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

STATE BANK OF VIETNAM BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES o0o - GRADUATION THESIS Teachers’ perceptions of task-based language teaching for young learners at Amslink English center Student : Phạm Thị Hiền Class : K22ATCC Academic year : 2019-2023 Student ID : 22A7510028 Supervisor : Ms Nguyễn Thị Thủy Ha Noi, May 2023 STATE BANK OF VIETNAM BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES o0o - GRADUATION THESIS Teachers’ perceptions of task-based language teaching for young learners at Amslink English center Student : Phạm Thị Hiền Class : K22ATCC Academic year : 2019-2023 Student ID : 22A7510028 Supervisor : Ms Nguyễn Thị Thủy Ha Noi, May 2023 PREFACE I thus certify that this is my original research effort, and that I have not duplicated anyone else's (published or unpublished) work This thesis has never been evaluated by the Banking Academy or anyplace else Signature of student [Student name] i ACKNOWLEDGMENT During the process of this research, I received invaluable assistance from teachers and friends, to whom I am eternally grateful First and foremost, I want to convey my heartfelt gratitude to Ms Nguyen Thi Thuy, my mentor She directed and helped me in completing the report flawlessly, and she was always available to provide useful ideas and comments This paper could not have been done without her help and engagement in every step of the process Next, I'd like to thank the professors of the Banking Academy in general, and especially the lecturers of the Faculty of Foreign Languages, for delivering lectures and important material that aided me much in this study process In addition, I'd want to offer my heartfelt appreciation to all of the Amslink English center instructors who eagerly participated in the survey Last but not least, I'd want to thank my family and friends for always encouraging and supporting me as I worked on my scientific article ii TABLE OF CONTENT PREFACE i ACKNOWLEDGMENT ii LIST OF ABBREVIATION v LIST OF TABLES vi CHAPTER 1: INTRODUCTION 1.1 Problem statement and rationale for the study 1.2 Aims and objectives of the study 1.3 Research questions .2 1.4 Significance of the study 1.5 Scope of the study 1.6 Methods of the study 1.7 List of key terms 1.8 Organization CHAPTER 2: LITERATURE REVIEW 2.1 Task definitions 2.2 Language task .5 2.3 Task-based language teaching (TBLT) .7 2.3.1 Definition of TBLT 2.3.2 Goal of TBLT 2.3.3 Benefits of TBLT 2.3.4 Drawbacks of TBLT 10 2.4 Framework of task-based language teaching 11 2.5 The role of teachers and learners in TBLT 14 2.6 Previous studies on teachers’ perceptions of TBLT 15 CHAPTER 3: METHODOLOGY 20 3.1 Participants and participant selection method 20 3.2 Data collection method 23 3.3 Data collection procedure 24 3.4 Data analysis method 25 3.5 Data analysis procedure 26 3.5.1 Data entry 26 3.5.2 Data encryption 26 iii 3.5.4 Filter data in SPSS 27 CHAPTER 4: FINDINGS AND DISCUSSIONS 28 4.1 Findings 28 4.1.1 Scale evaluation on reliability and validity 28 3.5.3 Variable labeling 26 4.1.2 Teachers' understanding of language tasks and task-based teaching methods 30 4.1.3 Teachers’ perceptions of TBLT 33 4.2 Discussion 39 CHAPTER 5: IMPLICATIONS AND RECOMMENDATIONS 44 5.1 Implications 44 5.2 Recommendations 45 CHAPTER 6: CONCLUSION 47 REFERENCES 48 APPENDICES 53 Appendix 53 SURVEY QUESTIONNAIRES 53 Appendix 59 CÂU HỎI KHẢO SÁT 59 iv LIST OF ABBREVIATION TBLT Task-based language teaching L2 Second language CLT Communicative language teaching EFL English as a foreign language v LIST OF TABLES Table Page Table 3.1: Participants’ information 20 Table 4.1 Reliability of measurement scales 29 Table 4.2 Teachers’ knowledge of language task 30 Table 4.3 Teachers’ understanding and knowledge of TBLT 31 Table 4.4 Teachers’ perceptions of the benefits of TBLT for young 33 learners Table 