence through interactive activities (Van den Branden et al., 2009) The focus on meaning through task performance is emphasized by Ellis and Shintani (2013) Consequently, educators must transition from traditional roles as controllers and knowledge providers to facilitators (Nguyen et al., 2021; Gatbonton & Segalowitz, 2005) According to Van den Branden (2016), teachers should embrace three essential roles: mediator, change agent, and researcher.

In Task-Based Language Teaching (TBLT), learners are expected to adopt the roles of team members, supervisors, and risk-takers during learning activities (Richards & Rodgers, 2001) They must actively engage in communication by collaborating and interacting with peers while utilizing their prior knowledge of the target language to complete assigned tasks This approach positions learners as active participants rather than passive recipients, enabling them to generate language even when they lack the necessary linguistic resources (Van den Branden, 2006) Additionally, TBLT effectively draws upon learners' existing knowledge (Long, 2015) and fosters their ability to make educated guesses.

15 linguistic and contextual cues, which necessitates explanation and referencing Talk to other students (Richards & Rodgers, 2001).

Previous studies on teachers’ perceptions of TBLT

In 2006, Jeon and Hahn conducted a study with 228 English teachers from 38 Korean high schools, revealing that the task-based language teaching (TBLT) approach fosters student engagement and teamwork Over half of the educators preferred TBLT, citing its ability to enhance classroom dynamics and motivate students The study indicated that 70.1% of teachers found TBLT suitable for small groups, while 67.5% believed it improved interpersonal skills, and 45.7% noted it encouraged intrinsic motivation However, only 39.3% supported collaborative learning environments, and a mere 11.1% agreed on other benefits Despite a solid understanding of TBLT, many teachers expressed reluctance to implement it due to concerns over language proficiency and reliance on traditional methods Jeon and Hahn recommended that Korean teacher training programs incorporate both the advantages and challenges of TBLT to better prepare educators Additionally, Jones (2006) highlighted that teachers often perceive the task support required as burdensome, leading to hesitance in adopting TBLT.

16 pedagogical worth and establish a positive attitude toward TBLT as an educational technique

Careless (2007) conducted interviews with 11 secondary school teachers and 10 teacher educators in Hong Kong to explore the implementation of task-based teaching (TBLT) in secondary schools The findings reveal that while educators recognize the benefits of TBLT, they struggle to apply it effectively in their classrooms The study highlights the importance of aligning methodological concepts with the realities of classroom dynamics In Hong Kong, where the concept of 'task' is often simplified, TBLT emerges as a promising alternative Key characteristics of a situational task-based approach include grammar instruction during pre-task phases, task-oriented PPP methods, exam-related activities, and diverse task types beyond speaking However, factors such as large class sizes, a competitive testing environment, and insufficient instructional skills hinder the adoption of TBLT Careless advocates for a tailored approach to TBLT in the Hong Kong context, suggesting that a modified version of the method may be more effective for school settings, and underscores the necessity for context-sensitive English Language Teaching (ELT) strategies.

McDonough and Chaikitmongkol (2007) conducted interviews with EFL teachers at a Thai university, revealing that professors became increasingly positive about the course over time, particularly regarding student freedom, course content, and real-world applicability Their research on instructor and student responses to a task-based development course indicated that by the semester's end, neither teachers nor students expressed dissatisfaction with the grammar instruction provided in the course (p.118).

Teachers have observed that students are acquiring transferable study skills applicable across various subjects (McDonough & Chaikitmongkol, 2007) This research reinforces earlier findings that both EFL educators and learners need support in transitioning from conventional L2 teaching methods to task-based language instruction (e.g., Mok-Cheung).

In 2001, while many teachers expressed enthusiasm for Task-Based Language Teaching (TBLT), they also voiced concerns regarding certain elements of this approach Specifically, teachers were apprehensive about the adequacy and focus of grammar instruction, as well as the volume of content required to be covered in the task-based curriculum.

Xiongyong and Moses (2011) explored EFL instructors' perspectives on Task-Based Language Teaching (TBLT) and its impact on classroom activities in secondary schools in China, aiming to identify challenges and opportunities for TBLT implementation The study revealed that most instructors held a positive view of TBLT, being familiar with its principles However, despite their understanding and appreciation of TBLT as an effective teaching method, they faced challenges in fully implementing it, citing issues such as large class sizes and difficulties in evaluating student task-based performance.

A survey conducted by Douglas and Kim (2014) involving 42 TESL Canada members explored teachers' perceptions and performance regarding Task-Based Language Teaching (TBLT) in the context of English for academic purposes The findings revealed that 69% of participants utilized TBLT in at least half of their courses, with 86% aligning their practices with the principles of English for academic purposes The results highlight the key advantages of TBLT, including its practicality, effectiveness, and focus on learner-centered approaches However, challenges such as unrealistic student expectations, limited classroom time, and the need for extensive teacher preparation were also identified as significant constraints to its implementation.

In the context of Vietnam, various scholars have investigated teachers' perceptions of Task-Based Language Teaching (TBLT) Notably, Barnard and Nguyen (2010) conducted a study focusing on the views of Vietnamese EFL teachers regarding task-based language pedagogy.

A narrative framework explored the attitudes of 23 high school teachers regarding their recent experiences with Task-Based Language Teaching (TBLT) The findings indicated that while most participants grasped TBLT concepts and made efforts to incorporate them into their teaching, they lacked sufficient training for effective implementation According to Barnard and Nguyen (2010), these educators are struggling to execute an ambitious curriculum for which they have not received adequate preparation.

Adjustments are essential for Task-Based Language Teaching (TBLT) to be effective in the East Asian context, as highlighted by 2007 The author identifies five key challenges: managing classroom dynamics, the tendency to avoid using English, insufficient language proficiency requirements, conflicts with public assessment standards, and clashes with established educational principles and traditions.

A study by Pham and Nguyen (2018) explored university lecturers' attitudes towards task-based language teaching (TBLT) and its classroom implementation, utilizing questionnaires and interviews with 68 participants The results indicated that instructors had positive perceptions of TBLT, largely due to their strong understanding of the approach, although the reasons for its adoption showed minimal variation This research supports the findings of Nunan (2004) and Richards and Rogers (2014), who assert that TBLT effectively enhances student fluency and allows instructors to engage in diverse teaching tasks.

