USING TASK BASED APPROACH TO IMPROVE THE 9th GRADERS’ SPEAKING SKILLS AT a SECONDARY SCHOOL IN HO CHI MINH CITY

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

Phạm Nguyễn Bảo Ngọc

USING TASK-BASED APPROACH
TO IMPROVE THE 9th GRADERS’ SPEAKING
SKILLS AT A SECONDARY SCHOOL
IN HO CHI MINH CITY

MA THESIS IN ENGLISH LANGUAGE

HO CHI MINH CITY, 2021


VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

Phạm Nguyễn Bảo Ngọc

USING TASK-BASED APPROACH
TO IMPROVE THE 9th GRADERS’ SPEAKING
SKILLS AT A SECONDARY SCHOOL
IN HO CHI MINH CITY

Field: English Language
Code: 8.22.02.01
Supervisor: Assoc. Prof. Dr. Hồ Ngọc Trung

HO CHI MINH CITY, 2021

DECLARATION BY AUTHOR
I hereby declare that this thesis entitled “Using Task- Based Approach to
Improve the 9th Graders’ Speaking Skills at a Secondary School in Ho Chi
Minh City” has not been submitted to any other universities or institutions in
application for admission to degrees or other qualifications. This thesis, which is
the product of my own original research, and to the best of my knowledge and
understanding, does not contain any material previously published or written by
another author, except where reference has been cited in the text. The study
reported in this thesis was approved by Graduate Academy of Social Sciences.
Author’s Signature

Phạm Nguyễn Bảo Ngọc

Approved by
SUPERVISOR

Assoc. Prof. Dr. Hồ Ngọc Trung
Date: …………………………..

i


ACKNOWLEDGEMENTS

Although only one name appears as the author of this work, writing a thesis
is indeed a collaborative effort. I would like to express my sincere thanks to the
many people who made it possible.
First of all, I would like to express my sincere gratitude to my
supervisor, Assoc. Prof. Dr. Hồ Ngọc Trung, for his tremendous knowledge,

guidance, advice and patience, which constantly inspired me throughout the
research. Assoc. Prof. Dr. Hồ Ngọc Trung, for his helpful and warm
encouragement as well as his insightful comments on my work from the beginning
to the end of the study.
Next, the completion of this thesis would not have been possible without the
cooperation from the respondents (one hundred and ten 9th graders at Viet Anh
Secondary School) who have been willing to take part in the study. I am very
grateful to all of them for providing detailed information for the analysis of the
study.
In addition, I would like to thank all of the lecturers who gave me interesting
lessons, dedication and advice during my study at Graduate Academy of Social
Sciences.
I also offer my special thanks to my colleagues and friends whose support
and encouragement help me to have this thesis accomplished.
Last but not least, I must express my gratitude to my family. It is their
endless love and expectations that have motivated me to complete this thesis. I am
immensely thankful for all the assistance they have given me.

ii


TABLE OF CONTENTS

DECLARATION BY AUTHOR ........................................................................... i
ACKNOWLEDGEMENTS .................................................................................. ii
ABSTRACT ........................................................................................................ vii
LIST OF TABLES ............................................................................................. viii
LIST OF FIGURES .............................................................................................. ix
LIST OF ABBREVIATION ................................................................................. x
CHAPTER 1: INTRODUCTION ...................................................................... 1

1.1. Rationale .................................................................................................... 1
1.2. Aims of the study ....................................................................................... 2
1.3. Research questions..................................................................................... 3
1.4. Scope of the study ...................................................................................... 3
1.5. Significance of the study ........................................................................... 4
1.6. Research methods ...................................................................................... 4
1.7. Structure of the study ................................................................................. 4
CHAPTER 2: LITERATURE REVIEW .......................................................... 6
2.1. An overview of Task-Based Learning ....................................................... 6
2.2. Task-Based Learning point of view........................................................... 9
2.3. Learners ................................................................................................... 11
2.3.1. Characteristics ..................................................................................... 11
2.3.2. Cognitive Development ...................................................................... 14
iii


