the effects of task based instruction on the eleventh graders’ vocabulary acquisition and learning attitudes at binh an high school”

STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The Effects of Task-Based Instruction on the Eleventh Graders’ Vocabulary Acquisition and Learning Attitudes at Binh An High School” is my own work Except where reference is made in the text of the thesis, this thesis contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, September 2019 TRAN THI NHU NGUYET i RETENTION AND USE OF THE THESIS I hereby state that I, TRAN THI NHU NGUYET, being a candidate for the degree of Master of Arts (TESOL), accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ho Chi Minh City, 2019 TRAN THI NHU NGUYET ii ACKNOWLEDGEMENTS This Master of Art in TESOL thesis is the result of a fruitful collaboration of all the people whom have kindly contributed with an enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis I am deeply indebted to my supervisor, Assoc Prof Dr Pham Vu Phi Ho, from Ba Ria – Vung Tau University, whose compassion, encouragement and guidance throughout the research have helped in the completion of this thesis I have truly learned from the excellence of his skills and from her wide experience in research; no words are adequate to describe the extent of my gratitude I would like to express my particular gratitude to my beloved husband and children for their unconditional love, understanding, encouragement, financial and spiritual support over time and distance I owe a great debt of gratitude to the eleventh-grade students at Binh An High School who contributed data to this thesis iii ABSTRACT The teaching and learning of vocabulary at the high school context has recently received much attention to by teachers and learners Yet, many high school students still encounter with some troubles in their vocabulary acquisition Purposely, this study was carried out to examine the effectiveness of the Task-Based Instruction method in enhancing vocabulary acquisition and learning attitudes of the eleventh graders at An Binh High School (Di An Town, Binh Duong Province) Methodologically, the current study was a kind of quasi-experimental study, conducted in the second semester of the academic year 2017-2018, with the involvement of 80 eleventh graders These students were divided into two groups, i.e one control group without the treatment and one experimental group within the treatment of the Task-Based Instruction method Data were extensively collected through a set of instruments, i.e the reading pre-test and post-test, the writing pre-test and post-test, the questionnaire and the semi-structured interview The findings of the study revealed that the Task-Based Instruction method considerably improved vocabulary performances of the target students in terms of their vocabulary recognition level and vocabulary production ability Besides, this method also was positively correlated with their learning attitudes, that is, most of them felt motivated and interested in, they believed in the effectiveness of this method, and they actively participated into the activities of this method Eventually, some implications for teachers and further research in applying this method were also made Key words: Task-Based Instruction, Vocabulary Acquisition, Learning Attitudes, Binh An High School iv TABLE OF CONTENT Page STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENT v LIST OF TABLES x LIST OF FIGURES, CHARTS xi CHAPTER 1: INTRODUCTION 1.1 Background of the Study 1.2 Problem Statement 1.3 Objectives of the Study 1.4 Research Questions 1.5 Significance of the Study 1.6 Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Notion of Task-based Instruction 2.1.1 Definitions of Task 2.1.2 Components of Task 2.1.3 Typology of Task 