RECOMMENDATIONS FOR FURTHER RESEARCH

The aim of this part is to provide the solutions to remove the limitations addressed in the previous section and propose directions for future researches. Based on the first limitation, future studies are expected to employ more grammatical items in the implementation of OCT so that the reliability of the research will be ensured.

Besides, further studies are highly recommended to implement OCT to teach grammar with a longer time span so that students can have more time to familiarize themselves with the new way of learning grammar, which is through OCT. What is more, from the interviews and classroom observations made during the study, the teacher-researcher recognized that some students were fairly shy to ask questions even when they were unclear about how to do the OCT properly. Therefore, teachers should be sensible enough to give students timely support and encouragement whenever they are in need. Simultaneously, students are supposed to be more enthusiastic, active, out-going and industrious in their learning.

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APPENDICES

APPENDIX A1 - QUALITATIVE QUESTIONNAIRE Dear participants,

I am Lưu Thị Hồng Nhung, a graduate student of MA TESOL Program at Ho Chi Minh City University of Social Sciences and Humanities. Currently, I am conducting my thesis research entitled “Using Task-based Language Teaching to teach grammar to adult learners at a language center in Ho Chi Minh City”. Thus, I would like you to support me by answering the following questions. Your answers will be a great contribution to the success of this research. Your information will be used for research purposes only.

1. How were you taught grammar before?

...

2. What do you think about the way (s) you were taught grammar in the past?

...

3. Can you apply the grammatical items learnt by these ways into real-life communication?

...

4. What difficulties have you encountered in learning grammar?

...

Thank you so much!

APPENDIX A2 - BẢNG KHẢO SÁT Chào các bạn học viên thân mến!

Tôi là Lưu Thị Hồng Nhung, học viên cao học chuyên ngành Lý luận và Phương pháp giảng dạy tiếng Anh tại Trường ĐH KHXH & NV TPHCM. Hiện tại tôi đang thực hiện nghiên cứu với đề tài “Sử dụng phương pháp dạy học thông qua các hoạt động trong việc dạy ngữ pháp cho học viên người lớn tại một trung tâm ngoại ngữ ở TP.HCM”. Vì vậy, tôi hy vọng bạn sẽ hỗ trợ tôi bằng việc trả lời các mục trong bảng hỏi sau. Câu trả lời của bạn sẽ đóng góp đáng kể vào thành công của nghiên cứu này. Mọi thông tin mà bạn cung cấp sẽ chỉ được dùng cho mục đích nghiên cứu.

1. Trước đây bạn được dạy ngữ pháp tiếng Anh theo (những) cách nào?

...

2. Bạn nghĩ gì về (những) cách mà bạn được dạy ngữ pháp trước đây?

...

3. Bạn có vận dụng được những cấu trúc ngữ pháp đã được học qua (những) cách dạy này vào việc giao tiếp trong thực tế không?

...

4. Những khó khăn mà bạn gặp phải trong việc học ngữ pháp tiếng Anh là gì?

...

Cảm ơn bạn rất nhiều!

APPENDIX B1 - QUANTITATIVE QUESTIONNAIRE Dear participants,

Your answers will be a great contribution to the success of this research. Your information will be used for research purposes only.

Part 1: Personal Information

Please fill in the blank or tick the box to share your personal information.

1. Gender: Male  Female 

2. Age:………

3. Job:……….

Part 2: Students’ evaluation of grammar lessons using OCT

You will read each statement, and circle the number which best reflects the degree you agree with.

With :

1 = Strongly Disagree (SD), 2: Disagree (D), 3 = Neither agree nor disagree (N), 4 = Agree (A), 5 = Strongly Agree (SA)

No. Statements SD D N A SA

STUDENTS’ ATTITUDES TOWARD GRAMMAR LESSONS USING OCT 1 I feel very interested in doing OCT. 1 2 3 4 5 2 I really enjoyed doing different types of OCT

because they are related to my real-life communication.

1 2 3 4 5

3 I feel very excited to collaborate with my

classmates to complete OCT. 1 2 3 4 5

4 I prefer learning grammar by doing OCT to learning grammatical rules by heart and doing grammar exercises.

1 2 3 4 5

ADVANTAGES OF GRAMMAR LESSONS USING OCT 5 Grammar lessons using OCT help me

understand the usage of grammatical structures well.

