Task Based Language Teaching Method Research Articles

Applying the Task Assignment Method to Teaching Chinese Reading Comprehension Skills at the Basic Stage at Hung Vuong University

In the trend of global integration, Chinese is increasingly proving its important role as an international language, foreign language and culture subject in university programs. Chinese provides students with a new communication tool to absorb advanced scientific and technical knowledge, learn about rich cultural diversity, and easily integrate with the international community. The teaching staff of the Department of Chinese Language and Culture has been using a number of active teaching methods for Chinese Reading comprehension based on two pedagogical perspectives: "learner-centered" and “process-centric”. Among them, task-based teaching method (任务型教学法) is one of the important teaching methods. This is a task-based language teaching method in which instructors guide language learners in completing tasks in class.

Effectiveness of the Task-Based Language Teaching Method in Improving Foreign Language Writing Skills

Background. Foreign language teaching has experienced a shift towards a more task-oriented approach to improving language skills. However, not much research has explored the effectiveness of the Task-Based Language Teaching method in the world of physical education, foreign language education, and elementary school teacher education. For this reason, the Task-Based Language Teaching method is used as a solution to improve the skills of students in physical education, foreign language education and elementary school teacher education. Purpose. This research aims to evaluate the effectiveness of the Task-Based Language Teaching method in improving students' language skills in three different fields of study. Method. This research uses a quantitative approach with a pre-post test experimental design. Results. The results of this study indicate that there was an increase in language skills in the experimental group who received training using the Task-Based Language Teaching method compared to the control group. Physical education students showed improvements in speaking and writing skills, while foreign language education and elementary school teacher education students showed improvements in listening and speaking abilities. Conclusion. The conclusion of this research shows that the Task-Based Language Teaching method is effective in improving students' language skills in various fields of study, including physical education, foreign language education, and elementary school teacher education. Implementation of the Task-Based Language Teaching method can be an effective alternative in enriching language teaching, improving communication skills, and providing a more contextual and relevant learning experience for students.

The Use of Task-Based Language Teaching in Improving Students' Writing Skills at X Grade in SMK Muhammadiyah 2 Bontoala

This study aimed to find out whether or not Task-Based Language Teaching method improve the writing skills of class X AP students at SMK Muhammadiyah 2 Bontoala in terms of grammar and mechanics. The research method used was quantitative with a pre-experimental design. The population in this study were students of SMK Muhammadiyah 2 Bontoala. The number of samples used was 20 students and the sample class were selected using a purposive sampling technique.Based on the results, the pre-test score of students' writing skills in terms of grammar was 65.8 and the post-test score was 81.4. While the Pre-test score of students' skills in terms of mechanics was 64.0 and post-test is 83.0. After analyzed the results of the pre-test and post-test data, the researcher found that in writing skills, p-value (0.000) less than α (0.05), this indicates that the null hypothesis is rejected and alternative hypothesis is accepted.The researcher concluded that Task-Based Language Teaching through descriptive text at SMK Muhammadiyah 2 Bontoala improved students' writing skills. There is a significant difference in students' writing skills in terms of grammar and mechanics with the use of Task-Based Language Teaching methods.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform, society has higher requirements for students’ English skills. The junior high school stage is the best time to cultivate students’ communication skills, however, junior high school English classes are currently still based on traditional teaching as the main teaching method, which only focuses on cultivating students’ reading and writing skills, thus neglecting the training of listening and speaking skills. Despite its evident benefits, the implementation of the task-based language teaching (TBLT) method in junior high school English communication classes is not without challenges. The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process. This gap stems from a variety of factors, including the lack of appropriate resources, insufficient teacher training, and the deeply ingrained reliance on traditional teaching methods. This study will briefly explain the definition and characteristics of the task-based language teaching method, analyze the current situation of junior high school English communication classes, the difficulties of using TBLT in junior high school English classrooms, and the application methods of task-based teaching methods. The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

