FINAL ASSIGNMENT

Abstract: In contemporary society, the ability to communicate in a foreign language is regarded

to be the key to unlocking a plethora of new opportunities. As a result, foreign language
learning and teaching has become an important concern in the global education system.
Instead of just passing knowledge, an increasing number of language teachers are conducting
study and learning about diverse teaching philosophies and methodologies. English language
teachers have used a variety of strategies throughout the years. Each technique has been
evaluated in terms of its strengths and weaknesses and each instructor has his or her own
thoughts on it that are worth applying. This paper attempts to analyze the strong points and
weak points of two of the many teaching approaches and methods used in the public education
environment in Viet Nam in order to have a deeper and clearer understanding as well as a
better application in future teaching practice. This study aims to evaluate the strengths and
weaknesses of two teaching techniques and methods employed in Viet Nam's public education
setting in order to get a deeper and clearer understanding and application of the teaching
methods: Direct method and Task-Based learning (TBL).
Key words: teaching approaches, teaching methods; Direct method; Task-Based
learning (TBL), effectiveness; weakness

I. Introduction
In today globalisation scenario, English has become the dominant language all over the
world, serving as an intermediary medium to send messages and communicate among human
beings from other cultures and languages for all transactions. As a result, techniques and
approaches to studying and teaching English have become an increasingly popular subject in
many educational forums and among educational specialists. Many webinars have been
organized, and a large number of studies have been undertaken in this subject to share, discuss,
or even philosophize the advantages and disadvantages of various methods and approaches to
teaching English to learners of all ages.

In Vietnam, language education methods have evolved significantly through time. To be clear, this
advancement implies various changes. The teacher-centered paradigm, in which teachers take on a
central position in the classroom and are the center of activity, has given way to a student-centered
approach. Popular student-centered teaching methods include the Direct Method and Task-Based
Learning. These two methods share many similarities but there are also significant differences. The
purpose of this article is to investigate the differences and similarities between these two approaches; it
compares and contrasts the two curriculum backgrounds, language learning methodologies, strategies,
and language learning activities.

II. Characteristics of the teaching and learning method

1. Direct method

a. Overview

The Direct method is a teaching approach in which the teacher concentrates on teaching the language.
Around 1900, the Direct method of teaching was developed in England as an alternative to the
commonly utilized grammar-translation approach, which many language teachers considered failed to
accomplish the aim of successful second language communication.

The Direct Method of teaching languages is centered on developing an immediate and audiovisual
relationship between experience and expression, words and phrases, idioms and meanings, rules and
performances, and rules and performances directly through the instructors' body and mental talents. It
prefers the target language above the pupils' native language (Naik, 2013).

It attempted to assimilate the student in the same manner as a first language could. As a result, the
Direct Method is sometimes referred to as the Natural Method. All instruction is given in the target
language. The emphasis is on listening and speaking rather than grammar. Only usable 'everyday'
language is taught, with an emphasis on speaking and listening. Grammar rules are not prioritized in
Direct method classes. Mistakes are allowed to accomplish great oral communication skills. According to
Richards and Rodgers (2014), the Direct method was founded on a number of natural language learning
principles, one of which was the idea that the lack of first language translation would not be a barrier to
learning a foreign language once direct knowledge delivery of meaning through demonstration and
action was presented.

2. Techniques

Teachers in the Direct Method use a variety of approaches to stimulate oral communication, such as
storytelling, games, and songs. Teachers guarantee that their students' oral abilities are used in class by
asking them questions that require them to react verbally on a continuous basis. Teachers engage
students interactively by asking questions and encouraging them to respond solely in the target
language. They have regular talks with their students. Teachers may request that students repeat
phrases and sentences after them, or they may wait for their students to reply before asking another
question. These discussions promote oral communication and assist teachers in assessing children's
language comprehension.

Teachers may also request that students listen to a recording or video and compare their pronunciation
to that of a native speaker. These listening exercises help students enhance their listening skills because
they force students to focus on what they hear and repeat what they've heard. Teachers carefully
monitor each student's pronunciation. Teachers will correct students' pronunciation and verify that they
are speaking words correctly.
Teachers provide students with numerous chances to speak in class. Teachers will ask them questions to
which they must respond orally. They will prompt children to repeat phrases and sentences, both
individually and as a group, when appropriate. Teachers using the Direct Method maintain that their
students' speech abilities are developed by offering them opportunities to communicate on a regular
basis.

One strategy that might be employed is reading aloud. Students can read a passage aloud, and the
teacher will quickly fix any inaccuracies. Dictation is an option as well. In this scenario, teachers dictate a
dialogue or a segment to their students, who must subsequently write it down. The teacher will then
inspect and examine them. Grammar is also taught through passage-based question and answer
exercises.

The Direct Method is founded on the assumption that speaking a language is the best method to learn
it. This strategy encourages students to engage in conversation rather than passively studying a
textbook. Students who are encouraged to actively utilize the language are considerably more likely to
retain what they have learnt and to be able to use it successfully in the future.

