DIFFICULTIES IN IMPLEMENTING TASK-BASED LANGUAGE TEACHING

PERCEIVED BY ISP TEACHERS, ULIS-VNU

Bui Thi Hang, M.A
Faculty of English
Mobile: 0984. 354. 445
Email: buihang.ulis@gmail.com
 Task-based language teaching (TBLT), a strong form of
Communicative Language Teaching, is considered the most
prevalent teaching method applied in English language
classrooms. This paper is an outcome of 15 ISP teachers’
concerns and perceptions of difficulties in implementing TBLT in
their teaching context via questionnaires and follow-up interviews.
The difficulties in implementing TBLT among ISP teachers are
fallen into two main categories, namely external and internal
factors. In terms of external ones, it is found out that limited
teaching hours for task-based teaching and interference of exam-
oriented teaching method are the two biggest hindrances. As for
students, their unfamiliarity with Task-Based Language Teaching
and lack of vocabulary or background knowledge are proved to be
the stumbling blocks to most of ISP teachers in their application of
TBLT. Some recommendations for better implementation of TBLT
are also provided.
Key words: Task, Task-based Language Teaching, difficulties
I. INTRODUCTION
I.1. Rationale
I take interest in the topic of Task-based Language Teaching (TBLT) and the
implementation of TBLT in my teaching context because of two following reasons.
First and foremost, with the prevalence of Communicative Language Teaching (CLT),
results from many studies have shown that the strong form of CLT namely task-based
instruction seems to be a preferable choice. It is believed to effectively enhance students’
communicative competence and considerably fit the new context of Vietnam educational
system whose primary goal is learners’ communicative ability. As a matter of fact, TBLT
is probably one of the most widely adopted teaching methods in almost all language
courses and programs.
Another reason for choosing this topic is directly concerned with the current situation of
applying this method in my teaching context to develop students’ communicative
competence. Undoubtedly, TBLT is an effective tool to improve my students’ meaningful
communication. However, with a careful look at my teaching situation, I totally agree
with Hinkel’s idea that “the implementation of task-based instruction maybe simply
inappropriate and impractical” (Hinkel, 2006, pp. 113-114). Hence, in the study entitled
“Difficulties in implementing Task-based language teaching perceived by ISP teachers,
ULIS-VNU”, I desire to explore the challenges facing teachers at ISP division in the
implementation of TBLT and find a proper way to integrate “tasks” with traditional
methods to enhance the effectiveness of TBLT.
I.2. Aims and research questions
As mentioned above, this study is aimed at discovering the difficulties in implementing
Task-based Language Teaching within the context of teaching English at ISP division
where there is a strong need to develop students’ communicative competence. Moreover,
some recommendations to increase the effectiveness of TBLT by combining it with
traditional methods will be proposed in this writing, which might benefit those who plan
to employ TBLT in their language teaching. Hopefully, teachers of English will have a
new look at the methodology of second language teaching and conduct TBLT more
successfully. Students will the ones who directly benefit from this study since they can
experience the sense of “variety” in their teachers’ methods and feel more motivated to
better their English.
These objectives can be achieved by answering the following research questions:

1. What are the difficulties in implementing Task-based Language Teaching as

perceived by ISP teachers?
2. What solutions would be recommended by the teachers to overcome identified
difficulties in conducting TBLT?

I.3. Methodology of the study

To complete the study, the combination of questionnaire and follow-up activities

applied among 15 ISP teachers. Questionnaire is employed to seek the answers to the
first research question concerning the challenges facing teachers in conducting TBLT
whereas the semi-structured interviews with open-ended questions aim to identify
solutions suggested by teachers

