SECONDARY SCHOOL TEACHER’S PERCEPTIONS OF TASKBASED LANGUAGE TEACHING AND THEIR BELIEFS ABOUT THE CURRENT SERIES OF ENGLISH TEXTBOOKS (Nhận thức của giáo viên THPT về Phương pháp dạy học Tiếng Anh dựa vào nhiệm vụ và niềm tin của họ về bộ sách giáo khoa

SECONDARY SCHOOL TEACHER’S PERCEPTIONS OF TASKBASED LANGUAGE TEACHING AND THEIR BELIEFS ABOUT THE CURRENT SERIES OF ENGLISH TEXTBOOKS (Nhận thức của giáo viên THPT về Phương pháp dạy học Tiếng Anh dựa vào nhiệm vụ và niềm tin của họ về bộ sách giáo khoa Tiếng Anh)

SECONDARY SCHOOL TEACHER‟S PERCEPTIONS OF TASK-BASED LANGUAGE TEACHING AND THEIR BELIEFS ABOUT THE CURRENT SERIES OF ENGLISH TEXTBOOKS (Nhận thức giáo viên THPT Phương pháp dạy học Tiếng Anh dựa vào nhiệm vụ niềm tin họ sách giáo khoa Tiếng Anh ) TABLE OF CONTENTS DECLARATION ERROR! BOOKMARK NOT DEFINED DEDICATION ERROR! BOOKMARK NOT DEFINED ACKNOWLEDGEMENTS ERROR! BOOKMARK NOT DEFINED TABLE OF CONTENTS .I LIST OF TABLES V LIST OF FIGURES VII ABBREVIATIONS VIII PART I INTRODUCTION 1 Rationale Aim of the Study Objectives of the Study Research Questions 5 Significance of the Study 6 Scope of the Study 7 Organization of the Study PART II DEVELOPMENT CHAPTER LITERATURE REVIEW 1.1 Introduction 1.2 The Main Concepts Related to the Research 1.2.1 Teacher Cognition 1.2.2 Teacher Perception and Teacher Belief 12 1.2.3 Task and TBLT 13 1.3 Theoretical Issues of Task-Based Language Teaching 16 1.3.1 Theoretical Foundations of TBLT 16 1.3.2 Framework of TBLT 20 1.3.2.1 Definition of TBLT Framework 20 1.3.2.2 Different TBLT Frameworks 20 i 1.3.2.3 TBLT Framework by Willis (1996) 23 1.3.2.4 Principles of TBLT 25 1.3.2.5 Task Features 27 1.3.2.6 Differences between TBLT and Other Teaching Models 30 1.3.3 Techniques of TBLT 31 1.4 The Current Series of English Textbooks for Upper Secondary Schools in Vietnam 33 1.4.1 Textbook Objectives 33 1.4.2 Content of the Textbooks 34 1.4.3 Target Knowledge Covered in the Textbooks 35 1.4.4 Language Skills Taught in the Textbooks Series 36 1.4.5 Tasks and Activities 38 1.5 Previous Related Research 39 1.5.1 Research into Teachers’ Perceptions and Beliefs in Task-Based Language Teaching 39 1.5.2 Research Related to Teachers’ Beliefs about the Current Series of English Textbooks 42 1.6 Summary 43 CHAPTER RESEARCH METHODOLOGY 45 2.1 Research Approach 45 2.2 Research Setting and Participants 47 2.2.1 Research Context 47 2.2.2 Participants 48 2.3 Research Collection Instruments 53 2.3.1 Survey Questionnaire 53 2.3.2 Interview 54 2.3.3 Classroom Observation 55 2.4 Research Procedure 55 2.4.1 Quantitative Analysis in Phase 56 ii 2.4.2 Qualitative Analysis in Phase 57 2.5 Data Analysis Techniques 59 2.5.1 Descriptive Techniques 59 2.5.2 Comparative Techniques 61 2.6 Reliability and Validity 62 2.6.1 Reliability and Validity of the First Questionnaire (Teachers’ perceptions of TBLT) 62 2.6.2 Reliability and Validity of the Second Questionnaire (Teachers’ beliefs about Textbooks) 65 2.7 Credibility, Transferability, Dependability and Confirmability 67 2.8 Confidentiality 68 2.9 Chapter Summary 69 CHAPTER THE FINDINGS 70 3.2 General Findings about Teachers‟ Perceptions of TBLT 71 3.2.1 Teachers’ Perceptions of “the Philosophies of TBLT” 71 3.2.2 Teachers’ Perceptions of “the Definitions of TBLT” 74 3.2.3 Teachers’ Perceptions of “the Principles of TBLT” 77 3.2.4 Teachers’ Perceptions of “the Features of TBLT” 82 3.2.5 Teachers’ Perceptions of “the Stages of TBLT” 86 3.2.6 Teachers’ Perceptions of “the Techniques of TBLT” 89 3.3 General Findings about Teachers‟ Beliefs about the Textbooks 93 3.3.1 Teachers’ Beliefs about “the Textbook Objectives” 93 3.3.2 Teachers’ Beliefs about “the Content of the Textbooks” 97 3.3.3 Teachers’ Beliefs about “the Knowledge of the Textbooks” 101 3.3.4 Teachers’ Beliefs about “the Skills taught in the Textbooks” 103 3.3.5 Teachers’ Beliefs about “the Tasks and Activities of the Textbooks” 106 3.3.6 Teachers’ Beliefs about “the Teaching Method of the Textbooks” 109 CHAPTER DISCUSSION AND INTERPRETATION 113 4.1 Discussions of the Findings about Teachers‟ Perceptions of TBLT 113 iii 4.1.1 Teachers‟ Perceptions of TBLT 113 4.1.1.1 Teachers have fair perceptions of TBLT 113 4.1.1.2 Higher Score on Teachers’ Perceptions of TBLT in the Quantitative Phase than in the Qualitative Phase 115 4.1.1.3 Differences in Perception of TBLT between Groups 118 4.1.1.4 Teachers’ Perceptions of TBLT Tends to be Task-supported Language Teaching 122 4.1.2 Factors Affecting Teachers‟ Perceptions of TBLT 126 4.2 Discussions of the Findings about Teachers‟ Beliefs about the Textbooks 130 4.2.1 Teachers‟ Beliefs about the Textbooks 131 4.2.1.1 Teachers Have Fair Beliefs about the Textbooks 131 4.2.1.2 Higher Score on Teachers’ Beliefs about the Textbooks in Quantitative Phase than in the Qualitative Phase 133 4.2.1.3 Differences in Beliefs about the Textbooks between Teachers in Groups 136 4.2.2 Factors Affecting Teachers‟ Beliefs about the Textbooks and Main Proposals 138 PART III CONCLUSIONS 145 Summary of the Major Points of the Study 145 1.1 Summary of the Study 145 1.2 Conclusions 145 1.3 Pedagogical Implications 147 Limitation of the Study 148 Implications for Future Research 148 RESEARCHER‟S ARTICLES RELATED TO THE THESIS 151 REFERENCES 152 iv LIST OF TABLES Table 1.1: Components of teacher cognition Table 1.2: General objectives to achieve in Grade 10 to Grade 12 (MOET, 2006: 19-25) Table 1.3: Topics in English 10, English 11 and English 12 Table 1.4: Themes covered in the English curriculum Table 2.1: Demographic Data of Survey Participants‟ Background Information Table 2.2: Brief profiles of 30 cases in case study phase Table 2.3: Overview of the data analysis procedure case studies Table 2.4: The reliability of questionnaire and its domains Table 2.5: Unreliable Items that need being left out the analysis Table 2.6: Correlation between domains in the whole questionnaire Table 2.7: Factor Analysis of Students‟ attitudes towards TBLT Table 2.8: The reliability of questionnaire and its domains Table 2.9: Correlation between domains in the whole questionnaire (5.2.1.4.1) Table 2.10: Factor Analysis of Students‟ attitudes towards TBLT Table 3.1: The descriptive statistics for Domain Table 3.2: The interview‟s main themes for Domain Table 3.3: The descriptive statistics for Domain Table 3.4: The interview‟s main themes for Domain Table 3.5: The descriptive statistics for Domain Table 3.6: Teachers‟ perception of principles of TBLT Table 3.7: The descriptive statistics for Domain Table 3.8: Teachers‟ perception of features of TBLT Table 3.9: The descriptive statistics for Domain Table 3.10: The descriptive statistics for Domain Table 3.11: Teachers‟ perception of techniques of TBLT Table 3.12: The descriptive statistics for Domain Table 3.13: Teachers‟ beliefs about objectives of textbooks Table 3.14: The descriptive statistics for Domain Table 3.15: Teachers‟ beliefs about content of textbooks Table 3.16: The descriptive statistics for Domain Table 3.17: Teachers‟ beliefs about knowledge of textbooks Table 3.18: The descriptive statistics for Domain v Table 3.19: Teachers‟ beliefs about skills of textbooks Table 3.20: The descriptive statistics for Domain Table 3.21: Teachers‟ beliefs about tasks and activities of textbooks Table 3.22: The descriptive statistics for Domain Table 3.23: Teachers‟ beliefs about teaching method of textbooks Table 4.1: The descriptive statistics for the whole questionnaire and domains Table 4.2: Perception percentage of the whole questionnaire and domains Table 4.3: Typical focused themes of teachers‟ perception of TBLT Table 4.4: Differences in teachers‟ perception of TBLT according to provinces Table 4.5: Differences in teachers‟ perception of TBLT according to economic Table 4.6: Differences in teachers‟ perception of TBLT according to first degree Table 4.7: Qualitative data of teachers‟ perception of TBLT Table 4.8: Model summary of the whole questionnaire and domains “Teachers‟ perception of TBLT” Table 4.9: Coefficient of prediction model for the main domain “Teachers‟ perception of TBLT” Table 4.10: Unfocused themes of teachers‟ perception of TBLT Table 4.11: The descriptive statistics for the whole questionnaire and domains Table 4.12: Belief percent of the whole questionnaire and domains Table 4.13: Typical focused themes of teachers‟ beliefs about textbooks Table 4.14: Differences in teachers‟ beliefs about textbooks according to provinces Table 4.15: Model summary of the whole questionnaire and domains Table 4.16: Coefficient of prediction model for the main domain Table 4.17: Unfocused themes of teachers‟ beliefs about textbooks vi LIST OF FIGURES Figure 1.1: The construct of teacher cognition (Borg, 2003) Figure 1.2: Modification construct of teacher cognition Figure 1.3: Willis‟ framework of TBLT (Willis, 1996) Figure 1.4: Difference between exercise and task Figure 1.5: Research framework Figure 2.1: Analytical framework for the research Figure 4.1: Mean plots according to province Figure 4.2: Mean plots according to economic state Figure 4.3: Mean plots according to first degree Figure 