The Exploitation of TBL in Teaching Speaking Skills To 11th Graders in Hanoi High Schools, Suburb Area-A Casestudy-Le Thi Lan Huong-QH.1.E

Vietnam national university, Hanoi
University of languages and International Studies

Faculty of English Language Teacher Education
Le Thi Lan Huong
The exploitation of task-based learning

in teaching speaking skills to 11th graders
in Hanoi high schools, suburb area
A Case Study
Submitted in partial fulfillment of the requirements for the

degree of bachelor of arts (TEFL)
Hanoi, May-2010
Vietnam national university, Hanoi
University of languages and International Studies

Faculty of English Language Teacher Education
Le Thi Lan Huong
The exploitation of task-based learning

in teaching speaking skills to 11th graders
in Hanoi high schools, suburb area
A Case Study
Submitted in partial fulfillment of the requirements for the

degree of bachelor of arts (TEFL)
Supervisor: tran quynh le, M.A

The exploitation of task-based learning in teaching speaking skills to 11th
graders in Hanoi high schools, suburb area – a case-study
Acknowledgement
Most importantly, I wish to give my special acknowledgement to Ms. Tran

Quynh Le, my supervisor, who has made a significant contribution to the
success of this research. I appreciate her wonderful being, her patience with
my mistakes and the great care that she has given to me.
I would also like to thank Ms. Hoang Thi Kim Que, the teacher involved in
my case-study in Cao Ba Quat High school, who has played an important part
in data collection process. Her critical comments on the task design and
teaching profession are believed to be valuable for the case-study success.
Without her passionate devotion, the case-study could not have been done
successfully.
Besides, my heartfelt thanks would be given to Mr. Roger Bresnihan, Teacher

of English at British Council Hanoi, for his considerable support and
constructive comments on my lesson design.
It would not be a complete acknowledgement if I forgot thanking 11A1

students in Cao Ba Quat High school, five teachers involved in the interview
and other Grader students from Ly Thuong Kiet, Duong Xa, Yen Vien High
school for their valuable ideas and suggestions as well as their cooperation.
No acknowledgement would be complete without thanking my parents who

always encourage and take care about me. Their love and encouragement is
priceless, which inspired me so much in finishing this research.
I also want to give acknowledgement to the readers, who will spend their time
analyzing my paper and providing insightful comments.
Le Thi Lan Huong-06.1.E7 i

Abstract
“The exploitation of task-based learning in teaching speaking skills to
11th graders in Hanoi high schools, suburb area – a case-study” is a research
paper that focuses on measuring the effectiveness of task-based
implementation in Grade 11 speaking lessons. It is aimed at assessing the
feasibility of task-based employment in speaking lessons under basic teaching
conditions for Grade 11 students (mainstream English course book).
The study is carried out as a qualitative research which is undertaken in
three main phases. Other data instruments namely survey questionnaire,
classroom observation and interview are used to support the case-study. The
study completion is reached by answering three research questions. The study
is expected to give significant contribution to the English teaching
development with regard to the effectiveness of task-based method. The study
figures out the current situation of teaching speaking skills in Hanoi high
schools, suburb area, under basic conditions. More importantly, it also
presents the students’ development in speaking skills at perception level after
getting four consecutive task-based learning lessons. The findings are
supposed to be the sound foundation to develop task-based learning in
speaking skills. By this, it is hoped that more tangible benefits will be gained
in terms of speaking skill improvement.
All in all, the research is carried out with a view to providing broader
and more insightful view into the task-based method and its feasibility of
application to teaching speaking skills in high school.
Le Thi Lan Huong-06.1.E7 ii

Acceptance page
I hereby state that I: Le Thi Lan Huong, 06.1.E7, being a candidate for the
degree of Bachelor of Arts (TEFL) accept the requirements of the College
relating to the retention and use of Bachelor’s Graduation Paper deposited in
the library.
In terms of these conditions, I agree that the origin of my paper deposited in
the library should be accessible for the purpose of study and research, in
accordance with the normal conditions established by the librarian for the care,
loan or reproduction of the paper.
Signature
Date
Le Thi Lan Huong-06.1.E7 iii

List of tables, figures and abbreviations
Table and figures
Figure 1: Steps involved in the development of a pedagogic task 19
Figure 2: A framework for designing task-based lessons 19
Table 1. A classification of the five interviewed teachers according to their
schools and years of experience 26
Table 2: A description of the group participating in the case-study 27
Table 3. A classification the 84 surveyed students according to their schools

and level of English specialization 28
Graph 4.1: Students’ preference for A option as a characteristic of an

interesting classroom speaking activity. 42
Graph 4.2: Students’ preference for B option as a characteristic of an
Graph 4.3: Students’ preference for C option as a characteristic of an
Graph 4.4: Students’ preference for D option as a characteristic of an
Graph 4.5: Students’ preference for E option as a characteristic of an
Graph 5: Students’ preferences for consecutive TBL employment in speaking

lessons 49
Abbreviations
TBL: Task-based learning

TB: Task-based
Le Thi Lan Huong-06.1.E7 iv

Table of contents
Acknowledgement i
Abstract ii
Acceptance page iii
Chapter 1: Introduction 7
1.1. Statement of the problem 7
1.2. Aims of the study 8
1.3. Significance of the study 9
1.4. Scope of the study 9
1.5. Methods of the study 10
1.5.1. Data collection methods 10
1.5.2.Data analysis methods 11
1.6. Overview of the study 11
Chapter 2: Theoretical Background 12
2.1. Task 12
2.1.1.Definitions of task 12
2.1.2. Types of tasks 14
2.2. Task-based learning 16
2.2.1. Definitions of task-based learning 16
2.2.2. Design of task-based learning 16
2.3. Definitions of speaking skill 20
2.4. Case-study 22
Chapter 3: Methodology 24
3.1. Participants 25
3.1.1. Teachers of English 25
3.1.2. Grade 11 students 27
3.2. Data instrument 29
3.2.1. Questionnaires 29
3.2.2. Interviews 30
3.2.3. Classroom observation 32
Le Thi Lan Huong-06.1.E7 5
3.2.4. The case-study 33
3.3. Procedures of data collection 34
Chapter 4: Results and discussion 37

4.1. Research question 1: Kind(s) of activities teachers often implement and
level of TBL implementation when teaching speaking in class 37
4.1.1. Kind(s) of activities teachers often implement in speaking lessons 37
4.1.2. The level of TBL implementation in speaking lessons 40
4.2. Research question 2: How students’ attitude changes over a period of
four-week case-study 42
4.3. Research question 3: What difficulties faced by students when applying
TBL and what should be done to overcome these challenges 50
Chapter 5: Conclusion 56
5.1. Summary of findings 56
5.2. Limitations 57
5.3. Suggestions for further research 58
REFERENCES 60
APPENDICES 63
Appendix 1 Task-based lesson survey (Vietnamese and English versions)
Appendix 2 Students' questionnaire on TBL awareness (Vietnamese and
English version)
Appendix 3 Interview with teachers (Vietnamese and English versions)
Appendix 4 Interview with students (Vietnamese and English versions)
Appendix 5 Sample lesson plans in the case-study

Chapter 1: Introduction
This opening chapter is written with the view to presenting the overview of the
whole study. The statement of the problem and the rationale of the study
together with the aims and the scope are stated here in order to show the
researcher’s intention of conducting the study. Most of all, that the research
questions are addressed in this chapter is to work as the fundamental principle
for the author to carry out this study.
1.1. Statement of the problem

Speaking is regarded as one of the key outputs for English learners.
“of the four skills (listening, speaking, reading and writing), speaking seems
intuitively the most important: people who know a language are referred to as
speakers’ of that language, as if speaking included all other kinds of
knowing….Classroom activities that develop learners’ ability to express
themselves trough speech would therefore seem an important component of a
language course.” (Ur, cited in Nguyen (2004:3)). People are not able to
communicate in English if they cannot deliver their messages and make
themselves understood.
That the great proportion of Vietnamese high school students learning
English as their second language is not in proportion with their motivation and
opportunities to practice communicating in the target language was identified
by Hoang et al., (2006) and Nguyen (2007, cited in Nguyen, 2007:1). In other
words, Vietnamese high school students have hardly learnt English as a tool of
communication but a school subject. In Vietnam, English is normally taught
for students to help them deal with tests, exams rather than for
communication. Grammar-oriented teaching methods seem to be prevalent in
most language classes. Therefore, English skills, particularly speaking and
listening, though scheduled in the textbooks, are not paid much attention to.
Students are supposed to learn English by exercise completion, but not gaining
much for using English as a tool of communication. It is the disturbing fact
that has enlarged the gap mentioned above. As a matter of fact, solutions to
the problem are expected to be found out.
In an attempt to grapple with the problem, the use of task-based
method has been recommended and applied in some areas. Although study on
implementation of TBL activities in teaching has been conducted in Hanoi
University of Languages and International Studies; it is not the case with
speaking. Thus, seemingly, the fear or boredom of speaking is still common
among high school students, especially in mainstream classes. It is very likely
that students will gradually lose motivation in learning this skill, which is one
of the big teachers’ concerns for their students’ English acquisition. All of the
mentioned conditions, henceforward, have paved the way for the author to
carry out a research on “the exploitation of task-based learning in teaching
speaking skill to 11th graders in high schools in Hanoi – a case-study”
1.2. Aims of the study

First and foremost, the research is expected to investigate the current
situation of teaching speaking to 11th graders in high schools in Hanoi in order
to make out the teachers’ and learners’ roles in speaking lessons. Taking it
into careful consideration, the research would like to find out whether task-
based learning has been implemented in teaching speaking to 11th graders or
not. If already, a closer look would be taken at the ways task-based activities
are exploited in the lessons. The results of the implementation would be drawn
out to find the connection between task-based activities and English speaking
improvement. All in all, the study is projected to highlight the importance and
feasibility of applying TBL activities to teaching speaking to 11th graders. To
make a long story short, the objectives could be recapped into three following
research questions
1. What kind(s) of activities do teachers often implement when teaching

speaking in class and effects of the implementation on students’
perception of TBL?

2. How does students’ attitude change over a period of four-week case-
study?
3. What difficulties are faced by the students when learning with TBL
method and what should be done (by the teacher) to overcome these
challenges?
1.3. Significance of the study

The completion of the study is likely to make positive contribution to the
utilization of task-based method in speaking lessons. Up to this point, it is
believed that few studies have been conducted on this specific area up to this
point. As a result, the paper might be useful for a wide range of users,
particularly students, teachers as well as researchers who share the same
interest with this issue.
1.4. Scope of the study

Although TBL is not limited to any skills, this paper puts greater
emphasis on the techniques that the teacher could apply to speaking lessons in
their classroom without any changes in the unit aims and objectives and the
according effects. In other words, the ways to employ task-based activities in
speaking lessons on the basis of the unit aims and objectives would be shown
to level up the effects. As a result, the matter of textbook assessment is not
discussed in details in this paper.
In the second place, a case-study in Cao Ba Quat High School was
conducted during the data collection process in order to maximize the validity.
All of the collected data from that case-study is to show the feasibility of task-
based learning in 11th grade speaking lessons to high schools in Hanoi which
share the similar learning and teaching environment with Cao Ba Quat’s. In
other cases, the results would be changeable due to the differences from place
to place; however, the principal effects might be lasting for the similarities
among high schools in Hanoi.

1.5. Methods of the study
1.5.1. Data collection methods

Observation, interviews, questionnaires were all employed during the
process of data collection for the study. In particular, two sets of
questionnaires were utilized for 11th graders for different ways of employment.
One set was delivered to 47 students who experienced a case-study in task-
based lessons. The questionnaire is given out right after each lesson in order to
get their fresh feedbacks on each of the four lessons. The other one was
delivered to 84 students who did not involve in the case-study. The purpose of
this set is to reveal the state of the use of task-based in 11th grade speaking
lessons. Besides, two sets of structured interview questions were made to
gather more detailed information on the task-based exploitation. One set was
applied to five teachers to do the investigation into current situation of task-
based exploitation in their speaking lessons. One set was applied to five
students who involved in the case-study to get further information after they
had completed the questionnaire. Last but not least, the observation during the
lesson in TBL was also of vital importance for the author to collect the
students’ responses to each of the applied lessons.
As for the procedure, the research was undertaken in three main
phases. First, a questionnaire was sent out to 84 students from five different
high schools in the same area to find out their level of task-based lesson
exposure. In the same stage, an interview was made with five teachers from
the four high schools to investigate the current employment of task-based in
11th grader speaking lessons as well as obstacles preventing them from further
exploitation (if any). Second, the author carried out a case-study in a 11th
grader group in Cao Ba Quat High School. The author designed four speaking
lessons for the teacher to teach her students. A questionnaire, afterwards, was
distributed to students to collect the students’ feedbacks on each lesson. When
four lessons had been completed, an interview was made with five out of the
47 students to obtain further information from their responds in the

questionnaire. The participants were asked to explain for their interest in
application of the lessons. All in all, the procedure was carried out as carefully
as possible with a view of maximizing the validity and credibility of the study.
1.5.2. Data analysis methods
In the first place, the data were collected to answer the three research
questions. Specifically, all of the data gathered from interviews with five
teachers and a questionnaire for 84 Grade 11 students were used to answer the
first research question. The second and the third question were expected to be
replied to by making analysis of the questionnaire after each lesson, the
interviews with the teacher and five students involved in the case-study. The
synthesis of all findings were helpful to the implications of the study.
In the second place, the collected data were synthesized and
summarized into tables and charts in order to enable the broad and valid
comparison and generalization of the data. Tables are used to facilitate the
synthesis; whereas, the graphs are used to see changes in students’
development from time to time of the case-study. Last but not least, the most
critical data from interviews are repeatedly cited when necessary to support
the author’s implication during the data analysis process.
1.6. Overview of the study
The basic structure of the study
Chapter 1: Introduction
Chapter 2: Theoretical background
- Definitions of tasks
- Task-based learning
- Definitions of speaking
- Case-study
Chapter 3: Methodology
- Participants
- Data instruments
- Procedures
Chapter 4: Results and discussion
Chapter 5: Conclusion

Chapter 2: Theoretical Background
2.1. Task
2.1.1. Definitions of task

“Tasks” seem not to be a soft word in daily life if people view it as a
thing needed to be done. It is, however, not as serious as thought. Tasks are
activities which may be so close to our daily life that people forget to think
about its definition. According to Long (1985a, cited in Nunan, 2006), “a task
is nothing more or less than the things people do in everyday life”. Seeking
help from the dictionary, people may get a brief answer. For example, in
teaching, task is defined as : “an activity which is designed to help achieve a
particular learning goal” (Longman Dictionary of Language Teaching and
Applied Linguistic, 2002). In another dictionary, task is pinpointed with more
details as “a piece of work imposed, exacted, or undertaken as a duty or the
like, or, portion of study imposed by a teacher.) (Oxford English dictionary,
1989)
Going further, linguists have suggested a wide range of task
definitions. A task has been defined and seen from various perspectives in
language teaching literature for years. Notably, a number of experts are in
favour of viewing language acquisition as a procedure which consists of
various stages such as Prabhu. Identifying the “acquisition of a linguistic
structure is not an instant, one-step procedure”, he gave a definition of task as
follows:
An activity which required learners to arrive at an outcome from given

information through some process of thought, and which allowed teachers to
control and regulate that process, was regarded as a “task” (cited in Michael
& Graham, 2009)
That point of view is followed by a sub-division of a task which
comprises of pre-task and task proper. The former was “to let the language
relevant to it come into play” (Prabhu, 1984 cited in Michael & Graham,
2009) and the latter was “for the pupils to work on, usually individually”.
(Michael & Graham, 2009, p.35)
On the other hand, quite a few other experts tend not to give attention
to language acquisition itself, but its subjects and its participants, called
language learners. It is Candlin that gave his focus on the “learner and learning
processes and preferences, not the language or language teaching processes”.
He showed his opinion in a definition of task along those lines. A task is
regarded as:
One of a set of differentiated, sequenceable, problem-posing activities

involving learners and teachers in some joint selection from a range of
varied cognitive and communicative procedures applied to existing and new
knowledge in the collective exploration and pursuance of foreseen or
emergent goals within a social milieu. (Candlin, 1987, p. 10 cited in Michael
and Graham, 2009)
The above mentioned definition is said to be attached to “a view of

teaching as the transmission of preselected and predigested knowledge.”
(Michael and Graham, 2009, p.38) Sharing similar viewpoint, Breen (1987,
cited in Nunan, 1991) suggested that
A task is any structured language learning endeavour which has a

particular objective, appropriate content, a specified working procedure, and
a range of outcomes for those who undertake the task. ‘Task’ is therefore
assumed to refer to a range of workplans which have the overall purposes of
facilitating language learning – from the simple and brief exercise type, to
more complex and lengthy activities such as group problem-solving or
simulations and decision-making. (para. 8)
In spite of quite a few differences and various approaches, they all
share some criteria in common namely having a(n) goal/objective and being
“concerned with communicative language use in which the user’s attention is
focused on meaning rather than grammatical form.” (Nunan, 2006). In the
final place, the research would like to borrow a Nunan’s definition of task as
an indication of her agreement with his stance. It is, henceforth, the Nunan’s
definition of task that this paper refers to that term:
A task is a piece of classroom work that involves learners in

comprehending, manipulating, producing or interacting in the target
language while their attention is focused on mobilizing their grammatical
knowledge in order to express meaning, and in which the intention is to
convey meaning rather than to manipulate form. The task should also have a
sense of completeness, being able to stand alone as a communicative act in
its own right with a beginning, a middle and an end. (p.17)
2.1.2. Types of tasks