2.1.4 Framework for Applying Task-based Instruction 11 2.1.4.1 Pre-Task 12 2.1.4.2 Task Cycle 13 2.1.4.3 Language Focus 13 2.1.5 Principles of Applying Task-Based Instruction 14 2.1.6 Benefits of Applying Task-Based Instruction 15 15 2.1 Background of Vocabulary 2.1.1 Definitions of Vocabulary 15 2.1.2 Constructs of Vocabulary 16 v 2.1.3 Types of Vocabulary 16 2.1.4 Principles to Teach Vocabulary 18 2.3 Reading Comprehension and Writing Performance 19 2.3.1 Reading Comprehension 19 2.3.2 Writing Performance 19 19 2.4 Attitudes 2.4.1 Definitions of Attitudes 20 2.4.2 Components of Attitudes 20 2.5 Previous Studies 21 2.6 Research Gaps 24 2.7 Chapter Summary 25 CHAPTER 3: RESEARCH METHODOLOGY 26 3.1 Research Site 26 3.2 Research Participants 27 3.3 Overall Approach 28 3.4 Training Procedure 29 3.4.1 Material 29 3.4.2 Time Allotment 30 3.4.3 A Typical Lesson for the Experimental Group 32 3.4.3.1 Reading Lesson (Enclosed in Appendix A.1) 32 3.4.3.2 Writing Lesson (Enclosed in Appendix A.2) 33 3.4.4 A Typical Lesson for the Control Group 34 3.4.4.1 Reading Lesson (Enclosed in Appendix B.1) 34 3.4.4.2 Writing Lesson (Enclosed in Appendix B.2) 34 3.5 Measurement Instruments: Description and Collection Procedure 35 3.5.1 Reading Tests 35 3.5.2 Writing Tests 36 3.5.3 Questionnaire 37 3.5.4 Semi-structured Interview 39 40 3.6 Data Analysis Configuration 40 3.6.1 Tests vi 3.6.2 Questionnaire 41 3.6.3 Semi-structured Interview 41 42 3.7 Data Analysis Configuration 3.7.1 Tests 42 3.7.2 Questionnaire 42 3.7.3 Semi-structured Interview 43 43 3.8 Chapter Summary CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS 44 44 4.1 Research Question 4.1.1 Data Analysis of Reading Tests 4.1.1.1 Independent Samples T-test on the Reading Pre-test of the 44 44 Control and Experimental Groups 4.1.1.4 Independent Samples T-test on the Reading Post-test of the 47 Control and Experimental Groups 4.1.2 Discussion on Research Question 49 51 4.2 Research Question 4.2.1 Data Analysis of Writing Tests 4.2.1.1 Independent Samples T-test on the Writing Pre-test of the 51 51 Control and Experimental Groups 4.2.1.2 Independent Samples T-test on the Writing Pre-test of the 54 Control and Experimental Groups 4.2.2 Discussion on Research Question 56 57 4.3 Research Question 4.3.1 Data Analysis of Questionnaire 57 4.3.1.1 Reliability Index 57 4.3.1.2 Emotions/ Feelings 58 4.3.1.3 Beliefs/Perceptions 60 4.3.1.4 Tendency of Behaviors 62 4.3.2 Data Analysis of Semi-structured Interview vii 63 4.3.3 Discussion on Research Question 69 72 4.4 Chapter Summary CHAPTER 5: CONCLUSIONS AND IMPLICATIONS 73 5.1 Conclusions of Key Findings 73 5.1.1 Research Question 73 5.1.2 Research Question 74 5.1.3 Research Question 74 5.2 Implications for Teachers and Students 75 5.2.1 Teachers 75 5.2.2 Students 76 5.3 Limitations 76 5.4 Recommendations 77 5.5 Chapter Summary 77 REFERENCES 79 APPENDICES 85 APPENDIX A.1: READING LESSON PLAN FOR THE CONTROL GROUP 86 APPENDIX A.2: READING LESSON PLAN FOR THE EXPERIMENTAL 90 GROUP APPENDIX B.1: WRITING LESSON PLAN FOR THE CONTROL GROUP 93 APPENDIX B.2: WRITING LESSON PLAN FOR THE EXPERIMENTAL 96 GROUP APPENDIX C: READING PRE-TEST 99 APPENDIX D: READING POST-TEST 101 APPENDIX E: WRITING PRE-TEST SAMPLE 103 APPENDIX F: WRITING POST-TEST SAMPLE 104 APPENDIX G: QUESTIONNAIRE 105 APPENDIX H: INTERVIEW QUESTIONS 106 APPENDIX I: INTERVIEW TRANSCRIPTS (ENGLISH VERSION) 107 APPENDIX J: READING TEST SCORES 110 viii APPENDIX K: WRITING PRE-TEST SCORES 112 APPENDIX L: WRITING POST-TEST SCORES 114 ix LIST OF TABLES Page Table 2.1: Common Types of Pedagogical Tasks 10 Table 3.1: Research Design with Pre-test and Post-test 29 Table 3.2: Content of the Selected Unit 30 Table 3.3: Time Allocation of the Study 31 Table 3.4: Sources for the Questionnaire 38 Table 3.5: The Relationship