Implementation Of Task-based Language Teaching Research Articles

Implementing Task-Based Language Teaching in Saudi EFL Classrooms

This study explored the implementation of task-based language teaching (TBLT) in English as a foreign language (EFL) classrooms in Saudi Arabia. Data were collected from 60 EFL teachers using a demographic information questionnaire, lesson description prompts, reflective journals, and a semi-structured interview. The findings revealed that the teachers generally held positive beliefs about TBLT and recognized its effectiveness in developing language skills through meaningful, contextually rich tasks. These beliefs were clearly reflected in their instructional practices, which emphasized student-centered and collaborative learning. Factors such as the teachers' educational background, ongoing professional development, and institutional support had a positive impact on TBLT implementation. However, challenges such as alignment with traditional examination requirements, large class sizes, and insufficient resources were noted. The study concludes with pedagogical recommendations and suggestions to further explore best practices for effective and widespread implementation of TBLT.

Empowering Chinese high school students: Transformative reading lessons with the task-based learning approach

This essay investigates the implementation of the task-based language teaching (TBLT) approach in Chinese high school English as a Second Language (ESL) reading lessons. Despite China’s Ministry of Education’s endorsement of TBLT, its application in the Chinese language classroom remains challenging due to factors such as traditional examination systems and teachers’ limited knowledge of TBLT principles. Drawing on the author’s experience as an English teacher, the project aims to explore how TBLT can be effectively integrated into ESL reading instruction. The objectives include explaining the main characteristics of TBLT, identifying issues in the Chinese EFL context, providing rationales for TBLT use, and constructing three reading lesson plans that adopt the TBLT approach. The lesson plans, which incorporate authentic materials and a variety of tasks, are designed to promote fluency in reading for information and to develop students’ awareness of real-world issues. The essay concludes that TBLT, with its learner-centered and goal-oriented nature, can enhance motivation and engagement in language learning, and that it is particularly suitable for contexts where students are preparing for overseas studies and need to develop communicative skills and creativity. The project also emphasizes the critical role of teachers in facilitating TBLT lessons and the need for ongoing professional development to support the effective implementation of TBLT in Chinese EFL teaching.

A Reaction Paper: Task-based Language Teaching in a Local EFL Context

This reaction paper provided a detailed summary and reflection on the implementation of Task-Based Language Teaching (TBLT) in a local EFL context based on Liu and Ren s (2021) research. It highlighted various aspects, including the understanding of TBLT among Chinese university teachers, obstacles faced in adopting TBLT, roles of teachers and students, curriculum design, difficulties in implementation, and implications for improving TBLT in the Chinese EFL setting. The paper began with an introduction to TBLT and the methodology used in the research, which involved semi-structured interviews to understand teachers perspectives on TBLT. The findings were divided into sections focusing on teachers and students roles, implementation of TBLT, difficulties faced, and implications for improvement. The reflection delved into the criteria for TBLT tasks, emphasizing the need for tasks to focus on meaning while integrating form and meaning effectively. It discussed the challenges teachers faced in designing tasks and assessing students performance within the TBLT framework. The reflection also touched on the need for ongoing professional development and autonomy for teachers in curriculum design and assessment. The conclusion acknowledges the potential of TBLT to enhance language learning but calls for ongoing support and training for teachers, alongside institutional backing in curriculum development and assessment strategies. This paper underscores the significance of adapting TBLT to fit the local educational settings and suggests directions for future research and practice in the context of Chinese EFL education.

