Using task based approach to enhance english oral communication skills for efl students a case study at elite international english center, hochiminh city

VIETNAM NATIONAL UNIVERSITY-HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FALCUTY OF ENGLISH LINGUISTICS AND LITERATURE USING TASK-BASED APPROACH TO ENHANCE ENGLISH ORAL COMMUNICATION SKILLS FOR EFL STUDENTS: A CASE STUDY AT ELITE INTERNATIONAL ENGLISH CENTER, HOCHIMINH CITY Submitted to the Department of English Linguistics & Literature In partial fulfillment of the Master’s degree in TESOL By VO MINH NHA Supervised by THAI CONG DAN, PHD HO CHI MINH CITY, APRIL 2013 Using Task-Based Approach to Enhance English Oral Communication Skills for EFL Students: A Case Study at Elite International English Center, Hochiminh City The thesis titled “Using Task-Based Approach to Enhance English Oral Communication Skills for EFL Students: A Case Study at Elite International English Center, Hochiminh City” By Vo Minh Nha supervised by PhD Thai Cong Dan, has been approved by DELL Thesis Committee, University of Social Sciences and Humanities, HCMC as partial fulfillment of the requirements for the Master of Art Degree in Teaching English to Speakers of Other Languages Committee Secretary Committee Member (Signature) (Signature) 1st Oral Defense Committee 2nd Oral Defense Committee (Signature) (Signature) Ho Chi Minh City, April…… , 2013 Chair of Committee (Signature) STATEMENT OF ORIGINALITY The thesis entitled: “Using Task-Based Approach to Enhance English Oral Communication Skills for EFL Students: A Case Study at Elite International English Center, Hochiminh City” is conducted under the supervision of PhD Thai Cong Dan, Dean of School of Social and Humanities, Can Tho University The material in this thesis has not been previously submitted for a Degree in any University or any other purposes and to my best knowledge contains no material previously published or written by another person except where due reference or citation was made Vo Minh Nha April, 2013 i Adjustment Page Due to some unexpected problems happened along the process of making this thesis, there were some unintended changes against the original one, in terms of scope and research objects This page aims to declare and clarify those modifications and place a ground for further understandings in this research The thesis was originally entitled: “Using Task-Based Approach to Enhance English Oral Communication Skills for EFL Students: A Case Study at Elite International English Center, Hochiminh City” Changes are: “Using Task-Based Approach in real-life situations to Enhance English Oral Communications Skills for EFL learners: A Case Study at a Group of 12 Volunteers from FPT Greenwich University, Hochiminh City” The modified subjects in bold could be addressed as below: Firstly, according to the characteristics and the practical implementation in this paper, the researcher would like to limit the research scope to closely focus on the impact of “Using Task-Based Approach in real-life situations” to the enhancement of learners’ English Oral Communications Skills rather than “Using Task-Based Approach” in general This would truly reflect the nature of this study, to employ Task-Based Approach in a series of assignments in real-life context, distinguishing itself from other task-based research which happening in classroom setting Secondly, the study first aimed to perform investigation on a group of volunteer students at Elite International English Center where the researcher taught However, for some personal matters, the researcher stopped teaching there before the experiment was taken into plan and as a result, objects for this study then changed The experiment later settled with a group of 12 volunteers from FPT Greenwich University, from a class formerly in charged by one of her colleague In short, this page serves as a reference for any concern about the topic scope and objects mentioned in any part of this study ii ACKNOWLEDGEMENTS