SKKN The application of task based approach in teaching speaking lessons in English 10 (New textbook) at Nghi Loc 5 High School

out with large numbers of participants. As a result, the research 
would be more effective, reliable and convincing. 
 It is needed to do further research into other aspects of language teaching 
with TBA such as listening skill, speaking skill, reading skill, and writing skill. 
Finally, We would like to say our thanks to your willing in reading our 
study to support us in finishing this research paper. 
This study may have made some unexpected mistakes and shortcomings. 
We am looking forward to any suggestions and corrections to better our paper! 
47 
REFERENCES 
1. Hoàng Văn Vân et al. (2006), Tiếng Anh 10, Giao Duc Publisher. 
2. Duong Thi Le Thuy (2004), An Investigation into the Task based 
Approach to Adapt the Current English Course Book for Construction Engineering 
in Phu Yen College, M.A. Thesis, Da Nang University. 
3. Nguyen Nu Ngoc Tram (2011), Applying Task-based Approach in 
Teaching English Grammar to the 1st year-non English majors at Ho Chi Minh 
University of Industry - Nghe An Branch, M.A. Thesis, Vinh University. 
4. Nguyễn Thị Vân Lam, Ngô Đình Phương (2007). Language Teaching 
Theory. Vinh University. Nghệ An. 
5. Nunan, D. (1999), Second Language Teaching and Learning, Boston, 
MA: Heinle & Heinle. 
6. Nunan, D. (2004), Task-based Language Teaching, Cambridge: 
Cambridge University Press. 
7. Nunan, D. (2005), Important Tasks of English Education: Asia-wide and 
Beyond, Asian EFL Journal, Vol.7, Issue 3. 
8. Lee. J. (2000), Tasks and Communicating in Language Classrooms, 
Boston: McGraw-Hill. 
9. Littlewood, W. (1981), Communicative Language Teaching, An 
Introduction, Cambridge: Cambridge University Press. 
10. Long, M. (1985), A Role for Instruction in Second Language 
Acquisition: Task Based Language Teaching in K. Hystelstam and M. Pienemann 
(eds.): Modeling and Accessing Second gLanguage Acquisition, Cleverdon: 
Multilingual Matters. 
 SAMPLE ACTIVITIES IN REAL SPEAKING LESSONS 
 APPENDICES 
Appendix 1: Questionnaire for Teachers 
QUESTIONNNAIRE 
This questionnaire is designed to seek for the information to serve the 
research “Applying task-based approach in teaching speaking skills to10th 
graders at Nghi Loc 5 High school”. The answer will be used as important data 
for the research not for any other purposes. The answer, therefore, should be frank 
and accurate to your own ideas and teaching context. Thank you very much for 
your cooperation! 
Please put a tick (√) on the answer you choose. 
1. In your opinion, speaking skill is 
a. very important 
b. important 
c. not quite important 
d. not important 
2. What are reasons 
a. Speaking skill helps student communicate better 
b. Speaking skill is not include in many tests or exams 
c. Speaking skill is too difficult for High school students to learn 
Others : (students have no interest, the curricula are too difficult, you do not have 
enough skills to teach, and so on). 
3. Which difficulties do you often encounter in teaching an English speaking 
lesson? 
 Students‟ low motivation 
 Students use Vietnamese during pair or group work 
 Students‟ passive learning styles 
 Students‟ not participating in class 
 Students‟ low proficiency English 
 Lack of authentic teaching materials 
 Students‟ low motivation 
 Students‟ low motivation 
 Large classes and mixed ability 
 Lack of teaching facilities and teaching aids 
 Speaking tasks dissatisfy students‟ needs and levels 
 Time limitation for curriculum 
 Lack of experience in teaching speaking 
 Lack of background knowledge 
 Deficiency in strategic and sociolinguistic competence in English 
4. Do you use Task-based approach in teaching English speaking skills to the 
10
th
 graders at High school? 
Yes No 
5. How often do you use Task-based approach in teaching English speaking 
skills to the 10
th
 graders at High school? 
Often Sometimes Rarely Never 
6. The importance of applying TBA in teaching English speaking class. 
Very important Important Rather important Not important 
 7. Does the Task-based approach proves successful in your English speaking 
lessons ? 
 Yes No 
8. If “ Yes”, in your opinion, How TBA work well in your speaking classes 
Less than 25% From 25 % to 50% 
From 50% to 75% Over 75% 
9. How are the English speaking classes with TBA ? 
 Boring Tough Interesting 
 Relaxing Effective 
10. Are the students interested in Task-based English speaking lessons ? 
Yes No 
11. Do you think TBA is a good choice in your English speaking classes ? 
Yes No 
12. If “ Yes”, tick the following options that you think TBA is good choice for 
you (you can choose more than one) 
TBA activates students‟ needs and interests. 