4.5 Teachers’ perceptions of the benefits of TBLT for teachers 35 Table 4.6 Teachers’ perceptions of the challenges of TBLT for 36 young learners Table 4.7 Teachers’ perceptions of the challenges of TBLT for teachers vi 38 CHAPTER 1: INTRODUCTION 1.1 Problem statement and rationale for the study English is one of the most commonly spoken languages on the planet Because of globalization, English has grown in popularity not just in developed and growing countries, but even in the least developed It is the key to success in all aspects of life, allowing individuals to get access to the elite, as well as improvements in culture, education, science, technology, and many other sectors around the world As a result, studying English is crucial on every continent The number of individuals learning English is rising every day in every corner of the world due to its efficacy and the assurance of a secure future There is a significant movement in Vietnam, like in many other nations, toward studying and developing English Learning English is not just available in schools; many English centers are cropping up to accommodate this need The use of instructional methods to teach English is also a source of concern The growth and fall of teaching methods ranging from grammatical translation to more communicative oriented ways has defined the language teaching profession over the last decades One of the most significant strategies in English language instruction is task-based language teaching (TBLT), a subtype of communicative language teaching According to Skehan (1998), the main objective for TBLT learners is to accomplish the learning task rather than master the language forms Language should be learned organically through a range of tasks, according to TBLT Students are said to be motivated when they learn a language by performing a task Furthermore, with the change from a teacher-centered to a more learner-centered approach in language programs, it is important that learners have needs and abilities to use language in reallife situations (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 result, this study was carried out to explore teachers' grasp of the teaching technique as well as teachers' differing perspectives on the teaching approach in English The presence of this study aspires to provide substantial meaning to English teachers as well as insight into TBLT 1.2 Aims and objectives of the study The study was carried out to evaluate teachers' perspectives of TBLT in the context of teaching English to young learners To be more explicit, three major goals are listed below: a To determine the teacher's understanding of TBLT b Identify teachers' views on positive aspects of TBLT for young learners c Identify teachers' views on challenges of TBLT for young learners Based on these purposes, the study will suggest appropriate solutions when applying TBLT in teaching English 1.3 Research questions This study is especially developed to address three primary questions in accordance with the aforementioned aims and objectives: a To what extent teachers understand the concept of task and TBLT? b What are the benefits of TBLT for young learners as perceived by teachers? c What are the challenges of TBLT for young learners as perceived by teachers? 1.4 Significance of the study TBLT is a teaching approach based on the principle of division of tasks, which is applied in different areas of teaching Students will use the target language to interact with each other and take advantage of their personal experience to complete the assigned Task In the past, the benefits and challenges of TBLT have been the subject of numerous studies However, teachers' views on TBLT for young students are scarce, especially in Vietnam in general and English centers in particular This research project helps to 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 Malden, MA: Wiley-Blackwell 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– 234 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 University of Hong Kong 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 Language and Linguistics, 2(5-1), 1-11 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 TASKBASED 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 50 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 Teaching [2001] Cambridge Seedhouse, P (1999) Task-based interaction ELT Journal,53(3), 149–156 Skehan, P (1996) A framework for the implementation of task-based instruction Applied Linguistics, 17(1), 38–62 Skehan, P (1998) Task-based instruction Annual review of applied linguistics, 18, 268286 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 51 Van den Branden, K., Van Gorp, K., & Verhelst, M (Eds.) (2009) Tasks in action: Taskbased language education from a classroom-based perspective Cambridge Scholars Publishing Van Gorp, K., & Bogaert, N (2006) Developing language tasks for primary and secondary education Task-based language education: From theory to practice, 76105 Willis, D., & Willis, J (2007) Doing task-based teaching Oxford, UK: Oxford University Press 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 Longman 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 52 APPENDICES Appendix SURVEY QUESTIONNAIRES I am a research student at Banking Academy and am in the process of conducting research on: Teachers’ perceptions of task-based language teaching for young learners at Amslink English Center This survey is designed in order to collect the data for the current research I hope that you may spend a few minutes completing this survey Your response is great support for my research paper I hereby guarantee that the information you provide in this survey would be kept strictly confidential and only be used for research purposes Thank you in advance for your participation! ===================================== Section 1: General information Gender  male  female How many years of English teaching experience you have?  Under years  – under 10 years  10 – under 15 years  15 – under 20 years  Over 20 years What is the highest level of formal education you have completed?  Bachelor’s degree  Master’s degree 53  Doctorate degree What qualifications you have?  TEFL  TESOL  TKT  CELTA  IELTS  DELTA  TESL  TOEIC  No qualification  Other (Have or more qualifications above) What grade you typically teach?  1st grade  2nd grade  3rd grade  4th grade  5th grade How often you use TBLT?  Never  Rarely  Sometimes  Often  Always Section 2: Teachers’ knowledge of language task and TBLT Please answer the following statements by putting √in a box, according to the following scale: (strongly disagree), (disagree), (neutral), (agree), (strongly agree) 54 Teachers’ knowledge of language task Questionnaire Items A task is a communicative, goal directed activity A task mainly focuses on meaning 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 Teachers’ knowledge of TBLT Questionnaire Items 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 55 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: (strongly disagree), (disagree), (neutral), (agree), (strongly agree) Teachers’ perceptions of the benefits of TBLT for young learners Questionnaire Items 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 Questionnaire Items 56 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 studentcentered 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 Questionnaire Items 30 Young learners are not used to task-based learning 31 Young learners will not be able to 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 TBLT activities 34 Young learners struggle with staying motivated during TBLT activities 57 35 Young learners struggle with managing their time during TBLT activities Teachers’ perceptions of the challenges