Appying task based approach in teaching skill to the 10th graders at some high schools in Ha Tinh

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY FACULTY OF POST-GRADUATE STUDIES LE THI HUYEN TRANG APPLYING TASK - BASED APPROACH IN TEACHING SPEAKING SKILL TO THE 1OTH GRADERS AT SOME HIGH SCHOOLS IN HA TINH MASTER THESIS IN EDUCATION VINH - 2013 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY FACULTY OF POST-GRADUATE STUDIES LE THI HUYEN TRANG APPLYING TASK - BASED APPROACH IN TEACHING SPEAKING SKILL TO THE 1OTH GRADERS AT SOME HIGH SCHOOLS IN HA TINH Field: Theory and Methodology of English Language Teaching Code: 601410 MASTER THESIS IN EDUCATION Supervisor: Assoc Prof Dr Luu Quy Khuong VINH - 2013 ii STATEMENT OF AUTHORSHIP I here acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates, and have not been published elsewhere Author Le Thi Huyen Trang i ACKNOWLEDGEMENTS For the completion of the study, I have received valuable contributions from many people First of all, I would like to express my deepest thanks to my supervisor, Assoc Prof Dr Luu Quy Khuong, whose useful instructions and advice, as well as detailed critical comments and encouragements help me a great deal from the beginning to the end of the thesis writing process Without his help, the study would have never finished I would also like to thank all the teachers who have taught me during the course and have given me useful advice and favourable conditions for the completion of the thesis Additionally, I am grateful to all teachers of English and students at Cu Huy Can High School, Le Huu Trac I High School, Cao Thang High School, who have helped me much to carry out the survey for my thesis Finally, my thanks go to my family as well as my friends for their support and encouragement Vinh, 2013 Le Thi Huyen Trang ii ABSTRACT Task-based approach is a new teaching approach which is supposed to be effective in promoting learners’ communicative competence In a task-based class, learners play the central role and the lessons become more relaxing and meaningful However, empirical studies of its application are rarely found in the field of English language speaking instruction This study investigated the application of task-based language teaching and learning or task-based learning (TBL) to teaching English speaking skills in high school suggested solutions Also, the study displayed an evaluation of the pilot teaching as an evidence of effective s in Ha Tinh province The study tried to find out how TBL can fit into English speaking classes to promote the students’ communicative competence The methods for empirical investigation in the study included students’ and teachers’ questionnaire survey, teachers’ interview, classroom observation and pilot teaching Both qualitative and quantitative methods were employed to create a realistic and detailed description of the real teaching context and the attitudes, assessments of teachers and students involved It also presented an evaluation of the pilot teaching as an evidence of effective use of task-based approach in teaching speaking skills to the 10th graders at high schools in Ha Tinh The results of the study showed that most of the teachers and students had positive attitudes and motivation to the uses of TBL in learning and teaching speaking skills, yet the scope was still limited This findings also showed that the language teachers experience some practical difficulties with TBL in their oral classes because this is quite a new approach Finally, some useful implications for its application are proposed based on the research findings in order to help the teachers to implement TBL more effectively in their English speaking classes iii TABLE OF CONTENTS Contents Page SUB COVER PAGE .i STATEMENT OF AUTHORSHIP .i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS .1 LIST OF ABBREVIATIONS LIST OF TABLES .5 CHAPTER INTRODUCTION 1.1 Rationale 1.2 Objectives of the Study 1.3 Scope of the Study 1.4 Research Questions 1.5 The Organization of the Study CHAPTER LITERATURE REVIEW 10 2.1 Overview 10 2.2 Previous Studies Related to the Thesis 10 2.3 The Importance of Speaking in Language Teaching 11 2.3.1 Definitions