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ELT VOICES – INDIA

INTERNATIONAL JOURNAL FOR TEACHERS OF ENGLISH

AUGUST 2014 | VOLUME 4, ISSUE 4 | ISSN 2230-9136 (PRINT) 2321-7170 (ONLINE)

Developing English Communicative Skills of Grade Five Students from Primary Schools in Lampang through Task-Based Learning JUAJAN WONGPOLGANAN

SIRIPHAN KHATKUMHAENG

PRANOM WONGMEUNRAT

BUSSARAKUM INTASUK

THANAPHAN NA CHIEANGMAI

English Program, Faculty of Education, Lampang Rajabhat University, Lampang, Thailand

ABSTRACT

The purposes of this quasi-experimental research were: 1) to improve English learning

and teaching in schools from the practicum school network of Lampang Rajabhat

University, Lampang, Thailand; and 2) to launch the co-operative network for

improving the learning and teaching of English from individuals, schools, communities

and the like. The samples were 147 Grade Five students of the six primary schools in

Lampang Province. Those schools were selected purposively and the students were

treated as the experimental group using task-based learning (TBL) activities. The

achievement tests were assigned to the students both before and after the

commencement of the lessons. After the five-week teaching, the participants were

assigned to answer the questionnaire on their satisfaction towards TBL and their

teachers. Moreover, the university students who volunteered to teach those school

ELT VOICES – INDIA August 2014 | Volume 4, Issue 4

131|ELT Voices – India International Journal|ISSN 2230-9136 (Print) 2321-7170 (Online)

children were assigned to evaluate their attitudes towards their teaching using TBL.

The researchers observed the classroom atmosphere and the interaction between the

teachers and the students and between the students themselves. The findings revealed

that the school children’s communicative skills after the lessons were developed

significantly and it can be concluded that both Grade Five students and the university

students were satisfied with TBL activities and their classroom interaction.

Keywords: English for communicative skills, task-based learning (TBL), primary school

students



Introduction

Nowadays, English has become the globalized language and it has played a significant role on

people’s way of lives. This is due to an influence of the breakthrough in information

technology (IT) and communication which has an essential impact on the popularity of the

language itself. Since English has been treated as crucial communicative instruments needed

both for the seeking of knowledge found from various sources and engaging in a livelihood

(Ministry of Education, 2008).

The Basic Education Core Curriculum (2001/2008) has not overlooked the significance and

necessity of English because it has been stipulated as a foreign language which is treated as the

basic education core curriculum for every student to study. Since it is believed that he/she will

be able to use the four language skills, automatically- namely, listening, speaking, reading and

writing, understand the differences between the languages, thoughts, society, economy,

politics, culture and communicate with overseas speakers. And one is also able to seek

knowledge both inside and outside of her/his classroom both easily and widely. Meanwhile,

other foreign languages like Chinese, Japanese and Korean can be taught in Thai schools under

the sound consideration from the schools themselves, if they see that it is appropriate for their

context.

For the time being, although the Thai governments have forced every student to study English

as mentioned in the Basic Education Core Curriculum, a great number of Thai people are still

unable to speak English fluently despite the fact that most of them spent at least ten years

studying English. Moreover, even a graduate or a post-graduate from a Thai university is

unable to communicate intelligibly with the foreigners, using English.

Moreover, from the results of national examinations known as O-net tests(Ordinary Education

Test) in 2010 which was conducted by the National Institute of Educational Testing Service

(NIETS) on the eight learning areas including Thai, social studies, English, mathematics,

science, health education and physical education, and work, occupation and technology, it was

found that for Grade Six students with the number of 898,000, the subject area which gained

the lowest mean score was that of English ( X =22.54) whereas the highest mean score gained

was from health education and physical education ( X = 64.75). For Grade Nine students with



the number of 794,000, the lowest mean score gained was that of English ( X =23.98), whereas

the highest mean score gained was that of Thai ( X = 46.47) (Aramnet, 2010).

From the information mentioned previously, one can see that students from the critical levels

like Grade Six and Grade Nine gained the lowest scores from the subject area of English.

