Training Reading Strategies in English Reading Skill Lessons for Grade 10 Students at Le Quy Don High School, Hanoi = Dạy thủ thuật đọc trong các giờ học kĩ năn

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DECLARATION
I hereby state that, this thesis is the result of my own research and that it has
not been submitted for any degree to any other universities or institutions. Where
other sources of information have been used, they have been identified and
acknowledged.
Signature

Dao Thi Thuy Chung


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CANDIDATE’S STATEMENT
I hereby certify that the thesis entitled
Application of task-based language teaching in teaching writing to non-major
English students at Namdinh Industrial College
(Áp dụng phương pháp dạy học theo đường hướng giao nhiệm vụ để dạy viết cho
sinh viên không chuyên tiếng Anh tại trường Cao đẳng Công nghiệp Nam Định )
is the result of my research for the Degree of Master of Art at College of Language
and International Studies, Ha Noi National University, and the thesis has not been
submitted for any degree at any other university or tertiary institution.

Signature:

Dao Thi Thuy Chung
Date:


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ACKNOWLEDGEMENTS
I wish to express my sincere gratitude to my supervisor, Ms Phan thi Van Quyen,
M.A for her sympathetic encouragement, valuable advice and patient guidance
during the completion of this study
My sincere thanks also go to all of my colleagues at Namdinh Industrial College
for their support and encouragement.
I would like to acknowledge a particular debt to the second year non-major
English students from groups CD52KT1 and CD52KT4 (Economics class) at
Namdinh Industrial College for their enthusiastic participation in the experiment.
Last of all, I am deeply indebted to my beloved people, my parents and my
husband for their sacrifice and encouragement.
Hanoi, September 6,2011
Dao Thi Thuy Chung


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ABSTRACT
Nowadays, teaching English has received increasing attention as English has
become the language for global communication. In order to meet the future job
requirements, students in general and students of Namdinh Industrial College in
particular need to enhance their skills of English, especially the writing skill.
However, there exists a problematic matter in teaching and learning English
at colleges and universities resulting from unsuitable teaching materials and
instructional techniques. The popular teaching approach applied in English lessons
at most of universities and colleges is teacher-centered and lecture-oriented, which
normally results in learning passivity and non-involvement in language skills in
general and in writing activities in particular. Nowadays, teachers and students are
deeply unhappy with the present test-driven situation. Therefore, it is the high time

to make a change in the traditional learning process of English at colleges in
Vietnam in general and at Namdinh Industrial College in particular.
Among the modern teaching methods, the task-based one is considered a
type of analytic learning and teaching method which owns numerous advantages. It
is worth noting that the TBLT approach offer a bridge from reading-based
grammar-translation to a sound alternative in which language is learned in the most
effective, meaningful and long-last manner possible.


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TABLE OF CONTENTS
Page
PART A: INTRODUCTION ........................................................................................... 1
CHAPTER 1: INTRODUCTION.................................................................................... 1
1.1. Rationale .................................................................................................................. 1
1.2. Aims of the research .............................................................................................. 2
1.3. The research questions ............................................................................................. 2
1.4. The significance of the research .............................................................................. 3
1.5. Scope of the research ............................................................................................... 3
1.6. Methods of the research ........................................................................................... 3
1.7. Design of the research.............................................................................................. 3
PART B: DEVELOPMENT ............................................................................................ 5
CHAPTER 2: LITERATURE REVIEW ....................................................................... 5
2.1. Definitions of writing ............................................................................................. 5
2.2. Writing in language learning and teaching ......................................................... 6
2.2.1. The role of writing ...................................................................................... 6
2.2.2. Writing in language classroom ................................................................... 6
2.3 Writing and other language skills ....................................................................... 7
2.3.1 Writing and speaking ..................................................................................... 7

2.3.2 Writing and reading ...................................................................................... 8
2.3.3 Writing and listening ..................................................................................... 8
2.4 Approaches to teaching writing ............................................................................ 9
2.4.1 Product approach ........................................................................................... 9
2.4.2 Process approach............................................................................................ 10
2.4.3 Product approach verse Process approach ..................................................... 11
2.5 Task-based language teaching ............................................................................... 12
2.5.1 Theoretical basis of the TBLT approach ..................................................... 13
2.5.2 Methodology of the TBLT approach ........................................................... 14
2.5.3 Principles of the TBLT approach ................................................................. 14
2.6 Definitions of task ................................................................................................... 15
2.6.1 Classification of task ..................................................................................... 15
2.6.2 The TBLT approach in writing class ............................................................ 16
CHAPTER 3: RESEARCH METHODOLOGY ........................................................... 17