2.4. Teaching speaking skill for secondary students........................................ 16
2.4.1. The role of speaking skills in language teaching and learning ........... 16
2.4.2. Teaching speaking skills effectively................................................... 17
2.5. Summary of literature review ................................................................... 26
CHAPTER 3: RESEARCH METHODOLODY ............................................ 27
3.1. The context of study .................................................................................. 27
3.2. Participants ................................................................................................ 28
3.3. Data collection instruments ....................................................................... 28
3.3.1. Questionnaires .................................................................................... 30
3.3.2. Semi-structured interview ................................................................... 31
3.3.3. English speaking test .......................................................................... 32
3.3.4. Class observation ................................................................................ 33
3.4. Research Design ........................................................................................ 34
3.4.1. Pre-task phase options ........................................................................ 35

3.4.2. Main task phase options ...................................................................... 37
3.4.3. Post-task phase options ....................................................................... 40
3.5. Research procedure ................................................................................... 40
3.5.1. Phase 1: Diagnosing............................................................................ 40
3.5.2. Phase 2: Action planning .................................................................... 41
3.5.3. Phase 3: Evaluating ............................................................................. 43
3.5.4. Phase 4: Reflecting ............................................................................. 45

iv


3.6. Methods of data analysis ........................................................................... 47
3.6.1. Data analysis procedure. ..................................................................... 47
3.6.2. Data analysis methods ........................................................................ 47
3.7. Summary of research methodology .......................................................... 49
CHAPTER 4 - FINDINGS AND DISCUSSIONS .......................................... 50
4.1. Data analysis from the speaking pre-test and post-test. .......................... 50
4.2. Analysis of speaking tests ......................................................................... 53
4.3. Analysis of questionnaire .......................................................................... 55
4.4. Analysis of interviews ............................................................................... 63
4.5. Analysis of classroom observation ........................................................... 73
4.6. Summary of findings and discussions ....................................................... 75
CHAPTER 5: CONCLUSION ......................................................................... 76
5.1. Recapitulation .......................................................................................... 76
5.2. Concluding remarks ................................................................................. 76
5.3. Implications ............................................................................................. 78
5.4. Limitations of the study ........................................................................... 79
5.5. Suggestions for Further Studies ............................................................... 79
REFERENCES .................................................................................................. 81
APPENDIX 1 - PRE-TEST OF SPEAKING......................................................... I

APPENDIX 2 - QUESTIONNAIRE................................................................... III
APPENDIX 3 - POST-TEST OF SPEAKING .................................................. VII

v


APPENDIX 4A - INTERVIEW QUESTIONS .................................................. IX
APPENDIX 4B – ANSWER FOR THE INTERVIEW........................................X
APPENDIX 5 - SPEAKING BAND DESCRIPTORS .................................... XIV
APPENDIX 6 - OBSERVATION SHEET ...................................................... XIX
APPENDIX 7 - A SAMPLE LESSON PLAN ................................................ XXI
APPENDIX 8 - RESULTS OF PRE-TEST ................................................. XXVII
APPENDIX 9 - RESULTS OF POST-TEST.............................................. XXXIII
APPENDIX 10 - T-TEST ANALYSIS.......................................................XXXIX

vi


ABSTRACT
This research seeks to identify the effectiveness of Task-Based Approach on
speaking ability as well as the attitudes of the students towards the implementation.
During the study, the researcher carried out action research design at class 9A1,
9A2 and 9A3 with the participation of one hundred and ten students and the
assistance of two teachers as examiners and observers at Viet Anh Secondary
School. This research used an integrated mixed-method design in which
quantitative data were collected from a speaking test and qualitative data were
collected from interview, observation checklist and questionnaire. The results of
the study showed a significant impact of Task-Based Approach on students'
speaking skills; additionally, in speaking lessons, students were found to have a
higher level of motivation, interest, confidence, creativity and collaborative

learning skills. Based on the findings, this study recommends that Task-Based
Approach be applied to the teaching of English as a foreign language.

