MINISTRY OF EDUCATION AND TRAINING LAC HONG UNIVERSITY NGUYEN LE NGOC DIEP THE EFFECTS OF TASK-BASED LEARNING ON IMPROVEMENT OF WRITING SKILLS FOR GRADE 10 STUDENTS AT NGUYEN BINH KHI
LITERATURE REVIEW
Definition of key terms
EFL: English as a foreign language, referring to any context where English is just a foreign language, not a second or third language (Richards & Schmidt, 2010)
Writing: writing is a noun form of the verb “write” signifying “to produce something in written form so that people can read, perform or use it” (Oxford Learner’s Dictionary, n.d.)
Writing is a crucial productive language skill that involves creating written texts, emphasizing the connection between the reader, the writer, and the text itself (Hyland, 2009) Key components of writing skills include relational aspects, which pertain to the rhetorical situations involved, and textual aspects, focusing on the structure and content of the text.
In their 2020 study, Matsuda and Silva highlight the "strategic aspects" of writing, emphasizing that effective writing involves multiple dimensions These include textual elements such as grammatical structures and lexical choices, the context of writing which encompasses the writer's goals and intended audience, and the individual characteristics of the writer, including their identity and writing strategies (Hyland, 2009).
EFL writing skills, as outlined by Brown and Abeywickrama (2018), involve both "micro-skills" and "macro-skills." Micro-skills include producing English graphemes and orthographic patterns, performing timed writing, arranging words effectively, applying appropriate grammatical structures, demonstrating varied meanings through different syntactic structures, and utilizing cohesive devices in writing On the other hand, macro-skills focus on using rhetorical forms and conventions of written discourse, applying written communication appropriately in various contexts, and establishing connections between written ideas.
“distinguish between literal and implied meaning when writing”, (5) “convey culturally specific references” in writing, and (6) develop effective writing strategies
A pedagogical task is an essential classroom activity that engages learners in understanding, manipulating, producing, or interacting in the target language It focuses on utilizing grammatical knowledge to express meaning, prioritizing communication over mere form manipulation Additionally, the task should possess a sense of completeness, functioning as a standalone communicative act with a clear beginning, middle, and end.
Task-based learning is a student-centered approach that utilizes language tasks to enhance English as a Foreign Language (EFL) learners' skills through communicative and interactive experiences According to Ellis (2006), this method emphasizes authentic situations, prioritizing meaning and communication over a strict focus on linguistic forms.
High motivation plays a crucial role in students' dedication to their studies, enabling them to engage deeply in their learning experiences both in and out of the classroom (Redondo & Martin, 2015).
Learning attitudes: all perceptions and affections for students’ own learning
Students with positive learning attitudes tend to greatly adapt their learning strategies and capabilities to different learning conditions (Dửrnyei, 2003).
Writing skills
1.2.1 The function of writing skills
Writing originated from the need to create symbols for recording important information, evolving over time to become a crucial societal component (Harmer, 2004) It is essential for developing literacy skills, which many aspire to achieve Additionally, writing proficiency is a key focus in educational assessments, where students must showcase their abilities in various exams Effective writing skills offer numerous advantages, including enhanced reasoning, improved communication, better job prospects, and increased creativity and knowledge (Sharna, 2019) Furthermore, writing is vital in research, particularly within applied linguistics and related disciplines (Matsuda & Silva, 2020).
1.2.2 The measure of EFL writing skills
Brown and Abeywickrama (…) mentioned that writing skill can be measured by different assessment tools, based on four types of writing task performance – (1)
The four primary types of writing approaches include: (1) "imitative," which focuses on basic elements such as letters, spellings, words, punctuation, and simple sentence structures; (2) "intensive" or "controlled writing," which emphasizes the precise use of linguistic forms in written texts; (3) "responsive," which involves connecting written ideas into cohesive paragraphs or short essays; and (4) "extensive," which encompasses the management of all writing processes and strategies for various purposes, including projects, term papers, and dissertations (2018).
Obviously, the measure of writing skill heavily relies on the difficulty level of the writing tasks For “imitative writing”, simple assessment tools are comprised of
“copying”, “listening closed selection tasks”, “picture-cued tasks for single words”,
“form completion tasks”, “converting numbers and abbreviations to words”, “spelling tests”, “multiple choice for simple words”, and “matching phonetic symbols” (Brown
& Abeywickrama, 2018) For “intensive writing”, common assessment tools are
“dictation”, “grammatical transformation tasks”, “picture-cued tasks for short sentences”, “picture description”, “picture sequence description”, “vocabulary assessment tasks”, “ordering tasks”, and “short answer and sentence completion tasks”
The final two groups of assessment tasks emphasize the discourse level of writing, contrasting with the earlier groups that focus on word and sentence levels These tasks encompass paraphrasing, guided question and answer sessions, paragraph construction exercises, strategic options, standardized tests such as TOEFL and IELTS, and various writing projects Brown and Abeywickrama (2018) highlighted the significance of these tasks in evaluating writing proficiency.
To ensure reliable evaluation of "responsive and extensive writing," it is essential to use a standardized scoring rubric The assessment should be both authentic and timed to reflect the quality of the writing skill being tested Three specific scoring methods to consider include holistic scoring, which assigns a single score to the entire text; analytic scoring, which evaluates individual elements of the text; and primary-trait scoring, which focuses on the achievement of the text's final goal.
Learning English as a Foreign Language (EFL) writing skills presents significant challenges due to unique text features such as grammar, vocabulary, and organization, as well as differences from speaking, including time and speed (Harmer, 2004) Unlike speaking, writing skills require direct instruction (Matsuda & Silva, 2020), leading EFL writers from diverse socio-cultural backgrounds to adopt various writing processes and strategies A typical writing process for EFL learners may involve stages like brainstorming, drafting, reviewing, and proofreading before submission (Folse, Muchmore-Vokoun, & Solomon, 2013).
Hyland (2009) noted that there exist many approaches to EFL writing, in terms of the research purpose and context Two major approaches, “genre-based” and
The concept of a "process-based" writing curriculum has garnered significant academic interest, focusing on the importance of centralizing the curriculum around various genres and types of written texts that students encounter This approach aims to enhance students' writing skills by providing diverse writing experiences (Matsuda & Silva, 2020; Richards & Schmidt).
In the genre-based approach to writing, students are encouraged to explore and produce various text types, such as paragraphs, essays, and research papers, each necessitating distinct writing strategies (Hyland, 2009) Conversely, the process-based approach views writing as a comprehensive process that involves sequential steps from start to finish (Richards & Schmidt, 2010) This method emphasizes teaching students specific steps to enhance their writing quality, particularly focusing on strategies for revising and improving their work.