On the basis of different approaches, experts have suggested various
ways of classifying a task . According to Nunan, there are two main types of
task called “real-world (or target) tasks” and “pedagogical tasks”. Specifically,
the former mentions everyday language which is used in real life, outside the
classroom environment. Meanwhile, the latter refers to the tasks undertaken in
the classroom.
In the light of Long’s definition (1.1), tasks are far from language
exercises for the natures of tasks and their “non-linguistic outcome”. Nunan,
meanwhile, in one of his articles, supposed that when being converted from
the real world into classrooms, tasks became “pedagogical in nature”. Making
that point more clearly, he cited a definition of pedagogical task along these
lines:
…an activity or action which is carried out as the result of processing or

understanding language (i.e. as a response). For example, drawing a map while
listening to a tape, listening to an instruction and performing a
command may be referred to as tasks. Tasks may or may not involve the

production of language. A task usually requires the teacher to specify
what will be regarded as successful completion of the task. The use of a
variety of different kinds of tasks in language teaching is said to make
language teaching more communicative … since it provides a purpose
for a classroom activity which goes beyond the practice of language for its own
sake. (Richards, Platt & Weber, 1986, p. 289).
Looking from another perspective, Estaire and Zanon with regard to

broad task definition on the basis (1994, cited in Littlewood, 2004) put tasks
into two main categories called “communication tasks” and “enabling tasks”.
The previous term refers to the fact that learner’s attention is drawn to
meaning rather than form. On the other hand, the latter points out that the
focus is shifted to linguistics aspects namely grammar, vocabulary,
pronunciation, functions, and discourse.
In addition, Willis also gave out another way of classification. She
provided a number of specific kinds of tasks which can be helpful for teachers
to design and follow. According to Willis (1996), there are six main types of
task as follows: listing tasks, ordering and sorting, comparing tasks, problem
solving tasks, sharing personal experience tasks, creative tasks. (cited in To,
2006)
In her study, Nguyen (2007) pointed out that Willis had sorted these
types of tasks on the basis of difficulty level, that is from the easiest to the
most challenging, listing tasks and creative tasks, respectively. On the other
hand, To (2006) supposed that the six types of tasks could be divided into two
main types namely pedagogical and real-world tasks. For the sake of cohesion
and clarity, the research has agreement with Nunan on his classification of two
main categories, namely pedagogical and real-world tasks. Thus, she will
adopt his viewpoint with some alternation suggested by To to design all of the
tasks in the case-study as pedagogical ones.

2.2. Task-based learning
2.2.1. Definitions of task-based learning
Task-based learning has been mentioned in various research papers as
well as articles on English language teaching as a practical-oriented method.
According to Frost, it is stated that
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 happens as the students complete it.
(para. 4)
The method is defined as the one in which “learning is fostered through
performing a series of activities as steps towards successful task realization”
(T-kit Methodology, cited in Nguyen, 2007). That is to say, students are
empowered to develop their English specialization. They acquire English
skills by having closer relation between the study and real situations. In
particular, students are placed to communicate successfully by completing
everyday tasks, even if the simulation.
2.2.2. Design of task-based learning

In this part, the author would like to present other researchers’
viewpoints in task-based lessons design including learner and teacher roles, as
well as sequence of tasks.
2.2.2.1. Teacher’s roles and learner’s roles
Regarding the learner and teacher roles, they are summarized in the
table below as the work contributed by Richards and Rodgers (2001),
Scarcella, Honeyfield (1993), Nunan (1989) and Oxford (1992).

Teacher’s roles Learner’s roles

- selector/sequencer of tasks - Group participant
- preparer of learners for - Monitor
tasks - Risk-taker/innovator
- pre-task consciousness - Strategy-user
raiser about form, guide, - Goal-setter
nurturer, strategy- - Self-evaluator
instructor - Task-analyzer
- provider of assistance
The case-study conducted in the research is expected to empower the

students the role of a group participant, monitor, risk-taker/innovator, task-
analyzer and self-evaluator. Meanwhile, the teacher is supposed to take all the
four roles above.
2.2.2.2. Sequence of tasks
Researchers on task-based learning and related aspects have worked
hard on this issue and achieve different outcomes. According to Richard and
Rodgers (2001) and Willis (1996a, 1996b, 1998), the sequence is comprised of
“a natural series of stages, such as preparation for the task (pre-task), the task
itself, and follow-up (post-task).” (cited in Oxford, 2006). Going further,
Willis offers a more detailed sequence in this way
- Pre task: introduction to the topic and task
- Task cycle
• Task planning
• Doing the task
• Preparing to report on the task
• Presenting the task report
• Language focus-analysis and practice (focus on form)
In Nunan’s model (2004), however, he points out that a task-based syllabus
contains six stages as follows
- Schema building
- Controlled practice embedded in a context (unlike traditional
controlled practice)
- Authentic receptive skills work
- A focus on form (lexical and/or grammatical)
- Freer practice (communicative activities)
- The (communicative) task itself (p.111)
The two approaches above may be different in details; however, they
seem to share the three- phase procedure which are pre-task, while-task and
post-task.
On the other hand, some other researchers suppose that if the syllabus
is designed in Nunan’s model, it should be task-supported learning rather than
task-based learning. Specifically, Long and Crookes said that task-based
learning was expected to include “tasks in a syllabus where elements of
linguistics form were not specified, where tasks were not seeded with
language for students to notice, and where language form was opportunistic
rather than part of task design. Concerning that viewpoint, the author believes
that if language form is opportunistic rather than part of task design, the
achievement will not be obtained systematically, which may be not effective
in long-term syllabus. Particularly, the class size in Hanoi’s high schools is
very big (for a language class), 45 students or more, the teachers could hardly
have good classroom management to deliver such kind of TBL lessons.
Furthermore, the selected students tend to be reliant significantly on the
teacher in the traditional method from the specific language areas to the
structures of speaking performance. Consequently, if the students are given
much freedom to deal with their tasks-a sudden change-they seem not to have
clear direction, which is said to have negative motivation on them at the

beginning. That is the reason why the author is in favour of Nunan’s model
and Rod Ellis’ as follows:
Procedure Example Rationale
1. Identify target Giving personal To give learners the
task information in a job opportunity to develop
interview language skills relevant to
their real world needs
2. Provide model Students listen to and To provide learners the
extract key information opportunity to listen to and
from authentic/ simulated analyse ways in which native
interview speakers or users of the target
language carry out the target
task
3. Identify Manipulation drill to To provide learners with
enabling skill practice wh-questions with explicit instruction and guided
do-insertion practice in these grammatical
elements needed to perform
the target task
4. Devise Interview simulation using To provide learners the

pedagogic task role cards opportunity to mobilize their
emerging language skills
through rehearsal
Figure 1: Steps involved in the development of a pedagogic task (Nunan, 2006)
Phases Examples of options
A. Pre-task o Framing the activity (e.g.
establishing the outcome of the task)
o Planning time
o Doing a similar task
B. During task o Time pressure
o Number of participants
C. Post-task o Learner report
o Consciousness-raising
o Repeat task
Figure 2: A framework for designing task-based lessons
(R. Ellis, The Asian EFL Journal Quarterly September 2006, 8(3), p.20)
The researcher is in favour of Nunan in terms of supplying language
input before taking the task. That is to say, she also finds it reasonable to teach
language first, then use it to perform a task later. The language can be viewed
as one kind of data inputs for learners in the first step. By providing a model
before undertaking the task, the teacher presents not only useful language but
also a task structure. However, Nunan did not provide separate phases as
clearly as Ellis did. That is the reason why the researcher takes the framework
suggested by Ellis as the model to design task-based speaking lesson in her
case-study. The clear division of three main phases is helpful to the teacher to
teach and the author to keep track of the lesson. The author, hence, has
followed the two frames to design her lessons, which will be presented later in
the data collection part.
2.3. Definitions of speaking skill

Almost all of people speak to communicate with one another in our
daily life. Seemingly, the popularity of speaking tends to make us forget the
concept that we often call the definition of speaking. This ignorance ended in
the unawareness of speaking skill definition. Many of them may view
speaking as the natural ability without much practice or training; however, it
turns out to be different from the thought, particularly in the second language
acquisition. Therefore, the author is likely to have a discussion on speaking
skill definition instead of only speaking itself. In this study, speaking is
viewed as a skill rather the speaking itself.
In the first place, the notion of speaking skill should be reviewed in
different methods of second language teaching under a variety of theories and
viewpoints. In Grammar-translation method, the concept of speaking skill
seems to be absent for the theory is that “students acquire a foreign language
by learning and explaining grammar rules” and the method is on the basis of
language study and written exercises rather than real life communication and
speech (To, 2009). Meanwhile, in Audio-lingual method, speaking concept

tends to have a so-called important change when the communicative
competence and focus on aural/ oral skills are at top priority of overall goal.
However, speaking skill in this method is formed by a process of habit
formation and overlearning, not naturally. In Communicative Language
Teaching (CLT), there has witnessed a dramatic change in the concept and
importance of speaking skill. It is said that the foreign-language teaching is to
“prepare learners to be able to use the language” (Bygate, 1987). As a result,
speaking skill is said to receive consideration as adequate as other skills due to
the fact that it serves for the communicative purpose to achieve an outcome.
In the second place, back to the definitions of speaking, Bygate (1987)
said that
Speaking is often thought of as a “popular” form of expression which uses the

colloquial register: Literary skills are on the whole more prized. This relative
neglect may perhaps also be due to the fact that speaking is transient and
improvised, and can therefore be viewed as facile, superficial or glib. And
could it be that the negative aspects of behaviorist teaching techniques….
On the other hand, Mackey (1965) supposed that
Oral expression involves not only [….] the use of the right sounds in the
right patterns of rhythm and intonation, but also the choice of words and
inflections in the right order to convey the right meaning.” In conclusion,
they had common in the following concept that speaking is the expression by
sounds and involves the choice of words and reflection.
As a matter of fact, the definition of speaking skill is based on the one

of speaking. In “Speaking” (Bygate, 1997), the author continued to give his
concept about speaking skill. From his point of view

Speaking is, however, as skill which deserves attention every bit as
much as literary skills, in both first and second languages. Our learners often
need to be able to speak with confidence in order to carry out many of their
most basic transactions. It is the skill by which they are most frequently
judged, and through which they make or lose friends. It is the vehicle par
excellence of social solidarity, of social ranking, of professional advancement
and of business. It also a medium through which much language is learnt and
which for many is particularly conducive for learning. (p.3)
Briefly speaking, it can be said that speaking skill is vital in learning

one language. It is formed in the long time, with basic ability condition of
learners and should be used for communication rather than study. In this
research, speaking skill is viewed from the CLT method’s viewpoints for task-
based learning is part of CLT.
2.4. Case-study
Believed to be an effective instrument in qualitative research, case-
study has been used in various fields, to a wide range of participants. It is said
that case-study “allows you to see theoretical ideas working in the real world”
(Hutchinson, 2005). Specifically, in this paper, the case-study will be
approached from the linguistics viewpoint.
According to Duff (2008), “most definitions of case study highlight the
“bounded,” singular nature of the case, the importance of context, the
availability of multiple sources of information or perspectives on observations,
and the in-depth nature of analysis.” In spite of sharing similar understanding
of including the in-depth nature of analysis, several other researchers did give
different explanation on case-study research. It is regarded as “the in-depth
study of instances of a phenomenon in its natural context and from the
perspective of the participants involved in the phenomenon” by Gall et al.
(2003). Meanwhile, Creswell (1998) defined that “a case study is an
exploration of a “bounded system” or a case (or multiple cases) over time
through detailed, in-depth data collection involving multiple sources of
information rich in context.” The researchers gave different details in their
definitions, but it seems to be that the key principles are boundedness or
singularity, in-depth study, multiple perspectives or triangulation,
particularity, contextualization, and interpretation (Duff, 2008, p. 23). In
short, the author conducted the case-study on the basis of the key principles
and in favour of Creswell’s definition, particularly with reference to in-depth
data collection involving multiple sources of information rich in context.
Specifically, in this research, the subject of the case-study is limited to only
one group of 47 grader 11 students and their teacher of English. Afterwards,
the results are discussed as thoroughly by various data instruments
(questionnaire, classroom observation and interview), with the insiders and
outsiders. The outcomes are practical to a specific group of participants, but
can be applied to other subjects sharing the similar conditions. Lastly, the
interpretation on the basis of the previous stages is given.
The procedure to conduct a case-study, especially a linguistic case-
study, is shown in the below figure. In general, the author followed Duff’s
model when conducting the case-study (with some adaptation to match the
real situation).

Figure 3: How to conduct a case study:
crucial components, steps, and interactions.

