scholarly journals The Effectiveness of a Task- Based Instruction Program in Developing the English Language Speaking Skills of Primary Stage Pupils

2015 ◽  
Vol 16 (4) ◽  
pp. 657-664
Author(s):  
Basma Samy Mahmoud Ibrahim
Keyword(s):  
English Language ◽  
Primary Stage ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Speaking Skills

scholarly journals Fostering Citizenship and English Language Competences in Teenagers Through Task-Based Instruction

2021 ◽  
Vol 23 (2) ◽  
pp. 103-120
Author(s):  
Yanilis Romero ◽  
Adriana Pérez
Keyword(s):  
Data Collection ◽  
Civic Engagement ◽  
Research Method ◽  
English Language ◽  
Language Use ◽  
Real Life ◽  
Life Tasks ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Social Components

This research analyzes how citizenship and communicative competences can be fostered through a task-based approach to language teaching. This paper proposes the design of a unit with social components as the main meaningful task for the teaching of the English language and for fostering citizenship competencies in A2 level learners. An action research method was used; data collection techniques included observations, diaries, interviews, and students’ artifacts. Findings report that tasks might foster English language use if those are designed by taking into account students’ context and interests. Furthermore, real-life tasks derived from contextual features can enhance civic engagement and promote values, which can be signals of citizenship.

scholarly journals Grammar Learning At Tertiary Level In Indonesia: A Curriculum Development Of Genre-Task Based Approach

2020 ◽  
Vol 1 (8) ◽  
pp. 41
Author(s):  
Wuwuh Asrining Surasmi ◽  
Suparti Suparti ◽  
Eka Fadilah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Grammar Teaching ◽  
Grammar Learning ◽  
Based Instruction ◽  
Task Based Instruction

This article explores the grammar learning in two influential English language teaching (ELT) curriculum approaches to tertiary level and the potential approach to interweave them. The two prominent approaches shaping language learning in Indonesia are communicative language teaching (CLT) specified in Task-based Instruction and Genre approaches rooted in Systemic Functional Language (SFL). Given the various curriculum which comes and goes, bringing together with miscellaneous methods or approaches, it is urgently needed to adapt rather than adopt the wholesale methods or approaches by making the nexus between those two aproaches to fit the context. This article aims at revisiting creative and innovative grammar teaching and learning at tertiary educational level. We elucidate how those approaches foster English as a Foreign Language (EFL), notably, how grammar should be learnt and assessed through them.

A Comparative Study of the Impact of Interpretation-based, Task-based, and Mechanical Drills Teaching Methods on Iranian English Language Learners’ Grammatical Development

2016 ◽  
Vol 6 (10) ◽  
pp. 1951
Author(s):  
Faezeh Fereydoonyzadeh ◽  
Hamid Gholami
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Efl Learners ◽  
Grammatical Development ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Post Hoc ◽  
The Impact

Since grammar has been an important part of language learning, this study was aimed to investigate the impact of three different methods (meaning-based method, task-based method and mechanical drill method) on grammatical development of Iranian EFL learners by teaching conditional sentences. This study was performed in Jahad Daneshgahi Language School of Kermanshah, Iran. The researcher administered a pre-test to see if the learners could make a homogeneous group in terms of proficiency or not. 51 learners were chosen to participate in the study. The learners were studying Top notch book (the third level). The participants were divided into three groups, each group containing 17 learners. The classes were co-educational, containing both male and female learners. Their ages ranged between 17 to 35 years old. This study was done in fall 2014.  Analysis based on ANOVA and post hoc indicated that teaching conditional sentences with task-based instruction in comparison with two other methods, leads to a better grammatical development on Iranian EFL learners. The result of the study indicated that majority of the learners had a better performance on the test based on task-based method treatment.

scholarly journals Investigating the Washback Effects of Task-based Instruction on the Iranian EFL Learners’ Vocabulary Learning

2016 ◽  
Vol 9 (12) ◽  
pp. 16
Author(s):  
Alireza Hamzeh
Keyword(s):  
English Language ◽  
Vocabulary Development ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Conventional Teaching ◽  
Based Instruction ◽  
Task Based Instruction ◽  
English Language Institute ◽  
And Control

<p>The current research was an attempt to explore the washback impact of task-based instruction (TBI) on EFL Iranian learners’ vocabulary development. To this end, conducting an Oxford Placement Test (OPT), 30 out of 72 EFL Iranian learners studying in an English language institute, were randomly selected. Then, they were assigned to experimental (N=15) group, and control group (N=15). The experimental group of the study was taught through TBLI and the control group of the study was instructed the vocabulary via conventional teaching instruction for 12 ninety-minute sessions. The class sessions were held twice a week. The data was examined through independent sample t-test. The findings revealed that there was significantly different between two groups’ performance in the posttest, thereby TBI had a significant effect on developing Iranian EFL learners’ vocabulary development. Furthermore, some pedagogical implications for EFL instructors and learners as well as syllabus designers have been presented. <strong></strong></p>

From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives

2021 ◽  
pp. 136216882110265
Author(s):  
Lara Bryfonski
Keyword(s):  
English Language Learners ◽  
Teacher Training ◽  
English Language ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teacher Training Programs ◽  
Based Instruction ◽  
Task Based Instruction

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

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