“composing process” (Matsuda & Silva, 2020) Then writing should be treated as a
“problem-solving” model (using specific strategies to solve rhetorical situations of the writing tasks), “generative model” (exploring and developing new ideas while writing),
The article discusses three models of writing: the "recursive model," which emphasizes revising content during the writing process; the "collaborative model," which involves teamwork in constructing and refining texts; and the "developmental model," which evaluates the writing process rather than the final product (Hyland, 2009, p 80) It highlights that the "genre-based approach" concentrates on textual features, while the "process-based approach" focuses on the diverse cognitive processes of writers.
1.2.4 EFL learners’ difficulties in writing skills
It should be noted that one’s ability to write relates to not only linguistic elements but also socio-cultural dimensions and the ability to cognitive work (Hyland,
Writing is often regarded as one of the most challenging language skills due to its demand for effective use of syntax and vocabulary, critical and creative thinking, as well as sociocultural awareness EFL learners frequently face numerous obstacles in their writing, leading to intermediate forms and various errors, as noted by Matsuda and Silva (2020) and supported by Pham and Duong.
EFL learners, particularly Vietnamese students, face significant challenges in writing, including lexical and grammatical errors (2015) Difficulties with collocation usage during academic writing tasks have also been noted (Duong & Nguyen, 2021) Furthermore, poor critical thinking skills contribute to issues with textual coherence (Nguyen & Nguyen, 2020) Pham (2021) highlighted that problems with textual organization, such as paragraph unity and cohesion, hinder students' writing abilities Overall, these linguistic and non-linguistic difficulties significantly impact EFL learners' writing proficiency (Lam et al., 2020).
Task-based learning
1.3.1 Framework of task-based learning
The TBL framework includes three elements: (1) “pre-task”, (2) “task cycle”, and (3) “language focus” This framework was depicted in the following diagram by Willis (1996, p.38)
In the "pre-task" phase, students familiarize themselves with a new learning topic through simulation tasks or by previewing key terms and background knowledge The "task cycle" involves students actively engaging in the task, whether individually, in pairs, or in teams, followed by a presentation of their findings to the class, either orally or in writing Subsequently, in the "Report" sub-stage, students participate in providing feedback and exchanging information about their work.
"Language focus" provides an ideal opportunity for targeted form-focused activities, allowing students to review essential grammatical structures, vocabulary, and various textual elements, thereby enhancing their understanding of the language lesson.
A TBL Framework by Willis in 1996
Willis (1996) reported six pre-task activities
Teachers can enhance vocabulary skills by presenting words and phrases on the board for students to classify into specific categories For instance, they can ask students to sort terms like "cheap" and "expensive" or "hot" and "cold." This interactive exercise encourages students to think creatively about different classification methods and identify various categories.
The "odd one out" activity engages students by presenting them with sets of related words or phrases, where one item does not belong For example, a teacher might list a blue shirt, black trousers, a long dress, and a smart tie, prompting students to identify the item that is different This exercise encourages critical thinking and vocabulary development in a fun and interactive way.
Pre-task Introduction to topic and task
Teacher explore the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare Students may hear a recording of others doing a similar task
Students may now hear recording of others doing a similar task and compare how they all did it.
Students do task in pairs or small groups
Students prepare to report to the whole class (orally or in writing) how they did the task, what they decided or discovered
Some groups present their reports to the class, or exchange written reports, and compare results
Students examine and discuss specific features of the text or transcript of the recording
Teacher products practice of new words, phrases and patterns occurring in the data, either during or after the analysis discuss to odd one out
The third one is “matching phrases to pictures” Teachers can show a few pictures and phrases and ask students to match each picture with the correct caption or phrase
The fourth one is “memory challenge” Teachers can take the pictures down and ask students to match the phrases with the pictures from their memory correctly
The fifth one is “brainstorming and mind map” Teachers show a topic on the board and ask the students to brainstorm ideas or draw a map of related ideas
The sixth one is “thinking of question to ask” Teachers can ask students to write questions to ask their friends about a topic
The task cycle is comprised of three steps: task, planning, and report (Willis,
In the classroom, the teacher acts as a monitor, guiding students through assigned tasks with a clear introduction Collaborative work is encouraged, and linguistic support is provided as needed, while minor errors in language should not be overly scrutinized The timing of the task should be adjusted based on its complexity Following the task, students should present their collaborative outputs, whether spoken or written, with the teacher serving as a counselor to assist in revising their language Selected groups then report their findings to the class, after which the teacher offers feedback on both content and form.
The language focus stage is the concluding phase of the Task-Based Learning (TBL) framework, as outlined by Willis in 1996 During this phase, learners engage in text analysis and practice language forms more deeply Teachers play a crucial role in guiding students through a review of essential grammatical structures, vocabulary, and pronunciation, ensuring a comprehensive understanding of the language.
1.3.1.4 Task-based learning activities for EFL writing
Willis (1996) emphasizes the importance of task-based activities in EFL writing, starting with pre-task activities that introduce the topic and involve learners in pre-writing processes such as brainstorming and outlining Collaboration among learners is encouraged to discuss the writing topic, followed by a teacher-assigned written task that may relate to a reading exercise The task cycle begins with discussions about the written text, leading to the completion of a first draft, which is then exchanged between groups for feedback After revising the initial draft, learners create a final version to present in class or submit for teacher evaluation Finally, a language focus stage allows for form-focused activities that enhance understanding of key linguistic elements like grammar and vocabulary, providing opportunities for further reflection on the writing process and additional teacher feedback.
Likewise, Ellis (2006) reported that this framework consists of three main phases: pre-task, during-task, and post-task
A TBL Framework by Ellis in 2006
A Pre-task * Framing the activity (e.g establishing the outcome the task)
Table 1.1 A TBL Framework by Ellis in 2006
The pre-task phase is essential for student preparation before the main task, focusing on four key objectives: enhancing performance in a simulation task, observing a task operation model, engaging in non-task activities to build readiness, and developing effective learning strategies This stage equips students with the necessary tools and plans to successfully approach the main task.
The "during task" phase focuses on students executing key assignments, where they utilize language to complete specified tasks To produce finished products such as paragraphs, essays, and presentations, students must develop effective strategies to manage time constraints.
The last stage, “post-task”, can have three different objectives: students’ learning reflection, the students’ repeated task performance, and students’ review on key linguistic forms
This study utilizes Ellis's (2006) Task-Based Learning (TBL) framework due to its clarity and relevance in today's educational environment The framework consists of three key stages: pre-task, while-task, and post-task, making it practical for classroom application In contrast, Willis's (1996) framework is more complex, involving a task cycle with three demanding steps: task, planning, and report.