vii


LIST OF TABLES
Table 3.1. The phases in a Task-Based lesson .................................................... 34
Table 3.2. The functional roles for the teacher. .................................................. 39
Table 3.3. Scope and Sequence for speaking lesson ........................................... 43
Table 3.4. Procedure of the research ................................................................... 46
Table 4.1. Descriptive Statistics of pre-test and post-test ................................... 52
Table 4.2. The paired-samples t-test of pre-test and post-test ............................ 55
Table 4.3. The score criteria of the questionnaire result ..................................... 57
Table 4.4. Descriptive Statistics of senior high school students’ feelings about
Task-Based Language Teaching Approach ........................................................ 58
Table 4.5. Students' evaluation of their achievement on speaking skills ............ 60
Table 4.6. Students' self- evaluation on their achievement on their other English
skills ..................................................................................................................... 61
Table 4.7. Students’ self-evaluation on their unexpected development in learning
English ................................................................................................................. 62
Table 4.8: The students’ opinions about the TBLT ............................................ 66
Table 4.9. Positive attitudes of the students toward TBLT................................. 67
Table 4.10. Overall class motivation scores for all students ............................... 74

viii


LIST OF FIGURES
Figure 4.1. Classification of test results in pre-test and post-test ....................... 51

Figure 4.2. A comparison of mean scores on pre-test and post-test ................... 54
Figure 4.3. Mean score of senior high school students’ feelings about Task-Based
Language Teaching Approach ............................................................................ 59
Figure 4.4. Students are interested to learn speaking lesson with Task-Based
Language Teaching Approach. ........................................................................... 68
Figure 4.5. Students’ opinions on pleasure when learning with Task-Based
Language Teaching Approach ............................................................................ 69
Figure 4.6. The activities in Task-Based Language Teaching Approach applied to
learn speaking lesson are creative. ...................................................................... 69
Figure 4.7: Task-Based Language Teaching Approach helped students to
remember new words easier in learning English. ............................................... 70
Figure 4.8. Task-Based Language Teaching Approach helped the students develop
complex skills. ..................................................................................................... 71
(problem solving skill, collaborating skill…) ..................................................... 71
Figure 4.9. The summary of student’s situation after learning by Task-Based
Language Teaching Approach ............................................................................ 72

ix


LIST OF ABBREVIATION

Abbreviation

Definition

TBLT

Task Based Language Teaching Approach

PPP

Presentation – Practice – Production

x


CHAPTER 1: INTRODUCTION
1.1.

Rationale
Nowadays, English is a global language which is not only used in English

speaking countries. As the English language has become an essential factor
strengthening trade, travel and study in many countries, the necessity of knowing
and using English in communication and studying is increasing. It can be seen that
most documents are written in English; we cannot access that treasure of
information due to lack of English.
As the consequence of its importance as an international language
mentioned above, it is always necessary for Vietnamese people to use it
effectively. As we can see that, the education department has realized this issue
about the importance of English in Vietnam in the future. Therefore, English is a
subject that has been applied in all national schools for more than 20. However,
there are still many limitations that prevent students from using English fluently.
Currently, English is not officially used in Vietnam, except in working or
international environment. Therefore, Vietnamese people do not have favorable
environments to practice or use English as other South East Asia countries like
Singapore, Malaysia, the Philippine… For the English education in Vietnam,
although students are supposed to learn English in primary school, their ability of
using English as a Vietnamese is not highly appreciated. Clearly, Vietnamese

students always attach importance to grammatical structures, but most of them
have not spoken or communicated in English since primary school. Many
researches show that Vietnamese students are taught grammar more than speaking
and just focus on exam, scoring more than using English in common.
1


