TASK-BASED LANGUAGE TEACHING IN VIETNAM: RESEARCH TRENDS, FINDINGS, AND IMPLICATIONS

Huynh Truong Sang, Nguyen Van Loi

Abstract


It is widely assumed that task-based language teaching (TBLT) has been effectively applied in EFL contexts. In Vietnam, abundant research has been implemented to examine its effects on English proficiency as well as to identify perceptions and attitudes of both teachers and learners towards using this approach in classroom contexts. This paper aims to synthesize trends in research on task-based language teaching in the context by reviewing results extracted from a corpus of 60 studies. Key aspects like effects, challenges, teacher/learner perceptions and attitudes were selected for analysis and synthesis. The results revealed that the research tended to focus more on production skills than receptive skills, and that the implementation of TBLT was reported to cause challenges for teachers, while learners tended to hold positive attitudes toward the approach. Based on the research findings, some lessons were drawn for pedagogy and future research. For successful TBLT implementation, it is suggested that teachers are informed of the effects, engaged in reflections and that exams should be shifted towards communicative competence assessment. Future research could increase sample size and treatment duration, and especially address the challenges teachers, as the main agent, encounter in implementation.

 

Article visualizations:

Hit counter


Keywords


EFL, task-based language teaching, trends, Vietnam, lessons

Full Text:

PDF

References


Ahmadian, M. J., & Mayo, M. D. P. G. (2017). Introduction: recent trends in task-based language teaching and learning. Recent Perspectives on Task-Based Language Learning and Teaching, 1-8.

Ahmed, R. Z. (2018). The effect of task-based language teaching on improving the writing and speaking skills of Pakistani ESL learners. Unpublished Ph.D. Thesis, Unıversiti Utara Malaysia, Malaysia.

Barnard, R., & Nguyen, G. V. (2010). Task-based language teaching (TBLT): A Vietnamese case study using narrative frames to elicit teachers’ beliefs. Language Education in Asia, 1(1), 77-86.

Bryan, L. A. (2012). Research on science teacher beliefs. Second international handbook of science education, 477-495.

Bui, T. (2019). The implementation of task-based language teaching in EFL primary school classrooms: a case study in Vietnam. Unpublished Ph.D. Thesis, University of Wellington, Australia.

Bui, T. T. D. (2015). Application of task-based language teaching in teaching speaking to the 1st year non-English-majored students: Action research at Hanoi university of business and technology. Unpublished M.A. Thesis, Hanoi University of Business and Technology, Vietnam.

Cao, T. H. G. (2007). The impact of task-based language learning on EFL learners’ writing performance: A case study at TVCE. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Chau, T. H. (2014). The effects of planning with writing on the fluency, complexity, and accuracy of L2 oral narratives. Unpublished Ph.D. Thesis, University of Michigan State, the United States.

Danh, Q. (2009). The impacts of task-based language approach on improving high school students' grammatical competence. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Dao, T. T. H. (2016). Perceptions of teachers towards the implementation of task-based language teaching: a case study in a Vietnamese university. International Journal of Humanities, Social Sciences and Education 3(12).

Dao, T. T. H. (2017). Task-based language teaching: An insight into teacher practice. International Journal of Education, Culture and Society, 2(4), 126-131.

Dao, T. T. H. (2016). The effectiveness of task-based language teaching in improving IELTS reading skill. Journal of Science of HNUE, 61 (12), 77-86.

Dinh, H. M. T. (2022). Using TBLT framework in technology-mediated environments to enhance students’ vocabulary retention and interpreting skills. International Journal of TESOL & Education, 2(2), 201-215.

Dinh, N. T. T., & Hoang, G. T. L. (2022). The effects of task-based vocabulary instruction: a case study at a center for vocational training and continuing education. International Journal of Science and Management Studies, 5(4). https://doi.org/10.51386/25815946/ijsms-v5i4p127.

Do, T. H. T. (2021). The effects of task-based instruction on Vietnamese EFL learners’ speech production capacity. Unpublished Ph.D. Thesis, Curtin University, Australia.

Dong, T. H. (2010). Does task-based language teaching enhance EFL non-English students’ speaking fluency? Unpublished MA Thesis, Can Tho University, Viet Nam.

Duong, T. M., & Le Truong, M. (2022). Task-based language teaching: A possible remedy for Vietnamese EFL students’ ESP reading comprehension at a vocational college. Humanities, Arts and Social Sciences Studies, 291-306.

Duong, T. M., & Nguyen, H. T. T. (2021). Implementing task-based language teaching in Vietnamese secondary schools: what hinders EFL teachers? TESL-EJ, 25(2), n2.

