Task-based Learning Research Articles

Application and Assessment of Task-Based Learning in High School English Teaching

Application and Assessment of Task-Based Learning in High School English Teaching

Teaching English to Undergraduate ESL Learners through Task-Based Learning

Teaching English to Undergraduate ESL Learners through Task-Based Learning

Project-Based Learning Model Development Using Flipped Classroom for Drawing Learning in College

The learning process was initially carried out online during the pandemic then after the post-pandemic, learning activities began to be carried out face-to-face. This raises a new problem, because lecturers who teach are starting to be required to use various media in the learning process in the new normal era. But in reality, the lecturers still use old methods such as lectures or task-based learning. Therefore, the research objective is to develop a new model that can be used in the learning process in higher education. This type of research is development research using the ADDIE approach. The instrument used was a student learning motivation questionnaire and a student learning satisfaction questionnaire following the lesson. Another instrument used is a Likert model scale with three alternative answers. The operational procedure taken in this research and development goes through three stages, namely: (1) preliminary study, (2) preparation of conceptual models (3) validity test and (4) practicality test. The results of the validity test show that the model book and manual are in the very valid category from the aspects of design, language and content. Furthermore, the practicality test results show that model books and guidebooks for project-based learning models using flipped classrooms for drawing lectures in tertiary institutions are practically used by lecturers. The implications of this research can help lecturers in designing practical learning.

Learning transferable cross-modality representations for few-shot hyperspectral and LiDAR collaborative classification

Hyperspectral image (HSI) classification, incorporating both spatial and spectral information, is a crucial topic in earth observation and land cover analysis. However, ground objects with similar spectral attributes are still the challenges for finer classifications. Recently, deep learning-based multimodality fusion provides promising solutions by exploiting LiDAR data with its geometric information to fuse with spectral attributes. However, the labor-intensive and time-consuming multimodality data annotation limits the performance of supervised deep learning technologies. How to address the semantic disparity between the LiDAR data and HSIs, and learning transferable representations for cross-scene classifications are still challenging. In this paper, we propose a multimodal fusion relational network with meta-learning (MFRN-ML) to solve these challenges. Specifically, the MFRN-ML incorporates the multimodal learning and few-shot learning (FSL) into a three-stage task-based learning framework to learn the transferable cross-modality representations for few-shot HSI and LiDAR collaborative classification. First, a multimodal fusion relational network, composed of a cross-modality feature fusion module and a relation learning module, is proposed to address the challenge of limited annotations in multimodal learning in a data-adaptive way. Then, a three-stage task-based learning framework can train the network to learn transferable representations with few labeled samples for cross-scene classification. We perform experiments on four multimodal datasets collected by different sensors. Compared with existing supervised, semi-supervised, and meta-learning methods, MFRN-ML attains state-of-the-art performances in few-shot tasks. Particularly, our method shows promising generalization ability on unseen categories across different domains.

TASK – BASED LEARNING: DESIGN AND IMPLEMENTATION IN TEACHING ENGLISH FOR VARIOUS SCIENTIFIC DISCIPLINE STUDENTS IN A LARGE CLASS

It is a Classroom Action Research with the aim to describe the implementation of Task-Based Learning for students of various scientific disciplines in large class to improve students’ English ability. This research subjects were first semester students at Widya Dharma University Klaten in the general course (MKU) of English in group F with a total number of students are 103. The technique of collecting the data were test, observation, interview, and documentation. This research conducted in two cycles with a posttest in every cycle. The results found that there were the improvement of students’ English skills based on the mean scores of post-test in cycles 1 and 2 in Informatics Engineering class A was from 72 to 75, class B was from 76 to 79, Informatics Management was from 73 to 80, Geography Education was from 60 to 77, Civic Education was from 65 to 77, Physiotherapy was from 70 to 76, and Agricultural Product Technology had same score was 78. From the observation, activities in Task - Based learning trained students’ cooperative attitude, improved their interest, and enriched English vocabularies on their own scientific disciplines. This research can be as a reference for teachers in large class to create innovative activities to achieve learning goals; as source of information and reference material for further research to be further developed in other materials to improve the quality of learning.

