USINGATASK-BASED LEARNINGAPPROACH

ON ORALENGLISH COMMUNICATION SKILLS FOR

LOWER SECONDARY SCHOOL STUDENTS IN RAYONG, THAILAND

SUNWENFANG

ATHESIS SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OFMASTER OF EDUCATION

IN TEACHING ENGLISHAS AGLOBALLANGUAGE

DEPARTMENT OF INTERNATIONALGRADUATE STUDIES

IN HUMAN RESOURCE DEVELOPMENT

FACULTYOF EDUCATION

BURAPHAUNIVERSITY

APRIL 2016

COPYRIGHT OF BURAPHAUNIVERSITY

ACKNOWLEDGEMENTS

I am grateful to those who contributed to the completion of this thesis and

have offered me continued assistance, guidance and support to overcome the

difficulties during the formulating process.

My deepest gratitude goes first and foremost to my principal advisor,

Associate Professor Dr. Prapart Brudhiprabha, for his support, patient guidance,

and inspiration. He always gave me suggestions about how to organize my thesis.

Thank you for your patience and kindness. Thank you for being a professional advisor

and mentally leading me to success.

Second, my appreciation goes to my co-advisor, Dr. Denchai Prabjandee.

He was kind and strict with my writing. He always guided me to find solutions to my

thesis problems. He is kind and friendly.

Additionally, I would like to express my appreciation to Assistant Professor

Dr. Songyut Akkakoson, my principal examiner, for his valuable suggestions and

comments. I also would like to thank my lecturers, Assistant Professor Daranee

Pummawan, and Assistant Professor Dr. Janpanit Surasin, for three years of

instruction, assistance and guidance. Moreover, my gratitude goes to Ms. Rattanasiri

Khemraj, for her patience, coordination, and continued assistance.

Third, my utmost appreciation goes to my beloved family, for giving me life,

educating me, and offering unconditional support and love.

Last, thanks to my dear friends, Yueting Shen, Nan Zhou, and Tippan

Sumranjit. Thank you all for supporting and helping me.

Wenfang Sun

55921173: MAJOR: TEACHING ENGLISHAS AGLOBAL LANGUAGE;

M. Ed. (TEACHING ENGLISHAS AGLOBAL LANGUAGE)

KEYWORDS: TASK-BASED LEARNING APPROACH/ ORAL ENGLISH

COMMUNICATION SKILLS/ THAI LOWER SECONDARY

SCHOOL STUDENTS

WENFANG SUN: USINGATASK-BASED LEARNINGAPPROACH ON

ORAL ENGLISH COMMUNICATION SKILLS FOR LOWER SECONDARY

SCHOOL STUDENTS IN RAYONG, THAILAND. ADVISORYCOMMITTEE:

PRAPART BRUDHIPRABHA, Ph. D., DENCHAI PRABJANDEE, Ed. D. 115 P.

2016.

The purposes of this study were to investigate whether a task-based learning

approach improves oral English communication skills for lower secondary school

students, and to investigate the teacher’s reflections after using the task-based learning

approach in teaching oral communication skills. In order to achieve the two purposes,

a one-group pretest-posttest research design was used. In this study, the instructional

instrument was the task-based learning approach lessons. The research instruments

were oral English communication tests, video-recording observations, and a research

journal.

The findings of the study revealed the effects of a task-based learning

approach on oral English communication skills of lower secondary school students by

analyzing the data of test scores, video-recording observations, and a research

journals. Moreover, the results were increased student independence, adjusting to

task-based learning, providing student support, and perceptions about real world

relevance. The findings suggested that similar research can be conducted at the

secondary stage to investigate the effectiveness of task-based learning in developing

the students’ oral English communication skills, and training programs on how to

devise task-based activities for teachers should be conducted.

CONTENTS

Page

ABSTRACT.........................................................................................................

CONTENTS.........................................................................................................

LIST OF TABLES................................................................................................

LIST OF FIGURES..............................................................................................

CHAPTER

1 INTRODUCTION.......................................................................................

1.1 Background of the Study.............................................................

1.2 Statement of the Problem............................................................

1.3 Research Questions.....................................................................

1.4 Purposes of the Study..................................................................

1.5 Significance of the Study.............................................................

1.6 Conceptual Framework...............................................................

1.7 Limitations..................................................................................

1.8 Scope of the Study.......................................................................

1.9 Definition of Terms.....................................................................

1.10 Summary....................................................................................

2 LITERARTURE REVIEW..........................................................................

2.1 Oral English Communication Skills............................................

2.2 Approaches to Forster Oral English Communication Skills.......

2.3 The Theory of Task-based Learning............................................

2.4 Related Research Studies............................................................

2.5 Summary......................................................................................

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CONTENTS (CONTINUED)

CHAPTER Page

3 RESEARCH METHODS............................................................................

3.1 Research Design..........................................................................

3.2 Instruments..................................................................................

3.3 Validity and Reliability................................................................

3.4 Data Collection............................................................................

3.5 Data Analysis..............................................................................

3.6 Ethical Considerations................................................................

3.7 Summary.....................................................................................

4 FINDINGS..................................................................................................

4.1 Answer to Research Question 1..................................................

4.2 Answer to Research Question 2..................................................

4.3 Conclusion...................................................................................

5 DISCUSSIONAND RECOMMENDATIONS...........................................

5.1 Summary of the Overall Research and Findings.........................

5.2 Discussion...................................................................................

5.3 Recommendations.......................................................................

5.4 Summary.....................................................................................

REFERENCES.....................................................................................................

APPENDICES......................................................................................................

APPENDIXA.................................................................................................

APPENDIX B.................................................................................................

APPENDIX C.................................................................................................

APPENDIX D................................................................................................

APPENDIX E.................................................................................................

BIOGRAPHY.......................................................................................................

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LIST OF TABLES

Tables Page

2.1 The Framework of Task-based Learning......................................................

3.1 One Group Pretest-Posttest Design..............................................................

3.2 Scope and Sequence of Lesson Plan............................................................

4.1 Descriptive Statistics of the Pre-test and Post-test Scores...........................

4.2 Dependent T-test of the Pre-test and Post-test Scores..................................

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LIST OF FIGURE

Figure Page

1.1 Conceptual Framework................................................................................ 6

CHAPTER 1

INTRODUCTION

This chapter presents the background of the study, statement of the problem,

purposes, and significance. Other parts of this chapter include details on the scope,

conceptual framework, and operationalized definition of terms.

1.1 Background of the Study

With the development of globalization, the English language has become

one of the most essential communication tools to exchange information with others.

Thus, English language learning as an educational goal has played an important role

in people’s daily learning. English language learning has been a part of the Thai

elementary school system for several years. Customizing English language learning

and catering to the individual needs of students have been discussed in educational

policies and teaching practice for quite some time.

For the most part, the upcoming ASEAN Economic Community (AEC)

means that people have to be fluent in the English language. By this, it becomes

unavoidable for all to be able to communicate in English and to develop very good

English proficiency. This endeavor aims not only to respond to the regional or global

changes, but also to facilitate businesses across borders. In many perspectives,

Thailand, a country whose mother tongue and official language is Thai, obviously has

to develop its citizens’ English proficiency (Fry, 2012). Above all, English proficiency

offers a person a golden opportunity to gain a better job (Chanseawrassamee, 2012;

Chanseawrassamee & Shin, 2009; Jaturongkachoke & Chanseawrassamee, 2013).

In the context of English language learning, speaking has occupied

a significant part. Speaking is one of the four macro skills necessary for effective

communication in any language, particularly when speakers are not using their mother

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tongues. As English is universally used as a means of communication,

especially in the Internet world, English speaking skills should be developed along

with the other skills so that these integrated skills will enhance communication

achievement both with native speakers of English and other members of the

international community.

Because of the significant role of speaking in action, Bailey (2005) and

Goh (2007) detailed how to enhance the development of speaking by means of

syllabus design, principles of teaching, types of tasks and materials, and speaking

assessment. Speaking for special communication usually occurs in contexts where

speaking performance is conducted for an audience in differing circumstances.

The principles of public speaking are also intertwined with the development of

speaking for special communication. When a speech involving an audience is taken

into consideration, the act of speaking is considered to be more complicated than

general everyday conversation and a number of other skills are therefore included

in the speaking delivery process, e.g., choosing topics, organizing thoughts, tailoring

the message, and adapting to listener feedback (Lucas, 2001).

In language teaching, there are a lot of teaching approaches that have been

made to foster speaking, but the task-based learning approach has been rarely used

in teaching speaking. The main advantages of task-based learning are that language

is used for a genuine purpose, meaning that real communication should take place,

and that at the stage where the learners are preparing their report for the whole class,

they are forced to consider the language form in general rather than concentrating on

a single form (as in the presentation, practice, production model). The aim of

task-based learning is to integrate all four skills and to move from fluency to accuracy

plus fluency. The range of tasks available (reading texts, listening texts,

problem-solving, role-plays, questionnaires) offers a great deal of flexibility in this

model and should lead to more motivating activities for the learners (Bowen, 2002).

Oral communication fulfills a number of general and discipline-specific

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pedagogical functions. Learning to speak is an important goal in itself, for it equips

students with a set of skills they can use for the rest of their lives. Speaking is the

mode of communication most often used to express opinions, make arguments,

offer explanations, transmit information, and make impressions upon others.

Students need to speak well in their personal lives, future workplaces,

social interactions, and political endeavors. They will have meetings to attend,

presentations to make, discussions and arguments to participate in, and groups to

work with. If basic instruction and opportunities to practice speaking are available,

students position themselves to accomplish a wide range of goals and be useful

members of their communities (Rahman, 2010).

In the Thailand context, English is scarcely used out of classrooms since

it is taught as a Foreign Language (EFL). Students do not need English to engage in

day-to-day life functioning or to participate in society. From Daroon’s (2001) own

experience as a student and teacher of English in English classrooms, if asking the

situation of teaching English in Thailand, it can be said that Thailand has low

achievement in learning English. Many different methods of teaching have been tried.

When the results are unsatisfactory, the new method is replaced by another.

Unsystematic trial and error seems to be used for the English language curriculum.

However, it is essential in an EFL classroom to create an atmosphere or learning

processes which can motivate learners.

1.2 Statement of the Problem

Thai students spend twelve years studying English in primary and secondary

schools, but the results are questionable (Sripathum, 2013). When compared to people

in neighboring countries, Thais’ English proficiency is relatively low. The 2010 Test

of English as a Foreign Language (TOEFL) showed that Thailand ranked 116th out of

163 countries. The international average score was 80 but the Thai average score was

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75, which was a little higher than the average scores of Cambodia, Laos, Vietnam,

and Myanmar, but was trailing far behind other ASEAN countries, such as Indonesia,

Malaysia, the Philippines, and Singapore. In the 2011 report, the Thai average score

was still the same, 75 (Test and Score Data Summary for TOEFL, 2011-2012).

According to Wiriyachitra (2003), English learning in Thailand is not very

successful because most students lack opportunities to learn and practice English in

an English environment. Students’ tension, excitement, and lack of confidence while

speaking in class, as well as time constraints are the problems in teaching and learning

English (Ratanapinyowong, Poopon, & Honsa, 2007).

Therefore, the problem of the study was concentrated on the fact that

secondary school students were inept in oral English communication skills and

suffered from the ability to express themselves orally in English. Thus, the need for

language teaching that encourages learners to use language communication is needed.

Teaching English should encourage learners to participate actively in the language

activities. Learning English should be more self-directed rather than teacher-directed.

Accordingly, incorporating the task-based learning approach in teaching the lower

secondary course units may improve and promote the students’ oral performance in

English.

1.3 Research Questions

The following research questions were used to guide the pursuit of

knowledge in this study.

1.3.1 What are the teacher’s reflections after using a task-based learning

approach?

1.3.2 What are the differences between oral English communication skills

before and after using a task-based learning approach?

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1.4 Purposes of the Study

1.4.1 To examine the teacher’s reflections after using a task-based learning

approach in teaching oral communication skills in Rayong.

1.4.2 To investigate whether a task-based learning approach improves oral

English communication skills of lower secondary school students.

1.5 Significance of the Study

To confirm the task-based benefits echoed in practice, this study aimed at

seeing whether a task-based learning approach served the function of improving

students’ oral English communication skills. This study helped students realize that

they need to be convinced about the importance of oral English communication skills

as well as to practice this skill in a way far from the traditional methods that compel

students to practice a language they do not like in a way they do not like. Furthermore,

this study may attract more attention for researchers to investigate task-based learning

on oral English communication skills among different students in Thailand, so as to

improve English speaking in Thailand.

1.6 Conceptual Framework

In this study, the design of a task-based lesson is derived from the

framework of task-based learning fromWillis (1996). While this is not a radical

departure from the Test-Teach-Test approach, it does present a model that is based on

sound theoretical foundations and one which takes account of the need for authentic

communication. According to Willis (1996), the task-based learning (TBL) approach

typically consists of three stages as discussed below.

The first stage is the pre-task stage, during which the teacher introduces and

defines the topic and the learners engage in activities that either help them to recall

words and phrases that were useful during the performance of the main task or to

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learn new words and phrases that were essential to the task. The second stage, the

task-cycle is when the learners perform the task (typically a reading or listening

exercise or a problem-solving exercise) in pairs or small groups. They then prepare

a report for the whole class on how they did the task and what conclusions they

reached. Finally, they present their findings to the class in spoken or written form.

The final stage is the language focus stage, during which specific language features

from the task are highlighted and worked on. Feedback on the learners’ performance

at the reporting stage may also be appropriate at this point.

Independent Variable Dependent Variable

Task-based Learning

Approach

Oral English

Communication Skills

Figure 1.1 Conceptual Framework

1.7 Limitations

The limitations of this research are the amount of the time, because of the

eight lessons of oral English communication skills through the task-based learning

approach. Only 26 participants from Grade 9 in Thailand were involved in this

research. As a result, the outcome is not able to generalize or adequately represent

all Grade 9 students in Thailand.

1.8 Scope of the Study

1.8.1 Population and Participants

1) The population was students from a small public lower-secondary

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school in the eastern part of Thailand.

2) The participants were lower secondary school students (Grade 9) from

a school located in the eastern part of Thailand. The participants were purposefully

selected since the target school has only one class for Grade 9.

1.8.2 Variables

1) Independent variable was the task-based learning approach (Willis,

1996), consisting of three phases: pre-task, task cycle, and language focus.

2) Dependent variables were oral English communication skills

achievement.

1.9 Definition of Terms

Task: A goal-oriented activity in which learners use language to achieve

a real outcome. In other words, learners use whatever target language resources they

have in order to solve a problem, make a list, do a puzzle, play a game, or share and

compare experiences (Willis, 1996).