A Study on the Utilization of OpenAI ChatGPT as a Second Language Learning Tool

In November 2022, ChatGPT was introduced and caused a sensation, gathering 100 million users only within two months. ChatGPT’s capability of generating high-quality sentences demonstrated potential to be applied in a wide range of fields. In this paper, we explore the utilization of ChatGPT as a second language learning tool and scrutinize its suitability. Specifically, we analyzed technical aspects of ChatGPT including its principles, history, and features. We then assessed its ability from two different perspectives: designing course contents and teaching these contents based on Task-Based Language Teaching (TBLT) method. Firstly, we built up a Korean ESL learner persona who is an intermediate level and directed ChatGPT to construct a course for business English writing. Second, we asked ChatGPT to teach business English writing by TBLT method. Although there were areas for improvement, the results were promising, indicating that ChatGPT was able to execute given prompts to act as a language learning tool. By highlighting opportunities and concerns of ChatGPT in the language learning context, this paper implied its potential to create enhanced learning experience by facilitating a supportive learning environment. Further research is expected to investigate its effectiveness in diverse contexts and purposes.

Research on the Use of Task-Based Language Teaching Method in English Language Teaching Based on Big Data 5G IoT Scenario

The state implemented the compulsory education standard for full-time students in 2001, which clearly stipulates that English teachers should promote special language teaching methods, develop comprehensive language use skills, and propose teaching methods such as practice, cooperation, and communication. The task-based language teaching method has become a commonly used method in English teaching, and it is necessary to study the application of task-based language teaching method in English courses and try to apply the task-based language teaching method effectively. This study analyzes the needs of English teaching in the context of big data 5G IoT scenario, new curriculum reform, and theories related to English teaching methods in order to explore new methods of English teaching, verify its feasibility and necessity, and prepare reference materials for future grammar teaching research.

EXPLORING STUDENTS’ EXPERIENCES OF TASK-BASED LANGUAGE TEACHING (TBLT) IN VOCABULARY LEARNING: A NARRATIVE INQUIRY

Task-based language teaching (TBLT) is a learning method that is considered more comprehensive compared to the communicative method which has been considered far more useful in language teaching. TBLT proposes the use of tasks as a main component in language classroom because it provides better context for learners to activate their acquisition process and promote second language learning. The current research compares the growth of students vocabulary knowledge in English. The purpose of this study is to know the students’ experiences of TBLT in vocabulary learning. The qualitative research method used in this study is a narrative inquiry. Data was collected through interviews specially semi structure interview based on interview guideline and data analysis by involving students in the online learning process. The findings provide information about the learning process as well as the advantages of TBLT in vocabulary learning. The interview results show that students in general have a positive attitude toward learning vocabulary through TBLT method. Keywords: Students’ Experiences; Task Bask Language Teaching, Vocabulary Learning

A Study on Task-Based Language Teaching Method in China from 2011 to 2020

Task-based language teaching method is effective in improving students' language ability, learning quality and achieving effective learning, which is widely used in China's classrooms. TBLT research in China can be divided into two stages: the stage of application and exploration of theory (2011-2014) and the stage of improvement and questioning of theory (2015-2020). Although the research on TBLT has been prosperous in recent years, some aspects are still not in-depth. In the future, scholars still need to further develop the theory and the practice of TBLT to improve its local adaptability in China.

Practice and Exploration of College English Teaching Reform-under the Guidance of Task-based Language Teaching

Task-based language teaching refers to a foreign language teaching method that is student-centered and aims to accomplish communicative tasks. In the reform of college English teaching, task-based language teaching is an effective way to stimulate students’ interest in learning and improve their communicative competence and autonomous learning ability. This paper tries to explore new ideas of college English teaching under the guidance of task-based language teaching method, so as to further improve students’ comprehensive English language ability. While fully affirming this new teaching mode, this paper finally puts forward corresponding countermeasures for its limitations.

