Views: 1,974
Arab World English Journal (AWEJ) Volume 17. Number 1, March 2026 Pp. 253-266
Nong Lam University, Ho Chi Minh City, Vietnam
Ho Chi Minh City University of Technology (HUTECH), Vietnam
This study examines whether a structured four-phase task-based approach can improve English learning outcomes for non-English-major undergraduates in Vietnam and under what conditions it can be feasibly scaled in higher education. Addressing persistent grammar-focused, exam-driven classroom practices that limit meaningful interaction, the study aims to design, implement, and evaluate a needs-informed task-based instructional model (Warm-up, Task Introduction, Task Performance, and Task Evaluation) integrated into eight units across two general English courses. A two-phase mixed-methods design was employed. Phase 1 conducted a situational analysis using questionnaires (45 instructors; 450 students), semi-structured interviews (10 instructors; 15 students), and classroom observations to identify current practices and implementation constraints. Phase 2 implemented a 12-week quasi-experiment comparing two task-based intact classes (n = 60) with two comparison intact classes (n = 60), with shared content and assessments. Quantitative analyses (paired and independent t-tests) and qualitative thematic coding indicated statistically significant achievement gains for the task-based group and observable improvements in fluency and interactive competence. The study recommends targeted teacher development in task design and post-task feedback, alignment of assessment with communicative objectives, and institutional support (task banks, rubrics, and communities of practice) to sustain and scale task-based implementation.
Tuyen, T., Ha, N. D. N. & Trang, L. T. T. (2026). Effects of a Task-Based Instructional Model on English Learning Outcomes of Non-English Majors in Vietnam. Arab World English Journal, 17(1): 253-266
Alghamdi, A. (2019). Exploring English language needs: Business students’ and teachers’ perspectives in a Saudi undergraduate context. Arab World English Journal, Special Issue 1: Application of Global ELT Practices in Saudi Arabia. 4- 17. https://dx.doi.org/10.24093/awej/elt1.1
Alwahibee, K. M. & Al-Mutairi, A. S. (2024). Exploring EFL teachers’ views on task-based learning and English for specific purposes in Saudi Arabia. Arab World English Journal, 15(4), 168-188. https://dx.doi.org/10.24093/awej/vol15no4.11
Baker, W. (2024). Intercultural communication. ELT Journal, 78(2), 212–215. https://doi.org/10.1093/elt/ccad040
Bao, R. & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language Culture and Curriculum, 28(3), 1-20. http://dx.doi.org/10.1080/07908318.2015.1058392
Baralt, M. (2019). Reflections on task-based language teaching. ELT Journal, 73(2), 241-243. https://doi.org/10.1093/elt/ccz005
Bui, L. D. T., & Newton, J. (2020). Developing task-based lessons from PPP lessons: A case of primary English textbooks in Vietnam. RELC Journal, 53(1), 203-215
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36–57. https://doi.org/10.1017/S0267190511000122
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. http://dx.doi.org/10.1093/applin/I.1.1
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595–608. https://doi.org/10.1016/j.system.2007.09.003
Chang, J. (2021). The ideology of English-as-the-global-language in Taiwan’s private English language schools. Arab World English Journal, 12(4), 53-68. https://dx.doi.org/10.24093/awej/vol12no4.4
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.
DeKeyser, R. (Ed.). (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press.
East, M. (2024). Task-based language teaching. Language Teaching, 27(3), 408-418. https://doi.org/10.1017/S0261444822000131
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press.
Government of Vietnam. (2017). Decision No. 2080/QĐ-TTg on approving the adjustment and supplementation of the national foreign language project to 2025. Hanoi: Government of Vietnam.
Kolsut, S. & Szumilas, M. (2023). Exploring student engagement in task-based and communicative language classrooms. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688231188800
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Alemany Press.
Lam, T. L. H., Nguyen, V. S., & Nguyen, H. A. T. (2021). University lecturers’ task-based language teaching beliefs and practices. Education Sciences, 11(11), 1-18. https://doi.org/10.3390/educsci11110748
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. Thomson Heinle.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243–249. https://doi.org/10.1017/S0261444807004363
Liu, Y. & Ren, W. (2024). Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices. Language Teaching Research, 28(6), 2234-2250.
