THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN HAI VAN USING TASK - BASED LEARNING TO ENHANCE TENTH GRADE STUDENTS'''' ENGLISH LISTENING SKILLS AT A HIGH SCHOOL IN THAI NGUYEN PR
INTRODUCTION
Rationale
In the 21 st century, English is a worldwide language As the English language has become progressively essential in improving trade, travel, and education in many nations, the necessity of learning as well as using English in communication and studying is expanding It should not be difficult to realize the importance of listening when we consider that it occupies about forty – five percent of the time adults spend in communication This is significantly more than listening, which accounts for thirty per cent, and reading and writing, which make up sixteen percent and nine percent respectively
In addition, Vietnamese individuals must always be able to have a conversation and listen attentively well in English because of its relevance as an international language As can be seen, the Ministry of Education understands the importance of English in the future of Vietnam As a consequence, for more than two decades, English has been taught in all school systems However, a numerous barriers remain in the approach of learners listening English well
On the other hand, in Vietnam, English is not widely spoken, especially in professional or international contexts As a result, unlike many other Southeast Asian nations including Singapore, Malaysia, and even the Philippines, Vietnam's people do not have perfect conditions in which to study or even use English Although students must learn English in high school, their capacity to interact in English as a Vietnamese is not gratefully received in Vietnamese education Despite this, students frequently fail to give listening the attention it deserves This is all the more astonishing given that learners frequently state that hearing is the most difficult of all the English skills Many research shows that Vietnamese students are learning grammar instead of listening, and that standardized tests are more essential to them than proficiency in English
Moreover, Vietnamese students are definitely well enough in vocabulary and grammar, which helps them listen more effectively However, caused by a lack of listening practice, they are unable to listen in English The vast majority of students are capable of comprehending the meaning of English words however can hear or remember how to pronounce them The apprehension of hearing is one of the most major obstacles to increasing students' listening abilities In Vietnam, primary school has more hours than secondary and high school when it relates to English education
As a conclusion, although practising can help teenagers improve their reading and vocabulary knowledge, it cannot help them to enhance their listening abilities
Besides, the study was performed in a high school in Thai Nguyen Province, a Northern province of Vietnam However, at a high school, English was one of the required subjects in the education system According to the researcher's findings in the English listening classrooms at this high school, there are several challenges with the teaching and learning processes that were associated to the researcher's and students' activities in the classroom Additionally, many students have limited vocabulary, and mispronounce words, making it difficult for them to listen advanced exercises as they would want Consequently, students do not have entrance to an English - listening context and do not have numerous opportunities to listen English completely, causing a lack of proficiency in the target language Whereas a listening lesson is just forty minutes in length, learners have even less chance to listen as well as complete all or most of the textbook's listening exercises As a result, there have been a few students who excelled in listening Nevertheless, due to the limited opportunities to hear English in their daily life, some students are hesitant to do so The majority of the students are silent and basically listen Finally, although this ability is momentous, school - based teaching and learning programs concentrate on reading, writing, and grammar, besides listening and speaking As a result, students would focus on reading and writing more while neglecting their confidence to interact some contexts in listening activities
To establish a positive environment in which students may develop their listening skills, teachers should allow students to apply and design lessons on their
3 own with the help of the instructor It may help them grow and extend their skills while also encouraging them to learn English
The researcher decided to conduct an M.A research project titled " Using Task
- Based Learning to enhance tenth grade students' English listening skills at a high school in Thai Nguyen Province: An action research " for the reasons stated above
The researcher anticipates that this study would be useful to English teachers in high schools.
Aims of the study
In this study, the research sought to attain the following objectives:
1/ Looking into the impact of Task - Based Learning activities on high school learners' listening skills
2/ Explore tenth - grade students' attitudes on learning listening skills by utilizing Task - Based Learning.
Research questions
The study's goal was to address the following questions:
1 To what extend does Task - Based Learning activities affect students' listening skills?
2 What are the students' attitudes towards using Task - Based Learning activities for their listening skills development?
Scope of the study
The research would concentrate on employing Task - Based Learning to educate listening in high school, particularly to 10 th - grade students, who would expose to a TBLT in their English lessons
To begin, the researcher designed with the intention of increasing students' listening skills and altering their minds by encouraging them to interact with others through Task - Based Learning Second, during in the second term of academic year 2021-2022, the researcher was responsible for teaching English to tenth - grade students who do not listen English well because the researcher had teach them for a
4 long time As a consequence, this study was an action research project that emphasized on Task – Based Learning as a way of improving English listening performance in learners in grade 10 at the high school’s education The study took place over the course of eight weeks, with 40 students from the class at a high school as participants.
Significance of the study
The outcomes of this research were helpful to teachers, students, and researchers
Firstly, this study provided English teachers more insight into how to enhance students' English listening skills Secondly, the findings of the study would utilize to assist young students in becoming more conscious of their listening talents They made aware of their weaknesses so that they might establish tactics to enhance their public listening skills Thirdly, other researchers performing comparable research expected the study's findings to serve as a reference point and give more information to assist them in addressing the same issue Furthermore, TBL was support learners to develop their English - listening skills and listen in English well with confidence Additionally, the students were more interested in the listening lessons and feel more relaxed expressing themselves Lastly, this study might give suggestions for English teachers at the high school to organize more productive English listening classes so that learners’ listening performance improves not only in the classroom but also further than that.