In my path of exploring knowledge and in the course of completing my thesis, many individuals have assisted me I would like to acknowledge their assistance, cooperation, and encouragement without which this study would not have been completed First and foremost, I would like to express my whole-hearted appreciation to my supervisor, Mr Thai Cong Dan, PhD, Dean of School of Social and Humanities, Can Tho University, for his dedicated assistance and valuable advice without which this paper cannot come into life He also shed light on my topic with his wide knowledge, helping me a lot in searching materials and designing the research instruments Secondly, I also would like to send my deep gratitude to Mr Le Hoang Dung, lecturer of Second Language Research Methodology and Material Design, University of Social Sciences and Humanities, Hochiminh City, for equipping me essential insight into the field of Research Methodology His useful classes also helped revise the very first proposal of this thesis as well as sketching later steps Many truthful thanks also extended to Dr Anne Lazaraton, University of Minnesota, the USA, for very helpful correspondences about RTE, the main research tool for rating used in this paper, precious advices and kind encouragement that she gave I especially wish to acknowledge the help of my friend Ms Trinh Thi Thanh Thuy, teacher of Cau Ngang A Highschool, Tra Vinh Province for her contributive ideas, devotion in time and effort to help me finish this study In addition, this thesis cannot be completed without 12 volunteers from FPT Greenwich University and my colleague Ms Nguyen Thao Nguyen, who lent me her students to the experiment She also did a very good job in the role of the second rater in the English Speaking Test I am sincerely thankful for what they have done in my experiment and their honest opinions in interviewing Finally, my special thanks would like to go to my family and friends for their support and encouragement within my research doing time iii Table of Contents Adjustment Page ii Acknowledgements iii List of Figures vi List of Tables vii Abbreviations viii Abstract CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Hypothesis Formulating 1.3 Research purposes 1.4 Research question 1.5 The organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 The rationale of Task-based Approach (TBA)- Focus on meaning 2.2 On defining “task” 2.2.1 Real world tasks vs classroom tasks or pedagogical tasks 12 2.2.2 Components of a Communicative task in TBA 15 2.3 Characteristic, principles and framework for implementation of TBA in EFL classroom 20 2.3.1 TBA characteristic and principles 20 2.3.2 TBA Framework 23 2.3.3 Task types, task sequences, adapting real-life tasks into classroom and the problem of implementation of TBA in EFL classroom 25 2.4 TBA in real-life context 30 2.5 Oral communication skills 31 2.5.1 The notion of Communicative Competence 31 2.5.2 Principles of developing Oral Communication 35 2.5.3 Oral Proficiency Assessment 36 CHAPTER 3: RESEARCH METHODOLOGY 38 3.1 Research Design 38 3.2 Participants 38 3.3 Research instruments 39 3.3.1 Baseline survey 39 iv 3.3.2 Experimental course 44 3.3.3 Pre-English Speaking Test 49 3.3.4 Post-English Speaking test 50 3.3.5 Task Evaluation Form 51 3.3.6 Interview 51 CHAPTER 4: FINDINGS AND RESULTS 53 4.1 Performance on the Speaking test of the studied group 53 4.2 Task evaluation form analysis 56 4.3 Interview results 66 CHAPTER 5: FINDINGS, RECOMMENDATIONS AND CONCLUSIONS 73 5.1 Conclusions 73 5.2 Discussions 75 5.3 Limitations 80 5.4 Suggestions for further research 81 REFERENCES 82 APPENDICES 89 v LIST OF FIGURES Figure 1: The continuum from Focus on Form to Focus on Meaning (Littlewood, 2003) 11 Figure 2: Components of a “Task” (Nunan 2004, p 40) 16 Figure An overview of the TBL framework (J.Willis, 1996) 24 Figure The task generator: taxonomy of task types (Willis, 1996) 25 Figure 5: Conditions for Language Learning (Willis 1996:11) 27 Figure 