Besides the effects of the task based approach on reading comprehension, the researchers can carry out the further researches to investigate other skills such as listening, pronunciation, speaking to examine the possible role of TBI. Studying TBI in learning reading comprehension with a larger number of participants at different levels of proficiency over a longer period of time, and emphasizing qualitative research could be interesting areas for further research. Because this study was conducted with a limited number of participants, it is suggested to expand the replications of this study to other language situations such as guidance schools, universities, or institutes.
Triangulation of different instruments such as interview, observation, and questionnaires for both teachers and learners can also provide better insights relating to the effects of tasks and TBI.
54
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and comprehension among elementary students: Evaluation of a school remedial reading program. Journal of School Counseling, 9(9), 1-20.
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Cambridge University Press.
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Pearson Education Longman.
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Remedial and Special Education, 7, 6–10.
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(Thesis). Finland: Academy Publisher.
21. Kavaliauskiené, G. (2005). Task-based Learning and Learning Outcomes in the ESP Classrooms. Studies about Languages, 7(30), 22-29.
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The involvement load hypothesis on trial. Language Teaching Research, 12(3), 365-386. Retrieved from http://www.sagpublication.com
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25. Long, M. H. (1985). A role for instruction in second language acquisition: task based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp.77-99).
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26. Nation, P. (2001). Learning vocabulary in another language. Cambridge: CUP.
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Heinemann education book. Organization and Practice. Massachusetts:
Newbury House Published, Inc.
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32. Ruiqi, Z. (2007). The impact of reading purposes on text processing strategies.
Selected papers from the 4th International Conference on ELT in China.
China: Foreign Language Teaching and Research Press.
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34. Samuel, S. and Kamil, M. (1988). Models of the Reading Process. Interactive Approaches to Second Language Reading. Cambridge: CUP.
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Applied Linguistics, 17(1), 38-62.
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Individual Differences in the Development of Reading Fluency. Reading Research Quarterly 16 (1), 32-71.
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(Thesis). Malang: Malang University.
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44. Willis, D. (1996). A Framework for Task-based Learning. London, Longman.
I APPENDIX Appendix 1: Questionnaire for students
Instructions: This questionnaire aims to collect your opinion about how survey reports should be marked. Please answer the questions below with reference to my thesis “Integrating task-based instruction as an alternative approach in teaching reading comprehension at an upper secondary school in Hanoi: An action research”. Your cooperation would be essential in my paper. Please be assured that all your answers will be treated confidentially and used solely for research purposes while anonymity will be guaranteed throughout the whole research process.
Please tick the appropriate opinions to respond to each statement or question and answer the questions as accurately and frankly as possible as.
1. How do you feel about reading topics in your textbook (Tieng Anh 11 Thi Diem)?
A. interesting B. boring C. practical D. impractical
2. What do you think about the number of tasks in the reading section in your textbook?
A. a few B. enough tasks C. too many tasks D. many tasks
3. What do you think about the texts’ length in each lesson?
A. long B. medium C. short D. very short
4. What do you think about the teachers’ activities to encourage you in your reading lesson?
A. not motivating B. boring
C. repetitive D. interesting E. motivating
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5. How many percent of the tasks can you finish in your reading lesson?
A. 90%-100%
B. 70%-80%
C. 50%-60%
D. less than 50%
6. Which following factors affect your result in your reading lessons?
A. too many tasks
B. difficult and challenging tasks C. no preparation before class
D. others ………
7. Which kinds of tasks are you often asked to do?
A. True or False statements B. Gap-filling
C. Guessing unknown words
D. Arranging sentence in correct orders E. Questions and answers
F. Multiple-choice questions
8. What are your difficulties in doing reading tasks?
A. The length of the text
B. The new words and complex grammatical items C. The topic of the text
D. The contents of the text
9. How do you do reading tasks?
A. Read the text, do not pay attention to new words, read again and answer the questions.
B. Read the text, look up new words in a dictionary and then answer the questions.
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C. Read the questions, find out the answer in the text.
D. Read the text, answer the questions and then look up new words in a dictionary.
10. You think that the role of the teacher as a guide in doing reading tasks is
….
A. Very necessary B. Necessary
C. Not very necessary
D. Depending on the texts and tasks
Thank you very much for your help and cooperation!
IV Appendix 2: Interview questions for teachers
Instructions: This interview questions are designed to support my thesis
“Integrating task-based instruction as an alternative approach in teaching reading comprehension at an upper secondary school in Hanoi: An action research”. Your cooperation would be essential in my paper. The answers will be used for the purposes of the research only.
Please answer the questions as accurately and frankly as you can.
1. In your opinion, are reading topics interesting in the textbook “Tieng Anh 11 Thi Diem”?
2. What do you think about the texts‟ length in each lesson?
3. What do you think about the number of tasks in a reading part in the textbook
“Tieng Anh 11 Thi Diem”?
