Effect Of Task-Based Language Teaching Research Articles

The Effectiveness of Task-Based Language Teaching Instructions Using Microsoft Teams in Writing Recount Text at SMAN 1 Beber

This study used an effective strategy to help students in improving their writing skills. The strategy was Task based language teaching using Microsoft team that will make students more flexible for learning process. Besides, this study aimed to explain the planning, the practice, the result of the students’ assessment, and the effectiveness of task-based language teaching using Microsoft Team in teaching writing recount text at SMAN 1 Beber. The researcher used a sequential explanatory mixed-method that displays a descriptive analysis of quantitative data and an in-depth understanding through qualitative data. It was modified from the perception theory of Creswell (2014), the instrument used in qualitative and quantitative were observation, interview, questionnaire and test that support the quantitative data. The study subjects were X grade students of SMAN 1 Beber, which consisted of 144 students. The result of the test showed that the students this strategy was effective to improve students' writing skills. In this case, the researcher planed in implementing TBLT strategy were: chosen the familiar topic, explained the task phase and gives clear instruction, then ask them to prepare themselves to do oral presentation in front of the class. Besides, researcher implemented TBLT with some activities and roles. There were Plan a trip, Problem- solving, and Text Making. After learning process by implementing TBLT using Microsoft teams the students can follow and improve their results in writing skills. In which from 144 students, 84 students (59%) in low category, 46 students (32%) in medium category and 14 students (9%) in high category. Furthermore, the use of TBLT and Microsoft Team are very useful for teachers and students in teaching- learning process. It can be seen from the students’ writing test. The percentages are from 144 students, 18 students (13%) in low category, 121 students (84%) in medium category and 5 students (3%) in high category. Keywords: Microsoft Team, TBLT, Recount Text.

The Effect of TBLT (Task-Based Language Teaching) on Chinese Students' English Language Proficiency

Task-Based Language Teaching (TBLT) is a language teaching method centred on accomplishing specific tasks. This paper summaries the application methods of TBLT in the process of teaching English in China. TBLT can solve the problems of this students' lack of opportunities to use language in real contexts and insufficient comprehensive language skills. However, TBLT also produces some negative impacts in the process of English teaching in China, and this paper also puts forward some methods to deal with them, hoping to provide some references and insights for the reform of English education in China.

Effects of task-based language teaching on functional adequacy in L2 writing

Task-based language teaching (TBLT) has generally been reported to enhance second language (L2) writing on linguistic features such as complexity, accuracy, and fluency. The research on how it influences pragmatic dimensions, however, has been scarce. Drawing upon a pretest-posttest design, this study investigates the potential of TBLT in pragmatic development in Chinese high school students’ English writing. Eighty Chinese senior high school students from two parallel classes participated in this study over four weeks. One class as the experimental group received TBLT writing instruction while the other class as the control group maintained the traditional product approach of writing teaching. Pragmatic outcomes were assessed in terms of functional adequacy (i.e., content, task requirements, comprehensibility, and coherence/cohesion) with functional adequacy rating scales. Results showed the salient effects of TBLT in helping students become more functionally adequate in English writing. In particular, it promoted the content, task requirements, and comprehensibility of students’ writing. The coherence and cohesion performance in writing, however, did not demonstrate considerable improvement. Intriguingly, a significant correlation was identified between students’ English proficiency and the coherence/cohesion dimension in their written texts. The study highlights the effectiveness of TBLT in facilitating L2 writing performance from the perspective of pragmatic dimensions and emphasizes the importance of developing students’ pragmatic writing ability. These findings have significant implications for Chinese high school English writing instruction.

The Effect of Task-based Language Teaching on Speaking Skill

The goal of Task-Based Language Teaching (TBLT) is to assist learners in acquiring a subconscious understanding of the language, allowing them to engage effortlessly and spontaneously in communication. The present study aimed to investigate the students' attitudes towards the impact of group oral presentations on the improvement of their speaking skills. Specifically, it employed a task-based approach to teach technical English to second-year architectural engineering students at Cihan University-Erbil. Data for this study were collected through the use of a survey questionnaire. The students' feedback revealed a positive attitude towards group oral presentations and their active participation in speaking activities. However, the teachers' observations indicated that there was no notable improvement in the students' pronunciation skills. They were unable to enhance the grammatical precision of their presentation either. Generally, this approach motivated them to take part in speaking activities more.

