Using task based learning to improve eleventh grade students english speaking skills at a high school in thai nguyen province

Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI NGOC ANH USING TASK- BASED LEARNING TO IMPROVE ELEVENTH GRADE STUDENTS'''' ENGLISH SPEAKING SKILLS AT A HIGH SCHOOL IN

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI NGOC ANH USING TASK- BASED LEARNING TO IMPROVE ELEVENTH GRADE STUDENTS' ENGLISH SPEAKING SKILLS AT A HIGH SCHOOL IN THAI NGUYEN PROVINCE: AN ACTION RESEARCH PROJECT M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2023 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI NGOC ANH USING TASK- BASED LEARNING TO IMPROVE ELEVENTH GRADE STUDENTS' ENGLISH SPEAKING SKILLS AT A HIGH SCHOOL IN THAI NGUYEN PROVINCE AN ACTION RESEARCH PROJECT M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nguyen Viet Hung, Ph.D THAI NGUYEN – 2023 ĐẠI HỌC THÁI NGUYÊN TRƯỜNG NGOẠI NGỮ NGUYỄN THỊ NGỌC ANH NGHIÊN CỨU HÀNH ĐỘNG VỀ SỬ DỤNG PHƯƠNG PHÁP DẠY HỌC DỰA TRÊN NHIỆM VỤ ĐỂ NÂNG CAO KHẢ NĂNG NÓI TIẾNG ANH CỦA HỌC SINH LỚP 11 TẠI MỘT TRƯỜNG CẤP 3 Ở TỈNH THÁI NGUYÊN LUẬN VĂN THẠC SĨ (Định hướng ứng dụng) Ngành: Ngôn ngữ Anh Mã số: 8220201 Cán bộ hướng dẫn: TS Nguyễn Việt Hùng THÁI NGUYÊN – 2023 DECLARATION This study report titled "Using Task-Based Learning to improve eleventh grade students' English speaking skills at a high school in Thai Nguyen province" is true, accurate, and complete It has been completed by me and it is the result of my own original study and my knowledge It does not contain any previously published or written works by other authors, with the exception of those that are cited in the text I certify that this work is being submitted in partial fulfillment of the requirements for the Master's degree at School of Foreign Language of Thai Nguyen University This work has not been submitted for consideration for any other degree at any other higher education institution Approved by Author’signature SUPERVISOR Nguyễn Thị Ngọc Anh Nguyễn Việt Hùng, Ph.D Date: …… i ACKNOWLEDGEMENT I want to sincerely thank everyone who helped me finish my thesis by offering their encouragement, support, and assistance First and foremost, I would like to convey my gratitude to my supervisor, Dr Nguyen Viet Hung, for his exceptional tolerance, meticulous direction, wise counsel, and continual support during the whole study process This thesis would not have been finished if it weren't for his encouragement and direction Second, I would like to express my gratitude to all of the professors and lecturers at Thai Nguyen University's School of Foreign Languages for their valuable lectures, which have contributed to lay the foundation for this thesis Next, I want to thank the school board personnel, including the principals, vice principals, teachers, and students at a high school who have supported me, given me time, and given me the go-ahead to put this thesis into practice there Additionally, I want to express my gratitude to my students for actively participating in my research This study would not have been possible without assistance I thank my parents for providing me with the necessary resources and guidance during the course of this project They always believed in me and kept me going even when I felt like giving up I would also like to thank my siblings for their support and understanding throughout this process Last but not least, I thank my friends for always being there for me and for providing me with emotional support during this difficult time In conclusion, I am deeply grateful to all those who have been involved in my thesis completion ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii TABLE OF CONTENTS iii LIST OF TABLES, FIGURES vi LIST OF ABBREVIATIONS vii ABSTRACT viii CHAPTER I: INTRODUCTION 1 1.1 Rationale .1 1.2 Theoretical and practical foundation 2 1.4 Research questions 3 1.5 Object and scope of the study .4 1.6 Organization of the study .4 CHAPTER II: LITERATURE REVIEW 6 2.1 Overview of TBL 6 2.1.1 Terminology 6 2.1.2 Types of tasks 8 2.1.3 Principles of TBL 9 2.1.4 Characteristics of TBL 10 2.1.5 Framework for TBL .11 2.2 Teaching speaking skills for high school 13 2.2.1 Definition of speaking 13 2.2.2 The role of speaking skills in language teaching and learning .13 2.2.3 Different viewpoints of teaching speaking skills 15 2.2.4 The implementation of TBL in speaking lesson .15 2.4 Previous studies 16 CHAPTER III: RESEARCH METHODOLOGY 20 3.1 Research design 20 3.1.1 Rationale for doing action research 20 3.1.2 Action research models 20 iii 3.1.3 Action research process 22 3.2 Participants 28 3.3 Data collection instruments 28 3.3.1 Questionnaires .29 3.3.2 English speaking test .29 3.3.3 Class observation 30 3.4 Data collection procedures .30 3.5 Data analysis 32 3.5.1 Data analysis procedure 32 3.5.2 Data analysis methods .32 CHAPTER 4 FINDINGS AND DISCUSSION .34 4.1 Results of the pre-test and post-test 34 4.1.1 Results of the pre-test 35 4.1.2 Results of the post-test 36 4.1.3 Comparison of the pre-test and post-test .37 4.2 Results of the questionnaires 40 4.2.1 Results of pre-questionnaires 40 4.2.2 Results of post – questionnaires 42 4.3 Results of the observation 45 4.4 Summary 47 CHAPTER 5 CONCLUSIONS AND RECOMMENDATION 49 5.1 Summary of research findings 49 5.2 Implications for the teachers and students 50 5.2.1 For teachers .50 5.2.2 For the students .51 5.2.3 For other researchers .52 5.3 Limitations of the study .52 5.4 Recommendations for further research 53 REFERENCES I APPENDICES IV iv APPENDIX 1 – PRE-QUESTIONNAIRE .IV APPENDIX 2: POST- QUESTIONNAIRE VII APPENDIX 3: SAMPLES OF PRE-TEST X APPENDIX 4: SAMPLES OF POST-TEST XII APPENDIX 5: OBSERVATION CHECKLISTS XIV APPENDIX 6: RESULTS OF THE TESTS XVI APPENDIX 7: LESSON PLAN SAMPLES XVIII v LIST OF TABLES, FIGURES Figure 3.1 Kurt Lewin’s action research model design 21 Figure 3.2 Kemmis and Mc Taggart classroom action research model design .21 Table 3.1 A schedule of applying tasks in speaking lessons 23 Table 3.2: Schedules of the data collection procedures 30 Table 4.1: Frequency of the pre-test scores 35 Figure 4.1: Results of the pre-test scores 35 Table 4.2: Frequency of the post-test scores 36 Figure 4.2: Results of the post-test scores 37 Table 4.3: Students scores .38 Figure 4.3: Comparison of the pre-test and post-test scores .39 Table 4.4: The opinions of the students towards learning to speak English (N = 42) 41 Table 4.5: Students’ opinions towards TBL 43 Table 4.6: Students’ evaluation of the benefit of TBL .44 Table 4.7: Scores of observers 46 vi LIST OF ABBREVIATIONS TBL: Task-based learning TBLT: Task-based language teaching TBP: Task- based program EFL: English as a Foreign Language ELT: English Language Teaching vii