LESSON PLAN 1

How can someone be both a hero and a villain

Task-Based Learning

I. Background information
1. Description of students:
The learners are a group of adult learners aged 18-19 enrolled in an English course to
prepare them for university study. They need to attain a level of B1 to enter their chosen
courses. Their current level of written and spoken English is at the pre-intermediate level
(A2). They all speak Vietnamese as their first language.
Although this is a high-stakes context, they are not very motivated to study English.
They are not English majors, but they must pass an English exam before they can start
university. They prefer to learn from the teacher, not from each other. They have
exceptionally good knowledge of English grammar but have difficulty applying the
grammar knowledge in practice. They get along well with their classmates and are very
respectful towards their teachers. They are used to traditional teaching methods,
especially grammar translation and audiolingual but are open to different approaches.
They are quite active and usually go to the cinema so they love gossiping about the new
movies. They are also interested in trending topic on social media. They are quite
addicted to smartphones phone so they usually bring it the class.
2. Setting:
- Room 406, Open University
3. Materials:
- Whiteboard, Computer, Speaker, Microphone, Projector.
4. Teachers:
- Lê Thị Tuyết Phương
II. Lesson objectives:
By the end of the lesson, students will be able to:
1. Using adjectives to describe a person’s characteristics or themselves.
2. Identifying facts and opinions
3. Exchanging and demonstrating their ideas on a specific topic
III. Teaching aids:
- Textbook, Whiteboard, Computer, Speaker, Microphone, Projector.
IV. Teaching methods and approaches:
- Task-Based Learning framework.
V. Procedure
Time Teacher’s activities Student’s activities
5 minutes Warm-up 1
- Greet students
- Tell students they are going to do the “Add - receive the card from the
friend” activity for the purpose of getting into teacher and identify their
groups of four. number
- Give students a card with the number in it - find the other students who
- Ask students to find three friends who have have the same number
the same number to make a group
- Ask them to sit down with your group - Sit with their group
10 minutes Warm-up 2
- Give each group a small whiteboard and a
marker.
- Ask each group to think of at least 5 heroes
that they like and write on the whiteboard
within 2 minutes
- Ask each group to raise their board and
compare their answer with the other groups.
- Write 5 heroes’ names that students write the
most
30 minutes Pre-task
Task 1
- Ask students to discuss the following
question in the group within 2 minutes
“How do heroes do in dangerous or
challenging situations?”, “Do the normal
people do the same?” , “Why do normal
people don’t do the same?”.
- Invite 1 group and let them share their ideas
and get open-class feedback by asking whether
they agree with their friends or not.
- Tell students that they are going to watch a
video and then discuss the following questions
in their group within 2 minutes.
“What did Wesley Autrey do?”, “What
difficulties did Nadia Lopez face?”, “Do you
agree that they are heroes?”
- When students finish discussing, ask each
group to present their ideas and get open-class
feedback by asking whether they agree with
their friends or not.
Task 2:
- Ask students to discuss the following
question in the group within 2 minutes “What
qualities do superheroes have?”
“What qualities do heroes in real-life have?”
- Ask each group to present their ideas and get
open-class feedback by asking whether they
 agree with their friends or not.
- Remind them to keep their answer.
- Present the following words on the screen
“Courageous, reckless, compassionate,
moral, selfless, stand up for other people,
show leadership”
“Vindictive, merciless, tyrannical, ruthless,
cunning”
- Ask students to work in groups and sort these
words and the answer above in categories:
superhero and hero in real life, superhero and
villain. As they work, monitor and clarify any
meanings.
- When learners finish, ask 2 different groups
to explain their choices to the others. Get
feedback from the class.
40 minutes During task
Task 3
- Display the introduction of the reading on the
screen (appendix 1)
- Give groups 1 and 2 worksheet A and give
groups 3 and 4 worksheet B. Ask them to read
and find: information about why people think
Christopher is a hero (worksheet A) or a
villain (worksheet B).
- When they have finished, ask them to discuss
what they think the opposite
reasons might be. For example, they found
reasons why people think Christopher is a
hero, they must think of reasons why people
think Christopher is a villain, and vice versa.
- Then ask groups 1 and 2 to share their
answers and predictions before groups 3 and 4
confirm and share their answers.
Task 4
- Ask students to read their worksheet again in
groups and find out the facts about Christopher
and the adjectives used to describe him.
- Divide the board in half. Ask group 1 and 2
to write their answers on the left side while
group 3 and 4 write on the right side.
- When they finish, ask students to look at 2
sides and answer the following questions
“Which side shows the characteristics of a
hero/villain?”
“Which side shows positive
adjectives/negative adjectives?”
Based on the adjectives on the board, ask
students to discuss the following questions in
the group and prepare a 10-minute
presentation
Task 5
- Ask students to discuss the following
question in the group within 5 minutes
“Can someone be both hero and villain?”
“How can they be both hero and villain?”
“Can you give 3 examples?”
Note: their examples can be about
 superheroes and/or people in real life.
- Ask each group to present their ideas and get
open-class feedback by asking Which group
had the most interest in heroes
35 minutes Task 6 - Post task (Review the accuracy of
the language used during the task)
- Ask each group to present their ideas and get
open-class feedback by asking “Which group
had the most interesting heroes?”
- Finally, the teacher summarizes all the
vocabulary that students used in today’s lesson
and reviews the common mistakes that
students made.