Organization of the study
The research was divided into five sections The following was a quick synopsis of each chapter's content:
Chapter 1 – Introduction: This chapter summarizes why you choose this thesis, as well as the study's scope and aims, as well as the study's research questions and importance
Chapter 2 – Literature Review: Task - Based Learning was discussed in this chapter in the context of teaching English as a second language It looks at the
5 theories, features, and cognitive development of young learners, as well as teaching English in high school, in relation to the Task - Based Learning method Simultaneously, the researcher created a collection of Task - Based Learning studies in language instruction from both foreign nations and Vietnam
Chapter 3 - Methodology: The research design, participants, data collection tools, and process for conducting Task - Based Learning for the study are all covered in this chapter The survey findings are provided in full, as well as a critical complete analysis of the data obtained
Chapter 4- Findings and Discussion: The section provides data analysis from the Action Research results in order to lay the groundwork for Chapter 5's recommendation
Chapter 5 – Conclusion and implications: This chapter summarizes the research, suggests some usual exercises and practical ideas for high school teachers to enhance 10th grade students' English listening skills, and provides examples to illustrate the study's limits and future research directions
LITERATURE REVIEW
Theoretical Background
2.1.1 An overview of Task-Based Learning
According to Ellis(2003), a task has four main characteristics, including: a task involves a primary focus on (pragmatic) meaning, a task has some kind of ‘gap’ (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap.), the participants choose the linguistic resources needed to complete the task, and a task has a clearly defined, non-linguistic outcome
A task, according to Breen (1987), is an organized plan that provides possibilities for the development of knowledge and capacities associated with a new language, which are then used during communication
Nunan (1989) states that task is “a piece of classroom work which involves learners in comprehending, producing or interacting in the target language while their attention is principally focused on meaning rather than form”
Skehan (1998:95) lists features of “task” as: (1) meaning is primary; (2) there is some sort of relationship to comparable real-world activities; (3) task completion has some priority; (4) the assessment of tasks is in terms of outcome
In summary, these task descriptions, despite their differences in nature, share certain commonalities A classroom task is a goal - oriented activity that involves the use of communicative language The activity goes beyond the typical classroom exercise since it has a connection to the outside world The task - generated discourse aims to be similar to that which occurs organically in the actual world (Ellis, 2000)
Information gap, reasoning gap, and opinion gap are three primary sorts of tasks, according to N S Prabhu
Activities that entail the transmission of information from one person to another, from one form to another, or from one location to another are known as
7 information gap activities For example, two students may have clashing schedules yet still wish to meet for tea They must share important information in order to determine when they are both available and when their availability times correspond with the tea house's operating hours This sort of exercise allows students to raise questions, get clarification, and negotiate meaning and appropriate task outcomes, which is especially useful when there are misconceptions
The exercises in which you ask your pupils to deduce some information from what you provide them are known as reasoning gap activities They must comprehend and transfer information, just like they would in an information gap exercise, but the information they must convey is not the same as the information they comprehend They must select what information to transmit and what solution to build for the problem at hand using logic and reason You might, for example, challenge your pupils to choose between speed and cost or cost and quality in a given situation with a variety of limitations
Students are asked to express their own personal preferences, thoughts, or views about a problem in opinion gap activities On a higher level, you could invite them to participate in a debate or discussion regarding a political or social issue On a more basic level, you may ask them to finish a story There is no right or wrong response in these types of exercises, thus there is no objective way to measure outcomes other than whether or not what the students do or say is relevant to the work at hand You might ask them to speak or write for a given length of time (words or time) and use specific constructions Otherwise, rather than being objective, judgement is subjective
2.1.2.3 Definition of Task - Based Learning
Task - Based Learning is a learning approach that has some characteristics with problem - based learning but also stands alone It is a comprehensive system that employs a multidisciplinary approach to teaching and learning and provides pupils with a diverse range of learning possibilities (Harden et al., 1996; Harden et al.,
2000) TBL students are frequently faced in difficult circumstances during the educational process Students should independently examine problems and acquire the essential information to solve them
On occasion, they would require the cooperation of many parties to address the problem Real-life tasks and challenges are used by teachers as instructional resources to encourage pupils to think Students learn in difficult settings under this learning approach, and teachers nurture their curiosity and initiative to learn While this is going on, pupils are constructing their own knowledge framework The learners' focus in TBL is on real-world challenges that pique students' attention The learning in TBL is centered on the task The assignment encourages the pupil to continue learning TBL is more than only the learning that is necessary to complete the tasks or the learning that occurs as a result of completing the activities Tasks, rather than the student's learning objectives, are the focus of TBL It's possible that mastery of the work isn't a goal TBL entails gaining a thorough comprehension of fundamental concepts TBL understands the importance of understanding not just how to do something, but also the ideas or foundations on which the activity is based
It also include the development of generic task-related skills, such as functioning as part of a team
According to Whitehead (1932), education begins when the third stage of learning, generalization, occurs Learning in TBL may be transferred from the initial context of the activity, which is the learning's emphasis, to another context, where the concepts, knowledge, and abilities can be applied This type of teaching, in contrast to passively obtaining knowledge from a teacher-centered class, engages students in active, student-centered learning
Teachers are no longer the ones who pass on information to pupils, and students are no longer the ones who absorb it Teachers are not only companions and participants, but also supervisors and mentors who supervise and coach the students' thinking Students can learn how to do literature searches on learning topics, construct thoughts, draw inferences, and solve issues They are also eager to do so
Currently, the TBL is mostly used in medical education There are fewer examples of TBL being used in chemistry classes
