USING A TASK-BASED LEARNING APPROACH

ON ORAL ENGLISH COMMUNICATION SKILLS FOR

LOWER SECONDARY SCHOOL STUDENTS IN RAYONG, THAILAND

SUN WENFANG

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION
IN TEACHING ENGLISH AS A GLOBAL LANGUAGE
DEPARTMENT OF INTERNATIONAL GRADUATE STUDIES
IN HUMAN RESOURCE DEVELOPMENT
FACULTY OF EDUCATION
BURAPHA UNIVERSITY
APRIL 2016
COPYRIGHT OF BURAPHA UNIVERSITY
 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 ENGLISH AS A GLOBAL LANGUAGE;
M. Ed. (TEACHING ENGLISH AS A GLOBAL LANGUAGE)
KEYWORDS: TASK-BASED LEARNING APPROACH/ ORAL ENGLISH
COMMUNICATION SKILLS/ THAI LOWER SECONDARY
SCHOOL STUDENTS
WENFANG SUN: USING A TASK-BASED LEARNING APPROACH ON
ORAL ENGLISH COMMUNICATION SKILLS FOR LOWER SECONDARY
SCHOOL STUDENTS IN RAYONG, THAILAND. ADVISORY COMMITTEE:
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......................................................................................................... iv
CONTENTS......................................................................................................... v
LIST OF TABLES................................................................................................ vii
LIST OF FIGURES.............................................................................................. viii
CHAPTER
1 INTRODUCTION....................................................................................... 1
1.1 Background of the Study............................................................. 1
1.2 Statement of the Problem............................................................ 3
1.3 Research Questions..................................................................... 4
1.4 Purposes of the Study.................................................................. 5
1.5 Significance of the Study............................................................. 5
1.6 Conceptual Framework............................................................... 5
1.7 Limitations.................................................................................. 6
1.8 Scope of the Study....................................................................... 6
1.9 Definition of Terms..................................................................... 7
1.10 Summary.................................................................................... 8
2 LITERARTURE REVIEW.......................................................................... 9
2.1 Oral English Communication Skills............................................ 9
2.2 Approaches to Forster Oral English Communication Skills....... 13
2.3 The Theory of Task-based Learning............................................ 17
2.4 Related Research Studies............................................................ 30
2.5 Summary...................................................................................... 33
 CONTENTS (CONTINUED)

CHAPTER Page
3 RESEARCH METHODS............................................................................ 34
3.1 Research Design.......................................................................... 34
3.2 Instruments.................................................................................. 36
3.3 Validity and Reliability................................................................ 39
3.4 Data Collection............................................................................ 40
3.5 Data Analysis.............................................................................. 42
3.6 Ethical Considerations................................................................ 43
3.7 Summary..................................................................................... 44
4 FINDINGS.................................................................................................. 45
4.1 Answer to Research Question 1.................................................. 45
4.2 Answer to Research Question 2.................................................. 48
4.3 Conclusion................................................................................... 52
5 DISCUSSION AND RECOMMENDATIONS........................................... 53
5.1 Summary of the Overall Research and Findings......................... 53
5.2 Discussion................................................................................... 54
5.3 Recommendations....................................................................... 57
5.4 Summary..................................................................................... 58
REFERENCES..................................................................................................... 58
APPENDICES...................................................................................................... 64
APPENDIX A................................................................................................. 65
APPENDIX B................................................................................................. 96
APPENDIX C................................................................................................. 107
APPENDIX D................................................................................................ 110
APPENDIX E................................................................................................. 113
BIOGRAPHY....................................................................................................... 115
 LIST OF TABLES

Tables Page
2.1 The Framework of Task-based Learning...................................................... 24
3.1 One Group Pretest-Posttest Design.............................................................. 32
3.2 Scope and Sequence of Lesson Plan............................................................ 39
4.1 Descriptive Statistics of the Pre-test and Post-test Scores........................... 45
4.2 Dependent T-test of the Pre-test and Post-test Scores.................................. 45
 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
 2

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
 3

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
 4

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?
 5

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 from Willis (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
 6