of Speaking .11 2.3.2 Types of Speaking .12 2.3.3 Stages of Teaching Speaking .13 2.3.4 Problems with Speaking and Speaking Activities 14 2.4 Task-based Instructions 16 2.4.1 Definitions of Tasks 16 2.4.2 Types of Tasks 18 2.4.3 Characteristics of Tasks .22 2.4.4 Components of tasks 22 2.4.5 Principles of Tasks .26 2.5 Task-based Language Teaching (TBL) 26 2.5.1 Definitions of TBL .26 2.5.2 Characteristics of TBL .28 2.5.3 Frame of the Task-based Instructions .28 2.5.4 Principles of TBL .30 CHAPTER RESEARCH DESIGN AND METHODOLOGY 33 3.1 Overview 33 3.2 Research Methods 33 3.3 Context of the Study 33 3.4 Participants .35 3.4.1 The teachers 36 3.4.2 The Learners 37 3.5 Data Collection Instruments 37 3.5.1 Questionnaire .37 3.5.2 Classroom Observation 38 3.5.3 Interview 38 3.5.4 Pilot Teaching 39 3.6 Data Collection 39 3.7 Data Analysis 40 3.8 Research Procedures .40 3.9 Reliability and Validity 41 3.10 Summary 41 CHAPTER FINDINGS AND DISCUSSION .42 4.1 Overview 42 4.2 Findings 42 4.2.1 The Reality of Teaching Speaking at High Schools in Ha Tinh province 42 4.2.2 The Reality of Applying TBL in Teaching Speaking Skills .54 4.2.3 The Teachers’ Difficulties in Applying TBL to Teaching English Speaking Skills .67 4.2.4 Students and Teachers’ Feedbacks to TBL Used in English Speaking Classes 72 4.2.5 What Should Be Done to Promote Teaching English Speaking with TBL 74 4.3 Discussions .78 4.3.1 The Reality of the Application of TBL to Teaching English Speaking 78 4.3.2 The Difficulties Emerging with the Implementation of TBL 81 4.3.3 Solutions to Teaching English Language Speaking Skills with TBL 82 4.3.4 Teachers’ Solutions to Their Difficulties in Teaching Speaking Skills 84 4.4 Pilot Teaching 89 4.4.1 Designed Activities and Its Procedures .90 4.4.2 Students’ Feedbacks on the Lesson 94 4.5.3 Teachers’ Evaluation on the Lesson 95 4.4.4 The Researcher’s Reflection 96 CHAPTER CONCLUSION AND IMPLICATIONS 97 5.1 Conclusion .97 5.2 Implications of the Research 98 5.2.1 Implications for Teaching 98 5.2.2 For Textbook Designers 99 5.3 Limitations of the Research 99 5.4 Further Research 100 REFERENCES 101 APPENDICES 104 APPENDICES Appendix : Questionnaire for Teachers Appendix 2a : Questionnaire for Students (English version) Appendix 2b : Questionnaire for Students (Vietnamese version) Appendix : Questions for Teachers Interview Appendix 2a: Questionnaire for students (English version) QUESTIONNAIRES This questionnaire is designed to seek for the information to serve the research “Applying Task-based in Teaching Speaking Skills to10 th Graders at Some High Schools in Ha Tinh” The answer will be used as important data for the research not for any other purposes The answer, therefore, should be frank and accurate to your own ideas and teaching context Thank you very much for your cooperation! TBL = Task based learning Please put a tick (√) on the answer you choose I Students’ Profile - Age: …………… - Years of studying English: …………………… - Your class size: Less than 40 students 40-50 students More than 50 students II Students’ attitudes toward Learning English (More than one choice is acceptable in some sentences) How you like learning English ? Very much Much Not much Not at all Why you learn English (you can choose more than one )? It is a compulsory subject at school To pass the examinations To go abroad To well communicate with foreigners To listen and to understand English songs and watch movies in English To search information in English from the Internet To get a good job after graduating To get better understanding of other English speaking contries Other factors………………………………………………………… According to you, which skill is the most important in learning English? Please rank from ( most important) to ( least important) Listening Speaking Reading Writing III Students’ attitudes to speaking lessons How you feel when you attend the activities in a speaking lesson? Confident Embarrassed and nervous Interested, motivated Bored Uncomfortable Are you interested in the speaking lessons you have at your school? Very much Yes Not much No If yes, which factor(s) activate(s) your interest in the lessons? Teacher’s methods of teaching attract you You