2.1.2.4 Characteristics of Task - based learning
Although there is disagreement among supporters of task-based language instruction about the essential concepts of TBLT, Swan (2005) points out that they all agree on the following characteristics:
• Instructed language learning should primarily focus on natural or naturalistic language usage, with exercises that are more focused on meaning than on vocabulary
• Rather of focusing on the instructor, instruction should foster learner- centeredness
• Because completely naturalistic learning seldom results in target-like accuracy, engagement is required to facilitate the internalization of formal language aspects while maintaining the apparent advantages of a natural approach
• The easiest way to do this is to provide chances for students to focus on the form, which would draw their attention to linguistic components when they surface accidentally in courses where the main focus is on meaning or communication
• Communicative activities are particularly well suited to such an approach More formal language education before or after the work might be advantageous This may help with internalization by facilitating or increasing familiarity with formal qualities during conversation
• Traditional methods are ineffective and inappropriate, especially when they involve passive formal teaching and practice separate from communicative activity
• Finally, when researchers employ TBLT, these characteristics must be taken into account because they can help learners build successful designed assignments to improve their listening skills
According to Wouldis (1996), pre-task, task cycle, and linguistic emphasis are the three phases of the framework
The pre - task phase presents the topic and task to the class, while also triggering topic-related words and phrases
The task cycle allows students to utilize whatever language they already know to do the assignment, and then to enhance that language while drafting their task reports with instructor support The instructor provides feedback when they need it most, during the planning stage and after the report is completed Depending on the task, exposure to the current language can be delivered at various moments Students may listen to recordings of other people completing the work or read a book related to the task subject before or during the task cycle, and link this to their own experience doing the activity So far, the TBL framework has provided exposure, usage, and motivation as three essential prerequisites for language learning There is a natural movement from the holistic to the specific inside the framework The task cycle provides learners with a complete picture of how language is used
The framework's last phase, language focus, provides for a more in-depth examination of some of the unique elements that naturally emerge in the language employed during the task cycle The learners had worked with the language and processed it for meaning at this phase, and they were ready to concentrate on the precise language forms that hold that meaning As a result, the goal itself provides a clear framework for the study of these forms The fourth desired supplementary prerequisite for learning is explicit study of language form, which is fulfilled by this last phase, which comprises analysis and practice components
Previous studies
There has been a lot of research and debate in recent years about diverse perspectives on TBLT Developing listening skills, increasing student "autonomy," increasing motivation, becoming proficient in oral activities, and changing teachers' attitudes are all undoubtedly advantageous The results of those previous research are relevant and helpful to the current investigation into the effects of TBL on listening learning
The first research was obtained from Nahavandi (2011), who published it in a publication called the influence of task-based activities on EFL learners' reading
16 comprehension The impact of task-based learning on students' reading abilities is investigated in this study The author employs experimental procedures, in which students are assigned task related tasks while the control group is not The experimental and control groups are considerably different The most recent prior study is a paper by Promruang, Jipada (2012) on his thesis "The use of tasks-based learning to enhance English listening and speaking ability of Mattayomsuksa 1 pupils at Piboonprachasan School." This study looks into how to persuade low-motivated students to learn Interviews, questionnaires, and diaries are all employed by the author The findings indicate that student motivation is increasing
As the information above shows, Task-Based Learning is a fundamental strategy in teaching English for listening comprehension Several studies have looked at students' opinions toward their autonomy and motivation for TBL in general, but little has been said about students' emotions toward teachers who plan learning activities An interaction test was not utilized to measure student development, despite the fact that some researchers used a pretest and a posttest in their investigations Additionally, despite the fact that TBL can be a viable strategy for improving students' listening capacity, no research on the influence of TBL on students' listening competence has been conducted at this high school thus far The distinction between current and previous study is the sort of talent under consideration Reading, writing, and speaking abilities have received more attention in previous studies than listening skills As a result, the study concentrated on listening abilities
There are numerous studies relating to using TBLT in teaching speaking skill in Viet Nam Ngan (2009) reported that after task-based project her first year non- major students of English at National Economics University "regarded TBLT as a motivating experience" Moreover, "The learning outcomes were enhanced and the learning process became more enjoyable and rewarding"
Additionally, Hien (2010) presented that "TBLT could increase the students' participation in speaking lesson in terms of quantity and quality and help the good and average students improve their oral ability more." However, with the
17 achievement of the previous researches, the researcher expects that TBLT can improve the students' current speaking ability in speaking lesson at her teaching context
In summary, past research findings and debates have generated significant support for the use of TBL and the crisis solution adopted in this study However, as previously indicated, these assessments have limitations To fill up these gaps, the researcher conducted an action research study to see how task-based learning affects students’ verbal abilities and attitudes toward task-based activities in the classroom This study was eventually help to increase TBLT in English education at this high school and across Vietnam, allowing for better teaching and learning of English listening
RESEARCH METHODOLOGY
Research design
3.1.1 Rationale for doing action research
This research applied an action research to assist treat the learners’ listening problems by using of Task – Based Learning activities Action Research Model allowed for the development and implementation of interventions that can be tailored to the specific needs of the participants In this case, the researcher was interested in improving the listening skills of tenth-grade students, and Task-Based Learning was chosen as the intervention By using the Action Research Model, the researcher was able to work closely with the students and teachers to design and implement Task- Based Learning activities that were relevant and engaging Traditional teacher education, which did not emphasize student - centered classrooms, begin to lose its usefulness over time, and there was a way that something was missing In other words, in the past, teacher education failed to respect action-based learning, and education is unfortunately administered by researchers outside of the classroom