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3.1 The context for the research .................................................................................... 17
3.1.1 The teachers ..................................................................................................... 17
3.1.2 The students ..................................................................................................... 17
3.1.3 The course book ............................................................................................... 18
3.2 Research questions .................................................................................................. 18
3.3 The participants....................................................................................................... 18
3.4 Methodology of the research .................................................................................. 19
3.5 Data collection instruments .................................................................................... 19
3.5.1 Questionnaires ................................................................................................. 19
3.5.2 Interviews......................................................................................................... 19
3.5.3 Class observation ............................................................................................. 20
CHAPTER 4: DATA ANALYSIS AND FINDINGS ..................................................... 21
4.1 The teachers’ and non-major English students’ perception of using the TBLT in

writing lessons .................................................................................................................... 21
4.1.1 The teachers’ perception ................................................................................. 21
4.1.2 The students’ perception ................................................................................. 22
4.2 The benefits of using the TBLT approach in writing lessons ................................. 26
4.2.1 The teachers’ opinions ..................................................................................... 26
4.2.2 The students’ opinions ..................................................................................... 29
4.3 The difficulties of using the TBLT approach in writing lessons ............................ 30
4.3.1 The teachers’ opinions ..................................................................................... 30
4.3.2 The students’ opinions .................................................................................... 32
PART C: Conclusion ........................................................................................................ 35
CHAPTER 5: CONCLUSIONS AND SUGGESTIONS ............................................... 35
5.1 Summary of major findings ................................................................................... 35
5.2 Suggestions for the application of the TBLT approach in writing lessons ............ 35
5.2.1 Suggestions for teachers ................................................................................. 36
5.2.2 Suggestions for students ................................................................................. 36
5.2.3 Suggestions for institutions ............................................................................. 37
5.3 Limitations of the research .................................................................................... 37
5.4. Suggestions for further research ........................................................................... 37
REFERENCES................................................................................................................. 38
APPENDIXES ...................................................................................................................


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LIST OF TABLES & CHARTS
Page

Table 1: Product and process writing: A comparison (Steel) .................................. 12
Table 2: Teachers’ understanding of TBLT ............................................................. 21
Table 3: Teachers’ perception of TBLT in teaching writing ................................... 26

Table 4: Teachers’ perception of the difficulties of applying TBLT in teaching
writing ...................................................................................................................... 30
Chart 1: The students’ perception of the importance of writing skill ..................... 23
Chart 2: The students’ perception of the difficulty of writing skill ....................... 23
Chart 3: The students’ perception of

the importance of teaching approach in the

writing lessons .......................................................................................................... 24
Chart 4a: Frequency of writing task assignment ..................................................... 25
Chart 4b: Frequency of writing task fulfillment ...................................................... 25
Chart 5: The activities used to perform the tasks ................................................... 24
Chart 6: The students’ perception of

the benefits of applying TBLT in writing

lessons ...................................................................................................................... 29
Chart 7: The students’ perception of the writing improvement thanks to constantly
writing task fulfillment ............................................................................................. 29
Chart 8: The students’ perception of

the difficulties of applying TBLT in the

writing lessons .......................................................................................................... 33


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LIST OF ABBREVIATIONS

TBLT

refers to the Task-based language teaching

GTM

refers to the Grammar Traditional Method

NH Pre

refers to New Headway Pre-Intermediate


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PART A. INTRODUCTION
CHAPTER ONE: INTRODUCTION
1. Rationale
Today learning English language is very important, not to say really essential. In
the process of globalization, English plays a very important role in the society, English
proficiency is now seen as a vital requirement for employment. There is fluently
communication in English demand in any enterprise and in any labor recruitment.
Moreover, English has facilitated economic cooperation and development with the foreign
investment mostly from capitalist countries which require English ability. Furthermore,
English has helped enhance the cooperation growth especially in higher education with
many oversea courses for undergraduates and graduates. English has been widely used not
only in education but also in daily-life activities. Therefore, English has been favorable by
both learners and policy-makers and its role was reconfirmed by an Order, signed by the
Prime Minister (August 15, 1994), in which government officials would be required to
study foreign languages, mainly and favorably English.

