Do Saudi Learners of English Recognize the Benefits of Consciousness-raising Tasks and Communicative Tasks?

Adnan Mukhrib

doi:10.5539/elt.v13n6p172

Abstract

This study examined perceptions of students of the benefits of consciousness-raising tasks (CRT) and communicative tasks (CT) when compared with actual learning outcomes in a Saudi secondary school context. Qualitative data were collected from 60 Saudi speaking learners of English, at various proficiency levels, who had engaged in a sequence of collaborative speaking and writing tasks. The results showed the value of the TBL approach which was not in question but makes a significant contribution regarding the importance of the role of interaction in mixed ability groups. The findings indicate that there was a variation in outcomes particularly in terms of how the students perceived the benefits and contribution of the intervention type to their learning. In addition, there was a further impact from the sociolinguistic context of the interaction, which indicates the role of group dynamics and individual variations of Saudi learners. This implies that fluency and accuracy during sociolinguistic interaction is influenced by a wide range of features than cannot be assessed through traditional fluency measures alone. The findings therefore lend support for a TBL approach to maintain the development of fluency, accuracy, and learning.

Highlights

As Saudi Arabia engaged in an on-going programme of expansion and development as a global power, English is viewed as increasingly important and is compulsory at all educational stages (Alrashidi & Phan, 2015; Mauranen et al, 2010)
In order to answer our first research question regarding leaner perceptions of the task-based learning (TBL) approach, we examined the responses given in the interviews, for patterns, trends and both positive and negative views of the process
The interview responses indicated that many students identified a relationship between how they felt about the process and their learning outcomes, their views were mixed as the following comment from a member of the consciousness-raising tasks (CRT) group indicates: ‘It helps me to discover the information or look for it how to teach my mate and how to give the information to my mate

Summary

Introduction

As Saudi Arabia engaged in an on-going programme of expansion and development as a global power, English is viewed as increasingly important and is compulsory at all educational stages (Alrashidi & Phan, 2015; Mauranen et al, 2010). As Jong (2009) and Leki (2001) note, the creation of a natural learning environment may be important for development of fluency, accuracy and motivation for all four key skills. In this respect, there is a focus on a dialogic approach to TBL which requires on-going talk between teacher and students, encouraging active participation in learning, and as Alexander (2004) notes, requires meaningful exchanges and contributions to be made when working in a collaborative group. In other words, when the load is increased the need to discuss and negotiate understanding may be heightened

Methods

Results

Discussion

Conclusion