iv TABLE OF CONTENTS Page Declaration i Acknowledgements ii Abstract .iii Table of Contents iv List of Abbreviations .vii List of tables viii List of figures viii PART ONE: INTRODUCTION .1 Rationale for the study Aims of the study Scope of the study Significance of the study Methods of the study Structure of the study .3 PART TWO: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Task-based language teaching 1.1.1 What is a task? .4 1.1.2 Task types 1.1.3 What is TBLT? 1.1.4 A framework for designing TB lessons .6 1.2 Speaking skill in language teaching 1.2.1 What is speaking skill? 1.2.2 The importance of speaking skill in language teaching programs .8 1.3 Factors affecting TBLT application in speaking skill 1.3.1 Teachers .9 1.3.1.1 Teachers’ attitudes and beliefs v 1.3.1.2 Teachers’ qualities and personalities 1.3.2 Learners .10 1.3.2.1 Learners’ motivation 10 1.3.2.2 Learners’ attitudes and beliefs 10 1.3.2.3 Learners’ anxiety and confidence .10 1.3.3 Learning environment and Text books 11 CHAPTER TWO: THE STUDY 12 2.1 The context of the study 12 2.1.1 English language teaching at HaUI 12 2.1.2 The teaching materials and assessment 13 2.1.3 Teachers and students 13 2.1.4 Teaching and learning facilities 14 2.2 The research methodology 14 2.2.1 Research questions .14 2.2.2 The participants 15 2.2.3 Data collection instruments 15 2.2.3.1 Questionnaire 15 2.2.3.2 Class Observation .16 2.2.3.3 Interviews 17 2.3 Data analysis methods .17 2.3.1 The questionnaires .17 2.3.1.1 The questionnaires for students 17 2.3.1.2 The questionnaires for teachers 22 2.3.2 The class observation .25 2.3.2.1 Class environment .25 2.3.2.2 Teachers’ preparation 25 2.3.2.3 Teachers’ attitude 26 2.3.2.4 Teachers’ method 26 2.3.2.5 Students .27 vi 2.3.3 The interview .28 2.3.3.1 The interview for teachers 28 2.3.3.2 The interview for students 31 2.4 Conclusion 33 CHAPTER THREE: FINDINGS AND RECOMMENDATIONS 34 3.1 Findings of the study 34 3.1.1 Advantages 34 3.1.1.1 From the students 34 3.1.1.2 From the teachers 34 3.1.1.3 From the administrators 35 3.1.2 Disadvantages 36 3.1.2.1 From the students 36 3.1.2.2 From the teachers 37 3.1.2.3 From the administrators 37 3.1.2.4 From the syllabus 38 3.2 Recommendations for better TBLT application .38 3.2.1 For the teachers 38 3.2.2 For the students 39 3.2.3 For the administrators 39 PART THREE: CONCLUSION 41 Conclusion 41 Limitations of the study .41 Suggestions for further study .41 REFERENCES .43 APPENDIXES I APPENDIX 1: QUESTIONNAIRE FOR STUDENTS I APPENDIX 2: QUESTIONNAIRE FOR TEACHERS IV APPENDIX 3: CLASS OBSERVATION SHEET VII APPENDIX 4: INTERVIEW DATA VIII vii LIST OF ABBREVIATIONS HaUI : Hanoi University of Industry TB : Task-based TBL : Task-based Language TBLT : Task- based Language Teaching ULIS, VNUH : University of Languages and International Studies - Vietnam National University, Hanoi viii LIST OF TABLES Page Table 1: A framework for designing task-based lessons Table 2: Students’ evaluation of their English learning ability 18 Table 3: Students’ attitudes of learning English speaking 19 Table 4: Students’ opinions of the application of a task-based approach in learning 20 English speaking Table 5: Students’ advantages and disadvantages in learning English speaking 21 based on tasks Table 6: Students’ suggestions to make use of advantages and surmount 21 disadvantages Table 7: Teachers’ attitudes toward English speaking skill 22 Table 8: Teachers’ opinions of the application of task-based approach in teaching 23 English speaking Table 9: Teachers’ advantages and disadvantages in implementing a task-based 24 approach in teaching English speaking Table 10: Teachers’ suggestions to make use of advantages and surmount 24 disadvantages LIST OF FIGURES Figure 1: The grade students started learning English 18 Figure 2: Teachers’ experience in teaching English 22 PART ONE: INTRODUCTION Rationale for the study Nowadays, English is the language of international communication so it now plays an important role in socio-economic development not only in Vietnam but also all over the world That is the reason why the demand for good English users is higher, especially in the field of communication In Vietnam, English has been extensively studied and taught for decades However, how to effectively teach and learn English in general and English speaking in particular is a matter of controversy There exist some weakness in the teaching and learning of the speaking skill in non-English major courses at colleges and universities with inappropriate teaching materials and instructional techniques Being a teacher of English at a university, I realize that most of the students have faced many problems in learning this skill It is due to the fact that the common teaching approach applied is teacher-centered and lectureoriented, which