We have no doubt about the importance of foreign languages, especially English.
However, English users are on the way to find out a perfect way of acquiring English
because the education quality has not met the society’s expectation and mostly highschool graduates cannot communicate in English effectively in both oral and written
forms. (Trang and Baldoff (2007).
Writing is an important skill in both the mother tongue and second language. It is a
tool of expressing ideas in a structured way. However, due to its complexity and high
requirement of linguistic means, it is considered the most difficult language skill to have a
good command of. Although there are many actions paid attention to on the improvement
of writing learning and teaching, it still tends to be a neglected area in English language
teaching in Vietnam. The reason for this negligence may be the fact that most
examinations in English mainly examine the students’ grammar.
Being a teacher at Namdinh Industrial College, the researcher finds teaching
writing skill the most challenge work and it is often evaded by many English teachers,
especially in teaching festivals because of its difficulties. However, being aware of the
importance of teaching writing skill and being afraid of those students can not ensure their
success in their lives without mastering writing skill, the researcher, to the best


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knowledge, hopes to supply them with appropriate guide and support. The researcher
intends to enable students to fulfill the writing tasks in order to give them the inspiring
experience of learning to write in English and the satisfaction of successfully expressing
their ideas in written form of English language. Therefore, I try to do this research
“Application of Task-based language teaching in teaching writing to non-major English
students at Nam dinh Industrial College” with the aim of removing my own obstacles
and my students’ difficulties in writing and understanding the disadvantages and
advantages my colleagues encountered when they use the TBLT approach in their writing
lessons. Another reason of using the TBLT is that because the course book New headway
uses curriculum and syllabus with many designed-tasks so TBLT is appropriate to the

extent that tasks serves as the means for implementing a methodological procedure. The
other reason, last but not least, is the advantage of the TBLT. “TBLT is more studentcentered, allow for more meaningful communication and often provides for practical
extra-linguistic skill building”.
Above all, in order to get good results in teaching process is the expectation of all
teachers. No one can be the best teacher in the world with every student. Hence, the
teaching result of this study may not be the best but it attempts to gain a better way of
teaching writing and lower students’ writing difficulties.
2. Aims of the research
This study aims at exploring Namdinh Industrial College teachers and students’
attitudes towards writing and their real work in writing lessons. Task-based language
teaching is applied and evaluated by both teachers and students with the aim at giving
some recommendations on how to help students improve their writing.
The specific aims of the research are:
+ To examine Namdinh Industrial college teachers and students’ perceptions of
using the TBLT approach in teaching writing.
+ To investigate benefits and difficulties teachers and students encounter in writing
lessons.
+ To give recommendations on how to use task-based language teaching to
improve students’ writing.
3. The research questions
The research is carried out to find out the answers for two questions as follows:


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+ What are Namdinh Industrial College teachers’ and non-major English students’
perceptions of using the TBLT approach in writing lessons?
+ What are the benefits and difficulties of using the TBLT approach in writing
lessons?
4. The significance of the research

The research provides the English teacher with the understanding of Task-based
language teaching and the advantage as well as disadvantage when applying it. The result
of the research may help teachers to make their writing lessons more effective and help
their students develop writing skill.
5. Scope of the research
The study focuses on investigating the effectiveness of application of task-based
language teaching in teaching writing to non-major English students at Nam dinh
Industrial College. Other approaches to teaching writing intended for students at other
levels of English language proficiency or teaching other skills would be beyond the scope
of this study.
6. Methods of the research
To achieve the aims stated, both qualitative and quantitative methods were used.
The interviews, questionnaires and class observation will be used to collect data for the
analysis of the research.
7. Design of the research
The study is expected to consist of three main parts:
Part A includes chapter 1 with discussions of the rationales, aims, significance, scope, and
methods of the study.
Part B includes 3 chapters
Chapter 2 deals with definitions of writing, the differences between writing and other
skills, the importance of writing in language classes and approaches to teaching writing.
Chapter 3 discusses the methodology of the study, i.e. describes the study context,
participants, and instruments. Besides, the introduction of the course book New Headway
Pre-Intermediate is elaborated.
Chapter 4 is about the data analysis and findings. It describes how collected data is
analyzed and presented.


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Part C includes chapter 5
Chapter 5 provides the conclusion which summarizes the thesis and offers
recommendations for better teaching and learning English writing skill when using the
TBLT approach. Besides, the limitations of the thesis and the suggestions of further study
are also pointed out.