LESSON PLAN 2

How does technology affect us

Task-Based Learning

I. Background information
1. Description of students:
The learners are a group of adult learners aged 18-19 enrolled in an English course to
prepare them for university study. They need to attain a level of B1 to enter their chosen
courses. Their current level of written and spoken English is at the pre-intermediate level
(A2). They all speak Vietnamese as their first language.
Although this is a high-stakes context, they are not very motivated to study English.
They are not English majors, but they must pass an English exam before they can start
university. They prefer to learn from the teacher, not from each other. They have
exceptionally good knowledge of English grammar but have difficulty applying the
grammar knowledge in practice. They get along well with their classmates and are very
respectful towards their teachers. They are used to traditional teaching methods,
especially grammar translation and audiolingual but are open to different approaches.
They are quite active and usually go to the cinema so they love gossiping about the new
movies. They are also interested in celebrity news and trending topic on social media.
2. Setting:
- Room 406, Open University
3. Materials:
- Whiteboard, Computer, Speaker, Microphone, Projector.
4. Teachers:
- Lê Thị Tuyết Phương
II. Lesson objectives:
By the end of the lesson, students will be able to:
4. Using scientific terms to describe an invention.
5. Collaborating to ask for clarification
6. Exchanging and demonstrating their ideas on a specific topic
III. Teaching aids:
- Textbook, Whiteboard, Computer, Speaker, Microphone, Projector.
IV. Teaching methods and approaches:
- Task-Based Learning framework.
V. Procedure
Time Teacher’s activities
5 minutes Warm-up 1
- Greet students
 - display 4 pictures on the screens
“transportation”, “home appliance”, “Health”, “technology gadget”
- Tell students they are going to do the “Add friend” activity for the purpose
of getting into groups of four.
- Give students a card with one of the picture of 4 modern technologies
above in it
- Ask students to find three friends who have the same picture to make a
10 minutes group
- Ask them to sit down with your group
Warm-up 2
- Give each group a small whiteboard and a marker.
- Ask each group to think of their picture and discuss the following question
in the group within 2 minutes
“What are transportation inventions? Name 4”
- Ask each group to write down their ideas in the whiteboard
- Ask each group to raise their board and compare their answer with the
other groups.
- Write 2 inventions that each group write.
30 minutes Pre-task
Task 1
- Ask students to review their answer in the warm-up activity 2. Then ask
them to discuss the following question in the group within 2 minutes
“Which inventions most changed people’s lives?”
NOTE: they can choose one of their topic invention or their friends topic
invention.
- Invite 1 group and let them share their ideas and get open-class feedback
by asking whether they agree with their friends or not.
- Tell students that they are going to watch a video and then discuss the
 following questions in their group within 2 minutes.
“What inventions did you know from the video?”, “Why they are the best
inventions?”, “Do you agree that they are the best inventions?”
- When students finish discussing, ask each group to present their ideas and
get open-class feedback by asking whether they agree with their friends or
not.
Task 2:
- Give each group a small whiteboard and a marker.
- Ask students to discuss the following question in the group within 2
minutes “Can technology be merged to human body? Give 2 examples”
- Ask each group to present their ideas and get open-class feedback by
asking whether they agree with their friends or not.
- Present the following prefixes on the screen
“micro-, bio-, super-, anti-, nano-, re-.”
- Ask students to work in groups and predict the meaning of these words by
giving 1-2 example. As they work, monitor and clarify any meanings.
- Ask them to write the answer in the whiteboard
- When students finish, ask each group to raise their board and explain their
choices to the others. Get feedback from the class.
40 minutes During task
Task 4
- Display the introduction of the reading on the screen (appendix 1)
- Give each group worksheet A, B and C Ask them to: read and find: word
that have the prefix “micro-, bio-, super-, anti-, nano-, re-.”
- When they have finished, ask them to discuss what they think the meaning
of these words should be.
- Then ask each group to share their ideas and explain why they think it
should be the meaning of these words.
 - Get feedback from other groups
Task 5
- Ask them to read again and summarize information on “exoskeletons”,
“bionic limbs”, “brain-computer interface”, “3D printed replacement parts”,
“smart contact lenses” and “nanobots”.
- Divide the board into 6 parts. Ask group 1 to collaborate with group 2 and
group 3 to collaborate with group 4
- Ask group 1 and 2 to write their answers for “exoskeletons”, “bionic
limbs”, and “brain computer interface” while group 3 and 4 write the
answers for “3D printed replacement parts”, “smart contact lenses”, and
“nanobots”.
- Ask a student from group 1 write an information of “exoskeletons”. Then
another student from group 2 continue to write other information of
“exoskeletons”. Students take turn to write until they finish their summarize
for “brain computer interface”.
- Ask group 3 and 4 do the same things at the same time.
- When they finish, ask students to look at their answers and their friends’
answers and answer the following questions
“Which technology might be impossible in the future? Why?”
“Which technology do you think might improve your life the most?
Why?”
“Which technology you would like to try?”
- Then ask each group to share their ideas and explain their answers
- Get feedback from other groups
35 minutes Task 6
- Ask students to discuss the following question in the group within 5
minutes
“If you can choose a technology to improve or to invent. Which one
 should it be?
- Ask students to make a video to present their ideas. In this video,
there must be a PowerPoint to illustrate their ideas and simulated craft
of that technology.
- Ask them to upload this video on TikTok and get feedback from others.
Post-task:
- After peer feedback, the teacher will give the final comment, noting down
any mistakes that students made during their presentation and their video,
and praise those with good use of language and creativity.

Rationale

Pham, H. H. (1999). The key socio-cultural factors that work against success in tertiary English
language training progress in Vietnam. Paper presented at the Fourth International Conference on
Language and Development, Ha Noi. 5. Retrieved from
http:/www.languages.ait.ac.th/Hanoi_proceedings/contents.htm

Trinh, Q. L. (2005). Stimulating learner autonomy in English language education: A curriculum

innovation study in a Vietnamese context. (Doctoral dissertation), University of Amsterdam
Le, V. C. (2002). Sustainable professional development of EFL teachers in Vietnam. Teachers
Edition, 10, 32-37.

Hoang, T. (1999). Learner’s fondness for knowledge revisited? Giáo dục và Thời đại (Education and
Times Newspaper).

Tomlinson, B., & Bao, D. (2004). The contributions of Vietnamese learners of English to ELT
methodology. Language Teaching Research, 8(2), 199-222.

Le, V. C., & Barnard, R. (2009). Curricular innovation behind closed classroom doors: A
Vietnamese case study. Retrieved 12/19, 2009, from
http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_24_no_2/Canh_and_Barnard.pdf

Knowles, M.S., Holton III, E.F., Swanson, R.A., SWANSON, R., & Robinson, P.A. (2020). The Adult
Learner: The Definitive Classic in Adult Education and Human Resource Development (9th ed.).
Routledge.