normally results in learner passivity and non-involvement in English speaking activities Thus, it is necessary to change the learning process because if the processes actively engage the learners, then a more positive outcome is assured It is obvious that in some recent years, many modern approaches have been applied in teaching languages with the hope to achieve the expected communicative results One of these is to use Task-based language teaching The task-based approach has numerous advantages Candlin (1987:3) asserted that “Task-based learning continues with and develop recent attention to learner-centered approaches, and in particular the ideas of differentiation and learner independence”, adding that “tasks serve as compelling and appropriate means for realizing certain characteristic principles of communicative language teaching and learning” (p.5) Tasks also provide input to learners and opportunities for meaningful language use, both of which are generally considered valuable in promoting language acquisition Students can become fully engaged in fulfilling tasks, which can reduce tedium and make class work more challenging and relevant to their interests For some recent years, Faculty of Foreign Languages of HaUI has applied this approach in teaching languages However, how to effectively apply this approach in teaching languages, especially teaching English speaking to the first-year non English majors is a big question Being a teacher of English at HaUI, I myself think that it is essential to a research on the advantages and disadvantages of teaching speaking to the first-year non-English major students at my university by using the Task-based approach so that some appropriate suggestions could be proposed to surmount the disadvantages and to exploit the advantages in implementing this approach Aims of the study The study is aimed at finding out the advantages and disadvantages of using a taskbased approach in teaching speaking to the first-year-non-English-major students at HaUI And then some possible suggestions are given to help teachers and students overcome those disadvantages as well as exploit the advantages so as to make an improvement in our teaching and learning English speaking The specific objectives of the study are: -investigating the teachers‟ and students‟ perceptions of the advantages and disadvantages in teaching and learning speaking with task-based approach -giving some appropriate suggestions to surmount the disadvantages and to make use of the advantages Scope of the study This study mainly focuses on the advantages and disadvantages of using a taskbased approach as perceived by the teachers and students of HaUI in English speaking teaching and learning It involves the participation of 150 first-year non English majors who are in their first semester and 30 teachers of Faculty of Foreign Languages at HaUI The findings and recommendations most appropriately applied to the teachers of English as well as the first-year non English majors of HaUI Significance of the study The study is an attempt to respond to the concern of teachers and administrator who take responsibility of the course quality and students‟ learning From the findings of the study, teachers and administrator can find ways to most effectively apply task-based approach in teaching languages in general, English speaking in particular The teachers and students will be able to use appropriate tasks to overcome difficulties and to improve their process of teaching and learning English speaking Methods of the study The study is conducted in the form of a survey research To carry out the research, I decided to use questionnaires with participation of 150 first-year non English majors and 30 teachers of Faculty of Foreign Languages at HaUI In addition to the questionnaires, class observation and interview with the student informants and interview with their teachers were also employed Structure of the study The study consists of three parts: Part One: The Introduction: This part presents the rationale, the aims, the scope, the significance, the methods and the structure of the study Part Two: The Development includes of following chapters: Chapter 1: Literature review This chapter reviews basic issues on task-based language teaching (TBLT) with the definition of a task, task types, the definition of TBLT and a framework for designing TB lessons An overview of speaking with the definition of speaking skill, the importance of speaking skill in Language Teaching programs and factors affecting TBLT application in speaking skill is also presented Chapter 2: The study This chapter first refers to the current situation of teaching and learning speaking English at HaUI It then presents the research questions, the methodology with methods for