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: …………………………..

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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.

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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
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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

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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

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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

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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.

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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

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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

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LIST OF ABBREVIATION

Abbreviation

Definition

TBLT

Task Based Language Teaching Approach

PPP

Presentation – Practice – Production

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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.
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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.

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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.

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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:

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Chapter 1 – Introduction: give a brief and reasons for choosing the thesis,
scope and aims of the study with the research method and the structure of the study.
Chapter 2 – Literature Review: This chapter focuses on the knowledge about
Task-Based Learning in teaching English language, analyzed Task-Based
Learning method that applied by the theory, characteristics and cognitive
development of young learners and teaching English at secondary school.
Chapter 3 - Methodology:

This chapter reports the context, research

hypothesis, participants, instruments and the procedure of conducting Task-Based
Learning for the study.

The detailed results of the surveys and a critical

comprehensive analysis on the data collected are presented.
Chapter 4- Findings and Discussion: The part gives the data analysis from
the Action Research results to make the foundation for giving the suggestion in
Chapter 5.
Chapter 5 – Conclusion: summarizes the study, suggestions some typical

activities and practical tips for secondary teacher to improve 9th-grade students’
English speaking and examples for illustration, limitations of the study and
suggestions for the study in further.

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CHAPTER 2: LITERATURE REVIEW
2.1.

An overview of Task-Based Learning
Task-Based Learning offers an alternative for language teachers and

students is an approach to second langue situation. In a Task-Based lesson the
teacher does not pre-determine what language will be studied, the lesson is based
around the completion of a central Task and the language studied is determined by
what happened as the students complete it. Willis (1996) suggested three basic
stages:
● Pre-task
● Task cycles
● Language Focus
These stages are considered to be effective as they combine the meaning
and form in conversation tasks. In the other way, Nunan (2004) based on three
macro functions, including the ideational or referential function, the interpersonal
function and the textual function. With Nunan’s model, learners can practice their
grammar structure and mostly focus on grammar and form. According to Nunan
(2004), Task-Based Learning can be divided into six stages:
● Schema building
● Controlled practice embedded in a context
● Authentic receptive skills work

● A focus on form
● A free practice
● The communicative task

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In Long (2005)’s teaching method that Task-Based Learning presented the
importance of form which involves meaning, structure and the context of
communication. To focus on the form, Long (2005)’s model has the following
stages:
● Needs analysis to identify target tasks
● Classification into target task types
● Derivation of pedagogic tasks
● Sequencing to form a task-based syllabus
● Implementation with appropriate methodology and pedagogy
● Assessment with task-based, criterion-referenced, performance tests
● Evaluation of the program.
With this method, learners can improve their grammar and speaking when they
can generate the useful forms while having a conversation. However, Willis’s
teaching method is applied in many countries in teaching English because it can
help learners practice in speaking more than the other ways. In Willis (1994)’s
words about Task-Based Learning he describes it as “like a sort of PPP1 upside
down”.
The lesson follows certain stages. Task-Based Learning includes Pre-tasks,
Task-Cycle (Task, Planning and Report) and the last one is Language Focus.
As the researcher, the teacher will provide a teaching learning activity to
solve the problems found in the previous teaching learning process. The students’
problems were usually afraid of making mistakes, reluctance to participate and
1

The PPP acronym stands for Presentation, Practice and Production.

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incorrect pronunciation which made it difficult for them to speak fluently and they
also had problems in correcting their grammar while speaking. In order to
investigate those problems, teachers will prepare things before coming to the
classroom, including the completed lesson plan, audio recorder, observation sheet,
field notes, student’s scoring sheet and interview sheet.
Pre-task
The teacher introduces the topic and gives the students clear instructions on
what they will have to do at the task stage and might help the students to recall
some language that may be useful for the task. The pre-task stage can also often
include playing a recording of people doing the task. This gives the students a clear
model of what will be expected of them. The students can take notes and spend
time preparing for the task by using images, posters and description.
Teachers explore the topic with the class and highlight useful words and
phrases.
Task
The students complete a task in pairs or groups using the language resources
that they have as the teacher monitors and offers encouragement.
Planning
Students prepare a short oral or written report to speak in front of the class
about what happened during their task. They then practice what they are going to
say in their groups. Meanwhile the teacher is available for the students to ask for
advice to clear up any language questions they may have.

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Report
Students then report in front of the class orally or read the written report.
The teacher chooses the order of when students will present their reports and may
give the students some quick feedback on the content. At this stage the teacher
may also play a recording of others doing the same task for the students to
compare.
Besides that, the teacher can provide the discussion and guide the students
in analyzing their works in groups. After the lesson, students can do an exercise
about the topic and that they have to report their work by reading it aloud in front
of the class.
Language Focus
The teacher then highlights the vocabulary from the text of the recording for
the students to analyze. They may ask students to use the new words to make a
communication in front of the class. The teacher can also highlight the language
that the students used during the report phase for analysis.
Finally, the teacher selects vocabulary to practice based upon the needs of
the students and what emerged from the task and report phases. The students then
do practice activities to increase their confidence and make a note of useful
language.
2.2.