4. Which activities do you often use at pre-reading stage? Why?
5. Which activities do you often use at while-reading stage? Why?
6. Which activities do you often use at post-reading stage? Why?
7. Which of activity management do you often use in your reading lessons?
(individually, in pairs, in groups, or the whole class)? Why?
V Appendix 3: Interview transcript summary Q1: In your
opinion, are reading topics interesting in the textbook
“Tieng Anh 11 Thi Diem”?
T1: Yeah. Some topics are easy, however some ones are quite difficult for students to understand and learn.
T2: I think that topics of the textbook are boring.
T3: In my viewpoint, some topics of the textbook are impractical in our real life.
T4: Personally, topics are not interesting and are not applied in our real life.
Q2: What do you think about the texts‟ length in each lesson?
T1: In my opinion, they are long because of my high levels of students.
T2: They are reasonable for students.
T3: I think they are short according to the texts.
T4: They are reasonable for students.
Q3: What do you think about the number of tasks in a reading part in the textbook
“Tieng Anh 11 Thi Diem”?
T1: I think that the number of tasks in the textbook is a few for students to complete.
T2: I think the number of tasks in the textbook is enough for students.
T3: I see that the textbook has many tasks for students to learn and understand.
T4: I think that the number of tasks in the textbook is enough for students to complete.
Q4: Which
activities do you often use at pre- reading stage?
Why?
T1: I often use pre-questioning in this stage.
T2: I usually use pre-questioning; sometimes I use games to motivate students.
T3: It is the most common for me to use pre-questioning.
T4: In this stage, I always use pre-questioning; I rarely use games for
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students to predict the topic of the text.
Q5: Which
activities do you often use at while-reading stage? Why?
T1: Specific information, asking and answering questions I think.
T2: Specific information, asking and answering questions, reading for gist or general ideas of the text.
T3: Besides some kinds of tasks you mentioned, I use deducting the new words more.
T4: Specific information, asking and answering questions, reading for gist or general ideas of the text, and sometimes I use inferring tasks.
Q6: Which
activities do you often use at post- reading stage?
Why?
T1: Summarizing the text, it is.
T2: In addition to summarizing the text, writing a short paragraph related to the text is a good way.
T3: Some activities I usually use are summarizing the text, writing a short text and making a presentation.
T4: Only summarizing the text.
Q7: Which of activity
management do you often use in your reading lessons?
(individually, in pairs, in groups, or the whole class)? Why?
T1: I usually ask students to work individually, and sometimes in pairs.
T2: Working in pairs or groups is a good way to motivate students‟
learning.
T3: All of them.
T4: All of them. But more often, I require students to work in groups or in pairs, according to the class‟ size.
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Appendix 4: Sample of classroom observation (two samples in four) TEACHINGS OBSERVATION SHEET 1 Teacher‟s name: Ms. Huyen
Date & time of observation: 9h15 – 10h, 11/9/2018
Lesson topic: Reading – Unit 4 – Tieng Anh 11 Thi Diem No of students: 30
Full note of teacher‟s and students‟ activities:
Time Teacher’s activities Students’
activities
Comments
Warm-up 9h15
- Teacher shows the symbols used to indicate access for people with disabilities.
- Teacher provides students with some information about improving accessibility for disabled people.
- Teacher has students look at the symbols and work in groups to compare the answers and encourages students to explain and give reasons for their answers.
- Teacher corrects answers as a class and has students guess the possible content of the reading text.
- Students raise ideas about the phenomenon.
- Students correct and take note into the notebooks
- This activity is good for Ss to review new words they already learnt in the previous lesson.
- The instruction of T in this activity is clear, helpful and sufficient.
Pre- reading
Task 1(7’)
Ask Ss to work individually,
- Listen to T
- Work
- This task is good
for Ss to
VIII 9h20 read the words and phrases in
the columns, then discuss and find the meaning of each of them (a-e). Provide help, if necessary. Explain the meaning further and give examples.
Check answers as a class.
individually
- Note down if necessary
- Give the answers Correct answers:
- b - d - e - a - c
understand new words before reading. However, T should allow them to skim the reading text before doing this task.
While- reading 9h27
Task 2: (10’)
- Tell Ss that the activity focuses on reading for general ideas and have them read the headings quickly before the texts that follow.
- Explain to Ss that repeated and similar vocabulary can form a vocabulary chain in a paragraph, and consequently help express the main idea of the paragraph.
- Have Ss skim the text individually to choose the best heading for each paragraph.
Then Ss can check their answers with a partner.
- Check answers as a class and write them on the board. Give
- Listen to T
- Take note in the notebooks if necessary
- Answer the questions from T Correct answers:
Task 2:
1. b, 2. c, 3. A Task 3:
1. students with disabilities
2. record popular books
3. participating fully in
4. „record-breaking‟
this Christmas unforgettable
These activities were followed in the textbook; Ss can understand the text better and learn how to deal with these kinds of reading tasks.
However, T should organize them into games; it helps Ss
learn more
interestingly and motivationally as well.
IX feedback.
Task 3 (10’)
- Tell Ss that the activity focuses on reading for specific information and that Ss cannot write more than three words in each blank.