4.4: Mean plots according to locality Figure 4.5: Mean plots according to province Figure 5.1: Model of task sequence vii ABBREVIATIONS MOET: Ministry of Education and Training HNUE: Hanoi National University of Education ULIS: University of Languages and International Studies NFL 2020: National Foreign Languages 2020 NWA: Northwest Area TBLT: Task-Based Language Teaching TSI: Task-Supported Instruction TST: Task-Supported Teaching BA: Bachelor of Arts MA: Master of Arts ESL: English as Second Language ELT: English Language Teaching CLT: Communicative Language Teaching L1: Mother Tongue/First Language/Native Language L2: Second Language viii PART I INTRODUCTION Rationale 1.1 Practical Reasons In 2002, the Vietnamese Ministry of Education and Training (MOET) decided to reform the English curriculum for lower and upper secondary schools toward greater emphasis on students' ability of using English for communicative and academic purposes According to the MOET, the policy “one curriculum, many sets of textbooks” is adopted Under this policy, students would start English according to task-based curricula from Grade 6, instead of Grade 10 The researcher‟s particular attention focuses on the English curriculum for secondary schools as this level is considered to be the preparatory stage for Vietnamese students to study at higher levels In practice, universities in Vietnam require graduate students and even newly-entered students to have certain English competency A good English curriculum for secondary schools can contribute significantly to the development of the knowledge-based economy for the country It motivates the researcher to investigate secondary school teachers‟ cognition of the English curriculum This research focuses only on a specific area as contextual features are very important in the consideration of the language policy in a country Due to the English curriculum for secondary schools, students from all areas have to get the same expected learning outcomes no matter where they come from The matter is if it is feasible for students from difficult areas such as the Northwest of Vietnam, the Central Highlands, and the Southwest to have the same learning materials, lessons and exams as students from central urban areas like Hanoi, Hai Phong, Da Nang, and Ho Chi Minh City to achieve one common standard of competence, knowledge and skills in English The researcher chose the Northwest Area (NWA) because it is the area within the researcher‟s reach and it is one of the three most difficult areas in the country Furthermore, the researcher has some knowledge of the geography, the culture, the customs, and the traditions of the people of this region from many visits to the area and many friends living there The researcher intended to study teachers‟ cognition of the task-based curriculum, so the idea of a research title of “Secondary school teachers‟ cognition of the new curriculum” many themes in textbooks are not close to their real life, students are not responsible for learning, and there is no reference books available for students Another related factor is that the students are not really active in learning English Problems of Teacher‟s awareness of ELT methods  Incorrect perception of an ELT method I use the teaching methods based on the task because the requirements of each task is clear and detailed Sometimes I also applied a PPP approach Causes of limited awareness of TBLT Contextual and Cutural Factors affecting TBLT use  No specific training workshop of TBLT I‟ve never been trained about this teaching methods No specific training workshop of TBLT  Student‟s background and their living conditions Table 6.127: LC1’s Interviews: Focused theme of Textbooks The me Objectives Content Nodes • English as a communication tool • Suitable •Diversity •Do not fit the cutural setting Knowledge •Do not fit sts Skills •Develop student‟s skills of Reading and Writing •Promoting sts‟ ability Tasks & Activities Teaching Method •Student‟s positive attitude of teaching method •Fit to context Extract Sample In my opinion, the goal of the textbooks are : Use of English as a communication tool in the basic level under the forms of listening, speaking, reading and writing; Gain the basic knowledge of the English system consistent with the student's level and psychological characteristics according to their age; Gain the basic knowledge about the country, people and culture of English-speaking countries, from which students have good emotional attitude towards them, feel more love and respect to