Characteristics of adult learners in the teaching of tertiary English in Vietnam

Adult learners in a manner distinct from that of children due to their cognitive abilities, self-
regulation, life experiences, and attention span. According to Brown & Lee (2015), Adults can
perform better in some school activities due to their stronger cognitive capacity. Knowles et al
(2020) also assumed that adult learners are capable of asking “Why” before acquiring. Also,
Harmer (2007) stressed that adult learners have greater cognitive capabilities and conceptual
complexity than the younger ones. This means that adults can offer a longer attention span, and
they can engage with abstract thought. In addition, Knowles et al (2020) indicated that adult
learners tend to be more independent and self-directed learning. Brown & Lee (2015) also state
that acquired self-confidence and self-regulation are uncommon in children but are typical in
adults. Adults have amassed an extensive amount of life experience. This indicates that they
possess the ability to apply a diverse range of abilities, approaches, and beliefs to the
assignments presented in the language course (Brown & Le, 2015). Knowles et al (2020) also
stated that adult learners they usually apply their life experiences to the lesson so they prefer
task- or problem-centered approaches over subject-centered approaches to learning.
However, when considering non-English major university learners in the Vietnamese context,
teaching English to adult learners poses formidable challenges. Despite English being an
obligatory subject, Vietnamese adult learners showed an unfavorable attitude towards learning
English. Hien & Loan (2018) reported that Vietnamese adult learners are pessimistic
about acquiring English language skills. First, students acquire English language skills in a
passive and disinterested manner, only to meet the requirements of their academic programs.
They also spend minimal time and put minimal effort towards studying English. Furthermore,
they have a fear of committing errors or defaming themselves in the classroom. Also, Horowitz
(2019) indicated that adult learners really worry about being misunderstood or mistreated. As a
result, their fear may hinder their active participation in language-related tasks, such as writing
and speaking tasks (Horowitz, 2019). Vietnamese students who get pleasure from listening to
their lecturers often tend to remain silent and display reluctance in solving problems. In addition,
they anticipate the instructor to possess an in-depth understanding of the subject and actively
manage the classroom. Lastly, in relation to teachers, they have become used to traditional
educational methods that prioritize the passing on knowledge to learners.

These things happened due to the testing-oriented system in Vietnam. The Vietnamese ESL
education system primarily emphasizes the gaining of a language certificate rather than the
enhancement of English proficiency. In the present educational framework of Vietnam, students
have to take numerous examinations, resulting in a learning environment that is mainly centered
around examinations (Trinh, 2005). Therefore, the majority of teachers prefer using exam-driven
instruction, grammar-translation, and teacher-centered teaching methods in English lessons (Le
& Barnard, 2009; Tomlinson & Bao Dat, 2004; Le, 2002) because they assist students get the
highest scores in these examinations but struggle to demonstrate their proficiency in real-world
situations (Hoang, 1999; Pham, 1995). English examinations which largely highlight the study of
grammar and vocabulary are typically conducted in written format. The implementation of a test-
oriented system creates a challenge for teachers in effectively teaching English for
communicative purposes, as well as improving the English proficiency of Vietnamese students.
Consequently, both teachers and students focus on linguistic proficiency over communicative
techniques to enhance student's performance on assessments.

Students’ needs and adapting Task-based Language Teaching

Aligning these advantages and difficulties with my students’ level of speaking and writing, I
considered Task-based Language Teaching from Ellis (2003) to be the lesson framework for this
particular learner. I also tried to adapt it based on my students’ English proficiency. Furthermore,
I figured out my students’ needs to select suitable tasks for my lesson plans so I could make the
lessons more effective.

Brown & Lee (2015) stress that it's essential for teachers to prioritize meaning over form
although adult learners have a greater capacity to comprehend language with reduced context.
Therefore, all of the tasks that I designed do not require grammar exercises. Also, while adults
often possess longer attention spans compared to children, it is still crucial to maintain lively
activities in the classroom (Brown & Lee, 2015). Understanding this need, I integrated trending
topics, which can enhance students’ interest, with interactive, and engaging group discussions to
promote active participation. Additionally, Brown & Lee (2015) also emphasize that students
need as many chances as possible to take advantage of their agency—that is, to make decisions
about their actions inside and outside of the classroom. In this manner, students can contribute to
their learning process more successfully. Brown & Lee (2015) also suggest that it is crucial to
provide adult learners with opportunities to tell their stories to others is essential as it can
enhance the meaning of learning the L2 language. I designed the sixth task, which required
students to rely on their own experience, to fulfill these needs. Besides, my students are used to
traditional teaching methods, especially grammar translation, and audiolingual, which
demotivates them and reduces their proficiency in real-world situations. They need to
approach the new framework which the Task-based language teaching framework by Ellis
(2003) is supposed to be proper

In my case study, the speaking and writing levels of learners are at pre-intermediate so

they face several issues when producing a speech or writing a paragraph including a limited

range of expressions, lack of fluency, and difficulty organizing ideas. After observing the

students’ performance for quite a long, I realized that the main reason which makes them

struggle with speaking or writing is vocabulary. It is widely believed among researchers that

having a greater vocabulary can enhance learners' proficiency in the four primary language skills
(Gu,. .. ; Laufer & Nation, . . .). Although my students learned general words when they were in

school, they just focused too much on form instead of meaning. They pay too much attention to

the correct word form while delivering a speech so their fluency was noticeably reduced.

However, teaching vocabulary to tertiary students while trying to encourage student

communication and meet the student’s needs at the same time is not an easy task. Therefore, I

think about adapting Task-based Language Teaching by Ellis (2003) to design meaningful tasks

focusing on teaching vocabulary and my students’ output. The Ellis (2003) Task-based Language

Teaching framework consists of the following: pre-task, during-task (within-task), and post-task.

The primary objective of pre-task activities is to provide learners with the

knowledge they require to successfully complete the subsequent main task (Ellis et al, 2019).

