Task-based Language Teaching Research Articles

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.

Study on the application of Task-based Language Teaching in English Class

Study on the application of Task-based Language Teaching in English Class

Anxiety and task-based language teaching in second language acquisition

Anxiety and task-based language teaching in second language acquisition

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.

Task-Based Language Teaching

Task-Based Language Teaching by Daniel O. Jackson is part of the Cambridge Elements series published by Cambridge University Press in 2022. This book adopts a cognitive-interactionist stance on language learning, and serves as a guide to task-based language teaching (TBLT) for language instructors, teacher educators, and other interested parties. In response to a lack of practical guidance, Jackson, currently a professor at Kanda University of International Studies in Japan, seeks to broaden TBLT’s accessibility to more teachers. Therefore, the book orients readers to main concepts and issues in TBLT, serving as a reference for practitioners aspiring to provide opportunities for meaningful and engaging communication conducive to acquiring a target language through comprehensible input, feedback, and modified output.

Investigating EFL oral production in a technology mediated TBLT context

Abstract In the rapidly expanding domain of online learning, investigating the effectiveness of technology-mediated task-based language teaching (TBLT) in improving English as a Foreign Language (EFL) oral production becomes paramount. Therefore, the present study was conducted over two months to examine how EFL learners’ oral production, measured by complexity, accuracy, and fluency (CAF), changed throughout technology-mediated TBLT instructions. This study also examined how the relationships among CAF aspects evolved. A cohort of 38 EFL learners underwent a series of oral tasks at the beginning and end of the study period, and repeated measures and correlation analyses were employed to analyse the data. The findings showed significant improvement in EFL learners’ speech rate and accuracy of their utterances after two months. Moreover, the data indicated that fluency features were intricately connected with other CAF dimensions, whereas accuracy, lexical diversity, and syntactic complexity exhibited independent development. The identification of long-term relationships among certain CAF aspects provided valuable insights into the underlying mechanisms of EFL speech production. The results of this study have significant implications for both research and practice within the domain of technology-mediated TBLT.

Effect of Drama in Task-based Language Teaching (TBLT) on the Enhancement of Junior Middle School Students' English Oral Abilities

Effect of Drama in Task-based Language Teaching (TBLT) on the Enhancement of Junior Middle School Students' English Oral Abilities

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.

Task-Based Supplementary Materials Design for English Learners’ Reading Skills

This study aims to design and develop supplementary materials using the Task-Based Language Teaching (TBLT) approach to improve students’ reading skills. The study focuses on the students’ needs analysis of the reading skills in the Comprehensive English (CE) course at one university in China. Then, the supplementary materials are designed and developed based on students’ needs. Following the ADDIE model, this study utilized Design and Development Research (DDR). The research was carried out in three phases: needs analysis, design and development, and implementation and evaluation. Sixteen first-year English education students were selected through a purposive sampling technique. By employing a qualitative approach, the research involves the design of the TBLT supplementary materials, followed by data collection through focus group interviews, classroom observations, and students’ feedback. Preliminary findings suggest that using the TBLT supplementary materials positively meets the students’ needs for reading skills, including learning objectives, teaching procedures, teaching activities, and supporting resources to the textbooks they use. However, they are unsatisfied with the formative assessment in reading instruction. This study underscores the importance of developing supplementary materials aligned with TBLT principles to promote effective English reading teaching at a university in China. Future research is needed to explore the long-term effects of TBLT implementation on students’ language development that supports successful language learning in various educational contexts.

Study on Task-Based Language Teaching in L2 Pronunciation Development

Study on Task-Based Language Teaching in L2 Pronunciation Development

The Effectiveness of Task-Based Language Teaching Instructions Using Microsoft Teams in Writing Recount Text at SMAN 1 Beber

