MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY THE EFFECT OF TASK-BASED LANGUAGE TEACHING ON EFL LEARNERS’ WRITING PERFORMANCE AT TIEN GIANG UNIVERSITY A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (TESOL) Submitted by NGUYEN THI MY HANH Supervisor: Dr LUU TRONG TUAN HO CHI MINH CITY, 2017 STATEMENT OF AUTHORSHIP I certify that the thesis entitled “The effect of Task-Based Language Teaching on EFL Learners’ Writing Performance” is my original work All resources used in the thesis have been documented The work has not been submitted to Open University or elsewhere Ho Chi Minh City, March 7th, 2017 Nguyen Thi My Hanh i ACKNOWLEDGEMENTS I have secured a lot of assistance and advice from many people in order to complete my thesis I am very grateful for this help First of all, I would like to express my sincere thanks to my supervisor, Dr Luu Trong Tuan for his considerate assistance and invaluable advice Without his help, the study couldn’t have been completed Secondly, I want to express my deep gratitude to the Management of Tien Giang University and the Leaders of Faculty of Social Sciences and Humanities for their permission and support Finally, I would like to sincerely thank my colleagues for their support as well as the students in two classes 0728201 and 0728202 for their cooperation ii ABSTRACT The present research is aimed at investigating the effect of Task-Based Language Teaching (TBLT) on EFL learners’ writing performance and learner writing motivation considered as a mediating variable in enhancing writing performance of EFL learners at Tien Giang University The quasi-experimental design was employed with the participation of 40 freshmen (20 in CG and 20 in EG) The analysis of the data collected from the participants’ pretests and posttests, prequestionnaires and post-questionnaires indicated that TBLT had a positive influence on EFL learners’ writing performance and their writing motivation EFL learners made significant progress in all five components of a writing (vocabulary, content, grammar, organization and mechanics) and two factors in learner writing motivation (perceived value of writing and writing self-concept) In addition, there was a positive correlation between learner writing motivation and writing performance Learner writing motivation contributed 37% to the improvement of writing performance Key words: Task-based language teaching (TBLT), writing performance, learner writing motivation iii LIST OF ABBREVIATIONS CG Control Group CLT Communicative Language Teaching EFL English as Foreign Language EG Experimental Group ESL English as Second Language L2 Second Language SCT Social-Cultural Theory TBLT Task-Based Language Teaching TESOL Teaching English to Speakers of Other Languages ZPD Zone of Proximal Development iv LIST OF TABLES Table Task types 10 Table 3.1 Characteristics of participants 39 Table 3.2 Writing topics for each week 40 Table 3.3 Items of pre-questionnaire on learner writing motivation 43 Table 3.4 Items of post-questionnaire on learner writing motivation 44 Table 3.5 Structures of pre-questionnaire and post-questionnaire of CG and EG 45 Table 3.6 Summary of traditional lesson plans for fifteen weeks 46 Table 3.7 Summary of TBLT lesson plans for fifteen weeks 50 Table 4.1 Correlation of two raters’ pretest scores of CG 65 Table 4.2 Correlation of two raters’ pretest scores of EG 65 Table 4.3 Descriptive statistics of the pretest scores 66 Table 4.4 Independent samples t-test results of the pretests 67 Table 4.5 Correlation of two raters’ posttest scores of CG 68 Table 4.6 Correlation of two raters’ posttest scores of EG 68 Table 4.7 Descriptive statistics of the posttest scores 69 Table 4.8 Independent samples t-test results of the posttests 69 Table 4.9 Descriptive statistics of the pretest scores and posttest scores 70 Table 4.10 Pair sample t-test results of the writing tests 72 Table 4.11 Descriptive statistics of each component of the writing tests 73 Table 4.12 Independent