the culture and language of their country Quite suitable The contents of the textbooks are relatively diverse The themes are also very clear It is not suitable for students from ethnic minorities in remote areas The amount of knowledge required for students is a little too much, for example, too many grammatical points (languge focus) in a unit of study (should focus on or contents only) Reading and writing They promote the ability to explore and creativity of students I have positive belief with the teaching method attached to the textbooks This method is suitable It actively promotes the student and help them develop their language skills Table 6.128: LC1’s Interviews: Unfocused theme of Textbooks The me Textbook‟s Technical Problems Nodes  Poor tape Extract Sample - Objective factors: the equipmenst (radios, speakers) are not guaranteed, big classrooms CLX Causes quality - Subjective factors: the knowledge of students is limited, their vocabulary is poor Problems with Student‟s background  Student‟s low level - Objective factors: the equipmenst (radios, speakers) are not guaranteed, big classrooms - Subjective factors: the knowledge of students is limited, their vocabulary is poor Problems with Teacher‟s misunderstanding of the teaching methods  Illogical in reason explaining of the method‟s suitability This method is suitable It actively promotes the student and help them develop their language skills Contextual and Cutural Factors affecting TBLT use  more reference books students in the Northwest region has many special characteristics of culture and lifestyle there should be a separate set of textbooks for them Table 6.129: LC1’s Observation: Notes of Teachers’ Class Teaching OBSERVATION NOTES Pre-observation Information Observer: Nguyen Viet Hung Teacher: LC1 Sex: Female Class: 10th Grade School: THPT Số TP Lào Cai Class size: 48 Date of teaching: Tuesday, October 28, 2014 Unit Technology and You Lesson 1: Reading * WARM UP: Matching(6’) -Ask Ss to work in pairs: Look at the illustrations of different parts of a computer system & match each number with one of the words or phrases in the box - Tell Ss to read their answer in class - Give further explanation -Lead in the new lesson *New lesson T’s activities -Elicit new words from Ss -Read all new words as model and then ask Ss to repeat in chorus -Call on some Ss to read alout in front of the class -Ask Ss to make some sentences - Write some of the new words on the board in two columns: English and Vietnamese equivalence, then rub out and aks Ss to look at the Contents I PRE-READING:(10‟) * Pre-teach vocabulary: - miraculous (a) : tuyệt vời wonderful - calculating machine (n) :máy tính a machine used for adding, subtracting - calculations (n) : phép tính add,subtract,multiply,devide - lighting speed (n) :thiết b lưu gi thông tin a thing used to keep or store information - memos=memorandums (n):s ghi nhớ, ti nh n informal letters usually sent from one person to another in an office - request for leave(n): xin phép nghỉ học or nghỉ làm asking for the absence from class or office  checking technique (5’) rub out and remember CLXI Ss’ activities -Find out new words -Listen and repeat -Some Ss read alout and others listen -Whole class and individual work - Answer - Whole class: listen to the teacher Vietnamese column to give the rubbed ones - Call on some Ss to answer - Check II WHILE-READING: Task 1: Matching (7’) *Expected answers: 1.c 2.e 3.a -Ask Ss to read the passage and match the words in A with the definition in B -Go around to observe and help -Collect the answers from Ss -Give feedback -Individual work 4.b 5.d -Give the answers -Copy down 2.Task 2: Passage Headings (7’) - Group work: *Expected answers: -Ask Ss to work in group and read C What Can the Computer Do? the passage more carefully & choose the best title for it -Call on some Ss to give their III POST-READING:(7‟) answers & explain Do you usually use computers? - Ask others to give comment What you when you use computers? - Check, Give comments and What you like most about computers? correct answers - Some give answers and others listen - Give comment -Whole class: Listen to the teacher and Write down -Group work -Ask Ss to work in groups and discuss other uses of computer in daily life base on cues - Go around the class to observer and provide help if necessary - Call on some Ss to present in front of the class - Listen and correct error if have - Some Ss stand up and present - Whole class: listen to the teacher Table 6.130: LC1’s Observation: Observation Checklists