Ellis, R. (2006). The methodology of task-based teaching. Asian EFL Journal, 8(3).

Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. https://doi.org/10.1111/j.1473-4192.2009.00231.x

Fang, W. C., Yeh, H. C., Luo, B. R., & Chen, N. S. (2021). Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction. ReCALL, 33(1), 71-87. https://doi.org/10.1017/S0958344020000208

Harris, J., & Leeming, P. (2022). The impact of teaching approach on growth in L2 proficiency and self-efficacy: A longitudinal classroom-based study of TBLT and PPP. Journal of Second Language Studies, 5(1), 114-143. https://doi.org/10.1075/jsls.20014.har

Hasnain, S., & Halder, S. (2021). Exploring the impediments for successful implementation of the task-based language teaching approach: a review of studies on teachers’ perceptions. The Language Learning Journal, 1-15.

https://doi.org/10.1080/09571736.2021.1989015

Hashemi, M., Azizinezhad, M., & Darvishi, S. (2012). Using task-based language teaching, learning practically in English classes. Procedia-Social and Behavioral Sciences, 31, 526-529. https://doi.org/10.1016/j.sbspro.2011.12.098

Hien, T. T. T., & Loan, M. T. (2018). Current challenges in the teaching of tertiary English in Vietnam. In English tertiary education in Vietnam (pp. 40-53). Routledge. https://doi.org/10.4324/9781315212098

Ho, P. V. P., & Long, N. H. (2014). The impacts of task-based speaking activities on English-majored freshmen’s oral performance at Ba Ria-Vung Tau Teacher Training College. Ho Chi Minh City Open University Journal of Science-Social Sciences, 4(1), 57-69.

Hoang, D. A. (2022). Application of Task-Based Language Teaching in Teaching Speaking to the 1st Year Non-English Major Students: An Action Research at Ha Tinh University. European Academic Research, 10 (3).

Hoang, T. D. (2015). Teachers’ perceptions of task-based language teaching in speaking skills: a case study of grade 11 of non-English-majored, Nguyen Hue gifted high school, Ha Dong, Hanoi. Ngon Ngu and Doi Song, 12 (242), 62-66.

La, D. N. (2021). EFL medical students’ perceptions towards task-based reading writing integrated lessons. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Lam, H. T. L., Nguyen, S. V., & Nguyen, H. A. T. (2021). University lecturers’ task-based language teaching beliefs and practices. Education Sciences, 11(11), 748.

Lap, T. Q., & Trang, H. D. (2017). The effect of task-based learning on EF students’ learning reading: a case study in the Mekong Delta of Vietnam. Studies in English Language Teaching, 5(1), 34-48. https://doi.org/10.22158/selt.v5n1p34

Le, C. T. (2008). The compared effects of a task-based approach and the PPP approach to grammar instruction on the Vietnamese high school students’ accuracy in English grammar use. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Le, N. T. (2008). The impacts of task-based learning on motivating non-English majors to acquire vocabulary. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Le, N. T., & Nguyen, B. H. (2012). Task-based language learning and student motivation in vocabulary acquisition. Language Education in Asia, 3(1), 106-120.

Le, T. K. D. (2018). Using task-based learning to improve English speaking performance of the 11th grade students at Diem Thuy upper secondary school. Unpublished MA Thesis, Thai Nguyen University, Viet Nam.

Le, T. T. (2016). Applying task-based approach in teaching English grammar: Action research at Univer English Center. Unpublished M.A. Thesis, Viet Nam National University, Vietnam.

Le, T. T. H. (2014). High school EFL teachers’ perceptions of task-based language teaching and its implementation in speaking skill in Dong Thap Province. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Loewen, S., & Sato, M. (Eds.). (2017). The Routledge handbook of instructed second language acquisition. New York, NY, USA: Routledge. https://doi.org/10.4324/9781315676968

Long, M. (2015). Second language acquisition and task-based language teaching. John Wiley & Sons.

Luong, T. M. P. (2014). A study on the use of task-based approach in teaching speaking to the 2nd English-majored students. Unpublished M.A. Thesis, Viet Nam National University, Vietnam.

Ministry of Education and Training [MoET] (2006). Chuong trinh giao duc pho thong. Retrieved from https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-16-2006-QD-BGDDT-chuong-trinh-giao-duc-pho-thong-55984.aspx.

Ministry of Education and Training [MoET] (2008). Quyết định số 1400/QĐ-TTG của Thủ tướng Chính phủ: Về việc phê duyệt Đề án “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2008 – 2020”. Retrieved from https://vanban.chinhphu.vn/default.aspx?pageid=27160&docid=78437.