Moreover, there is a greater possibility of increased elaboration, which might result in learners

actively paying attention to new words. Beglar & Hunt (2002) stated that pre-tasks may

introduce new vocabulary, grammar, or language functions in certain situations. In the during-

task stage, students might get support by utilizing input materials (such as images, texts, videos,

etc.) or referencing resources like e-dictionaries. An associated concept is permitting learners to

utilize the input materials of the task while it is being carried out (Ellis, 2003). Finally, students

can be required to think about numerous aspects of the finished task, such as the task itself, their

own performance, or the performance of their classmates (Ellis et al, 2019). They can make self-

reports or peer feedback that encompass their perceptions of their learning, evaluation of their

task performance or their peers’ task performance, assessment of the task's design features (such

as its objective, nature, and difficulty), attitudes towards the task, and suggestions for

improvement (Ellis et al, 2019).

 There are many language educators who define Task-based language Teaching but I

choose Ellis’s framework to adapt because of its suitable key features. The table 7.2 illustrates

how various TBLT educators position themselves in relation to a number of TBLT's distinctive

features (Loewen & Sato, 2017).

All four approaches emphasize natural language use. Task-based Language Teaching promotes

language learning through tasks that generate authentic interactional circumstances. Nevertheless, the

four approaches vary in other aspects. According to Long (1985, 2015), task-based course design should

begin with a needs analysis to determine the necessary tasks for a given group of learners. From

target tasks, pedagogical tasks are created. Ellis (2003), Skehan (1998), and Willis (1996) suggest starting

courses with pedagogical tasks that match learners' language proficiency, rather than target tasks. Tasks
can be unfocused (eliciting general language use) or focused (creating a communication environment for

certain linguistic features, such as words or grammar). Ellis (2003) is the only one who proposes that

tasks can be focused kinds. Because of this definition, the Task-based Language Teaching of Ellis (2003)

matches my case study. The warm-up phase is used to engage my students by appealing to their

current interests. Next, my students are provided adequate support in the pre-task phase to deal

with a series of complex and challenging tasks later. In this phase, task 1 was designed as an

unfocused task in which students watched a video to grab some ideas and exposure to the

language focus. Then, I presented the new vocabulary to my students and asked them to sort

these words into categories so they could elicit the meaning after doing the second task .

By reading and sharing their knowledge about given worksheets in tasks 3 and 4, students were

exposed to comprehensible input which helped them to elicit the usage of the language focus.

Finally, task 5 was designed as a focused task where they could apply learned vocabulary in real-

life circumstances by sharing their stories. Supporters of Task-based Language Teaching

generally perceive tasks as providing opportunities for language production, specifically as being

output-based. However, Ellis (2003) argued that input-based tasks, like listening or reading, are

crucial in Task-based Language Teaching, particularly for learners at the pre-intermediate level.

Following Ellis's (2003) argument and Krashen's (1985) input hypothesis, I designed task 3 and 4

with reading worksheets that provided students with comprehensible input so they can

acquire new vocabulary that is just a little harder than what they already know. While all four

approaches acknowledge the importance of a focus-on-form in TBLT, they differ in how to

achieve this. Long (2015) believes that communication problems come from the negotiation of

meaning, which leads to an emphasis on form. Willis (1996) suggests that the main task phase

should prioritize meaning above form, with the form being addressed in the post-task. Skehan
(1998) stresses the significance of pre-task planning to help students focus on form during the

task. Ellis (2003) thinks form may be emphasized throughout a task-based class. I do not apply

this feature to my lesson plans because it does not match my students’ needs. At the pre-

intermediate level, my students lack vocabulary as well as are used to traditional teaching

methods causing difficulties when speaking so I want to use Task-based Language Teaching to

teach vocabulary. By doing this, my students only focus on the meaning of the words and use it

to talk about certain topics. TBLT is typically described as a technique that focuses on the

learner, where learners engage in interactive tasks within small groups (Long, 2015; Willis,

1996; Skehan, 1998). However, Ellis (2003) believes that TBLT can be conducted in a whole-

class setting with the teacher participating. Agreeing with Ellis (2003), I as a teacher could do

task 2 where I assist the students in guessing the meaning of the words by giving them examples

or giving in-depth clarification. I can also participate in tasks 3, 4, and 5 to help them understand

what to do and how to do it by giving a demonstration. They can give feedback on my

demonstration. Supporters of Task-Based Language education often reject traditional language

education methods like Presentation, Practice, and Production. Ellis (2003) proposes that a

modular approach might be taken, where Task-Based Language Teaching and traditional,

language-centered techniques are treated as distinct and independent components within a

comprehensive course. The modular approach implies that by considering TBLT and traditional

methodologies as separate and independent components, they can each have their own place and

function within a language course. Teachers can incorporate components of both frameworks

depending on their students' needs and preferences, as well as the course's aims and objectives.

Most words used in the English language today were not originally English. These words

were taken from other languages. The majority of English words have Latin or Greek origins. An
English word can consist of three parts: the root, a prefix, and a suffix. The root is the part of the

word that contains the basic meaning (definition) of the word. The root is the base element of the

word. A prefix is a word element that is placed in front of a root. A prefix changes the word's

meaning or makes a new word. A suffix is a word element that is placed after the root. The suffix

changes the word's meaning as well as its function (use). Prefixes and suffixes are called affixes

because they are attached to the root. Therefore, I created the first lesson plan to teach prefixes so

my students can apply prefix and suffix knowledge to fulfill the second lesson better.

My worksheets and materials are inspired by Oxford Discover Futures 2 and 3. When I

first read these books, I was really amazed by how detailed activities. However, when I use it to

teach teenagers with level A2, they seem reluctant to learn because Vietnamese teenagers just

want to get the IELTS certificates. I do not want to waste such a wonderful book so I use its topic

and passage to adapt my lesson plans.

motivation, it can be difficult to motivate them to learn a language. (Brown & Lee, 2015).

Beglar, D., & Hunt, A. (2002). Methodology in Language Teaching: Implementing Task-Based

Language Teaching.

Loewen, S., & Sato, M. (Eds.). (2017). The Routledge Handbook of Instructed Second

Language Acquisition (1st ed.). Routledge. https://doi.org/10.4324/9781315676968

 adapted Task-based Language Teaching to make my lesson meet the learners’

requirements as well as utilizing the learners’ strengths.