for Teacher Perception of TBLT CHECKLIST FOR OBSERVATION Teacher: LC1 No 10 11 Indicators/Items Pre-task Does teacher announce to teach by TBLT? Does teacher introduce topic? Does teacher expose to students the engaged materials (reading or listening)? Is the material authentic? Does teacher organize task well with clear instructions of task requirement? Does teacher set the task with clear and specific goals? Does teacher guide students the way of manipulating the task and clear procedure to reach the goals? Does teacher show students enough imagination of the outcome? Does teacher provide input and scaffolding? Task Cycle Does teacher signal the doing task phase clearly? Does teacher ask students cooperate in pairs or CLXII Task Task Task                       Task 12 13 14 15 16 17 18 19 20 22 23 24 25 26 27 28 group? Does teacher facilitate the communicative activity with in time input or scaffolding? Does teacher lead various teacher-student interactions in class? Do students contribute actively to the task doing? Do students cooperate to make a plan to be ready for report task doing to class? Does teacher support and supervise students with their problems when they task? Do representatives of groups make report presentations to class? Does teacher give appropriate feedback on students‟ report? Does teacher ask students to discuss issues in whole class after students‟ presentations? Do the task goals really reached? (Does teacher manage students whether reach the task goals or get desirable result or not?) Does teacher give appropriate feedback on students‟ comments? Post-task Did students really acquire from the lesson the linguistic items or patterns imbedded in task? Does teacher signal the language focus? Does teacher ask students to review the main language knowledge? Does teacher make any analysis to the linguistic items or patterns? Does teacher organize practice activities to reinforce the linguistic knowledge? Does teacher help with appropriate linguistic input? Does teacher suggest any further practice activities?                                     Table 6.131: LC1’s Observation: Observation Checklists for Teacher Belief about Textbooks CHECKLIST FOR OBSERVATION Teacher: LC1 No Indicators/Items Objectives Can teacher be easy to explain the task objectives clearly to students? Do students find the task objectives familiar with their daily needs? Do teachers and students find the task objectives reachable? Content CLXIII Task Task Task         Task 4 11 12 13 14 15 16 17 18 19 20 18 19 20 21 22 23 24 25 26 27 28 Do teachers and students find the task content suitable to students? Do teachers and students find linguistic input and topics interesting to students? Can the task content motivate students? Can students find the task content communicatively effective to them? Can students find the task content culturally adequate with them? Knowledge Can students find the linguistics knowledge suitable to their current knowledge? Do teachers and students find the linguistics knowledge understandable? Do teachers and students find knowledge of culture interesting? Do teachers and students find knowledge of the society interesting? Skills Are students focused on communicative skills? Can students communicate confidently? Are students confident with problem-solving task? Do students co-operate in groups or pairs to tasks? Do students negotiate meaning? Do students discuss tasks? Can students infer meaning? Task Efficiency Are goals‟ task set clearly to students? Are tasks interesting to students? Are there clear procedure to accomplish tasks? Are tasks effective in developing student‟s communicative skills? Can students get the task‟s goals at the end? Teaching Method Does teacher use TBLT or CLT in class teaching? Can TBLT or CLT make ease to students in doing tasks? Can the teaching method activate student‟s needs and interests? Can the teaching method creates a collaborative learning environment? Can the teaching method promote the target language use from students? Can the teaching method help teacher and students get the task goals?                                                        