find communicative activities interesting to practice English You have opportunity to speak English more You can develop your speaking skill You meet your demand of using English to communicate No new structures Other factors………………………………………………………… If no, the reason(s) you not like the lessons is/are: You are not interested in English The topic is boring Teacher’s method of teaching is dull and poor Your English is not sufficient There is much vocabulary and many new structures Your personal characteristics such as your shyness prevent you from speaking Teacher’s instructions are not clear and motivating Other reasons:……………………………………………………………… How difficult is the speaking skill Very difficult difficult a liitle no In English speaking lessons, the difficulties you often have are: Your knowledge of English ( such as vocabulary, grammar, pronunciation, etc) is poor Your shyness Your fear of making mistakes Teacher does not encourage you much Other difficulties…………………………………………………………… IV Students’ reflection to applying task-based in speaking classes 10 Students’ interests in the speaking lessons with the use of tasks Yes, very much Yes Yes, a little No 11 The changes of classroom after applying TBL Very clearly clearly not clearly No 12 How you think about the tasks given by teacher during speaking lesson? Very suitable Suitable Normal Not suitable at all 13 Which problems students encountered in a task-based English speaking class Some of the teacher’s instructions are not comprehensible enough The input language fed by the teacher is not accessible The teacher does not provide enough feedback Lack of teachers’ adequate instruction Lack of supply of vocabulary, language structures and functions from the teacher Lack of supply of vocabulary, language structures and functions from the teacher Lack of teachers’ adequate instruction Lack of supply of vocabulary, language structures and functions from the teacher Lack of time for practice Some of the requirements of the tasks go beyond the students’ linguistic competence The class size is large 14 Which of the following activities does the teacher use in teaching English speaking skills at your school? Activities Always Often Sometimes Seldom Never Ordering/Sorting Role play Problem-solving Decision making Information -gap Jig-saw Listing Collecting information Opinion-exchange 15 What type of communicative activities above you like most? Please write down the name(s)? ……………………………………………………………………………………………… …………………………………………………………………………… 16 How often does your teacher make use of the following interactions in teaching speaking ? Interactions patterns Individually Pair work Group work Full-class interaction T-> S-> T Choral responses T -> S Teachers talks Teachers talks Self- assess Collaboration Always Often Sometimes Seldom Never 17 Which of the above interaction patterns you like most? Individually Pair work Group work Full-class interaction T-> S -> T Choral responses Collaboration T -> S Teacher talks Self- assess 18 What you while doing the tasks ? Actively join the tasks Join the tasks only by being asked by the teacher Join the tasks when feeling interested Do nothing at all 19 How you feel when taking part in the tasks Confident Interested Uncomfortable Bored 20 What you benefit in the speaking lessons which applying Task-based Approach ? Increase your confidence, help you communicate in English fluently Have opportunity to communicate, perform your ideas Make you interested in learning English Develop your creative and imaginary ability Practice language in an appropriate context Help you be familiar with social situations in English in real communication 21 Students’ Expectations of applying TBL in teaching with TBL Suitable tasks A variety of tasks The role of the teacher as a facilotor Clear definition the goals and requirements of tasks Appendix 2b: Questionnaire for students ( Vietnamese version) PHIẾU ĐIỀU TRA Bảng câu hỏi nhằm mục đích tìm hiểu ý kiến học sinh việc “ Áp dụng phương pháp tiếp cận dựa nhiệm vụ việc dạy kỹ nói cho học sinh lớp 10 số trường cấp III Hà Tĩnh” Câu trả lời bạn học sinh tư liệu quan trọng thành công đề tài nghiên cứu mà không mục đích khác Vì