Task-Based Language Teaching is characterized by a belief that by implementing carefully

planned instructional tasks and activities, the appropriate teaching procedures may be established in the

classroom to promote language acquisition. Advocates of Task-Based Language Teaching propose that

instead of using a traditional grammar-based syllabus, learners can develop vocabulary and other

aspects of communicative competence by engaging in conversational tasks that are based on their own

personal experiences. Intellectual development is believed to occur as learners actively involve

themselves and participate in the execution of tasks. Thus, the concept being discussed is known as

"learning by doing" or experiential learning, as described by Nunan (2004). This approach involves

actively engaging in practical tasks, which has a good impact on a student's cognitive abilities. By doing

so, learners comprehend and analyze immediate knowledge, then subsequently exceed it through a

process of reflection and alteration (Kolb, 1984) . Tasks are the essential and center units in task-

based language teaching (Ellis, 2000). As per Rod Ellis (2003), a task has four fundamental

qualities:

1. A task includes an essential spotlight on (sober-minded) which means.

2. A task has some sort of gap (information gap, reasoning gap, and opinion gap).

3. The members pick the phonetic assets expected to finish the assignment.

4. A task has a plainly characterized, non-phonetic result. These intellectually captivating

errands can include understudies legitimately with the language being instructed and reflect
genuine and deliberate utilization of language, consequently bringing about language-learning

encounters that are pleasurable and viable (Namaziandost, Hashemifardnia, & Shafiee, 2019).

It has been affirmed to be extremely useful in language instruction (Leaver & Willis,

2004; Namaziandost & Rahimi Esfahani, 2018). For teaching ESP, which focuses on the

particular use of specialized English knowledge, TBLT is also supposed to be proper

It does not mean that a large vocabulary can guarantee one to become a scientist. It means that
inadequate vocabulary will minimize one’s changes to success.

However, teaching vocabulary for tertiary students while trying to encourage students’

communication and meet the students’ needs at the same time is not an easy task.

Task-Based Language Teaching is marked by the belief that through specially designed Instructional tasks
and activities, the right kinds of teaching processes can be created in the classroom for language learning
to take place. Rather than teaching a conventional syllabus in a traditional way, particularly a grammar-
based syllabus, advocates of TBLT argue that grammar and other dimensions of communicative
competence can be developed as a by-product of involving learners in conversational tasks through
spontaneous personal experiences. It is believed that intellectual growth takes place when learners
actively participate and engage in the application of tasks. Thus, the idea is "learning by doing" (Nunan,
2004,) or what is called experiential learning where a hands-on experience positively enhances a
student’s cognitive skills, and this will allow learners to move from what they already know and can do,
to the incorporation of new knowledge and skills. This is done when learners make sense of some
immediate experience, and then go beyond it through a process of reflection and transformation (Kolb,
1984, as cited in Nunan, 2004). Hence, tasks are useful tool to engage learners in the communicative
classroom where learners become more creative, spontaneous and interact with one another to reach
desired outcomes through contemplating and strategizing. Since learners use their existing language
resources to carry out tasks, the outcome may not simply involve language learning but language
acquisition as well, and it involves a focus on meaning, and develops the use of communication
strategies and interactional skills (Richards, 2006). Tasks are activities in which the target language is
used for communicative purpose to achieve an outcome.

The teachers and learners can adopt or adapt the

above list. They might add or remove several elements

or dimensions based on their consideration related to

the learners’ needs and characteristics.

teachers must adjust the instructional materials and the teaching methods in order to
accommodate the students’ skill and maturity levels

According to Riabtseva et al (2006), there are three types of vocabulary found in special

texts: general words, scientific words, and terms. The university students Riabtseva et al (2006)

suggests that while students often have a better understanding of specialized terms, the emphasis

is typically on scientific vocabulary, which forms the backbone of special texts. However, it

notes that general vocabulary is often neglected in school and needs to be acquired at the

university level.

adult learners have the freedom to choose the way to learn the language. The teachers can

negotiate and discuss the terms and rules to learn vocabulary with the learners. Being influenced

by this idea, I organized task 6 as an uncontrolled task so my students could choose what learned

words they would like to use in their performance

 In order to understand the language, vocabulary is crucial to be acquired by the learner

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University

Press.

Maharaj, A., Speeding up vocabulary acquisition through

action research, International Journal of Applied Linguistics

& English Literature, 2017, 6(4).

According to Maharaj, there is a relationship between learners’ proficiency level and

their abilities to employ and acquire new words

Improving vocabulary skill among English language learners (ELLs) is a challenge faced

by many universities. Several problems and limitations have been associated with the factors that

contribute to the level. This area has been a loop for some time. Some researchers for example,

do not have good information of students’ success on vocabulary learning and other language

skill where vocabulary is needed. Some even do not have information about the student’s

individual language strengths and weaknesses (Sothan, 2015).

Vocabulary acquisition plays an important role in mastering a language. A learner with

insufficient vocabulary size will not perform well in every aspect of the language itself. In my

case study, my learners’ level of written and spoken English is at the pre-intermediate level

(A2) so they usually struggle to speak and write in the class.

 Yang (1997) also pointed out that many college students still encounter difficulties in

reading their English textbooks. The main reason for those college students who cannot read

comprehensively is their limited vocabulary size.

In order to facilitate the learning process for learners, a deep understanding of

vocabulary teaching is rudimentary. In addition, some issues pertinent to the improvement in

learners’ vocabulary size are also mentioned. Issues such as what to teach, and how to teach, is

also submitted and discussed.

A wide range of vocabulary is important for the language learners. According to Maharaj,

there is a relationship between learners’ proficiency level and their abilities to employ and

acquire new words. Many researchers agree that vocabulary acquisition is important to support

the achievement of second language learners dealing with speaking and writing. The more

unknown words of target language gained by the learners the more they will be successful in

listening, speaking, reading and writing (Gu, 2003; Laufer & Nation, 1999). Based on above

statements, there is an assumption that a wider vocabulary helps students to accelerate their four

main language skills

Laufer, B. & P. Nation. (1999), A vocabulary size test of controlled productive ability,

Language Testing 16, 33-51, 1999

Gu, Y. (2003), Vocabulary learning in the second language: person, task, context and

strategies. Electronic Journal, TESL-EJ, 2003a, 7, 2, 1-26

 Riabtseva, E.V., Arestova, A.A., Makeeva, M.N., & Konovalov, V. (2006). SOME

PROBLEMS OF TEACHING ENGLISH FOR SPECIAL PURPOSES TO STUDENTS OF

TECHNICAL SPECIALITIES AT UNIVERSITY LEVEL.