The strength of these studies lies in the use of questionnaires and interviews, often in combination, which enhances both ease of data collection and the depth of information gathered Additionally, interviews enable respondents to articulate their thoughts more fully and naturally.

Recent studies highlight that most survey participants view Task-Based Language Teaching (TBLT) positively, as they believe it fosters learner autonomy and meets real-world learning needs Additionally, they assert that task-based learning enhances learners' communication skills and interpersonal relationships.

19 abilities Some teachers use task-based techniques because group work is beneficial or because students are motivated

Many teachers expressed skepticism about the viability of task-based language teaching (TBLT), criticizing the course material for its lack of explicit grammar instruction while appreciating its focus on learning techniques and task performance Instructors voiced concerns over their own limited linguistic proficiency and knowledge of TBLT concepts, which hindered their application in large classrooms They highlighted challenges such as managing disciplinary issues during task-based activities, time management, and grading students on a scale of one to ten Additionally, teachers emphasized the need for tailored activities and resources to effectively personalize education, while also worrying about the volume of content and activities allocated for each class.

In Vietnam, research on the perspectives of Task-Based Language Teaching (TBLT) teachers is limited, yet participants consistently highlight both the advantages and challenges of this approach Despite its potential, TBLT has not been extensively studied at the primary level for young learners, especially in the context of foreign language education in Vietnam and globally, with a particular focus on English language teaching.

METHODOLOGY

Participants and participant selection method

Other (Have 2 or more qualifications above) 21 24.1

(Source: Analysis results from SPSS ver 22.0)

This study was conducted at Amslink English Center, which operates ten campuses in Vietnam, involving 87 English instructors teaching grades 1 to 5 as a foreign language The sample consisted of 60 female (69%) and 27 male (31%) teachers, all with varying experience levels ranging from one to twenty years; notably, 72.4% had less than five years of experience The majority (71.3%) held bachelor's degrees, while 25.3% had master's degrees and 3.4% held doctorates Common certifications among the instructors included TKT (18.4%), CELTA (11.5%), and TESOL (17.2%), along with TEFL, DELTA, TOEIC, TESL, and IELTS All participants identified Task-Based Language Teaching (TBLT) as a preferred teaching strategy, with usage reported as infrequent (23%), occasional (44.8%), and often (32.2%) Prior to the study, informed consent was obtained, ensuring participants were aware of their rights, the study's purpose, and the confidentiality of their responses, with the option to withdraw at any time.

Data collection method

The main approach used to collect data is a survey questionnaire

According to Emmanuel M Ikart (2019), utilizing a questionnaire is an effective method for identifying potential issues for respondents or interviewers before conducting research Expert judgment highlights that questionnaires are commonly employed in data collection and serve as a crucial link between the questioner and the respondent However, the challenge lies in ensuring that the questionnaire is both precise and comprehensive Numerous researchers have emphasized the significance of questionnaires in behavioral and social science research (DeVellis, 2012; Hinkin, 1995; Spector, 1992).

The study's questionnaire, designed following Dornyei's (2007) guidelines, consists of three sections with a total of 42 questions The first section gathers demographic information from participants, including gender, age, teaching experience, and qualifications, using multiple choice and checkbox formats The second section explores teachers' perceptions of language tasks and Task-Based Language Teaching (TBLT) through 10 Likert-scale items, focusing on their understanding of language tasks and TBLT principles The third section, also utilizing the Likert scale, assesses teachers' views on TBLT's benefits and challenges for young learners, divided into two clusters The questionnaire was adapted from Jeon and Hahn's (2006) work, with additional questions included to enhance the investigation of teachers' impressions of TBLT.

Task-Based Language Teaching (TBLT) offers learners ample opportunities to engage in collaborative tasks, but challenges arise for young learners Specifically, they often struggle with teamwork during TBLT activities, face difficulties in maintaining motivation, and have trouble managing their time effectively These insights highlight the need for tailored strategies to support young learners in overcoming these obstacles.

A survey conducted with 87 English instructors from Amslink English Center gathered data in Vietnamese, enhancing reliability and ease of access for researchers Utilizing a Google template for the questionnaires, which were pilot tested before distribution, instructors completed the forms within 5 to 7 minutes This method allowed for efficient data collection without the need for physical visits to each institution The use of quantitative approaches, including a Likert scale with five response options and multiple-choice questions, facilitated the gathering of objective data This scale not only simplifies the selection process for participants but also improves research accuracy by capturing a range of perspectives, allowing respondents to express agreement, disagreement, or neutrality on various issues.

Data collection procedure

In order to acquire the data for this study, there were four steps: designing the questionnaire, conducting the experiment, distributing the survey using Google Forms, and collecting the results

The initial stage involved designing a questionnaire that comprised two sections: one focused on teachers' understanding of language tasks and Task-Based Language Teaching (TBLT), and the other on their evaluations of the effectiveness and challenges of implementing TBLT for young learners.

Ten instructors at the Amslink English Center participated in a randomized survey to share their insights and feedback Their valuable suggestions were utilized to enhance and refine the survey, ensuring the creation of an optimized questionnaire.

The completed questionnaire was distributed to 87 English instructors in the third stage, with an assessment of its reliability It collected demographic data and opinions on Task-Based Language Teaching (TBLT) through a Likert scale format Prior to the study, participants were informed about its objectives, and their confidentiality and voluntary participation were emphasized.

On a specified date, the Google form was finalized, marking the beginning of data analysis Utilizing a Google form for data collection enhanced efficiency and objectivity, eliminating the necessity for researchers to visit each institution The quantitative data obtained through survey questions provided a more objective basis for analysis.

Overall, this data collection procedure was designed to ensure the collection of reliable and valid data, while also maintaining ethical standards in research.

Data analysis method

In this study, the researchers utilized the Statistical Package for the Social Sciences (SPSS) version 22.0 for data analysis due to its user-friendly interface and high precision After collecting sufficient raw data, it was entered into the SPSS program for further examination The researchers then analyzed the data to derive meaningful findings related to the study's topics.

The analysis results will reveal the value range of the variable, highlighting both the minimum and maximum values This information is crucial for evaluating whether the range aligns with the study's objectives Additionally, the mean provides insight into how the average of the variable relates to its minimum and maximum values.