Table 6.132: LC1’s Data Triangulation about Teacher’s cognition: Teacher’s perceptions of TBLT The me Definition Interview + CLXIV Observation + General Judge + Philosophy Principles Features Stages Techniques General Perception of TBLT +  + + Negative + +  + Medium The me Textbook Objectives Textbook Content Textbook Knowledge Textbook Skills Task Efficiency Teaching Method General Belief about Textbooks Interview +    + Negative + +  + Posivtive cognition: Teacher’s Beliefs of Table 6.133: LC1’s Data Triangulation about Teacher’s Textbooks Observation + +  + Medium General Judge + +  + Posivtive  Appendix 6.4 Cross Cases’ Data Appendix 6.4.1 Teacher’s Perception of TBLT Table 1.134: Teacher’s Perception of TBLT Philosophy (Focused Theme Data between Cases basing on Interview transcripts) Table 6.4.1.1.1: Teacher‟s philosophies of TBLT               Main findings Natural Approach Learner-centered Approach Learning-centered Approach Teachers-centered Approach Process-focused Approach Learners‟ needs Learning to know, to do, to live and to be independent Communicative Approach Theory of practising in education Theory of cognitive psychology The functional language of tectonic theory view Behavioral psychology theory Cognitive psychology theory Language interaction theory Frequency 11 22 15 6 1 10 23 Percent 36% 72% 50% 20% 13% 17% 3% 20% 23% 0.3% 0.3% 33% 26% 79% Table 1.135: Teacher’s Perception of TBLT Definition (Focused Theme Data between Cases basing on Interview transcripts)    Main findings The collaboration between language and learning activities Specific tasks help students learn the language in natural way communicate in the target language Frequency 15 Percent 50% 17% 10 34% Table 1.136: teacher’s perception of principles of TBLT (Focused Theme Data between Cases basing on Interview transcripts)  Main findings Authentic texts in context Frequency 11 CLXV Percent 37%               Compatible with the principles of communicative language teaching Learners‟ needs Learning by using "Learning by doing" Relection Learners‟ activeness Be systematic Focus on meaning Process – Based Learner-centered Learning - practice balance Task-centered Scaffoldings The use of the input corpus/ input knowledge    Real contexts Teachers‟feedbacks Interaction 10% 10 14 3 15 33% 3% 26% 47% 10% 10% 13% 10% 26% 13% 50% 10 33% 11 15 10 37% 50% 33% Table 1.137: Teacher’s perception of features of TBLT (Focused Theme Data between Cases basing on Interview transcripts)                Main findings pedagogical tasks from practical task language - task inbed ZPD stages Interactive communication Realistic Evaluate output Negotiations and problem-solving Teachers‟support Target knowledge integrated into tasks Student‟s need Teachers‟ fluency Focus on learning process Real contexts Centered-learners Frequency 10 5 10 1 Percent 13% 24% 3% 33% 20% 17% 10% 17% 10% 33% 10% 7% 3% 3% 13% Table 1.138: teacher’s perception of stages of TBLT (Focused Theme Data between Cases basing on Interview transcripts) Main findings      Frequency 28 18 1 stages: almost all Pedagogic tasks step process stages Percent 94% 60% 3% 3% Table 1.139: teacher’s perception of teachniques of TBLT (Focused Theme Data between Cases basing on Interview transcripts)    Main findings individual, pair, group or team problem-solving brainstorming Frequency 16 18 CLXVI Percent 53% 60% 16%                 10 13 13 17 Comparing Ordering and sorting Games Understanding interactive teaching practicing tasks tasks of communication Input supply technique role-play synopsis Managing time Interaction information-gaps Listing Matching True / false exercises 6% 10% 26% 3% 6% 33% 43% 23% 10% 3% 16% 20% 43% 57% 3% 10% Table 1.140: Typical focused themes of teacher’s perception of TBLT (Crosssectional cases’ Interview Data)                             Main findings Philosophy Language interaction theory Learner-centered Approach Learning-centered Approach Natural Approaches Definition The collaboration between language and learning activities communicate in the target language Principles Teachers‟feedbacks Task-centered Relection Authentic texts in context Real contexts Learners‟ needs The use of the input corpus/ input knowledge Interaction: HB5 "Learning by doing" Learner-centered Features Target knowledge integrated into tasks stages language - task inbed Interactive communication Negotiations and problem-solving Stages stages: almost all Pedagogic tasks Techniques problem-solving Listing individual, pair, group or team information-gaps tasks of communication CLXVII Frequency Percent 23 22 15 11 79% 72% 50% 36% 15 10 50% 34% 15 15 14 11 11 10 10 10 8 50% 50% 47% 37% 37% 33% 33% 33% 26% 26% 10 10 33% 33% 24% 20% 17% 28 18 94% 60% 18 17 16 13 13 60% 57% 53% 43% 43% Table 1.141: Qualitative data of teacher’s perception of TBLT (Cross-sectional cases’ Interview Data) Main findings  Mismatch between definition and examples of a task  No