Teaching vocabulary through guessing from Context

Guessing from context as a way of dealing with unfamiliar vocabulary in unedited lections has

been suggested widely by L1 and L2 reading specialists (Dubin, 1993). Alqahtani (2015) claims

that there are two types of contexts. The first type is the context within the text, which includes

morphological, semantic and syntactic information in a specific text, while the second one is the

general context, or non-textual context, which is the background knowledge the reader has about

the subjects being read. Alqahtani (2015) considered the specific context as ‘‘the other words

and sentences that surround that word….. it follows those other words in the context of the

unfamiliar word often ‘throw light on’ its meaning. These other words can be found in the

sentence containing the unknown word or other sentences beyond the sentence of the unknown

item. Learning from context not only includes learning from extensive reading, but also learning

from taking part in a conversation, and learning from listening to stories, films, television or the

radio (Nation, 2001). In order to activate guessing in a written or spoken text, there should be

four elements available: the reader, the text,

unknown words, and clues in the text including some knowledge about guessing. The

absence

of one of these elements may affect the learner’s ability to guess. Furthermore, this

technique
 encourages learners to take risks and guess the meanings of words they do not know as

much

as possible. This will help them build up their self-confidence so that they can work out

the

meanings of words when they are on their own. There are many clues learners can use to

establish meanings for themselves, such as illustrations, similarity of spelling or sound in

the

mother tongue, and general knowledge (Walters, 2004).

Teaching vocabulary is a crucial aspect in learning a language as languages are based

on words (Alqahtani, 2015). It is almost impossible to learn a language without words; even

communication between human beings is based on words. Recent research indicates that

teaching vocabulary may be problematic because many teachers are not confident about the

best practice in vocabulary teaching and at times do not know where to begin to form an

instructional emphasis on word learning (Berne & Blachowicz, 2008). Either teachers or

students agree that acquisition of the vocabulary is a central factor in teaching a language

(Walters, 2004). Teaching vocabulary is considered as one of the most discussed parts of

teaching English as a foreign language. When the teaching and learning process takes place,

problems would appear to the teachers. They have problems with how to teach students in order

to gain satisfying results. The teachers should be concerned that teaching vocabulary is

something new and different from a student’s native language. They also have to take into

account that teaching English to young learners is different from adults. The teacher should

prepare and find out the appropriate techniques, , which will be implemented to the students. A
good teacher should prepare himself or herself with various and up-to-date techniques. Teachers should

be creative and be able to master the material in order to be understood by students, and make them

interested. The teachers have to know the characteristics of his\her learners. They more over need to

prepare good techniques and suitable material in order to gain the target of language teaching.

Commonly, there are several techniques concerning the teaching of' vocabulary. However, there are a

few things that have to be remembered by most English teachers if they want to present a new

vocabulary or lexical items to their students. It means that the English teachers want students to

remember new vocabulary then it needs to be learnt, practiced, and revised to prevent students from

forgetting. Techniques employed by teachers depend on some factors, such as the content, time

availability, and its value for the learners (Takač & Singleton 2008). This makes teachers have some

reasons in employing certain techniques in presenting vocabulary. In presenting one planned vocabulary

item, the teacher usually combined more than one technique, instead of employing one single

technique. Teachers, furthermore, are suggested to employ planned vocabulary presentation as various

as possible (Pinter, 2006). The followings are some techniques of teaching vocabulary as proposed by

some experts.

Vocabulary plays a key role in teaching foreign languages in general and in professional course
in particular.

Improving vocabulary skills among English language learners (ELLs) is a challenge

faced by many universities. Several problems and limitations have been associated with the

factors that contribute to the level. This area has been a loop for some time. Some researchers for

example, do not have good information of students’ success on vocabulary learning and other
language skill where vocabulary is needed. Some even do not have information about the

student’s individual language strengths and weaknesses (Sothan, 2015).

As a result, I invariably provide them with the queries prior to delivering the task instructions.
Adults have amassed an extensive amount of life experience. This indicates that they possess the
ability to apply a diverse range of abilities, approaches, and beliefs to the assignments presented
in the language course (Brown & Le, 2015). The comprehension of a context-reduced segment of
language is enhanced in adults (Smith & Strong, 2009; Eyring, 2014). Adults possess extended
periods of focus when it comes to content that may not pique their intrinsic interest.
Additionally, life-centered (also problem-centered or task-centered) approaches to learning are
more appealing to adults than subject-centered approaches. Consequently, I consider task-based
learning to be an appropriate instructional structure for this particular learner.

Brown and Lee (2015) assert that objectives ultimately direct learners' attention from mere
linguistic forms to practical, real-life situations. The article elucidates the advantages that adult
learners can derive from implementing a task-based learning framework, including the
encouragement of active participation, the cultivation of effective communication capabilities,
and the improvement of problem-solving aptitude. Although numerous academicians propose
alternative stages for a framework for task-based learning, I adhere to Jane Willis's framework,
which consists of the following: pre-task, during-task, and post-task. In the pre-task phase,
students are prepared for the main assignment. The instructor may begin this phase by
introducing the topic. The instructor then engages students in discussions or ideation to activate
prior knowledge. The instructor then examines the necessary grammar structures and vocabulary
for the assignment. There are those who contend that the meaningful language exposure provided
by task work facilitates the effective operation of unconscious "acquisition" processes (Krashen,
1985) on comprehensible input tasks, thereby establishing a connection between task-based
pedagogy and acquisition processes. Thus, two tasks comprise the pre-task phase of lesson plans
1 and 2. In order to answer the scaffolding questions, the first task introduces the subject and
encourages students to utilize their prior knowledge through discussion with their peers and
viewing the videos. The second task offers a comprehensive input that places emphasis on
language aspects, specifically vocabulary. Students utilize the target language actively during the
during-task phase as they complete the assigned task in small groups, pairs, or individually. A
debate, a role-play, a presentation, or anything else that necessitates communication and the use
of the target language may constitute the task. The instructor assumes the role of a facilitator,
overseeing the students' advancement and providing assistance when required. In order to
decompose this phase into more manageable elements, I modified Willi's (1996) task cycle to
incorporate task preparation, task planning, and task completion. Once more, the students are
presented with the exhaustive input; however, I have altered the text and assigned them a reading
activity in lieu of listening. They gain a greater understanding of the language's meaning and
proper usage as a consequence. Additionally, the task preparation phase assists them in
comprehending the objective they must attain. They must be aware of the appropriate vocabulary
to employ in this situation. During the task-planning phase, I formulated the assignment that
facilitated students in generating ideas for the content of their presentations through
brainstorming. In conclusion, my pupils are required to discuss a designated subject matter using
the language that I impart to them during the pre-task and task preparation phases. By this point,
task completion is a relatively simple obstacle to surmount, as my students have unconsciously
prepared themselves in the preceding phase.