between Research questions and Research Instruments 43 Table 4.1: Group Statistics on the Pre-test Reading Scores of Both Groups 45 Table 4.2: Independent Samples T-test on Reading Pre-test Scores of Both Groups 46 Table 4.3: Group Statistics on the Reading Post-test Scores of Both Groups 48 Table 4.4: Independent Samples T-test on Reading Post-test Scores of Both 48 Groups Table 4.5: Group Statistics on Writing Pre-Test Scores of Two Groups 52 Table 4.6: Independent Samples T-test on Writing Pre-Test Scores of Two Groups 53 Table 4.7: Group Statistics on Writing Post-Test Scores of Two Groups 54 Table 4.8: Independent Samples T-test on Writing Post-Test Scores of Two 55 Groups Table 4.9: Reliability of the Questionnaire 57 Table 4.10: The Students’ Emotions/Feelings 58 Table 4.11: The Students’ Beliefs/Perceptions 60 Table 4.12: The Students’ Tendency of Behaviors 62 Table 4.13: The Semi-structured Interview Results 63 x APPENDIX D: READING POST-TEST Name: Class: Duration: 20 minutes I Choose the correct answers for each sentence (5ms): If you want to send a document and not want to lose its original shape, our… service will help you A facsimile B express mail C messenger call D postal C pleasant D spacious It was very……… of you to send the flowers A thoughtful B ordinary We should make better use of our natural ……… A resources B source C environment D air Fossil fuels will be……… within a relatively short time A used B tired C exhausted D protected Swimming and water skiing are both sports A field B aquatic C solid D fossil There are some hobbies that I……….in for a while besides reading and collecting A occupy B accomplish C fascinate D indulge My other pursuits include listening to music, reading and gardening A chases B occupations C specialties D hobbies Yuri Gagarin, a Russian cosmonaut, became the first human in space A feat B venture C astronaut D president C promoted D hosted The whole family……… together at Ray’s home A gathered B advanced 101 10 This is an occasion when friendship and……… are built and promoted A competition B knowledge C intercultural D solidarity II Choose the correct answers for the reading passage (5ms) In an informal _(11)_ carried out in Perth, Western of Australia, students were asked to give their views on what makes an _(12)_ school 80 percent of the students felt that _(13)_ respect in the classroom was essential for effective learning to take place This implied that the students should be treated as individuals with _(14)_ their strengths and their weaknesses 60 percent of the students felt they should be _(15)_ to set realistic goals for their own learning and to have positive attitudes towards themselves and others About 55 percent of the students expected their teachers to be motivated and _(16)_ in what they were doing; this would then reflect in the performance of the students Nearly all the students believed that _(17)_ should be centered on important life skills _(18)_ communication, building self-respect and self-confidence, the _(19)_ to learn from failure, and time management, suited to the maturity of the students concerned 100 percent of the students felt that social side of school was as important as academic activities The older students felt that they should be allowed to give some input into school decision making which had a direct effect _(20)_ students 11 A survey B campaign C struggle D promotion 12 A effecting B effective C effectiveness D effectively 13 A another B each other C together D mutual 14 A between B from C both D either 15 A promote B provided C prepare D encouraged 16 A keen B fond C interested D loved 17 A learn B to learn C learning D learned 18 A such like B as C such as D for example 19 A enables B ability C able D unable 20 A at B in C on D for 102 APPENDIX E: WRITING PRE-TEST SAMPLE Name: Class: Score: _ Topic: Suppose Vietnam is going to hold a cultural exhibition What are you going to write about one the popular celebrations in Viet Nam? Write a paragraph with the length of 60 to 80 words, using prompts below Prompts: What is the celebration? When is it held? What is it organized for? Who are the participants? How you feel about this celebration? Answer: 103 APPENDIX F: WRITING POST-TEST SAMPLE Name: Class: Score: _ Topic: Suppose Vietnam is going to hold the Asian Games What will we have to to prepare for the Games? Write a paragraph with the length of 60 to 80 words, using prompts below Prompts: What will your country first? Why will we have to upgrade the National Sports Centres and stadiums? What about the training areas and the roads? What will we have to equip the hotels and guest houses with? What for? Which form of mass media will be used to advertise all the preparations for the Games? Who will you recruit to serve the Games? What competition will we have to hold? Answer: 104 APPENDIX G: QUESTIONNAIRE TBVI stands for Task-Based Vocabulary Instruction No Content Scale Feelings/Emotions TBI motivates me to learn English I found doing vocabulary tasks in pairs or groups enjoyable I feel pressured while doing vocabulary tasks I like writing the word list on my notebook and learning it by heart 5 rather than doing tasks I feel close to my classmates when I work in pairs or groups with them I feel excited when the teacher runs the vocabulary lessons with different tasks Beliefs/Perceptions TBI provides a collaborative learning environment TBI is suitable for high school class Vocabulary tasks help me learn new vocabulary effectively 10 TBI meets my needs in learning vocabulary 5 11 12 The best way to learn and to remember vocabulary form is actively participating in vocabulary tasks The best way to learn and to understand vocabulary meaning and use is actively doing vocabulary tasks Tendency of behaviors 13 I would like teachers to use TBI in the classroom frequently 14 I would like to work on vocabulary tasks with my classmates often 15 I actively take part in all vocabulary tasks during English lessons 105 APPENDIX H: INTERVIEW QUESTIONS Coded Interviewee: ……………………………………………………………………… Time: ……………………………………………………………………………………… Place: ……………………………………………………………………………………… Package of Questions: Q.1: How you feel about learning vocabulary with the new method of TBI? Q.2: Do you think TBI is a good way to help you learn vocabulary better? Why? Q.3: How you behave in your vocabulary lessons within TBI? Q.4: If you were given the choice between the traditional learning techniques and TBI, which would you prefer? Why? Q.5: What are your challenges or difficulties when doing tasks? Thanks for you participation! 106 APPENDIX I: INTERVIEW TRANSCRIPTS (ENGLISH VERSION) Q.1: How you feel about learning vocabulary with the new method of TBI? The highest scored group HS1 I feel interested and confident when working with my classmates collectively HS2 I feel motivated when learning vocabulary in such a collaborative way I actually find the atmosphere of these lessons exciting and relaxing with different tasks HS3 I totally like to learn vocabulary by TBI It is so enjoyable, meaningful and effective The lowest scored group LS1 It is actually interesting and relaxing when I learn vocabulary by this way I have opportunities to work with my friends LS2 I feel that the conventional and new methods are not different from each other LS3 I really feel pressured and frustrated when learning vocabulary with the new method In fact, the completion of the learning tasks is beyond my comprehension level Q.2: Do you think TBI is a good way to help you learn vocabulary better? Why? The highest scored group I totally agree on the