mong hợp tác bạn! Hãy đánh dấu (√) vào phương án cho ý kiến mở cuối số câu hỏi ……………………………………………………………………………………… I - Thông tin cá nhân học sinh Tuổi: ………………………… Số năm bạn học Tiếng Anh: ……………………… Số học sinh lớp bạn: < 40 sinh viên II 40-50 học sinh > 50 học sinh Thái độ học sinh việc học Tiếng Anh (Ở số câu hỏi bạn chọn nhiều phương án phù hợp) Bạn có thích học tiếng Anh không ? Rất thích Thích Bình thường Không thích Tại bạn học tiếng Anh (Em lựa chọn nhiều câu trả lời )? Đó môn học bắt buộc trường Để vượt qua kỳ thi Để nước Để nói chuyện với người nước Để nghe hiểu hát tiếng Anh xem phim tiếng Anh Để khai thác thông tin mạng tiếng Anh Để xin công việc tốt sau trường Để hiểu nước nói tiếng Anh Mục đích khác ………………………………………………………… Theo bạn, kỹ kỹ quan trọng học Tiếng Anh? Hãy đánh số thứ tự từ (quan trọng nhất) đến (ít quan trọng nhất) Nghe III Nói Đọc Thái độ học sinh việc học nói Tiếng Anh Viết Bạn cảm thấy tham gia vào hoạt động học nói tiếng Anh? Tự tin Bối rối căng thẳng Thích thú, động viên Chán Không thoải mái Bạn có thích học nói tiếng Anh trường không? (Nếu có thích bạn trả lời câu 7, không thích bạn trả lời câu 8) Rất thích Có thích Không thích Không thích Nếu có, yếu tố làm bạn cảm thấy hứng thú tiết học nói tiếng Anh? Phương pháp giảng dạy giáo viên hút Bạn thấy hoạt động giao tiếp thú vị dùng để luyện tập tiếng Anh Bạn có hội nói tiếng Anh nhiều Bạn phát triển kỹ nói Thoã mãn nhu cầu sử dụng tiếng Anh để giao tiếp bạn Không có cấu trúc Yếu tố khác…………………………………………………………………… Nếu bạn không thích, nguyên nhân là: Bạn không thích học tiếng Anh Chủ đề nói buồn tẻ Phương pháp giáo viên không hấp dẫn Vốn Tiếng Anh bạn chưa đủ Có nhiều từ vựng cấu trúc Bạn nhút nhát, ngại ngùng Yêu cầu hướng dẫn giáo viên không rõ ràng Những lí khác……………………………………………………………… Kỹ nói khó không ? Rất khó khó không Trong tiết học nói, bạn thường gặp khó khăn nào? Vốn Tiếng Anh bạn (như từ vựng, ngữ pháp, phát âm, vv…) Bạn nhút nhát Bạn sợ bị mắc lỗi nói Giáo viên không khuyến khích bạn Những khó khăn khác ……………………………………………………… IV Phản ứng học sinh với việc áp dụng phương pháp tiếp cận dựa nhiệm vụ việc học nói 10 Hứng thú học sinh học nói dựa nhiệm vụ Có, thích Có Có, Không 11 Những thay đổi lớp học sau áp dụng phương pháp dạy học theo đường hướng nhiệm vụ Rất rõ ràng rõ ràng Không rõ ràng Không thay đổi 12 Bạn cảm thấy tập mà giáo viên đưa tiết học nói tiếng Anh nào? Rất phù hợp Phù hợp Bình thường Không phù hợp tý 13 Những khó khăn học sinh gặp phải tiết học nói theo đường hướng nhiệm vụ Một vài hướng dẫn giáo viên không rõ ràng Ngôn ngữ giáo viên đưa khó hiểu Ý kiến phản hồi giáo viên không đủ Thiếu hướng dẫn xác Giáo viên không cung cáp đủ từ vựng, cấu trúc chức ngôn ngữ Không đủ thời gian để luyện tập Một vài yêu cầu nằm tầm hiểu biết học sinh Lớp học đông 14 Trong tiết học nói tiếng Anh, giáo viên bạn có tiến hành hoạt động sau không? Hoạt động Sắp xếp Đóng vai Giải vấn đề Đưa ý kiến Điền thông tin Ghép thông tin Liệt kê Luôn Thường Thỉnh thoảng Ít Không Thu thập thông tin Trao đổi ý kiến 15 Bạn thích loại hoạt động giao tiếp nhất? Hãy viết tên ……………………………………………………………………………………………… …………………………………………………………………………………… 16 Trong tiết học nói tiếng Anh giáo viên bạn có tổ chức hình thức tương tác sau cách thường xuyên không? Hình thức tương tác Luôn Thường Thỉnh thoảng Ít Cá nhân (tự luyện tập, làm bài) Theo cặp (2 hs giao tiếp) Theo nhóm Cả lớp tham gia Gv hỏi-Hs trả lời-Gv phản hồi Đồng trả lời Gv hỏi-Hs trả lời Chỉ giáo viên nói Tự đánh giá Cộng tác (với hs khác) 17 Trong hình thức tương tác trên, bạn thích loại nhất? Cá nhân (tự luyện tập, làm bài) Theo cặp (2 hs giao tiếp) Theo nhóm Cả lớp tham gia Gv hỏi-Hs trả lời-Gv phản hồi Đồng trả lời Cộng tác (với hs khác) Gv hỏi-Hs trả lời Chỉ giáo viên nói Tự đánh giá Không 18 Bạn làm tiến hành hoạt động Tích cực tham gia Chỉ tham gia giáo viên yêu cầu Chỉ tham gia có hứng thú Không tham gia 19 Bạn cảm thấy tham gia vào hoạt động Tự tin Hứng thú Không thoải mái Nhàm chán 20 Những tiết học nói tiếng Anh có áp dụng phương pháp tiếp cận dựa nhiệm vụ đưa lại lợi ích cho bạn? Tạo tự tin, giúp bạn giao tiếp Tiếng Anh trôi chảy Có hội đựợc giao tiếp, trình bày ý kiến Tạo hứng thú học Tiếng Anh Phát huy