Task-based Language Teaching Approach Research Articles

Pre-Service English as a Foreign Language Teachers’ Perceptions of Task Based Language Teaching for Higher Education Programs in Mexico: Methodology of a Case Study

Pre-Service English as a Foreign Language Teachers’ Perceptions of Task Based Language Teaching for Higher Education Programs in Mexico: Methodology of a Case Study

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.

Voices Unheard: Enhancing English-Speaking Skills among Technical Learners at Industrial Training Institute by Implementing Task-Based Language Teaching

ITIs offer practical training in various technical trades, which enables students to enter the workforce faster than other traditional degrees. However, graduates from ITIs often need better communication skills to advance in their careers, leading to stagnant pay scales. To tackle this issue, a study was conducted to improve English-speaking skills among ITI students by implementing a task-based language teaching approach. A true experimental design was used for this study. The sample consisted of 76 ITI students who were randomly assigned to two groups: control (n=38) and experimental (n=38). Technical learners were given ample opportunities to practice their English-speaking skills and receive instructors feedback. The study showed significant improvement in the student’s ability to communicate professionally. This study suggests that incorporating task-based language teaching into the ITI curriculum can significantly benefit students by enhancing their employment prospects and potential for career growth. Since the allocated tasks replicate the practical training, technical learners perceive them as readily achievable.

Augmenting Freshman Rural Engineering Students’ Interaction in English Language using Task Based Language Teaching (TBLT)

Abstract— Today’s engineer constantly delivers on both national and international work fronts which gives interaction in English language a key role. This requires teachers to work on their interaction abilities especially for the students who come from rural background. It has been observed that rural students find it difficult to get acclimatized and comfortable with the usage of grammatical concepts in real time situations. This observation necessitates researchers to cater to the needs of these students through proper pedagogical interventions for continuous improvement. Over the years many researchers have used many theories and approaches to enhance interaction skills of rural students but these studies have given temporary solution. Here lies major lacuna thus the current study focuses on how rural freshman engineering students’ interaction can be augmented with the Task based language teaching approach. TBLT is an approach that emphasizes the learning of language through the completion of meaningful tasks. It is based on the belief that language is best learned when it is used to complete a real-world task. It provides students with immersive and engaging learning environment and promotes the practical and effective use of language in real-life situations. The study uses quantitative research approach. A sample of 35 rural freshman students of Technological University is obtained and analyzed. Based on the Pre-Intervention Test and the Post-Intervention Test the results reveal that TBLT strongly augments rural students’ interaction in English language using CEFR’s Common Reference Levels: Self- Assessment Grid. After the intervention, students were requested to evaluate their performance using the assessment grid once again. Encouragingly, there was a clear indication of improvement in their self-assessment outcomes. Keywords—Interaction; Engineers; Pedagogical Intervention; Task Based Language Teaching.

과업기반 수업을 활용한 초등영어 요청화행 지도의 효과

The purpose of this study is to investigate a task-based language teaching (TBLT) approach to teaching pragmatic competence for EFL elementary English learners focusing on requests. A series of 15 task-based lessons was developed to teach requests to 6th-grade English learners for eight weeks. In terms of choosing target request expressions, various request expressions were initially extracted from the English curriculum and textbooks and additional request strategies were added. Three target tasks that require request expressions were designed, incorporating pragmatic social variables such as power, distance, and imposition. Each task differed in terms of difficulty and complexity. Students’ pragmalinguistic competence and sociopragmatic competence were evaluated using a discourse completion test (DCT) as pre- and post-tests. Rating criteria, assessing pragmalinguistic and sociopragmatic competence, were also developed and two raters evaluated the learners’ pragmatic production on DCT items to ensure inter-rater reliability. The findings revealed that the TBLT approach was effective in teaching EFL elementary school students’ request competence in terms of both pragmalinguistic and sociopragmatic components. We discuss potential challenges and directions in teaching pragmatic competence for elementary school students in Korea.