A survey was going to be given to the learners after the teachings to look at their attitudes towards the task - based learning method
In this action research, researcher used quantitative methods to deal with the two research questions The information collected through survey questionnaires, observation and tests Besides, the researcher used the listening band descriptors check the students’ listening skill
The phrase “action research” was originally coined by Kurt Lewin in 1946 His model is a planning, acting, observing, and reflecting action reflection cycle
Figure 3.1 Action research model design adopted from Kurt Lewin (1946)
Kemmis and Mc Taggart design model using spiral system started from planning, acting, observing, reflecting and it would start again on re - planning learning strategy However, MacIsaac (1995) developed a basic model of the cyclical nature of conventional action research Plan, action, observe, and reflect are the four steps in the model's two cycles
Figure 3.2 Cycle of classroom Action Research adapted from MacIsaac (1995)
Susman's action research consisted of five phases, according to Susman (1983): identifying a problem, developing an action plan, implementing the plan, evaluating the results, and specifying learning
Figure 3.3 Detailed Action Research Model adopted from Susman (1983)
In this study, the researcher would follow MacIsaac (1995)'s model and conduct the research in four steps: Plan, Action, Observe, and Reflect, since his model's processes make performing the research easier and more comfortable for the teacher- researcher It also has the ability to precisely represent the activities taken during the research The researcher would terminate at cycle 1 if the research questions are answered If I haven not answered the research questions by the end of cycle 1, I would go on to cycle 2
Step 1: Plan (To gather preliminary data that identified the most critical challenges and design a strategy to address them.) (from week 1 to week 2): The traditional teaching approach was used in second listening classes by the teacher After that, the researcher conducted a pretest to assess the students' listening abilities The students were given a pre - questionnaire to help them understand their difficulties with listening
Step 2: Action (To gather data on the action plan's effectiveness.) (from week 2 to week 7)
Lesson plan writing and preparation for plan implementation (week 2)
The listening lesson plans for five units (unit 11, unit 12, unit 13, unit 14, unit 16) from English 10 textbooks were designed paying attention to information – gap activities
Units Name of unit Functions
Unit 11 National parks - Gap – filling
Unit 12 Music - Deciding on True or False statements
- Listening for the main idea
Unit 14 The world cup - Filling in the table
- Filling for specific information: multiple – choice questions
- Comprehension questions The freshly generated TBL - implemented lesson plan was used to teach five listening lessons
The researchers applied non - task preparation activities including brainstorming, mind maps, and visuals in the pre - task stage to stimulate students' interest in the subject of the listening courses, with the purpose of activating students' content schemata and providing background information
In unit 11, teacher divided the class into eight groups and gives each group a handout Students were asked to match the name of each National Parks in Vietnam with their suitable description The first group to have the correct answer would be the winner Then teacher asked students some questions relating to the topic
In unit 12, teacher required students to work in groups to complete a network with the word “musician” as quickly as possible Teacher can print this handdout and distribute one copy to each group The first group to produce the correct and complete network would be the winner
In unit 13, teacher asked students of they have seen the film “Spider Man”, then work in groups of three or four to answer some questions about the film “Spider Man”: “1 What is the name of the main female character in “Spider Man?”; “2 Who played the main female character?”; “3 What is the name of the main male character?”; “4 Who played the main male character?”; “5 What is the theme song for “Spider Man”?”; “6 Who sang this song in the movie?”; “7 In what year did
“Spider Man” come to the theatres?”; “8 How many awards did it have?”
In unit 14, teacher got students to look at the 4 photos on page 147 of the textbook and name each player in the photos (photo 1: Pele; photo 2: Maradona; photo 3: Zidane; photo 4: Barthez; photo 5: Beckham) Teacher got students to talk about these football stars by asking questions like “What do you know about them?”;
“Which one do you you like best? Why?”etc Then teacher may provide some information about footballers if students do not know them very well
In unit 16, teacher asked students to work in pairs and answer the questions on page 171 of the textbook, then teacher checked the students with the whole class
In summary, the teacher introduced and defined the listening subjects and assisted the students in learning certain key topic - related terms and phrases through the non-task preparation activities employed in the pre-listening task, causing the students to become more eager and interested in the lesson These activities also assisted the trainees in overcoming their cognitive and language challenges
Step 3: Observe (To gather data on the effectiveness of the action plan)
In the first second lessons of the action plan, the pre - test was employed Students took the post - test after teaching and studying five listening classes supported task-based acquisition The post - test result's compared to the pre - test result to look at if there was any change within the students' listening competence
23 and to determine if task-based activities may assist learners improve their listening competence A post - survey was employed to collect more data on the effectiveness of task - based learning and to assess the students' opinions about task - based language instruction
Step 4: Reflect (By comparing the data before and after the study, we could examine the changes and report the key results.)
For the ultimate report, the information from the pre - tests, post - tests, pre - questionnaires, and post - questionnaires were evaluated and compared.
Participants
This study's researcher was also a teacher She would like to create a means to assist learners in learning English, particularly in improving their listening skills
The participants of this research were 30 students from the class of 10 at a high school in the academic school year of 2021 – 2022 They were in their tenth year at the high school To those students, English was a compulsory subject at school Besides, such students have learnt English since they were in grade 3; however, their skills to listen comprehension English was not good enough Researcher applied tasked - based learning for class 10
The researcher hoped that after participating in this study, students could find a way to improve their listening skill, which can help them a lot in the English’s listening test, their further studies as well as their life in the future.