3. Teacher and students’ roles

In this technique, the teacher's responsibility is to direct class activities, encourage students to
participate in class by often asking them questions, and immediately correct their mistakes. Students
and instructors cooperate on learning, which is an important component of this profession.

In this approach, the learner plays a fairly passive role. They are actively engaged in learning new
vocabulary, phrases, and other aspects of the target language. Students also function as observers and
practitioners. There is also student self-correction; they must speak regularly, stressing their
communicative qualities.

2. Task-Based learning
a. Overview
The second approach - Task-based learning and teaching in education is becoming increasingly popular
as a new teaching method, particularly in language classrooms. Its theoretical foundation is
constructivist: individuals learn when they interact with one another in social situations. This is because
of the following factors: Learners learn in ways that are relevant to them; they learn better if they feel in
control of what they are learning; learning is directly related to how individuals feel about themselves;
and learning takes place in a social setting through contact with other people.

The task-based method aims to offer learners with a natural setting in which to practice their language
skills. As students work to complete a task, they have various opportunities to interact with the teacher,
the material, and other students. It shifts the emphasis away from grammar exercises and toward more
communicative sessions in which students actively discuss and work in groups or pairs to achieve a final
goal that will be assessed by the teacher or their peers.

Students have the chance to hear language that is above their current ability but may be incorporated
into their comprehension of the target language for future use through contact with others. The primary
goal to be concerned with, according to Candlin and Murphy (1987), is language acquisition, and the job
provides this in the form of a problem-solving negotiation between the learner's current information
and new knowledge. It is obvious that students will be topic development manipulators since they are in
starting and reacting roles and so actively conduct a wide variety of linguistic tasks. Rather than
negatively absorbing knowledge from professors, the strategy allows students to negotiate meaning
when communication challenges develop.

2. Techniques

Willis (1996) states that the task-based learning strategy is implemented in three stages: pre-task, task
cycle, and review (language focus), as shown below in the diagram.

Components of the task-based learning framework (Willis, 1996)

Stage 1: Pre-task
During this stage, the teacher clarifies the topic and gives students specific instructions on what they
must perform during the Task Cycle. The teacher can also assist students in refreshing some of the
linguistic knowledge required for assignment completion. Students may take notes and allocate time to
preparation for the activity.

Stage 2: Task Cycle

Students will be directed through three small processes, including Task, Planning, and Report,
throughout the Task Cycle stage.

● Task: Students work in pairs or groups to complete activities utilizing their language

expertise. Teachers may provide guidence and support.

 ● Planning: Students produce a brief report, either orally or in writing, to communicate

what happened during the work with the class. Following that, students discuss what
they will say in groups. Meanwhile, the teacher is always accessible to answer students'
questions about their language skills.

● Report: Students then provide or present their results by an oral presentation or written

report to the class. The teacher may provide students immediate feedback on the
subject and determine the sequence in which they report. The teacher can also show a
video of others completing the same exercise at this point so that students can
compare.
Stage 3: Language Focus
The Language Focus stage is divided into two parts: analysis and practice

● Analysis: Students will review and discuss the quality of the task report at this level. The

teacher may ask students to highlight intriguing aspects. The instructor may additionally
emphasize the language used by students during the reporting period for analysis.

● Practice: Finally, teachers choose language areas to practice based on the needs of their

students and what emerges from the task and reporting stages. Students then engage in
practice tasks to boost their confidence and collect helpful language notes.
3. Teacher and students’ roles

In Task-based learning method, teachers play the role as mediator and facilitator of language learning.
The teacher's responsibility is to prepare, advise, and encourage their students in order for them to
comprehend and practice the required language. Learners may explore and plunge into their studies
with the help of their teacher while focusing on the accuracy of the language utilized.

In Task-based learning lessons and activities, students actively become the center. The language learner
who is exposed to task-based language education in a foreign language classroom can play three key
roles: group participant, monitor, and risk-taker and innovator.

Rather than negatively absorbing knowledge from teachers, this method allows students to negotiate
meaning when communication challenges emerge. As a result, task-based language education is
fairly student-centered and offers numerous possibilities for meaningful discussion and interaction.

III. Evaluation and application

1. The Advantages of The Direct Method

The main benefit of this approach is that it concentrates mostly on speaking ability and listening
comprehension. Because oral practice is highly valued, pupils have a good opportunity of improving
their pronunciation. Other qualities of communication, such as strength of expression or fluency of
speech, are developed by this technique since the direct relationship between thinking and expression is
carefully cultivated. It is also true when they can grasp a foreigner's words and have no problem
expressing themselves at a basic level in the second language. Furthermore, there is a chance that one's
listening talent will improve if he or she strives to constantly listen to the target language, despite the
fact that nearly no instructional listening tactics are supplied to pupils in a systematic manner.

One additional benefit of the Direct Approach that should be stressed is the good atmosphere in the
classroom. It appears that the language learning experience has become pretty fascinating, attractive,
and alive as a result of the practical application in which tangible vocabulary was taught by
demonstration or objects (realia, images) and abstract vocabulary was taught through association of
concepts (Freeman, 2000). Observing teachers employing numerous images or visuals to demonstrate
his or her argument will undoubtedly bring students' attention to a certain level, particularly young
learners from elementary or secondary school.