Effect of tasks on learners’ understanding of collocations and its influence on the writing performance of L2 learners

The present study determines the effects of Task-Based language teaching (TBLT) on the writing proficiency and collocational ability of second language (L2) learners who were enrolled in a Pakistani government college. Learning collocational vocabulary is essential for second language learners. Collocations are also crucial for learning a second language especially at the advanced and intermediate levels. The objective of the current study was to determine how collocation knowledge affected the writing abilities of advanced second language (L2) learners. Tasks are the primary instructional technique in the current study and their effects on learners' knowledge of collocations in college students' narrative essay writing were assessed using a range of communicative and awareness-raising task-based materials. Writing samples were collected at the beginning and end of the study to assess the writing abilities of second language (L2) learners. The interviews with participants were used to conduct a thematic analysis using the qualitative technique. Two teachers evaluated the writing sample and were interviewed. The assessors' observations from the interviews on language content, organizational skills, lexical range, use of target language and mechanics were considered while analyzing the impacts of the teaching strategy and collocation use. The data analysis revealed a considerable improvement in the students writing and collocation knowledge.

Application of TBLT (Task-based language teaching approach) in English teaching in junior high schools and universities

Task-based Language Teaching (TBLT) offers a student-centered approach that encourages meaningful interactions and authentic language use, aligning with the growing emphasis on communicative language teaching. Researching TBLT can contribute to improving English language teaching practices by exploring innovative instructional methods. Thus, through literature review, this paper provides an overview on the application and effects of TBLT in English language education in middle school and university settings. In addition, the demerits of TBLT are also analyzed to provide a critical view and suggestions. This paper aims to examine the rationale for researching TBLT in English language teaching, discuss the research methods employed, outline the main themes explored, and emphasize the importance of such research.

The Effectiveness of Task-Based Language Teaching in Pronunciation Skills of Elementary Students

This study aims to examine the efficacy of Task-Based Language Teaching (TBLT) in improving the pronunciation abilities of children at the primary level. The research focuses on a significant but relatively unexplored area within language education. The research utilizes a pre-test and post-test approach, leveraging the Azure AI platform for pronunciation evaluation, with a cohort of 7th-grade participants. The Task-Based Language Teaching (TBLT) intervention has been shown to substantially improve several aspects of pronunciation, including accuracy, fluency, completeness, and prosody. The results emphasize the practical implications for language educators and curriculum designers and the need for specific pronunciation teaching, especially at the primary school level. The paper proposes including several assessment methodologies while also recognizing the dependence on the Azure AI platform. The study continues by highlighting the significance of further research, encouraging inquiries into implementing Task-Based Language Teaching (TBLT) in various linguistic settings, with varied groups of learners, and over prolonged periods. This study is a valuable contribution to the existing body of knowledge on language teaching approaches by providing valuable insights into the potential of Task-Based Language Teaching (TBLT) for improving pronunciation skills in primary school.

A STUDY OF KUNMING NO.3 MIDDLE SCHOOL STUDENTS’ PERCEPTIONS ON TASK-BASED LANGUAGE TEACHING (TBLT) APPROACH IN THE ENGLISH CLASSROOM

The research investigates how students perceive the effectiveness of task-based language teaching (TBLT) in the English classroom at Kunming No. 3 Middle School in Yunnan, China. Data was collected through questionnaires and interviews. The results show that students at Kunming No. 3 Middle School have a moderate perception of their engagement, performance, and overall experience with the TBLT approach in their English classroom. They recognized the practicality of TBLT and its benefits, such as increased motivation, better communication skills, and improved listening and speaking abilities. Additionally, they appreciated the opportunity to apply what they learned in real-life situations. However, some students mentioned that TBLT could be improved in terms of reading abilities, learning strategies, the time-consuming nature of tasks, difficulties in group work, and the limited focus on grammar. The findings suggest that TBLT can be more effective by implementing specific pedagogical implications, providing students with a comprehensive and valuable language learning experience

The Effects of Task-Based Language Teaching on EFL Learners’ Speaking Performance