6: The Environmental layers of Language learners (Eguchi & Eguichi, 2005) 29 Figure Speaking proficiency and the components of communicative competence (Shumin, 2002) 32 Figure 8: Steps of collecting data 52 Figure 9: Mean score comparison between Pre and Posttest 54 Figure 10: Individual scores of participants before and after the course 54 Figure 11: Average score of task sections before and after course 54 vi LIST OF TABLES Table 1: Participants’ background details 39 Table 2: Baseline Survey Statistics (Part B &C) 41 Table 3: Distribution of classes and tasks in the experimental course 47 Table 4: Mean scores on pre and posttest 53 Table Average score of Functional Ability and Linguistic Skills of task sections before and after the course 55 Table Frequencies of task evaluation form (goal) 57 Table Frequencies of task evaluation form (Task performance) 59 Table Learners’ responses to task evaluation form (Difficulties) 60 Table Frequencies of task evaluation form (Interaction) 62 Table 10 Frequencies of task evaluation form (Language Focus) 63 Table 11 Frequencies of task evaluation form (In the future) 65 Table 12 Summary of learners’ expectations before the course 68 vii C Through some speaking games/role-plays/story telling….( Bằng trò chơi, phân vai, kể chuyện) D Others (please specify) (Khác, vui lòng kể ra): How you enjoy your English Speaking time in class?( bạn có thích học kỹ Nói tiếng Anh lớp khơng) A Not at all, it’s boring (Không chút nào, chán lắm) B So so, not much (Cũng bình thường, khơng thích lắm) C It’s OK but I still want some changes to make it more interesting ( Cũng được, muốn vài thay đổi để thú vị hơn) D I really enjoy it! (Tơi thích) How much you involve in English Speaking activities in class? ( Bạn tham gia vào hoạt động nói tiếng Anh lớp nào) A Almost all, I’m a very active student ( Tham gia hầu hết, sinh viên động) B Quite often (Khá thường xuyên) C Sometimes, when I find the activities really interesting and engaged (Thỉnh thoảng, tơi thấy hoạt động thật thú vị lôi cuốn) D Rarely, only when I’m forced to it (Rất ít, tơi bị bắt phải làm) What you think are your weaknesses in English Speaking?(Điểm yếu bạn nói tiếng Anh gì?) A I’m very shy to talk and so afraid to make mistakes (Tơi mắc cỡ nói sợ mắc lỗi) B I lack of vocabulary/grammar to express myself (Tôi thiếu từ vựng/ ngữ pháp để diễn đạt) C I just not want to speak English (Chỉ tơi khơng muốn nói tiếng Anh) D Other (please specify) ( Khác, vui lòng kể ra): _ C- ENGLISH SPEAKING OUTSIDE CLASSROOM (Việc nói tiếng Anh bên ngồi lớp học) How often you speak English outside classroom?(Bạn có thường nói tiếng Anh bên ngồi lớp học khơng) A Very often (Rất thường xuyên) B Sometimes (Thỉnh thoảng) C Rarely (Hiếm khi) D Never (Không bao giờ) In what situation that you speak English outside the classroom?(Bạn nói tiếng Anh bên ngồi lớp học tình nào?) A At work/school, my study/work needs to communicate with foreigners (Ở chỗ làm/trường, yêu cầu công việc/học tập cần phải giao tiếp với người nước ngoài) B For social purposes, to communicate with my foreign friends/make new friends…( Để xã giao, giao tiếp, kết bạn với người nước ngoài) C At home, just to practice for class examinations or to take an English international certificate (ở nhà, để luyện tập lấy cho kỳ thi tiếng Anh quốc tế) D Others (please specify) (Khác, vui lòng kể ra): 92 Do you think what you’ve learned in class equip you enough to communicate in English in real life situations?(Bạn nghĩ bạn học lớp có đủ để giao tiếp tình thực tế khơng?) A No, it’s completely different from what I’ve learnt in class (Không, nghĩ hồn tồn khác với tơi học lớp) B Just a little, but I still have lots of difficulties ( chút, tơi nghĩ có nhiều khó khăn) C It’s good in some cases that requires simple language ( trường hợp giao tiếp đơn giản) D Yes, it’s very helpful and effective (Vâng, hiêu hữu ích) What causes you the most problem when communicating in English with foreigner?