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PART B: DEVELOPMENT
CHAPTER TWO: LITERATURE REVIEW
This chapter is concerned with the theoretical background of the research which
includes an overview of writing skill and Task-based Language Teaching.
2. 1. Definitions of writing
Writing is a very crucial area in language learning and teaching so there is a variety
of definitions about it. According to Klein (1985) “writing is the ability to put pen and
paper to express ideas through symbols”. By this way, representations on the paper will
have meaning and content that could be communicated to other people by the writer. Donn
Byrne (l998:1) stated that writing can be regarded as the "act of forming graphic symbols"
or the "making marks on the flat surface of some kinds''.
However, some authors agreed that writing is not simply connecting symbols or
letter, they had intention of focusing on the linguistics features, for instance, Brannon,
Knight and Neverow-Turk (1982, p. 2) defined that “writing is a creative art, not as
assembly line operation of locking words together into sentence and bolting sentences
together into paragraphs in accordance with a predefined plan.” The researchers
considered writing as ability and an art, and the writers are considered as an artist. In order
to become an artist, of course, it takes much time and challenges.
From another view of writing, Murray (1978:29) and Perl (1979:43) described
writing as “a creative discovery procedure characterized by the dynamic interplay of
content and language: the use of language to explore beyond the known content.” and

Anaïs Nin shared the view “the role of a writer is not to say what we all can say, but what
we are unable to say”. I am interested in this view because it indicates the significance of
writing. Writing is insightfulness and quintessence of mind. Writing is a final product of
thinking and creating.
In summary, writing is the final product of separate acts that are hugely
challenging to learn simultaneously and the definitions of it are various according to the
different scholars. Additionally, the word “writing” itself refers to an act, a process, or a
skill, which requires paying much attention to mastery. Writing needs the combination
both physical and mental powers from the writers.


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2.2. Writing in language learning and teaching
2.2.1 The role of writing
According to Clark (Clark:2003:13) “writing is pivotal fundamental skill not only
for an education but a career as well” and an other author agreed with him “writing is the
most important form of communication.”. It would be evident that excellent writing is sure
to earn respect; on the contrary, poor one is difficult to access which leads to
misunderstand. The ability to write well can have a profound impact on our life. Without
the competency and practice of basic writing skills, no perfect works of written art can be
structured. While discussing the role of writing, Raimes (1983) stated “the writing process
helps to hone our speaking abilities and perhaps change the way people view us”. As the
matter of the fact, the ability of each person to write well is becoming the primary source
of communication in society. By practicing writing, a person learns proper word usage to
persuade the reader to listen to them. The writer does this by using “key words” at the
proper intervals. By playing on words, authors learned how to “enter a person’s
imagination and leave lasting impressions in the mind long after their spoken words
became silent”. Words do not make sentences unless they are arranged in accordance with
the rules of grammar, logic, or common sense, when written, words leave behind a record

of what was said. This is vital to modern-day society. Words are becoming the expressive
tools thanks to writing. By the same token, it can’t be denied that writing can be an art, but
it is the task of the artist to construct the masterpiece.
2.2.2 Writing in language classroom
Clearly, although all students are aware of the importance of it as an essential job
skill in their future, students are perhaps reluctant to learn how to write in it because
“writing is the most problematic skill”. (Hess,2001: 77). By the same token, language
teachers should be very clear about the purpose of teaching writing.
In this respect, Byrne pointed out a number of purposes which teaching writing
aims at:*Written work helps learners who do not learn easily through oral practice alone
with an aid to retention.
*Written work serves to provide the learners with some tangible evidence
that they are making progress in the language.
*Written work means final product with other properly-integrated skills.


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*Written work provides variety in classroom activities and it increases the
amount of language contact through work.
*Written work is often needed for formal and informal testing.
(Byrne, 1988:11)
Writing is an academic job that makes students improve their ability in proposing a
research and exploring new findings. In his point of view, David (1998:25) defined that
learning how to write in English is essential to many language learners, particularly those
who are studying at colleges and universities. Writing is essentially a creative process and
good writers must learn to communicate their ideas clearly to an unseen audience. Besides,
Troyka (1987:3) suggested that writing gives students unique opportunities to explore
ideas and acquire information. By writing, students come to know the other fields well and
make them their own. As a result, writing helps them learn and gain authority over

knowledge. Moreover, according to Harris (1993), it is common true that “much of our
learning, in the most general sense, acquired through written language and that our
perceptions of experience are, in turn, influenced by inherent literacy in mother tongue”.
Needless to say, students will actively construct their points of view, belief and attitudes
through language
As mentioned above, writing skill is very important for students to acquire because
it defines their success to attain their target. It plays a crucial role in the students’ career
when they finished their education. Thus, teachers are expected to apply new methods that
enable students to develop the students’ writing ability.
2.3 Writing and other language skills
2.3.1 Writing and speaking
There are many differences between the processes of speaking and writing.
Writing is not simply speech written down on paper. Learning to write is not a natural
extension of learning to speak. Unlike speech, writing requires systematic instruction and
practice. In conversations we use our body language to aid to our meaning. In addition, in
speaking we have an opportunity to explain ourselves so that the listener is following, and
to provide spontaneous feedback to the listener's questions and need for clarification. In
writing, we do not have this chance. We have only one chance to make our point. If we
are not clear and succinct, we will lose our one and only chance. Conversely, in writing
writers can rewrite and revise sentences until writers are satisfied and “the reader is in a