Chapter 3: Methodology
In the last chapter, the literature review was undertaken as a theoretical
background for the researcher to conduct the whole study. Regarding the
practical aspect, this research was carried out as an action research on the basis
of practical methods of data collection and analysis so that the validity and
reliability would not be questioned.
3.1. Participants
3.1.1. Teachers of English

““The exploitation of task-based learning in teaching speaking skills to
11th graders in Hanoi high schools, suburb area” is set as the title for the
whole study, thus the teachers are undeniably important in the data collection
process. The study involves the participation of one teacher in the role of
giving the lesson in TBL approach. Yet, other teachers of English are called
for sharing of experience and contributing to the lesson in some way. Given
that, the author could have closer view to the current situation, which is
helpful to the answer the first research question.
In spite of the fact that the number of teachers involved in the data
collection process was restricted caused by time-limitation and the author’s
inability to approach more participants, the teachers were picked up as
representatives for a specific case-study. There are six teachers taking part in
this part in total. One teacher took part in the case-study, adopting the new
method in her speaking lessons for one group of students. The other five
participated in the interview with a view to clarifying and assessing the current
situation of teaching speaking in their schools. The five teachers gain similar
qualification with the teacher engaged in the case-study, but have difference in
teaching experience and the students’ quality. Personal experience of the
teachers is taken into careful consideration as a crucial factor in the project.
The selected teacher under investigation is an experienced teacher with eleven
years of teaching English. Considered to be a respected teacher (she got the

first prize of Good Teacher of English Contest in 2009), she is always
concerned with how to improve her students’ speaking skills. Undoubtedly,
she had strong commitment in getting involved in the case-study.
The selection of teachers was on purpose in terms of the teaching
experience with a view of presenting a wide range of views on the same issue.
The young teachers were assumed to reflect the level of new and updated
knowledge (after graduation) applied to teaching job in reality. The older ones
would reveal their experience gained from a number of years in teaching job.
The oldest one was engaged to show their long experience in teaching;
however, she tends to be restricted in the way of teaching with few updates
and little adaptation. In short, the variety of the teachers’ working experience
is to present alternative viewpoints on the current situation of teaching
speaking in their schools and the feasibility of task-based learning
implementation there.
Years of Number of Name of Location (District in
experience surveyed teachers schools Hanoi)
3 1 Cao Ba Quat Gia Lam

4, 14 2 Duong Xa Gia Lam
8 1 Ly Thuong Kiet Long Bien
5 1 Yen Vien Gia Lam
Total 5
Table 1. A classification of the five interviewed teachers according to their schools

and years of experience
Furthermore, location and working conditions are also of high
importance to the project development. The two factors are assumed to have
strong impacts on the ways of teaching, specifically their methods. The five
teachers come from high schools in suburb districts in Hanoi. They share
similar teaching environment such as basic facilities provided, moderate
attention to English specialization, to name a few. The teachers were selected
under the similar conditions to examine the issue to a specific subject.
3.1.2. Grade 11 students
Not only are the students the subject of the project, but they also play
an essential role as project participants in the case-study. A group of students
at Cao Ba Quat High School took part in the project as the subject. They
represent for mainstream students whose English study is mainly aimed at
passing graduation exam. They participated in four task-based learning
speaking lessons in four consecutive weeks at the beginning of the 2nd
semester. All of the lessons (from unit 10 to unit 13, Tieng Anh 11 course
book, p.114-p.153) were designed by the author. In general, the selection of
the tasks is said to be anchored in the common ground of feasibility. That is to
say, the tasks must be aligned with the English syllabus predetermined by the
Ministry of Education and fulfill the fundamental aims and objectives in each
unit in terms of the themes and topics. Also, they should be suitable for and of
interest of 11th grade students. After four lessons, five of students were invited
to attend a face-face interview with the researcher to allow her to evaluate the
lesson as well as to have their feedback on it. The students were selected on
the basis of their performance to have better critical reflection on the method
employment. One of them could hardly use English in the lessons, the other
four exploited English to the full.
Level of English specialization: Pre-intermediate (upper)
Number of students: 47
Class description: a group of best selected students learning advanced
science textbooks: 20% of the students had average scores of English from
8.0 to 10.0, 70% from 6.5 to nearly 8.0 and 10% from 5.0 to nearly 6.5.
They are expected to achieve around 250-400 words and expressions
related to 25 themes they learnt. Besides, they have completed present
tenses, all types of conditional sentences and a number of sentence
structures in grammar section.
Table 2. A description of the group participating in the case-study

Furthermore, 84 students from other classes (and schools) were
involved in the project through doing a survey. They come from Cao Ba Quat
and three other schools (Ly Thuong Kiet, Duong Xa and Yen Vien) which
share the similar learning conditions. The students undertook the survey in
order to be of assistance to answer the question of current situation of studying
speaking in class and the fact of task-based learning (TBL) implementation
there. In short, the students play a vital role to help the author answer all of
three research questions.
For a number of reasons, all the students taking part in this project are
11th graders using mainstream English textbook. First, to some extent, they
have gained some receptive as well as productive skills in the high school
learning environment after one year, which is not the case of 10th graders. In
other words, they are expected to have some basic knowledge of learning
English skills instead of dominated-grammar English in secondary schools.
Second, the students are from mainstream classes, not advanced program as
the project is expected to increase the scale of application. In addition, the
method is supposed to be proven to be applicable even in the fundamental
curriculum, wide-ranging program, not only in specialised classes. In
conclusion, the selection was made with a view to maximizing the project
validity and reliability.
Level of English Number of Name of school Number of
specialization schools students
Pre-intermediate 2 Cao Ba Quat 20
(upper) Duong Xa 17
Pre-intermediate 2 Yen Vien 19
(lower) Duong Xa 12
Elementary 1 Ly Thuong Kiet 16
Total 4 84
Table 3. A classification the 84 surveyed students according to their schools and
level of English specialization
The classification is based on the students’ English result last semester.
As for the pre-intermediate level (upper), the student gain similar
achievements as stated above. Regarding the pre-intermediate level (lower),
the percentages are lower as follows: 15% of the students had average scores
of English from 8.0 to 10.0, 75% from 6.5 to nearly 8.0 and 10% from 5.0 to
nearly 6.5. With regard to the Elementary level, the results are 8% of the
students had average scores of English from 8.0 to 10.0, 65% from 6.5 to
nearly 8.0, 20 % from 5.0 to nearly 6.5 and 7% below 5.0.
3.2. Data instrument

In order to limit the invalidity and unreliability of the case study,
interviews, questionnaire, class observation were employed as means for
collecting data.
3.2.1. Questionnaires
Viewed as one of the most suitable ways to investigate a considerable

number of participants, questionnaire tends to be of advantage (due to several
drawbacks in terms of validity). In the whole study, two questionnaires were
employed for 11th grade students. The first one was delivered to students who
did not participate in the case-study. It was aimed at collecting students’
opinion on ways of learning speaking in class so that the author could
investigate the current situation in the surveyed schools. The second one was
used after every lesson within the case-study project with a view to collecting
students’ feedbacks on the lesson, which was useful for the next lesson’s
adaptation. As a result, the subject of this set was students involved in the
case-study, or the participants students.
With regard to the first questionnaire, which consists of five closed-

ended questions, the questions are heading for students’ understanding of and
experience in task-based learning method. In the questionnaire, the first four
questions were used for all 84 participants without any classification; whereas,
the two last questions were used for students who had experienced the method

more or less. The questionnaire design is simple so as to collect additional
information to answer the first research question.
The second questionnaire is comprised of seven questions including

both closed-ended and open-ended questions. All the questions focused on the
students’ reaction to each task-based lesson. Especially, the open-ended
questions ask them to write down their own opinions for further adaptation. In
this questionnaire, one question about the stability of project development was
included to consider the long-term implementation of task-based learning in
speaking lessons. The questionnaire design is aimed at full exploitation of
information collection from the participants.
In spite of the obvious differences, the two questionnaires do support

each other as the study progresses. The large-scale questionnaire was carried
out to investigate the current situation of learning speaking and use of task-
based learning in the surveyed high schools, giving answer to the first research
question (what kind(s) of activities do teachers often implement and the level
of TBL employment in speaking lessons?) The results were used to support the
case-study in Cao Ba Quat High school for further application. As a result, the
feedback survey was designed with regard to the other’s outcomes in order to
have practical and valuable contribution. Accordingly, the second set was
helpful to answer the third research question for better development (What
difficulties faced by students when applying TBL and what should be done to
overcome these challenges?) All in all, the two questionnaires are believed to
be the strong connection throughout the two research questions.
3.2.2. Interviews
Interviews played a crucial role in the study completion, especially

data collection process. In this research, not only was it used as part of the
survey completion, but according to Johnston (1985) it also was used to “seek

data on stages and processes of acquisition” (cited in Pham and Luong, 2008,
p.51).
There are also two sets of interviews, one for teachers and one for
students. The first set was used to get five teachers’ opinions on task-based
learning as well as their ideas about speaking activities in class. The second
set was employed to collect students’ ideas about the four lessons and
preferences for the use of the method in the case-study. Thus, the subject of
the set was students involved in that case-study. Unlike the questionnaire with
mixture of open-ended and close-ended questions, the interviews were carried
out with just open-ended questions. It was heading for a variety of ideas from
the participants to provide different perspectives on the same issues. The
interviews were structured in advance to keep the research aims and direction,
for example the author’s intention of making an interview to clarify a unclear
problems. The structured interview might be of disadvantage to some extent;
however, the interviewees were kept separately from one another to minimize
the weakness as much as possible. In this way, the instrument was employed
to maximize the effectiveness.
With regard to the first set, the participants were teachers from four
schools (stated in Table 1, 3.1.1) with different years of teaching experience.
As mentioned above, the aim of the first set was to collect teachers’
viewpoints on the task-based learning employment and get information about
their roles in speaking lessons in general. As a matter of fact, the questions of
the interview could be divided into two main parts, namely the description of
their methods and their comments about task-based learning. Concerning the
description part, the teachers were asked to clarify and explain their
organization of the speaking activities in class. They were expected to talk
about how they structured a speaking lesson, specifically by what sorts of
activities. As for the comment part, the teachers were entitled to show their
understanding of and have the conception of the task-based learning in general
and its practicality in class exploitation. They were assumed to give their
personal opinions on the use of task-based learning in speaking lessons under
their working conditions. To recap it, the first set of interviews in combination
with the questionnaire for students (3.2.1.) was utilized to answer the first
research question.
The second set was carried out with a group of five students after they
participated in the lessons using TBL. They were involved in the interview to
give more detailed feedbacks on the method employed. The questions were
given to encourage the students to speak out their own ideas about the lesson
effectiveness and to help the researcher know more about their perceptions of
the method. The informal talking environment was established in order to
create a comfortable feelings for the students, which encourage them to
produce, the most sincere and truthful responses . Together with the second
questionnaire (3.2.1), the interview was conducted to answer the second and
third research questions about the results of TBL implementation in speaking
lessons.
3.2.3. Classroom observation
“Classroom observation helps to make educational research more

accessible and practical” (Hoang & Nguyen, p.55, 2006 cited in Nguyen, p.38,
2007). In particular, the classroom observation was done by the researcher in
four lessons in this project. In spite of the modest number of observer (only
the author), the observation was taken seriously on the basis of note-taking
form, which includes the task goals, the task, the teacher’s activity, the
students’, particularly the students’ reaction to the task and their interaction
were taken note carefully. That is to say, the observation was helpful to not
only the lesson adaptation but also the measurement of the implementation
results.

3.2.4. The case-study
Hutchinson (p.26, 2005) stated that case study “allows you to see
theoretical ideas working in the real world”. Additionally, the author would
like to evaluate the outcomes of TBL employment in real classroom
environment in high school in Hanoi, so she decided to conduct a case-study
as main part of the data collection.
The case-study was carried out in a group of grade 11 students at Cao

Ba Quat High school. It is in the suburb of Hanoi, around 14 kilometers far
from the city center. The learning environment is at the basic level in terms of
facilities. Apart from the fundamental necessities, they are equipped with
screen and a projector. The group taking part in the case-study is in the same
trend with advanced science subjects curriculum students who do not pay
much attention to English study.
The case-study was conducted on with great efforts and careful

consideration to the TBL framework in lesson and task design. It was done in
four consecutive weeks right at the beginning of the second semester . All the
tasks included in the case-study was pedagogical tasks classified by Nunan
(2006).
Taking place uninterruptedly in four weeks, the case-study did produce

some outcomes that would be gathered and analysed in the next chapter. Other
data instruments were used along with the case-study namely the feedback
form (the first questionnaire set), the classroom observation and the interview
with the engaged teacher and students to gave more comprehensive analysis.
The selection of case-study as the major data collection instrument was

done for a few reasons. Originally, it was rooted from the researcher’s interest
in applied TBL as the Duff’s viewpoint (2008, p.17). Besides, the author
would like to investigate the current situation of speaking skills acquisition in

Hanoi high schools, but the area provided with fundamental facilities, to know
how effective it is. Therefore, it was expected to build up the program from
the basic conditions to measure the feasibility of TBL employment in such
environment. The author suppose that TBL implementation is not impossible
to do in the high schools in Hanoi provided that the teacher is aware of the
feasibility and contribute efforts to take on the so-called new method.
3.3. Procedures of data collection
Broadly speaking, the whole process of data collection could be divided

into three main phases as follows:
• Phase 1
The first phase was the background for data collection process. It was
carried out to address the current issue before starting the case-study.
A pilot questionnaire was distributed to get participants’ responses to
the survey effectiveness, then a the final draft was formed and delivered. In
the meantime, the structure of the interview for the five teachers was created.
Afterwards, it was held with five teachers, keeping a separate slot for each. On
the basis of this phase, the author would get data and have understanding of
the issue to design lesson plans for the case-study in the next phase.
• Phase 2
The phase started with the first lesson plan designed for Unit 10,
Speaking section (English course book, p.118). During the design period, the
knowledge and theory of TBL, types of tasks, sequence of tasks were acquired
to help the author be well-equipped in dealing with the issue. A number of
sample lessons planned by Willis (2006), examples illustrated by Nunan
(1998, 2005) and Branden (2006) were taken into careful consideration when
the author designed the lesson plan. Owing to the teacher’s cooperation, the
author could have suitable adaptation in terms of the difficulty level, and ways
to provide achievable language inputs. The final draft was discussed with the
teacher before being taught in class. After each lesson, a feedback form was
distributed to the students to get their responses so that the author could make
revision to the next lesson. Subsequently, the next lesson was designed with
the teacher’ constructive comments . The process was repeated for all of four
lessons, which is shown in the following diagram:
The T’s comments
Unit 10 Lesson plan design
Classroom
observation
Repeatedly Unit 10 deliver
Ss’ feedback form

Unit 10 revision
…….
Unit 13 revision
classroom results and discussion
Diagram 1: Procedures of the case-study
Phase 3
The third phase was conducted with five students selected from the group of
students involved in the case-study. After the case-study had been delivered,
the feedbacks and classroom observations were synthesized so that the author
could detect unexpected outcomes (if any). In fact, several blurred answers
were collected in the feedback form, requiring the research to justify by
holding an interview with five students.

Lastly all the data capture was synthesized and discussed in details.
In a nutshell, the whole procedures of data collection could be summarised in
the diagram below:
Students’ questionnaire design Expected structure to the
Teachers’ interview
Pilot questionnaire
The teachers’ interview conduct

Students’ questionnaire
Data collection and short

answer to Research question 1
Lesson planning to the case-

study design
Classroom observation
A case-study conduct and
revision: 4 lessons taught
Ss’ questionnaire to
get feedbacks after
Expected structure to the Ss’
each lesson
interview’s preparation
Ss’ interview conduct
Diagram 2: Procedures of data collection
Data analysis and full answers to the three

Research questions

Chapter 4: Results and discussion
In the previous chapter, the methodology applied in this study was elucidated
in details. In particular, the choice of the instruments, participants and the
process of data collection and analysis was described and justified clearly and
rationally there. In this chapter, the data will be summed up and analyzed,
which is needed for the further results discussion. It is aimed at providing the
answers to three stated research questions. It should be noted that all the
analysis will be used to establish the connection between previous studies
and/or work in the same field and this study. By this way, the significance of
the research will be grasped.
4.1. Research question 1: Kind(s) of activities teachers often implement

when teaching speaking in class and effects of the implementation on
students’ perception of TBL
4.1.1. Kind(s) of activities teachers often implement in speaking lessons
Because of various reasons, especially the unfavourable conditions and

demanding and strict requirements in terms of curriculum progress and rate of
students passing the graduation exam , the teachers are inclined not to give a
variety of activities, but the provided or suggested ones from the textbook.
Nevertheless, several sorts of activities, some called tasks, have been
undertaken by the teachers in surveyed schools to have appealing lessons. The
types of activities were summed up based on the frequency of employment in
the following graph.