(Điều gây khó khăn cho bạn giao tiếp với người nước ngoài) A Their accents are sometimes hard to listen, for example: Korean, Indian…( Giọng điệu họ khó nghe, ví dụ như: người Hàn Quốc, Ấn Độ…) B They use words/slang/structures that are different to what I learnt in class ( Họ sử dụng từ ngữ, tiếng lóng, cấu trúc khác với tơi học lớp) C Their body language/gestures/taboos/culture differences confuse me ( Ngơn ngữ thể hình, cử chỉ, khác biệt văn hóa làm tơi lúng túng) D Others (please specify) (Khác, vui lòng kể ra): _ Do you think cultural differences make lots of trouble in communication? (Bạn có nghĩ khác biệt văn hóa gây nhiều khó khăn giao tiếp khơng?) A No (Khơng, vì) Because B Yes (Có Bởi vi) Because D- ENGLISH ORAL COMMUNICATIVE TASK-BASED COURSE There is an English oral communicative task-based course going to open which means to improve your English Speaking skills and ability to apply those in real-life situations Please have a look at the questions below and choose what you expect to get from the course This will create a database for us to complete the course design to best match your need (Sắp tới có khóa học tiếng Anh giao phương phán phân nhiệm vụ nhằm cải thiện kỹ nói tiếng Anh bạn khả áp dụng vào thực tiễn Vui lòng xem câu hỏi chọn điều bạn mong muốn đạt từ khóa học Đây sở liệu cho chúng tơi nhằm thiết kế khóa học phù hợp cho bạn) What you expect to get in this course?(Bạn mong muốn từ khóa học này) (You can tick more than option) (Có thể chọn nhiều 1)  Learn a lot new vocabulary, grammar, structure, expressions…( Học nhiều từ vựng, ngữ pháp, cấu trúc câu…)  Games and fun stuffs to relax ( Tham gia trò chơi vui nhộn để thư giãn)  Opportunities to experience new things, meeting new people ( Cơ hội để gặp gỡ người trải nghiệm nhiều điều mới) 93  Be able to speak English more fluently and naturally (Có thể nói tiếng Anh lưu loát tự nhiên hơn)  Tips on how to get good marks in English Speaking tests (Học mẹo hay để đạt điểm cao kỳ thi tiếng Anh)  Improve communication skills/techniques for a successful conversation (Cải thiện kỹ giao tiếp, phương pháp để đối thoại thành công)  Improve pronunciation like a native speaker (Cải thiện phát âm chuẩn người xứ)  Others (please specify) (Khác, vui lòng kể ra): Please tick topics that interest you the most to talk about in the book Solutions ( Vui lòng đánh dấu để chọn chủ bạn thích giáo trình Solutions)  The real you (personalities)  Technology (mobiles, electronic devices)  Wining or losing (Sports and games)  Cultures and customs  Town and country (rural n urban landscapes)  What if ? (global issues)  In the spotlight (cinemas and films)  Crime scene (crimes and criminals)  Gifts (Giving and receiving gifts)  the written word (books, publications) If you are assigned to a task that asks you to talk with a/group of foreigner(s), will you it?(Nếu bạn giao nhiệm vụ nói chuyện với 1/nhóm người nước ngồi, bạn làm không?) A No, I’m too shy to it (Không, mắc cỡ lắm) B Yes, I’ll try it.(Vâng, thử) What makes you really engaged in an English Speaking class? (Điều thu hút bạn tiếng Anh) A The teacher’s style (Phong cách giáo viên) B The interesting topic and pair work/group work (Chủ đề thú vị làm việc theo cặp/nhóm) C Games/songs/pictures…and other fun stuffs (những thú vui nhộn như: trị chơi, nhạc, hình ảnh…) D The useful content it may bring to me even though it’s a bit boring (Nội dung hữu ích học cho dù có chán chút) E Others (please specify) (Khác, vui lòng kể ra):  COURSE REGISTRATION: There will be a course in English Oral Communication Skills open within the next couples of week, expected to prolong within 2-3 months with one-and-a-half-hour classes every week and completely free of charge In this course, besides participating in a wide range of activities and tips to improve your English Speaking, you also have opportunities to test your English ability with real foreigners in real-life situation If those above interest you, please read the terms carefully and fill in the registration form, also inform us your availability