The increase of writing proficiency within task-based language extended writing integrating self-regulated learning and technological facilitation

This research dives into the complex world of improving writing skills using Task-Based Language Teaching approach (TBLT). It looks at the details of writing skills for intermediate-level students, focusing on the combination of self-learning strategies and the use of technology. Using modern teaching ideas, the study points out the difficulties students face when trying to improve their writing skills. It outlines the important features of good writing, which include clearness, logical order, good grammar, and the ability to engage readers. In addition, the study points out specific skills that are important for good writing, such as understanding grammar, organizing ideas, creating content, and understanding the writing process. The research also highlights the important role of TBLT in improving writing skills. TBLT's focus on real-world tasks and communication-based learning environments is seen as key in improving language skills, including writing. The study looks at how TBLT aligns with self-learning principles, showing its potential to help students control their own learning process, increasing their motivation, engagement, and ownership. The study also emphasizes the significant impact of technology on teaching writing within TBLT. The combination of the digital tools within TBLT creates an environment that encourages self-learning and proficient English creative writers.

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.

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. 

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

A glimpse of the potential of task-based language teaching in fostering effective communication (on the example of the topic Mood Food)

It is a matter of common fact that the modern world is becoming more and more globalized. The desire of students to become multilingual is clear and justified. Without any doubt, those who are fluent not only in their mother tongue, but also in other languages will, have higher competitiveness in the labour market. Knowledge of a foreign language, especially English, is an urgent need both for professional and personal growth. It is considered an important component of future professional image. All these prerequisites have given rise to launching an elective course “Communicative English” at Cherkasy State Business College. The offered toolkit can serve as a teacher’s set of resources to foster effective communication related to the topic MOOD FOOD. The analysis of top current trends in teaching ESL proves that Task-Based Language Teaching (TBLT) will continue to dominate classrooms. The material is designed in accordance with TBLT approach facilitating students’ engagement in meaningful communication. It presents the combination of TBLT with the other educational approaches such as authenticity, gamification of learning, cultural awareness, creativity, collaboration, inquiry-based learning. The presented tasks and activities enable a teacher to create a learning environment rather than just a classroom inspiring students and having better outcomes.

Modelling plurilingual instruction through a crosslinguistic-communicative task sequence

Abstract This study aims to bridge the gap between ‘communicative’ and ‘plurilingual’ approaches, by providing a means for teachers to integrate learners’ plurilingual repertoires when teaching an additional language (Lx). We developed a model of crosslinguistic instruction embedded within the task-based language teaching approach. It consists of a 4 stages task sequence: input-based task, crosslinguistic consciousness-raising task, output-based task, and recap of the sequence. An iterative process of field testing and analysis (Harvey & Loiselle, 2009) allowed us to refine the model: researchers in-depth analysis (functional field test), implementation of the model in Lx classrooms (empirical field test) and experts assessment (second functional field test). Participant perceptions and evaluations provide an overview of their appreciation of different aspects, which lead to the current version of the model.

Digital mind mapping as a pedagogical tool to support the student’s business plan writing performance

The article presents a study focusing on using Digital Mind Mapping (DMM) by students to develop a business plan concept and enhance their ability to plan and organize a new business roadmap. In line with the task-based language teaching approach and Ellis's framework for designing task-based lessons, the study investigates the students' practices of creating meaning and their reflections on using DMM. The research consists of three main stages: pre-task, during-the-task, and post-task activities. Twenty-three students enrolled in a Business English course participated in the study, and qualitative data, including business plan diagrams, student-created business plans, and reflection sheets, were collected and analyzed. The findings reveal that the students reflected positively on their experience with DMM, as the task stimulated their active participation, exploration, autonomy, and engagement throughout the writing process. This study contributes to the existing literature on task-based language teaching by examining the effectiveness of Digital Mind Mapping in facilitating students' business planning and organizational skills. Additionally, it provides insights into exploring the long-term impact of utilizing DMM in various language learning contexts and investigates potential strategies for optimizing its implementation in business English courses.