2. The Disadvantages of The Direct method

The disadvantages of this approach have been well acknowledged, and one of them is the disregard for
reading and writing, as the emphasis is mostly on oral practice. Inductive teaching also sacrifices a
detailed explanation of grammatical principles in the classroom. Rarely does an explicit grammatical rule
exist (Betti, 2015). Different learners may have different interpretations, or it may just take a long time
for pupils to create direct linkages between target language and meaning. This way of conveying
meaning appears to be appropriate to concrete phrases and sentences but not to abstract ones. An even
more pressing issue that must be addressed is the availability of skilled and well-qualified teachers. The
direct method necessitates the use of teachers who are native speakers or have native-like proficiency in
the target language. Given Vietnam's socioeconomic position, it remains challenging to ensure that
teacher quality is consistent and meets criteria at all levels.

3. The Advantages of Task-based learning method

To begin, teaching language to transmit knowledge that can be used in the real world rather than abstract
knowledge enhances English understanding greatly owing to the vocabulary or structures used in the
practical context.
Second, TBL adds interaction into lectures, allowing students to participate and collaborate on projects,
take more initiative, and develop communication skills, notably speaking and teamwork abilities.
Another advantage of this technique is that students are exposed to a variety of languages rather than just
grammar. Words, phrases, and vocabulary expressions, as well as language blocks, that would normally
escape the confines of traditional textbooks will arise spontaneously in task-based learning.
Finally, the TBL technique gives engaging lessons, fosters motivation and joy in learning English, and
capitalizes on students' creativity. Furthermore, it makes the lectures more exciting and enticing, aligning
with the true needs of students studying English.
4. The Disadvantages of Task-based learning method
To begin with, students in the beginning level lack the verbal resources needed to execute communicative
tasks. They are likely to find typical activities like role-playing or describing visuals difficult since they
do not grasp the task requirement and are unable to engage in the learning process. As a result, the
students may feel demotivated and insecure about themselves.
Second, activities require a lot of time and can occasionally result in a noisy, disorderly classroom; as a
result, instructors must have great classroom and time management abilities.
The third reason is that students who are introverted or detest activities may rely on others rather than
participate in them. Unfairness can emerge in collaboration when a person is allotted or assigned too
much work when completing a job simply because he or she is better at studying.
5. Application in the real teaching context/ situation
I am an elementary school teacher. Currently, I am teaching 2nd grade students at an elementary school in
Gia Lam, Hanoi. I frequently employ the Direct method and the task-based learning approach in my
English lessons. I acquired various experiences while using these methods.
It can be seen that the Direct Method is used to teach English in kindergarten and primary schools since it
is effective at an early level. My students benefit greatly from the Direct Method. They were drawn to
genuine objects and learned and recalled new terms quickly through images, sounds, and even smell.
About one-third of the students had previously been taught using the Direct Method, and they found it
simple to converse using just English. Students who did not have much time to study English and had
never used this approach before had a tough time utilizing simply English at the beginning of the school
year. Nonetheless, at the end of the school year, over 80% of students could convey their thoughts in
English, and nearly thirty percent of them could employ more difficult grammar patterns and vocabulary.
However, as I witnessed in the upper class such as grade 4 and grade 5, the terminology becomes
increasingly difficult to explain in the target language as the phases go, making learning more
challenging. Although I do not personally teach these students, through the stories of my colleagues, if the
classes only use one approach, the Direct method, it will be difficult for both teching and learning
activities.
In my lessons, I have integrated some lessons using Task-based learning method. For example, this
school year, my students had the opportunity to work on two projects. The solar experiment - Light and
shadow solar experiment and Project: My plant.
When taking lessons using Task-based learning method, the majority of my pupils are enthusiastic and
actively participate in learning activities. Approximately 85% of students said they appreciated the task-
based learning classes. However, a few students, due to their poor vocabulary and grammatical
backgrounds and personalities, have not fully engaged in class. Despite my efforts to encourage these low
level students, they continue to struggle to take part in the lessons. Moreover, I believe I still need to work
on my time management skills as well as how to guide and support my students. Fortunately, the Task-
based learning method significantly improves my students' language competence and soft skills after
every lesson. Each method has its own strengths. I plan to combine and further tailor my lessons to best
support my students in learning, discovering, and using the language.
Conclusion

Each method has its own set of concepts, characteristics, and applications, as well as positive
and negative aspects. They do, however, serve the same purpose: to assist pupils improve their
skills in languages. While the Direct technique is better suited for younger students to have
better listening and speaking skills, TBL performs well in the classroom at higher levels. Both
methods contribute to the creation of dynamic, interesting classrooms that encourage language
acquisition.
References
Naik, H. S. (2013). Content cum methodology of teaching English. Sapna book house.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge
university press.

Candlin, C. N., & Murphy, D. (Eds.). (1987). Language learning tasks (Vol. 7). Prentice Hall.

Willis, J. (2021). A framework for task-based learning. Intrinsic Books Ltd.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University.

Betti, M. J. (2015). Approaches and methods of teaching English as a foreign

language (1st ed.).