by indicating your free time in the timetable below: (Sẽ có khóa học tiếng Anh giao tiếp vài tuần tới, dự định kéo dài vòng 2-3 tháng, gồm lớp, lớp khoảng 1h30, tuần hồn tồn miễn phí Trong khóa học này, bên cạnh việc tham gia vào 94 nhiều hoạt động phong phú nhằm cải thiện kỹ nói tiếng Anh, bạn cịn có thử trình độ tiếng Anh với người nước ngồi tình thực tế Nếu bạn cảm thấy hứng thú với việc trên, vui lòng đọc điều khoản cẩn thận, cho biết thời gian rỗi bạn điền vào phiếu đăng ký  -REGISTRATION FORM: Full name: Age: _ Gender:  Male  Female Participant code: _ (This part is for the researcher to fill in)  Availability Mon Tue Wed Thu Fri Sat Sun Morning Afternoon Evening By signing your name underneath, you hereby agree to the terms of this course as indicated below: My attendance in this course is absolutely voluntary and free of force I commit to seriously join the course to its end and be willing to take any makeup class in case of unexpected absence In case I cannot pursue the course, I will inform the teacher/researcher in the soonest I can for replacement PARTICIPANT’S SIGNATURE -THANK YOU FOR YOUR PARTICIPATION! 95 APPENDIX 2: SAMPLE PRE/POST ENGLISH SPEAKING TEST approximate time allotted WARM-UP QUESTIONS (2 minutes) - Greetings - What’s your name? How old are you? How are you today? - Where are you from? Where are you living now? TASK SECTION Description (Individual) (5 minutes) Look at the picture Describe his/her physical appearances What’s his/her job? What personalities you think a _ (up to candidate’s answer about character’s job) need? Narration (Individual) (5 minutes) Look at the pictures below, these sequences make a story Tell the story … (Examiner primes with characters’ names and tense used in the story), begin with… Process (giving directions)(Pair) (3 minutes) Candidates take turn to asking and giving directions to places assigned in their task cards (workplace, homes, shopping/entertainment spots…) on given map (HCMC Districts Map) 96 Opinions (Individual) (3 minutes) Example 1: Some say: Men don’t like women who are more intelligent and can earn more money than them How much you agree to this opinion? Example 2: High salary but boring works and low salary but active, fun works, which you choose? Share your criteria when you apply for job? Comparison-Contrast (Pair) (5 minutes) Look at your picture and compare it to your partner’s Which one you prefer? Why? 97 APPENDIX 3: ENGLISH SPEAKING TEST RATING SHEET Date: ……………………  Pre-Test  Post-test Candidate: …………………………………… Rater: ……………………………………… TASK SECTION Linguistic Ability Functional Ability Description Narration Process Opinions Comparison- Contrast TOTAL 98 APPENDIX 4: SPEAKINGTASK RATING SCALE SAMPLE OF NARRATIVE TASK RATING SCALE (Adapted from Lazaraton & Riggenbach, 1990) Functional ability/ task rating Task requirements: a) General orientation to characters and setting clear, b) Steps in story ordered and cohesive—natural, appropriate use of transitional, c) Finishes story and/or concludes it appropriately, d) Some mention of personal attributes of characters and/or their emotional state May finish story but at least task requirement is lacking Doesn’t finish story and/or doesn’t perform up to of the task requirements Description of steps and/or pictures only with little attempt at connecting these as a story—2 or more of the task requirements missing Linguistic skills rating No unnatural pauses, almost effortless and smooth although still perceptively non-native Always intelligible Only occasional, minor errors in Grammar Pronunciation always intelligible Use of language precise, appropriate to task Vocabulary misuse is rare Fairly smooth and effortless delivery Few unnatural pauses Grammatical errors are usually minor; don’t interfere with overall intelligibility Accent foreign, but rarely interferes with comprehension Occasional misuse of vocabulary words, but clear and intelligible with little hesitation Occasionally halting and fragmentary, some unnatural