II. MAIN PARTS

II.1. Literature Review
II.1.1. Definition of Task-based Language Teaching
For the past 20 years, task-based language teaching (TBLT) has drawn attention of
second language acquisition researchers, curriculum developers, educationalists and
teachers world wide. Task-based teaching is regarded as a particular realization of CLT.
It is a teaching method in which tasks is the center and the aim of task-based learning is
to develop cooperative and communicative skill for students by asking them to complete
one task. Nunan (1999, p.24) defines task-based language teaching as “an approach to the
design of language course in which the point of departure is not an ordered list of
linguistic items, but a collection of tasks”.
II.1.2 Framework of Task-Based Language Teaching
The most popular framework of task-based teaching is designed by Willis (1996). She provides
the procedures of task-based language teaching into three stages and this is also the framework
of task-based teaching used in this writing
Stages Content
Pre-Task Introduction to topic and task
Task
Task Cycle Planning
Report
Analysis
Language Focus
Practice
II.1.3 Benefits and drawbacks of TBLT perceived by teachers and students.
According to Nguyen, T.H (2005), the most prominent benefits of TBLT in teaching
reading skill as perceived by teachers at Foreign Language Specializing School was
“improving students’ communicative competence, encouraging them to form habits of
reading outside the classroom and increasing their activeness in reading lessons”.
Besides, Nguyen, B.D emphasized on the integration of four skills in TBLT rather than
merely one aspect in other methods such as PPP (Presentation-Practice-Product) which
safely leads students from accuracy to fluency and does very little in challenging and
motivating students to involve in meaningful communication. From learners’ perspective,
most of FLSS students really appreciated the sense of control over their learning process.
In other words, students seemed to play more active and independent role in the lesson
where TBLT was implemented.
Concerning the drawbacks, Nguyen, T.T (2009) pointed out several difficulties in
implementing TBLT in teaching writing skill such as collecting suitable materials and
students’ sporadic use of English in task preparation. Another disadvantage of TBLT
discovered by FLSS students was limited interference from teachers but much reliance on
the group work or pair work. Some of them showed very little interest in working in
groups.
II.2. Methodology
II.2.1. Participants

As mentioned in the title of the study, the surveyed participants were ISP teachers at
Vietnam National University, Hanoi. This research attempted to investigate a group of 15
ISP teachers ranging in ages as well as teaching experiences at ISP division. These
participants are aiming to teach English communicatively to students from different
universities of VNU to achieve Band 6.0 for IELTS test after one year.

II.2.2. Instruments

With the aim of finding the answers to two research questions, the researcher used two
different instruments namely Interview and Questionnaire for ISP teachers.

* Questionnaire

Questionnaire was employed to seek the answers to the first research question
concerning the challenges facing teachers in conducting TBLT. The researcher
distributed the questionnaire papers to 15 teachers.

* Interview

The researcher also used the semi-structured interviews with open-ended questions
to collect the information about the solutions suggested by teachers to tackle with
identifies problems of implementing TBLT. Subsequently, on the basis of teachers’
response, the researcher proposed several solutions to answer the second research
question.

II.3. Results and discussions

Towards its purposes, the study will put into discussion teacher’s perceived difficulties in
implementing Task-based language teaching as well as solutions they suggested to
overcome these identified problems.
II.3.1 Difficulties in implementing Task-based Language teaching as perceived by
ISP teachers.
In collecting the teachers’ responses, difficulties in applying TBLT to ISP students are divided into two
groups including external and internal factors. The results are revealed in the following table.

