Task-based Teaching Research Articles

Learning Basic Grammar Using Task-Based Learning: A Perspective on Analyzing Online Media Text

This paper displayed the perspective on analyzing online media text using task-based learning in learning basic grammar. The data were collected for 6 months through observation, interview and questionnaires from July to December 2018 in IAIN Tulungagung. It involves 45 Indonesian undergraduate students who were taking English Basic Grammar with online media text. The data was analyzed using a descriptive qualitative approach. The finding revealed that the students got experience of using online media text as learning basic grammar medium. Their perspectives on analyzing online media text using task-based learning are various (not interesting, passive in the learning process, low interest in reading, tend to rely on friends, and difficult to analyze the online text). Furthermore, their’ perspective of using task-based learning in learning Basic English Grammar can be categorized into five types: the act of acquring strategy, the experiencing process, the process of acquiring benefits, the pupils’ responses, and evaluating their performance. It also reported that some benefits of task-based instruction strategy in teaching learning Basic English Grammar can be ability to deep understanding the materials, having good cooperation, having the ability to memorize, managing the time effectively, identifying the kinds of grammar part, and increasing the communication abilities. While the disadvantages of task-based learning in learning Basic English Grammar through analyzing the online media text included having difficulties in analyzing, not being used to with the learning model, getting bored and uncomfortable with the strategy, and being burdened with the task.

Task cues lead to item-level backward inhibition with univalent stimuli and responses.

Backward inhibition may aid our ability to switch between tasks by counteracting the tendency to repeat a recently performed task. Current theory asserts that conflict between tasks during performance plays a key role in inducing the effect. However, a study by Costa and Friedrich suggests that backward inhibition might occur without this type of conflict being present. To better understand the mechanisms underlying backward inhibition, we investigated the roles of between-task conflict, task-based instructions, and task cues. Experiment 1 tentatively supported the view that conflict between tasks is not necessary for backward inhibition to be present, and suggested that either the use of task-based instructions or the provision of specific task cues might be sufficient to generate the effect. Experiment 2 ruled out task-based instruction as a likely cause of backward inhibition in this context. Experiment 3 showed that the provision of task cues was sufficient to drive a significant backward inhibition effect, but only when stimuli and responses (as well as tasks) repeated. Overall, these results indicate that between-task conflict during performance is not necessary for backward inhibition to be applied, and that task cues have a key role in generating the effect.

TBL, Self-assessment, and Use of ICT: A Methodological Option to Benefit the English Learning Process in a Colombian University

For more than 10 years, English teaching and learning approaches at Politecnico Grancolombiano were based on traditional methodologies with noticeable prevalence of deductive learning and summative assessment. In 2017, we surveyed students and teachers to analyze this panorama, and more than 500 responses shed light on the lack of motivation most of them had in their English learning and teaching processes. As a result, through a qualitative research project, we implemented the task-based teaching and learning approach in our English classes, featuring formative assessment, the use of information and communication technologies, and encouraging self-reflection moments for students to raise awareness of their learning process. The objective of this project was to identify the real benefits of these methodological changes in our programs, and to ensure triangulation, we used different data collection instruments such as journals, artifacts and surveys. It was found that task-based lessons offer students innovative, creative and real opportunities to learn English in and out of class. As well, students’ motivation and awareness of their learning process increased due to formative assessment routines. As for teachers, it can be concluded that these methodological innovations helped them plan more dynamic lessons and evidence students’ progress. Regarding Information and Communication Technologies (ICT), it was evident that it played an important role in teachers’ and students’ engagement. However, it revealed that it was necessary to strengthen technological skills and to guarantee the conditions to implement it.