khả sáng tạo tưởng tượng bạn Thực hành ngôn ngữ ngữ cảnh Tạo khả thích ứng với tình sử dụng Tiếng Anh thực tế 21 Kỳ vọng học sinh đối vói việc áp dụng phương pháp tiếp cận dựa nhiệm vụ Nhiệm vụ phù hợp Nhiệm vụ đa dạng Giáo viên có vai trò nhu người hướng dẫn Xác định rõ mục tiêu yêu cầu nhiệm vụ Appendix 3: QUESTIONS FOR TEACHERS’ INTERVIEW How you design a lesson for speaking skill to the 10th graders at your school ? What activities you usually conduct in your speaking lesson ? How you know about TBLT ? How are your students’ attitudes and reflection when applying Task-based in speaking lesson ? and What is effectiveness ? What are your difficulties when applying TBI in speaking class ? How you solve the problems you encounter? In your opinion, what can be done to make the speaking lessons in “Tieng Anh 10” more interesting and effective Appendix 4a: QUESTIONS FOR STUDENTS’ INTERVIEW (English version) Do you enjoy speaking class ? Why (not) ? What activities does your teachers usually let you in the speaking lesson ? Which you like most? Do your teacher apply task-based to teaching speaking ? How your feel about speaking lesson before and after applying task based Do you thinks learning speaking skill applying TBLT effective ? Why or why not Appendix 4b: QUESTIONS FOR STUDENTS’ INTERVIEW (Vietnamese version) Bạn có thích học nói tiếng Anh không ? Lý ? Hoạt động giáo viên thường cho bạn thực học nói ? Bạn thích hoạt động nhất? Giáo viên bạn có áp dụng tập theo nhiệm vuh dạy nói không ? Bạn cảm thấy việc học nói trước sau áp dụng tập theo đường hướng nhiệm vụ cụ thể ? Bạn có nghĩ học nói tiếng Anh theo phương pháp đường hướng nhiệm vụ cá hiệu không ? Tại có ? Tại không ? Appendix 5: Observation Sheet Date:…………………………… Lesson:……………………………… Class:…………………………… Teacher:……………………………… Students’ total number: ……………………………………… Stages Activities Teaching Methods Work Teaching Time Arrangement Aids Pre-Speaking While-Speaking Post-Speaking Note: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………… Appendix 6a: Students’ Feedback to Pilot Teaching ( English version) LESSON FEEDBACK SHEET (For Students) Are you interested in the speaking lesson today? a Yes b No c No ideas Do you enjoy “warm-up” activity? a Yes b No c No ideas Is the lead-in activity helpful for you? a Yes b No c No ideas What communicative activities you think the most challenging in this speaking lesson? a Guessing game b Jigsaw activity c Interview d Presentation What you think of speaking activities in this lesson? a Communicative b Interesting c Boring d No idea How are teacher’s instructions of tasks? a They are clear and specific b They are irrelevant and too long c No ideas What you think of teacher’s role to your activities in the lesson? a Supportive b Available c Discouraged d No idea Write down one thing you not like in the lesson:………………………… Appendix 6b: Students’ Feedback to Pilot Teaching (Vietnamese version) PHIẾU NHẬN XÉT BÀI GIẢNG ( Dành cho học sinh ) Bạn có thích giảng ngày hôm không? a Có b Không c Không có ý kiến Bạn có thích hoạt động “Nối” mở đầu học không? a Có b Không c Không có ý kiến Hoạt động dẫn dắt vào nghe (Nhìn tranh trả lời câu hỏi) có bổ ích cho bạn không? a Có b Không c Không có ý kiến Hoạt động khiến bạn thấy đầy thách thức giảng hôm nay? a Trò chơi b Hoạt động khoảng trống thông tin c Phỏng vấn d Trình bày Chỉ dẫn giáo viên cho tập nghe nào? a Ngắn gọn rõ ràng b Mơ hồ dài dòng c Không có ý kiến Bạn thấy hoạt động nào? a Mang tính giao tiếp b Thú vị c Chán d Không có ý kiến Bạn nghĩ vai trò giáo viên trình hoạt động bạn? a Động viên b Sẵn sàng giúp đỡ c Không khuyến khích bạn d Không có ý kiến Hãy cho biết điều khiến bạn không thích giảng hôm nay: [...]... speaking skills at high schools in Ha Tinh province? 2 What are the students’ attitudes towards applying the task- based approach to teaching English speaking skills at high schools in Ha Tinh province? 3 How effective is the task- based approach in teaching English speaking skills at high schools in Ha Tinh province? 