Although, nowadays Thai children have a variety of ways and opportunities to study English,

such as from their teachers in the classrooms, media, songs, films, and the Internet.

Nevertheless, there has always been a question like, “Why do Thai students now share the

same developmental stage in English learning as the previous generations of students?”

Various solutions have been proposed like: there should be an improvement in instructional

techniques used; teachers should adjust their way of teaching; teachers should major in the

subject areas that they are teaching now; the national curriculum should be improved and the

like (Wonglekha, 2010).

Educators who have their expertise in English teaching methodology have proposed different

methods in solving English learning problems of each student by teaching them to retain as

many new words as they should because the limitation of vocabulary gained can affect

English achievement in each learning hour. Thus, the students should practice the four macro-

skills consisted of listening, speaking, reading and writing simultaneously (Wonglekha, 2010).

Consequently, the researchers were interested in developing the English learning and teaching

innovation called task-based language teaching (TBLT)/ learning (TBL) to be experimented

with Grade Five students in order to improve their ability to communicate in the four macro

skills. Since according to Larsen-Freeman and Anderson (2013, p.50) TBLT was a strong

version of the communicative approach, where language is gained through use. That is,

“...students acquire the language they need when they need it in order to accomplish the task

that has been set for them.”



Theoretical Background

What is a communicative task?

Willis (1996) mentions that, “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.”

Moreover, Nunan (2004, p. 4) defines the communicative task as in the following:

“…a piece of classroom work which involves learners in comprehending,

manipulating, producing or interacting in the target language while their attention is

principally focused on meaning rather than form(the author’s emphasis).The task

should have a sense of completeness, being able to standalone as a communicative act

in its own right.”

What kind of activity is a task?

Willis and Willis (2007, p 12-14) set up the following criteria in the forms of questions and

notice that,‘ The more confidently you can answer yes to each of these questions, the more

task-like the activity.’

1. Will the activity engage learners’ interest?

2. Is there a primary focus on meaning?

3. Is there a goal or outcome?

4. Is success judged in terms of outcome?

5. Is completion a priority?

6. Does the activity relate to real world activities?

Types of Tasks

Practically, there are seven types of tasks involved in TBL, namely listing, ordering and sorting

(sequencing, ranking, classifying), matching, comparing, problem-solving, sharing personal

experience and creative tasks.



What is TBL?

Task-based language learning (TBLL/TBL) which is also known as task-based language

teaching (TBLT) or task-based instruction (TBI) has focused on using the real language by

assigning learners to perform meaningful tasks in the target language. Those tasks may consist

of going to see the doctor, taking part in a job interview or making a telephone call to ask for

help from the after-sale service department and so on. Principally, assessment and evaluation

depends on the outcome rather than accuracy in language form. This has caused TBL to

become popular for the development of fluency in using the target language and building up

learners’ confidence.

Formerly, the application of a task-based instructional approach within the framework of

communication for language teaching consisted of two projects, namely the 1975 Malaysian

National Curriculum and the Bangalore Project in South India, which existed for a short period

of time. Prabhu (1987), who directed the Bangalore Project, opinionated that the students

whom he taught could learn easily both about non-linguistic and linguistic matters alike though

English was used as a medium of instruction.

According to Willis (1998) TBL consists of the pre-task, the task cycle, and the language

focus (see figure 1). The components of tasks are: 1) goals and objectives; 2) input; 3)

activities; 4) teacher role; 5) learner role; and 6) settings as can be seen from the following

(Frost, 2004):



The TBL Framework

Pre-task

Introduction to topic and task

Task cycle

Task Planning Report

Language focus

Analysis Practice

Figure 1: The Willis TBL(1998)

Pre-task

The teacher introduces the topic and gives the students clear instructions on what they will

have to do at the task stage and might help the students to recall some language that may be

useful for the task. The pre-task stage can also often include playing a recording of people

doing the task. This gives the students a clear model of what will be expected of them. The

students can take notes and spend time preparing for the task

Task

The students complete a task in pairs or groups using the language resources they have as the

teacher monitors and offers encouragement.