of TBLT for teachers Questionnaire Items 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 58 Appendix CÂU HỎI KHẢO SÁT Tôi nghiên cứu sinh trình thực đề tài: Nhận thức giáo viên dạy ngôn ngữ theo nhiệm vụ cho học viên nhỏ tuổi Trung tâm Anh ngữ Amslink Khảo sát thiết kế để thu thập liệu cho nghiên cứu Tơi hy vọng bạn dành vài phút để hoàn thành khảo sát Phản hồi bạn hỗ trợ tuyệt vời cho nghiên cứu Tôi xin đảm bảo thông tin bạn cung cấp khảo sát giữ bí mật tuyệt đối sử dụng cho mục đích nghiên cứu Cảm ơn tham gia bạn! ===================================== Phần 1: Thông tin chung Giới tính  Nam  Nữ Bạn có năm kinh nghiệm giảng dạy tiếng Anh?  Dưới năm  Từ đến 10 năm  Từ 10 đến 15 năm  Từ 15 đến 20 năm  Trên 20 năm Trình độ giáo dục quy cao mà bạn hồn thành gì?  Cử nhân  Thạc sĩ  Tiến sĩ Bạn có cấp gì? 59  TEFL  TESOL  TKT  CELTA  IELTS  DELTA  TESL  TOEIC  Khơng có cấp  Khác (Có từ trở lên) Bạn thường dạy cho học sinh lớp mấy?  Lớp  Lớp  Lớp  Lớp  Lớp Bạn thường sử dụng TBLT nào?  Chưa  Hiếm  Thỉnh thoảng  Thường xuyên  Luôn Phần 2: Kiến thức hiểu biết giáo viên nhiệm vụ ngôn ngữ cách tiếp cận ngôn ngữ dựa nhiêm vụ (TBLT) Hãy trả lời câu sau cách đánh dấu √ vào ô trống theo thang điểm sau: (rất không đồng ý), (không đồng ý), (trung lập), (đồng ý), (rất đồng ý) Hiểu biết giáo viên nhiệm vụ ngôn ngữ 60 Các câu hỏi Một nhiệm vụ hoạt động hướng đến mục tiêu, có tính giao tiếp Một nhiệm vụ chủ yếu tập trung vào ý nghĩa Một nhiệm vụ có kết xác định rõ ràng 10 Nhiệm vụ liên quan đến người học việc lĩnh hội, vận dụng, tạo tương tác với ngôn ngữ đích 11 Nhiệm vụ khác tập Teachers’ knowledge of TBLT Các câu hỏi 12 TBLT dựa 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 hội để làm việc theo cặp theo nhóm 14 Người học dựa nhiệm vụ nên tham gia vào nhiệm vụ ngôn ngữ tương tự nhiệm vụ tìm thấy giới thực 15 TBLT phù hợp với nguyên tắc dạy ngôn ngữ giao tiếp 16 TBLT gồm giai đoạn: trước thực hiện, thực sau thực 61 Phần 3: Quan điểm giáo viên lợi ích thách thức TBLT Hãy trả lời câu sau cách đánh dấu √ vào ô trống theo thang điểm sau: (rất không đồng ý), (không đồng ý), (trung lập), (đồng ý), (rất đồng ý) Quan điểm giáo viên lợi ích TBLT học viên nhỏ tuổi Các câu hỏi 17 TBLT đáp ứng nhu cầu sở thích học viên nhỏ tuổi 18 TBLT giúp học viên nhỏ tuổi tích hợp bốn kỹ chuyển từ lưu lốt sang xác 19 TBLT thúc đẩy tiến học tập học viên nhỏ tuổi 20 TBLT cải thiện kỹ giao tiếp tiếng Anh học viên nhỏ tuổi 21 TBLT thúc đẩy tự chủ học viên nhỏ tuổi 22 TBLT giúp học viên nhỏ tuổi ln hứng thú có động lực q trình học ngơn ngữ 23 TBLT thúc đẩy sáng tạo trí tưởng tượng học viên nhỏ tuổi việc sử dụng tiếng Anh Quan điểm giáo viên lợi ích TBLT giáo viên Các câu hỏi 62 24 TBLT làm cho lớp học ngôn ngữ trở thành môi trường động hấp dẫn giáo viên 25 TBLT cho phép giáo viên thiết kế học lấy học sinh làm trung tâm có tính tương tác cao 26 TBLT tạo hứng thú dạy học tiếng Anh 27 TBLT phù hợp để xếp lớp học 28 TBLT mang lại nhiều tính linh hoạt 29 TBLT tạo môi trường học tập hợp tác để giao tiếp thực diễn Quan điểm giáo viên thách thức TBLT học viên nhỏ tuổi Các câu hỏi 30 Học viên nhỏ tuổi chưa quen với việc học theo nhiệm vụ 31 Học viên nhỏ tuổi khơng thể hồn thành nhiệm vụ trừ tiếng Anh họ thơng thạo xác 32 Học viên trẻ cần hiểu biết thực tế nhiều 33 Học viên nhỏ tuổi gặp khó khăn việc hợp tác làm việc hoạt động TBLT 34 Học viên nhỏ tuổi gặp khó khăn việc trì động lực hoạt động TBLT 63 35 Học viên nhỏ tuổi gặp khó khăn việc quản lý thời gian hoạt động TBLT Quan điểm giáo viên thách thức TBLT giáo viên Các câu hỏi 36 Khó đánh giá kết hoạt động TBLT người học 37 TBLT cần nhiều thời gian chuẩn bị so với phương pháp khác 38 Tư liệu SGK không phù hợp với việc sử dụng TBLT 39 Khó kiểm soát lớp học 40 Giáo viên cần trang bị tốt kiến thức TBLT 41 Quy mô lớp học lớn trở ngại cho việc sử dụng phương pháp dựa nhiệm vụ (TBLT) 42 Giới hạn thời gian rào cản việc dạy TBLT 64