In spite of the current needs for human resources with the ability to communicate using English, most of Vietnamese learners still have many difficulties in speaking after a long time of study. In order to tackle this issue in English education, Task-based Language Teaching (TBLT) was strongly recommended by the Ministry of Education and Training with the aim to shift the educational view to a more supportive and efficient perspective for learners’ communicative competence. In this context, the study was conducted to explore the effects of TBLT on EFL students’ speaking performance. This quasi-experimental research was carried out on 60 participants from a hospitality college in Ho Chi Minh City. The students in the experimental group were instructed with TBLT for eight weeks while those in the control group were taught with a conventional method. The research data were gathered via two instruments of tests (pre- and post-test) to measure the students’ speaking performance before and after the treatment, and a questionnaire to discover their attitudes towards the implementation of TBLT. The analysis and interpretation of research data were conducted thanks to the use the software SPSS. Particularly, pre-test and post-test scores of the two groups were compared in terms of mean values with the employment of an independent samples t-test. As for the questionnaire, mean value and standard deviation of each item were calculated and interpreted. The findings indicated that TBLT significantly improves the students’ speaking ability and they have positive attitudes towards its employment in their speaking classes.

The Effect of Task-Based Language Teaching on Grammar of EFL Adolescent Learners

Many pedagogical studies have concentrated on the problem of task-based language education and its impact on the English learning and teaching process. The process of teaching and learning English, including grammar, has been facilitated and improved as a consequence of Task-Based Language Teaching (TBLT). The aim of the current study is to determine how task-based language education affects students’ understanding of grammar. Over the course of eight weeks, it was studied by 70 students in the 12th grade. Students initially take a pre-test to gauge their proficiency and determine if the experimental and control groups are homogeneous throughout the process. The study, particularly the grammatical structures education procedure, is launched when it is discovered that the students’ pre-test results did not produce any conclusive conclusions.A post-test is administered to learners at the conclusion of the instructional process to determine whether or not the differences between the pre- and post-test findings are relevant. The experimental students’ knowledge of grammar improves dramatically as a result of TBLT. In this study, task-based language education in grammar instruction produces more significant outcomes than conventional language teaching methods.

Impacts of Task-Based Activities on Learners’ Grammatical Acquisition and Motivation at Dong Nai Technology University

The study aims to measure the effect of Task-based language teaching on grammatical achievement and the motivation of EFL learners at Dong Nai Technology University. The research will conduct a quick grammar test to administer 48 students at the school to achieve this goal. After sitting the test, the learners will undergo a 6-week course applying task-based language teaching. Before the treatment, one certified instructor-made grammar test about the learning units will be encompassed as the pre-test. Furthermore, a motivation questionnaire will be carried out in this group at the research's beginning and end. Afterward, the learners will learn through the treatment, which is learning through the implementation of Task-based language teaching. After six weeks of treatment, the group will take the same teacher-made grammar test as the post-test. After that, the writer will analyze the data through paired sample t-test. The results demonstrated a significant difference between the pre-test and post-test in the student’s performance on grammar acquisition and the enhancement in learners’ motivation. Based on the findings of this research, it is believed that task-based language teaching can be used in English classes to enhance learners’ grammar achievements and motivation among Vietnamese university learners.

Multicultural Education in Foreign Language Teaching: Task-Based Approach

The aim of this paper is to propose a methodological framework for incorporating multicultural education into foreign language teaching using a task-based approach. The paper presents three objectives for achieving this aim: (1) investigate the role of multicultural education in foreign language teaching (FLT); (2) examine the effectiveness of task-based approach in promoting intercultural competence and understanding in FLT; and finally (3) provide recommendations for the integration of multicultural education into FLT in Ukraine, based on the findings of this study. The study presents a literature review of the role of multicultural education in foreign language teaching, which emphasizes the need for learners to develop intercultural competence alongside language proficiency. The effectiveness of task-based language teaching (TBLT) in promoting intercultural competence and understanding is also discussed, with several studies suggesting that TBLT can be an effective approach for promoting intercultural competence among learners. The findings discuss a study conducted in Ukraine, which investigated the integration of multicultural education into foreign language teaching using a task-based approach. The study found that incorporating multicultural education into TBLT can enhance learners' intercultural competence and understanding, as well as their motivation to learn the language. The paper brings to light several recommendations for the integration of multicultural education into foreign language teaching in Ukraine and other countries, including the use of authentic materials and tasks, the promotion of collaboration and interaction among learners from different cultural backgrounds, and the incorporation of reflection activities into the curriculum. In conclusion, it is proposed to consider a methodological framework for incorporating multicultural education into foreign language teaching using a task-based approach. The study findings suggest that TBLT can be an effective tool for promoting intercultural competence among learners, and that the integration of multicultural education into TBLT can enhance learners' motivation to learn the language. The recommendations provided can serve as a guide for foreign language teachers in Ukraine and other contexts who wish to incorporate multicultural education into their language teaching practice.