data collection and data analysis Chapter 3: Finding and Recommendation This chapter proposes the findings concluded from the results of the previous chapter and some recommendations for teachers and students at HaUI in the hope of improving their process of teaching and learning speaking English Part Three: Conclusion: This part summarizes the study, the limitation of the study and suggests some ideas for further study PART TWO: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.1 Task-based language teaching (TBLT) 1.1.1 What is a task? In general education, there are many different definitions of a task Nunan (1989) defined a task as a piece of classroom work which involves learners in comprehending, manipulating, producing, or interacting in the target language while their attention is principally focused on meaning rather than form The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right Bygate, Skehan and Swain (2001) agreed that a task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective Breen had another definition “Task is assumed to refer to a range of workplans which have the overall purpose 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” (Breen 1987:23) 1.1.2 Task types: Task types are very numerous We can take into consideration some types of tasks suggested by Long (1989) as follows: The first is information gap tasks which includes one-way tasks and two-way tasks These tasks are information exchange tasks that are distinguished in terms of how the information to be shared In the case of one-way tasks, the burden of completing the task successfully is placed on the participant who holds the information, although other participants can contribute by demonstrating when they comprehend In constrast, in twoway tasks, all the participants are obligated to participate in order to complete the task However, Long (1989:13) claimed that “two-way tasks produce more negotiation work and more useful negotiation work than one-way tasks” The second are the tasks related to task outcome Those are open tasks and closed tasks Open tasks are those where the participants know there is no pre-determined solution For example, tasks in involving making choices, surveys, debates, ranking activities, and general discussion are open because learners are free to decide on the solution Closed tasks are those that require students to reach a single, correct solution or one of a small finite set of solutions Long (1989) argues that closed tasks are more likely to promote negotiation work than open tasks because they make it less likely that learners will give up when faced with a challenge In the case of open tasks such as “free conversation” tasks there is no need for students to pursue difficult topics They can treat topics briefly and switch topic if necessary In short, open tasks remove the need to make an effort to communicate In contrast, closed tasks require students to persevere to make themselves understood, resulting in greater precision and more language recycling It is good for acquisition The third are planned tasks and unplanned tasks Planned tasks are the ones that are prepared and planned in advance to access their effects on written or oral work For example, planning the words, phrases and ideas before carrying out an interview Unplanned tasks are the ones that are not prepared and planned in advance before accessing their effects on written or oral work For example, students are asked to have informal face-to-face conversations The final are convergent tasks and divergent tasks Convergent tasks include problem-solving through social interaction, decision making, arrangement making and information organizing through conversation or correspondence Divergent tasks include topic discussions through the exchange of information, ideas, opinions, attitudes, feelings, experiences and plans Convergent tasks refer to tasks in which all participants have the same goal as a regarded outcome; with divergent tasks, the goals will be different 1.1.3 What is TBLT? TBLT is a development within the communicative approach “TBL is a perspective that can be taken within a communicative language teaching framework”(Brown, 1994:83) He aslo said that what various understanding of TBT emphasize is the centrality of task itself in a language course and, for TBT as an overall approach, the importance of organizing a course around communicative tasks that learners need to engage in outside the classroom Candlin stated that “task-based learning continues with and develops recent attention to learner-centered approaches, and in particular the ideas of differentiation and learner interdependence” (1987:3) Nunan (1991) gave five characteristics of a task-based approach to language teaching: 43 REFERENCES Bailey, K.M & Savage, L (1994) New