An evaluation of task based approach to develop oral skill in the book market leader advanced

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VĂN THÁI HOÀNG AN EVALUATION OF TASK-BASED APPROACH TO DEVELOP ORAL SKILL IN THE BOOK MARKET LEADER ADVANCED MASTER’S THESIS IN EDUCATION Vinh, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VĂN THÁI HOÀNG AN EVALUATION OF TASK-BASED APPROACH TO DEVELOP ORAL SKILL IN THE BOOK MARKET LEADER ADVANCED Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8140111 MASTER’S THESIS IN EDUCATION Supervisor: Assoc Prof Ngơ Đình Phương Vinh, 2018 ABSTRACT Speaking skill is considered one of the most important factors when learning a language To improve the effectiveness of speaking, task-based approach can encourage students to work in pairs or groups This study aims at evaluating taskbased approach elements in the course book Market Leader, the third edition and examining the improvement of students’ oral skill The study explores the listening, discussion, and business skill from unit to unit in the book Market Leader Advanced (3rd edition) This research aims to evaluate task-based approach to improve students’ oral skill Firstly, it investigates the students’ attitudes toward task-based approach The thesis involves 100 students from k55 students of Foreign Languages Department at Vinh University The data are collected by questionnaires, classroom observation, and interview and then statistically analyzed by tables and charts Secondly, the evaluation of task-based content for oral skill is analysed in terms of goals, procedures, implementation, grading, and assessment Next, the assessment is also given to improve students’ speaking ability The findings show that most students are in favour of task-based approach for communication The communication tasks in the book Market Leader, the third edition are relevant to students’ level and practical context ii ACKNOWLEDGEMENT The completion of this study would not be perfect without the assistance of special and wonderful people Many people have helped me make this thesis possible First, I would like to express my profound gratitude to my supervisor, Assoc Prof Doctor Ngo Dinh Phuong, who generously supports my work by giving directions, priceless advice and enthusiastic encouragement during the completion of the study I would also like to thank the K55 students of the Foreign Languages Department at Vinh university who were involved in the validation survey for this research project Without their passionate participation and input, the validation survey could not have been successfully conducted Finally, I must express my very profound gratitude to my family for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis This accomplishment would not have been possible without them iii ABBREVIATIONS ESP: English for specific purpose EFL: English as a Foreign Language ELT: English language teaching L2: second language TBL: task-based learning TBLT: task based language teaching VSTEP: Vietnamese standardized test for English proficiency iv TABLE OF CONTENT ABSTARCT ii ACKNOWLEDGEMENT iii ABBREVIATIONS iv CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions: 1.4 Research methodology 1.5 Scope of the study 1.6 Design of the study CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Literature review 2.2 Theoretical background 2.2.1 Task-based language teaching 2.2.2 Definitions of task 2.2.3 Task-based learning 12 2.2.4 Business English 16 2.2.5 Course book Market Leader, the third edition 17 2.2.5 Speaking skill 18 CHAPTER 3: RESEARCH METHODOLOGY 22 3.1 Participants 22 3.2 Instruments 23 3.2.1 Questionnaires 23 3.2.2 Interview 23 3.3 Data collection 24 CHAPTER 4: FINDINGS AND DISCUSSION 24 4.1 What are students’ attitudes toward task-based approach? 25 4.2 Analyzing learner’s factors based on different units in textbook Market Leader 28 4.3 Tasks evaluation 32 4.3.1 Evaluating listening and discussion 32 4.3.2 Summary of listening and discussion evaluation 38 v 4.3.3 Evaluating Business skill 40 4.3.4 Summary of business skill evaluation 49 4.4 Assessment on students’ oral performance 51 4.4.1 The Improvement of the Students’ Speaking Fluency 53 4.4.2 The improvement of the Students’ Speaking Accuracy 53 CHAPTER 5: CONCLUSION 55 5.1 Recapitulation 55 5.2 Implication 56 REFERENCES 57 QUESTIONAIRE 59 vi LIST OF TABLE Figure 1: Students’ attitudes toward task-based approach in the book Market Leader 26 Figure 2: Students’ attitudes toward oral skill tasks in course book Market Leader 27 Figure 3: Learners’ factors 29 Figure 4: The amount of linguistic knowledge in textbook Market Leader advanced 32 Figure 5: the goals of discussion, listening and business skill 33 Figure 6: Speaking evaluating sheet 51 Figure 7: the improvement of the students’ speaking fluency 53 Figure 8: The improvement of the students’ speaking accuracy 54 vii CHAPTER 1: INTRODUCTION 1.1 Rationale Today, the English for specific purposes has been one of the most significant majors at universities in Vietnam English is a global language for people around the world to share and communicate a lot of perspectives in various sectors Today, Vietnam is in the integration era with a number of economic partners, so English for business is the key to foster the development of cooperation in terms of economy and social