Task-based Language Learning Research Articles

Critical thinking abilities, cognitive reading strategies, and task-based language learning among Chinese EFL learners

Critical thinking abilities, cognitive reading strategies, and task-based language learning among Chinese EFL learners

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.

Developing Multilingual Competence in Future Educators: Approaches, Challenges, and Best Practices

Abstract This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of multilingual competence for future educators. The key findings highlight the need for reforms in teacher training, starting with teaching in the students’ native language, which promotes deep understanding and active participation in the educational process. Serious problems related to teacher resources and training are discussed, as well as the adaptation of teaching strategies to linguistic diversity. The presented results make a significant contribution to the existing literature, offering solutions to improve the effectiveness of multilingual educational strategies and their implications for future teaching practices. The recommendations of this study suggest areas for future research, including the development of comprehensive teacher training programs that will be adapted to the needs of a multilingual educational environment.

Task-in-Process in Breakout Rooms eines aufgabenbasierten Videokonferenzprojekts

This paper explores the transformative impact of digitalization on foreign language education, particularly in the context of Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Focusing on the use of the programmes like Teams with video conferencing capabilities, this study delves into the interactions of student groups in Breakout Rooms (BOR) during language learning tasks. Grounded in the theoretical framework of task-based language teaching (TBLT) and technology-mediated TBLT, the article investigates how four groups of 10th-grade students organise their work processes and implement task-based language learning while completing a creative task. The study addresses a gap in existing research by examining the actual execution of tasks in BOR, offering insights into the dynamics of student collaboration and language use in a technologyenhanced language learning environment.

Online Task-Based Language Learning to Enhance Thai Monks’ Speaking Performance

This research aimed to achieve two main objectives: (1) to assess the learning achievements in online task-based language learning, and (2) to evaluate satisfaction with the utilization of the online task-based language learning model. The study’s population comprised Buddhist monk students from four provinces in Thailand: Chiang Rai, Phrae, Phayao, and Nan. A total of 80 participants took part in a 30-hour English language training program that focused on task-based language teaching (TBLT) implemented through online technology to enhance Thai monks’ speaking performance. Zoom and free online tools such as Pronunciation Checker App were integrated into the TBL learning cycle to deliver this online training. The research process can be summarized four stages consisting of orientation stage, pre-practicing stage, practicing stage, and post-practicing stage. The comparison of learning outcomes before and after the implementation of the instructional model for monks revealed a significant difference in the average scores. The overall score before training was 38.78 (S.D. = 5.85), while the post-training learning outcomes had a higher average score of 47.34 (S.D. = 4.99). The assessment of satisfaction was divided into four dimensions: (1) content and language usage; (2) English instructional activities for monks; (3) teaching and learning process; and (4) development of English-speaking skills. Overall, participants expressed high levels of satisfaction across all four dimensions of the instructional design approach, with a mean rating of 4.49 and a standard deviation of 0.56.

ForeignLanguage Teaching Methods in Task-Based Learning

This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.

Research methods for IDs and TBLT: A substantive and methodological review

AbstractAs part of ongoing efforts to characterize the extent to which tasks and interaction-driven language learning are influenced by individual differences (IDs), task-based researchers have thus far examined variables like learners’ levels of L2 anxiety, motivation, cognitive creativity, working memory capacity, and aptitude. Building on a tradition of prior syntheses in task-based language teaching (TBLT, e.g., Plonsky & Kim, 2016), we carried out a methodological review of the practices used by researchers who have examined learners’ IDs in task-based language learning. We searched journal articles published between 2000 and 2023 and identified 135 unique samples for analysis. Each empirical study was coded for relevant contextual and demographic variables as well as for methodological features related to the investigation of individual differences. We observed that of 30 individual differences investigated in TBLT research over the last two decades, the top five most common were motivation, working memory, L2 proficiency, anxiety, and aptitude. Interesting patterns related to operationalizations, instruments, coding, analyses, and reporting practices. In this paper, we report these results and summarize the most and least common methodological practices, also pointing out gaps and possibilities for future directions. We conclude with recommendations for researchers interested in embarking on empirical investigations of individual differences and TBLT based on best practices.