Ways of learning speaking in class
50 45
45
39
40 36
Number of opnions
35 32
Never
30
rarely
25
18 17 18 sometimes
20 15
13 14 14 usually
15 11
9 8 8
10
5 1
0
1 2 3 4
Ways of learning speaking
Graph 1: Ways of learning speaking in class

1: Do exactly what is designed in the textbook
2: Do activities in the textbook, have a little adaptation occasionally
3: Just keep the topics, do newly designed activities from other sources
4: Not sure for not concerning about the speaking lessons
The graph depicted how speaking lessons had been taught in class
from the students’ point of view. Clearly, it could be seen from the graph that
the most preferably used way was reliance upon the textbooks whatever the
kind of an activity is and however effective it is. A large number of students
thought that they had learnt speaking by doing exactly what was designed in
the textbook. In particular, the frequency was very high, with 45 opinions of
Usually, the greatest number; whereas only nine opinions were of Never. On
the contrary, few students were in agreement with the idea of Usually being
provided with supplementary and extra activities in the lesson (based on the
topics from the textbook) (1 opinion), meanwhile, 36 opinions of Never. The
statistics tend to reveal that the students are bounded by the textbook for most
of the time from their viewpoint. In other words, the teachers followed the
textbook so closely that little adaptation to satisfy the students’ tastes is
adopted. The fact could be supported by the results shown in the second way
of learning speaking in class, Do activities in the textbook, have a little
adaptation occasionally. Quite a few students told that they normally carried
out the activities in the textbook and received the adaptation for a couple of
times. Specifically, nearly half of opinions (32 out of 80) are of Sometimes
with regard to the frequency. That is to say, they are not absolutely isolated
from the adaptation, but it is not on regular basis. It can be said that textbook
activities are dominant in speaking lessons.
In conclusion, according to students, the frequency of speaking lessons

filled with textbook activities is relatively high. They might get adapted
lessons with extra activities occasionally. That fact will not be in line with the
idea of needs for textbook adaptation, either for the better or not, for it is not
the case of this study. The fact is used to figure out types of activities students
do in speaking lessons to prove that students will get more benefits in TBL
speaking lessons.
Meanwhile, from the teachers’ point of view, they shared a few similar
ideas with the students in that aspect such as often doing the designed
activities in the textbook. In the interview with five teachers, the author did
gain more information about this aspect.
Among five interviewed teachers, only one teacher usually followed

the textbook closely, doing exactly designed activities in the textbook,
whereas, the other four teachers often use the activities in the textbook with
some adaptation occasionally. That is to say, the interviewed teachers and
surveyed students share the idea of being reliant on the textbook for most of
the activities in common. Regarding the adaptation, all the four teachers did it
with the view to giving the students more motivation and more chances to
speak. From the teachers’ viewpoint, they, however, did not succeed in
reaching that goal for the reasons caused by the students namely their fear of
speaking, their passiveness. At this point, the concern is about the teachers’
and students’ roles affecting the lesson effectiveness rather than the activities

themselves. In short, the key to improving the effectiveness of a speaking
lesson (by measuring the students’ engagement and progress) is not only the
activities but also how the teachers and the students undertake them.
4.1.2. Students’ perception of TBL in speaking lessons
Students' level of TBL exposure
5 1
6% 1%
39 1
47% 2
3
39 4
46%
Graph 2: Students’ level of TBL exposure

1 Number of students not knowing about TBL yet
2 Number of students knowing about TBL, but not learning yet
3 Number of students learning TBL in an extra-English class
4 Other ideas
The chart gives an overview of how much students have experienced

TBL in their English study process. Noticeably, according to surveyed
students, they had few chances to approach TBL.
The four levels of TBL exposure could be separated into two main
divisions namely students without TBL practice and students with TBL
practice. Evidently, there is a big gap between the two main big divisions.
From the chart, it is clear that students found TBL employment new in their
speaking lessons. It is shown that the number of students who had known
nothing about TBL and the number of students who had known about TBL,

but not learnt it, are very high, being on the top with 46%. On the other hand,
a small number of surveyed students (only 6%) had English lessons with TBL
design. In fact, five out of six experienced TBL in their extra-English class
and only one student assumed that he/she had learnt it in speaking lessons in
class. That is to say, among 11th grade students, TBL implementation has not
been popular, especially in the academic curriculum at their schools. The
opportunity to access TBL in class is very poor among surveyed students even
though they are provided with basic facilities such as projectors, standard
classroom equipment. Generally speaking, it might happen in schools which
share similar teaching and learning conditions with the surveyed ones.
To recap, TBL employment is not popular among grade 11 students in

suburb area high schools in Hanoi. Although TBL was established in the
world dozens of years ago (with an early proposal of task-based approaches by
Prabhu 1987) and has been used popularly in Asian countries for years, it has
not been widely used, even known, in Vietnam context, specifically in Hanoi.
That several couples of reasons could account for that fact will be discussed in
details in the next part with the teachers’ involvement in an interview.
From the teachers’ viewpoint, they supposed that they did implement
TBL in their speaking lessons. Notwithstanding, there might be some
misunderstanding or misconception of the term TBL. In reality, the teachers
are dominant in the classroom instead of the students, which is not a feature of
TBL lessons. In the interview, teacher A assumed that the textbook was
designed in TB methods. Thus, that she follows the textbook closely means
she applies TBL in her lessons, from her viewpoint. That is not the case of
TBL lessons. Similarly, other teachers believed that they did apply TBL in
their lessons, particularly, teacher D shared a lot of ideas in common with A,
particularly the exploitation of the textbook. Nevertheless, the other teachers
did adopt some adaptation in their lessons, which may be close to TBL such as
providing language inputs before taking on a task, then the students do on
their own (cited from the interview with teacher E, Appendix…..) Teacher B
did provide a good understanding of the TBL concept when evaluating the
effectiveness. In fact, her way of teaching is somehow similar to TBL with
pre-task, the task itself and post-task stages, but what she did in the first part
was not of TBL methods. For example, she taught them the specific
pronunciation or lists a number of useful expressions first instead of let them
practicing on their own and providing help if necessary.
To recap, the teacher showed their high awareness of TBL in teaching
speaking, but some of them tend to have misunderstanding of the concept and
its application. As a result, TB speaking lessons have not been exploited
significantly by the teachers in its real sense. Also, the major of students do
not know anything about TBL.
4.2. Research question 2: How students’ attitude changes over a period of
four-week case-study
First of all, it can be said that the students’ preferences for and
opinions about speaking activities could account for their attitude towards the
lessons. The results (collected from the feedback form after each lesson) were
summarised in the below graphs
Students’ preference for A option as a characteristic of an

interesting classroom speaking activity
30
25
No. of opinions
20
15 Line A
10
5
0
1 2 3 4
Week
Graph 4.1: Students’ preference for A option as a characteristic of an interesting

classroom speaking activity.
A: Have fun to create encouraging atmosphere

It is shown from the graph that students have great interest in the
activities which create encouraging atmosphere in classroom conditions. The
number of students chose that option as a feature of an interesting classroom
speaking activity is increased gradually from 17 to 25. The fact can be resulted
from the growing attention to speaking activities in class, which might be
affected from consecutive TB speaking lessons.
Students’ preference for B option as a characteristic of an interesting

classroom speaking activity
26,5
26
No. of opinions
25,5
25
Line B
24,5
24
23,5
23
1 2 3 4
Week
Graph 4.2: Students’ preference for B option as a characteristic of an

interesting classroom speaking activity.
B: Simulate daily life activities

Graph 4.2 depicts that the students tend to view the practicality of a
classroom speaking activity as the first priority among provided
characteristics. The number of students in favour of the characteristic of daily
life activity simulation is at the top for four weeks, with the highest number at
26. It seems to imply that the uninterrupted TBL speaking lessons have
positive impacts on the students’ interest. Besides, the interest is maintained
during the period of the
case-study conduct.

Students’ preference for C option as a characteristic of an
1,2
No. of opinions 0,8
0,6 Line C
0,4
0,2
0
1 2 3 4
Week
Graph 4.3: Students’ preference for C option as a characteristic of an interesting

C: Copy the same as activities in textbook in order to get theory about Speaking
skills
On the contrary with the graph 4.1 and 4.2, graph 4.3 shows another
fact of the students’ preferences. They tend not to be fond of activities copied
from the textbook which is supposed to provide theory about speaking skills.
Few students assume that an activity will be exciting if it supplies theory, only
one opinion (if any). That feature is definitely not their first choice to an
interesting speaking activity. It seems to imply that students pay more
attention to use English as a tool rather than the impractical knowledge.
Students’ preference for D option as a characteristic of an

2,5
No. of opinions
2
1,5
Line D
1
0,5
0
1 2 3 4
Week
Graph 4.4: Students’ preference for D option as a characteristic of an interesting

D: Do not care much for Speaking skill is not part of University Entrance Exam

It is illustrated in graph 4.4 that students not many students ignore
English, just learn English to pass the exam. The number of opinions for that
choice ranges from 0 to 2, which is a very small number compared with 25 or
26 opinions above (graph 4.1 and 4.2). That is to say, the case-study might
help students find new interest.
Students’ preference for E option as a characteristic of an

8
7
No. of opinions
6
5
4 Line E
3
2
1
0
1 2 3 4
Week
Graph 4.5: Students’ preference for E option as a characteristic of an interesting

E: Other ideas
The students show further ideas on the characteristics of an interesting
speaking activity. Stating in Other ideas, they suppose that an exciting
speaking activity will create pleasant atmosphere and provide useful
knowledge about speaking skills. That the number varied from two to seven
during the case-study period might be affected by the case-study
achievements. It is believed to be the change for better in their attitude towards
speaking skills.
Undoubtedly, the results from the table presented the fact that the
students had strong preferences for the activities for fun, creating stimulating
environment and the ones that simulated daily life activities. The preferences
were kept in the whole process of the case-study. Seemingly, the implication
under the fact is that students are likely to learn practical English which they

can use as a tool of communication and with specific goals under little
pressure of right or wrong assessment. For instance, their involvement in the
four lessons was also supportive to the implication. Based on the note-taking
documents, the author noticed that the students were highly motivated after
the warm-up and lead-in activities, especially the one they could speak and do
actions, and were likely to make significant contribution to the task
afterwards. Normally, when the first part of the lesson was homework
checking or answering questions from the teacher, the classroom atmosphere
was about to be tense. Back to the theory of tasks which was mentioned in 2.2.
in Theoretical background (p.8-p.11), it can be seen that the favourite
characteristics above are close to features of a task namely the practicality and
specific goals. That is to say, the students’ valuable feedbacks collected and
discussed in details in the next parts are not groundless. In short, the students’
participation was likely to be rooted from their preferences to characteristics
of an interesting classroom speaking activity.
In the second place, changes in the students’ attitude were shown in

their level of confidence and interest in speaking lessons. First, the students
indicated that their confidence in speaking was growing through the four
lessons. They found it much more comfortable to speak in English.
….I feel confident in pronunciation and comfortable to communicate with

my other friends in my class. In particular, I can use English to talk to foreigners
who I meet by chance on streets. (Student 4)
It might not be a very big achievement compared with other tangible
ones such as frequency, speed of speaking, but it is helpful to students of
English to some extent, particularly to whom speaking skill has been paid not
much attention to (extracted from the interview with Student 2, Appendix 4).
In fact, facilitating and fostering the development is that the students
could convey their ideas without much concern about and focus on the forms.
From the students’ point of view, they share the same idea that the speaking
skills and the meaning in their speaking are taken into more consideration than
the forms, the structures they use. Conspicuously, they tend to have the feeling
of controlling their speaking.
The students may speak correctly or with some mistakes; however, the
most important thing is that we know how to convey our ideas and express
our thoughts. (Student 2)
In my opinion, the tasks (the meaning of action) are more important than
the grammatical structures. It requires the speakers to use English well,
helping them practice speaking skills. (Student 4)
I suppose that the way of speaking is focused more than the grammatical
structures. I think that I can speak naturally without much worry about the
grammatical structures in general. (Student 5)
Taking the development into careful consideration, the author finds that
it fits closely the Nunan’s definition of task (p.10, 2.1., Theoretical
background) which is stated that “A task is a piece of classroom work…. in
which the intention is to convey meaning rather than to manipulate form…”
Moreover, the teacher in charge of the group in the case-study also
shared her feelings of the students’ positive progress. In her viewpoint, the
students were more flexible in English use. In particular, they tended to know
how to convey their ideas in different ways, not treading a well-worn path and
getting stuck as they did before. They were confident to speak in group
discussions as well as in front of the class, which was really valuable in their
achievements.
In other words, the reason why the students had a feeling of comfort
and confidence towards speaking was that they were taking a task instead of
an exercise in which the speaking opportunity in class was more favourable.
Also, they have more chance to use the real language. They, therefore, find it
worthy taking part in the four provided lessons, which made the case-study
valuable. All in all, the confidence growth can be seen as one of the very first
steps in formulating speaking skills.

Second, the students also showed that they have more interest in
speaking lessons than before as Student 2 said in the interview that she is more
interested in speaking lessons than usual
Normally, the speaking lessons, especially in basic English textbooks,
are different from reading, writing or language focus in that students do not
have to do any speaking task in the exam. For example, they are not provided
with extra class time or various types of activities for speaking skills as
grammar exercises. Consequently, the students tend to lose interest in
speaking lessons in general and speaking skills in particular. On the other
hand, experiencing the case-study, they were provided with a variety of
speaking tasks and activities. In particular, when taking charge of main roles
in speaking lessons, they were more active in the lessons. Talking about the
reasons for their favour with the tasks, the students suppose that designed
tasks tended to meet their demands and satisfy their interests. For instance, the
students could work in pairs to make an interview with a famous person or
work in groups to make a forum simulation. Such kind of tasks give students
more freedom to make required products, which tends to be satisfactory to the
students. The data acquired from the feedback collected after each lesson in
the case-study showed that the students were attracted by activities which
created encouraging atmosphere and were similar to daily life. It is said to be
the way the tasks meet their interest for “a task is nothing more or less than the
things people do in everyday life”. (Long, 1985a, cited in Nunan, 1989). The
idea was further supported by the following results. The graph below depicts
how interested the students were in TBL lessons.

Students' preferences for TBL
0
3 2 2 1
100% 2 3 2
80%
60%
No. of students 44 42 40 Other ideas
39
40% No
Yes
20%
0%
1 2 3 4
Week
Graph 5: Students’ preferences for consecutive TBL employment in speaking

lessons
It can be clearly seen that the students’ interest in TBL speaking

lessons was burning at the beginning and sustained over a period of four
consecutive weeks. It is shown in the number of students having desire to
continue TBL speaking lessons as follows 94%, 91%, 89% and 93% in week
1, 2, 3, 4 respectively. The outcome would be explained more in details with
five interviewed students’ feedbacks. The students all agreed to have
continued TBL speaking lessons since they found it helpful and interesting.
The lessons were very helpful, so it would be more effective if the

program continued in the future. Thus, I would like to join more TBL
speaking lessons similar to the four lessons recently. (Student 2)
I was fascinated with such interesting and helpful lessons. I could also
practice further speaking skills in such lessons. In addition, we often worked
in groups, so we suggested a lot of exciting possibilities to each task. And we
can join some games, too. That is the reason why I find it interesting, not
boring, as usual speaking lessons. (Student 3)

Well, I find it helpful for sure. It is much much better if we can
continue to learn this way in the future. Generally, I think, speaking skills in
English are extremely important. And, the program has fulfilled our aims in
English study. (Student 5)
In short, the tasks were of the students’ interest, which changed their
attitude positively towards English study in general, and speaking lessons in
particular.
4.3. Research question 3: What difficulties faced by students when

applying TBL and what should be done to overcome these challenges
From the students’ viewpoint, the difficulty is how to acquire the

knowledge in each lesson and how to tackle the tasks.
In the first place, the first obstacle for the students is the vocabulary. In
the feedback form, the difficulty of tasks is the major reason for adaptation of
any activity or task in the lesson (if any). That reason was reported repeatedly,
accounting for 74% in the feedback from in four weeks. Additionally, the
difficulty is the main reason to decide whether the students would like to
continue to learn TBL speaking lessons. In Graph 5, the number of students
wanted to maintain TBL speaking lessons in week 3 was suddenly lower than
usual.

Students' preferences for TBL
0
3 2 2 1
100% 2 3 2
80%
60%
No. of students 44 42 40 Other ideas
39
40% No
Yes
20%
0%
1 2 3 4
Week
It was clarified that the students found the tasks in week 3 very hard for them
to carry out. In that lesson, they were required to complete a gap information
task by filling in the Table of Sports Final Results (Asian Games). The
missing information challenged them to find suitable expressions to get
needed information, so they were confused with a lot of missing parts.
Consequently, the latter task named Making reports could not be completed
successfully because they did not have enough materials before. In particular,
the students found that they still lacked vocabulary to convey their ideas. They
did try to use their own words to express, but sometimes, it was around the
bush, which demotivated them a couple of times. The reason was explained
more in details in the interview with five students. Specifically, student 5 said
that
Sometimes, I get stuck to the expressions. I mean I could not get the
words or expressions to convey my ideas. However, receiving help from the
teacher and support from visual aids, I do not think the tasks are hard.
(Student 5, line…. Appendix…)
Almost all of them thought that they would need more language inputs to
perform the tasks better. It was the lack of vocabulary that hindered them from
exploiting the tasks fully.