To effectively employ the task-based learning framework, I ensure that the tasks chosen are
pertinent and significant to the lives and objectives of adult learners. This approach serves to
enhance their motivation and engagement. Furthermore, I endeavor to furnish learners with
explicit directives and construct scaffolding inquiries in order to bolster their ability to
accomplish assignments. Reflection and feedback are significant in my opinion due to the fact
that they promote learning and the development of skills.

I provide them with as many opportunities as feasible during and after the task stage to exercise
their agency by selecting their own actions both inside and outside of the classroom. Thus, they
will be able to invest in their own learning process more efficiently. I also provide them with
opportunities to share their personal experiences in order to enhance the significance of their L2
learning. In an effort to maximize the utilization of my students' vocational or avocational
interests, I structure the warm-up activities, inquiries, and discussions within my classroom
around current events. Consequently, their interest in participating in the duties is heightened.

Despite the high potential of teaching English to adults, their high motivation, a clear goal to
obtain certain

skills, experience and readiness for independent activity, adults face a number of barriers of
social and psychological

type. Some of these barriers include:

A) a fear of mistakes. Many adults are prone to perfectionism, often believing that silence is
golden, and that it

is better to do nothing than to make mistakes that sometimes hinder the process of learning
English.

B) the unpleasant experience of learning English in schools and universities. Sometimes adult
learners blame

their teachers, often rightly arguing that in secondary schools the English language is taught just
“to check the box”.

C) a wide range of responsibilities and lack of time. Adults tend to work, to have families, and to
face certain

public duties, which, by all means, both affect the learning process and make it difficult for adult
educators to assign

homework and to demand its fulfilment.

D) a lack of confidence in their own abilities, usually manifested in an increased level of anxiety.
Anxiety occurs
for various reasons: the financial cost of education, the lack of support in the family or by the
employer, a sense of

either hopelessness or the feeling that their training is irrelevant, a lack of confidence in their
abilities, and a fear of

demonstrating incompetence in a new learning environment (Nizkodubov & Evseeva, 2015).

There are several issues that zero beginnersface while studying the English language. First of all,
listening and speaking skills are not taught to them in their childhoodin their
everyday interactions at home, at school, at colleges, in universities, in markets, or in
public spaces

Kim, H. K., & Cho, H. (2022). Transnational teacher educators’ critical reflection on
multilingualism.Critical Inquiry in Language Studies,19(3), 264-285.

sing one's mother tongue to understand and learn lexical elements might result in incorrect
word collocations in the target language.

A lot of adult learners who are just starting off in zero degree often have hectic schedules
and little time to devote to studying a language. Their little exposure to English outside of
the classroom coupled with this time constraint may hinder their language learning.

Adult learners who are zero beginning often find it difficult to use their language
abilities in everyday scenarios. Al Kaabi (2020) pointed out that not being able to
communicate well in everyday situations may be discouraging and may result in a
lack of useful language usage

These obstacles draw attention to the complexity of teaching English to adult learners
who are at zero proficiency and emphasize the necessity for specialized teaching strategies to
meet these particular issues

Al Kaabi, Z. T. (2020). Academic Needs Analysis: A Case of Iraqi University ESP

Students.International Journal of Linguistics, Literature and Translation,3(4), 216-219
as Vietnamese students studied English only for the purpose of passing formal examinations to move to
further study (Denham, 1992, p.65). As a result, English words were being produced according to
Vietnamese pronunciation, where for example „you‟ /ju:/ would be noted that /du/ on top of the word.
In this way students could remember the way to pronounce the text in the reading period, and also
remember the meaning of words for translation.

on top, and remembering patterns and sentence structures to complete grammar points. English tests
were designed in a style that consisted of reading comprehension and knowledge of linguistics (see
Appendices 3a & 3b). As a result, after six years of learning English under the general education
curriculum of three 45 minute lessons each week, students could not even communicate in English with
others in basic daily life situations.

EFL teachers must negotiate the Vietnamese traditional and Western educational

learning economies. Asian education privileges teachers as the authoritative transmitters of knowledge
(V. C. Le, 2011) and students as “passive, rote learners”

(Pennycook, 1998, p. 162) who prefer listening and compliance (Kyung Soon &

Angela, 2006).

Students are highly dependent on these lectures and are given

few opportunities to practice English communication skills. English lessons tend

to emphasise the development of language knowledge, but do not address “professional or common
skills such as team work, oral and written communication

in English, project management, problem solving methods, initiative-taking, lifelong learning, etc.”
(Director, Doughty, Gray, Hopcroft, & Silvera, 2006, p. 11)

This pedagogy does not develop students’ independent and critical-thinking

skills. Yet, some Vietnamese EFL teachers involve students in varied and engaging classroom activities
such as discussion, paired and group work, and presentation. However, these teaching methods are not
appreciated as being effective,
especially by non-English major students, who as passive learners are unfamiliar

with what these pedagogies ask them to do and are reluctant to express their ideas

or raise questions.

