MA-Thesis: Using task-based learning to improve english speaking performance of the 11th grade students at diem thuy upper secondary school an action research
MA-Thesis Using task-based learning to improve english speaking performance of the 11th grade students at diem thuy upper secondary school an action research reported the results of an action research project regarding the effects of and students’ opinions towards the use of task based learning in relation to speaking learning. The data were collected through pretests, posttests, prequestionnaires, post-questionnaires, observation with 40 grade 11th students at Diem Thuy Upper Secondary School. The tests were used to measure the students’ speaking learning improvement and the questionnaire was used to explore the students’ opinions towards learning speaking through task based learning
Mục lục nội dung
1. Preface
The data analyses indicated that the students have positive opinions towards using task based learning. After twenty weeks of the action research, the students’ speaking performance has been improved remarkably. The findings of the study reconfirmed that task based learning is effective and plays an important role in promoting students’ speaking competence and changing their opinions towards English speaking learning. On the basis of data analysis and discussion, some practical implications for further studies were also presented in this field.
2. Content
2.1 Introduction
Background to the study
Aim, objectives and research questions of the study
Scope of the study
Significance of the study
Outline of thesis
2.2 Literature review
Speaking skills in language learning
Task-based learning (TBL)
Action research
Previous studies on TBL
Summary
2.3 Methodology
Participants
Teaching materials
Research design
Data collection instruments
Data collection procedures
Summary
2.4 Data analysis and discussion
Results of the pre-test and post-test
Results of the questionnaires
Results of the observation
Summary
3. Conclusions and recommendation
Summary of major findings
The study was a small action research about the effectiveness of TBL on improving the speaking performance of the 11th grade students at Diem Thuy Upper Secondary school. It also investigated the students’ opinion to the application of TBL in speaking lessons
Implications
For students
Firstly, students should be encouraged to practice speaking in real life situations which will take advantages of task-based activities more effectively. Secondly, ask-based activities should be used frequently in the speaking lessons to encourage students to communicate with each other
For teacher
Firstly, it is recommended that teachers need to create more activities and well prepare lesson plans to encourage students to communicate in class. On this basis, the teachers should think about how to introduce new language items, what questions or which activities they will ask their students to elicit the new words from the topic and give the students clear instructions on what they will do at each stage of the task
4. References
Brown, H. D. (1994). Principles of language learning and teaching (3rd ed.). Englewood Cliffs, 299. NJ: Prentice Hall Regents.
Brown, J. D. (1995). The Elements of Language Curriculum. New York: Heinle and Heinle.
Burn, A. (2010). Doing Action Research in English Language Teaching : A Guide for Practitioners. New York: Routledge.
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