When learning in this method, I suppose that vocabulary, new words
can support me strongly to carry the tasks better, getting improvements in
speaking skills. (Student 2)
Such kind of lessons are not really hard for me. Although we used
English for almost all of the time, the language was simple with everyday
language and structures. In addition, the teacher (and the textbook) also
provided us with some language inputs before taking on the tasks. However, I
still believed that the vocabulary and pronunciation, especially the former,
were the biggest hindrance. That is the reason why I assume that the teacher
had better explain new words to us instead of just giving us the explanation in
written form. By this way, the application would be more beneficial. (Student
4)
In short, the language input is the top reason to prevent the students
from making use of TBL speaking lessons.
Furthermore, the students believed that their background of the topics

and the task types also was their obstacle. That reason accounted for seven
times (out of 27), accounting for 26% in the feedback form for four weeks.
They did not know what to speak and how to perform the task as an forum
discussion, an interview or making a report. However, this feelings only
appeared during the first time of exposure.
….in the first exposure to that method, some tasks were difficult for me. But
following the method gradually, I will feel more active and not feel hard any
more. (Student 2).
At first, it was new and strange to us, causing us some troubles.
However, experiencing a number of lessons, we got used to it and it become
easier to us. (Student 3)
The teacher in charge of this group shared a similar idea about it. She
said that it would take her much time to explain how to carry out the task
before showing a model. Many of the students found the tasks new. For
example, they have heard a lot about various types of reports, listened to quite
a few reports on the TA everyday; however, it turned to be a different story
when they had to simulate the task. Talking about a sports event, they might
find it not easy to use what sort of information, kind of knowledge to make a
report. In brief, the background knowledge is said to be another trouble for the
students.
In order to tackle the mentioned problems, several solutions were

adopted in the case-study and some others would be proposed in the next
chapter. In this chapter, the author would like to discuss the worked out
solutions. To begin with, it was the providing model that took effects in terms
of language inputs and background information. In almost all of the lessons, a
video clip (with subtitle provided) related to the topic and with suitable
content was shown to the students. The students watched the clip, taking notes
before taking on the tasks. Afterwards, they were asked to give general
information, about the clip, for example the structure of an interview, a forum
discussion. Subsequently, the students could give questions to the teacher
about vocabulary, structure or the teacher elicited the information from the
students. By that way, the students could learn a number of expressions about
the topic and get basic understanding of the task model. That is the reason why
Student 5 said that the teacher’s help and visual aids did help her to carry out
the tasks better and easier. Furthermore, another solution was done to be of
assistance to the students. The teacher did prepare a pre-task activity before
the main task with the aim of getting the students involved in the task better
with language preparation. It should be noted that the preparation was done by
carrying out the similar tasks and/or copying, making use of the provided
models. In pre-task stage, the students could learn expressions from the model
and pre-task activity (see lesson plan Unit 11) . When moving to the main
tasks, they could apply what they had learnt to perform the tasks more
effectively. As the author had followed the Nunan’s task-based learning

model, the design did not break the principles and the case-study was not on
the basis task-support learning. In reality, it was the Pre-task phase (in Ellis’
framework) and Provide model and Identify enabling skill stages (in Nunan’s
steps) that the author followed to design the tasks and conduct the case-study.
Procedure Example Rationale
1. Identify Giving personal To give learners the opportunity
target task information in a job to develop language skills
interview relevant to their real world
needs
2. Provide Students listen to and To provide learners the
model extract key information opportunity to listen to and
from authentic/ simulated analyse ways in which native
interview speakers or users of the target
language carry out the target
task
3. Identify Manipulation drill to To provide learners with explicit
enabling skill practice wh-questions with instruction and guided practice
do-insertion in these grammatical elements
needed to perform the target
task
4. Devise Interview simulation using To provide learners the
pedagogic task role cards opportunity to mobilize their
emerging language skills
through rehearsal
Figure 1: Steps Involved in the Development of a Pedagogic Task (Nunan, 2006)

Phase Examples of options
A. Pre-task o Framing the activity (e.g.
establishing the outcome of the
task)
o Planning time
o Doing a similar task
B. During task o Time pressure
o Number of participants
C. Post-task o Learner report
o Consciousness-raising
o Repeat task
Figure 2: A framework for designing task-based lessons
(R. Ellis, 2006, The Asian EFL Journal Quarterly September 2006, 8(3), p.20)
Generally speaking, the two solutions did have positive impact on the
students’ preparation, which was helpful to them to undertake the tasks, to
some extent. In spite of it, the students still have difficulty in achieving fully
the goals that is being more flexible to use English to speak. Therefore, the
author would like to propose further solutions in the next chapter titled
Recommendations.
In conclusion, this chapter mainly presents the results collected in the
case-study. The survey was done in four high schools with the aim of
investigating into the current situation of study speaking skills, which was
believed to be supportive to the case-study in advance. The case-study seems
to be successful in terms of building up the awareness and better
understanding of TBL employment in speaking lessons among teachers and
11th grade student. The results did reflect that TBL implementation was not
impossible to do, yet it required great efforts from the teachers and more
adaptation in specific environment. The existing drawbacks of the case-study
would be discussed further in the next chapter so that the significance and
validity of the research are enhanced.

Chapter 5: Conclusion
5.1. Summary of findings
The study completion has presented a number of findings, which is
believed to be valuable in language teaching improvement. In the first place,
the current situation of TBL employment in high school was examined in a
specific suburb area of Hanoi. It is proved that in mainstream classes where
English is treated as an “additional subject”, TBL seems to be a new method
to students in speaking lessons. They have little exposure to TBL, especially
before taking part in the case-study. Almost all of them found it a new
concept; whereas, a number of them are supposed to grasp the concept, but
have no experience in TBL employment. Besides, the conception was
misinterpreted among the teachers. They assumed that they knew what the
method was and how to implement it; however, it was not so true as stated. It
was believed that the teachers understood the concept of TBL; nevertheless,
they seemed to have misunderstandings of a TBL lesson development or a
framework for TBL lesson design. To recap, the knowledge of TBL method
was not fully and widely perceived, not to mention the appropriate.
In the second place, after a four-week case-study, the author has gained
a few worthy results and the according implications. The case-study proved
that TBL implementation had favourable impacts on the students’ attitude
towards speaking skills in English lessons. To begin with, the students were
more motivated to give positive contribution to the lessons. They found it
encouraging to speak out their own ideas, to use English for practical
purposes. The fear of speaking and making mistakes was likely to be
overcome gradually when the students desired to use English as a tool of
communication in daily life. It was shown in their confidence and interest
enhancement which could be classified as perception change, the inner and
metal side. In reality, the change was said to be at the first level of the long-
term English development. It has not been proved that students are more

knowledgeable or could produce smoother English speaking. In spite of it,
their study started to change for better. Furthermore, it was demonstrated that
TBL lessons gave students more freedom to gain their English achievements.
The students were willing to take more responsibilities of the task assignment.
From the provided materials and inputs, they were more independent to
develop and make the required products, just asking for help if necessary.
Also, almost all of the students showed great efforts to complete the tasks
instead of neglecting attitudes. Again, the case-study produced another
positive effect on the students’ inner development. All in all, students seemed
to obtain intangible benefits from perception changes.
In conclusion, the research contributes to the pool of English teaching
studies as a qualitative research. Its values to TBL employment are shown in
the case-study results and the situation investigation. It is believed that TBL
implementation is not impossible to achieve; however, it requires a careful
plan and adaptation to have long-term development and gain the aims of
speaking skill improvement, tangible effects.
5.2. Limitations
Due to the author’s limited ability and under limited time, the study
cannot be completed without any confines. First of all, in spite of knowing the
facts of the current situation of TBL employment in the five selected schools
(Cao Ba Quat, Yen Vien, Duong Xa, Ly Thuong Kiet), the author could not
implement TBL speaking lessons there. It is resulted from the fact that the
author was not allowed to conduct the case-study there. Consequently, the
author could not see the effectiveness of TBL employment in speaking lessons
could not be seen in perspective, in various environment. In brief, the bigger
scale implementation is expected to provide various viewpoints to assess the
feasibility of the method. Seemingly, the to answer the first question, the
researcher failed to collect data on bigger scale, especially the number of
teachers involved in the interview. Consequently, the researcher could not

assess the current situation more thoroughly, which seems to reduce the study
reliability to some extent.
Second, there exist considerable limitations in the case-study conduct
process. To begin with, it was the matter of textbook adaptation towards TB
method. The textbook is declared to be written on the basis of theme-based
and expected to supply practical language. However, quite a few of the so-
called tasks in speaking section fail to meet the expectations. During the case-
study conduct process, a considerable number of tasks were changed to TBL
format. In fact, there exist a few activities alike tasks in TBL method, which
can be used for further textbook adaptation; nevertheless, it is beyond the
author’s capacity in this study. Therefore, for the sake of full exploitation of
the textbook towards the practical use, the author wishes to have a project on
that issue. In addition to the textbook matter, it is the problem of the length of
the case-study and its effects on the study effectiveness. Ideally, the case-study
would be conducted in eight consecutive weeks, half of the semester, for the
least. Such long duration (or more) would be helpful to observe the method
development and examine the sustainable implementation. Besides, the author
could draw fairer comparison between the old method and the new one,
particularly in terms of the students’ progress. Accordingly, the feasibility of
TBL employment would be evaluated more thoroughly. To recap, the confines
in the case-study are presented with a view to giving suggestions to further
research, even case-study on the same issue.
In conclusion, the limitations are unexpected and beyond the
researcher’s ability in this study. It is suggested that further research should be
done to examine the existent issues.
5.3. Suggestions for further research

The limitations of the study are likely to suggest a number of fields for
further research. This research failed to measure the tangible improvements in
students’ speaking skills. The next research, hence, could be carried out in

longer duration, with another case-study to focus on the students’ progress in
speaking skills on the basis of TBL method. It is expected to show more
clearly the feasibility and effectiveness of TBL implementation in speaking
lessons.
In addition, the teacher involved in the case-study is expected to have
either a training session or an introduction to TBL method in advance to
perform more effectively. Besides, further research could be carried out on
textbook adaptation towards TBL method. It is assumed to bring about more
benefits for TBL implementation in speaking lessons due to the convenience
in the use of materials. To recap, the suggestions are given to further research
with a view to maximizing the effectiveness of a series of studies on the same
issue, making positive contribution to the English teaching improvement in
Vietnam context.

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APPENDICES
Appendix 1
Bản thăm dò ý kiến học sinh sau giờ học TBL
Tôi tên là Lê Thị Lan Hương, sinh viên năm thứ tư, lớp 06.1.E7. Tôi đang
thực hiện một nghiên cứu có tên “Áp dụng phương pháp học dựa trên các
hoạt động thực tế trong kĩ năng Nói của học sinh lớp 11” . Đây là nghiên cứu
về phương pháp dạy học Tiếng Anh trong các trường cấp 3 tại Hà Nội. Bản
khảo sát dưới đây được thực hiện với mục đích tìm hiểu phản hồi của học sinh
sau mỗi giờ học Nói được áp dụng phương pháp trên.
Mong các bạn tham gia bản khảo sát này bằng cách trả lời các câu hỏi được
đưa ra. Các bạn trả lời bằng cách khoanh tròn đáp án mình chọn.
Tôi xin chân thành cám ơn các bạn.
1/ Bạn đã bao giờ được trải nghiệm các hoạt động như vừa rồi ở một giờ
học Nói trên lớp chưa? (Xin nêu rõ câu trả lời Rồi hoặc Chưa cho hoạt
động nào. Ví dụ: Rồi: đã từng chơi trò chơi như trong bài học vừa rồi)
A. Rồi
……………………………………………………………………………….
B. Chưa
……………………………………………………………………………….
2/ Bạn thích hoạt động nào nhất trong giờ học? Vì sao? (Có thể chọn một
hoặc nhiều mục với mức độ 1 thích nhấ , 2 thích vừa …v..v.)
A. Games
……………………………………………………………………………….
B. Hoạt động 1
……………………………………………………………………………….
C. Hoạt động 2
……………………………………………………………………………….
D. Không cái nào cả
……………………………………………………………………………….
3/ Bạn có dùng Tiếng Anh trong bất kì hoạt động nào trong giờ học này
không? Vì sao?
A. Có
……………………………………………………………………………….
B. Không
……………………………………………………………………………….
4/ Theo bạn, một hoạt động nói thú vị cần có tính chất nào trong số sau? Vì
sao? (Chọn một hoặc nhiều đáp án)
A. Vui vẻ, tạo không khí là chính
B. Giống các hoạt động trong cuộc sống hàng ngày
C. Giống hệt trong sách giáo khoa, miễn là cung cấp cách thức Nói
D. Không quan tâm mấy vì không phải thi học kì hay thi Đại học kĩ năng
Nói.
E. Ý kiến khác
……………………………………………………………………………….
5/ Bạn có muốn tiếp tục học những giờ học như thế này nữa không? Vì sao
A. Có
……………………………………………………………………………….
B. Không
……………………………………………………………………………….
C. Ý kiến khác
……………………………………………………………………………….
6/ Bạn muốn thay đổi hoạt động nào trong giờ học này? Vì sao
A. Games
……………………………………………………………………………….
B. Hoạt động 1
……………………………………………………………………………….
C. Hoạt động 2
……………………………………………………………………………….
D. Không cái nào cả
……………………………………………………………………………….
7/ Bạn muốn thay đổi nào thêm cho bài học Nói ngày hôm nay
……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….
Cám ơn các bạn rất nhiều ☺

TBL lesson survey
My name is Le Thi Lan Huong. I am a fourth-year student at Hanoi University

of Languages and International Studies, VNU. This questionnaire is designed
for my graduation paper on “Exploitation of task-based teaching in speaking
lessons for 11th graders in high schools in Hanoi. I would be grateful for your
assistance in completing this questionnaire. Thank you very much in advance.
Choose one answer for each question by circling your preferred letter. Please
write down the reasons for your answers if asked.
1/ Bạn thích hoạt động nào nhất trong giờ học? Vì sao?
Which activity do you like most in the lesson? Why? You can choose A:
like most, B: so so for example.
A. Games
……………………………………………………………………………….
B. Task 1
……………………………………………………………………………….
C. Task 2
……………………………………………………………………………….
D. None of them
……………………………………………………………………………….
2/ Bạn có tham gia Nói Tiếng Anh vào bất kì hoạt động nào trong giờ học
này không? Vì sao?
Did you speaking English when taking part in the activities in the lesson?
Why so?
A. Yes
……………………………………………………………………………….
B. No
……………………………………………………………………………….
3/ Which part of the lesson do you want to change? Why so?
A. Games
……………………………………………………………………………….
B. Task 1
……………………………………………………………………………….
C. Task 2

……………………………………………………………………………….
D. None of them
……………………………………………………………………………….
4/ Which kind of activities do you want to have in Speaking lessons? Why
so? You can choose more than one option.
A. Have fun to create encouraging atmosphere
B. Similar to activities in daily life
C. The same as activities in textbook in order to get theory about Speaking
skills
D. Do not care much for Speaking skill is not part of University Entrance
Exam
E. Others
……………………………………………………………………………….
5/ Do you want to have another lesson similar to this one? Why so?
A. Yes
……………………………………………………………………………….
B. No
……………………………………………………………………………….
6/ Which part of the lesson do you want to change? Why so?
E. Games
……………………………………………………………………………….
F. Task 1
……………………………………………………………………………….
G. Task 2
……………………………………………………………………………….
H. None of them
……………………………………………………………………………….
7/ How do you want to change the activities in the lesson today?