Primary English teachers’ practice analysis & language self-evaluation questionnaires (PET-PA & PET-LSE): eTwinning strategies for Second/Foreign Language teachers’ professional self-/hetero-assessment

The Initial Teacher Education (ITE) ongoing project, entitled Teachers' self/peer evaluation: PET-PA and PET-LSE. Strategies meet self-analysis and expectations, involving UniRoma3 and Enna Kore is seeking to promote the reflection of fifth-year Primary Education student-teachers in the two universities on their professional competencies as L2/FL/English language teachers, almost all of them Italian native speakers. After introducing the general outlines of the piloting, the two groups were administered two professional self- and hetero-assessment questionnaires regarding the linguistic and strategic competencies that an L2/FL teacher uses. Participants were then asked to evaluate the proposed instruments so as to arrive at a validation that would allow their usability to be extended as open access to pre- and in-service teachers. The use of English in the questionnaires’ completion and in the following discussion on the outcomes is a further strength of the project, which includes a comparison with different teaching strategies and approaches such as Content and Language Integrated Learning (CLIL), task-based learning or cooperative learning, which are replicable in teaching and useful for professional development, in the perspective of sustainability and lifelong learning.

SIGNIFICANCE OF PRAGMATICS WITHIN SLA INSTRUCTION WITH FOCUS ON THE SPEECH ACT OF REQUESTS

This comprehensive report illuminates the profound significance of pragmatics within the realm of Second Language Acquisition (SLA), with a specific emphasis on the speech act of requests. By examining studies rooted in Speech Act Theory, we can further investigate the critical role of pragmatic competence within the ESL/EFL classroom setting. This paper centralizes student perceptions of pragmatics while taking into consideration both cross-linguistic and extra-linguistic factors. Furthermore, the report will present novel innovative pedagogical practices that seamlessly integrate Task-Based Learning Theory and Data-Driven Learning, facilitating the effective enhancement of pragmatic language skills.

A Task-based learning application in Higher Education, for future teachers of primary and preschool education

Task-based learning is a technique often applied in language classes to enhance language acquisition in learners. We show that the same method has several benefits when applied to other subject of learning, having a very formative component by being a student-centered technique. The present study was conducted with high education undergraduate students studying didactics of mathematics, in the program that prepares teachers for primary and kindergarten education. By conducting various tasks, students have perceived the importance of the subject, have constructed applications that can be used in the teaching activity and have discussed which teaching methods are best applied in the topics that are taught in primary and preschool education. The finds show that tasks are enjoyable, well perceived by students, engaged multiple emotions and developed much needed skills for a 21st century teacher. In addition, by working in groups, discussing the best way to conduct tasks, motivation can be boosted and support the learning processes.

Task-based learning in the classroom for Efl learners: how and why?

In the realm of language teaching and learning, Task-Based Learning (TBL) has emerged as a prominent methodology, garnering substantial attention since the 1980s. This approach, characterized by its focus on real-world tasks as the central unit of instruction, has gained popularity globally, notably in English language classes in Indonesia. TBL's emphasis on establishing a purpose for language use and fostering natural meaning in language learning has contributed to its widespread adoption. This paper delves into the ideas and principles that underpin Task-Based Learning, exploring its effectiveness in classrooms. This study aims to elucidate the rationale for teachers to implement Task-Based Learning in the language classroom and to provide practical insights into the effective implementation of TBL during classroom instruction. The discussion unfolds by introducing and describing the key features of TBL, subsequently delving into its characteristics, approaches, benefits, and framework. To achieve these objectives, a comprehensive literature review will be conducted, drawing on scholarly works, empirical studies, and educational reports related to Task-Based Learning. Additionally, qualitative data will be gathered through interviews with language educators experienced in implementing TBL. The analysis will involve synthesizing findings from the literature review and identifying recurrent themes and successful practices through the teacher interviews. The analysis phase will involve a thematic examination of the literature, exploring the various facets of TBL, including its theoretical underpinnings, practical approaches, and observed benefits in language classrooms. The insights gathered from teacher interviews will be triangulated with the existing literature to provide a nuanced understanding of the challenges and successes associated with the implementation of TBL. This holistic approach aims to offer a comprehensive view of TBL in language education. In conclusion, this paper contributes to the ongoing discourse on language pedagogy by advocating for the implementation of Task-Based Learning in language classrooms. By synthesizing theoretical concepts, practical approaches, and the experiences of educators, the study provides a compelling case for the efficacy of TBL. The insights offered herein aim to empower teachers with the knowledge and strategies needed to successfully integrate TBL into their instructional practices, fostering a dynamic and purposeful language learning environment.