development of the country English for specific purposes has been integrated into different subjects in the undergraduate program In Vietnam, this section is for non-English majors’ students while English-major students have opportunities to access the further professional assistance for the future careers Business English is one of the most characteristic subjects in English for Specific Purpose (ESP) sector providing the diversified contexts of language for people to develop professional potential and achieve academic competence In Vietnam, the teaching and learning of business English spreads the national universities and colleges to both English majors and non-English majors over decades The difference in the curriculum of the two above types of learners leads to the imbalance in subject knowledge acquisition and difficulties for lecturers to orientate suitable approaches meeting the requirement of communication competence Realizing that business English allows learners to access a variety of practical professional skills through lesson tasks, I select the book Market Leader advanced (3rd edition) to evaluate tasks for oral skill improvement It is clear that each unit supplies students with the general input to deal with the other tasks When English serves as a subject, learners have the opportunities to meet various topics With business English, students have to learn the concrete business topics in diversified contexts and employ communication skills in English for the transaction Therefore, the analysis of discourse features in the reading texts helps promote students’ learning and reveal how best to teach communication skills in business English Cook (1989) claimed that comprehending discourse pushes forward using real English accurately in society ‘This tacit knowledge may enable [students] to communicate successfully’ 1.2 Aims of the study The purposes of this study are aimed at: - analysing the task-based approach elements in the book Market Leader Advanced in accordance to the oral skill tasks - examining how the tasks applied in the book Market Leader Advanced helps improve oral skill - enhancing the effectiveness of task-based approach to oral skill development 1.3 Research questions: What are students’ perceptions toward task-based approach in the book Market Leader Advanced? Does task-based approach applied in the book Market Leader Advanced help develop students’ oral skills? 1.4 Research methodology This study employs the questionnaire, interview, and class observation to investigate the students’ attitudes toward the task-based approach and examine how the task-based approach applied in the book Market Leader help students develop oral skill 1.5 Scope of the study This study explores the task related to oral skill from unit to unit of the book Market Leader advanced the third edition The reason I ignore the other units is that its content supports the economic aspects which are suitable for banking and economic related fields The content used for evaluation in this paper aims at providing students with the business environment In addition, the K55 students of FLD at Vinh university have studied this subject with this course book, so they participate in doing a questionnaire reflecting their attitudes toward the task-based approach 1.6 Design of the study Chapter 1: Introduction This part introduces the rationale, the purposes, the methods of the study, the research questions, the research methodology, the scope of the study, and the design of the study The useful language task requires students to match the two parts of sentences to form useful expressions for discussing solutions to problem Turning to the roleplay, students perform the role-play based on the conversations in Exercise A Furthermore, they corporate some of the problem-solving language to the role-play Implementation: Divide students into pairs Students A and B look at the corresponding role-play cards Allow students time to read them and prepare what they are going to say The time preparation is vital, as second language acquisition research shows that it improves the accuracy and length of students’ utterances Circulate and monitor the class as students act out the role-plays Make a note of students who are carrying out the task successfully, any useful language used and 45 five or six language points for correction, including intonation and pronunciation Call the class together Give feedback to the whole class, praising students who used the expressions correctly Put the items for correction on the board and elicit the correct versions from students Refer students to the second situation Repeat the procedures above, reminding students to pay particular attention to avoiding the same errors Circulate and monitor students’ performance Again, make note of students who carry out the task successfully, any useful language used and five or six language points for correction, including intonation and pronunciation Call the whole class together and praise their efforts Go through the corrections together Finally, ask each pair of student feedback on the tasks if they were able to come up with any proposals or solutions to the problems Unit 5: Employment trends The first task is the discussion in which students raise ideas on whether they agree or disagree with given statements The