Ministry of Education and Training [MoET] (2018). Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2027 – 2025. Retrieved from https://ngoainguquocgia.moet.gov.vn/quyet-dinh-so-2658qdbgddt-ngay-2372018-cua-bo-giao-duc-va-dao-tao-ve-viec-ban-hanh-ke-hoach-trien-khai-de-an-day-va-hoc-ngoai-ngu-trong-he-thong-giao-duc-quoc-dan-giai-doan-20172025-498.html

Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language Learning, 63(1), 34-62. https://doi.org/10.1111/j.1467-9922.2012.00717.x

Nget, S., Pansri, O., & Poohongthong, C. (2020). The effect of task-based instruction in improving the English-speaking skills of ninth-graders. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 208-224.

Nguyen, A. T, Jaspaert, K., & Van den Branden, K. (2018). EFL teachers’ perceptions of task-based language teaching in a Vietnamese university. The European Journal of Applied Linguistics and TEFL, 7(1), 73-91.

Nguyen, A. T., & Tran, N. P. B. (2017). In-service teachers’ reaction to a training program of task-based language teaching: A case study of English language teachers in Vietnam. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(3), 53-68. https://doi.org/10.9790/7388-0703055368

Nguyen, B. H., Haworth, P., & Hansen, S. (2019). Challenging ESP teacher beliefs about active learning in a Vietnamese university. Teacher Development, 23(3), 345-365. https://doi.org/10.1080/13664530.2019.1598481

Nguyen, B. V. (2008). Exploring English teachers’ perceptions of task-based language teaching in Ca Mau high schools. Unpublished MA Thesis, Can Tho University, Viet Nam.

Nguyen, D. T. T. (2018). Vietnamese teachers’ perspectives regarding task-based approach to vocabulary instruction in secondary school English as a foreign language. Unpublished M.A. Thesis, Florida, the United States.

Nguyen, G. V. (2014). Forms or meaning? Teachers’ beliefs and practices regarding task-based language teaching: A Vietnamese case study. Journal of Asia TEFL, 11(1).

Nguyen, H. T., Warren, W., & Fehring, H. (2014). Factors Affecting English Language Teaching and Learning in Higher Education. English Language Teaching, 7(8), 94-105. http://dx.doi.org/10.5539/elt.v7n8p94

Nguyen, P. B. N. (2021, December). Using a task-based approach to improve the 9th graders’ speaking skills at a secondary school in Ho Chi Minh City. In Proceedings of the AsiaCALL International Conference (Vol. 621, pp. 76-83).

Nguyen, T. A. T. (2017). Increasing motivation through task-based learning in ASEAN studies course. Viet Nam National University Journal of Foreign Studies, 33(3). https://doi.org/10.25073/2525-2445/vnufs.4159

Nguyen, T. A., & Jaspaert, K. (2021). Implementing task-based language teaching in an Asian context: Is it a real possibility or a nightmare? A case study in Vietnam. ITL-International Journal of Applied Linguistics, 172(1), 121-151. https://doi.org/10.1075/itl.16022.ngu

Nguyen, T. A., Nguyen, L. T., & Vo, A. P. (2023). Vietnamese EFL secondary school teachers’ perceptions of task-based language teaching. Language Related Research, 14(1), 89-112. https://doi.org/10.52547/LRR.14.1.4

Nguyen, T. H. (2013). A study on the effectiveness of using task-based approach in teaching vocabulary in ESP to the second-year students at Construction School N04. Unpublished M.A. Thesis, Viet Nam National University, Viet Nam.

Nguyen, T. K. (2011). The Implementation of Task-based Language Teaching: A case study of the upper-secondary school. Unpublished M.A. Thesis, Viet Nam National University, Viet Nam.

Nguyen, T. M. H. (2020). Impacts of a training program on task-based language teaching. Voices from Vietnamese teachers. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Nguyen, V. L. (2020). Unpacking Perceptual and Contextual Influences on Task-Based Instruction: A Framework of Teacher Beliefs and Practice. PASAA: Journal of Language Teaching and Learning in Thailand, 59, 154-180.

Nguyen, T. M. H., & Luu, T. T. (2018). The effect of task-based language teaching on EFL learners’ writing performance at Tien Giang University. Can Tho University Journal of Science, 54(5), 91-97.

Nguyen, T. T. H. (2013). Using task-based language teaching to increase students’ participation in speaking lessons: Action research at Duc Thien Vocational School. Unpublished M.A. Thesis, Viet Nam National University, Viet Nam.