pauses Problems with basis grammatical constructions may sometimes interfere with intelligibility May sometimes be hard to understand due to pronunciation problems Limited vocabulary requires hesitation and circumlocution Simple terms may be used, but these are usually adequate for task Very halting and fragmentary, many unnatural pauses Little grammatical or syntactical control except in simple structures Interferes with intelligibility and with apparent ability to complete task Often hard to understand due to pronunciation problems Vocabulary limited or inadequate for accomplishing tasks 99 APPENDIX 5: TASK EVALUATION FORM (Adapted from Bonces and Bonces, 2010) Read the following sentences and check (√) yes, no or sometimes  Classroom task  Real-life task Aspect Yes No Sometimes Goal a I reach the task outcome b I provide information about _ c I know all the aspects around _ d I ask and answer about _ e I understand all the information about _ Task performance During the task cycle a I had problems with vocabulary b I had difficulties understanding with c I had difficulties expressing my thoughts d I forgot expressions related to the topic e I was relaxed Interaction a I liked working in groups/pair b I prefer working individually Language focus a I used new vocabulary b I used the grammar I needed c My classmates provided language support when needed d My teacher provided language support when needed e I learned new grammar, vocabulary and/ or expressions f I had the right amount of time to my task In the future a I would like to be assigned similar tasks b I would like to a task having the same topic but different outcome c I want to place emphasis on :  Writing  Vocabulary  Speaking  Reading  Listening  Other: _ 100 APPENDIX 6: SAMPLE TASK-BASED LESSON PLAN Date: Class No.: LESSON: “The Real You” TOPIC: Personalities, likes, dislikes Goals: At the end of the unit, learners are able to: - Describe and negotiate meaning related to person’s personalities - Give opinions: likes, dislikes - Appropriately use present tense and continuous Materials: - Course book ,pictures, worksheets, video clips Pre-task Introduction to topic and task Teacher Learners -Elicit vocabulary about personalities - Brainstorm vocabulary about personalities and write down within 2minutes Group work -Ask learners to exchange papers with other groups - Swap papers with others’ - Group work - Take note about new words -Individuals - Discuss and raise ideas - Individuals - Watch and compare -Individuals -Teach new vocabulary -Show photo of Matthew Berry- a character on VTV4 program “Expat Living” Ask learners to discuss: Remark - What you think about this guy? (age/job/personalities) - Show video clip about character - Did your guesses match? -Individuals -How about you? -Answer - Ask learners to personalities quiz -Do quiz - Individuals Introduce task: - Listen and raise questions related to the tasks - Individuals Pair/Individual Interview foreigners (with photos) about their personal info, hobbies, and personalities 101 Pair/group report findings - Present useful structures for the tasks -Listen and take note if needed Individuals -Modeling the task with a (foreigner) colleague -Watch and take note if needed Individuals Alternative: Play a clip about students interview foreigners - Ask learners to role-play as assigned in their task cards -Do role-play Ask learners to report their findings to other pairs -Swap seats and share with other pair Pair work Individual-Pair work -Go around class and monitor, offer aid if needed -Call some to check their work Report findings Individuals Task cycle Task Planning Report - Tell learners, in pairs they will go interview foreigners about their personal info, personalities and hobbies - Learners in pairs discuss and prepare what they need for the task -After finishing the task, learners, in pairs, look at their findings and make it into a presentation in front of the class - Show them the task card (Appendix) which will help