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more privileged position than the listeners to some extent” (Donn Byrne:1998; 3). From
the point of view of the social functions, “speaking emphasizes on the building of
relationship”. On the other hand, “writing focuses on recording things, completing tasks
and developing ideas and argument”. (Tribble:1996; 9).
Clearly, it is helpful to keep in mind some different features between speaking and
writing so that the writers avoid difficulties experienced when writing and make the

writing pieces perfect with enough care.
2.3.2 Writing and reading
Effectively, everybody learns to speak at least one language fluently, but many are
unable to write with confidence because writing normally requires some form of
instruction. How do the writers get instruction? In this respect, of course, thanks to
reading. This implies that reading process is input and writing is output. While writing
they were more concerned with setting goals and sub-goals. When reading, on the other
hand, they focused more on content and validation of the text-worlds they were
developing. The reading is verbal process in which readers use mouths and brains
simultaneously while writing involves the use of perceptual skills along with hands. When
reading people have to estimate, memorize, understand and pronounce, on the other hand,
in writing people add all above-mentioned with writing skills. As far as it is noted that
both reading and writing are deeply related activities of languages thought that are shaped
through use.
While it is clear that there are many similarities between writing and reading. It is
useful to aware of different characteristics between them so that the English users keep in
mind that “the two domains do have an impact upon one another, with implications for
enhancing learning. It also suggested a need to better understand the underlying processes
of writing and reading and how they relate to one another” (Dyson, 1989).
2.3.3 Writing and listening
Listening skills enable students to acquire insights and knowledge as well as
achieve success in conversing with other individuals. Similarly, writing process aims at
communicating with others. Nevertheless, listening skills allow one to make sense of and
understand what another person is saying. In other words, listening skills allow listener to
understand what someone is "talking about". In the contrast to listening, writing means


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writers themselves “talking about something” . It seems that the writers play many roles:

listener, writers and reader as well.
In short, speaking, reading and listening are important skills and in language area.
An individual may falter in one category while succeeding in another. Through education
and practice, these skills can be strengthened and mastered, thus increasing literacy levels.
Further, these skills are all interdependent for one another. Increasing the strength of the
skills will help an individual better express his/her ideas. To increase the strength of these
skills, practices should be incorporated into the classroom or daily routine.
Admittedly, each skill has its own shape as well as function in literacy. It is
concluded that writing is a hard area for English users to achieve although the mastery of
writing means being fully effective in intellectual organization, not only in the
management of everyday affairs, but also in the expression of ideas and arguments and to
be good at it, learners must give much effort. (Tribble:1996; 13).
2.4 Approaches to teaching writing
There are many ways to approach writing in the classroom. There is no satisfactory
answer to the question of how to teach writing efficiently.
Raimes (1983; 5- 10) presented 6 approaches to writing, namely: The Controlled-toFree Approach, The Free-Writing Approach, The Paragraph-Pattern Approach, The
Grammar-Syntax-Organization Approach, The Communicative Approach, and The Process
Approach. Besides, Byrne (1988; 21-23) suggested 4 approaches to writing such as: Focus
on Accuracy; Focus on Fluency; Focus on Text and Focus on Purpose. In addition, Nunan
(1991) introduced the two approaches called Product approach and Process approach.
It should be noted that there is not necessarily any 'right' or 'best' way to teach
writing skills. The best practice in any situation will depend on the type of student, the text
type being studied, the school system and many other factors. Among mentioned above,
the two approaches to writing which have predominated in English language teaching
context are the product approach and the process approach.
2.4.1. Product approach
According to (Gabrielatos, 2002; 5), a product approach is a “traditional approach
in which students are encouraged to mimic a model text, usually is presented and analyzed
at early stage”, in order to share the view, Evan and St John stated “The product approach
to writing usually involves the presentation of a model text, which is analyzed and then