Nguyen, T. V. A. (2022). Rèn luyện kĩ năng viết đoạn văn thông qua hướng tiếp cận dựa trên nhiệm vụ của sinh viên năm thứ nhất chuyên ngành tiếng anh, trường đại học tây bắc. Tạp chí Giáo dục, 22(12), 48-53.

Nguyen, V. L. (2011). Dynamic conceptions of input, output and interaction: Vietnamese EFL lecturers learning second language acquisition theory. Unpublished Ph.D. Thesis, University of Waikato, New Zealand.

Nguyen, V. M. (2014). Secondary School teachers’ perceptions of task-based language teaching and their beliefs about the current series of English textbooks. Unpublished M.A. Thesis, Viet Nam National University, Viet Nam.

Nham, M. M. T. (2012). Effects of task-based activities on EFL young learners' listening comprehension and speaking performance. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Pham, D. Q. (2015). Using task-based language teaching: effects on speaking fluency & cultural challenges faced by students. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Pham, N. T., & Nguyen, H. B. (2018). Teachers’ perceptions about task-based language teaching and its implementation. European Journal of Foreign Language Teaching, 3 (2).

Pham, V. P. H., & Do, T. H. (2022). The impacts of task-based instruction on students’ grammatical performances in speaking and writing skills: A quasi-experimental study. International Journal of Instruction, 14(2), 969-986.

Pham, V. P. H., Hong, T. C., & Nguyen, N. H. V. (2021). The effects of task-based instruction on high school students’ writing outcomes. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 11(4), 1-12. https://doi.org/10.4018/IJCBPL.288499.

Pham, V. P. H., Nguyen, N. H. V., & Nguyen, H. L. (2021). The effects of task-based instruction on EFL students’ writing accuracy and fluency. Turkish Online Journal of Qualitative Inquiry, 12(8).

Phuong, H. Y. (2016). Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. Can Tho University Journal of Science, (02), 37-45.

Phuong, H. Y., Van den Branden, K., Van Steendam, E., & Sercu, L. (2015). The impact of PPP and TBLT on Vietnamese students’ writing performance and self-regulatory writing strategies. ITL-International Journal of Applied Linguistics, 166(1), 37-93. https://doi.org/10.1075/itl.166.1.02yen

Purnama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ motivation in learning English. Professional Journal of English Education, 2(4), 539.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.

Robinson, P., & Lowe, J. (2015). Literature reviews vs systematic reviews. Australian and New Zealand Journal of Public Health, 39(2), 103-103. https://doi.org/10.1111/1753-6405.12393

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62. https://doi.org/10.1093/applin/17.1.38

Thai, B. T. (2010). Exploring EFL teachers’ perceptions of task-based language teaching: a survey of teachers of English in secondary school in Tan Chau, An Giang. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Tran, T. T. N. (2022). The effects of task-based instructions on secondary students’ reading performances. International Journal of Language Instruction, 1(1), 9-18.

Tran, T. T. T. (2021). A mobile video recording task-based approach to teaching EFL learners' speaking skills. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Trinh, Q. L. (2005). Stimulating learner autonomy in English language education: A curriculum innovation study in a Vietnamese context. Unpublished Ph.D. Thesis, University of Amsterdam, the Netherlands.

Trinh, T. T. T. (2012). Promoting EFL students’ speaking performance through task-based activities: A case at a high school in a Mekong Delta province. Unpublished MA Thesis, Can Tho University, Viet Nam.

Uman, L. S. (2011). Systematic reviews and meta-analyses. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 20(1), 57.

Van Le, T. (2014). Factors affecting task-based language teaching from teachers’ perspectives. Study in English Language Teaching, 2(1), 108-122.

Vo, X. T. (2020). Effects of task-based language teaching to Vietnamese EFL high school students’ speaking ability. Unpublished M.A. Thesis, Can Tho University, Viet Nam.

Vu, H. P. (2010). The impact of task-based language learning on EFL students’ writing performance: an experimental study at a high school in Soc Trang. Unpublished MA Thesis, Can Tho University, Viet Nam.

Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121-137. https://doi.org/10.1007/s10972-014-9411-2

Willis, J. (1996). A framework for task-based language learning. Harlow, Essex: Longman.

Xuyen, V. T. M., & Trang, N. H. (2021). Effects of task based speaking activities on EFL learners’ oral performance. European Journal of English Language Teaching, 6(6).




DOI: http://dx.doi.org/10.46827/ejel.v8i2.4758

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).