Research on the Reform of Translation Teaching for English Majors by TBLT under the Background of AI

With the continuous development of society and the changes of the times, English has gradually become one of a fundamental requirement for talents. As the cradle of cultivating talents, colleges and universities play a pivotal role in educational reform. In the new era, the development of modern information technology demands English teaching to maintain innovation and keep pace with the times. The task-based language teaching approach is used in the translation teaching for English majors in colleges and universities to explore a new mode of English teaching. In teaching, by allowing students to complete the corresponding target tasks, develop students' ability to comprehensively use information, and promote the effective cultivation of students' English translation ability, thereby improving students' English cross-cultural level and translation ability. College English teaching should prioritize the cultivation of students' practical translation ability. Therefore, based on the characteristics of task-based language teaching, artificial intelligence technology is introduced into English translation teaching for English majors to assist in completing tasks using intelligent translation, so as to realizing a new model of student-centered English teaching. Taking English translation teaching as an example, this paper discusses how to reform the translation teaching for English majors in colleges and universities under the new situation of artificial intelligence application in the field of translation.

Improving the reading proficiency of mature students through a task-based language teaching approach

Background: Mature age admission at universities is increasing rapidly all over the world and Ghanaian universities, both private and public, are no exception. The language proficiency of the admitted mature students, especially in reading, is often low, which affects their comprehension abilities and academic work.Objectives: The purpose of the study was to evaluate the effectiveness of a task-based language teaching approach to improve the reading proficiency of mature students.Method: An intervention using a designed instructional model was undertaken with a group of mature students. Control groups were included and instructed through the traditional mode. The study used a convergent parallel mixed-methods design, with pre and post-tests, interviews, and observations. The quantitative data were analysed using t-tests in combination with effect sizes, and the qualitative data were analysed through content analysis.Results: The results showed that the mature students who participated in the intervention obtained higher post-test scores than the control groups. The improvement in their reading proficiency as shown in the test results was statistically significant, with large effect sizes. The qualitative data supported the findings of the quantitative data and provided further insight into the improvement of the experimental group. For example, frequent feedback, an enabling classroom environment, motivation, and collaborative learning were some of the factors that emerged as contributors to the experimental group’s improved post-test results.Contribution: The research has been beneficial in providing an alternative teaching pedagogy for mature students.Conclusion: Based on the findings, recommendations are made for the use of an adapted task-based language teaching approach for improving the reading proficiency of mature age students.

Research on Technology-Mediated Task-based Teaching Approach in Oral English Teaching based on the Chinese Context

Task-Based Language Teaching (TBLT) offers great pedagogical value in oral English teaching. However, various challenges have been encountered in China, a common phenomenon of silence in speaking classes is still serious. Thus, implementing TBLT may not effectively foster language processing and conversational interaction in China. However, with the application and development of network technology, many scholars have conducted research on this, proving that combining Task-Based Language Teaching (TBLT) with technology can significantly help learners' oral input and output, and provide rich ways to enhance learners' speaking performance. Therefore, this study aims to synthesis TBLT approach and technology to explore technology-mediated task-based language teaching (TMTBLT) application to strengthen oral English teaching in China.

Exploring Task-Based Approach in Learning Mandarin as a Foreign Language

Task-based language teaching (TBLT) focuses on performing meaningful tasks in a target language. This quantitative study investigates how the TBLT approach can be applied to teaching of Mandarin to Malay students through real-life interactions with native Mandarin speakers. 31 participants were purposely selected from a public university in Malaysia to perform specific tasks such as shopping, dining and bargaining with native Mandarin speakers. The study used a survey adapted from Ellis (2009). The survey has 6 sections. Section A has items on demographic profile, section B has 7 items on natural language use, section C has 8 items on learner-centeredness, section D has 7 items on focus on form, section E has 7 items on communicative tasks and section F has 7 items on rejection of traditional approaches. The findings show that Malay students responded positively to the 5 features of TBLT suggested by Ellis (2009). They used language naturally, were learner-centered, sometimes form-focused and comfortable with real-life, non-traditional context. TBLT can improve learners' communicative competence and increase their knowledge of the target language. The findings also help teachers to improve teaching strategies and materials. Future research could focus on exploring more task-based activities, target groups and conducting experimental study.

