Sáng kiến kinh nghiệm Using Task-based learning Activities to teach vocabulary and grammar for EFL students at High schools - English 10, Global Success

 Nghe an Department of Education and Training
 Nam Dan 1 High School
 EXPERIENCE INITIATIVE 
USING TASK-BASED LEARNING ACTIVITIES
 TO TEACH VOCABULARY AND GRAMMAR
 FOR EFL STUDENTS AT HIGH SCHOOLS
 Teacher: Nguyễn Thị Kim Thúy
 Field: English
 School: Nam Đàn 1 High School 
 Mobile phone: 0948609405
 Email: kimthuynd1@gmail.com
 School year: 2022-2023 PART 1: INTRODUCTION
1.1. Rationale
Learning a language means a process of encountering varied number of challenges, 
the role of the English language attributes itself to number of minute details that 
have to be taken up as a challenge of learning, because English is an International 
language and it is highly reputed globally. Some of the challenging situations come 
in mastery of pronunciation and articulation of words, sentence structuring, error 
free writing, adapting to a classic form of writing and yet another very important 
aspect would be grammar and vocabulary learning. Poor language skill among the 
weak learners especially in grammar and vocabulary will make things more 
challenging and stressful hence developing confidence among the second language 
learners needs to be the ultimate aim and objective of the language classroom.
Over the years, different approaches, methods and procedures, have been 
employed to help learners learn second language. In one period considerable 
attention was paid to teaching and teacher-oriented classes. The emergence of 
communicative language teaching (CLT) in teaching and learning exhibited a rush 
in the whole process of language learning. The application of activities in language 
learning evolved interest and better result among the students. It improved the 
mood and participation among students through an improved performance and 
soon many other methods found its emergence and existence in teaching learning 
process. Task-based learning (TBL) was one among those outcomes of such 
innovative teaching learning method popularly referred as task-based language 
teaching (TBLT) and this could be confidently used to teach tough concepts. TBLT 
can be best defined in the words of Richards & Rodgers as: "task-based language 
teaching refers to an approach based on the use of tasks as the core unit of planning 
and instruction in language teaching" (Richards & Rodgers, 2001, p.223). Some 
common concerns that affect student performance are poor language skills of 
reading, speaking, listening, writing, weak grammar and vocabulary, influence of 
mother tongue and other concerns.
In fact, students find the English language easy but applying the rules and 
presenting ideas professionally turns to be a challenging task. Hence, in this crucial 
situation the weak learners become the targets and the whole learning process ends 
up as a disaster to them, because they feel no importance is being given to them
in a classroom and one bad experience can turn language learning into a nightmare. 
To address this problem of the weak learners and to assure a better learning 
experience the task-based learning approach was initiated to the students and at the 
end they welcomed the new teaching method that restored confidence and 
improved performance among them. Application of TBL is more to do with 
activities, where it can be a student centric learning experience and the teacher just 
becomes the teaching instructor Richards, Platt and Weber define the activity or 
action of the learning process as: “An activity or action which is carried out as the 
 1 PART 2: CONTENT
2.1. Literature Review
2.1.1. Importance of Grammar and Vocabulary in Academics
Grammar delivers efficiency, competency and structure to a language as in the 
words of Harmer “Grammar is an important component in learning English in 
order to gain competency in using English”(Harmer, 2001, p.12). Grammar and 
vocabulary are considered as soul of a communication process. Ideas conveyed are 
effectively put forth through appropriate use of communication. Among the four 
language skills, most appropriate use of grammar and vocabulary comes in writing 
and speaking where an effective and organized transfer of ideas would favor 
communication without any barriers. 
If someone wants to master English, they might know how essential grammar and 
vocabulary are to learn the language. It is true that grammar is significant for 
learning any language. Grammar is a set of rules that dictates how a language 
works, making it easy to comprehend. At the same time, without proper 
vocabulary, one would have no idea how to speak or write in English. It helps us 
make sense of our words. Grammar and vocabulary also dictate rules regarding 
how words are used and when they should be used. Without knowing this 
information, it would be impossible for us to understand anything or say anything 
at all.
Grammar and vocabulary are not just simply about learning how to use words 
correctly. It is also about understanding the patterns in languages worldwide. If 
learners see how these patterns work, they can use them and form sentences 
without worrying about forgetting rules such as subject-verb agreement or using 
the words in the wrong context. Understanding these rules makes it easier for 
learners to comprehend other people’s sentences when they communicate in 
English.
The importance of grammar and vocabulary cannot be emphasized enough because 
it helps learners know what is being communicated and how they can respond 
appropriately. If learners want to improve their English skills, they must start by 
learning the grammar rules and enrich their source of vocabulary and then 
practicing them until it becomes a habit.
2.1.2. Task-based Learning
The idea of “task” is not as simple as it might seem. Many definitions and
perspectives exist. Each one is discussed in turn. Possible definitions of and 
perspectives on the concept of “task” can be an imposed tax, duty, or piece of work
An everyday piece of work, A job responsibility, A general activity or exercise for 
second learners. 
 3 However, in any circumstances the role of the instructor needs to be of utmost 
prominence. The three stages can be broadly classified as:
Pre-task: During this phase the learners are briefed on the topic and a collective 
framework is presented to them.