Task-Based Learning point of view
Task-Based Learning is an application in teaching second language

informed using the most recent research findings on second language acquisition.

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TBL usually provides the learner with an active role in participating and creating
the activities and consequently increases their motivation for learning. A TaskBased lesson offers more opportunities for the students to display their thinking
through their actions. Teachers can also be more open to the needs of students.
TBL allows students to use the knowledge they have learned and apply it
productively in the task context. This practical experience helps learners to realize
the importance of grammar and new words to complete their idea in speaking.
Through Task-Based Learning students will learn certain skills like how to
ask the questions, how to negotiate the meaning and the most importantly working
in groups. Because they can learn how to observe different ideas and problem
solving as well as to learn how others classmates think and make decisions.
Because this is not only a skill to improve language, it is also a skill to help students
to develop themselves in the real life. It helps students not only learn their language
but also enhance their confidence and solving problem skills. The outcome of TBL
is learners can present their own idea, evaluate others, and train them to reflex to
others.
Through the Task-Based Learning activities, students can improve their
skills through obtaining information in “information activities” - when they
receive the tasks and work in a group. Next is “reasoning activities” – when
students can deliver their ideas to their teammates. Finally is “Opinion activities”
– Students have to convey their ideas and discuss in a group to choose the most
suitable idea.

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2.3.

Learners

2.3.1. Characteristics
According to Gardener Murphy (1968) “the term of learning covers every
modification in behavior to meet environmental requirements”, every student can
improve their learning by the current environment. Whether the learning
environment positively changes, the students can improve and develop their
knowledge with the hard-working effort. The older a child grows, the more
important of learning activities plays in his life and the greater of that role in the
child's development since turned from primary school to secondary school.
Learning is a key activity for students, but at the age from eleven to fifteen, their
learning has fundamentally changed. Studying in junior high school is an
important turning point in a child's life. In the lower grades, children learn systems
of events and phenomena, and understand the specific and simple relationships
between those events and phenomena. In middle school, their learning is
significantly more complex. They move into systematic studies with the strengths
of the sciences, the subject-based learning. Each subject consists of concepts and
rules are arranged into a deep system that requires they need to be self-conscious
and highly independent in learning. With learning English, students can develop
themselves in learning and practice concrete skills by doing research and
completing a small presentation.
During a new learning phase, a learner faces different issues such as
difficulties in memory, fear of tests and the syllabus. These problems can be
tackled through hard work, consistent efforts and more practice. With middle
school’ students, teachers can create an English environment which excite them to

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discover because they usually have the common characteristics of learners given
as below:
● Learners are curious

Students are very hungry for information and love to learn new things. They
are excited to find out a solution and solve the problems. Teacher should create
the conditions for students to approach the new information.
● Careful understanding
A good learner possesses the attribute of careful understanding. Most of the
knowledge can be gained with the hard work and efforts. A learner should try to
understand the subject matter carefully. An effective learner always tries to
interpret the stimulus, combine and differentiate them and give them some
meaning.
A learner who has personal quality understands subject matter easily and
solves the problems very fast. Different learners have different personal and social
cognitive power. A learner who belongs to the different social structure may face
the problem during the study at other place but a good learner easily adapts and
adjusts the environment of the class.
Learner’s characteristics are subject to his mental and intellectual growth
and development. Education and training are helpful to positive growth and
development. A good educationist takes the responsibility to himself of identifying
the characteristics of the learner and developing skills into him or her.

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A learner is always willing to learn and open for information. He has a broad
mental space and accepts the changes consistently. Their inquisitive nature
develops an urge in them for acquiring more and more knowledge from their
parents, siblings, neighbors, relatives, teachers, society and many more.
There is a difference between the interest and the attitude of learners. A
teacher always plays an important role to assess the learners for their interest and
aptitude so that they can guide according to their aptitude.
However, it is not possible for every learner to adjust in every situation as a

different learner has different characteristics of adjustment. Some learners easily
adapt to a classroom environment and some feel uncomfortable in the class
environment. So, a good learner should adjust according to the situation.
Motivation is an important factor for a learner to achieve their goals.
Learners differ in their capacity of motivation. Some learners are easily motivated
while some feel hesitation for a long time before they get motivated by their
instructors.
Some learners very quickly understand the questions and solve the
problems. If the learners solve the problems easily, it means the understanding
level of a learner is high as compared to another person who takes the more time
to understand and solve the problems.
Nervousness is the natural attribute of learners. If the learner feels
nervousness, it means that they have lack of knowledge about the things. It can be
removed with the help of the teaching learning process.

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