them with the process and requirements Review essential Voc/structures Also remind that learners should not prepare interview questions in advanced Let them it in real-life situations spontaneously - Look at the task card and raise any questions They have 30minutes to prepare before setting off for the task They are asked to record (audio/video) the interview for later report if possible Language Focus Analysis Practice In pairs, learners take turn to present their findings in front of the class Other raise questions Learners take note what they draw from the analysis Practice with classmates They are encouraged to the task again outside class as means to consolidate the language Teacher gives feedback about each presentation Analyze the language used in the 102 interview transcripts, compare to the model and classroom task, in terms of appropriateness use of vocabulary/grammar and learners’ ability to negotiate meaning 103 APPENDIX 7: TASK CARD HOBBIES/ PERSONALITIES Task description: Interview foreigners for their personal info, hobbies, and personalities Prepare then report your findings to the class Introduction -Introduce yourself to the interviewees -Tell the purpose of this interview Useful expressions/phrases: - I’m doing a…about… - Could you please help me…?/ Would you mind… ? Procedure Items to include in the interview (suggestive ideas)_ You can choose to add or cross out some of the items, depending on the situation - Name/age/job/nationalities - What to in Vietnam/ place living in Vietnam - Hobbies/Interests: likes and dislikes - What they think about Vietnamese people - Their personalities/ common personalities/characteristics of people in their country Report task Gather info from the interviews then prepare to present it to the class within 5mintues You are required to make it clear, attractive and well-prepared You can use any visual aids that help  Useful expressions: “We have interviewed… ”, “All of them…/None of them…/Only one of them…”, “the most interesting thing is….”,…  State your achievements/ problems during conducting the interviews Notes: - Create your own interview form to take note while doing the task - You are advised not to prepare the complete questions in advanced - Try to negotiate meaning in English, calling help from others sources is strictly prohibited - No materials, dictionary allowed during the task 104 APPENDIX 8: ENGLISH SPEAKING TEST RESULT PRE TEST TASK SECTIONS No NAME Description Narration Process Opinions Comparison -Contrast FA LS FA LS FA LS FA LS FA LS TOTAL (out of 40) Nguyen Thi Bich Ngoc 2 2 3 2 21 Nguyen Van Hoang 2 2 2 19 Tran Thi Nhu Mai 3 3 2 2 25 Huynh Thi My Trinh 2 2 2 19 Pham Ngoc Cam Nhung 2 2 2 2 18 Le Nguyen Cuong 2 2 2 19 Cao Thi Quynh Trang 2 3 2 24 Phan Chi Loi 1 2 2 15 Huynh Van Hoai Nam 3 2 2 23 10 Le Son Truc 2 3 2 2 23 11 Dang Tuyen Duc 2 2 2 2 2 20 12 Vo Nguyen Thanh Loc 2 1 1 14 105 POST-TEST SUMMARY TASK SECTIONS No NAME Description Narration Process Opinions Comparison -Contrast FA LS FA LS FA LS FA LS FA LS TOTAL (out of 40) Nguyen Thi Bich Ngoc 3 4 3 29 Nguyen Van Hoang 3 3 27 Tran Thi Nhu Mai 4 4 32 Huynh Thi My Trinh 3 3 3 27 Pham Ngoc Cam Nhung 3 3 27 Le Nguyen Cuong 3 2 3 3 28 Cao Thi Quynh Trang 4 4 4 3 36 Phan Chi Loi 2 2 2 2 20 Huynh Van Hoai Nam 3 3 3 30 10 Le Son Truc 3 3 4 30 11 Dang Tuyen Duc 3 3 3 26 12 Vo Nguyen Thanh Loc 2 2 18 106 ... ? ?Using Task- Based Approach to Enhance English Oral Communication Skills for EFL Students: A Case Study at Elite International English Center, Hochiminh City? ?? Changes are: ? ?Using Task- Based Approach. . .Using Task- Based Approach to Enhance English Oral Communication Skills for EFL Students: A Case Study at Elite International English Center, Hochiminh City The thesis titled ? ?Using Task- Based. .. Does applying Task- based Approach in real-life situations enhance EFL students? ?? oral communication skills? To what extent that applying Task- based Approach in real-life situations helps enhance students? ??