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An investigation into the application of mixed-level tasks in reading classes

This paper is an attempt to gain insights into a new field of interest: Mixed-level tasks, which is said to help tackle the issues of large multilevel classes in some ways. The main objectives of this paper include delving into the reality of using mixed-level tasks in teaching reading at some Hue Upper-secondary schools and examining the benefits as well as the difficulties of using mixed-level tasks in reading classes. | JOURNAL OF SCIENCE, Hue University, Vol. 70, No 1 (2012) pp. 265-274 AN INVESTIGATION INTO THE APPLICATION OF MIXED-LEVEL TASKS IN READING CLASSES Dang Thi Cam Tu College of Foreign Languages, Hue University Abstract. Large class size, coupled with ‘multilevelness’ is, beyond doubt, ubiquitous in Vietnamese educational context for the time being. Solving these problems is, therefore, being seen as an important mission carried out by every Vietnamese teacher. This paper is an attempt to gain insights into a new field of interest: mixed-level tasks, which is said to help tackle the issues of large multilevel classes in some ways. The main objectives of this paper include (1) delving into the reality of using mixed-level tasks in teaching reading at some Hue Upper-secondary schools and (2) examining the benefits as well as the difficulties of using mixed-level tasks in reading classes. The research, which was conducted in four upper-secondary schools in the neighborhood of Hue City, has revealed the positive attitudes of both teachers and students towards mixed-level tasks. Additionally, major benefits and obstacles of using mixed-level tasks have been presented. Notwithstanding the limited application of mixed-level tasks in real reading classes in terms of variety and frequency, there are promising prospects that these tasks will be widely used in EFL classes of Hue Upper-secondary schools. Keywords: mixed-level tasks, reading, multilevel classes. 1. Introduction Today, education in Vietnamese context, and probably elsewhere too, is beset with several setbacks. It is not uncommon to hear upper-secondary school teachers report on their full teaching load, overloaded curricula, insufficiently-equipped classrooms and large class size to name but a few. Indeed, such problems act as brakes hindering the success of both teachers’ and students’ labors. This paper focuses primarily on the issue of large multilevel classes as no issue has surfaced for classroom teachers .