ways in teaching speaking USA Breen, M (1987) Learner contributions to task design Cambridge: Cambridge University Press Brown, G & Yule, G (1983) Teaching the Spoken Language Cambridge: Cambridge University Press Brown, H.D (1994) Teaching by principles: an Interactive Approach to Language Pedagogy New Jersey: Prentice Hall regents Bygate, M (1987) Speaking Oxford: Oxford University Press Bygates, M., P Skehan, and M.Swain (eds.) (2001) Researching Pedagogic Tasks, Second Language Learning, Teaching and Testing Harlow: Longman Candlin, C.N (1987) Toward task-based language learning In Candlin, C.N.,& Murphy, D (Eds) Language learning tasks, (pp:5-22) London: Prentice-Hall International Davies, P& Pearce, E (2000) Success in English teaching Oxford: Oxford University Press Ellis, R (2003) Task-based Language Learning and Teaching Oxford: Oxford University Press 10 Littlewood, W (1998) Communicative Language Teaching: An Introduction Cambridge: Cambridge University Press 11 Long, M (1989) Task, group, and task-group interactions University of Hawaii Working Papers in ESL 8:1-26 12 Nguyen Thi Hien Huong (2007) A study on the benefit of implementing a task-based approach in teaching speaking to the third-year students of Business Administration Department, Trade Union University ULIS-VNUH 13 Nguyen Thi Van Ha (2007) A study on oral presentation difficulties of second-year English major of Phuong Dong university in the speaking lessons and solutions ULIS-VNUH 14 Nunan, D (1989) Designing Tasks for A Communicative Classroom Cambridge: Cambridge University Press 15 Nunan, D (1991) Language Teaching Methodology: a textbook for Teachers New York: Prentice Hall 44 16 Nunan, D (1999) Second Language Teaching and Learning Heinle and Heinle Publication 17 Richard, J.C and Rodgers, T.S (1986) Approaches and Method in Language Teaching.Cambridge: Cambridge University Press 18 Skehan, P (1998) A Cognitive Approach to Language Learning Oxford: Oxford University Press 19 Ur, P (1996) A Course in Language teaching.Cambridge: Cambridge University Press 20 Wajnryb, R (1992) Classroom observation tasks: A resource book for language teachers and learners Cambridge: Cambridge University Press 21 Widdowson, H G 1972 Teaching Foreign Language Cambridge: Cambridge University Press 22 Yule, G (1996) The study of Language Cambridge: Cambridge University Press I APPENDIXES APPENDIX QUESTIONNAIRE FOR STUDENTS This questionnaire is conducted to find out the advantages and disadvantages of the application of Task-based approach in teaching speaking to the first-year-non English major students at Hanoi University of Industry The questionnaire is in three parts Please answer the questions and complete all of them as accurately as you can Your completion of this questionnaire is highly appreciated The data collected is only for this research, not for any other purposes Thank you for your cooperation! I Personal information -Male  -Female Gender:  Age: II Your experience in learning English When did you start learning English? a) Grade b) Grade 10 c)Others: What is your level of English? a) Very good b)Good c) Neutral d) Bad e) Very bad In English, what skill are you good at? a) Listening b) Speaking c) Reading d) Writing e) Nothing d) Writing e) Nothing In English, what skill are you bad at? a) Listening b) Speaking c) Reading III Your attitudes of learning English speaking skill Are you interested in learning English speaking skill? a) Very interested b)Interested c) Neutral d)Uninterested e)Very uninterested Do you think English speaking skill is important to you ? a) Very important b)Important c)Neutral d)Important e)Very unimportant II What is your purpose of learning English speaking well? a) To pass the exam b) To get a good job in the future c) To communicate with foreigners d) It is a compulsory skill in learning English at university e) Others: IV Your opinions of the application of task-based approach in learning English speaking 1.Do you like learning English speaking with a task-based approach very much? a) Strongly agree b)Agree c) Neutral d)Disagree e) Strongly disagree 2.Do you think that learning English speaking based on tasks is suitable to you? a)Very suitable b)Suitable c)Neutral d)Unsuitable e)Very unsuitable Is your speaking skill improved when learning with this approach ? a) Strongly agree b)Agree c) Neutral d)Disagree e) Strongly disagree Do you want to continue to learn English speaking with this approach next semester ? a) Strongly agree b)Agree c) Neutral d)Disagree e) Strongly disagree V Your advantages and disadvantages in learning English speaking with a task-based approach and possible suggestions 1.What advantages you have in the speaking lessons when the teachers apply a task-based approach ? a) Your teachers always give clear and