Abstract
The nature and extent to which tasks are used in quality writing using the Task-Based Learning and Teaching(TBLT) is important in acquisition of French language. According to the Kenya National Examination Council (KNEC) reports, performance in quality writing in French is poor maybe because teachers of French may be using TBLT only in teaching. The purpose of this study was to assess the Task-Based Language Learning and Teaching (Actionable Perspective) of French in secondary schools in Kenya. The objective was to establish the nature and extent of TBLT use. The study was carried out in Nairobi City County where eight (8) secondary school teachers of French in Form three and one hundred and twenty-four (124) Form three students formed the study sample. A quasi-experimental research design was used. The data collection instruments were; teachers’ and learners’ questionnaires and a lesson observation guide. These instruments for data collection were refined through a pilot study. Data was analyzed qualitatively and quantitatively using descriptive statistics (means, ranks, frequencies, percentages, standard deviation). It was presented in frequency tables and bar charts. The findings were that TBLT was not only being used in teaching and learning but also in assessment and choice of learning resources. The study recommended use of TBLT alongside other methods, review of text books in line with TBLT, inclusion of TBLT in the syllabus at the teacher-training colleges/universities and mentorship programs in TBLT.
Highlights
The task-based approach has been embraced globally, regionally and nationally in the teaching and learning of French
In a feasibility study of Task-Based Language teaching in college English composition writing in a Chinese EFL context in China, Jane Willis Framework of Task-based teaching was used to examine the effects on the improvement of English composition writing on learners (Linying, 2012)
Contrary to Linying, 2012, which was based on English composition writing, the current study was based on French composition writing among secondary school students
Summary
The task-based approach has been embraced globally, regionally and nationally in the teaching and learning of French. Task-Based Language Learning and Teaching (Actionable Perspective) of French in Secondary Schools in Kenya. Reflect and analyze language produced, do practice Source: A Framework for Task-Based Learning, Willis (2011). In a feasibility study of Task-Based Language teaching in college English composition writing in a Chinese EFL context in China, Jane Willis Framework of Task-based teaching was used to examine the effects on the improvement of English composition writing on learners (Linying, 2012). Contrary to Linying, 2012, which was based on English composition writing, the current study was based on French composition writing among secondary school students. Hughes (2014) states that instructional materials development in any teaching/learning environment is based on the students’ needs analysis, learners’ proficiency levels and the course curriculum. Contrary to the above study, in this study, the sampled teachers responded to a questionnaire in which they highlighted the type, availability and use of learning resources and how well they responded to teaching composition writing using TBLT
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