Planning



Students prepare a short oral or written report to tell the class what happened during their task.

They then practice what they are going to say in their groups. Meanwhile the teacher is

available for the students to ask for advice to clear up any language questions they may have.

Report

Students then report back to the class orally or read the written report. The teacher chooses the

order of when students will present their reports and may give the students some quick

feedback on the content. At this stage the teacher may also play a recording of others doing the

same task for the students to compare.

Analysis

The teacher then highlights relevant parts from the text of the recording for the students to

analyze. They may ask students to notice interesting features within this text. The teacher can

also highlight the language that the students used during the report phase for analysis.

Practice

Finally, the teacher selects language areas to practice based upon the needs of the students and

what emerged from the task and report phases. The students then do practice activities to

increase their confidence and make a note of useful language.

Advantages of TBL

According to Frost (2004) task-based learning has some obvious advantages. First, it is

different from a PPP approach since the students are free of language control. In all three

stages they have to use all their language resources rather than just practising one pre-selected

item. Second, a natural context is developed from the students’ experiences with the language

that is personalised and relevant to them. With PPP it is necessary to create contexts in which

to present the language and sometimes they can be very unnatural. Third, the students will have

a much more varied exposure to language with TBL. They will be exposed to a whole range of

lexical phrases, collocations and patterns as well as language form. Fourth, the language

explored arises from the students’ needs. This need dictates what will be covered in the lesson

rather than a decision made by the teacher or the coursebook. Fifth, it is a strong



communicative approach where students spend a lot of time communicating. PPP lessons seem

very teacher-centred by comparison. Teachers can just watch how much time the students

spend communicating during a task-based lesson. And finally, PBL is enjoyable and

motivating.

Disadvantages of TBL

Seedhouse (1999, p.155) notices that the type of interaction promoted by typical tasks leads to

the use of specific task-solving linguistic forms. These fail to include the kind of language

teachers might expect from discussion, debate, or social interactions of other kinds. Also, there

is a problem with how to assess tasks in a syllabus.

Definitions of Terms

1 Communicative skills refers to skills of listening, speaking, reading, and writing focussing

on communication and fluency rather than accuracy. Since the researchers would like to make

the students have a good attitude towards basic English learning and teaching. Also, they will

be enthusiastic to express themselves in performing individualized work, pair work and group

work, respectively. These will be in accordance with task-based language teaching and

learning techniques of English language teaching (ELT) proposed by experts like David Nunan

(1989), Rod Ellis (2003), as well as Dave and Jane Willis (2011).

2 Schools from the practicum school network means schools from the practicum school

network of the Center for Performing School Practicum, Faculty of Education, Lampang

Rajabhat University. Those schools are under the jurisdiction of Lampang Primary Education

Service Area Office One and Primary Education Service Area Office Two. Those schools were

selected purposively and they consisted of Wat Luang Wittaya School, Kohka Kindergarten

School, Ban Fon Community School, Ban Pong Sanuk School, Ban Mae Tha School, and Mae

Tha Kindergarten School.

3 Task-based language learning activities refers to learning and teaching activities based on

TBL which was the innovation constructed by the researchers to be experimented with the

samples including four task - namely, Task 1: Christmas; Task 2: Food and Health; Task 3:

Housework; and Task 4: Free Time.

Research Design and Method



The Population and Sample

The population was Grade Five Students of the schools in the practicum school network for the

English Education major students from English Department, Faculty of Education, Lampang

Rajabhat University. Those schools are under the jurisdiction of Lampang Primary Education

Service Area Office One and Primary Education Service Area Office Two.

The samples under this research study were 147 students from the six schools which were

purposively selected. Accordingly, the students from those schools became the target group of

this quasi-experimental research.

Context

The schools under the study comprised the six primary schools under the jurisdiction of

Lampang Primary Education Service Area Office One and Primary Education Service Area

Office Two. The names of the schools are Wat Luang Wittaya School, Kohka Kindergarten

School, Ban Fon Community School, Ban Pong Sanuk School, Ban Mae Tha School, and Mae

Tha Kindergarten School.