Data analysis procedure

After collecting responses, the completed questionnaires were reviewed for survey data, resulting in a total of 87 recorded votes The study team, along with instructors skilled in data management, manually entered the data from each questionnaire into SPSS software version 22.0 for analysis, following the established coding scheme.

The encoding process in a questionnaire requires formulating questions about specific abbreviations that represent predefined categories It is essential for the data input procedure to establish a coding framework that is comprehensive, consistent, and mutually exclusive For instance, on a Likert scale, the encoding might be defined as follows: strongly agree = 1, agree = 2, neutral = 3, disagree = 4, and strongly disagree = 5.

Teachers' perspectives on TBLT for young learners were divided into four categories:

- Group 1: Perspectives of teachers on the benefits of TBLT for young learners, denoted PUS1–PUS7

- Group 2: Teachers' perspectives on the benefits of TBLT for teachers classified from PUT 1 to PUT 6

- Group 3: Teachers' viewpoint on the TBLT challenge for young learners, with 6 variables labeled from TS1 to TS6

- Group 4: Teachers' perspectives on the TBLT challenge for teachers, including 7 variables labeled from TT1 to TT7

During the data cleaning process, errors that occur during data collection, coding, and input are addressed and eliminated Any incomplete information, such as missing survey codes or unsubmitted surveys, will result in the destruction of the affected forms The validated data will subsequently be entered into SPSS for analysis preparation.

FINDINGS AND DISCUSSIONS

Findings

This section outlines the study's findings on teachers' perceptions of Task-Based Language Teaching (TBLT), highlighting both its benefits and challenges The results indicate that all teachers possess a positive understanding of TBLT, reflecting their high level of familiarity with this teaching method However, they acknowledge that despite the advantages TBLT offers, numerous challenges remain for both students and teachers in effectively implementing and utilizing this approach.

4.1.1 Scale evaluation on reliability and validity

This research assesses the reliability of the scale using Cronbach's alpha analysis Variables with a Cronbach's Alpha coefficient below 0.6 are excluded to maintain reliability, while those with a correlation coefficient under 0.3 are deemed irrelevant and removed from the scale (Nunnally et al., 1994).

The results of analysis of Cronbach's Alpha coefficient by SPSS show that the total correlation coefficient of the variables is greater than 0.3 and the value of

Cronbach's Alpha exceeds 0.8, indicating that the study's factors demonstrate satisfactory reliability Table 4.1 presents the total observed variables of the valid factors following the reliability test, confirming that all 36 observed variables remain reliable.

Table 4.1 Reliability of measurement scales

The number of an observation variable

Teachers’understanding and Knowledge of TBLT (SOL) 5 5 None 0.898

Teachers’ Perceptions of the Benefits of TBLT for Young Learners (PUS) 7 7 None 0.935

Teachers’ Perceptions of the Benefits of TBLT for Teachers (PUT) 6 6 None 0.925

Challenges of TBLT for Young

Teachers’ Perceptions of the challenges of TBLT for teachers

(Source: Analysis results from SPSS ver 22.0)

4.1.2 Teachers' understanding of language tasks and task-based teaching methods

Part two of the survey consisted of ten items related to teachers' understanding of tasks and task-based teaching methods

4.1.2.1 Teachers’ Knowledge of Language Tasks

Table 4.2 Teachers’ Knowledge of Language Tasks

1 A task is a communicative, goal directed activity 11 (12.6) 19

2 A task mainly focuses on meaning 8 (9.2) 20 (23) 59 (67.8) 3.74 0.87

3 A task has a clearly defined outcome 5 (5.7) 13 (15) 69 (79.3) 3.98 0.83

4 A task involves learners in comprehending, manipulating, producing, and interacting with

5 A task is not an exercise 9 (10.4) 21

(Source: Analysis results from SPSS ver 22.0)

Table 4.2 presents the analysis of teachers' perceptions regarding TBLT language tasks, revealing that the majority of participants rated their awareness of these tasks above average, with a mean score exceeding 3 Notably, 79.3% of respondents agreed that tasks have clearly defined outcomes (M = 3.98; S.D = 0.83) Additionally, 74.8% affirmed that tasks engage learners in comprehending, manipulating, producing, and interacting with the English language (M = 3.9; S.D = 0.93) Furthermore, 67.8% of participants recognized the importance of meaning-focused tasks (M = 3.74; S.D = 0.87) Lastly, 65.5% agreed that tasks are goal-directed and communicative activities (M = 3.69; S.D = 1) and that they differ from traditional assignments (M = 3.75; S.D = 1), with a notable portion expressing disagreement or neutrality on these points.

4.1.2.2 Teachers’ understanding and knowledge of TBLT

Table 4.3 Teachers’ understanding and knowledge of TBLT

1 TBLT is based on the student- centered teaching approach instead of teacher-centered teaching approach

2 TBLT gives learners enough opportunities to work on tasks in pairs or groups

3 Task-based learners take part in language tasks which are similar to those found in the real world

4 TBLT is consistent with the principles of communicative language teaching

5 TBLT includes three stages: pre- task, during-task, and post-task 4 (4.6) 15

(Source: Analysis results from SPSS ver 22.0)

A recent analysis of teachers' perceptions of Task-Based Language Teaching (TBLT) revealed a strong consensus, with 78.2% of respondents agreeing or strongly agreeing on the effectiveness of its three stages: pre-task, during-task, and post-task (M = 3.9; S.D = 0.85) Additionally, 77% affirmed that TBLT aligns well with the principles of communicative language teaching (M = 3.92; S.D = 0.88) A notable 70.2% appreciated that TBLT provides ample opportunities for collaborative learning through pair and group tasks (M = 3.9; S.D = 0.93) Furthermore, 70.1% of teachers acknowledged that TBLT engages learners in real-world language tasks (M = 3.79; S.D = 0.86) Lastly, while a majority recognized TBLT as a student-centered approach, it garnered a lower approval rate of 67.8% (M = 3.86; S.D = 0.9) compared to other criteria.

The third section of the survey explores participants' perspectives on the advantages and challenges of Task-Based Language Teaching (TBLT) for both students and teachers This part includes four questions, encompassing a total of 26 criteria to gather comprehensive insights.

