THE EFFECTS OF TASK-BASED ACTIVITIES ON THE GRAMMAR RETENTION OF EFL HIGH SCHOOL STUDENTS

Authors

  • Vo Hoang Sang English Lecturer, Faculty of Social Sciences & Int’l Languages, Gia Dinh University, Vietnam
  • Thai Cong Dan English Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho City, Vietnam

DOI:

https://doi.org/10.46827/ejals.v8i2.593

Keywords:

task-based activities, grammar retention, attitudes, tenth graders, Go Den high school, Long An Province

Abstract

This study investigates the impact of task-based activities on grammar retention among tenth-grade students at Go Den High School in Long An Province, Vietnam. The research aimed to (1) assess how task-based activities influence students' grammar retention, and (2) explore students' attitudes towards task-based learning in grammar instruction. Ninety-two tenth-grade students participated, with the sample divided into two groups based on their pretest scores: an experimental group, which engaged in task-based activities, and a control group, which did not. The study analyzed pretest and post-test scores to measure the effect of task-based activities on grammar retention. Additionally, to gain deeper insights into students' perspectives, informal interviews were conducted with five students. These students were randomly selected and provided valuable feedback on their experiences with task-based activities. Their responses helped clarify how the method impacted both their understanding of grammar and their attitudes toward learning it. The study also utilized questionnaires to gather more comprehensive data on students' overall attitudes toward the method. The findings revealed a significant improvement in grammar retention among students who participated in task-based activities, as well as a positive shift in their attitudes toward grammar instruction. Students reported that task-based activities made learning grammar more engaging, less monotonous, and more memorable. The study concludes by discussing the limitations of the research and offering recommendations for future studies in the field.

 

Author Biographies

  • Vo Hoang Sang, English Lecturer, Faculty of Social Sciences & Int’l Languages, Gia Dinh University, Vietnam

    Mr. Vo Hoang Sang is an EFL lecturer at the Faculty of Social Sciences and International Languages, Gia Dinh University, Vietnam. His research interests include Sociolinguistics, Applied Linguistics, Second Language Acquisition, EFL/TESOL teaching and learning, and Task-based Learning and Teaching. He can be reached at vosang007@gmail.com.

  • Thai Cong Dan, English Senior Lecturer, Dr., School of Foreign Languages, Can Tho University, Can Tho City, Vietnam

    Mr. Thai Cong Dan is currently a senior lecturer of English at the School of Foreign Languages, Can Tho University (CTU), Vietnam, and serves as a project manager. He earned his PhD in Educational Administration (English program) from Naresuan University, Thailand, in 2010. He also holds an MA in Cultural Aspects and Literature from the University of Notre Dame du Lac, Indiana, USA, awarded in 1999. His research focuses on TEFL/TESOL issues, intercultural communication, English teaching and learning at high school and higher education levels, English program management, curriculum design, testing and evaluation, ESP for Tourism, Political Education, Food Technology, professional development, and educational administration. He can be reached at tcdan@ctu.edu.vn.

References

Atkinson, G., & Shiffrin, H. (1968). Multistore model of memory. Retrieved from http://www.s-cool.co.uk/a-level/psychology/human-memory/revise-it/models-of-memory

Ausubel, D. (1968). The Use of Advance Organizers in the Learning and Retention of Meaningful Verbal Materials. Journal of Educational Psychology, 51(5), 267-272. https://doi.org/10.1037/h0046669

Baddeley, A. (1990). Human Memory: Theory and Practice. London: Lawrence Erlbaum Associates. Retrieved from https://psycnet.apa.org/record/1990-97664-000

Boroditsky, L., & Schmidt, L. (2000). Sex, Syntax, and Semantics. Proceedings of the Cognitive Science Society. Retrieved from https://web.stanford.edu/class/linguist156/Boroditsky_ea_2003.pdf

Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents. Retrieved from https://octovany.wordpress.com/wp-content/uploads/2013/12/ok-teaching-by-principles-h-douglas-brown.pdf

Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667343

Dörnyei, Z. (2001). Questionnaires in Second Language Research: Construction, Administration and Processing. New Jersey: Lawrence Erlbaum Associates, Inc. Retrieved from https://www.routledge.com/Questionnaires-in-Second-Language-Research-Construction-Administration-and-Processing/Dornyei-Dewaele/p/book/9781032364315

Ellis, G., & Sinclair, B. (1989). Learning to Learn English: A Course in Learner Training. Cambridge: Cambridge University Press. https://doi.org/10.2307/3586959

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press. Retrieved from https://alad.enallt.unam.mx/modulo7/unidad1/documentos/CLT_EllisTBLT.pdf

Ellis, R. (2006). The methodology of Task-based Teaching. Asian EFL Journal, 8(3). Retrieved August 20, 2024 from http://www.asian-efl-journal.com/sept-06-re.php.

Frost, R. (2004). A Task-based Approach. Teaching English. Retrieved September 15, 2022 from http://www.teachingenglish.org.uk/think/articles/a-task-based-approach.

Gairns, R., & Redman, S. (1990). Working with Words. Cambridge: Cambridge University Press.

Grassick, L. (2006). A traditional method versus a more communicative approach. English now-The magazine of Viet Nam’s English teacher and trainer network, Issue 13, Winter 2006. British Council Vietnam.

Harmer, J. (1998). The Practice of English Language Teaching. London/New York: Longman. Retrieved from https://coljour.wordpress.com/wp-content/uploads/2018/09/jeremy_harmer_the_practice_of_english_language_teaching_4th_edition_longman_handbooks_for_language_teachers.pdf

Ho, D. T. N. (2010). Applying Task-Based Language Teaching Approach into Teaching Teenagers Grammar Communicatively. HCM city: M.A. thesis at the Ho Chi Minh City Open University.

Hoang, V. V., Hoang, T. X. H., Do, T. M., Nguyen, T. P., & Nguyen, Q. T. (2006). Tieng Anh 10. Nha xuat ban giao duc.

Larsen-Freeman, D. (1995). Grammar Dimensions: Form, Meaning and Use. Boston: Heinle & Heinle Publisher. Retrieved from https://woucentral.weebly.com/uploads/7/4/6/9/7469707/larsen-freeman.pdf

Lochana, M., & Deb, G. (2006). Task-based Teaching: Learning English without Tears. Asian EFL Journal, 8(3). Retrieved August 20, 2023 from http://www.asian-efl-journal.com/Sept-06-ml&gd.php.

Long, M. H. (1985). A role instruction in second language acquisition: Task-based language teaching. In K. Hyltenstan & M. Pienemann (Eds.), Modelling and Assessing Second Language Acquisition. Cleverdon: Multilingual Matters. Retrieved from https://books.google.ro/books/about/Modelling_and_Assessing_Second_Language.html?id=8uXBeeVdsKsC&redir_esc=y

Murphy, R. (2008). Murphy’s English Grammar. UK: Cambridge University Press. Retrieved from https://dn790003.ca.archive.org/0/items/EssentialGrammarInUse4thEditionByR.Murphy/Essential%20Grammar%20in%20Use%204th%20Edition%20by%20R.%20Murphy.pdf

Nguyen, T. B. Y. (2008). Teaching and Learning Grammar through Games in the Tenth Grade at Hung Vuong High School. HCM city: M.A. thesis at the University of Social Sciences and Humanities, Vietnam National University-HCM City.

Nguyen, T. H. (2017). Challenges and issues in English grammar teaching in Vietnamese high schools. Asian EFL Journal, 19(3), 80-99.

Nguyen, T. H. (2016). The challenges of teaching English grammar in Vietnam’s high schools. Asian EFL Journal, 18(2), 45-58.

Nguyen, T. D., & Huong, P. T. (2019). English education challenges in southern Vietnam: Regional disparities and educational strategies. Journal of Language Teaching and Research, 10(3), 45-53.