Grammatical Skills Development of Bangladeshi Students through Task-Based Language Teaching

The research aims at exploring whether the implementation of Task-Based Language Teaching can improve students’ grammatical skills and will furthermore investigate its feasibility as a teaching approach. A first year class of English Department at Bangladesh Army University of Science and Technology (BAUST) was used and an action research was carried out. Hence, the study targets to use Task-Based Language Teaching (TBLT) in the communicative grammar learning environment using various meaningful reading tasks. The research problem in this research is the poor scores of students’ grammatical mastery observed in the pre-test. The research paper is based on the use of simple present tense. The focus of this study is the use of TBLT which is believed to guide students to experience communicative grammar learning with various meaningful and pragmatic tasks in the grammar class. The research findings revealed improvement of grammar skill for the students that have at least an initial level of grammatical competence, but no difference was detected for the students of no grammar competence, indicating the need for further investigation. Therefore, this research expects to improve not only students’ grammatical mastery but also the need for better classroom condition and overall skill development.

Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions

Most research on task-based language teaching (TBLT) has focused on specific factors that play a role in task-based performance and learning, whereas considerably fewer studies have paid attention to how TBLT curricula have been developed and delivered in second language (L2) teaching contexts. However, it has been argued that the latter type of evaluative inquiry is crucial in order to advance the educational significance of the approach. While more evaluation studies have been published in recent years, few of them adopt a multi-methodological, longitudinal and cyclical perspective. The current study examines the planning and implementation of task-based instruction in a university-level Spanish as a foreign language program over a five-year period, with a particular emphasis on instructors’ and students’ perceptions about the approach. Data sources consisted of notes from meetings with instructors, classroom observations, students’ perceptions collected through journals, focus groups and questionnaires, and instructors’ perceptions collected through a questionnaire. The qualitative and quantitative analysis of these data revealed critical aspects of the planning phase, positive and challenging components of the approach, modifications made in response to participants’ perceptions, as well as a gradual increase regarding the level of acceptance of task-based instruction throughout the implementation. Implications for the implementation and evaluation of TBLT in other second language educational contexts are discussed.

Exploring Undergraduate EFL Students’ Experiences of Task-based Language Learning in China

Task-based Language Teaching (TBLT) is a frequently used strategy in college English teaching. However, the appropriateness of TBLT in the Chinese context is still under suspicion. To fill research gaps, this research aims to explore the undergraduate EFL students’ experiences of TBLL in a specific university in China. This research has chosen the qualitative approach as the research method to have a in-depth investigation of this issue. The results show that all the participants believe TBLT is effective for English learning compared with traditional teaching methods. However, participants also point out some relevant problems existing in the implementation of TBLT. This research makes some implications for the reform of college English teaching.

Oral Proficiency in Higher Education: A Comprehensive Examination of Task-Based Language Teaching (TBLT) for ESP Students

There have been various conceptualizations about the implementation of task-based language teaching (TBLT) in the context of English language teaching. TBLT has been proposed as a potentially efficacious approach for instructing English as a second language (ESL) in Asian settings, such as Indonesia. The present study aimed to investigate the optimal implementation of TBLT for higher education students in ESP classrooms. A cohort comprising seventy ESP students pursuing a degree in the Accounting Study Program participated as research subjects. This research used a descriptive quantitative research method. The results show that the implementation of TBLT into the teaching of speaking skills resulted in beneficial result concerning students in ESP classrooms. The findings of this study indicate a statistically significant increase in the mean scores of oral English proficiencies among students enrolled in English for Specific Purposes (ESP) courses, as seen by the comparison between pretest and post-test scores. This study can be implemented by providing opportunities for students to engage in spoken language practice rather than learning sessions primarily focused on the explicit instruction of grammatical rules and ESP students’ comprehensibility. This study can be applied in TBLT approach in the ESP classroom setting for comprehensibility in EFL students' oral English.