distinction between TBLT and other methods  Incomplete cycle of a task teaching  Teaching is in PPP manner  Get lessons more grammatical than communicative  Teaching grammar out of context in traditional way  Misunderstanding of TBLT‟s advantages and disadvantages  Indistinguish a task from an activity and an exercise  Perception of other teachers about TBLT Frequency 22 18 12 18 15 13 11 Percent 73% 60% 40% 60% 50% 43% 37% 23 22 77% 73% Table 1.142: Unfocused Theme Data between Cases basing on Interview transcripts (Cross-sectional cases’ data) The me Problems of Task Implementation Problems of Teacher‟s awareness ELT methods Contextual and Cutural Factors affecting TBLT use Task Types Causes of limited awareness of TBLT Proposals Main findings  Time allocation  Task doing procedure  Students‟ low level  Too many tasks in a short period  Oral skills  Lack of vocabulary  Incorrect perception of an ELT method Frequency 12 25 18 17 Percent 40% 27% 83% 17% 20% 60% 57%  Student‟s knowledge background  Oral skills of students  Students lack of vocabulary  Students are not fluent in Vietnamese  Mountainous areas  Some overwhelming tasks are not suitable  Difficult knowledge  No specific training workshop of 20 18 24 21 28 67% 20% 60% 80% 70% 27% 30% 93%  Training workshops (ALL)  more reference books  Infrastructure  and teaching aids 30 23 18 11 100% 77% 60% 37% Table 1.143: Marking Teacher’s Perception of TBLT Basing on Cross-sectional cases (Negative perception Fair perception ) + Entirely Positive perception  Teacher Definition Interview Observation Post Interview Interview Observation Post Interview Interview Observation Principles Features Stages + - Philosoph y + - + + + + + + Techniqu es + - + - + - + - + + + + + - + - + - + + + + + + + + CLXVIII 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview + - + - + + + + + + + + + - + - + + + - + + + - + - + - + + + - + + + + + - + - + - + + + + + - + - + - + - + + + + + - + - + - + - + + + + + + + - + - + + + - + + + + + - + - + + + + + + + - + - + - + - + + + + + + + - + - + + + - + + + - + - + - + + + - + + + - + - + - + + + + + + + + + - + - + + + + + + + - + - + - + + + - + + + - + - + - + - + + + + + - + - + - + + + - + + + + + - + - + - + + + + + - + - + - + - + + + + + + + - + - + + + - + + + + + + + + + + CLXIX Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview 24 25 26 27 28 29 30 General Percepti on of TBLT - - + + + - + - + - + + + + + + + - + - + + + + + - + + + - + - + + + + + + + + + - + - + - + + + + + + + + + - + - + + + + + + + - + - + - + + + + + + + - + - + - + + + + + - + - Negative Medium Posivtive  Appendix 6.4.2 Teacher Belief about Textbooks Table 1.144: Teacher’s Belief about Objectives of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings  develop sts‟ ability to communicate through 4skills  not suitable to test  be suitable  language practice  good citizens and global citizens  basic knowledge of English, people and culture Frequency 24 24 21 Percent 80% 17% 80% 23% 6% 70% Table 1.145: Teacher’s Belief about the Content of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings  develop communicative skills Frequency Percent 16%  appropriate content  diverse clear and plentiful themes  unfamiliar content & unrealistic topics to ethnic minorities  be interesting  not fit the cutural setting 15 22 11 26% 50% 76% 16% 37% Table 1.146: Teacher’s Belief about the Knowledge of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings  completely fit and suitable to sts Frequency Percent 23%  good, plentiful, interesting, but not suitable  overwheming knowledge 15 10 50% 33% CLXX  not completely fit  For good students 11 26% 37% Table 1.147: Teacher’s Belief about the Skills of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts)            Main findings develop student‟s skills problem-solving skill cooperation skill reasoning skill discussion skill presentation skill reading and writing teaching skills through steps teaching skills through PPP method teaching skills through different activities replaced communication tasks reading or grammar (L-C2) Frequency 25 2 1 15 10 Percent 83% 6% 6% 3% 3% 3% 6% 50% 10% 6% Table 1.148: Teacher’s Belief about Tasks and Activities of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings  positive attitude of tasks and activities  understandable, effective, appropriate to objectives  opportunities for language skills  Clear and detailed  promoting students‟creativity  interesting to students  negative attitude of tasks and activities  too many  tasks should be