Adding Tasks to Textbooks for Beginner Learners

Muller, Theron

doi:10.1057/9780230522961_7

Cited by 29 publications

(4 citation statements)

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“…Implementing TBLT with these students enhanced their confidence in their conversational performances. Furthermore, the present study's findings are consistent with Muller (2005) in that adopting TBLT with beginners proved to be a difficult task, since the students, who initially had very limited spoken English proficiency, were able to improve their spoken English by using TBLT.…”

Section: Students' Speaking Performancesupporting

confidence: 88%

CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia

Widiastuti

Ivone

Sulistyo

et al. 2022

Indonesian J. Appl. Linguist.

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Tasks and technology are reciprocally related since the integration of technology can benefit task-based language teaching (TBLT) implementation. This study investigates students’ speaking performance, learning experiences, and perceptions in a speaking course specially designed with video recording activities involving online audiences based on the principles of TBLT. Thirty-eight undergraduate students majoring in English and enrolled in the speaking class served as the respondents. The data were collected through speaking tests, Likert scale questionnaires, and interviews. The findings indicated that the students developed their speaking performance after experiencing speaking class through a computer-assisted language learning (CALL)-mediated TBLT with video recording activities. They were also able to find their strengths and weaknesses by watching their own video recordings on YouTube. The findings also showed that the students had positive learning experiences and perceptions of video recording activities with online audiences on YouTube. Nevertheless, a further investigation of the online interactions toward the use of tasks and digital learning platforms with online audiences is highly advised.

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Section: Students' Speaking Performancesupporting

confidence: 88%

CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia

Widiastuti

Ivone

Sulistyo

et al. 2022

Indonesian J. Appl. Linguist.

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“…However, for YLs, Willis suggests these activities should take less time or be conducted with teacher assistance. But given time limitations and challenges for YLs to report task outcomes in public (Muller, 2005) we moved the planning and reporting activities to the post-task phase where it was integrated into teacher-led discussion of the task outcomes.…”

Section: From Ppp Lessons To Task-based Lessonsmentioning

confidence: 99%

Developing Task-based Lessons from PPP Lessons: A Case of Primary English Textbooks in Vietnam

Bui

Newton

2020

RELC Journal

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This article provides an account of how presentation-practice-production (PPP) textbook lessons were turned into task-based lessons which were then implemented in three Grade 4 classrooms in primary schools in Vietnam. This account seeks to address a topic of considerable practical value for teachers interested in teaching with tasks, namely, how PPP lessons can be adapted for task-based teaching. The article outlines lesson redesign and key steps in the process. Reflections on the lesson design and implementation provide implications for teachers and teacher educators.

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“…Regarding task-based speaking activities, researchers have identified different types such as interviews through the use of questions and answers, information gaps, role play, matching activities, exchanging information, picture description and picture stories, discussion and decisions, and problem solving (Prabhu, 1987;Clark, 1987;Pattison, 1987;Pica & Doughty, 2008;Crookall & Oxford, 1991) So far researchers have investigated different aspects related to TBLT. For example: implementation of TBLT (Carless, 2001;Muller, 2005); effect of TBLT (Birjandi & Ahangari, 2008); TBLT in teaching of grammar (Nguyen, 2007); tasks used to teach speaking skill (Tran, 2011); TBLL and student motivation in vocabulary acquisition (Le & Nguyen, 2012); tasks in classrooms (Nguyen, 2013): factors affecting TBLT (Le, 2014); challenges of shifting to TBLT (Phượng, 2016); teachers" perceptions towards the implementation of TBLT (Tran & Nguyen, 2018), and many others both in the international and Vietnamese contexts.…”

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confidence: 99%

Task-based Language Teaching: Task-based Speaking Activities Used in EFL Classrooms at Tertiary Level

Tuyen¹,

An²

2019

International Journal on Studies in English Language and Litera

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Recently, a shift towards more communicative and eclectic methods and approaches of foreign language teaching in Vietnam has led to a change in classroom time for students to actively communicate with one another. As students expect to find learning speaking challenging, it is required that EFL teachers find out innovative ways of teaching speaking skills. Moreover, Ur (2006) claimed that of the four language skills (listening, speaking, reading, and writing), speaking seems to be the most important, but challenging. Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information (Burns & Joyce, 1997). Students need to develop different skills and strategies to keep conversations going on. It is required that they not only know how to produce specific points of language such as grammar, pronunciation, or vocabulary, but they also understand when, why, what and how to talk. In addition, it is also a commonly recognized fact that achieving proficiency in foreign language speaking in classroom conditions is not an easy task. This difficulty is basically due to the students and inadequate frequency of speaking opportunities in the classroom in comparison to the abundance of natural varieties and genres of oral communication (Nation, & Newton, 2009). Nonetheless, the skill of speaking is not automatically transferable from the speaker's first language into the target language (Thornbury, 2007). In cases where there is little chance for oral interaction outside the classroom, it is thus imperative to optimize the classroom time available and create opportunities for the development of students" speaking skills. One of the best ways is using a procedure based on the use of speaking tasks as the core unit of planning and instruction in language teaching to enhance EFL students" speaking ability (Richards & Rodgers, 2001). TBLT has been considered to create a real purpose for language use and provide a natural context for language education through the use of different tasks (Willis, 1996). TBLT is a language teaching and learning approach which has been used since 1980s. It is accepted by linguists and foreign language teachers, researchers and curriculum developers for last three decades (Breen, 1987). That is because a language is best learned through using it (Thornbury, 2007). Lee (2000) defines "a task as a Abstract: Task-based language teaching (TBLT), a language teaching and learning approach, has been received much concern from language educators and researchers in different contexts for the last three decades. With a desire for making a valuable addition to the literature, this study, therefore, aims to explore how EFL teachers at a private university in Ho Chi Minh City-Vietnam (henceforth called PUH) perceive TBLT principles and discover what EFL teachers' and students' perceptions of the types and advantages of task-based speaking activities (TBSA) used in EFL classes at tertiary level. The study involved 383 students and 10 EFL teachers. Both quantitat...

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Adding Tasks to Textbooks for Beginner Learners

Cited by 29 publications

References 0 publications

CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia

CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia

Developing Task-based Lessons from PPP Lessons: A Case of Primary English Textbooks in Vietnam

Task-based Language Teaching: Task-based Speaking Activities Used in EFL Classrooms at Tertiary Level

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