Task-Based Instruction for English Young Learner Classroom

International Journal of Multidisciplinary Research and Analysis

The learning of a foreign language has become a fundamental requirement for global socioeconomic development. This represents one of the great challenges for teachers, taking into account the contents that must be faced to the qualities and attention of the students, so that they can go adapting to the strategies and methodologies that have been implemented, to facilitate the instruction of the language that you want to teach. In current times, it has become a complex process, since it involves the exchange that encourages the subjects.

Since a long time ago, the Task-Based Learning (TBL) model has become one of the favorite activities in teaching language. TBL refers to the learning model that focuses on tasks in order to build students' ability to communicate. The objective of the researcher in reviewing this model is to explore the issues, the advantages, and the disadvantages of TBL in language teaching at all levels of education. The data were collected based on the articles published in reputable international journals. The articles observed derived from methods, level of educations, and four skills in language teaching. From the observation done, it was proved that TBL gave very successful results for the achievement in language teaching. The process of teaching and learning was very efficient and enjoyable. TBL promotes cooperative learning, a student-centered approach, enjoyable tasks, tasks that reflect real-life, attractive activities, reflects to meaning, and communicative and some ways but it has some difficulties to be applied.

"This research seeks to highlight that Task-Based Language Teaching is a suitable didactic method for the teaching and learning of second and foreign languages. The development and implementation of a teaching module for Spanish as a foreign language, in the face to face environment, is contemplated. The primary objective is to portray how methodological principles from Task-Based Language Teaching can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a foreign language, in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. Keywords: task-based language teaching and learning, task-based approach, face to face method, teaching module, linguistic and communicative competence."

IJELS, 2019

Task-based Language Teaching alludes to a communicative approach which is grounded on the usage of real-life and pedagogical tasks as a central element for language instruction. The paper explores salient features of Task-based Language Teaching within an English as a Foreign Language context. Additionally, the paper goes over reasons on why language teachers should use and incorporate TBLT in their lessons. Next, a lesson plan that is based on TBLT tenets is provided. Finally, a section on criticism to TBLT is included to provide a much-needed balance. Task-based Language Teaching constitutes a major approach to language instruction. Thus, TBLT has several implications within language classrooms. Likewise, real-life tasks bring authenticity to language classrooms as students use the language in a pragmatic way. Tasks constitute the core element of TBLT as the focus is on meaning and effective communication. The negotiation of meaning is another underlying feature of TBLT.

This observational study aimed at examining teacher/learner interactions in task based settings and understanding teachers' perceptions about using task-based approach in reading comprehension classes. To achieve this end, two general English classes were observed in Islamic Azad university of Tabriz, Iran. The researcher followed a four part process of record-view-transcribe-and analyze (R-V-T-A). The results show that despite the claim that task-based approach is applied in foreign language classes in Iran, in reality grammar-oriented interventions are rather frequent in these foreign-language classes and that teachers have got unclear understanding about applying task-based approach in their classes. The results of the study may have pedagogical implications for instruction and curriculum development.

The purpose of this study was to explore the outcomes of task-based learning in English language and how the basic language skills can be learned through this methodology effectively. One main research question and six sub questions guided this study. A case study methodology was employed for the research design, and survey questionnaire was chosen for data collection. Data analysis from students revealed that their schools in the city of Lahore are following the task-based methodology as these selected schools are renowned in the city for their learning outcomes and these schools think it quite appropriate for language learning and communicative competence. Role of students and teachers is integral for TBL to be successful since listening, speaking, reading and writing are prominent parts of the English language. The students like task based activities and they like to involve in different tasks but there is a need to initiate and introduce different techniques to enhance their mot...

2020 4th International Conference on Advancement of the Theory and Practices in Education, 2020

At present, college English teaching is still suspended under the traditional teaching mode, and students' comprehensive application ability of English is still low, which cannot meet the needs of the workplace. In college English teaching, the task-based approach affects students' learning motivation and improves their language proficiency. Most students show positive views on the application of the task-based approach in English learning classrooms, and recognize that their learning motivation has Improved, task-based teaching is an effective teaching method widely used in English teaching in our country. In order to better implement this teaching method in the future English learning class, this article explores the application of task-based teaching mode in college English teaching and proposes corresponding teaching strategies.

The purpose of this study was to find out how task-based language teaching is implemented in ELT classrooms at Debre Markos College of Teachers Education. To conduct the study, exploratory research method that combines both qualitative and quantitative methods was employed on 108 third year English language students and six language instructors. Data were collected through interview, classroom observation, matrix-rate questionnaire, and document analysis, and were analyzed qualitatively and quantitatively. Accordingly, the findings of the study revealed that there are teacher made pedagogic language tasks based on predetermined course contents and objectives where resource facility was not considered as a problem. In addition, student involvement in task design, planning, and selection was very little, because the college follows modular approach to language teaching. However, they were involved in task performance, reflection, and evaluation in several student-centered interaction patterns and self-paced performance options. The data also showed that the desired qualities of the tasks are significantly fulfilled, yet there are a number of form-focused language tasks and their components are obscured. Besides, both instructors and students were found to significantly play their roles in different communicative task phase; however, teacher domination still prevails in language classrooms. What is more, it was found out that a number of problems hinder the effective implementation of task-based language teaching and learning, though there were considerable attempts made to minimize them. Therefore, based on the findings, some recommendations were forwarded, and future research areas in the field were suggested.

2020

Problems in learning and teaching are closely related to teachers and students. In this case part of the learning problem is influenced by the method used by the teachers. The present study aimed at describing the effectiveness of Tasks Based Approach in teaching English speaking. This is an action research that is observing the teaching and learning process in three cycles. It shows that the first observation was 48.33%, the second observation was 72.33%, and the third observation was 80%. The students responded positively on the task-based learning activities. Students have mastered the flow of speaking learned through taskbased learning approach and learning stages. They did not waste time asking a lot of questions, but they do exercises both in pairs and in groups.

Task Based Language Teaching, 2024

Task-Based Language Teaching (TBLT) has emerged as a pedagogical approach aimed at promoting language acquisition through authentic, task-oriented activities. Despite its growing popularity, the practical implementation of TBLT in writing classrooms remains underexplored. This case study seeks to address this gap by examining the implementation of TBLT in writing instruction within a specific educational context. The classroom action research method was used involving one hundred and five participants of Intermediate Level students following the English Language Diploma at the Faculty of English and Education at Aquinas College of Higher Studies. The study aims to investigate the implementation of TBLT into writing lessons, by investigating the more suitable task types, students' perceptions, and experiences of TBLT tasks, and assess the impact of TBLT task types on writing outcomes. Methodologically, the study adopts a qualitative approach, utilizing interviews, classroom observational checklist, and questionnaires to gather data. In Vivo coding was utilized for analyzing common themes in the interview transcripts while statistical analysis t-test was administered to analyse the data. The findings highlight the various challenges and opportunities encountered in implementing TBLT in writing classes, including task design, learner scaffolding, and learner engagement. The study concludes with recommendations for enhancing the effectiveness of TBLT implementation in writing instruction, emphasizing the importance of teacher professional development, task authenticity, and learner-centered pedagogy.