1.3.3 Characteristics of task-based learning
TBL has these key characteristics: (1) collaboration, (2) task completion, (3) teacher’s design, and (4) integration of language and life skills
Task-Based Learning (TBL) fosters collaboration among students, allowing them to engage in meaningful interactions while practicing the language This approach also encourages communication with teachers for support and clarification on tasks By applying TBL, EFL learners can effectively utilize their language skills in real-life contexts, enhancing both speaking and writing abilities The focus on meaning rather than excessive form-focused explanations keeps students engaged and motivated, promoting fluency and efficacy in their writing lessons.
Willis (1996) emphasizes that task-based learning must adhere to specific standards for effective language acquisition Learners should have ample opportunities to use the language in both spontaneous and structured contexts Additionally, fostering motivation is crucial for engaging learners in meaningful activities such as listening, speaking, reading, writing, and reflection Furthermore, instruction should balance the development of fluency with an emphasis on accuracy, ensuring that learners grasp both the meanings and forms of the language.
EFL teachers must effectively differentiate tasks from other educational artifacts, as highlighted by Richards & Schmidt (2010) Key aspects to consider include the task's goals, which define its core purpose, and the procedures that outline how to complete it The order of the task within a sequence, the pace or time allocated, and the final product are also crucial Additionally, teachers should focus on the learning strategies employed, assessment methods for evaluating success, and the nature of student participation—whether individual, pair, or group work Finally, the resources used and the primary language of instruction, whether native, foreign, or mixed, play significant roles in task completion.
Task-Based Learning (TBL) emphasizes language acquisition through meaningful tasks that focus on communication rather than mere grammatical forms (Willis, 1996) This structured approach—comprising pre-, while-, and post-task phases—enables students to apply their linguistic knowledge, including grammar, vocabulary, and pronunciation, to practical language skills Consequently, TBL promotes engaging, communicative activities that prioritize meaning over theoretical discussions (Ellis, 2003; Willis, 2021).
1.3.4 Benefits of task-based learning
The implementation of Task-Based Learning (TBL) provides a structured approach to language acquisition, encompassing pre-writing, while-writing, and post-writing stages This method enables students to apply their linguistic knowledge—such as grammar, vocabulary, and pronunciation—to practical language skills, moving beyond theoretical discussions Consequently, TBL fosters communicative competence in English as a Foreign Language (EFL) learners, allowing them to engage in speaking and writing without monotony Each writing lesson prioritizes meaning-focused activities, enhancing fluency and efficacy rather than overwhelming students with form-focused explanations.
Previous studies
1.6.1 Previous studies in the international context
A study by Ahmed and Bidin (2016) revealed that task-based learning (TBL) significantly enhances writing skills and attitudes among Malaysian intermediate EFL learners The comparison of pretest and posttest results showed notable improvements in students' writing fluency Additionally, a post-survey indicated a shift towards more positive attitudes regarding the task-based writing class.
Task-Based Learning (TBL) has been shown to positively impact the writing skills of Iranian intermediate EFL learners, as evidenced by Kafipour et al in 2018 The comparison of pretest and posttest results highlights significant advancements in students' abilities to utilize syntactic structures, enhance lexical resources, develop ideas, and organize text effectively.
A study by Derakhshan in 2018 found that Task-Based Learning (TBL) positively influences the writing accuracy and complexity of Iranian intermediate EFL learners The research revealed that students particularly benefited from summary writing tasks, which necessitate the use of more advanced academic language.
According to Gonzalez and Pinzon (2019), implementing Task-Based Learning (TBL) can enhance writing accuracy and fluency among intermediate EFL learners in Colombia by improving their grammatical and lexical choices while minimizing errors Additionally, this approach fosters a greater sense of self-efficacy in students regarding their writing abilities.
In 2019, Liu and Yao highlighted the positive impact of Task-Based Learning (TBL) on the critical thinking and writing skills of Chinese intermediate EFL learners Through well-structured tasks, teachers can enhance students' critical thinking abilities, leading to improved writing proficiency.
According to Milarisa (2019), the implementation of Task-Based Learning (TBL) significantly enhances the writing skills of beginner English as a Foreign Language (EFL) learners in Indonesia The findings from this experimental study indicate that students demonstrated notable improvements in their writing performance following the TBL intervention.
A study by Mahdi (2020) aligns with Liu and Yao (2019) in highlighting the effectiveness of Task-Based Learning (TBL) in enhancing critical thinking and writing skills among intermediate students In the Jordanian context, Mahdi's research showed significant improvements in students' writing abilities following a teaching intervention that utilized TBL.
Saifudin, Setiawan, and Anam also showed such improvements in their work in
In 2020, researchers highlighted the effectiveness of the Task-Based Learning (TBL) approach for teaching descriptive writing to intermediate students in Indonesia However, they identified two significant limitations: the tendency for students to rely on their mother tongue during language use and the time-consuming nature of certain tasks.
A study by Husain et al (2021) in Indonesia highlighted significant benefits for intermediate students in narrative writing when utilizing Task-Based Learning (TBL) The statistical findings indicated that students demonstrated notable improvements in their writing task performance after engaging in TBL-focused narrative writing activities.
1.6.2 Previous studies in Vietnamese context
Research in Vietnam reveals that Task-Based Learning (TBL) can enhance writing self-regulation and lexical diversity among EFL learners, particularly in descriptive and argumentative paragraphs, as shown in a 2015 study by Phuong et al However, TBL may be less effective than the Presentation-Practice-Production (PPP) approach when it comes to writing accuracy.
Nguyen and Luu (2018) demonstrated that Task-Based Learning (TBL) is an effective teaching method for enhancing the writing skills of Vietnamese EFL learners Their research revealed significant improvements in students' mechanics, vocabulary, grammar, content, and organization in writing tasks following the implementation of TBL Additionally, the study found that this approach increased students' motivation to learn, which positively correlated with their performance in writing tasks.
Pham and Do (2021) noted that while Task-Based Language Teaching (TBLT) may not significantly enhance grammatical accuracy among Vietnamese EFL learners, it does promote the development of grammatical knowledge in writing skills This approach encourages frequent language use, ultimately benefiting students' writing proficiency.
A Vietnamese study by Pham et al (2021) found that Task-Based Learning (TBL) positively impacts the writing abilities of non-English majors, enhancing both accuracy and fluency The students demonstrated statistically significant improvements in their writing skills, as evidenced by the comparison of pretest and posttest scores.
The Task-Based Learning (TBL) approach has proven to be an effective method for teaching English as a Foreign Language (EFL) writing Research indicates significant improvements in students' writing skills, especially in terms of accuracy, fluency, and critical thinking Additionally, EFL learners generally exhibit positive attitudes towards TBL, highlighting its effectiveness in enhancing their writing abilities However, as noted by Saifudin et al., there are areas that require further exploration.