Fanfiction as an Academic Tool for Advanced Language Fluency: A Study

In this globalized world, a thorough grasp of the English language has mushroomed as an inexorable necessity than an obligation. Traditional language learning is often turning out to be an involuntary process, alienating learners and thereby posing bigger challenges to second language teaching. Given the ongoing diversified technological revolution, an informal user-friendly ambience was created, making learning an uncomplicated and stress-free exercise. Digital platforms aid in several ways for learning languages - such as online language courses and special purpose mobile applications. Exposure to the language is vital in the learning process and social media can be of great help here. There is no better choice as a practice ground than social media and its associated forms. Fanfiction forums are the most popular reading and writing communities on the Internet. This paper attempts to throw light on how fanfiction can be useful in the task-based language teaching method for attainment of advanced fluency in reading and writing skills. A looming literary sensation and a source of entertainment, fanfictions of prominent literary works and visual arts are widely read and accepted by masses. This fictional writing can be incorporated into a higher-level language classroom as a learning tool, under the guidance of teachers who are accustomed to this form of writings and are digitally literate. A sample survey was conducted among fan fiction groups to highlight and justify the efficacy of fanfiction in promoting English language learning.

Penerapan Model Pembelajaran Bahasa Berbasis Tugas (TBLT) dan Materi Otentik dalam Pembelajaran Reading Comprehension di SMA Negeri 2 Kota Ternate

Convensional Learning Model, such as lecturing method which makes teacher as the learning center without notice to the activeness and participation of students in the classroom still becomes teachers’ favourite style in teaching reading comprehension. Consequently, the learning process tends to be monotonous. This factor can answer the reason why the students’ achievement in reading skill at SMA 2 Ternate is not optimal. Then, this is suspected to be a factor in the occurrence of these problems. Therefore, the researcher applied TBLT (Task Based Language Teaching) and combine it with authentic material in reading comprehension.
 This research is a quasi-experimental research with the nonequivalent pretest-posttest group design. The total population of this study were students of XI SMA Negeri 2 Ternate, who were class XI students of SMA Negeri 2 Kota Ternate. One of the XI classes was used as the experimental class and another one became the control class, then it analyzed by using SPSS 20.0. The selection of the class was based on the observation to see the similarity of students' abilities in these classes.
 The result showed that the TBLT method combined with the authentic material in the Reading Comprehension could increase: (1) the learning motivation of XI SMA 2 Ternate students; (2) increasing the student learning outcomes. It can be seen from the results of the Paired Sample t-test table that the significance = 0.000 is less than the significant level (α) = 0.05, then H0 is rejected. Therefore, it can be concluded that there has been an increasing of learning outcomes in the experimental class from pre-test to post-test. Based on the result, the TBLT method can be recommended as a method used to increase English learning motivation.

Improving Students’ Speaking Skill Through Task Based Language Teaching At Mandalika University Of Education

The article was written to show how the task based language teaching as a language teaching method can improve students’ speaking skill at Mandalika University Of Education. The research was conducted by involving the first semester students of english department Mandalika University of education. The type of the research was classroom action research in which task based language teaching was a method adopted to improves the students’ speaking skill. Collecting the research data, the researcher used two kinds of research instruments. Speaking tests were used to measure the improvement on students’ speaking skill, meanwhile observation was conducted to define how the task based language teaching improves the students’’ speaking skill. The research was concluded to has some significant improvements on students’ speaking skill proved by deviation scores gained between first cycle and second cycles of the research in which the task cycles, interesting topics of discussion, and activities through the task based language teaching method were considered as factors which significantly affected students’ speaking skill improvement.

Improving Students’ Speaking Skill Through Task Based Language Teaching At Mandalika University Of Education

The article was written to show how the task based language teaching as a language teaching method can improve students’ speaking skill at Mandalika University Of Education. The research was conducted by involving the first semester students of english department Mandalika University of education. The type of the research was classroom action research in which task based language teaching was a method adopted to improves the students’ speaking skill. Collecting the research data, the researcher used two kinds of research instruments. Speaking tests were used to measure the improvement on students’ speaking skill, meanwhile observation was conducted to define how the task based language teaching improves the students’’ speaking skill. The research was concluded to has some significant improvements on students’ speaking skill proved by deviation scores gained between first cycle and second cycles of the research in which the task cycles, interesting topics of discussion, and activities through the task based language teaching method were considered as factors which significantly affected students’ speaking skill improvement.