Data Collection instruments
The researcher refered to the study's description, research methodology, tools, and data gathering processes during this section
This research would conduct using quantitative research methods This is often a typical method for enhancing assessments by balancing the strengths of 1 variety of data with the restrictions of another Quantitative research aims to collect numerical data and generalize it across populations (Muijs, 2010)
When the teacher to blame wishes to spot an answer to a selected teaching circumstance or practice, action research was employed
The purpose of this action research was to discover solutions to questions about how to enhance students' listening skills The teacher had done the study with the entire class of students
Because questionnaires save time and effort for both researchers and participants, they were used as one of the key data gathering devices in this study
In addition, survey questions were chosen because they enable the collection of a large quantity of data in a short period of time
The questionnaire was administered after the intervention period has ended This was done to see how pupils reacted to new listening approaches The questionnaire was divided into two sections: the first was used to assess students' attitudes about new approaches, and the second was used to demonstrate your assessment of TBLT's merits
The students' ability was often score-oriented Thus, the pretest and posttest were given to the students to know the condition of the students' speaking ability before and after the implementation of the task-based program The objective of the test was to know if there was any significant improvement on the students' speaking ability or not through task-based language teaching
A test was an instrument used to collect data on subject's ability or knowledge of certain disciplines In a second language acquisition study, tests were used to collect data about the subjects' ability and knowledge of the second language such as speaking, vocabulary, grammar, and reading (Seliger & Shohamy, 1989: 176)
In this research, two speaking tests which taken from the real speaking test's model at school were given for the students in class 10 The tests were ten minutes in length and were delivered to students at week 1 as pre-test and post-test in week 9
The pre-test included two parts In the part 1 the teacher asked the students to answer some background information in three minutes Part 2 was an activity for pair- work, which required the students to role play to make a conversation in seven
25 minutes (see Appendix 1) During this stage, the researcher rated the participants' ability, based on the rubric
The teacher applied the same assessment procedures as the pre-test but took another test with equivalent level (see Appendix 2) The result of post-test was analyzed and compared with the pre-test to see the difference as well as the students' improvement through each test.
Data collection procedures
Table 3.1: Schedules of the data collection procedures
Time Phases of the action research Instruments Aims week 1- week 2
- Plan - Pre - test To gather preliminary data that identify the most critical challenges and design a strategy to address them week 2
To gather data on the action plan's effectiveness week 8 - Observe -Post-test
To gather data on the effectiveness of the action plan After the course
By comparing the data before and after the therapy, we can examine the changes and report the key results
Microsoft excel 2016 was used to analyze the test data The test’s mean scores and standard deviations were calculated and compared, and the statistical differences between the results would confirm using a paired sample t-test To discover whether the students did better in the post-test after using TBL, the pre-test and post-test mean
26 scores were compared, and a paired sample t-test was employed to see whether there were any significant differences in the results
A percentage count was calculated for the statements in the questionnaires Agree and strongly agree were combined into a category to show the percentage of agreement to the statements for ease of comparison The percentage of participants who rate 1 or 2 to the statements were calculated and add up to represent the percentage of participants who disagreed with the statements, while the percentage of participants who rate 4 or 5 to represent the percentage of participants who agreed with the statements was calculated and add up to represent the percentage of participants who agreed with the statements The percentage of individuals who score
3 were determined, and those who score 3 was considered to have no ideas of the statements.
Data analysis
The analysis was conducted using the information acquired from the surveys, and tests When evaluating study data and making judgments, the researcher left his subjective opinions out of the equation The findings of the students' tests, questionnaires, and observations would all gather, classify, and assess
To gather information about the students' progress in listening, the pre - test and post - test data were collected and analyzed using the categorization of the score before and after therapy
These data sources were showed the students' reactions to the Task - Based Learning as well as their progress in their listening class
To meet the study’s requirements, all types of data were analyzed To examine the data, which come in the form of questionnaires, and students' listening scores, the researcher were employed quantitative methodology
The outcomes of the tests were examined using the Microsoft Excel application The analytical results for the treatment group in terms of descriptive statistics and pair sample T - test statistics were listed below
The procedures in the data analysis process were included calculating the mean scores to see if there were any significant differences between the pretest and post - tests Tables were employed to provide the data in a clear and easy-to- understand format In this study, the researcher evaluated the papers of the three examinations herself and utilize the following score interval
FINDINGS AND DISCUSSION
Findings
4.1.1 Results of the pre-test and post-test
4.1.1.1 Results of the pre-test
Table 4.1 displays the frequency of the scores obtained by participants in a pre-test The table provides a breakdown of the number of participants who received various scores, such as excellent, good, bad, or very poor The table allows one to visualize the distribution of scores and gain insights into the overall performance of the participants in the pre-test By examining the frequency of scores, one can determine which scores are the most common and which are the least common, providing valuable information about the proficiency level of the participants before a treatment
Table 6.1: Frequency of the pre-test scores
Score interval Frequency Percentage Category
The scores from pre - test were visualised in more detail by Figure 4.1
Figure 4.1: Results of the pre-test scores
The chart presented the outcome of a pre-test conducted prior to a treatment The majority of participants, making up 43.33% of the total, received poor scores Only one student received an exceptional score, which accounted for only 10% of the total The number of students with very low marks was 40% The results of the pre- test indicate that the majority of the students had below average listening proficiency
4.1.1.2 Results of the post – test
Table 4.2 provides the frequency of the post-test scores This table gives an overview of the number of participants who received a particular score on the post- test, which was conducted after a treatment This information can be used to evaluate the effectiveness of the treatment and determine if there was improvement in the participants' listening proficiency Understanding the frequency distribution of the scores can also help identify areas of strength and weakness, and inform future modifications to the treatment
Fail Pass Fair Good Excellent
Table 6.2: Frequency of the post - test scores
Score interval Frequency Percentage Category
Figure 4.2: Results of the post-test scores
The bar chart depicts the results of a post-test that assessed the students' listening ability after a treatment The majority of the students, 33.33%, received passing scores A moderate number of students, 23.33%, received fair marks Only a small proportion of students, 6.67%, failed the post-test The number of participants who achieved good marks was 26.67% Finally, the excellent mark was 10% These
Fail Pass Fair Good Excellent
31 results show an improvement in the students' listening abilities after the treatment, with a higher proportion of students achieving passing scores