Second Language Learning Through an Emergent Narrative in a Narrative-Rich Customizable Metaverse Platform

EFL students often struggle with second language (L2) learning, particularly because they learn L2 out of context, which they find unmeaningful and demotivating. To provide a meaningful context for L2 learning and make learning more interesting, the present study utilized a customizable metaverse platform. First, we developed a scenario of a rose theft, and then based on that, we created a town in the metaverse, which offered a variety of multimodal language input and missions to solve the problem and identify the thief. The entire activity was developed grounded in constructivist language learning principles (e.g., contextualized, motivating, interactive, and task-based learning), thus, learners could explore, play, and learn in the playful constructivist space. Seventy-two Korean EFL students participated in the activity. The study employed a mixed method for more robust research. Quantitative data (the pre- and posttests and the post-survey) indicated the students had a great interest in the activity and the learning outcome increased. Qualitative data (the students' journals, the interviews with the teachers and the screen recordings) further evidenced the students' enjoyment of the activity. Particularly, the screen recordings showed how the students participated in the activity in the metaverse, collaboratively created an emergent narrative through interaction, and produced their own narrative to reach the answer. The study suggested pedagogical implications for using the metaverse for L2 learning based on the results of the study.

The Implementation of Task-Based Learning to Improve Students’ Ability in Reading Comprehension of Historical Events Through Recount Text

Learning English as a second language requires reading skills. The ability to read helps students gain information, expand their vocabulary, and solve problems better. However, many students need help understanding reading, especially in a second language. As a result, effective approaches are needed to improve students' reading comprehension. This study uses task-based learning methods (TBL) to improve students' understanding of reading historical events through text recount. This research is carried out using qualitative methods and class action research. Checklists of observations, field records, and interviews are the tools used. At SMK Terpadu Ad-Dimyati Bandung, 25 class ten students were involved in this study. Research results show that using TBL to learn to read and understand historical events through text recount has a positive effect. Students better understand reading and are more actively involved in learning activities. Students can use TBL to discover social functions, text structure, and language elements in recount text. In addition, they acquire new vocabulary and improve their ability to understand reading. According to this study, TBL may improve students’ reading comprehension in a second language. To help students understand difficult reading, teachers should use these learning strategies. Using texts that narrate historical events can also help students learn more about history and improve their reading skills.

Investigating the Impact of Task-Based Learning in Writing Skill of EFL Undergraduate Students at Indonesian University

The popularity of Task-Based Learning (henceforth, TBL) approach has risen the effectiveness in enhancing learners’ competence, since it was proposed in 1980s. However, there has been limited research about investigating participants’ writing skill with TBL-mediated in EFL domain. This study investigated the impact of TBL in writing skill of undergraduate students at Indonesian University. This present study employs a qualitative interview study to declare the result of impact of utilizing TBLT as approach which assist to boost the undergraduate students’ writing skill. Fifteen participants from a private university in Jember, Indonesian are voluntarily involved and subsequently interviewed in this research. Datal were collectedl through lsemi-structured interviewsl to get in-depth information with respect to their experiences related to the impact of utilizing TBLT in their writing skill. Based on the data finding Task-Based Language Teaching (TBLT) has a positive impact on undergraduate students' writing skills in the English as a Foreign Language (EFL) domain. TBLT provides students with authentic and meaningful writing tasks that help them develop their writing skills in a practical context. TBLT also promotes students' engagement, motivation, and collaboration, which are essential factors in improving writing proficiency.

Vazifaga asoslangan til o'rganish va o'qitishdagi asosiy muammolar

Task-based learning (TBL) encourages language learners to complete meaningful interactive tasks which, in turn, encourages communication between learners and between the learner and the teacher (Wills and Willis, 2007). TBL requires learners to use the target language with a specific objective in mind, for example writing a letter, planning a trip to a specific destination or designing a project in a team-based situation (Wills and Willis, 2007

Cultivation of Core Competences of English Major Students under the Inter-discinplinary Guidance A Case Study of “The Survey of British and American Culture” Course