This study used an effective strategy to help students in improving their writing skills. The strategy was Task based language teaching using Microsoft team that will make students more flexible for learning process. Besides, this study aimed to explain the planning, the practice, the result of the students’ assessment, and the effectiveness of task-based language teaching using Microsoft Team in teaching writing recount text at SMAN 1 Beber. The researcher used a sequential explanatory mixed-method that displays a descriptive analysis of quantitative data and an in-depth understanding through qualitative data. It was modified from the perception theory of Creswell (2014), the instrument used in qualitative and quantitative were observation, interview, questionnaire and test that support the quantitative data. The study subjects were X grade students of SMAN 1 Beber, which consisted of 144 students. The result of the test showed that the students this strategy was effective to improve students' writing skills. In this case, the researcher planed in implementing TBLT strategy were: chosen the familiar topic, explained the task phase and gives clear instruction, then ask them to prepare themselves to do oral presentation in front of the class. Besides, researcher implemented TBLT with some activities and roles. There were Plan a trip, Problem- solving, and Text Making. After learning process by implementing TBLT using Microsoft teams the students can follow and improve their results in writing skills. In which from 144 students, 84 students (59%) in low category, 46 students (32%) in medium category and 14 students (9%) in high category. Furthermore, the use of TBLT and Microsoft Team are very useful for teachers and students in teaching- learning process. It can be seen from the students’ writing test. The percentages are from 144 students, 18 students (13%) in low category, 121 students (84%) in medium category and 5 students (3%) in high category. Keywords: Microsoft Team, TBLT, Recount Text.

THE TEACHING OF ENGLISH FOR SPECIFIC PURPOSES BASED ON LEARNING TASKS

This article aims to analyze the characteristics of Task-Based Language Teaching (TBLT) in the context of English for Specific Purposes (ESP) from a bibliographic review. ESP and TBLT concepts and the main functions of a task in a professional context are addressed. Task-Based Language Teaching (TBLT) uses tasks to perform certain communicative function in certain context. TBLT does not focus on gramatical structures and isolate language. Tasks are activities which demand the learners to utilize the real language. They are diferent from traditional language learning activities whose primary focus tends to be on linguistics features such as grammar, vocabulary or pronunciation rather than a communicative problem to solve.Thus, addressing on such issue, it is intended to reflect on how tasks can be used to survey the needs of learners of the target language, as well as be used as teaching instruments. From the reflections of this work, some contributions may come out, such as instructors of ESP course can use tasks as instruments that promote an improvement in the linguistic skills that will be used by apprentices in professional contexts.

Exploring Challenges in Implementing Task-Based Language Teaching (TBLT) at a University in China

Exploring Challenges in Implementing Task-Based Language Teaching (TBLT) at a University in China

Speak Beyond Borders: A Systematic Review of Task-Based Language Teaching for EFL Speaking Proficiency

Task-Based Language Teaching (TBLT) has drawn much interest in recent years. This study conducted a thorough analysis of 38 articles from 2014 to 2023 that applied the TBLT approach to enhance English as a Foreign Language (EFL) speaking proficiency, utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) from the Web of Science (WoS) database. These articles were selected based on specific inclusion and exclusion criteria. The findings highlight a growing focus on integrating TBLT with technological tools such as Digital Storytelling (DST) and mobile-supported tasks in various EFL contexts, particularly in higher education. The studies are predominantly underpinned by sociocultural theory, cognitive psychology, and constructivism, assessing speaking proficiency through the Common European Framework of Reference (CEFR). Quasi-experimental and mixed methods design using convenience and purposive sampling are common. Data collection frequently involves observations, interviews, and tests. The systematic review reveals TBLT's significant effects on students’ speaking proficiency, engagement, risk-taking, linguistic complexity, and motivation, offering essential implications and recommendations for future research and educational practices.

Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching

In the contemporary era of globalization, learning a second language has become a pivotal means to broaden individual perspectives and enhance competitiveness. English, as the lingua franca of international communication, assumes particular importance. This paper delves into the integrated application of situated learning (SL) and task-based language teaching (TBLT) in English as a Second Language (ESL) instruction, aiming to augment learners' executive function (EF) and cognitive ability (CA). SL theory underscores the interplay between learning and context, whereas TBLT emphasizes task-centric pedagogical approaches. These two methodologies share numerous parallels in ESL instruction, both prioritizing the cultivation of students' active participation and communicative competencies. Consequently, the integration of SL with TBLT mutually catalyzes, collectively enhancing students' learning outcomes. In the design and implementation of ESL instruction, a framework comprising stages such as preparation, introduction, task preparation, task implementation, task completion, language feedback, language summary, and task evaluation is proposed to ensure the effectiveness and appeal of teaching. Despite potential challenges in practice, such as insufficient teaching resources, the complexity of instructional implementation, and imperfect assessment and reflection mechanisms, the integrated approach of SL and TBLT still harbors immense potential and value. Thus, further in-depth research and practice are warranted to explore this integrative teaching methodology.