Task-based Learning Approach: is an approach of instruction in the field

of language acquisition and learning. It focuses on the students doing meaningful

tasks using the target language. Assessment is primarily based on task outcome

(i.e.: the appropriate completion of tasks) rather than simply accuracy of language

forms. This makes TBLL especially popular for developing target language fluency

and student confidence (Frost, 2007). In this study, the steps of task-based learning

approach is based on Willis (1996), consisting of three stages: pre-task, task cycle,

and language focus.

Oral English Communication Skills: Oral communication is a unique and

learned rhetorical skill that requires understanding what to say and how to say it

(Rahman, 2010). In this study, oral English communication skills consist of everyday

practice, such as greetings, conversations at a restaurant, or other situations. The oral

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English communication skills were assessed by a test that was developed by the

researcher.

Teacher’s Reflection: Daudelin (1996) provides a definition of reflection

that explicitly captures its relation to learning,

Reflection is the process of stepping back from an experience to ponder,

carefully and persistently, its meaning to the self through the development of

inferences; learning is the creation of meaning from past or current events

that serves as a guide for future behaviors. (Daudelin, 1996, p. 39)

This definition suggests that reflection is integral to learning, when learning

is defined as making sense of past experiences in order to affect and understand future

experiences.

1.10 Summary

This study investigated the effects of a task-based language learning

approach to teach secondary students oral English communication skills, and the

teacher’s reflections after using task-based learning. This chapter presents a general

introduction to the study. The background of the study, its significance, purposes,

research questions, scope, variables, and definition of the terms are briefly presented.

In the next chapter, the review of literature is presented.

CHAPTER 2

LITERATURE REVIEW

This chapter reviews related concepts, theories, and literature in the field

of oral English communication skills and task-based learning. Additionally,

related research conducted on using the task-based learning approach in teaching EFL

learners’ speaking skills is presented in the second part of this chapter.

2.1 Oral English Communication Skills

2.1.1 The Theory of Oral English Communication Skills

Communication is exchange of ideas between people either orally or

in writing. In this research, communication is viewed in the sense of fluency and

accuracy. The former refers to proper use of language without hesitation and later

talks about the use of grammatically and phonologically correct language. Alwright

(1994) considered it a ‘learn by doing’ approach in teaching where the teacher and

students are both involved. Speaking takes place in the presence of a listener because

a listener responds to the speaker’s communication.

Byrne (1986) defined oral communication (OC) as a two way process

between the speaker and the listener and involves the productive skills of speaking

and the receptive skills of understanding. It is considered to be helpful in improving

learning as Staab (1992) stated that he believes oral language is important not only as

a vital communication tool that empowers us in our daily lives but also as a valuable

way to learn. He considers listening and speaking as oral communication skills.

As he stated, oral English communication skills mean both speaking and listening to

oral language, both talking and listening are lifelong activities and probably our most

important communication tools. Both are integrated skills and support in developing

each other. Brown (1994) also asserted that the integration of listening and speaking

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skills is termed as oral communication skills because listening can be developed

indirectly by integrating it to speaking. The literature states that communication is an

exchange of ideas between people either orally or in writing. It is also an exchange of

meaning and understanding. Meaning is central to communication.

Rahman (2010) considered it symbolic because it involves not only words

but also symbols and gestures that accompany the spoken words because symbolic

action is not limited to verbal communication. He further defined this an interactive

process where two communication agents, Sender (S) and Receiver (R), are involved

in the process. In this research both speaking and listening skills are considered oral

communication skills (OCSs). Both support each other in the development of

language proficiency and without either OC remains meaningless. Effective OC

cannot be simply ‘studied’ by reading. It needs to be planned, strategized, practiced

and assessed, preferably in an authentic setting (Chan, 2011).

Listening is a receptive and meaningful process. Staab (1992) emphasized

that listening is an active process of constructing meaning and for this to happen,

listeners need active mental involvement. While good instructions and lots of practice

can help improve listening skills, this won’t happen without meaningful talk in the

classroom. In the process of developing oral proficiency, speaking comes later. It is

a productive skill which comes after receptive skill, i.e., listening. In English as

Second Language (ESL) contexts, speaking is perhaps the most important of the four

language skills: listening, speaking, reading, and writing (Carter & Nunan, 2001;

Celce-Murcia, 2001).

Speaking is a linguistic activity which, like language itself, consists of

several elements, namely, pronunciation (sounds), morphology and lexis (words and

their parts), grammar and syntax (structure), semantics, discourse (conversation and

utterances), pragmatics (usage and its rules), fluency (ease of speech, confidence,

coherence, and speed), and topicality (themes and ideas). It is a complex process

because learners need to develop at the same time knowledge of grammar, vocabulary

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functional language and communicative skills.

Attention to the systems of language is crucial, but the development of

fluency and contextual accuracy are equally important goals (Hedge, 2000).

Several studies have examined developing the students’ speaking skills. Jassem (1997)

was particularly interested in tackling and enhancing Malaysian English majors’ skills

in academic discussions by using various methods such as written

assignment-oriented seminars. This is an interesting work as it handles an EFL/ESL

context similar to the one at hand, where Malaysians are usually silent; they are keen

on listening rather than speaking. Lee (2009) examined the reasons for improving

Asian students’ low participation in class in Australia through combining both writing

and speaking. Various other evidences show that the best way to improve speaking

skills is to combine both communication (Task-Based Teaching and Learning) and

Grammar Translation Method (GTM) in teaching oral communication skills (OCSs)

(Chang, 2011; Hall, 2011).

Oral English communication is the process of verbally transmitting

information and ideas from one individual or group to another. Oral communication

can be either formal or informal. Examples of informal oral communication include

face-to-face conversations, telephone conversations, or discussions that take place at

business meetings. More formal types of oral communication include presentations at

business meetings, classroom lectures, or a commencement speech given at

a graduation ceremony. Communication skills include the mix of verbal,

interpersonal and physical strategies needed to interact confidently and effectively

with a range of audiences. A skillful communicator draws on a number of different

means (e.g., graphical, visual, statistical, audio-visual and technological) to get the

point across.

There are many situations in which it makes sense to choose oral over

written communication. Oral communication is more personal and less formal than

written communication. If time is limited and a business matter requires a quick

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resolution, it may be best to have a face-to-face or telephone conversation. There is

also more flexibility in oral communication – you can discuss different aspects of

an issue and make decisions more quickly than you can in writing.

Oral communication can be especially effective in addressing conflicts or problems.

Talking things over is often the best way to settle disagreements or misunderstandings.

Finally, oral communication is a great way to promote employee morale and maintain

energy and enthusiasm within a team.

2.1.2 The Importance of Oral English Communication Skills

According to the Ontario Curriculum for Language, Grades 1-8 (Ontario

Ministry of Education, 2006), oral communication skills are fundamental to the

development of literacy and essential for thinking and learning. Through talk,

students not only communicate information but also explore and come to understand

ideas and concepts; identify and solve problems; organize their experience and

knowledge; and express and clarify their thoughts, feelings, and opinions.

Listening and speaking skills are essential for social interaction at home, at school,

and in the community.

There are three parts to oral communication that are important for students

to learn and are crucial in the development of their skills. They are:

1) Listening – Students need to listen to their teachers, other students,

and oral versions of texts. This is to allow students to find meaning in texts and vocal

strategies, respond appropriately when involved in a conversation, understand and

interpret the content of texts or point-of-view, and demonstrate critical thought.

2) Speaking – Students need to be able to interact with others, using

appropriate language, clarity, and strategies that emphasize or help express meaning

and emotions.

3) Reflecting – Students need to recognize their strengths and weaknesses

when preparing for and participating in communication activities, and reflect on how

they can improve.

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By teaching oral communication skills, students should learn:

1) To listen, understand and respond to students and teachers in class/group

discussions about texts, concepts, and points of view.

2) To develop the skills to interact and behave appropriately while

communicating with others.

3) To be able to communicate clearly using a wide range of vocabulary that

is appropriate for the setting and interlocutors.

4) To be able to identify and communicate various meanings of words

through tone, speed, and pitch.

2.2 Approaches to Foster Oral English Communication Skills

2.2.1 Approaches to Foster Oral English Communication Skills

Flood (2003) noted that communication skills and functions of language

can be developed within any subject matter area. It is also necessary to have

an explicitly defined curriculum for teaching speaking and listening skills and

to focus on that specifically at certain times each day. He says that research has

shown that emphasis should be on “how to use language effectively in a variety of

contexts, learning about language” (Flood, 2003, p. 883), and notes an interest in the

phonological structure – learning the sounds of language to distinguish words when

you hear them and connect them to appropriate meanings. In addition, he notes how

theorists of “oracy” (the skills related to communication, or the teaching of

communication) believe that all teachers are seen as language teachers and that

students in elementary and secondary schools should be involved in settings and

circumstances across the curriculum that regularly require them to actively learn

by talking.

Therefore, teachers should approach teaching oral communication skills

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in all their lessons. Teachers at the elementary level should prepare a lesson that

focuses on the basic skills that are necessary for proper communication, so that

children can build on these skills and use them throughout the rest of their

educational experience and into adulthood. For students at the intermediate level,

English teachers should try to incorporate some kind of communication activity

while analyzing literature in which students can express their opinions and feelings

about certain topics in class/group discussions, presentations, etc. This will help you

monitor what skills the student has and his/her progress in using these

communication skills.

Below are two approaches to teaching oral communication skills that are

commonly used by teachers and instructors.

1) Communicative Approach

This approach focuses on learning the language and teaching the proper

skills for listening and speaking. The communicative approach is about a language

goal to communicate with (Hubbard, 2008).

Whatever approach you take to teach oral communication skills, whether

the focus is on the activities or the language, it is important to look at how the

students learn to determine which approach to use. I think using both approaches

is beneficial to students.

2) Task-Based Approach

Rahman (2010) considered a task is both a means of clinically eliciting

samples of learner language for the purposes of research and a device for organizing

the content and methodology of language teaching. In other words, its aim is to

improve a student’s ability to use a language, rather than acquiring new linguistic

skills. This approach is growing increasingly more popular with educators of ESL

students. It focuses on the activities and getting the students involved in participating

in conversations, discussions, debates, etc. to develop their communication skills.

They learn how to speak by continually practicing verbal techniques.

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2.2.2 How toAssess a Task-based Learning Approach to Oral

Communication Skills

Oral communication is a unique and learned rhetorical skill that requires

understanding what to say and how to say it. Unlike conversational speech, speech in

more formal environments does not come naturally. What should be learned is how to

critically think about how to present oneself as a speaker in all occasions, and then

how to function in a variety of speaking environments.

Oral communication can take many forms, ranging from informal

conversation that occurs spontaneously and, in most cases, for which the content

cannot be planned, to participation in meetings, which occurs in a structured

environment, usually with a set agenda (Rahman, 2010).

Successful conversation requires good listeners as well as good speakers.

Brown and Yule (2001) defined the transactional aspect as the transfer of information,

and the interactional as the key element for maintaining social relationships.

This statement can be easily associated with the distinction established by Nunan

(1993), between monologue and dialogue, given that the ability to give

an uninterrupted oral presentation is rather different from interacting with one or more

speakers. In everyday situations, any speaker is able to use language in

an interactional way. It means in a dialogue. However, when dealing with an oral

presentation, which is a transactional skill, even a native speaker has to be trained and

needs time for practice and preparation. For the purposes of this study, learners were

motivated to participate in both kinds of communication tasks so that we could

observe their performance in each situation.

Something that must be clarified and taken into account is that the learners’

oral performance demands time and student-teacher collaboration as well as

attitudinal changes from both of them. Brown and Yule (2001) stated that teachers

should realize that simply training the student to produce short turns will not

automatically yield him or her to produce long turns. Although it may seem

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fashionable in language teaching to pay particular attention to the forms and functions

of short turns, we have to be aware that students who are only capable of producing

guided utterances may experience a lot of frustration when they try to communicate.

The challenge for teachers then is to avoid learning practices that become frustrating

or overloading. In this respect, the Task-Based Learning Approach constituted

a useful source to balance the tension between doing well and feeling nice with what

you do (Onatra & Peᙐa, 2004).

As a speaker there are several elements of oral communication of which one

needs to be aware in order to learn how to use them to his advantage. Apart from the

language used for communication, there are several others elements which the speaker

should learn to communicate effectively. The Skills are eye contact, body language,

style, understanding the audience, adapting to the audience, active and reflexive

listening, politeness, precision, conciseness, etc. At the tertiary level it is assumed that

the learners know the basics of the language. At this level teaching speaking skills

is irrelevant. What the teacher has to teach is the communication skills. For this he has

to know the individual needs of the students. And this can be known in a better way

when the learners perform a task in the class. The task-based approach seems to be

suitable for teaching and learning these skills.

2.3 The Theory of Task-based Learning

2.3.1 Definitions of Task

In language pedagogy, the concept of ‘task’ becomes important in the

syllabus design and development. Many researchers (Breen, 1987; Ellis, 2013; Long,

1983; Nunan, 2004; Skehan, 1998; Willis, 1996) have defined the term “task” and

the review of the literature suggests that those definitions are similar.A task is

dependent on the specific type of activity to complete the target language outcomes.

A number of definitions of task are provided below:

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Long (1983) defined a task as a piece of work undertaken for oneself or for

others, freely or for some reward. Thus examples of tasks include painting a fence,

dressing a child, filling out a form, buying a pair of shoes, making an airline

reservation, borrowing a library book, taking a driving test, typing a letter, weighing

a patient, sorting letters, making a hotel reservation, writing a check, and so on.

In other words, by ‘task’ is meant the hundred and one things people do in everyday

life, at work, at play and in between.

Breen (1987) defined a task as a structured language learning to achieve

the task endeavor which has a particular objective, appropriate content, a specified

working procedure, and a range of outcomes for those who undertake the task. ‘Task’

is therefore assumed to refer to a range of work plans which have the overall purposes

of facilitating language learning – from the simple and brief exercise type, to more

complex and lengthy activities such as group problem-solving or simulations and

decision-making.

Willis (1996) discussed the definition of a task is an activity where the target

language is used by the learner for a communicative purpose (goal) in order to

achieve an outcome.

Skehan’s (1998) concept seemed to capture the key characteristics.

He defines task as an activity in which:

- Meaning is a primary goal to carry out the task.

- There are some communication problems to solve

- There are relationships to comparable real-world activities

- Task completion has some priority, and

- The assessment of the task is in terms of outcome.

Ellis (2003) said that a task is a work plan that requires learners to process

language pragmatically in order to achieve an outcome. To this end, it requires them

to give primary attention to meaning and to make use of their own linguistic resources,

although the design of the task may predispose them to choose particular forms.

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A task is intended to result in language use that bears a resemblance, direct or indirect

to the way language is used in the real world. Like other language activities, a task

can engage productive or receptive, and oral or written skills, and also various

cognitive processes.

