THE IMPACT OF TASK BASED LANGUAGE TEACHING

Applying taskbased language teaching into improving speaking skills at a language center. This thesis shows you how oral performance has been improved and students attitude towards TBLT. Lots of effective recommendations are introduced to help ELT teachers in teaching speaking skills.

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH OPEN UNIVERSITY -  - THESIS TITLE: THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON LEARNERS’ ORAL COMMUNICATION PERFORMANCE: AN EXPERIMENTAL STUDY AT VUS A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by LE DO NGOC HANG Supervised by Dr NGUYEN HOANG TUAN Ho Chi Minh City, September 2013 STATEMENT OF AUTHORSHIP I certify my authorship of the thesis entitled “THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON LEARNERS‟ ORAL COMMUNICATION PERFORMANCE: AN EXPERIMENTAL STUDY AT VUS” as a fulfillment for Master‟s Programs at Ho Chi Minh City Open University, issued by the Higher Degree Committee No other authors‟ works have been cited without due acknowledgement in the content of the thesis This thesis has not been previously submitted in part or in its entirety for obtaining any degree or diploma in any other tertiary institutions Ho Chi Minh City, September 2013 LE DO NGOC HANG i RETENTION AND USE OF THE THESIS I hereby state that I, Le Do Ngoc Hang, being a candidate for the degree of Master of TESOL, accept the requirements of the Open University relating to the retention and use of Master‟s Thesis deposited in the Library I totally agree that the originality of my thesis deposited in the Library should be accessible for purposes of study and research or for care or loan ii ACKNOWLEDGEMENTS In my „study exploration and adventure‟ to complete this thesis, several individuals have advocated me I would like to acknowledge wholeheartedly their assistance, cooperation and encouragement which all made substantial contribution to the accomplishment of this study Without them, this study would not have been finalized Firstly, I would like to express my deepest appreciation to my thesis supervisor, Dr Nguyen Hoang Tuan, who gave me critical comments, ultra-intensive support, and extremely considerable encouragement throughout this study It is an honor to have had Dr Nguyen Hoang Tuan as an advisor during my research and a role model for my forthcoming teaching profession Secondly, I would like to acknowledge the support from School of Graduate Studies, particularly Dr Pham Vu Phi Ho and Mr Trinh Thai Van Phuc, who have greatly and materially assisted me in doing this thesis In addition, my sincere gratitude also goes to all of the teachers, staff and students of the two classes at VUS who enthusiastically joined my research with their endless patience and full cooperation leading to the emerge of this thesis Last but not least, a million thanks I would like to send to my family, in particular, my loving husband and my tiny baby, who have encouraged me with unlimited sympathy when I am deep in the demoralization Besides, I am also immensely grateful to all of my friends who always care for me and stay by my side to mobilize me to finalize the study iii ABSTRACT The emergence of task-based language teaching has ceaselessly made substantial contribution in the field of educational curriculum, in general or the development of language teaching methodology, in particular With the premium placed on learnercenteredness and goal orientation, TBLT appears to be one of the most congruous and effective English teaching methods for classroom teachers to enhance students’ English oral communication performance Few task-based related researches, nevertheless, have been conducted in Vietnam, especially in English language centers As a result, this thesis aims at exploring the effectiveness of TBLT implementation into enhancing students’ oral communication performance at Vietnam USA Society English language center in district in Ho Chi Minh City as well as investigating students’ attitudes towards TBLT implementation procedures This thesis was conducted for teenagers aged from at one of VUS centers in district from March 25th, 2013 to July 13th, 2013 The main methodology design of this paper was experimental Consequently, tests, questionnaires and classroom observations were carefully selected to collect fruitful data in forms of students’ scores and their attitudes which were then analyzed and interpreted after the intervention of TBLT With the strong evidence via t-tests from students’ oral communication performance scores after treatment, it was proved that TBLT showed its effectiveness in enhancing students’ oral communication performance in three of four investigated criteria containing fluency, comprehensibility and task achievement