In a specific EFL context, the Task-Based Learning (TBL) approach may encounter challenges such as the reliance on the mother tongue and excessive time spent on certain tasks This observation offers valuable insights for the current study, which aims not only to demonstrate the effectiveness of TBL in enhancing students' writing skills and learning motivation but also to explore the specific difficulties students may face during TBL instruction Additionally, it is essential to address particular issues related to writing skills that arise in the classroom.
Conceptual framework
The following diagram presents the conceptual framework of the study
The study examines the English as a Foreign Language (EFL) paragraph writing skills of tenth graders at Nguyen Binh Khiem High School Students often struggle during the pre-writing phase, particularly with brainstorming ideas and creating outlines Additionally, challenges arise during the writing stage, impacting their overall writing proficiency.
Task-based learning (Willis, 1996) with pair & group work
Nguyen Binh Khiem High School, tenth graders
The article addresses challenges in topical knowledge, textual coherence, and language use during the writing process Key issues at the post-writing stage include feedback, time resources, and language proficiency Task-based learning (TBL) promotes collaboration, interaction, and motivation among students, while also aiding in idea generation, organization, and revision Therefore, the researcher aims to implement the TBL framework proposed by Willis (1996) to enhance these aspects of student writing.
This chapter reviews key literature on EFL writing skills, the writing process, paragraph writing, and task-based learning Task-based learning is highlighted for creating a collaborative and enjoyable environment that enhances motivation and attitudes among EFL learners, leading to gradual improvements in their writing skills While previous studies have primarily focused on statistical evidence of writing test score improvements linked to task-based learning, there is a lack of research analyzing actual paragraph writing performance and students’ attitudes in task-based writing courses.
METHODOLOGY
Research design
The researcher conducted a case study on Task-Based Learning (TBL) at Nguyen Binh Khiem High School using both qualitative and quantitative methods Qualitative data were gathered through semi-structured interviews with teachers and students' writing test samples, while quantitative data were collected via a post-course questionnaire assessing students' challenges in English as a Foreign Language (EFL) writing and their evaluation of TBL The study utilized three primary data collection tools: a questionnaire to identify students' difficulties and perceptions of TBL, interviews to gain teachers' insights on writing skills, and writing tests to provide evidence of student performance before and after instruction The analysis of the collected data led to meaningful findings and practical implications for enhancing writing skills through TBL.
The researcher employed a case study to illustrate the impact of TBL on the development of students' writing skills and to gather insights into students' attitudes towards this instructional approach through classroom surveys.
Case studies are a primary research method due to their ability to provide detailed descriptions of results without the need for complex sampling or data analysis (Creswell, 2012) Additionally, this approach allows researchers to concentrate on specific research contexts rather than generalizing findings across various settings (Paltridge & Phakiti, 2015).
Conducting this case study offers several advantages, particularly in understanding the writing challenges faced by students at Nguyen Binh Khiem High School By utilizing questionnaires and analyzing real examples from students' writing tests, the study identifies specific difficulties in their writing skills Additionally, it illustrates how Task-Based Learning (TBL) can enhance students' writing abilities, particularly in generating and organizing ideas effectively.
Research context
The research will take place at Nguyen Binh Khiem High School in Dong Nai Province during the second semester of the 2023-2024 school year English is a compulsory subject for formal assessments at this school, which also emphasizes enhancing students' English skills for better employability and further education To achieve this goal, the school encourages EFL teachers to adopt flexible teaching methods that effectively improve students' writing and speaking abilities.
In the writing course at this school, Task-Based Learning (TBL) is an uncommon approach, as most high school students struggle with sentence writing due to issues with grammar, vocabulary, ideas, and mechanics According to Teacher X, the Head of the English teaching team, educators tend to focus on writing accuracy rather than encouraging diverse writing practices Controlled writing exercises are prioritized to help students construct sentences correctly and express their ideas more clearly, making TBL a novel method in this educational setting.
Sampling and participants
According to Creswell (2012), purposeful sampling is utilized by researchers to select samples that are anticipated to provide valuable insights for their research objectives, particularly in qualitative studies Consequently, this research adopts the purposeful sampling method to include participants, specifically students, who are deemed likely to contribute useful information.
The researcher selected two classes for the study based on the students' previous English final test scores, specifically choosing those with the highest average marks ranging from 5.0 to 6.0.
The purposeful sampling process involves selecting two classes of 45 students each, specifically those who have not previously studied writing through TBL This approach aims to validate the findings of the current study Additionally, it is essential that these students attend all writing lessons throughout the course to ensure reliable results.
The research focused on 90 tenth graders from two classes (10C3 and 10C4), all of whom had a minimum of four years of English learning experience prior to the survey The students were treated as a single group, uniformly receiving task-based learning instruction However, during the previous school year, they engaged solely in textbook-based writing exercises without any task-based writing activities While group work was permitted for these exercises, the writing contexts were restricted due to the requirement to complete the final English graduation test for high school entry.
Instruments
A questionnaire is a vital tool for surveying ideas and problems related to research objectives, allowing for convenient information gathering from informants (Creswell, 2012) As the most widely used method for data collection, it systematically reveals insights and responses from participants (Creswell, 2012) According to Iwaniec (2019), careful consideration of a questionnaire's design, questions, reliability, validity, and modality is essential before its administration.
Effective questionnaire design, as outlined by Saris and Gallhofer (2014), should include relevant research material in the introduction and express appreciation to participants It's crucial to ensure that questions are clear, avoiding jargon and complex terminology, while also steering clear of double-barreled inquiries and excessive negative phrasing Researchers should refrain from using simple questions that yield identical responses Additionally, a mix of question types is recommended, incorporating both close-ended (such as Likert scales and multiple choice) and open-ended questions, to enhance the accuracy of result interpretation, as emphasized by Zhou et al (2017).
The original questionnaire includes four main sections, adapted from Pham
In 2021, the research was refined to better align with current objectives, resulting in a reduced number of questions Section 1 gathers personal information on gender, age, and English learning experience through three questions Section 2 addresses students' challenges in the EFL writing process using a 5-point Likert scale, with responses ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) This section comprises twenty items divided into three parts: Part 1 focuses on pre-writing challenges with four statements, Part 2 addresses writing stage challenges with ten statements, and Part 3 covers post-writing challenges with five items Lastly, Section 3 explores students' attitudes towards collaborative work, employing a similar scale for assessment.
The fourth section of the study explores students' attitudes regarding the impact of task-based learning on English as a Foreign Language (EFL) writing This section utilizes a scale comprising seven statements, followed by an open-ended question to gather additional insights from students.
This descriptive qualitative study utilizes three distinct writing tests to analyze students' paragraphs Rather than reporting test scores, the research focuses on providing descriptive results that highlight errors in grammatical structures, lexical choices, textual organization, and idea management.