Designing Scientific Writing Materials Using Task Based Language Teaching

One of the consequences of teachers as functional positions is that teachers are required to carry out continuous professional development (PKB), so they can carry out their duties and functions professionally. Continuous professional development is the development of teacher competencies carried out in accordance with the needs, gradually, continuously to improve their professionalism; one of them is scientific publication (KTI) or academic writing. This study aims to determine the process of designing the Task Based Language Teaching method in scientific writing material and examine the learning outcomes of elementary school teachers who take tutorial courses on Scientific Work Writing Techniques based on Task Based Language Learning. The subjects of this study were students who took the eight semester of Scientific Writing Techniques course. The method of this research used the modified 4-D instructional development model of Thiagarajan, Semmel and Semmel (4-D models). The methods of collecting data used interviewing, observing, test, and filling out questionnaires. The results show that the application of the Task Based Language Teaching method is appropriate to use in classroom tutorial teaching by considering the results of validation, namely conformity to concept indicators, content feasibility indicators, presentation indicators, and competency indicators with existing RAT and SAT along with Engineering learning modules Writing Scientific Work. Furthermore, students' self-concept is good in learning the Scientific Writing Technique in the tutorial class. This means that students' self-concept had a good improvement and reached a percentage above 70%. This proves that the application of the Task Based Language Teaching method runs seamlessly and according to what is expected. All in all, the students are more enthusiastic and challenging in writing research articles.

The use of task-based language teaching method to teach terms and phrases for those learning Turkish as a second language and sample activities

Human beings, since they first met different languages and cultures, have had an urge to learn those languages and cultures. In modern societies, this urge has currently turned into a necessity. As a result of this necessity, the supply-demand balance has changed and the rate of language learning and acquiring new cultures have increased parallel to the rising world population. All these developments required the language teaching and learning process to be implemented as a scientific discipline. A plethora of different methods have emerged and shaped on the basis of scientific data. One of these methods is “Task-based Language Teaching (TBLT)”. This method was introduced in the last quarter of 20th century and has still been widely used in language teaching today. In this study, we tried to teach new terms and phrases to C1 level learners learning Turkish as a second language with task-centered activities formed in compliance with the principles of task-based language teaching method. Terms and phrases are vital for C1 level learners to be an independent performer of the language in the four basic skills of the language. Two discrete sections form up this study. In the first section, literature review and general information about task-based language teaching method are introduced. In the latter, there are seven sample activities formed with regard to the instructional design of task-based language teaching method. In these activities, we tried to teach terms and phrases through various tasks.

The Effectiveness of Content-Based Language Teaching and Task-Based Language Teaching in Teaching Reading to Learners of Military English

This study explored the effectiveness of Task-Based Language Teaching (TBLT) and Content-Based Language Teaching (CBLT) on the reading ability of military English learners. 120 sophomore learners of military English were pretested and then homogenized and evenly assigned to four classes, with two belonging to the control group and the other two the experimental group. The control group received reading instruction based on CBLT, while the experimental group received reading instruction based on TBLT, both two sessions a week for 10 weeks. After the intervention, they were posttested. Then, their pretest scores and posttest scores were analyzed on SPSS 19.0 using paired samples t-test and independent samples t-test. A follow-up interview was also carried out to collect students’ feedback on the teaching method used. The results show that both the TBLT group and the CBLT group improved significantly regarding their reading ability from the pretest to the posttest, with the TBLT group outperformed the CBLT group in the posttest. It can be concluded that both TBLT and CBLT methods are effective in teaching reading comprehension to learners of military English, with TBLT method being more effective. A follow-up interview was carried out to explore the underlying reasons and some pedagogical implications are listed accordingly.