samples t-test results of each component of writing tests 74 Table 4.13 Descriptive statistics of each component before and after the treatment 75 Table 4.14 Pair sample t-test results of the components of writing tests 76 Table 4.15 Item-total statistics of the pre-questionnaire of CG 78 Table 4.16 Item-total statistics of the pre-questionnaire of EG 79 Table 4.17 Rotated components matrix of the pre-questionnaire of CG 80 Table 4.18 Rotated components matrix of the pre-questionnaire of EG 81 v Table 4.19 Descriptive statistics of the pre-questionnaires of CG and EG 82 Table 4.20 Independent samples t-test of the pre-questionnaires 83 Table 4.21 Item-total statistics of the post-questionnaires of CG 84 Table 4.22 Item-total statistics of the post-questionnaires of EG 85 Table 4.23 Rotated component matrix of the post-questionnaire of CG 85 Table 4.24 Rotated component matrix of the post-questionnaires of EG 86 Table 4.25 Descriptive statistics of the post-questionnaires 87 Table 4.26 Independent samples t-test results of the post-questionnaires 88 Table 4.27 Descriptive statistics of the scores of the pre-questionnaires and post-questionnaires 90 Table 4.28 Pair sample t-test results of the pre-questionnaires and postquestionnaires of learning writing motivation Table 4.29 Descriptive statistics of the two factors of the questionnaires 90 91 Table 4.30 Independent samples t-test results of the each factor of the questionnaires 92 Table 4.31 Descriptive statistics of the each factor of the questionnaires 93 Table 4.32 Pair sample t-test results of the each factor of the questionnaires 94 Table 4.33 Correlation between learner writing motivation and writing performance in EG 96 Table 4.34 Regression between learner writing motivation and writing performance 97 vi LIST OF FIGURES Figure 2.1 Task-Based Language Teaching Framework 16 Figure 2.2 Research model 34 Figure 4.1 Mean score of the pretests and the posttests 71 Figure 4.2 Mean score of the pre-questionnaire and post-questionnaires 89 vii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES v LIST OF FIGURES vii TABLE OF CONTENTS viii CHAPTER INTRODUCTION 1.1 Statement of the problem 1.2 Purposes of the study 1.3 Research questions 1.4 Significance of the study 1.5 Organization of the study CHAPTER LITERATURE REVIEW 2.1 Concepts 2.1.1 Tasks 2.1.1.1 Definition of task 2.1.1.2 Task types 2.1.2 Task-Based Language Teaching 12 2.1.2.1 What is Task-Based Language Teaching 12 2.1.2.2 Underlying theories for Task-Based Language Teaching 13 2.1.2.3 Principles of Task-Based Language Teaching 15 2.1.2.4 Task-Based Language Teaching Framework 16 2.1.2.5 Benefits of Task-Based Language Teaching 19 2.1.3 Learner writing motivation 20 viii 2.1.3.1 What is learner motivation 20 2.1.3.2 Types of learner motivation 21 2.1.3.3 Learner motivation in writing 22 2.1.4 Writing performance 22 2.1.4.1 What is writing 22 2.1.4.2 Writing performance 23 2.2 Hypothesis development 24 2.2.1 Task-Based Language Teaching and writing performance 24 2.2.2 Task-Based Language Teaching and learner writing motivation 29 2.2.3 Learner writing motivation and writing performance 32 2.3 Chapter summary 35 CHAPTER 36 METHODOLOGY 3.1 Research setting 36 3.2 Research design 37 3.3 Data collection procedures 38 3.3.1 Participants 38 3.3.2 Materials 40 3.3.3 Instruments 41 3.3.3.1 Pretest and posttest of writing 41 3.3.3.2 Pre-questionnaire and post-questionnaire of learner writing motivation 42 3.3.4 Experimental procedures 45 3.3.4.1 Teaching procedures for control and experimental groups 45 3.3.4.2 Procedures of data collection 59 3.4 Data analysis approach 60 3.4.1 Normal distribution of the sample 60 3.4.2 Validity and reliability of instruments 60 3.4.2.1 Pretest and posttest 61 3.4.2.2 Questionnaire for learner writing motivation 61 3.4.3 T-test 62 ix APPENDIX H POST-QUESTIONNAIRE OF LEARNER WRITING MOTIVATION OF EG Dear students! I am doing a research study entitled “The effect of tasked-based language teaching on EFL