The Effects of Multimedia Task-Based Language Teaching on EFL Learners’ Oral L2 Production

Madhubala Bavaharji,Mehrnaz Gheitanchian,Krishnaveni Letchumanan

doi:10.5539/elt.v7n4p11

Abstract

This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners’ oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of complexity. During the 16 weeks of the study, the students performed three oral test tasks that were assessed in terms of accuracy, fluency and complexity, using eight different measures. This study found that scaffolding learners in performing tasks with increasing levels of complexity in a multimedia task-based language teaching/learning context, results in improved second language oral production, particularly in terms of accuracy, fluency and complexity.

Highlights

The last two decades witnessed a growing attention to task-based language teaching and learning (Long, 1985; Ellis, 2003; Nunan, 2004; East, 2012)
This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners’ oral production in a multimedia task-based language teaching environment
This study found that scaffolding learners in performing tasks with increasing levels of complexity in a multimedia task-based language teaching/learning context, results in improved second language oral production, in terms of accuracy, fluency and complexity

Summary

Introduction

The last two decades witnessed a growing attention to task-based language teaching and learning (Long, 1985; Ellis, 2003; Nunan, 2004; East, 2012). This surge of interest, according to Ellis (2005), is due to the fact that task-based language teaching (TBLT) is pertinent in both fields of second language (L2) pedagogy and L2 acquisition research. In order to maximize learners’ opportunities to acquire L2 and be effective communicators, they would need to access extensive input (Krashen, 1981, 1994; Ellis, 2005). [...] L2 needs to become the medium as well as the object of instruction [...]; 2) Create opportunities for learners to receive input outside the classroom.”

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Methods

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Discussion

Conclusion