4.1.3.1 Teachers’ Perceptions of the Benefits of TBLT for Young Learners

Table 4.4 Teachers’ Perceptions of the Benefits of TBLT for Young Learners

1 TBLT meets young learners’ needs and interests 7 (8.0) 20 (23) 60 (69) 3.79 0.99

2 TBLT helps young learners to integrate all four English skills and to move from fluency to accuracy

4 TBLT improves young learners’ communicative skills in English language

5 TBLT fosters young learners’ autonomy 6 (6.9) 20 (23) 61 (70.1) 3.91 0.96

6 TBLT helps young learners stay engaged and motivated during language learning

7 TBLT can promote young learners’ creativity and imagination in using

(Source: Analysis results from SPSS ver 22.0)

The analysis reveals that teachers' perceptions of the benefits of Task-Based Language Teaching (TBLT) for young students range from 3.41 to 4.2, indicating a strong consensus among the majority of surveyed educators in favor of these viewpoints.

A recent survey revealed that over 80.5% of teachers believe that Task-Based Language Teaching (TBLT) enhances young learners' communication skills in English, with an average rating of 3.98 and a standard deviation of 0.81 Additionally, 75.9% of participants noted that TBLT fosters interest in language learning, while 74.7% reported that it boosts motivation among young learners.

Task-Based Language Teaching (TBLT) significantly enhances the creativity and imagination of young learners in English, with a mean score of 3.94 and a standard deviation of 0.85 Additionally, over 60% of participants acknowledged that TBLT fosters self-control in young learners, reflected by a mean score of 3.91 and a standard deviation of 0.97.

= 0) ,96), fostering young learners' academic progress (M = 3.89; S.D = 0.88), helping young learners integrate all four skills and move from fluency to accuracy and meet the needs and interests of young learners

4.1.3.2 Teachers’ Perceptions of the Benefits of TBLT for Teachers

Table 4.5 Teachers’ Perceptions of the Benefits of TBLT for Teachers

1 TBLT can make the language classroom a more dynamic and engaging environment for teachers

2 TBLT enables teachers to design lessons that are more student-centered and interactive

3 TBLT creates excitement in teaching

4 TBLT is proper for making classroom arrangements 8 (9.2) 23

5 TBLT offers a great deal of flexibility 5 (5.7) 19

6 TBLT creates a collaborative learning environment that real communication should take place

(Source: Analysis results from SPSS ver 22.0)

A recent survey indicates that a significant majority of teachers believe Task-Based Language Teaching (TBLT) offers numerous advantages for educators Over 75% of respondents affirm that TBLT facilitates the creation of more interactive and student-centered lessons, with a mean score of 3.98 Additionally, approximately 72.4% of teachers appreciate the increased flexibility TBLT provides in the teaching process, reflected in a mean score of 3.89 Furthermore, more than 60 out of 87 participants recognize TBLT's role in enhancing interest in English teaching, achieving a mean score of 3.9 Teachers also agree that TBLT fosters a dynamic and engaging classroom environment (M = 3.8) and promotes a collaborative learning atmosphere essential for authentic communication.

4.1.3.3 Teachers’ Perceptions of the Challenges of TBLT for Young Learners

Table 4.6 Teachers’ Perceptions of the Challenges of TBLT for Young Learners

1 Young learners are not used to task- based learning 6 (6.9) 20 (23) 61 (70.1) 3.84 0.91

2 Young learners will not be able to do a task unless their English is fluent and accurate

3 Young learners need to have a lot of practical understanding 8 (9.2) 24

4 Young learners struggle with working collaboratively during TBLT activities

5 Young learners struggle with staying motivated during TBLT activities 4 (4.6) 18

6 Young learners struggle with managing their time during TBLT activities

(Source: Analysis results from SPSS ver 22.0)

In addition to the benefits brought by TBLT, the analysis results from the study also show that the challenges that TBLT brings to users are not few

The study highlights the challenges of Task-Based Language Teaching (TBLT) for young learners in English learning, with mean values ranging from 3.41 to 4.2, indicating a general agreement among respondents on these difficulties Notably, 74.7% of participants expressed that young learners struggle to maintain motivation during TBLT activities (M = 3.93; S.D = 0.83) Additionally, 73.6% reported difficulties in cooperative work within TBLT (M = 3.86; S.D = 0.86) Over 70% of respondents noted challenges in time management (M = 3.9; S.D = 0.9) and a lack of familiarity with task-based learning (M = 3.84; S.D = 0.91) Furthermore, more than 60% of teachers emphasized that young learners require substantial practical knowledge to effectively engage in TBLT.

TBLT (M = 3.7; S.D = 0.97) and that Young Learners will not be able to complete the task unless their English is fluent and accurate (M = 3.71; S.D = 0.95)

4.1.3.4 Teachers’ Perceptions of the challenges of TBLT for teachers

Table 4.7 Teachers’ Perceptions of the challenges of TBLT for teachers

1 It is difficult to assessing learners' performance in TBLT activities 12 (13.8) 25

2 TBLT requires much preparation time compared to other approaches 8 (9.2) 20 (23) 59 (67.8) 3.75 0.92

3 Materials in textbooks are not appropriate for using TBLT 8 (9.2) 24

4 It's hard to control the class 8 (9.2) 29

5 Teachers need to be equipped with good knowledge about TBLT 3 (3.4) 23

6 Large class size is an obstacle to use task-based methods 5 (5.7) 23

7 Time limit is a main barrier for

(Source: Analysis results from SPSS ver 22.0)

The survey's final question examined teachers' awareness of the challenges associated with Task-Based Language Teaching (TBLT) Consistent with the findings of Careless (2004), Tong (2005), and Pham and Nguyen (2018), a significant majority of respondents acknowledged the challenges posed by TBLT Specifically, 70.1% of participants (61 out of 87) emphasized the necessity for teachers to be well-versed in TBLT principles (M = 3.89; S.D = 0.87) Additionally, teachers reported needing more preparation time for TBLT compared to other teaching methods (M = 3.75; S.D = 0.92), and noted that large class sizes hinder the effective implementation of task-based approaches (M = 3.83; S.D = 0.87) Furthermore, 65.5% of respondents identified time constraints as a significant barrier to TBLT (M = 3.78; S.D = 0.85), while 57.5% expressed concerns regarding the difficulties in assessing students' TBLT performance and managing classroom dynamics.

