Implementing task based teaching to increase students motivation in speaking lessons an action research with grade 10 students at ngo quyen upper secondary school

M IN IS T R Y OF E D U C A TIO N A N D T R A IN IN G HANOI UNIVERSITY N G U YE N T H I T U Y E T M A I IMPLEMENTING TASK-BASED TEACHING TO INCREASE STUDENTS M OTIVATION IN SPEAKING LESONS: AN ACTION RESEARCH WITH GRADE 10 STUDENTS AT NGO QUYEN UPPER SECONDARY SCHOOL SU B M ITTED IN P A R TIA L F U L F IL L M E N T O F R E Q U IR E M E N T S OF T H E D E G R E E O F M A S T E R IN T E S O L SUPERVISOR: N G U Y E N T H I N H U H O A ，M A Ha N oi-O ctober，2008 STATEMENT OF AUTHORSHIP I certify that the m inor thesis entitled ’’Implementing Task-Based Teaching to increase students9 motivation: An action research with grade 10 students at Ngo Quyen Upper Secondary School ỉn Hoa Binh Province” and submitted in partial fu lfillm e n t o f the requirements fo r the degree o f Master o f Arts in TESOL is the result o f m y work, except where otherwise acknowledged, and that this m inor thesis or any part o f the same has not been submitted fo r a higher degree to any other university or institution The research reported in this thesis was approved by Hanoi University Signed: Dated: TABLE OF CONTENTS STATEMENT OF AUTHORSHIP .I TABLE OF CONTENTS II ACKNOWLEDGEMENTS V ABSTRACT VI LIST OF ABBREVIATIONS .ѴИ LIST OF TABLES AND CHARTS ѴШ CHAPTER I: INTRODUCTION 1.1 Problem 1.2 A ims statem ent of the s t u d y 1.3 S ignificance 1.4 Outline of of the s t u d y the t h e sis CHAPTER 2: LITERATURE REVIEW .4 2.1 M otivation in Lang uage Lear ning 2.1.1 D efinition 2.1.2 Strategies fo r motivating students in speaking lessons 2.1.2.1 Creating a comfortable atmosphere 2.1.2.2 Building students9confidence 2.1.2.3 Making students more responsible for their learning 2.1.2.4 Making the materials relevant to the students 2.1.2.5 Promoting cooperative learning 2.1.3 Teacher and learner role in speaking lessons 2.1.3.1 Teacher’s role as a facilitator 2.1.3.2 Students’ role as communicators 2.2 Implementing Ta sk -B ased T eaching 10 2.2.1 What is Task-Based Teaching? 10 2.2.2 Definition o f task 11 2.2.3 Types o f task 12 2.2.4 Characteristics and advantages ofTBT .13 2.2.4.1 Characteristics o f T B T 13 2.2.4.2 Advantages o f TBT 15 2.2.5 The implementation ofTB T in speaking lessons 15 2.2.5.1 Pre- speaking stage 16 2.2.5.2 W hile-speaking stage 18 2.2.5.3 Post-speaking stage .19 CHAPTER 3: METHODOLOGY 22 3.1 Research m e t h o d 22 3.1.1 Overview o f action research 22 3.1.2 Action research procedure 24 3.2 D escription of the d ata collection in st r u m en t s 26 3.2.1 Classroom observation 2Ե 3.2.1.1 Reasons for choosing classroom observation 26 3.2.1.2 Description o f Observation sheets and .27 3.2.2 Questionnaire 28 3.2.2.1 Reasons for choosing questionnaire 28 3.2.2.2 Description o f the questionnaire 28 3.2.3 Document analysis (Speaking tasks analysis) 30 3.2.3.1 Reasons for choosing document analysis 30 3.2.3.1 Description o f document analysis creteria 30 3.3 T he procedures of d ata collection 31 3.4 Pa r t ic ip a n t s 31 3.4.1 The students 31 3.4.2 The researcher-observer; the researcher-teacher 32 3.4.3 The teacher-observer 32 CHAPTER 4: DATA ANALYSIS AND DISCUSSION 33 4.1 T he initial d a t a 33 4.1.1 Data collectedfrom observation sheets 33 4.1.1.1 Data collected from Observation sheet .33 4.1.1.2 Data collected from Observation sheet .35 4.1.2 Data collectedfrom questionnaire 35 4.1.3 Textbook E n g lis h 10 in tro d u c tio n a n d speaking tasks a n a lysis .40 4.2 T he action p l a n 44 4.2.1 Providing non-task p re p a tio n activities in the pre-speaking stage 44 111 4.2.2 G ivin g assistance when students are w orking in