 TBA pursues the development of interacted skills in the classroom. 
TBA encourages students‟ intrinsic motivation. 
TBA promotes students‟ academic progress. 
The teacher is more flexible in TBA than in traditional method. 
The students take a more active role in class. 
The students have more chances to use the target language. 
TBA enhances the interactions between the teacher and the students and 
among students in class. 
The students are much more engaged in taks in pair work, group work, thus 
creating a collaborative learning environment in class. 
13. If you answer “No”, what is the reasons (you can choose more than one) 
TBA requires much preparation. 
I have difficulty in assessing students‟ task- based performance. 
Students are not used to task-based learning. 
Large class size is an obstacle to use TBA. 
TBA gives much psychological burden to me as a facilitator. 
14. What typical difficulties do you have when moving from a traditional 
speaking class to a task- based speaking class? 
Students are used to the learning style of teacher-centered. 
Students are passive and timid. 
Students are not familiarized with a communicative classroom with tasks . 
The teacher does grasp the underlying theories and principles of TBA. 
 Others: 
15. Which problems do you suppose to have/ have when designing and using 
Task-based Approach in teaching English speaking skill for 10
th
 graders? 
Limitation of time to prepare 
Limitation of time to apply in classroom 
Speaking activities in the textbooks are not communicative 
Class size is not suitable to use the communicative activities 
Students‟ lack of interest in tasks 
 Lack of teaching facilities and teaching aids 
 Other difficulties 
16. Which benefits of using TBA in teaching speaking skill. 
Increasing students‟ motivation 
Developing students‟ language skills 
Providing communicative contexts 
Creating natural learning 
 Other benefits 
17. Teacher’s solutions to multi-level classes 
Giving some prompts to the less able students 
Encouraging collaborative work from students 
Allocating easy questions to the less able students and more difficult ones 
the more able ones 
Praising weak students more often 
Giving open ended questions that allow weak students to give their answers 
Organizing pair work and group work including good and weak students 
18. Teacher’s solutions to students’ low motivation in learning 
Creating interesting topics which are suitable for their level 
 Giving encouraging and positive correction and feedback on students‟ mistakes 
Encouraging the students by giving the additional mark for their voluntary 
 speaking 
Using authentic materials (songs, films, games,) 
Doing brainstorming exercises so that they have something to talk about 
Getting them to speak by giving some prompts 
Explaining the importance of speaking in the classroom to the students 
19. Teacher’s solutions to students’ use of Vietnamese during groups work or 
pair work 
Move around to observe students 
 Encourage students to speak English 
Criticize the students when using Vietnamese 
20. Teachers’ solutions to students’ low English proficiency 
Neglecting the students 
Dividing the students into pairs or groups including good and weak students 
to help the weaker students 
Giving students chances and allot time for preparation 
Moving around to observe and help the students 
21. Teacher’s solutions to students’ passive learning style 
Create a variety of activities to have the students participate in 
 Use praise when the students volunteer to speak 
Encourage the students to share their ideas with the teacher 
Organize group work or pair work 
Give the students assignments 
22. Teacher’s solutions to students’ the lack of authentic materials 
Finding authentic teaching materials on the Internet, magazines, 
newspapers, 
Adjusting tasks to suit with level of students 
Asking students to prepare at home before going to class 
Omiting the difficult tasks 
23. Which of the following things do you think will help to make the 
application of TBA effective in your English speaking class (you can choose 
more than one) 
Make good preparation 
Teacher provides comprehensible input 
Good time management 
Encourage students 
Discuss and share the experience with colleagues 
 Organize the class work appropriately through individual work, pair work, 
group work 
The teacher‟s adequate understanding of TBA 
Teacher‟s adequate instructions in language forms and functions for the task 
Other things 
 Appendix 2: Questionnaire for students (English version) 
QUESTIONNAIRES 
This questionnaire is designed to seek for the information to serve the 
research “Applying Task-based in Teaching Speaking Skills to10th Graders at 
Nghi Loc 5 High School” 
1. Why do you learn English (you can choose more than one )? 
It is a compulsory subject at school 
To pass the examinations 
To go abroad 
To well communicate with foreigners 
To listen and to understand English songs and watch movies in English 
To search information in English from the Internet 
To get a good job after graduating 
To get better understanding of other English speaking contries 
Other factors.. 
2 . How do you feel when you attend the activities in a speaking lesson? 