next task requires students to look at the checklist of techniques used to deal with conflict They tick the sections with the frequency of often, sometimes, and hardly ever The third task is reading It sets students some questions about communication problems from the passage Then, they listen for what the conversation is about Turning to role-play part, students try to resolve the conflicts with partners 46 Implementation: Explain that students are going to a role-play and should try to use some of the expressions in the useful language box Go through the expressions in the useful language box with the whole class Drill the pronunciation of some of the phrases students might have difficulty with Divide students into two groups Group A and group B look at their corresponding information Students work in groups and prepare for what they are going to say 47 Put students into A+B pairs, students role-play the situation Monitor and circulate as students act out the role-plays Make a note of students who carry out the task successfully, any target language used and five or six language points for correction, including pronunciation Go through the feedback with the whole class, praising appropriate language used for active listening, paraphrasing and checking understanding Write up any points that need further work on the board and elicit the correction from students Unit 6: Business ethics The business skill of unit allows students to work in pairs directly Students look at the ethical work problems and discuss how they would respond to the three situations As a lead-in to this section, ask students some questions related to workplace: What kinds of ethical problems have you face at work? What happened? Do you think you took the right decision? Why (not)? If you were facing an ethical dilema at work, who would you ask for advice? Why? Get students to look at the three situations Ask them to read all three situations, but discuss one of them 48 Go through initial reactions with the whole class The next listening task requires students to listen to three people talking about the situations in Exercise A The third listening task asks students to listen again three speakers and complete the extracts with four and six words 4.3.4 Summary of business skill evaluation Goals and grading All the business skill tasks meet the needs of learner’s language proficiency They provide a lot of tips when working in business, such as networking, telephone strategies, negotiation, problem-solving, resolving conflict, and ethical problemsolving For networking, the tips on communicating with people students not know or not know very well are integrated into discussion Students identify what tips are essential or best avoided in their culture The telephone strategies supply learners with how to have successful communication, confirm phrases and questions, clarify phrases or questions, and correct misunderstandings The resolving conflict shows the instruments in negotiation by listing some negotiating expression to use in different scenarios The problem-solving guides students with useful language to introduce a problem, suggest the cause of the problem, propose a solution, and avoid making a decision The resolving conflict poses some strategies used to deal with conflict at workplace The ethical problem-solving presents some instances of work problems and useful language for proposing solutions, giving reasons for opinions, looking at problems from different angles, and playing for time Learners are encouraged to apply classroom learning through role-play after learning subskill of listening and useful language The role-play is often designed for pair work Each person has a different role whose instructions are already compiled on cards for students to look at and perform the task From unit to unit 6, the role-play takes place at unit 1, unit 3, unit 4, and unit The business skill of unit covers the telephone strategies whose related tasks solely focus on listening context which students identify the signals of telephoning through listening Instead of doing roleplay, unit assigns pair work for students to discuss the three different given scenarios with partners and share their responses to ethical work problems by using useful expressions These communication tasks motivate students to apply language skill in 49 different business contexts By discussing problems with partners and doing role-play, they will improve better background knowledge and working styles Input The main input knowledge in the business skill is useful language tasks The useful language is well-structured, so students are able to know what and to follow and when to use In addition, most useful language tasks require students to discuss with partners for the best language acquisition and application The common types of useful language exercises are gap-filling and multiple choice The next input can be taken into consideration is listening Compared to the listening tasks of the listening and discussion, the business skill integrates further listening tasks with the authentic purposes to introduce the problems, present how useful language is applied in the listening contexts by speakers Thanks to listening tasks, students have better identification of context-based vocabulary and expression This will work in the role-play