concrete tasks and help you when you need b) You have many opportunities to practice speaking with your friends when doing a task c) Your communicating skill is improved d) Your confidence is enhanced e) Others What disadvantages you have in the speaking lesson applied a task-based approach? a) Your level of speaking skill is not good enough to speak out your opinions when doing a task with your partners b) You have not enough time to prepare and finish tasks c) There are so many tasks in a lesson III d) Teachers give unsuitable tasks for activities in the lesson e) Others What should you to make use of the above advantages when implementing this approach? a) Usually ask teachers for help when you need b) Actively practice speaking to your partners as much as possible when doing a task c) Present the result of a task after discussing with your partners when you have opportunities d) Others: What should you to surmount the above disadvantages when implementing this approach? a) Always practice speaking English at school and at home b) Ask teachers for help to give recommendation for tasks c) Ask teachers to justify suitable tasks d) Others: IV APPENDIX QUESTIONNAIRE FOR TEACHERS This questionnaire is conducted to find out the advantages and disadvantages of the application of Task-based approach in teaching speaking to the first-year-non English major students at Hanoi University of Industry The questionnaire is in three parts Please answer the questions and complete all of them as accurately as you can Your completion of this questionnaire is highly appreciated The data collected is only for this research , not for any other purposes Thank you for your cooperation! I Personal information -Male  -Female Gender:  Age: II Your experience in teaching English How long have you been teaching English? a) 1-5 years b) 6-10 years c) 10-15 years d) >16 years In English, what skill you like teaching most? a) Listening b) Speaking c) Reading d) Writing Do you think English speaking skill is important to your students ? a) Very important b)Important c)Neutral d)Important e)Very unimportant III Your opinions of the application of task-based approach in teaching English speaking Do you like teaching English speaking skill with a task-based approach very much ? a) Strongly agree b)Agree c) Neutral d)Disagree e) Strongly disagree Do you think applying a task-based approach is suitable to the content of the speaking lesson in the course book ? a)Very suitable b)Suitable c)Neutral d)Unsuitable e)Very unsuitable What you think of the effectiveness of using a task-based approach in teaching English speaking ? V a)Very effective b)Effective c)Neutral d)Uneffective e)Very uneffective What are your students’ attitudes to the speaking lessons which are applied a task-based approach ? a)Very interested b)Interested c)Neutral d)Bored e)Very bored IV Your advantages and disadvantages in implementing a task-based approach in teaching English speaking and possible suggestions 1.What advantages you have when applying a task-based approach in the speaking lessons ? a) The administrators in HaUI and your Falcuty encourage for this b) You perceive many benefits of this approach in teaching speaking skill c) Your students like this way of teaching very much d) Others : 2.What disadvantages you have when using this approach in the speaking lesson? a) Your students’ speaking ability is low b) The course book is unsuitable c) Lack of teaching experience d) Others: What should you to make use of the above advantages when implementing this approach? a) Ask the administrators in HaUI and your Falcuty to make condition for applying this approach b) Study suitable tasks and exploit them to the lessons c) Give teaching aids to attract students more in the lessons d) Others: What should you to surmount the above disadvantages when implementing this approach? a) Encourage students to practice speaking more by giving a lot of homework b) Give your ideas of other course books or other syllabus c) Participate in other teachers’ lectures to get more teaching experience VI d) Others: VII APPENDIX CLASS OBSERVATION SHEET Name of the observed teacher: Class: Unit: Date of observation: Criteria Categories Option c d Equipments in class a b c d Teacher’s Materials a b c d Teaching aids a b c d Teacher’s At the beginning of the lesson a b c d During the lesson a b c d a b c d Teacher’s Teacher’s class management a b c d method Teacher’s presentation a b c d Teacher’s method a b c d Students’ speaking level a b c d 2.Time for students’ speaking activities a b c d Students’ involvement in the lesson b At the end of the lesson a attitude 1.Class size preparation Class environment a b c d Students Note for option: a) Very unsuitable b)Unsuitable c)Suitable d)Very suitable Comments: VIII APPENDIX INTERVIEW DATA I THE INTERVIEW FOR TEACHERS AND THEIR ANSWERS What you think of the importance of English speaking skill to your students? Why? 1.1 Very important It is essential for students to speak English well to get a good job in the future Besides that, English is one of the most popular languages nowadays Students can use it to communicate with other people 1.2 It is also important but not the most important one because most of the tests are in written English 1.3 It is as important as other skills Which skill you like teaching most of four skills: listening, speaking, reading and writing? 