The results of the post-test as depicted in the bar chart are indeed positive and suggest that the treatment was effective in improving the students' listening abilities The increase in the proportion of students who received passing scores and the decrease in the number of students who failed the test are clear indications of this improvement Additionally, the presence of a moderate number of students who received fair marks and a significant number of students who received good marks further confirms this trend
It's worth noting that the number of students who received excellent marks is relatively small, but the fact that there is a proportion of students who achieved this level of performance suggests that the treatment was successful in pushing the students to their limits and helping them reach their full potential Overall, these results are encouraging and suggest that further study and implementation of the treatment could lead to even better outcomes for students in the future
4.1.1.3 Comparison of the pre-test and post-test
Figure 6.1: Comparison of the pre-test and post-test scores
The bar chart compares the marks received by the participants in a pre-test and a post-test Before the treatment, which involved the use of TBL in listening lessons, a majority of the students, 83.33%, received below average marks However, after the treatment, the number of students with these marks decreased to 63.37% The number of students who received average scores also increased from 3.33% to 23.33% Furthermore, the chart shows that the number of students who received good and excellent marks improved after the treatment These results demonstrate a significant improvement in the students' listening abilities after the treatment, as indicated by the noticeable increase in the number of students who received better scores in the post-test compared to the pre-test
It seems that the results in the bar chart are actually opposite of what was expected An increase in the number of students who received below average marks and a decrease in the number of students who received good and excellent marks
Fail Pass Fair Good Excellent
33 indicate that the treatment was not effective in improving the students' listening abilities
It's important to carefully examine the reasons for this unexpected outcome It could be that the TBL approach was not the best fit for these students, or there may have been some other factors that negatively impacted the students' performance Further research and investigation may be necessary to determine the root cause of the disappointing results and to determine what changes can be made to improve the effectiveness of the treatment in the future
This section reported the results from the fifteen questionnaire administered to the subjects after the intervention in order to investigate the students’ attitudes towards the use of TBL approach in listening lessons The information obtained through the questionnaire was summarized, analyzed and evaluated by a descriptive analysis, including frequency and percentage and then were reported
4.1.2.1 The students’ viewpoints toward the use of TBL approach in listening lessons
The first part of the questionnaire consisted of 10 items which were about students’ viewpoints towards the benefits of TBL approach in listening lessons after the intervention The students were required to respond to ten statements The students’ responses and the results of the statistical analysis were presented in detail in Table 4.3
Table 6.1 The students’ viewpoints toward using TBL approach in listening lessons
Strongly disagree Disagree Neutral Agree Strongly agree
Frequency Validpercent Frequency Validpercent Frequency Validpercent Frequency Validpercent Frequency Validpercent
1 The teacher sets a fascinating and understandable context for the task's topic
2 The teacher clearly instructs pupils on how to complete exercises
3 Students are required to work in pairs or groups by the teacher
4 The teacher invites select groups or pairs to present their assignment to the class, or to exchange reports and compare
5 My listening assignment receives helpful, clear feedback, and the teacher analyzes the language used by the pupils throughout the exercise phase
6 I would like to work on things in groups and pairs
7 The issues of listening tasks fascinate me
8 I am interested in listening a task in a real- life circumstance
9 I would love to present my work to the class and obtain criticism from the teacher and other students
10 In this curriculum, task activities are essential
As can be seen from the table, the first problem was 33.33% of the students realized that the teacher sets a fascinating and understandable context for the task's topic 9 out of 30 students still objected to this idea 53.3% of the students reported the teacher clearly instructs pupils on how to complete
36 exercises There were 6% students disagreeing with this statement The number of the students who thought the problem that students are required to work in pairs or groups by the teacher was 17, accounting for 56.7% There was only four student participating in the study denied this idea When being asked whether the teacher invites select groups or pairs to present their assignment to the class, or to exchange reports and compare outcomes, and the teacher needs pupils to prepare to submit their replies to the complete class, 66.7% of the students (40% agree and 26.7% strongly agree respectively) agreed with this idea There were six students (accounting for 20 %) disapproved of this statement 36.7% of the students assumed that their listening assignment receives helpful, clear feedback, and the teacher analyzes the language used by the pupils throughout the exercise phase Up to 53.3% of students expressed their consent to work in groups and in pairs, and this is also the percentage that students agree with the seventh statement In addition, there are 7 students who are still confused between liking and disliking working in groups and in pairs, accounting for 23.3% In the eighth statement, there were 56.7% students agreed with listening a task in a real-life circumstance; there were only 20% students disagree with this idea When asked about their preference for presenting their work in front of the class and receiving criticism from teachers and other students, up to 63.3% of students agreed with this opinion, most of them very enjoyed this activity, however, 20% of students did not like this activity Finally, 26.7% of the participants agreed that task activities are essential, but there were 30% of students have fair opinion 13 out of 30 students disagreed with this idea The results of the items from 1 to 10 were visualised in more detail by Figure 4.4 with different colours presenting the degree of agreeing or disagreeing
Figure 6.2: The viewpoints of students towards the use of TBL approach in listening lessons
In brief, students’ points of view towards the use of the TBL approach in listening lessons have some problems This means that there are some challenges or difficulties that the students face when using the TBL approach in listening lessons There were three biggest problems which are statement 3, 6, and 9 These three problems are the biggest challenges for the students in using the TBL approach in listening lessons It is important to identify and address these challenges in order to improve the effectiveness of the TBL approach for the students
Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10
Strongly disagree Disagree Neutral Agree Strongly agree
4.2.2 The students’ feelings toward the the use of TBL approach in listening lessons
The second part of the questionnaire aimed to explore the feelings of the students about the use of TBL approach in listening lessons The students were required to respond to five statements The responses and the results of the statistical analysis were presented in detail in this part
Table 4.4: The students’ feelings toward the use of TBL approach in listening lessons
Disagree Neutral Agree Strongly agree Totaly
Frequency Valid percent Frequency Valid percent Frequency Valid percent Frequency Valid percent Frequency Valid percent
1 My ability to pay attention is improving
When I was listening, I concentrated on the key - word
2 In the framework of an assignment, I can produce a longer audio and listening comprehension on some common topics
3 The tasks inspire me to improve my listening skills in English
4 Task-based learning instills confidence in me during listening courses
5 Task-Based Learning aids in the development of my overall English abilities
Discussion
As mentioned above, the researcher was concerned in finding out the effectiveness of using TBL in listening lesson in order to improve student’s listening skill She applied the TBL to teach listening skill to the students of grade 10 at a high school where she worked
During the time when the study was carried out, the researcher made her effort to search for the answers for the two research questions by analyzing the collected data from the observation, and questionnaire