The Effect of Teaching Structural Discourse Markers in an EFL Classroom Setting

<p>This study aimed to explore the effects of explicit teaching on the acquisition of spoken discourse markers (DMs) on EFL learners’ presentation production. It also aimed to measure the impact of two different treatments on the acquisition of a set of DMs.</p><p>This study is an experimental study and focuses on the overall production of spoken structural DMs in pre and post instruction where two particular teaching methods are employed. For this purpose, 41 English as a Foreign Language (EFL) female learners from the foundation program participated and they were on the Upper intermediate or B2 level on the Common European Framework of Reference Ability Scale (CEFR) at Taibah University in Saudi Arabia. Learners were divided into two groups; one group was taught using Task-Based-Language Teaching method (TBLT) while for the other group was taught using the Presentation-Practice-Production model (PPP) was used. Based on the functions of structural discourse markers, five selected topics were taught by the researcher for two hours per lesson, which makes up ten hours per group.</p><p>The study mainly aspires to answer three questions; Firstly, it explores which discourse markers do Saudi EFL learners use in giving presentations in English speaking classes (pre–test) and the reason for doing so, is to examine the progress of learners use of DMs through the whole teaching period. Secondly, it investigates which DMs do Saudi learners use after instruction in the immediate post-test and in the delayed post-test that is four weeks after the instruction. Finally, by carrying out a comparative analysis between (TBLT and PPP) the study aims to find out which teaching method is more effective and why.</p>

THE EFFECTIVENESS OF USING TASK BASED LANGUAGE TEACHING (TBLT) IN TEACHING THE STUDENTS’ ENGLISH SPEAKING ABILITY AT THE ELEVENTH GRADE OF SMK PENERBANGAN AAG ADISUTJIPTO YOGYAKARTA

This study is intended to find out that the task based language teaching method is effective in improving the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The population of this research is the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The researcher in this case takes two intact classes with a total number of 63 students selected as the samples of the study. To collect the data, the researcher utilizes a test and questionnaire. The test is employed to reveal the students’ speaking ability while the questionnaire is used to collect the data of the students’ learning activities during the teaching and learning process. The data are analyzed utilizing descriptive and inferential statistics. The task based language teaching (TBLT) method is effective on the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. It is supported from the mean of the pre test and post test for experimental group and control group. This study yields the mean in pre-test for experimental group is 37.13 and 34.71 for control group. In the post test, the mean of the experimental group becomes 69.13 and 37.94 for control group. The t-test value showed 20.509 with the degree of freedom 62. It was higher than the value of t-table (2.000) at the significant level of 0.05. It means that TBLT method is more effective than teacher’s own method to teach speaking. Key words: TBLT, Speaking Ability, Teaching and Learning Process.

The roles of the instructors in an ESP-task based language teaching course

The graduate program in Teaching English at the University of Costa Rica offers yearly English courses to satisfy the language learning needs at different departments, research centers, or similar institutions. The objective of this article was to analyze the extent to which a group of student teachers fulfilled the roles of the instructors in the Task Based Language Teaching method used in the graduate program. The study used a mixed-methods approach and the subjects were three instructors during their teaching practicum. The roles of the instructors were assessed by the practicum supervisors, fellow students in the practicum, the students in the course, and the instructors themselves through rubrics, observation sheets, surveys, and teaching journals. The results from the different instruments using different scales pointed to the instructors fulfilling the roles of sequencing tasks and motivating the learners a majority of the times. The roles of preparing the learners for tasks and raising consciousness were fulfilled to a lesser extent, which indicated that the instructors needed to work further on these areas. The study concluded with recommendations for improving the roles that revealed weaknesses, notably aimed to provide a manageable numbers of vocabulary items and grammar structures in the pretask, as well as to provide prompt feedback, and to elicit students’ knowledge for the development of lessons.

A Lesson Plan of TBLT (Task-Based Language Teaching)

This article demonstrates a task-based language teaching class in Chinese context, and it follows the three-stage TBLT framework: pre-task; task cycle and the language focus. Rationale for TBLT method; authentic teaching material and specific activities involved in the class have been explained and justified. Finally, it critically evaluates the designed lesson plan in accordance with Chinese context and indicates potential difficulties with practical consideration.