Task-Based Supplementary Materials Design for English Learners’ Reading Skills

This study aims to design and develop supplementary materials using the Task-Based Language Teaching (TBLT) approach to improve students’ reading skills. The study focuses on the students’ needs analysis of the reading skills in the Comprehensive English (CE) course at one university in China. Then, the supplementary materials are designed and developed based on students’ needs. Following the ADDIE model, this study utilized Design and Development Research (DDR). The research was carried out in three phases: needs analysis, design and development, and implementation and evaluation. Sixteen first-year English education students were selected through a purposive sampling technique. By employing a qualitative approach, the research involves the design of the TBLT supplementary materials, followed by data collection through focus group interviews, classroom observations, and students’ feedback. Preliminary findings suggest that using the TBLT supplementary materials positively meets the students’ needs for reading skills, including learning objectives, teaching procedures, teaching activities, and supporting resources to the textbooks they use. However, they are unsatisfied with the formative assessment in reading instruction. This study underscores the importance of developing supplementary materials aligned with TBLT principles to promote effective English reading teaching at a university in China. Future research is needed to explore the long-term effects of TBLT implementation on students’ language development that supports successful language learning in various educational contexts.

Teachers’ Beliefs and Practices: The Implementation of TBLT in Indonesian Higher Education

Task-Based Language Teaching (TBLT) has emerged as a trend in numerous countries. TBLT provides a contextualized and student-oriented approach in the EFL classroom that enables students to develop language skills that are relevant to a variety of real-life contexts. However, there is limited research on TBLT beliefs among teachers in Indonesian higher education. This study explored at two English language teacher beliefs concerning the implementation of TBLT in higher education in Indonesia, as well as the contextual factors that impact their beliefs. Qualitative research using a narrative inquiry approach was used to provide descriptive data about the teachers' experiences in task-based language teaching (TBLT). Data were collected through semi-structured online interviews and analyzed using thematic analysis. Based on the data analysis, it emerged that teachers' beliefs are instrumental as they influence their teaching approaches and practices related to TBLT. Teachers who believe in the effectiveness of TBLT tend to be more active in implementing it in their teaching. The results also showed a gap between teachers' beliefs and knowledge about TBLT. In addition, contextual factors such as curriculum, social relationships between teachers and students, and institutional support also influence the successful implementation of TBLT in EFL classrooms.

Chinese EFL teachers’ understandings and implementation of task-based language teaching

Abstract Across China, English language teaching curricula have advocated for task-based language teaching (TBLT) for more than 20 years. Yet, there is reason to believe that practice varies widely. As such, this multiple case study sheds light on two Chinese teachers’ understandings and implementation of TBLT in a public primary school in Chongqing, southwest China. Data collection consisted of eight semi-structured interviews and eight classroom observations. Data were analyzed using qualitative content analysis. The analysis indicated that the teachers had basic understandings of TBLT, but their teaching was incongruent with its principles. Few tasks were observed in their lessons. Three main factors affected the teachers’ implementation of TBLT: (1) classroom management issues; (2) preparation and teaching resources; and (3) the teachers’ own tacit reluctance.

The Role of Teachers and Learners in TBLT

This paper deals with the implementation of TBLT in the classroom. This research discussed the role of teachers and learners in TBLT to improve their ability. The problem statement in this research is how the writing abilities of the students before and after giving Task-Based Language Teaching (TBLT) work among the students with different phases of task activities. Task-Based Language Teaching (TBLT) is an approach that uses tasks as the primary element of planning and instructing in language teaching. In recent years, there has been an increase in interest in Task-Based Language Teaching (TBLT) because TBLT is an interesting task activity that enhances students’ learning process. Learning is a method of active learning that involves multiple levels of acquaintance at the same time. Task-based language teaching is a learner-centred approach. TBLT advocates the shift from teacher-dependence to learner independence and provides authentic materials.