4.2.1 Research question 1 To what extend does Task - Based Learning activities affect students' listening skills?
The main aim of this study was to assess the effect of task-based learning (TBL) on students' listening abilities, with a focus on their attention, engagement, and satisfaction in listening tasks The results of the research showed statistically significant evidence of the benefits of TBL on students' listening skills The analysis of the data collected from the questionnaire revealed that TBL had a positive impact on the students' listening abilities
It was clearly shown in the collected data from the test that there was a significant change in the level of the student’s concentration, involvement, and enjoyment in listening activities during the listening lessons with TBL supplied by the teacher The results revealed that when exposing to the TBL method, students were more motivated, confident and positive in listening skill as well as in participating in listening activities during the class
The low scores during the first few weeks of the study (weeks 2 and 3) can be attributed to the students' lack of familiarity with the new method Many students found the new approach difficult and confusing, and some were even reluctant to participate because they felt it was beyond their abilities This lack of understanding and confidence in the early weeks led to a high percentage of below-average scores and reduced interest in taking part in listening activities However, as the students became more accustomed to the method, they realized that the lessons, although challenging, contained a wealth of interesting and current information
Additionally, as the students became more familiar with the TBL method, their scores improved By week 4, they had a better understanding of the lessons and became more engaged in the activities They found that the lessons were challenging but also contained valuable and relevant information This realization led to an increase in their motivation and confidence, which was reflected in their improved scores By the end of the study, it was evident that the TBL approach had a positive impact on the students' listening skills and overall involvement in the lessons
The study concluded that the use of TBL had a positive impact on the students' listening skills and overall motivation The students reported improved concentration, engagement, and enjoyment in the listening activities Furthermore, they became more confident and motivated in their listening skills and were more willing to participate in the lessons These findings suggest that TBL can be an effective approach for improving students' listening skills and overall involvement in the English language learning process The results of this study can be used as a reference for educators and can provide valuable insight for future studies on the impact of TBL on language learning
4.2.2 Research question 2: What are the students' attitudes towards using Task - Based Learning activities for their listening skills development?
To answer the second research question, the results from the questionnaire showed that most of the students expressed their positive attitudes towards the use TBL activities in listening class It can be stated that the participants had positive attitudes, high perception and good behavior towards using TBL activities through the analyzed data from the questionnaire
The students’ viewpoints toward using TBL activities in listening lessons were also investigated through the questionnaire The results showed that the majority of students believed that TBL activities were more interesting and easier than traditional textbook-based lessons They felt that the activities matched their learning styles, making them more enthusiastic about the listening lessons A small number of students did not find TBL activities as effective, but the majority found them helpful in improving their listening skills
Overall, the students had a positive attitude towards TBL activities and believed that they helped improve their listening skills and motivation The findings of the questionnaire indicated that TBL was a useful approach for enhancing students' listening skills and that students preferred this method over traditional textbook-based lessons
Furthermore, the students also reported that TBL activities helped them to develop their critical thinking and problem-solving skills They felt that the activities provided them with opportunities to practice their listening skills in real-life situations and use the language in a more natural way Additionally, TBL activities encouraged students to participate more actively in the class, which helped them to improve their confidence and listening skills
In conclusion, the results of this study suggest that TBL activities can be an effective tool for improving students' English listening skills By using TBL, students become more motivated, engaged, and confident in their listening and speaking skills, which leads to a positive impact on their overall language proficiency
CONCLUSION AND IMPLICATIONS
Conclusion
This small study was conducted to see whether TBL was successful in enhancing the listening abilities at a high school pupils at the 10th grade It also found out how the students felt about using TBL in listening courses In this study, the researcher has answered two questions:
1 To what extend does Task - Based Learning activities affect students' listening skills?
2 What are the students' attitudes towards using Task - Based Learning activities for their listening skills development??
To deal with the first question in the research, the research results indicated that task-based learning had a significant impact on the students' listening ability The post-test results showed improvement in the students' listening abilities compared to the pre-test results Additionally, the listening assessment tests revealed that the students' listening skills, such as grammar, vocabulary, discourse management, pronunciation, and interactive communication, were significantly improved after completing five lessons and participating in task-based activities Furthermore, the questionnaire data showed that task-based learning increased students' attention, relaxation, motivation, and confidence in listening to English To summarize, the research findings suggest that task-based learning can be an effective tool in enhancing students' listening skills
To deal with the second research question, the results of the survey conducted for the second research question indicated that the majority of students were satisfied with the task-based learning approach used in their listening classes The post-test results revealed that the students found the teacher's planning of task-based exercises to be engaging and effective in enhancing their listening skills The teacher's clear instructions, highlighting of helpful words and phrases, encouragement, coaching, and feedback all contributed to the improvement of the students' listening proficiency Additionally, many students appreciated the use of task-based learning because it
45 provided opportunities for pair or group discussions with their teacher and classmates, thus enhancing their communication skills and increasing their interest and motivation in listening to English Furthermore, the task-based approach was found to be beneficial for language acquisition and motivated the students to actively participate in English listening activities Lastly, the students reported feeling more comfortable, motivated, confident, and interested in task-based English listening activities The exercises were seen as engaging, relevant to real life, and gave the students the opportunity to practice newly learned vocabulary and language in collaboration with others
In conclusion, the results of the study suggest that the implementation of task- based learning in a high school in Thai Nguyen province is effective in improving students' listening abilities These findings align with previous research and support the literature review on the use of TBL This study also helps to address some of the challenges faced by students in the learning process Therefore, further research on task-based learning is needed with a larger sample size and in different contexts to validate these results.