4 What are the suggestions to promote English speaking teaching with the task- based approach. .. applying TBL in teaching English speaking skills of teacher at high schools in Ha Tinh province c) to evaluate the effectiveness of the application TBL in teaching English speaking skills at high schools in Ha Tinh province d) to suggest some solutions and implications to promote English speaking teaching based on the task- based approach at high schools in Ha Tinh province 1.3 Scope of the Study The thesis... thesis only investigated through ten English teachers and one hundred students in grade 10 at high three high schools in Ha Tinh province in terms of applying task based approach in teaching speaking skills 1.4 Research Questions In order to reach the afore aims, the research attempts to answer the following questions: 1 What is the reality of the application of the task- based approach in teaching English... Teaching Speaking Skills to the 10 th Graders at Some High Schools in Ha Tinh Province” Hopefully, the results could serve as a useful source of references for teachers and students 1.2 Objectives of the Study With the presented rationale, the thesis aims: a) to find out the reality of applying TBL in teaching English speaking at high schools in Ha Tinh province b) to investigate student’s attitudes towards... ideas Basing on this view, the research is therefore written in order to investigate the difficulties and the reality at some high schools in Ha Tinh province and suggest the application of task- based approach in teaching speaking 2.4 Task- based Instructions 2.4.1 Definitions of Tasks Since the last decade of the 20 th century, tasks have been widely used as a vehicle to elicit language production, interaction,... task- based approach in speaking skills to the 10 th students at Cu Huy Can, Le Huu Trac 1, Cao Thang high schools in Ha Tinh province By applying task based learning, the educators can create a course around communicative tasks to encourage students to their real- world activities For all 7 above mentioned reasons, the author carries out the study entitled “Applying Task- based Approach in Teaching Speaking... Phan Thi Mai (2011) explored “Applying Task- based Instructions to Teach Reading Skill for Second-year Nursing Students” The study investigated the attitude of teachers and students toward task- based approach in teaching reading as well as suggested extra useful texts for developing reading skills However, at some high schools in Ha Tinh province, the traditional method is still used The teacher is the. .. thesis, therefore, would like to make a change in the attitude of students and teachers in teaching and learning English underlying the application of the task- based approach 2.3 The Importance of Speaking in Language Teaching 2.3.1 Definitions of Speaking It is obvious that speaking is the key to human communication It is usually considered the most important goal in language learning Up to now, there... exposure to an audience Learners are often inhibited about trying to say things in a foreign language in the classroom; worried about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts - Nothing to say: Even no inhibition, learners often complain that they have nothing to say, or that they have no motivation to express themselves in speaking activities... approach at high schools in Ha Tinh province? 8 1.5 The Organization of the Study The study includes five chapters as follows: Chapter 1: Introduction This chapter deals with rationale, the aims of the study, the scope of the study, the research questions and the organization of the study Chapter 2: Literature Review and Theoretical Background It provides the previous studies related to the thesis and some ... application of the task- based approach in teaching English speaking skills at high schools in Ha Tinh province? What are the students’ attitudes towards applying the task- based approach to teaching. .. speaking skills at high schools in Ha Tinh province? How effective is the task- based approach in teaching English speaking skills at high schools in Ha Tinh province? What are the suggestions to. .. speaking skills at high schools in Ha Tinh province d) to suggest some solutions and implications to promote English speaking teaching based on the task- based approach at high schools in Ha Tinh