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 Oral English

Approach 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
 7

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
 8

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
 10

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
 11

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
 12

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.
 13

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
 14

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.
 15

2.2.2 How to Assess 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
 16

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:
 17

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.
 18

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.
 19

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
 20

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
 22

(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)
 23

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.
 24

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.
 26

Table 2.1 The Framework of Task-based Learning

The TBL Framework

Pre-task

The Teacher The Students

 Introduces and defines the topics  Note down useful words and phrases
 Uses activities to help students learn from the pre-task activities or the
useful words and phrases recording
 Ensures students understand task  May spend a few minutes preparing
instructions for the task individually
 May play a recording of others
doing the same or similar task
Task Cycle

Task Planning Report

The Teacher The Teacher The Teacher
 Acts as monitor and  Ensures the purpose  Acts as chairperson,
encourages students of the report is clear selecting who will
 Acts as a language speak next, or
adviser ensuring all students
 Helps students read most of the
rehearse oral reports written reports
or organize the  May give brief
written ones feedback on content
and form
 May play a recording
of others doing the
same or a similar task
 27

Table 2.1 (Continued)

Task Planning Report

The Students The Students The Students
 Do the task in pairs or  Prepare to report to  Present their spoken
small groups the class how they did reports to the class, or
the task and what they circulate or display
discovered or decided their written reports
 Rehearse what they
will say or draft a
written version for the
class to read
Language Focus

Analysis Practice
The Teacher The Teacher
 Reviews each analysis activity with  Conducts practice activities after
the class analysis activities where necessary,
 Brings other useful words, phrases to build confidence
and patterns to students’ attention
 May pick up on language items from
the report stage
 28

Table 2.1 (Continued)

Analysis Practice
The Students The Students
 Do consciousness-raising activities to  Practice words, phrases and patterns
identify and process specific from the analysis activities
language  Practice other features occurring in
 Features from the task text or the task text or report stage
transcript  Enter useful language items in their
 May ask about other features they language notebooks
have noticed

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.
 30

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
 32

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

Pre-test Treatment Post-test

One Group Design
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=
R/N
N0
 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 Listing No data collection (To
Introducing familiarize students
oneself with a task-based
learning approach)
2 Travel Sharing personal No data collection (To
experiences 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)

Lesson Topic Type of Tasks Research Instruments

5 Movie and Ordering and sorting Researcher’s journal &
Cinema Observation
6 Telephone and Sharing personal Researcher’s journal &
Appointment experiences Observation
7 Asking for Problem solving Researcher’s journal &
directions Observation
8 Hotel Creative tasks Researcher’s journal &
Observation
Post-test Post-test

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.
 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 -
-26.12 8.56 -15.57 25 .000
Post-test

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
APPENDIX A
 66

Lesson Plans

Scope and Sequence

Lesson Topic Type of Tasks Research Instruments
1 Greetings and Listing No data collection
Introducing (To familiarize students
oneself with a task-based
learning approach)
2 Travel Sharing personal No data collection
experiences (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 Ordering and sorting Research journal &
Cinema Observations
6 Telephone and Comparing Research journal &
Appointments Observations
7 Asking for Problem solving Research journal &
directions 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.  May I introduce myself?

 Good morning. / Good Afternoon.  I’d like introduce myself.
/ Good evening. / Good night.  I want to introduce my friend...
 How are you?  Let me introduce you to...
 How’s your day?  This is... / Here’s... / That’s...
 How are you doing?  Nice to meet/see you.
 How’s it going?  I’m glad to meet/see you.
 What’s up?  It’s a pleasure to meet you.
 Great. / Fantastic. / Pretty good. /  What’s your name?
Very well.  How old are you?
 Not so good. / Not very well. /  When were you born?
Pretty bad. / Terrible.  Where are you from?
 How about you?  How many people are there in your
 How about yourself? 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’m Ann. 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 Planning Report
(type: listing)
 Teacher asks students  Students use the name  Teacher asks students
to write down their cards to make to come to the front,
personal information conversations with and make a
on a card (name, age, their partners conversation about
birthday, hometown,  Students introduce greetings and
family members, their “name card” to introducing oneself
hobbies...) other groups  Three students to a
 69