Nunan (2004) defines a task as a piece of classroom work that involves

learners in comprehending, manipulating, producing or interacting in the target

language while their attention is focused on mobilizing their grammatical knowledge

in order to express meaning, and in which the intention is to convey meaning rather

than to manipulate form. The task should also have a sense of completeness, being

able to stand alone as a communicative act in its own right with a beginning, a middle

and an end.

Ellis (2003) stated that all the above definitions address a number of

dimensions: (1) the scope of a task, (2) the perspective from which a task is viewed,

(3) the authenticity of a task, (4) the linguistic skills required to perform a task,

(5) the cognitive processes involved in task performance, and (6) the outcome of

a task.

First, the scope of a task refers to the role of the task in teaching.

For a narrower view, a task is an activity that calls primarily for meaning-focused

language use. An ‘exercise’ in contrast is an activity that calls for primarily

form-focused language use. However, the overall purpose of the task is the same as

the exercise, learning a language, the difference lying in the means by which this

purpose is to be achieved (Ellis, 2003). Nevertheless, when learners perform a task,

they do not always focus on meaning and act as language users. In other words, they

may switch momentarily to form as they temporarily adopt the role of language

learners. Thus, the extent to which a learner acts as language user or language learner

and attends to message or code when undertaking tasks and exercises is best seen as

variable and probabilistic rather than categorical.

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Second, perspective refers to whether a task is seen from the task designer’s

or the learners’ point of view. It could be said that the task-as-work plan, where the

intention of the task designer is examined, may or may not match the task-as-process,

where the learners’ actual performance of the task is concerned. Most of the

definitions of Figure adopt the task designer’s perspective where a task is a work plan

which is intended to engage learners in meaning-focused language use.

Third, authenticity concerns whether a task needs to correspond to real

world activity. The work plan might require learners to engage in a language activity

of the real world. Usually, it might involve them in a language activity that is artificial.

However, the processes of language use that result from performing a task will reflect

those that occur in real-world communication.

Fourth, linguistic skills are involved in performing a task. Commonly a task

involves both oral and written activities. However, in some cases, it may or may not

involve the productive language skills, for instance, drawing a map while listening to

a tape. Ellis states that a task will be used to refer to activities involving any of the

four language skills.

Fifth, cognitive process refers to some processes of thought. Tasks which

clearly engage cognitive processes are such as selecting, reasoning, classifying,

sequencing information, and transforming information from one form of

representation to another. It seems reasonable that there will be a relationship between

the level of cognitive processing required and the kind of structuring and restructuring

of language that a task is designed to bring about. Nunan (1989) put forward the idea

that a task involves learners to comprehend, manipulate, produce, or interact in the

target language. Thus, there is a cognitive as well as linguistic dimension to a task.

Sixth, one feature of tasks on which most definitions agree is that they result

in an obvious outcome. The idea of a definite outcome is an essential feature of a task.

Outcome refers to what learners arrive at when they have completed the task. It serves

as the goal of the activity for learners. The stated outcome of a task serves as the

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means of determining when learners have completed a task.

Task-based learning emphasizes the centrality of the tasks in a language

course and the importance of organizing a course around those communicative tasks

that learners need to engage in outside the classroom. Task-based learning views the

learning process as a set of communicative tasks that are directly linked to the

curricular goals they serve, the purposes of which extend beyond the practice of

language for its own sake (Brown, 2000). The next section outlines the procedure of

a task-based learning syllabus.

2.3.2 Background of Task-Based Learning

Recently, the popularity of Task-Based Learning (TBL) has made many

researchers, teachers, and methodologists evaluate the effectiveness of this approach.

Although task-based learning has been used for many years, its popularity has

recently increased. One of the main reasons for this attention is the desire of educators

to promote real communication or the exchange of meanings rather than forms.

Another reason for such interest is the fact that practitioners advocate better language

learning when students are not focused only on linguistic forms. Researchers believe

there is less anxiety and learning is more effective if the language form per se is not

the priority. If task-based instruction takes place, language learning is more

meaningful and natural. The task is currently considered to be the most effective

means of promoting second language acquisition (SLA) in the classroom. According

to Richards and Rodgers (2004), engaging learners in task work provides a better

context for the activation of learning processes. These authors say the negotiation

of meaning in TBL provides the input and output necessary for language acquisition.

All the definitions given above share the idea that tasks are goal-oriented

activities and meaning-centered; tasks are designed to facilitate students’ participation

in meaningful activities. Language involves communication and this communication

occurs only when the environment offers the opportunity to exchange real and

21

meaningful thoughts. Some of the differences rely on the fact that a task has many

purposes depending on the student and teachers’ needs.

Despite the fact that TBL emphasizes meaning, form is not put aside.

Each of the task models have a period in class to focus on form which is different

from focusing on language. For example, Willis and Willis (2007) focused on forms

at the end of each task cycle, which is defined as a sequence of tasks related to one

another.

There are three reasons to focus on language form at the end of any task

sequence. First, learners understand language within a context. When performing the

task, students undoubtedly prepare and make use of language. Second, students focus

their attention on language use rather than language form. Each task, during the cycle,

has different purposes and characteristics which capture the students’ attention and

interest in the language that will be used when achieving the target task. Third,

students are exposed to language production and reception. Learners engage in real

world activities that demand speaking and/or writing and understanding by listening

and/or reading. In order for successful communication to take place, teachers do not

have to correct every mistake.

Teachers have to see language as a tool instead of an end, which means that

errors are part of the learning process and not necessarily the result of bad learning or

teaching. Therefore, meaningful tasks imply meaningful learning and end with

meaningful communication. Likewise, the conditions under which a task is performed

will have important consequences for the type of language used by learners in

communicative tasks. Ellis (2003) referred to this situation when he says that

Task-Based Learning and Teaching call for classroom participants to forget they are

in the classroom, a teaching-learning setting, and imagine themselves in a more

communicatively effective environment where negotiation of meaning is taking place.

The reason would seem obvious as the goal of language teaching is or should be the

enabling of students to express personal meanings. Certain researchers such as Long

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(1983) underscored the fact that a task needs to include negotiation of meaning in

order to effectively propel language acquisition forward. So, it is argued, we should

provide our learners with meaningful tasks which include plenty of opportunities for

the negotiation of meaning.

2.3.3 Benefits of Task-Based Learning

A traditional model for the organization of language lessons, both in the

classroom and in course books, has long been the presentation, practice, and

production approach (PPP). With this model individual language items (for example,

the past continuous tense) are presented by the teacher, then practiced in the form of

spoken and written exercises (often pattern drills), and then used by the learners in

less controlled speaking or writing activities. Although the grammar point presented

at the beginning of this procedure may well fit neatly into a grammatical syllabus,

a frequent criticism of this approach is the apparent arbitrariness of the selected

grammar point, which may or may not meet the linguistic needs of the learners,

and the fact that the production stage is often based on a rather inauthentic emphasis

on the chosen structure.

An alternative to the PPP model is the Test-Teach-Test approach (TTT),

in which the production stage comes first and the learners are “thrown in at the deep

end” and required to perform a particular task (a role play, for example). This is

followed by the teacher dealing with some of the grammatical or lexical problems that

arose in the first stage and the learners then being required either to perform the initial

task again or to perform a similar task. The language presented in the ‘teach’ stage

can be predicted if the initial production task is carefully chosen but there is a danger

of randomness in this model.

Willis (1996), in her book A Framework for Task-Based Learning, outlined

a third model for organizing lessons. While this is not a radical departure from TTT,

it does present a model that is based on sound theoretical foundations and one which

takes account of the need for authentic communication. Task-based learning (TBL)

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is typically based on three stages. The first of these is the pre-task stage, during which

the teacher introduces and defines the topic and the learners engage in activities that

either help them to recall words and phrases that will be useful during the

performance of the main task or to learn new words and phrases that are essential to

the task. This stage is followed by what Willis calls the “task cycle”. Here the learners

perform the task (typically a reading or listening exercise or a problem-solving

exercise) in pairs or small groups. They then prepare a report for the whole class on

how they did the task and what conclusions they reached. Finally, they present their

findings to the class in spoken or written form. The final stage is the language focus

stage, during which specific language features from the task and highlighted and

worked on. Feedback on the learners’ performance at the reporting stage may also

be appropriate at this point.

The main advantages of TBL are that language is used for a genuine purpose

meaning that real communication should take place, and that at the stage where the

learners are preparing their report for the whole class, they are forced to consider

language form in general rather than concentrating on a single form (as in the PPP

model). Whereas the aim of the PPP model is to lead from accuracy to fluency,

the aim of TBL is to integrate all four skills and to move from fluency to accuracy

plus fluency. The range of tasks available (reading texts, listening texts,

problem-solving, role-plays, questionnaires, etc.) offers a great deal of flexibility in

this model and should lead to more motivating activities for the learners.

Learners who are used to a more traditional approach based on a

grammatical syllabus may find it difficult to come to terms with the apparent

randomness of TBL, but if TBL is integrated with a systematic approach to grammar

and lexis, the outcome can be a comprehensive, all-round approach that can be

adapted to meet the needs of all learners.

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Students tend to be active and participate with great motivation towards

tasks and activities in a TBL environment. It offers a platform for students to display

their skills through their efforts and develops them further.

Language learners work and co-operate with each other in groups, which

builds bonds between them. When working in groups they are able to display and

produce meaningful interaction on a given topic. Also the class work together and

assess the whole outcome of the lesson.

Rather than concentrating on one aspect of a certain language feature,

in all three stages of a TBL lesson students rely on previous language, knowledge and

experience. This process enables the students to explore previous and new features

of language.

Nunan (2004) stated that TBL emphases on learners to communicate

through interaction in the target language, introduces authentic texts into the

classroom, learners focus not only on language but the learning process itself and

TBL makes the learners’ own personal experiences important contributing factors to

the classroom.

2.3.4 Procedures in Task-based Learning

In Ellis’ (2003) research, the design of a task-based learning syllabus

involved consideration of the stages or components that has a task as its principal

component. There are commonly three principal phases: pre-task, during-task, and

post-task.

The pre-task phase concerns the various activities that teachers and students

can undertake before they start the task. It is to prepare students to perform the task in

ways that will promote acquisition (Ellis, 2003). Here, the importance of framing the

task to be performed is described, and learners’ motivation can be set. There are four

ways to tackle the pre-task: (1) supporting learners in performing a task similar to the

task they will perform in the during-task phase, (2) asking learners to observe a model

of how to perform the task, (3) engaging learners in non-task activities designed to

25

prepare them to perform the task, and (4) providing strategic planning of the main

task.

Next, the during-task phase is a vital opportunity for all learners to use

whatever language they can muster, working simultaneously, in pairs or small groups,

to achieve the goals of the task (Willis, 1996). Ellis (2003) identified the kinds of

processes that learners in a task performance need to strive for. These are:

(1) discourse that is essentially conversational in nature, (2) discourse that encourages

the explicit formulation of messages, (3) opportunity for learners to carry out

linguistic tasks, (4) occasions where learners focus implicitly and/or explicitly on

specific linguistic forms, (5) shared goals for the task, and (6) effective scaffolding of

the learners’ efforts to communicate in L2.

Finally, the post-task phase affords a variety of options. It might be the place

where students prepare to tell the class about their findings (Willis, 1996).

Ellis (2003) stated that there are three major pedagogical goals for this phase:

(1) to provide an opportunity for a repeat performance of the task, (2) to encourage

reflection on how the task has been performed, and (3) to encourage attention to form,

in particular to those forms that prove problematic to the learners when they perform

them.

In Willis’ (1996) research, tasks can be used as the central component of

a three part framework: “pre-task,” “task cycle,” and “language focus.” These

components have been carefully designed to create four optimum conditions for

language acquisition, and thus provide rich learning opportunities to suit different

types of learners.

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Table 2.1 The Framework of Task-based Learning

The TBL Framework

Pre-task

The Teacher

Introduces and defines the topics

Uses activities to help students learn

useful words and phrases

Ensures students understand task

instructions

May play a recording of others

doing the same or similar task

The Students

Note down useful words and phrases

from the pre-task activities or the

recording

May spend a few minutes preparing

for the task individually

Task Cycle

Task Planning Report

The Teacher

Acts as monitor and

encourages students

The Teacher

Ensures the purpose

of the report is clear

Acts as a language

adviser

Helps students

rehearse oral reports

or organize the

written ones

The Teacher

Acts as chairperson,

selecting who will

speak next, or

ensuring all students

read most of the

written reports

May give brief

feedback on content

and form

May play a recording

of others doing the

same or a similar task

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Table 2.1 (Continued)

Task Planning Report

The Students

Do the task in pairs or

small groups

The Students

Prepare to report to

the class how they did

the task and what they

discovered or decided

Rehearse what they

will say or draft a

written version for the

class to read

The Students

Present their spoken

reports to the class, or

circulate or display

their written reports

Language Focus

Analysis Practice

The Teacher

Reviews each analysis activity with

the class

Brings other useful words, phrases

and patterns to students’ attention

May pick up on language items from

the report stage

The Teacher

Conducts practice activities after

analysis activities where necessary,

to build confidence

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Table 2.1 (Continued)

Analysis Practice

The Students

Do consciousness-raising activities to

identify and process specific

language

Features from the task text or

transcript

May ask about other features they

have noticed

The Students

Practice words, phrases and patterns

from the analysis activities

Practice other features occurring in

the task text or report stage

Enter useful language items in their

language notebooks

Willis (1996) presented six categories of tasks and their outcomes. They are

as follows:

1) Listing (e.g., brain-storming or fact-finding). The outcome of this task is a

completed list or draft mind map.

2) Ordering and sorting (e.g., categorizing, classifying, sequencing,

or ranking). The outcome of this task is the ordering and sorting of information

according to a specified criteria.

3) Comparing (e.g., matching, finding similarities, or finding differences).

The outcome of this task is items could be appropriately matched or assembled,

or the identification of similarities and/or differences.

4) Problem solving (e.g., reasoning, decision making, analyzing real

situations, or analyzing hypothetical situations). The outcome of this task is solving

the problem, which can then be evaluated.

5) Sharing personal experiences (e.g., narrating, describing, or exploring and

explaining attitudes, opinions, reactions). The outcome of this task is largely social.

29

6) Creative Tasks (e.g., brainstorming, fact-finding, ordering and sorting,

comparing, or problem solving and many others). The outcome of this task is the end

product, which can be appreciated by a wider audience.

2.3.5 Teachers’ and Students’ Roles in Task-Based Learning

Teachers’ and students’ roles change within a task-based approach.