Confident Embarrassed and nervous 
Interested, motivated Bored 
Uncomfortable 
3. Are you interested in the speaking lessons you have at your school? 
Very much Yes Not much No 
4. If yes, which factor(s) activate(s) your interest in the lessons? 
Teacher‟s methods of teaching attract you 
You find communicative activities interesting to practice English 
You have opportunity to speak English more 
You can develop your speaking skill 
You meet your demand of using English to communicate 
No new structures 
Other factors.. 
 5. If no, the reason(s) you do not like the lessons is/are: 
You are not interested in English 
The topic is boring 
Teacher‟s method of teaching is dull and poor 
 Your English is not sufficient 
There is much vocabulary and many new structures 
 Your personal characteristics such as your shyness prevent you from 
speaking 
Teacher‟s instructions are not clear and motivating 
Other reasons: 
6. In English speaking lessons, the difficulties you often have are: 
Your knowledge of English ( such as vocabulary, grammar, pronunciation, etc) 
is poor 
Your shyness 
Your fear of making mistakes 
Teacher does not encourage you much 
Other difficulties 
7. Students’ interests in the speaking lessons with the use of tasks 
 Yes, very much Yes Yes, a little No 
8. The changes of classroom after applying TBA 
 Very clearly clearly not clearly No 
9. How do you think about the tasks given by teacher during speaking lesson? 
Very suitable Suitable Normal Not suitable at all 
10. Which problems students encountered in a task-based English speaking 
class. 
 Some of the teacher‟s instructions are not comprehensible enough 
 The input language fed by the teacher is not accessible 
 The teacher does not provide enough feedback 
 Lack of teachers‟ adequate instruction 
 Lack of supply of vocabulary, language structures and functions from the teacher 
 Lack of supply of vocabulary, language structures and functions from the teacher 
 Lack of teachers‟ adequate instruction 
 Lack of supply of vocabulary, language structures and functions from the teacher 
 Lack of time for practice 
 Some of the requirements of the tasks go beyond the students‟ linguistic 
competence 
 The class size is large 
11. Which of the following activities does the teacher use in teaching English 
speaking skills at your school? 
Activities Always Often Sometimes Seldom Never 
Ordering/Sorting 
Role play 
Problem-solving 
Decision making 
 Information -gap 
Jig-saw 
Listing 
Collecting information 
Opinion-exchange 
 12. What type of communicative activities above do you like most? Please 
write down the name(s)? 
.. 
13. How often does your teacher make use of the following interactions in 
teaching speaking ? 
Interactions patterns Always Often Sometimes Seldom Never 
 Individually 
Pair work 
Group work 
Full-class interaction 
14. What do you do while doing the tasks ? 
Actively join the tasks 
Join the tasks only by being asked by the teacher 
Join the tasks when feeling interested 
Do nothing at all 
15. How do you feel when taking part in the tasks 
Confident Interested Uncomfortable Bored 
16. What do you benefit in the speaking lessons which applying Task-based 
Approach ? 
Increase your confidence, help you communicate in English fluently 
Have opportunity to communicate, perform your ideas 
Make you interested in learning English 
Develop your creative and imaginary ability 
Practice language in an appropriate context 
Help you be familiar with social situations in English in real communication 
17. Students’ Expectations of applying TBA in teaching with TBA 
Suitable tasks 
A variety of tasks 
The role of the teacher as a facilotor 
Clear definition the goals and requirements of tasks 
 Survey on the urgency and feasibility of the 
proposed solutions 
1. The urgency of the proposed solutions 
 Solutions unnecessary 
less 
necessary 
necessary 
very 
necessary 
1 Teachers‟ solutions to 
multi-level classes 
2 Solutions to students‟ 
low motivation in 
learning 
3 Solutions to students‟ 
use of Vietnamese 
during groups work or 
pair work 
4 Teachers solutions to 
students‟ low English 
proficiency 
5 Teachers‟ solutions to 
students‟ passive 
learning style 
6 Teachers‟ solutions to 
unadequate tasks from 
textbook 
2. Feasibility of the proposed solutions 
 Solutions unfeasible less feasible feasible 
very 
feasible 
1 Teachers‟ solutions to 
multi-level classes 
2 Solutions to students‟ 
low motivation in 
learning 
3 Solutions to students‟ 
use of Vietnamese 
during groups work or 
pair work 
4 Teachers solutions to 
students‟ low English 
proficiency 
5 Teachers‟ solutions to 
students‟ passive 
learning style 
6 Teachers‟ solutions to 
unadequate tasks from 
textbook