learners’ writing performance” Your cooperation is extremely essential for my study Your answers will be used for research purposes only and will not affect your study results, so I hope you will try your best to complete this questionnaire Please put a tick (√) in the suitable box! Thanks for your responses! Items Content SD D N A SA 135 Task-based writing in English is interesting I pay attention to task-based writing classes I like doing task-based writing activities in English It is important for me to learn how to write in English in TBLT I like having the chance to express my ideas in task-based writing I feel confident in my ability to express my ideas when writing in English in TBLT I learn new things quickly in task-based English writing classes I am content with how well I in task-based English writing classes It is not difficult for me to become a better English writer through TBLT 10 I look forward to task-based English writing classes SD = strongly disagree, D = disagree, N = neutral, A = agree, SA = strongly agree APPENDIX I BẢNG CÂU HỎI VỀ ĐỘNG LỰC HỌC VIẾT CỦA LỚP THỰC NGHIỆM Các bạn sinh viên thân mến! Tôi thực nghiên cứu việc ứng dụng phương pháp giảng dạy giao nhiệm vụ để nâng cao kết viết sinh viên học Tiếng Anh ngoại ngữ Sự hợp tác bạn cần thiết cho nghiên cứu Ý kiến bạn sử dụng cho mục đích nghiên cứu không ảnh hưởng kết học tập bạn Vì thế, tơi hy vọng bạn cố gắng để hồn thành bảng câu hỏi 136 Xin vui lòng đánh dấu (√) vào ô trống thích hợp Cảm ơn câu trả lời bạn! Câu Nội dung Hồn Khơng Phân Đồng Hồn tồn đồng ý Viết tiếng Anh theo phương pháp giao nhiệm vụ thú vị Tôi tâm đến viết Tiếng Anh theo phương pháp giao nhiệm vụ Học cách viết tiếng Anh theo phương pháp giao nhiệm vụ quan trọng Tôi thích hoạt động viết tiếng Anh theo phương pháp giao nhiệm vụ Tơi thích có hội viết ý tưởng lớp học viết theo phương pháp giao nhiệm vụ Tôi cảm thấy tự tin vào khả diễn đạt ý tưởng viết tiếng Anh lớp học theo phương pháp giao nhiệm vụ Tôi học điều nhanh lớp học viết tiếng Anh theo phương pháp giao nhiệm vụ Tơi hài lịng với tiến đạt lớp học viết theo phương pháp giao nhiệm vụ Đối với tơi khơng khó để học trở thành 137 ý tồn khơng đồng đồng ý ý vân người viết tiếng Anh tốt lớp học theo phương pháp giao nhiệm vụ 10 Tôi mong học viết Tiếng Anh lớp học theo phương pháp giao nhiệm vụ APPENDIX J A SAMPLE TRADITIONAL LESSON PLAN Name: Nguyen Thi My Hanh Class: 0728201 Date: 20th April, 2016 Time: 100 minutes Lesson: Unit Customs Chapter Materials: Text-book, blackboard, computer and projector Objectives: By the end of the lesson, students will be able to write a paragraph 138 about a special day in their country Procedures Teaching Procedures Content Writing skills (50’) The teacher The students - Introduce the topic of a special day - Pay attention to the T - Review count nouns and noncount - Take notes nouns - Ask Ss to exercises 1-5 - Do the exercises (pages 81-82) individually and share with their partner - Correct the exercises on pages 81- - Take notes 82 - Do the exercises - Ask Ss to exercise (page 82) individually and share with their partner - Take notes - Correct the exercises on page 82 Writing - Ask Ss to answer questions of a - Write down the practice (50’) special day in one’s country on page questions in their 83 notebook + What is the name of a special day (individually) in your country? + On what date or dates the people celebrate the special day? + Is it a religious day or some other kind of day? 139 + What people on this day? + Why is the day important? - Ask Ss to rewrite the sentences in - Rewrite the sentences the form of a paragraph and check individually their work - Ask Ss to exchange their work for - Exchange their peer correction paragraph and give comments - Ask Ss to rewrite their work and - Rewrite based on hand in their writing products their peers’ comments and hand in the writing products APPENDIX K A SAMPLE TASK-BASED LANGUAGE TEACHING LESSON PLAN Name: Nguyen Thi My Hanh Class: 0728202 Date: 20th April, 