TBL presents learning and teaching as collaborative work. Classes are

student-centered. Teachers address students’ needs and interests by becoming

facilitators. According to Willis and Willis (2007), teachers who engage in

Task-Based Learning promote real language use; when doing so, they become leaders

and organizers of discussion, managers of group or pair work, motivators to engage

students in performing a task and language experts to provide language feedback

when needed. The main issues here are the degrees to which the teacher is responsible

for content. The role of the students is far from being one of the passive recipients of

comprehensible input; students are now seen to take the leading role in their own

learning.

Branden (2006) agreed with the fact that task-based lessons are

student-centered, which means students take the main part in the learning process.

Learners are autonomous to negotiate course content or to choose linguistic forms

when performing a task. Negotiation is done by providing options for the learners;

for example, the teacher may suggest a series of topics and students decide which

one to begin with. Learners are also group participants. Many of the tasks are done in

pairs or groups, which will require adaptation for those students used to working

individually or those used to whole class instruction. Another role for learners is the

one of risk takers. Students constantly face challenges that involve the use of the

target language. Students need to make the most of every opportunity to develop

language while performing the task. Richards and Rodgers (2004) said that both

teachers and learners in Task-Based Learning are responsible for the development

of classroom interaction.

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2.4 Related Research Studies

Macdonald, Powers, and Yule (2006) attempted to investigate the actual

communicative outcomes of interaction prompted by the tasks. When the intervening

discussion focused on linguistic aspects of task performance, there was a tendency for

speakers to adopt a noticeably more egocentric perspective in a subsequent

communicative task. When referential aspects of the task were discussed, subsequent

communicative performance was characterized by speakers taking their interlocutor’s

perspective much more into account. It is suggested that L2 communicative

effectiveness in an information transfer task will be enhanced when the speaker is led

to think primarily about the listener’s needs rather than the form of the speaker’s

message.

Torky (2006) conducted a study with the aim of investigating the

effectiveness of a task-based instruction program in developing the English language

speaking skills of Egyptian secondary students. The study provides evidence for the

effectiveness of using communicative interactive tasks in developing first year

secondary students” speaking skills. These tasks can increase their motivation and

positive attitudes towards learning to speak. Moreover, they help them take risks.

As a result, students’ ability to speak fluently and correctly increases.

In Thailand, McDonough (2007) demonstrated that although many studies

have described the L2 learning opportunities created by individual tasks, considerably

less research has investigated task-based syllabus and courses. This case study

investigated teachers’ and learners’ reactions to a task -based EFL course at a Thai

university. A team of Thai EFL teachers created the syllabus, which was pilot tested

and revised before being introduced university wide. For this study, the teachers’ and

learners’ impressions about the course over a 12-month period were collected during

the pilot testing and revision phases. Their reactions were identified using

a qualitative analysis of oral and written data elicited through (1) task evaluations,

31

(2) learning notebooks, (3) observations, (4) course evaluations, and (5) interviews.

The findings indicated that, despite initial reservations, the task based course

encouraged learners to become more independent and addressed their real world

academic needs.

Vega (2010) investigated the effects of team teaching for Thai and foreign

teachers of English in task-based instruction on English oral communication ability of

upper secondary school students. In order to investigate the effects of team teaching

on students’ English oral ability in task-based instruction, the mean scores of the

pre-test and post-test were compared. It was revealed that the post-test mean scores

were significantly higher than that of the pretest at the significant level of p ≤ 0.05.

Thus, it can be concluded that the team teaching of Thai and foreign teachers of

English in task-based instruction significantly improved students’ English oral ability.

In other words, Mathayomsuksa four students gained higher scores after receiving

team teaching of Thai and foreign teachers of English in task-based instruction.

Moreover, it was found that the post-test mean scores of both accuracy and fluency

aspects were significantly higher than those of the pretest. Additionally, the further

in-depth analysis was carried out with the scores of two pairs of students who

improved their English oral abilities the most based on the different scores between

pre-test and post-test. From the analysis, it can be concluded that students’ oral

abilities improved in both aspects of English oral communication: accuracy and

fluency.

Hasan (2011) explored the effect of incorporating task–based learning in

teaching the methodology course on the English oral performance and speaking

confidence perception of the general diploma students at the college of education.

To achieve this objective, a checklist of the English oral performance skills was

defined. An oral performance test accompanied by an assessment rubric as well as

a speaking confidence perception inventory were administered. Two groups of the

general diploma students were selected for experimentation. Twenty one students

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representing the experimental group studied the methodology course while

incorporating task based learning techniques. Eighteen students representing the

control group studied the same course content using the lecture technique.

Data were analyzed. A correlation analysis between variables indicated that there were

statistically significant differences between mean scores of the experimental and the

control group subjects in both the oral performance test and the speaking confidence

perception inventory, favoring the experimental group. The effectiveness of

incorporating task-based learning in teaching English is as a foreign language.

Ravirot (2015) designed to serve the needs of a specific group of EFL

learners who require oral presentation skills. The materials and tasks were chosen by

considering learners needs as well as the nature of work they have to do. In the study

attempts to examine how task-based language teaching strategies help EFL learners

to develop oral presentation skills, and what impact they have on learning outcomes.

The researcher also aims to examine learner engagement in the language classroom

through a variety of tasks provided based on their work experiences, which gives

them the opportunity to control the learning processes. The research participants are

10-male vocational students, completing their last year of Higher Vocational

Certificate in Industrial Technology through a program called School in Factory,

Rajamangala University of Technology Lanna, Chiang Mai, Thailand. The researcher

used different strategies for assessment in order to provide a clear window into learner

progress and found that learners who used to say they have never had the courage to

come in front of people and talk in English language did better than what teachers

expected. Oral communication skills of vocational students is an indicator of success

of modern organizations. Teachers should prepare the learners with effective oral

presentation skills according to the demands of multinational organizations, so they

can then run the organizations productively. This study provides concrete evidence

that task-based language teaching makes the language classroom more interactive and

enjoyable. The learners actively participated throughout the teaching and learning

33

process. This research was useful for language classroom in Thailand in terms of the

encouragement of students’ speaking skills, motivation and attitudes towards

language learning, confidence, sense of engagement and control over the learning

process. Task-based language teaching allows the teachers to build the class around

learners’ knowledge and experiences to obtain more authenticity in the language and

content learned. The process of teaching and learning has also greatly strengthened

the teacher-student relationship and also empowered learners to take more

responsibility for their learning.

2.5 Summary

In summary, the related literature provides an overall notion of the previous

research studies on the task-based learning approach and oral English communication

skills. Through the related literature review in the field of the task-based learning

approach, researchers have developed techniques for teaching oral English

communication skills. In the next chapter, the research method is presented to answer

the research questions.

CHAPTER 3

RESEARCH METHODS

This chapter presents the research methods including the research design,

participants, instruments, validity and reliability, data collection, data analysis, and

ethical considerations.

3.1 Research Design

The purposes of this study were to foster oral English communication skills

by using a task-based learning approach and to investigate the teacher’s reflections

after using tasked-based learning. In order to achieve the two purposes, a one-group

pretest-posttest research design was used.

According to Hatch and Farhady (1982), a one-group pretest-posttest design

is an inquiry to measure the gains that the participants have made rather than looking

at how well everyone does at the end. There was somewhat more structure and

a single selected group under observation with a careful measurement being done

before applying the experimental treatment and then measuring. Table 3.1 summarizes

the design of this study.

Table 3.1 One group Pretest-Posttest Design

One Group DesignPre-test Treatment Post-test

T1 X T2

Since the research was conducted in Thailand where students study together

in a class, the practical situation did not allow the researcher to separate a normal

class into a control group and an experimental group. As a result, the whole class

35

served as participants and the only experiment group in the research. In

order to assess the effects of the task-based learning on oral English communication

skills, pretest, posttest, and teacher’s reflections were used to analyze the results.

3.1.1 Setting

Because of ethical concerns (harm, rights, and autonomy), the school’s real

name was not revealed. To help readers understand the context of this study,

I provided a description for readers with the purpose of generalization. This study was

conducted at a small public school in eastern Thailand. There were approximately 260

students. There was only one class in Grade 9, two classes in Grade 8, and two classes

in Grade 7. There were four to five hours for learning English to each grade. At this

school, only Thai teachers teach English. There were no independent oral English

classes in this school. Since the target school was small and the average English

proficiency level was lower than other public schools, the reason the school was

chosen was that I wanted to help the students improve their English speaking ability.

3.1.2 Participants

The participants in this study were 26 Grade 9 students. There were 13

males and 15 females. The students’ ages ranged from 14 to 15 years old. All of the

participants had learned English for more than four years. All 26 students were

purposefully selected to participate in this study. The participants attended a class

that I taught using the task-based learning approach. With enough daily vocabulary

and basic grammatical structures, the Grade 9 students as the participants were

capable of completing the tasks and daily communication.

3.2 Instruments

In this study, there were two types of instruments: instructional instrument

and research instrument. The instructional instrument was the task-based learning

approach. The research instruments were an oral English communication test,

36

video-recording observations, and the research journals. Each instrument is presented

below.

3.2.1 Instructional Instruments

In this study, the task-based learning lessons were the instructional

instrument. The framework of task-based learning by Willis (1996) was applied to

develop the lesson plans (See Appendix A). In the framework by Willis (1996),

there are six types of tasks, consisting of listing, ordering and sorting, comparing,

problem solving, sharing personal experiences, and creative tasks. All types of tasks

were used in this study. The task-based learning framework consists of three phases

as follows: pre-task, task cycle, and the language focus. I applied the first topic,

Introducing Oneself to support the details. Since I used English in the teaching

process, students had some problems with translating. I invited a Thai teacher who is

the English teacher of the participant class as a teaching assistant to help translate into

Thai when students could not understand the tasks.

1) Pre-task Phase

In this phase, I introduced the topic of the lesson to the class, highlighted

useful words and phrases, and helped students understand task instructions. Explained

the topic--- greetings and introducing to students; asked students to give some

expressions about greetings they already knew, and wrote them on the board; asked

students to give some points to mention when they introduce themselves; and helped

students add more expressions.

2) Task Cycle Phase

This phase consisted of several sub-steps: task, planning, and report.

Task: Students did the task, in pairs or small groups. I monitored from

a distance, encouraging students to keep engaged in the task, and I did not correct

their work while observing. Since this situation had a “private” feel, learners felt free

to experiment. Mistakes did not matter in this phase. The teacher asked students to

write down their personal information on a card (name, age, birthday, hometown,

37

family members, hobbies, etc.); paired the students, and asked them to greet each

other and introduce themselves; the teacher prepared some other “name cards” for

students; and the teacher explained the content of the cards (pictures, personal

information, etc.)

Planning: Students prepared to report to the whole class (orally or in

writing) how well they did the task and how they designed the conversation. Since the

report stage was public, students naturally wanted to be accurate, so I stood by to give

language advice. Students used the name cards to make conversations with their

partners; students introduced their “name card” to other groups.

Report: Students presented their reports to the class, or exchanged

written reports, and compared results. I acted as a chairperson, and then commented

on the content of the reports. The teacher asked the students to come to the front, and

make the conversation about greetings and introducing oneself; three students per

group, and make a conversation among three students.

3) Language Focus Phase

This phase consisted of two steps: analysis and practice.

Analysis: Students examined and then discussed specific features of the

text or transcript of the recording of the model conversation. They could enter new

words, phrases, and patterns in the vocabulary books. The teacher asked the students

to highlight the sentences; teacher helped students to analyze the grammar points of

all sentences.

Practice: I conducted practice of new words, phrases, and patterns

occurring in the data, either during or after the analysis stage. Homework: Imagine

you have a new friend from another country, introduce your friend to your parents.

3.2.2 Research Instruments

To achieve the objectives of the research, oral English communication tests,

questionnaires, and the researcher’s journal were applied in this research study.

38

1) Oral English Communication Skills Test

The oral English communication skills tests were used as a pre-test and

a post-test (see Appendix B). The test was accompanied by an assessment rubric

(Hasan, 2011), which has been used for assessing students’ oral performance in using

task-based learning in teaching English (see Appendix C) and aims to assess

the effects of the task-based learning approach on students’ oral English

communication skills. The tests were designed according to the framework of

task-based learning and all topics of teaching procedures.

The test was separated into two parts with each part worth 50 points or

50%. In part A, there were 25 multiple choice questions for speaking. In part B, there

were eight different situation cards with topics from the content of the teaching

procedures which were valued by the Thai teacher, who is the English teacher of all

participants, and the researcher by using the rubric. The final test score of each

students comes from the average of the two teachers, then it is calculated to the full

score of 50%. Students were paired up randomly, and they were asked to choose one

situation card to make a conversation with their partner. The random pairs did the

per-test and post-test, but the chosen situation cards were not picked in the post-test.

According to the performance applying the assessment rubric, the test score was

judged in pairs by me and another English teacher, who has at least 5 years of

experience teaching English, and attended every class translating for students.

2) Video-Recording Observation

According to Pawar, Pal, Gupta, and Toyama (2007), the classroom

observation method not only can collect rich and insightful data in natural settings,

but also helps to overcome some of the limitations of other data collecting methods

such as the interview and questionnaire. In this study, classroom observation was used

for checking the reflection of students on using the task-based learning approach. The

observation was conducted for 6 weeks. And the classroom observation was

video-recorded in class.

39

3) Research Journal

In order to express the effects of task-based learning approach on oral

English communication skills, I kept a journal after each of the teaching procedures.

The research journal focused on two parts; student’s reactions and the teacher, myself.

Was the design of the task-based learning approach teaching suitable for the reality

of the school? Was the content suitable for the learners’ English level? Another part

of the journal focused on the learners. The reactions and participation of the students

to the lessons of the task-based learning approach were recorded in the researcher

journal.

3.3 Validity and Reliability

3.3.1 Validity Check

To assure the validity of the research instrument, three English language

experts were invited to evaluate all the items by using the Item Objective Congruence

Index (IOC) check.

The three experts are professors who have years of experience in teaching

English in Thailand. All the experts were requested to evaluate each item in the lesson

plan and test against the appropriateness of the content areas. In addition, the experts

reviewed all the items for readability, clarity and comprehensiveness. Then I adjusted

the lesson plans and test part B according to the suggestions from the IOC index.

The IOC Index was used as a standard to assess the relevancy of the content and the

objective of the lesson plan and test part B. A 3-point scale (1 = relevant,

0 = uncertain, -1 = irrelevant) was designed in the IOC checking forms. The result

of the IOC index for each item-by-item analysis (IAS) should be higher than 50

percent (Booncherd, 1974).

IOC=0

/N

NR

40

R = Score of experts; N = Number of experts; N0= Number of items.

The total result of the IOC for the lesson plans from the three experts in this

study was 0.87, and the total result of the IOC of test part B was 0.89, and both were

higher than 0.5. Hence, the results of the IOC reveal each item was significant and

could be used in the teaching procedure (see Appendix D).