1 2 3 4 5

6 Grammar lessons using OCT make me more

motivated in learning English grammar. 1 2 3 4 5 7 Grammar lessons using OCT help me improve

my problem-solving skills. 1 2 3 4 5

8 Doing OCT help me develop my teamwork

skills. 1 2 3 4 5

9 Grammar lessons using OCT give me plenty of

opportunities to use language in the classroom. 1 2 3 4 5 10 Doing OCT helps me form the habit of self-

correcting my errors. 1 2 3 4 5

11 Grammar lessons using OCT make me feel more confident in using grammatical structures.

1 2 3 4 5

12 I can exchange ideas with my classmates

comfortably when doing OCT. 1 2 3 4 5

13 Doing OCT helps improve my oral

communication. 1 2 3 4 5

14 Grammar lessons using OCT helps increase my

independence in English ulearning. 1 2 3 4 5

DISADVANTAGES OF GRAMMAR LESSONS USING OCT 15 The allotted time for completing OCT is too

short for me. 1 2 3 4 5

16 My partner/ group members use a lot of mother

tongue when doing OCT. 1 2 3 4 5

17 My partner/ group members are not willing to

do OCT. 1 2 3 4 5

18 Sometimes doing OCT in pairs/ groups makes the class so noisy that I can not concentrate on completing them.

1 2 3 4 5

19 Sometimes, I find it difficult to find ideas for

completing OCT. 1 2 3 4 5

Thank you so much for your kind cooperation!☺

APPENDIX B2 - BẢNG KHẢO SÁT Chào các bạn học viên thân mến!

Phần 1: Thông tin cá nhân

Vui lòng điền thông tin hoặc đánh dấu ✓ vào ô trống để chia sẻ thông tin cá nhân của bạn.

1.Giới tính: Nam  Nữ 

2. Tuổi:………..

3. Nghề nghiệp: ………

Phần 2: Đánh giá của học viên về các buổi học ngữ pháp sử dụng các hoạt động nói

Bạn vui lòng đọc từng câu và khoanh tròn một con số ứng với ý kiến mà bạn đồng tình nhất.

1 = rất không đồng ý (SD); 2 = không đồng ý (D); 3 = trung lập (N);

4 = đồng ý (A); 5 = rất đồng ý (SA)

STT Ý kiến SD D N A SA

THÁI ĐỘ CỦA HỌC VIÊN ĐỐI VỚI CÁC BÀI HỌC NGỮ PHÁP SỬ DỤNG CÁC NHIỆM VỤ GIAO TIẾP QUA LỜI NÓI

1 Tôi cảm thấy rất thú vị khi thực hiện các nhiệm

vụ giao tiếp bằng lời nói. 1 2 3 4 5

2 Tôi thực sự thích thực hiện các loại nhiệm vụ giao tiếp bằng lời nói khác nhau bởi vì chúng có liên quan đến việc giao tiếp thực tế của tôi.

1 2 3 4 5

3 Tôi cảm thấy rất hào hứng khi hợp tác với các bạn cùng lớp để hoàn thành các nhiệm vụ giao tiếp bằng lời nói.

1 2 3 4 5

4 Tôi thích học ngữ pháp bằng cách thực hiện các nhiệm vụ giao tiếp bằng lời nói hơn là học thuộc lòng các cấu trúc ngữ pháp rồi làm bài tập.

1 2 3 4 5

ƯU ĐIỂM CỦA CÁC BÀI HỌC NGỮ PHÁP SỬ DỤNG CÁC NHIỆM VỤ GIAO TIẾP QUA LỜI NÓI

5 Các bài học ngữ pháp sử dụng nhiệm vụ giao tiếp bằng lời nói giúp tôi hiểu rõ về cách dùng các cấu trúc ngữ pháp.

1 2 3 4 5

6 Các bài học ngữ pháp sử dụng nhiệm vụ giao tiếp bằng lời nói khiến tôi có động lực học ngữ pháp tiếng Anh hơn.

1 2 3 4 5

7 Các bài học ngữ pháp sử dụng nhiệm vụ giao tiếp bằng lời nói giúp tôi cải thiện kỹ năng giải quyết vấn đề.

1 2 3 4 5

8 Việc thực hiện các nhiệm vụ giao tiếp bằng lời

nói giúp tôi phát triển kỹ năng làm việc nhóm. 1 2 3 4 5 9 Các bài học ngữ pháp sử dụng các nhiệm vụ

giao tiếp bằng lời nói cho tôi nhiều cơ hội sử dụng ngôn ngữ trong lớp học.