Discussion

The analysis of teachers' understanding and perceptions regarding Task-Based Language Teaching (TBLT) reveals key insights into its concepts, methods, benefits, and challenges for both students and educators.

The survey reveals that most teachers possess a solid understanding of language tasks, aligning with the findings of Breen (1987) and Willis.

Task-Based Language Teaching (TBLT) is recognized as a goal-oriented, communicative approach that emphasizes meaning in language learning, as noted by Ellis (1996), Branden (2006), and others Educators widely agree that TBLT tasks facilitate learners' acquisition, application, creation, and interaction with the target language, distinguishing them from traditional exercises When reflecting on task-related insights, most teachers believe that effective tasks engage learners in comprehending, manipulating, producing, and interacting with English, highlighting the importance of meaningful communication in language education.

Recent findings reaffirm previous research (Cheng & Mose, 2011; Jeon & Hahn, 2006; Tabatabaei & Hadi, 2011) on Task-Based Language Teaching (TBLT), demonstrating consistent results across various contexts, including differences in economy, demographics, and cultural characteristics Despite these variations, participants showed no significant differences in their understanding of language tasks.

The language education reform initiated by the Vietnamese Ministry of Education and Training (MoET) seeks to transform language teaching by moving from a traditional teacher-centered approach to a more learner-centered and task-based methodology, aiming for significant improvements in language education (MOET, 2006).

14) These goals can be considered closely aligned with the main principles of TBLT (Ellis, 2003; Littlewood, 2004; Long, 1985, 2015; Nunan, 2004)

A survey conducted with 87 teachers at Amslink English Center assessed their understanding of the task-based language teaching (TBLT) method The findings revealed that a significant majority of respondents recognized TBLT as a student-centered approach, contrasting with traditional teacher-centered methods This innovative teaching strategy emphasizes providing learners with ample opportunities for collaborative work in pairs or groups, enhancing their dynamism and adaptability in various environments TBLT aligns with the principles of communicative language teaching, allowing students to engage in real-world language tasks Notably, 78.2% of participants (68 teachers) expressed their understanding of TBLT's three stages: pre-implementation, implementation, and post-implementation, corroborating previous research by Richards and Rodgers (2001), Willis & Willis (2007), and Farahani and Nejad (2009).

41 practicing performed and after implementation This is a positive number obtained after applying TBLT in the process of teaching and learning English

Teachers recognize the significant benefits of Task-Based Language Teaching (TBLT) for young learners, as survey data indicates that most educators understand how language tasks facilitate English learning TBLT effectively caters to the needs and interests of younger students, integrates all four language skills, and transitions from fluency to accuracy It enhances communication skills, fosters student autonomy, and maintains engagement and motivation in the language learning process Additionally, TBLT encourages creativity and imagination in using the target language, ultimately boosting student motivation and effectiveness in learning These findings align with previous studies by John and Hahn (2006), Careless (2007), Douglas and Kim (2014), and Pham and Nguyen (2018), reinforcing the positive impact of TBLT across various contexts.

Task-Based Language Teaching (TBLT) not only benefits students but also significantly enhances the teaching experience for educators A survey revealed that 66 out of 87 teachers recognize TBLT's ability to foster interactive and student-centered lessons, leading to improved teaching effectiveness and stronger connections between teachers and students Many educators express that TBLT makes teaching English more exciting, transforming the language classroom into a dynamic and engaging environment When implemented correctly, TBLT yields positive outcomes that surpass traditional methods Furthermore, teachers appreciate TBLT for its role in cultivating a collaborative learning atmosphere that promotes communication and adaptability within the classroom.

In Vietnam, the results of a study on teachers’ perceptions of the benefits of TBLT for

42 teachers have been researched and confirmed by Barnard and Nguyen (2010) and Pham and Nguyen (2018)

Teachers recognize that while Task-Based Language Teaching (TBLT) offers benefits for young learners, it also presents significant challenges Many educators observe that students often struggle with motivation, collaboration, and time management during TBLT activities Survey results indicate that effective TBLT requires students to possess a high level of practical knowledge, as fluency and accuracy in English are essential for task completion This poses a considerable challenge, given that learners vary in their perceptions and language development Additionally, as TBLT is a relatively new approach, many teachers feel that students may not be adequately familiar with it, which can lead to increased pressure without proper guidance and support.

Research highlights that teachers face significant challenges with Task-Based Language Teaching (TBLT), primarily due to the need for extensive preparation and knowledge about the method They report that TBLT demands more preparation time than traditional teaching methods, and large class sizes complicate group management, hindering effective implementation Teachers feel overwhelmed by the multitude of tasks and insufficient time available to organize meaning-based lessons Consequently, they struggle to meet the expected educational goals and high assessment standards set by educational leaders and learners Additionally, the lack of improved learning materials tailored to TBLT further complicates its application in the classroom.

Assessing students' performance in Task-Based Language Teaching (TBLT) poses significant challenges, as highlighted in studies by Jeon and Hahn (2006), Xiongyong and Moses (2011), and Barnard and Nguyen (2010) This study reaffirms that young learners at Amslink English center experience difficulties in cooperation during TBLT activities, along with challenges in maintaining motivation and managing time While these issues were not noted in previous research, the findings are specific to Amslink and do not confirm differences among young learners across various centers This suggests a need for further investigation into how TBLT is experienced in different educational contexts.

IMPLICATIONS AND RECOMMENDATIONS

Implications

Research from a teacher's perspective indicates that the advantages of Task-Based Language Teaching (TBLT) for both educators and young learners significantly surpass its challenges, promoting its effective implementation in the classroom.

Although this study has some limitations, it has certain implications for young learners, teachers and researchers

Task-Based Language Teaching (TBLT) offers a contemporary alternative to traditional language instruction, emphasizing fluency, communication, interaction, and meaning This approach is particularly effective for young learners, making it essential to incorporate TBLT into language teaching programs By doing so, educators can enhance student engagement, improve communication skills, facilitate language acquisition, and boost motivation for both students and teachers.

To enhance professional development, teachers must gain a thorough understanding of teaching methods, particularly Task-Based Language Teaching (TBLT) Investing time in lesson preparation is crucial; a deeper grasp of TBLT can alleviate stress and clarify material preparation Well-informed teachers can implement TBLT more effectively, highlighting the necessity for training programs and seminars to deepen their understanding, gain practical experience, and address challenges faced during teaching The success of this approach hinges on motivated teachers who engage in professional growth and reflective practices, ultimately leading to improved learning outcomes and greater effectiveness in educational institutions.