3.3.2 Reliability Check

Reliability was expressed numerically as a reliability coefficient, which was

acquired by using the correlation as defined by Kuder and Richardson (1937), and the

KR20 formula was used to analyze test part A. Cronbach’s alpha (α) (1951) as one of

the internal-consistency methods for obtaining a reliability coefficient was used to

analyze test part B in this study. To enhance the reliability of the research instruments,

the pilot test was carried out after the IOC check. The lesson plans, pre-tests and

post-tests were revised based on the experts’ comments and suggestions. The pilot test

was conducted with 20 Grade 9 students in Rayong, who were at the same school but

one year older than the participants of the research. I went to the school to do the pilot

test myself. Each lesson and test were tested. After that, the Coefficient (α) was

a general form of the KR20 formula to be used. Although Nunnally (1978) is often

cited when it comes to this rule, he has actually never stated that 0.7 (α ≥ 0.70)

is a reasonable threshold in advanced research projects.

3.4 Data Collection

The procedure of one-group design lasted five weeks, 100 minutes for each

topic for instructions. Since task-based learning is a different teaching method, I did

not collect the data in the first two topics because I wanted to help students familiarize

themselves with this task-based learning approach and the researcher.

Before the third teaching topic, there was an oral English communication

skill pre-test administered to students to assess their oral English communication

41

skills. After that, there was a six-topic teaching procedure for experimenting using

the task-based learning approach. The teaching plan was written according to the

curriculum of grade 9 student’s textbook, and the framework of task-based learning

of Willis (1996). All of the six week classes were video-recorded, which was under

the permission of the school and students. The research journal came from the

video-recording observations. To analyze the videos, I kept writing journals.

After teaching progress, there was a post-test implemented at the end of the

instruction. Table 3.2 summarizes the scope and sequence of the instruction.

Table 3.2 Scope and Sequence of Lesson Plans

Lesson Topic Type of Tasks Research Instruments

1 Greeting and

Introducing

oneself

Listing No data collection (To

familiarize students

with a task-based

learning approach)

2 Travel Sharing personal

experiences

No data collection (To

familiarize students

with a task-based

learning approach)

Pre-test Pre-test

3 Shopping Listing Researcher’s journal &

Observation

4 Restaurant Comparing Researcher’s journal &

Observation

42

Table 3.2 (Continued)

3.5 Data Analysis

To analyze the data, the computer program SPSS was used to answer the

following research questions.

RQ1: What are the teacher’s reflections from the task-based learning

approach?

To answer this question, the results of the researcher’s journal and

video-recording observations were coded, categorized, and concluded to support

the evidence of students’ reflection from a task-based learning approach in details.

Themes emerged from this analysis.

RQ 2: What are the difference between oral English communication skills

before and after using a task-based learning approach?

To answer this question, students’ scores on oral English communication

skills tests were calculated. A dependent t-test was performed to determine the

significance of the difference between two scores of two oral performance tests.

Lesson Topic Type of Tasks Research Instruments

5 Movie and

Cinema

Ordering and sorting Researcher’s journal &

Observation

6 Telephone and

Appointment

Sharing personal

experiences

Researcher’s journal &

Observation

7 Asking for

directions

Problem solving Researcher’s journal &

Observation

8 Hotel Creative tasks Researcher’s journal &

Observation

Post-test Post-test

43

Video-recording observations and the research journals were also analyzed to support

the differences of using a task-based learning approach on oral English

communication skills.

3.6 Ethical Considerations

Great attention was paid to ethical concerns in this study. The ethical issues,

which involved the tests’ scores of the participants, the personal information and

opinions of participants of the questionnaire, were protected. The researcher got the

permission to video-record from the school, participants, and parents of participants

before doing the research. And in order to protect the participants’ privacy, the video

tapes were known only to the researcher, which were deleted after finishing

the research.

Tests scores were used to analyze the reaction of the study. Thus, it was clear

that each participant’s scores were not disclosed to anyone, in order to protect their

privacy. The scores were known only to the teachers and the researcher. Moreover,

pseudo-names were used to protect the identities and privacy of the participants.

In addition, all participants were informed of the purpose and what was expected of

them. Each was given a letter of consent to sign, which was administered by Burapha

University.

3.7 Summary

In summary, this chapter discusses a detailed description of the research

methodologies used in this study. A one-group design was used to investigate the

effects of a task based language learning program in teaching English oral

communication skills to secondary students. The data analyses of the information by

pre-test and post-test, video-recorded observations and research journal were used to

answer the research questions.

CHAPTER 4

FINDINGS

This chapter presents the findings of the one-group pre-test and post-test

experiment, research journal analysis, and video-recorded observation analysis.

All of the data collected throughout the study is presented, beginning with the data

that includes the pre-test and post-test on intelligibility. The Dependent T-test results

are presented. Then, the research journal analysis and video-recorded observation

analysis are presented. The chapter then moves to share the data, which concludes the

research journals on class observation and researcher’s reflection.

4.1 Answer to Research Question 1

To answer the first research question, “What are the teacher’s reflections

after using the task-based learning approach?”, the research journal data results,

and video-recorded observation data results were used to analyze the data of the

teacher’s reflections. In terms of the first research question, which asked how the

teacher and students reacted to the task-based learning approach, analysis of the data

revealed that their impressions centered on two themes: (1) the advantages of the

task-based learning approach and (2) the disadvantages of the task-based learning

approach. The following sections present the findings related to each theme.

4.1.1 The Advantages of the Task-based Learning Approach

1) Free of Language Control

The students were free of language control rather than practicing one

pre-selected item. The students had a much more varied exposure to language which

was enjoyable and motivating, and the students felt free to use the language without

any boundaries. This was more motivating for the students because they felt the need

45

to use the language to complete the task was leading them to the end of

the lesson. This was a varied activity for them.

“I give them the topic, and explained all the requirements for them. Then

asked students to make the conversation by themselves.” (Journal 2)

“They didn’t use the conditions I gave them. Because they were really

familiar with this topic, they made the conversation like their daily lives.” (Video 3)

2) Student Involvement with Lessons

Because the more students are involved in the classroom activities, the

more they can learn. Their attention to the lesson can be more than when they just

listen to their teachers. Other than this, the task-based learning approach provided

students with a wide variety of opportunities in the classroom. Students can interact

with their peers and their students as well. In my opinion, this made them more

involved in the lesson.

“I wanted students to make their own conversations, not just modify the

model conversation...... When they got familiar with the model conversation, they

started to put their ideas into the conversation.” (Journal 5)

3) More Tolerance to Noise and Disciplined Behavior

In task-based learning, young learners demand more tolerance to noise

and disciplined behavior than the traditional methods. This can also be challenging for

the teachers sometimes, especially in crowded classes. One more point is that TBL

can be a very difficult method to use in teaching speaking skills because it demands

pair work and group work, and again chaos can occur in such a case, especially with

young learners. As a result, TBL can only be used in private schools as they have less

population in classes and as their educational point of view is much more visionary.

4.1.2 The Disadvantages of the Task-based Learning Approach

1) Not Appropriate as the Foundation of a Class for Beginning Students

Task-based learning may not be appropriate as the foundation for a class

of beginning students. The major disadvantage for beginning students is that the focus

46

of task-based learning is on output, when beginning language learners often go

through a silent period requiring massive amounts of comprehensible input.

Some people claim that students are only exposed to certain forms of language,and

are being neglected of others, such as discussion or debate. The time limitation, we

can have trouble in controlling the students, while waiting for them to complete their

task. Also, at the initial levels, this task-based learning was not helpful because

students didn’t have the necessary language to start and proceed with the task to

complete the lesson.

“It was not easy to get them to understand what I was talking about.

Mostly each time, I needed the Thai teacher to help to translate into L1.” (Journal 2)

“Most of the students have been studying English for 5 years. But they

didn’t combine sentences and expressions into a communicative system. They might

learn each point separately.” (Journal 1)

2) The Noise and Discipline in the Classroom

While students do their tasks, they need to interact with the teacher and

also students and for this reason created noise and it was hard for the teacher to

discipline. And other than this, it was time consuming, too. It required the teacher to

tell the task, get all students to understand and do it in an appropriate way. These all

required a lot of time. For these reasons it is hard for teachers to make a task-based

lesson but I think that if it can be done it is good way of teaching.

“I spent a lot of time to calm all the students down, that made us be in a

teaching environment.” (Journal 1)

“Some of them were talking, some of them were staring outside, and some

of their minds were not even in class.” (Journal 3)

47

4.2 Answer to Research Question 2

Pre-test and post-test data, research journal data, and video-recorded

observation data were used to answer the second research question: “What are the

differences between oral English communication skills before and after using a

task-based learning approach?”

4.2.1 Dependent t-test Results

In order to examine the differences of the pre-test and post-test results,

descriptive statistics were calculated. The results of the 26 participants’ pre-test

and post-test are presented in Appendix E. Table 4.1 is the descriptive statistics of

the scores of the pre-test and post-test.

Table 4.1 Descriptive Statistics of the Pre-test and Post-test Scores

N Min Max X S.D.

Pre-test 26 20.00 53.25 35.48 8.57

Post-test 26 37.00 77.50 61.61 12.47

As shown in Table 4.1, the mean of the post-test scores ( X = 61.61,

S.D. = 12.47) is higher than the mean of the pre-test scores ( X = 35.48, S.D. = 8.57).

In order to examine whether this score increase is statistically significant, a dependent

t-test was employed. Table 4.2 presents the results of the dependent t-test.

48

Table 4.2 Dependent t-test of the Pre-test and Post-test Scores

Mean S.D. t df Sig. (2-tail)

Pre-test -

Post-test-26.12 8.56 -15.57 25 .000

With regards to the results of the statistical comparison, the post-test scores

of the participants was statistically significant higher than the pre-test result (p < .01).

Therefore, the results revealed that there was an increase in the post-test after

implementing the task-based learning approach to examine its effects on teaching

oral English communication skills. Furthermore, the analysis of the research journals

and video- recorded observations presented to explain in details.

4.2.2 Research Journals

From the research journals, the findings also confirmed that the majority

of students felt happy with the oral activities. Those who had positive attitudes toward

this task-based learning approach showed some awkwardness toward the

presentations that they did accept learning oral English, and standing in front of

the class to practice, as a positive attitude; share and exchange information; work in

pairs or groups; be afraid to giving an oral report; and automatically complete tasks

1) Positive Attitude

In general, the participants expressed positive attitudes toward engaging

in the task-based activities during the experimental periods.

“When students were practicing the model conversations, they knew how

to do them, and did them better and better.” (Journal 4)

“I asked several pairs to practice, some of them could pronounce well

and fluently, and some of them needed me to correct their pronunciation. Since this

topic was similar with Restaurant, most expressions were familiar to the students.

They were getting better at practicing with their partner and me.” (Journal 3)

49

“Even if students processed really slow, they still made great progress

comparing the first period with the last period.” (Journal 6)

2) Share and Exchange Information

The part of task-based activities the participants liked best was that they

could share and exchange information with their partners, and doing interactive tasks

and creative role-playing were also interesting to them.

“I picked up the most related topics connecting with the textbook, which

made students be familiar with the main content of each topic.” (Journal 1)

“In this movie topic, students were interested in talking about what kind

of movies they like to watch, which hooked them to share more with their partner and

the whole class.” (Journal 3)

3) Work in Pairs or Groups

The participants preferred working with partners rather than individually,

and they enjoyed the feeling of self-fulfillment when completing the task.

“I made sure they understood all of the content, then I asked them to

write down their own conversation with their partner (desk mate).” (Journal 1)

“After everyone understood, they wrote their conversation in their note

book. ...... After they finished writing, I asked each pair to stand up to practice their

conversation.” (Journal 2)

“Every time I asked them to complete the exercise, they barely could do it

individually. They preferred to discuss it with their partners, friends, even the Thai

teacher and me.” (Journal 3)

“......there were some students who didn’t concentrate on writing. Or there

was one of the pair talking with others, just one was writing.” (Journal 4)

4) Be Afraid to Give an Oral Report

The participants disliked the most about task-based activities was

individual work, and the task of giving an oral report also frightened them.

“Then students followed me to read all the sentences and expressions.

50

But not all the students followed to read. Some students were looking at other places,

and some students refused to read and kept silent.” (Journal 3)

“The content was not a problem, because they just imitated the model

conversations. The only problem was their pronunciation. Students could write

everything down, but they didn’t get familiar to read it out loud themselves.”

(Journal 2)

5) Automatically Complete Tasks

With the classes moving progressively, the participants would

automatically complete each task, and became more active to practice their

conversations in front of the class.

“Students started writing down the meanings of each sentence and

expression without the teacher’s consent...... They knew how to practice with their

partners after I asked them to make conversations......” (Journal 5)

“The students practiced the conversations at home. The pronunciation

and familiarity of the conversations were getting better......” (Journal 6)

4.2.3 Video-recorded Observations

From the perception of the teacher-student interaction in the classroom,

there were two major findings regarding Grade 9 students who engaged in task-based

learning approach on oral English communicative activities based on the recorded

data of the classroom observations.

First, when the researcher explained some tasks or procedures that students

were not familiar with, researcher had to rely on the Thai teacher’s translation.

In addition, students also used plenty of L1 during discussion with their partners

or asked their Thai teacher for help, and they tended to focus on finding ways to

complete the task, not on using and practicing the target language.

Second, only using task-based activities in the class period was impossible.

Some language drills and other types of activities or exercises provided by the teacher

during the process of new language acquisition were crucial for the students’

51

reinforcement of learning.

Besides the teacher-student interaction in the classroom, according to the

recorded data of classroom observations during the experimental period, three

features were deduced from the extracts of the tasks that regarded classroom

atmosphere were (1) working in pairs or groups gave the students opportunities to

learn from each other and boosted their willingness to speak out; (2) the participants

tended to use lots of model particles and discourse makers, such as mm, ah, okay, and,

so, just, etc.; and (3) the majority of mistakes and errors that the participants made in

their oral communicative production were subject-verb agreement and tense.

Therefore, combining the statistically significant difference between the

pre-test and post-test, with the details of research journals, there were differences

between using a task-based learning approach on oral English communication skills

of lower secondary school students.

4.3 Conclusion

The purposes of this study are to investigate whether a task-based learning

approach improves oral English communication skills of lower secondary school

students. And to examine the teacher’s reflections after using the task-based learning

approach in teaching oral communication skills. Therefore, oral English

communication skills tests, video-recording observations, and a research journal

were the methods employed in this research study to answer the two research

questions. Through 8 topics of the task-based learning approach courses, the results

of pre-test and post-test, and researcher’s class observation journals, it can be proved

there are effects of a task-based learning approach on oral English communication

skills of lower secondary school students. On the other hand, through analyzing the

researcher’s class observation journals, the results state the teacher’s reflections after

using the task-based learning approach.