Can TBLT Be a Remedy for EFL Writing Anxiety? Towards Better-Quality Writing Output

This exploratory practice study addresses the puzzle of EFL writing anxiety experienced by pre-service teachers. To decipher the puzzle, probe its likely causes, and propose solutions, we conducted an exploratory study with a group of 37 first-year, preservice teachers at the Higher Institute of Human Sciences of Medenine (HIHSM), Tunisia, using a task-based language teaching (TBLT) approach as a potential remedy for the puzzle. Data were gathered via (a) a student needs analysis on the challenges encountered while doing writing assignments, (b) our reflections on the design and implementation of a TBLT lesson plan, (c) a student satisfaction survey on the TBLT experiment, and (d) students’ writing assignments. Our findings show that a TBLT-inspired writing sequence boosted students’ enthusiasm, motivation and self-confidence, lessened their anxiety, and improved their writing quality. The implementation of TBLT was, however, not without challenges.

Beyond Traditional Approaches: Exploring Task-Based Language Teaching (TBLT) and its Impact on Bangladeshi University Students’ Academic Writing Performance

This qualitative case study explores the influence of Task-Based Language Teaching (TBLT) on the writing proficiency of third-year undergraduate students at a university in Bangladesh. Utilizing interviews and focus group discussions involving 10 participants, the research delves into both the experiences and challenges encountered during the implementation of TBLT for enhancing writing skills. In accordance with existing scholarship, the outcomes demonstrate the transformative effects of TBLT on participants' writing abilities, highlighting the collaborative aspects of TBLT tasks and their contribution to authentic language learning experiences. Challenges identified encompass difficulties in task comprehension and time constraints, aligning with broader discussions on task-based methodologies. The study underscores the pivotal role of educators in the successful integration of TBLT and observes a notable shift in participants' writing approaches toward more communicative and purposeful expression. The identified challenges emphasize the significance of context-specific considerations when implementing innovative language teaching methodologies. In conclusion, this study contributes to the ongoing discourse on the efficacy of TBLT in diverse educational settings, emphasizing the necessity for tailored approaches to maximize its effectiveness.

Review of the effects of Task-based Language Teaching on EFL learners’ speaking performance: What remains to be researched?

Given the research trend on task-based language teaching (TBLT), several reviews have been conducted on its effects. However, no review has explored specific skills. This study aims to review previous studies with a focus on the improvement of EFL learners’ speaking performance. The main purpose is to reveal a gap for future study. Using the systematic review approach, we selected 25 qualified studies from different databases. Results showed that TBLT implementation promoted both general speaking and speaking components (i.e., complexity, accuracy, and fluency). Most of the studies either employed or adapted Willis’ model. The present study suggests that future research could explore the comparative effects of various task-based methodological options. Moreover, the text-driven approach to task design and implementation can be further researched to enhance EFL learners’ engagement and speaking performance.

Task-Based Language Teaching based on Audiolingual Method to Promote Students’ Speaking Achievement

This present study was an attempt to examine whether a task-based language teaching based on audiolingual method improves students’ speaking achievement and to examine which aspect of speaking improves the students’ speaking achievement most. This research was conducted to 34 computer and network engineering students of the eleventh grade of SMK Ma’arif Sindang Ayu by using purposive sampling. The data were analysed quantitatively. The result presented the value of sig. (2-tailed) = 0.000 < α=0.05. as well as t-value= 14.606 > t-table=2.042. It means that H0 was rejected and Ha was accepted. It was implied that the implementation of task-based language teaching based on audiolingual method significantly improved students’ speaking achievement. Besides, the aspect of speaking which improved the most was fluency in which had the highest gain score among other aspects of speaking.