Difficulties of TBLT ’s implementation Percentage

External Interference of exam-oriented teaching method 90%

factors 35%
Mixed-abilities class
Limited teaching hours for task-based teaching 100%
Students’ unfamiliarity with Task-Based Language 80%
Teaching
Internal Students’ lack of vocabulary and background 65%
factors knowledge
Teachers’ misconception of “task” and task design 30%
Teachers’ lack of constant real-life use of target 50%
language
II.3.1.1 External factors
II.3.1.1.1 Interference of exam-oriented teaching method
The majority of ISP teachers asserted that previous exam-oriented teaching method is the
biggest stumbling block for them to facilitate TBLT among ISP students. Although
TBLT is based on creating better communication skills, there are still some major
concerns with this method, especially from Vietnamese educators and parents who
believe that TBLT is not the most effective method of teaching their students and
children. Vietnam is a test-based society in which Vietnamese students are used to
knowledge-based and test-oriented teaching. That is to say an important foundation of
their success in life and future is the results of their examinations, not necessarily how
well they can communicate in the target language. This forces teachers to concentrate on
what is going to be on the exams rather than executing methods that would initiate better
communicative competence.
There is difficultly for Vietnamese teachers to accept this type of teaching because some
believe that, “CLT and TBLT do not prepare students sufficiently well for the more
traditional, for oriented examinations which will determine their educational future”
(Littlewood, 2007:245). It seems that they are worried that introducing TBLT in the
classroom could take time away from grammar, reading, and writing lessons, which are
large sections on their examinations which could result in lower test scores and therefore
lessen one’s chance of getting into a prominent University.
II.3.1.1.2 Mixed-abilities class
Over a third of respondents consider the class with students differing in the level of
English proficiency as one of the challenges facing them while carrying out TBLT. This
challenge can be found easily when teachers initiate group work among students of
different levels to achieve the outcome of a common task. The more advanced students
could complete the tasks without much or any input than the weaker students and leave
the weaker students far behind. Also, there is a chance that these students will become
‘off-task’. In other words, because the students have finished the task, they will grow to
be bored and will eventually begin to raise their noise level. This type of distraction can
take away from the rest of the classes’ concentration and can be disturbing for those who
are attempting to complete the task.
II.3.1.1.3 Limited teaching hours for task-based teaching
Time pressure is the biggest hindrance to the implementation of TBLT as perceived by
100% ISP teachers. There is evidence in the literature that concerns about the time taken
to complete process-oriented activities impact on the extent of implementation of
communicative tasks. This seems particularly relevant in contexts where ISP teachers
perceive themselves to be under pressure to prepare students, especially low-level ones
certain background and language input before the task. Similarly, in ISP teaching context,
there also appears to be perception among ISP teachers that there is pressure to complete
the syllabus or textbook and this impacts on the time available to carry out activities and
tasks.
II.3.1.2 Internal factors
II.3.1.2.1 Students’ unfamiliarity with Task-Based Language Teaching
It should be noted that ISP students mostly come from different areas in Vietnam,
particularly remote and regional ones. Therefore, it is typical of almost students that they
are accustomed to traditional methods of teaching and learning English such as
knowledge-based or test-oriented teaching. In other word, they tend to play a very
passive role and can hardly feel the sense of control over the learning process. The
activities are mainly initiated, controlled and conducted by the teachers. Besides,
traditional methods of teaching English primarily focus on accuracy (accurate grammar
usage) rather than fluency (meaningful communication ability). As a result, most students
prefer doing mechanical practices focusing on accuracy to taking risk with meaningful
and communicative practices because of being afraid of making errors and being
humiliated by peers. Thirdly, they are a bit annoyed by the fact that TBLT emphasizes
too much on meaning or “doing”, not the form or “leaning” and therefore, most of their
grammatical errors tend to be ignored by the teacher and “learning by doing” is not
feasible.
As far as I am concerned, these characteristics of my learners have partially reduced the
effectiveness of “tasks” when I implement TBLT in grammar and speaking lessons since
the students are reluctant to get involved in group work to complete a common task.
II.3.1.2.2 Students’ lack of vocabulary and background knowledge
As collected by some ISP teachers in the interview, when they first initiated Task-based
instruction in my lessons, most of their students showed an uncooperative and
disappointing attitude towards the given tasks. They complained that they could by no
means conduct the task smoothly mainly due to their limited vocabulary and knowledge
about the topic. They thought that they would be safely provided with all the lexical
items related to the topic before taking part in the task so that their self-confidence could
support their task performances
II.3.1.2.3 Teachers’ misconception of “task” and task design
Task-Based Language Teaching is a newly proposed approach in EFL context and the so-
called “shock” among teachers appears popular and explicable. “Fever” caused by TBLT
may result from teachers’ limited awareness of the conception of “task” and insufficient
training. Since they have an inadequate knowledge of Task-based instruction, they are
hesitant or even may fail to adopt this method successfully. It is true in my teaching
context. Specifically, I have found it difficult to design and manage a task which can