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forms the basis of a task that leads to the writing of an exactly similar or a parallel text” (
Evan and St John, 1998: 116). This implies that students are supplied with a standard
sample of text and they are expected to follow the standard to construct a new piece of
writing.
Product approach comprises of four stages (Steele:2004)
*Stage 1: Students study model texts and then the features of the genre are
highlighted.
*Stage 2: This stage consists of controlled practice of the highlighted features,
usually individually.
*Stage 3: This is the most important stage where the ideas are organized.
*Stage 4: This is end of product of the learning process
Admittedly, this approach can be used successfully in teaching writing for
beginners. All learners can not write well as soon as they begin the course but make
improvement gradually with estimation and repetition from the sample texts or the
teachers. Moreover, teachers can clearly introduce grammatical structures, word choices,
cohesive device uses, how to vary the content, how to organize the essay in order to make
students’ progress in the process.
However, the backward of this approach “is exposed in its own nature”. Using this
approach often leads to a rather simplistic copying of the model text by only changing
certain words from the original text to produce a new text. It makes learners passive,
relying on teacher and samples in stead of creating and being ready for new topics out of
samples.
2.4.2. Process approach
Process approach has been advocated in contrast with the product approach.
According to Graham Stanley, “the process approach treats all writing as a creative act
which requires tie and positive feedback to be done well”. Unlike the product approach

which is more interested in the written outcome, the process approach focuses on the
thinking processes that are involved with writing. Furthermore, Nunan (1991) clearly
stated that the process approach focuses on the steps involved in creating a piece of work
and the process writing allows for the fact that no text can be perfect, but that a writer will
get closer to perfection by producing, reflecting on, discussing and reworking successive


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draft of a text. This refers that students are not expected to submit a complete writing
piece, that the better expression is paid more attention.
Hence a process approach tends to focus more on varied classroom activities which
promote the development of language use. The process approach consists of eight stages:
*Stage 1: Brainstorming: This is generating ideas by brainstorming and discussion
*Stage 2: Planning/ structuring: This is exchanging ideas and judging the ideas
*Stage 3: Mind mapping: This is organizing ideas into a mind map, spider gram…
*Stage 4: Writing the first draft: This is writing the first draft in pairs or in group
*Stage 5: Feedback: This is exchanging the drafts, responding and improving
drafts.
*Stage 6: Editing: This is returning the drafts and improving them based on
feedback.
*Stage 7: Final draft: This is writing a final draft
*Stage 8: Evaluation and teachers’ feedback: This is evaluating and responding to
students’ writing made by teachers.
It is noticeable that process approach is similar to task-based learning in that
students are given considerable freedom within the task. The process approach aims at
achieving the best product possible. The process approach is based on the perception of
the writing process ac cyclical. The focus shifts from the text to the writer and the writer
makes it their own and learns from one stage to another when they write.
2.4.3. Product approach vs. process approach

A distinction is made between two approaches by many authors. James
McCrimmon saw it as the difference between writing as a way of knowing (process) and
writing as a way of telling (product). Linda Flower saw it difference as writer-based and
reader-based prose. Nunan (1991) clearly stated that whereas product approach focuses on
the writing tasks in which learners imitate, copy and transform teachers’ supplied models,
process involved in creating a piece of work. However, there is an important point which
they all agreed “good product depends on good process”. A comparison is clearly pointed
out as the following table by Steele (2004:1):
Process Writing

Product Writing

Text as a resource for comparison

Imitate model text


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Ideas as starting point

Organization of ideas are more important than ideas
themselves

More than one draft

One draft

More global, focused on purpose, them, Features highlighted including controlled practice
text type

of those features.

Collaborative

Individual

Emphasis on creative process

Emphasis on end product

Table 1: Product and process writing: A comparison (Steele:2004,1)
The clear analysis of similarities and difficulties is showed as above-mentioned.
The balancing two approaches is all language teachers’ expectation. Which approach is to
be used will definitely depend on teachers, on students and on the genre of the text.
Arguably, each approach has its own strong point. For instance, while teaching business
report writing, teachers and students feel more comfortable in product approach as the task
consists of the fixed layout, style and organization. On the contrary, in case of teaching
narrative, process one proved to be the first choice. As a result, both processes are
significant in teaching writing. Process approach is really significant to let students
generate their ideas. It helps students organize ideas in a systematic way enabling students
to write fluently. On the other hand, the latter is also helpful for students to recognize the
competence level students are required to meet. Therefore, the balancing two approaches,
the using both is a fair argument in teaching writing.
2.5. Task-based language teaching
Task-based language teaching (TBLT) is a communicative approach to language
instruction, using the successful completion of communicative tasks as its primary
organizing principle. In task-based teaching, learners will upgrade their language
competence by focusing on getting something done during using of the language. The
task-based approach aims at giving learners a real environment to use language in which

they get many chances to communicate in their real life.
Task-based approach has been applied since 1980s. It has grown out of
communicative language teaching. Is has been welcomed by many teachers and
institutions. At the beginning, according to Ellis “task-based language teaching is a bit of a
dark horse as there are so many variables involved in a single task (planning time,