usefulness of TBI The reason is that I can work in pair or in group HS1 with my friends When I am motivated myself, I will acquire something better Besides, I have several changes to meet the words repeatedly through many tasks so that I can remember them longer Yes I I think that this method provides me with a lot of different tasks These tasks HS2 help me recycle the words repeatedly As a result, I am able to understand word meaning more effectively, memorize word spelling longer Of course I agree that TBI is a good way to help you learn vocabulary better In fact, I HS3 can remember the learnt vocabulary items longer and I also comprehend the use and meaning of the words The lowest scored group LS1 I quite agree on the usefulness of this newly applied method In reality, I practice the 107 vocabulary several times LS2 Yes I think so Since it helps me review the vocabulary effectively LS3 I sometimes believe in the goodness of this method I can remember the words better Q.3: How you behave in your vocabulary learning within TBI? The highest scored group HS1 I work with my friends actively I am ready to support the work group where necessary I participate in the given language tasks actively and enthusiastically I am aware of the HS2 importance of independent learning If I take part in them eagerly, the good results are accordingly achieved It means that I will retain and comprehend the words better HS3 I actively and keenly on all the given tasks The lowest scored group I only rely on my good partner’s guidance and reminder In fact, I not know how to LS1 complete the given tasks I keep silent and I admit that I only take part in these tasks as a passive participants In LS2 reality, some of the given tasks are difficult and tough LS3 I only take part in any easy tasks Q.4: If you were given the choice between the traditional learning techniques and TBI, which would you prefer? Why? The highest scored group HS1 HS2 HS3 I like the new method that my teacher has just implemented because it is not only interesting but also useful to my case I choose the new one since I will learn the vocabulary meaningfully through both receptive and productive skills I not know I like both ways Because either of them helps me acquire vocabulary much The lowest scored group 108 LS1 LS2 LS3 I still expect my teacher to implement the traditional techniques such as memorizing Vietnamese explanations, doing controlled practices They are suitable to my level I still would rather the traditional learning techniques than the new method I can explain that since this new way is difficult for me to follow despite that it is good I still prefer the old one I want my teacher to guide and support my learning It will save time and effort I can feel more comfortable Q.5: What are your challenges or difficulties when doing tasks? The highest scored group HS1 The time is restricted while many of the assigned language tasks are quite difficult and time-consuming HS2 The time should be expanded In some tasks, my groups or pairs not have enough time to complete HS3 It costs much time to assign roles to each participant In addition, there is a big gap in ability among the participants in my groups or pairs Thus, to complete the tasks quickly, I often them individually and ask my classmates to report the results The lowest scored group LS1 Most of the assigned tasks are too difficult Sometimes, I fail to comprehend and finish them LS2 The time for most of the tasks is insufficient LS3 The time is too short and my language ability is quite low Although working with classmates is exciting but I truly catch up with the requirement and speed of the tasks 109 APPENDIX J: READING TEST SCORES Experimental group Pre-test Post-test 4.5 5.0 5.0 6.0 6.0 7.0 7.5 8.0 4.0 5.5 5.5 6.5 6.0 7.0 4.5 5.5 