VIETNAMESE EFL STUDENTS’ ATTITUDES TOWARDS A TASK-BASED READING COMPREHENSION CLASS AT A SECONDARY SCHOOL

Abstract

Task-based language teaching has been considered one of the most effective approaches that allow learners to produce as much English as possible through meaningful tasks. Nevertheless, there have been very few studies conducted on the implementation of task-based language teaching (TBLT) in secondary education in the Vietnamese EFL context. This paper aims to investigate secondary school students’ attitudes towards the implementation of TBLT in an English reading class. The participants included 33 eighth graders at a Ho Chi Minh City-based secondary school. The closed-ended questionnaire was employed to collect the quantitative data. The results revealed that the majority of students held positive attitudes towards TBLT in reading comprehension lessons. In particular, the behavioral dimension obtained the highest agreement from the participants, followed by the cognitive dimension and the affective dimension. It is therefore suggested that EFL teachers should consider implementing TBLT to aid students in improving their reading comprehension.