The newly issued National Standards by the Ministry of National Education for the Quality of Foreign Language and Literature Teaching (hereinafter referred to as the “National Standards”) clearly points out that the curriculum system of foreign language majors should emphasize the cultivation of competences and the construction of professional knowledge, especially the cultivation of cross-cultural, critical, and innovative abilities. Therefore, in order to enhance college students’ autonomous study ability and cross-cultural skills, this study, based on the concepts of content and language integration, aims to explore the way to combine Willis’ outline of procedure for task-based learning with the five principles of intercultural teaching, and utilize task-based teaching method, and rely on the course—“British and American Culture: A Course to Develop Critical Thinking from a cross-cultural perspective” to respectively consider the design of autonomous study worksheets for English majors before, during, and after class, so as to improve their autonomous learning ability, cultural critical thinking and intercultural communication skills. It will be helpful for the implementation of similar courses.

Inclusive and accessible teaching of Russian L2 to absolute beginners

The current study aims at investigating to what extent different models are suitable for teaching L2 Russian to absolute beginners in an inclusive and accessible environment. Our research involved an Experimental Group, which received Task-based Learning (TBL) instruction, and a Control Group, which experienced a more traditional presentation-practice-production (PPP) approach; both groups included learners with special educational needs (SEN), among whom some were visually impaired. As most literature advocates for TBLT over traditional teaching, we hypothesised that the Experimental Group would have acquired a better command of the taught structures. We tested our hypothesis by conducting a post-test on speaking and writing abilities, as well as listening comprehension, and reading comprehension skills. Quantitative analysis on the results of the post-test reveals how both approaches were effective. Furthermore, the group that received TBLT had statistically significant better scores than the PPP-group with regard to writing skills.

Teaching oral skills in Higher Education (HE) language learning

The aim of this study was to test two UDL-informed models to inclusive, accessible language teaching in a Business English course at a B1+ level. We adopted a task-based learning (TBL) approach in the experimental group and a presentation, practice, production (PPP) approach in the control group. Our hypothesis was that the former approach would lead to a more significant performance gain in oral skills than the latter. The hypothesis was tested by conducting oral pre- and post-tests prior to and following instruction, the scores of which were analysed quantitatively. These results were triangulated by a qualitative analysis of the answers learners gave to open questions on exit tickets throughout the course. The quantitative findings showed significant performance gain in both groups after the treatment, but the difference between the two was not marked. However, the qualitative analysis revealed variation in the participants’ perceptions of their learning process, which may have been influenced by the approach applied. A future teaching model may, therefore, include both PPP and TBL elements, complemented by formative assessment strategies.

Learning-Oriented Assessment (LOA) Implementation in EFL Tertiary Contexts: Towards a More Task-based Learning (TBL) Environment

Over the past decade, learning-oriented assessment (LOA) has gained increasing attention as an emerging approach to classroom-based assessment. LOA prioritises learning and focuses on engaging learners actively in assessment and feedback activities. To enhance the learning environment in higher education, it is crucial for teachers of English as a foreign language (EFL) to be aware of and implement innovative assessment methods that support student learning, such as LOA. The purpose of this mixed-methods study was to investigate the knowledge, use, and challenges of LOA in tertiary contexts. A total of (93) male and female EFL teachers teaching in tertiary education participated in the study. An adaptation of The Teachers' Learning-Oriented Assessment Questionnaire survey (Alsowat, 2022) and items from semi-structured interviews (Fazel & Ali, 2022) were used to collect the data for this study. The findings of this study show that EFL teachers had good knowledge of LOA concepts but suggest that they need further focused training on the implementation of LOA. The study also shows that the teachers faced pedagogical, practical, attitudinal, and institutional challenges that prevented the better implementation of LOA practices.

Multiperspective Pedagogy Innovation in Indigenous History to Enhance Happiness Historical Consciousness of Secondary School Students in the Cultural Diversity Area of Thailand