CHAPTER 5

DISCUSSION AND RECOMMENDATIONS

This chapter provides the conclusions drawn and a summary of the coverall

research and findings, together with a discussion of the findings of the study.

The chapter then ends with recommendations for further research.

5.1 Summary of the Overall Research and Findings

The research questions of this study sought to investigate whether the

task-based learning approach improved oral English communication skills for

Grade 9 Thai students. This study has made a modest contribution to understanding

teachers’ and learners’ impressions of a task-based learning course for oral English

communication skills, but considerable research is still necessary to create a robust

empirical base that L2 teachers can draw on when creating, implementing,

and revising the task-based learning approach.

In order to achieve the two purposes, to foster oral English communication

skills by using a task-based learning approach and to investigate the teacher’s

reflections after using the tasked-based learning approach, a one-group

pretest-posttest research design was used. In this study, the task-based learning

lessons were applied to teaching oral English communication skills. The framework

of task-based learning by Willis (1996) was applied to develop the lesson plans.

In the oral English communication skills lessons, students understanding how to do

tasks, being able to tell the differences between types of tasks, or understanding what

the teacher explained are examples of most parts in a lesson. The researcher perceived

that students generally had problems with communication tasks and had difficulty

in expressing their ideas in full sentences. Thai teachers said that the reason for this

was the lack of knowledge in grammar and vocabulary. Therefore, before and after

53

eight periods of task-based lessons, students were tested by their oral performance.

Test scores and performances from 26 students were calculated in the research.

By using a t-test formula to calculate the test scores, the results revealed that there is

a difference of using task-based learning on teaching oral English communication

skills. The research journal and video-recorded observation data were analyzed for the

effects of a task-based learning approach on oral English communication skills and

the teacher’s reflections. The results are shown in Chapter 4.

5.2 Discussion

5.2.1 Discussion of the Results

The researcher’s journals and video-recorded observation results are

summarized and discussed regarding research question 1. The teacher’s reflections

after using the task-based learning approach provided learners with opportunities to

use the English language contextually, and to explore it through situational activities.

Because task-based learning is student-centered, students were encouraged to use

language creatively through the tasks they were asked to perform. Task-based learning

helped students to practice English in an anxiety free classroom. Errors, while

practicing the language, were considered natural as the focus was on fluency and

message conveying. Therefore, students felt free to express their ideas without fear

of being reprimanded for making mistakes. From a close look at the task-based model,

we find that, the traditional presentation, practice, production (PPP) lesson is reversed.

Instead of having the teacher authoritatively manage all the tasks of the lesson,

students start with the task themselves. When they finish the task, the teacher draws

their attention to the language used in the task, making corrections and modifications

to the students' performance. Moreover, students found task-based learning

challenging, fun and motivating. It provided the chance for shy and quieter students

to express themselves in a more forthright way.

54

The dependent t-test result is summarized and discussed regarding research

question 2. There is difference between oral English communication skills before and

after using a task-based learning approach, as students’ post-test mean scores in all six

tasks increased from those of the pre-test. Thus, the task-based learning approach did

help improve Thai students’ oral English communication skills in those six tasks.

What this finding suggests is that the task-based learning approach has the potential to

improve students’ English language ability.

The researcher’s journals and video-recorded observation results are

summarized and discussed regarding research question 2, as there is a difference

between oral English communication skills before and after using a task-based

learning approach. The results proved: (1) working in pairs or groups gave the

students opportunities to learn from each other and boosted their willingness to speak

out; (2) the participants tended to use lots of model particles and discourse makers;

and (3) the majority of mistakes and errors that the participants made in their oral

communicative production were subject-verb agreement and tense.

5.2.2 Discussion of Teacher’s Reflection on Task-based Learning

Approach

Based on the summaries of the researcher’s journal and video-recorded

observations, the teacher’s reflections on the task-based learning approach could

be categorized into three aspects as discussed below.

1) The Teacher as a Selector of Tasks

The teacher needed to select, adjust, and create appropriate in-class tasks

and activities, and then the teacher needed to shape these tasks in keeping with the

students’ language proficiency levels, needs, and interests.

2) The Teacher as a Trainer to Prepare Students for Tasks

The teacher needed to train students at the stage of pre-task, such as to

introduce topics, to describe task instructions, to demonstrate the task process, and to

help students to learn or recall useful words and phrases to make the task easy to

complete.

55

3) The Teacher as a Facilitator

The teacher needed to use some form-focusing techniques, including

pre-task activities, studying the given conversation, guiding exposure to similar tasks,

and using selected material.

5.2.3 Discussion of the Oral English Communication Skills on Thai

Students

Building up confidence in speaking to an audience was mainly reported as

a factor that strengthened speaking performance. The tasks based on speaking for

special communication in a variety of situations designed into the course also helped

participants to prepare for speaking, and once each speaking task was well-prepared,

this preparation became an effective strategy to minimize anxiety, and thus maximize

speaking confidence. When speaking English in an EFL context was taken into

consideration, it was not surprising that the study revealed that confidence played an

important role. Promoting speaking confidence, together with appropriate task design,

is recommended for the English skills development of EFL/ESL learners (Bailey,

2005; Nunan, 2006; Patil, 2008; Trent, 2009). Previous studies supported the finding

that speaking and listening skills are usually intertwined in terms of language learning

and development (Noon-ura, 2008). In addition, suggestions for EFL learners’

speaking improvement included a variety of course activities, encouragement for

more exposure to listening through media, and seeking opportunities to speak in real

situations. Moreover, practice and exposure to both listening and speaking activities

in real world situations appeared to be a practical method to promote speaking

confidence (Songsiri, 2007).

Strengths of speaking performance found in this study included a wide

variety of real world topics, when a broad range of vocabulary was employed;

however, weaknesses were found in the pronunciation and grammatical structure of

the sentences. Errors of word stress and the final sounds of some English words were

categorized as weaknesses in this study. Another weakness was the use of incorrect

56

tenses. The study found that freedom of topic selection encouraged the participants to

feel comfortable and motivated to speak, and definitely maximized speaking

confidence. The wide range of vocabulary relating to the selected topics automatically

increased and activated the EFL learners’ English lexicon. The pronunciation and

grammatical structure seemed to be common weaknesses in Thai students’ English

performance (Wei & Zhou, 2002). However, feedback and comments from the

participants and instructor of the course played an important role in raising awareness,

which eventually led to English speaking improvement.

5.3 Recommendations

In light of the results of the research, the following recommendations are

presented:

5.3.1. The content of the English textbook for second year secondary

students should be reconsidered and task based learning activities should be included

in teaching English as a foreign language at the secondary stage.

5.3.2. Oral English communication skills should be stressed in teaching

English as a foreign language at the secondary stage. Teachers of English are thus

required to prepare their students to be able to use oral communication in the language

classroom.

5.3.3. Teachers of English are required to improve their oral communication

competencies.

5.3.4. Oral English communication skills should be included in the students'

evaluation program. It is not enough to prepare the students for the summation written

achievement tests as these tests cannot measure the very qualities proposed by the

Ministry of Education as the goals of teaching English as a foreign language at the

secondary stage.

57

5.3.5. Awareness of the importance of oral communication should be

recognized by the students and parents because teachers of English are thus between

a rock and a hard place. If they try to follow the task-based instruction, then students

and parents will complain, since for them any lesson content that is not covered by the

exam questions is a waste of time, and is depriving students of their opportunities to

get high marks on the achievement test.

5.3.6. Although this study was on a small scale, the findings might provide

a condensation of the content areas of professional development programs that need to

be organized in the future. Teachers see the necessity of teaching productive skills

such as listening-speaking and writing over the teaching of reading and grammar and

structure. The training courses that help improve teachers’ English proficiency are

also highly valued.

5.3.7. There should be some research conducted on the number of hours of

exposure necessary for Thai learners to become moderately proficient users of English.

This may help advocate self-directed learning or help policy makers see the necessity

to provide more time-allocation for English classes, hire more English native speakers,

or support using English in teaching other subjects to increase English exposure.

5.5 Summary

In summary, this chapter discusses a detailed description of a summary of

the coverall research and findings, together with the discussion of the findings of the

study. And recommendations and limitations of the study are also presented above.

A one-group design was used to investigate the effects of a task based language

learning program in teaching English as a foreign language to secondary students.

The data analyses were done on the information from the pre-tests and post-tests,

video-recorded observations, and the research journal was used to answer the research

questions. It is then recommended to improve teaching and learning by a task-based

learning program, and conduct further studies.

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APPENDICES

APPENDIXA

66

Lesson Plans

Scope and Sequence

Lesson Topic Type of Tasks Research Instruments

1 Greetings and

Introducing

oneself

Listing No data collection

(To familiarize students

with a task-based

learning approach)

2 Travel Sharing personal

experiences

No data collection

(To familiarize students

with a task-based

learning approach)

Pre-test Pre-test

3 Shopping Listing Research journal &

Observations

4 Restaurant Comparing Research journal &

Observations

5 Movies and

Cinema

Ordering and sorting Research journal &

Observations

6 Telephone and

Appointments

Comparing Research journal &

Observations

7 Asking for

directions

Problem solving Research journal &

Observations

8 Hotel Creative tasks Research journal &

Observations

Post-test Post-test

67

Lesson 1

Greetings & Introducing Oneself

Level of Students: Grade 9 Time: 100 minutes

-------------------------------------------------------------------------------------------------------

Learning Objectives

At the end of the lesson, students will be able:

1) Greet each other in different situations.

2) Introduce oneself to each other.

Subject Content

1. Vocabulary

Introduce, meet, pleasure, age, country, job, family member

2. Sentences and Expressions

Hi. / Hello.

Good morning. / Good Afternoon.

/ Good evening. / Good night.

How are you?

How’s your day?

How are you doing?

How’s it going?

What’s up?

Great. / Fantastic. / Pretty good. /

Very well.

Not so good. / Not very well. /

Pretty bad. / Terrible.

How about you?

How about yourself?

May I introduce myself?

I’d like introduce myself.

I want to introduce my friend...

Let me introduce you to...

This is... / Here’s... / That’s...

Nice to meet/see you.

I’m glad to meet/see you.

It’s a pleasure to meet you.

What’s your name?

How old are you?

When were you born?

Where are you from?

How many people are there in your

family?

68

Do you have brothers or sisters?

3. Model Conversations

Model conversations give students the opportunity to learn how to make a

logical and appropriate conversation.

A: Good morning.

B: Good morning. My name is Peter. What’s your name?

A: I’mAnn. How old are you?

B: I’m 30 years old. I’m an English teacher.

A: I’m glad to meet you Mr. Peter.

B: It’s a pleasure.

Learning Activity

Pre-task

Explain the topic--- greetings and introductions to students

Ask students to give some expressions about greetings they already know, and

write them on the board

Ask students to give some points to mention when they introduce themselves

Help students add more expressions

Task Cycle

Task

(type: listing)

Planning Report

Teacher asks students

to write down their

personal information

on a card (name, age,

birthday, hometown,

family members,

hobbies...)

Students use the name

cards to make

conversations with

their partners

Students introduce

their “name card” to

other groups

Teacher asks students

to come to the front,

and make a

conversation about

greetings and

introducing oneself

Three students to a

69

Pair the students, and

ask them to greet each

other and introduce

themselves

Teacher prepares some

other “name cards” for

students

Teacher explains the

content of the cards

(picture, personal

information...)

group, make a

conversation among

three students

Language Focus

Analysis Practice

Teacher asks students to highlight the

sentences

Teacher helps students to analyze the

grammar points of all sentences

Homework: Imagine you have a new

friend from other country, introduce

your friend to your parents

Teaching Material

1) Video clip: https://www.youtube.com/watch?v=m9Cda9xyMr0

2) Conversation worksheet

Assessment

The teacher can check from observations of the students’ reports as to

whether they understand all the content, and apply all things to making conversations

on their own.

Worksheet

70

Lesson 2

Travel

Level of Students: Grade 9 Time: 100 minutes

-------------------------------------------------------------------------------------------------------

Learning Objectives

At the end of the lesson, students will be able to:

1) Describe a trip you have been to, or you plan to do.

2) Describe a place in detail.

Subject Content

1. Vocabulary

travel, spend, vacation, trip, visit, invite, diving, riding a horse, camping,

impressed

2. Sentences and Expressions

Did you go to...?

Have you ever been to...?

Where are we going?

Where are you going to?

Do you like to travel?

Where did you spend your last

vacation?

How many country have you been

to?

Where did you go?

How was your trip?

The best time to visit ... is ...

Would you like to go with me?

I took a trip with my family.

I want to travel with you.

I’m going to...

I went to ... last year.

I want to invite you to go with me.

The summer is a good time to visit

the beach.

There are many activities, such as

diving, riding a horse and camping

71

How will you travel to...?

Are you flying or going by train?

What time will you leave?

When should I visit the place?

on the beach.

What is it about ... that impressed

you?

How do you feel about that place?

3. Model Conversations

Model conversations give students the opportunity to learn how to make a

logical and appropriate conversation.

A: How was your trip to the Maldives?

B: It was very impressive.

A: What is it about the Maldives that impressed you?

B: Actually, my entire trip. But the most impressive things were the

awesome natural view and fresh air. Besides, the local food is unique and tasty.

A: How about the weather?

B: Lucky for me. It was great weather.

A: That sounds great.

Learning Activity

Pre-task

Show students some post cards about different trips

Ask students to find out what the expressions of different post cards

Ask students what kinds of questions and answers would be used in each situation

Teacher helps students add more information for each picture

Task Cycle

Task

(type: sharing personal

experiences)

Planning Report

Ask students to think Students match all the Students come to the

72

about one trip they

have been on

Write down all the

facts of that trip

Match all the answers

to suitable questions

Make the complete

conversation for each

situation

questions and answers

to each situation

Stimulate the

situations, and make

the conversation

front to make a

conversation with

their partners

Make a conversation

with the teacher

Language Focus

Analysis Practice

Teacher asks students to highlight the

sentences

Teacher helps students to analyze the

grammar points of all sentences

Repeat each conversation by students

themselves

Teaching Material

1) Video clip: https://www.youtube.com/watch?v=W-V0sdbQA-M

2) Worksheet

Assessment

The teacher can check from observations of the students’ reports as to

whether they understand all the content, and apply all things to making conversations

on their own.

Worksheet

73

Lesson 3

Shopping

Level of Students: Grade 9 Time: 100 minutes

-------------------------------------------------------------------------------------------------------

Learning ObjectivesAt the end of the lesson, students will be able to make a conversation for a

shopping situation, include asking for color, size, style, asking to try it on, and asking

for promotions.