The writing tests will be based on the "English 10" textbook ("Global Success" by MOET), focusing solely on paragraph writing skills Initially, students will compose a 100-word paragraph about "their family routines" (Unit 1, p 15) Mid-course, they will write another 100-word paragraph recounting a music event they have attended (Unit 3, p 34) Finally, at the semester's end, students will be tasked with writing a 100-word paragraph discussing the advantages of the Internet (Unit 5, p 58).
The tests were conducted in ink, with each lasting 20 minutes in the main classroom, and students received no teacher guidance during the writing process Participants were informed that their paragraphs would be used for formal assessments aimed at providing constructive feedback and improvement suggestions, which helped reduce their anxiety while writing.
When designing and administering writing tests, it is crucial to adhere to key language test standards, including reliability, validity, authenticity, washback, and practicality (Brown & Abeywickrama, 2018) The current writing assessments focus solely on paragraph writing skills, ensuring validity The examiner evaluates only 20 student papers over three periods, which enhances reliability These tests are cost-effective, requiring only basic materials like note paper and pens, thereby emphasizing practicality The results serve academic purposes, influencing both students' writing skill improvement and guiding teachers on necessary support measures, illustrating the principle of washback Additionally, the writing tasks incorporate real-life scenarios from the textbook, classifying them as authentic tests.
The semi-structured interview is a flexible interviewing method that enables the interviewer to ask follow-up questions and guide interviewees to achieve specific research objectives (Adams, 2015) This approach was chosen for three key reasons: it captures valuable teacher insights on the use of Task-Based Learning (TBL) in English as a Foreign Language (EFL) writing classes, allows the interviewer to provide additional prompts and instructions during the discussion, and accommodates the limited sample size of only five teachers, which restricted the feasibility of larger-scale surveys.
The researcher developed five interview questions, which were meticulously proofread by an expert prior to their implementation The questions focus on identifying challenges faced by students in their English writing process and the difficulties educators encounter while teaching writing skills.
To effectively address challenges in EFL writing classes, it is essential to consider practical strategies that can enhance student engagement and understanding English teachers can integrate task-based learning into the pre-writing stage by designing activities that encourage collaboration and critical thinking This approach not only fosters creativity but also helps students to organize their ideas more effectively before they begin writing By applying task-based learning, educators can create a more dynamic and interactive learning environment, ultimately improving students' writing skills and overall confidence in using English.
Teaching and learning materials
The primary textbook of this course is “English 10” (“Global Success” by
The textbook "MOET," published under "Circular 32/2018/TT-BGDDT" on December 26, 2018, adopts a communicative approach to language teaching, integrating four essential language skills along with grammar, vocabulary, and pronunciation It organizes lessons into four relatable themes for students: "Our Lives," "Our Society," "Our Environment," and "Our Future," ensuring a comprehensive learning experience.
10 single units, each of which deals with a topic A reviewing lesson follows every three units to help students consolidate underlying knowledge and skills
Regarding the English curriculum for the tenth graders at the school, there are
The academic year consists of 105 periods spread over 35 weeks, comprising 80 main periods, 12 review sessions, and 8 periods designated for mid-term and final assessments This research specifically examines the second semester of the 2022-2023 school year.
17 weeks of this semester, there are a total of 51 periods, three of which are arranged in one week (see Appendix D)
Over a span of 17 weeks, Units 6 to 10 encompass five key writing lessons focusing on diverse topics such as gender roles in jobs, Vietnam's involvement in international organizations, the advantages of blended learning, wildlife organizations, and crafting website advertisements for ecotours Throughout these lessons, students are guided in writing coherent paragraphs Additionally, there are two review sessions in Periods 78 and 102 dedicated to reinforcing paragraph writing skills, each lasting 30 minutes.
Teaching and learning procedure
The 3-step writing process, mentioned in Williams (2020), is employed in this study It is chosen because it is aligned with the teaching sequence in the writing class – pre-writing, while-writing, and post-writing
The writing skills program is structured into six distinct periods It begins with the teacher delivering a lecture on relevant theories In the second period, pre-writing activities take place, where important tasks are assigned to student groups The third period involves a review of the pre-task results, followed by each group writing their first paragraph, which is then submitted for teacher feedback During the fourth period, the teacher provides explicit feedback on the students' work in front of the class, after which each group completes their second paragraph for submission.
In the two following writing periods, the same procedure is adopted Paragraphs 3 and 4 are completed While Paragraph 3 is commented in class, Paragraph 4 and two others (5 & 6) are feedback online
The following tables describe two writing classes: one without TBL and the other with TBL
- To introduce the topic of writing
- To pre-teach some keywords
- Ss answer some questions about a topic
- T teaches five useful words or phrases related to the topic
In a traditional teaching and learning procedure without task-based learning, the class begins with lead-in activities where the teacher introduces the writing topic and pre-teaches key vocabulary Students engage in a discussion, answering questions related to the topic, followed by the teacher presenting five relevant phrases During the main class, the teacher lectures on paragraph construction, providing a model paragraph and guidance on writing a topic sentence Students then practice writing their topic sentences, with volunteers sharing their work on the board for teacher feedback Following this, students compose three supporting sentences and a concluding sentence The lesson concludes with a session for students to ask questions and provide feedback before the review.
- To let students learn how to write a paragraph about the given topic
- T lectures on how to write a paragraph
- T asks Ss to practice writing topic sentence → supporting sentences → concluding sentence
- To review the key words and writing lecture
- Ss ask further questions about the lecture
- T gives further exercises to review vocabulary
- To introduce the topic of writing
- To set the context for the writing part
- To provide students with some ideas about the given topic
- To help students get some more ideas to prepare for the writing task
* T provides the link to the website and introduces the topic of writing
** Ss do as required in the link: Write down all information students can see on the website
**** T checks if the answers are correct or incorrect
** Ss work in pairs to discuss and agree on the answers
*** T calls some pairs to present their answers in front of the whole class
**** T checks if the answers are correct or incorrect and gives feedback
* T asks Ss to work in groups to find some other related to the given topic
**Ss take notes on A4 paper
*** T asks groups to stick the A4 paper on the board
TASK 2: USE INFORMATION IN TASK 1 AND STUDENTS’ IDEAS TO COMPLETE THE FOLLOWING OUTLINE
** Ss work individually to complete the blanks in the outline by using the ideas that they have just brainstormed
*** T calls some Ss to present their answers in front of the whole class
- To let students learn how to write a paragraph about the given topic
TASK 3: USE THE OUTLINE IN TASK
2 AND WRITE A PARAGRAPH ABOUT THE GIVEN TOPIC
* T asks Ss for some useful phrases or expressions that can be used in the writing
** Ss speak out the expressions
*** Ss discuss whether the expressions are appropriate or not
**** T gives feedback, adds more if necessary, and shows the table containing all the useful expressions to help Ss with their writing task
* T asks Ss to work in groups, gives them a large piece of paper, and asks them to write the full paragraph into the paper in
- T asks Ss to pay attention to punctuation, structures, word choice, linking words, etc
- T reminds Ss to use some linking words to list out the ideas as well as some expressions to talk about the given topic
** Ss work in groups, and do the task as required
**** T walks around the class and manages the process, provides more guidance if necessary
Table 2.2 A teaching and learning procedure with task-based learning
The pre-writing stage of this lesson prepares students for their writing task by introducing the topic and setting the context The teacher provides a website link, prompting students to extract and share information, while ensuring comprehension of foundational concepts In Task 1, pairs collaborate to discuss their findings and present to the class, with the teacher offering feedback to foster a supportive environment Students then engage in collaborative brainstorming in groups, noting additional ideas on A4 paper, which are displayed on the board for further constructive feedback This cooperative approach enhances creative thinking and enriches the students' ideas, effectively preparing them for the upcoming writing tasks.
