Implementation Of Task-based Language Teaching Research Articles

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.

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.

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.

The Implementation of Task-Based Language Teaching to Develop Students’ Grammar Accuracy

This research aims to find out; (1) whether task-based language teaching can develop students’ grammar accuracy; and (2) whether the implementation of Task-Based Language Teaching can develop class condition in grammar class of the second-grade students of English Department of Universitas Harapan Bangsa. The method used in this research is classroom action research. It was conducted in two cycles from October to December 2021 at the first-grade students of English Department of Universitas Harapan Bangsa. The research result shows that the use of Task-Based Language Teaching can develop the students’ grammar accuracy. The students succeed to make sentences in various tenses with correct form and meaning. The results of all cycles conducted as follows; the average score of post-tests in cycle I is 64, and post-test in cycle II is 73. The class condition also became better since the method was applied. They are more active joining the learning process. They applied the language rules they learned communicatively in the spoken and written forms. This condition made them aware of their ability to use the standard language in the communication. In conclusion, task-based language instruction can improve the classroom environment and the students' grammar proficiency. Both the academic performance and the learning environment of the students are benefited by this approach.

TASK-BASED LANGUAGE TEACHING IN VIETNAM: RESEARCH TRENDS, FINDINGS, AND IMPLICATIONS

It is widely assumed that task-based language teaching (TBLT) has been effectively applied in EFL contexts. In Vietnam, abundant research has been implemented to examine its effects on English proficiency as well as to identify perceptions and attitudes of both teachers and learners towards using this approach in classroom contexts. This paper aims to synthesize trends in research on task-based language teaching in the context by reviewing results extracted from a corpus of 60 studies. Key aspects like effects, challenges, teacher/learner perceptions and attitudes were selected for analysis and synthesis. The results revealed that the research tended to focus more on production skills than receptive skills, and that the implementation of TBLT was reported to cause challenges for teachers, while learners tended to hold positive attitudes toward the approach. Based on the research findings, some lessons were drawn for pedagogy and future research. For successful TBLT implementation, it is suggested that teachers are informed of the effects, engaged in reflections and that exams should be shifted towards communicative competence assessment. Future research could increase sample size and treatment duration, and especially address the challenges teachers, as the main agent, encounter in implementation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

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.

Role of task-based language teaching (TBLT) in enhancing students’ speaking skills in English as a second language.

This qualitative research paper investigates the impact of Task-Based Language Teaching (TBLT) on ESL students' speaking skills. Data is collected through semi-structured interviews, classroom observations, and document analysis of course materials. The study finds that TBLT has a positive impact on students' speaking skills by providing them with opportunities to use English in realistic and meaningful contexts, promoting fluency, accuracy, and interactional competence. However, the study also highlights challenges such as students feeling overwhelmed or anxious when completing TBLT tasks, especially when working in groups. The need to balance task demands with the need to use correct grammar and vocabulary is also noted. Overall, the study supports the effectiveness of TBLT in enhancing students' speaking skills in ESL, but acknowledges the importance of addressing challenges associated with TBLT implementation.

Unlocking Fluency: Task-Based Language Teaching (TBLT) in Tertiary Speaking Classes - Insights from Bangladeshi Teachers and Students

This research delves into the perceptions of teachers and students regarding the implementation of task-based language teaching (TBLT) in tertiary education, with a specific focus on the teaching of speaking skills in a private university setting in Bangladesh. Employing qualitative analysis, this study engages with ten students and two English instructors through semi-structured interviews and classroom observations to understand their viewpoints on TBLT practices and the methods employed by instructors. The findings reveal a positive reception of task-based language teaching, particularly in the context of speaking classes, where it is perceived to enhance the overall learning environment. Both teachers and students express a favorable view of TBLT, emphasizing its effectiveness in promoting language acquisition. The study suggests that the successful implementation of TBLT in speaking classes is contingent upon the instructor's comprehensive understanding of task-based language instruction, influencing their application of expertise within the classroom setting. This research contributes valuable insights into the dynamics of TBLT in tertiary education in Bangladesh, shedding light on its impact on speaking instruction. The results underscore the significance of instructors' proficiency in task-based language instruction, emphasizing its potential to positively shape the language learning experience at the tertiary level.

Implementation of Task-Based Language Teaching Approach in Pakistani University Classrooms

This research involved the impact of the implementation of task-based language teaching (TBLT) in Pakistani university classrooms. The study analyzed the effects of TBLT on learning four basic English language skills: listening speaking, reading, and writing. A case study was designed to evaluate the effects of TBLT on learning language skills at the university level. Pre-test and post-test were conducted to analyze the differences between experimental and controlled groups of students. T-test and ANOVA were applied by using Statistical Package of Social Sciences (SPSS) 2.0. to analyze the quantitative data. Integration of four language skills while conducting the tasks, excited the student interest, and resulted in better outcomes. Students improved their listening, reading, and writing skills more significantly as compared to speaking skills. The results were quite similar in both control and experimental groups with minor differences in speaking skills. The implementation of TBLT in language classrooms at the university level addressed the fundamental needs of the students and nurtured a conducive environment for learning language skills with understanding.

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.

University Lecturers’ Task-Based Language Teaching Beliefs and Practices

The present study aimed to investigate the beliefs and practices of task-based language teaching (TBLT) among lecturers in English as a foreign language (EFL) at technical universities in Vietnam. A total of 136 lecturers completed the questionnaire and seven of whom participated in semi-structured interviews. Findings indicated that the lecturers had positive views toward the TBLT approach and showed a willingness to use it in their classrooms, although they also shared notable challenges related to the technique. The results also showed significant differences in understanding of TBLT among lecturers with different years of experience; however, years of experience and qualifications did not affect the lecturers’ views on or implementation of TBLT. The study offers several implications for better understanding and more effectively implementing TBLT approaches in the classroom.