scholarly journals The effectiveness of task-based language teaching on the writing skill: a systematic research synthesis

2022 ◽  
Vol 6 (1) ◽  
pp. 27-46
Author(s):  
Paola Vanessa Navarrete Cuesta ◽  
Alberto Medina Fernández

Introduction. This systematic research synthesis investigated the effectiveness of Task-based language teaching interventions on L2 writing performance of intermediate level students. Objective. The main aim was to determine the effects of independent variable manipulations of task-based language teaching on different modes of writing measured holistically and by means of CALF constructs. Methodology. The integration of qualitative and quantitative data was carried out by means of a systematic literature search and retrieval of published articles from 2010 until September 2011. Substantive and methodological features of the studies were coded and compared for the identification of commonly used practices and trends within the Task-based language teaching and L2 writing research domain. Results. The results indicate 3 major types of task-based interventions: TBLT framework, task complexity manipulations and task planning conditions have prevailed as treatments. Task complexity treatments have had beneficial effects on measures of fluency and lexical complexity while strategic planning and planning time also favored fluency in L2 writing. In turn, TBLT framework lesson treatments yielded large effects measured as Cohen’s d. Conclusion. In spite of the wide variety of treatment conditions and outcome measures for different modes of L2 writing, support is given to the importance of the pre-task cycle stage management of TBLT for intermediate level learners.

2021 ◽  
Vol 5 (4) ◽  
pp. 72-93
Author(s):  
Alberto Medina Fernández

Durante más de tres décadas, las estrategias de enseñanza de idiomas basada en tareas han constituido un objeto de investigación en el campo de la adquisición de segundas lenguas. Sin embargo, un enfoque TBLT se ha adoptado plenamente en algunas partes del mundo, pero no en otras. A pesar de que han existido revisiones sistemáticas y meta análisis previos que investigan la implementación de la metodología TBLT, todavía existe la necesidad de una síntesis de los efectos de tareas comunicativas en la producción oral. Este articulo proporciona una síntesis de investigación sistemática de diferentes intervenciones TBLT sobre la producción oral. En total, 61 estudios publicados fueron extraídos, codificados y analizados siguiendo los procedimientos de codificación establecidos para las revisiones sistemáticas. Además, también se realizó un estudio meta analítico de 11 investigaciones con el objetivo de determinar los efectos generales de la aplicación de una estrategia oral TBLT como tratamiento en diferentes contextos. Los resultados revelaron un efecto mediano-grande de Cohen’s (d=0,78) para las intervenciones holísticas de TBLT en la producción oral. La síntesis de datos cualitativos y cuantitativos también revelo un impacto positivo de la técnica de repetición de las tareas en un lapso de tiempo y la planificación previa a las tareas para mejorar la complejidad lingüística, la precisión y la dimensión de fluidez de la expresión oral. El estudio concluye con implicaciones para la implementación de una estrategia TBLT en el proceso de enseñanza-aprendizaje de lenguas extranjeras.    


2020 ◽  
Vol 53 (4) ◽  
pp. 433-445 ◽  
Author(s):  
Mark D. Johnson

The study of planning in second language (L2) writing research is heavily influenced by two research domains: (a) early research on cognition in first language (L1) composing processes and (b) second language acquisition (SLA) research. The first research domain has been instrumental in determining the specific systems and processes involved in composing and has led to widely accepted models of L1 writing (Bereiter & Scardamalia, 1987*; Flower & Hayes, 1980*; Hayes, 1996, 2012) as well as a widely accepted model of the interaction between working memory and L1 writing systems (Kellogg, 1996*; Kellogg, Whiteford, Turner, Cahill, & Mertens, 2013). The influence of these early studies is still felt in process approaches to composition instruction commonly implemented in L1 and L2 writing classes. The second research domain—SLA and more specifically task-based language teaching/learning—has come to view planning as a feature of task complexity that can be manipulated to facilitate the production of language that is complex (syntactically and/or lexically), accurate, and/or fluent (Robinson, 2011*; Skehan, 1998*; Skehan & Foster, 2001). This research timeline traces the study of planning in L2 writing in each of these domains by reviewing key L1 and L2 writing research over the last 30-plus years and by highlighting each study's findings. Prior to presenting the timeline, the following sections provide backgrounds in each of the domains noted above and situate planning within those domains.


2016 ◽  
Vol 21 (4) ◽  
pp. 454-479 ◽  
Author(s):  
Phung Dao ◽  
Noriko Iwashita ◽  
Elizabeth Gatbonton

This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for English as a second language (ESL) over a four-week period was analysed for incidence, outcome and characteristics (i.e. focus, initiation, response, and turn length) of language-related episodes (LREs) operationalized as evidence of learner attention to form. The results showed that during ACCESS task-based interactions, learners attended to form as reflected in a large number of LREs. Despite being brief, a majority of these LREs were correctly resolved, self-initiated, self- and other-responded, and focused on the target linguistic item: past-tense verbs. These results are discussed in terms of the potential effects of ACCESS task principles, different task features (i.e. task complexity, pre-task modeling, speaker role and group size), and learners’ approach to tasks on the incidence and characteristics of LREs.


2019 ◽  
Vol 10 ◽  
Author(s):  
Matthew E. Jaurequi

Abstract Interest in the relationship between adult attachment and mindfulness has mushroomed over the past decade. Yet the associations between adult attachment and mindfulness related to mental health is less understood. This article provides a systematic research synthesis to elucidate the relationship between adult attachment, mindfulness, and mental health. Findings from 10 empirical articles identified that anxious and avoidant attachment and mindfulness together related to depression, anxiety, psychological functioning, and cortisol response. The effects of adult attachment and mindfulness on mental health is an exciting area for research and practice that can be advanced by the inclusion of key romantic relationship processes and partners within longitudinal or experimental study designs.


2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Dimitrios Terzis ◽  
Patrick Hicher ◽  
Lyesse Laloui

Abstract The present study integrates direct electric currents into traditional calcium carbonate mineralization to investigate electrochemical interactions and the subsequent crystalline growth of CaCO3 bonds in sand. A specific line of focus refers to the effect of three chemical reactive species involved in the stimulated geo-chemo-electric system, namely CaCl2, Ca(CH3COO)2 and Ca(CH3CH2(OH)COO)2. By altering treatment conditions and the applied electric field, we capture distinctive trends related to the: (i) overall reaction efficiencies and distribution of CaCO3 crystals is sand samples; (ii) promotion of CaCO3 mineralization due to DC (iii) crystallographic and textural properties of mineralized bonds. The study introduces the concept of EA-MICP which stands for Electrically Assisted Microbially Induced Carbonate Precipitation as a means of improving the efficiency of soil bio-cementation compared to traditional MICP-based works. Results reveal both the detrimental and highly beneficial effects that electric currents can hold in the complex, reactive and transport processes involved. An interesting observation refers to the “doped” morphology of CaCO3 crystals, which precipitate under electric fields, validated by crystallographic analyses and microstructural observations.


2004 ◽  
Vol 5 (3) ◽  
pp. 285-300 ◽  
Author(s):  
Katherine M. Hertlein ◽  
Ronald J. Ricci

2017 ◽  
Vol 50 (4) ◽  
pp. 507-526 ◽  
Author(s):  
Rod Ellis

The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces – such as how a ‘task’ should be defined, the nature and timing of the ‘focus-on-form’ required, how to determine task complexity and sequence tasks, the role of explicit instruction, the timing of focus on form and the teacher training needed to ensure effective uptake of TBLT – and to also consider what solutions are possible. Disagreements exist regarding the relative merits of task-based and task-supported language teaching. I will propose that a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.


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