1.1 I like teaching speaking most because it is my strength 1.2 I like teaching speaking because it is more interesting than other skills 1.3 I like teaching speaking because I can communicate with my students more So I can understand their ability and find out a suitable teaching method to them 1.4 I like teaching writing because writing can express my opinions concretely and exactly Do you like teaching speaking with a task-based approach? 3.1 Yes Because I have opportunities to communicate with my students, know more about my students’ level of spoken English and understand what is their strength side in speaking 3.2 Yes I like it very much This is the best way for both teachers and students to teach and learn English It is a communicative approach It makes students involve in and concentrate on the lessons In your opinion, are your students interested in speaking lesson applied a task-based approach? 4.1 Yes, of course We give a task in each speaking activity So students can work in pair or group to finish the task, and then they can express their ideas in front of other members In general, it makes them excited IX 4.2.Yes Most of them But some students, who are not confident or have weaker presentation, seem to be bored with it What are the advantages you have when using a task-based approach in teaching English speaking? 5.1 The task-based approach is a flexible and contextually sensitive approach itself 5.2 Students are very interested in learning speaking with this approach 5.3 I have a good communication with students to understand more their ability 5.4 It helps to improve my own oral skill 5.5 It makes students more concentrate on the lessons 5.6 It makes students’ speaking ability better 5.7 The administrators of HaUI in general and Faculty of Foreign Languages in particular encouraged them to use this approach What are your disadvantages in teaching speaking with a task-based approach ? 6.1 Big size class, limited teaching management 6.2 Students’ low level of spoken language 6.3 Students’ low motivation 6.4 Students’ lack of confidence in speaking 6.5 Teacher’s lack of teaching experience, especially teaching speaking with a task-based approach 6.6 Unsuitable application of tasks in activities in the speaking lesson, such as time, objective, group division 6.7 The unsuitable syllabus 6.8 The long and difficult course book 6.9 Lack of teaching aids and modern equipments such as pictures, photos, extra-materials, projectors What could be done to make use of the advantages and surmount the disadvantages ? 7.1 I will continue to exploit this usefull approach to apply in teaching speaking and other skills as well 7.2 I will try to use appropriate tasks in actitivites to attract student to involve in the lesson X 7.3 After a period of time applied this approach, my presentation and my students’ speaking ability are improved I think we will make use of this advantage to teach and learn not only this course book but also other ones better and better 7.4 The administrator of HaUI should immediately divide classes which have suitable size for learning English, such as from 25 to 30 students in each class It will help to improve the effectiveness in applying this communicative approach 7.5 HaUI should held English clubs for students to participate in to enhance their speaking ability and be confident in communicating with other people in English 7.6 The course book should be added some contents which explain the usefullness of learning English speaking The teachers also should provide the students some more documents of that to motivate students learn hard 7.7 The university should invite some professioners or educational experts who are teaching in other famous universities to train more about teaching method, especially a task-based approach which is one of the most popular methods in teaching 7.8 The syllabus should be designed more suitably to apply tasks in activities best 7.9 The course book should be replaced or modified to be not too long and difficult for the level of first-year non English majors 7.10 The teachers should prepare teaching aids more carefully before starting a speaking lesson This contributes to make