1 2 3 4 5

10 Việc thực hiện các nhiệm vụ giao tiếp bằng lời nói giúp tôi hình thành thói quen tự sửa lỗi sai của chính mình.

1 2 3 4 5

11 Các bài học ngữ pháp sử dụng các nhiệm vụ giao tiếp bằng lời nói khiến tôi cảm thấy tự tin hơn khi dùng các cấu trúc ngữ pháp.

1 2 3 4 5

12 Tôi có thể trao đổi ý kiến với các bạn cùng lớp một cách thoải mái khi thực hiện các nhiệm vụ giao tiếp bằng lời nói.

1 2 3 4 5

13 Việc thực hiện các nhiệm vụ giao tiếp bằng lời nói giúp tôi cải thiện kỹ năng giao tiếp bằng lời nói.

1 2 3 4 5

14 Các bài học ngữ pháp sử dụng các nhiệm vụ giao tiếp bằng lời nói giúp tôi tự lập hơn trong việc hơn trong việc học tiếng Anh.

1 2 3 4 5

BẤT CẬP CỦA CÁC BÀI HỌC NGỮ PHÁP SỬ DỤNG NHIỆM VỤ GIAO TIẾP QUA LỜI NÓI

15 Thời gian được giao để hoàn thành các nhiệm

vụ giao tiếp bằng lời nói quá ngắn đối với tôi. 1 2 3 4 5 16 Bạn cùng nhóm của tôi dùng nhiều tiếng mẹ đẻ

khi thực hiện các nhiệm vụ giao tiếp bằng lời nói.

1 2 3 4 5

17 Bạn cùng nhóm của tôi không chịu hợp tác thực

hiện các nhiệm vụ giao tiếp bằng lời nói. 1 2 3 4 5 18 Đôi khi việc hoạt động theo cặp/ nhóm khiến

cho lớp học ồn ào, khiến tôi không thể tập trung để hoàn thành các nhiệm vụ giao tiếp bằng lời nói.

1 2 3 4 5

19 Thỉnh thoảng tôi thấy khó tìm ý tưởng để hoàn

thành các nhiệm vụ giao tiếp bằng lời nói. 1 2 3 4 5 Cảm ơn các bạn rất nhiều!

APPENDIX C - OBSERVATION NOTES

OBSERVATION NOTE 1 Class: GE5

Setting: Room 202 (CEFALT) Length of observation: 90 minutes Time: 5:45 PM, May 31, 2022

Lesson: Present tenses (Present Simple and Present Continuous) Number of students: 16

Role of observer: participant observer (teacher of the class) T: Teacher; Ss: Students

Themes Descriptive Reflective

Classroom atmostphere

A bit quiet, S didn’t have much time to talk to their classmates because this was only the 3rd session in the course.

T talks to S to create a friendly atmosphere in the classroom and encourage them to communicate with their classmates.

Most of the Ss look bored and tired when they have to listen to the rules of the tenses although they keep taking notes and do exercises as requested.

Teacher’s instructions

- T draws S’s attention to the topic of the lesson.

- Deliver the presentation about Present Simple and Present Continuous

- Ask Ss to do the exercises as assigned

-The presentation is to provide Ss with knowledge of present tenses while the grammar exercises help them to apply the knowledge they have learnt and give them more chances to practice.

Students’

attitudes/

reactions

Most of the Ss appear to be attentive while listening to T’s presentation.

Some nod their heads to show their understanding when listening to the presentation concerning the use of

Present Simple. However, when T moves on to Present Continuous, some of them looked bored.

Maybe T should slow down her presentation a little bit.

Teacher- Students interactions

Not much interaction has been done among Ss and between Ss and T.

T walks around the class to give support or help them self-correct mistakes done during doing the exercises.

Students’

remembering and understanding

More than half of the Ss can remember almost all the rules when T ask them questions one by one to check their remembering right after her presentation.

The other Ss say out loud what they can remember. Some just try to catch what their classmates have said and slowly repeat it.

Advantages of grammar lessons using OCT

Disadvantages of grammar lessons using OCT