The Content Used

The learning units used in the study covered the contents specified in both the Basic Education

Core Curriculum (2008) and the local school curriculum. Moreover, the textbooks used were

scrutinized as guidelines for the contents to be included in the innovation designed by the

researchers.

The Research Questions

In light of the goal of the study, the following research questions were posed.

1. To what extent did the students improve their English communicative skills after

applying PBL with them?

2. What are students’ attitudes towards PBL activities in their English classrooms and

interactions with their volunteer teachers?

3. How did English major students evaluate their classroom teaching behaviour while

using PBL activities and their interactions with the students?



Research Instruments

1.The English teaching plans used with the samples covered four tasks:- 1) Christmas; 2)

Food and Health; 3) Housework; and 4) Free Time. Each topic/task had to be finished in four

periods/hours. TBL was used in every learning stage for all the students in every school.

2. The pre-test and the post-test

This 40-item multiple choice questions consisted of four sections: 1) 10-item test on Christmas;

2) 10-item test on Food and Health; 3) 10-item test on Housework; and 4) 10-item test on Free

Time.

3. Attitude questionnaire

The purpose of this questionnaire was to gather the attitude of the students under the study

towards TBL and classroom interaction with their teachers. The questionnaire included 12-

items rating scale questions.

4. Self-evaluation Form

In order to gather profound attitude information towards the use of TBL and their confidence

as the teaching trainees in the real classroom context, the English teaching students were

assigned to complete the self-evaluation form consisted of 12-item rating scale questions.

5. Classroom Observation Form

The purpose of utilizing this kind of form was to observe the interaction between the volunteer

teachers and their students in the real classroom atmosphere to investigate the strengths and

weaknesses in preparing the English major students to be familiar with the use of TBL before

having their school practicum in the following new school-year to come.

Data Collection and Analysis

This quasi-experimental research was conducted in the second semester of the 2012 school-

year. The samples were 147 Grade Five students, all were assigned as experimental group with

TBL activities. The pre-test and post-test were used with the samples both before and after the

commencement of each topic.



After the 5-week teaching by the volunteer English Education major students under the close

supervision from the team of researchers, the school children completed the attitude

questionnaire and were interviewed informally about classroom interactions while TBL

activities were being used. Then, the volunteer teachers were asked to evaluate themselves to

gather profound attitude information towards the use of TBL activities and their confidence as

the teaching trainees in the real classroom context. Also, the classroom observation form was

used to collect information in order to investigate the strengths and weaknesses in familiarizing

the English major students with the use of TBL activities before having their school practicum

in the next academic year.

Findings

Students’ Communicative Skill Achievement

The results will be divided into four parts, namely Task 1: Christmas; Task 2: Food and Health;

Task 3: Housework; and Task 4: Free Time.

Task 1: Christmas

Table 1 below shows that the pre-test mean scores of 147 students before the experiment were

4.61, whereas their post-test mean scores after the experiment were 6.09.



Table 1

Students’ Task 1 Pre-test and Post-test Scores

M

e

a

n N

Std.

Deviation

Std. Error

Mean

P

a

i

r

1

U1PRE

-

4

.

6

1

9

0

1

4

7

2.33007 .19218

U1POS

T

6

.

0

9

5

2

1

4

7

2.66467 .21978

The results revealed the statistically significant mean difference (MD = - 1.47, t = -7.77, df =

146) in students’ Task 1 pre-test scores (M= 4.61, SD= 2.33) and those of their post-test ones

(M= 6.09, SD= 2.66), as shown in Table 2.



Table 2

Mean Difference between Students’ Task 1 Pre-test and Post-test Scores

Paired Differences T

d

f

Sig

.

(2-

tail

ed)

M

e

a

n

Std.

D

ev

iat

io

n

S

t

d

.

E

r

r

o

r

M

e

a

n

95%

Confidence

Interval of

the

Difference

L

o

w

e

r

U

p

p

e

r

P

a

i

r

1

U1

PRE

–

U1

POS

T

-

1

.

4

7

6

2

2.