Long, M. H. (2014). Second language acquisition and task-based language teaching. Routledge.
MOET. (2017). Conclusion No. 91-KL/TW on continuing to implement the national- foreign language project. Ministry of Education and Training, Hanoi.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Pham, H. C. (2022). General English programs in tertiary education in Vietnam. Language Related Research, 13(5), 169-196. http://dx.doi.org/10.52547/LRR.13.5.7
Pham, T. S. (2025). Using task-based language teaching to improve English speaking fluency: An action research study with Vietnamese non-English-majored university students. International Journal of TESOL & Education, 5(4), 16-31. https://doi.org/10.54855/ijte.25542
Phuong, H. Y. & Tran, Q. T. T. (2021). English teaching reform in Vietnam: Responses of non-English majored students toward the target English level of the CEFR-V. Journal of Language and Linguistic Studies, 17(2), 1189-1204.
Saaty, A. A. (2019). Task-based meaningful literacy for language learners. Arab World English Journal, 10(1), 356-373. https://dx.doi.org/10.24093/awej/vol10no4.26
Savignon, S. J. (2005). Communicative language teaching: Strategies and goals. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 635-651). Mahwah, NJ: Lawrence Erlbaum.
Shukurova, F. (2024). Foreign language teaching methods in task-based learning. Arab World English Journal, 15(1), 44-55. https://dx.doi.org/10.24093/awej/vol15no1.4
Tenzer, H., Terjesen, S. & Harzing, A. W. (2017). Language in International Business: A Review and Agenda for Future Research. Management International Review, 57, 815–854. https://doi.org/10.1007/s11575-017-0319-x
Tran, T. V. (2025). Recent trends in English language education in Vietnam: Navigating policy, practice, and societal shifts. English Today, 1-6. https://doi.org/10.1017/S0266078424000506
Viriya, C. (2018). Using task-based learning with students of academic English. Arab World English Journal, 9(4), 337-346. https://dx.doi.org/10.24093/awej/vol9no4.25
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford University Press.
Willis, J. (1996). A framework for task-based learning. Longman.
Xu, J. (2021). A task-based teaching approach with multiple intelligences features in developing Chinese students’ speaking competency. Arab World English Journal, 12(2), 209-221. https://dx.doi.org/10.24093/awej/vol12no2.14
Xuan, Q., Cheung, A. & Liu, J. (2022). How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019). SAGE Journals, 1(2), 1-17. https://doi.org/10.1177/13621688221131127
Yilmaz, Y. & Granena, G. (2009). The effects of task type in synchronous computer-mediated communication. ReCALL, 22, 20-38. http://dx.doi.org/10.1017/S0958344009990176
Zhang, Y. & Luo, S. (2018). Teachers’ beliefs and practices of task-based language teaching Chinese as a second language classrooms. Chinese Journal of Applied Linguistics, 41(3), 264-287. https://doi.org/10.1515/cjal-2018-0022
Dr. Tran Tuyen is a lecturer at Ho Chi Minh City University of Technology and Engineering. He specializes in education, technology teaching methodology, and conducts research in education, STEAM, and modern teaching methods. Email: ttuyenqb@hcmute.edu.vn | ORCiD ID: https://orcid.org/0009-0008-0011-7379
Dr. Nguyen Dinh Nhu Ha is a lecturer of English at Nong Lam University. His teaching expertise includes English language teaching and teacher education. His research interests focus on English language teaching methodology, instructional techniques, and language testing and assessment. Email: ha.nguyendinhnhu@hcmuaf.edu.vn | ORCiD ID: https://orcid.org/0009-0003-9511-6187
Le Thi Thuy Trang holds a Master’s degree and is an English teacher at Loyal School, part of the HUTECH University system. Her teaching areas include General English and Business English. Her research interests involve English language teaching methodology and Business English instruction. Email: lethithuytrang.bm@gmail.com | ORCiD ID: https://orcid.org/0009-0009-4809-0248