During the writing phase, students concentrate on their individual tasks by using the information gathered from Task 1 along with their brainstormed ideas to create a detailed outline The teacher facilitates this process, guiding students to thoughtfully consider each component of the outline Selected students are then invited to share their completed outlines with the class.
- To do a cross-check and final check on students’ writing
* T has the groups swap and give feedback on each other’s writing T shows a writing rubric to help Ss do the peer review
** Ss do the task as required
*** Ss discuss in groups to complete the cross-checking
**** T then gives feedback on one writing as a model
- choose some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other Ss
In a classroom setting, it is beneficial to address common errors collectively without singling out individual students, enabling a supportive learning environment The teacher then offers constructive feedback to improve the clarity and completeness of students' outlines This approach effectively prepares students for the writing phase by helping them systematically organize their thoughts before progressing to the next stage of their learning journey.
During the post-writing phase, students are encouraged to collaboratively utilize their structured outlines The teacher prompts them to propose helpful expressions for the writing task, enhancing their language skills In groups, students have six minutes to write a complete paragraph on the assigned topic using a large piece of paper The teacher highlights the importance of punctuation, sentence structure, word choice, and effective linking words.
As students work in groups, discussing and writing simultaneously, T navigates the class, providing guidance and ensuring a productive writing process.
Data collection and analysis
In a 17-week English course focused on writing instruction, the teacher-researcher implemented task-based learning (TBL) by assigning writing tasks based on the textbook Initially, students wrote a 100-word paragraph on either "a memorable life event" or "opinions on online learning" in groups of 4 to 6, completing the task within 20 minutes A similar writing test was conducted at the end of the course Additionally, a questionnaire was distributed via Google Forms, followed by semi-structured interviews with the teachers to gather further insights.
Data analysis was conducted using simple statistics through Excel spreadsheets and content analysis, focusing on pre- and post-questionnaire results illustrated by frequency tables The teacher assessed students' writing tests, identifying strengths and weaknesses in vocabulary, grammar, mechanics, textual organization, cohesion, and unity Additionally, interview notes were analyzed and categorized into themes for a comprehensive understanding of the findings.
This article explores the usefulness of writing skills, highlighting the challenges faced in generating and organizing ideas The researcher effectively utilized tables to present key findings, ensuring clarity and coherence Additionally, the analysis is framed by theoretical insights into paragraph writing problems, drawing on Pham's (2020) research.
Reliability and validity
A qualitative study faces inherent threats to reliability and validity due to potential bias To mitigate this, researchers must establish a clear analytical framework with defined themes and sub-themes Translating questionnaires into Vietnamese enhances students' comprehension during surveys, while adhering to interview guidelines minimizes bias Writing tests should exhibit qualities such as reliability, validity, practicality, washback, and authenticity to ensure meaningful results In this case study, instead of using writing test scores, the teacher-researcher gathered detailed information on written errors to identify areas for improvement Prior to conducting error and textual analysis, it is crucial for the researcher to have well-defined theories regarding grammatical, lexical, and mechanical errors, as well as cohesion and textual organization A solid understanding of these components is essential for accurately analyzing students' paragraphs.
This case study at Nguyen Binh Khiem High School investigates the impact of Task-Based Learning (TBL) on tenth graders' writing skills Utilizing a student questionnaire and teacher interviews as primary research instruments, alongside secondary writing tests, the study identifies students' main writing difficulties and evaluates the effectiveness of TBL Conducted during the second semester of the 2022-2023 academic year, TBL emphasizes teamwork and authentic materials, allowing students to collaborate and enhance their ideas for selected topics While the research primarily relies on qualitative data collection and analysis, it also addresses important ethical considerations.
FINDINGS AND DISCUSSION
Findings
A significant number of students faced challenges during the EFL pre-writing stage, with 68.9% (62 out of 90) reporting a limited English vocabulary for expressing their ideas Additionally, 64.4% (58 students) struggled to find sufficient details to support their topics, while 61.1% (55 students) found it difficult to translate their Vietnamese thoughts into English Furthermore, 60% (54 students) indicated they lacked adequate ideas for writing, and 57.8% (52 students) felt unable to understand the given topics due to unfamiliarity These issues are detailed in the accompanying table.
Strongly Disagree Disagree Neutral Agree Strongly
1 The given topic is sometimes so new or unfamiliar to me
2 Finding appropriate 3 7 26 50 4 ideas about the given topic often challenges me 3.3% 7.8% 28.9% 55.6% 4.4%
3 It is hard to find the details to support the topic
4 I often think of ideas in
Vietnamese and find it hard to translate them into English
5 I do not have a lot of vocabulary in English to express my ideas
Table 3.1 Students’ problems with EFL writing skills at the pre-writing stage
The student respondents also affirmed several difficulties in the writing stage
A significant number of students face challenges in organizing their ideas logically within paragraphs, with 68.9% (62 students) acknowledging this issue Additionally, 58.9% (53 students) reported difficulties in writing effective supporting sentences, while 56.7% (51 students) struggle with grammatical structures Furthermore, 55.6% (50 students) admitted they lack knowledge in crafting topic sentences, and 54.4% (49 students) find it hard to use vocabulary effectively Moreover, 50% (45 students) confirmed their inability to write strong concluding sentences, and 44.4% (40 students) noted the inclusion of irrelevant details in their paragraphs Finally, 38.9% (35 respondents) expressed confusion regarding the use of linking words and phrases.