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familiarity with task, teacher involvement access, to reference materials…)” (Rod Ellis
2003; 18). However, it has been argued for decades now that “TBLT is a fully-fledged
approach to language teaching” (Edwards & Willis 2005: 28). It has been highly
appreciated, like many other methodological innovations to many English language
curriculums. By implementing TBLT, teachers are no longer controllers but partners and
learners are no longer receivers but principal agents. Through this approach, learners are
active and positive in their learning during the task. They can acquire language as well as
cultures to comprehensively use the target language.
There is much evidence to show that task-based approach plays a very important
role in foreign language teaching and learning. It is said that task-based language teaching
works comparatively better than the traditional ones.
2.5.1 Theoretical basis of Task-based approach
Task-based approach is a teaching approach which uses tasks as its core programs
to serve language teaching. It seems to be similar the Communication Linguistics because
they share the same principles in teaching. According to Willis (1996), both task-based
approach and Communication Linguistics consider the real communicative activities as
the most important factor in language learning and they both agree that the language
which is meaningful to learners can facilitate the learning process.
Task-based approach is a dynamic and developing learning method. It serves
learning language knowledge and training skills in the process of completing tasks.
Through this approach, learners will learn how to make full use of their own

communicative abilities to transfer from Vietnamese to English. Moreover, it provides an
opportunity for learners to mobilize their potential abilities to use and handle English
skillfully. Its functions and value in building learner-centered classrooms and language
learning environments, providing learners with chances to communicate and interact and
developing learners’ ability to use the target language and solve communicative problems
were highly appreciated and recognized by experts and scholars in the field of language
teaching.
Since the 1980s, task-based approach has drawn more and more attention in the
foreign language teaching field.. It is a learner-centered approach, which considers
language as a communicative tool. It is in accordance with the movement of English
teaching reform in Vietnam. Task-based approach aims at providing opportunities for


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learners to learn language both in speaking and writing through learning activities which
are designed to engage learners in the authentic, practical and functional use of language
for meaningful purpose
2.5.2. Methodology of the TBLT approach
As a teaching approach, it is not persuasive when it only stops at the theoretical
level; the key factor is the way teachers put it into practice. There are many researchers
mature with this point. The following is the teaching pattern of task-based approach under
Willis’s framework. Teaching framework can be divided into three stages: pre-task (topics
and tasks are introduced, teachers present necessary knowledge, explain the requirements
and procedures of the task), task cycle (task cycle can be divided into three parts: task,
planning and report- learners are given many chances to express ideas in target language
with the emphasis on fluency, learners have to prepare to report under teachers’ suggestion
and correction, afterwards learners’ reports are presented) and language focus (learners
can learn grammar, vocabulary and language forms with the analysis and practice
onwards). The author put the language focus in the last stage. This point is different from

traditional language teaching process. It is contrary to traditional one. Learners start with
experiencing the practice of language and end with accessing the rules of language.
2.5.3. Principles of the TBLT approach
Nunan defined that there are eight principles of TBLT as following:
*(1) Scaffolding: That is content of lesson and supplements related to learning.
*(2) Task dependency: That is one task will be developed basing on the previous
one.
*(3) Recycling:

That is recycling language helping the systematic learning

principle.
*(4) Active learning: That is learners acquire the language by actively using it.
*(5) Integration of form and function: That is expectation of learners’ literacy.
*(6) Reproduction to creation: That is learners reproduce language models
provided.
*(7) Learning strategies: That is learners focus on both learning process and
content.
*(8) Reflection: That is learners get chances of reflecting on their work
2.6. Definitions of task


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There are a lot of definitions for the word “task”. According to Ellis, “ a task is an
activity which requires learners to use language with the emphasis on meaning, to attain an
objective and which is chosen so that it is most likely to provide information for learners
and teachers which will help them in meaning” (Ellis: 2003,9). The author focuses on
meaning that means task must involved in learners’ real life and task is meaningful to
learners. Long (1985, 89) defines tasks as “a piece of work undertaken for oneself or for