The potential of task-based language learning (TBL) in an interdisciplinary context

This research explores the implementation of Task-Based Language Learning (TBL) within an interdisciplinary framework to enhance linguistic proficiency and subject-specific knowledge. Emphasizing the value of interdisciplinarity in promoting interaction and motivation, the study advocates for collaboration across diverse disciplines. Task-based learning is examined for its goal-oriented nature and authenticity in replicating real-life scenarios. The research highlights the potential benefits of TBL in fostering linguistic competence, critical thinking, and a holistic understanding of real-world problems. It includes a sample interdisciplinary lesson plan integrating English Language, Mathematics, and Art.

Insights into the Dynamic Relationship between Technology and Task-Based Language Teaching: A Critical Review

The advent of new technologies and educational tools, while undoubtedly exciting, can often lead their being a mere source of entertainment unless their design, deployment and assessment are grounded in the principles of educational and language development. The task-based language teaching approach, along with its theoretical premises in task-based language learning, offers an excellent opportunity to leverage the potential of technological advancements to create an engaging and effective language-learning process. This approach not only produces high-quality results but also instills a sense of validity and importance that extends beyond the confines of the classroom. Task-based language teaching has garnered significant attention from academicians in language education and second language acquisition from the 1980s. Current literature on task-based language teaching highlights its theoretical concepts and real-world application in foreign and second language teaching, which is continually growing. The integration of learning technology into task-based language teaching has the potential to instill confidence and motivation in learners and open a path for them to use their second language skills effectively in real-world situations, which is crucial in the twenty-first century. This analysis aims to examine the relationship between technology and task-based language teaching. It explores how technology affects task-based language teaching and vice versa, while also addressing the difficulties that arise when using task-based language teaching in technology-based contexts. Furthermore, this review illustrates a range of crucial aspects that require attention to further the development of technology-enhanced task-based language teaching.

Critical Thinking Abilities, Cognitive Reading Strategies, and Task-Based Language Learning among Chinese EFL Learners

Critical Thinking Abilities, Cognitive Reading Strategies, and Task-Based Language Learning among Chinese EFL Learners

Digital Teaching Materials Development Containing Environmental Education Using Task Based Language Learning (TBLL)

The Covid-19 pandemic results in unavoidable changes in all aspects of life, including education. This pandemic has led to the opportunity to enter digital learning. This study aims to develop digital learning materials based on Task-Based Language Teaching (TBLT) which contains environmental education for senior high school students. This Research & Development (R&D) was based on Plomp’s development model. Digital learning materials were developed using the i-Spring application and integrated with the LMS Edmodo. The instruments used were questionnaires, observation sheets, and tests. The results of the study showed that digital learning materials were valid, practical, and effective for use in language learning. Besides, the developed model was validated with a self-validation value of 93.12% and an expert validation value of 93.18%. The developed model was tested for its practicality with a teacher practicality value of 93.54% and student validity of 80.62% with the category of very practical. The learning activity score reached 93.33% with the category of very active learning. Based on statistical data analysis, the developed digital learning materials were effective in improving learning outcomes.

How Far Can I Go? Video Project-Based Learning as a Meaning-Making Process to Promote Students’ Speaking Proficiency

Effective learning activities in the classroom that motivate students toward language proficiency should be thoughtfully implemented. One notable method is task-technology fit (TTF), which combines task-based language learning (TBLL) and project-based learning (PjBL). This study explores this intersection through video project-based learning (VPBL). It seeks to understand how VPBL interventions influence students' speaking proficiency, especially in areas of complexity, accuracy, and fluency, while also examining the role of students' self-efficacy and self-reflection. Utilizing a pre-experimental design without a control group, this research was conducted among second-year students of the English Education Program at Universitas PGRI Kanjuruhan Malang in their Speaking course. 37 students participated in a speaking test prompt and answered self-reflection and self-efficacy questionnaires, while 8 students underwent a more detailed interview regarding their VPBL experience. Results showed a general enhancement in speaking proficiency, primarily due to VPBL's unique structure and the student's capacity for self-reflection. Although improvements in fluency and accuracy were noted, there was not significant progress in complexity, indicating that while students utilized VPBL for refining their speaking skills, further efforts are required to advance their linguistic intricacy.

Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development

Learners tend to engage in task-based language learning from behavioural, cognitive, and emotional dimensions, and their engagement has overall positive influences on language development. Recently, digital game-based vocabulary learning (DGBVL) has been increasingly investigated and implemented. However, research remained insufficient on how learners engaged in DGBVL and how their engagement influenced their vocabulary knowledge. Since an in-depth understanding of learner engagement is essential for designing language learning tasks, it appears valuable to research this topic in DGBVL. Hence, we developed a DGBVL programme and conducted a mixed-method study to explore learner engagement therein and its effects on vocabulary development. Fifty Chinese EFL university students participated in the programme, completing pre-post-delayed vocabulary tests, questionnaires and interviews. Their eye movements during DGBVL were collected via a Tobii eye-tracker. The findings indicated learners’ overall active engagement in DGBVL behaviourally, cognitively, and emotionally. The three dimensions of engagement in DGBVL had different patterns, fluctuating degrees, and interdependent relationships. Statistically significant, positive effects of learner engagement in DGBVL were identified on vocabulary development, while engagement from different dimensions had different influences. Based on the results, we analysed the mechanism underlying learner engagement and the interactions among the three dimensions of learner engagement in DGBVL.

Inhaltliche Gamification im aufgabenorientierten Fremdsprachenunterricht (IGAF)

Gamification can be more than rewards. For this study, an application was developed, which conveys the usual content of a Spanish textbook via a detective case in a playful and narrative way. Therefore, approaches of task-based language learning (TBLL), content-based gamification, and storytelling are used. The content-based gamification approach combines playful elements, storytelling, and learning objects. Learning content, such as sociocultural knowledge or linguistic resources, becomes part of a playful setting. Within the design-based research study, the app was cyclically tested with several groups of 7th graders. Qualitative data were collected and evaluated. The results show that this approach leads to a high level of problem orientation. The learners work on the tasks primarily in order to solve the detective case. The virtual space has the potential to promote perspective-taking and immersion processes so that learners immerse themselves in a target language world. Finally, these results culminate in a model for content-based gamification in TBLL (IGAF), which can be used for the development of similar teaching and learning arrangements.

A cycle model of intercultural learning: educating the global citizen

ABSTRACT This article presents a model of intercultural learning that may be used in the planning and implementation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextualisation, and decentering. The article further shows how language learning and intercultural learning may be integrated by combining the Cycle model of intercultural learning with task-based language learning and language learning via chunks and keywords. The argument is illustrated by results from an action research project carried out in Denmark in the school year 2021/2022. Thematically, the project draws inspiration from The UN Global Goal 11: Sustainable cities and communities, and addresses students of English, German, and French in grade 8 (15-year-olds). In this article, the focus is on one of the English classes, but the article concludes with reflections on the relevance of all languages.

Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non- and Users of iPad

Can a Virtual Task-Based Language Learning Environment Enhance Pre-Service Teachers’ Performance? Comparing Non- and Users of iPad

The influence of task complexity and task modality on learners’ topic and turn management

Abstract Peer interaction is examined as an important indicator of performance in task-based language learning. However, little research has explored learners’ interactional competence under the influences of task factors. This study investigates the effects of task complexity and task modality on learners’ interactional competence in terms of topic management and turn management. Four tasks were designed – written-simple, written-complex, oral-simple, and oral-complex – and 40 Chinese EFL learners completed them in counterbalanced sequences. The results showed the significant influences of task complexity and task modality on learners’ topic and turn management. Task modality and complexity interactively influenced learners when they were expanding on topics in the role of the current speaker. Considering the cognitive demands of increasing complexity and differences between the two modalities, this paper discusses the implications of the findings for developing L2 interactional competence in speech- and text-based interactions.