Strongly Disagree Disagree Neutral Agree Strongly
6 I have difficulties in using correct grammatical structures
7 I have difficulties in using vocabulary
8 I write many irrelevant sentences to the topic
9 I do not know how to write topic sentences
10 It is hard for me to write supporting sentences
11 I have difficulties in writing effective concluding sentences
12 I am confused with linking words or phrases
13 I have difficulties organizing ideas into coherent paragraphs
Table 3.2 Students’ problems with EFL writing skills at the writing stage
Student respondents reported facing challenges in the post-writing stage, with 68.9% (62 students) indicating a lack of knowledge to evaluate the quality of their paragraph writing Additionally, 66.7% (60 students) expressed insufficient lexical knowledge for effective editing Furthermore, nearly half of the respondents (48.9%, or 44 students) admitted to frequently skipping proofreading before submitting their work.
Strongly Disagree Disagree Neutral Agree Strongly
14 I lack the knowledge to check the paragraph myself
15 I lack the lexical knowledge to edit my paragraph
16 I often skip the step of edition before submissions
Table 3.3 Students’ problems with EFL writing skills at the post-writing stage
In a recent interview, teachers highlighted that students face significant challenges in their English as a Foreign Language (EFL) writing skills The three prevalent issues identified are the inability to quickly generate ideas, difficulty in incorporating all relevant concepts, and low motivation for paragraph writing during class Notably, out of five interviewed teachers, three acknowledged all three difficulties, while two confirmed the presence of the second and third issues.
Teachers face significant challenges in teaching writing skills, with time constraints impacting instruction, as noted by Teachers 1 and 3 Teacher 2 highlighted students' low motivation for paragraph writing, while other educators expressed concerns about appropriate teaching activities Specifically, Teacher 4 focused on the need to help students effectively generate and organize ideas for their writing These insights are summarized in the following table.
Pseudonyms English translation Key words
“Writing class usually happens very fast, so I find it difficult to teach everything here Most students cannot finish paragraphs on time in class ” time pressure
Correcting students' writing in class presents significant challenges, especially when there is limited capacity to teach a wide range of vocabulary and structures Additionally, many students exhibit low motivation for writing, which further complicates the learning process.
“I often have problems with instructing students to write many ideas and organize paragraphs logically because of time constraint” time pressure
“To be honest, I have problems with students’ idea generation and management I cannot deal with how to instruct them well.” teaching idea generation and management
“I find it difficult to teach writing skills to my students as they are often not interested in writing.” low motivation
Table 3.4 EFL teachers’ difficulties in writing skills 3.1.1.3 The writing pretest
The teacher, acting as a researcher, collected fifteen paragraphs from students during their first writing test to identify issues in their paragraph writing skills It was observed that all student groups opted exclusively for narrative paragraphs to recount personal stories, with no groups selecting opinion paragraphs to express personal views Additionally, the error analysis highlighted two primary categories of mistakes: one related to textual coherence and the other concerning language use.
Regarding the errors in textual coherence, the problem encompasses (1) writing irrelevant details (7 occurrences), (2) lacking written ideas (12 occurrences), and (3) weak topic sentences The following table presents these problems
“I had an experience It was my first time in a motorcycle accident That is the reason why I still dare not drive after this
On a rainy day, my sister drove me to school, but the heavy downpour made the roads slippery As we navigated the wet conditions, a car suddenly rushed towards us, causing both my sister and me to feel extremely nervous.
Every year, a popular music show attracts large crowds, creating a vibrant atmosphere on the streets Although dancing isn't my personal interest, I was captivated by the performances of famous singers The show is truly fantastic, providing a wonderful escape for everyone to unwind and relieve stress.
Last month, my family enjoyed an exciting trip to Vung Tau, a beautiful beach destination However, we noticed a concerning issue: an increasing amount of garbage being dumped into the sea Despite this challenge, our experience was memorable and highlighted the need for environmental awareness in popular tourist spots.
At 6 a.m., my dad, a cool taxi driver, took our family on a delightful trip We enjoyed a variety of delicious seafood, which is not only tasty but also healthy While I was excited to try clams and squids, my youngest brother wasn't as enthusiastic Overall, this trip brought us great happiness and memorable experiences.
“Da Lat is a wonderful place with many beautiful gardens and valleys which thousands of visitors enjoy and I like it
Three years ago, my friends and I embarked on an unforgettable trip, traveling by coach to explore stunning destinations We enjoyed various thrilling activities, including visiting the breathtaking Cam Ly Waterfall, the serene Xuan Huong Lake, and the enchanting Love Valley Our adventure was filled with memorable experiences that made our journey truly special.
Two years ago, I embarked on a memorable camping trip with my best friend, meticulously preparing food and equipment for our overnight adventure Coaches proved invaluable for long-distance travel However, our plans took a dramatic turn when a large truck nearly collided with us, resulting in a frightening accident that damaged our bike and left me feeling shaken Despite the chaos, we were captivated by the scenery around us Given the current state of pollution in the seas and the increasing frequency of natural disasters, we ultimately decided to cancel our trip, taking time to regain our composure after the harrowing experience.
Traveling independently can be challenging, especially in mountainous regions like Cao Bang, which are prone to floods and other natural disasters However, for many visitors, including myself, Cao Bang offers a captivating experience filled with breathtaking scenery The trip is enjoyable and provides ample opportunities for photography, making it an exciting adventure for all who visit.
Last year, I faced the disappointment of failing my final exam, which deeply saddened me I felt immense pressure to achieve a good mark for my mom, leading me to lie about my math score, which was nearly zero This experience stands out as one of the toughest moments in my life.
Discussion
The current research highlighted the challenges faced by tenth graders at Nguyen Binh Khiem High School in developing their writing skills, alongside the difficulties experienced by teachers in addressing these issues This section delves into the identified problems.
Textual coherence in writing presents significant challenges for Vietnamese EFL learners, primarily due to underdeveloped ideas Research indicates that many students struggle with writing skills, particularly in generating relevant ideas within time constraints, such as the 20-minute pretest where they had to construct short paragraphs This pressure can hinder their performance Additionally, inadequate critical thinking skills contribute to difficulties in idea generation, especially for those who are not accustomed to writing in English Furthermore, low English proficiency, characterized by limited vocabulary and grammatical knowledge, further restricts learners' ability to express useful ideas effectively.
Paragraph unity and cohesion issues are prevalent in student writing, as highlighted by Pham (2021) Students often include off-topic sentences, leading to decreased coherence in their texts Contributing factors include inadequate critical thinking skills (Nguyen & Nguyen, 2020), low English proficiency (Hyland, 2009; Phuong et al., 2015; Matsuda & Silva, 2020), and time constraints during writing (Phuong et al., 2015) Additionally, Pham (2021) notes that irrelevant details often stem from poor reading comprehension and insufficient proofreading By improving their proofreading skills, learners can address these challenges effectively.
