Abstract
The current study determines the effectiveness of using task-based language instructions in teaching writing at a high school in Thai Nguyen province. The participants consist of 92 grade 10 students from Bing Yen high school, Dinh Hoa district. The study employs a mix method research design (MMR) as the plan for the research. The results of the study reveals that the results of writing performance were reported at a low level (M=3.72). The results also confirmed that the intervention worked well for the experimental group. The mean score of the pre-test (the baseline for both groups) was M=3.72. The intervention focused on TBLT instructions. After first five weeks, the means of post-test1 were M=4.96 and M=3.83 for experimental group and control group respectively. There was a significant difference between the mean of pre-test and post-test1 for the experimental group (M=3.72 compared to M=4.96), while the control group showed a little improvement (M=3.72 compared to M=3.83) the difference was not significant. After another five weeks, the difference in the mean scores of the experimental group were far more than the mean scores of the control group, M=5.56 and M=4.45 respectively. By the end of the fifteenth week of the intervention, the mean of post-test 3 of the experimental group reached M=6.41, the mean for control group was M=5.54. The difference of the mean scores in the pre-test and post-test revealed a significant improvement in both groups. However, the experimental group showed a greater improvement, M=6.41 and M=5.54 respectively. It can infer that the uses of TBLT writing instruction improved writing achievement greatly.
Highlights
IntroductionBackground to the study English plays dominant role in primary, secondary and tertiary education institutions as well as foreign language centres throughout Vietnam, English competence used by Vietnamese learners still remains a problem, in which writing skill is a concerning issue
In order to compare the effectiveness of task based language teaching (TBLT) instruction, the participants are divided into two groups; Control group (CG) and Experimental group (EG)
This study attempted to evaluate the effectiveness of TBLT instructions on teaching writing
Summary
Background to the study English plays dominant role in primary, secondary and tertiary education institutions as well as foreign language centres throughout Vietnam, English competence used by Vietnamese learners still remains a problem, in which writing skill is a concerning issue. Among the language skills, writing has been considered the most challenged skill for teachers to teach, as well as to master for language learners. The ability to express one's ideas in writing in a second or foreign language and to do so with reasonable coherence and accuracy is a major achievement; many native speakers of English never truly master this skill. “The effects of task-based language teaching on writing achievement of grade 10 students at a high school”. This research attempts to determine the effectiveness of task-based instructions over the old fashioned teaching methods
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