others, freely or for some rewards” that means task can be any activities occurred in daily
routine. In other words, by “task” we mean the hundred of one thing people do in
everyday life, at work, at play and in between.
However, in foreign language teaching, especially when we refer to task-based
approach, tasks always means activities which make reference to real life and can form
language meaning. In Nunan’s opinion, a task is “a piece of classroom work which
involves learners in comprehending, manipulating, producing or interacting in the target
language; while their attention is principally focused on the meaning rather on form. The
task should have a sense of completeness, being also to stand alone as a communicative
act in its own right” (Nunan: 1989, 15). The author considered all the classroom activities
that are helpful to achieve the language learning goals as tasks, including those small
grammar exercises or complicated time-consuming activities. Many definitions can be
summarized from the above review. Tasks are a series of correlative and purposeful
activities in which learners perform when learning a language, absorbing information,
solving problems and achieving goals with target language as they do in real world.
Tasks in task-based approach are not as simple and isolated as in-class or afterclass teaching activities. It can not be used and combined at random. Task is an essential
part of the whole course that leads to fluency in speaking the target language. The good
task should have a specific purpose not purely practice and a language environment. The
good task should attract attention to learners’ participation so that learners can promote
their background knowledge and upgrade basic language skills.
2.6.1. Classification of task
The task in task-based approach is similar to the tasks in real life in many aspects.
Basing on the differences and the similarities of the tasks, Nunan divided tasks into two
categories. They are real-world tasks or target tasks and pedagogical tasks. Pedagogical
tasks are derived from the tasks in real life and could be sub-tasks in real life. Pedagogical


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tasks are not apparently similar to the real life and mainly apply to class teaching.

Teachers should select real life tasks subject to learners’ practical needs concerning the
purpose for which learners use the target language.
2.6.2 The TBLT approach in writing class
It is common knowledge that writing skill is a burden for both teachers and
students despite its significance.

To help students meet the career’s demand in

communicating in English in general, in English writing in particular is the desire of any
teacher. In this view, TBLT is satisfactory to the greatest extent possible. Actually, many
teachers are prone to practice the old Grammar Translation method. They are more guided
by the control writing format which hinders them in trying new method to writing
instruction. Teachers’ feedback is based on grammatical and lexical errors in stead of
meaning-oriented exploration.
Therefore, I chose to do a research to investigate the difficulties and effectiveness of
using TBLT to improve writing skills for students at my college.
In TBLT writing class, Willis puts forward three steps for task-based teaching: (1)
Pre-task: the teacher introduces the task. (2) Task cycle: task—students carry out the task;
planning—each group prepares how to report their completion of the task to the class;
reporting—students report their completion of the task. (3) Language focus: analysis—
students analyze and assess the completions of tasks by other groups; practice—students
practice the language difficulties under the direction of the teacher.
In TBLT writing class, Prabhu (1987) suggests activities of task such as information
gap activities, reasoning gap activities and opinion gap activities. However, Willis (2004)
states that those activities include listing, ordering and sorting, comparing and contrasting,
problem solving, sharing personal experience and creative tasks and project. There are
many suggestions of activities for performing tasks from other authors, it is necessary for
the language teachers to choose the optimal ones being suitable with the particular
settings.
It comes to conclusion that there is not a perfect approach for teaching, any approach

is not a panacea. To my best knowledge, I do hope that TBLT will be in a fair position to
deal with lowering students’ anxiety of learning writing.


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CHAPTER THREE: RESEARCH METHODOLOGY
It is noticeable to say that teachers, students and learning environment play a
crucial role in learning and teaching. In this part, the teachers and students’ profiles and
their language proficiency as well as the course book used at Namdinh Industrial College
will be discussed. The instruments to collect data for analysis will be described.
3.1. The context for the research
3.1.1 The teachers
There are 10 teachers of English in the English group aged from 28 to 51. Their
interests in teaching are different, not all of them are really motivated to their teaching job.
Only two teachers graduated from English Department, University of Languages and
International Studies. The others graduated from the in-service center in Namdinh city.
Most of teachers were trained under the traditional teaching methods, they prefer
conventional teaching with teacher-centered approach when they teach writing. Only some
young ones were trained basing on communicative-oriented and student-centered
approach. They are willing to explore new methodology and flexible in using different
teaching strategies in their writing lessons.
3.1.2 The students
Students at Namdinh Industrial College come from different areas nationwide.
Some have been learning English for many years, some have never studied English before.
It can be said that students’ competence of English is not equal that is one of reasons
causing the trouble for the teaching in writing lessons. Additionally, they are used to the
traditional methods. They are completely dependent on their teachers who applied
“grammar focus” and “rote learning” in their lessons. The teachers often gave samples of
texts and structures, the students imitate and learn by heart the given structures. As a

result, the students become passive, they rarely work in pairs, groups or participate in
some activities such as discussions or presentations. Moreover, their majors are not
English but Economics, Garment Industry, Mechanics… They do not pay enough attention
to English, they only learn English in order to “pass the exams”. In the English lessons in
general and in the writing lessons in particular, they are eager for whether the language
focus will be examined or not. Therefore, the students’ motivation and the students’
English competence are obstacles for teaching English at Namdinh Industrial College.