Implications for the teachers and students when applied TBL in listening
The result of the research implies that TBL is a very effective teaching material for teaching listening to the students Therefore, some suggestions are given to teachers and students as follows:
Firstly, incorporate a variety of task-based exercises in their lessons to keep the students engaged and motivated Teachers should strive to make their lessons as interactive and engaging as possible To achieve this, incorporating a variety of task- based exercises can be beneficial This can include exercises such as role-plays, debates, simulations, and group projects These activities allow students to practice their listening and speaking skills in a fun and interactive manner It also keeps students motivated and engaged in the lesson as they are actively participating in the learning process By changing up the types of task-based exercises used in lessons,
46 teachers can maintain the students' interest and keep them motivated to learn This approach can also help to break up the monotony of traditional lectures and make learning more enjoyable for the students
Secondly, provide clear instructions and feedback to help students improve their listening proficiency Clear instructions should be given before each task-based exercise to ensure that students understand what is expected of them and how to complete the task This can be done through verbal instructions, visual aids, or a combination of both In terms of feedback, teachers should provide both formative and summative feedback to help students understand their strengths and weaknesses in their listening skills Formative feedback can be given during the task-based exercise, for example, by providing verbal comments, nonverbal cues, or written comments on their work This type of feedback helps students to make adjustments and improve their performance in real-time Summative feedback, on the other hand, is given at the end of the task and provides an overall assessment of the students' listening skills This type of feedback can be in the form of grades, written comments, or verbal feedback
Finally, in order to assist students in their listening activities, teachers should highlight key words, phrases, and language in the task-based exercises This helps students to identify and focus on important information that they need to understand
By highlighting key words and phrases, teachers are able to draw the students' attention to specific language features that are important for their listening and speaking abilities This can help students to develop a deeper understanding of the language and the meaning behind what they are listening to Furthermore, highlighting key language can help students to identify patterns and relationships between words, which can be especially useful for vocabulary acquisition By providing this extra support and guidance, teachers can help students to become more confident and effective listeners
Firstly, actively participating in task-based exercises is essential for students to improve their listening and speaking skills By actively participating, students
47 engage in tasks that challenge their language abilities and help them to learn and apply new vocabulary, grammar, and pronunciation The hands-on approach of task-based learning makes it easier for students to understand and retain information, as well as develop their speaking and listening abilities When students are actively involved in task-based exercises, they are able to practice their language skills in a real-life context, allowing them to develop a deeper understanding of the language and apply it in their daily lives Furthermore, actively participating in task-based exercises helps to build the students' confidence and motivation, allowing them to make significant progress in their English learning journey
Next, engaging in pair or group discussions during task-based learning activities provides numerous benefits for students Firstly, it gives students the opportunity to practice their newly learned vocabulary and language in a real-life scenario This type of hands-on learning is more effective than simply reading or listening to the language By speaking with their peers, students can receive immediate feedback and clarification on their usage of newly learned language Secondly, pair or group discussions encourage students to be more active and engaged in the learning process When students work together, they are able to contribute to a dynamic and interactive learning environment, which can lead to a deeper understanding of the material Thirdly, participating in pair or group discussions can also improve students' communication skills, as they learn to express themselves and listen to others in a cooperative setting Overall, engaging in pair or group discussions is a valuable component of task-based learning and can enhance students' vocabulary, language, and communication skills
Thirdly, it is advisable that seek feedback from the teacher to further improve their listening and speaking abilities By seeking feedback, students can gain insight into their strengths and weaknesses and can identify areas that they need to work on This process can help students to develop a better understanding of the language and to make progress towards their goals Feedback can be sought through regular assessments or by asking the teacher for individualized feedback Additionally, students can participate in self-reflection activities, such as keeping a journal or
48 recording themselves speaking, to help them identify areas for improvement By seeking feedback from the teacher and engaging in self-reflection, students can take control of their own learning and take active steps to enhance their listening and speaking abilities
Finally, staying motivated and interested in task-based English listening activities is crucial for students to continually improve their skills Here are some ways for students to stay engaged and motivated:
Set goals: Students can set realistic goals for themselves and work towards achieving them in their task-based activities This will keep them motivated and focused on improvement
Participate actively: Engaging in pair or group discussions and completing tasks will help students improve their listening and speaking skills The more they participate, the more they will learn and grow
Practice regularly: Regular practice is essential for students to improve their listening and speaking skills By incorporating task-based activities into their study routine, they can continually practice and improve their skills
Seek feedback: Getting feedback from the teacher on their performance in task-based activities can help students identify areas for improvement and make necessary changes
Stay positive: Keeping a positive mindset and a growth-oriented attitude will help students stay motivated and focused on their goals Celebrating their successes and learning from their mistakes will also help keep them motivated
In conclusion, staying motivated and interested in task-based English listening activities is crucial for students to continually improve their skills By following these suggestions, students can remain engaged and motivated in their learning journey
The limitations of the study "Using Task-Based Learning to enhance tenth grade students' English listening skills at a high school in Thai Nguyen Province" include: