Task-based Learning Research Articles

Enhancing English Language Teaching: Strategies, Challenges, and Opportunities

Central to the article's inquiry are the innovative teaching methodologies and effective classroom strategies employed in ELT classrooms worldwide. Through a critical examination of theoretical frameworks and practical applications, the article illuminates the diverse pedagogical approaches and instructional techniques used to enhance language acquisition and proficiency among learners. From communicative language teaching to task-based learning and content-based instruction, the article explores the richness and diversity of approaches that educators employ to engage and empower language learners. The article delves into the transformative impact of technological advancements on language education. By examining the integration of digital tools, multimedia resources, and online platforms in ELT pedagogy, the article highlights the potential of technology to enhance language learning outcomes, facilitate authentic communication, and foster learner autonomy. However, it also acknowledges the challenges and complexities associated with technology integration, such as access barriers, digital divides, and the need for digital literacy skills among educators and learners. The article explores opportunities for professional development, collaboration, and research within the ELT community. By fostering a culture of continuous learning, collaboration, and inquiry, educators can enhance their teaching effectiveness, expand their pedagogical repertoire, and contribute to the advancement of knowledge in the field of language education. Through networks, conferences, and research initiatives, educators have the opportunity to engage in dialogue, exchange ideas, and explore innovative practices that promote excellence in ELT.

Strategies to Minimize the Application of Grammar Translation Methods in Cambodian English Classrooms: Why is it Special?

This article aims to provide academic strategies that English teachers in Cambodia can use to reduce their reliance on grammar translation methods (GTM) in their classrooms. Recognizing the limitations of GTM and their potential negative impact on students' language proficiency, this article emphasizes the importance of applying teaching techniques and alternative teaching methods to improve learning outcomes in English. The article offers a series of practical recommendations, including task-based learning (TBL), communicative language teaching (CLT), and learner-centred approaches (LCA), to promote interactive and active language learning environments. These strategies encourage active participation, meaningful communication, and authentic language use, helping students develop their full English proficiency. Besides, the article highlights a new indication of why the mentioned methods are suitable for implementation in the Cambodian context. The article also sheds light on future research. Therefore, future studies can address the challenges of applying the mentioned techniques using quantitative and qualitative methods.

Exploring the Balance between Fluency and Accuracy in Language Teaching Methodologies: A Comparative Analysis of PPP, TBL, CLT, and GTM

This paper delves into the balance between fluency and accuracy in language teaching methodologies, analyzing the approaches of Presentation Practice Production (PPP), Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Grammar-Translation Method (GTM). While some methodologies prioritize fluency, others prioritize accuracy, leading to diverse learning outcomes. The paper advocates for a comprehensive approach that addresses both aspects effectively to enhance language teaching practices. Achieving a balance between fluency and accuracy is crucial for effective language learning, as overemphasis on one may hinder the development of the other. By adopting a holistic approach, language learners can develop both fluency and accuracy, thereby enhancing their overall proficiency. This research contributes to the ongoing discourse on language pedagogy and emphasizes the importance of balanced language instruction in achieving proficiency.

A didactic sequence to help legal translation trainees develop strategic and intercultural competence: macro-level textual consequences of micro-level decisions when dealing with legal culture-bound terms

ABSTRACT Translating legal culture-bound terms is one of the difficulties facing any legal translator due to asymmetries between national legal systems. To train trainees to deal with these terms, strategic and intercultural competences must be developed. This article focuses on how to pedagogically address the varying degrees of incongruity that may arise when translating legal culture-bound terms. The learning objectives set are for trainees to be able to apply the most appropriate translation technique to use in each instance, selecting it at a micro-unit level that is coherent with the macro-level approach determined by the communicative situation and target text purpose. A theoretical and pedagogical framework is presented, followed by the description of a didactic sequence that was created as action research to develop trainees’ strategic and intercultural competences. The didactic sequence includes 4 units with task-based learning activities and formative and summative assessment. The activities were piloted in a postgraduate specialisation course in legal translation at the Autonomous University of Barcelona. Trainee responses to a follow-up survey and focus group show that the activities were perceived to be useful and helpful when dealing with the difficulty of translating legal culture-bound terms.

DIFFICULTIES OF EDUCATION IN SMALL RURAL SCHOOLS CONSIDERING ECONOMIC CONDITIONS

This article deals with modern teaching tactics within the mixed-age learning at Kazakhstan small rural schools (SRS). The article examines the experience of developed countries and includes a thorough review of various teaching philosophies and methodologies in order to look into the efficacy of mixed-age learning in educational settings with tight resources in different economic conditions. Different approaches of mixed-age learning, such as task-based learning, differentiation and individualization, group composition, peer-supported learning and assessment were also highlighted in given article. The authors stress the value of accommodating mixed-age student groups, providing supporting supervision, and establishing conducive learning environments. The adaptability of cross-age teaching techniques in SRS to other types of heterogeneity, such diversity or inclusion classrooms, is also covered in the article. Cross-age didactics provides a framework for discussing how teachers modify and personalize instruction. Drawing from a range of age-appropriate teaching styles and methodologies, the study offers an updated theory of adaptive learning and teacher development in SRS. It places a strong emphasis on the adaptable application of general concepts in a range of instructional settings and presents viable strategies for teacher preparation and successful pedagogy in SRS and related socio-economic contexts.

Learning analytics of peer feedback on communicative skills in an EFL course across different learning modalities

This research investigates the improvement of communicative skills in university students via peer feedback activities in an English-as-a-foreign-language (EFL) course. Utilizing a comprehensive view of contemporary feedback frameworks, the study engaged 320 students across three cohorts. The last two cohorts transitioned to online Emergency Remote Teaching (ERT) due to the COVID-19 pandemic. The final cohort further employed a prototype learning analytics system to enhance peer feedback skills. Answering calls for more research on authentic task-based learning in tech-mediated contexts, this study offers empirical evidence supporting modern feedback frameworks. Results showed that ERT cohorts, especially those using the prototype system, outperformed the face-to-face cohort in communicative speaking tests, highlighting the effectiveness of peer feedback activities in boosting communicative skills.

ForeignLanguage Teaching Methods in Task-Based Learning

This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.

Investigating the Strategies, Activities and Challenges of EFL Speaking Classes

This study analyzes the strategies, exercises, and challenges faced in English as a Foreign Language (EFL) speaking lessons. The study examines pedagogical approaches, a range of speaking exercises, and ongoing challenges to identify successful techniques employed by teachers to enhance students' oral communication skills, assess the influence of different speaking activities on language proficiency, and explore the difficulties encountered by educators and learners, such as motivation, anxiety, cultural disparities, and limited resources. The study provides valuable insights and recommendations for enhancing language learning outcomes and creating a more favorable learning environment for all stakeholders in EFL-speaking classes. These recommendations focus on improving instructional techniques, curriculum design, and learner support systems. This study used a quantitative research methodology to investigate the techniques, exercises, and challenges faced in English as a Foreign Language (EFL) speaking classes in a private university setting. Quantitative research entails the collection and examination of numerical data to identify patterns, correlations, and trends. Information is gathered from a total of 115 students who are currently enrolled in English as a Foreign Language (EFL) speaking classes. This data is obtained through the use of questionnaires, which consist of both closed-ended questions and Likert-scale questions. Communicative Language Teaching (CLT), Task-Based Learning (TBL), Role-plays, Debates, Learner Anxiety, and Linguistic Barriers have a substantial impact on the performance of English as a Foreign Language (EFL) speaking classes. CLT (communicative language teaching), TBL (task-based learning), role-plays, and debates are identified as reliable indicators, demonstrating the effectiveness of interactive teaching methods . The presence of learner anxiety and linguistic barriers highlights the necessity of addressing psychological and linguistic obstacles in order to promote successful English communication.

Enhancing student’s conceptual understanding on the patterns of Mendelian genetics through task-based learning

Mendelian genetics are essential for students seeking to comprehend the complexities of inheritance; although fundamental, these biology concepts are difficult for students to understand. This study examined the effectiveness of task-based learning (TBL) in enhancing the students' conceptual understanding of the Patterns of Mendelian Genetics. A pretest and posttest quasi-experimental research design involved an experimental and a control group. An Intrinsic Motivation Inventory questionnaire was utilized to assess the level of intrinsic motivation for task evaluation for the experimental group. Paired t-test was used to compare the pretest and post-test results. Before the intervention, both groups had a low conceptual understanding of the topic. At the end of the intervention, both groups had significantly increased their performances from pretest to posttest scores. The study revealed that TBL is more effective than Traditional Lecture-Based Instruction (TLI), as seen in their enhanced student performance, implying the effectiveness of the TBL as an innovative instructional approach. Participants from the experimental group expressed enjoyment, competence, and ownership of their task activities, and they did not feel nervous and anxious about doing the tasks. Pearson r-correlation was used to establish a relationship among the variables. Perceived choice, pressure/tension, and student performance in the experimental group have low positive correlations, and perceived choice, interest/enjoyment, and performance have a negligible correlation. This approach is highly commendable for biology instruction. By illuminating the effectiveness of active learning in improving student’s conceptual understanding, this study bridges the gap between theoretical-practical gap in genetics via active learning effectiveness.

Enhancing English Language Teaching through Interactive Learning Activities

The effectiveness of interactive learning activities in improving English Language Teaching (ELT) in various educational situations is examined in this research. It looks at different interactive approaches, such as cooperative learning, task-based learning, and communicative language education, and emphasizes how beneficial they are for improving language proficiency, communication abilities, and student engagement. This study emphasizes the significance of integrating interactive components into ELT curriculum design and classroom instruction, drawing on both theoretical frameworks and empirical data. Future research directions and their practical implications for educators are also covered.The process of teaching English to non-native speakers is called English Language Teaching (ELT), sometimes referred to as English as a Foreign Language (EFL) or English as a Second Language (ESL). It includes speaking, listening, reading, and writing, among other language skills. Through the facilitation of language acquisition and competency, English language learners will be better equipped to communicate in the language for a variety of contexts, including social engagement, professional progress, academic research, and cross-cultural interchange. Both official educational environments like classrooms, universities, and language centers, as well as more casual ones like online resources, language exchange programs, and individual tutoring, can be used for English language teaching (ELT).

The potential of task-based language learning (TBL) in an interdisciplinary context

This research explores the implementation of Task-Based Language Learning (TBL) within an interdisciplinary framework to enhance linguistic proficiency and subject-specific knowledge. Emphasizing the value of interdisciplinarity in promoting interaction and motivation, the study advocates for collaboration across diverse disciplines. Task-based learning is examined for its goal-oriented nature and authenticity in replicating real-life scenarios. The research highlights the potential benefits of TBL in fostering linguistic competence, critical thinking, and a holistic understanding of real-world problems. It includes a sample interdisciplinary lesson plan integrating English Language, Mathematics, and Art.

A Comparative Study on the Impact of Technology-Enhanced Language Learning on ESL and EFL Students: A Systematic Review

The goal of the study was to get a deeper understanding of how technology-enhanced language learning is utilized to teach and learn languages in higher education. This review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The review begins with a description of the identification process. The best articles published between 2000 and 2022 have been selected to demonstrate how to compare significant aspects and valuable strategies. These articles were selected in accordance with EFL and ESL students. The results are organized into three categories, with the following topics occurring most frequently in the reviewed publications. Researchers may apply task-based learning, communicative, flipped classroom, and other instructional strategies. The second section deals with research instruments. The questionnaire, interview, test, forum group discussion, and observation were utilized to collect data. In conclusion, researchers have compiled a list of publications to be analyzed based on their most current research queries.

METHODS OF TEACHING FOREIGN LANGUAGES AND PECULIARITIES OF THEIR APPLICATION IN EDUCATIONAL PRACTICE

The article examines various techniques, approaches, and methods of teaching foreign languages, namely: the communicative approach, lexical approach, audio-lingual method, direct method, test-teach-test technique, task-based learning technique, content and language integrated learning approach. The analysis of scientific and methodical literature was carried out. Emphasis is placed on new requirements that appear in the field of modern language education. The need to rethink the essence of foreign language teaching methods and teaching tools is highlighted.

SOFT SKILLS TEACHING AND LEARNING IN MOROCCO: A META ANALYSIS

Soft skills have become a debatable topic, and they have become one of the requirements of the workplace, especially in the era of globalization. That is to say, university graduates, for instance, need to master various soft skills before applying for a job such as communication, cooperation, leadership, and problem-solving, to mention a few. Hence, it is important to integrate and incorporate soft skills in the educational curriculum in order to enable the young generation to join the labor market. Regarding the importance of these skills, this meta-analysis is conducted to explore the situation of soft skills teaching and learning in Morocco. It is based on nine studies on soft skills teaching and learning in Morocco. The analysis supports the importance of soft skills’ inclusion in the Moroccan curriculum; the analyzed articles highly recommend role-play, problem-solving, task-based learning, and debates as effective teaching techniques for soft skills enhancement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Navigating the Linguistic Labyrinth: Innovative Approaches in English Language Teaching for the 21st Century

The rapid advancements in technology and globalization have transformed the landscape of English language teaching (ELT) in the 21st century, presenting both challenges and opportunities. This article explores innovative approaches in ELT that respond to the diverse needs of learners in this digital age. With the linguistic landscape becoming increasingly complex, traditional methodologies no longer suffice to equip learners with the requisite competencies for effective communication in a global context. This paper reviews the integration of technology in ELT, emphasizing blended learning, mobile learning, and digital gamification as pivotal to enhancing learner engagement and autonomy. It also delves into the pedagogical shift towards communicative language teaching (CLT) and task-based learning (TBL), which prioritize functional use of language and real-world communication skills. Furthermore, the article highlights the importance of cultural competence in ELT, advocating for curriculum designs that incorporate intercultural communication to foster global citizenship. Through a synthesis of current literature and case studies, this paper argues for a holistic approach that combines these innovative strategies to meet the evolving demands of English language learners. By navigating the linguistic labyrinth with adaptive and learner-centered methodologies, educators can better prepare students for the complexities of the 21st-century linguistic landscape.

Practical effect of different teaching modes in teaching gastrointestinal surgery nursing.

With the continuous development and progress of medical technology, the position of surgical nursing in the field of clinical medicine is becoming increasingly prominent. As an important branch of the surgical field, the nursing requirements and difficulty of gastrointestinal surgery are also increasing. In order to improve the teaching quality of nursing care in gastrointestinal surgery, many educators and researchers are actively exploring new teaching methods. Among them, the teaching method case-based learning (CBL), scene-simulated learning (SSL), task-based learning (TBL), combining self-evaluation and training mode is considered as an effective method. This method aims to help students to better master knowledge and skills and improve their comprehensive quality by cultivating their self-evaluation ability. To explore the practical effect of CBL-SSL-TBL combined with training mode and student self-assessment in nursing teaching of gastrointestinal surgery. Seventy-one nursing interns in our hospital from December 2020 to December 2021 were selected. According to different teaching modes, they were divided into observation group CBL-SSL-TBL combined with training mode combined with student self-assessment and control group (conventional teaching mode), of which 36 were in observation group and 35 were in control group. The results of operational skills, theoretical knowledge, nursing students' satisfaction, learning effectiveness questionnaire and teaching effect were compared between the two groups. Compared between the two groups, the operational skills and theoretical knowledge scores of the observation group were higher than those of the control group, and the difference was statistically significant (P < 0.05). Compared between the two groups, the total satisfaction ratio of the observation group was higher than that of the control group, the difference was statistically significant (P < 0.05). Compared between the two groups, the observation group was lower than the control group in the questionnaire results of learning efficacy, and the difference was statistically significant (P < 0.05). Compared between the two groups, the proportion of thinking ability, subjective initiative and understanding of theoretical knowledge in the observation group was higher than that in the control group, the difference was statistically significant (P < 0.05). The use of CBL-SSL-TBL combined with training mode and student self-assessment in gastrointestinal surgery nursing teaching can improve the operational skills of nursing interns, theoretical knowledge and satisfaction scores of nursing students, improve the results of learning efficiency questionnaire and teaching effect, which can be popularized in clinical teaching.

Taking communication to task once more – a further decade on

ABSTRACT Task-based language teaching (TBLT) emerged in the 1980s as a learner-centred and experiential alternative to more established and teacher-led approaches to acquiring an additional language (L2). Two decades ago, a paper published in The Language Learning Journal discussed the advantages and drawbacks of TBLT that had become apparent since its early days (Klapper 2003: Taking communication to task? A critical review of recent trends in language teaching. The Language Learning Journal 27: 33–42). A subsequent paper, one decade later, picked up where Klapper had left things (East 2015: Taking communication to task – again: what difference does a decade make? The Language Learning Journal 43, no. 1: 6–19). The present paper provides another important milestone at which to evaluate TBLT. Importantly, the decade in question (2013–2022) has witnessed a substantial expansion in interest in task-based learning. The paper begins with a brief overview of TBLT and its historical roots. It follows with a focus on four selected directions of interest that have become more apparent during this past decade: (1) teaching less commonly taught languages; (2) teaching indigenous languages; (3) technology; and (4) translanguaging. The paper concludes by considering TBLT's potential to transform societies and matters that remain unresolved.

Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks

AbstractRecent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners’ English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students’ learning experiences and fostered the development of specific speaking and writing subskills in an EFL secondary education context. Forty-two EFL intermediate learners completed two speaking and two writing tasks from the Cambridge B2 First exam using mobile devices. The participants were divided into a pen-and-paper group (N = 21) and an iPad group (N = 21). Learning outcomes were measured using a pre-test/post-test design with a statistical comparison of ratings across tasks. A qualitative content analysis of lesson observations and student and teacher interviews served as an additional dataset to shed light on learners’ experiences. Descriptive statistics revealed that the iPad group achieved higher scores in pronunciation and accuracy (speaking) and essay organisation features (writing). Tasks involving the active use of the tool for content creation, rehearsing speaking performances, and accessing authentic materials were the most successful among students.