One of the criteria, which is accuracy sub-divided into three smaller categories: grammar, vocabulary and pronunciation, could not be improved after the treatment The slight downward tendency of this criterion, however, was not statistically significant Generally iv speaking, the operational effectiveness of TBLT is indisputable In response to the second issue, this paper discovered that students expressed their positive attitudes towards TBLT implementation through the analysis of their questionnaires In accordance with the findings of this thesis, some recommendations for classroom teachers as well as researchers who are interested in this teaching method would be completely presented at the end of this thesis Key words: Task-based Language Teaching (TBLT), tasks, oral communication performance, speaking skill v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS vi LISTS OF TABLES, CHARTS AND DIAGRAM xi ABBREVIATIONS xiii Chapter INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Objectives of the study 1.4 Significance of the study 1.5 Structure of the thesis Chapter LITERATURE REVIEW 2.1 Introduction 2.2 Task-based Language Teaching 2.2.1 Basic Assumption of TBLT 2.2.2 Pedagogical Principles of TBLT 2.2.3 Goals of TBLT 2.3 Tasks and Language Learning 11 2.3.1 What is a task? 11 2.3.2 The Role of Task in Language Learning 13 2.4 Components and Typology of Tasks 13 2.4.1 Components of Tasks 14 vi 2.4.1.1 Goals 14 2.4.1.2 Input 15 2.4.1.3 Activities 16 2.4.1.4 Roles 16 2.4.1.5 Settings 18 2.4.2 Typology of Tasks 19 2.5 TBLT Implementation 24 2.5.1 Framework of TBLT 24 2.5.1.1 Pre-task phase 24 2.5.1.2 Task cycle 26 2.5.1.3 Language focus 28 2.5.2 Factors Affecting Implementation of TBLT 29 2.5.2.1 Task factors affecting implementation of TBLT 29 2.5.2.2 Learner related factors affecting implementation of TBLT 30 2.5.2.3 Teacher related factors affecting implementation of TBLT 32 2.5.2.4 Procedural factors affecting implementation of TBLT 32 2.6 Criticism of TBLT 34 2.6.1 Advantages 34 2.6.2 Drawbacks 36 2.7 Oral communication 37 2.7.1 The importance of oral communication 37 2.7.2 Components of oral communication performance 38 2.8 Summary 39 Chapter METHODOLOGY 40 3.1 Introduction 40 3.2 Research questions 40 3.3 Research site 40 3.4 Participants 41 vii 3.5 Research design 43 3.6 Materials 44 3.6.1 Procedures of GTM lesson plans 45 3.6.2 Procedures of TBLT lesson plans 47 3.7 Data collection instruments 52 3.7.1 Tests 52 3.7.2 Questionnaire 54 3.7.3 Classroom Observations 56 3.8 Summary 57 Chapter DATA ANALYSIS AND DISCUSSION OF FINDINGS 58 4.1 Introduction 58 4.2 Analyzing data and interpretation 58 4.2.1 Analysis of students‟ oral communication performance 58 4.2.1.1 Students‟ oral communication performance in the pre-test 58 4.2.1.2 Students‟ oral communication performance in the post-test 59 4.2.1.3 Comparisons of pre-test and post-test scores for each group 61 4.2.1.4 Comparison of means (X) and standard deviations (SD) on pretests and post-tests 62 4.2.2 Analysis of the mean scores of four rudimentary criteria in the oral communication scoring rubric 63 4.2.2.1 Comparison of each criterion in the oral communication scoring rubric of the control group 63 4.2.2.2 Comparison of mean scores and S.D of pre-tests and post-tests of the control group 65 4.2.2.3 Comparison of each criterion in the oral communication scoring rubric of the experimental group 66 viii 4.2.2.4 Comparison of mean scores and S.D of pre-tests and post-tests of the experimental group 68 4.2.3 Analysis of students‟ attitudes on TBLT 69 4.2.3.1 Pre-task 69 4.2.3.2 Task cycle 70 4.2.3.2.1 Task 71 4.2.3.2.2 Planning 72 4.2.3.2.3 Report 73 4.2.3.3 Language focus 74 4.2.3.3.1 Analysis 74 4.2.3.3.2 Practice 75 4.2.4 Analysis of classroom observation 75 4.2.4.1 Pre-task 76 4.2.4.2 Task cycle 77 4.2.4.3 Language focus 79 4.2.5 Summary 80 4.3 Discussion of findings 80 4.3.1 Discussion of findings on learners‟ achievement 80 4.3.2 Discussion of findings on learners‟ attitudes towards TBLT 81 4.3.2.1 Pre-task phase 82 4.3.2.2 Task cycle 82 4.3.2.3 Language focus 83 4.4 Summary 83 Chapter CONCLUSION AND RECOMMENDATIONS 84 5.1 Introduction 84 5.2 Fundamental conclusions 84 5.3 Limitation and delimitation of this thesis 85 5.4 Recommendations for teachers of English 86 ix 124 APPENDIX 6B QUESTIONS FOR THE ORAL INTERVIEW FOR YL8 125 126 127 APPENDIX ORAL COMMUNICATION PERFORMANCE SCORING RUBRICS (adapted from VUS) 128 APPENDIX SCORE TABLE OF ORAL INTERVIEW IN THE CONTROL AND EXPERIMENTAL GROUP Control group Experimental group No Pre-test Post-test Pre-test Post-test 6 5.5 6.5 6.5 5.5 5.5 7.5 6.5 5.5 6.5 6 6 5.5 7 7 6.5 7.5 7.5 7.5 6.5 6.5 10 5.5 11 6.5 6.5 6 12 5.5 13 7 8.5 14 6.5 5.5 15 7.5 7.5 6.5 16 6.5 6.5 7.5 17 5 18 7.5 5.5 19 6.5 7.5 