p a irs o r in group w ork 45 4.2.3 Setting a time lim it 46 4.2.4 Supplem enting o r substituting some speaking tasks 46 4.2.5 A rousing students ’ interests fro m presentation 4.3 T he post d a t a 48 4.3.1 Data collectedfrom Observation sheet .48 4.3.2 Data collectedfrom Observation sheet .49 4.3.3 Data collectedfrom Questionnaire 50 4.4 ACTION r e s e a r c h e v a l u a t io n 54 4.4.1 Comparisons .54 4.4.2 Summary 55 CHAPTER 5: CONCLUSION 57 5.1 S um m ary of main f in d in g s 57 5.2 Limitation a n d suggestions for further r e se a r c h 59 REFERENCES 61 APPENDIX 1: OBSERVATION SHEET 1: ON-TASK BEHAVIOR .66 APPENDIX 2: OBSERVATION SHEET 2: OVERALL CLASS MOTIVATION 68 APPENDIX ЗА: STUDENT’SQUESTIONNAIRE 69 APPENDIX 3B: PHIẾU ĐIỂU TRA HOC SINH .71 APPENDIX 4: THE DATA COLLECTED IN THE FIRST PHASE 73 APPENDIX 5: THE DATA COLLECTED IN THE SECOND PHASE 74 APPENDIX 6A: UNIT 11， TEXTBOOK - 75 APPENDIX 6B: THE LESSON PLAN 76 APPENDIX 7A: UNIT 12， TEXTBOOK 81 APPENDIX 7B: THE LESSON PLAN .82 APPENDIX 8A: UNIT 13， TEXTBOOK 87 APPENDIX 8B: THE LESSON PLAN 88 iv ACKNOW LEDGEMENTS Firstly, I would like to acknowledge with gratitude the support, guidance and invaluable critical feedback, which I have received from my supervisor, Ms Nguyen Thi Nhu Hoa, in completing the study My special thanks are sent to Mrs Nguyen Thai Ha, M.Ed from the department o f Post Graduate Studies o f Hanoi University for her valuable guidance and advice I also wish to acknowledge the support and encouragement o f Dr Vu Van Dai and other staff members o f the Post Graduate Department, Hanoi University I would also acknowledge my great gratitude to all my lecturers at Hanoi University during my M.A course, and to the organizers for this Master course M y sincere thanks are due to my colleagues and all my students in class 10B o f Ngo Quyen Upper Secondary School (NUSS), who offered excellent assistance in the data collection; to my college’ s management board for their support and encouragement while the work was in progress Last but not least, I would like to express my deepest gratitude to my beloved people，my family, my father, my mother, and especially my husband for their love, care and tolerance that encouraged me a lot in completing this study ABSTRACT In an attempt to increase students9 motivation in speaking lessons for Grade 10 at Ngo Quyen Upper Secondary School (NUSS), the research aimed to seek the answers for the two questions: (1) What are the causes of students’ low motivation in speaking lessons? (2) How does task-based teaching increase students9 motivation in speaking lessons? To find the answer to these questions, an action research was carried out The subjects o f the study, 35 students o f Grade 10B at NUSS in Hoa Binh Province were observed in speaking lessons and invited to complete survey questionnaires The speaking tasks in the course book were also analyzed The initial stage revealed that the demanding nature o f speaking tasks, the lack o f pre- and post- stages, the unappropriate time allocated for each task and the lim ited range o f the speaking activities were the causes o f students’ low motivation in speaking lessons Based on these findings, the hypothesis o f the study was formed: “ The students’ motivation levels could be improved if the stages of TBT are precisely implemented, and the supplementation or substitution of inappropriate speaking activities could be an effective tool to motivate students” An action plan which applied the knowledge gained from the literature review specified by lesson plans was implemented The post stage found a positive answer to the hypothesis The evaluation of the action research showed that students’ motivation significantly increased when the