30

34

6

.

1

8

9

9

9

-

1

.

8

5

1

7

-

1

.

1

0

0

7

-

7

.

7

7

0

1

4

6

.00

0



Task 2 : Food and Health

Table 3 below shows that the pre-test mean scores of 147 students before the

experiment were 3.00, whereas their post-test mean scores after the experiment were 4.59.

Table 3


M

e

a

n N Std. Deviation

Std. Error

Mean

P

a

i

r

1

U2PR

E-

3

.

0

0

0

0

1

4

7

1.69204 .13956

U2PO

ST

4

.

5

9

1

8

1

4

7

2.34595 .19349

The results revealed the statistically significant mean difference (MD = - 1.59,

t = - 8.51, df = 146) in students’ Task 2 pre-test scores (M = 3.00, SD = 1.69) and those of their

post-test ones (M = 4.59, SD = 2.34), as shown in Table 4.



Table 4



d

f

Si

g.

(2-

tail

ed)

M

e

a

n

S

t

d

.

D

e

v

ia

ti

o

n

S

t

d

.

E

r

r

o

r

M

e

a

n

95%

Confidenc

e Interval

of the

Difference

L

o

w

e

r

U

p

p

e

r

P

a

i

r

U2

PR

E –

-

1

.

5

2

.

2

6

.

1

8

6

-

1

.

9

-

1

.

2

-

8

.

5

1

4

6

.00

0



1

U2

PO

ST

9

1

8

5

7

5

8

8

6

1

2

2

2

5

1

8

Task 3 : Housework

Table 5 below shows that the pre-test mean scores of 147 students before the experiment was

3.08, whereas their post-test mean scores after the experiment were 5.43.

Table 5:


M

e

a

n N

Std.

Deviatio

n

Std. Error

Mean

P

a

i

r

1

U3PR

E-

3

.

0

8

8

4

1

4

7

1.77086 .14606

U3PO

ST

5

.

4

3

5

4

1

4

7

2.65626 .21908




t = -11.55, df = 146) in students’ Task 3 pre-test scores (M= 3.08, SD= 1.77) and those of

their post-test ones (M= 5.43, SD= 2.65), as shown in Table 6.

Table 6



d

f

Sig.

(2-

tailed

)

M

e

a

n

S

t

d

.

D

e

v

i

a

t

i

o

n

S

t

d

.

E

r

r

o

r

M

e

a

n

95%

Confidenc

e Interval

of the

Difference

L

o

w

e

r

U

p

p

e

r



P

a

i

r

1

U3

PR

E

U3

PO

ST

-

2

.

3

4

6

9

2

.

4

6

2

4

7

.

2

0

3

1

0

-

2

.

7

4

8

3

-

1

.

9

4

5

5

-

1

1

.

5

5

6

1

4

6

.000

Task 4 : Free Time

Table 7 below shows that the mean of 147 students’ pre-test scores before the experiment were

2.91, whereas their mean scores from the post-test after the experiment were 5.42.

Table 7


M

e

a

n N

Std.

Deviation

Std.

Error

Mean

P

a

i

r

1

U4

PR

E-

2

.

9

1

8

4

1

4

7

1.89632 .15641

U4

PO

ST

5

.

4

2

1

4

7

2.87151 .23684



1

8


t = -11. 97, df = 146) in students’ Topic 4 pre-test scores (M= 2.91, SD= 1.89) and those of

their post-test ones (M= 5.42, SD= 2.87), as shown in Table 8.

Table 8


Paired Differences t

d

f

Sig

.

(2-

tail

ed)

M

e

a

n

S

t

d

.

D

e

v

i

a

t

i

o

n

S

t

d

.

E

r

r

o

r

M

e

a

n

95%

Confidence

Interval of

the

Difference

L U



o

w

e

r

p

p

e

r

P

a

i

r

1

U4

PR

E –

U4

PO

ST

-

2

.

5

0

3

4

2

.

5

3

5

7

0

.

2

0

9

1

4

-

2

.

9

1

6

7

-

2

.