Nguyen, H. T., & Pham, T. L. (2015). The role of English in Vietnam’s modern education system: Challenges and prospects. Journal of Education and Practice, 6(9), 33-39.

Nguyen, H. T., & Boers, F. (2018). Grammar teaching in Vietnam: A pedagogical perspective. Journal of Language Teaching and Research, 9(4), 693-701.

Pham, T. (2020). Overcoming challenges in learning English grammar in Vietnam: A case study. English Language Teaching, 13(2), 56-67.

Pham, T. M., & Le, T. D. (2017). Addressing the diverse English proficiency levels of Vietnamese high school students. TESOL Journal, 8(4), 34-47.

Pham, T. M., & Nguyen, D. H. (2017). Barriers to English language education in Vietnam’s southern regions. Language Education in Asia, 8(1), 101-112.

Pham, T. M., & Nguyen, D. H. (2020). Traditional grammar teaching in Vietnamese high schools: Implications for effective practices. TESOL Journal, 11(2), 220-234.

Ruso, N. (2007). The Influence of Task-Based Learning on EFL Classroom. Asian EFL Journal. Retrieved August 06, 2007 from http://www.asian-efl-journal.com/pta-February-2007-tr.pdf.

Schultz, M., & Fisher, A. (1988). Interacting in the Language Classroom: Games for All Reasons. Massachusetts: Addison-Wesley Publishing Company. Retrieved from https://books.google.ro/books/about/Games_for_All_Reasons.html?id=S5fVAAAACAAJ&redir_esc=y

Thornbury, S. (1999). How to Teach Grammar. Longman: Bluestone Press. Retrieved from https://jonturnerhct.wordpress.com/wp-content/uploads/2014/09/how-to-teach-grammar-scott-thornbury.pdf

Tran, K. H. (2009). Motivating Non-English Major Students at Ho Chi Minh City University of Industry through Task-Based Reading Activities. HCM city: M.A. thesis at the University of Open, Vietnam National University-HCM City.

Tulving, E. (1972). Organization of memory. New York: Academic Press. Retrieved from https://psycnet.apa.org/record/1973-08477-000

Ur, P. (1988). Grammar Practice Activities. Cambridge: Cambridge University Press. Retrieved from https://dn790003.ca.archive.org/0/items/GrammarPracticeActivitiesAPracticalGuideForTeachersPennyUr/27251017-Grammar-Practice-Activities-A-Practical-Guide-for-Teachers-Penny-Ur.pdf

Ur, P. (1996). A Course in Language Teaching Practice and Theory. Cambridge: Cambridge University Press. Retrieved from https://sacunslc.wordpress.com/wp-content/uploads/2015/03/penny-ur-a-course-in-language-teaching-practice-of-theory-cambridge-teacher-training-and-development-1996.pdf

Vester, F. (1986). The Effect of Imagery-Based Mnemonics on the Long-Term Retention of Chinese Characters. Language Learning. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-1770.1992.tb01340.x

Wang, C. (2006). Designing Communicative Tasks for College English Courses. Unpublished M.A. thesis, Chongqing Normal University. Retrieved August 6, 2024 from http://www.asian-efl-journal.com/thesis-wang-chen-jun.pdf.

Willis, D., & Willis, J. (2001). Task-based language learning. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Retrieved from https://www.cambridge.org/core/books/abs/cambridge-guide-to-teaching-english-to-speakers-of-other-languages/taskbased-language-learning/6AA663C8ACB662112BFE1FE999784870

Willis, J. (1996). A Framework for Task-Based Learning. London: Longman. Retrieved from https://www.academia.edu/11696134/A_Framework_for_Task_Based_Learning

Zhou, Y. (2006). Task-based approach and its application in classroom English teaching & learning. Sino-US English Teaching, 3(12). Retrieved August 06, 2024 from http://www.linguist.org.cn./doc/su200612/su20061206.pdf.

Downloads

Published

2025-04-07

Issue

Vol. 8 No. 2 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).