The Impact of Task-Based Instruction Program on Fostering ESL Learners’ Speaking Ability: A Cognitive Approach

The aim of this study is to investigate the extent to which task-based instruction affecting EFL learners’ performance. This paper covers the impact of task approach on EFL learners’ performance. It shades light on the relevant literature reviewed and studies on TBLT. At the same time, the speaking skill and speaking sub-skills are introduced as a base for teaching and developing speaking activities. On the other hand, the paper reflects on implementing task-based instruction and the principles for implementation by drawing a framework for implementation, and factors affecting implementation of TBI. On the above findings, the researcher recommends that teaching instruction should be given more attention in EFL classes in the light of using task-based approach. Also the researcher suggests that further research is needed to explore more in the effectiveness of task-based programs on EFL learner’s performance as well as its fluency.

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The Influence of Planning and Task Type on Second Language Performance

Studies in Second Language Acquisition ◽

10.1017/s0272263100015047 ◽

1996 ◽

Vol 18 (3) ◽

pp. 299-323 ◽

Cited By ~ 378

Author(s):

Pauline Foster ◽

Peter Skehan

Keyword(s):

Decision Making ◽

Second Language ◽

Information Exchange ◽

Personal Information ◽

Task Type ◽

Language Performance ◽

Based Instruction ◽

Task Based Instruction ◽

The Impact ◽

Second Language Performance

This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predictions regarding the effects of three different tasks (Personal Information Exchange, Narrative, and Decision-Making) and three different implementation conditions for each task (unplanned, planned but without detail, detailed planning) on the variables of fluency, complexity, and accuracy. The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity. However, a more complex relationship was discovered between planning and accuracy, with the most accurate performance produced by the less detailed planners. In addition, interactions were found between task type and planning conditions, such that the effects of planning were greater with the Narrative and Decision-Making tasks than with the Personal Information Exchange task. The results are discussed in terms of an attentional model of learning and performance and highlight the importance of tradeoff effects between the goals of complexity and accuracy in the context of the use of limited capacity attentional resources. The study contributes to the development of cognitive models of second language performance and addresses a number of pedagogic issues.

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IMPROVING ENGLISH SPEAKING ABILITIES OF ESL LEARNERS THROUGH COMMUNICATIVE TASK-BASED INSTRUCTION

International Journal of New Economics and Social Sciences ◽

10.5604/01.3001.0013.3052 ◽

2019 ◽

Vol 9 (1) ◽

pp. 313-325

Author(s):

Janice C. Bone ◽

Ariel Epan San Jose ◽

Maria Gregoria Robles Concepcion

Keyword(s):

Phenomenological Study ◽

Group Discussion ◽

Speaking Proficiency ◽

English Speaking ◽

Based Instruction ◽

Task Based Instruction ◽

The Many ◽

Qualitative Phenomenological ◽

Qualitative Phenomenological Study ◽

Esl Learners

Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that gener-ally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversa-tion tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.

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The Impact of Task-Based Instruction on Reading Comprehension Ability among the Iranian EFL students

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.3n.4p.97 ◽

2014 ◽

Vol 3 (4) ◽

pp. 97-100

Keyword(s):

Reading Comprehension ◽

Comprehension Ability ◽

Efl Students ◽

Based Instruction ◽

Task Based Instruction ◽

The Impact ◽

Reading Comprehension Ability

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

Theory and Practice in Language Studies ◽

10.17507/tpls.0610.09 ◽

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.

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