the lesson more interesting and exciting 7.11 The administrators should invest more in teaching equipments in class such as projectors, micros, etc 7.12 The teachers should encourage students to listen to the radio or watch progams in English on TV to develop their vocabulary and pronunciation II THE INTERVIEW FOR STUDENTS AND THEIR ANSWERS Em có thích nói tiếng Anh khơng? Vì sao? 1.1 Có Em thích nói tiếng Anh mơn học thú vị 1.2 Có Nhưng đơi em thích học viết 1.3 Có Nhưng em khơng giỏi nói tiếng Anh nên ngại nói 1.4 Bình thường XI Em nghĩ tầm quan trọng việc học nói tiếng Anh? 2.1 Rất quan trọng Nói tiếng Anh tốt giúp em giao tiếp với người nước tốt Điều giúp em có hội xin việc cơng ty nước ngồi 2.2 Rất quan trọng Sau em muốn học bậc cao trường nước Do vậy, tiếng Anh công cụ giao tiếp giúp em đạt kết cao 2.3 Có quan trọng Nhưng em nghĩ đọc viết quan trọng kiểm tra hầu hết đọc viết Em có thích học nói tiếng Anh áp dụng phương pháp giao nhiệm vụ không ? 3.1 Em thích Ngày trước cịn học cấp 3, chúng em có hội nói giao tiếp Năm học này, em học nói nhiều, giao nhiệm vụ theo nhóm, chúng em thảo luận trình bày ý kiến 3.2 Em thích học Cô giáo gần gũi với chúng em 3.3 Các nhiệm vụ thầy giao rõ ràng thiết thực Chúng em thảo luận bày tỏ ý kiến thân Không em mà nhiều bạn lớp tỏ hứng thú 3.4 Em thấy bình thường Vì em khơng thích kỹ Em thấy thân có thuận lợi học nói tiếng Anh với phương pháp giao nhiệm vụ? 4.1 Cách học hay Em có hứng thú học Cơ hội nói tiếng Anh nhiều 4.2 Cách học giúp em thoải mái nói tiếng Anh Em mạnh dạn nói tiếng Anh Buổi học không nhàm chán mà thú vị 4.3 Mức độ sử dụng tiếng Anh nhiều Ngồi việc thảo luận lớp, giáo cịn cho thêm tập nhà để chuẩn bị cho buổi học 4.4 Em khơng cịn bị động nói Vốn từ vựng cách phát âm cải thiện nhiều Kỹ trình bày tốt 4.5 Em có cảm giác tự chủ tự lập cơng việc Làm việc nhóm tăng tự tin 4.6 Em biết sử dụng thời gian hợp lý hiệu việc hoàn thành nhiệm vụ giao XII 4.7 Kỹ nói tiếng Anh em cải thiện rõ rệt Em có thêm nhiều vốn từ hơn, cách phát âm chuẩn Em sử dụng từ cách linh hoạt Sắp xếp từ câu tốt Có nhiều kinh nghiệm việc diễn tả ý kiến trước người khác Những khó khăn em gặp phải học nói tiếng Anh với phương pháp giao nhiệm vụ? 5.1 Em gặp phải chút khó khăn ban đầu phân nhóm làm việc theo nhóm 5.2 Em khơng quen với cách học so với hồi học phổ thông Mọi việc phải tự giải 5.3 Khi làm việc theo nhóm, có bạn tự tin nên thường đưa giải pháp giải vấn đề nhanh em, em lo lắng lại phải đưa ý kiến trùng lặp 5.4 Khối lượng công việc cô giáo giao nhiều 5.5 Đôi em không theo kịp nhiệm vụ giao tiết học có q nhiều nhiệm vụ phải làm 5.6 Em không tự tin đưa ý kiến Vì em khơng thích trình bày nói trước lớp 5.7 Là sinh viên năm thứ nhất, em chưa có điều kiện để nối mạng máy tính, truy cập thêm thơng tin để hồn thành nhiệm vụ giáo giao cho ngồi học lớp 5.8 Em thấy lớp học đông Cô giáo khơng thể bao qt tồn q trình làm việc tất nhóm khơng thể đơn đốc thành viên nhóm Theo em cần phải làm để tận dụng thuận lợi khắc phục khó khăn trên? 6.1 Các thầy cô nên tiếp tục áp dụng cách dạy học với phương pháp giao nhiệm vụ 6.2 Sinh viên cần khắc phục nhược điểm thân lười học, không chịu suy nghĩ, tham gia phát biểu, thảo luận để góp phần cho học sơi hơn, hứng thú 6.3 Trước vào học, giáo viên nên giải thích qua cách học để sinh viên hiểu đặc điểm phương pháp học áp dụng tốt Các thầy (cô) nên đưa yêu cầu cụ thể từ đầu kỳ học cần thảo luận với sinh viên tiêu chuẩn 6.4 Giáo viên nên dành thêm thời gian cho sinh viên thực nhiệm vụ giao XIII 6.5 Giáo viên nên thiết kế nhiệm vụ thực phù hợp với hoạt động sách giáo khoa 6.6 Giáo viên nên tìm hiểu kỹ trình độ nói sinh viên, hỗ trợ giúp đỡ sinh viên có kỹ nói yếu 6.7 Giáo viên nên cho thêm nhiều mẫu dẫn chi tiết hình thức trình bày biện pháp giải vấn đề 6.8 Nhà trường nên phân lớp nhỏ hơn, khoảng 30 đến 35 bạn lớp Như vậy, việc học nói với phương pháp giao nhiệm vụ đạt hiệu cao 6.9 Nhà trường nên đầu tư hệ thống máy chiếu, micro để giáo viên sinh viên trình bày nói Powerpoint, sử dụng hình ảnh minh hoạ tranh, ảnh, video clip giúp tạo hứng thú cho học nói 6.9 Khoa Ngoại Ngữ trường nên tổ chức câu lạc Tiếng Anh để chúng em tham gia sinh hoạt Như chúng em tăng thêm tự tin khả giao tiếp với người khác ... application of a task-based approach in teaching and learning English speaking and their perception of advantages and disadvantages when using a task-based approach in teaching and learning English... come to the findings of the advantages and disadvantages of the application of a task-based approach in teaching English speaking to the first year non English major students at HaUI and then... mentioned to the definition of a task, give the explaination of task-based language teaching and some literature review of task types and advantages and disadvantages of task-based language teaching Besides,