involve learners in meaningful, authentic communication and keep a balance between
focus on form and focus on meaning.
II.3.1.2.4 Lack of constant real-life use of target language
Another problem is the lack of English being spoken outside of the classroom. In my
teaching context, there is limited use of target language between student-student and
teacher-student in a non-academic setting. If TBLT were to be implemented, there is
little chance that these students would use the target language outside of the classroom.
Having at the most 90 minutes with students each week, there is not enough time in class
to become more effective communicators. Teachers devote considerable time to teaching
test-taking skills or drilling students on multiple choice grammar items. Hence, apart
from class time, students need to practice the target language outside of the classroom in
order to improve communication skills, and if teachers are disinclined to speak to their
students in English, it reinforces the image of English as something confined to the
classroom and devoid of real world significance.
II.3.2. Solutions to the problems of conducting TBLT among ISP teachers
In order to find out the solutions to the identified problems of conducting TBLT among
ISP teachers, informal talks with 10 ISP teachers were put forward to propose several
recommendations as follows.
II.3.2.1 Providing models
Many teachers shared the idea that providing models took effect in terms of language
input and background information. Before carrying out a specific task, for example, a
video clip (with subtitle provided) related to the topic and suitable content should be
shown to students. The students watched the clip, taking notes before getting involved in
the task. Afterwards, they may be asked to give general information about the clip such
as the structure of an interview or a forum discussion. Subsequently, the students could
give questions to the teacher about vocabulary, structure or the teacher elicited the
information from the students. By that way, the students could learn a number of
expressions about the topic and get basic understanding of the task model.
II.3.2.2 Integrate TBLT with traditional methods
It can not be denied that Task-Based Language Teaching is probably the most preferable
and effective method of language teaching due to its great emphasis on learners’
communicative competence. Despite the fact that TBLT is proved to be impractical and
inappropriate in some teaching contexts, I am strongly convinced that it is a good idea to
adopt TBLT by integrating it with traditional methods such as Presentation- Practice-
Product (PPP) and Test- Teach- Test (TTT). For low-level students, instead of moving
from fluency to accuracy, teachers should lead students from accuracy of language input
(grammar, vocabulary) to fluency of carrying out the task and then accuracy again
II.3.2.3 In-service training or workshops for teachers
The findings of the study suggest a need to offer adequate in-service training for teachers
to practice TBLT. As pointed out by the participants of the study, qualified teachers
should have knowledge and skills to practice TBLT. In addition, most of the participants
stated that training in applied practices, rather than lectures and theories, was more
beneficial to them. Furthermore, some of the participants reported that colleagues’
support helped them to generate useful teaching ideas. Thus, as suggested by Fang
(1996), rather than simply providing teachers with more theoretical knowledge, educators
should assist teachers to “understand how to cope with the complexities of classroom life
and how to apply theory with the constraints imposed by those realities” (p. 59).
III. CONCLUSION
In summary, the study has investigated teachers’ perspectives on difficulties in
implementing Task-based language teaching in the context of ISP division. The
questionnaires and follow-up interviews with the 15 ISP teachers do unearth some
concerning issues. First and foremost, the difficulties in implementing TBLT among ISP
teachers are fallen into two main categories, namely external and internal factors. In
terms of external ones, it is found out that limited teaching hours for task-based teaching
and interference of exam-oriented teaching method are the two biggest hindrances. As for
students, their unfamiliarity with Task-Based Language Teaching and lack of vocabulary
or background knowledge are proved to be the stumbling blocks to most of ISP teachers
in their application of TBLT. From teachers’ perspective, their lack of constant use of
target language is thought to have a negative impact on their implementation of TBLT.
Second, as collected from teachers’ interviews, this paper has also detected several
solutions to keep the challenges to the minimum. They are providing models, integrating
TBLT with traditional methods and offering in-service training or workshops for
teachers. Hopefully, these aforementioned difficulties and recommendations will benefit
those who are considering implementing TBLT in their teaching to develop their
students’ communicative competences.
REFERENCES
Ellis, R. (2003). Task-Based Language Teaching and Learning. Oxford: OUP
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational
Research, 38(1), 47-65
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian
classrooms. Language Teaching, 40, 243-249.
Nunan, D. (2004) Task- Based Language Teaching. Cambridge: CUP
Rahman, M. M. (2010). Teaching Oral Communication Skills: A Task-based Approach.
ESP World, 1 (27), 9. Retrieved October 27th, 2012 from http://www.esp-
world.info/Articles_27/Paper.pdf 
Richards, J. C. & Rogers, T. S. (1986). Approaches and Methods in Language Teaching.
Cambridge: CUP.
Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching: A
Description and Analysis. Cambridge: CUP.
Ruso, N. (2007). The Influence of Task Based Learning on EFL Classrooms. Asian EFL
Journal.18 (2). Retrieved October 29th, 2012 from
http://faculty.ksu.edu.sa/yousif/3422/The%20influence%20of%20TBL.pdf  
Trang, N. (2010). Task-based language teaching to teaching writing for 11th grade
students.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman
Zhu, X. (2007). Integrating task-based teaching approach into grammar teaching. 4 (9)