Subject Content

1. Vocabulary

prefer, fitting room, shelf, store, tight, loose, discount, promotion, guarantee,

and receipt

2. Sentences and Expressions

May I help you?

Do you need any help?

Anything I can do for you?

Yes, please. / No, thanks.

What are you looking for?

What style do you prefer?

What size do you wear?

What color do you prefer?

What brand do you have in mind?

I would like to buy...

I am looking for...

Can I try it on?

Where’s the fitting room?

Have you got this in a smaller/larger

size?

Is that a good fit?

It’s just right.

A little tight/loose.

It suits you.

I’ll take this one.

Do you have a new one?

Can you give me a discount?

74

Can I see ... on the shelf?

Do you have...?

I’m just looking.

I just want to look around.

Do you have any promotions?

Do you deliver?

Does it come with a guarantee?

3. Model ConversationsModel conversations give students the opportunity to learn how to make a

logical and appropriate conversation.

A: Is there anything I can do for you?

B: Yes, please.

A: What are you looking for?

B: I am looking for a pair of shoes for my graduation party.

A: What size do you wear? What color do you prefer?

B: 240, and I like white. Can I see those on the shelf?

A: Of course. Let me help you. Would you like to try them on?

B: Yes, please. Do they fit well?

A: They’re just right.

B: They suit you.

A: I’ll take them. How much do they cost?

B: 500. I can give you 10% off.

A: That’s great.

B: Please come again.

Learning Activity

Pre-task

Show students pictures of shopping items, check whether they know the items or

not

Ask students what questions and answers would be used for shopping

75

Help students add more information about shopping items

Give students different items for matching from different shops

Task Cycle

Task

(type: listing)

Planning Report

Ask students to list

different items in

different shops

Give students different

questions for a

shopping situation

Ask students to match

sentences to different

situations

Make a conversation

for solving a problem

Students discuss the

content of making

conversation with a

group or partners

According to the

different situation,

make a different

conversation

Students come to the

front to make a

conversation with

their partners

Make a conversation

with the teacher

Language Focus

Analysis Practice

Teacher asks students to highlight the

sentences

Teacher helps students to analyze the

grammar points of all sentences

Talk about the advantages and

disadvantages of shopping in

department stores and small shops

Teaching Material

1) Video clip: https://www.youtube.com/watch?v=XTPJSTVa87I

2) Conversation worksheet

76

Assessment

The teacher can check from observations of the students’ reports as to

whether they understand all the content, and apply all things to making conversations

on their own.

Worksheet

77

Lesson 4

Restaurant

Level of Students: Grade 9 Time: 100 minutes

-------------------------------------------------------------------------------------------------------

Learning ObjectivesAt the end of the lesson, students will be able to make a conversation in a

restaurant situation, include ordering food, ordering drinks, and checking a bill.

Subject Content

1. Vocabulary

reservation, order, starter, main course, recommend, rare, medium-rare,

medium, well done, dessert, takeout, ethnic food, vegetarian food, and diet food

2. Sentences and Expressions

I’d like to make a reservation.

Do you have any tables available?

Sorry, we are fully booked.

I’m sorry the restaurant is full now.

For how many people?

How many seats?

Would you like to come with me,

please?

You may sit anywhere you like.

What would you like, sir?

Would you like to order now?

Are you ready to order?

What kind of food do you like?

I’m familiar with ... food.

Can I have...?

May I get you something else?

How would you like your steak?

Can I have a napkin, please?

Enjoy your meal.

What would you like to drink?

Would you like anything to drink?

Do you want dessert or fruit?

Can I get takeout?

May I have the bill, please?

78

What would you like to have?

What’s the special for today?

Do you have any recommended

dishes?

Let’s share the bill.

Do you accept credit cards?

We hope to serve you again next

time.

3. Model ConversationsModel conversations give students the opportunity to learn how to make a

logical and appropriate conversation.

A: Do you have any tables available?

B: For how many people?

A: Two.

B: A table for two? Follow me, please, over here. Please be seated.

A: Thanks.

B: Would you like to see the menu?

A: Yes, please. Do you have any recommended dishes?

B: Salmon salad.

A: I’d like to have a steak set for two, and a salmon salad, please.

B: What would you like to drink?

A: A bottle of wine, please.

B: Do you want dessert or fruit?

A: No, thanks.

......

A: May I have the bill, please.

B: Thank you. We hope to serve you next time.

Learning Activity

Pre-task

Ask students what kinds of restaurant they prefer

Help students add more vocabulary of different kinds of food

Ask students whether there will be any differences in different restaurants

79

conversation

Help students understand what kinds of questions and answers would be used in

different conversations

Help students add more sentences to different conversations

Task Cycle

Task

(type: comparing)

Planning Report

Give students different

menus for different

restaurants

Ask students to get

familiar with the

vocabulary on menus

Use the given

sentences to make

conversations for

different situations

Role-play to practice

the conversation

Comparing

expressions for

different situations

Students discuss the

content for making

conversations with

groups or partners

According to a

different situation,

make a different

conversation

Students come to the

front to make a

conversation with

their partners

Make a conversation

with the teacher

Language Focus

Analysis Practice

Teacher asks students to highlight the

sentences

Teacher helps students to analyze the

grammar points of all sentences

Make a short passage talking about

your favorite restaurant in detail

80

Teaching Material

1) Video clip: https://www.youtube.com/watch?v=ELAJ6zgqh9M

2) Conversation worksheet

Assessment

The teacher can check from observations of the students’ reports as to

whether they understand all the content, and apply all things to making conversations

on their own.

Worksheet

81

Lesson 5

Movies & Cinema

Level of Students: Grade 9 Time: 100 minutes

-------------------------------------------------------------------------------------------------------

Learning Objectives

At the end of the lesson, students will be able to:

1) Make a conversation for a cinema situation, include buying a ticket,

choosing a seat.

2) Discuss movies.

Subject Content

1. Vocabulary

movie, film, cinema, theater, action, comedy, drama, thriller, horror, classic,

family, musical, mystery, suspense, fantasy, animation, documentary, romantic,

science fiction (sci-fi)

2. Sentences and Expressions

Would you like to watch a movie?

What’s on at the cinema?

Which movie would you like to

watch?

What kind of the movies do you like?

Which movie is the best?

It’s just been released.

It’s been out.

Have you seen it?

What time does it start?

The movie starts at...

Please choose your seat.

I want an aisle seat.

Shall we get some popcorn?

Do you want anything to drink?

How was the movie?

What do you think?

I enjoyed it.

82

What is it about?

Who’s in it?

It had a good plot.

The movie was boring.

3. Model ConversationsModel conversations give students the opportunity to learn how to make a

logical and appropriate conversation.

A: Hello. Welcome to E.G.V.

B: Hello.

A: Which movie do you want to watch?

B: What movies are here and which one is the best?

A: Today we have “Love of Siam”, “Rapunzel” and “Rango”.

B: I prefer “Rapunzel”.

A: How many people?

B: Only one person.

A: Please choose your seat.

B: Number 10 in the 7th row.

A: It’s 120 baht, and the movie starts at 4 p.m.

B: Thank you.

A: You’re welcome. Please come again.

Learning Activity

Pre-task

Ask students what kinds of movies they like to watch

Help students add more vocabulary of types/kinds of movies

Ask students what questions they would use when they go to the cinema

Help students add more questions and answers about talking in the cinema

83

Task Cycle

Task

(type: ordering and

sorting---classifying)

Planning Report

Give students some

movie posters, let

them classify

types/kinds of movies

Choose some specific

movies as the situation

Ask students to make

a conversation about

buying a ticket in a

cinema

Ask students to make

another conversation

about giving

comments of movies

Students discuss with

their group or partners

to classify movies

Students use the

situation and are given

sentences to make two

conversations

Students come to the

front to make a

conversation with

their partners

Make a conversation

with the teacher

Language Focus

Analysis Practice

Teacher asks students to highlight the

sentences

Teacher helps students to analyze the

grammar points of all sentences

Write a passage about your favorite

movies, and explain in detail

Teaching Material

1) Video clip

2) Worksheet

84

Assessment

The teacher can check from observations of the students’ reports as to

whether they understand all the content, and apply all things to making conversations

on their own.

Worksheet

85

Lesson 6

Telephone &Appointments

Level of Students: Grade 9 Time: 100 minutes

-------------------------------------------------------------------------------------------------------

Learning objectives

At the end of the lesson, students will be able to:

1) Make real conversation about a phone call

2) Make an appointment with someone

Subject Content

1. Vocabulary

hold, moment, message, available, convenient, and appointment

2. Sentences and Expressions

... is speaking. / This is ...

May I speak to ... please?

I’d like to talk to ... please.

Who is speaking?

May I ask who’s calling, please?

Please hold.

Just a moment, please.

Hold, please.

May I leave a message?

Would you please take a message?

Thank you for calling.

I will call you later/soon.

Are you available on...?

Is... convenient for you?

What time suits you?

What time shall we meet?

I’d like to make an appointment to

see ... please.

Have you got a minute?

Do you have an appointment, sir?

I’d love to.

That sounds great.

Sorry, I have plans.

I’m afraid, I can’t make it.

86

Can we arrange another time?

Can we make another time?

3. Model Conversations

Model conversations give students the opportunity to learn how to make a

logical and appropriate conversation.

A: Good morning. I’d like to make an appointment to see Mr. Peter.

B: When do you want to see him?

A: Is tomorrow at 3 p.m. convenient for him?

B: I’m sorry. He is not available tomorrow.

A: How about Friday afternoon?

B: Yes, he is free on Friday. Your appointment will be on Friday afternoon at

3p.m.

A: Thank you very much.

B: You’re welcome.

Learning Activity

Pre-task

Listen to one conversation, ask students to fill in the missing information on a

sheet

Check the answers for students

Highlight the important sentences used for telephoning and making an

appointment

Add more similar sentences for students

87

Task Cycle

Task

(type: comparing---finding

differences and

similarities)

Planning Report

Play two videos for

students about

telephoning and make

an appointment in

different situations

Ask students to find

out what points should

be included in a

conversation

Ask students to

simulate the situation,

make a conversation

about telephoning and

making an

appointment

Students list the points

that would be said in a

conversation

Make a conversation

with their partners

Students simulate the

situation, do role-play

to make a

conversation

Make a conversation

with the teacher

Language Focus

Analysis Practice

Teacher asks students to highlight the

sentences

Teacher helps students to analyze the

grammar points of all sentences

Change into other situations, have

the students make similar

conversations

88

Teaching Material

1) Video clip: https://www.youtube.com/watch?v=NWawMZxDh9Y

2) Worksheet

Assessment

The teacher can check from observations of the students’ reports as to

whether they understand all the content, and apply all things to making conversations

on their own.

Worksheet

89

Lesson 7

Asking for Directions

Level of Students: Grade 9 Time: 100 minutes

-------------------------------------------------------------------------------------------------------

Learning Objectives

At the end of the lesson, students will be able to make a conservation about

asking for directions, include asking for directions, giving the right directions, and

expressions of directions.

Subject Content

1. Vocabulary

directions, along, cross, corner, turn, next to, cross over, opposite...

2. Sentences and Expressions

Do you know where ... is?

Do you know the way to ...?

Could/Can you tell me how to get

to ... please?

Could/Can you give me the

directions to ... please?

This way.

Go ahead. / Go straight.

Walk along the street.

Cross over the road.

Cross the bridge.

Turn left / right.

Take the first / second turn.

It’s over there.

It’s next to ...

It’s opposite...

It’s at the corner.

It’s about ... meters from here.

Walk for about ... minutes.

Keep going until you get to the ...

Cross over to the other side and you

will find it.

90

3. Model Conversations

Model conversations give students the opportunity to learn how to make a

logical and appropriate conversation.

A: Excuse me, could you tell me where this address is?

B: Certainly. Go straight, and turn left at the next corner.

A: Turn left at the corner?

B: Yes. That’s the street you are looking for and you can find the house

number.

A: Thank you for your information.

B: Don’t mention it.

Learning Activity

Pre-task

Teacher asks students to tell vocabulary or phrases they already know

Teacher shows students the questions and answers and how to ask and answer

them

Draw a simple map, ask students to give the directions

Task Cycle

Task

(type: problem solving)

Planning Report

Show students a city

map with street names

and location names

Teacher chooses some

specific places, asks

students to give the

directions

Pair or group students

Let students discuss

the map, find the

easiest way to get to

the places

Make sure each

location name and

Students come to the

front to make a

conversation with

their partners

Make a conversation

with the teacher

91

Ask students to make

the conservative about

asking for directions

direction is mentioned

correctly

Language Focus

Analysis Practice

Teacher asks students to highlight the

sentences

Teacher helps students to analyze the

grammar points of all sentences

Find another map, have students

make a similar conversation

Teaching Material

1) Video clip: https://www.youtube.com/watch?v=aaoPI4W2LuU

2) Map

3) Worksheet

Assessment

The teacher can check from observations of the students’ reports as to

whether they understand all the content, and apply all things to making conversations

on their own.

Worksheet

92

Lesson 8

Hotel

Level of Students: Grade 9 Time: 100 minutes

-------------------------------------------------------------------------------------------------------

Learning Objectives

At the end of the lesson, students will be able to make a conversation for a

hotel situation, include the type of rooms, facilities of the hotel, length of stay.

Subject Content

1. Vocabulary

twin room, triple room, suite, facility, single bed, twin bed, extra bed,

balcony, elevator, fitness, sauna, shower, bath, swimming pool, internet access, air

conditioner, wheelchair access...

2. Sentences and Expressions

Can you recommend a good hotel?

How many stars does it have?

How far is it from the airport /city

center?

I’d like to make a reservation.

Do you have a room available?

Can I have your name and contact

number please?

How long will you be staying for?

Which day would you like to check

in?

What’s the price / charge per night?

Is there a special rate during this

season?

Is breakfast included?

Could I see the room?

What time is check-in / check-out?

Do you have a transfer?

Is service charge included in this

rate?

How much is the deposit?

93

What kind of room do you want, sir?

Do you allow pets?

Do you have a car park?

3. Model Conversations

Model conversations give students the opportunity to learn how to make a

logical and appropriate conversation.

A: Grand Hotel, good morning. May I help you?

B: Yes, I’d like to reserve a room for two on the 9th of January.

A: OK. Let me check our books here for a moment. Well, we have one suite

available, complete with a kitchenette and sauna. Also the view of the city is great too.

B: How much is that?

A: It’s only 2000 baht, plus a 10% room tax.

B: Oh, that’s a little expensive for me. Do you have a cheaper room?

A: Would you like a smoking or non-smoking room?

B: Non-smoking, please.

A: Sorry, we’re full on the 9th. Would you like a smoking room?

B: Well, how much is the smoking room?

A: 800 baht, plus 10% room tax.

B: That will be fine. I’ll take it.