Facilitating EFL learners’ willingness to communicate amidst the pandemic: a digital storytelling-based online flipped learning approach

ABSTRACT Purpose: This mixed-methods study proposed a digital-storytelling-based (DST-based) online flipped learning approach during the pandemic, and investigated its impact on EFL learners’ willingness to communicate (WTC) and their perceptions of the approach. Design/methodology/approach: A 16-week quasi-experiment was carried out in a college English course at a comprehensive university in Chinese mainland. A total of 69 EFL learners were recruited from two intact classes and assigned to either an experimental (the DST-based online flipped learning approach) or comparison (the online flipped learning approach) group, in order to explore the effects of the DST-based online flipped learning approach on learners’ WTC. The quantitative data were obtained from the learners’ WTC questionnaire. Then, semi-structured interviews were conducted in order to gauge the students’ perceptions of the different learning approaches. Findings: The quantitative results demonstrated that the experimental group outperformed the comparison group in terms of WTC at the end of the experiment. Thematic analysis of the qualitative data also lent support to the contribution of this DST-based online flipped learning approach in terms of boosting their English speaking confidence and encouraging more meaningful interaction and collaboration with others. Originality/value: Findings from this study offer insights into integrating the DST-based online flipped learning approach as an instructional implementation of technology-enhanced task-based language learning (TETBLT) in COVID/ post-COVID times. Pedagogical suggestions for EFL instructors and researchers are also provided, which would be significant for improving EFL learners’ communication skills and would enable them to become more capable and globalized citizens in the twenty-first century.

Building translation competence of translation students through supporting courses: A suggested writing course at the university level

Building translation competence is an issue of key concern to translation programmes at university level. To achieve this objective, a host of factors should be considered. This study aims at suggesting a writing course which is supposed to be a supporting course to the major ones on practical translation at the Department of Translation, College of Languages, University of Duhok in Kurdistan Region of Iraq. The study dealt with the problem of teaching the writing course among other courses with no relevance to the building of translation competence. To design a relevant writing course, the study posed two questions which are related to the reason behind teaching writing in the department in the first place and how this course should be taught. The researcher defined her writing course objective through examining the department’s mission, vision, and objectives, as well as institutional and non-linguistic constraints. The approach decided on is Task-Based Language Learning together with its theory of language and theory of learning. The study also tackled the instructional design in terms of syllabus, types of learning, and teaching activities. Finally, the procedure explained how the theoretical issues can be put into actual practice in the classroom. The study questions were answered. Writing is taken to be a supporting course that aims at building the student’s bilingual sub-competence and extralinguistic sub-competence with the ultimate objective of building translation competence with the help of the other major courses on translation.

Developing Task-Based Learning Materials to Improve Students’ Vocabulary Mastery Viewed from Linguistic Awareness

Task-based language learning is an approach that highlights the use of meaningful and authentic tasks in language learning activities. In practical terms, students engage in activities or language tasks that are designed to simulate real-life situations, where they must use the language to complete the task. This approach demands that teachers design learning materials in accordance with task-based learning frameworks. Among the linguistic aspects that have been considered as having a dominant effect on language teaching is linguistic awareness. Therefore, the present study aims to develop task-based learning materials for teaching vocabulary in EFL classrooms for 11th-grade students in secondary high schools, viewed from the perspective of students’ linguistic awareness. This study employs the 4Ds (Define, Design, Develop, and Disseminate) study method. The data collection comprises two types of data, namely qualitative and quantitative data. The quantitative data are analyzed using statistical methods, while the qualitative data are analyzed using techniques such as data condensation, data display, and drawing conclusions. The outcome of this study is an English vocabulary learning material based on task-based language learning activities for high school students in Central Lombok. The task-based learning material is designed based on the syllabus, student needs, school conditions, and level of ability that the researchers have previously analyzed, ensuring that the resulting product is in line with the students' and English teachers' needs.