Teaching Hispanic Culture, Diversity, and Tolerance through Hispanic Dances and Music: Two Approaches for Flamenco &amp; Caribbean Dances

A Sociology Approach: Dance can be a useful tool for teaching students about culture and community. Through the language of Dance and Music (Caribbean Dance), context is given to social facts, which engages and informs students about such social issues as history, Colonialism, social class, gender, race/ethnicity, and social justice. The added bonus of using Dance as a lens is that it involves active, embodied learning (Dewey, English, Mead), making the material more memorable, meaningful, and relevant to the learner. A Communicative Approach (Task-based Learning Activity) \&amp; Language for Specific Purposes: Task-Based Language Teaching (TBLT) is a derivative of the Communicative Approach (CA) and Second language Acquisition (SLA) studies. Certain types of communicative learning activities can lead to acquisition of language (Abdel Kazeroni, Aquilino Sanchez, Margaret Robertson, Yiqng Lin). When teaching a Hispanic Dance Session using specific Spanish vocabulary of the dance to address certain dance movements (like Flamenco dance), we engage language learners in acquiring Spanish parts of language related to the flamenco dance. We also immerse learners in the culture of flamenco dance, and its rich cultural context, so they can learn about the social context, gender issues, the different meanings of the dance movements, the metaphors, and by extension they will learn about diversity, tolerance, inclusion, and respect for another culture through dance and music (Language for Specific Purposes: Angela N. Gardner, Howard Gardner, Victoria Escaip). A Sociology Approach: Dance can be a useful tool for teaching students about culture and community. Through the language of Dance and Music (Caribbean Dance), context is given to social facts, which engages and informs students about such social issues as history, Colonialism, social class, gender, race/ethnicity, and social justice. The added bonus of using Dance as a lens is that it involves active, embodied learning (Dewey, English, Mead), making the material more memorable, meaningful, and relevant to the learner. A Communicative Approach (Task-based Learning Activity) \&amp; Language for Specific Purposes: Task-Based Language Teaching (TBLT) is a derivative of the Communicative Approach (CA) and Second language Acquisition (SLA) studies. Certain types of communicative learning activities can lead to acquisition of language (Abdel Kazeroni, Aquilino Sanchez, Margaret Robertson, Yiqng Lin). When teaching a Hispanic Dance Session using specific Spanish vocabulary of the dance to address certain dance movements (like Flamenco dance), we engage language learners in acquiring Spanish parts of language related to the flamenco dance. We also immerse learners in the culture of flamenco dance, and its rich cultural context, so they can learn about the social context, gender issues, the different meanings of the dance movements, the metaphors, and by extension they will learn about diversity, tolerance, inclusion, and respect for another culture through dance and music (Language for Specific Purposes: Angela N. Gardner, Howard Gardner, Victoria Escaip).

Innovative Pedagogical Strategies in Second Language Acquisition

The process of acquiring a second language is a complex undertaking that necessitates a multifaceted approach to instruction. Contemporary pedagogical strategies have increasingly emphasized interactive and communicative methods, recognizing the importance of engaging learners in meaningful and authentic use of the language. This article delves into the various instructional techniques that are currently favored in the field of second language education. Notably, the comprehensibility of input, which refers to the accessibility of language presented to learners, is paramount; methods designed to ensure that learners can understand and process language are essential for facilitating acquisition. Moreover, the aspect of learner interaction is scrutinized, as it is critical for providing L2 students with the opportunity to practice and develop their language skills in social contexts. Feedback mechanisms play an instrumental role in L2 learning, serving as a bridge between understanding and production, helping learners to refine their language use through correction and guidance. Task-based learning is another significant pedagogical approach that warrants discussion. It focuses on the completion of meaningful tasks that mirror real-world language use, rather than on the rote memorization of language forms. Furthermore, the integration of technology in language learning environments has opened up new and dynamic avenues for enhancing learners' engagement and exposure to the target language. The article weighs the efficacy of these diverse strategies by reviewing empirical studies and theoretical perspectives that underline their benefits in promoting second language proficiency. The conclusion weaves together the significant insights from the analysis, reflecting on the practical implications these strategies hold for learners and educators alike. It also calls for further research to optimize L2 teaching methodologies, thereby enriching our understanding of second language acquisition in the digital age.