part which requires them enter their role in the given practical situation Procedures and integrations The procedure of business skill is an upgradation to the previous components of each unit The structure of business skill of each unit is organised differently For instance, listening, useful language, and role-play are not arranged in position They can be replaced in position Apart from the role-play, business skill also provides lesson for different types of writing as a development to this skill The writing focuses on replying to a formal invitation in which students look at a formal e-mail and write a reply, writing e-mail (students look at tips for writing emails, analyse some samples of e-mail and practice writing emails in more or less formal styles), writing report (students discuss when they need to write reports, complete report writing based on tips and instructions), proposal writing ( students look at the structure of proposals and use linking expressions for writing proposals in context), replying an e-mail, and writing action minutes (students write action points as discussed in the meeting on managing effective meetings) 50 4.4 Assessment on students’ oral performance In order to check students’ oral performance, teacher use a grading checklist to determine how successfully the learners have performed Figure 6: Speaking evaluating sheet Name: Date: Criteria Excellent (5) Good (4) Below Satisfactory average (3) (2) Unsatisfactory (1) A Fluency Suitable speed, pauses and discourses strategies how positively students contributes to the conversation B Communicative ability The length of utterances Flexibility to speakers of different level, complexity of responses C Accuracy/ grammar How accurate and appropriate students’ grammar is, verbs, sentence structure, individual grammar points, functional phrases D Vocabulary If student uses a wide variety of words and phrases, or uses new vocabulary, learned and related to the topic Word choice, idioms, and phrasal verbs, appropriate in each context E Pronunciation Effort made to use correct intonation, stress, individual sounds F content Topic elaboration, organization, coherence and cohesion, suitable connectors Evaluation and assessment process are conducted before, during and after learning Heaton (1990), Underhill (2000), and Weir (1993) suggest that teachers assess and evaluate learner’s communication ability via re-telling stories, interviewing, 51 asking questions, giving a point and doing a role play Others techniques include using pictures for description, comparison, and sequencing, plus pictures with speech bubbles and maps Wongsothorn (1995) presents three speaking types: reporting, description, re-story telling, giving opinion, analysing and interviewing with discussion or debate It is common that educators assess students’ speaking abilities depending on the techniques used by teacher The above table shows the criteria for assessing learners’ performance Performance criteria play a crucial role in assessing procedure They need to be in connection with the lesson objectives and target language application through task designed to assess At the same time, each item of criteria list collaboratively engages in marking learners’ performance As assessing a group’s performance, the criteria include accuracy, fluency, content and the others The fluency is the bridge between recognition and comprehension It is highly correlated with comprehension and inclined to meaning when fluent In addition, it is a reflection of decoding, strategies, comprehension and self monitoring In speaking, intonation, phrasing, inflection and expression are taken into account The communicative ability is assessed through the length of the conversation that learners can interact based on their levels Accuracy or grammar point is also the important means of assessing performance of target language It reflects students’ abilities of using target language through provided input All the certain grammatical points are focused on, such as words, phrases, vocabulary, and sentence structure Vocabulary assessment reveals how well students make use of word source for communication Especially, the topic-related vocabulary is carefully checked in certain topics along with word choice, idioms, and phrasal verbs, appropriate in each context The content shows how well students organize the ideas in communication It also involves cohesion, coherence, and topic elaboration 28-30: excellent 26-27: very good 11-23: satisfactory < 10: unsatisfactory 24 - 25: good Underhill (2000:98-99) provides an example of a rating scale for general 52 spoken English as follows: Levels Rating scales Level General proficiency on all familiar and common topics, may be a loss for words on other topics, bit is able to paraphrase successfully Can produce correct complex sentences, very rare errors in structural forms, but makes errors of idiom or collation Level Elementary professional competence Makes effective use of all tenses, including past versus perfect and simple versus continuous distinction, occasional errors in tense forms Has a fully active concrete vocabulary and larger passive vocabulary Level Basic competence for social and travel use Has basic command of all simple tenses and can operate question and negative forms Show awareness of perfect