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Supervised by Dr. Nguyen Hoang Tuan

THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON

LEARNERS ORAL COMMUNICATION PERFORMANCE: AN EXPERIMENTAL STUDY AT VUS

MINISTRY OF EDUCATION AND TRAININGHO CHI MINH OPEN UNIVERSITY

Presented by Le Do Ngoc Hang

OUTLINE

Chapter 1 INTRODUCTION

Chapter 2 LITERATURE REVIEW

Chapter 3 RESEARCH METHODOLOGY

Chapter 4 DATA ANALYSIS & DISCUSSION OF FINDINGS

Chapter 5 CONCLUSION & RECOMMENDATIONS

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Chapter 1. INTRODUCTION

1.1 Background to the study

1.2 Statement of the problem

1.3 Objectives of the study

1.4 Significance of the study1.5 Structure of the thesis

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1.1 Background to the study

The role of English is remarkably increased.

Oral communication is the prerequisite to communicateeffectively.

Language teaching method currently implemented athigh school is not appropriately utilized for the purpose ofcommunication

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1.2 Statement of the problem

A lot of effort has been made to assist students to use thelanguage efficiently and effectively, but they are still unable toreach the expected proficiency necessary for effectivecommunication.

In spite of the fact that MOET have been implementing the newcourse materials embedded the CLT as the main teachingmethod, high school teachers seem not to be acquainted to it.

There is an inconsistency in the selection of English teachingmethod of VUS.

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1.3 Objectives of the study

1. To what extent does TBLT enhance learners oral communication performance at VUS?

2. What are learners attitudes towards TBLT?

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Research questions

1.4 Significance of the thesis

This experimental study will to a certain extent contribute to the development of quality of English

learning and teaching under the principles and guidelines of TBLT.

Investigate students attitudes towards learning with TBLT.

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1.5 Structure of the thesis

Chapter 1 INTRODUCTION

Chapter 3 RESEARCH

METHODOLOGY

Chapter 2 LITERATURE REVIEW

Background ObjectivesSignificance

TBLT

Oral communication

The research questions

ParticipantsInstruments and the procedures for data collection and analysis

Chapter 4DATA ANALYSIS

Chapter 5CONCLUSION

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Chapter 2 LITERATURE REVIEW2.1 Introduction2.2 Task-based Language Teaching2.3 Tasks and Language Learning2.4 Components and Typology of Tasks2.5 TBLT Implementation2.6 Criticism of TBLT2.7 Oral Communication2.8 Summary

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2.1 Introduction

TBLT

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2.2 Task-based Language Teaching

Theory of Language Theory of Language Learning

Integral role of meaningThree models: structural, functional and interactional Conversation

Active contribution Real communicationMeaningful tasksMeaningful language

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2.3 Tasks and Language Learning

Characteristics of tasksMeaningful interactionA communication purposeA sense of completeness

Goals of tasksFluencyAccuracyComplexity/ Range

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Goals

Activities

SettingsRoles

Input

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2.4 Components and Typology of Tasks2.4.1 Components of Tasks

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2.4 Components and Typology of Tasks2.4.2 Typology of Tasks

Nunan(1989)

Real-world tasks

Real-world tasks

Pedagogic tasks

Pedagogic tasks

Interaction

Jigsaw tasks Information-gap

tasks Problem-solving

tasks Decision-making

tasks Opinion

exchange tasks

Traditional knowledge hierarchies

Listing Ordering Sorting Comparing Problem solving Sharing personal

experiences Creative tasks

General focus

Information-gap Reasoning-gap Opinion-gap

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2.5 TBLT Implementation

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Advantages emphasize the balance of meaning and formprovide comprehensible input and productive output necessary for successful language acquisitionhelp learners self-recognize their active contributionfoster negotiation, modification, rephrasing, and experimentation essential in L2 learning.improve learners motivationprovide authentic language for real life communication

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2.6 Criticism of TBLT

Drawbacks A big challenge

Develop appropriate materialsKeep diversifying the teaching activitiesAdjust the language system

Time-consuming and effortful

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2.6 Criticism of TBLT

DefinitionOral communication is an indispensable tool forhuman being to interact and exchange information,feelings, beliefs, opinions, and get betterunderstanding about the whole world we are living in.

Components of oral communication performance

Linguistic competenceDiscourse competenceSociolinguistic competenceStrategic competence

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2.7 Oral Communication Chapter 3. RESEARCH METHODOLOGY

3.1 Introduction3.2 Research questions3.3 Research site3.4 Participants3.5 Research design3.6 Materials3.7 Data collection instruments3.8 Summary

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3.2 Research questions

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1. To what extent does TBLT enhance learners oralcommunication performance at VUS?