……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….
Thank you very much for your cooperation ☺

APPENDIX 2
Bản thăm dò ý kiến học sinh về phương pháp TBL
Tôi tên là Lê Thị Lan Hương, sinh viên năm thứ tư, lớp 06.1.E7, trường Đại
học Ngoại ngữ, ĐHQG Hà Nội. Tôi đang thực hiện một nghiên cứu có tên
“Áp dụng phương pháp học dựa trên các nhiệm vụ thực tế trong kĩ năng Nói
của học sinh lớp 11” . Đây là nghiên cứu về phương pháp dạy học Tiếng Anh
trong các trường cấp 3 tại Hà Nội. Bản khảo sát dưới đây được thực hiện với
mục đích tìm hiểu việc học Nói của học sinh trên lớp và hiểu biết của các bạn
về phương pháp trên.
Mong các em tham gia bản khảo sát này bằng cách trả lời các câu hỏi được
đưa ra.
Tôi xin chân thành cám ơn sự hợp tác của các bạn.
1/ Từ trước đến nay, bạn học giờ Nói ở trên lớp theo cách nào?
Khoanh các cách từ cách không bao giờ sử dụng (0), hiếm khi (1),
thỉnh thoảng (2), đến cách được sử dụng thường xuyên (3)
A. Theo giống hệt sách giáo khoa 0 1 2 3
B. Về cơ bản là theo sách giáo khoa (SGK), thỉnh thoảng có sự thay đổi
0 1 2 3
C. Ít giống SGK, trừ chủ đề, chỉ làm các hoạt động ngoài sách
0 1 2 3
D. Không rõ vì không quan tâm mấy đến giờ học Nói
0 1 2 3
E. Ý kiến khác…………………………………………………………..
…………………………………………... 01 2 3
2/ Trong giờ học Nói, với cách học nói trên, bạn tham gia như thế nào?
A. Chẳng nói gì, chỉ ngồi chép các cấu trúc vào vở
B. Thi thoảng nói (không đáng kể, thích thì nói), còn lại làm việc riêng
C. Thầy/cô giáo bắt làm gì thì làm cho xong
D. Tham gia nhiệt tình, tích cực vào bài học
E. Ý kiến khác

………………………………………………………………………………
3/ Bạn đã bao giờ nghe nói hoặc học Nói theo phương pháp dựa vào
các nhiệm vụ thực tế chưa? (task-based learning)
• Task-based là phương pháp học dựa trên việc thực hiện các nhiệm vụ
mô phỏng nhiệm vụ thực tế hàng ngày. Ví dụ như: học sinh sẽ học
Tiếng Anh qua hoạt động mô phỏng chọn nơi đi du lịch. Học sinh có thể
tham gia thảo luận với nhau về việc chọn đi đâu dựa trên những thông
tin, dữ liệu được cung cấp (hoặc tự tìm). Trong khi thảo luận, học sinh
dùng Tiếng Anh để đưa ra quyết định về nơi đi. Qua đó, trình độ Tiếng
Anh sẽ tiến bộ. Giáo viên chỉ đóng vai trò cố vấn viên, đưa ra trợ giúp
khi rất cần. Trước khi thực hiện nhiệm vụ, học sinh sẽ được cung cấp
ngôn ngữ đầu vào thông qua các hình thức khác nhau ví dụ như mô hình
mẫu để làm quen.
A. Chưa từng biết đến phương pháp đó
B. Nghe nói rồi, nhưng chưa học bao giờ
C. Đã học phương pháp đó tại lớp ngoại khóa
D. Ý kiến khác
………………………………………………………………………………
Những học sinh đã học phương pháp đó rồi, xin mời trả lời tiếp
4/ Bạn thấy phương pháp đó như thế nào? Khoanh mức độ ưu thích của
bạn từ Rất chán (0), Chán (1), Bình thường (2), Hay (3), Rất hay (4)
0 1 2 3 4
5/ Bạn có muốn thường xuyên được học phương pháp đó trên lớp học
chính khóa không? Vì sao?
A. Có
B. Không
C. Ý kiến khác
………………………………………………………………………………
Cám ơn các bạn rất nhiều ☺
Students’ questionnaire
My name is Le Thi Lan Huong. I am a fourth-year student at Hanoi University

of Languages and International Studies, VNU. This questionnaire is designed
for my graduation paper on “Exploitation of task-based learning in teaching
speaking for 11th graders in high schools in Hanoi, suburb area”. The
questionnaire is carried out to investigate your understanding of TBL. I would
be grateful for your assistance in completing this questionnaire.
Thank you very much in advance.
Choose one answer for each question by circling your preferred letter. Please
write down the reasons for your answers if asked.
1. How have you learnt speaking skills in class? Circle your choice.
The number indicate the degree of frequency: Never (0), rarely (1),
sometimes (2) and usually (3).
A. Do exactly what is designed in the textbook 0 1 2 3
B. Do activities in the textbook, have a little adaptation occasionally
0 1 2 3
C. Just keep the topics, do newly designed activities from other sources
0 1 2 3
D. Not sure for not concerning about speaking lessons
0 1 2 3
E.Other
ideas…………………………………………………………………………
….…………………………………………………… 0 1 2 3
2. In the speaking lessons, how do you participate in the activities?
A. Say nothing, just copy the provided structures into the notebook.
B. Speak for a couple of times (not much), and do private stuff.
C. Do what the teacher asks to do
D. Take part in the lessons enthusiastically
E. Other ideas

………………………………………………………………………………
……….
3. Have you ever heard or learnt TBL method in speaking lessons?
• The method is based on everyday tasks. For example: students are asked
to choose a place to to for a picnic. They have to complet the tasks in
English. Based on the provided materials (or suggested materials), they
will learn English from the discussion in groups to decide which place
to go. Their English will be improved from time to time by such kind of
tasks. The students are provided with language inputs or models before
undertaking the tasks. The teacher will work as a facilitator during the
lesson.
A. No, I haven not heard about that method.Chưa từng biết đến phương
pháp đó
B. Yes, I have heard about it, but have not experiences it before
C. Yes, I have experienced that method in my extra class
D. Other ideas
For students who have experienced TBL method, continue with the next
questions
4. What do you think about TBL method? Circle you level of interest from
(0) very boring, (1) boring, (2) So so, (3) interesting to (4) very interesting
0 1 2 3 4
5. Do you want to learn speaking skills frequently in class? Why?
A. Yes
C. No
D. Other ideas
………………………………………………………………………………
Thank you very much for your cooperation ☺

APPENDIX 3
Interview with teachers
Interviewee’s code:
Interview questions Interviewee’s answers
1/ In the speaking lessons, how do you deliver
your lessons? Do you often make use of the
activities designed in the textbook or not? Do
you make any adaptation? If yes, how do you
adapt the activities? Give specific examples
please.
2/ Do you feel satisfied with your speaking
lessons? Why or Why not?
3/ How do you guide your students to
implement the tasks/activities in speaking
lessons?
4/ Have you ever heard about task-based
learning/teaching method? If not, go to explain
the theory of TBL to the interviewees.
5/ Have you ever apply that method to your
speaking lessons?
If not, why? If yes, what do you think about its
effectiveness?
6/ Are you satisfied with your application?
If not, why? If yes, how?
7/ Do you usually apply it to your speaking
lessons in class? Why or why not?

Phỏng vấn với giáo viên

Mã số người phỏng vấn:
Câu hỏi phỏng vấn Câu trả lời

1. Trong giờ dạy Nói, anh/chị thường tổ chức
bài học như thế nào? Anh/chị sử dụng các hoạt
động đã được thiết kế trong sách giáo khoa,
không sử dụng mấy hay sử dụng và có thay đổi?
2. Anh/chị có cảm thấy hài lòng với những bài
dạy Nói của mình trên lớp chưa? Vì sao Rồi hay
vì sao Chưa?
3. Trong giờ học Nói, anh/chị thường hướng dẫn
học sinh cách thực hiện hoạt động như thế nào?
4. Anh/chị đã nghe nói về phương pháp dạy học
task-based chưa?
- Nếu có: trả lời tiếp câu hỏi 5
- Nếu chưa: đưa ra giải thích sau rồi tiếp tục
tiếp câu 5
5. Anh/chị đã bao giờ áp dụng phương pháp này
chưa?
Chưa: vì sao chưa?
Rồi: anh chị thấy hiệu quả của nó như thế nào?
6. Anh/chị có hài lòng với phương pháp đó
không?
7. anh/chị có thường xuyên áp dụng phương
pháp này vào giờ học Nói trên lớp không? Vì
sao có hoặc vì sao không?

Interview’s tape script

1. Vietnamese version
Giáo viên A: 14 năm kinh nghiệm
1/ Trong giờ dạy Nói thì tôi thường sử dụng các hoạt động đã đc thiết kế
trong SGK.
2/ Tôi chưa cảm thấy hài lòng lắm với giờ dạy Nói của mình. Vì học sinh vẫn
lười nói và thiếu kiến thức, thậm chí là kiến thức thực tế.
3/ Trong giờ dạy nói thì tôi thường hướng dẫn học sinh theo 3 bước. B1: tôi sẽ
hd nd của bài; B2: các em sẽ nói theo mẫu trong SGK. B3: học sinh sẽ nói
theo ý mình dựa vào những mẫu đó. Và theo SGK của chtr 10, 11, 12 mới thì
nói chung là các em học theo pp dạy học TB và tôi sử dụng luôn pp này.
4/ Hiệu quả: nói chung phương pháp này cũng k đc hiệu quả lắm vì học sinh
sẽ bị phụ thuộc vào SGK và tức là các em ít sáng tạo
Giáo viên B: 8 năm kinh nghiệm
1/ Trong giờ dạy nói tôi thường thực hiện theo như tiến trình trong SGK, với
đôi khi tôi cũng có thay đổi 1 chút nhằm khuyến khích học sinh, tự sáng tạo ra
các tình huống của mình.
2/ Tôi thực sự chưa cảm thấy hài lòng với bài dạy Nói của mình ở trên lớp.
Bởi vì thực ra học sinh thật ra vẫn chưa thực sự sáng tạo và năng động trong
các hoạt động nói.
3/ Trong giờ dạy Nói thì tôi cũng thường hd học sinh theo 3 bước. B1: hướng
dẫn học sinh tìm hiểu bài mẫu, hướng các e đến cách phát âm từ cũng như là
nội dung ngữ pháp, sau đó cho các e hoạt động, nhóm cái bài hội thoại mẫu
đó. Và cuối cùng là cũng cho các em làm việc theo cặp nhóm, để các em tự tạo
ra cái tình huống cho mình.
4/ Tôi cũng nghe nói về pp dạy học TB và thực tế là tôi cũng đang áp dụng
phương pháp này. Và tất nhiên nếu đc trang bị kiến thức về phương pháp này
và theo cái đường hướng tốt hơn thì chắc chắn là tôi cũng vẫn áp dụng. Bởi vì
dựa trên thực tế, cái phương pháp này nó dựa trên các nhiệm vụ thực tế hàng

ngày, nó sẽ tạo ra đc cái hứng khởi cho hs bởi vì các e nó thấy rằng là các tình
huống giao tiếp đó là nó thật với cuộc sống. Thực ra là tôi nghĩ là hiệu quả sẽ
tốt hơn nếu mà ngoài các giờ trên lớp, mà chúng ta có đăng kí để tổ chức các
hoạt động ngoại khóa cho các em để các em nó tự mình thực hiện các tình
huống giao tiếp đó thì các em sẽ thấy hứng thú hơn nhiều. Và nếu đc như vậy
thì tôi nghĩ là hiệu quả của nó sẽ tốt hơn và chúng tôi sẽ áp dụng phương pháp
này ở trên lớp.
Giáo viên C: 3 năm kinh nghiệm
1/ Trong giờ dạy Nói thì hầu hết là tôi sử dụng các hoạt động được thiết kế
trong SGK, thỉnh thoảng thì có đưa thêm 1 số chủ đề mới và 1 vài hoạt động
mới để làm cho giờ học Nói nó trở nên thú vị hơn, lôi cuốn học sinh hơn.
2/ Tôi chưa thực sự hài lòng với bài dạy Nói trên lớp của mình vì học sinh
chưa thực sự tham gia nhiệt tình vào việc học Nói. Học sinh còn ngại nói, giao
tiếp.
3/ Trong giờ học Nói thì tôi hướng dẫn học sinh thực hiện các hoạt động thứ
nhất là hoạt động chủ đề, cái thứ 2 là cung cấp vốn từ vựng cần thiết, nói theo
mẫu và cuối cùng là free talk.
4. Hiện tại thì tôi đang áp dụng pp dạy học TB và hđ của SGK là chủ yếu dựa
vào phương pháp này. Tôi có áp dụng phương pháp này vì như thế sẽ tạo được
hứng thú cho học sinh trong 1 giờ dạy Nói.
Giáo viên D: 5 năm kinh nghiệm
1/ Trong giờ dạy nói thì tôi thường tổ chức các hoạt động dạy nói theo như 3
bước là: Pre-, while-, post-, và tôi khai thác triệt để trong SGK, đôi khi có thể
thay đổi cho phù hợp với từng nội dung, từng trình độ, tùy từng bài dạy.
2/ Riêng về giờ dạy Nói thì tôi thực sự chưa hài lòng lắm với bài dạy nói của
mình trên lớp. Có rất nhiều lí do. Một trong những lí do, có lẽ là lí do chính là
khả năng của học sinh, khả năng nói của hs còn kém, và hs rất sợ nói.
3/ Trong giờ dạy Nói thì tôi thường hướng dẫn học sinh các hoạt động nói chủ
yếu ở bước Pre-speaking ví dụ như cung cấp từ vựng xoay quanh chủ đề nói,

hướng dẫn học sinh đọc, nói, phát âm cho chính xác; và sau đó hướng dẫn học
sinh làm các cái bài, hoặc các cái yêu cầu của 1 phần bài Nói.
4/ Tôi đã được nghe nói đến phương pháp dạy học TB và tôi nghĩ đó là 1
phương pháp rất hữu hiệu trong việc dạy ngoại ngữ. Và SGK hiện nay dùng
cho học sinh THPT là được thiết kế theo phương pháp này và tôi thấy rất phù
hợp với học sinh mặc dù là khai thác cũng chưa đc triệt để.
Giáo viên 5: 4 năm kinh nghiệm
1-3/ Giờ dạy Nói, trước tiên tôi thường cung cấp cho học sinh dữ liệu đó là từ
mới và cấu trúc, sau đó có thể giới thiệu cho các e 1 đoạn hội thoại mẫu, và
sau đó tôi có thể làm mẫu cho các em với 1 học sinh khá, giỏi trong lớp, sau
đó tôi có thể gọi 1 cặp khá giỏi lên làm mẫu trước lớp, và sau đó lớp phải thực
hành theo cặp, theo nhóm. Sau khi đã làm xong theo cặp, theo nhóm trôi chảy,
tôi mới để các em tiến hành nói theo chủ đề hoặc là có các cuộc hội thoại theo
chủ đề tự do. Tôi thấy cái cách như thế thì sẽ kiểm soát được học sinh và
hướng học sinh đi theo đúng hướng mà tôi định làm. Tuy nhiên là tôi thấy là,
học sinh vẫn còn rất là khó khăn khi trong giai đoạn thứ 3, tôi cho học sinh nói
tự do. Bởi vì học sinh khó về từ vựng, và đôi khi cả kiến thức về ngôn ngữ
hoặc về kiến thức nền các em còn thiếu.
4/ Còn về phương pháp TB thì tôi cũng thấy đây là một phương pháp rất hay
và tôi có áp dụng. Tuy nhiên, đối với học sinh hs phổ thông của tôi thì tôi thấy
các em vẫn còn khó khăn. Và tôi cũng đã thay đổi và giúp đỡ các e bằng cách
là tôi có cung cấp cho các em một chút kiến thức ngôn ngữ với những chủ đề
mà như ở trong SGK đã cung cấp ví dụ như là shopping, hoặc là về sports,
hoặc là về văn hóa. Tôi cũng đã áp dụng và tôi thấy nó cũng hiệu quả, và tôi
cũng thấy học sinh rất là hào hứng. Tuy nhiên, để đạt đựoc độ lưu loát và độ
trôi chảy thì tôi nghĩ là phải cần cho học sinh làm nhiều hơn, để cho nó thành
quen đi. Và tôi nghĩ là cái này có thể áp dụng thường xuyên bởi vì nó rất là tốt
cho học sinh sau này ra giao tiếp cho cuộc sống hàng ngày.