linked Frequency 26 22 18 10 6 1 Percent 86% 74% 60% 33% 20% 20% 13% 3% 3% Table 1.149: Teacher’s Belief about the Teaching Method of the Textbooks (Focused Theme Data between Cases basing on Interview transcripts) Main findings  positive attitude of teaching method Frequency 25 Percent 84%  Fit to teachers  Fit to students  Fit to context  Do not fit to all sts  Do not fit textbooks  Supportive  negative attitude of teaching method  encourages students to study more and the cooperation 15 12 5 50% 40% 10% 16% 6% 16% 16% 26% Table 1.150: Typical Focused Themes between Cases basing on Interview transcripts (Cross-sectional cases’ data) Main findings Objectives  develop sts‟ ability to communicate through 4skills  be suitable  basic knowledge of English, people and culture: CLXXI Frequency Percent 24 24 21 80% 80% 70%  language practice 23% Content  unfamiliar content & unrealistic topics to ethnic minorities  diverse clear and plentiful themes  not fit the cutural setting  appropriate content 22 15 11 76% 50% 37% 26%  good, plentiful, interesting, but not suitable  For good students  overwheming knowledge  not completely fit Skills  develop student‟s skills  teaching skills through steps  teaching skills through different activities  teaching skills through PPP method Tasks & Activities  positive attitude of tasks and activities  understandable, effective, appropriate to objectives  opportunities for language skills  Clear and detailed Teaching method  positive attitude of teaching method 15 11 10 50% 37% 33% 26% 25 15 10 83% 50% 33% 10% 26 22 18 10 86% 74% 60% 33% 25 84%  Fit to teachers  Fit to students  encourages students to study more and the cooperation 15 12 50% 40% 26% Knowledge Table 1.151: Unfocused Theme Data between Cases basing on Interview transcripts (Cross-sectional cases’ data) The me Facility and equipment Textbook‟s Content Problems Textbook‟s knowledge Problems Problems with teaching method Problems with Student‟s background Proposals Main findings  Poor tape quality  Large classes  Infrastructure  Lack of equipments and teaching aids  Long content for the limited time of a period  unfamiliar content & unrealistic topics to ethnic minorities  not fit the cutural setting  Difficult knowledge fit good students  overwheming knowledge HB4  Traditional teaching  Modern teaching methods fit good students  Student‟s low level  Not fluent in Vietnamese  Limit of vocabulary and pronunciation,  Mountainous areas  Training workshops (all)  A particular set of textbooks  more reference books CLXXII Frequency 22 15 18 12 17 Percent 73% 50% 60% 40% 57% 22 76% 11 10 37% 30% 33% 16 24 21 21 21 28 27 18 53% 27% 80% 70% 70% 70% 93% 90% 60% Table 1.152: Marking Teacher’s Belief about Textbooks Basing on Cross-sectional cases (Negative belief Positive belief ) - Fair/Posivtive belief +  Teacher 10 11 12 13 14 15 16 17 18 Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Textbook Objectives Textbook Content Textbook Skills Task Efficiency Teaching Method + + Textbook Knowledg e + + + - + + + - + + + - + - + + + + + + + - + - + + + - + + + + + + + - + + + + + + + - + + + - + + + + + + + + + + + - + + + + + + + - + - + - + + + + + + + + + - + + + + + - + + + + + + + - + + + + + + + + + - + - + - + + + + + + + - + + + + + - + + + + + + + - + + + + + + + + + - + - + - + - + + + + + + + + + - + + + + + - + + + - + + + + + + + - + + + - + + + + + + + + + - + - + - + + + + + - + + + - + + + + + + + + + - CLXXIII 19 20 21 22 23 24 25 26 27 28 29 30 General Belief about Textbooks Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview Interview Observation Post Interview + - + + + + + + + - + + + - + + + - + + + + + + + - + + + + + + + + + - + + + + + + + + + + + + + - + + + + + + + + + + + - + + + + + + + + + + + + + - + + + - + + + + + - + + + + + + + + + - + + + - + + + + + + + - + - + + + + + + + + + - + - + + + + + + + - + + + - + + + - + + + + + + Negative Medium Posivtive  CLXXIV ... are the NWA secondary school teachers’ beliefs about the current series of English textbooks? 2.1 How the teachers believe about the current series of English textbooks? 2.2 What shapes their beliefs. .. Task-Based Language Teaching and Their Beliefs about the Current Series of English Textbooks , the research confines itself to investigating the perceptions of task-based language teaching of secondary. .. content of the textbooks, (3) the knowledge of the textbooks, (4) the skills taught in the textbooks, (5) the tasks and activities of the textbooks, and (6) the teaching method imbedded in the textbooks