The objectives of the research at this time were to 1) study the multiperspective pedagogy innovation in indigenous history guideline to enhance happiness historical consciousness, 2) innovate multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, and 3) study the results of applying multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand. This was action research. Samples used included 1) 15 social studies and history teachers, 2) 5 specialists in social studies education, and 3) 329 secondary students in upper northern Thailand, 349 in total. Research tools used included 1) a semi-structured interview, 2) a quality assessment form for the E-learning package, 3) a questionnaire on happiness historical consciousness, and 4) notes on group conversations. Content analysis was applied to qualitative data analysis and quantitative data was analyzed using statistical software to calculate means and standard deviation values. The results are shown below: 1) In studying the model of multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness, it was found that hybrid learning should be applied to the model and should focus on organizing the learning management system that promotes and allows students to develop themselves to understand social conditions, trends, and problems related to living in a future society by asking questions about social phenomena. The model of learning management was called the MITH Model of Multiperspective Pedagogy Innovation in Indigenous History. The model consisted of 1) motivation, 2) independent learning issue, 3) task-based learning, and 4) holistic approach. The purposes of the model were to encourage students to adjust themselves socially, encourage them to ask questions as lifelong learners, to live with other people peacefully, and encourage them to adopt philosophy so they can live balanced lives., 2) In creating multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, the study found that multiperspective based history learning innovation to enhance happiness historical consciousness which had been developed was in the form of E-learning package which consisted of lesson plans and Google Classroom. The E-learning package was the highest in quality which indicates that the E-learning package can be effectively applied to multiperspective based history learning innovation to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand. And 3) In studying the results of using multiperspective pedagogy innovation in indigenous history to enhance happiness historical consciousness of secondary school students in the cultural diversity area of Thailand, it was found that students who participated in the multiperspective based history learning activity were at the highest level of happiness historical consciousness. From the assessment, the developed learning management system helped to instill happiness historical consciousness into students, making them proud of being active citizens who can perceive our global society in the future from a multiperspective.

The Development of Thinking Skills in English as a Second Language Methodology Classroom

This article focuses on an important aspect of modern education – the development of thinking skills. The purpose of this article is to outline the way thinking skills are developed in English as a Second Language (ESL) Methodology. The research was undertaken at Pavlo Tychyna Uman State Pedagogical University.
 The methodology is based on a review of academic literature, analyses of core Curriculum and ESL Methodology course books, and a generalization of our own ESL Methodology teaching experience.
 Results. The notion of thinking skills is revealed and their role for language learning is emphasized in the article. It is concluded that the development of thinking skills greatly depends on the quality of instruction, hence the requirement to enhance the ability of preservice teachers to develop thinking skills in their learners. To understand students’ readiness to develop thinking skills in their learners the PRESETT Curriculum on Methodology (Bachelor’s Level) and ESL Methodology coursebooks were thoroughly studied in terms of the aspects relevant to this research. The general overview of the core Curriculum in terms of the suggested modules, units and learning outcomes proved that the development of higher-order thinking skills is one of its main objectives. 
 According to the core Curriculum thinking skills are developed through a range of teaching approaches, among them task-based learning, the use of case studies, simulations, group projects and problem solving. Such modes of teaching and learning promote high level interaction as well as the high level of thinking skills development. The analysis of the ESL Methodology coursebooks provides much more detailed overview of the activities practiced during the sessions, thus giving additional support for the research. It is proposed that competencies can be improved by means of HOT skills activities in the ESL Methodology classes.
 Conclusions. The research findings have enriched our understanding of thinking skills and highlighted the importance of their development in preservice teachers so that they are able to develop thinking skills in their future leaners. Taken together, the research results suggest that both thinking skills and life skills, such as communication, teamwork, critical thinking, problem-solving, information literacy, creativity, etc., are focused on in both the PRESETT Curriculum on Methodology and in the ESL Methodology coursebooks.

THE USE OF TASK BASED LEARNING METHOD TO ENHANCE STUDENTS’ READING COMPREHENSION AT SMP N 5 KOTA TERNATE

The purpose of this research was to investigate the use of task-based learning method in enhance students' reading comprehension. This research used a quantitative method. The sample consisted of 24 students of class VIII-2 SMP Negeri 5 Kota Ternate. The data collected through pretest and posttest. In collecting the data, multiple choice tests were used in the form of an instrument. The result of this research shown that the result of posttest scores higher than pretest. The average score of students’ pretests was 51.875 while the average score of posttests was 75.25. The t-statistical value was 7.81 which was higher than t-critical value 1.714 at significance level (0,05) and the degree of freedom of 23 used one tailed test. Based on the data, it was found that using task-based learning can enhance students’ reading comprehension. The students have a positive response to task-based learning as a method to improve students' ability in reading comprehension. It can be seen that there is a significant difference between the pre-test and post-test results.