2016 Time: 100 minutes Lesson: Unit Customs Chapter Materials: Text-book, blackboard, computer and projector 140 Objectives: By the end of the lesson, students will be able to write a paragraph about a special day in their country Procedures Stages Teaching Procedures The teacher Pre-task (30’) The students - Introduce the topic of special days - Pay attention to the T - Divide Ss into two groups and play - Play the game in Guessing Game (five special days in groups Vietnam) + Rules: The teacher shows the first picture on the screen and two groups guess what the special day is The one who gets the correct answer first wins one mark Then, Ss continue to guess the rest pictures The group with more marks at the end of the game is the winner + Answers:  Vietnamese Teacher’s Day  Vietnamese Women’s Day  Vietnamese Mother’s Day (Vu Lan)  Hung Kings’ Death Anniversary  First Full Month - Ask Ss to make a list of word or - Make a list of word phrases related to Vietnamese or phrases related to Teacher’s Day in two minutes The Vietnamese Teacher’s 141 group with the most related words and Day in groups phrases is the winner - Ask Ss to watch a video named - Watch the video, Happy Vietnamese Teacher’s Day! discuss with group and compare the similarities and members to compare differences between their list of words the similarities and and phrases and the words and phrases differences in the video - Ask Ss to classify words and phrases -Classify the words and into groups phrases in groups Example: + Date + Kind of day + Activities (sending cards, giving flowers, having a party, singing karaoke, dancing and so on) + The importance of the special day - Ask Ss to share the activities they - Discuss with their to celebrate Vietnamese Teacher’s partner Day with their partners and discuss the following questions: + Why Vietnamese Teacher’s Day is important? + It that day the most important special day in Vietnam? Why/ Why not? - Explain the context: “You have just made friend with a 142 - Follow the T foreigner and that friend wants to know more about special days in Vietnam, write a paragraph about a special day in Vietnam to your friend” Task cycle Task - Ask Ss to work in groups to discuss (55’) (15’) the task by sharing their opinions of - Discuss the task special days and decide which special day they are going to write and explain the reason why Planning - Ask Ss to outline (30’) - Outline in groups - Ask Ss to draft a paragraph of a - Draft a paragraph in special day groups - Ask Ss to exchange their paragraphs - Exchange their and give feedback to each other paragraphs and give - Ask Ss to redraft their paragraphs feedback - Redraft their paragraphs Report (10’) Language Focus - Ask Ss to report in front of the class - Report and other Ss and other Ss to give comments to give feeback - Give comments to Ss - Take notes Analysis - Explain count nouns and non-count (5’) (15’) nouns and other grammatical errors - Discuss and take notes most Ss made Practice (10’) - Ask Ss to exercises 1-5 - Do exercises (pages 81-82) individually and compare the answers in pairs - Give feedback to the students 143 - Take notes - Ask Ss to edit their paragraphs based - Edit and hand in their on feedbacks and hand in them to T paragraphs APPENDIX L SAMPLES OF THE STUDENTS’ PARAGRAPHS 144 Pretest (CG) Pretest (EG) 145 Posttest (CG) 146 Posttest (EG) 147 148 149 ... learners’ writing performance at Tien Giang University 2) Task- Based Language Teaching influences learner writing motivation at Tien Giang University 3) learner writing motivation influences EFL learners’. .. Performance at Tien Giang University with the aims of investigating the influence of TBLT on EFL learners’ writing performance and the influence of TBLT on learner writing motivation which is considered... the effectiveness of TBLT on enhancing EFL learners’ writing performance with consideration of learner writing motivation as a mediating variable contributing to their writing performance at Tien