Obviously, Vietnamese students are good at grammar and vocabulary to
help them communicate well. However, less of speaking practice causes them to
be unable to communicate in English. Most students always know the meaning of
English words but they cannot speak or remember how to pronounce the words.
And the fact that they are afraid to communicate is one of the big obstacles to
improve students’ speaking skills. Looking back at English education in Vietnam,
speaking has more hours in primary school than secondary school and high school.
For secondary students, they have given time on learning and practicing grammar.
Therefore, doing exercise helps them to have a good knowledge about reading and
vocabulary but cannot help them to improve speaking skills.
Therefore, English teaching in secondary school is better combined between
grammars and speaking to help students improve all skills fully. In order to create
a good environment to help students to improve speaking skills, teachers should
give students a chance to practice and build the lessons by themselves with the
help of the teacher. It could help them to grow and expand their ability and also
motivate them in studying English.
From the above reasons, we have decided to do an M.A research on “Using
Task-Based Learning Approach to improve the 9th grade students’ speaking skills
a Secondary School in Ho Chi Minh City”. We hope that this research can give a
small suggestion for English teachers at secondary school.
1.2.

Aims of the study

In this study, we would like to examine the effectiveness of using Task -

Based Learning (TBL) approach to improve the 9th grade students’ speaking skills.

2


To achieve the above aim, the research is set to fulfill the following
objectives:
i) Exploring the effects of Task-Based Learning activities on the students’
speaking skills;
ii) Investigating the students' attitudes towards learning speaking skills through
Task - Based Learning activities.
1.3.

Research questions
The research is intended to answer the following questions:

(i) What effects do Task-Based Learning activities have on the students’ speaking
skills?
(ii) What are the students’ attitudes towards learning speaking skills through TaskBased Learning activities?
1.4.

Scope of the study
The research will focus on using Task-Based Learning to teach speaking in

secondary school, especially to the 9th Graders at Viet Anh Secondary School,
where the students will experience Task Based Language Teaching Approach in
their English learning lesson.
The students at Viet Anh Secondary School are learning the intensive

program. They use the textbook with three periods and the intensive book
(ACCESS – Express Publishing) with five periods for each week. The intensive
book helps students to develop their English skills. Most of the students have
achieved level 3 or 4 language ability.

3


When the students learn the intensive book, they can practice the
international tests with level B2 (Common European Framework for Reference)
such as IELTS, TOEFL, PTE.
1.5.

Significance of the study
In this study, the teacher expects that students can improve their speaking

skills after experiencing the TBLT. Besides that, this study hopes English teachers
can use this method to help their students develop their skills through this way.
Additionally, the readers are expected to obtain more information to expand their
knowledge by reading this thesis.
1.6.

Research methods
This study will apply an action research to help treat the learners’ speaking

problems by means of Task-Based Learning activities.
A survey will be given to the learners after the lessons to examine their
attitudes towards the Task-Based Learning method.
In this action research, both qualitative and quantitative methods are used to
address the two research questions. The data is collected through survey

questionnaires, interviews and tests. Besides, the researcher used the speaking
band descriptors ( Published Version and the frame of Harris’oral English rating
scale) to check the students’ speaking skill.
1.7.

Structure of the study

The study is intended to consist of five chapters:

1.5

1.5

1.25

5.25

004

2.5

2

1

2.25

7.75

005

1.5

1.75

2

2

7.25

006

2.5

2

1.5

2.5

8.50

007

2.25

2.25

2.25

2.5

9.25

008

2.25

1.75

2

1.75

7.75

009

0.75

1.5

2

1

5.25

010

1.5

1.5

2

1.5

6.50

011

2

2

1.5

2

7.50

012

1

1.25

1.5

1.75

5.50

013

1.25

1

1.75

1.5

5.50

014

2

1.75

1.75

1.25

6.75

015

2.25

2.5

2

2.25

9.00

016

2.25

1.75

2.25

2.25

8.50

017

1

1.25

1.5

1.5

5.25

018

2.25

2

1.25

1.75

7.25

019

1

1.25

2.25

2.25

6.75

020

2.25

2

2.25

1.75

8.25

021

2.5

2.25

2.25

2.5

9.50

022

1.25

1.5

1.25

1.25

5.25

XXXI


023

1.5

0.75

2

2

6.25

024

2

1.75

1.75

2.25

7.75

025

2.5

1

2.25

1.25

7.00

026

1.5

1.75

1.75

1.5

6.50

027

2

2.25

0.5

2

6.75

028

2

1.5

2

2

7.50

029

2

1.5

1.5

1

6.00

030

1.75

1.25

1.5

1.75

6.25

031

1.75

1.5

1.5

1.75

6.50

032

2.5

2.5

1.5

2

8.50

033

2

2

2.25

1.75

8.00

034

1.5

1.5

1.5

1

5.50

035

1

1.25

1.25

1

4.50

036

2

1.5

2

2

7.50

037

1.75

2

1.75

1.5

7.00

038

1.5

1.5

1.5

1.5

6.00

Mean score

XXXII

6.92


APPENDIX 9 - RESULTS OF POST-TEST
CLASS 9A1

Students’
code

Criteria
Fluency &
coherence

Total

Vocabulary

Grammar

Pronunciation

Post-test

001

2

2.25

1.75

1

7.00

002

2.25

2.25

2.25

2.5

9.25

003

2.25

1.75

2.25

2.5

8.75

004

2

2.5

2.25

2.25

9.00

005

1.75

1.75

1.5

2.5

7.50

006

2.25

2

2

1.75

8.00

007

2.25

1.5

2

2

7.75

008

1.5

2

1.5

2.25

7.25

009

1.5

2

2.5

1.5

7.50

010

2

2

1.5

2

7.50

011

1

1

2

1.5

5.50

012

2

2

2.25

2.25

8.50

013

1

1.25

1.5

2

5.75

014

2

1.5

2.25

2.25

8.00

015

1.5

1.5

1.5

1.5

6.00

016

1.75

1.5

1.75

2

7.00

017

2.5

2.25

1.25

2

8.00

018

2.25

2.25

1.5

1.5

7.50

019

0.75

1.5

2

2.25

6.50

020

2.5

2.25

2.5

2

9.25

XXXIII


021

1.75

1.5

2

1.75

7.00

022

2

2

1.75

1.5

7.25

023

1.5

1.5

2

1.5

6.50

024

1.75

2

1.75

2.5

8.00

025

2

1.5

2

2

7.50

026

1.5

2

1.75

1.75

7.00

027

2

2

2.25

1.75

8.00

028

2

1.75

1.75

1.75

7.25

029

2

2.25

2.5

2.5

9.25

030

2

1.5

2

2

7.50

031

2

2

2

1.25

7.25

032

1.5

2

2

2.5

8.00

033

2

1.5

2.5

1.75

7.75

034

2.5

2.25

2.25

2.5

9.50

035

2

2

1.5

2.25

7.75

Mean score

XXXIV

7.63


CLASS 9A2

Students’