2. English version
Teacher A:
In the speaking lessons, I usually make use of activities and tasks designed in
the textbook.
I don’t feel satisfied with my speaking lessons. Because the students are not
willing to speak, lacking in knowledge, even the practical and background
knowledge.
I often divide my speaking lessons into three main stages. In the first stage, I
provide the students with the lesson guideline. In the second stage, I ask them
to practise the models in the textbook. In the last stage, I allow them to have
free talks based on the models. In fact, the new English course books 10, 11,
12 are designed in TBL method, so I apply it. Regarding the effectiveness, I
suppose that it’s not effective. Because the students are dependent on the
textbook, I mean they are not creative.
Teacher B:
In the speaking lessons, I follow the procedures suggested in the textbook.
Sometimes, I have some adaptation to encourage my students to create their
own situations, and practise them.
In fact, I don’t feel pleased with my speaking lessons in class because the
students are not really active and creative.
In the speaking lessons, I usually have three-stage lessons. First, I help the
students to work on the models. Then, I show them how to have correct
pronunciation, good grammar, and practise the provided models in the
textbook. Lastly, I separate them to work in pairs or in works to make their
conversations.
Well, I’ve heard about TBL method. And. I myself apply it to my teaching
job, in fact. Certainly, if provided with better knowledge about TBL and skills
in the method application, I will continue to implement it. Because the method
is based on everyday tasks, which creates encouraging atmosphere for the
students. They find that what they practise in class speaking activities is

similar to what happens in the daily life. In fact, I think that it will be much
better if we have extra-class time, we can provide the students with more
freedom to communicate in English by completing everyday tasks, which
makes the students more interested in the study. If so, I suppose that the
effectiveness will be higher, we will apply it to the lessons in classroom
environment.
Teacher C:
In the speaking lessons, I use the activities and tasks designed in the textbook
for most of the time. Sometimes, I make some adaptation to get the students’
attention and make the lessons more interesting.
I don’t feel happy with my lessons because the students don’t participate
enthusiastically and they are afraid of speaking English or communicating in
English.
In the speaking lessons, I help the students with the lesson guideline. Then, I
teach them a number of vocabulary which is essential for the students and ask
them to praticse the provided models . Lastly, I let them have free talks.
Now I apply TBL method to my speaking lessons and the textbook is designed
on the basis of that method, I suppose. I implement TBL to speaking lessons
for it will improve the students’ motivation in speaking.
Teacher D:
I usually separate my speaking lessons into three main stages namely Pre-
speaking, while-speaking and post-speaking. I make full exploitation of the
textbook with some adaptation which is suitable for different contents, levels
and lessons.
Regarding the speaking lessons, I’m not happy with them. There are various
reasons for that fact. One of them, maybe the main reason, is the students’
ability. Their speaking ability is not good and they have the fear of speaking.
In the lessons, I often provide help in Pre-speaking stage by giving them a
number of expressions related to the topic, leading them to correct

pronunciation. Afterwards, I ask them to undertake the tasks or finish some
requirements in Speaking section.
I’ve heard about TBL method. In my opinion, it is an effective method,
especially in language teaching. In fact, the new textbooks are designed on the
basis of TBL method, which is suitable for the students, even though the
method has been not fully exploited.
Teacher E:
In the speaking lessons, I often provide my students with some material. It
includes new words, expressions related to the topic. Next, I introduce a model
to them, then pratise with a student good at English. I might call one pair to
perform in front of the whole class as an example. Then, I ask them to work in
pairs, in groups to practise the tasks in the textbook. When the students could
speaking fluently, I let them have free talks in their favourite topics. I think, by
this, I could have enough control over the students and the lesson direction.
Well, to be honest, I find that the students have difficulty in the last stage, free
talk time. Because they have trouble with vocabulary to convey their ideas,
sometimes they lack linguistics and background knowledge.
As for TBL, I find it an interesting method and I apply it already. However, it
seems to be difficult for my students. Thus, I make some alteration in the
lessons and provide help to the students. I supply them with language inputs
related to the textbook topics such as shopping, sports or culture. I implement
TBL method already, and I find it effective. My students are likely to feel
highly enthusiastic with TBL lessons. Nevertheless, in order to acquire better
fluency the students need to practise much more until they get used to it. In
my opinion, the method can be applied usually for it’s good for students to
communicate in English in daily life activities.

APPENDIX 4
Interview with students
Interviewee’s code:
Interview questions Interviewee’s answers
1/ Have you ever experienced TBL lessons
before participating the case-study?
2/ In your opinion, which is paid more attention
in TBL lessons (in the case-study)? Grammar
and structures (forms) or meaning?
3/ Did you use English to complete the tasks?
4/ Do you find it difficult to complete the tasks

in English? If yes, which can help you to
overcome the difficulties?
5/ Do you want to continue to learn TBL
method in speaking lessons?
6/ Do you have any extra English class? Which
type of this class? Grammar, communicative
English or what else?
7/ Could you tell me what improvement you
have got after taking part in the case-study?

Mã số người tham gia phỏng vấn:
Câu hỏi phỏng vấn Trả lời
1/ Have you ever experienced TBL lessons
before participating the case-study?
2/ In your opinion, which is paid more attention
in TBL lessons (in the case-study)? Grammar
and structures (forms) or meaning?
3/ Did you use English to complete the tasks?
4/ Do you find it difficult to complete the tasks

in English? If yes, which can help you to
overcome the difficulties?
5/ Do you want to continue to learn TBL method
in speaking lessons?
6/ Do you have any extra English class? Which
type of this class? Grammar, communicative
English or what else?
7/ Could you tell me what improvement you
have got after taking part in the case-study?

The interview’s tape script
1. Vietnamese version
Học sinh 1:
1/ Thực ra thì ngoài 4 bài học nói gần đây, tớ chưa bao giờ học những tiết học
như vậy. Thực sự rất là hay.
2/ Theo tớ thì ở phương pháp này chú trọng đến việc rèn luyện học sinh kĩ
năng Nói hơn là cấu trúc ngữ pháp. Chúng ta có thể được nói sai nhưng mà
việc đó không quan trọng bằng việc chúng ta mạnh dạn nói lên những ý kiến
của mình.
3. Tất nhiên, tớ sử dụng TA trong bất kì nhiệm vụ nào của bài học.
4. Có khó, nhất là lúc đầu ý. Tớ thấy chưa quen và hơi nhanh. Về sau, khi học
sang buổi thứ hai, tớ đã chú tâm hơn và tận dụng những gì cô giáo cung cấp
ban đầu. Ví dụ như cái clips này, hay là các hoạt động bổ trợ này. Thế nên về
sau tớ thấy quen dần, không khó quá nữa.
5. Tiếp tục chứ, nó thú vị mà. Tớ được tự do đưa ra ý kiến khi tham gia nhóm
này.
6. Có, tớ có đi học thêm ngữ pháp của cô giáo trong trường. Chủ yếu chỉ làm
bài tập ngữ pháp thôi.
7. Tiến bộ rõ nhất là tớ thấy thích học Nói hơn. Tớ thấy tớ biết nhiều từ mới
hơn, và có vẻ tớ nói lưu loát hơn.
Học sinh 2:
1. Đây là lần đầu tiên tớ được tiếp cận với phương pháp học Nói như thế này.
Trước đây, tớ chưa bao giờ được học tiết học như thế.
2. Theo tớ nghĩ thì phương pháp học mới này rất bổ ích và hiệu quả. Vì nó chú
trọng hơn về phương pháp nói chứ không phải về cấu trúc ngữ pháp. Học sinh
có thể nói đúng hay nói sai. Điều quan trọng hơn là học sinh biết nói lên suy
nghĩ của mình.
3. Tất nhiên sử dụng TA trong các hoạt động của bài học

4. Từ trước đến nay thì việc học TA trên lớp thường coi nhẹ kĩ năng Nói cho
học sinh. Vì vậy, khi mới tiếp cận phương pháp học này, một số hoạt động có
thể là hơi khó so với khả năng của tớ. Nhưng khi dần khi làm quen với
phương pháp này, mình sẽ chủ động hơn và không cảm thấy khó nữa.
Khi học theo phương pháp học mới này, có lẽ điều hỗ trợ tớ để thực hiện kĩ
năng nói dễ dàng hơn là các từ mới
5. Những tiết học như thế rất bổ ích, vì phương pháp của nó cũng rất hiệu quả
nếu tiết tục duy trì những tiết học như thế. Vì vậy, tớ sẽ tiếp tục học những giờ
học như 4 bài vừa qua.
6. Tớ có học TA ngoài, nhưng chủ yếu tớ học ngữ pháp để phục vụ cho việc
thi đại học sau này. TA giao tiếp, tpứ nghĩ rằng tớ sẽ học khi nào tớ có thời
gian.
7. Khả năng nói của tớ sau khi học 4 giờ học này, tớ cảm thấy thích học hơn
những tiết học về kĩ năng nói. Còn khả năng thì có lẽ là cần phải rèn luyện
nhiều hơn để có 1 khả năng nói tốt trong TA.
Học sinh 3:
1. Thỉnh thoảng cũng được trải nghiệm nhưng rất là ít.
2. Theo tớ là chú trọng ngôn ngữ. Bài học này thường là rèn cho học sinh
những kĩ năng nói, không nên chú trọng về cấu trúc ngữ pháp.
3/ Tớ có sử dụng TA, nhưng hầu như do vốn TA có hạn nên chưa thể sử dụng
đc hết nên là tớ đang cố gắng.
4/ Ban đầu, bọn tớ có thể gặp 1 số bỡ ngỡ trong sử dụng TA. Nhưng về sau,
qua nhiều giờ học, nói chung là nó đã trở nên dễ dàng hơn so với bọn t rồi.
Theo tớ là cần vốn từ ngữ và ngoài ra là cần kĩ năng để nói
5/ Tớ rất là thích bởi vì những giờ học này rất là vui và rất bổ ích. Đồng thời
tớ rèn luyện được nhiều kĩ năng nói hơn sau giờ học này.
Trong giờ học này, thường thường, bọn tớ được hoạt động nhóm cùng với
nhau, sẽ có nhiều trường hợp rất thú vị được bọn tớ đặt ra. Ngoài ra, bọn tớ

còn đc tham gia các trò chơi. Thế nên tớ thấy nó rất là phong phú chứ không
cứng nhắc như các giờ học bình thường.
6/ Hiện tại thì tớ chưa, nhưng sau này nhất định tớ sẽ học
7/ Tớ thấy hiện tại thì khả năng Nói của tớ là bình thường. Sau 4 giờ học thì
chắc chắn là khả năng nói của tớ là tốt hơn rồi.
Học sinh 4:
1/ Ngoài 4 giờ học gần đây, thì mình chưa bao giờ trải nghiệm pp như vậy cả.
2/ Theo tớ thì ở phương pháp này, nhiệm vụ được chú trọng hơn cấu trúc ngữ
pháp. Và đòi hỏi phải sử dụng ngôn ngữ nói thật là tốt, tức là nên cho ng` học
rèn luyện tốt phương pháp nói.
3/ Mình đã cố gắng sử dụng TA một cách tối đa nhất trong giờ học để trau dồi
thêm kĩ năng nói bằng TA.
4/ Những bài học này mình thấy là cũng không đến nỗi khó lắm. Bởi vì là
trong bài học cũng nói TA nhưng thường sử dụng những cấu trúc, ngôn ngữ
nói hàng ngày và kèm thêm một số từ mới trong bài học mà đã được các thầy
cô cung cấp và SGK cung cấp.
Khó ở điểm gì : điều tớ cảm thấy khó khi thực hiện nhiệm vụ này là : vốn từ
và khả năng phát âm. Ngoài ra thì còn.... Tớ nghĩ trở ngại nhiều nhất là vốn từ.
Theo tớ thì là từ mới. Về vấn đề từ mới, tớ cần đc các thầy các cô giải thích,
và ngoài ra còn 1 số các cấu trúc ngữ pháp. Thay vì giảng giải một cách máy
móc bằng chữ thì các thầy các cô có thể nói trực tiếp bằng lời để bọn tớ có thể
áp dụng một cách nhanh hơn, và có hiệu quả hơn.
5/ Mình thấy các giờ học theo phương pháp này rất thú vị, còn bổ ích nữa. Vì
thông qua giờ học này, mình có thể trau dồi khả năng nói TA và rèn một số
các kĩ năng khác.
6/ Ngoài học TA ở trên lớp, tớ không tham gia 1 khóa học nào ở bên ngoài.
7/ Theo mình thấy sau 4 giờ học vừa qua là khả năng nói TA của mình đã
được cải thiện rõ rệt. Mình nói có phần lưu loát hơn, cảm thấy tự tin hơn khi

phát âm, khi giao tiếp với các bạn khác trong lớp bằng TA, và mình có thể sử
dụng nó khi tiếp xúc với người nước ngoài khi gặp trên đường phố.
Học sinh 5 :
1/ Tớ chưa bao giờ tham gia. Ngoài 4 hoạt động ý, thì chưa có hoạt động nào
tớ tham gia.
2/ Tớ nghĩ là những bài này chú trọng cách nói hơn là cấu trúc ngữ pháp. Tớ
thấy là tớ nói rất là tự nhiên và nói chung là cấu trúc ngữ pháp không quan
trọng lắm.
3/ Có, tớ sử dụng hầu hết ở các nhiệm vụ.
4/ Tớ nghĩ là với sự giúp đỡ của giáo viên và trang thiết bị thì nó không phải là
khó.
Đôi khi thì mình không tìm ra đc những từ ngữ mà mình muốn diễn đạt được,
nên mình thấy rất là khó khăn
Điều gì khiến bạn thực hiện nó tốt hơn
Đơn giản là tớ thích nói TA thôi nên là tớ muốn nói càng nhiều càng tốt
5. /Tất nhiên là tớ thấy rất là bổ ích rồi. Được học nữa thì càng tốt. Nói chung
là tớ thấy, TA ý, cái việc nói rất là quan trọng. Và chương trình này đã nhắm
vào đúng mục đích của việc học TA rồi.
6/ Có. Các cô dạy cả cấu trúc ngữ pháp và giao tiếp. Nhưng mà tớ nghĩ là ngữ
pháp các cô dạy kĩ hơn.
7/ Có á. Tớ thấy là là khả năng của tớ tốt hơn và tớ có thể giao tiếp với người
nước ngoài đc nhiều hơn.

English version
Student 1:
1/ Actually, apart from the 4 lessons in the case-study, I have never
experienced such kind of speaking lessons. It is really interesting.
2/ I think it paid more attention to speaking skills rather than the structures.
We could speak with some mistakes, but it is not so important as speaking out
our ideas.
3/ Of course, I used English in any tasks.
4/ Well, it was difficult at the beginning, especially for the first time. At first, I
found it strange, rather fast. Gradually, from the 2nd lesson, I paid more
attention to keep up with the lesson speed. I made use of the provided
materials such as the clips or pre-task activities. Thus, I found it not too
difficult any more.
5. Sure, it’s very interesting. I could give out my own ideas in groupwork.
6. Yes, I take an extra class in grammar. I just do grammar exercises there.
7. The most noticeable progress is that I like speaking lessons than before. I
have gained more useful vocabulary and seemingly I could speak more
frequently.
Student 2:
1/ It is the first time I have experienced this method. I have done it before.
2/ In my opinion, the new method is very helpful and effective. When learning
in this method, I suppose that vocabulary, new words can support me strongly
to carry the tasks better, getting improvements in speaking skills. The students
may speak correctly or with some mistakes; however, the most important
thing is that we know how to convey our ideas and express our thoughts.
3/ Certainly, I used English in all tasks.
4. The lessons were very helpful, so it would be more effective if the program
continued in the future. Thus, I would like to join more TBL speaking lessons
similar to the four lessons recently.

5. Normally, Speaking skill is not paid much attention. Thus, in the first
exposure to that method, some tasks were difficult for me. But following the
method gradually, I will feel more active and not feel hard any more.
6. Yes, I have an extra class. But I just do grammar exericese there to pass the
university entrance exam. Regarding the commucative English, I will learn it
later, when I have time.
7. Well, my speaking ability. I just feel that I want to study speaking skills
much more than usual. As for the skills, I have to pratice much more.
Student 3:
1. Yes, I have, but rarely.
2. I think it paid more attention to the language, the meaning. The lessons
often provided us with speaking skills. It is more important than
grammar, I think.
3. I used English as much as possible. But becaused of limited vocabulary,
I couldn’t use English in all tasks. I will try to do it in the future.
4. At first, it was new and strange to us, causing us some troubles.
However, experiencing a number of lessons, we got used to it and it
become easier to us. I think I need more vocabulary and skills to
support my participation.
5. I was fascinated with such interesting and helpful lessons. I could also
practice further speaking skills in such lessons. In addition, we often
worked in works, so we suggested a lot of exciting possibilities to each
task. And we can join some games, too. That is the reason why I find it
interesting, not boring, as usual speaking lessons.
6. I don’t have any extra class now, but I will do it in the future for sure.
7. My speaking ability is so so now, I think. But, I think now it is much
better than before.