129 20 6 21 6.5 5.5 22 5.5 23 5.5 M 6.23 6.28 6.06 6.60 SD 795 735 816 878 N 23 23 23 23 df 22 22 22 22 130 APPENDIX 9A FULL SAMPLE RECORDING SCRIPTS OF STUDENTS’ ORAL COMMUNICATION PERFORMANCE SCORING T: Could you please introduce yourself? S: My name is Y I study in Ngo Quyen school I go to Lam Son School at district I‟m in grade I like read book and listen to music In my free time, I play online T: Do you love your school? S: (pause)Yes T: Do you love money? S: (pause) Maybe T: Why you say “maybe”? S: I (pause) don‟t have a lot of money And I think umm…money can‟t buy love T: A lot of women love to marry rich men So being rich is also good? S: They try to (pause) act to love me but (pause) they don‟t love me I don‟t like that T: How much cash your parents give you every day? S: My mom give me (pause) 20 or 30 VND a day T: What you usually spend money on? S: Student book or (pause) comic T: Have you ever saved up money to buy something? S: I (pause) want to buy umm… album T: How much? S: It (pause) 600,000 T: How long did you save up to buy it? S: Five months (pause) I don‟t buy anything in five month T: Why did you want it? 131 S: I love Taylor Swift, so I want buy it T: Have you ever lent somebody money? How much? S: I never T: Have you ever borrowed money from somebody? S: No T: What you think about the quotation: “Money can‟t buy you happiness”? S: (pause) I agree because money (pause) can‟t buy happiness T: Do you agree with the quotation “Those believe money can anything will often anything for money?” Give me some reasons S: I don‟t know T: Thank you very much You can go back to your room 132 APPENDIX 9B FULL SAMPLE RECORDING SCRIPTS OF STUDENTS’ ORAL COMMUNICATION PERFORMANCE SCORING T: Could you please introduce yourself? S: Yes My name is Minh My family have four people: my mom, my dad and my brother T: Do you like advertising on TV? S: No T: Can you tell me some reasons why you don‟t like it? S: (pause) because it‟s a kind of disturbing and maybe too long T: What advertisements on TV you like best? S: I hate most T: Which one you hate most? S: (pause) Vacuum T: Why? S: I don‟t like it T: Do you think that it is necessary to have advertisements on TV? S: Yes, necessary T: Why you think so? S: It helps company sell products T: Is it also helpful for the consumers? S: Maybe They know more about what they want to buy T: Have you ever bought something because of its advertisement on TV? S: No My mother buy T: What did she buy? 133 S: She (pause) bought milk and necklace T: Are there any differences between the actual quality of the product and its advertisement on TV? S: (pause) No T: Is it better or worse than what had been advertised on TV? S: The quality is (pause) worse than what they say on TV My mom (pause) was disappointed T: Someone says that there is too much advertising on TV today What you think about it? S: I don‟t know T: What are the advantages of advertising on TV? S: Company can (pause) introduce new products A lot of people know their products But I think it‟s better not to buy them T: Thank you very much You can go back to your room 134 APPENDIX 9C FULL SAMPLE RECORDING SCRIPTS OF STUDENTS’ ORAL COMMUNICATION PERFORMANCE SCORING T: Could you please introduce yourself? S: My name‟s Nhi I was born in 1999, so now I‟m in grade I‟m studying at Hong Bang Secondary School at district It‟s convenient school because it‟s near hospital and supermarket I love my school very much It is a huge school and it has a lot of class There are different rooms serve for different subjects such as the place to experiments or play sport I am the only son in my family I like reading books and playing games And I really want to become a doctor in the near future because I want to help poor people T: How much cash your parents give you every day? S: They always give me 100,000 VND per week T: Do you love money? S: Sometimes I love it but sometimes I hate it very much Money can help me buy what I love such as food, clothes and games, um… or some books to read and study However, when I need some money to buy what I want, my parent don‟t agree and they don‟t give it to me I really hate money at that time Money makes me hate my parents, so I feel a bit guilty T: Do you think money can or can‟t buy everything? S: I‟m sure that money can‟t buy everything (pause) If you‟re rich, you can afford a lot of things with money But on the other hand, when you‟re sick, it can help you to live T: Have you ever saved up money to buy something? S: Yes, I have saved up money for a long time to buy a mobile phone It‟s necessary for me because the place where my mom works is very far from my school I need to 135 phone her to pick me up A cheap mobile phone which helps me call is ok However, I haven‟t bought it yet because I haven‟t