code

Criteria
Fluency &
coherence

Total

Vocabulary

Grammar

Pronunciation

Post-test

001

2

1.5

1.75

2

7.25

002

1.75

1

1.5

1.5

5.75

003

2.5

2.25

1.75

2.5

9.00

004

1.75

1.5

1.75

2.25

7.25

005

2

2.25

2

2

8.25

006

1.5

1.5

1.5

1.5

6.00

007

2

2.25

2.25

2

8.50

008

1.5

1.75

1.75

1.75

6.75

009

1.5

1.5

1.5

1.25

5.75

010

1.75

1.75

1.5

1.5

6.50

011

2

2.25

2

2

8.25

012

2

2.25

2

1.5

7.75

013

2.5

2

1.25

2.25

8.00

014

1

1.5

1.5

2.25

6.25

015

2.25

2

1.5

1.5

7.25

016

2.25

2.25

2.5

2.5

9.50

017

2

1.5

1.75

1.75

7.00

018

2

1.5

2.25

1.75

7.50

019

2.5

2

2.25

2.25

9.00

020

2

2

2

2.25

8.25

021

2

2.5

2.5

2

9.00

XXXV

022

1.75

1.75

1.75

2.5

7.75

023

2.5

1.5

2.5

1.75

8.25

024

2

2

2.25

2.25

8.50

025

1.75

1.75

1.5

2

7.00

026

1.5

2

2

1.75

7.25

027

2.5

2.25

2.25

2.5

9.50

028

2

2.25

1.75

1.75

7.75

029

1.5

1.5

1.75

1.75

6.50

030

2

2.25

2

2

8.25

031

1.25

1.5

1.75

1.75

6.25

032

2.25

1.75

2

2.25

8.25

033

2

2

1.5

2.25

7.75

034

2

2.25

1.5

2

7.75

035

2.25

2.25

2.25

2.25

9.00

036

1.5

1.5

1.5

1.5

6.0

037

1.5

1.25

1.5

2

6.25

Mean score

XXXVI

7.59


CLASS 9A3

Students’
code

Criteria
Fluency &
coherence

Total

Vocabulary

Grammar

Pronunciation

Post-test

001

1.75

1.5

1.5

2

6.75

002

1.75

2

2

1.75

7.50

003

1.5

1.5

2

1.5

6.50

004

1.75

2

2

2.25

8.00

005

2

2

2.25

1.5

7.75

006

2.5

2.25

1.75

2.5

9.00

007

2.5

2.25

2.25

2.5

9.50

008

2.25

2.25

2

1.5

8.00

009

2

1.5

1.25

1.75

6.50

010

2

2

1.75

1.5

7.25

011

2

2.25

2

2

8.25

012

1.5

1.5

1.5

1.5

6.00

013

2

2.25

2

1.75

8.00

014

2.25

1.75

2.5

2.5

9.00

015

2

2.25

2.5

2.5

9.25

016

2.5

2

2

2.25

8.75

017

1.25

1.25

1.5

2

6.00

018

2.5

1.5

2.5

1.75

8.25

019

2

2

2.5

2

8.50

020

2.5

2.25

2.25

2.25

9.25

021

2.5

2.5

2

2.5

9.50

XXXVII


022

2

2

1.25

1.5

6.75

023

2

2

2

2.25

8.25

024

2

2

2.25

1.75

8.00

025

2

1.5

1.5

2.25

7.25

026

2

2

1.5

2

7.50

027

2.25

2

2

1.75

8.00

028

2

1.5

2

2.25

7.75

029

2

2

1.75

1.5

7.25

030

1.5

1.5

2

2.25

7.25

031

1.75

1.25

1.75

2

6.75

032

2.25

2.25

2.5

2.5

9.50

033

2

2.25

1.75

2.25

8.25

034

1

1.75

2

1.75

6.50

035

1.25

1.75

1.5

1.5

6.00

036

2

1.5

2.5

2

8

037

1.75

2.25

1.75

1.75

7.5

038

1.5

1.5

1.75

2

6.75

Mean score

XXXVIII

7.76


APPENDIX 10 - T-TEST ANALYSIS

Pair 1

Pre-test

Paired Samples Statistics
Mean
N
Std.
Deviation
6.8142
110
1.28530

Post-test

7.6604

110

Std. Error Mean
.21726

1.08697

.18373

Paired Samples Correlations
N
Pair 2

Pre-test & Post-test

Correlation

110

Sig.

.639

Paired Samples Test
Paired Differences
Mean
Std.
Std. Error
Deviation
Mean

.000

95%
Confidence
Interval of the
Difference
Lower

Pair 1

Pair 2

Pre-test - Post-test

-.68286

1.00038

Pre-test - Post-test

Paired Samples Test
Paired Differences
T
95% Confidence
Interval of the
Difference
Upper
-.34118 -3.6978

XXXIX

.17305

-1.04454

df

Sig. (2tailed)

6

.000