forms but makes errors in using them Level Personal limited social conversation Can answer simple questions about personal topics correctly in present and past tenses Level Very limited personal conversation Knows formulate greetings and some vocabulary Cannot construct correct simple sentences 4.4.1 The Improvement of the Students’ Speaking Fluency Figure 7: the improvement of the students’ speaking fluency Fluency score Excellent (5) Good (4) Satisfactory (3) 35% 31% 26% Below average (2) 5% Unsatisfactory (1) 3% The above table shows that the task-based approach improves students’ speaking fluency 35 per cent of students achieve excellent fluency The satisfactory level is at 31 per cent and 26 percent per cent did not achieve the task 4.4.2 The improvement of the Students’ Speaking Accuracy The improvement of the students’ speaking accuracy is focused on pronunciation and vocabulary The rating results are presented as follows: 53 Below Excellent Good Satisfactory (5) (4) (3) pronunciation 42.2% 25.8% 32% 0 vocabulary 26.3% 2% 0 71.7% average (2) Unsatisfactory (1) Figure 8: The improvement of the students’ speaking accuracy The above table shows that the task-based approach improves students’ oral skill from the discussion part to the business skill in which students are motivated to interact in pairs or groups After learning the topic-related lexical resource, most students are able to use target language with high rate of pronunciation and vocabulary 42.2 per cent of leaners are able to produce the language with excellent pronunciation The vocabulary score saw the increase on the students’ progress in applying vocabulary in context for communication Both sections have no one achieving below average or unsatisfactory 54 CHAPTER 5: CONCLUSION 5.1 Recapitulation The study is conducted to evaluate the tasks for oral skill development and increase the efficiency of oral skill by using task-based approach The tasks of listening, discussion, and business skill from unit to unit are selected for evaluation For each part, the goals, input, procedures, role settings, grading, and assessment are examined The task continuity can be found in most of the units In the listening and discussion, the discussion takes place at the first and at the end of the lesson while the listening tasks happen after the lead-in discussion For business skill, the listening is again integrated into useful language contexts, the role-play parts are in unit 1, unit 3, unit 4, unit whereas unit uses listening for telephone strategies and unit allows students to discuss the ethical situations In the aspect of the task, content is that students have a chance to group works or pair work in discussion and role-play In the aspect of cognitive load, each task in listening and discussion and business skill contain speaking activities for students to develop their ideas Cognitive load relates to a number of activities that students need to and the availability of prior knowledge in the task (Ellis, 1998:227) The speaking tasks fulfill the criteria of well-achieved learning targets and objectives of the whole unit In the listening and discussion, the speaking task is designed with guiding questions, which makes it easy for students to activate and further develop their background knowledge on different topics The business skill upgrades the role-play which students have a more interacting environment to perform oral skills in different contexts In general, the speaking task contains language and situations that are appropriate to real-world context through the three parts, listening, discussion, and business skill Nunan (1989:59) claims that the task classroom activities should reflect the “real world” as closely as possible Because the language is a vehicle for communication, methods and materials should concentrate on the message, not the medium Graves (2000:154) also suggests that good activities in the materials should be as authentic as possible so that the students can see the relationship between real 55 language use and gain experience with real language use 5.2 Implication The evaluation of task-based approach for oral skill intensively analyses the features of speaking tasks in the course book Market Leader, the third edition and releases the speaking assessment on learners’ performance In order to increase the efficiency of teaching and learning oral skill through task-based approach, some solutions are given as follows Initially, students need to update the input knowledge by learning the vocabulary, idioms, and structures in the book before the lesson The book provides different practice task for them to learn and apply in the classroom By doing this, students will be able find it easy to access the different topics of business English Secondly, the teaching of business English should integrate the theory or teaching content into the real life The textbook provides abundant knowledge for students, so they can learn about different culture and compare the context of the other countries with learners’ country in terms of working condition, meeting, or negotiation Apart from practicing oral skill at the classroom, students must be encouraged to observe and experience the real working style at certain offices for further intensive insight into business environment Thirdly, teacher also