saved up enough money T: How much is it? S: About 300,000 VND T: How much cash your parents give you every day? S: They only give me 5,000 VND per week because they don‟t want me to waste money T: Have you ever bought something that was a waste of money? S: No (pause) The money I have is not enough for me, so I can‟t waste it T: Have you ever lent some money from somebody? S: I have never lent money from anybody If I need money to buy food or drinks, I will ask from my grandmother She loves me so much T: What you think about the quotation “Money can‟t buy you happiness?” S: I absolutely agree with this quotation (pause) Even if you‟re rich, you can‟t buy friendship and love T: Do you agree with the quotation “Those who believe money can anything will anything for money?” S: Yes, of course Robbers love money so much So they rob the bank to have money T: Thank you very much You can go back to your room 136 APPENDIX 9D FULL SAMPLE RECORDING SCRIPTS OF STUDENTS’ ORAL COMMUNICATION PERFORMANCE SCORING T: Can you introduce yourself? S: My name‟s Loc After the summer, I‟m in grade My birthday‟s the third of December, nineteen ninety nine My favorite sports is soccer and basketball In my free time, I love reading books, listen to music and playing computer games I‟m a fan of “League of Legends” You know, most of my friends love playing it and it is the most interesting game that I‟ve played so far T: Do you love money? S: (pause) A little bit Money is very powerful You are able to afford many things with money However, I think money can‟t buy me everything such as feeling, friendship or love Rich people are not able to afford these things T: How much cash your parents give you every day? S: Well, they don‟t give me money every day They give me 100,000 dong per week And I‟m satisfied with the amount of money that they give me because it seems enough for me to spend T: What you usually spend the money on? S: Maybe food and clothes Hanging out with my best friend also requires loads of money And I also spend money on buying Lego toys T: Have you ever saved up money for a long time to buy something? S: Yes I used to save up money in one year to buy Lego to put into my collection T: What did your parents say at that time? S: They supported me They said that I was a good person because I saved up money to buy what I liked If they hadn‟t agreed, I wouldn‟t have bought it 137 T: Have you ever lent somebody money? How much? S: I have lent some of my friends some money I don‟t remember exactly Usually I only lend them from 20 to 30,000 dong to buy food or drinks T: Have you ever borrowed money from somebody? How much and what for? S: I‟m really afraid of being in debt cause I can‟t earn money to pay back So I have never borrowed any money, even from my parents If I want to buy something, I will try to save it up In case I can‟t afford it, I won‟t think about it T: What you think about the quotation: “Money can‟t buy you happiness?” Do you agree or disagree with this statement? S: (pause) I totally agree with it As I have told you, though money is very important, it can help you buy friendship, feeling or happiness Many rich people live a very boring life cause they don‟t have relatives to share their feeling I‟d rather be a poor but happy boy than a rich boy but having no friends T: Do you like to pay in cash or by credit card? S: It‟s hard to say cause I don‟t have lots of money Maybe I like cash T: Why? Can you tell me some advantages of paying by cash? S: With cash, you can buy anything you like anywhere anytime In Vietnam, you can‟t use credit card everywhere There are some shops where you can use it but not all So it‟s better to have cash in your pocket than a credit card T: Do you agree with the quotation “Those believe money can anything will often anything for money?” Give me some reasons S: I think I have to say Yes Many people can even rob or steal to have money because they think money is everything for their lives They can‟t live without money However, it‟s not a good idea to go that cause there are a lot of things more important than money like family and friends T: Ok Thank you very much You can go back to your room now 138 ... in the field of language teaching since the last decade of the twentieth century and made a significant contribution to the promotion of communication and authentic language use in second language. .. Master of TESOL, accept the requirements of the Open University relating to the retention and use of Master‟s Thesis deposited in the Library I totally agree that the originality of my thesis... First Language L2 Second Language MOET Ministry of Education and Training SLA Second Language Acquisition TBI Task-Based Instruction TBLL Task-Based Language Learning TBLT Task-Based Language Teaching