Methodological characteristics in technology-mediated task-based language teaching research: Current practices and future directions

Abstract In the past two decades, the synergistic relationship among task-based language teaching (TBLT), instructed second language acquisition, and computer-assisted language learning has gained increasing interest.Technology-mediated TBLT combines these three research domains by integrating the use of technology with task-based approaches for second language (L2) learning purposes. Since the emergence of this framework, empirical studies have increasingly explored the incorporation of tasks with technology-mediated settings for L2 learning and teaching purposes. To understand the methodological characteristics of technology-mediated TBLT research to date, we conducted a systematic search and reviewed 254 technology-mediated TBLT studies published between 2000 and 2022 in peer-reviewed journals and book chapters. These studies were coded for methodological features, research foci, and types of technology. We further examined the role of technologies in task performance to identify their effectiveness in creating authentic tasks. The findings revealed that technology-mediated TBLT research investigated a rather limited scope of contexts, learner groups, and linguistic features, with little attention paid to evaluating the quality of task outcomes. The types of technology used were skewed toward computer-mediated communication. The results also showed that studies examined various interactional features, and the majority reported both quantitative and qualitative data. Furthermore, technologies were integrated into task design to create meaningful language use contexts. Based on these findings, we share suggestions for future technology-mediated TBLT research.

Synthesisability and optimising exploratory action research for continuing professional development

ABSTRACT Teachers need to engage in effective professional learning, and Exploratory Action Research (EAR) supports Continuing Professional Development (CPD) in building teachers’ knowledge and skills, even in low-resourced environments. This paper first explores mentored EAR for CPD, its affordances, and challenges. Asking EAR to serve too many functions can frustrate efforts if teachers view research as taxing, or academics undervalue teachers’ outputs. One way of optimising CPD is to shift the focus onto particular concepts of research quality to help teachers and academics develop professionally. This paper next conceptually examines the conjunction of EAR with Qualitative Research Synthesis (QRS), a secondary research method that synthesises and offers new perspectives on aggregated qualitative research outputs. A critical exploration of a published study applying QRS methods in a related field, Technology-Mediated Task Based Language Teaching, is given. The analysis suggests that a novel research orientation be adopted- that of ‘synthesisability’. The contribution to the field is amelioration of the researcher-practitioner relationship, and the pedagogical implications are that teachers can show the thoroughness and value of their impactful work.

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.

COMPARATIVE ANALYSIS OF LANGUAGE TEACHING METHODS: A SYSTEMATIC REVIEW

This systematic review examines the Comparative Analysis of Language Teaching Methods, focusing on Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and the Direct Method. The study aims to provide a comprehensive overview of these methods, including their historical evolution, core principles, and practical application in educational settings. Through a thorough examination, the effectiveness of each method in terms of language acquisition, learner engagement, and overall proficiency is discerned. The review contributes to the existing body of knowledge in language education and serves as a valuable resource for language educators, policymakers, and researchers. By critically evaluating each method, key principles and best practices are identified, offering insights for the development of more effective language teaching strategies. The scope and significance of the study lie in its potential to inform stakeholders about the strengths and limitations of different methods, guiding the advancement of language education practices. The literature review explores the historical development of language teaching methods, and current trends in language education, and highlights the adaptability of language instruction to meet diverse learning preferences and objectives.

The Effect of TBLT (Task-Based Language Teaching) on Chinese Students' English Language Proficiency

Task-Based Language Teaching (TBLT) is a language teaching method centred on accomplishing specific tasks. This paper summaries the application methods of TBLT in the process of teaching English in China. TBLT can solve the problems of this students' lack of opportunities to use language in real contexts and insufficient comprehensive language skills. However, TBLT also produces some negative impacts in the process of English teaching in China, and this paper also puts forward some methods to deal with them, hoping to provide some references and insights for the reform of English education in China.