Student 4
1. Except for the four lessons in the case-study, I haven’t experienced that
method before.
2. In my opinion, the tasks (the meaning of action) are more important
than the grammatical structures. It requires the speakers to use English
well, helping them practice speaking skills.
3. I did try to use English as much as possible to learn English better.
4. Such kind of lessons are not really hard for me. Although we used
English for almost all of the time, the language was simple with
everyday language and structures. In addition, the teacher (and the
textbook) also provided us with some language inputs before taking on
the tasks. However, I still believed that the vocabulary and
pronunciation, especially the former, were the biggest hindrance. That is
the reason why I assume that the teacher had better explain new words
to us instead of just giving us the explanation in written form. By this
way, the application would be more beneficial.
5. Sure, I’m willing to continue to learn speaking in that method because it
is very helpfuland interesting. In such kind of lessons, I can learn not
only English but other skills.
6. No, I don’t join any extra class.
7. After four lessons, I feel confident in pronunciation and comfortable to
communicate with my other friends in my class. In particular, I can use
English to talk to foreigners meeting by chance on streets.
Student 5 :
1. Apart from the four lessons, I have never experienced such kind of
speaking lessons.
2. I suppose that the way of speaking is focused more than the
grammatical structures. I think that I can speak naturally without much
worry about the grammatical structures in general.
3. Yes, I used English in almost all of the tasks.

4. Sometimes, I get stuck to the expressions. I mean I could not get the
words or expressions to convey my ideas. However, receiving help from
the teacher and support from visual aids, I do not think the tasks are
hard. Regarding what can help me to perform better, I assume it was my
interest. I just did it because I liked it.
5. Well, I find it helpful for sure. It is much much better if we can continue
to learn this way in the future. Generally, I think, speaking skills in
English are extremely important. And, the program has fulfilled our
aims in English study.
6. Yes, I have an extra class. My teacher teachers both grammar and
communicative English, but I think she pays much more attention to the
grammar.
7. Yes, for sure. I find that my English ability is much better, and I can
communicate with foreigners in English better.

APPENDIX 5
Lesson plans
Unit 11: Sources of Energy
Speaking
I. Description of class:
47 students
II. Objectives:
By the end of the lesson, students will be able to:

- T use the expressions and words about sources of energy
- Know how to make an interview: make questions and answer
them accordingly
III. TEACHING AIDS:
Textbook, handouts, pictures, overhead projector, computer.
IV. TEACHING METHOD:
Task-based Learning
V. Assumed Knowledge
Students may know some expressions and words about sources of
energy from the Reading section
VI. Anticipated problems:
Students may get difficulty in making an interview. Thus, the
teacher had better give them a model before they do the task
Students may not use language of clarification. Therefore, the
teacher gives some suggestions to students about when going
around the class. If possible, the T supplies the Ss with a listening
sample (with script) to get to know some expressions.
The teacher may not have enough time to do all activities. In this
case, the number of called students to make presentation may be
reduced.

VII. Procedures:
STAGES TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Before Warm-up (6’ min)

you Game: Word description (5’) Students:
SPeaking - Divide the whole class into 4 - Form the groups
(9 min) groups. - Listen to the teacher’s
- Each group will choose one instructions
representative standing at the - Choose 2 representatives
front of the room and one writing - Play the game
score on the board
• The rest of each group will
receive a set of 10 pictures about
sources of energy. Ss in each
group will describe the pictures - Congratulate on winner
(without saying the expressed
word) to the representative
• The representative is required to
guess the word
• The winning group will have the
most correct words
Lead In the new Unit (3m)
- Show a video on sources of energy Students: Answer the
http://www.youtube.com/watch?v=q_fv questions
bO2VXjc
Alternative sources of energy
- Ask the Ss to pay attention to the
video, taking note if they want for it
might be helpful to them in later tasks.
• Note downs all types of
mentioned energy
• Note down what they talk about
those types

- Ask Ss about what they are going to
learn in the lesson
Task 1: Sorting out types of energy
While you (15’)
Speak
(35mins) Teacher: Ask students to form groups
of three. Students: Form the
Teacher: Give them the following task groups
- Experts from International Energy
Agency (IEA) is conducting a Students: Listen to the
survey of energy use in daily life. instructions
They would like to know why
people use some specific types of
energy in order to give
suggestions on better use of
friendly environment energy
- Imagine that each group is a
household talking about why you
use that sort of energy in daily life
to the experts.
• Think of advantages and
disadvantages as reasons for your
choice.
- Sort of energy will be drawn
randomly from the T’s list Students: Work in groups
- Using the pictures in the games of three in 5’. Ask the T
might be helpful to you. for help if necessary
- Ss will work in 5’
Teacher: Go around the class room and
provide help (in terms of language use,
knowledge, etc) if necessary. Students: Watch the
Teacher: Call 2 representatives/ two performance and note
groups to perform in front of the class. down
3’ for each performance. The T asks the

rest to note down the information, use of
language when listening to their friends Students: Answer the T’s
Teacher: Provide some language in use questions and write down
for clarification in speaking; draw out the useful language (if
from the Ss’ performance and ask the necessary)
rest for more
Teacher: Draw out a lesson: what
information should be included when
considering the use of a source of energy
Task 2: Making an interview talking

about sources of energy (20’)
Teacher: Show the following video Students: Watch the video
twice and ask the Ss to note down kinds and note down
of questions, information given in the
video
http://www.youtube.com/watch?v=HYs
Rl9Mh6yE&feature=related
How to connect wind farms to the grid
Teacher: Ask students to work in pair Students: Form the pairs

Give them the following task Students: Listen to the
- Ss A: Imagine that one of you are T’s instructions
a scientist of energy who has been
successful in an invention of using
a new source of alternative
energy. You are going to have an
interview with a broadcaster.
- Ss B: Imagine that you are going
to make an interview with a
scientist of energy who has been
successful in an invention of using
a new source of alternative
energy. You are a broadcaster

(CNN, BBC, ABC, etc) Students: Work in pairs
- They will work in pairs in 5 and ask the T for help if
minutes necessary.
Teacher: Ask Ss to use information
from previous task to think about
different sources of energy and their
features, which may be useful for their
interviews
Teacher: Go around the class room and Students: Watch the
provide help (in terms of language use, performance and note
knowledge, etc) if necessary. down
Teacher: Call 2 pairs to perform in front Students: Answer the T’s

of the class, 4’ for each performance. questions and write down
The T asks the rest to note down the the useful language (if
pair’s use of language and given necessary)
information.
Teacher: Draw out a lesson on
structure of an interview and useful
language of clarification
FORUM SIMULATION
Homework Make up a situation as follows:
UNDP hold a conference on climate
change affected by use of energy. In the
conference, we have representatives
from different sides such as: IEA,
citizens, scientist of energy, government
officials/policy makers. They will give
their opinions on and solutions to
climate change and use of energy issue.
Teacher: Divide the class into groups of Students: Form the
five. groups under the T’s
Teacher: Give instruction about their guidance.
task in group work Students: Listen to the

- Each group will represent for one instruction carefully and
side and discuss how the climate give questions if they feel
change affected by use of energy confused.
- Each group will choose one
representative to speak in front of
class.
Teacher: Ask the Ss to do the task at
home and give the performance next
lesson. Use the provided information
and language as a source of reference.
Pre-task 1: Write S for expressions related to features of Solar energy, W

for Wind energy and H for Hydro power. You can have more than one
answer for each expression.
The Sun
Solar panels Without harming the environment
Expensive Dam
Simple Generators
Gather Stunning site
Massively used Water
Turbine Converted
Landscape Small area
Ugly Fossil fuels
Alternative energy Reservoirs
Street lights

Task 2: input
Fill in the blank to complete the task below. You can make up your own
questions to fill in the blank.
We’ve been looking to the consumer market research at JD Power.com for input
for all of these alternative fuels and technologies. It’s finally time to find out who
they chose as their topic.
Interviewee: We did J.D. Power.com and created several awards. We create
awards for the healthiest, for the green vehicle, also the fastest for the green
vehicle and we have overall innovative for particular vehicle
Interviewer: I bet I know who is the healthiest.
Interviewee: It shouldn’t be very hard to figure out. Obviously the power human
vehicle is healthy in a number of
ways………………………………………………………………..
…………………………………………………………………………
Interviewer: Can you imagine if everyone in L.A rode a bicycle. How’s great it
would be out here?
Interviewee: well, you know L.A is pretty out, but a lot of cities could be
fine…………..
……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………
Interviewer: What about the fastest?
Interviewee: Well you know it
certainly…………………………………………………..
……………………………………………………………………………………
……………………………………………………………………………
Interviewer: and what about the most innovative?
Interviewee: Overall, we took all different attributes to our alternative fuels,
reasons that people are considering…………………………………………..
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………
Interviewer: What do you think about the application of the vehicle?
Interviewee: Well, it
depends.......................………………………………………………
…………………………………………
Question 6: Where did you get ideas for these things?
Answer
6:…………………………………………………………………….......................
Question 7:
…………….……………………………………………………………………
Answer 7:
…….……………………………………………………………………………..
Now, we’ve heard abt JD Power.com. It’s time for you to view the site. Go to the
website J.D.Power.com, watch the video of any segment that you may miss….
Unit 13: HObbies
Speaking
I. Description of class:
47 students
II. Objectives:
By the end of the lesson, students will be able to:

- T use the expressions and words about hobbies
- Know how to make an interview: make questions and answer
them accordingly
III. TEACHING AIDS:
Textbook, handouts, pictures, overhead projector, computer.
IV. TEACHING METHOD:
Task-based Learning
V. Assumed Knowledge
Students may know some expressions and words about hobbies from
the Reading section
VI. Anticipated problems:
Students may get difficulty in making an interview. Thus, the teacher
had better give them a model before they do the task
The teacher may not have enough time to do all activities. In this
case, the number of called students to make presentation may be
reduced.
VII. Procedures:
STAGES TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Before Warm-up (6’ min)

you Speak Game: Giving opinions about types of Students:
(9 min) hobbies (5’) - Form the groups
- Divide the whole class into 4 - Listen to the teacher’s
groups. (4 columns) instructions
- Each group will choose one - Choose 4 representatives
representative to collect all - Play the game
sentences for her/his team.

- The rest of each group will
receive a set of expressions about
hobbies.
- Each member will get a word, - Congratulate on winner
then she/he has to make a
sentence including that word.
• Students take turn to make
sentences including the picked
word.
• Students have to speak to the T
their sentences
- Two teams will play at the same
time.
- The team has the most acceptable
answers will be the winners.
(in reality- ppt) Students: Answer the
Lead In the new Unit (3m) questions
- Show series of pictures about type
of hobbies
Ask Ss about what they are going to
learn in the lesson.
Task 1: Information gap (15’)
While you Teacher: Ask students to form groups
Speak of 4.
(35mins) Teacher: Give them the following task
- Complete the task about your Students: Form the
friends’ hobbies including type of groups
the hobby, when, why. The table
below Students: Listen to the
No Name Hobby When Why instructions
1
2
3
4

- Ss will work in 5’
knowledge, etc) if necessary. Students: Work in pairs in
Teacher: Call some Ss to report what 5’. Ask the T for help if
they have in their worksheet. necessary
The T asks the rest to note down the
information, use of language when
listening to their friends
Students: Watch the
Task 2: Making an interview to find performance and note
out a famous person’ hobby (20’) down
Teacher: Show the following video
twice and ask the Ss to note down useful
language and pay attention to the
structure of the model in the video
http://www.youtube.com/watch?v=MzP
vQhtwgAg
Teacher: Ask students to work in pairs
Give them the following task Students: Watch the video
- Imagine that you are going to and note down
make an interview with a famous
person. It would be a informal
conversation. You are expected to
find out his/her hobbies during
free time. You are a broadcaster
or a journalist (CNN, BBC, ABC,
Reuters, etc)
- You are a famous person. You
have an interview with a
broadcaster or a journalist. You
will talk about your hobbies Students: Form the pairs
during free time. Give them as Students: Listen to the
much interesting information as T’s instructions

possible for it’s a good way to
show your personalities in public.
- Make use of the provided
language in the video and the last
task.
- After the preparation, release your
performance in front of class
knowledge, etc) if necessary.
Teacher: Call at least 2 pairs to perform
in front of the class. The T asks the rest Students: Work in groups
to note down the use of language and and ask the T for help if
given information. necessary.
Teacher: Draw out a lesson on
structure of a talk about hobbies.
Students: Watch the

performance and note
down
Students: Answer the T’s

questions and write down
the useful language (if
necessary)
Make a individual presentation about
Homewor your own hobbies with the basis of the
k group preparation in class.
Teacher: Ask the Ss to do the task at Students: Listen to the
home and give the performance next instruction carefully and
lesson. Use the provided information give questions if they feel
and language as a source of reference. confused.

Pre-task activity
Watch the clip and complete the table below with information from the clip
No Name Hobby What does Why does he/she

he/she often like it?
do?

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Vietnam national university, Hanoi

University of languages and International Studies

Le Thi Lan Huong

The exploitation of task-based learning

Submitted in partial fulfillment of the requirements for the

University of languages and International Studies

Le Thi Lan Huong

The exploitation of task-based learning

Submitted in partial fulfillment of the requirements for the

Supervisor: tran quynh le, M.A

Most importantly, I wish to give my special acknowledgement to Ms. Tran

Besides, my heartfelt thanks would be given to Mr. Roger Bresnihan, Teacher

It would not be a complete acknowledgement if I forgot thanking 11A1

No acknowledgement would be complete without thanking my parents who

Le Thi Lan Huong-06.1.E7 i

Le Thi Lan Huong-06.1.E7 ii

Le Thi Lan Huong-06.1.E7 iii

Table 3. A classification the 84 surveyed students according to their schools

Graph 4.1: Students’ preference for A option as a characteristic of an

Graph 5: Students’ preferences for consecutive TBL employment in speaking

TBL: Task-based learning

Le Thi Lan Huong-06.1.E7 iv

Chapter 4: Results and discussion 37

Le Thi Lan Huong-06.1.E7 6

1.1. Statement of the problem

1.2. Aims of the study

1. What kind(s) of activities do teachers often implement when teaching

Le Thi Lan Huong-06.1.E7 8

1.3. Significance of the study

1.4. Scope of the study

Le Thi Lan Huong-06.1.E7 9

1.5.1. Data collection methods

Le Thi Lan Huong-06.1.E7 10

Le Thi Lan Huong-06.1.E7 11

2.1.1. Definitions of task

An activity which required learners to arrive at an outcome from given

One of a set of differentiated, sequenceable, problem-posing activities

The above mentioned definition is said to be attached to “a view of

A task is any structured language learning endeavour which has a

A task is a piece of classroom work that involves learners in

2.1.2. Types of tasks

…an activity or action which is carried out as the result of processing or

Le Thi Lan Huong-06.1.E7 14

Looking from another perspective, Estaire and Zanon with regard to

Le Thi Lan Huong-06.1.E7 15

2.2.2. Design of task-based learning

Le Thi Lan Huong-06.1.E7 16

Teacher’s roles Learner’s roles

The case-study conducted in the research is expected to empower the

Le Thi Lan Huong-06.1.E7 18

4. Devise Interview simulation using To provide learners the

2.3. Definitions of speaking skill

Le Thi Lan Huong-06.1.E7 20

Speaking is often thought of as a “popular” form of expression which uses the

On the other hand, Mackey (1965) supposed that

As a matter of fact, the definition of speaking skill is based on the one

Le Thi Lan Huong-06.1.E7 21

Briefly speaking, it can be said that speaking skill is vital in learning

Le Thi Lan Huong-06.1.E7 23

Figure 3: How to conduct a case study:

crucial components, steps, and interactions.

Le Thi Lan Huong-06.1.E7 24