Implementing Task-Based Language Teaching (TBLT) enhances student engagement by providing access to new knowledge and promoting active participation in the learning process This approach not only fosters communication skills but also encourages students to take an active role in their education Consequently, educational institutions must adopt policies that update teaching methodologies to incorporate TBLT, thereby enhancing students' understanding of this approach and stimulating interest, ultimately improving the effectiveness of teaching and learning.

Despite the traditional teaching methods still favored by some educators, the implementation of Task-Based Language Teaching (TBLT) presents both challenges and opportunities While TBLT requires a significant investment in teacher training and preparation time, its benefits for learners are substantial English centers and schools must adapt by enhancing their technological resources and facilities to support this innovative approach Ultimately, TBLT holds promise for the future of language education, suggesting a shift towards more effective teaching practices in the coming years.

Recommendations

Task-Based Language Teaching (TBLT) offers a promising alternative to traditional teaching methods prevalent in Vietnam, where teacher-led activities dominate This learner-centered approach emphasizes language tasks to enhance student engagement Research indicates that most teachers possess a solid understanding of TBLT and maintain positive attitudes towards its application However, challenges arise due to discrepancies between existing language teaching policies and widely adopted educational practices in the country In Vietnam's top-down policy environment, the role of policymakers is crucial in determining the effectiveness of educational reforms, including the adoption of TBLT.

In addition, in order to avoid many risks, the implementation of TBLT should be encouraged gradually as it takes a long time for teachers and learners, who are believed

46 to be the main agents of any pedagogical innovation (Ellis & Shintani, 2014; Prabhu,

The study conducted at Amslink English Center utilized a new method but was limited by a small sample size, as it surveyed only a single organization with a restricted number of teachers Consequently, the findings have not been validated in other contexts Given these limitations, the study offers several recommendations for future research.

Prioritizing a thorough analysis of the empirical application context and all relevant stakeholders is essential Additionally, utilizing a larger sample size in research can yield more meaningful insights and a more accurate evaluation compared to the smaller sample used in this study.

Future research should leverage current findings to develop a model examining the factors influencing the intention to utilize Task-Based Language Teaching (TBLT) among young students and educators Additionally, this study aims to conduct a comprehensive analysis of the factors shaping teachers' and students' perceptions of TBLT.

This study aims to enhance future research on the perception and impact of Task-Based Language Teaching (TBLT) in education, considering a wider range of demographic characteristics among survey participants.

Future research should focus on creating and refining research models to evaluate and compare the understanding, perceptions, and attitudes towards Task-Based Language Teaching (TBLT) among various educational groups, such as primary school, high school, and university students Additionally, it could explore differences in perspectives between foreign and Vietnamese teachers, as well as between educators in public and private schools.

CONCLUSION

Research findings indicate that Amslink English Center effectively implements Task-Based Language Teaching (TBLT) for young learners across its facilities The majority of teachers at the center are well-informed and supportive of this teaching approach.

Transitioning to a learner-centered and meaning-centered approach, Task-Based Language Teaching (TBLT) presents a viable alternative to traditional teaching methods prevalent in Vietnam The findings of this study indicate that a majority of teachers possess a strong understanding of TBLT and maintain a positive attitude towards its implementation This is promising, as it reflects significant support among educators for the proposed educational reforms.

Despite the positive outcomes of this study, several limitations must be addressed The participant pool was insufficiently large to support broad generalizations, and all participants were teachers from a private enterprise center, where teaching and assessment methods are less regulated than in public institutions Nonetheless, the findings provide valuable insights into teachers' understanding and awareness of the Task-Based Language Teaching (TBLT) method Recognizing the benefits and challenges associated with TBLT, educational centers and schools can further investigate the experiences of students engaged in TBLT to identify factors that directly impact their learning, enabling them to implement targeted improvements in teaching quality.

Barnard, R., & Nguyen, G V (2010) Task-based language teaching (TBLT): A Vietnamese case study using narrative frames to elicit teachers’ beliefs Language education in Asia, 1(1), 77-86

Barnhart, R.K (1988) Dictionary of etymology Edinburgh: Chambers

Breen, Michael (1987) Learner contributions to task design In Language Learning Tasks, Christopher Candlin and Dermot Murphy (eds.), 23–46 Englewood Cliffs,

Carless, D (2004) Issues in teachers’ reinterpretation of a task-based innovation in primary schools TESOL Quarterly, 38(4), 639–662

Carless, D (2007) The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong System, 35(4), 595-608

Douglas, S R., & Kim, M (2014) Task-based language teaching and English for academic purposes: An investigation into instructor perceptions and practice in the Canadian context TESL Canada Journal, 1-1

Duong, T M., & Nguyen, H T T (2021) Implementing Task-Based Language Teaching in Vietnamese Secondary Schools: What Hinders EFL Teachers? TESL-EJ, 25(2), n2

Ellis, R (2003a) Designing a task-based syllabus RELC Journal, 34(1), 64–81

Ellis, R (2003b) Task-based language learning and teaching Oxford, UK: Oxford

Ellis, R (2006) The methodology of task-based teaching Asian EFL journal, 8(3)

Ellis, R (2009) Task-based language teaching: Sorting out the misunderstandings

International Journal of Applied Linguistics, 19(3), 221–246

Ellis, R (2013) Task-based language teaching: Responding to the critics University of

Ellis R., Shintani N (2013) Exploring language pedagogy through second language acquisition research Oxon: Routledge

Farahani, A A K., & Nejad, M S K (2009) A Study of Task-based Approach: The Effects of Task-based Techniques, Gender, and Different Levels of Language Proficiency on Speaking Development Pazhuhesh-e Zabanha-ye Khareji, 49(4),

Frost, R (2004) A task-based approach On line Documents at http://www teachin5 genglish org uk/think/methodology/task_based shtml.[15.12 2006]

Gatbonton, E., & Segalowitz, N (2005) Rethinking communicative language teaching:

A focus on access to fluency Canadian Modern Language Review, 61(3), 325-353

Hyland, K (2006) English for Academic Purposes: An advanced resource book New York, NY: Routledge