Assessing the Efficacy of Task-Based Language Teaching in TESOL Settings

Task-Based Language Teaching (TBLT) is a promising approach to English language teaching that has the potential to enhance English language learning outcomes in Kuwaiti higher education institutions. However, it is important to consider the Kuwait-specific factors that can influence its effectiveness. This study investigated the effectiveness of TBLT in Kuwait and the Kuwait-specific factors that can influence its effectiveness. Data were collected through in-depth, semi-structured interviews with the selected educators. The study involved 12 educators from Kuwait's higher education sector. Participants were purposefully selected based on their experience in TBLT implementation to ensure that their insights and experiences aligned with the research focus. The study's findings suggest that TBLT is an effective approach to teaching English in Kuwait. Students who participated in the study reported that TBLT helped them improve their English language skills in several ways, including improved communication skills, increased fluency and accuracy, developed critical thinking and problem-solving skills, and increased motivation and engagement. The study also identified a number of Kuwait-specific factors that can influence the effectiveness of TBLT. These factors include learner characteristics, teacher perspectives, and curriculum design. It is important to design TBLT tasks that are appropriate for all learners' needs, provide teachers with training and support to help them implement TBLT effectively, and align the Kuwaiti curriculum with the principles of TBLT. The study concludes with recommendations for promoting the effective implementation of TBLT in Kuwaiti higher education institutions. These recommendations include providing TBLT teachers with training and support, aligning the Kuwaiti curriculum with the principles of TBLT, designing TBLT tasks that are appropriate for the needs of all learners, and conducting further research to investigate the long-term effects of TBLT on English language learning outcomes. Finally, the study's findings have implications for educators in Kuwaiti higher education institutions. By understanding the effectiveness of TBLT and the Kuwait-specific factors that can influence its effectiveness, educators can promote the effective implementation of TBLT and enhance English language learning outcomes for Kuwaiti students.

Task-Based Language Teaching: A Pedagogical Approach for Improving English Proficiency: Analysis of Private Schools in Erbil

This research study investigates the relationship between Task-Based Language Teaching (TBLT) and English language proficiency among students in private schools in Erbil, Kurdistan. The study is underpinned by communicative language teaching principles and second language acquisition theories, which emphasize the importance of meaningful communication and contextual learning. The research hypothesizes that TBLT is associated with improved language proficiency, enhanced intrinsic motivation, and increased confidence in using English for real-life communication. The study's findings confirm these hypotheses, demonstrating a statistically significant positive relationship between TBLT implementation and English language proficiency. Moreover, TBLT outperforms traditional teaching methods in fostering language proficiency. The study also reveals that TBLT positively correlates with increased intrinsic motivation, contributing to improved language skills. Contextual learning afforded by TBLT is found to enhance practical understanding of English language skills. Additionally, TBLT enhances students' confidence in using English for real-life communication, a vital aspect of language proficiency. These findings suggest the potential of TBLT as an effective pedagogical approach for enhancing English language education in private schools in Erbil. The study concludes by offering recommendations for the implementation of TBLT and the importance of teacher training, motivational strategies, and long-term impact studies in the context of language education.

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.

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

AbstractThe use of English in international communication has focused scholarly attention on L2 learners’ development of interactional competence (IC), that is, the ability to co‐construct interactions purposefully and meaningfully in specific contexts. Under Hong Kong's bilingual education policy, students mainly learn and speak English in two classroom contexts: (1) English language and (2) English‐medium‐instruction (EMI) content‐area subject lessons, which may contribute to their IC development. This study compared the English‐speaking/learning experiences of students in these two classroom settings in three Hong Kong secondary schools. Task‐based language teaching (TBLT) was the recommended teaching approach in the English language subject in all these schools, but they adopted different medium‐of‐instruction arrangements in content‐area subjects. Their students also had different academic attainments. The investigation adopted a case study approach consisting of a questionnaire and semi‐structured focus group interviews (N = 160). Our findings suggest that students generally lacked opportunities to speak English, regardless of the specific school‐based policies. The higher‐proficiency students were given more opportunities to speak English in group/pair activities both in English language and EMI content‐area subjects. In contrast, the lower‐proficiency students received more explicit teaching of the linguistic forms/structures required in English examinations. The paper concludes by highlighting several critical issues concerning students’ IC development in bilingual education, namely, the effects of English‐medium education on students’ speaking ability, implementation of TBLT, the influence of examinations on teaching practices, and teachers’ role in promoting students’ interactional competence through classroom interactions.

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.