Saudi EFL University Learners’ Perspectives on Using Task-Based Language Teaching in Promoting Opinion Essay Writing

The fundamental aim of this study is to investigate Saudi EFL university learners’ perspectives on using the task-based language teaching (TBLT) approach to improve opinion essay writing in the College of Science and Arts in Tanumah, King Khalid University. The study was conducted during the second semester of the academic year 2021-2022. To collect data, the study uses a questionnaire and tests as primary tools. The population of the study covers all third-level EFL university students in the aforementioned college. Thirty students are randomly chosen and then they are divided into the control group (CG) and the experimental group (EG), each of which consists of 15 students. The participants in the CG learned how to write an opinion essay by employing traditional teaching methods based on the structure of the textbook. In contrast, the participants in the EG learned how to write an opinion essay by implementing the task-based language teaching approach, which is based on the TBLT framed by Wills (1996). The post-test analysis reveals that the implementation of TBLT has significantly improved the opinion essay writing of Saudi EFL university learners. In addition, the analysis of questionnaires of the experimental group shows that most Saudi EFL university learners hold positive perspectives towards implementing TBLT to improve their opinion essay writing.

Ideating task‐based designs for special education learners

AbstractThe task‐based language teaching (TBLT) approach has long drawn data from general learners and developed theories on the basis of those data. In this article, the author explores how to adapt TBLT materials for learners with special educational needs (LwSENs) who have difficulty learning, thinking, and communicating. TBLT conceptualizes proficiency‐oriented targets differently than SEN, which emphasizes remedial teaching methods. Using visual images and textual definitions, this study probes special educators' ideal learning tasks, a method derived from phenomenology, which studies things in the world by studying people's perceptions of them. Visuals and texts as eidetic tools enabled the researcher to collect data of perception from nine core participants, which showed their excitement and trepidation regarding using tasks to teach. Results showed that special educators preferred project‐like tasks with game plans and goal‐oriented outcomes and were pessimistic about the possibility of developing a fully proficiency‐targeted approach for teaching LwSENs. Their preference for simple materials may contradict the expectation that the TBLT approach will produce high‐quality outputs among LwSENs. As a means of closing these knowledge gaps, this article responds to the special educators’ task design ideas and proposes solutions for developing appropriate materials.

On the similarities of slaying dragons and ordering food: A proposition for using a Task-Based Language Teaching Approach for playing Tabletop Role-playing Games

Background: Given their potential for language learning, TRPGs can become effective teaching tools when implemented through a pedagogic framework. Aim: To demonstrate how TRPGs and task-based language teaching could align in theory. Methods: Theoretical comparison combined with script data from a student project and exemplification through three adventures. Results: TRPGs and TBLT align in several aspects theoretically, which few projects and pedagogic plans suggest. Conclusion: To maximize the learning benefits, it is suggested to combine research in a rather fast-headed joint action-research program.

Critical Thinking Skills in Elementary School Learners and the Task-Based Language Teaching Approach: A Systematic Literature Review

This paper constitutes a literature review to explore the concepts related to the task-based language teaching approach and critical thinking; this way, it would be possible to clearly understand what they are and their roles in the learning environment. Education stakeholders are tasked with seeking best practices to optimize education while helping students think critically and learn holistically. Therefore, from a qualitative perspective, the researcher analyzed articles and documents that allowed describing the position of different authors on the proposed topics. In addition, the context of the educational system was investigated to describe its current state and the difficulties it faces, since 2018, education had faced obstacles in the way content is taught and skills practiced. Therefore, it is highly relevant to analyze the learning environment, the importance of tasks, the role of the teacher, the role of the student, and critical thinking. As a result, this paper can function as a basis for a deeper analysis and an open discussion among stakeholders about the importance of developing CTS in young learners.