Jeon, I J., & Hahn, J W (2006) Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice Asian EFL journal, 8(1), 123-143

Kumaravadivelu, B (1993) Maximizing learning potential in the communicative classroom ELT journal, 47(1), 12-21

Larsen-Freeman, D., & Anderson, M (2011) Techniques and principles in language teaching (3rd ed.) Oxford, UK: Oxford University Press

Littlewood, W (2007) Communicative and task-based language teaching in East Asian classrooms Language teaching, 40(3), 243-249

Long, M H (1985) Amle for instruction in second language development In K Hyltenstam & M Pienemann (Eda.), Modelling and assessing second language acquisition (pp 77-99) Clevedon: Multilingual Matters

Long, M (2015) Second language acquisition and task-based language teaching

Mann, G (2006) A task-based approach to the development of the oral skills of international law students Research in Post-Compulsory Education, 11(2), 217–

McDonough, K., & Chaikitmongkol, W (2007) Teachers' and learners' reactions to a task‐based EFL course in Thailand Tesol Quarterly, 41(1), 107-132

Mok-Cheung, H M A (2001) Task-based learning, language arts and the media: A resource book for secondary English teachers INSTEP, Faculty of Education, The

Motlagh, F A., Jafari, A S., & Yazdani, Z (2014) A general overview of task-based language teaching (TBLT), from theory to practice International Journal of

Nunan, David (1989) Designing Tasks for the Communicative Classroom Cambridge: Cambridge University Press

Nunan, D (2004) Task-based language teaching Cambridge university press

Pham, N T., & Nguyen, H B (2018) TEACHERS’PERCEPTIONS ABOUT TASK- BASED LANGUAGE TEACHING AND ITS IMPLEMENTATION European

Journal of Foreign Language Teaching

Pica, T (2008) Task-based instruction In N Van Deusen-Scholl & N H Hornberger (Eds.), Encyclopedia of language and education (2nd ed., Vol 4, pp 71–82) New York, NY: Springer Science+Business Media, LLC

Prabhu, N S (1987) Second language pedagogy (Vol 20) Oxford: Oxford university press

Richards, J C., & Rodgers, T S (2001) Approaches and methods in language teaching Cambridge university press

Richards, J C (2013) Curriculum approaches in language teaching: Forward, central, and backward design Relc Journal, 44(1), 5-33

Richards, Jack/Rogers, Theodore (2014): Approaches and Methods in Language

Seedhouse, P (1999) Task-based interaction ELT Journal,53(3), 149–156

Skehan, P (1996) A framework for the implementation of task-based instruction

Skehan, P (1998) Task-based instruction Annual review of applied linguistics, 18, 268-

Skehan, P (2003) Task-based instruction Language teaching, 36(1), 1-14

Smith, D (1971) Task training In AMA Encyclopedia of Supervisory Training, 581–

586 New York: American Management Association

Tong, S Y (2005) Task-based learning in English language in Hong Kong secondaryschools HKU Theses Online (HKUTO)

Van den Branden, K (2006) Task-based language education: From theory to practice Language, 53(82), T35

Van den Branden, K (2012) Task-based language education In A Burns & J C Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching (pp 132–139) Cambridge, UK: Cambridge University Press

Van den Branden, K (2016) The role of teachers in task-based language education Annual Review of Applied Linguistics, 36, 164-181

Van den Branden, K., Van Gorp, K., & Verhelst, M (Eds.) (2009) Tasks in action: Task- based language education from a classroom-based perspective Cambridge

Van Gorp, K., & Bogaert, N (2006) Developing language tasks for primary and secondary education Task-based language education: From theory to practice, 76-

Willis, D., & Willis, J (2007) Doing task-based teaching Oxford, UK: Oxford

Willis, J (1996) A flexible framework for task-based learning Challenge and change in language teaching, 52, 62

Willis, J (1996) A framework for task-based learning Harlow, UK: Addison Wesley

Xiongyong, C., & Moses, S (2011) Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China International

Journal of Business and Social Science, 2(24), 292– 302

As a research student at Banking Academy, I am conducting a study on teachers' perceptions of task-based language teaching for young learners at Amslink English Center This survey aims to gather data essential for my current research.

I kindly request a few minutes of your time to complete this survey, as your input is invaluable to my research paper Rest assured, all information you provide will remain strictly confidential and will solely be utilized for research purposes Thank you for your support.

Thank you in advance for your participation!

2 How many years of English teaching experience do you have?

3 What is the highest level of formal education you have completed?

4 What qualifications do you have?

 Other (Have 2 or more qualifications above)

5 What grade do you typically teach?

6 How often do you use TBLT?

Section 2: Teachers’ knowledge of language task and TBLT

Please answer the following statements by putting √in a box, according to the following scale: 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree), 5 (strongly agree)

Teachers’ knowledge of language task

7 A task is a communicative, goal directed activity

8 A task mainly focuses on meaning

9 A task has a clearly defined outcome

10 A task involves learners in comprehending, manipulating, producing, and interacting with English language

11 A task is not an exercise

12 TBLT is based on the student-centered teaching approach instead of teacher-centered teaching approach

13 TBLT give learners enough opportunities to work on tasks in pairs or groups

14 Task-based learners should take part in language tasks which are similar to those found in the real world

15 TBLT is consistent with the principles of communicative language teaching

16 TBLT includes three stages: pre-task, during-task, and post-task

Section 3: Teachers’ perceptions of the benefits and challenges of TBLT

Please answer the following statements by putting √in a box, according to the following scale: 1 (strongly disagree), 2 (disagree), 3 (neutral), 4 (agree), 5 (strongly agree)