How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)

This commentary focuses on three methodological concerns regarding Bryfonski and McKay’s (2019) meta-analysis of existing works on the effectiveness of task-based language teaching (TBLT). These are (1) loose inclusion criteria, (2) oversimplified outcome effect size calculation, and (3) neglect of influence of moderators. To rectify these issues, we conducted a new meta-analysis to build on the strengths of their work while correcting some flaws by aiming to afford more rigorous and valid insights for education practitioners, researchers, and decision makers. While Bryfonski and McKay (BM) reported a strong positive effect ( d = 0.93), our results point to a more modest effect of TBLT on second language achievement ( g = 0.61). Different from BM’s claimed four moderators of the main effect (i.e. program region, institution type, needs analysis, and cycles of implementation), our meta-regression results indicate that only sample size and teacher-as-researcher suffice to account for the heterogeneity of the effect sizes. Given the reduced number of acceptable primary studies, our revised results should be interpreted with caution.

The Effects of Task-based Vocabulary Instruction: A Case Study at a Center for Vocational Training and Continuing Education

The effects of task-based language teaching (TBLT) on English as a Foreign Language (EFL) learners’ vocabulary learning have been well-recognized. However, few studies on the topic have been conducted in the Vietnamese context, and there is a scarcity of research that examines how learner proficiency levels impact the effectiveness of using such a teaching approach. The current study addresses these gaps by using a quasi-experiment on a sample of 70 EFL learners at a center for vocational training and continuing education in Vietnam to investigate changes in learners’lexical knowledge following TBLT vocabulary lessons and their perceptions of TBLT instruction. Quantitative data came from learners’ scores on the vocabulary pre and posttests, while qualitative data were semi-structured interviews among a subsample of 12 students. Main findings include learners’ improved performance on the vocabulary posttest and their overall positive feelings about the implementation of TBLT instruction for vocabulary lessons. However, low-achieving learners expressed reservations about the effectiveness of TBLT on their vocabulary acquisition due to time constraints and lack of confidence when doing tasks in vocabulary lessons. Pedagogical implications are accordingly presented at the end of the paper.

A Summary of The Effectiveness of The TBLT Approach in Improving Speaking Fluency

The summary was based on a journal article about a case study that was implemented in a high school at PUNIV-Cazenga for eight weeks to test the effectiveness of Task-based Language Teaching (TBLT) in oral speed and fluency. The research showed that the approach could develop the students’ speaking abilities not only in the speed of their speech but also in the aspect of grammatical accuracy.

TASK-BASED LANGUAGE TEACHING: AN EFFICACIOUS AND INNOVATIVE APPROACH TO DEVELOP SPEAKING SKILLS AND FLUENCY OF ESL STUDENTS

The present study investigates the effectiveness of task-based language teaching’s (henceforth referred to as TBLT) effectiveness on speaking skills’ development (grammatical competence) and improving the fluency of ESL grade VIII (13-14) students in a private school of Karachi, Pakistan. The study used a quasi-experiment with a single intact group of 32 female students. The data for this study was gathered using pre-and post-tests which were analyzed statistically by comparing mean scores received by the paired sample t-test through SPSS. The results showed significant improvement in the speaking skills i.e., grammatical competence (grammar, vocabulary and pronunciation) and fluency in speaking. The results revealed that TBLT is an innovative and effective strategy for teaching speaking skills and fluency to the ESL students as it motivated students and built their confidence. The findings of the study suggest that the English language teachers may opt for the TBLT approach in the classrooms for teaching speaking skills and fluency as it can bring significant improvement in their speaking skills. The study may have implications for curriculum designers as they can consider including this approach in the textbooks so that students can efficiently improve their language skills, be it grammatical or speaking skills.