Writing effective topic and supporting sentences poses a significant challenge for students, as highlighted in the present study The findings suggest that the Vietnamese writing style may influence how students construct their topic sentences According to Pham (2021), a well-crafted topic sentence at the beginning of a paragraph can enhance student engagement with the content When students succeed in writing strong topic sentences, they are better equipped to develop relevant supporting sentences Conversely, a lack of coherence can arise when supporting sentences stray from the main idea, as evidenced by the students' writing pretest Additionally, Vietnamese student writers often produce lengthy topic sentences, which can sometimes be overly specific, resulting in weak topic sentences (Pham, 2021).
The study aligns with Pham and Duong (2015) in highlighting that Vietnamese EFL learners frequently make lexical, grammatical, and mechanical errors in their writing, attributed to low English proficiency, carelessness, and limited topic knowledge The prevalence of these linguistic errors is influenced by these factors In the pretest, students chose to write about a personal memory, a familiar topic that reflects their background knowledge Additionally, as most students were in their fifth year of English studies, their limited experience in writing may hinder their fluency The time constraint of only 20 minutes for the pretest further impacted their writing quality.
If the students are not well prepared for peer correction and collaborative writing activity, they can show much carelessness in writing Then errors are unavoidable
Another contribution of the present study is the teaching difficulties in writing
Writing instruction poses a significant challenge for many Vietnamese EFL teachers, as highlighted by the current study, which emphasizes the need for fast and effective teaching methods Many educators struggle to cover essential topics due to time constraints and students' low proficiency in English According to Phuong et al (2015), effective teaching strategies are crucial for enhancing writing skills, yet this area is often overlooked despite its importance Interviews with teachers revealed that factors such as time pressure, lack of innovative teaching ideas, and students’ low motivation hinder effective writing instruction With writing activities occurring only once per unit in the textbook, teachers face additional challenges in preparing students for essential writing tasks Overall, even experienced teachers encounter obstacles in facilitating effective writing practice for their students.
A student questionnaire indicated that most learners held positive views on collaborative work in task-based learning (TBL) writing classes, aligning with findings from Ahmed and Bidin (2016) and Nguyen and Luu (2018) EFL students appreciate task-based writing activities as they foster collaboration and interaction, allowing them to share ideas and enhance the quality of their writing through peer correction Husain et al (2021) noted that TBL creates an enjoyable learning environment, promoting group discussions and meaningful language practice When students communicate their writing ideas, they generate more engaging content, and peer feedback aids in refining their work by eliminating irrelevant details, correcting errors, and effectively rearranging their texts.
Teachers recognize the effectiveness of Task-Based Learning (TBL) for enhancing writing skills, as it boosts student motivation and idea generation This study aligns with Pham and Do (2021), highlighting that teachers' perceptions of TBL can aid its implementation in EFL classrooms Collaborative work among students is seen as beneficial, allowing them to discuss topics, share ideas, and integrate relevant concepts However, there are differing opinions on the best way to facilitate collaboration in writing classes Teachers emphasize the importance of mixed English proficiency levels within student groups, as advanced and intermediate learners can support beginners in producing quality written texts This mixed-level approach fosters a conducive learning environment, enabling all students to contribute effectively As van Den Branden (2006) notes, the success of TBL relies on teachers employing optimal strategies and guiding students in teamwork and writing improvement to enhance overall group performance.
A contribution of the present study is the textual evidence after treatment with TBL Apart from many other past related studies like Kafipour et al (2018), Derakhshan
Recent studies by Nguyen and Luu (2018), Gonzalez and Pinzon (2019), Liu and Yao (2019), and others have provided clear evidence of improved writing performance among students following a Task-Based Learning (TBL) approach After participating in TBL, students demonstrated more effective topic sentences, a wealth of ideas, and enhanced textual organization, characterized by clearer transitions The collaborative nature of TBL significantly contributed to the development of students' writing skills, especially during the pre-writing phase, through peer correction, increased motivation, and frequent use of English in writing tasks As noted by Derakhshan (2018) and Pham and Do (2021), task-based writing activities facilitate EFL students' practice by incorporating authentic materials and allowing for both form-focused and meaning-focused writing exercises, enabling students to improve their writing alongside vocabulary and grammar studies.
This study prioritizes the enhancement of idea generation and management over writing accuracy, diverging from Derakhshan's (2018) findings that highlighted improvements in grammar and mechanics The evidence indicates that students demonstrated significant progress in writing fluency, as they produced more words in a 20-minute post-writing test Their topic sentences were effectively crafted, striking a balance between being too general and overly specific, and successfully engaging readers Additionally, students benefited from peer learning, acquiring techniques for writing compelling topic sentences and developing supporting details.
The findings indicate a notable shift in students' writing topic selection following the Task-Based Learning (TBL) course Initially, students predominantly chose narrative paragraphs, but post-treatment, half opted for opinion paragraphs, suggesting an enhancement in their background knowledge and topic selection skills This variation in writing ideas highlights the effectiveness of collaborative work within the TBL framework in fostering idea development According to Ellis (2003), TBL facilitates deeper knowledge acquisition through social interactions and group work, which enhance students' ability to share and develop ideas Consequently, TBL emerges as a viable solution to address writing skill challenges faced by Vietnamese EFL learners at Nguyen Binh Khiem High School.
The analysis of the results indicates that tenth graders at NBK High School encountered significant challenges in writing, and teachers also struggled with instruction in this area Despite numerous errors in textual coherence and language use observed in the pretest, there was notable improvement following the implementation of Task-Based Learning (TBL) The findings suggest that TBL is an effective strategy for enhancing writing skills, particularly in idea generation and organization Additionally, the study highlighted various similarities and differences when compared to previous research.
The study highlights that local EFL learners face significant challenges in writing, including a lack of relevant ideas, incoherence in their texts, insufficient grammatical and vocabulary knowledge, and time constraints during writing tasks However, Task-Based Learning (TBL) is recognized as an effective approach for enhancing students' idea generation, writing motivation, and overall skill development.
The researcher conducts a case study on Task-Based Learning (TBL) at Nguyen Binh Khiem High School, utilizing a literature review to design three data-collection tools: a questionnaire to identify students' challenges in English as a Foreign Language (EFL) writing and their evaluation of TBL, interviews with teachers to gain insights into students' writing issues and TBL usage, and writing tests to gather evidence of writing skill progress before and after instruction Following data collection and analysis, the findings are interpreted, leading to practical implications This case study effectively demonstrates the impact of TBL on enhancing students' writing skills and provides a platform for assessing students' attitudes towards this instructional approach.
A study involving 90 tenth graders utilized three research instruments: a student questionnaire, teacher interviews, and writing tests (pretest and posttest) to gather textual evidence The findings indicated that Task-Based Learning (TBL) significantly enhances the writing skills of EFL learners by improving their idea generation, management, and motivation for writing Additionally, TBL effectively addresses common writing challenges such as inadequate background knowledge, language usage issues, and incoherent text structures.