5.0 5.5 6.5 7.5 5.5 6.5 7.0 7.5 4.0 5.0 5.0 5.5 6.0 7.0 6.0 7.0 8.0 8.5 5.0 5.0 6.5 7.5 4.0 5.0 7.5 8.5 6.0 7.0 5.0 5.5 5.5 7.0 8.0 8.5 7.0 8.0 7.5 8.0 7.0 7.5 5.0 6.0 5.0 5.5 6.0 7.5 5.0 6.0 6.5 7.5 Coded Student 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 110 Control group Pre-test Post-test 6.0 6.5 5.0 5.0 8.0 7.5 4.5 4.5 5.5 5.0 5.0 6.0 4.0 4.0 6.0 6.5 4.5 5.0 7.0 6.0 5.5 5.0 5.0 4.5 5.0 6.0 5.5 7.0 4.0 4.5 7.5 8.0 6.5 6.5 6.5 7.0 5.0 5.0 6.5 7.0 4.5 4.5 6.0 5.5 6.0 6.0 6.5 4.5 8.0 8.0 6.5 7.5 7.5 8.0 5.0 5.0 4.5 5.0 7.0 6.5 8.0 8.0 7.5 7.5 5.5 5.5 4.5 6.0 5.5 5.0 6.0 6.5 5.5 5.0 8.5 8.0 6.0 8.0 7.5 6.5 34 35 36 37 38 39 40 111 5.5 7.5 6.0 4.5 8.0 5.5 5.0 5.5 7.5 5.5 4.5 8.5 5.5 6.5 APPENDIX K: WRITING PRE-TEST SCORES Quantity 2.5 2.75 2.25 1.5 Experimental group Spelling Meaning-Use 1.5 0.75 1.5 1.25 0.5 1.5 1.5 0.75 1.5 1.5 Total Coded Student Quantity 4.5 2.25 2.5 6.75 5.5 2 2 3.5 1.5 0.75 1.25 3.5 5.75 1.5 4.5 5.5 2.5 1.5 1.5 5.5 3.5 0.75 0.75 3.5 Control group Spelling Meaning-Use Total 1.5 1.5 2.75 1.5 1.5 5.75 2.25 1.25 5.5 2.25 1 4.25 1.5 1 3.5 1.5 0.5 1.5 3.5 5.25 10 1.5 1.5 6 11 2.75 2 6.75 12 1.5 0.75 3.25 13 2.5 1.5 7.5 14 2.25 1.25 5.5 2.25 2.25 1.75 1.5 1.5 1.75 1.25 2.25 1.5 1.25 1.25 2.25 2.75 1.25 1.25 5.25 15 1.5 1 3.5 1.5 2.25 1.5 5.25 16 2.25 1.5 1.5 5.25 2.5 1.5 17 2.25 1.75 4.5 18 1.75 1 3.75 19 1.5 1.25 1.25 20 2.25 2.25 7.5 21 1.5 4.5 5.75 22 2.5 1.5 1.5 5.5 2.25 1.5 2.25 2.25 1.75 0.75 1.5 1.5 2.25 1.5 1.25 1.5 1.5 1.5 0.75 3.75 23 2.25 1.5 4.75 2 24 1.25 4.25 1.5 1.25 4.75 25 0.75 0.75 3.5 6.5 26 2.75 1.5 1.5 5.75 27 1.5 4.5 4.5 28 3.25 2.5 6.75 6.75 29 1.25 5.25 4.5 30 2.75 1.25 2.5 2.25 2 1.25 1.75 1.5 1.5 1.5 1.5 0.5 1.25 3.25 31 2.5 2.25 6.75 2 2.25 6.25 32 1.25 6.25 2.5 1.25 5.75 33 2.5 1.5 5.5 34 2 4.75 35 1.75 1.5 1.5 4.75 4.75 36 1.75 6.75 2.75 37 0.75 1.25 6.75 38 0.5 3.5 2.75 2.25 1.5 1.5 0.5 2.25 1.5 1 0.75 1.5 112 2.5 1 39 1.75 1.25 1.75 1.5 40 2.75 2.25 113 4.75 APPENDIX L: WRITING POST-TEST SCORES Quantity Experimental group Spelling Meaning-Use 1.5 Total Coded Student 5.5 2.5 1.5 1.5 5.5 2 2.75 1.5 1.5 5.75 2.25 2 6.25 2.25 1.5 1.5 5.25 1.5 1.5 2.25 1.25 5.5 2 1.5 1.5 10 2.25 1.75 11 1.75 1.25 12 3.25 1.25 6.5 13 2.25 2.25 7.5 14 2.75 1.25 15 2.5 2.25 1.5 6.25 16 2.5 1.5 1.25 5.25 17 2.25 1.5 5.75 18 2.5 1.5 1.25 5.25 19 2.25 1.5 1.25 20 2.25 2.25 2.5 21 2.5 2.5 22 2.5 1.5 1.5 5.5 23 2.25 7.25 24 1.5 5.5 25 2.5 2 6.5 26 2.25 2.25 1.5 27 1.5 1.5 28 1.75 6.75 29 2.5 1.5 1.75 5.75 30 2.25 1.75 1.75 5.75 31 2.25 7.25 32 2.5 1.25 5.75 33 2 1.5 5.5 34 2.75 2.25 35 2.25 1.5 1.75 5.5 36 2.25 1.25 1.25 4.75 37 2.25 1.5 6.75 38 114 Quantity 1.5 2.5 2.75 2.25 1.5 3 2.75 1.5 2.5 2.5 2.75 2.25 2.25 2.25 1.5 2.25 2.25 2.25 2.25 1.75 1.5 2.5 2.25 2.25 1.75 1.5 2.5 2.25 Control group Spelling Meaning-Use 0.5 1.25 1.5 0.5 2.25 1.5 0.75 1.5 0.75 1.5 1.25 0.75 1.5 1.25 1.5 1.75 1.5 2.25 1.5 1.5 1.5 2.25 1.5 1.5 1.25 1.5 1.25 2.25 1.5 1 0.75 1.5 1.5 1.5 1.5 0.75 1.5 1.5 2 1.5 1.25 1.5 0.75 1.25 1.25 1.5 0.75 1.25 1.5 Total 4.5 3.25 6.25 5.75 5.5 4.75 4.75 2.75 6.75 6.75 3.25 5.5 3.5 5.75 5.5 4.5 6.5 5.5 3.5 5.25 6 5.75 3.75 4.75 6.5 5.75 3.75 4.75 6.5 2.5 2.5 1.75 6.75 39 40 115 1.75 1.5 4.5 6.75 ... implications and recommendations regarding the use of TaskBased Instruction on vocabulary lessons CHAPTER LITERATURE REVIEW 2.1 Notion of Task- based Instruction 2.1.1 Definitions of Task As one of the. .. Dispersal of Both Groups 47 xi THE EFFECTS OF TASK- BASED INSTRUCTION ON THE ELEVENTH GRADERS’ VOCABULARY PERFORMANCES AT BINH AN HIGH SCHOOL TRAN THI NHU NGUYET ASTRACT The teaching and learning of vocabulary. .. impact the eleventh graders’ vocabulary recognition at Binh An High School? R.Q-2: How Task- Based Instruction enhance the eleventh graders’ vocabulary production at Binh An High School? R.Q-3: What