 Pair the students, and group, make a

ask them to greet each conversation among
other and introduce three students
themselves
 Teacher prepares some
other “name cards” for
students
 Teacher explains the
content of the cards
(picture, personal
information...)
Language Focus
Analysis Practice
 Teacher asks students to highlight the  Homework: Imagine you have a new
sentences friend from other country, introduce
 Teacher helps students to analyze the your friend to your parents
grammar points of all sentences

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...?  The best time to visit ... is ...
 Have you ever been to...?  Would you like to go with me?
 Where are we going?  I took a trip with my family.
 Where are you going to?  I want to travel with you.
 Do you like to travel?  I’m going to...
 Where did you spend your last  I went to ... last year.
vacation?  I want to invite you to go with me.
 How many country have you been  The summer is a good time to visit
to? the beach.
 Where did you go?  There are many activities, such as
 How was your trip? diving, riding a horse and camping
 71

 How will you travel to...? on the beach.

 Are you flying or going by train?  What is it about ... that impressed
 What time will you leave? you?
 When should I visit the place?  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 Planning Report
(type: sharing personal
experiences)
 Ask students to think  Students match all the  Students come to the
 72

about one trip they questions and answers front to make a

have been on to each situation conversation with
 Write down all the  Stimulate the their partners
facts of that trip situations, and make  Make a conversation
 Match all the answers the conversation with the teacher
to suitable questions
 Make the complete
conversation for each
situation
Language Focus
Analysis Practice
 Teacher asks students to highlight the  Repeat each conversation by students
sentences themselves
 Teacher helps students to analyze the
grammar points of all sentences

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 Objectives
At 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?  Can I try it on?
 Do you need any help?  Where’s the fitting room?
 Anything I can do for you?  Have you got this in a smaller/larger
 Yes, please. / No, thanks. size?
 What are you looking for?  Is that a good fit?
 What style do you prefer?  It’s just right.
 What size do you wear?  A little tight/loose.
 What color do you prefer?  It suits you.
 What brand do you have in mind?  I’ll take this one.
 I would like to buy...  Do you have a new one?
 I am looking for...  Can you give me a discount?
 74

 Can I see ... on the shelf?  Do you have any promotions?

 Do you have...?  Do you deliver?
 I’m just looking.  Does it come with a guarantee?
 I just want to look around.

3. Model Conversations
Model 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 Planning Report
(type: listing)
 Ask students to list  Students discuss the  Students come to the
different items in content of making front to make a
different shops conversation with a conversation with
 Give students different group or partners their partners
questions for a  According to the  Make a conversation
shopping situation different situation, with the teacher
 Ask students to match make a different
sentences to different conversation
situations
 Make a conversation
for solving a problem
Language Focus
Analysis Practice
 Teacher asks students to highlight the  Talk about the advantages and
sentences disadvantages of shopping in
 Teacher helps students to analyze the department stores and small shops
grammar points of all sentences

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 Objectives
At 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.  What kind of food do you like?
 Do you have any tables available?  I’m familiar with ... food.
 Sorry, we are fully booked.  Can I have...?
 I’m sorry the restaurant is full now.  May I get you something else?
 For how many people?  How would you like your steak?
 How many seats?  Can I have a napkin, please?
 Would you like to come with me,  Enjoy your meal.
please?  What would you like to drink?
 You may sit anywhere you like.  Would you like anything to drink?
 What would you like, sir?  Do you want dessert or fruit?
 Would you like to order now?  Can I get takeout?
 Are you ready to order?  May I have the bill, please?
 78

 What would you like to have?  Let’s share the bill.

 What’s the special for today?  Do you accept credit cards?
 Do you have any recommended  We hope to serve you again next
dishes? time.