Communicative Language Teaching (CLT) through Role Play and Task-Based Instruction

This research focuses on several aims, first whether Communicative Language Teaching (CLT) through Role Play and Task Based Instruction best implemented in English learning process in STIE Madani Balikpapan.Second it aims to prove whether Communicative Language Teaching (CLT) can improve students’ English skill based on TOEFL score. Third, it aims to find out students’ perception about the implementation of Communicative Language Teaching (CLT) in English learning process in STIE Madani Balikpapan.It is a combination of quantitative and qualitative research in which survey, experiment, and interview are done related to the aims of the research. The sample is 37 students from two classes that took English Practice/TOEFL subject in academic year of 2019-2020. The result stated that Communicative Language Teaching (CLT) is best implemented through role play and task based instruction.CLT helps students to better achieve their TOEFL score since there is an increase between the pretest and the post-test. Through the use of Communicative Language Teaching (CLT) approach in class, students feel they have interest more in learning English, do not feel afraid in making mistake again because they know they are still learning, and it helps them better in communication. Communicative Language Teaching (CLT) is a better promising way of learning English since in which students are practicing English as if they are using it in real situation.Further suggestion is that to make use of this approach in classroom activities and encourages students to actively participate in each activities, whether in classroom or outside the classroom.Â

Getting Closer to Authenticity in the Course of Technical English: Task-Based Instruction and TED Talks

Authentic materials, if appropriate to the learning situation, might turn the classroom environment into a more engaging place, where motivation might be generated through the performance of meaningful tasks. This article describes how a Text-Based Instruction approach can provide the basis for the design of an ESP syllabus based on relevant, varied and engaging tasks to enhance authentic language use among engineering undergraduates. The design of these tasks mainly draws on TED Talks that are specifically technological and connected to engineering undergraduates, as the talks develop novel and thought-provoking ideas which are interesting and personally meaningful and relate to different engineering fields. These tasks are specially designed to enable students to carry out a process of talk deconstruction through the analysis of distinct discourse and linguistic features specific to the spoken genre of TED Talks. This analysis ultimately aims at the eventual construction of students’ oral presentations. Oral presentations can be conceived as an activity that approximates the real world and future workplace of engineering undergraduates, and in consequence, promotes students’ instrumental motivation.

Understanding EFL Learner Agency in Collaborative Activities : A Case Study in a Taiwanese English Course

Although language learner agency has recently gained attention in the field of applied linguistics, the concept of language learner agency remains predominantly theoretical based; empirical studies in EFL classroom settings centering on this topic are scarce. Furthermore, task-based teaching in language classrooms has gained popularity, yet studies on how tasks are implemented and in which students exert learner agency are understudied. Through audio recordings of group activities, class observations, and interviews with student focus groups, the purposes of this study were 1) to illustrate how a wordless picture book project was designed and implemented in a Taiwanese English course with 31 students, and 2) to explore how the college learners approached and what they did in the collaborative tasks. Situating this work within the conceptualizations of agency as action-oriented endeavors, it revealed that the students exerted learner agency by co-constructing and developing a deeper understanding towards the story content through peer discussions. They self-initiated actions by employing their own resources and self-monitored their Mandarin and English in order to achieve the task objectives. The study also confirmed the learner agency was shaped by the specific communities of practice they engaged in. Based on the results, pedagogical implications will be provided.

An Analysis of How to Improve the Effect of Task-based Teaching Method in Tertiary School English Teaching

The paper analyzes the concept of task-based teaching method and its advantages in tertiary school English teaching, and focuses on how to effectively improve the English teaching effect of tertiary school through task-based teaching method for reference.

Application of TBLT in Primary School Classes--A Case Study of the Fourth Primary School in Awati County

As a national event, education is important issue, which has an influence on thousands of generations. How to teach students to learn knowledge and apply it at the same time has turns out to be a challenging work for numbers of teachers. To solve this problem, some inspiration could come from a method founded in 1980s, which is also called Task Based Language Teaching. As its key characteristics, TBLT makes students learn the knowledge through using the knowledge. In particular, taking execution and communicating interactively are explored as the method to achieve the language learning. This paper investigates the application of the TBLT in the Fourth Primary School in Awati County of Xinjiang. Problems existing in the implementation process are revealed and the underlying causes are analyzed. The results of this study can provide reference for other teachers to use task-based teaching method in the future.