THE EFFECTIVVENES OF TASK-BASED LANGUAGE TEACHING TO TEACH SPEAKING SKILLS

This study aims to find out the effectiveness of task-based language teaching to enhance speaking skills. It applied a method to teach speaking skills in SMK NW Darul Abror Kuta in Central Lombok. The research objectives are to know whether tasks-based language teaching is effective in teaching students speaking skills at ten-grade SMK NW Darul Abror Kuta in the academic year of 2020/2021. The research was conducted in six meetings, the first meeting was given a pre-test and the second meeting until the fifth meeting for giving treatment with the descriptive text material, and six sessions to give a post-test. The researcher uses Quasi-Experimental Design. The population of the research was 127 students. The researcher used random cluster sampling to take the sample, and the samples of this research were eleventh-grade students of XI B as an experimental group that would be taught by using task-based language teaching and XI D as a control group would be taught by using the direct method. In experimental group consisted of 29 students, while the control group consisted of 30 students. The data was taken by test and analyzed by independent t-test. The mean score of students in the experimental group taught using Task-Based Language Teaching is 66.38. In the control group, the mean score of students taught using the direct method is 60.3. The results of t-test computation, to was 3.079 while tt with the degree of freedom 57 in the level of significance 0.05, therefore, towas higher than tt. It means the alternative hypothesis is accepted; Task-Based Language Teaching is Effective to teach speaking skills.

Task Design of Task-Based Language Teaching in College English – A Case Study on Criticism: Don’t Take It Personally

Task-based language teaching (TBLT) is a new English teaching method, in which teachers design specific tasks before classes, and students then acquire knowledge as well as develop their communicative competence and English proficiency by completing these tasks in class. In the whole process, the most important thing is task design in that it will directly affect the implementation and effect of TBLT if the teacher is unable to handle the task design properly. This paper aims to discuss on how to design better tasks to achieve the objective of helping students develop their communicative competence by taking Text A (Criticism: Don’t Take It Personally) of Unit 7 (Interpersonal Relationships) in the 21st Century Practical College English (Book 2) as an example under the concept of TBLT.

The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis

Introduction. This systematic research synthesis investigated the effectiveness of Task-based language teaching interventions on L2 writing performance of intermediate level students. Objective. The main aim was to determine the effects of independent variable manipulations of task-based language teaching on different modes of writing measured holistically and by means of CALF constructs. Methodology. The integration of qualitative and quantitative data was carried out by means of a systematic literature search and retrieval of published articles from 2010 until September 2011. Substantive and methodological features of the studies were coded and compared for the identification of commonly used practices and trends within the Task-based language teaching and L2 writing research domain. Results. The results indicate 3 major types of task-based interventions: TBLT framework, task complexity manipulations and task planning conditions have prevailed as treatments. Task complexity treatments have had beneficial effects on measures of fluency and lexical complexity while strategic planning and planning time also favored fluency in L2 writing. In turn, TBLT framework lesson treatments yielded large effects measured as Cohen’s d. Conclusion. In spite of the wide variety of treatment conditions and outcome measures for different modes of L2 writing, support is given to the importance of the pre-task cycle stage management of TBLT for intermediate level learners.

Examining the Skill in Writing Descriptive Text Among Indonesian Learners of English: The Effects of Task-Based Language Teaching (TBLT)

This study aims to examine the learners’ skills in writing English descriptive text by employing The Explanatory-Sequential (QUAN-QUAL) research method. The data collection instruments were Writing Tests and Interview. The written tests were given in the form of pre and post-test to reveal the effect of Task-Based Language Teaching (TBLT) on improving the learners’ English writing skills. Interviews were held to confirm factors affecting the students’ skills in writing English descriptive texts. 27 learners of MA Madani Alauddin Pao-Pao, Gowa were purposively selected to participate in this study. The results reveal two things namely: The first, there is a statistically significant difference between mean scores of the experimental group (64.85) and the control group (55.03) in the test result after the treatment (post-test). The value according to Student's t-test confirms it: t = 5,846; p < 0,001. This result supports the effectiveness of employing Task-Based Language Teaching (TBLT) as a method in teaching English writing skills. The second, the interviews indicate that there are 5 determinants affecting the learners’ skills in writing English descriptive texts, i.e. Learners’ Interest, Teacher’s Strategy, Teacher’s Media, Classroom Environment, and Learners’ Learning Strategy. Our results revealed that using TBLT has led to significant increases in the students’ skill in writing descriptive texts. We believe, our findings could have a profound impact on the way English writing is taught around the world. Therefore, English language teachers should provide more opportunities to learn this method to enable them apply it in their English pedagogy.