3. Model Conversations
Model 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 Planning Report
(type: comparing)
 Give students different  Students discuss the  Students come to the
menus for different content for making front to make a
restaurants conversations with conversation with
 Ask students to get groups or partners their partners
familiar with the  According to a  Make a conversation
vocabulary on menus different situation, with the teacher
 Use the given make a different
sentences to make conversation
conversations for
different situations
 Role-play to practice
the conversation
 Comparing
expressions for
different situations
Language Focus
Analysis Practice
 Teacher asks students to highlight the  Make a short passage talking about
sentences your favorite restaurant in detail
 Teacher helps students to analyze the
grammar points of all sentences
 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 time does it start?
 What’s on at the cinema?  The movie starts at...
 Which movie would you like to  Please choose your seat.
watch?  I want an aisle seat.
 What kind of the movies do you like?  Shall we get some popcorn?
 Which movie is the best?  Do you want anything to drink?
 It’s just been released.  How was the movie?
 It’s been out.  What do you think?
 Have you seen it?  I enjoyed it.
 82

 What is it about?  It had a good plot.

 Who’s in it?  The movie was boring.

3. Model Conversations
Model 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 Planning Report
(type: ordering and
sorting---classifying)
 Give students some  Students discuss with  Students come to the
movie posters, let their group or partners front to make a
them classify to classify movies conversation with
types/kinds of movies  Students use the their partners
 Choose some specific situation and are given  Make a conversation
movies as the situation sentences to make two with the teacher
 Ask students to make conversations
a conversation about
buying a ticket in a
cinema
 Ask students to make
another conversation
about giving
comments of movies
Language Focus
Analysis Practice
 Teacher asks students to highlight the  Write a passage about your favorite
sentences movies, and explain in detail
 Teacher helps students to analyze the
grammar points of all sentences

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 ...  Are you available on...?
 May I speak to ... please?  Is... convenient for you?
 I’d like to talk to ... please.  What time suits you?
 Who is speaking?  What time shall we meet?
 May I ask who’s calling, please?  I’d like to make an appointment to
 Please hold. see ... please.
 Just a moment, please.  Have you got a minute?
 Hold, please.  Do you have an appointment, sir?
 May I leave a message?  I’d love to.
 Would you please take a message?  That sounds great.
 Thank you for calling.  Sorry, I have plans.
 I will call you later/soon.  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 Planning Report
(type: comparing---finding
differences and
similarities)
 Play two videos for  Students list the points  Students simulate the
students about that would be said in a situation, do role-play
telephoning and make conversation to make a
an appointment in  Make a conversation conversation
different situations with their partners  Make a conversation
 Ask students to find with the teacher
out what points should
be included in a
conversation
 Ask students to
simulate the situation,
make a conversation
about telephoning and
making an
appointment
Language Focus
Analysis Practice
 Teacher asks students to highlight the  Change into other situations, have
sentences the students make similar
 Teacher helps students to analyze the conversations
grammar points of all sentences
 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?  Turn left / right.
 Do you know the way to ...?  Take the first / second turn.
 Could/Can you tell me how to get  It’s over there.
to ... please?  It’s next to ...
 Could/Can you give me the  It’s opposite...
directions to ... please?  It’s at the corner.
 This way.  It’s about ... meters from here.
 Go ahead. / Go straight.  Walk for about ... minutes.
 Walk along the street.  Keep going until you get to the ...
 Cross over the road.  Cross over to the other side and you
 Cross the bridge. 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 Planning Report
(type: problem solving)
 Show students a city  Pair or group students  Students come to the
map with street names  Let students discuss front to make a
and location names the map, find the conversation with
 Teacher chooses some easiest way to get to their partners
specific places, asks the places  Make a conversation
students to give the  Make sure each with the teacher
directions location name and
 91
giao task cho students

 Ask students to make direction is mentioned

the conservative about correctly
asking for directions
Language Focus
Analysis Practice
 Teacher asks students to highlight the  Find another map, have students
sentences make a similar conversation
 Teacher helps students to analyze the
grammar points of all sentences