Échange implicit-explicit: Une nouvelle exploration d’enseignement des langues par l’approche actionnelle : Un exemple de Le Nouveau Rond-Point

Task-based teaching method has been put forward since 1980s. It has the advantages and disadvantages such as learning by doing, students’ active participation, personalized curriculum and also difficult control of implementation and measurement standards, etc. Accompanied by disputes and doubts, it has experienced a period of popularity in foreign language classes. With the development of information technology and more convenient access to knowledge, cross-cultural communication has become more frequent, and the requirements for foreign language proficiency have also changed. Today, the first two decades of the 21st century are coming to an end and we advocate innovative awareness and cultivate innovative ability. We will explore how foreign language knowledge and ability can be embodied in the task-based classroom through explicit-implicit conversion mechanism under the framework of internalization-externalization.

Learning corpus linguistics tools and techniques to cope with the current challenges of audiovisual translation

ABSTRACTRecurring expressions and idiolectal speech patterns are often used by the scriptwriters of sitcoms to portray the personality of some of the characters. These expressions, which in many cases end up becoming popular, are so significant that they need be kept in the translated versions of these series. A corpus-based script analysis method that detects these recurring expressions and idiolectal speech patterns semi-automatically has been successfully tested in a professional environment. It has also been piloted in a translation classroom twice in the form of a task-based teaching unit consisting of four tasks: a preliminary task, two analyses or pre-translation tasks and one final translation task. In this article we: (1) describe typical AVT trainer profiles; (2) comment on publications dealing with corpus-based AVT training; (3) explain a corpus-based script analysis method designed to optimise time, effort, resources and coherence when translating multi-season series; and (4) present the corpus-based teaching unit, including task sheets and a tutorial, plus the results of a questionnaire study carried out after the implementation of the method described.

IMPROVING ENGLISH SPEAKING ABILITIES OF ESL LEARNERS THROUGH COMMUNICATIVE TASK-BASED INSTRUCTION

Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that gener-ally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversa-tion tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.

The Effects of Task-based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral Communication Ability of Thai Undergraduate Nursing Students

The growth of Thailand’s medical tourism industry has inevitably made English oral communication skills become increasingly important to Thai medical personnel, especially to nurses who have to act as medical mediators between doctors and patients. Thus, in order to prepare nursing students for their future career, it is necessary that English teachers find a way to help students improve their oral communication ability. Thus, in this study, as a means to overcome the students’ difficulties in learning English and to enhance their English oral communication ability, the task-based instruction using a digital game in a flipped learning environment (TGF) was developed by integrating three language learning approaches, namely task-based language teaching, flipped learning, and digital game-based language learning. The development of the instructional framework for the TGF was described first. Then, to investigate its effectiveness in improving the students’ oral communication ability, an experimental study, using a one-group pretest posttest design, was conducted with 23 second-year nursing students at a private university in Thailand for 11 weeks. The effects of the TGF on the students’ oral communication ability were assessed by the participants’ pre- and post-test. The finding revealed that the participants’ average post-test score was statistically significantly higher than their average pre-test score (p < 0.05), indicating that the TGF was successful in enhancing the students’ oral communication ability. Lastly, the factors contributing to this success were discussed.

Pengaruh Literacy Skills dan Task-Based Instruction terhadap Intelectual Skills Siswa Tingkat Dasar

In a society that is changing, schools cannot provide intellectual costs from items of special knowledge for lifelong use. The shift that must occur in the content of teaching is a change from emphasis mainly on certain knowledge items that may soon become obsolete, into changes with intellectual skills that can be applied to a broad and mostly unexpected list of tasks and situations. This study aims to: 1) Assess Literacy skills and task-based instruction influencing students 'intellectual skills 2) Assessing Literacy skills and task-based instruction influences students' basic level of intellectual skills. This research is a type of survey research, namely research conducted using a questionnaire as a research tool. The purpose of survey research is to provide a detailed description of the background, traits, and characteristics that are typical of the case will be made into a general matter. In this study the object was a fifth grade student at SDN Kauman II with 15 students and SDN Kauman III Ngoro Jombang with 13 students. The method of sampling in this study is that this study uses a census system because all elementary level students are sampled. Data analysis using multiple linear regression with the help of spss v. 20. The results of the discussion can be summarized as follows: 1) Literacy skills and task-based instruction have an effect on students 'intellectual skills 2) Literacy skills and task-based instruction have an effect on elementary students' intellectual skills.

Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0

Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0

Task-Based Approach in Teaching Scientific Translation

To respond to the recent shift in translation teaching from a teacher-centered tradition towards a student-centered approach, this paper seeks to study the application of the task-based approach in teaching scientific translation in the theoretical framework of social constructivism. It proposes that task cycles in translation teaching consist of six stages, namely, pre-task, task, reviewing, analysis, revising and reflection. With an undergraduate translation course— Translation of Specialized English for Electrical Engineering —as an example, the paper examines how the task-based approach can be incorporated into classroom practice in translator training. It is found that task-based teaching can effectively contribute to the cultivation of students’ translation competence. However, as a highly demanding teaching and learning method, the adoption of the task-based approach in translator training can only proceed in an orderly way and step by step.

Task-based english teaching method

Task-based teaching aims at avoiding the teaching method of simply imparting linguistic knowledge in the process of teaching. As far as possible, students can learn and use English through thinking, research, discussion, communication and cooperation, so as to complete their learning tasks. This paper discusses the application of task-based teaching in english teaching. It can provide theoretical and practical inspiration for English teaching, help students master effective english learning methods and improve their language use ability.

Enhancing Iranian EFL learners’ speaking fluency through using task-based activities

This study examined the effects of task-based activities on Iranian EFL learners’ speaking fluency. For this study, 50 Iranian participants were selected from students based on Oxford Quick Placement Test. The selected intermediate participants were then randomly divided into two equal groups: experimental and control. After a pre-test, a treatment was started; in the first session of the treatment, the task of ‘buying’ was given to the participants to be performed in a near authentic context. In the second, the third and the fourth sessions of the treatment, the task of ‘ordering food’, ‘ordering a bus ticket’ and ‘visiting a doctor’ were given to the participants, respectively. The control group did not receive task-based instruction. At the end of the experiment, a post-test for finding their speaking fluency was done. The findings revealed that the experimental group significantly outperformed the control group (p < 0.05). Keywords: Iranian EFL learners, speaking fluency, task-based speaking activities

Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing

The purpose of this study was to compare the effect of content-based and task-based instruction in a critical thinking setting on EFL learners’ writing. Accordingly, 60 female learners out of a total number of 90 intermediate learners studying at a language school in Tehran were selected after taking a piloted sample of the Preliminary English Test (PET) for homogenization prior to the study. Subsequently, they were put into two experimental groups: 30 learners in the content-based teaching group and 30 learners undergoing the task-based teaching treatment. Both experimental groups experienced the two teaching approaches in a critical thinking setting. A sample PET writing was administered as the post-test of the study after 16 sessions of treatment spanning nine weeks. A comparison of the mean scores of the two groups on this post-test through an independent samples t-test revealed that there was no significant difference between the two groups at the post-test. The probable reason for this result together with the pedagogical implications of this study and the suggestions for further research are elaborated extensively in the paper.

The Effectiveness of Task-Based Instruction on the Reading Comprehension Ability of EFL Students at the University of Tabuk

The present study examined the effectiveness of task-based instruction (TBI) in improving the reading comprehension ability of EFL students at the University of Tabuk. In order to conduct this study, 80 EFL students at the University of Tabuk, who have taken Placement Test (TUPT) as a pre-test, were chosen for the study. The participants of the study were selected randomly. The researcher used reading comprehension tasks and Placebo Task (Pre- / Post-test) as the research instruments of the study. The findings of this study revealed that students in the experimental group outperformed students in the control group. Thus, task-based instruction was considered to be effective in increasing the reading comprehension ability. Keywords : Tasks, Language learning development, Reading comprehension, EFL students DOI : 10.7176/JLLL/54-02 Publication date :March 31 st 2019

Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in Intensive Reading Course

Task-based language teaching on the purpose of enhancing students’ communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the researcher’s own teaching practice to explore positive impacts on students’ competences. This is done in the context of both oral presentation and written reports of first undergraduate English major students. The research method consists of semi-structured interviews and a questionnaire with 18 questions pointing to different aspects in the learning and teaching processes, aiming to explore what impacts it has on students’ competence in both second language acquisition and at cognitive level. In this empirical study, all the findings indicate that TBLT applied in Chinese English teaching class is very effective and beneficial for the enhancement of Chinese English learners.