0

9

0

1

-

11

.9

70

1

4

6

.00

0

Participants’ Attitudes towards TBL Activities

Most of the participants were satisfied with their learning activities and they thought that the

teachers were active when facilitating the activities in classes ( X = 4.44). And they were also

knowledgeable ( X = 4.44). Moreover, the students reflected that their teachers used a variety

of techniques while teaching ( X = 4.37). And their teachers provided them with an

opportunity to present their tasks ( X = 4.44), which were properly assigned to them ( X =

4.37). However, information collected from open-ended questions indicated that the students

needed longer periods of time to fulfil their tasks in order to make them more proficient in the

target language.

English Major Students’ Attitudes towards Teaching and Classroom Interaction

Furthermore, when putting the opinions of the English Education major students who

volunteered to teach at the six schools into consideration, it was found that they were

considerably satisfied with themselves as teachers since they became more punctual when

teaching their classes ( X = 4.74) using relevant instructional media ( X = 4.65), and at the

same time they were well-prepared for each task ( X = 4.61). Also information collected from

the open ended questions revealed that they were also satisfied with their students who were



active and collaborative when assigned to do the tasks. However, they reflected that the periods

of time used should be extended to include every stage of each task.

Researchers’ Classroom Observation

Three researchers were assigned to observe the learning and teaching process of Topic

1(Christmas) in which TBL was applied in the classroom using classroom observation form.

The results revealed that English Education students who volunteered to teach were at a good

level (3.66) in terms of preparation, and they used the target language in the classroom

appropriately and effectively. They were at an outstanding level (4.00) when putting the aspect

of lesson presentation into consideration. Moreover, they were also at an outstanding level

(4.00) when considering the aspect of classroom atmosphere in which students were active and

lively.

Discussion

The findings indicate that participants’ English communicative skills considerably increased

after the experiment. The study suggests that employing TBL with the participants

considerably promoted elementary school student achievement in improving their

communicative skills in learning English as a foreign language. The results support Thanh and

Huan’s (2012) finding that students’ vocabulary substantially improved as a result of using

TBL at a community college in Vietnam. Specifically, this research study emphasizes the role

of TBL in enhancing student learning as suggested by Ruso (2007), who conducted the

research on the influence of TBL on EFL classrooms.

At the end of the experiment, participants’ achievement in English was considerably increased

as a consequence of applying task-based learning activities with the classroom context though

with elementary students. This finding could be resulted from the use of TBL in the classroom

since according to Willis (1996), TBL provides learners with a wide range of benefits, for

instant, a comfortable learning atmosphere that allows shy students to overcome stress or fear

and speak or discuss with others. Nevertheless, this finding was inconsistent with critics of

TBL who have worried about its applicability to lower learning levels although in fact there are

many suitable tasks for beginners and/or younger learners (Harmer, 2001, p. 87) .



Another factor that enhanced the increased level of student English achievement could be tasks

themselves. These tasks were designed to be enjoyable and involved the students completely.

When carrying out a variety of tasks, students’ progress and attitudes towards the lesson will

be enhanced as a consequence. Thus, TBL should be put into consideration and language

teachers should provide their students with opportunities to make progressive use of content

learnt through a variety of tasks (Ruso, 2007, p.15).

Conclusion

Though task-based learning has been known for a very long period of time in English language

teaching (ELT) circle, they are quite new to Thai English teachers because of their student-

centeredness. Basically, in teaching the target language teachers are treated as the best

informed people when compared to their students. Most of them turn to Grammar Translation

methods when teaching since it is easier for them to control their classes and make their

students well-disciplined. Thus, their students become passive learners with negative attitudes

towards learning English. Accordingly, university students majoring in English Education

should be made familiarized with the teaching techniques that support student-centeredness

like TBL or Problem-Based Learning so that they are able to apply those techniques when

doing their teaching practicum at schools as required by their university curriculum until they

are proficient in using those techniques. Once they become in-service teachers, they will be

able to use those techniques effectively to make their lessons more interesting and relevant for

the needs of their students who are active learners and able to work collaboratively with their

peers.



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