action plan was in progress LIST OF ABBREVIATIONS NUSS Ngo Quyen Upper Secondary School МОЕТ M inistry o f Education and Training твт Task-Based Teaching PPP Presentation, practice, production AR Action Research LIST OF TABLES AND CHARTS Table Students’ opinions on the teacher， s organization o f pre-speaking activies (pre-intervention) Table Students，opinions on the teacher’s help towards students’ work in pairs or groups, allocating time, and supplementation or substitution speaking activités, (pre-intervention) Table Students9 opinions on the presentation, using peer-assessment，and the teacher’s feedback (pre-intervention) Table Students’ opinions on the speaking topic and speaking activities that they have finished (pre-intervention) Table Speaking topics in the texbook English 10 Table Task analysis worksheet Table Supplementaed/ substituted activities in three lessons 11，12，and 13 Table Students’ opinions on the teacher’ s organization o f pre-speaking activies (after-intervention) Table Students9 opinions on the teacher’s help towards students’ work in pairs or groups，allocating time，and supplementation or substitution speaking activités, (after-intervention) Table 10 Students9 opinions on the presentation, using peer-assessment, and the teacher’s feedback (after-intervention) Table 11 Students’ opinions on the speaking topic and speaking activities that they have finished (after-intervention) Chart Students times on-task/off-task behaviour phase Chart Overall class motivation phase Chart Students times on-task/off-task behaviour phase Chart Overall class motivation phase Chart Students times on-task/off-task behaviour phase and phase Chart Overall class motivation phase and phase ü յ 十 lldЭ + í l o c ) П М ẩ I s (Jou)1 + э п л р JJ с a Ս լ ւ յ տ j lal i 길 ^ n o c 시 Ջ M Ị >Ị H I BS I Ị Mэ і р Ị 3 S I M 10 G o o ẩ МО ë o J S S э і р ф э л э и ф э І І П ， P M o l Ị Ị Ấq x + ou J B 0Ky3~57T 多 Ճ lị TUPỊ tloM + Ấ Ị J լւ爹 s o q S PSH 여 lnussrj 에 U Ĩ ^ Bs: )1 յյ բ І І С М Г Ю Х Э 参 l OJ J -SSBỊOÔIỊ wặ J uuợif>0 CF>> JO P SPJã Jnloans QpiASJ )upl 항aM M ee O І Л ІІ 爹 ос ЭЛЛІІ цфзолѵ элѵỂ 02 т эмJỊ: ІІ2 ЛѴ Хэір snн о O U I я ^0 ^0 Ջ ւ տ փ а д и о п р І Ю І Й П Э Х Э J J O olp Ấ d i x с о д^ S :(p>J OCỊŨIỊ )Ị ml p> Ị O A Ị O â ũ ố : e ẩ Ü a n o j w 5o ị 여 o w l I n J B d S U ỊЛ Ѵ unlasJ Jno s й л ( иссфисэ âz^ М р н ш І l Լ < t - UO J r : ụ I F >l Ị Э Л Ѵ ÄS1M ^ c оỈ i o ị M ш э і р О Е po • І l Э Ю ụ s Ч Р Й О Э Йũ じр Ս Փ Ջ з р о м І • U O I S Ỵ lf o )յ ДЭ э տ փ й з эр J Ị UI ^ I p дэлэлзн f owЙ s Й ^ ẩ : хртй c a s J ur>Ĩ Ị Й I I PỊ í UĨIC ỉ Ị>§l lỊ u g 비э ullalB0 0> э а Э л а քպօււлэшиш 】 s ^H oû s Q s nỊo Ջ I u B s r Ị U0Ị SS3SIP IJJ s ob d IAIP 多 й UMOf> S U U M s ü C й II РІІ л а Ջ lll 고 Jno narâ л DD І З Р3 S o Э О Й С§ l o ị І іо^ Ua I u pm ) 0】 OJ\r:Й tiarâ л о л з о й ỉ Ioll рЧн ᄌ іш ua oх lэ wsoqs ճ օ л s֊z • ^ S B d l m / JsrJ -0 n p r u l s willM Jf> Tỹ ЭІСІІІШХ^ Э ölpslэ Э J Ấ J s s > o ) u Hĩ э о иЭ 쇠 이 u l ah щ Ч і sdnal •ẨPAỊ 泛 B Uo Moo о자 s ügJՋС Л inc ^ d X ỊỊ Ị Ị І Э і р I T JM ք>ւա s s n o s l Q s І W3 D c 잇 JJ ^ :э о и ш э Լւյ호 օյ 5պ 9^ *x • J Ấ PJos M s ХСИЛІІ lol l J Й Л Р Хэцхᅵ O SՏ ^ Ա Լ Փ І СЭ Э К 151Ր UMO й л J D a s (u c đ a ) է -է ճ < u a > (u 0)cd TD a> շ )տ Ջ LO a > > > x )> > c đ x ) c d (D ЮІР Л З л O Q Տ Յ օ շ рюрэл օ с c ^ ci s ä H ԼՈ I J D С Х И c dО ỒD C L C A C L t^ is < и с л с ь ï5 1( V ĩ S e đ і й -й ts c d ts м (Ü ẵ L c o = а с л и CL < Ồ J s Օ Յ Cd bD Ց )| (D u| С Q J Т З w l 00 е й յ Հ Т З cđ Կ -cđ С А с л С О ( ё -U S ri t ă c / b û ö i e đ Í ö < u Շ Ս i s З c dТ Ũ L o o D c dl C L e ( u ( U c e О > 4TD < u< U ճ C L 13 slị sIM sdnals O Ị •Տ ա Տ Ո շ Տ յ Aislpdx տ l o Л Э І Ю Ш о c s Հ; 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