ietnamese students are not familiar with communicating in English, have difficulty

gaining access to other cultures, and have little contact with foreigners. As a

result, students have a lack of practical skills and strategies with which to facilitate44 Current challenges

appropriate interactions in English. English, much like any other academic subject, tends to be taught
and used only inside the classroom. As a result, the quality

of the teaching in EFL classrooms is low. After completing a course, students are

often still unable to use English to communicate effectively

Pham Thanh Truyen (2008), a third year student of the Foreign Faculty at the

University of Technology and Education Ho Chi Minh City states that most of those

who achieve National English certificates at all levels are unable to produce a perfect

sentence. In addition, Huy Thao (2006), vice principal of Luong The Vinh high

school addressed that although some students are very good, achieving scores of eight

or more out of ten in English examinations, they fail to take part in oral

communication. Hence, this failure in education has motivated the researcher to focus

on finding positive ways to help Vietnamese students of English not find themselves in the same
situation

Hoang Tuy (1999, p.79) and Pham Hoa Hiep (1999, p.5) stressed that the exam-driven instruction,
teacher-centred language teaching method in Vietnam produces students who may achieve the highest
grades in examinations, but fail to communicate effectively in real-life situations. I
, English training curricula at university levels mainly focus on vocabulary, grammar structures and
reading comprehension skills. In short, when learners attend English classes, they just listen to their
teacher‟s explanation of vocabulary, language points, and the meaning of texts, finish tasks provided,
and sit for final examinations (Viet Bao, 2007; Tuoi Tre Online, 2005)

Therefore it is important to he importance of using updated approaches in teaching English in Vietnam

Horowitz (2019) Adult learners are afraid of making mistakes.

Horowitz (2019) indicated that learning a new language might cause anxiety and self-
consciousness in adults. Their fear of being misinterpreted or criticized might prevent
them from actively engaging in language-related activities, such as speaking and writing
exercises.

Horowitz, K. S. (2019). Video games and English as a second language: The effect of
massive multiplayer online video games on the willingness to communicate and
communicative anxiety of college students in Puerto Rico.American journal of play,11(3), 379-
410.[24] MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping
strategies during the Covid-19 conversion to online teaching: Correlations with stress,
wellbeing and negative emotions.System,94, 102352.

English training curricula at university levels mainly focus on vocabulary, grammar structures and reading
comprehension skills. In short, when learners attend English classes, they just listen to their teacher‟s
explanation of vocabulary, language points, and the meaning of texts, finish tasks provided and sit for
final examinations (Viet Bao, 2007; Tuoi Tre Online, 2005)

Teachers are not trained

Beside teaching GE, EFL teachers are responsible for teaching ESP. Almost all

EFL teachers find it hard to teach ESP. They are trained to work as EFL teachers whose duties are to
develop students’ English proficiency. They have limited

knowledge in ESP courses such as English for IT Students, English for Fine Art
Students, or English for Students of Mathematics. They do not completely understand specialised
terminologies provided in ESP textbooks. They therefore have

to spend more time and effort increasing their knowledge in the students’ professional field and designing
lessons. Some teachers decide to adjust the textbook50 Current challenges

content or use supplementary materials; however, they struggle with text selection for adaptation. Not
being experts in the students’ specific area, they cannot determine which kind of text should be revised.
Further, the modified text

should not be too difficult as neither teachers nor students have a high level of

specialised knowledge. Also, the text must not be too easy as students may lose

their motivation.

Therefore, I would like to design my lesson plan as a reference for other ESL teacher, especially my
collage

Solution

To solve the problem, teachers should become friendlier with the students to be able to understand the
students’ needs and wants as well as their learning styles. Teachers should also have suitable techniques to
check the students’ thorough understanding of the lessons and have proper adjustments in their teaching
methods. Another solution is that the combination of both the learner-centred approach and teacher-
centred approach should be adopted, although the learner-centred should be more favoured and widely
applied than the teacher-centred. The teachers can also resort to varied motivation-enhancing strategies
and create small projects for the students to participate to develop self-learning strategies and express
themselves confidentl

The suggestion is that the knowledge in the exam should be closely connected with the knowledge during
the process of teaching and learning. Exam questions

should evoke students’ creativity, critical thinking, and problem-solving skills

instead of just checking students’ rote memorisation of the learned knowledge.

Final tests can be replaced by other forms of assessment such as writing essays,

writing assignments, doing projects, making portfolios, or making presentations.

Another recommendation is that testing methods should be renovated by alleviating the number of regular
tests and assignments in one subject. Instead of having to take the exam right after finishing the subject,
students should have time

for better revision for the exam. In addition, the lecturers should be financially

supported when marking a great number of essays, portfolios, projects, and other

kinds of assignment. In light of the CLT pedagogy, the teaching of the English

language requires teachers to assess students’ linguistic and cultural competence

(Skopinskaja, 2009). It is necessary for educational authorities and policy makers to be aware of the need
to provide teachers with instructions about teaching

and learning assessment from a CLT perspective. These issues may help teachers

change their ways of teaching and assess students’ learning outcomes to meet the

aim of developing students’ English communicative competence.

There should be a supportive environment for EFL teachers and students in

teaching and learning English upon CLT pedagogy. The policy makers at both

the university level and national level need to provide their teachers with opportunities to improve their
professional qualifications and capacities, as well as their

pedagogical knowledge and skills. To make this support possible, educational

authorities and policy makers should send EFL teachers to national or international professional
development programs that are related to the teaching and

learning of English language in the globalised world and will introduce teachers

to new teaching goals, practical techniques, and teaching materials etc. Further,

they need to make sure all teachers are informed about these programs so that

they will not miss opportunities to update their knowledge and teaching methods. Although EFL teachers
at English-major institutions have various priorities

for professional development activities from the board of school administrators, it

is recommended that more workshops, conferences, and activities for the teachers to exchange
experiences and improve teaching methodology continue to be

organized

Viet Bao. (2007). Learning English at school is just ... exam! (Học tiếng Anh ở trường
chỉ để… thi!).

Hien, T.T., & Loan, M.T. (2018). Current challenges in the teaching of tertiary English in Vietnam.
English Tertiary Education in Vietnam.

Ellis, R., Skehan, P., Li, S., Shintani, N., and Lambert, C. (2019). Task-based language

teaching: Theory and practice. Cambridge: Cambridge University Press.