Task Cycle: This is the next step after introducing and selecting the text, this will 
enable and facilitate the phase of reporting and planning.
Post Cycle: This is the last step in the process, where the learners present and are 
analyzed through the attained results.
In TBL lessons, students solve a task that involves an authentic use of language 
rather than complete simple questions about grammar or vocabulary. Task-based 
learning is an excellent way to get students engaged and using English. That, plus 
the collaborative element, builds confidence in language and social situations. It 
has also been shown to align with how we learn a language. In order to have a 
successful lesson, teachers need to take some appropriate steps in and out their 
classroom as follow.
 • The pre-task
In this step, teacher introduces the task to the students and get them excited about 
the task. Once they are engaged, then he/she should set his/her expectations for the 
task. By doing this, the less motivated students have to get involved and do not do 
the bare minimum. To make it clear, teacher could show the students an example 
of the completed task or model it. If teacher wants to differentiate their students, it 
is the time for them to hand out support materials or scaffold the task 
appropriately. It is a good idea to group students and give instructions. It is 
essential to emphasize that the focus of this stage is to engage the learners, set 
expectations and give instructions.
 • The Task
To begin the task, small group of students is a better choice than a large one 
because passive or shyer students may hide the task. Ideally, teacher will not join 
the task. However, they will monitor and only give hints if students get stuck. 
There are several ways to design task, but usually it should involve a gap of some 
sort. The focus of this stage is fluency which means that students need to use the 
language to communicate without using their first language unless needed.
 • A Review
Once the learners complete the task and have something to show, it is time to 
review what they have done. Peer review are preferable, or if you see an error 
common to many during your monitoring, a teacher-led delay correction is also 
very useful. For weaker groups, peer correction can be made more effective by 
giving the students support on providing feedback. A checklist or a ‘things to look 
 5 Task 1: Learning Vocabulary
Pre task: All the students were asked to bring a copy of the text, and just read 
through the whole text, without any burden of knowing or understanding any part 
of the text. They were asked to complete reading of the text and were asked to 
mark the tough words according to them.
Task cycle: Once the words were selected the students had to pass the selected 
words into their group and make a collection of words which were similarly 
selected as tough by others in the group and other words were kept aside.
Post task: Once the word list was prepared, a discussion was made within the 
group on the possible meaning that the learners could relate and the meaning was 
jotted down, once the whole exercise was over with a help of a dictionary, the 
meaning was identified and also other related meanings in the form of synonyms 
were also taken down for further study and reference by the members of the group.
Task outcome: At the end of this exercise we were able to compile a glossary of 
words, other than those discussed at the end of the text and also a collection of 
synonyms and antonyms were ready within a short interval. Many learners were 
able to learn many more words than those given in the glossary.
 Students’ Draft before Class Students’ Outcome
 7 Task 1: Learning Vocabulary
Pre task: Students were asked to bring a copy of the text, and just read through the 
whole text, without any burden of knowing or understanding any part of the text. 
They were asked to complete reading of the text and were asked to mark the tough 
words according to them.
Task cycle: Once the words were selected the students had to pass the selected 
words into their group and make a collection of words which were similarly 
selected as tough by others in the group and other words were kept aside.
Post task: Once the word list was prepared, a discussion was made within the 
group on the possible meaning that the learners could relate and the meaning was 
jotted down, once the whole exercise was over with a help of a dictionary, the 
meaning was identified and also other related meanings in the form of synonyms 
were also taken down for further study and reference by the members of the group.
Task outcome: At the end of this exercise we were able to compile a glossary of 
words,
other than those discussed at the end of the text and also a collection of synonyms 
and
antonyms were ready within a short interval. Many learners were able to learn 
many more words than those given in the glossary.
 Students’ Draft before Class Students’ Outcome
 9 Teacher asks students to look at the text and try to guess the meaning of following 
words. Teacher: “Don’t worry if you do not understand them. Context will help 
you to understand the meaning of the word.”
Ann: Yep, I really love music. He’s a talented artist who can write music and play 
many musical instruments. He has received several awards such as the Grammy 
Billboard Music and Teen Choice Awards.
Ann: No, he didn’t, but he learnt to play the piano, drums, guitar, and trumpet by 
himself. When he was a teenager, he performed at the local theatre in his home 
town during the tourist season.
Ann: Well, when he was 12, his mother started to upload his cover song videos on 
social media, and the videos made him an online star within a couple of months.
Cooperative dictionary use: A group work based on trying to work out definitions 
of words. Students go through the new words in pairs and have dictionaries at their 
disposal to check meaning. 
Task Cycle: 
Negotiation of meaning: Divide the class in to A and B groups of between 5 
students per group. They sit facing each other. Each group has the word with 
definitions; they try to ask each other. For example
A asks: What is the meaning of talented artist?
B replies: Someone who is talented has a natural ability to do something well
A asks: What is the meaning of a couple of?
B replies: It is two (things) or a few (things) 
Post task:
Information-gap task: Student A would have the vocabulary words written on 
strips of paper and student B would have the definitions of those words. Working 
together, they pair words and definitions to learn new vocabulary.
Student A 
- Talented Artist
- a couple
- Trumpet
- upload
Student B 
-Someone who is talented has a natural ability to do something well 
- It is two (things) or a few (things) 
 11