NGHIÊN CỨU VỀ KHÓ KHĂN ĐỐI VỚI VIỆC ÁP DỤNG PHƯƠNG PHÁP DẠY
HỌC TASK-BASED LANGUAGE TEACHING-CẢM NHẬN TỪ NHÓM GIÁO
VIÊN BỘ MÔN NHIỆM VỤ CHIẾN LƯỢC
Tác giả : Th.S. Bùi Thị Hằng- Khoa Tiếng Anh, Trường Đại học Ngoại Ngữ
ĐHQGHN
Điện thoại : 0984 354 445
Email : buihang.ulis@gmail.com

Phương pháp dạy học Task-based Language Teaching (TBLT) được coi là một
trong những hướng phát triển hứa hẹn và phổ biến nhất của phương pháp dạy học theo
đường hướng giao tiếp CLT. Nghiên cứu này nhằm mục đích khảo sát những khó khăn
trong việc áp dụng TBLT theo cảm nhận của giáo viên ISP. Kết quả nghiên cứu cho thấy
có hai nhóm yếu tố khách quan và chủ quan ảnh hưởng đến việc áp dụng phương pháp
TBLT. Trong nhóm yếu tố khách quan, thực trạng giờ dạy eo hẹp cộng với ảnh hưởng
nặng nề từ định hướng học để luyện thi từ bậc phổ thông là những thách thức mà đa số
giáo viên NVCL gặp phải khi áp dụng phương pháp TBLT. Về khó khăn đến từ phía học
sinh, các giáo viên đã nhận định hai thực trạng làm giảm hiệu quả của TBLT chính là vốn
từ vựng hạn chế và kiến thức nền eo hẹp cộng thêm bản tính rụt rè, ngại giao tiếp khi
được yêu cầu tham gia vào các hoạt động mang tính giao tiếp như TBLT. Kết quả nghiên
cứu cũng đưa ra những giải pháp nhằm hạn chế nhứng khó khăn kể trên, nâng cao ý thức
của người dạy và người học, tiến đến đổi mới phương pháp dạy và học theo đường hướng
giao tiếp một cách hiệu quả nhất.
Từ khóa: nhiệm vụ, dạy học theo hướng đưa ra nhiệm vụ, khó khăn