- Ask Ss to read the passage gain and fill in the blanks.
Remind sts to pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed.
- Have Ss write their answer individually and check with their partner.
- Check answers as a class &
provide feedback.
Post- reading 9h47
Task (10’)
- Put Ss in pairs and ask them to discuss the questions freely:
- Ask one or two pairs to report the discussion results to the class.
- Give remarks
- Work in pairs and do the task.
- Make a
presentation before the class.
This activity is suitable when motivating their inspiration and speaking skill.
Homework 9h57-10h
- Summarize the content of the lesson
- Note homework down
X - Give homework
- Ask students to prepare for the next lesson
- Be ready for the next lesson
Common comments:
The atmosphere in class is quite good. Most of the students are active and concerned a lot to the lesson. However, there are some Ss not focusing on learning. Some were too passive in giving opinions or ideas to contribute to the tasks.
Teacher is active and careful when taking care of almost students.
The time for each task is reasonable.
Teacher completely follows reading tasks in the course book.
Teacher should take more time to summarize the lesson and give students thoroughly direction for their study at home.
XI
TEACHING OBSERVATION SHEET 2 Teacher‟s name: Ms. Ha
Date & time of observation: 1h30-2h15
Lesson Topic: Reading – Unit 5 – Tieng Anh 11 Thi Diem No of students: 30
Full note of teacher‟s and students‟ activities:
Time Teacher’s activities Students’ activities Comments Warm-
up 5‟
Game: Guessing
- Show a video having the flags of countries in the textbook.
- Ask Ss to work in group of three and guess the countries having the flags in the video in 1.5 minutes.
- The first pair to give the correct answers is the winner.
- Ask Ss 2 questions:
+ Where are the countries?
+ How much do you know about this organization?
- Work in groups.
- Listen to T.
- Give the answers.
Correct answers:
1. Brunei Darussalam, 2. Cambodia, 3.
Indonesia, 4. Laos, 5.
Singapore, 6. Malaysia , 7. Myanmar, 8. The Philippines, 9.
Singapore, 10. Viet Nam.
- This activity gets Ss into the topic and helps them guess the topic of reading passage.
Pre- reading 10‟
Vocabulary
- Elicit vocabulary using explanations and examples.
- Let Ss repeat the new words in chorus, then individually.
- Check Ss‟ vocabulary using the technique Rub out and
- Listen and repeat - Note down Some new words:
+ Bloc [blɔk] : (chính trị) khối
+ motto ['mɔtouz] (n) : khẩu hiê ̣u ; phương
This activity helps Ss to understand more about the text.
XII
Remember. châm
+ integrate : hoà nhập, hội nhập
While- reading 20'
Task 1: Heading (10‟)
- Ask Ss to skim the text in 3 minutes silently, and then answer the questions.
- Have Ss work individually, and then compare their answers with a partner.
- Ask Ss to read their answers out loud to make sure they have watched them correctly.
Task 2: Answering the questions (10‟)
- Ask Ss to read the text again in 2 minutes in pairs, and then underline the key words in the task of the textbook.
- Ask them to answer the questions by playing the game
“The legend game” in groups of four.
- The group has more points, is winner.
- Work individually - Compare their answers
Correct answers:
1. E 2. C 3. D 4. B 5. A
- Read the text again, work in pairs and groups.
- Play the game.
- Take note into the notebook.
Correct answers:
1. They were
Indonesia, Malaysia, the Philippines,
Singapore and
This activity is quite difficult with the levels of students.
Teacher should redesign it into another kind of task.
This task is
good to
motivate Ss in the lesson.
XIII
Thailand
2. Brunei became the 6th member in 1984;
Vietnam became the 7th member in 1995.
Laos and Myanmar joined the bloc in 1997 and Cambodia joined 2 years later.
3. It has a land area of 4.46 million km2 and a population of about 600 million people.
(ASEAN would rank as the 8th largest economy in the world if it were a single country.
4. They are Indonesia, Thailand, Malaysia, Singapore, the Philippines and Viet Nam.
5. It is “ One vision, One identity, One Community”
6. They are respect for the member state‟s independence and non-
XIV
interference in their internal affairs.
7. It organizes different projects and activities, including educational awards, and various cultural and sport activities.
Post- reading 10‟
- Arrange Ss into groups and set a time limit.
- Walk around to monitor the class and offer help if necessary.
- Allow enough time for one or two groups to demonstrate the activity in front of the class.
- Work in groups - Present in front of the class.
This activity is
good for
students to understand the topic again and practice
speaking skills.
Common comments:
The atmosphere in class is good. Most of the students are active and concerned very much to the lesson. Nevertheless, there are still some Ss not concentrating on learning. Some were too passive in giving viewpoints or ideas to contribute to the tasks because of working groups too much.
Teacher is good to apply tasks into game in order to create motivation for learners.
The time for each task is reasonable, but teacher doesn‟t have enough time to complete all of the tasks in the textbook.