2. What are learners attitudes towards TBLT?

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3.3 Research site

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3.4 Participants

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3.5 Research design

Group

division

First time

(Time 1)

Treatment

(X)

Second

time

(Time 2)

Difference

Control group C1 __ C2 Cdifference = C2 C1

Experimental

group

E1 X E2 Edifference = E2 E1

Structure of experimental design

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3.6 Materials

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3.7 Data collection instruments

Survey data collection Questionnaire for students

Non-survey data collection Tests Classroom Observations

Chapter 4 DATA ANALYSIS & DISCUSSION OF FINDINGS

4.1 Introduction4.2 Analyzing data and interpretation4.3 Discussion of findings4.4 Summary

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4.2 Analyzing and interpretation

4.2.1 Learners achievement4.2.2 Learners attitudes4.2.3 Classroom observations

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Teaching methodPre-test Post-test

tp-

valueX S.D X S.D

Control group (GTM) 6.23 .795 6.28 .735 -.347 .732

Experimental (TBLT) 6.06 .816 6.60 .878 -3.396 .003

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4.2 Analyzing and interpretation

Table 9: Mean scores and standard deviations of the control and experimental group

4.2.1 Learners achievement

p < 0.05

Scoring RubricPre-tests Post-tests

t pX SD X SD

Fluency 15.39 2.535 14.96 2.439 1.417 .171

Accuracy 19.96 2.721 21.13 2.302 -2.598 .016

Grammar 6.65 1.112 7.57 1.161 -4.613 .000

Vocabulary 6.69 .926 6.78 .795 -.569 .575

Pronunciation 6.61 1.076 6.78 .795 -.890 .383

Comprehension 15.78 2.131 14.78 2.448 2.426 .024

Task Achievement 11.26 2.471 11.91 2.372 -1.589 .126

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0

5

10

15

20

25

Pre-test

Post-test

0

1

2

3

4

5

6

7

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Grammar Vocabulary Pronunciation

Pre-test

Post-test

Comparison of students pre-test and post-test scores of the control group

p < 0.05

PerformancePre-tests Post-tests

t pX SD X SD

Fluency 15.57 3.101 17.52 3.918 -5.017 .000

Accuracy 19.03 1.994 20.08 2.130 -1.300 .207

Grammar 6.30 .974 6.00 1.044 1.321 .200

Vocabulary 6.65 .714 7.57 1.160 -3.176 .004

Pronunciation 6.43 .843 6.52 .898 -.401 .692

Comprehension 15.30 2.244 16.52 2.826 -2.101 .0047

Task Achievement 10.39 2.388 11.96 1.718 -3.303 .003

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0

5

10

15

20

25

Pre-testPost-test

0

12

3

45

67

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Pre-testPost-test

Comparison of students pre-test and post-test scores of the experimental group

p < 0.0532

4.2 Analyzing and interpretation

4.2.2 Learners attitudesPre-task: interesting (82.6%)Task cycle: stringently followed the TBLT frameworkLanguage focus: help students use the words, phrases and patterns to get meaning across (73.9%)

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4.2 Analyzing and interpretation4.2.3 Classroom observations

Learners performancePre-task Task cycleLanguage focus

Teachers performancePre-task Task cycleLanguage focus

Learners achievementPost-test scores are far more higher than pre-test scores statistically significant via t-testsThree of four evaluated criteria except accuracy including fluency, comprehension and task achievement show upward tendency

Learners attitudesStudents showed their positive attitudes towards TBLT implementation

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4.3 Discussion of findings

Chapter 5 CONCLUSION AND RECOMENDATIONS

5.1 Introduction5.2 Fundamental conclusions5.3 Limitation and delimitation5.4 Recommendations for teachers of English5.5 Recommendations for further research5.6 Summary

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TBLT demonstrates its overall effectiveness in improving learners oral communication performance.Three of four evaluated criteria comprising of fluency, comprehension and task achievement have been showed to be statistically significant via t-test.The goal of TBLT towards the balance of fluency and accuracy is impossible to be fulfilled.Learners evidently take positive attitudes towards the implementation of TBLT.

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5.2 Fundamental conclusions

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Age range teenagersOnly at VUS district 4InterviewsFactors affecting TBLT implementation

experimental design implemented in this study is powerful enough to ensure the reliability of this thesis result

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5.3 Limitation and delimitationTasks should be not only appropriate tolearners English proficiency but also interest-arousing and curiosity-provoking.TBLT implementation framework

Pre-task: pictures and flash videos - fruitfulTask cycle: be laborious to form groups, keep timecounting backwards, and create a room for studentsself-recognize their own grammatical or lexicalmistakes via competitionLanguage focus: grammar implicitly presented, andpractice in appropriate contexts

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5.4 Recommendations for teachers

Variety of ages

Diversified kinds of education institutions

Integrated skills

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5.5 Recommendations for further research

Supervised by Dr. Nguyen Hoang Tuan

THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON

LEARNERS ORAL COMMUNICATION PERFORMANCE: AN EXPERIMENTAL STUDY AT VUS

MINISTRY OF EDUCATION AND TRAININGHO CHI MINH OPEN UNIVERSITY

Presented by Le Do Ngoc Hang