Teachers’ perceptions of the benefits of TBLT for young learners

17 TBLT meets young learners’ needs and interests

18 TBLT helps young learners to integrate all four skills and to move from fluency to accuracy

19 TBLT promotes young learners’ academic progress

20 TBLT improves young learners’ communicative skills in English language

21 TBLT fosters young learners’ autonomy

22 TBLT helps young learners stay engaged and motivated during language learning

23 TBLT can promote young learners’ creativity and imagination in using English language

Teachers’ Perceptions of the benefits of TBLT for teachers

24 TBLT can make the language classroom a more dynamic and engaging environment for teachers

25 TBLT enables teachers to design lessons that are more student- centered and interactive

26 TBLT creates excitement in teaching English

27 TBLT is proper for making classroom arrangements

28 TBLT offers a great deal of flexibility

29 TBLT creates a collaborative learning environment that real communication should take place

Teachers’ perceptions of the challenges of TBLT for young learners

30 Young learners are not used to task-based learning

31 Young learners will not be able to do a task unless their English is fluent and accurate

32 Young learners need to have a lot of practical understanding

33 Young learners struggle with working collaboratively during

34 Young learners struggle with staying motivated during TBLT activities

35 Young learners struggle with managing their time during TBLT activities

Teachers’ perceptions of the challenges of TBLT for teachers

36 It is difficult to assessing learners' performance in TBLT activities

37 TBLT requires much preparation time compared to other approaches

38 Materials in textbooks are not appropriate for using TBLT

39 It's hard to control the class

40 Teachers need to be equipped with good knowledge about TBLT

41 Large class size is an obstacle to use task-based methods

42 Time limit is a main barrier for TBLT teaching

Tôi là nghiên cứu sinh đang thực hiện đề tài về nhận thức của giáo viên về dạy ngôn ngữ theo nhiệm vụ cho học viên nhỏ tuổi tại Trung tâm Anh ngữ Amslink Khảo sát này được thiết kế nhằm thu thập dữ liệu phục vụ cho nghiên cứu hiện tại.

Chúng tôi rất mong bạn dành ít phút để hoàn thành khảo sát này, vì phản hồi của bạn là sự hỗ trợ quý giá cho nghiên cứu của tôi Xin cam kết rằng mọi thông tin bạn cung cấp sẽ được bảo mật hoàn toàn và chỉ được sử dụng cho mục đích nghiên cứu.

Cảm ơn vì sự tham gia của bạn!

2 Bạn có bao nhiêu năm kinh nghiệm giảng dạy tiếng Anh?

3 Trình độ giáo dục chính quy cao nhất mà bạn đã hoàn thành là gì?

4 Bạn có bằng cấp gì?

 Khác (Có từ 2 bằng trở lên)

5 Bạn thường dạy cho học sinh lớp mấy?

6 Bạn thường sử dụng TBLT như thế nào?

Phần 2: Kiến thức và hiểu biết của giáo viên về nhiệm vụ ngôn ngữ và cách tiếp cận ngôn ngữ dựa trên nhiêm vụ (TBLT)

Hãy trả lời các câu sau đây bằng cách đánh dấu √ vào ô trống theo thang điểm sau: 1 (rất không đồng ý), 2 (không đồng ý), 3 (trung lập), 4 (đồng ý), 5 (rất đồng ý)

Hiểu biết của giáo viên về nhiệm vụ ngôn ngữ

7 Một nhiệm vụ là một hoạt động hướng đến mục tiêu, có tính giao tiếp

8 Một nhiệm vụ chủ yếu tập trung vào ý nghĩa

9 Một nhiệm vụ có một kết quả được xác định rõ ràng

10 Nhiệm vụ liên quan đến người học trong việc lĩnh hội, vận dụng, tạo ra và tương tác với ngôn ngữ đích

11 Nhiệm vụ khác bài tập

12 TBLT dựa trên phương pháp dạy học lấy học sinh làm trung tâm thay cho phương pháp dạy học lấy giáo viên làm trung tâm

13 TBLT nên tạo cho người học đủ cơ hội để làm việc theo cặp hoặc theo nhóm

14 Người học dựa trên nhiệm vụ nên tham gia vào các nhiệm vụ ngôn ngữ tương tự như những nhiệm vụ được tìm thấy trong thế giới thực

15 TBLT phù hợp với nguyên tắc dạy ngôn ngữ giao tiếp

16 TBLT gồm 3 giai đoạn: trước khi thực hiện, trong khi thực hiện và sau khi thực hiện

Phần 3: Quan điểm của giáo viên về lợi ích và thách thức của TBLT

Hãy trả lời các câu sau đây bằng cách đánh dấu √ vào ô trống theo thang điểm sau: 1 (rất không đồng ý), 2 (không đồng ý), 3 (trung lập), 4 (đồng ý), 5 (rất đồng ý)

Quan điểm của giáo viên về lợi ích của TBLT đối với học viên nhỏ tuổi

17 TBLT đáp ứng nhu cầu và sở thích của học viên nhỏ tuổi

18 TBLT giúp học viên nhỏ tuổi tích hợp cả bốn kỹ năng và chuyển từ lưu loát sang chính xác

19 TBLT thúc đẩy tiến bộ học tập của học viên nhỏ tuổi

20 TBLT cải thiện kỹ năng giao tiếp tiếng Anh của học viên nhỏ tuổi

21 TBLT thúc đẩy sự tự chủ của học viên nhỏ tuổi

22 TBLT giúp học viên nhỏ tuổi luôn hứng thú và có động lực trong quá trình học ngôn ngữ

23 TBLT có thể thúc đẩy sự sáng tạo và trí tưởng tượng của học viên nhỏ tuổi trong việc sử dụng tiếng Anh

Quan điểm của giáo viên về lợi ích của TBLT đối với giáo viên

24 TBLT có thể làm cho lớp học ngôn ngữ trở thành một môi trường năng động và hấp dẫn hơn đối với giáo viên

25 TBLT cho phép giáo viên thiết kế các bài học lấy học sinh làm trung tâm và có tính tương tác cao hơn

26 TBLT tạo hứng thú dạy học tiếng Anh

27 TBLT phù hợp để sắp xếp lớp học

28 TBLT mang lại rất nhiều tính linh hoạt

29 TBLT tạo ra một môi trường học tập hợp tác để giao tiếp thực sự diễn ra

Quan điểm của giáo viên về thách thức của TBLT đối với học viên nhỏ tuổi

30 Học viên nhỏ tuổi chưa quen với việc học theo nhiệm vụ

31 Học viên nhỏ tuổi sẽ không thể hoàn thành nhiệm vụ trừ khi tiếng

Anh của họ thông thạo và chính xác

32 Học viên trẻ cần hiểu biết thực tế nhiều

33 Học viên nhỏ tuổi gặp khó khăn trong việc hợp tác làm việc trong các hoạt động TBLT

34 Học viên nhỏ tuổi gặp khó khăn trong việc duy trì động lực trong các hoạt động TBLT.