makes the lesson more flexible when teaching speaking skill in business context For example, teacher shows the class some videos about real workplace having the same content with the lesson Students can watch and discuss the context Another way to it is that teacher integrate some language activities to check students’ acquisition of language elements 56 REFERENCES Baker, W (2008) Should culture be an overt component of EFL instruction outside of English speaking countries? The Thai context Asian EFL Journal, (4) Bowen, T (2000) Task-based Language Learning Retrieved from: http://www.onestopenglish.com/support/methodology/teachingapproachesteach ing-approaches-task-based-learning/146502.article Brieger, N., (1997) Teaching Business English Handbook York Associates Publication Brown, J.D & Rodgers, T.S (2002) Doing Second Language Research Oxford University Press Brumfit, C J (1984) Communicative Methodology in Language Teaching Cambridge: Cambridge University Press Chaney, A.L., and T.L Burk (1998) Teaching Oral Communication in Grades K-8 Boston: Allyn & Bacon Cunningsworth, A (1995) Choosing your Coursebook Macmillan Heineman 10 Dalton, E 1998 Teaching Pronunciation London: Longman Group 11 Doughty, C & Pica, T (1986) “Information gap” tasks: they facilitate second language acquisition Tesol Quarterly 20, 305-325 12 Dörnyei, Z (2001) Teaching and researching motivation London: Pearson Education Limited 13 Egbert, J (2003) A Study of Flow Theory in the Foreign Language Classroom Modern Language Journal, 87, 248-264 14 Foster, P (1999) Task-Based Learning and Pedagogy ELT Journal Volume 53/1 (January) Oxford University Press 15 Halliday, M.A.K & McIntosh et al (1964) Comparison and Translation The Linguistic Sciences and Language Teaching London: Longman 16 Hoeper, J D., & Pickering, J H (1990) Poetry: An introduction New York: Macmillan Publishing Company 17 Kelly, P (1990) Guessing: No Substitute for Systematic Learning of Lexis System, 18, 199-207 57 18 Kennedy, X J & Gioia, D (1995) Literature: An Introduction to Fiction, Poetry, and Drama (6th ed.) New York: Harper Collins College Publishers 19 Long, R.B (1973) Theory, Methodology, and Grammar TESOL Quarterly, Vol 7, No (Jun.), pp 161-165 20 Readence, J.E & Searfoss, L.W (1980) Teaching Strategies for Vocabulary Development The English Journal, Vol 69, No (Oct.), pp 43-46 21 Richards, J (1976) The Role of Vocabulary Teaching TESOL Quarterly 10 (1): 77-89 22 Richards, J., Platt, J., & Weber, H (1985) Longman Dictionary of Applied Linguistics London: Longman 23 Seedhouse, P (1999) Task-Based Interaction ELT Journal Vol 53/3 (July), Oxford University Press 24 Soyaslan, F N (2008) The Effects of Task-Based Teaching on Foreign Language Achievement of 6th Grade Students in Manisa Yavuz Selim Primary Education School Unpublished Master Thesis, D.E.U The Institute of Educational Sciences 25 Thompson, G (1996) Some Misconceptions about Communicative Language Teaching ELT Journal, Vol 50, No 1, (January), pp 9-15 26 Tilfarlioglu, F Y & Başaran, S (2007) Enhancing Reading Comprehension through Task-based Writing Activities: An Experimental Study Reading Matrix 7(3), pp 134-152 27 Tosta, A (1996) Poetry? It’s Worth a Try Forum, Vol.34, No 3, (JulySeptember), pp 62 28 Tozcu, A & Coady, J (2004) Computer Assisted Language Learning Volume 17, Issue (December), pp 473 – 495 29 Twaddell, F (1973) Vocabulary Expansion in the TESOL Classroom TESOL Quarterly, Vol 7, No 1, (Mar.), pp 61-78 30 Ur, P (1996) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press 58 Strongly Disagree QUESTIONAIRE Slightly Disagree Neutral Strongly Agree Slightly Agree 1 .I enjoy the opportunities of communicative exchanges through various forms of tasks I usually feel nervous during the performance of oral tasks in the classroom Task performance in the class is fun to me I tremble when I am called on to perform an oral task in front of other students I don’t worry about making mistakes when I perform oral tasks in the classroom Even though I am well prepared for the task performance session, I feel nervous about it Tasks help me engage in spontaneous interactions Task performance in the classroom will prepare me to cope with communicative challenges in the real world Tasks are an effective means to facilitate my communicative skills in English 10 Tasks help me make actual use of expressions and grammar patterns I have learned 11 A task has a clearly defined outcome 12 A task involves a primary focus 13 task-based learning provides a relaxed atmosphere to promote target language use 14 task-based resources are meaningful and purposeful based on the real-world context 15 Studying oral skills would give me more opportunities in my future career 59 ... Aims of the study The purposes of this study are aimed at: - analysing the task- based approach elements in the book Market Leader Advanced in accordance to the oral skill tasks - examining how the. ..MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VĂN THÁI HOÀNG AN EVALUATION OF TASK- BASED APPROACH TO DEVELOP ORAL SKILL IN THE BOOK MARKET LEADER ADVANCED Major: Teaching English to Speakers... students’ perceptions toward task- based approach in the book Market Leader Advanced? Does task- based approach applied in the book Market Leader Advanced help develop students’ oral skills? 1.4 Research