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?  What’s the price / charge per night?
 How many stars does it have?  Is there a special rate during this
 How far is it from the airport /city season?
center?  Is breakfast included?
 I’d like to make a reservation.  Could I see the room?
 Do you have a room available?  What time is check-in / check-out?
 Can I have your name and contact  Do you have a transfer?
number please?  Is service charge included in this
 How long will you be staying for? rate?
 Which day would you like to check  How much is the deposit?
in?
 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 Planning Report
(type: creative tasks)
 Give students different  Students discuss the  Students come to the
situation cards content of making a front to make a
 Use a different conversation with conversation with
situation card to make groups or partners their partners
a conversation for  According to a  Make a conversation
booking a hotel different situation, with the teacher
 Add some special make a different
requirements in the conversation
conversation
Language Focus
Analysis Practice
 Teacher asks students to highlight the  Write a letter to the hotel manager to
sentences appreciate or complain about the
 Teacher helps students to analyze the situation of the hotel
grammar points of all sentences

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 d. How’s it going?
you.
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 b. How can I help you?
available?
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 / d. It’s just right.
larger size?
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 d. I want an aisle seat.
watch?
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 b. Have you got a minute?
see Doctor M, please.
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 b. It’s on your left side.
the National Park?
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 b. Where are you going to?
Park?
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 b. I want to go for a trip with my
April. 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 b. How many stars does it have?
hotel?
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 b. Can I see the room?
contact number please?
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 from American

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 Vocabular Comprehe Fluency Total
tion y nsion
Student A
Student B

Examiner:
APPENDIX C
 108

Rubric (Hasan, 2014)

Table C.1 Rubric

Needs
Satisfactory Good Excellent
Category improvement
(2 points) (3 points) (4 points)
(1 point)
Grammar There are There are some There are a There are no
many grammar few grammar grammar
grammar mistakes but mistakes and mistakes and
mistakes that the students the students students are
made the succeed in are able to able to express
students conveying convey their their ideas
unable to their message. message easily in
convey their clearly. proper
message. sentence
structure and
tense.

Pronunciation Students’ Sometimes, the Pronunciation Pronunciation

pronunciation students’ is good and is very clear
is unclear and pronunciation does not hinder and easy to
full of is unclear but communicatio understand.
mispronunciat generally n.
ions. acceptable.

Vocabulary Students show Students are Students are Students are

inadequate able to use few able to use the able to use the
vocabulary to words, vocabulary vocabulary
 109

Needs
Satisfactory Good Excellent
Category improvement
(2 points) (3 points) (4 points)
(1 point)
Vocabulary express their but unable to learned learned and
ideas properly, elaborate their appropriately. new
which make ideas. vocabulary in a
their message precise and
incomprehensi impressive
ble. manner.

Comprehension Students are Students Students are Students are

unable to understand able to respond easily and
understand the some of the to most of the comfortably
questions questions questions able to respond
directed to directed to directed to to all the
them. them. them. questions
directed to
them.

Fluency Students show Students show Students Students are

slow and slow but not smoothly able to express
reluctant reluctant express themselves
responses with responses with themselves smoothly and
long pauses few pauses and with some comfortably
that make the ability to stops to grope without any
their continue for appropriate pauses or
responses expressing words to be hesitation and
incomprehensi their ideas. used in without
ble. situations. 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 62.00
2 (M) B 53.00 64.00
3 (F) C 38.00 73.50
4 (F) D 53.25 76.75
5 (M) E 20.00 51.50
6 (M) F 22.00 37.00
7 (F) G 34.75 67.50
8 (F) H 39.50 59.50
9 (M) I 32.00 53.00
10 (M) J 30.00 55.50
11 (F) K 40.00 69.75
12 (F) L 40.50 68.25
13 (M) M 40.75 67.00
14 (F) N 35.00 57.00
15 (F) O 38.75 77.50
16 (F) P 34.75 77.50
17 (F) Q 42.00 64.25
18 (F) R 28.00 60.25
19 (F) S 36.00 52.00
20 (F) T 40.00 74.25
21 (F) U 42.00 77.50
22 (M) V 42.00 77.50
23 (F) W 25.00 43.75
24 (M) X 25.75 51.75
25 (M) Y 20.25 40.00
26 (M) Z 34.00 43.25