A: All right. Could I have your name, please?

B: Yes, Nick Lachey.

A: Thank you. We hope to see you on that day.

Learning Activity

Pre-task

Help students to get familiar with the vocabulary used while making a

conversation at hotels

94

Ask students what kinds of questions and answers would be used while making a

conversation at hotels

Help students add more information

Play a video to make students understand the conversation in hotels

Task Cycle

Task

(type: creative tasks)

Planning Report

Give students different

situation cards

Use a different

situation card to make

a conversation for

booking a hotel

Add some special

requirements in the

conversation

Students discuss the

content of making a

conversation with

groups or partners

According to a

different situation,

make a different

conversation

Students come to the

front to make a

conversation with

their partners

Make a conversation

with the teacher

Language Focus

Analysis Practice

Teacher asks students to highlight the

sentences

Teacher helps students to analyze the

grammar points of all sentences

Write a letter to the hotel manager to

appreciate or complain about the

situation of the hotel

Teaching Material

1) Video clip: https://www.youtube.com/watch?v=X1fz3Cx5m8Y

2) Worksheet

95

Assessment

The teacher can check from observations of the students’ reports as to

whether they understand all the content, and apply all things to making conversations

on their own.

Worksheet

APPENDIX B

97

Pre-test / Post-test

Directions:

According to the content of using task-based language in teaching oral

English communication skills in eight periods, the topics of the oral test are from the

teaching procedure, which include greetings and introducing oneself, restaurant,

shopping, movies and cinema, telephone and appointment, asking for directions,

travel, and hotel. The content of the test is separated into two parts with each worth

50%. Part A is a multiple choice speaking test and part B asks students to make

conversations according to different situation cards. Two students as partners will be

arranged randomly. Students pick up one situation card, and are given 5 minutes to

prepare the situation. The test is accompanied by an assessment rubric for students’

oral performance.

Part A. Multiple Choice (50%)

According to different situations, please choose the best answers.

1. You want people to know about you. What will you say when you meet someone

for the first time?

a. How are you? b. I’d like to introduce myself.

c. Good morning. d. What’s your name?

Key: b

2. You feel happy to meet a new friend. What will you say to the new friend?

a. Great. b. Nice to meet you.

c. How are you? d. How do you do?

Key: b

98

3. You want to introduce your friends to your teacher. What will you say to your

teacher?

a. My name is... b. How are you?

c. Let me introduce my friends to

you.

d. How’s it going?

Key: c

4. You want to have a meal at a restaurant. Before going in a restaurant, what will

you say to a waiter or waitress?

a. Do you have any tables

available?

b. How can I help you?

c. Are you ready to order? d. What would you like, sir?

Key: a

5. You are at a restaurant. Before ordering food, what will a waiter or waitress say to

you?

a. Would you like to order now? b. Can you give me a glass of water?

c. You may sit anywhere you like. d. Sorry, we are fully booked.

Key: a

6. You are a waiter or waitress. After serving the food to the customers, what will

you say?

a. Are you ready to order? b. Enjoy your meal.

c. Can I have a glass of water? d. I’m familiar with Thai food.

Key: b

99

7. You want to pay for your meal. What will you say to a waiter or waitress?

a. Check the bill, please. b. May I have the bill, please?

c. Let’s share the bill. d. What’s the special menu for today?

Key: b

8. You are at a clothes shop. What will the shop assistant say to you?

a. May I try on the shirt? b. Medium size, please.

c. Is there anything I can do for you? d. Is that a good fit?

Key: c

9. You are trying on a dress. If you want another size, what will you say to the shop

assistant?

a. What size do you wear? b. I am looking for a party dress.

c. Have you got this in a smaller /

larger size?

d. It’s just right.

Key: c

10. You want a lower price of a new dress. What will you say to the shop assistant?

a. Do you have a new one? b. I’ll take this.

c. Do you deliver product? d. Can you give me a discount?

Key: d

11. You ask whether your friends want to watch a new movie. What will you say to

your friends?

a. Would you like to watch a movie? b. Which movie is the best?

c. Have you seen it before? d. What is it about?

Key: a

100

12. You are at the cinema ticket counter. What will the cinema staff say to you?

a. What time does it start? b. Please choose your seat.

c. Which movie would you like to

watch?

d. I want an aisle seat.

Key: b

13. You want to know what your friends’ thought of the movie. What will you say?

a. How was the movie? b. Who’s in it?

c. What did you think about the actor? d. It’s too boring.

Key: a

14. You are calling someone. What will you say at first?

a. This is not correct number. b. Who is that?

c. May I speak to ... please? d. Loudly.

Key: c

15. If the person on the phone is not who you are looking for, what will the person

say to you?

a. Who are you? b. This is ...

c. May I leave a message? d. Have you got a minute?

Key: c

16. You want to see your doctor. What will you say to the assistant?

a. I’d like to make an appointment to

see Doctor M, please.

b. Have you got a minute?

c. Sorry, I have the plans. d. Can we fix the date?

Key: a

101

17. You are a traveler. You want to go to the National Park. What will you say to the

local people?

a. Could you tell me the way to

the National Park?

b. It’s on your left side.

c. This way. d. Go straight.

Key: a

18. What will the local people say to you to help you find the way?

a. 15 minutes. b. 100 meters.

c. Take the second turn. d. I don’t know.

Key: c

19. You are planning to travel for your next holiday. What will your friends say to

you?

a. Did you go to the Yellow Stone

Park?

b. Where are you going to?

c. Have you ever been to China? d. Where did you spend your holiday?

Key: b

20. You have just come back from Europe. What will your friends ask you about the

trip?

a. How many people will go there? b. How was your trip?

c. When did you go? d. What’s your plan?

Key: b

21. What will you say to describe your trip?

a. The best time to visit Europe is

April.

b. I want to go for a trip with my

family.

102

c. I want to travel with you. d. It was interesting and impressive.

Key: d

22. You want to invite your friends to travel with you. What will you say?

a. Would you like to go with me? b. I’m going to New York.

c. I’ll go with my family. d. Where are you going to?

Key: a

23. You want to book a room in a hotel. What will you say to the reception?

a. Can you recommend any good

hotel?

b. How many stars does it have?

c. Could I see the room? d. I’d like to make a reservation.

Key: d

24. What will the reception ask you about your information?

a. Can I have your name and

contact number please?

b. Can I see the room?

c. Do you have transfer service? d. Is there a special rate during this

season?

Key: a

25. You want to know the check-out time. What will you say to the reception?

a. What time is check-out? b. Do you have transfer service?

c. Is service charge included? d. How much is it for the deposit

payment?

Key: a

103

Part B. Oral Test (50%)

According to the situation, please make a proper conversation with your partner.

Card 1

Directions: Make a conversation between A and B. Greet each other, and introduce

yourselves.

Situation: orientation in a classroom

Person A: Jackson White, 22 years old, American, lives in L.A., mother and two

sisters, likes to play basketball

Person B: Nina Lee, 20 years old, Chinese, lives in Beijing, father, mother and

grandmother, likes to sing English songs

Card 2

Directions: Make a conversation between A and B. Talk about ordering food including

recommending dishes, main dishes, drinks, dessert, and checking the bill

Situation: Two people are in a western restaurant, the recommended dish is salmon

salad

Person A: waiter

Person B: customer

Card 3

Directions: Make a conversation between A and B. Talk about shopping for clothes

including color, size, and style. Ask whether you can try it on, price, discount, and

guarantee.

Situation: Two people are in a big clothes shop, discount 10%, guarantee: three days

exchange

Person A: shop assistant

Person B: customer

104

Card 4

Directions: Make a conversation between A and B. Talk about what kind of movies

they like. Give detailed reasons to explain.

Situation: Before watching a new movie, two people are out of cinema. After

discussing their favorite movies, they will go to watch a movie.

Person A: a friend named Mark likes to watch scary movies

Person B: a friend named Ann likes to watch romantic movies

Card 5

Directions: Make a conversation between A and B. A phones B to make an

appointment for some advice on choosing a university. Decide when to meet, and

where to meet.

Situation: formal conversation on a phone

Person A: a grade 12 student named Jane

Person B: a teacher fromAmerican

Card 6

Directions: Make a conversation between A and B. A wants to get to the Central

Museum, asking B for the correct directions

Situation: A is at the northern bus station. Two people are on the street.

Person A: a foreign traveler

Person B: a local citizen

Card 7

Directions: Make a conversation between A and B. Talk about one unforgettable trip

including when you went, where you went, what you experienced, and why it is

unforgettable.

105

Situation: Two people are in one friend’s house having tea and chatting

Person A: a friend named Ben, who has been to Tokyo, and had a wonderful time

Person B: a friend named Judy, who has been to Shanghai, and did not have a good

time, because of the crowds.

Card 8

Directions: Make a conversation between A and B. Talk about booking a room

including check-in and check-out times, how many people. Ask about the hotel

facilities, breakfast, swimming pool and so on.

Situation: In a hotel reception area, hotel facilities: free wi-fi, nonsmoking, fitness,

breakfast included, and no swimming pool.

Person A: hotel staff

Person B: guest

106

Assessment Form

Topic: __________________________

Student A: __________________________

Student B:

Instructions: Please evaluate the students’ performance in oral English communication

skills test by using the criteria provided.

4 = excellent 3 = good 2 = satisfactory 1 = needs improvement

Marks given to the whole group

Grammar Pronuncia

tion

Vocabular

y

Comprehe

nsion

Fluency Total

Student A

Student B

Examiner:

APPENDIX C

108

Rubric (Hasan, 2014)

Table C.1 Rubric

Category

Needs

improvement

(1 point)

Satisfactory

(2 points)

Good

(3 points)

Excellent

(4 points)

Grammar There are

many

grammar

mistakes that

made the

students

unable to

convey their

message.

There are some

grammar

mistakes but

the students

succeed in

conveying

their message.

There are a

few grammar

mistakes and

the students

are able to

convey their

message

clearly.

There are no

grammar

mistakes and

students are

able to express

their ideas

easily in

proper

sentence

structure and

tense.

Pronunciation Students’

pronunciation

is unclear and

full of

mispronunciat

ions.

Sometimes, the

students’

pronunciation

is unclear but

generally

acceptable.

Pronunciation

is good and

does not hinder

communicatio

n.

Pronunciation

is very clear

and easy to

understand.

Vocabulary Students show

inadequate

vocabulary to

Students are

able to use few

words,

Students are

able to use the

vocabulary

Students are

able to use the

vocabulary

109

Category

Needs

improvement

(1 point)

Satisfactory

(2 points)

Good

(3 points)

Excellent

(4 points)

Vocabulary express their

ideas properly,

which make

their message

incomprehensi

ble.

but unable to

elaborate their

ideas.

learned

appropriately.

learned and

new

vocabulary in a

precise and

impressive

manner.

Comprehension Students are

unable to

understand the

questions

directed to

them.

Students

understand

some of the

questions

directed to

them.

Students are

able to respond

to most of the

questions

directed to

them.

Students are

easily and

comfortably

able to respond

to all the

questions

directed to

them.

Fluency Students show

slow and

reluctant

responses with

long pauses

that make

their

responses

incomprehensi

ble.

Students show

slow but not

reluctant

responses with

few pauses and

the ability to

continue

expressing

their ideas.

Students

smoothly

express

themselves

with some

stops to grope

for appropriate

words to be

used in

situations.

Students are

able to express

themselves

smoothly and

comfortably

without any

pauses or

hesitation and

without

groping words.

APPENDIX D

111

IOC (The Item Objective Congruence)

of Task-based Learning Lesson Plans and Tests

Dear Sir/Madam,

I am a graduate student studying in the M.Ed. (TEGL) Program, IG-HRD

Center, Faculty of Education, Burapha University. I am presently conducting a thesis

study on the topic of “Effects of a Task-based Learning Approach for Oral English

Communication Skills of Lower Secondary School Students in Thailand”. Before

using the research instruments to collect the data, I am required by the Ethical

Committee of Education, Burapha University to request experts in the field of the

above topic to check and validate the quality of the research instruments. Accordingly,

please kindly accept my request for being an expert. I am very thankful and grateful

for your assistance.

Yours,

Sun Wenfang

Note: Below is the rating indicator of the content of the pre-test and post-test, and it is

required to be checked and given the scores by experts before administering to the

respondents.

+1 = relevant

0 = uncertain

-1 = irrelevant

All the participants will take part in the teaching procedure and pre-test and post-test.

The content of the lesson plans is designed according to the textbook’s topics. And the

content of test is designed according to the lesson plans.

112

Statement -1 0 1 Comments

1. Topic of the unit and the lesson

1.1 Topic of the lesson is appropriate and

clear.

2. Objectives

2.1 Objectives are clear and concise.

2.2 Objectives are relevant and consistent

with the content of the lessons.

3. Teaching Stages

3.1 Stages of teaching are appropriately

sequenced.

3.2 Stages of teaching are clear and

effective.

4. Activities

4.1 Activities are practical.

4.2 Activities are relevant to the lesson

objectives.

5. Materials

5.1 Teaching materials are appropriate for

the lessons.

5.2 Teaching materials are interesting,

motivating, and understandable.

6. Time allocation

6.1 Time allocation is appropriate.

APPENDIX E

114

The Pre-test and Post-test Scores

Table E.1 The The Pre-test and Post-test Scores

Code Number Code Name Pre-test Score Post-test Score

1 (M) A 35.25 62.002 (M) B 53.00 64.003 (F) C 38.00 73.504 (F) D 53.25 76.755 (M) E 20.00 51.506 (M) F 22.00 37.007 (F) G 34.75 67.508 (F) H 39.50 59.509 (M) I 32.00 53.0010 (M) J 30.00 55.5011 (F) K 40.00 69.7512 (F) L 40.50 68.2513 (M) M 40.75 67.0014 (F) N 35.00 57.0015 (F) O 38.75 77.5016 (F) P 34.75 77.5017 (F) Q 42.00 64.2518 (F) R 28.00 60.2519 (F) S 36.00 52.0020 (F) T 40.00 74.2521 (F) U 42.00 77.5022 (M) V 42.00 77.5023 (F) W 25.00 43.7524 (M) X 25.75 51.7525 (M) Y 20.25 40.0026 (M) Z 34.00 43.25

115

BIOGRAPHY

Name Miss Sun Wenfang

Date of birth August 23, 1989

Place of birth Kunming, Yunnan Province, China

Present address Room 702, Unit 1, Building 1, No. 219 Beijing

Rd., Guandu District, Kunming City, Yunnan

Province, China

Education

2008-2012 Bachelor of Arts in English,

Yunnan Normal University Business School,

Yunnan, China

2012-2016 Master of Education

in Teaching English as a Global Language

Department of International Graduate Studies

in Human Resource Development

Faculty of Education

Burapha University, Thailand